REACTANCE AND INTENTIONALITY ATTRIBUTIONS AS DETERMINANTS OF THE INTENT TO FILE A GRIEVANCE

Experimental studies were conducted in two unions to examine the effects of perceptual variables–namely, reactance and intentionality attributions–on the intent to seek redress from management action. Participants responded to a series of vignettes, each of which described a management action (formal punishment, informal warning, promotion denial) taken against an employee. The vignettes varied systematically in terms of the perceived threat to worker freedom posed by the action and the degree to which the action was motivated by a dispositional rather than an environmental attribution. Both studies demonstrated that greater threat and dispositional attributions provoked stronger intent to file a grievance. Implications of the findings were discussed for investigating and screening grievances.     

PROPOSITIONS ABOUT GRIEVANCE SETTLEMENTS: FINALLY, CONSULTATION WITH GRIEVANTS

In the past, research on grievances generally has excluded the views of grievants about the process and its consequences. This study is an analysis of self-reports of 324 grievants concerning the characteristics of a grievance-filing incident and its perceived outcomes. The results raise questions about the veracity of the industrial relations dictum that grievances should be settled at the lowest step in the process. Instead, the nature of the settlement and the type of grievance were perceived to have significant effects on outcome and attitude measures.     

FROM THE FUNDAMENTAL RULE TO THE ANALYSING SITUATION1

The analytic method relies on the mental capacity to produce an associative sequence, and, afterwards, to discern its unconscious logic; within the social practice of the analytic cure, the method presents itself as the mastered enactment of the condition through which free association proves to be possible, interpretable and beneficial. There is a contradiction between the necessity of relying on a former theorisation and that of willingly suspending a knowledge that might serve the authenticity of the experience. The author reminds us of the structural links between the fundamental rule and the defined situations within which the analytic process of transformative investigation can take place. He raises the problems that it is suggested arise with the initial objectivation method by acknowledging the transference as the created‐found object of interpretation. He shows how the transformation of the patient into analysand implies the functional introjection of the various elements contained by the analytic site. The meaning given to the expression ‘analysing situation’ is made explicit. The crucial value of the process of enunciation is illustrated by a brief example.     

THE CHALLENGE OF WELFARE DEPENDENCY TO REHABILITATION1

The relationship of welfare status and socioeconomic status (SES) to employment outcomes following prevocational programs for mentally retarded young adults was investigated. About three-fourths of the clients who were neither on welfare nor from the lower SES were successful, about half of the clients who were either on welfare or from the lower SES were rehabilitated, and only about one-fourth of the clients who were both on welfare and from the lower SES were rehabilitated. The findings suggest the need for continual improvement in strategies for overcoming the vocational deficiencies of highly “dependent” clients.     

TEACHING COIN SUMMATION TO THE MENTALLY RETARDED1

A procedure to teach four mild and moderately retarded persons to sum the value of coin combinations was tested. Subjects were first taught to count a single target coin, and then to sum that coin in combination with coins previously trained. Five American coins and various combinations were trained. Modelling, modelling with subject participation, and independent counting by the subject constituted the training sequence. The subjects improved from a mean pretest score of 29% to 92% correct at posttest. A four-week followup score showed a mean of 79% correct. A multiple-baseline design suggested that improvement in coin-counting performance occurred only after the coin was trained. The results indicate that this procedure has potential for teaching the retarded to sum combinations of coins in 5 to 6 hr of instruction.     

TEACHING PEDESTRIAN SKILLS TO RETARDED PERSONS: GENERALIZATION FROM THE CLASSROOM TO THE NATURAL ENVIRONMENT1

Little attention has been given to teaching adaptive community skills to retarded persons. In this study, five retarded male students were taught basic pedestrian skills in a classroom. Training was conducted on a model built to simulate city traffic conditions. Each subject was taught five specific skills involved in street crossing in sequence, viz. intersection recognition, pedestrian-light skills, traffic-light skills, and skills for two different stop-sign conditions. Before, during, and after training, subjects were tested on generalization probes on the model and under actual city traffic conditions. Results of a multiple-baseline design across both subjects and behaviors indicated that after receiving classroom training on the skills, each subject exhibited appropriate pedestrian skills under city traffic conditions. In addition, training in some skills appeared to facilitate performance in skills not yet trained.     

TEACHING COIN EQUIVALENCE TO THE MENTALLY RETARDED1

A program was designed to teach coin equivalence to mentally retarded adolescents. Coin equivalence was defined as choosing several different combinations of coins to equal specified target values. A pretest-posttest matched-groups design was employed with an experimental group receiving the monetary training, and a no-training control group. A multiple baseline across coin-counting responses was also incorporated in the experimental group. Training was divided into six stages, each teaching one specific method of combining coins to equal 10 target values from 5¢ through 50¢. A three-component response chain was used, requiring (a) naming, (b) selecting and counting, and (c) depositing target monetary values into a coin machine. Experimental subjects improved significantly in coin equivalence performance and maintained their skill on follow up tests; control subjects did not.     

THE ROLE OF THE PRESS IN DETERMINING VOTER REACTIONS TO PRESIDENTIAL PRIMARIES1

A conceptual scheme has been presented to examine media influence during the presidential primary season. The scheme, a byproduct of research on the role of the press in setting the public issue agenda, allows for an examination of media effects on what has been labeled the cognitive components of candidate image. Data from a longitudinal study conducted in upstate New York in the spring of 1976 are used to empirically test the conceptual framework. The data are interpreted to indicate that indeed there is a great deal of flux in certain aspects of public opinion during the presidential primary season. The media are seen as partial determinants of that flux.     

THE OBLIGATION TO GIVE: A REPLY TO TANNER1

Divine giving, Kathryn Tanner suggests in her recent Jesus, Humanity and the Trinity, generates an obligation to give to the needy. This duty, she argues, is a duty to those in need, but not to God. This essay compares Tanner's proposal for the structure of human obligation with two other theological models, and suggests a revised version of her analysis. The obligation to give is reconceived as an obligation to God and self, as well as the needy neighbor. This account removes such charitable giving from the realm of purely supererogatory acts, but does not thereby eclipse the appropriateness of gratitude on the part of the recipient.     

CUSANUS ON DIONYSIUS: THE TURN TO SPECULATIVE THEOLOGY1

Nicholas of Cusa owed a substantial debt to Dionysius the Areopagite. The debt is present in On Learned Ignorance (1440) and intensifies in the later works. This essay explores the nature of the debt, focusing on the way in which Cusanus re‐writes the vision he receives from the Areopagite. One discovers in his reading a certain anticipation of the Hegelian dialectic (with which it is ultimately not identical) and a deep continuity with patristic and medieval authorities in areas such as christology and pneumatology. All in all, Cusanus reads the work of Dionysius as the ideal form of speculative theology.     

RELATIONSHIP OF NONVERBAL BEHAVIOR TO THE SOCIAL PENETRATION PROCESS1

Theoretical formulations concerning the relationship of nonverbal behavior to the social penetration processes, i.e., the development of interpersonal relations (Altman & Taylor, 1973) were examined via acted, videotaped conversations in which subjects role played good friends (GF) or casual acquaintances (CA) discussing intimate (I) or nonintimate (NI) topics. The methodological approach adopted for this study was unique in three ways. First, patterns of nonverbal behavior rather than single behaviors were the primary units of analysis. Second, data were collected during dynamic, ongoing conversations rather than from static poses or photographs. Finally, the use of a repeated measures design permitted evaluation of the importance of individual differences. Pattern analyses generally confirmed predictions: the GF by NI cell was characterized by nonverbal behavior patterns indicative of relaxation, while tense behavior patterns occurred in the CA by I cell.     

A SACRAMENTAL JOURNEY TO THE BEATIFIC VISION: THE INTELLECTUALISM OF PIERRE ROUSSELOT1

This essay traces the intellectualist position of Pierre Rousselot (1878–1915) as he developed it in reaction to neo‐Thomist scholasticism, and argues that at the heart of Rousselot's approach lay a sacramental ontology. Rousselot's 1908 dissertations on St. Thomas's intellectualism and on love in the Middle Ages are best understood in the context of the 1907 condemnations of Modernism. Rousselot questioned the firmly entrenched rationalist approach of the neo‐Thomist revival. While continuing in the Thomist intellectualist tradition, he argued for a chastened epistemology in which the intellect aimed beyond discursive knowledge at union with God. The implication, for Rousselot, was that in its current condition, the human intellect could arrive at knowledge only in an indirect fashion. Accepting Thomas's view of the unity between love of desire and love of friendship, Rousselot emphasized the continuity between nature and the supernatural. Furthermore, his insistence that rational judgements of credibility were powerless without corresponding ‘eyes of faith’ implied a sacramental view of the natural order as pointing to the supernatural end of the beatific vision. His moderated intellectualism, with its implied sacramental ontology, would prove an attractive paradigm for the later movement of nouvelle théologie.     

USING PRESCHOOL MATERIALS TO MODIFY THE LANGUAGE OF DISADVANTAGED CHILDREN1

Although language remediation programs have generally been conducted with the use of special materials in structured group settings, traditional preschool practice emphasizes “incidental teaching” incorporated into children's free play. To determine if incidental teaching practices could be effective in improving children's speech, this study investigated the spontaneous speech of 12 disadvantaged children during free-play periods over eight months of a preschool program. Whenever the children selected a preschool play material, they were prompted and required to ask for it, first by name (noun), then by name plus a word that described the material (adjective-noun combination), then by use of a color adjective-noun combination, and finally by requesting the material and describing how they were going to use it (compound sentence). As each requirement was made, the children's general use of that aspect of language markedly increased, but little change was noted in the amount or nature of the children's interactions with teachers or their use of a set of materials to which they had free access. This study demonstrates that preschool free-play periods can be powerful “incidental teaching” periods by capitalizing on moments when children seek new play materials.     

PROMPTING TECHNIQUES TO INCREASE THE RETURN RATE OF MAILED QUESTIONNAIRES1

To increase the return rate of questionnaires mailed to clergy and physicians concerning their mental-health practices, different prompts were used after the questionnaire was received during four mail-outs to four randomly drawn samples of clergy and physicians. For each mail-out, the sample was divided into experimental (received prompt) and comparison (no prompt) groups, and one type of prompt or combination was used. Non-returnees of the questionnaire in the experimental group received either: (a) a single telephone call, (b) a memo, (c) a package (personal letter and new questionnaire) or package plus a telephone call, or (d) a double call. Comparison physicians and clergy were mailed only the original questionnaire. Relative to their respective comparison group's return rate, which averaged 22% across the four mail-outs (range 18% to 24%), the single call and package alone about doubled the overall return rate, the package and call increased the return rate about two-and-a-half fold, and the double call almost tripled the return rate. The memo was ineffective. A cost-effectiveness analysis indicated that the double-call procedure was less expensive than the single call, and much less expensive than the package alone or package with a call in securing returns. An analysis of the pattern of returns showed clearly that when prompts were not delivered (comparison groups), very few returns were received after about seven days from the initial mail-out. Most returns from prompts (experimental groups) were received by several days after the prompt. The results were seen as salient to the problem of reducing selection or volunteer bias in questionnaire studies and subsequent research demonstrating the effectiveness of telephone calls made about a week after distribution of surveys in securing high return rates was discussed.