Spirituality in Counselor Training: A Content Analysis of Syllabi From Introductory Spirituality Courses

The authors discuss the results of a content analysis of 14 syllabi of introductory courses on spirituality in counseling. Course syllabi were examined to determine trends in the content of these courses and to determine if the instruction is consistent with 9 competencies developed at the Summit on Spirituality. Results suggested that there was substantial variance in the extent to which the competencies were covered in the syllabi. The authors discuss implications for teaching courses on spirituality in counseling.     

Medical Students' Motivations to Volunteer: An Examination of the Nature of Gender Differences

A sample of medical students was surveyed using the Volunteer Functions Inventory, an instrument that assesses the importance of 6 possible motives to volunteer that range from altruistic and humanitarian concern for others to more self-interested, career-related motives. Researchers in the past have described mean differences and rank differences for gender. Profile analysis was conducted to assess the relative importance of each motive by gender. Women rated all motives higher than did men. The relative ranking of the importance of the motives was similar for both genders. Contrary to previous studies, women rated instrumental motives at least as high as did men. Both genders rated altruistic motives highly. The results of this study may be used to inform a training curriculum or advertising campaign aimed at increasing volunteer efforts.     

The development of metasuggestibility in children

One component of metasuggestibility is the understanding that a person's statements can influence another person's reports. The purpose of the present study was to examine the development of this understanding in school‐aged children. We produced a short video in which a boy makes a false allegation about being hit following an adult's suggestive interview. Children aged 6–13 years (N = 196) watched the video and answered open‐ended and forced‐choice questions about why the boy made a false allegation. The 6‐ and 7‐year‐olds performed poorly on all question types, whereas the 12‐ and 13‐year‐olds were at ceiling. There were developmental increases in metasuggestibility between 8 and 11 years. Our findings indicate that metasuggestibility undergoes prolonged development well into the school years. Implications for child witness training programs are discussed. Copyright © 2010 John Wiley & Sons, Ltd.     

Effects of training with added difficulties on RADAR detection

Three experiments simulating military RADAR detection addressed a training difficulty hypothesis (training with difficulty promotes superior later testing performance) and a procedural reinstatement hypothesis (test performance improves when training conditions match test conditions). Training and testing were separated by 1 week. Participants detected targets (either alphanumeric characters or vehicle pictures) occurring among distractors. Two secondary tasks were used to increase difficulty (a concurrent, irrelevant tone‐counting task and a sequential, relevant action‐firing response). In Experiment 1 , involving alphanumeric targets with rapid displays, tone counting during training degraded test performance. In Experiment 2, involving vehicle targets with both sources of difficulty and slower presentation times, training under relevant difficulty aided test accuracy. In Experiment 3, involving vehicle targets and action firing with slow presentation times, test accuracy tended to be worst when neither training nor testing involved difficult conditions. These results show boundary conditions for the training difficulty and procedural reinstatement hypotheses. Copyright © 2010 John Wiley & Sons, Ltd.     

Becoming a vampire without being bitten: the narrative collective-assimilation hypothesis

We propose the narrative collective-assimilation hypothesis--that experiencing a narrative leads one to psychologically become a part of the collective described within the narrative. In a test of this hypothesis, participants read passages from either a book about wizards (from the Harry Potter series) or a book about vampires (from the Twilight series). Both implicit and explicit measures revealed that participants who read about wizards psychologically became wizards, whereas those who read about vampires psychologically became vampires. The results also suggested that narrative collective assimilation is psychologically meaningful and relates to the basic human need for connection. Specifically, the tendency to fulfill belongingness needs through group affiliation moderated the extent to which narrative collective assimilation occurred, and narrative collective assimilation led to increases in life satisfaction and positive mood, two primary outcomes of belonging. The implications for the importance of narratives, the need to belong to groups, and social surrogacy are discussed.     

Age-related changes in the signal value of tears

Emotional tears may be uniquely human and are an effective signal of distress in adults. The present study explored whether tears signal distress in younger criers and whether the effect of tears on observers is similar in magnitude across the life span. Participants rated photographs of crying infants, young children, and adults, with tears digitally removed or added. The effectiveness of tears in conveying sadness and eliciting sympathy was greatest for images of adults, intermediate for images of children, and least potent for images of infants. These findings suggest that the signal value of tears varies with the age of the crier. The results may shed light on the functional significance of crying at different stages of human development.     

Inferring social attributes from different face regions: evidence for holistic processing

Two experiments investigated the role that different face regions play in a variety of social judgements that are commonly made from facial appearance (sex, age, distinctiveness, attractiveness, approachability, trustworthiness, and intelligence). These judgements lie along a continuum from those with a clear physical basis and high consequent accuracy (sex, age) to judgements that can achieve a degree of consensus between observers despite having little known validity (intelligence, trustworthiness). Results from Experiment 1 indicated that the face's internal features (eyes, nose, and mouth) provide information that is more useful for social inferences than the external features (hair, face shape, ears, and chin), especially when judging traits such as approachability and trustworthiness. Experiment 2 investigated how judgement agreement was affected when the upper head, eye, nose, or mouth regions were presented in isolation or when these regions were obscured. A different pattern of results emerged for different characteristics, indicating that different types of facial information are used in the various judgements. Moreover, the informativeness of a particular region/feature depends on whether it is presented alone or in the context of the whole face. These findings provide evidence for the importance of holistic processing in making social attributions from facial appearance.     

Counseling for the transition to adulthood as joint, goal-directed action

Transition is important in the career literature as it identifies times at which people are often likely to consult counselors about issues for which they need help. However, the counseling literature has not provided a conceptualization of, or research on, the joint, goal-directed actions and projects of the counselor and the client, which explicitly reflect the goal-directed nature of the transition itself. To address this issue, 12 counseling dyads, representing 37 counseling sessions, were studied. In these dyads, counseling was observed as the joint, goal-directed action between professional counselors and youth who sought assistance with their transition to adulthood. The data were collected using the action-project method. The counseling sessions were video-recorded, then immediately played back for the counselor and client separately to gather their recalled thoughts and feeling during counseling. Detailed qualitative analysis of the data set addressed the research question, “What are the goal-directed projects that counselors and their clients jointly construct, articulate, and enact relevant to the transition to adulthood?” The findings indicated the relationship and identity are intertwined goal-directed projects within counseling as well as outside of it. These projects contributed to the reframing and reorganization of clients' transition projects outside of counseling in occupational, educational, and familial domains. The findings suggest important implications for counseling youth in transition, that is, counselors and clients explicitly address their joint relationship and identity goals in an effort to realize a mutually satisfactory and important transition to adulthood.     

Intact and impaired mechanisms of action understanding in autism

Typically developing children understand and predict others' behavior by extracting and processing relevant information such as the logic of their actions within the situational constraints and the intentions conveyed by their gaze direction and emotional expressions. Children with autism have difficulties understanding and predicting others' actions. With the use of eye tracking and behavioral measures, we investigated action understanding mechanisms used by 18 children with autism and a well-matched group of 18 typically developing children. Results showed that children with autism (a) consider situational constraints in order to understand the logic of an agent's action and (b) show typical usage of the agent's emotional expressions to infer his or her intentions. We found (c) subtle atypicalities in the way children with autism respond to an agent's direct gaze and (d) marked impairments in their ability to attend to and interpret referential cues such as a head turn for understanding an agent's intentions.     

When ignorance is no excuse: Different roles for intent across moral domains

A key factor in legal and moral judgments is intent. Intent differentiates, for instance, murder from manslaughter. Is this true for all moral judgments? People deliver moral judgments of many kinds of actions, including harmful actions (e.g., assault) and purity violations (e.g., incest, consuming taboo substances). We show that intent is a key factor for moral judgments of harm, but less of a factor for purity violations. Based on the agent’s innocent intent, participants judged accidental harms less morally wrong than accidental incest; based on the agent’s guilty intent, participants judged failed attempts to harm more morally wrong than failed attempts to commit incest. These patterns were specific to moral judgments versus judgments of the agent’s control, knowledge, or intent, the action’s overall emotional salience, or participants’ ratings of disgust. The current results therefore reveal distinct cognitive signatures of distinct moral domains, and may inform the distinct functional roles of moral norms.