Personal Problem-Solving Scoring of the TAT: Sensitivity to Training

The Thematic Apperception Test (TAT; Murray, 1943) is one of the most frequently taught and administered projective instruments in the United States. Nevertheless, formal scoring systems are not often used when evaluating story responses; thus, the reliability and validity of response interpretations remain controversial. The sensitivity-to-training of a procedure that uses the TAT to assess personal problem-solving skills, namely the Personal Problem-Solving System (PPSS; Ronan, 1990), was evaluated. In Experiment 1, undergraduate students received either detailed (n = 30) or minimal (n = 29) training in the problem-solving skill of generating alternative solutions to personal problems and subsequently wrote responses to three TAT cards. In Experiment 2, subjects received either detailed (n = 22) or minimal (n = 22) training in a utility model of decision making and thereafter responded to the same three TAT cards. Subjects who received detailed training, when compared to their minimally trained counterparts, reported an increase in their knowledge of the relevant problem-solving skill, and this increased knowledge influenced their responses to the TAT cards as measured by the PPSS scores. Implications for the construct validity of the PPSS are discussed.     

Problem-Solving Training as Prevention with College Students

Problem-solving processes play an important role within remedial and human effectiveness models of development. This article discusses the use of preventive problem-solving training with college students.     

African and African American Graduate Students' Racial Identity and Personal Problem-Solving Strategies

This study examined differences on the Racial Identity Attitude Scale (RIAS; Helms & Parham, 1985) and the Problem Solving Inventory (PSI; Heppner, 1981, 1988) among 34 African and 48 African American graduate students. Significant differences were found on the preencounter and internalization scales of the RIAS. There were no group differences in coping ability as measured by the PSI. In addition, the African group experienced an acculturation effect as time in the United States was extended beyond 3 years. These differences in racial identity states have implications for cross-cultural counseling.     

Exploring University Counselors' Perceptions of Distinctions Between Gifted Black and Gifted White Students

This study examined the perceptions of a sample of university counselors relative to social, cultural, and psychological barriers to achievement among gifted Black and gifted White students. Ninety-three counselors at institutions of higher education throughout the nation participated in the study by responding to a mailed survey questionnaire. Comparisons were made relative to counselors' demographic variables (ethnicity, gender, multicultural training, and geographic locale). The results indicate that the university counselors sampled disagreed with or were undecided about the special dilemmas confronting gifted learners. Moreover, most counselors perceived that gifted Black and gifted White students experience social, cultural, and psychological problems in the same way. The study concludes with recommendations for university counselors working with gifted students in general and gifted Black students in particular     

Meanings of Education for University Students: Academic Motivation and Personal Values as Predictors

We conducted two studies to determine the meanings that undergraduate students ascribe to their education and how these meanings relate to relevant psychological constructs: academic motivation and values. Ten meanings emerged: career preparation, independence, finding direction for the future, learning, self-development, taking the next step, making social connections, changing the world, stress, and escape. Support was found for many of the predicted relationships. For example, enjoyment motivation positively predicted all of the meanings, except taking the next step, stress, and escape. Also as expected, the values of intellectualism and academic achievement positively predicted learning, self-development, and changing the world. However, contrary to expectations, valuing physical development also emerged as a significant predictor of several of the meanings of education.     

Depression in Homebound Older Adults: Problem-Solving Therapy and Personal and Social Resourcefulness

The goal of problem-solving therapy is to teach patients systematic coping skills. For many homebound older adults, coping skills must also include both personal and social (help-seeking) resourcefulness. This study aimed to examine the relationship between perceived resourcefulness and depressive symptoms at postintervention and potential mediating effect of the resourcefulness among 121 low-income homebound older adults who participated in a pilot randomized controlled trial testing feasibility and preliminary efficacy of telehealth-PST. Resourcefulness Scale for Older Adults was used to measure personal and social resourcefulness. Only personal resourcefulness scores were significantly associated with depression outcomes at postintervention, and neither resourcefulness scores were significantly associated with group assignment. Analysis found no mediation effect of resourcefulness. The findings call for further research on potential mediators for the potentially effective depression treatment that could be sustained in the real world for low-income homebound older adults who have limited access to psychotherapy as a treatment modality.     

Obstacles to Personal Creativity between Brazilian and Mexican University Students: A Comparative Study

The study focused on personal obstacles to creativity between 385 Brazilian and 305 Mexican university students. The Obstacles to Personal Creativity Inventory, designed and validated by Alencar (1999b), was administered to these students. The results indicated that Lack of Time/Opportunity was the most frequent obstacle. Significant differences were observed between Brazilian and Mexican students in the cluster of obstacles named Lack of Motivation, and between male and female students in the cluster of obstacles named Inhibition/Shyness. The results point to several obstacles to personal creativity which are common among university students. These obstacles should be known by those involved in education in order for them to help students to be less susceptible to obstacles that hinder their creativity.     

Values Realized in Personal Strivings and Motivation,and Meaning in Life in Polish University Students

The present study was based on two theoretical conceptions—Deci and Ryan’s self-determination theory and its characteristic approach to values, and the conception of meaning in life derived from the Logotherapy of Frankl. The aim of the study was to verify the thesis that values realized in personal strivings play a significant role in experiencing meaning in life. The study was also designed to explore the relationships between types of motivation and meaning in life. A semi-open method was used to study values and striving motivations, one based on the Personal Striving Assessment by Emmons and the Purpose in Life Test by Maholick and Crumbaugh. The sample comprised 353 students of Wroc?aw-based universities (159 women and 194 men). The findings of this study demonstrated that meaning in life is related to motivation as well as to certain values that participants reported as realized in their personal strivings. Predictors of meaning in life were the value of financial success for men, and the value of intimacy/friendship for women. Another predictor of meaning for both groups was external motivation. Further interesting results discussed in this paper were obtained by comparing individuals with low and those with high levels of meaning in life. The latter group was found to attribute greater importance to autonomous motivation and to attach greater meaning to their everyday strivings by associating them more closely with both intrinsic and extrinsic values.     

Satisfaction with Spirituality, Satisfaction with Religion and Personal Well-Being among Spanish Adolescents and Young University Students

Young people in Catalonia are studied in order to better understand differences between satisfaction with spirituality and satisfaction with religion. Results suggest a reactive position on the part of most Spanish youngsters towards traditional religion; they consider it not very important either for their well-being or to give a sense of meaning to their own lives. While the importance given to spirituality is clearly higher, the concept seems to have several very different interpretations among young people. The discussion underlines the importance of discovering young people’s own points of view in order to understand the meaning they give to religion and spirituality in the context of an ever more rapidly changing society. The implications for future research and practice are discussed.     

Sapphires-in-Transition: Enhancing Personal Development Among Black Female Adolescents

The author describes a counselor intervention program used for facilitating the personal development of adolescents. Intervention occurred through activities that were designed for Black female adolescents in a secondary public school. Goals were met through structured developmental activities, counseling sessions, and organized network support. Results indicated the program was successful.