‘Tell us what we need to know to do this!’ Preparing a path to safe uncertainty in assignment writing on a family therapy foundation course

This article describes a single session aimed at helping participants on a family therapy foundation course to move from a position of anxiety and discomfort about completing a written assignment to a position of safe uncertainty. Evaluation from the perspectives of course participants, course facilitators and assignment markers has shown participants engaging more enthusiastically with the writing of the assignment and expressing less anxiety about the process.     

How accurately can older adults evaluate the quality of their text recall? The effect of providing standards on judgment accuracy

Adults have difficulties accurately judging how well they have learned text materials; unfortunately, such low levels of accuracy may obscure age‐related deficits. Higher levels of accuracy have been obtained when younger adults make postdictions about which test questions they answered correctly. Accordingly, we focus on the accuracy of postdictive judgments to evaluate whether age deficits would emerge with higher levels of accuracy and whether people's postdictive accuracy would benefit from providing an appropriate standard of evaluation. Participants read texts with definitions embedded in them, attempted to recall each definition, and then made a postdictive judgment about the quality of their recall. When making these judgments, participants either received no standard or were presented the correct definition as a standard for evaluation. Age‐related equivalence was found in the relative accuracy of these term‐specific judgments, and older adults' absolute accuracy benefited from providing standards to the same degree as did younger adults. Copyright © 2009 John Wiley & Sons, Ltd.     

Subitizing in congenitally blind adults

We investigated the role of vision in tactile enumeration within and outside the subitizing range. Congenitally blind and sighted (blindfolded) participants were asked to enumerate quickly and accurately the number of fingers stimulated. Both groups of participants enumerated one to three fingers quickly and accurately but were much slower and less accurate with four to nine fingers. Within the subitizing range, blind participants performed no differently from both sighted (blindfolded) and sighted-seeing participants. Outside of the subitizing range, blind and sighted-seeing participants showed better performance than did sighted-blindfolded participants, suggesting that lack of access to the predominant sensory modality does affect performance. Together, these findings further support the claim that subitizing is a general perceptual mechanism and demonstrate that vision is not necessary for the development of the subitizing mechanism.     

A systematic investigation of the differential predictors for speeding,drink-driving,driving while fatigued,and not wearing a seat belt,among young drivers

Risky driving has been identified as a key contributor to road crashes. Past research suggests that different risky driving behaviours are influenced by different factors, but has not been systematic in its investigation of the factors associated with different behaviours. The present research systematically examined a range of relevant demographic, personality and attitudinal factors (age, gender, sensation seeking, driver anger, time urgency, authority rebellion, perceived relative risk, perceived personal risk, perceived costs, perceived benefits, and peer influence) in the prediction of speeding, drink-driving, driving while fatigued, and not wearing seat belts, for a student sample of young drivers. In addition, relevant mediators of the relationship between gender and risky driving, as well as moderators of the relationship between perceived risk and risky driving, were examined for each of the four behaviours. Results demonstrate that the lists of significant predictors differed between risky driving behaviours. In addition, perceived personal risk was observed to mediate the relationship between gender and driving while fatigued only, and gender was observed to moderate the relationship between perceived risk and risky driving, for drink-driving and not wearing seat belts. Results highlight the importance of designing individual road safety interventions for individual driving behaviours, and suggest factors which might be targeted in younger driver populations.     

‘A baptism of fire’: A qualitative investigation of a trainee counsellor's experience at the start of training

Background: Belief in the effectiveness of professional counselling and psychotherapy training is widespread and generally unquestioned. Few studies have attempted to understand the changes experienced by trainees, or identified which aspects of professional training programmes assist them in the process of becoming therapists. Aims: to investigate how a trainee counsellor changes at the start of training, and to identify which aspects of a professional counsellor training programme were helpful in instigating and supporting change. Method: the experience of one trainee counsellor, Margaret, was captured through three semi-structured interviews conducted at the beginning, middle and end of her first term. The data were subjected to systematic qualitative analysis. Findings: Margaret experienced significant change during her first term. Each interview revealed a different phase of her development. The core categories were: becoming something new (week 3); growth in therapeutic confidence (week 6); surviving ‘stressful involvement’ through supervision (week 11). Experiential learning, in particular group supervision, was helpful throughout. The presence of real clients was identified as the main driver for change. Conclusion: The findings were found to be consistent with a number of other studies, which suggest that training is potentially painful because of the emotional demands it places on trainees, particularly at the start of practice. Consequently trainees require opportunities for experiential learning, peer support and supportive supervision to assist them in their development, but most importantly, given that supportive supervision can only minimise the harm of stressful involvement (Orlinsky & Ronnestad, 2005), they need early positive experiences with clients.     

Relationship of negative self-schemas and attachment styles with appearance schemas

The purpose was to test, among women, the relationship between negative self-schemas and styles of attachment with men and women and two types of appearance investment (Self-evaluative and Motivational Salience). Predominantly Caucasian undergraduate women (N = 194) completed a modified version of the Relationship Questionnaire, the Young Schema Questionnaire-Short Form, and the Appearance Schemas Inventory-Revised. Linear multiple regression analyses were conducted with Motivational Salience and Self-evaluative Salience of appearance serving as dependent variables and relevant demographic variables, negative self-schemas, and styles of attachment to men serving as independent variables. Styles of attachment to women were not entered into these regression models because Pearson correlations indicated they were not related to either dependent variable. Self-evaluative Salience of appearance was related to impaired autonomy and performance negative self-schema and the preoccupation style of attachment with men, while Motivational Salience of appearance was related only to the preoccupation style of attachment with men.     

Self-objectification and well-being in women's daily lives

Laboratory experiments and surveys show that self-objectification increases body shame, disrupts attention, and negatively predicts well-being. Using experience sampling methodology, the authors investigated self-objectification in the daily lives of 49 female college students. Building on the predictions of objectification theory, they examined associations between internalizing an observer's perspective on the self and psychological well-being, and examined the moderating roles of trait self-esteem and appearance-contingent self-worth. Within-person increases in self-objectification predicted decreased well-being, but this association was moderated by trait self-esteem and trait appearance-contingent self-worth; high self-esteem, highly appearance-contingent participants reported increased well-being when they self-objectified. Furthermore, perceived unattractiveness partially mediated the main effect and the three-way interaction: high self-esteem, highly contingent participants experienced smaller drops in well-being when they self-objectified, in part because they felt less unattractive. These results suggest that in daily life, some women receive a boost from self-objectification, although most women experience decreases in well-being when self-objectifying.     

Women as Sex Objects and Victims in Print Advertisements

This content analysis examined the depiction of women in 1,988 advertisements from 58 popular U.S. magazines. Advertisements were coded with respect to whether women were presented as sex objects and/or as victims using a scheme developed by the researchers. On average across magazines, one of two advertisements that featured women portrayed them as sex objects. Women appeared as victims in just under ten percent of the advertisements. Men’s, women’s fashion, and female adolescent magazines were more likely to portray women as sex objects and as victims than news and business, special interest, or women’s non-fashion magazines. The implications of viewing advertisements depicting women as sex objects and as victims, especially sexualized victims, are discussed.     

Age of acquisition and repetition priming effects on picture naming of children who do and do not stutter

The effects of age of acquisition and repetition priming on picture naming latencies and errors were studied in 22 children who stutter (CWS) and 22 children who do not stutter (CWNS) between the ages of 3;1 and 5;7. Children participated in a computerized picture naming task where they named pictures of both early and late acquired (AoA) words in two consecutive stages. Findings revealed that all children's picture naming latencies and errors were reduced following repetition priming and in response to early AoA words relative to late AoA words. AoA and repetition priming effects were similar for children in both talker groups, with one exception. Namely, CWS benefitted significantly more, in terms of error reduction, than CWNS from repetition priming for late AoA words. In addition, CWNS exhibited a significant, positive association between linguistic speed and measures of vocabulary, but CWS did not. These findings were taken to suggest that the (a) semantic-phonological connections of CWS may not be as strong as those of CWNS, and (b) existing lexical measures may not be sensitive enough to differentiate CWS from CWNS in lexically related aspects of language production. Educational objectives: After reading this article, the learner will be able to: (a) describe the effects of repetition priming and age of word acquisition in speech production; (b) summarize the performance similarities and differences of children who stutter and children who do not stutter on a computerized picture naming task; and (c) compare the results of the present study with previous work in this area.