Brief crisis group psychotherapy versus the initial sessions of long-term group psychotherapy: An exploratory comparison

An attempt was made to specify the therapist behaviors characteristic of the brief crisis group (BCG) approach, to assess how patients experience BCG on dimensions of session impact and group climat, and to describe the changes possible from BCG on measures of outcome by contrasting this modality with the initial sessions of traditional long-term therapy groups in a preexperimental design. Data obtained from four eight-session BCGs and three beginning long-term groups (LTG) were used for analyses. Patients were administered the Session Evaluation (SEQ) and Group Climate (GCQ) Questionnaires at the end of each group session. Two judges sat in on each session and coded the types of therapist interventions using the Therapist Behavior Categories (TBC) system. Aspects of self-esteem and symptomatology were assessed as indices of change over the 8-week period in a pre-post fashion. Therapists in BCG evidenced a distinct pattern of interventions during midpoint group sessions (sessions 3–6), placing a greater emphasis on challenging patient perceptions and providing information than their LTG counterparts. The therapists' use of self as an issue in BCG increased as termination approached and apparently served a more limited function than in LTG. Patients in BCG reported a more rapid development of a working group and experienced greater session benefit. Patients in BCG also reported lower levels of conflict and avoidance and a greater decrease in these resistance behaviors. As expected, BCG patients reported substantially greater improvement on most outcome dimensions at the end of the 8-week period. Results are considered as clarifying the approach to and impact of BCG psychotherapy.An earlier version of this paper was presented at the 15th Annual Meeting of the Society for Psychotherapy Research, Lake Louise, Alberta, June 19–23, 1984.     

Language and reading development in profoundly hearing-impaired children—Intelligence,learning, and communication factors: A review

This review defines educational underachievement and presents information confirming the low reading and even lower language development of profoundly hearing-impaired children. It then discusses the role of intelligence, learning ability, and communication factors in this educational underachievement. Teacher and pupil classroom communication are identified as major factors in the poor educational performance of hearing-impaired children. Some research needs are discussed.     

Scene consistency in object and background perception

Does knowledge about which objects and settings tend to co-occur affect how people interpret an image? The effects of consistency on perception were investigated using manipulated photographs containing a foreground object that was either semantically consistent or inconsistent with its setting. In four experiments, participants reported the foreground object, the setting, or both after seeing each picture for 80 ms followed by a mask. In Experiment 1, objects were identified more accurately in a consistent than an inconsistent setting. In Experiment 2, backgrounds were identified more accurately when they contained a consistent rather than an inconsistent foreground object. In Experiment 3, objects were presented without backgrounds and backgrounds without objects; comparison with the other experiments indicated that objects were identified better in isolation than when presented with a background, but there was no difference in accuracy for backgrounds whether they appeared with a foreground object or not. Finally, in Experiment 4, consistency effects remained when both objects and backgrounds were reported. Semantic consistency information is available when a scene is glimpsed briefly and affects both object and background perception. Objects and their settings are processed interactively and not in isolation.     

CULTURAL MODELS OF INFANT EMOTIONS AND NEEDS AMONG THE GAMO PEOPLE OF SOUTHERN ETHIOPIA

How mothers perceive their infants’ emotions and their subsequent responses are influenced by cultural values and beliefs. Mothers who live in particularly harsh environments may have perceptions about their infants’ emotions that reflect not only cultural values but also constraints of the environment. In this qualitative study, 29 Gamo mothers living in rural Ethiopia were interviewed about perceptions of their infants’ emotions, how they felt about these emotions, and what they believed their infants needed in response. Through constant comparative analysis and thematic coding, several patterns emerged in mothers’ perceptions about their infants’ emotions and what constituted appropriate responses. Mothers said that their infants’ negative emotions were possibly related to illness and that appropriate responses were focused mostly on breastfeeding, complementary food, and needing to be held. Mothers also discussed their work demands and how they conflicted with their desire to respond to their infants; however, many mothers said that they relied on their older children to help. Mothers’ responses were centered on a parenting strategy aimed at promoting infant health and survival, which is consistent with research on parents living in rural environments who subsist by farming and have relatively high risk for infant mortality.     

What do people value when they negotiate? Mapping the domain of subjective value in negotiation

Four studies support the development and validation of a framework for understanding the range of social psychological outcomes valued subjectively as consequences of negotiations. Study 1 inductively elicited and coded elements of subjective value among students, community members, and practitioners, revealing 20 categories that theorists in Study 2 sorted into 4 underlying subconstructs: Feelings About the Instrumental Outcome, Feelings About the Self, Feelings About the Negotiation Process, and Feelings About the Relationship. Study 3 proposed a new Subjective Value Inventory (SVI) and confirmed its 4-factor structure. Study 4 presents convergent, discriminant, and predictive validity data for the SVI. Indeed, subjective value was a better predictor than economic outcomes of future negotiation decisions. Results suggest the SVI is a promising tool to systematize and encourage research on subjective outcomes of negotiation.     

Good science and good philosophy of science

I argue against the assumption that the influence of non-cognitive values must lead to bad science, opening the way for the thesis that non-cognitive values are compatible with good science. This, in turn, allows us to answer feminist questions, principally, How do gender politics influence science? without (1) having to reject the question a priori because theories of science assume that political values cannot influence good scientific work and (2) having made a case for the influence of gender politics upon a particular bit of scientific work, being put into the ludicrous position of saying that it is bad science after all, even though the relevant community of scientists say it is good. Nevertheless, moral and political neutrality is held to be a norm of good science and a tacit metaphilosophical norm governing good philosophy of science, viz., a good philosophy of science reveals and analyzes the morally and politically neutral production of good science. This metaphilosophical norm insures that the philosophy of science (1) is blind to the influence of non-cognitive values on good science if and when these are present and so (2) acquiesces in the moral or political arrangements supported by the science in question.