Clients Helping Therapists Find Solutions to their Therapy

This paper is offered as a beginning toward including client perspectives on treatment and client participation in supervision. Rather than see therapists as technical experts who do things to people, many of us now see therapists as nonexperts who create conversations with people (Goolishian & Anderson, 1992). This new shift challenges the traditional training positions of supervisor and supervisee, respectively. Including clients' voices the supervisor participate from a nonexpert position.     

The psychological effects of homelessness and their impact on the development of a counselling relationship

In this study the psychological effects of being homeless are examined with a view to developing an effective counselling intervention.The study was conducted with 12 homeless men at St Martin in the Fields Social Care Unit, a long-established, multi-service drop-in centre in central London.Using a grounded theory analysis, a reinforcing dynamic model of psychological invisibility composed of social detachment, lack of psychological and physical safety, personal helplessness and insensitive services was identified. In response the development of a humanistic-based, ‘pretherapeutic’ alliance, formed via sensitive outreach was recommended. The pre-therapeutic alliance serves as the basis for the creation of a safe psychological space for the individual self to be discovered.     

Blocking of the response-reinforcer association: Additional evidence

Response rates maintained by free-operant schedules are sometimes reduced when a brief signal is interposed between the response and reinforcer. Early interpretations of this rate reduction were in terms of associative competition between the response and signal, analogous to blocking and overshadowing effects obtained in Pavlovian conditioning. But subsequent evidence has disputed this interpretation by showing that the signal enhances response rate in several circumstances. The present study attempted to define the conditions determining the different effects by investigating the role of signal location in the delay-of-reinforcement interval. When it occurred immediately after a response, response rate was enhanced. When it occurred at the end of the delay interval, immediately preceding the reinforcer, the signal decreased response rate. A similar decremental effect occurred when the signal occurred in the middle of the delay interval, contiguous with neither the response nor the reinforcer. Similar blocking effects occurred with a response acquisition procedure. The results demonstrate that blocking effects do indeed occur in instrumental conditioning but that the usual procedure of using signals immediately contingent on responding confounds such blocking effects with the competing effects of conditioned reinforcement/marking.     

Defeat-induced hypoalgesia in the rat: effects of conditioned odors, naltrexone, and extinction

In Experiment 1, male rats were either defeated as a colony intruder by alpha conspecifics or had no defeat experience, and 24 hr later they were given a paw injection of formalin prior to observational tests with or without alpha-colony odors. The combination of defeat and tests with these odors produced conditioned hypoalgesia (i.e., a suppression in paw licking) and freezing. In Experiment 2, defeated rats were given either an injection of naltrexone or saline prior to defeat and 24 hr later prior to testing. An injection of naltrexone prior to defeat increased freezing during defeat and later testing. In contrast, naltrexone during testing did not affect freezing but significantly reduced hypoalgesia. In Experiment 3, a 12-hr exposure session with alpha-colony odors extinguished hypoalgesia in previously defeated rats. These findings are discussed in terms of associative, opioid/nonopioid, and adaptive evolutionary processes.     

Enduring problems for molecular accounts of operant behavior

Although the Associative Learner (AL) theory advocated by Shimp, Childers, and Hightower (1990) can simulate several features of human and nonhuman performance in free-operant situations, it fails to account for many of the findings that are theoretically most powerful. It underestimates the sensitivity of behavior to relative reinforcement rate and totally omits any role for incentive variables such as amount and delay of reinforcement. At present, it is not sufficiently comprehensive to serve as an adequate alternative to Herrnstein's (1961, 1970) matching theory as a general account of behavior.     

The effects of grammatic class and cue type on cueing responsiveness in aphasia

This study investigated the effects of two types of cues (semantic and phonemic) and two grammatic classes (noun and verb) on cueing responsiveness. Subjects consisted of 10 Broca's, 10 Wernicke's, 8 conduction, and 8 anomic aphasics. Cues were administered following failure to name on confrontation. Responsiveness to the two types of cues was dependent on aphasic type and grammatic class. Broca's and conduction aphasics responded better to phonemic cueing, while anomic aphasics were more responsive to semantic cueing. With regard to grammatic class, aphasics responded better to phonemic cueing on nouns; however, no significant difference between types of cues was demonstrated on verbs. Neuropsychological implications for the cueing and naming processes are discussed.     

Parents, Careers and Culture: The View of Ethnic-Minority and Ethnic-Majority Girls

In a study concerned with factors affecting career aspirations, 45 Muslim and 71 non-Muslim secondary-schoolgirls completed scales requiring them to rate themselves on attributes chosen for their relevance to careers. Subjects also completed these scales as they believed their parents would rate them. Minimal differences were shown between the two groups and, contrary to stereotype, Muslim girls did not indicate that their fathers would rate them low on such attributes. Interviews conducted with 21 of the Muslim pupils indicated little conflict in their homes over vocational issues and revealed that both parents, but especially fathers, were supportive of higher education and careers for their daughters.     

Assessing phonological awareness in kindergarten children: Issues of task comparability

Ten different phonological awareness tasks were administered to a group of kindergarten children whose reading ability was assessed 1 year later. The extraneous cognitive requirements inherent in the tasks varied widely. The children's performance on three tasks that involved a rhyming response was at ceiling, and these tasks did not correlate with subsequent reading progress. The other seven measures were all moderately related to later reading ability and, employed in sets, were very strong predictors. The relative predictive accuracy of the phonological tasks was equal to or better than more global measures of cognitive skills such as an intelligence test and a reading readiness test. The phonological tasks had a large amount of common variance. Factor analysis revealed only one factor on which all the nonrhyming phonological tasks loaded highly. The results bolster the construct validity of phonological awareness, indicate considerable comparability and interchangeability among the tasks used to measure the construct, and are encouraging as regards the possible use of such tasks in predictive test batteries.