Generalization of social skills to peer interactions in a child with language delays

Researchers in this study have attempted to determine whether integrating generalization promoting strategies into intervention procedures would enhance the generalization and maintenance of social skills to peer interactions in a preschoold child with language delays. This intervention took place in the natural environment of the day care facility where the child was enrolled. A multiple baseline across behaviors design addressed social response behavior, approach behavior, and play organizers. The intervention utilized a prompting and social reinforcement procedure with minimal adaptations of the onging classroom activities to systematically improve the target child's peer interactions. Several generalization promoting strategies were also used. Improvements in all three types of behavior and generalization of treatment effects across persons, settings, and time were observed. These results lend support for the value of integrating several generalization promoting strategies pre-experimentally into the intervention instead of relying on post hoc evaluation of intervention. ©1997 John Wiley & Sons, Ltd.     

Assessment of the Language Preferences of Five Children with Autism from Spanish-Speaking Homes

Although the number of English Language Learner students is increasing in the US school system, little is known about the preferences of language of instruction, particularly among young students with autism. We implemented a choice assessment with five children with autism to determine preference between English and Spanish instruction using a concurrent-operant design. Participants were allowed to choose between English instruction, Spanish instruction, and a no-language control condition using BIGmack communication devices. We compared choice allocation between previously mastered skills (easy tasks) and targets in the acquisition phase of learning (difficult tasks). None of the participants indicated a preference for language of instruction during easy tasks, while four participants indicated a preference during difficult tasks. Results suggest that the concurrent-operant procedure is an effective method for assessing preference of language of instruction with students with autism.     

Internalization of Appearance Ideals and Cosmetic Surgery Attitudes: A Test of the Tripartite Influence Model of Body Image

The Tripartite Influence Model of Body Image was adapted to examine the role of body satisfaction, perceived pressure to have cosmetic surgery, and internalization of societal appearance ideals in understanding cosmetic surgery attitudes. Participants were 2,048 men (N?=?445) and women (N?=?1,603) American college students from Florida who completed a range of measures that assessed levels of body satisfaction, perceived appearance pressures, internalization of appearance standards, and cosmetic surgery attitudes. A structural equation model was used to test hypothesized relations independently for men and women. Results indicated a moderate-good fit to the data, with both internalization and body satisfaction mediating the effect of perceived pressures on cosmetic surgery attitudes. Invariance testing revealed significant differences in pathway estimates between samples of men and women. The findings offer further support for the Tripartite Influence Model of Body Image and indicate potential factors that may influence cosmetic surgery attitudes.     

Perceived cardiac risks and beliefs about health and running in elite older runners

Beliefs about the perceived health benefits of exercise of 24 elite runners were compared on an objective measure of risk for coronary heart disease. Results showed a 4- to 6-fold increase in estimates of perceived risk as compared to the objective estimate of risk, suggesting that these runners held somewhat exaggerated beliefs about the health benefits of running. In addition, these beliefs remained stable over time.     

Dupes of Patriarchy: Feminist Strong Substantive Autonomy's Epistemological Weaknesses

Feminist strong substantive autonomy (FSSA), as presented by Natalie Stoljar and Anita Superson, pronounces judgment on the autonomy status of certain women living under oppression. These women act on deformed desires, Superson explains, and as deformed desires cannot be the agent's own, the women are heteronomous. Stoljar argues that some women's choices violate the Feminist Intuition; by acting on false and oppressive values, these women render themselves heteronomous. I argue against Stoljar and Superson on epistemological grounds. I present six different ways in which agents' choices can be related to deformed desires, with varying results for their autonomy statuses. I show that Stoljar and Superson are not able to distinguish properly among the differing autonomy statuses in these six cases, because doing so requires attention to agents' inner processes of decision‐making, as those processes are enacted in the agents' social and temporal contexts. Stoljar and Superson judge others' autonomy statuses based on abstract generalizations rather than via empirical attention to agents' actual decision‐making processes. Consequently, their judgments are not adequate to the lived self‐direction of real persons. Assessing others' autonomy status requires consideration of agents' inner choice‐making in sociotemporal context, which favors a procedural or weak substantive account of autonomy.     

Mastery or mystery? Therapeutic writing: A review of the literature

Recent developments in online support and counselling suggest that the users of chat rooms, for example, or the Samaritans' e-mail 'listening' service, have already discovered the power of writing as a self-help vehicle. Developments in computer-mediated counselling and therapy are essentially text-based and client-driven. The therapeutic use of expressive and reflective writing is not widely recognised in British counselling and therapy circles. The empirical foundations for the therapeutic uses of the literary arts are, however, well established. This review aims to map the use of 'writing therapy' by drawing together cross-disciplinary research and practitioner reports which might support the place of writing as a creative therapy in its own right, whether as an adjunct to face-to-face counselling or as a self-help tool.     

‘Does class count?’ Social class and counselling

This article explores the importance attached to social class by experienced practitioners taking part in a co‐operative inquiry group. A review of the literature from the last thirty years indicates that there is very little research on class in relation to counselling and psychotherapy reported in the UK. Both authors position themselves as coming from working class origins. Nine co‐researchers from both middle and working class origins joined the group. Eight meetings took place over a period of nine months. Extracts from the group's discussions are represented and integrated with ‘presentational knowing’ drawn from contemporary culture, including poetry and popular music. This study suggests that social class is a neglected aspect of diversity in the counselling field. Implications of the study have relevance for the language of counselling and psychotherapy and class based values; social class and its impact on initial education; and ongoing counselling practice and access to therapy for working class people.