Counselling in higher education: Some basic issues

A survey was undertaken in May/June 1972 into conditions of service and training among members of the Association for Student. Counselling. The replies revealed considerable diversity and confusion among employers and practitioners alike over such issues as the range of duties expected, qualifications acquired and required, the need for specific training, and salaries     

Human-computer interaction: A preliminary social psychological analysis

Considering an interactive computer as a social stimulus suggests that contemporary social psychological theories can contribute to the prediction of user attitude and performance. In order to assist in the systematic exploration of this possibility, we developed DIALOGUE, an on-line system to investigate the effects of varying the computer’s responses to the user. This system involves a presentation program that displays the computer’s responses, performs the pacing of video information, and collects a variety of measurements, including the user’s response time and the number of correct/incorrect user responses. DIALOGUE also includes a data manager that allows the experimenter to examine or modify the information collected by the presentation program. Utilizing DIALOGUE, we conducted a preliminary investigation of one aspect of human-computer interaction, the effects of varying the degree of human-like responses exhibited by the computer. Results suggest that (1) there are underlying dimensions of judgment involving perception of interactive computers, (2) a manipulation of human-like computer responses is reflected primarily in certain of these dimensions, and (3) such a manipulation influences user performance and feelings of responsibility. Factors related to the implementation of DIALOGUE are considered, and its potential for investigations of a variety of human-computer interactions is discussed.     

Evaluation of a comprehensive inpatient rational-emotive therapy program: Some preliminary data

Mental health practitioners are faced with a profound challenge surrounding the prevalence of adult mental disorders, the need for inpatient treatment programs, and the costs of such programs. This paper describes the development of an adult inpatient psychiatric program based on Rational-Emotive Therapy. Specific elements of this program are described briefly, and preliminary outcome data presented on 372 patients. Concerns and future directions are also discussed. Development of adult inpatient psychiatric programs based on Rational-Emotive Therapy would appear to be one method of providing effective and cost-efficient treatment within the current cost-containment atmosphere of psychiatric treatment.Dr. Nottingham is an Associate Fellow and Approved Supervisor of the Institute for Rational-Emotive Therapy. He is in independent practice with Germantown Psychological Associates, P.C. and is Director of Psychology at Parkwood Hospital, Olive Branch, MS. Dr. Neimeyer is an Associate Professor and Director of Clinical Training in the Department of Psychology of Memphis State University. He has written extensively in the areas of cognitive and constructivist psychotherapy, and is co-editor of the International Journal of Personal Construct Psychology.The authors would like to thank Kat Bagley, Joe Grillo, Ivey Bright, Brooke Bensen, Cathy Michas, Brad Barris, Lori Passmore, David Wilkins, and Dee Conrad for their help with data collection. Additionally, without the assistance and support of the Parkwood Hospital administration and staff, neither this treatment program nor this paper could have been developed.Portions of this paper based on earlier data analyses were presented at the Mississippi Psychological Association Convention, September, 1990. This research was conducted at Parkwood Hospital.     

A standardized behavioral group treatment program for obsessive-compulsive disorder: preliminary outcomes

This paper provides outcome data about the efficacy of a behavioral group therapy program for obsessive-compulsive disorder (OCD). Thirty-six patients completed a 7-week outpatient treatment program which provides: (1) education about OCD and its treatment, (2) instruction in a cognitive and behavioral approach to the self-treatment of OCD and (3) guided behavioral treatment. Significant improvement in obsession, compulsion, and depression scores were observed at completion of the group and at 3 month follow-up. Significant improvement in obsessions and compulsions was observed for both patients taking anti-obsessional medications and those who did not.     

Cognitive processes in psychological adaptation to miscarriage: A preliminary report

Abstract

Twenty-two women who wished to continue their pregnancies were interviewed several months after their first miscarriage. Levels of anxiety and depression showed an extremely high degree of variability. Cognitive processes in the form of a search for meaning, mastery and self-enhancement hypothesised to be important in adaptation to negative events were assessed. Having an explanation for the miscarriage and the experience leading to a general reappraisal of values were associated with lower levels of intrusive thoughts. A belief in a medical cause was linked to lower anxiety. Women believed that neither they themselves nor their doctors could exert much influence over the outcome of future pregnancies. Stronger belief in personal control was associated with higher anxiety levels. There is a need to consider not only the emotional consequences of miscarriage but also the cognitive mediators influencing such responses and although based upon a small sample this study initiates that process.     

Competition: Some behavioral issues

Conclusions drawn from research in the social sciences comparing the quality or quantity of performance under cooperation and competiton stress the advantages of cooperation. This generalization may be premature, however, because of the paucity of experimental analyses investigating variations in competitive conditions. Neglected in particular have been variables that affect reinforcement conditions among competitors. These include performance differences, the basis of reinforcement, reinforcer distribution, and stimuli that indicate the performances of other competitors. These variables provide the basis for a behavioral interpretation of performance under competition. The result is a clearer understanding of the options that are available in instituting competitive contingencies and the areas in which experimental analyses are needed.     

Teaching cultural sensitivity in psychological assessment: a modular approach used in a distance education program

In this article, I describe the teaching and evaluation of 8 multicultural assessment competencies in an American Psychological Association accredited, distance education, clinical psychology doctoral program. This modular approach consists of 15 hr of face-to-face, didactic and experiential multicultural assessment training designed to (a) augment personal awareness, (b) develop a conceptual base, (c) provide exposure to available assessment technologies, (d) ensure an understanding of an integrative model of culturally sensitive assessment, and (e) offer opportunities to apply this material to assessment cases. In addition to completing this training, students are evaluated on these competencies as part of their preinternship clinical comprehensive. I present preliminary evaluative outcome data as well as a critique of this approach.     

A constructivist approach to supervision: Some preliminary thoughts

Supervision from a constructivist point of view is explored. Supervision processes with three different therapists are presented to exemplify this constructivist stance. In this approach the relation between supervisor and therapist is seen as similar to that between therapist and client. Thus, a “therapist-centered” approach for supervision is outlined, the main points of which are as follows: The main focus of a constructivist supervision is the therapist, supervision should be centered on the therapist's complaint, supervision should generate a learning context, the therapist and supervisor have different types of expertise, the supervising context should generate alternative views about the problem, and the supervision context should be reflexive.     

A modified DBT skills training program for oppositional defiant adolescents: promising preliminary findings

A modified skills training component of dialectical behavior therapy (DBT) was implemented in a group therapy format for non-suicidal outpatient young adolescents who met criteria for oppositional defiant disorder (ODD). Thirty-two youths completed the 16-week program, as well as pre- and post-treatment measures. The treatment was effective not only in decreasing negative behaviors, but also in increasing positive behaviors, per caregiver report. The youths reported a significant reduction in externalizing and internalizing symptoms and in depression. Reliable change indices indicated that far more participants were in the improved category than in the deteriorated category on the measures of interest. Despite the absence of control groups but consistent with the treatment outcome research literature for DBT-based treatments for other disorders, this study demonstrated that DBT skills training is feasible and shows promise in improving the behavior of ODD young adolescents.     

Romantic involvement,self-discrepancy,and psychological well-being: A preliminary investigation

In this study, we explored the relation between romantic involvement status, actual/Ideal self-discrepancy, and psychological well-being. We hypothesized that romantically involved individuals would report being closer to their ideal selves than would romantically uninvolved individuals. We also hypothesized that the reduced self-discrepancy reported by romantically involved individuals would be related to their experiencing higher levels of psychological well-being in comparison to romantically uninvolved individuals. Romantically involved and romantically uninvolved subjects rated their actual selves, closeness to their ideal selves, and psychological well-being. Results were consistent with both hypotheses. Although romantically involved and romantically uninvolved subjects did not differ in ratings of their actual selves, romantically involved subjects reported being significantly closer to their ideal selves. Furthermore, romantically involved subjects tended to report higher psychological well-being.     

Confidentiality issues in psychological research

There has been increased attention in recent years to the importance of individual privacy and professional confidentiality both in Australia and overseas. At the same time, psychologists' growing research interests in areas such as AIDS, child sexual abuse, and domestic violence have led to new ethical dilemmas over the contract of confidentiality between researchers and their research participants. The present paper discusses a number of issues regarding the ethics of confidentiality in psychological research. Following Bok (1989), the issues are highlighted within the context of four ethical principles that underlie researchers' obligations to preserve confidentiality. These principles are derived from considerations of privacy, loyalty, the pledge of silence, and professional codes of ethical standards. Each of these principles is illustrated with examples taken from recent research. We devote special attention to instances that appear to provide a clash between moral principles.     

Readiness for commitment: applying psychological constructs to pastoral issues in marriage

The current crisis in marriage is partly related to people having problems in living their commitments. To investigate this phenomenon, a self-report instrument, the Commitment to Partnership Scale (CPS) was adopted to identify and measure those factors considered essential to marriage commitment: Attachment, Trust, Maturity, Investment, and Values. The CPS was given to 430 people in a significant relationship, from a Roman Catholic population, and from two different groups. One group was a sample of engaged couples during their marriage preparation courses (N=234). The other group consisted of a number of people who had their marriage annulled on psychological grounds (N=49). T-test results showed a significant difference between the two groups on all factors. The CPE was able to identify problem areas with lower than average scores. These were confirmed when a feedback was given. The CPS showed discriminant validity, a reasonable predictable value for commitment, and real possibilities as a valid pastoral tool.     

Teaching psychological assessment: training issues and teaching approaches

Clinical psychology graduate programs need to pay attention to important issues involved in teaching psychological assessment, if graduate students are to be adequately prepared. Recent studies have suggested a gap between academic training in psychological assessment and internship expectations. Graduate students are not as well prepared as many internship settings would like. In addition to learning the fundamentals, students need help in dealing with issues of categorizing individuals, using tests in helpful ways, taking responsibility for decision-making, and developing a balance between critical evaluation of tests and appreciation of their usefulness. Teaching approaches for dealing with these issues are discussed. The importance of academic and clinical agencies working together is stressed. Goals for graduate training in assessment are suggested.     

Metaphysics and methodology: Some prescriptions for social psychological research

By comparison with the physical sciences psychologists tend to pay little attention to ontology. This has had unfortunate consequences. Contemporary trends suggest a dual ontology, with psychology rooted in neurophysiology and social conversation. The notion of a ‘conversational skill’ bridges the two basic categories of psychological reality. The use of causal concepts in writing up psychological research is to be avoided since it enshrines a misunderstanding of the kind of necessity that is important in the normative control of social activity including conversing. Classical psychological experimental methodology needs radical revision since it is not appropriate to the investigation of collective semiotic structures. These points are illustrated with examples from recent empirical work by social constructivist psychologists.     

Golembiewski's phase model of psychological burnout: some issues

The present investigation examined three issues relevant to Golembiewski's phase model of psychological burnout. These were use of the mean versus median in creating high and low subgroups on Maslach Burnout Inventory subscales, use of different item structures on Maslach subscales, and different sequences of Maslach subscales proposed by Golembiewski and Maslach in the development of psychological burnout. Use of mean versus median, or different item structures on Maslach subscales, made relatively little difference. Golembiewski's ordering of the subscales, compared to Maslach's, produced a more linear progression over the 8 phases, as well as on three antecedents and consequences, but both sequences were related to these three variables in an almost identical fashion.