Anscombe and “Hume and Julius Caesar”

This article analyzes Elizabeth Anscombe's short piece “Hume and Julius Caesar” from the standpoint of traditional foundationalist epistemic criteria, and concludes that while Anscombe may be right about finding a mistake in Hume, she has also failed to fill in her own arguments in the way that her overall aim requires. Special allusion is made to the work of J. L. Austin, especially insofar as that work has to do with reformulating sentences so that they appear to meet foundationalist criteria.     

Introduction to the Special Issue on Selected New Developments in Military Enlistment Testing

This article provides a brief discussion of the historical context for the major recent advances in enlisted selection and classification that are the subject of this special issue. By providing a perspective on the difficulty personality assessment has had gaining traction as a screening measure, it supplies a basis for understanding the significance of recent advances in personality measurement. This article also summarizes the military research on interest measurement that will receive more extended treatment later in this issue. It relates the work in this issue on new information technology testing to the role of information testing in the current military operational selection and classification test battery, the Armed Services Vocational Aptitude Battery (ASVAB), and discusses the background for 2 additional cognitive measures, Coding Speed and Assembling Objects. Finally, it previews issues to be discussed in the commentary article at the end of this issue.     

Second person thought

There are modes of presentation of a person in thought corresponding to the first and third person pronouns. This paper proposes that there is also thought involving a second person mode of presentation of another, which might be expressed by an utterance involving ‘you’, but need not be expressed linguistically. It suggests that co-operative activity is the locus for such thought. First person thought is distinctive in how it supplies reasons for the subject to act. In co-operative action there is first person plural intending and judging. So there is a way of thinking of another, when openly co-operating with him or her, which plays the distinctive role of giving reason for contribution to the co-operative activity. In slogan form, ‘you’ is ‘we minus I’. The way children learn to use second and third person pronouns is naturally explained on this view. Contrasting less sophisticated kinds of co-operative activity with more sophisticated forms, and considering some issues about common knowledge and common purpose, help to fill out the proposal.     

Users of secondary school‐based counselling services and specialist CAMHS in Wales: A comparison study

Background: The increasing prevalence of mental health issues in young people has contributed to a rise in the provision of school‐based counselling services in the UK. Between 2008/09 and 2010/11, data were collected from users of secondary school‐based counselling services in Wales. Aims: To identify the characteristics of users of school‐based counselling services in Wales – including demographics, referral pathways, presenting issues, and predominant issues – and how they compare to users of specialist CAMHS in Wales and Welsh secondary school pupils in general. Method: Data were collected on 10,687 episodes of counselling. School counsellors completed a client record sheet after each counselling episode and submitted these to their Local Authority. Collated results were then compared to matched data from Welsh specialist CAMHS and Welsh secondary schools data. Results/findings: A typical user of a secondary school‐based counselling service in Wales was female, of white ethnicity, and from the ‘middle’ school years. There was a marked under‐representation of users from BME backgrounds. Users were most often referred by school staff, and the most common presenting issues were family‐related, anger, and behaviour‐related. Conclusions: There was a higher proportion of females accessing school‐based counselling services than males. This was in direct contrast to data from specialist CAMHS and possible explanations for this are discussed. The under‐representation of BME populations suggested that there were some equality issues associated with accessing these services. Implications for practice: Future research should explore equality issues associated with young people from BME backgrounds accessing intervention services.     

An initial study of transgender people's experiences of seeking and receiving counselling or psychotherapy in the UK

Background: There are no published empirical research studies exploring transgender people's experiences of seeking and receiving counselling or psychotherapy outside of gender identity clinics within the UK. As a result, counsellors know little about why transgender people seek counselling, who they seek counselling from, and what their experiences are of receiving counselling. Aim: To address this gap in the literature, this study investigated transgender people's experiences of seeking and receiving counselling or psychotherapy outside of gender identity clinics within the UK. Funding for this study was provided by a BACP Seedcorn grant. Method: A mixed method small‐scale qualitative research design was employed, comprising an online survey and five semi‐structured interviews. Findings: Participants tended to seek counselling on two or more occasions and received between 2 and 12 sessions. Participants sought counselling for common psychological concerns as well as gender identity and coming out issues. A fear of being discriminated against and exploring gender for the first time were significant barriers in seeking help. Participants reported mixed experiences of counselling but valued a therapeutic relationship in which they felt affirmed, listened to and understood. Discussion: The findings from this study mirror aspects of previous research conducted in the USA concerning transgender clients' experiences of counselling. However, these findings point to the importance of recognising the potential vulnerability transgender clients experience when seeking counselling and the need for therapists to develop greater awareness, knowledge and competence regarding working with transgender clients.     

The involuntary capture of attention by novel feature pairings: A study of voice—location integration in auditory sensory memory

Past researchers of the integration of information in memory have typically required participants to attend to and/or commit to memory the stimuli conveying distinct features, rendering difficult the examination of whether the maintenance of the feature pairings can occur involuntarily. To address this issue, the integration of voice and location information in auditory sensory memory was measured using a cross-modal oddball task, in which task-irrelevant auditory deviants are known to capture attention in an involuntary fashion. Participants categorized visual digits presented shortly after to-be-ignored sounds. These sounds consisted in the same phoneme played simultaneously in both ears but in different voices (female in one ear, male in the other). On most trials, the pairing of voice to location was constant (standard sound). On rare and unpredictable trials, the voices swapped locations (deviant sound). In line with past work on attention capture by auditory novelty, the participants were significantly slower to judge the visual digits following the deviant sound, indicating the involuntary encoding of the links between voice and location in auditory memory. These results suggest that voices and locations are integrated in memory and that this binding occurs in conditions in which participants do not intend to commit any information to memory.     

Technological and organizational innovation: A dilemma of fundamental change and participation

This article reports the findings of a study of graduates' expectations and experiences of organizational and individual career management practices and of the relationships between organizational career management, career selfmanagement, and organizational commitment. It finds that, despite the prevailing rhetoric that individuals must take responsibility for their own careers, organizations are still heavily involved in the career management of their graduate recruits. Furthermore, organizational career management makes a positive contribution to graduates' organizational commitment, whereas most forms of career self-management do little to discourage it. However, graduates appear to benefit from different kinds of career management at different stages in their first 10 years in the organization.     

The 'storied' helper: narrative ideas and practices in counselling and psychotherapy

This paper is intended as an introduction to the use of narrative ideas, languages and practices in counselling and psychotherapy. It explores the skills and knowledges that are involved in narrative ways of working for bothpractitioners and those who consult them. Counselling is understood as comprising a social process within a ‘storied world’. These ideas are illustrated through one particular ‘shortstory’. A narrative perspective enables us to consider the stories that are hidden as well as the stories that are privileged within the both contemporary cultural discourse and the professional discourses of counselling and psychotherapy.