Inducing fair trade out of hegemonic trade

This paper provides a model of the transition from hegemonic trade to contemporary (or fair) trade. Hegemonic trade is an instance of the two player game called Bully (Poundstone 1992) and Called Bluff (Snyder and Diesing 1977); contemporary trade is an instance of Prisoner's Dilemma (Krugman and Obstfeld 1991). In this paper, I show that a nation under the thumb of a hegemon, called the conciliatory nation, can induce fair trade. Further, I show that to induce fair trade, the conciliatory nation must not be timied.     

Multimethodological approach to examining risk-taking

Research on risk-taking behavior has shown to yield inconsistent findings. Three studies were conducted using four different analysis techniques. The first study used a phenomenological approach and qualitative analysis to gain an understanding of risk-taking. A model of factors relating to risk-taking was developed and tested in a second study. The third study was conducted to develop scales of risk and used magnitude estimation and multidimensional scaling techniques. Results from the studies confirmed the multidimensionality of the construct of risk-taking. Also indicated was a gender difference in risk-taking behavior and perception. These studies expand our knowledge of risk-taking behavior in that 1) a method of categorizing risks was developed, 2) gender similarities and differences in risk-taking were explored, and 3) perceived magnitude and underlying dimensions of risk were developed.     

SEQUENTIAL APPLICATION OF MAJOR HABIT-REVERSAL COMPONENTS TO TREAT MOTOR TICS IN CHILDREN

In this study, we sequentially administered up to four components of the habit-reversal treatment to 4 children with motor tics within a multiple baseline design. The habit-reversal components included (a) awareness training; (b) awareness training and self-monitoring; (c) awareness training, self-monitoring, and social support; and (d) awareness training, social support, and the use of a competing response. Results demonstrated that the combined use of awareness training, social support, and competing response training was effective in eliminating motor tics in 2 of 4 children, that awareness training alone was effective for 1 child, and that a combination of awareness training and self-monitoring was effective for the 4th child. The treatment and ensuing improvement were found to be socially valid. We discuss possible explanations for these results and recommend directions for future research.     

Measuring How We Preach What We Practice: Psychoeducational Change in Depressed Inpatients

This study investigated the relationship between acquisition of psychoeducational principles and symptomatic improvement in depressed in-patients. One hundred and twenty-three inpatients hospitalized on a Cognitive Therapy Unit were administered the Test of Cognitive Behavioral Principles (TCBP) and the Beck Depression Inventory at admission and discharge. It was predicted that the TCBP scores would be higher at discharge than at pre-testing at admission. Further, it was hypothesized that the higher TCBP scores at post-test would be significantly correlated with lower Beck Depression Inventory scores at post-test. The results revealed that inpatients' TCBP scores improved over the course of treatment supporting the first hypothesis. However, the data did not support the second hypothesis as there was not a significant relationship between the TCBP scores and the BDI scores at discharge. The results are discussed in terms of clinical, theoretical, and methodological implications.     

AUGMENTING SIMPLIFIED HABIT REVERSAL WITH AN AWARENESS ENHANCEMENT DEVICE: PRELIMINARY FINDINGS

The chronic hair pulling of a 36-year-old woman with moderate mental retardation was initially treated with a simplified habit-reversal (SHR) procedure that consisted of awareness training, competing response training, and social support. When SHR did not produce large and sustained reductions in hair pulling, an awareness enhancement device was added, and it reduced hair pulling to near-zero levels in two settings. The results are discussed, and directions for future research with this device are provided.     

Teacher stress and guidance work in Hong Kong secondary school teachers

Major sources of stress in Hong Kong teachers were investigated, with specific reference to guidance work as a potential source of stress. A survey of 415 secondary school teachers revealed that guidance-related aspects of work constituted a major dimension of stress, with guidance teachers, female teachers, younger teachers and junior teachers perceiving more stress than their counterparts in this dimension. Workload and time pressure were perceived as the most stressful aspects of work for all teachers. Results also showed an association between stress and job satisfaction, and biographical variables. Implications of the findings for teachers doing guidance work in Hong Kong and internationally are discussed.     

Disputing clients' irrational beliefs

This paper describes and illustrates a conceptual framework developed to assist novice REBT therapists with enlarging their disputational repertoire. First, four disputational strategies are described and illustrated. Then four disputational styles of presenting the strategies to the client are also described and illustrated. Then the disputational strategies and the disputational styles are combined within a conceptual framework to assist the developing REBT therapist in generating a variety of disputes for a single IB. Finally, the conceptual framework is applied to the IB of the case of Karen from Dryden and Digiuseppe'sPrimer on Rational Emotive Therapy to yield thirty-two separate disputes (sixteen disputes for the premise of the IB, and sixteen disputes for the derivative) of the IB.