A Review of: “Hollander,M. (2008). Helping Teens Who Cut: Understanding and Ending Self Injury.”

Based upon informal observation of adverse effects arising during behaviorally oriented parent-training programs, 119 parents attending such programs answered a structured questionnaire regarding six specific adverse effects. Each of the “side effects” were reported by a substantial portion of the participants. In most cases, the severity of effects was not extreme. The mean number of side effects reported by each parent was 1.70. Based upon these findings, clinicians conducting such parent-training programs are encouraged to provide content material to prevent or ameliorate these adverse effects.     

A Review of: “Kennedy-Moore,E., & Lowenthal,M. S. (2011). Smart Parenting for Smart Kids: Nurturing Your Child's True Potential.”

Behavioral procedures aimed at decreasing disruptiveness through increasing self-evaluative skills and programming generalization in a class of disruptive retarded children were examined. Phases of the study included: (a) baseline; (b) systematic feedback; (c) a token economy; (d) matching of teacher's ratings by students; (e) four fading phases during which progressively fewer students were required to match the teacher; (f) self-evaluation during which each student received the amount of points self-allotted regardless of teacher's ratings; (g) doubling of point costs of back-up reinforcers ("Inflation"); (h) complete removal of back-up reinforcers ("Points Only"); and (i) return to baseline conditions. The class was observed 5 days per week dueing a morning experimental period and several times per week in the afternoon as a measure of generalization. Additional measures of generalization included days when the token program was not in effect ("Off Days") and when the class was taught by a substitute teacher. Behavior was recorded according to an interval sampling observational code. The results showed that systematic feedback was effective in significantly reducing disruptiveness with even greater reductions resulting from the token program and the subsequent matching and fading phases. Decreased levels of disruptiveness were maintained throughout self-evaluation and the phases which followed. Decreased levels of disruption also generalized to afternoon sessions, to days when the experimental procedures were not in effect, and to self-evaluate, the class initially matched the teacher's ratings with about 50% accuracy. This gradually increased to consistently above 90% during the latter phases. The study demonstrated that retarded children can learn to accurately observe and veridically evaluate their own behavior, and that this has beneficial effects in terms of decreased disruptiveness.     

On Tugendhat's Analysis of Heidegger's Concept of Truth

This paper responds to Tugendhat's well‐known and influential critique of Heidegger's concept of truth with the resources of Heidegger's texts, in particular §44 of Being and Time. To start with, Tugendhat's primary critical argument is reconstructed. It is held to consist firstly in the charge of ambiguity against Heidegger's formulations of his concept of truth and secondly in the claim that Heidegger's concept of truth is incompatible with an adequate concept of falsehood. It is shown that the supposedly ambiguous meanings are, on the one hand, in fact clearly distinguished by Heidegger and, on the other, that they merely amount to different extensions of the same meaning of truth. It is then shown how this concept of truth is indeed compatible with an adequate, albeit post‐metaphysical, concept of falsehood. Finally, the grounds of falsehood in the untruth of the existential of Verfallen are pursued and further objections are dismissed.