How university members see the pastoral role of the academic

An enquiry into how students and staff at one English university perceived personal tutoring arrangements and the role of personal supervisors is reported. Following a discussion of the principles and problems of personal tutoring in higher education, the setting and the research method are briefly outlined. Survey results are presented, and the commentary focuses on convergences and divergences between the two groups' expectations, conceptions and evaluations. Reasons for student criticism of supervisors, especially in the field of personal counselling and pastoral care, are discussed and related to the existing organisational structure and dominant institutional values. It is nevertheless concluded that the pastoral role of the academic could be made viable, and a possible recasting is proposed.     

Gender and Truthfulness in Daily Life Situations

To determine the extent to which perceivedgender enters into judgments of credibility indaily-life situations, 46 raters (23 males and 23females matched for age and education) read a set ofaccusations and rated synthetic speakers' audiotapedresponses to the accusations on how believable the maleand female synthetic speakers were. The results suggestthat on the daily-life scenarios posed, both male and female speakers are equally likely to judgefemale speakers to be more credible than male speakers,whether the accusation is deemed to reflect anintentional or negligent act.     

Altering Reinforcer Variety or Intensity Changes the Within-Session Decrease in Responding

Operant responding often changes systematically within experimental sessions. McSweeney, Hinson, and Cannon (1996) argued that sensitization and habituation produce within-session changes in responding. The present study tested two predictions of the sensitization–habituation explanation. In two experiments, rats pressed a lever for reinforcers delivered by a multiple variable interval 15-s variable interval 15-s schedule. In Experiment 1, the variety of reinforcers delivered during the session was manipulated by varying the percentage of programmed reinforcers replaced with qualitatively different reinforcers from 0 to 75%, in five different conditions. In Experiment 2, the intensity of the reinforcer was manipulated by varying the concentration of sucrose in the sucrose and water solution used as the reinforcer from 0 to 30%, in five different conditions. Increasing the variety or the intensity of the reinforcers slowed the within-session decrease in responding. The results are consistent with the predictions of a sensitization–habituation explanation of within-session changes in responding.     

Time-limited group psychotherapy: Has cinderella found her prince?

The time-limited group psychotherapy treatment format is in demand in a healthcare delivery system that is increasingly concerned with effective and efficient methods for treating acute mental health problems and maintaining patients in the community. The empirical literature provides strong support for the positive outcome of relatively brief treatment. A larger service delivery system ensures a flow of patients who can be managed in a variety of types of groups. This will require the group clinician to become comfortable working in conjunction with a larger system and knowledgably delivering different types of treatment while continuing to use the group itself as a major source of therapeutic power.     

Hierarchical simulation: Two case studies of stuttering modification using systematic desensitization

The use of behavior therapy techniques to alleviate stuttering is being extensively applied. Two cases illustrating hierarchical simulation are presented. In the first, a technique incorporating systematic desensitization and reciprocal inhibition was used to reduce the stuttering behavior of a 13-year-old boy while speaking in a classroom situation. The procedure involved the use of color slides to simulate speaking before an actual classroom as an adjunct to systematic desensitization and reciprocal inhibition. Results indicated a reduction in classroom stuttering as reported by the client and his teacher. In the second case, a 5-year-old boy used forceful muscular activity as being reciprocal to anxiety. This procedure involved the use of videotapes to hierarchically simulate anxiety producing classroom situations. Measures of stuttering indicated a mean reduction of 18%. One year after therapy indicated stuttering had been eliminated.     

Attention training normalises combat-related post-traumatic stress disorder effects on emotional Stroop performance using lexically matched word lists

We examined two groups of combat veterans, one with post-traumatic stress disorder (PTSD) (n?=?27) and another without PTSD (n?=?16), using an emotional Stroop task (EST) with word lists matched across a series of lexical variables (e.g. length, frequency, neighbourhood size, etc.). Participants with PTSD exhibited a strong EST effect (longer colour-naming latencies for combat-relevant words as compared to neutral words). Veterans without PTSD produced no such effect, t?p?>?.37. Participants with PTSD then completed eight sessions of attention training (Attention Control Training or Attention Bias Modification Training) with a dot-probe task utilising threatening and neutral faces. After training, participants—especially those undergoing Attention Control Training—no longer produced longer colour-naming latencies for combat-related words as compared to other words, indicating normalised attention allocation processes after treatment.     

Where’s the GPS? navigating treatment with co-existing problems. A reflective journey amongst graduate practitioners

This paper examines reflective portfolios of graduate students studying co-existing problems (CEP) within an alcohol and drug studies programme in New Zealand. The methodology employs Todd’s principles of treating co-existing disorders (culture, management, engagement, assessment, integrated care, well-being and management). The metaphor, a GPS, is employed in the title to describe how Todd’s principles are used as a GPS to help navigate the murky waters of working with this specialised client population. The principles, allocated as themes within the portfolios, highlight how these principles are reflected upon within their workplace. Culture and engagement principles were the most endorsed themes within the portfolios. The reflective portfolios also allowed us to reflect upon the ongoing process of curriculum development for this specialised client population.     

Using message framing to promote acceptance of the human papillomavirus vaccine.

OBJECTIVE: Use of message framing for encouraging vaccination, an increasingly common preventive health behavior, has received little empirical investigation. The authors examined the relative effectiveness of gain-versus loss-framed messages in promoting acceptance of a vaccine against human papillomavirus (HPV)-a virus responsible for virtually all cases of cervical cancer. DESIGN: Undergraduate women (N = 121) were randomly assigned to read a booklet describing the benefits of receiving (gain-framed message) or the costs of not receiving (loss-framed message) a prophylactic HPV vaccine. After reading the booklet, participants indicated their intent to obtain the HPV vaccine. MAIN OUTCOME MEASURE: A 5-item composite representing intentions to obtain the HPV vaccine. RESULTS: The effect of message framing on HPV vaccine acceptance was moderated by risky sexual behavior and approach avoidance motivation. A loss-framed message led to greater HPV vaccination intentions than a gain framed message but only among participants who had multiple sexual partners and participants who infrequently used condoms. The loss-frame advantage was also observed among participants high in avoidance motivation. CONCLUSION: Findings highlight characteristics of the message recipient that may affect the success of framed messages promoting vaccine acceptance. This study has practical implications for the development of health communications promoting vaccination.