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181.
The belief is widely held that humor is related to recovery from, and perhaps an increased resistance to, coronary and other
stress-related diseases. Such generalizations do not typically distinguish between benign and hostile humor. In the present
research, the relationship between a measure of proneness to coronary heart disease (CHD) and appreciation of hostile and
nonhostile humor is examined. In two studies, one with college students and one with patients suffering from CHD, the relationship
between humor preferences and the coronary-prone (Type A) behavior pattern was examined. Each subject was given the Jenkins
Activity Survey as a measure of the coronary-prone personality type, and aggressive and nonaggressive jokes to rate for funniness.
Hostile humor was preferred to nonhostile humor by all groups, but among those suffering from CHD, those who could be classified
as “Type B’s” preferred nonhostile humor. The results indicate that those less prone to CHD appreciate both hostile and nonhostile
humor, while Type A’s seem to enjoy hostile humor only. 相似文献
182.
August Dvorak is best known for his development of the Dvorak keyboard. However, Dvorak also adapted and applied many behavioral and scientific management techniques to the field of education. Taken collectively, these techniques are representative of many of the procedures currently used in applied behavior analysis, in general, and especially in precision teaching. The failure to consider Dvorak's instructional methods may explain some of the discrepant findings in studies which compare the efficiency of the Dvorak to the standard keyboard. This article presents a brief background on the development of the standard (QWERTY) and Dvorak keyboards, describes parallels between Dvorak's teaching procedures and those used in precision teaching, reviews some of the comparative research on the Dvorak keyboard, and suggests some implications for further research in applying the principles of behavior analysis. 相似文献
183.
184.
Iwata BA 《The Behavior analyst / MABA》1988,11(2):149-157
Default technologies evolve from failure. Within the realm of human behavior, technologies based on the use of aversive contingencies can be conceptualized as default technologies because they come into play when natural contingencies or positive reinforcement fail to produce a desired behavioral outcome. Historical as well as contemporary events suggest that it is a mistake for behavior analysts to advocate for the adoption of aversive technologies. We must, however, continue to play a leading role in the development of such technologies so that they will be used in an appropriate manner. Furthermore, the eventual elimination of aversive technologies will be possible only through continued, careful, and experimental analysis of the contexts of failure in which they are born. 相似文献
185.
A stratified random sample of college student affairs divisions was surveyed to assess the depth and breadth of student paraprofessional use. More than 72% of the responding institutions reported having one or more student paraprofessional programs. 相似文献
186.
LAWRENCE H. GERSTEIN GREGORY A. BAYER 《Journal of counseling and development : JCD》1988,66(6):294-297
Braun, A.L., & Novak, D.E. (1986, November/December). A study of EAP non-utilization. EAP Digest, pp. 52–55. O'Connell, V. (1987, March/April). A strategy for overcoming supervisors' resistance. EAP Digest, pp. 63–66. Penzer, W.N. (1987, March/April). Toward sustaining quality mental health services. EAP Digest, pp. 35–40. 相似文献
187.
A recent clinical study of outpatient psychotherapy groups in a community mental health center explored the linkage between group leadership variables, group climate, and outcome. The study involved nine outpatient therapy groups, over 50 group clients, and several group therapists. A repeated measures design involving assessment of clients' outcome and level of functioning, group leadership style, and group climate was used to assess changes over a 6-month period. The findings suggest: 1) a reduction in symptoms and improved functioning for clients; 2) a similarity of perceptions by members and leaders of perceived leadership behaviors and group climate; 3) the presence of direct and indirect influences of group climate and leadership behavior on clients' outcome; and 4) a linkage between leadership behavior and group climate with the theoretical orientation of the group. The findings of the research are discussed in relation to the understanding of specific effects in group psychotherapy and the implications for construction of group psychotherapy theory.The authors would like to thank Robert Dies, Ph.D., for his helpful suggestions in the early phase of this study; Roy MacKenzie, M.D., for permission to use the Group Climate Questionnaire; Diane DePalma, Ph.D., for permission to use the Global Leadership Behavior Index; Chris Boltwood, B.A., for her untiring efforts in administering the instruments and coding and entering the data; and most importantly, the psychotherapy group members and the group therapists for their cooperation in this endeavor—without their help, this clinical study would not have been possible.A version of this paper was presented at the Annual Meeting of the American Group Psychotherapy Association, 1987, New Orleans, Louisiana. Lenore Phipps, R.N., M.S., C.S., was formerly Director, Group Psychotherapy Program at Park Ridge Mental Health Center, Rochester, now in private practice at Guild Medical Center, Norwood, MA 02062. 相似文献
188.
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190.
P. Paul Heppner Ann H. Baumgardner Lisa M. Larson Richard E. Petty 《Counselling psychology quarterly》1988,1(2-3):129-143
This study examined the usefulness of an 8-week applied problem-solving training program. Specifically, the study examined (a) whether problem-solving training that emphasised self-management principles would be useful, (b) if the effects of training would persist over time, (c) whether an individual difference variable (problem-solving appraisal) would affect training outcomes, and (d) whether the cognitive responses of the subjects during the course of training were related to their problem-solving appraisal or the change process. Results indicated that problem solving training was effective at enhancing students’ problem-solving appraisal, and that the self-report changes were maintained at a 1 year follow-up. In particular, training seemed most useful for students who initially appraised their problem solving very negatively. Finally, the results suggested that the process-oriented cognitive responses were related to students' initial problem-solving self-appraisal as well as the impact of training. Implications of the results are discussed in terms of counselling interventions, problem solving training, the interpersonal influence process, and future research. 相似文献