Experience in Developing a Combined Activity and Verbal Group Therapy Program with Latency-Age Boys

Ten fundamental principles are outlined for the practice of brief, dynamic group therapy within a 10- to 20-session time limit. They include: group composition and screening; contracting for appropriate goals: facilitating rapid cohesiveness; stages of group development; building a work group atmosphere; leadership style; structural levels of focus; transference and countertransference considerations; the cotherapy relationship; and curative factors. This approach integrates recent formulations from the practice of short-term individual therapies as well as brief group approaches. Each brief group principle is contrasted with its long-term analytic group counterpart. Relevant research literature, historical roots, as well as other types of brief therapy groups are reviewed. The recent and experimental nature of these techniques is critically discussed.     

Measuring and Training Creativity Competencies: Validation of a New Test

In 2 studies with a total of over 300 participants, the Epstein Creativity Competencies Inventory for Individuals (ECCI-i) was shown to be a reliable measuring instrument. In the first of these studies, the test was also shown to be a valid predictor of 2 measures of creative expression. The test is derived from empirical research on the creative process in individuals, which suggests that creative expression can be accelerated through the strengthening of any of 4 measurable, trainable competencies: capturing (preserving new ideas as they occur), challenging (taking on difficult tasks), broadening (seeking knowledge and skills outside one's current areas of expertise), and surrounding (seeking out new stimuli or combinations of stimuli). In the second study, training such competencies improved test scores and led to a significant increase in creative output.     

A theory of truth based on a medieval solution to the liar paradox

After the 1930s, the research into the foundations of mathematics changed.None of its main directions (logicism, formalism and intuitionism) had any longer the pretension to be the only true mathematics.Usually, the determining factor in the change is considered to be Gödel’s work, while Heyting’s role is neglected.In contrast, in this paper I first describe how Heyting directly suggested the abandonment of the big foundational questions and the putting forward of a new kind of foundational research consisting in the isolation of formal, intuitive, logical and platonistic elements within classical mathematics.Furthermore, I describe how Heyting indirectly influenced the abandon‐ment of the old directions of foundational research by making out some lists of degrees of evidence that exist within intuitionism     

The Departure Status of Youth from Residential Group Care: Implications for Aftercare

Youth departing from out-of-home care settings face numerous challenges as they adapt to new settings or return to placements that have been unsuccessful in the past. Although several thousand youth face this transition annually, little is known about their specific needs and risks at departure. To better identify needs and risks, we evaluated the discharge data of 640 youth served in a residential group care setting by addressing the following questions: (a) to what settings do youth depart following a stay in residential group care, (b) what are the demographic, family, educational, behavioral, and departure characteristics of youth at departure, and (c) do these characteristics differ for youth departing to different levels of restrictiveness? Results indicate significant differences on youth characteristics based on levels of restrictiveness at departure placement. As one might expect, youth departing to more restrictive placements presented a broad host of challenges across domains, while those departing to less restrictive settings demonstrated fewer needs and departed with greater educational and behavioral gains. Results provide support for the development and planning of targeted aftercare programs designed to promote the short and long term functioning of youth served in out-of-home care.     

The Interaction of Three Facets of Concrete Thinking in a Game of Chance

The ratio-bias (RB) phenomenon refers to the perceived likelihood of a low-probability event as greater when it is presented in the form of larger (e.g. 10-in-100) rather than smaller (e.g. 1-in-10) numbers. According to cognitive-experiential self-theory (CEST), the RB effect in a game of chance in a win condition, in which drawing a red jellybean is rewarded, can be accounted for by two facets of concrete thinking, the greater comprehension (at the intuitive-experiential level) of single numbers than of ratios, and of smaller than of larger numbers. In a lose condition, in which drawing a red jellybean is punished, the assumption of a third facet of concrete thinking, the “affirmative-representation principle”, is necessary, as many participants reverse their focus of attention from the undesirable red to the desirable white jellybeans. Results supported the CEST explanation of the RB effect by demonstrating a predicted negative linear relation between the magnitude of the RB effect and the magnitude of the probability-ratios in the win condition and a positive linear relation in the lose condition. Support was also found for the associative principle of experiential processing.     

Unrealistic beliefs of clinical couples: Their relationship to expectations,goals and satisfaction

Abstract

Forty-seven marital therapy couples completed inventories measuring unrealistic beliefs about self and unrealistic beliefs about marital relationships. In addition, they completed questionnaire measures of their expectations and goals for therapy and their levels of marital satisfaction. As hypothesized, the clients' unrealistic beliefs, particularly those regarding relationships, were negatively associated with their estimated chance for improvement in therapy, desire to improve rather than terminate the relationship, preference for marital versus individually oriented treatment, and overall marital satisfaction. These results are consistent with the theoretical rationale for cognitive therapy with clinical couples and suggest specific targets for intervention in this process. Directions for future research are discussed.     

For the Right Reasons: The FORR Architecture for Learning in a Skill Domain

The theme of this article is that knowledge acquisition can be managed as a transition from general expertise to specific expertise. FORR is a general architecture for learning and problem solving that models expertise at a set of related problem classes. This architecture postulates initial brood domain knowledge, and gradually specializes it to simulate expertise in individual problem classes. FORR is based upon a realistic portrayal of the nature of human expertise and its application. Rather than restrict learning to a single method or a single kind of knowledge, the architecture pragmatically requires multiple, disagreeing heuristic agents to collaborate on decisions. A FORR-based program learns both from its apprenticeship to an external expert model and from practice in its domain. An implementation for game playing is described that raises interesting issues about the organization and modification of conflicting expertise, and the role that experience plays in such learning. FORR's principal strengths are its smooth integration of multiple expertise, its ability to learn many ways, its tolerance for human and machine error, its graceful degradation, its transparency, and its support for a developmental paradigm.     

Assessment of the relationship of cerebral hemisphere arousal asymmetry to perceptual asymmetry.

This study examined the hypothesis that characteristic individual differences in cerebral hemisphere arousal asymmetry are related to individual differences in perceptual asymmetry observed in verbally based visual half-field tasks. The study used electrophysiological measures of arousal asymmetry rather than behaviorally derived measures (Levy, Heller, Banich, & Burton, 1983). Measures of alpha asymmetry were obtained from 20 right-handed males during a baseline relaxation condition and during a visual half-field version of the lexical decision task. Reaction time measures of perceptual asymmetry were obtained during this task. The results indicated that a basal arousal asymmetry measured at the temporal recording location during the baseline condition was significantly related to individual perceptual asymmetry during the subsequent lexical decision task. This basal arousal asymmetry was relatively stable across different task conditions. A task-related arousal asymmetry measured at the parietal location during the lexical decision task also made a significant contribution in predicting individual perceptual asymmetry. These two measures of individual arousal asymmetry were able to predict 50% of the variance in perceptual asymmetry. The implications of the results for explaining more wide-ranging individual differences in behavioral style and personality are discussed.