Why There Still Are No People

This paper argues that there are no people. If identity isn't what matters in survival, psychological connectedness isn't what matters either. Further, fissioning cases do not support the claim that connectedness is what matters. I consider Peter Unger's view that what matters is a continuous physical realization of a core psychology. I conclude that if identity isn't what matters in survival, nothing matters. This conclusion is deployed to argue that there are no people. Objections to Eliminativism are considered, especially that morality cannot survive the loss of persons.     

Abused and Nonabused Women: MMPI Profile Differences

Ten women—victims of conjugal abuse—were compared with 10 nonabused women by using the Minnesota Multiphasic Personality Inventory. Implications for research, diagnosis, and counseling are discussed.     

THE EFFECTS OF FEEDBACK SEQUENCE AND EXPERTISE OF THE RATER ON PERCEIVED FEEDBACK ACCURACY1

Using a 2 × 2 experimental design, the present study examined the main and interactive effects of feedback sequence (negative-positive vs. positive-negative) and expertise of the rater (high vs. low) on perceptions of feedback accuracy. In addition, the study assessed the moderating effects of locus of control and self-esteem on the relationship between feedback sequence and perceived feedback accuracy. Results indicate that the order in which positive or negative feedback is presented affects perceived feedback accuracy. Moreover, results suggest that feedback sequence interacts with the expertise of the rater to affect perceptions of feedback accuracy. In addition, the findings suggest that both locus of control and self-esteem moderate the relationship between feedback sequence and perceived feedback accuracy. Implications of the study's findings for presenting feedback in performance appraisal/feedback sessions are discussed.     

Cognitive-Behavioral Intervention in School Discipline: A Preliminary Study

This study assessed the utility of a pilot program in rational behavior therapy (RBT) in the disciplinary processes at a large, urban junior high school. Treatment and control students were contrasted on recidivism rate and teacher behavior assessments after they participated in a condensed RBT treatment program. For two behavior ratings and recidivism rate, students who participated in the intervention differed significantly from those in the control group. Such empirical support demonstrates the potential of cognitive-behavioral interventions in school disciplinary procedures and merits further implementation and research.     

National Board for Certified Counselors: History,Relationships, and Projections

The purpose of this article is to inform the reader of the history, relationships, and projections of the National Board for Certified Counselors (NBCC), which was incorporated in July 1982 and now certifies over 14,000 counselors.