A call for a statement of expectations for the global information infrastructure

This paper considers the relationship between ethics, technology and law, and the roles and limitations each has in this relationship. It argues that ethics has the key role in establishing a resilient, comprehensive and sensitive information infrastructure. It puts forward a Bill of Rights and Responsibilities for the electronic community.

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The name change debate: Ellis's real agenda

In this brief note, I reveal for the first time Albert Ellis's real agenda for recently changing the name from Rational-Emotive Therapy (RET) to Rational Emotive Behavior Therapy (REBT). Editor's Note: The phones continue to ring hot at our editorial offices and we've had to put on several new staff to handle the volume of mail concerning Albert Ellis's controversial decision to change the name of rational-emotive therapy to rational emotive behavior therapy. The following pieces are three of the many that we have received concerning the real motivations of Ellis for changing the name as well as the logic and rationale for including the B in REBT.     

How Tillich and Kohut both find courage in faith

Courage has long been considered an important virtue, but throughout most of history its prime location was the battlefield. The chief exemplars of courage were warriors. Theologian Paul Tillich and psychologist Heinz Kohut have both written about courage, and each in his own way contributes to a new and broader understanding of courage, making it more applicable to the battlefields of everyday life. Specifically, they explain why courage is needed to fight emotional and spiritual dangers— and why religious faith vitalizes the self to overcome those dangers. Although the ideas of Tillich and Kohut on courage have been critiqued separately, this essay is the first attempt to integrate the two writers' theories. As psychologists and theologians look for intersections between their disciplines, this case study on courage shows how two prominent representatives in their fields are more compatible than people may realize.     

Law,professional practice,and professional organizations: Where do we go from here?

The ethical dilemmas presented to the practicing school psychologist by the plethora of laws that dictate procedures, policies, and instrumentation are discussed. The function of professional organizations, both national and state, is described as (a) anticipating legislation, (b) developing political impact, (c) affecting existing laws, and (d) affecting proposed legislation. Coordination of efforts among various groups and development of political expertise is urged as a way to approach issues of concern to both psychologists and their clients.     

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A variety of problems have been experienced with psychological assessment of minority children. Traditional norm-referenced measurement has repeatedly received criticism concerning cultural unfairness or bias. Responses to such accusations primarily have been in the form of new instrumentation aimed at attaining a culture fair assessment. Little response has been evident from a conceptual standpoint addressing the issues of purpose and use of test results Although many have turned to criterion-referenced measurement as an answer to the problems of norm-referenced evaluation, cultural bias is not necessarily avoided in this framework either. Issues of who determines criteria and what those criteria include must be addressed if criterion-referenced measurement is to meet adequately the challenge of multicultural evaluation.     

Teaching directional skills to preschool and kindergarten children

Studied a new device and training procedure for teaching the directional orientation and sentence tracking skills used in reading and writing western languages. Twelve preschool and 14 kindergarten children were randomly assigned to E and C groups. Between pre- and posttests, Es practiced for a total of 20 min. over a two-week period with an electronic device which flashed a correct signal only when S scribed left-to-right through successive sentences from top to bottom of the display. Any error in sequence extinguished the signal. Cs received only pre- and posttests. On test sentences prior to practice neither Es nor Cs were able to show where the sentences began or how they went from beginning to end. After using the device, Es tripled their orientation and tracking scores, while Cs not given access to the device did not improve (p < .002). Left-right and up-down directional confusion, often the subject of many hours of remedial training, were shown to be rapidly corrected in normal children by the use of a simple electronic device providing clear feedback distinguishing correct from incorrect responses. Implications for prereading instruction are discussed.