The self in guidance: Assumptions and challenges

The assumptions of the self made in the professional and managerial discourses of guidance are examined. It is suggested that these assumptions obstruct the capacity of guidance workers to explain their own practices, mystifying the social, economic and cultural processes of which they are part. This is important for two reasons. First, unquestioned assumptions can result in claims for guidance being made which are misleading. Second, if those assumptions are part of the professional formation of guidance workers, there may well need to be changes made to training programmes. Drawing on contemporary debates over identity, modernity and postmodemity, the case is made for a more explicit and informed debate about the self in guidance     

Commentary on high-performance computing and its promises for the behavioral sciences

Even with the advent of magnetic resonance imaging and other sophisticated physiological research, we have not made a great leap forward in creating a physiological map relating each neuron to its activity involved in simple day-to-day psychological processes. In contrast to notable progress in human vision research, we have yet to model the simplest of our daily memory processes in memory research.     

High-performance computer applications in the behavioral sciences

This symposium revisited the 1985 conference on Advanced Computing for Psychology. That meeting examined the application of new supercomputers in the behavioral sciences. The present symposium reviewed high-performance computing as applied to psychological models, human vision, neuralphysiological processes, and statistical analysis. The recent past and the projected future of high-performance computing in the behavioral sciences were evaluated.     

The effects of architectural change,individualized instruction,and group contigencies on the academic performance and social behavior of sixth graders

In this study architectural changes, individualized instruction, and group contigencies placed on academic work were applied to the math and language period of an initially disruptive sixth-grade classroom. Within classroom comparisons indicated that individualized instruction with group contingencies sharply increased the academic production of children from all ability levels, significantly improved social behavior, and changed the teacher's mode of instruction and interaction with the children. Individualized instruction alone had lesser effects, while the architectural changes produced no significant changes in the academic or social behavior of the children or in teacher behaviors. Results of the study are discussed in terms of improvement of the intervention procedures, focus on academic programming, and a broadening of the base of behavior modification work.     

Independently delivered food decelerates fixed-ratio rates

Following fixed-ratio baselines, the independent delivery of reinforcers was scheduled alone or concomitant with the fixed-ratio schedule for all subjects. Systematic manipulations of either the interreinforcement interval or the ratio size were also made during concomitant schedules. Response rates during the independent delivery of reinforcers did not decelerate until the subjects had been exposed for 50 or more sessions. Rates decelerated after a few sessions when the interreinforcement intervals were less than half of the original value and scheduled along with the ratio dependency. When both schedules were available, reductions in the ratio size resulted in slight deceleration of response rate when compared with the level of deceleration yielded by reductions in the independent reinforcement intervals.     

Self-defense as an exoskeletal coping mechanism in women

Women enrolled in a Beginners' Judo-jujitsu class, as compared to women in Crafts, Physical Fitness, and Advanced Judo-jujitsu classes, were found to perceive the world as more threatening as measured by word lists involving bodily concern and fearfulness and to employ exoskeletal defenses as measured by adornment on the DAP. It was suggested that the exoskeletal coping mechanism may play an important role in the way in which women defensively handle threat.     

Family Therapy With Irish-Americans

This paper presents a paradigm for understanding the cultural values and family patterns of Irish-American families and offers suggestions for clinical intervention. Families' correspondence to the model described will depend upon their level of acculturation, socioeconomic status, and other contextual factors. The paradigm suggests a number of issues that may create difficulties for the therapist and for the family in therapy. In general, behavioral techniques, Bowen systems therapy, and strategic interventions may be more useful than techniques emphasizing expression of emotions in therapy or direct attempts to alter communication or family behavior in therapy sessions, as used in structural therapy.     

Differentiation of occupational perceptions among different age groups

The perception of occupations plays a key role in many vocational behaviors and in theories of vocational development. This study hypothesizes that occupational perceptions are more specific for older age groups than for younger age groups.This hypothesis was tested by using latent root analysis and minimum residual factor analysis to analyze the intercorrelations among six Vocational Preference Inventory (VPI) scales for five large and diverse samples-elementary school students, rural high school seniors, college freshmen, employed salesmen, and employed women.Both analyses supported the hypothesis. The results are discussed in relation to those of Cureton (1970) and the implication is drawn that occupational perceptions may be used to estimate a person's level of vocational development.