Contribution Patterns in Major U.S. Marital and Family Therapy Journals: 1992 Through 2002

The institutional sources of articles published between 1992 and 2002 in five major family therapy journals—the American Journal of Family Therapy, Contemporary Family Therapy, Family Process, Journal of Family Psychology, and the Journal of Marital and Family Therapy were reviewed. Noteworthy similarities and differences as compared to earlier reviews were found. While no single institution dominated in numbers of publications, six of the top 10 institutions found between 1980 and 1995 were also found to be within the top 10 most productive institutions between 1992 and 2002. Patterns and changes in contributions from international sources, as well as from institutions with a COAMFTE-accredited program are discussed. Contributions from private practitioners and clinicians are also addressed.     

Institutional Productivity Ratings Based on Publications in Nine Literacy Journals: 1992–2005

This study extended the work of three previous studies that compared the scholarly productivity of faculty members in universities as represented in nine literacy journals. The top 25 universities were identified and this study shows that several institutions have remained consistent through the years as those that produce the largest amount of scholarship. As in previous studies, the University of Georgia ranked first by a substantial margin. This ranking was adjusted according to faculty size, resulting in a reordering of institutions—the University of Georgia remained first. The top 22 universities publishing in two leading literacy research journals—Reading Research Quarterly and Journal of Literacy Research—were also identified. This study also indicates an increase in scholarly work by multiple authors from collaborating institutions, including those from public schools.     

Factors Predicting the Inclusion of Lesbian,Gay, and Bisexual Affirmative Content Taught in Couple and Family Therapy Courses

Abstract

This study explored the relationship between Couple and Family Therapy (CFT) faculty members’ Lesbian, Gay, and Bisexual (LGB) clinical competence and the level of LGB affirmative therapy content they teach in their courses. Hierarchical regression analyses of 117 faculty in accredited CFT programs suggest that faculty members’ own reported competence to work with LGB clients predicted their inclusion of LGB affirmative course content in the courses they teach. Important gender effects also emerged suggesting that women faculty are more likely than men to teach LGB affirmative course material. Results suggest important implications for CFT faculty, training programs, and accreditation standards.     

Systems Techniques in Family Therapy: Two Pragmatic Approaches

Duhl, F.J. The Use of the Chronological Chart in General Systems Family Therapy. Journal of Marital and Family Therapy, 1981, 7, 361–373. Resnikoff, R.R. Teaching Family Therapy: Ten Key Questions for Understanding the Family as Patient. Journal of Marital and Family Therapy, 1981, 7, 135–142.     

Faculty Perceptions of Institutional Commitment to the Scholarship of Engagement

This study examined social perceptions that full-time faculty hold about their institutional commitment to the scholarship of engagement. The Sample included full-time faculty (n = 274) serving in member institutions of the Association of Reformed Institutions in Higher Education (ARIHE) in the United States. Two primary research questions were explored. The first examined social perceptions in 3 categories: faculty colleagues, institutional mission, and faculty reward system. Strong (positive) perceptions were reported for faculty colleagues and institutional mission, but not faculty reward system. The second examined social perceptions based on 7 independent variables. Results of analysis found significance (p < 0.05) with faculty workload requirements.     

Abstracts

Veevers, J. E. (1990) Traumas versus strens: a paradigm of positive versus negative divorce outcomes. Journal of Divorce and Remarriage Kiser, L.J., Pugh, R.J., McColgan, E. B., Pruitt, D. B. and Edwards, N. B. (1991) Treatment strategies for victims of extra-familial child sexual abuse. Journal of Family Psychotherapy Bloch, S., Sharpe, M. and Allman, P. (1991) Systemic family therapy in adult psychiatry. British Journal of Psychiatry Crisp, A. H., Norton, K., Gowers, S., Halek, C., Bowyer, C., Yeldham, D., Levett, G. and Bhat, A. (1991) A controlled study of the effect of the therapies aimed at adolescent and family psycho-pathology in anorexia nervosa. British Journal of Psychiatry Dunn, J. and Plomin, R. (1991) Why are siblings so different? The significance of differences in sibling experiences within the family. Family Process     

Abstracts

Abstract

This special issue of the American Journal of Family Therapy focuses on recent developments in Behavioral Marital Therapy (BMT). At first glance, one might expect an issue with such a title to be devoted exclusively to clinical practice. Yet only three of the six papers bear directly on clinical issues, although all of them have clinical implications. Two of the nonclinical papers are validational studies of assessment instruments associated with BMT. The sixth paper explores an important theoretical question regarding the relationship between childbirth and marital distress.     

A Review of “Gender Identity Disorder and Psychosexual Problems in Children and Adolescents”

Abstract

The New Hypnosis in Family Therapy, by Daniel L. Araoz&;Esther Negley-Parker. New York: Brunner/Mazel, 1988, 304 pages, $30.00

The Family Interpreted, by Deborah Anne Leupnitz. New York: Basic Books, 352 pages, $22.95.

Family Evaluation, by Michael Kerr&;Murray Bowen. New York: W. W. Norton, 416 pages, $29.95

Family Therapy Techniques for Problem Behaviors of Children and Teenagers, by Charles E. Schaefer, James M. Briesmeister&;Maureen E. Fitton. San Francisco: Jossey-Bass, 482 pages, $28.95

Family of Origin Therapy, edited by Alan J. Hovestadt&;Marshal Fine. Rockville, MD: Aspen Publications, 1987, 106 pages, $29.67

Siblings in Therapy: Life Span and Clinical Issues, edited by Michael D. Kahn&;Karen Gail Lewis. New York: W. W Norton, 1988, 469 pages, $34.95

A Secure Base: Parent-Child Attachment and Healthy Human Development, by John Bowlby. New York: Basic Books, 1988, 205 pages, $16.95

Developing Ericksonian Therapy: State of the Art, edited by Jeffrey K. Zeig&;Stephen R. Lankton. New York: Brunner/Mazel, 1988, 523 pages, $50.00

Journey with Grandpa: Our Family's Struggle with Alzheimer's Disease, by Rosalie Walsh Honel. Maryland: The John Hopkins University Press, 243 pages, $16.95

The Divorce Decision: What It Can Mean for Your Children, Your Finances, Your Emotions, Your Relationships, Your Future, by Gary Richmond. Waco, TX: Word Book Publishers, 1988, 215 pages, $8.99     

Workaholism in organizations: The role of personal beliefs and fears

Abstract

This research examined potential individual difference correlates of workaholism in organizational settings. Data were collected from 530 women and men in managerial and professional roles using anonymous questionnaires. Workaholism types were determined using measures developed by Spence and Robbins (1992) Journal of Personality Assessment 58, 160–178. Three personal beliefs and fears identified by Price (1982) Journal of Occupational Behavior, 3, 109–130 in her cognitive social learning model of Type A behavior were assessed as well, some suggesting a possible overlap between particular Type A components and workaholism. Two of the three beliefs and fears were positively and significantly related with workaholism type.     

Confirmatory Factor Analysis,Reliability, and Validity of a Spanish Version of FACES III

This study tested the properties of a Spanish version of the Family Adaptability and Cohesion Scales III (FACES III) in a Spanish sample. Participants were 632 adults with children attending several school institutions from day care to undergraduate university. Confirmatory factor analyses replicated the factor structure of the original American version. Reliability coefficients were higher for the cohesion ( f = .72) than the adaptability scale ( f = .68). Convergent and discriminant validity was supported through a MTMM approach. The Spanish FACES III seems to be a valid and reliable measure.     

Marburg ca. 1900–1925: The Treffpunkt of Theology,Philosophy, and New Testament

ABSTRACT

Many of the intellectual giants in the areas of theology, philosophy, and New Testament were faculty members at the Philips University of Marburg during the early decades of the twentieth century. This article chronicles briefly the careers of faculty members of Marburg and their contributions in the fields of theology (Wilhelm Herrmann, Rudolf Otto, Paul Tillich), philosophy (the Neo-Kantians Hermann Cohen and Paul Natorp, and Martin Heidegger), and New Testament (Rudolf Bultmann) during that period of time.     

Book reviews

Abstract

Reviews of Women and Health: Feminist Perspectives, edited by Sue Wilkinson and Celia Kitzinger. London, UK and Bristol PA, USA: Taylor & Francis, 1994, 209 pp. ISBN: 0 7484 0149 0, $24.95. Reviewed by Laurie Lynn Stange.

Laurie Lynn Stange is a doctoral candidate in the Department of Human Development and Family Studies with a specialization in marriage and family therapy at Iowa State University, Ames, Iowa.     

Book reviews

Jeffrey K. Zeig, Experiencing Erickson: An Introduction to the Man and his Work David Will and Robert M. Wrate, Integrated Family Therapy, a Problem-centred Psycho-dynamic Approach Sandra B. Coleman (Ed.), Failures in Family Therapy John B. Burnham, Family Therapy: First Steps Towards a Systemic Approach Stephen R. Lankton and Carol H. Lankton, Enchantment and Intervention in Family Therapy. Training in Eriksonian Approaches Rochdale Health Visitors, Child Abuse: Are You Safe? Colin Murray Parkes and Dora Black (Journal Eds), Bereavement Care John Howard and Graham Shepherd (Eds), Conciliation, Children and Divorce. A Family Systems Approach P. Watchtel and E. Watchtel, Family Dynamics in Individual Psychotherapy Joy K. Rice and David G. Rice, Living Through Divorce: A Developmental Approach to Divorce Therapy Larry L. Constantine, Family Paradigms. The Practice of Theory in Family Therapy Robert N. Rapoport (Ed.), Children, Youth, and Families: The Action-Research Relationship     

Suggestions for an Improved M-Limits Technique

Abstract

Bennett, Edward. Personality Assessment and Diagnosis. New York: Ronald Press, 1961 Reviewed by Theodore H. Blau

Honkavaara, Sylvia, The psychology of expression, Cambridge University Press, 1961; British Journal of Psychology, Monograph XXXII, pp. 96. $4.50 Reviewed by Hal M. Wells

Sherman, M. H. (ed.) A Rorschach Reader. New York: International Universities Press, 1960. $7.50. Reviewed by Melvin A. Gravitz, Ph.D.     

A Review of “Risk Management: Clinical,Ethical, & Legal Guidelines for Successful Practice”

Abstract

Between Mothers-In-Law and Daughters-In-Law: Achieving a Successful and Caring Relationship, by Helene S. Arnstein. New York: Dodd, Mead&;Company, 1985, 225 pages, $8.95 paperback

When Living Hurts: Directives for Treating Depression, by Michael D. Yapko. New York: Brunner/Mazel, 1988, 217 pages, $22.50

The Illustrated Manual of Sex Therapy, 2nd ed., by Helen Singer Kaplan. New York: Brunner/Mazel, 1987, 181 pages, $22.50

Reforming the Law: Impact of Child Development Research, edited by Gary B. Melton New York: The Guilford Press, 1987, 307 pages, $30.00.

Doing Things: A Guide to Programming Activities for Persons with Alzheimer's Disease and Related Disorders, by Jitka M. Zgola. Baltimore: The Johns Hopkins University Press, 1987, 149 pages, $20.00 hardcover, $8.95 paperback

Domestic Revolutions: A Social History of American Family Life, edited by Steven Mintz and Susan Kellogg. New York: The Free Press, 1987, 244 pages, $22.50

Handbook of Measurements for Marriage and Family Therapy, by Norman Fredman&;Robert Sherman. New York: Brunner/Mazel, 1987, 218 pages, $27.50     

Institutional Affiliations of Contributors to the Personnel and Guidance Journal: Volumes 47–62

The institutional affiliations of contributors to the Personnel and Guidance Journal were examined for a 16-volume period (Vols. 47–62). Authors from colleges and universities represented the major source of contributions (80%). Colleges and universities were then ranked according to the number of articles submitted in each of the two 8-volume periods studied. The top 25 institutions for the entire 16-volume period were identified and ranked according to their contributions to the Journal. Results were compared to a previous study of Journal contributors to highlight trends across a 32-volume period.     

PRiME: Integrating professional responsibility into the engineering curriculum

Engineering educators have long discussed the need to teach professional responsibility and the social context of engineering without adding to overcrowded curricula. One difficulty we face is the lack of appropriate teaching materials that can fit into existing courses. The PRiME (Professional Responsibility Modules for Engineering) Project (http://www.engr.utexas.edu/ethics/primeModules.cfm) described in this paper was initiated at the University of Texas, Austin to provide web-based modules that could be integrated into any undergraduate engineering class. Using HPL (How People Learn) theory, PRiME developed and piloted four modules during the academic year 2004–2005. This article introduces the modules and the pilot, outlines the assessment process, analyzes the results, and describes how the modules are being revised in light of the initial assessment. In its first year of development and testing, PRiME made significant progress towards meeting its objectives. The PRiME Project can strengthen engineering education by providing faculty with an effective system for engaging students in learning about professional responsibility. An earlier version of this paper was presented at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, CA, USA, 9–10 June 2005.     

Normal crises: Stage theory and family therapy

Abstract

The theme of the Twenty-Third Georgetown University Symposium on Family Theory and Family Psychotherapy, held November 8 and 9,1986, in Washington, DC, was Toward a Science of Human Behavior. The program included famed sociobiologist Edward O. Wilson as the Distinguished Guest Lecturer; a special panel discussion about what is involved in moving toward a science of human behavior; a presentation by Murray Bowen, Director of the Georgetown University Family Center; a presentation by Walter Toman, who is well-known for his research on sibling position; and 10 other presentations related to various aspects of family systems theory and therapy.     

Organizational learning and climate as predictors of self-efficacy

This study broadens organizational contextual considerations by examining organizational learning, participation in organizational learning activities and organizational climate as possible predictors of self-efficacy. As schools have been studied as organizations (Handy, 1986, Understanding schools as organizations, Harmondsworth: Penguin; Ostroff, 1993, Organization Behavior and Human Decision Process, 56, 56–90; Ostroff & Schmitt, 1993, Acadamy of Management Journal, 36(6), 1345–1361), this study provides regression results from n = 679 teachers and indicated that organizational climate and organizational learning were significant predictors of teacher self efficacy, controlling for several individual level variables (i.e., participation in organizational learning, personal self-efficacy, and teaching efficacy). Differences between results from the sample of teachers and n = 734 non-teachers (e.g., principals, assistant principals, administrators, counselors, paraprofessional, custodial, food service, and transportation staff) were examined with regard to predictor variables for teaching efficacy. For teachers, both organizational learning and personal self-efficacy were significant predictors of teaching efficacy, whereas for the group of non-teachers, they were not. In both groups, however, participation in organizational learning was a significant predictor, while organizational climate was not (contrary to Taylor & Tashakkori, 1995, Journal of Experimental Education, 63(3), 217–230). Overall, findings provide evidence for extending the research beyond schools and including organizational learning as a potentially important variable in further studying individual outcomes and organizational effectiveness. Dr. Timothy J. Tobin is Director of Training and Development at Beers & Cutler PLLC. He is responsible for designing, implementing, and evaluating the firm’s organizational climate and learning organization initiatives. He is also an adjunct professor at Trinity University and The George Washington University where he teaches organizational behavior, human resource management, and training courses among others. He is the recipient of Human Capital Magazine’s Future Human Capital Leader Award. His current research interests include the interplay between organizational culture, identity, and learning. Dr. Ralph O. Mueller is professor of educational research and of public policy and public administration at The George Washington University, Washington, DC, and former Chair of its Department of Educational Leadership. His scholarly interests include proper applications of and reliability assessment in structural equation modeling (SEM). He is the author/co-editor of two SEM textbooks, among other writings. Ralph is past chair of the American Educational Research Association’s special interest group on SEM, serves on the editorial boards of several methodological and applied research journals, and conducts regular SEM training sessions for national and international audiences. Dr. Lauren M. Turner is senior lecturer at Northeastern University in the College of Arts and Sciences and the School of Professional and Continuing Studies. Current teaching focuses on leadership studies. Lauren also facilitates in the Vogt Leadership Program with The Boston Consortium for Higher Education. Work-based learning, including action learning and facilitation, is at the core of her efforts to combine classroom and workplace learning. Research interests include self-directed learning and meaningful work, specifically the intersection of these two disciplines as they relate to a construct for meaningful work.     

The visual perception of velocity

Summary In this section it is concluded that velocity is perceived directly and is dynamically conditioned by the structure and general properties of the visual field in which the movement occurs. The visual perception of velocity follows dynamic laws that are not immediately deducible from the velocity of the stimulus as physically defined. No physiological theory is offered but it is pointed out that the theory of physiological Gestalten is essentially correct in its basic assumptions concerning the perception of movement.The investigation has bearing on the problems of movement thresholds, movement after-images and the perception of time.This paper is abridged from a thesis presented to the faculty of the graduate school of Yale University in partial fulfilment of the requirements for the degree of Doctor of Philosophy. The study was started in the Psychological Institute of the University of Berlin in 1926–1927 and completed at Yale University in 1928–1929. The work at Berlin, which has been already reported [cf. J. F. Brown, Über gesehene Geschwindigkeit. Psychol. Forschg 10, 84–101 (1927)] was largely exploratory in nature; that at Yale was undertaken to fill the gaps in the experimental series and to control more completely the causal factors. For clarity of exposition the previously reported data are included here so far as necessary. The writer is indebted to Professor W. Köhler of the University of Berlin for suggesting the problem, and to Professors R. P. Angier, R. Dodge, and L. T. Spencer of Yale University for many valuable suggestions. He wishes also to express his thanks to the subjects who served in the experiments.