Process evaluation of an on-line computer-assisted unit for intake assessment of mental health patients

An emerging maxim accompanying the introduction of new methods and/or procedures in health care is that both process and outcome must be measured in order to adequately evaluate alternative programs. The intent of this paper is to present the results of a process evaluation of a prototype computer-assisted on-line Psychiatric Assessment Unit (PAU). The distinction between process and outcome measures is clarified by reference to appropriate target populations. The PAU assessment process is shown to be comparatively superior to the traditional psychiatric admitting process employing a psychiatric physician and ancillary support staff.     

A theory of careers encounters sex: Reply to Holland (1976)

This paper is the third in a series beginning with a report (by the authors) of research on the application of Holland's theory of careers to women and men. Holland's response, “The Virtues of the SDS …” is considered, in particular, research he cites on the effect of the Self-Directed Search (SDS) on counselees and his advocacy of raw score reports of personality patterns. The widely divergent career options suggested to men and women by SDS raw scores are noted and misunderstandings concerning the implications of Holland's assessment procedures for his theory are discussed. Holland's defense of raw score reports of personality characteristics is found wanting, especially in light of the support provided for his theory by normed scores.     

Double responding in classical nictitating membrane conditioning with single-CS dual-ISI training

Rabbits were classically conditioned under a single-CS dual-ISI paradigm. Contrary to a previous experiment by Frey (1970), a separate CR was conditioned at each interstimulus interval (ISI), producing a double response (DR) on long-ISI trials. Further experiments indicated that DR development is facilitated by (a) circumorbital US-location and (b) relatively high US-intensity. However, subsequent shifts to nonoptimal conditions did not produce substantial decreases in DR frequency. The presence of DRs appears to be readily amenable to interpretation in terms of a Pavlovian stimulus-trace mechanism in which the US becomes associated with a particular temporal portion of the CS. An instrumental-response-shaping hypothesis of classical conditioning can explain these data only if the hypothetical reinforcement mechanism is assumed to be considerably more complex than had previously been supposed.     

VOCATIONAL VALUES AND EMPLOYMENT OUTCOMES OF THE DISADVANTAGED

There is conflicting opinion regarding the vocational values of disadvantaged persons. This study was conducted to examine vocational values and employment outcomes of 21 disadvantaged and 20 not-disadvantaged clients previously served by a U.S. Employment Service office. The Minnesota Importance Questionnaire (MIQ) was used to measure vocational values, and two measures of disadvantagement were compared with employment outcome. Only 2 of the 20 MIQ scales revealed significant differences, suggesting that there is a need to consider the individual's unique values rather than presume stereotyped needs. The two measures of disadvantagement correlated significantly with employment status at follow-up. The finding that only 43 percent of the disadvantaged were employed, in contrast to 90 percent of the not-disadvantaged, indicates a greater need for specialized services for disadvantaged clients.     

Family therapy and incomplete families

Much of the literature in family therapy refers to the clinically orientated work with well-motivated families using specific techniques. This article briefly outlines the two main theoretical stances within family therapy as a whole, and describes three categories of incompleteness in families with particular reference to the idea of 'masked' incompleteness. This is illustrated by five case examples which show some of the common difficulties of working with families whose disturbance includes a masked incompleteness. The inadequacies of a singular treatment approach with such families are outlined, and it is suggested that the 'systems' approach in particular has limitations and possible contra-indications in such circumstances. It is argued that the more eclectic and pragmatic approach described, whilst remaining within the boundaries of family therapy as a whole, is likely to offer a more effective consideration of the long term needs of such families.     

TRANSFER OF STIMULUS CONTROL FROM MOTOR TO VERBAL STIMULI1

A transfer of stimulus control procedure was used to teach three profoundly retarded adolescents a series of specific responses to specific verbal instructions. After imitative control of a behavior was established, a verbal instruction was presented immediately before the behavior was modelled. Each correct response was followed on the next trial by inserting a delay between the verbal instruction and the modelling of the behavior. The delays increased from trial to trial. Transfer of stimulus control was indicated when a subject responded correctly on five consecutive trials before the behavior was modelled. All three subjects responded correctly to each verbal instruction after that item was trained in a multiple-baseline order. Generalization did not occur to items that had not been trained. Probe data revealed that some variations of the verbal instructions controlled responses after training was completed.     

Fundamental Issues in Defining Consultation

Understanding and articulating one's definition of consultation is essential for successful consultation to occur. Early definitions presented the consultant primarily as a one-an-one content expert. Today there are many definitions ranging from the original one-on-one content expert to system-wide operations. Several different definitions are reviewed and presented for consideration, The main issues that surround the operational definitions of consultation are also included. The final conclusion is that consultants define consultation depending on their work setting, educational backgrounds, goals, and conceptual models.