Single-gender group psychotherapy: A “women's group” for adolescent inpatients

This paper describes an attempt at forming and conducting a unique single-gender psychotherapy group with severely disturbed female adolescents on a long-term, psychotherapeutically oriented co-ed inpatient unit. The focus of this group was assisting the female patients in negotiating the tasks and conflicts specific to their gender and developmental stage. The therapeutic approach and the role of female coleaders are described, emphasizing particular modifications made to meet the needs of this group. Clinical examples are offered to high-light salient group themes of identity formation and separation and individuation. Finally, group therapeutic factors specifically enhanced by single gender membership are discussed and observations regarding the group/milieu interface are explored.     

In-Service Courses in Human Relations: One Teacher's Learning

Human relations training includes counselling as an important ingredient. This case-study reports the learning of one primary deputy headteacher during a six-day course, and her continuing efforts to use and extend that learning during the following year. She reported an improvement in classroom discipline, and less stressful and more effective relationships with colleagues and pupils, linking these gains with insights and skills developed on the course. The value to course designers of goal-setting structures is illustrated by the study. Such structures provide an opportunity to take part in, and study, counselling interventions which have real problems as their focus.     

Factors Perceived as Helpful by the Members of Self-Help Groups: An Exploratory Study

The factors perceived as helpful by members of three different types of self-help groups are examined, using the 12 factors identified by Yalom as operative in group psychotherapy. Questionnaires were given to 45 members of self-help groups, asking for their views of the most and least helpful aspects of their experiences of their group, and for their judgement of its effectiveness. Results indicated that members of a group concerned with social and personal support in the face of a socially problematic situation (widowhood) found the experience of Universality to be the most helpful factor, while Self-Disclosure was least helpful. Members from a group for the physically sick (asthma sufferers) also reported the least helpful factor to be Self-Disclosure, but said that the most helpful factor was Guidance. By contrast, the group concerned with providing 'therapy' for depressives reported Cohesiveness to be most helpful, and Guidance to be least helpful. Comparison with other studies using similar methodologies with different group populations suggests that the factors likely to be effective in self-help groups for the socially unsupported and physically sick on the one hand, and for the psychologically disturbed on the other, may differ.     

The role of spatial-frequency channels in the perception of local and global structure

Adaptation and reaction-time techniques were used to examine the role of different spatial-frequency channels in the perception of local and global structure. Subjects were shown figures consisting of a large C composed of smaller Cs and asked to identify the orientation of either the global C or its local elements. Prior to performing the task subjects were adapted to different spatial frequencies and the effect on subsequent performance was assessed. Two main results were found. First, the adapting frequency that most affected the global task was often lower than that most affecting the local task, suggesting that high and low frequencies independently code the structure of an image. Second, reaction time to global figures was often faster than to local figures at all levels of detectability, again suggesting a role of low-frequency channels in global processing.     

Static depiction of movement

A number of pictorial devices were compared in order to assess their relative effectiveness in depicting events. Effectiveness, as measured by a rating task, did not seem to be a function of the classification of a device as natural or metaphorical. Rather, it depended on whether a given device highlighted a distinctive aspect of a particular event (running, jumping, or moving), or simply modified the event. This observation was buttressed by the existence in a forced-choice task of a category boundary for depictions of running (pictures with a certain device were seen as running, those without it were not) but not for moving or jumping. Even preschool children displayed some understanding of metaphorical devices. They chose figures with those devices as running faster than the experimental standard. Results are discussed in the context of Kennedy's characterization of pictorial metaphors and Gibson's framework for understanding the relationship between pictorial and environmental information.     

AN IDIOGRAPHIC APPROACH TO THE STUDY OF WOMEN'S ACHIEVEMENT STRIVING

Biographical interviews with 80 women ranging in age from the late teens to the 80s (Mean Age = 46.8 years; SD = 7.8 years) elicited information concerning personality characteristics that predispose women toward achievement-striving behavior, taking into account the effects of family, friends, and role models. When asked if they had ever been in a situation where they were about to succeed and feared the success, the majority of women (91 %) replied "no". A large percentage of women (96%) did report that they wonder if their achievements are worth it and asked "success at what cost?" In addition, compared to older women, younger women were more concerned with interpersonal relationships and less concerned with competitive achievement. The reality status of the fear of success construct as well as methodological advances in its measurement are discussed.     

The effect of subject's gender on judgments of similarity and choice of a comparison other

This study examined the implications for social comparison theory of the proposition that women have lower self-confidence than men when there is a socially defined standard of performance. To this end, it was hypothesized that women would judge themselves to be similar to a lower ranked person, whereas men would judge themselves to be similar to a higher ranked person. Furthermore, it was hypothesized that women would choose to see a score lower than their own, whereas men would choose to see a score higher than their own. The results on the measure of similarity indicated that men did judge themselves to be similar to a higher ranked person, whereas women showed no consistent preferences in their judgments of similarity. The results on the choice of a comparison other were not as clear-cut.     

Observer bias in scoring boys' and girls' aggression

In order to examine the possibility that the attribution of more aggression to boys may be in part a function of observer bias, 40 adults were asked in Study 1 to record the degree of aggression in a series of line drawings that showed children interacting. It was found that a significant subset of both males and females recorded more aggression for boys than for girls when they scanned scenes that showed numerous children interacting. When they rated a series of drawings of two children interacting, males rated boys as significantly more aggressive than girls. Study 2 examined 48 adults' responses under one of three instruction conditions. The findings of Study 1 were replicated. Additionally, it was found that some forms of instruction eliminate sex-typed biases while others yield significant biases among both male and female untrained observers. These results are interpreted in light of the literature on schematic processing. Implications pertaining to the socialization of aggression and to research on sex differences in aggression are discussed.