Graphics in written directions: Appreciated by readers but not writers

This series of studies investigated the ability of literate adults to exploit communications options that are available to writers but have no counterpart in speech. Specifically it examined people's use of sketches when giving written directions to help a stranger cross town. When writing an informal letter to a friend most directions were given in prose paragraph style (Experiment 1). Almost no-one included a sketch, even if given a street map as an aid. Yet most subjects could draw adequate sketch maps (Experiment 2), and everyone said yes when asked whether they would include a sketch in a letter. So the previous choices were not constrained either by graphic skill or by judgements concerning the appropriateness of a sketch, When people were asked to 'design' the back page of a leaflet they still did not include a sketch (Experiment 3). Experiment 4 showed that any bias in the instructions was towards rather than against the use of sketches. The need to generate the sketch was removed in Experiment 5 where subjects composed the leaflet page from pre-formed sections that included alternative routes in both words and diagrams. Nearly all subjects now included a sketch in their directions. In case subjects previously, in haste, had not considered the possibility of including a sketch map, they were made aware of the drawing option by rating the usability of route information in a variety of communication styles immediately before writing their own directions (Experiment 6). People rated directions that included diagrams as significantly more usable, but still most subjects did not include a sketch in the directions they gave. So the communication styles that readers recognized as successful were not determining their choices as writers. It is suggested that, when giving written directions, inexperienced writers rely too heavily on how they would respond as speakers.     

Counseling applications of RET in a Chinese cultural context

To explore the potential of Rational Emotive Therapy (RET) with clients of Chinese background, a brief review is conducted with respect to parallels between RET philosophy and some key components of Chinese culture and ways in which Chinese think. Arguments are advanced as to why RET is particularly suitable for use within a Chinese cultural context. Issues involved in using RET with Chinese clients are addressed including the appreciation many Chinese have for the logical and rational aspects of RET, the most appropriate type of client-counselor relationship to facilitate RET therapeutic progress, appropriate ways to dispute, and some cautionary words on the use of “emotive methods”. Areas where the RET counselor needs to be particularly sensitive to the cultural background of the client are highlighted. Charles P. Chen holds a master's degree in educational counseling and is currently a Ph.D. student and instructor in the Department of Counselling Psychology at the University of British Columbia in Vancouver, Canada. His interests include cross-cultural and multi-cultural counseling, career counseling, and group counseling.     

MOTHERS' ALCOHOL CONSUMPTION DURING PREGNANCY:

Abstract— Fourteen-year-old adolescents' behavior on a spatial-visual reasoning task was associated with self-report of their mothers' alcohol consumption during pregnancy, IS years earlier The task was arranged so that it was possible to evaluate the examinees' tendency to respond rapidly and less accurately, or slowly and more accurately The greater the mother's reported drinking, the faster and less accurately the adolescent responded The decrement in visual-spatial reasoning related to alcohol appears to be linked to a tendency toward impulsive responding     

PREVENTION OF DEPRESSIVE SYMPTOMS IN SCHOOLCHILDREN:

Abstract— After teaching cognitive and social-problem-solving techniques designed to prevent depressive symptoms, we followed 69 fifth- and sixth-grade children at risk for depression for 2 years. We compared these children with 49 children in a matched no-treatment control group The prevention group re- ported fewer depressive symptoms through the 2-year follow-up, and moderate to severe symptoms were reduced by half. Surprisingly, the effects of the prevention program grew larger after the program was over. We suggest that psychological immunization against depression can occur by leaching cognitive and social skills to children as they enter puberty     

The modification of auditory hallucinations

The ABAB withdrawal design was used to document the effectiveness of a behavioral treatment package in reducing the duration of auditory hallucinations of a chronically mentally ill inpatient. Results revealed clear functional control of the treatment package over the occurrence of the subject's auditory hallucinations during a 2-hr time period.     

Mental health service utilization among Puerto Rican children ages 4 through 16

This paper examines those children receiving mental health services in Puerto Rico, their demographic and psychosocial characteristics, and describes service providers and nature of facilities. The survey was done on a probability sample of children ages 4 through 16 across the island of Puerto Rico (N=777). Need for services was clinically defined as presence of a DSM-III diagnosis and functional impairment. The overall rate of service utilization for Puerto Rican children was 6% (26.2% of definite cases and 5.1% of probable cases). In most cases services were provided by psychologists and/or social workers, and they were mainly provided in schools and general medical facilities. In over 60% of the children assessed as cases, who did not receive services, the reason, given by the parent was that they considered the problem not serious. Factors associated with service utilization were measures of psychopathology, teacher's perceived need, and parental rates of criticism and hostility. These findings suggest that there is a need for more research on the motivating factors for service use (impairment and parental criticism). Teachers could benefit from receiving special training to help them readily recognize behavioral problems in children, communicate them to parents and set up services alternatives.     

New directions for the education of clinical psychologists: The primary care setting,the VA's PRIME program,and the in-depth generalist model

As part of this special issue on psychology in primary care settings, we describe the Department of Veterans Affairs' (VA's) new approach to education for practice in the primary care setting and we concurrently address some general issues related to the education of clinical psychologists for practice in this setting. In this article we argue that the primary care psychologist, in parallel with the generalist in medicine, must have a strong generic background in clinical psychology in order to gain the broad range of clinical skills necessary to function effectively as an in-depth generalist (IDG) who is capable of addressing the variety of psychological issues that emerge in the primary care setting. The IDG model of professional practice, which we believe is best suited for primary care/managed care settings, requires extensive training in generic clinical skills and increased time devoted to its implementation at both the predoctoral and the postdoctoral levels.