A Humanistic and Experiential Approach to Personal Development

A community junior college made humanistic concepts and experiential methods the bases for a personal development course which was staffed by professional counselors. The course was designed to permit flexibility in content and class activities which were directed toward the personal growth and intellectual development of individual students, each with unique needs. Small, unstructured discussion groups and individual papers and projects were deliberately placed outside the grading context to encourage active student involvement. The experimental course was evaluated in regard to such questions as the following: Can humanistic and value-oriented course content stimulate intellectual development and personal growth on the part of junior college students? Are didactic and experiential methods compatible in a classroom setting? Can counselors teach and maintain effectiveness as student personnel workers?     

The diversified neighbourhood in western europe and the united states

Many politicians in Western societies assume that strong concentrations of public housing have a debilitating effect on the residents and produce high social costs. The general expectation is that mixed housing projects can help overcome integration problems. In the United States, Belgium, France, Sweden, and the Netherlands, opportunities to mix neighbourhoods vary due to different traditions in housing, as well as specific institutional and socioeconomic conditions. In this comparative article we show that yet another parameter—the predominant view on integration and multiculturalism in each country—is relevant when explaining differences in antisegregation strategies.     

Encouraging top-down attention in visual search:A developmental perspective

Four experiments are reported in which 60 younger children (7–8 years old), 60 older children (10–11 years old), and 60 young adults (18–25 years old) performed a conjunctive visual search task (15 per group in each experiment). The number of distractors of each feature type was unbalanced across displays to evaluate participants’ ability to restrict search to the smaller subset of features. The use of top-down attention processes to restrict search was encouraged by providing external aids for identifying and maintaining attention on the smaller set. In Experiment 1, no external assistance was provided. In Experiment 2, precues and instructions were provided to focus attention on that subset. In Experiment 3, trials in which the smaller subset was represented by the same feature were presented in alternating blocks to eliminate the need to switch attention between features from trial to trial. In Experiment 4, consecutive blocks of the same subset features were presented in the first or second half of the experiment, providing additional consistency. All groups benefited from external support of top-down attention, although the pattern of improvement varied across experiments. The younger children benefited most from precues and instruction, using the subset search strategy when instructed. Furthermore, younger children benefited from blocking trials only when blocks of the same features did not alternate. Older participants benefited from the blocking of trials in both Experiments 3 and 4, but not from precues and instructions. Hence, our results revealed both malleability and limits of children’s top-down control of attention.     

A Study of Student Counselors' Experiences With Meditation

The positive effects of meditation have been shown to be helpful to a variety of client populations and counselors in practice. Researchers analyzed the journals of 60 counselor education students who volunteered to learn Jyoti meditation (JM) over a 6‐week period. Analysis revealed 5 major themes: (a) the scheduling of time for meditation, (b) issues with concentrating, (c) environment for meditation, (d) effects on wellness, and (e) adherence to daily practice. These themes suggest avenues for how counselor educators and supervisors can help student counselors integrate JM as a self‐care strategy.     

Wittgenstein on Essence

In the Investigations, #s 371 and 373, Wittgenstein said: “Essence is expressed by grammar” and “Grammar tells what kind of object anything is …”. Those passages, which commit Wittgenstein to holding that things have essences and which offer an account of what essences consist in, have been ignored by commentators, chiefly because it is thought that in #65ff (family resemblances) Wittgenstein rejected essentialism. The aim of this paper is to straighten out the story of Wittgenstein's thought on the subject of essence and to show that he produced (somewhat following in Kant's footsteps) a major change in the conception of an essence.     

Testing the Ideology of Openness: The Comparative Effects of Talking,Writing, and Avoiding a Stressor on Rumination and Health

A persistent assumption across the psychological literature is that talking and writing about one's stress is inherently more beneficial than avoiding it. This study compared the effects of these stress management strategies on personal and relational health. Two hundred and fifty‐one dating individuals focused on a stressor that was a current source of rumination. Writing about one's stressor for 5 consecutive days (without talking about it) decreased anxiety the most. Talking continuously about one's stressor to a dating partner harmed the relationship more than writing about or avoiding it. The effect of talking repeatedly about one's stressor on relationship quality and brooding, however, depended upon the emotional support received from one's dating partner and the ability to reappraise (positively or neutrally) the stressor.     

Developmental changes in consistency of autobiographical memories: adolescents’ and young adults’ repeated recall of recent and distance events

Autobiographical memories contribute continuity and stability to one’s self yet they also are subject to change: they can be forgotten or be inconsistently remembered and reported. In the present research, we compared the consistency of two reports of recent and distant personal events in adolescents (12- to 14-year-olds) and young adults (18- to 23-year-olds). In line with expectations of greater mnemonic consistency among young adults relative to adolescents, adolescents reported the same events 80% of the time compared with 90% consistency among young adults; the significant difference disappeared after taking into consideration narrative characteristics of individual memories. Neither age group showed high levels of content consistency (30% vs. 36%); young adults were more consistent than adolescents even after controlling for other potential predictors of content consistency. Adolescents and young adults did not differ in consistency of estimating when their past experiences occurred. Multilevel modelling indicated that the level of thematic coherence of the initial memory report and ratings of event valence significantly predicted memory consistency at the level of the event. Thematic coherence was a significant negative predictor of content consistency. The findings suggest a developmental progression in the robustness and stability of personal memories between adolescence and young adulthood.