IS PHYSICS FUNDAMENTAL? ROBERT RUSSELL ON DIVINE ACTION

Robert Russell's theological work has been a helpful stimulus to the task of understanding the meaning of divine action and providence in the age of science. He relates God's direct action "fundamentally" to the hidden domain of quantum events, and his theology of nature deserves careful attention. It is questionable, however, whether the term fundamental as applied to quantum events by physical science may be taken over by theology without more careful qualification than Russell offers.     

WAS THE GULF WAR A JUST WAR?

In the early months of 1991, the United States—in alliance with a number of other nations—fought a large scale air and ground war to evict Iraq's occupying army from the emirate of Kuwait. In this paper, I will consider the question of whether this U.S. military campaign was a just war according to the criteria of traditional just war theory—the only developed moral theory of warfare that we have. My aim, however, is not so much to reach a verdict about the morality of the Gulf War, as it is to identify relevant moral issues, and to reveal certain serious problems of application that are inherent in just war theory itself. Just war theory divides into two parts concerning, respectively, the question of whether or not to fight a particular war (justice of war), and the question of how the war is conducted (justice in war). I begin by considering whether it was just, according to the justice of war criteria, for the U.S. to fight the Gulf War at all. I then turn to the question of whether the way the war was conducted satisfied the criteria of justice in war.     

CORRESPONDENCE TRAINING: AN EXAMPLE OF RULE-GOVERNED BEHAVIOR?

Two groups of six mentally retarded adults were exposed to either a “say/do” correspondence training program or a “do only” reinforcement procedure to evaluate the suggestion of Rogers-Warren and Baer (1976) that reinforcement of the nonverbal target behavior in the absence of the relevant verbal behavior may account for the behavior changes seen in correspondence training. The participants worked in an experimental setting on a variety of manipulatory responses leading to various auditory and visual consequences. Analysis of individual patterns of responding indicated no apparent differences between the groups during training; four individuals in each group appeared to develop generalized correspondence skills. We conclude that the outcome of correspondence training may not necessarily be verbal regulation of behavior as is assumed. Rather, we suggest that the notion of rule-governed behavior can best account for the type of behavior changes seen in correspondence studies.     

WHAT IS AN "EXPLANATION" OF BEHAVIOR?

The cognitive "revolution" in psychology introduced a new concept of explanation and somewhat novel methods of gathering and interpreting evidence. These innovations assume that it is essential to explain complex phenomena at several levels, symbolic as well as physiological: complementary, not competitive. As with the other sciences, such complementary makes possible a comprehensive and unified experimental psychology. Contemporary cognitive psychology also introduced complementary of another kind, drawing upon, and drawing together, both the behaviorist and the Gestalt traditions.     

IS REFLECTIVE SUPERVISION ENOUGH? AN EXPLORATION OF WORKFORCE PERSPECTIVES

Infant mental health practice requires the performance of intense emotional labor. Professionals comprising the infant mental health (IMH) field are largely women at seminal points in adult life‐span development. The purpose of this article is to explore the day‐to‐day challenges faced by clinical infant mental health professionals and their perspectives on the supports available for effective job performance. We review reflective supervision as a long‐cherished professional support in the IMH field designed to hold the practitioner's fears, worries, and ambivalence, so that she may return to the work fortified to remain in therapeutic alliance with families despite unsolvable problems and an unknowable future (Weatherston, D., 2009). Yet, we propose that reflective supervision alone may not be an adequate protective measure for a workforce performing intensive emotional labor for extended periods and therefore at potentially increased risk for burnout and high turnover (Hochschild, A.R. 1983 ; C. Maslach, 1982 , C.M. Brotheridge & A.A. Grandey, 2009; A.S. Wharton, 2009 ). We suggest that structural factors concerning organizational culture, flexibility in scheduling, and professional growth and versatility bear deeper examination for their merits in supporting the IMH workforce. Finally, we contend that the overrepresentation of women in practitioner positions in IMH leaves an empirical gap where little is known about the experience of male IMH practitioners and the ramifications of their performance of emotional labor.     

SELF-REINFORCEMENT EFFECTS: AN ARTIFACT OF SOCIAL STANDARD SETTING?

Two studies were conducted to identify mechanisms responsible for observed "self-reinforcement" effects. In Experiment 1, using a studying task, self-reinforcement procedures did not work when they were private (i.e., when others are not aware of the goals or contingencies), but did work when they were public. Self-delivery of consequences added nothing to the effectiveness of the procedure. The data suggested that public goal setting was the critical element in the procedure's effectiveness. In Experiment 2, an applied extension, goal setting alone was effective in modifying over a long time period studying behaviors of people with significant studying difficulties, but only when the goals were known to others. Overall, the two experiments make more plausible the view that self-reinforcement procedures work by setting a socially available standard against which performance can be evaluated. The procedure itself functions as a discriminative stimulus for stringent or lenient social contingencies. The application of this mechanism to other problems of applied significance is briefly discussed.