Financial resources and decisions to avoid information about environmental perils

Environmental perils pose threats that require mitigation. Mitigation requires knowledge of the threat. Ironically, people may opt to avoid information about an environmental peril, especially if they lack resources to respond and the mitigation burden is high or costly. Three experiments (N = 845) examined how available resources and the resource burden of responding to an environmental peril affect the perceived of burden of taking action, and how perceiving burden, in turn, affects avoidance of information about the threat. Experiments 1a and 1b revealed that lower perceived likelihood of taking action and low income predicted a greater tendency to avoid hurricane risk information among Florida residents. Experiment 2 examined receptivity to information about home radon levels and manipulated the burden required to make repairs ($200 vs. $2,000). Having low income and learning repairs were costly corresponded with greater perceived burden of taking action, which predicted a lower likelihood to repair and greater information avoidance. These findings demonstrate that facing a high mitigation burden and lacking resources can lead to remaining uninformed about risks posed by environmental perils. Remaining uninformed is problematic because it may increase people's vulnerability to damage from these threats. However, these findings also identify a potential pathway for intervention. Reminding people of resources they may be unaware of will likely increase their likelihood of preparation and decrease information avoidance.     

How Master’s Students Document Stability and Change Within and Across Progress Notes

To address a gap regarding how clinicians record progress in therapy, the researchers conducted a qualitative study of de-identified progress notes from a university-based brief therapy training clinic. The researchers described trainees’ stability and change documentation with respect to problem-oriented and solution-oriented talk in their progress notes. The patterns were (a) problem-oriented stability and problem to solution change within first sessions; (b) problem-oriented and solution-oriented stability within last sessions; and (c) stability (e.g., problem to problem) and change (e.g., problem to solution) across first and last sessions. Findings suggest that first session problem and solution outcomes do not necessarily predict last session outcomes (i.e., problem continuation or change to solutions).     

What Should I Be Doing, and Where Are They Doing It? Scholarly Productivity of Academic Psychologists

ABSTRACT— Scholarly productivity is used to index faculty achievement, but normative data on publication rates among academic psychologists are scarce. This article presents the results of a study of 1,216 faculty members from 96 schools, ranging from elite research universities to minor undergraduate colleges. As expected, faculty members at research universities publish the most, followed by those at elite 4-year schools and other doctoral institutions. Institutional prestige has little effect on productivity, except that elite universities employ a greater proportion of truly eminent scholars than other schools do. The fact that many of these scholars are hired by elite schools after achieving eminence elsewhere suggests that financial prowess, rather than institutional climate, produces the latter effect. Academics at all of these types of schools tend to continue publishing throughout their careers; achieving tenure has little effect on their subsequent scholarship. Faculty members at master's universities and lesser 4-year schools publish less than others and tend to cease publication activity after about 10 years, presumably upon receiving tenure. Males tend to publish more than females during the initial push for tenure, but not thereafter; females, unlike males, tend to increase their publication rates as they mature professionally. A subset of highly productive males who are moving toward more prestigious types of schools accounts for much of the remaining gender difference. The number of predoctoral publications is a relatively weak predictor of postdoctoral scholarship.     

Androgyny in Psychotherapy: But Will It Sell in Peoria?

Androgyny, as conceptualized in psychology, is based on traditional masculine and feminine stereotypes. Masculine characteristics (as measured by two commonly used sex role inventories) contribute more to measures of self-esteem than do feminine characteristics from the same inventories, indicating that masculine characteristics have more functional value in our culture. Traditionally feminine characteristics are not highly valued by either clients or therapists. However, therapists need to be aware of potential costs to women who make nontraditional choices, moving toward androgyny. It is questionable that androgynous women are perceived in the same favorable manner as androgynous males, particularly in a traditional social context. The consequences of internal and external conflicts created by moving toward androgyny or by devaluation of feminine characteristics cannot be dismissed lightly. Psychotherapists must be willing to assist clients with the external problems that psychological research has demonstrated exist for women who either must or choose to function in roles that are not traditional.     

Women and Therapy: A Survey on Internship Programs

Two hundred and ninety-nine internship programs and selected psychology graduate schools were surveyed by mail regarding their opinions and practices relevant to training in psychotherapy for women. The 94 usable replies included 55% of all APA approved programs. The results indicated that only a minority of training facilities deal in a systematic way with issues of sex bias and sex-role stereotyping in psychological practice. About 20% of the respondents expressed a need to improve their programs. Respondents' answers are detailed and the suggestion is made that egalitarian group supervisory meetings afford more opportunity than individual sessions to deal effectively with issues of sex bias and stereotyping.     

Perceptions of Wellness From Adults With Mobility Impairments

The purpose of this study was to describe the perceptions of wellness from adults with mobility impairments by using phenomenological‐heuristic inquiry. The primary research question was, how do adults with mobility impairments perceive wellness? Eight participants were interviewed, and 6 core themes emerged: overcoming barriers, pain management, psychological wellness, physical activity and nutrition, social connectedness and family support, and spirituality. Implications for counselors and counselor educators and suggestions for future research are presented.     

What We Talk About Matters: Content Moderates Cognitive Depletion in Interracial Interactions

The antecedents and consequences of intergroup interactions have been well studied, but interaction content—what partners actually talk about—has not. In the experiment we report here, interaction content moderated well-documented self-regulation effects (i.e., cognitive depletion) among White participants interacting with a Black partner. Specifically, White individuals participated in a video email interaction with an ostensible Black or White partner who broached topics systematically varying in intimacy. Greater cognitive depletion was evident after interacting with a Black partner relative to a White partner, but only after discussing more intimate topics. When conversation topics aligned with Whites’ preferences to avoid intimacy in interracial interactions, depletion effects were reduced. Thus, interaction content, which has been largely ignored in intergroup interaction research, has important implications for intergroup interaction.