Teaching Job Interview Skills to Alcoholics: Implications for Future Employment Rates

Twenty-three inpatient alcoholics participated in a job-finding skills workshop. They demonstrated better job interview skills and a higher employment rate compared with a control group.     

Behavioral Assessment of Job-Related Skills

An important aspect of finding and retaining employment is a person's level of occupational skills. Little information, however, is currently available on the comparative levels of job-related skills among both unemployed and successfully-employed adults. This study, using direct-observation techniques, analyzes the occupational skills of these two groups. The results show that employed adults performed significantly better than unemployed adults on each of 13 job-related skills assessed. These differences were found for both job-finding and job-retention skills. These assessment methods may be useful to employment counselors interested in helping their clients find and retain satisfactory employment.     

Improving Self-Concept and Learning Skills of Marginal Black Students: A Seminar Approach

In this article, an eight-session seminar model is presented. This seminar is designed to increase participants' study skills and to redefine participants' self-concepts from those characterized by feelings of inadequacy and frustration to concepts of selves as competent and capable. Specific study skills content covers learning strategies, two-way communication, learning styles, note making, test taking, vocational planning, and academic coping strategies. This seminar model has been used to meet the above goals with considerable success; relevant data from the evaluation of a class taught using this model is included.     

Stress management training for law students: Cognitive-behavioral intervention

The practice of law has created chronic and, at times, severe psychological stress both in law school and subsequent practice. In the current study, students volunteered to participate in a six-session seminar on personal stress management skills including self-relaxation training, schedule planning, priority-setting, leisure time planning, and cognitive modification techniques. Subjects showed pre- to posttreatment improvement on a variety of measures that included their knowledge about stress, personal ratings of stressful situations, and their daily activity schedules. In contrast, a control group showed no improvement and worsened in reported levels of personal stress. The importance of providing law students with personal stress management skills is discussed.     

Basic Counseling Skills Training Program for Juvenile Court Workers

Participants in a week-long counseling skills training seminar evidenced significant changes in certain behavior categories as measured by the FIRO-B.     

The relevance of infant observation to clinical training and practice: An interpretation

In this paper, I discuss the effects of infant observation on the observer and the implications for mental health professionals. Similarities and differences between two Infant Observation Seminar groups of students are presented. Students performed in-home observations once a week over a 2-year period. Initially, there were motivational differences between the groups of students. One group had members committed to an intensive training program in psychoanalytic psychotherapy with children (Training Group), and the other group was a service delivery front-line worker group whose members voluntarily attended a weekly in-service training seminar (Work Group). In addition to infant observation, the Training Group had ongoing didactic seminars in psychoanalytic theory, 3 hours weekly for 4 years. The Work Group had a didactic seminar on some aspect of relevant infancy literature or psychoanalytic theory for 1 hour per week for the duration of the seminar, which was 2 years. The findings suggest that mental health workers can enhance their clinical skills through infant observation, that they can obtain a working knowledge of infant development, that prior training did not affect observation, and that all observers had difficulty observing mother-infant relationships due to counter-transference difficulties that involved unresolved conflicts from the past.     

Training the Unemployed Manager: Some Aspects of the United Kingdom Experience

Presently, in the United Kingdom there are more than 100,000 business executives unemployed as a result of the economic recession. This article describes the educational assistance being offered to these executives by government agencies and focuses on the ways in which colleges and universities responsible for the training have approached their task. The freedom exercised by these educational institutions in the matter of course design meant that initially little uniformity existed among them with respect to program objectives and content. More recently, four themes have become evident, which the author has termed situational adaption, job-finding skills, management knowledge, and directional self-analysis. The view is rejected that in terms of personal and training objectives, unemployed executives constitute a homogeneous group. Experience suggests that at least four different ‘types’ of unemployed executives can be distinguished on the basis of their personal and work characteristics. The author has identified these as distressants, businessmen, opportunists, and realists. It is argued that the future development of training programs for unemployed businessmen in the United Kingdom and elsewhere, must acknowledge the diverse needs of participants and be flexibly organized in order to meet them.     

Follow-up on welfare benefits received by Job Club clients

A follow-up was made of the welfare payments received by AFDC clients who had received job-finding counseling. At the 6th-month follow-up, welfare payments had been reduced by about one-half for the Job Club clients vs 15% for the control group.     

La formation dans l’enseignement de la psychologie pour les étudiants de cycle supérieur : les compétences essentielles pour les nouveaux enseignants

What pedagogical skills are necessary for first-time college instructors? Ninety-two faculty (M = 41.3 years old, 68% female, 90.2% white, 91% born in the US) and 64 graduate students (M = 28.3 years old, 83% female, 87.5% white, 81% born in the US) listed the top three skills they believed were essential to instructors’ success in the college classroom. Despite differing levels of classroom teaching experience, graduate students and faculty members prioritized “survival” skills: public speaking, organization, and content mastery. Notable differences did emerge: faculty members were more likely to list reflection on teaching and graduate students were more likely to list classroom management and comfort with technology. Faculty also preferred more informal training methods (e.g., self-reflection, mentorship), whereas graduate students preferred more formal training methods (e.g., practice/experience, seminar/workshop). Recommendations for graduate teacher training programs include a focus on lower as well as higher-level skills and an attempt to incorporate formal and informal training methods.     

Math Weaknesses in Survivors of Acute Lymphoblastic Leukemia Compared to Healthy Children

Difficulties in math are the most frequently reported area of academic deficit in survivors of acute lymphoblastic leukemia (ALL) and the most frequent academic complaint among parents of ALL survivors. However, previous studies that included measures of math skills have been limited by the use of only a single measure of math skills, most often a measure of written calculations, without any assessment of math reasoning or math application skills. Further, the nature of these math difficulties has not been adequately investigated. The purpose of this study was to examine the performance of ALL survivors using multiple measures of math skills. Performance was compared to a group of healthy controls matched for age and sex as well as to normative levels. Other measures of neuropsychological function were also administered, and the relationships between these measures and the math measures were explored. Converging evidence for math difficulties in ALL survivors compared to healthy controls and normative levels was found. While ALL survivors generally performed within the average range on measures of math skills, math performance was mostly related to memory function and dominant-hand psychomotor speed. By contrast, math performance of healthy children was mostly related to basic reading skills and visual-motor integration. These findings shed light on the nature of math difficulties in ALL survivors and have implications for intervention.     

Math weaknesses in survivors of acute lymphoblastic leukemia compared to healthy children.

Difficulties in math are the most frequently reported area of academic deficit in survivors of acute lymphoblastic leukemia (ALL) and the most frequent academic complaint among parents of ALL survivors. However, previous studies that included measures of math skills have been limited by the use of only a single measure of math skills, most often a measure of written calculations, without any assessment of math reasoning or math application skills. Further, the nature of these math difficulties has not been adequately investigated. The purpose of this study was to examine the performance of ALL survivors using multiple measures of math skills. Performance was compared to a group of healthy controls matched for age and sex as well as to normative levels. Other measures of neuropsychological function were also administered, and the relationships between these measures and the math measures were explored. Converging evidence for math difficulties in ALL survivors compared to healthy controls and normative levels was found. While ALL survivors generally performed within the average range on measures of math skills, math performance was mostly related to memory function and dominant-hand psychomotor speed. By contrast, math performance of healthy children was mostly related to basic reading skills and visual-motor integration. These findings shed light on the nature of math difficulties in ALL survivors and have implications for intervention.     

Psychological skills and mindfulness training effects on the psychological wellbeing of undergraduate music students: An exploratory study

This study explored the efficacy of psychological skills and mindfulness training intervention on the psychological wellbeing of undergraduate music students. Participants were undergraduate music students (n = 36) from the Department of Music at a South African university, 21 of whom were elected to take the psychological skills and mindfulness training intervention. Data on their self-reported psychological wellbeing, psychological skills, mindfulness and performance anxiety levels were collected pre-and post-intervention. The analysis applied non-parametric procedures to determine changes in students’ psychological wellbeing after the seven-week intervention programme. Findings suggest improvements in psychological wellbeing, psychological skills, mindfulness and performance anxiety with training. Psychological skills and mindfulness training may have benefits to the psychological wellbeing of music students.     

Social skill performance among normal and psychiatric inpatient children as a function of assessment conditions

The present investigation examined the effects of varying the standard assessment conditions on performance of social skills among normal and psychiatric inpatient children. Sixty children (30 normals, 30 patients), ages 6–12, completed behavioral and self-report measures of social skills on two separate occasions. During the second assessment, half of the children received feedback and incentives for performance; the other half did not. The testing conditions consistently altered social skill performance. Children who received the incentives during assessment showed significantly higher levels of social skills, as reflected in concrete behavior (e.g. eye contact, facial expressions), and molar responses (e.g. giving compliments, responding to provocation). The results suggest that social skills performance varies considerably as a function of the assessment conditions. Training programs should not assume that persons do not have the responses in their repertoires merely because of low pretest performance unless more extensive efforts are made to evoke appropriate responses.     

Applying person-centred principles to teaching large classes

An analysis was carried out of final-year undergraduate responses to innovations in a seminar class of 54 students to determine whether positive learning outcomes in large classes can be made possible by increasing the range of work in which students are involved. Relatively straightforward adjustments to approach and style produced positive learning outcomes, enabling students to acquire enthusiastically and effectively not only subject knowledge, but also a range of transferable skills giving them better preparation for the world of work. While course management of this kind requires a redirection of the time and effort of the lecturer, and therefore raises issues of professional development needs, it is not subject-specific and should be readily transferable.     

Virtual visiting seminar replaces verbatim seminar in Clinical Pastoral Education (CPE)

The article addresses the question of the value of the virtual visiting seminar compared to the verbatim seminar in a Clinical Pastoral Education (CPE) Unit. A Virtual Visit occurs when a volunteer allows a CPE student to engage them in a pastoral visit with the expressed purpose of providing feedback to the student. The effectiveness of the virtual visiting seminar was monitored by a Site Review Team, two independent expert witnesses, by students who have experienced both learning tools, and the Education Sub Committee of the Pastoral Care Advisory Committee. The results point to advantages of the virtual visiting seminar over the verbatim seminar.     

Report on the Advanced Research and Training Seminars (ARTS) 2010

The 2010 Advanced Research and Training Seminars (ARTS) program is described, with a history of the ARTS program, its reorganization in 2009, and implementation in 2010. ARTS is held every two years at a major international congress, and is designed to enhance research skills, promote attendance at international congresses, and provide networking possibilities for scholars from developing countries. From over 85 applicants, 46 psychologists from 18 countries, with a median age of 34, were selected to participate in one of three ARTS seminars, held in Melbourne, Australia in the summer of 2010. Each seminar was evaluated by participants and conveners. Program details and future directions are discussed.     

Validating self-report measures of state and trait anxiety against a physiological measure

While anxiety research frequently uses only self-report measures to assess dimensions of state and trait anxiety, the present study sought to corroborate these self-report measures using a physiological measure, namely heart rate. Another aim of the present study was to test the multidimensional interaction model of anxiety in a social evalua-tion situation (i.e., a seminar presentation), using a physiological measure of state anxiety. Graduate psychology students completed a state anxiety questionnaire and were attached to a heart rate recorder prior to a class seminar presentation. One week later, students completed trait and state anxiety questionnaires and were again at-tached to a heart rate recorder prior to seminar observation by others. Heart rate was elevated during seminar presentation relative to seminar observation, reached maxi-mum values during the first 15 minutes of seminar presentation and then decreased over time. State anxiety scores indicate that participants were experiencing consider-ably more anxiety just before presenting the seminar than just before observing a seminar. Heart rate during seminar presentation was significantly correlated with self-report state anxiety and self-report social evaluation trait anxiety, but not with seminar grade. Support was found for the multidimensional interaction model of anxiety using the physiological measure (i.e., heart rate). A modified version of this paper was presented at the 101^st Annual Convention of the American Psychological Association. This research was supported, in part, by Grant No. 410-94-1473 from the Social Sciences and Humanities Research Council of Canada (SSHRC) to the second author. The authors wish to thank the Defence and Civil Institute of Environmental Medicine for providing the Medilog recorders. Reprint requests should be sent to Norman S. Endler at the address above.     

Validating self-report measures of state and trait anxiety against a physiological measure

While anxiety research frequently uses only self-report measures to assess dimensions of state and trait anxiety, the present study sought to corroborate these self-report measures using a physiological measure, namely heart rate. Another aim of the present study was to test the multidimensional interaction model of anxiety in a social evalua-tion situation (i.e., a seminar presentation), using a physiological measure of state anxiety. Graduate psychology students completed a state anxiety questionnaire and were attached to a heart rate recorder prior to a class seminar presentation. One week later, students completed trait and state anxiety questionnaires and were again at-tached to a heart rate recorder prior to seminar observation by others. Heart rate was elevated during seminar presentation relative to seminar observation, reached maxi-mum values during the first 15 minutes of seminar presentation and then decreased over time. State anxiety scores indicate that participants were experiencing consider-ably more anxiety just before presenting the seminar than just before observing a seminar. Heart rate during seminar presentation was significantly correlated with self-report state anxiety and self-report social evaluation trait anxiety, but not with seminar grade. Support was found for the multidimensional interaction model of anxiety using the physiological measure (i.e., heart rate). A modified version of this paper was presented at the 101^st Annual Convention of the American Psychological Association. This research was supported, in part, by Grant No. 410-94-1473 from the Social Sciences and Humanities Research Council of Canada (SSHRC) to the second author. The authors wish to thank the Defence and Civil Institute of Environmental Medicine for providing the Medilog recorders. Reprint requests should be sent to Norman S. Endler at the address above.     

Capturing the Naturally Occurring Superior Performance of Experts in the Laboratory: Toward a Science of Expert and Exceptional Performance

ABSTRACT— Expertise researchers have traditionally shied away from studying the highest levels of achievement in favor of studying basic cognitive processes, such as memory and categorization. In this article, we present a different approach that is focused on capturing superior (expert) performance on representative tasks that reveal the essential characteristics of expertise in a given domain. In domains where expert performance is measurable, acquisition is gradual and the highest levels are only attained after 10 years of intense preparation—even for the most "talented." Analyses of reproducibly superior performance show that it is mediated by physiological adaptations and cognitive skills acquired as a result of the cumulative effects of special practice activities (deliberate practice). It appears that the genes necessary to attain such adaptations and expert skills can be activated in healthy children—the only clear exceptions to date being genes that control body size and height. Our knowledge of how experts acquire their superior skills provides insights into the potential for human adaptation and skill acquisition and has important implications for theories of the structure of general and expert cognition, as well as for training interventions in applied psychology and education.     

The effects of fluent levels of Big 6 + 6 skill elements on functional motor skills with children with autism

Functional motor skills are often taught using chaining procedures. Research suggests that chaining procedures are not likely to be effective if they do not focus on the accuracy and speed of composite skill completion. Precision teaching (PT) research suggests that improved performance of a composite skill can be achieved if the performance speed of the component behaviors is increased. This study assessed the effects of repeated timed practice of component motor skills on speed and accuracy of composite skills and the effects of fluent component motor skills on the completion of daily living composite skills. Three children with autism participated. The results suggest that all participants were able to perform the component skills at their individual aims and performed most of the component skills at fluent levels as assessed by retention and endurance checks. Each participant increased the number of composite skill steps performed independently and one decreased the overall time to complete the composite skill. Copyright © 2010 John Wiley & Sons, Ltd.