Family therapy with deaf persons: the systemic utilization of an interpreter

This paper discusses the theory and practice of providing family therapy to families in which there are hearing parents and at least one Deaf child, particularly regarding the optimal utilization of an interpreter. The therapist must be knowledgeable about the psychosocial effects of deafness, the cultural aspects of deafness, and preferably be able to use American Sign Language and Signed English. The therapeutic benefit of utilizing an interpreter extends far beyond simply facilitating communication between each family member whose primary-language is either spoken English or Sign Language. The presence of an interpreter helps the therapist to modify family rules that deny the implications of deafness and prohibit the use of Sign Language, to modify the balance of power in the family, and to encourage participants to exhibit the ego defense mechanisms of projection and transference. The family therapist can utilize those subtle yet profound influences to therapeutic advantage.     

Process and content in an outpatient schizophrenic group

Process and content issues were evaluated during the first six months of an outpatient schizophrenic group. Compared with groups composed of neurotic and characterological patients, the schizophrenic group scored higher in the Avoiding dimension of the Group Climate Questionnaire (GCQ-S). There was more cohesion and less interpersonal conflict as time went on. Although topics related to engagement and differentiation were discussed, there was no obvious GCQ-S evidence of these first two stages of group development. However, the data supported the presence of stage 3 (individuation) during sessions 20–26. Interpersonal topics dominated the group discussions, followed by issues involving reality-testing, expression of emotions, and advice-giving.The authors wish to thank Dr. K. Roy MacKenzie for his helpful comments on a draft of this paper.     

Self-reinforcement: Impact of instructions,criterion setting,and tangible rewards

This investigation was designed to ascertain the effects of instructions, criterion setting, and the presence of tangible rewards on the self-reinforcement process. Fifty-two third- and fourth-grade subjects were assigned to one of four treatment groups: (a) stringent instructions/criterion setting/tangible reward, (b) stringent instructions/criterion setting/no tangible reward, (c) nonstringent instructions/criterion setting/tangible reward, and (d) nonstringent instructions/no tangible reward. In the stringent-instruction conditions, subjects received social reinforcement for selecting stringent performance criteria, whereas in the non-stringent-instruction conditions, social reinforcement was withheld. Subjects in the tangible-reward groups were allowed to select a prize following the successful completion of their self-selected work performance. Subjects in the no-tangible-reward groups received no prizes for their work. All subjects performed an arithmetic task in which the number of correct problems completed, number of problems attempted, and time at task served as dependent variables across five reinforcement and two extinction trials. The results suggest that the condition of stringent instructions, criterion setting, and tangible reward was more effective in producing behavior change than the other three conditions. Perceived task difficulty and previous achievement on arithmetic task performance were shown to affect criteria selected and mathematical performance. The results are discussed in light of the contributory role of instructions, criterion setting, and tangible rewards on the self-reinforcement procedure.This study is based on a doctoral dissertation submitted to the Faculty of Arts and Sciences at the University of Pittsburgh by Helen L. Evans. Dr. Russell T. Jones was the dissertation committee chairperson. It was partially funded by an American Psychological Association Minority Fellowship awarded to the first author. Special thanks are extended to the committee members, Drs. Lloyd Bond, Robert Glaser, Johnny Matson, and Samuel M. Turner, for their assistance. The authors would like to thank Thomas DeVoge, Paul Karoly, and Samuel M. Turner for reading and commenting on an early draft of this study. Portions of this paper were presented at the 1982 APA convention.     

COVID-19 and pre-tenure counseling faculty: A collaborative autoethnographic investigation

Higher education faculty worldwide experienced heightened stressors due to the COVID-19 pandemic, from completing their professional roles and responsibilities virtually to balancing personal and professional stressors. Consequently, the pandemic created many adjustments for pre-tenure counseling faculty across research, teaching, and service. In response to this pandemic, we explored the impact of the COVID-19 pandemic on the personal and professional lives of four pre-tenure counseling faculty members. Accordingly, we used collaborative autoethnography to investigate our experiences and narratives as pre-tenure counseling faculty, which resulted in seven overarching themes. We discussed the implications for practice, advocacy, education, and faculty training.     

An evaluation of the convergent validity of a face-to-face and virtual neuropsychological assessment counter balanced

The COVID-19 pandemic has highlighted the need for further research evaluating the validity of conducting a battery of neuropsychological assessments virtually compared with face-to-face administration. Previous research has suggested that some neuropsychological assessments yield valid results when administered virtually, however, much of the previous research focused on older adults. To determine the validity of virtually administered neuropsychological tests, 28 healthy participants were assessed using a within-subjects, counter-balanced design. Participants completed a neuropsychological assessment battery covering tests of general intellectual functioning, memory and attention, executive functioning, language and information processing speed, as well as effort. There was no significant difference between face-to-face administration of the neuropsychological battery compared with virtual administration for the majority of the tests used. However, there were significant differences in the Colour Naming Task, with participants making fewer errors on the colour naming task and inhibition/switching task when administered virtually compared with face-to-face administration. There was also a significant age cohort effect in the inhibition/switching task. There was also a trending significant difference in mode of administration for the Verbal Fluency Task. Virtually administered neuropsychological assessments largely provide a valid alternative to face-to-face assessments; however, consideration must be given to test selection as well as the population of participants that are being assessed. Other important considerations must focus on preserving the security and integrity of test materials, as well as administration in a medico-legal setting. Future research should focus on validating assessments with specific patient populations and developing a neuropsychological assessment battery using information technology.     

Mapping physical characteristics in face images to social judgements

Sutherland and Young (Br. J. Psychol., 113, 2022, 1056) provide a comprehensive and timely overview of recent developments in research on social judgements of faces, emphasizing the utility of data-driven approaches. Here, we expand on this theme, focusing on how data-driven approaches can provide new insights into the physical characteristics in face images that best predict social judgements.     

Outflow and inflow in movement duplication

Following prolonged exposure to two vertical grating patterns differing in spatial frequency—one pattern illuminated in green light alternated with the other pattern illuminated in red light—human observers will sometimes report seeing desaturated complementary colors when presented with a neutrally illuminated test field consisting of adjacent halves of the two adapting gratings. The number of such color reports increases as the difference between the spatial frequencies of the adapting gratings increases. This frequency-specific chromatic aftereffect is similar to that obtained with orientation-specific color adaptation and may be mediated by neural “channels,” sensitive to both color and frequency input, which are similar to units known to exist in the visual systems of lower organisms.