Nocturnal enuresis in childhood is usually classified into two types: the primary and the secondary. The former type implies the case in which nocturnal enuresis occurrs because the urine voiding system of child has no yet been established. The latter implies the case in which nocturnal enuresis appears due to psychological stresses. Mowrer's alarm-sheet method has been well known as a behavioral therapy technique for nocturnal enuresis. In recent years, however, Kimmel reported urine retention training in which the instrumental conditioning techniques to endure the desire to urinate were performed to train the child in the daytime. Azrin has shown another behavioral approach which chiefly uses role-play techniques. The authors have combined those two methods so that the pediatricians in this country may treat the enuretics in their daily practice. This method is now established as a modified Kimmel-Azrin method and the results have been already reported elswhere. At the present time, the treatment cases have reached to 151, which are reviewed and reported here.

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The present study aimed to examine the first hypothesis of Hodgson & Rachman (1974). Electric shock was used as an aversive stimulus, and heart rate and tapping pressure were measured as the indices of anxiety. Forty eight subjects were randomly assigned to each of the four experimental conditions consisted with two factors, namely, threat level of stimulus (high/low) and temporal uncertainty (no signal/count down). Anxeity indices were monitored during the anticipatory period. Main findings were as follows. (1) Heart rate and variability of tapping pressure seems to have relatively similar characteristic as indices of anxiety. (2) Difference of the threat level was not seen in the degree of synchrony between the two indices, but in the phase shift of it. This implies that desynchrony seen under low threat situation reported in the previous studies is a seeming phenomenon caused by time lag in the expression of responses representing anxiety.

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The present study is aimed to investigate an effect of models and physical guidances on the facilitation of play behavior that involve symbolic meanings. Subjects are 2 autistic children. Task A is one in which trainer modeles actions according to music, and subjects imitate these actions. Modeled actions are constituted from the extension and constraction of the legs and arms and so on. In this respect, Task A is the same as Task B. But, Task B, where each action inolve symbolic meanings, is different from Task A which does'nt involve them. Trainings are administered across 20 sessions. Results are as follows: (1) Performance in Task B is inferior to one in Task A. (2) In both tasks, play behavior improves, while the amount of physical guidance decreases. These results indicateds: (1) Whether symbolic meanings is involved in tasks or not has an effect on performance on both tasks. (2) Cognition of symbolic meaning is improved by repitative presentation of models and physical guidances across sessions and is able to motivate subjects to perform gragually.

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The purposes of this study were (a) to determine the percentages of the aggressive and the withdrawn children in the sociometrically determined rejected group, and (b) to compare these rejected aggressives or withdrawns with the nonrejected counterparts in terms of view of their social skills and social acceptance. 152 sixth-grade elementary school children were given two diffrent sociometric measures and a peer nomination scale as follows : (1) a positive and negative nomination measure in which they were asked to write the names of each three children they "most liked to play with" and "least liked to play with" in their classroom; (2)a rating-scale measure on which the children rated each classmate on a five-point scale according to how much they liked to play with that person at school; (3)peer nomination scale on which the children were asked to nominate, for each 19 items, the names of two same-sex classmates whom they felt best fit that discription (included aggression, withdrawal, and likeability). Based on the positive and the negative sociometoric nominations (Cole et al., 1982), six socimetric status (rejected, neglected, average, controvertial, popular, and other) were identified. Futher, highly aggressive and highly withdrawn children were selected on the basis of scores of the peer monination scale. The main results were as follows: (1) 54% of the rejected children were nominated by peers as highly aggressive and/or highly withdrawn. (2) 58% of the aggressives and 43% of the withdrawns fell into the rejected group. (3) The rejected children obtained lower score of likeability and sociometric rating than children of the other sociometric status. (4) The withdrawns, as compared with the aggresives, were low on the likeability and the sociometric rating scores. The two findings obtained in this study that the rejected group was consisted of the aggressives and the withdrawn children and that a considerable number of the withdrawn children were involved in the rejected group were inconsistent with the previous observational studies on the children of the different sociometric status. This was discussed from the viewpoint that there was a developmental shift of the norm by which the children deside what is the appropriate way of peer interaction through elementary school years. Futher results in the present study suggested that the withrawn and the rejected children had a problem of social acceptance because of the lack of social skills nessesary to interact positively with peers.

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The purpose of this study is to evaluate the clinical effects of the Activity Scheduling Method on depressive syndrome. The basic assumption comes from Ferster's conceptualization of depression as a low rate of behaviors brought about by a shift in the amount of positive reinforcement available to the person. Activity Scheduling Method aims to prompt the patients to schedule events each day to increase the number of pleasant events and the number of unpleasant events by using the three kinds of checklists, Pleasant Event Scheduling, Unpleasant Event Scheduling and Daily Mood Monitoring. Based on the reciprocal relationships among the results of these checklists, therapist encouraged the patients to increase the pleasant activities and reduce the unpleasant activities. Social Skills Training, Assertive Training and Cognitive Therapy were applied in order to reduce the unpleasant activities. The method were applied on the patients (12 males and 8 females, age 28-65) who were diagnosed as Major Depression or Dysthymic Disorder according to DSM-III, given antidepressants for a considerable period. After the application of the method for 4,-20 weeks, ten patients were assessed to have clinically improved according to rating on DSM-III description. The effectiveness, limitations and some expected modifications of the method were speculated.

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To explore the effects of perceived self-efficacy upon the elimination of learned helplessness, 24 college students participated in the experiment as subjects. Ss were randomly assigned to one of three treatment conditions. At first, 20 unsolvable anagram tasks were given to all Ss with electric shock and all Ss were regarded as being in a learned helplessness state after 20 trials. Then Ss in EHS condition engaged in 20 solvable anagram tasks with verbal feedback about their emotional arousal and correctness of their task performance, all this while they estimated their self-efficacy to the task. In EH condition, Ss engaged in solvable anagram tasks with no feedback information and no estimation of self-efficacy. In the control OH condition, Ss were given only unsolvable tasks with electric shock all through the trials. Main results were as follows: (1) information about performance attainment were main sources of increase of perceived self-efficacy and motivation and were effective to modify the learned helplessness state, (2) verbal feedback information were not so effective to increase perceived self-efficacy and motivation, (3) verbal feedback information about emotional arousal caused the stability of fluctuation of volume pulse wave. The results of this study were discussed within the framework of social learning theory.

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