The 'open circle' in counsellor education and training: Rationale and criticisms

The apparently simple open circle is described and five elements of a rationale are discussed: that it acts as a 'buffer'; contributes efficiently towards developing trust; highlights aspects of self-disclosure; enhances awareness of emotions, biases etc; and, most subtly, provides practice of feeling sympathetic but not 'rescuing'. In the final section, four criticisms of the open circle are countered: that it is pointless; artificial; taxing; and insensitive.     

Phonemic and semantic generation norms

Independent groups of subjects generated restricted free associations that either rhymed with the cue or were members of the semantic category designated by the cue. The data include both a listing of the responses to each cue and a cross-index of all words appearing as responses to more than one cue. These data will permit researchers to take into account the a priori associative strength between cues and targets at these two levels of processing.     

Generalization of teacher behavior as a function of subject matter specific discrimination training

The effect of training on the rate of behavior-specific praise for two fourth-grade teachers was investigated within a multiple-baseline design. Training teachers to identify instances of behavior-specific praise on videotaped presentations (discrimination training) combined with instructions to use praise, and audiotape recordings of the teachers' classroom interactions as feedback, increased the rates of behavior-specific praise. However, the effects were restricted to subject-matter areas in which training was conducted.     

Self-Censorship

This article seeks to explore the conceptual structure and moral standing of an idea that has received almost no attention from analytical philosophers: self-censorship. It is argued that at the heart of the concept is a tension between the thoughts of the self-censor as, on the one hand, the author, and on the other, the instrument, of the censorship. Which of these aspects is emphasised also importantly helps shape how self-censorship is viewed normatively. Focusing on authorship tends to lead to seeing self-censorship as more akin to a freely chosen act of self-restraint, while focusing on the self-censor as instrument presents it as one specific form of ordinary censorship. It is the tension between these two aspects that accounts for the moral ambivalence that is often felt towards the practice of self-censorship.