Recall of Television Advertisements as a Function of Program Evaluation

The effects of program content and program evaluation on viewers' ability to remember advertisements placed in the middle of a television program were examined. University undergraduates (N = 129) took part in what was described to them as a program evaluation study. Results showed no differences in recall as a function of the content of the program watched, but program evaluation ratings were significantly related to recall of advertisements. Greater program involvement as indicated by measures of liking, perceived credibility, perceived contemporaneity, and affective response was associated with poorer free and cued recall of advertising content.     

Women in the draft resistance movement

Why has the position of the sexes become an issue in some social movements and not in others? Under what conditions has feminism emerged out of movements devoted to other causes? Starting with these general questions, this case study, based on participant observation, explores the factors which led women in the draft resistance movement in Boston in the late 1960s to turn toward, and help found, a Women's Liberation group. The strategies and tactics of the Resistance (more explicitly than other New Left movements) differentiated male from female participants. The segregation and subordination of women within the Resistance drew them into awareness of themselves as a distinct group; the Resistance ideology, which had strong egalitarian themes, contradicted their subordination and could be extended to define sexual inequality as a political issue. Contact with outside feminists helped precipitate the shift from draft resistance to Women's Liberation.     

A Pilot Study of Psychotherapist Trainees' Alpha-Amylase and Cortisol Levels During Treatment of Recently Suicidal Clients With Borderline Traits

Psychotherapists often experience stress while providing psychotherapy, in particular when working with difficult presentations such as suicidality. As part of a larger study on the treatment of recently suicidal college students with borderline traits, 6 therapists in training collected their own salivary samples for alpha-amylase (AA) and cortisol (C) analyses immediately before and after sessions with 2 selected clients. On average, samples were collected for the same therapist-patient dyad throughout the year-long study to ensure that data reflected therapist responses across stages of treatment. Therapists also completed a working alliance questionnaire and rated perceived session difficulty immediately after each selected session. Contrary to expectations, therapists demonstrated elevated levels of stress as measured by AA and C at presession relative to postsession levels. Greater session difficulty was related to more pronounced declines in AA, whereas a stronger working alliance was linked to more pronounced reductions in C. Results suggest that physiological stress responses while working with recently suicidal clients with borderline traits occur primarily in terms of session anticipatory anxiety, whereas AA and C changes may be affected differently by factors such as session difficulty and working alliance. This is a pilot study, limited by its sample size, but the design, findings, and inclusion of physiological measures present an initial step in an essential line of research.     

Diplomates Certified in 2009

Announcement

Diplomates Certified in 2009     

The compatibility of feminist theology and gestalt therapy: a study of 'practical-values'

An on-going theoretical issue for pastoral counselling concerns the integration of psychological and theological concepts. Whilst some writers appear to have achieved a comfortable integration of the two disciplines, it is still open to question as to what extent psychological and theological discourses can be co-terminous or compatible. The possibility of exploring the compatibility of gestalt psychotherapy and feminist theology is considered with reference to the 'practical-values' of each, and it is proposed that there is significant common ground between these values.     

Personality and the perception of TV violence

An experiment was carried out to investigate relationships between individuals' personality characteristics and their perceptions of violent TV portrayals. A panel of 40 viewers rated brief violent episodes from five categories of programming, contemporary British crime-detective series, American police series, westerns, science-fiction series and cartoons on eight scales. These responses were then related to viewers' scores on the N, E and P dimensions of the EPQ. Results showed that violent scores from contemporary settings were rated as more serious than scores from non-contemporary and fantastic settings. In addition, viewers exhibited individual differences in ratings of TV violence which were related to certain of their EPQ scores. In particular, high N scorers tended to perceive violence generally, but especially that from contemporary British drama, as more serious than did low N scorers. This study indicates the need to include personality measures in the analysis of audience reactions to TV violence.     

The need for personal and social education in secondary schools and further education

The need for personal and social education in schools is outlined. Reference is made to the concept of psychological education that is being developed in the United States, and a model of personal growth and career development is described with particular emphasis on areas of personal growth that need to be developed within the school curriculum. Results of a survey of young people's personal and interpersonal problems are presented which give accounts of the range of difficulties 235 fourth year and fifth year boys and girls in secondary education and 36 young people in employment had in their interpersonal relationships with parents, teachers, employers, community authority figures, same- and opposite-sex friends, etc. Information was also obtained on what actually occupied young people's thoughts: the things they found it difficult to cope with and talk about, the things that they felt parents should tell their children, what they would like to talk to their teachers and parents about, and the attributes which they felt they could or could not change for themselves.