An acute and potentially life-threatening complication associated with the recreational use of the 3,4-methylenedioxymethamphetamine (MDMA, Ecstasy) is hyperthermia. In the present study, Sprague-Dawley rats treated with MDMA (40 mg/kg s.c.) responded with a significant increase (maximal at 1 h) in rectal and skeletal muscle temperatures that lasted for at least 3 h post-treatment. Hypophysectomized (HYPO) and thyroparathyroidectomized (TX) animals treated with MDMA (40 mg/kg s.c.) did not become hyperthermic and in fact displayed a significant hypothermia. The HYPO and TX animals were also resistant to the serotonergic neurotoxic effects of MDMA assessed by serotonin measurements 4 to 7 days later in the striatum and hippocampus. MDMA (40 mg/kg s.c.) induced a significant increase in thyroxine levels 1 h post-treatment. Thyroid hormone replacement in TX animals returned the hyperthermic response seen after MDMA. Prazosin, an ␣ 1 -antagonist (0.2 mg/kg i.p.), administered 30 min before MDMA significantly attenuated the MDMA-induced increase in rectal temperature, but had no effect on skeletal muscle temperature. Cyanopindolol, a ␤ 3 -antagonist (4 mg/kg s.c.), administered 30 min before MDMA (40 mg/kg s.c.) significantly attenuated the increase in skeletal muscle temperature, but had no effect on the rise in rectal temperature. The combination of prazosin and cyanopindolol resulted in an abolishment of MDMA-induced hyperthermia. The mechanisms of thermogenesis induced by MDMA seem to result from an interaction between the hypothalamicpituitary-thyroid axis and the sympathetic nervous system, wherein mechanisms leading to core and skeletal muscle hyperthermia after MDMA exposure seem to be differentially regulated by ␣ 1 -and ␤ 3 -adrenergic receptors.

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A survey of practicing school psychologists in the state of Nebraska was conducted to gather facts and opinions across a broad spectrum of topics. This article is based on one section of that survey which was concerned with profesional functions of the school psychologist. Five functions of the school psychologist were explored: Assessment, Consultation, Evaluation, Administration, and Intervention. Respondents were asked to rate a number of subactivities under each of these five major functions on a five‐point scale in terms of importance. Each subactivity was rated from two Points of view: (a) the importance of the activity as the respordent perceived the ideal role of the school psychologist, and (b) the importance of the activity in the present job situation. Weekly time engaged in each subactivity was, recorded. Results indicate that Consultation was considered the most important function in both the hypothetical ideal situation and on the job, though a significantly greater amount of time was reported spent in Assessment.

This study examined the relationship between creativity and openness. Two elaborative and two evaluative measures were administered to 56 undergraduates. A multi-trait multi-method approach was used to analyze Pearson correlations among all measures. Significant correlations were based on the commonality of method rather than trait. It was suggested that creativity and openness were best explained in terms of a typology rather than as unidimensional traits.

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