THE USE OF AN ENHANCED SIMPLIFIED HABIT-REVERSAL PROCEDURE TO REDUCE DISRUPTIVE OUTBURSTS DURING ATHLETIC PERFORMANCE

An enhanced simplified habit-reversal procedure was used with a 14-year-old boy who presented with a long history of disruptive, angry outbursts during tennis matches. Initial treatment involved simplified habit-reversal procedures delivered in a multiple baseline design across settings. Modest results led to additional supporting contingencies, including response cost. Results showed elimination of disruptive outbursts during both nontournament and tournament matches and highlight the importance of adding additional supporting contingencies to simplified habit reversal for some self-control problems.     

The Prevalence of Serious Emotional Disturbance: A Re-Analysis of Community Studies

The goal of these analyses was to use existing data to provide an empirically-based estimate of the prevalence in the population of Serious Emotional Disturbance (SED) in children and adolescents, to assist States in their task, required under PL 102-321, of including such estimates in their applications for Block Grant funds. Seven data sets were identified that could provide estimates of SED. The principal investigators agreed on common definitions of the key components of SED: a psychiatric diagnosis and significant functional impairment. Two definitions of impairment were used: domain-specific (impairment in one or more of three areas of functioning) and global (in the worst 10% over all). They also defined a set of correlates and risk factors for SED: age, gender, race/ethnicity, and poverty. Investigators then reanalyzed their own data, using these standard definitions, and calculated the proportion of SED youth who received mental health care. The median estimate of SED with global impairment was 5.4%, with a range from 4.3% to 7.4%. Estimates of SED with domain-specific impairment ranged from 5.5% to 16.9% (median 7.7%). Rates were slightly higher in boys. There were no clear ethnic differences. Poverty doubled the risk of SED. Only one SED child in four had recently received mental health care. Estimates of SED are critically dependent on the method used to define diagnosis and functional impairment. Using common definitions, seven studies produced fairly consistent estimates, which were similar to the estimate of prevalence of Serious Mental Illness (SMI) in adults. Implications for the estimate of State-by-State prevalence rates are discussed.     

The Effectiveness of a REBT Training Program in Increasing the Performance of High School Students in Mathematics

The efficacy of an REBT-based skill training program on the mathematics performance of disadvantaged black eleventh graders enrolled in Upward Bound was examined. Fifty-six students (18 males and 37 females) were randomly assigned to Perception Analysis Training (PAT) or an attention control group (ACG). The two groups met at the same hour each week for eight-weeks. PAT consisted of instruction in the application of RET strategies to the management of emotions that interfere with the development of proficiency in mathematics. ACG group members discussed films pertaining to career and personal development. Pre-test results confirmed a relationship between beliefs and mathematics achievement. Three measures of problematic beliefs concerning mathematics were significantly correlated (p>.01) with high school math grades and performance on the California Achievement Test-Math (CAT). At post-test PAT participants were less committed to self-defeating beliefs regarding mathematics than AGC members. ANCOVAs showed that PAT students made significantly greater pre- to post-test gains in their mathematical performance than control group members. PAT group members out performed AGC subjects in terms of Upward Bound math grades (ES=0.61; p >.0008), high school math grades (ES = 1.09; p>.0001), and scores on the CAT (ES=0.40; p >.02).     

CHEMISTRY: WHAT DOES ONE NEED TO KNOW?

Abstract. The general knowledge and understanding that every teacher of religion and science should have relative to chemistry can be found in the answers to three major questions. In my own response to the first question, How did chemistry emerge as a discipline? I trace the origins, establishment, and subsequent historical significance of cosmology. I contend that chemistry is “the obvious, oldest science” and, as such, has played a key role among the sciences in agelong human efforts to understand reality. In my response to the second question, How do chemists currently view (cosmic) reality? I outline three prominent examples in support of my contention that chemistry, despite being “the obvious, oldest science,” is seen by some as playing only a tacit role in current efforts to (re)integrate religion and science. In my response to the third question, How do chemists currently view ultimate reality and meaning? I argue that “unifiers” in chemistry can also now play a key role in a reality revolution that is pointing humankind not only toward a possible historical (re) integration of religion and science but also toward a return to cosmology.     

Gender stereotypes are not accurate: A replication of Martin (1987) using diagnostic vs. self-report and behavioral criteria

Women and men (58 females and 42 males) reported whether they possess each of several stereotypic and neutral traits (self-report criterion) and recorded the percentage of each gender they believed display each trait (diagnostic). Observations of subjects (57 males and 49 females) discussing controversial topics yielded the behavioral criterion. (Approximately 81% of the total sample was European-American, 8% African-American, 2% Hispanic, 1% Asian, and the remainder of “other” ethnicity.) Gender differences were larger and more inaccurate in stereotypes (diagnostic) than in “reality” (self-report criterion), but behavioral criterion results were mixed. Difficulties in specifying criteria for “actual differences,” including behavioral criteria, and recent work related to C. L. Martin's [(1987) “A Ratio Measure of Gender Stereotyping,” Journal of Personality and Social Psychology, Vol. 52, pp. 489–499] paradigm (and results) are considered. Implications of results for the importance of replication and for research on accuracy of stereotypes are also discussed.     

Book reviews

Contemporary psychology Experiments: Adaptations for Laboratory. By John Jung and Joan Bailey. London and New York: Wiley. 1966 Pp. xiii + 155. 238.

A Textbook of Psychology. Second Edition. By D.O. Hebb. Philadelphia and London: W.B. Saunders & Co. 1966. Pp xvi + 353. Pound2.

Behaviour Therapy Techniques: A Guide to the Treatment of Neuroses. By Josweph Wolpe and Arnold A. Lazarus. Oxford and London: Pergamon Press. 1966. Pp. ix + 198. 21s.

Motivated Learning: a Developmental Study from Birth to the Senium. By Miriam E. Hebron. London: Methuen. Methuen's Manuals of Modern Psychology. 1966. Pp. 264. 35s.

Human Brain and Psychological Processes. By A.R. Luria. Translated by Basil Haigh. New York and London: Harper & Row. 1966. Pp.xix + 587. £5 $14.50.

Higher Cortical Functions in Man. By A. R. Luria. Translated by Basil Haigh. London: Tavistock Publications. 1966. Pp xvi + 513. £6 6s.

Productive Thinking. By Max Wertheimer. Edited by Michael Wertheimer. social science Paperbacks. London: Tavistock Publications. 1966. Pp xvi + 302. 30s.

Problem Solving: Research Method and Theory. Edited by B. Kleinmuntz. London and New York: Wiley. 1966. Pp. ix + 406. 53s.

Human Conceptual Behavior. By Lyle E. Bourne, Jr. Boston: Allyn and Bacon. 1966. Pp. viii + 139. $2.50.

Attraction and Hostility. An Experimental Analysis of Interpersonal and Self Evaluation. By albert Peptone. London: Tavistock Publications. 1966. Pp. ix + 234. 30s.

Ability Structure and subgroups in Mental Retardation. By John Clausen. London: Macmillan. Washington: spartan Books. 1966. Pp. viii + 208. 80s.

The Biologiv Basis of Schizophrenia. By Jon L. Karlsson. springfield. Illionois: Thomas. 1966. Pp.xi + 77. $4.75.

Psychology for Psychiatrists. By C.G. Costello. London: Commonwealth and Unversity Library, pergamon Press. 1966. Pp. 328. 25s.

Science and theory of Psychoanalysis. Edited by Irwin G. Sarason. London: Van Nostrand. Insight Book No. 26. 1965. Pp xiii + 205. 14s.

Aspects of Learning and Memory. Edited by D. Richter. London: heinemann. 1966. Pp. x + 185. 35s.

The Spiral After-Effect. By Harry C. Holland. London: pergamon. 1965. Pp.xii + 99. 35s.

Dynamics of Response. By J.M. Notterman and D.E. Mintz. London and New York: Wiley. 1965. Pp. 277. 70s.

Contrary Imaginations: A Psychological Study of the English Schoolboy. By Liam Hudson. London: Methuen. 1966. Pp. vii + 181. 25s.

The Structure of Association in Language and Thought. By James A. Deese. London: Oxford University Press: Johns Hopkin Press. 1960. Pp. xiii + 216. 52s.

A source Book in the History of Psychology. Edited by R. J. Herrnstein and E.J. boring. London: Oxford University Press; Harvard University Press. 1965. Pp. xvii + 636. £5.