Effects of a Communication Skills Training Programme on the Cognitions of Careers Guidance Students

Traditionally, communication skills training has focused principally on overt behaviours that are clearly identifiable. In recent years there has been an increasing awareness that cognitive processes can have considerable influence on behaviour. An attempt was made to establish whether changes in cognitions occurred as a result of a behaviourally-based communication skills training programme in which there had been no explicit attempt to bring about such cognitive changes. More specifically, the study examined whether such a programme resulted in changes in aspects of the personal construct space of students on a Diploma in Careers Guidance course. The results offered some support for the hypothesis that the programme produced changes in the students' personal construct space.     

Home,school, and playroom: Training grounds for adult gender roles

Gender differences in children's play activities, preferred school subjects, and occupational goals were examined in relation to such parental variables as toy-giving and chore assignment. Subjects were 245 children in grades K, 3, 6, and 8. Subjects completed questionnaires before and after Christmas asking what gifts they wanted, asked for, received, and liked best. They also were asked to name their friends and play activities, favorite and least-liked school subjects, occupational aspirations, and chores at home. Children generally wanted, asked for, received, and most-liked gender-typical toys. They were less likely to receive requested gender-atypical toys. Children's preferred activities, job aspirations and assigned chores were along gender-typical lines. Girls preferred masculine toys and jobs more than boys preferred feminine ones. With increasing age, both girls and boys increasingly preferred masculine toys and male friends. No gender differences in favorite or least-liked school subjects were found. School subject preference was related to gender-typing of occupational choice for girls but not boys.An earlier version of this paper was presented at the annual meeting of the American Psychological Association, Anaheim, California, 1983.     

The helping process in group therapy: A review and discussion

The essential activity of group therapy consists of members taking an interest in each other by asking questions, showing concern, and conveying understanding. When members have not done this it has often been taken as a sign of resistance. A review of the research on helping suggests that there are four social factors that affect assistance giving in groups: 1) ambiguity-often people fail to give help because they are uncertain about who should give it, what should be done, and how it should be done; 2) often help is not given because of the way in which problems are presented; 3) the social comparisons that individuals make affect help-giving; and 4) there are costs associated with providing assistance. This discussion suggests that leaders can facilitate interaction among group members as teachers who clarify and as indirect helpers who redirect concerns back to group members.     

An exploratory study of videotapes of long-term group psychotherapy of outpatients with major and chronic mental illness

This study explored patterns emerging in videotaped sessions of group psychotherapy with seven outpatients of a large mental health facility. The 22 sessions spanned the 12th to 27th months of the group's existence. Group members had long histories (25–50 years) of symptoms characteristic of schizophrenia. Each session was rated on the Group Environment Scale. One session from a group in its earlier stages was also rated on the same instrument to give some indication of baseline patterns. Analyses of changes across the 15 months were not statistically significant. However, some GES subscales, including Cohesion, Independence, and Self-Discovery, showed relatively high mean levels across the 15-month period. These elevations are discussed as suggesting the codevelopment of orientations that have sometimes been viewed as incompatible and unattainable for schizophrenics. Interpreted clinically, the GES patterns help to elaborate recent findings about the relatively good success of long-term group therapy with such populations. The study, although merely suggestive, illustrates the potential for gleaning solid and clinically useful data from group psychotherapy research.The authors would like to thank Drs. Jill Rierdan, Nina Fieldsteel, Joseph Christy, and an anonymous reviewer for their suggestions, Kendra Bryant for serving as the reliability rater, and Janet Eltinge for her skilled videotaping.     

The desire to lose one's identity

The desire to merge identities with an intimate partner was found to be negatively related to psychoticism but related to other social desires, such as the desire for physical closeness and identifying with the achievements of others.     

Type A behavior pattern and emotion expression in younger and older adults.

Eighty younger (less than 50 years, M = 28 years) and 80 older (more than 50 years, M = 69 years) Type A and Type B Ss were evaluated for Type A behavior pattern using the Structured Interview (SI) and given personality tests for anxiety, depression, anger, aggression, hostility, and anger-in-anger-out. Ss also underwent an emotion induction procedure. Videotapes of the emotion induction procedure (N = 160) and the SI (N = 80) were coded for facial expression of emotion. Type As did not differ from Bs on anxiety or depression but did on anger and aggression. Type As showed anger inhibition and anger bound to shame, as predicted by emotion socialization theory. The greatest number of differential effects were observed between age groups. Older individuals, in general, were more emotionally expressive than younger Ss across a range of emotions. Women appeared more conflicted about anger expression than men, and Type A women more so than Type A men.     

Gender and Wellness: A Multidimensional Systems Model for Counseling

An expanded view of health is advocated for assessment and treatment of individual clients in helping them achieve and maintain their maximum potential for high-level wellness. In addition, moderating variables, such as culture, age, and gender differences, have an impact on every dimension of health and wellness. In this article a multidimensional systems model for wellness is described, and gender differences along those dimensions are reviewed. Application of the model and implications for counseling are discussed. Finally, two illustrative case examples, one man and one woman, are described.     

Factor structure of the Treatment Evaluation Inventory: Implications for measurement of treatment acceptability

The Treatment Evaluation Inventory (TEI), a frequently used measure of treatment acceptability, was used by 164 undergraduates to rate the acceptability of each of the following treatments: differential reinforcement of other behavior, exclusionary time-out, overcorrection, medical restraint, contingent electric shock, and physical restraint. TEI ratings of each treatment type were grouped separately, variance-covariance matrices were formed and compared, and data were subjected to factor analysis. The results indicated that the factor structure of the TEI varied with the treatment it was used to evaluate. Item analysis of the TEI indicated a high degree of internal consistency, although item-total correlations varied between rated treatments. The findings suggest that although the TEI is a reliable instrument, sensitive assessment of the treatment acceptability construct probably requires multidimensional measurement.     

Lobbying for Elementary Counselors: A Video Marketing Strategy

This article describes how state legislators were the target of a video marketing campaign aimed at increasing the funding for elementary counselors. How the video was developed, distributed, and used are discussed.