CONNECTIONS BETWEEN LOWER BACK PAIN, INTERVENTIONS, AND ABSENCE FROM WORK: A TIME-BASED META-ANALYSIS

We conducted qualitative and quantitative reviews of the medical literature to develop an understanding of the linkages between nonspecific lower back pain (LBP) and employee absenteeism, and the efficacy of lower back pain interventions (LBPI) in reducing absenteeism. First, we offered a general time-based framework to clarify the causal flows between LBP and absence. Second, we inspected LBPIs designed to ameliorate LBP, which should, in turn, lead to reduced absence-taking. Third, we conducted a meta-analysis of 45 effect sizes involving 12,214 people, to examine the relationships between both LBP and LBPIs and absenteeism. Consistent with a presumption in the medical literature, we found support for the idea that chronic LBP has a positive overall relationship with absence-taking. The relationship was stronger for absence frequency measures than time lost measures. In addition, we found that increasing aggregation time (i.e., increases in the periods over which absence is observed) enhances the size of the chronic LBP-absence connection. Further, evidence showed that LBPIs were effective overall in reducing absenteeism. Finally, when there was a temporal mismatch between the form of LBP (acute vs. chronic) and the absenteeism aggregation period in LBPI studies, effect sizes were significantly smaller. We concluded with a discussion of these results, methodological limitations, and suggestions for future research that blends medical with organizational approaches to the etiology of absence.     

Words as Weapons—When Do They Wound? Investigations of Harmful Speech

The following investigations juxtapose jurisprudence and communication literatures to examine under what conditions racist speech is perceived as harmful. Specifically, one theory of legal liability, the tort of intentional infliction of emotional distress, and one intergroup approach, social identity theory, guided three empirical studies investigating verbally disturbing communication targeted at Asian Americans. The studies examined how the attribution of harm was influenced by variables such as group membership, message severity, message explicitness and the medium ofpresentation. One finding in particular, an interaction between group membership and message explicitness (direct vs. indirect), emerged across the three studies. Results revealed that as “objective” evaluators of deprecating speech, out-group members attributed the direct messages of racism to be more harmful than in-group members did, but, conversely, in-group members evaluated the indirect messages of racism to be more harmful than the out-group members did. Theoretical explanations for this finding and its resulting legal implications are discussed.     

SMOKING AND SELF-CONCEPT IN YOUNG ADULTS: AN IDIOGRAPHIC METHOD OF MEASUREMENT

An idiographic repertory grid method of measuring self-concept was used in a nomothetic design to study the relation between smoking behavior and four components of self-concept: real self, ideal self, social self, and ideal social self. Personal constructs were elicited from 32 smoker and 32 nonsmoker male and female college students. Differences between smokers and nonsmokers on all four components of self-concept supported the criterion-related validity of the measures. Implications were discussed for the assessment method and clinical practice.     

MOTIVATION TO LEARN AND COURSE OUTCOMES: THE IMPACT OF DELIVERY MODE, LEARNING GOAL ORIENTATION, AND PERCEIVED BARRIERS AND ENABLERS

This naturally occurring quasi-experiment examined how learning goal orientation (LGO), delivery mode (classroom vs. blended learning), and the perception of barriers and enablers related to motivation to learn and course outcomes. Study participants were 600 students enrolled in either classroom or blended learning courses. As hypothesized, learners in the blended learning condition, high in LGO, and who perceived environmental features as enablers rather than barriers had significantly higher motivation to learn. Motivation to learn, in turn, was significantly related to course outcomes (satisfaction, metacognition, and grades). The mediation hypotheses received partial support. Finally, exploratory analyses revealed 3 significant interactions between delivery mode, LGO, and perceived barriers and enablers on motivation to learn and course satisfaction.     

Some Thoughts I Can't Help Thinking

Specific reactions to the Heppner and Anderson, Keeney and Morris, and Gelso articles are offered. Also, some general thoughts on counseling research are provided.     

Therapist and Family Values in a Cultural Context

In this article the author discusses the nature, complexity, meaning, and function of values, their presence in the family counselor or therapist as well as in the family in treatment, and the consequences for treatment of the interplay between those two value systems. A brief conceptualization of values is offered, followed by (a) a discussion of family language as a key to identifying salient values, (b) where values are experienced, (c) timing as a value in counseling, (d) the relationship between therapy and the ideology of cultural relativism, (e) midwestern American farming family values thai illustrate an ethnographic approach to family assessment and intervention, and if) therapist values and the professional values of family therapy as a social movement. A number of vignettes from the author's work with families and supervision of family medicine residents in family counseling illustrate the theoretical and methodological issues that are raised.     

INTERVIEW VALIDITY FOR SELECTING SALES CLERKS

Interviewer judgments, gender, and age data were collected for job applicants interviewing for seasonal retail sales clerk positions in two separate years. Job performance data were matched with interviewer judgments for 312 employees in Year One and for 205 employees in Year Two. The correlation between interview judgments and job performance was .34 in Year One; after correction for criterion attenuation and restriction of range, the correlation was estimated at .42. The second year results yielded a correlation of .51, which, after corrections, was estimated at .61. Analyses of the data for differential prediction as a function of sex and age for both years revealed that females and older applicants received higher average interview evaluations, but regression lines did not differ significantly among the age and gender subgroups.     

Structural Family Therapy: An Outsider's Perspective

This subjective viewpoint outlines a plan of attack for those who, like the present writer, would like to pirate some of the useful models and orientation developed at the Philadelphia Child Guidance Clinic. Specifically focused publications abound from the talented people at the Philadelphia Clinic, but, to date, no unifying work has appeared in the literature to define just what is meant when they use the rubric "structural family therapy." The present article defines one person's understanding of the components included under that rubric. As a definition and overview, no effort is made to be comprehensive, and few illustrations show how specific strategies would be implemented. Rather, this is an effort to draw from the literature, discussions, talks, and videotapes originating at the Philadelphia Child Guidance Clinic, a central kernel that could be adapted by other agencies desiring to utilize this orientation.     

So Suzie Wants to Become a Counselor

In this article, a father speaks to his college-bound daughter about the field of counseling, her intended major. The father, an experienced counselor, discusses significant others in his life who have had and continue to have a strong influence on his philosophy and practice of counseling. The love that exists between the father and daughter provides the reader with understanding of the most important ingredient in effective counseling.