Toward a Feminist and Multicultural Model of Consultation and Advocacy

The authors present core ideas or constructs that might be integral to a feminist and multicultural model of consultation. According to the model, the structure of consultation is (a) nonhierarchical and (b) an open triad (incorporating extrapersonal and outside factors). The process of consultation is (c) culturally responsive and (d) empowering. The role of the consultant is as (e) an agent for change and (f) an advocate for both the client and the system. Los autores y sus ideas centrales presente o construyentes quizás sea integral para una feminista y un modelo de la consulta multicultural. Según el modelo, la estructura de la consulta es (a) nonhierarchical y (b) una tríada abierta (incorporando extrapersonal y factores exteriores). El proceso de la consulta es (c) culturalmente receptiva y (d) autorizada. El papel del consultor es como (e) un agente para el cambio y (f) un defensor para el cliente y el sistema.     

Motivation,ability, and exam performance: Tests of hypotheses of cultural difference and task difficulty

In a series of three experiments, prediction of exam performance from information about motivation and ability of students was studied. The factorial plot of the Motivation × Ability effect on predicted performance always yielded the parallelism pattern with subjects from both the student and nonstudent populations. Results agreed with the hypothesis of cultural difference between America and India. Manipulation of difficulty of exam did not alter the parallelism pattern, contrary to the specification of the hypothesis of task difficulty. Difficulty of exam affected only the origin of the response scale. Implications of results were discussed for the two tested hypotheses as well as for a new hypothesis of nature of task.     

A STIMULUS CONTROL ANALYSIS OF THE PICTURE-WORD PROBLEM IN CHILDREN WHO ARE MENTALLY RETARDED: THE BLOCKING EFFECT

Conditioning to one member of a compound stimulus can be blocked by the presence of a second member to which the response was previously conditioned. This account of selective stimulus control can be used to explain the finding that pictures inhibit learning of written words if the relevant pictures and their verbal equivalents have been paired previously. We tested the blocking explanation of the picture-word problem with 8 mentally retarded students. Following baseline, each student was presented daily with four conditions in an alternating treatments design. In Condition A (blocking), a picture was presented alone and then was followed by the presentation of a picture and written word compound stimulus; in Condition B (blocking/control), a word was presented alone; in Condition C (blocking minimized), a word was enhanced in size and presented alone followed by the word and a picture; and, in Condition D (blocking minimized/control), the enhanced word was presented alone. Each stimulus was presented for 15 s. All students had the lowest percentage of words read correctly in the blocking condition, and all improved when blocking was minimized. Six of 8 students reached their highest percentage of words read correctly in the two control conditions when the words were presented as a single stimulus without pictures. These results indicate that pictures inhibit some students' learning of new words; this may be due to the blocking of conditioning to written words by prior conditioning to pictures.     

Social support as a moderator of the relationship between poverty and coping behavior

This study examined the relationship between poverty and coping and defense behaviors and the way social support moderates this relationship. One hundred fifty Indian adults responded to scales of income, perceived economic status, coping, defense and social support. In addition, physical quality of living was rated on the basis of observation and a short interview. Results showed that income and physical quality of living were positively associated with perceived economic status. Income, physical quality of living, and perceived economic status were negatively related to coping and defense behaviors. Finally, social support did not moderate the impact of poverty on coping and defense behaviors.     

Philosophy of Guidance: View from the East

Guidance and counseling have drawn heavily from psychological theories; however, psychological bases alone can not adequately explain the guidance point of view. There is a need for some philosophic bases of guidance. The present paper attempts to review guidance principles and appraisal techniques from a philosophical angle. Metaphysics of guidance reviews the nature of the individual. Epistemology of guidance classifies various appraisal techniques based on the pattern of nyāaya, one of the systems of Indian philosophy.     

DISCRIMINANT FUNCTION IN A PROFILE PATTERN OF KEY-COMMUNICATORS IN AN INDIAN VILLAGE

On sélectionne deux groupes distincts (les “ communicateurs ”-clefs et les non “ communicateurs ”) dans une communauté villageoise de L'Inde sur la base des interactions personnelles qui déterminent la diffusion à L'intérieur du village de trois nouvelles techniques agricoles. Les deux types de personnes diffèrent (.01) relativement à 8 variables : statut socio-économique, relation avec L'origine du changement, comportement vis-à-vis de L'innovation, popularité, personnification du fermier idéal, aptitude à la communication, taille de L'exploitation, autorité en matière d'opinion, mais ne présentent pas de différences relativement à quatre autres (amour du changement, conservatisme, fatalisme, cosmopolitisme). Une analyse de type D² portant sur six de ces variables prises ensemble donne un F significatif; sur la base de ces résultats, on peut établir un profil caractéristique des “ communicateur ”-clefs.