Fostering connections between graduate students and strengthening professional identity through co-mentoring

For counsellors and counsellor educators, developing a sound sense of professional identity is a necessity in preserving and advancing the counselling field. In an effort to promote professional identity development in a group of counsellors in training, a co-mentoring programme was developed that paired master's level and doctoral level counsellors. The participants used letter writing and email to support the development of these mentoring relationships over the course of a semester. This study attempted to measure the effectiveness of the co-mentoring programme using interview data and written artefacts. An open, axial and selective coding process was employed. The participants of the study identified themes of enhanced professional identity development and collegial professional relationships as a result of participating in the co-mentoring relationship. Further research is needed to determine how best to support professional identity development for emerging professionals and the effectiveness of mentoring relationships and letter writing in this developmental process. A co-mentoring programme may offer training settings an opportunity for student self-awareness and growth in an experiential and meaningful manner, as well as providing additional opportunities for students to develop their professional identity. Implications for the use of co-mentoring and mentoring programmes to aid in the identity development of counsellors or other professionals are addressed.     

An Evaluation of Alternative Ways of Computing the Creativity Quotient in a Design School Sample

Certain educational programs and jobs require selecting individuals based on their creativity. Tests of creativity are commonly based on divergent thinking tasks. The scoring of the ideational output of such tasks should ideally be done based on fluency (the number of ideas generated), flexibility (the number of categories into which the generated ideas can be partitioned), and originality (the number of unique or unusual ideas). However, most scoring procedures do not take into account all three dimensions. Building on the Creativity Quotient (CQ) measure (Snyder, Mitchell, Bossomaier & Pallier, 2004 Snyder , A. , Mitchell , J. , Bossomaier , T. , & Pallier , G. ( 2004 ). The creativity quotient: An objective scoring of ideational fluency . Creativity Research Journal , 16 , 415 – 420 .[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]), which covers fluency and flexibility, an adjusted CQ and two CQs based on diversity type measures are proposed. Findings indicated that an adjusted measure that weights categories based on their discriminative power was most strongly related to other predictors of performance on creative tasks and thus presents an important advance over the original CQ.     

Cognitive Load and Prism Adaptation

Subjects wore goggles with prisms that laterally displaced the visual field (rightward by 11.4°) and with full view of the limb engaged in paced (2-s rate) sagittal pointing at either an implicit (“straight ahead of the nose”) target (Experiment 1) or an explicit (positioned leftward by 11.4°) target (in Experiment 2). In experimental conditions, subjects performed a secondary cognitive task (mental arithmetic) simultaneously during target pointing. In control conditions, no cognitive load was imposed. Aftereffect measures of adaptation to the prismatic displacement were not substantially different when problem solving was required, but terminal error of the exposure pointing task was reliably affected by cognitive load. These results are consistent with the hypothesis of separable mechanisms for adaptive coordination and adaptive alignment. Adaptive coordination may be mediated by strategically flexible coordinative linkage between sensory–motor systems (eye–head and hand—head), but spatial alignment seems to be mediated by adaptive encoders within coordinatively linked subsystems. If the coordination task involves predominately automatic processing, coordinative linkage can be frequent enough under cognitive load for substantial realignment to occur even though exposure performance (adaptive coordination) may be less than optimal.     

Where does work stress come from? A generalizability analysis of stress in police officers

Differences among workers and workplace stressors both contribute to perceiving work as stressful. However, the relative importance of these sources to work stress is not well delineated. Moreover, the extent to which work stress additionally reflects unique matches between specific workers and particular job stressors is also unclear. In this study, we use generalizability theory to specify and compare sources of variance in stress associated with police work. US police officers (N?=?115) provided ratings of 60 stressors commonly associated with policing duties. Primary and secondary stress appraisal ratings reflected differences among officers in tendencies to generally perceive work stressors as stressful (14–15% officer effect), and also agreement among officers in viewing some stressors as more stressful than others (18–19% stressor effect). However, ratings especially reflected distinct pairings of officers and stressors (38–41% interaction effect). Additional analyses revealed individual differences and stressor characteristics associated with each variance component, including an officer?×?stressor interaction – compared to officers low in neuroticism, highly neurotic officers provided lower primary appraisal ratings of stressors generally seen as not serious, and also higher primary appraisal ratings of stressors that were seen as serious. We discuss implications of the current approach for the continued study of stress at work.     

Psychodiagnostic Evaluation of Johnny

Rabin, A. I., Growing up in the Kibbutz, New York; Springer Publishing Company. 1965. 230 pp. Reviewed by Haim G. Ginott     

Types of responses in 4-5-year-old children in conservation, classification, and theory of mind tasks

This study analyzes the type of responses that children between 4 and 5 years of age give to different tasks: conservation, classification and tasks of the theory of mind (ToM). Types of responses were observed with the Observation of Cognitive and Meta-cognitive Skills Inventory, which identifies: attention, receptive and expressive language, planning processes, and meta-cognitive processes. Significant differences were found according to the variable age in: (a) the use of attentional strategies in performance of ToM tasks, (b) the use of receptive and expressive language in the performance of all tasks, (c) the use of planning processes in the performance of conservation tasks; and (d) the use of meta-cognitive processes to solve ToM tasks.     

Perceptions of High-Risk Care and Barriers to Care Among Women at Risk for Hereditary Breast and Ovarian Cancer following Genetic Counseling in the Community Setting

Data are limited regarding barriers to care among women, with or at risk for hereditary breast and ovarian cancer (HBOC), following genetic counseling in the community setting. Using a telephone survey, we retrospectively addressed perceptions of post-genetic counseling medical care and barriers to care among 69 at-risk women from the non-academic setting. Of these, all agreed that following cancer screening recommendations was better than not following them; none felt recommendations were too difficult to follow; all believed screening would help keep them healthy; 57% believed screening would prevent cancer. Twenty-five percent noted discomfort with breast imaging; 29% found ovarian cancer screening uncomfortable. Close to a quarter of participants reported difficulty deciding whether or not to undergo risk-reducing mastectomy while 10% noted difficulty deciding for or against bilateral salpingo-oophorectomy. There were no perceived major barriers to care, although 38% felt that screening reminders would be helpful, and 10% needed more help in following through with care. Overall, participants believed that they were benefiting from their post-genetic counseling medical care. This work identified HBOC-related support needs to include: informational resources that promote improved understanding of cancer risk and high-risk management; screening reminder systems; and decision support tools.     

Differential Reinforcement in Simple Discrimination Learning in 10- to 20-Month-Old Toddlers

The Psychological Record - The present study examined two procedures for teaching simple discrimination to six toddlers aged 10- to 20-months. A pair of toys was displayed in the windows of an...