Teaching the History of Counseling: Training the Next Generation

The authors describe a teaching activity using a poster-session format to teach first-year counseling psychology doctoral students the history of counseling. Evaluative data suggest that the format was an effective and powerful tool to teach beginning counseling psychology students the history of the profession. The implications of the evaluative feedback are discussed in terms of teaching and preparing the next generation of counselors.     

Identification of Matrices in Science and Engineering

Engineering science is a scientific discipline that from the point of view of epistemology and the philosophy of science has been somewhat neglected. When engineering science was under philosophical scrutiny it often just involved the question of whether engineering is a spin-off of pure and applied science and their methods. We, however, hold that engineering is a science governed by its own epistemology, methodology and ontology. This point is systematically argued by comparing the different sciences with respect to a particular set of characterization criteria. This revised version was published online in August 2006 with corrections to the Cover Date.     

Hierarchical modeling of sequential behavioral data: examining complex association patterns in mediation models

This article presents new methods for modeling the strength of association between multiple behaviors in a behavioral sequence, particularly those involving substantively important interaction patterns. Modeling and identifying such interaction patterns becomes more complex when behaviors are assigned to more than two categories, as is the case for most observational research. The authors propose multilevel empirical Bayes methods to overcome the challenges inherent in such data. Furthermore, these methods allow the study of how variation in interaction patterns can mediate the effects of antecedents or intervention on distal outcomes. New procedures are developed to compare alternative mediation models and pinpoint which random effects operate as mediators. These models are then applied to observational data taken from a study of the behavioral interactions of 254 couples.     

Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior

A model for teaching children skills to strengthen emotional self-regulation is introduced, informed by the developmental concept of scaffolding. Adult modeling/instruction, role-play and in vivo coaching are tailored to children’s level of understanding and skill to promote use of skills in reallife contexts. Two-hundred twenty-six kindergarten—3rd grade children identified with elevated behavioral and social classroom problems from a population-based screening participated in a waitlisted randomized trial of the Rochester Resilience Project derived from this model. In 14 lessons with school-based mentors, children were taught a hierarchical set of skills: monitoring of emotions; selfcontrol/ reducing escalation of emotions; and maintaining control and regaining equilibrium. Mentors provided classroom reinforcement of skill use. Multi-level modeling accounting for the nesting of children in schools and classrooms showed the following effects at post-intervention: reduced problems rated by teachers in behavior control, peer social skills, shy-withdrawn and off-task behaviors (ES 0.31–0.47). Peer social skills improved for girls but not for boys. Children receiving the intervention had a 46% mean decrease in disciplinary referrals and a 43% decrease in suspensions during the 4-month intervention period. Limitations and future directions to promote skill transfer are discussed.     

Statistical properties of four effect-size measures for mediation models

This project examined the performance of classical and Bayesian estimators of four effect size measures for the indirect effect in a single-mediator model and a two-mediator model. Compared to the proportion and ratio mediation effect sizes, standardized mediation effect-size measures were relatively unbiased and efficient in the single-mediator model and the two-mediator model. Percentile and bias-corrected bootstrap interval estimates of ab/s _Y , and ab(s _X )/s _Y in the single-mediator model outperformed interval estimates of the proportion and ratio effect sizes in terms of power, Type I error rate, coverage, imbalance, and interval width. For the two-mediator model, standardized effect-size measures were superior to the proportion and ratio effect-size measures. Furthermore, it was found that Bayesian point and interval summaries of posterior distributions of standardized effect-size measures reduced excessive relative bias for certain parameter combinations. The standardized effect-size measures are the best effect-size measures for quantifying mediated effects.     

A limited population of unmarried adolescent fathers: a preliminary report of their views on fatherhood and the relationship with the mothers of their children

Although much has been documented regarding adolescent childbearing (Juhasz, 1974; Furstenburg, 1976; Card & Wise, 1978; Russ-eft, 1979; Chilman, 1980; Earl & Siegel, 1980), little is known about the attitudes of unmarried adolescent fathers toward fatherhood and their relationship with the mothers of their children. Most of what is known about this relationship has been learned from the young mothers (Sauber, 1966; Bernstein, 1971; Pope, 1971; bemis, 1976; Lorenzi, 1977; Clapp & Raab, 1978). With the exception of a few investigators (Pannor et al., 1968; Pannor, 1971, Hendricks, 1981), virtually no accounts can be found in the literature documenting unmarried adolescent fathers' perceptions of fatherhood and their relationship with the mothers of their children. This paper attempts to bridge this gap in the literature by reporting on how two select populations of black unmarried adolescent fathers view fatherhood and their relationship with the mothers of their children.