Commentary on reviews of “outcome” studies of family and marital psychotherapy

Reviews of the outcome literature in family and marital therapy are critically evaluated. The literature is equivocal in regard to the effectiveness of family therapy, particularly in comparison to alternative forms of treatment, so that statements to the effect that family therapy has demonstrated its general efficacy would not appear to be justified. Problems are identified which require solution before the efficacy of family therapy can be demonstrated.Paper presented at the 45th annual conference of the American Association for Marriage and Family Therapy, Chicago, Illinois, October 31, 1987.     

Conceptual Metaphors in Internship: Creative Journeys in Counselor Development

The use of metaphors is considered a cognitive and affective process in which individuals can creatively explain and understand unfamiliar experiences. Through the Metaphor Identification Procedure, 453 metaphors were identified within semester-long reflective journals from 49 students enrolled in a clinical mental health internship course. Six overarching categories resulted, highlighting creativity used in processing, understanding, and describing events within internship. Implications for supervision and counselor education are provided.     

Self-esteem of female athletes and nonathletes relative to sex role type and sport type

The purpose of the present research was to investigate the relationship of the self-esteem of female athletes and nonathletes to sex role type and sport type. The athletic group was comprised of 75 female collegiate athletes from eight sports and the nonathletic group consisted of a random sample of 75 female nonathletes. An assessment of self-esteem and sex role type was completed through administering to all subjects the short form of the (PRF) ANDRO Scale of Masculinity and Femininity, and the Interpersonal Disposition Inventory (IDI). On the basis of the results of the IDI, the subjects were categorized into four sex role types: androgynous, masculine, feminine, and undifferentiated. Based upon previous research, it was predicted that (1) athletes would exhibit higher self-esteem scores than nonathletes, (2) the self-esteem of androgynous individuals would be higher than other sex role types, (3) the self-esteem of feminine or undifferentiated individuals would be lower than other sex role types, (4) the self-esteem of female athletes in higher femininity status sports would be greater than those in lower femininity status sports, and (5) there would be a greater proportion of androgynous athletes and feminine nonathletes. The following significant results were found: nonathletes in the feminine sex role type were lower in self-esteem than all other groups; and there was a greater proportion of androgynous athletes and feminine nonathletes than expected by chance. There were no differences in self-esteem of athletes in higher femininity status vs lower femininity status sports. These findings were discussed relative to past research, and the potential impact of sport on the psychosocial development or selection of certain sex role types.     

The role of spatial complexity in the perception of speech and pure tones in dichotic listening

Ear advantages for CV syllables were determined for 28 right-handed individuals in a target monitoring dichotic task. In addition, ear dominance for dichotically presented tones was determined when the frequency difference of the two tones was small compared to the center frequency and when the frequency difference of the tones was larger. On all three tasks, subjects provided subjective separability ratings as measures of the spatial complexity of the dichotic stimuli. The results indicated a robust right ear advantage (REA) for the CV syllables and a left ear dominance on the two tone tasks, with a significant shift toward right ear dominance when the frequency difference of the tones was large. Although separability ratings for the group data indicated an increase in the perceived spatial separation of the components of the tone complex across the two tone tasks, the separability judgment ratings and the ear dominance scores were not correlated for either tone task. A significant correlation, however, was evidenced between the laterality measure for speech and the judgment of separability, indicating that a REA of increased magnitude is associated with more clearly localized and spatially separate speech sounds. Finally, the dominance scores on the two tone tasks were uncorrelated with the laterality measures of the speech task, whereas the scores on the tone tasks were highly correlated. The results suggest that spatial complexity does play a role in the emergence of the REA for speech. However, the failure to find a relationship between speech and nonspeech tasks suggest that all perceptual asymmetries observed with dichotic stimuli cannot be accounted for by a single theoretical explanation.     

Stress-related immune changes in middle-aged and older women: 1-year consistency of individual differences.

This study reviews prior research and reports longer-term consistency of stress-related immune variables in middle-aged and older women who performed mental math and speech tasks 2 times 1 year apart. Leukocyte subsets, mitogen-induced lymphocyte proliferation, and natural killer cell activity were measured at baseline, after tasks, and after 30-min recovery. Epstein-Barr virus (EBV) antibody titers were assessed at baseline. Pearson coefficients and standardized maximum-likelihood estimates of year-to-year covariances for leukocyte subsets and EBV titers showed moderately high to high baseline and posttask consistency and lower recovery consistency; consistency for other functional immune assays and reactivity scores for all variables was moderate to low. Results support longitudinal study of psychosocial context effects on tonic immune function and posttask scores.     

The Impact of the American and British Equal Pay Guarantee on Job Evaluation

Aux USA et en Grande-Bretagne, la legislation a prevu de garantir aux femmes un salaire egal pour un travail egal. Ceux qui veulent respecter cette garantie sont confrontes a la tache de definir ce que veut dire legalement travail egal. Des questions se posent sur la definition officielle du terme travail egal ou travail de valeur egale. Cet article passe en revue la plupart des cas ou le travail est d'egale valeur, et attire l'attention particulierement sur la methode d'evaluation des taches et la maniere d'etablir des taux de salaires a discuter dans ces cas. L'analyse est realisee pour expliquer la pensee legale, et ne signifie pas que Ton applaudisse ou que Ton critique des methodes particulieres d'evaluation de taches ou d'etablissement de grilles salariales. Le but de cette recherche est de savoir quelles methodes d'evaluation seront trouvees par les lois americaines et anglaises et reconnues comme methodes legalement accep-tables pour determiner les valeurs.     

Gender Differences in Trauma Types and Themes in Veterans with Posttraumatic Stress Disorder

Background: This study aimed to determine whether there were gender differences in trauma types and cognitive-emotional themes among veterans with deployment-related posttraumatic stress disorder (PTSD). Methods: Case notes or writing excerpts from two pilot studies were reviewed to determine types of traumas and emerging themes, with 20 women and 31 men comprising the sample. Results: Most women developed PTSD after sexual assault, with reactions emphasizing mistrust, betrayal, and anger. Men experienced more combat, with reactions including survivor guilt, moral injury, and horror. Conclusions: Both genders developed PTSD, but the causes of and reactions to their traumas differed. Emerging themes can be useful treatment foci.     

Adolescent girls' sex role development: Relationship with sports participation,self-esteem,and age at menarche

This study investigated the development of sex role orientation among adolescent girls, and explored its relationship with sports participation, self-esteem, and age at menarche. The instruments were administered to 134 girls yearly from Grades 6 to 10 (ages 11 to 15). The results obtained with the Bem Sex Role Inventory showed group mean increases in the masculine and feminine scale scores, and considerable shifting in sex role categorizations over the five years. However, individual differences were quite consistent during the five-year study, suggesting some degree of stability in sex role orientation during adolescence. Sports participants and girls with high self-esteem had greater masculine sex role orientations throughout adolescence, with no differences in feminine orientations. It was concluded that the relationship of sex role orientation with sports participation and self-esteem was not an interactive one, but was reflective of individual differences. These individual differences begin in late childhood, with the variables developing concurrently. Age at menarche did not affect sex role orientation.     

Ensuring PhD Development of Responsible Conduct of Research Behaviors: Who’s Responsible?

The importance of public confidence in scientific findings and trust in scientists cannot be overstated. Thus, it becomes critical for the scientific community to focus on enhancing the strategies used to educate future scientists on ethical research behaviors. What we are lacking is knowledge on how faculty members shape and develop ethical research standards with their students. We are presenting the results of a survey with 3,500 research faculty members. We believe this is the first report on how faculty work with and educate their PhD students on basic research standards. Specifically, we wanted to determine whether individual faculty members, who are advisors or mentors, differ in how they implemented components of responsible conduct of research (RCR) with their PhD students. Mentors were more likely than advisors or supervisors to report working with all of their PhDs, who graduated in the last 5 years, on the 17 recognized critical components of RCR training and research skill development. We also found about half of the faculty members believe RCR is an institutional responsibility versus a faculty responsibility. Less than a quarter have had opportunities to participate in faculty training to be a better mentor, advisor, or research teacher, and about one third of faculty did not or could not remember whether they had guidelines related to their responsibilities to PhD students. We discuss the implications of our findings and focus on ways that PhD research mentoring can be enhanced.