A model for theological interpretation in pastoral care

The wide-spread use of the clinical method in the preparation of ministers and the subsequent exposure of theprofession to other helpers raises questions about the uniqueness of ministry. Two responses are the efforts to locate uniqueness in terms of role and ritual and/or in terms of the moral dimensions of the clergy's work. The author argues that a more fundamental effort is needed, i.e., the recovery of theological interpretation in pastoral care. He presents a model including five elements which is designed to aid ministers to understand how they perceive experience theologically and how their pastoral responses are shaped by these perceptions. He then describes three settings in which the model has been used and discusses the results.     

Disciplinary Counseling: A Contradiction?

Many counselors appear to be operating on false assumptions (shibboleths) regarding counseling. The removal of these shibboleths leaves one more receptive to examining the basic assumptions underlying the linkage of discipline and counseling. Discipline and counseling may be seen as similar in terms of their educational goals, and counseling is used as a tool for the disciplinary counselor to implement the attainment of these common goals. Unresolved problems remain, however. Counseling is used during only a portion of disciplinary activities; thus there seems to be a misplaced emphasis on counseling in the title of the disciplinary counselor. Such inaccuracy may have unfortunate implications. Because of the usually accepted meaning of “discipline,” the title of disciplinary counselor is confusing and possibly damaging to both the profession and the students it intends to serve.     

Public Opinion on Church-State Issues in a Changing Environment

The recent waves of Muslim, Sikh, Buddhist, and other non-Judeo-Christian immigrants in American cities have increased religious diversity. This article examines changes in public attitudes on church-state issues in the Washington, D.C. metro area—a region that has experienced significant religious diversification. We find that between 1993 and 2000, aggregate support for public displays of Christianity decreased in the Washington area, and support for free exercise of minority religions increased. Yet the changing structure of church-state attitudes suggests that many residents are beginning to think of religious issues in a more polarized way.     

Teacher Beliefs and Responses Toward Student Misbehavior: Influence of Cognitive Skill Deficits

This study aimed to examine whether having knowledge of student cognitive skill deficits changes teacher beliefs and responses in regard to classroom misbehavior. Teachers (N = 272) were randomly assigned to an experimental or control condition. Although teachers in both conditions read the same vignette describing a student's misbehavior, the experimental group also reviewed information about the student's cognitive skill deficits. Teachers provided with cognitive skill deficit information were, on average, less likely to believe the student had control over the misbehavior, suggesting perceptions of unintentionality. Furthermore, they were significantly more likely to indicate positive emotional responses. Results suggest that school psychologists may consider sharing cognitive skill deficits information with teachers who are working with students displaying challenging behavior.     

Training Implications of Salesperson Influence Strategy

Abstract

Salespeople attempt to influence their customers in different ways. Depending upon the situation, some of their influence attempts are more successful than others. Therefore, salespeople should be trained to recognize key differences in the situations they face and to use those influence strategies which seem to be the most effective in dealing with the particular situations. This article identifies several types of influences used by salespeople, empirically validates their use, suggests some specific training implications related to influence attempts, and offers an operational framework within which the training may be conducted.     

The gender-stereotyped nature of christmas toys received by 36-, 48-, and 60-month-old children: A comparison between nonrequested vs requested toys

This research provides normative information on the gender-stereotyped nature of Christmas toys that children received from their parents. A list of over 500 toys was obtained from the parents of 86 children between the ages of 31 and 65 months. The toys were rated and placed into gender-stereotyped groups, and were categorized into child requested or nonrequested groups. It was found that the children had considerable input into the types of toys they received from their parents for Christmas, requesting approximately one half of the toys. Toys the children requested were judged to be more gender stereotyped than nonrequested toys. Very few boys received either requested or nonrequested toys considered stereotyped for the opposite sex. In contrast, one third of the girls received at least one toy judged to be stereotyped for the opposite sex. Also, boys appeared to develop sex-typed interests in toys at an earlier age than girls, and they requested 72%, 76%, and 75% gender-stereotyped toys in the corresponding age groups of 36-, 48-, and 60-months. The girls' sex-typed interests in toys lagged behind the boys', with girls requesting 29%, 51%, and 73% gender-stereotyped toys for the same age groups. In the nonrequested condition, parents selected types of toys judged to be traditionally more sex role neutral and emphasized musical instruments, art supplies, and educational toys for their sons and educational toys for their daughters.