Comparison of student and recruiter values

Value priorities of campus employment recruiters and senior liberal arts students were compared using Rokeach's Value Survey. Three hypotheses were confirmed: (1) Significant differences were found between groups' rankings of values. Students ranked idealistic values high, while recruiters ranked values applicable to business near the top. (2) A greater number of significant differences were found among instrumental values than among terminal values. (3) Regardless of the sex of the applicants, recruiters chose applicants expressing masculine rather than feminine values.     

2005 National Society of Genetic Counselors Presidential Address: Raising Our Voice

This Presidential Address was given at the annual education conference of the National Society of Genetic Counselors in Los Angeles, California, USA on November 14, 2005     

Dysfunctional isolation in the elderly: Increasing marital and family closeness through improved communication

Unique developmental crises in old age may lead to social withdrawal that negatively affects the individual and his/her marital and family relationships. Without an awareness of these aging dynamics, the therapist can inadvertently perpetuate these distancing behaviors which can exacerbate marital and family conflict. This paper discusses certain developmental crises which can result in increased isolation for the older adult, and suggests therapeutic interventions to facilitate increased closeness among family members.     

SELF-REINFORCEMENT EFFECTS: AN ARTIFACT OF SOCIAL STANDARD SETTING?

Two studies were conducted to identify mechanisms responsible for observed "self-reinforcement" effects. In Experiment 1, using a studying task, self-reinforcement procedures did not work when they were private (i.e., when others are not aware of the goals or contingencies), but did work when they were public. Self-delivery of consequences added nothing to the effectiveness of the procedure. The data suggested that public goal setting was the critical element in the procedure's effectiveness. In Experiment 2, an applied extension, goal setting alone was effective in modifying over a long time period studying behaviors of people with significant studying difficulties, but only when the goals were known to others. Overall, the two experiments make more plausible the view that self-reinforcement procedures work by setting a socially available standard against which performance can be evaluated. The procedure itself functions as a discriminative stimulus for stringent or lenient social contingencies. The application of this mechanism to other problems of applied significance is briefly discussed.