Dimensions of counseling for career development

Counseling practice has not reflected current thinking about career development and career process. Four types of career counseling are described: Type 1, a traditional vocational counseling approach which helps the client with a specific decision; Type 2, which is concerned with teaching decision-making skills; Type 3, which views career development as a process rather than an end-point toward which all decisions lead; and Type 4, which focuses on creating in the individual the ability to utilize his own strengths to achieve self-determined objectives and to influence the nature of future opportunities.     

Power spectral density changes in the EEG during mental arithmetic and eye-opening

Summary The effect of mental arithmetic (standard multiplication, with eyes closed) and eye-opening on the power spectral density of the EEG (recorded bipolarly from occipital and parietal regions) have been compared. The EEG was recorded on magnetic tape from normal subjects, (medical students) in a constant environment and subsequently analysed by an analogue computer (Noratom Instrument for Statistical Analysis and Computation, ISAC).Absolute measurements made from 15 subjects with eyes closed have shown that peaks of power at 10 Hz vary from 9 to 46 V² per Hz. Qualitatively, suppression of power at 10 Hz is greater due to eye-opening than mental arithmetic.Analysis of pooled power spectral density functions from 11 subjects showed that the effect of eye-opening differed significantly from the effect of mental arithmetic at 2.5 and 12.5 Hz. Suppression of lower frequency alpha activity was more pronounced during calculation than during eye-opening. Compared with the eyes closed condition, eye-opening showed a highly significant suppression at 10 and 12.5 Hz (alpha activity) and from 15 to 25 Hz (beta activity). Mental arithmetic induced significant suppression at 7.5 and 10 Hz and from 15 to 30 Hz. Eye-opening enhanced lower frequency activity which calculation suppressed.Variation was greater between first, second and third calculations in pooled power spectral densities than between corresponding eye-opening epochs. It is suggested that these differences in effects of eye-opening and mental arithmetic reflect differences in underlying cerebral activity, rather than that an underlying factor common to both effects may be orbital in origin.     

Child Participation in Family Therapy

The full involvement of children, particularly those of younger ages, in family therapy presents a personal and professional challenge to the therapist. Out of his own needs he may favor involvement with one or another generation rather than with the complete three generation family. This issue is discussed and suggestions for therapeutic use of younger children are presented.     

Reinforcement of visual attending in classrooms for deaf children

The efficacy of immediate tangible reinforcement in increasing appropriate visual attending for entire classes of deaf children was examined. The subjects were three classes (seven children each) in a residential school for the deaf. Boxes were installed on each child's desk, with lights that were flashed immediately contingent upon 10 sec of visual attending. Light flashes were backed up by M & M's, cereal bits, or tokens. In two of the classes, extinction sessions were also scheduled. For all classes, the reinforcement procedure increased visual attending by 50% or more, maintaining it at rates above 82%. Withdrawal of tangibles decreased attending back to baseline levels. The results support analysis of attending as operant behavior and demonstrate the applicability of reinforcement procedures in modifying these behaviors for young deaf children in a classroom setting.