The present study examines the impact of pregnancy on anorexia nervosa and bulimia. A survey of women with an active eating disorder involving anorexia nervosa, bulimia, or mixed symptoms 6 months prior to their first pregnancy was undertaken to gain information on attitudes toward becoming pregnancy, fears and concerns related to the unborn child, the impact on eating disorder behaviors prenatal and postnatal, weight gain and weight gain of the baby as an indicator of its health, and the obstetricians view of the pregnancy and health status of the infant upon delivery. The results indicate that pregnancy had a pronounced beneficial impact on anorexic and bulimic symptoms during pregnancy. However, lasting psychological benefit was limited to a minority of the sample in the first year after childbirth. In contrast to previous research, infants had normal birth weights and deliveries with an absence of congenital defects. The implications of these results and suggestions for future research are discussed.

This study compared behavioral and emotional problems reported by parents and teachers in Chinese urban and rural samples and demographically similar American samples. Parents of 469 6-to-13-year-old children of each nationality completed the Child Behavior Checklist (CBCL). Teachers completed the Teacher's Report Form (TRF). Cross-cultural differences were generally modest in magnitude. Chinese children scored higher on TRF Delinquent Behavior and Anxious/Depressed syndromes, and on Internalizing. American children scored higher on CBCL Aggressive Behavior and TRF Attention Problems syndromes. Boys exhibited more externalizing behaviors across both cultures. The mean correlation between parent and teacher ratings was .36 in the Chinese sample and .29 in the American sample, a nonsignificant difference. Findings indicate considerable similarity between problems reported for children in very different societies.

Subjects in this experiment were 24 second-year students at the University of Oregon Medical School who were randomly assigned to one of two interviewing training groups. The 12 microcounseling subjects received training in the use of attending behavior, open-ended questions, minimal activity responses, paraphrases, reflections of feeling, and summarization through the use of the microcounseling paradigm. The 12 comparison subjects received equivalent interview training. Pretraining and posttraining interviews with real patients were videotaped for each subject. Data analysis revealed that both groups of subjects became better interviewers, but those subjects receiving microcounseling training improved more than the comparison subjects.

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