Affective responses to seeing oneself for the first time on unedited videotape

Despite the growing popularity of watching oneself on videotape, little systematic research has been conducted determine viewers' affective responses to video replay. This study addresses the question: what affective responses do women have when they view themselves for the first time on unedited videotape, in comparison to their responses when they view a peer or nature scenes on videotape? Affective responses were measured in three ways: self-report, physiological, and behavioral. Subjects who viewed themselves reported more negative feelings and anxiety, and smiled more frequently than subjects who watched another person or nature scenes on video. Subjects with high private self-consciousness had higher mean arterial blood pressures when viewing themselves than did subjects with low private self-consciousness. Overall, the implications for seeing oneself on video point to potential embarrassment but generally moderate effects.     

Willingness to Seek Help as a Function of Self-Disclosure and Problem Severity

In this study the authors examined the effects of problem severity, amount of self-disclosure, and self-disclosure flexibility on willingness to seek help for a problem. The participants were 101 midwestern university students enrolled in an introductory psychology course who had not had previous counseling experience. The participants completed the Jourard Self-Disclosure Questionnaire (SDQ), the Chelune Self-Disclosure Situations Survey (SDSS), and responded to questions after reading a scenario depicting a personal problem of either high or low severity. The results indicated that the factors that predicted the greatest amount of variance in willingness to seek help were the interaction of problem severity with willingness to self-disclose to a counselor, followed by problem severity; no gender differences were found. Implications for counseling and further research are discussed.     

Ethical Issues in Consultation,Associate Professor and Director

Consulting relationships differ from traditional counseling and psychotherapeutic relationships in several fundamental ways. These differences require special consideration in evaluating ethical questions and conflicts, identifying ethical parameters within any given situation, and using existing ethical guidelines in determining appropriate courses of action. Currently, formal guidelines specific to the practice of consultation are not available, and existing codes of ethics for the helping professions provide only limited guidance for consultation practice. Consequently, consultants bear a heavy personal responsibility for the consequences of their professional decisions and actions. In this article the author reviews several important ethical issues relevant to consultation and examines their implications for consultation practice.     

Can Science Be Objective? Longino's Science as Social Knowledge

In Science as Social Knowledge, Helen Longino offers a contextual analysis of evidential relevance. She claims that this “contextual empiricism” reconciles the objectivity of science with the claim that science is socially constructed. I argue that while her account does offer key insights into the role that values play in science, her claim that science is nonetheless objective is problematic.     

BELIEF VS. COMMITMENT, VALIDITY VS. VALUE: A RESPONSE TO WARD GOODENOUGH

Abstract. This paper is on Ward Goodenough's recent article (27: 3), suggesting that his points can be clarified by reiterating the distinction between the realms of meaning and relevance. Religion's "truth" is in the form of its ualue; the "proof" which it requires is uindication; and the resulting "faith" must be understood as commitment.     

Effects of active student response during error correction on the acquisition and maintenance of geography facts by elementary students with learning disabilities

An alternating treatments design was used to compare the effects of Active Student Response (ASR) error correction and No Response (NR) error correction during instruction of the capitals of states and countries. Three students with learning disabilities were provided one-to-one daily instruction on four sets of 14 unknown capitals (7 ASR capitals and 7 NR capitals). Student errors during instruction on ASR capitals were immediately followed by the teacher stating the capital and the student repeating it (an active student response). Errors on NR capitals were immediately followed by the teacher stating the capital while the student visually attended to a geography card with the correct capital handwritten on it (an on-task response). During instruction each of the three students correctly stated more capitals taught with ASR instruction than he or she stated with NR error correction. Results of same-day and next-day tests show that all three students learned more capitals with ASR error correction than with NR error correction The students also correctly stated more ASR error correction capitals on 1-week maintenance tests.     

Offering predictive testing for Huntington disease in a medical genetics clinic: Practical applications

Predictive testing for Huntington disease is presently offered in a select few medical genetics centers in the United States. This is in part due to the labor intensive counseling and psychological testing suggested by the research protocols. We discuss some specific suggestions for establishing programs for Huntington disease predictive testing within pre-existing medical genetics clinics to encourage more centers to offer presymptomatic testing. This will allow more at risk individuals the opportunity to consider predictive testing and cut down the expenses of traveling to the few predictive testing centers that currently exist. The counseling principals will remain similar to those discussed here, even following the identification of the Huntington disease mutation.