Sculpting Present and Future: A Systemic Intervention Model Applied to Psychosomatic Families

We present a therapeutic intervention model for use with psychosomatic families. This method, the result of our extensive research on various psychosomatic disorders, uses family sculptures of the "present" and "future": each family member is requested to represent the family as it now "is," and how it "will be" in the future. We discuss the theoretical reasons for our choice of this method: (a) the opportunity to use a therapeutic language that is similar to the nonverbal language of the psychosomatic symptom, and (b) the usefulness of reinserting temporal dimensions into family systems that seem to have lost their evolutionary potential and to be in a sort of "time lock." Two clinical cases are discussed (a child with chronic asthma and an anorexic adolescent); the use of sculptures in both cases revealed the underlying problems and made positive therapeutic interventions possible. Finally, we point out how the use of sculpture as a therapeutic technique enables therapists to deal with multiple systemic levels.     

THE EFFECTS OF FEEDBACK SEQUENCE AND EXPERTISE OF THE RATER ON PERCEIVED FEEDBACK ACCURACY1

Using a 2 × 2 experimental design, the present study examined the main and interactive effects of feedback sequence (negative-positive vs. positive-negative) and expertise of the rater (high vs. low) on perceptions of feedback accuracy. In addition, the study assessed the moderating effects of locus of control and self-esteem on the relationship between feedback sequence and perceived feedback accuracy. Results indicate that the order in which positive or negative feedback is presented affects perceived feedback accuracy. Moreover, results suggest that feedback sequence interacts with the expertise of the rater to affect perceptions of feedback accuracy. In addition, the findings suggest that both locus of control and self-esteem moderate the relationship between feedback sequence and perceived feedback accuracy. Implications of the study's findings for presenting feedback in performance appraisal/feedback sessions are discussed.     

The Impact of Need for Achievement Components on Goal Commitment and Performance

A laboratory study examined the effects of components of need for achievement on goal commitment and performance. It was predicted that need for mastery and need for work are related to goal commitment. It was also predicted that need for mastery and need for work are more highly related to goal commitment than competitiveness, given the characteristics of the task environment. Finally, goal commitment was expected to mediate the effects of need for mastery and need for work on performance. Fifty-four undergraduate students performed nine trials of a complex task and completed a need for achievement scale composed of four subscales. Support was obtained for the first two predictions, and evidence of a sequential model partially supported the third prediction.     

Characteristics of Academically Talented Minority Students

Although there is often fierce competition among schools and universities for the recruitment of academically talented minority students, little is known about their needs, interests, and future plans. This article provides insights into the concerns of talented young minority people by describing the profiles of approximately 3,545 minority students who scored in the top 5% on the American College Test Assessment. The authors examine the relationship of specific minority group membership and gender, postsecondary educational plans, career interests, needs for services, desires for extracurricular activities, and satisfaction with educational experiences. Implications are drawn for counselors, advisers, and administrators striving to improve their ability to serve academically talented minority students.     

Paradoxes,Double Binds,and Reflexive Loops: An Alternative Theoretical Perspective

This article presents a new theory of refiexivity in systems of social meaning and action. It is argued that Russell's Theory of Logical Types, which formed the basis of the early work of the Palo Alto group, rests upon an inappropriate and largely outdated epistemology. The theory offered here rejects the assumption that reflexivity and paradox are coterminous. It is further argued that reflexivity is a natural and necessary feature of human systems of meaning. New analytic tools are offered for discerning problematic from nonproblematic reflexive loops. The new tools take the form of a symbol system that can be used to represent the rules that organize reflexive relationships. The theory also contains a set of statements designed to delimit conditions under which problematic reflexive loops have ramifications for persons' mental health.     

Women and Career Competence: A Theoretical and Experiential Model

The authors describe an experiential workshop, developed to help women with career difficulties, that emphasizes freedom and responsibility for choice.     

Joint Custody: Parental Problems and Satisfactions

Joint custody, the total care of children by each parent part of the time, enables both parents to be "custodial" parents after divorce. Increasingly it has become a solution to custody problems, allowing both parents major involvement in their childrens' lives as well as freedom for themselves. This research addresses joint custody from the parents' perspective, exploring the salient issues. The problems and satisfactions are discussed, and the sex differences are highlighted.     

Patron Contact Training: A Workshop for Personnel Who Meet the Public

This article is intended to provide counselors with a format for designing and running workshops to train personnel employed in positions of high customer contact.     

Fetal Alcohol Syndrome: Implications and Counseling Considerations

This article presents the special considerations in counseling fetal alcohol syndrome children and their mothers.