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The purpose of this study Was to mobilize the stories of parents of autistic children as a prism for understanding the adjustment process. To do so, I qualitatively analyzed 20 personal stories by parents of children diagnosed With a pervasive developmental disorder (PDD) that those parents published on the Internet. I analyzed the narratives from a textural standpoint, based on adaptation of a methodology developed by Labov (1982). All narratives Were found to have a certain degree of similarity in the core story presented (the “complicating action”). Recognition of the child's disability Was tied to diagnosis. FolloWing diagnosis, parents changed their behavior and galvanized themselves for intensive activity and care of their autistic child. The stories described the Way the parents have coped With autism. Autism Was seen as challenge. Thus, the parents Who publicized their experiences perceived themselves not as victims but, rather, as one parent put it, as “daring mountain climbers.”

Recently, a method for transcranial magnetic stimulation (TMS) of the brain has been developed. Thus, it is possible to explore neurochemical and behavioral effects of TMS in rats. Repeated TMS (9 days) reduced beta-adrenergic receptor binding in cortex, as does electroconvulsive shock (ECS) and other antidepressant treatments. Thus TMS appears to be a potential antidepressive treatment.

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This study systematically analyzed life stories of adults with attention-deficit hyperactivity disorder (ADHD) who were diagnosed in adulthood, using an adapted version of Labov’s textual-analysis method. These life stories provided an opportunity to examine the processes experienced by these individuals before and after the diagnosis of ADHD, from their perspective. The results indicate that the narrators experienced repeated failures in many aspects of life. Many of them internalized negative views to which they have been subjected to in their social environment. Consequently, they developed self-blame that subsequently further hampered their functioning. Once diagnosed with ADHD, these adults were able to construct a more coherent view of their life and of their difficulties, move beyond guilt, and understand that they could overcome their challenges. Consequently, many of them began to take a more positive view of themselves and of the course of their lives, and to admit to some positive aspects of having ADHD.

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Israeli schools expressly forbid a student to hit back after being attacked. In semistructured interviews,71 Israeli educators were asked for their views on the hitting-back tactic. The interviews compared their attitude toward hitting back as teachers with their take on the matter as parents. The results, analyzed using grounded theory, show that most educators would not object if their children hit back in self-defense when attacked but would discipline students who hit back unless they can prove their claim of self-defense. Interviewees are much less inclined to discipline retaliators who do manage to prove self-defense but feel that investigations to verify self-defense under school conditions are impractical. To deter bullies, they say, teachers must declare their readiness to discipline everyone involved; otherwise, bullies will falsely claim self-defense. The discussion explores the implications of role theory on teachers' attitudes.

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