Resolving boundary problems among therapists

When several psychotherapists work with the same client, the various domains and responsibilities of the therapists can be so unclear and confusing as to hinder the therapeutic process. The author presents a case example of a woman who was involved with 13 theraplsts of varying educational and theoretical backgrounds. Although the confusion and power struggles that occurred within this multiple-therapist system were eventually resolved, the situation caused the patient unnecessary distress. Suggestions related to clarifying therapeutic system boundaries and defining and ordering therapeutic power hierarchies are presented with the intent of facilitating more functional therapeutic systems.Special thanks to Christy Wright, David B. Pruitt, Edgar B. McColgan, Kritin McColgan, Beverly Jones, and Barbara Batts for their suggestions and technical assistance.     

Ethical decision making among family therapists and individual therapists

In this study, we investigated the ethical decision making of 30 individual and 30 family therapists in order to detect the types of decision making used by practicing therapists. Informants responded to three ethical dilemmas. Two of the situations were hypothetical. The third dilemma was a situation the informant had experienced in practice. Each interview was assessed for decision-making style, using content analysis. Kohlberg's justice reasoning and Gilligan's care reasoning provided the conceptual foundations for this analysis. The results suggest that both family and individual therapists prefer care reasoning on all dilemma types. There was significantly more care reasoning demonstrated on the personal dilemma than on the hypothetical dilemmas. Characteristics of informants did not provide clear explanations for the differences found in reasoning.     

Experiences of mandated reporting among family therapists: a qualitative analysis

Mandated reporting of child abuse by Family Therapists (FTs) has been examined by the authors in two previous studies. The first study found that mandated reporting issues negatively affected FTs abilities to maintain a systemic focus. The second study surveyed types and frequencies of negative experiences of FTs with mandated reporting. A 46-item questionnaire was administered to 101 FTs. Results were significant for four of the items. The respondents also provided 116 comments related to mandated reporting experiences. This study provides a qualitative analysis of the written comments of the respondents regarding their xexperiences with mandated reporting of child abuse.     

Resolving conflicts among principles: ranking, balancing, and specifying.

While much attention has been given to the use of principles in biomedical ethics and increasing attention is given to alternative theoretical approaches, relatively little attention has been devoted to the critical task of how one resolves conflicts among competing principles. After summarizing the system of principles and some problems in conceptualizing the principles, several strategies for reconciling conflicts among principles are examined including the use of single-principle theories (pure libertarianism, pure utilitarianism, and pure Hippocratism), balancing theories, conflicting appeals theories, and lexical ordering. Then a mixed strategy is proposed in which consequentialist principles are balanced between themselves as are nonconsequentialist principles, after which the result of balancing the nonconsequentialist principles is lexically ranked over the result of balancing the consequentialist ones. Finally, strategies involving specifying and rule generation are discussed concluding that most current specification and rule-generating theories must involve some degree of lexical ordering of principles.     

Resolving Problems of Mainstreaming:

Evaluation results are reported about a program designed to train educational administrators in interpersonal problem solving with staff relative to problems of educating mainstreamed handicapped students. Results are reported for two instances of implmentation of this training program: an initial implementation and a replication condition. In each instance, four public high school principals were provided interpersonal problem solving training by means of three, four-hour sessions. Training involved use of behavioral specification of the interpersonal problem solving skills to be acquired, didactic persentations, role play exercises, performance feedback, and social reinforcement. Following both instances of program implementation, increases in interpersonal problem solving skills were observed for all administrators (trainees) in simulation and naturalistic settings. Ratings of videotapes of the trainees made by other high school principals who were unaware of the program indicated that quality of interpersonal probelm solving performance of trainees was greater following training than before training. Also, these raters indicated that the training program would be benefical to themselves and colleagues.     

Resolving the paradox of shame: Differentiating among specific appraisal-feeling combinations explains pro-social and self-defensive motivation

Research has shown that people can respond both self-defensively and pro-socially when they experience shame. We address this paradox by differentiating among specific appraisals (of specific self-defect and concern for condemnation) and feelings (of shame, inferiority, and rejection) often reported as part of shame. In two Experiments (Study 1: N = 85; Study 2: N = 112), manipulations that put participants’ social-image at risk increased their appraisal of concern for condemnation. In Study 2, a manipulation of moral failure increased participants’ appraisal that they suffered a specific self-defect. In both studies, mediation analyses showed that effects of the social-image at risk manipulation on self-defensive motivation were explained by appraisal of concern for condemnation and felt rejection. In contrast, the effect of the moral failure manipulation on pro-social motivation in Study 2 was explained by appraisal of a specific self-defect and felt shame. Thus, distinguishing among the appraisals and feelings tied to shame enabled clearer prediction of pro-social and self-defensive responses to moral failure with and without risk to social-image.     

Interspersing easy math problems among challenging problems: detection of interspersal effects in whole-class applications

Interspersing easy problems among challenging problems has been shown to both increase students’ preference for completing math worksheets and the fluency with which they complete challenging problems. Although early research examining the interspersal procedure in mathematics was conducted with college-age students, there are a growing number of studies utilizing the interspersal procedure in elementary and secondary school settings. A particular concern with existing research however is whether the beneficial effects are maintained across multiple sessions and whether effects generalize when implemented with large groups of students. The current study addressed this concern by administering both control and interspersal math worksheets consisting of instructionally relevant problems to 75 fourth grade students across four sessions. Because students’ instructional levels differed, analyses were conducted separately for students identified as fluent and less fluent based upon student performance on the control worksheet administered during session 1. Dependent measures included digits correct and problems correct as well as students’ responses to four preference questions following each session. Although results differ from previous research in that students completed significantly more digits correct on control worksheets, explanations of these differences are examined and implications are discussed.     

Resolving "Other" Status:

The current paper describes the phenomenological experience of marginal socio-ethnic status for biracial individuals. A metamodel for identity resolution for individuals who struggle with other status is proposed. Subsequently, multiple strategies in the resolution of ethnic identity development are proposed among which the individual may move and maintain a positive, stable self-image.     

Training parents as behavior therapists: A review

The following paper presents theoretical, empirical, and ethical rationales for the training of parents as behavior therapists for their own children. Thirty-four studies, ranging from single case studies to reports on large-scale, multi-family training programs, are critically reviewed, with primary emphasis on the nature and extent of parental involvement and responsibility, and on the level of methodological sophistication. Related papers are cited when appropriate. Further research and areas needing theoretical clarification are suggested, in relation to the future and expansion of this type of therapeutic intervention. In addition the implications of such an approach for both a “systems” model of child therapy and a prevention-oriented model of mental health services are discussed.