The relationship of young adolescent Children's Depression Inventory (CDI) scores to their social and cognitive functioning

The relationship of young adolescents' scores on the Children's Depression Inventory (CDI) to subjective and objective indices of their social and cognitive functioning was examined. Subjects were 89 young adolescents (11–15 years old), their parents, and their social studies teachers. The correlations of adolescents' CDI scores with recent school grades, objective ratings of overt social behavior, and measures of adolescent social and cognitive competence as perceived by the adolescent, both parents, and the teacher were examined. CDI scores were significantly and negatively correlated with school grades, behavioral ratings of positive social communication, and adolescent, mother, father, and teacher perceptions of the adolescents' social and cognitive competence. The relationship of these findings to those of other CDI validity studies is discussed.This research was supported, in part, by the William T. Grant Foundation and the University of Georgia's Institute for Behavioral Research.     

Living with diabetes

Management of diabetes can be affected by emotional distress in two ways: directly, via the effect of stress on glycemic control, and indirectly via effects on self-care routines. Rational-emotive therapy, along with a number of other cognitive, emotive, and behavioral tools, is an important intervention for patients who have diabetes-related distress. The authors describe personal and professional examples of the application of these tools to living rationally with diabetes.Richard R. Rubin, Ph.D. is a staff member of the Diabetes Center and the Pediatric Diabetes Clinic at the Johns Hopkins Hospital. In addition, he has a private psychotherapy practice, substantially devoted to counseling and coping skills training for people with diabetes.Susan R. Walen, Ph.D. is an Associate Professor in the Department of Psychology, Towson State University and Director of the Baltimore Center for Cognitive Therapy. She is the coauthor ofA Practitioner's Guide to Rational-Emotive Therapy.Albert Ellis, Ph.D. is the founder of Rational Emotive Therapy and president of the Institute for RET in New York City. He is the author of more than 50 books and 600 journal articles on psychotherapy topics.     

Self-Reflection Counselling as an Instrument in Organisational Learning

Self reflection is an important factor in the relationship between individual and organisational development, but until recently, it has gone unnoticed. Reviewing the significance of self reflection through analysis of three vital areas of organisational development—leadership, women-in-management, and organisational survival—it is argued that there is a vital case to be made for the development of counselling strategies aimed at encouraging and assisting self-reflective practice among organisational participants. Reflecting upon the authors' own practice among managers, a number of strategies and potential strategies for reaching people in the work-place are outlined.     

Does the use of dolls facilitate children's memory of visits to the doctor?

Age differences in children's recall of salient experiences have frequently been documented, but these findings have routinely been based on studies in which verbal interviews have been employed. Because verbal interview protocols may underestimate the memory of young children, the purpose of this research was to compare the effectiveness of such an interview with two alternative protocols that involved the use of a doll. Using these contrasting protocols, 3-and 5-year-old children were asked to remember the details of a routine physical examination. Neither doll protocol facilitated 3-year-olds' recall of the features of the check-up. In contrast, 5-year-olds who were asked to demonstrate with a doll what happened in their examination showed enhanced recall. The inclusion of a doll had no effect on older or younger children's provision of elaborative detail about their visits to the doctor. Various measures of individual differences (e. g. temperament, language skill) predicted some aspects of the children's recall and elaboration. The findings are discussed in terms of the cognitive skills necessary for effective use of dolls in the assessment process, and are related to problems associated with interviewing young children who are involved in legal proceedings.     

Alternative test criteria in covariance structure analysis: A unified approach

In the context of covariance structure analysis, a unified approach to the asymptotic theory of alternative test criteria for testing parametric restrictions is provided. The discussion develops within a general framework that distinguishes whether or not the fitting function is asymptotically optimal, and allows the null and alternative hypothesis to be only approximations of the true model. Also, the equivalent of the information matrix, and the asymptotic covariance matrix of the vector of summary statistics, are allowed to be singular. When the fitting function is not asymptotically optimal, test statistics which have asymptotically a chi-square distribution are developed as a natural generalization of more classical ones. Issues relevant for power analysis, and the asymptotic theory of a testing related statistic, are also investigated.This research has been supported by the U.S.-Spanish Joint Committee for Cultural and Educational Cooperation, grant number V-B.854020. The author wishes to express his gratitude to P. M. Bentler who provided very helpful suggestions and research facilities—with an stimulating working environment—at the University of California, Los Angeles, where this work was undertaken. Thanks are also due to W. E. Saris who provided very valuable comments to earlier versions of this paper. Finally, it has also to be acknowledged the editor's and reviewers suggestions which led to substantial improvements of this article.     

An application of the foot in the door technique to organ donation

The extent to which the size of an initial request related to organ donation could be reduced when using the foot-in-the-door technique was investigated. After being asked to comply with an initial request to complete a questionnaire related to organ donation having either 5, 10, 15, or 20 items or not being asked to complete the questionnaire, subjects indicated their willingness to become an organ donor. In addition to replicating earlier research, the results indicated that the original 20-item questionnaire could be reduced to five items without losing its effectiveness to increase willingness to become an organ donor when compared to the no-request condition. The implications of the foot-in-the-door technique for medical volunteering in general and suggestions for future research are also discussed.     

Learning artificial orthographies: Further evidence of a nonanalytic acquisition procedure

Previous research (Byrne, 1984) showed that adults who learned to read an orthography representing phonetic features (voicing, place of articulation) did not readily obtain usable knowledge of the mapping of phonetic features onto orthographic elements, as evidenced by failure to generalize to partially new stimuli. The present Experiment 1 used a different method of detecting learning savings during acquisition. Subjects learned a set of complex symbols standing for phones, with the elements representing voicing and place. In a second acquisition set, the signs for voicing were reversed. Learning speed was not affected, which was consistent with the claim that feature-element links went unnoticed in initial acquisition. In Experiment 2, some subjects were instructed to "find the rule" embodied in the orthography. None did, and acquisition rates were no different from those of uninstructed subjects. In Experiment 3, subjects had 4 h of training on the orthography, with consistent feature-symbol mapping for half of the subjects and arbitrary pairings for the remainder. No reaction time advantage emerged in the consistent condition, which is further evidence of nonanalytic acquisition. The results are related to data from children learning to read.     

The evolution of leadership during group development

This paper is based on the view that the theory of the group-as-a-whole is illuminated and clarified by a developmental perspective. Beck's theory of group development is used as the framework within which the evolution of four leadership roles across nine developmental phases are discussed. Leadership is defined as a shared function in which four participants play important roles in a dialectical process through which the structure of a group is developed, maintained, reinterpreted or modified as needed. Data are presented on verbal participation and on a sociometric questionnaire to illustrate changes in the four leaders' behavior and the members' perceptions of them across the phases of group development.