Arousal at encoding,arousal at retrieval,interviewer support,and children's memory for a mild stressor

The relations among children's physiological arousal at encoding and retrieval, interviewer‐provided social support and children's memory for a mild stressor were examined in 109 five‐ and six‐year‐olds. The children came to a research laboratory and watched a fear eliciting video clip. A week later, their memory for the video clip was tested by either a supportive or nonsupportive interviewer. While watching the video and completing the memory interview, children's heart rate was monitored. Increased heart rate at encoding was associated with fewer incorrect responses. In contrast, increased heart rate at retrieval was associated with poorer memory, but only when the interviewer was nonsupportive. Heart rate was unrelated to memory when the interviewer was supportive. Results suggest that arousal at encoding and retrieval have different implications for children's memory for a mild stressor, particularly in nonsupportive interview contexts. Copyright © 2006 John Wiley & Sons, Ltd.     

How interviewers' nonverbal behaviors can affect children's perceptions and suggestibility

We conducted two studies to examine how interviewers' nonverbal behaviors affect children's perceptions and suggestibility. In the first study, 42 8- to 10-year-olds watched video clips showing an interviewer displaying combinations of supportive and nonsupportive nonverbal behaviors and were asked to rate the interviewer on six attributes (e.g., friendliness, strictness). Smiling received high ratings on the positive attributes (i.e., friendly, helpful, and sincere), and fidgeting received high ratings on the negative attributes (i.e., strict, bored, and stressed). For the second study, 86 8- to 10-year-olds participated in a learning activity about the vocal chords. One week later, they were interviewed individually about the activity by an interviewer adopting either the supportive (i.e., smiling) or nonsupportive (i.e., fidgeting) behavior. Children questioned by the nonsupportive interviewer were less accurate and more likely to falsely report having been touched than were those questioned by the supportive interviewer. Children questioned by the supportive interviewer were also more likely to say that they did not know an answer than were children questioned by the nonsupportive interviewer. Participants in both conditions gave more correct answers to questions about central, as opposed to peripheral, details of the activity. Implications of these findings for the appropriate interviewing of child witnesses are discussed.     

Biculturalism,Locus of Control,and Leader Behavior in Ethnically Mixed Small Groups1

The study examined the interactive effects of degree of biculturalism and locus of control on leader behavior in supportive and nonsupportive ethnically mixed small groups. Subjects were 36 male Chicano college students who participated in a small group discussion composed of four members: a naive subject who invariably served as group leader, and three confederates representing distinct ethnic groups (Anglo, Black, and Chicano). Behavioral observations revealed several interesting interactions involving group support. High biculturals, in comparison to low biculturals, adopted a more active leader role in nonsupportive than in supportive groups, asking for more opinions and evaluations, and making more clarification statements. Furthermore, while low bicultural externals and high bicultural internals tended to be more interpersonally assertive and to make more clarification statements under supportive conditions, it was low bicultural internals and high bicultural externals who exhibited the most active leader roles in nonsupportive groups. Additional findings revealed that statements made by the Anglo confederate were clarified more often in the supportive condition, while statements made by either the Black or the Chicano confederate were clarified more often in the nonsupportive condition. The results are discussed in relation to previous literature and the need to develop a more responsive social psychology of interethnic dynamics.     

Mindful Parenting and Emotion Socialization Practices: Concurrent and Longitudinal Associations

Caregivers play a crucial role in the socialization of youth emotion understanding, competence, and regulation, which are implicated in youth social and emotional health; however, there is less understanding of parental psychosocial or cognitive factors, like mindful parenting, that may be associated with the use of particular emotion socialization (ES) strategies. This study tests a model of the cross‐sectional and short‐term longitudinal associations between mindful parenting and supportive and nonsupportive ES strategies in a community sample of parents (N = 246; 63.8% mothers) of youth ranging from ages 3–12. Caregivers reported on mindful parenting and ES strategies at two time points 4 months apart. The structural equation model indicated that higher levels of mindful parenting are positively related to supportive ES responses and negatively related to nonsupportive ES responses both concurrently and over time. The longitudinal association between mindful parenting and nonsupportive, but not supportive, ES was marginally larger for fathers as compared to mothers. Given the documented impact of ES strategies on youth emotional and behavioral outcomes and interventions emerging to educate parents about how to provide a healthy emotional atmosphere, incorporating a focus on mindful parenting strategies may provide one pathway to increase supportive responses and decrease nonsupportive ones.     

SUPERIOR'S UPWARD INFLUENCE,SATISFACTION, AND OPENNESS IN SUPERIOR-SUBORDINATE COMMUNICATION: A REEXAMINATION OF THE “PELZ EFFECT”

Utilizing questionnaire data collected from subordinates (Ss) in three different organizations, this study reexamined the validity of the “Pelz Effect.” Specifically, the investigation explored the House et al. assertion that, for subordinates who perceive their supervisors as supportive leaders, there exists a curvilinear rather than positive linear association between supervisors’ upward influence and subordinates’ openness and satisfaction with supervision. Results, in general, did not support the House et al. position, but rather Pelz's original findings. However, analyses suggest the additional conclusion that the “Pelz Effect” is viable for subordinates who perceive their superiors as supportive or nonsupportive leaders, but has its greatest effects for subordinates in the former group.     

父母对幼儿消极情绪的反应方式与幼儿情绪调节能力的关系

以西安市280名幼儿及其家长为被试,采用问卷法考察母亲、父亲对幼儿消极情绪的反应方式对幼儿情绪调节能力的单独效应和联合效应。结果发现：（1）母亲对幼儿消极情绪的支持反应正向预测幼儿的情绪调节能力,非支持反应负向预测幼儿的情绪调节能力;（2）父亲对幼儿消极情绪的支持反应和非支持反应显著预测女孩的情绪不稳;（3）在女孩的情绪调节能力上,母亲和父亲非支持反应的交互作用显著,部分支持了分歧模型。     

Reactions to and Desire for Prognostic Testing in Choroidal Melanoma Patients

To determine if choroidal melanoma patients want cytogenetic prognostic information. Ninety-nine choroidal melanoma patients completed a questionnaire regarding their opinions about receiving prognostic information. The perceived usefulness of prognostic information was evaluated in patients who had undergone cytogenetic testing. Depressive symptoms, quality of life, and interest in supportive counseling during test receipt were assessed. Ninety-seven percent of respondents reported that they would have wanted prognostic information at the time of their treatment and 98% of respondents reported that supportive counseling should be offered when prognostic information is given. Patients who had received a more favorable prognostic result were more likely to endorse the usefulness of cytogenetic testing than were patients who had received a less favorable prognostic result. Psychological status did not vary significantly as a function of cytogenetic test result. Prognostic information was important to patients with choroidal melanoma, even in the absence of prophylactic measures which might improve prognosis.     

Effects of Anxiety on Novice Genetic Counseling Students’ Experience of Supervised Clinical Rotations

Supervised clinical experiences with patients comprise a critical component of genetic counseling student education. Previous research has found genetic counseling students tend to be more anxiety prone than the general population, and anxiety related to supervision has been found in genetic counseling and related fields. The present study investigated how anxiety affects the experience of supervision for genetic counseling students. Second year genetic counseling students were invited to participate through email invitations distributed via training directors of the 33 programs accredited at the time of the study by the American Board of Genetic Counseling. An initial online survey contained the trait scale of the State-Trait Anxiety Inventory to estimate anxiety proneness in this population and an invitation to participate in a 45-minute semi-structured phone interview focusing on students’ experiences of supervision during their clinical rotations. High and low trait anxiety groups were created using STAI scores, and the groups’ interview responses were compared using consensual qualitative research methodology (CQR; Hill 2012). The high anxiety group was more likely to describe problematic supervisory relationships, appreciate the supervisor’s ability to help them when they get stuck in sessions, and feel their anxiety had a negative effect on their performance in general and in supervision. Common themes included supervisors’ balancing support and guidance, the importance of feedback, ego-centric responses, and supervisors as focal points. The results of the present study are largely consistent with current literature. Further research findings and research, practice, and training recommendations are provided.     

Don C. Locke: A Profile in Leadership

This interview highlights the professional influence of Don C. Locke on the field of counselor education and supervision as well as his thoughts and views on multiculturalism and leadership in the field of counselor education, scholarship, teaching, and mentoring. This interview took place 1 year after Locke left his position as a counselor educator in which he provided 30 years of service to the field of counseling, counselor education and supervision, and the multicultural movement.     

督导重要事件对新手咨询师专业成长的影响

目的：了解个别督导过程中重要事件的类型、内涵及对新手咨询师专业成长的影响。方法：采用重要事件法，访谈4对受督者和督导师，并用共识性质性研究法分析。结果：有益重要事件包括督导关系、概念化、历程化、个人化4大类；督导促进了新手咨询师干预技巧能力、治疗计划目标等8个专业领域的成长。结论：督导对于新手咨询师专业成长非常重要。各类督导事件对于新手咨询师的促进作用并不均衡。     

督导重要事件对新手咨询师专业成长的影响

目的：了解个别督导过程中重要事件的类型、内涵及对新手咨询师专业成长的影响。方法：采用重要事件法,访谈4对受督者和督导师,并用共识性质性研究法分析。结果：有益重要事件包括督导关系、概念化、历程化、个人化4大类;督导促进了新手咨询师干预技巧能力、治疗计划目标等8个专业领域的成长。结论：督导对于新手咨询师专业成长非常重要。各类督导事件对于新手咨询师的促进作用并不均衡。     

Clients' ratings of counselor multicultural competency

Differences in perceptions between Euro American and ethnic minority respondents were examined to compare the role of counselor multicultural competency in multicultural versus traditional counseling. Results showed a strong positive correlation between clients' ratings of counselors' multicultural competencies and clients' ratings of counselors' general competency and empathy. However, when comparisons were made between Euro American and ethnic minority clients' on satisfaction, counselor multicultural competency explained a large and significant amount of variance for the ethnic minority sample only, above and beyond counselor general competency and empathy. Results are discussed in the context of relevant literature and suggestions for future research.     

Trauma healing in refugee camps in Guinea: a psychosocial program for Liberian and Sierra Leonean survivors of torture and war

From 1999 to 2005, the Minneapolis-based Center for Victims of Torture (CVT) served Liberian and Sierra Leonean survivors of torture and war living in the refugee camps of Guinea. A psychosocial program was developed with 3 main goals: (a) to provide mental health care, (b) to train local refugee counselors, and (c) to raise community awareness about war trauma and mental health. Utilizing paraprofessional counselors under the close, on-site supervision of expatriate clinicians, the treatment model blended elements of Western and indigenous healing. The core component consisted of relationship-based supportive group counseling. Clinical interventions were guided by a 3-stage model of trauma recovery (safety, mourning, reconnection), which was adapted to the realities of the refugee camp setting. Over 4,000 clients were provided with counseling, and an additional 15,000 were provided with other supportive services. Results from follow-up assessments indicated significant reductions in trauma symptoms and increases in measures of daily functioning and social support during and after participation in groups. The treatment model developed in Guinea served as the basis for CVT's ongoing work with survivors in Sierra Leone and Liberia. ((c) 2006 APA, all rights reserved).     

Genetic counseling and the disabled: feminism examines the stance of those who stand at the gate

This essay examines the possible systematic bias against the disabled in the structure and practice of genetic counseling. Finding that the profession's "nondirective" imperative remains problematic, the authors recommend that methodology developed by feminist standpoint epistemology be used to incorporate the perspective of disabled individuals in genetic counselors' education and practice, thereby reforming society's view of the disabled and preventing possible negative effects of genetic counseling on the self-concept and material circumstance of disabled individuals.     

Suggestibility, social support, and memory for a novel experience in young children

This study examined 5- and 6-year-olds' suggestibility and interviewer demeanor as joint predictors of their memory for a novel experience. Session 1 consisted of children taking part in a novel laboratory event. Session 2 took place after approximately a 1-week delay and consisted of children completing both a memory test concerning what happened during the prior event and the Video Suggestibility Scale for Children (VSSC). During the second session, the interviewer behaved either supportively or nonsupportively. Greater acquiescence on the VSSC was associated with fewer correct responses to misleading questions about the laboratory event in the supportive and nonsupportive conditions and with more errors in response to specific questions in the nonsupportive condition. Results indicate that individual differences in children's suggestibility are related to the accuracy of their memory for separate events, although some of these relations may vary depending on the context in which children are interviewed.     

Client Perceptions of the Impact of Genetic Counseling: An Exploratory Study

Twenty-eight former genetic counseling clients seen at a major Midwestern university were recruited to be interviewed about their genetic counseling experiences, including most and least helpful aspects, what they learned, how this information impacted their decision-making, and their perceptions of their genetic counselors' behaviors. Responses were inductively analyzed, and several themes were identified, including: Clients sought genetic counseling to obtain genetic-medical information; a majority accurately recalled this information; genetic counseling influenced decisions for about 50% of the sample; decision-making was affected by several extra-session factors; a majority experienced distress during the session; most perceived genetic counselor responses as nondirective and liked this approach; counselor behaviors regarded as directive involved discussion of pregnancy termination; participants disagreed about the need for and provision of genetic counselor support; most regarded the session as helpful and stated that they would seek genetic counseling again. Suggestions for addressing these issues in practice and research are given.     

Effects of Supervisor Style and Empathy on Counselor Perceptions in Simulated Counseling

Effects of supervisor style (techniques type and counseling type) and supervisor empathy upon counselor perceptions in a supervision analogue were examined. Three groups of 14 students heard two sets of recorded client statements and responded as counselors. The two experimental (E) groups had 20-minute conferences with supervisors between the first and second sets. Controls (C) received no supervision. Counselor perceptions were measured by questionnaire responses. Although subjects supervised by an emphasis on techniques rated themselves less relaxed and less confident about the meaning of empathy than those with an emphasis on counseling, their performance on the criterion of empathy was higher. Both E groups perceived themselves as higher than C's in amount learned, but they were no higher on the performance measure. No differences were found for reactions to supervision (items given E's only) or reactions to participation in the experiment. Empathy of supervisors did not appreciably affect counselor perceptions.     

College Students' Perceptions of a Psychotherapist's Treatment of a Religious Issue: Partial Replication and Extension

A study of the influence of a counselor's treatment of a client's religious values, observers' religiosity, and their interaction on observers' perceptions of counseling (Morrow, Worthington, & McCullough, 1992) was partially replicated and extended. Religious beliefs were differentiated from religious values as determinants of observers' perceptions of counseling. Student observers (N = 148) viewed one of two videotaped counseling interactions in which a counselor either supported or challenged a client's religious values. Dividing observers into high and low levels of Christian belief did not result in their perceiving religiously supportive or challenging counseling differently. Dividing observers into high and low levels of religious values produced consistent differences in how they perceived religiously supportive and challenging counseling. Findings supported the theory that people with strong religious values perceive counseling differently than people with weaker religious values.     

高校心理咨询师多重关系情境与决策类型的研究

为探索高校咨询师面临的多重关系伦理情境、决策过程,对访谈17名高校心理咨询师的资料进行分析。结果：常见情境主要包括接送礼物承载的新关系、来访者和咨询师除咨询关系外的师生关系、咨询师与和来访者有关的第三人有关系、咨询师在咨询室之外的场所偶遇来访者、来访者有咨询师的联系方式、来访者和咨询师有身体接触等。决策表现为两种：经验主导型,决策时未意识到处于伦理情境只凭经验决策;伦理主导型,决策时意识到处在伦理情境。结论：高校心理咨询存在一些特殊多重关系,心理咨询师需增加具有伦理意识的决策。     

Getting Everybody Involved

Abstract

This paper describes a creative approach for training counselor and counselor educators that provides collaborative interactions among students and faculty in several university training programs. Structured around a problem-solving activity and self-reflection questionnaires, undergraduate teachers-in-training were given an opportunity to receive one-to-one consultative counseling from the master's level counselors-in-training, who in turn received structured problem-solving supervision from the doctoral level students. Finally, the doctoral level students received faculty support to facilitate the development of their supervisory skills. The goal of this training approach is to provide students at all three levels with experiences similar to those they will encounter as professionals following graduation from the university, but within the context of scaffolding from faculty and more advanced students.