Development of Counseling Trainees' Multicultural Awareness Through Mentoring English as a Second Language Students

This study reports the development of trainee multicultural awareness through a content analysis of reflections on mentoring English as a second language students. Identified themes show relationships with the Multicultural Counseling Inventory (G. R. Sodowsky, 1996) and White Racial Identity Attitudes Scale (J. E. Helms, 1990). Results suggest that guided experiential components of multicultural training can be effective. Este estudio informa el desarrollo de conocimiento multicultural por reflejos de aprendizes quién son mentores de estudiante de segunda lengua por un análisis del contenido. Los temas identificados muestran las relaciones con el Multicultural Counseling Inventory (G. R. Sodowsky, 1996) y el White Racial Identity Scale (J. E. Helms, 1996). Los resultados surguiren que los componentes de experiencia de los aprendizes multiculturales pueden ser efectivos.     

The efficacy of mnemonic components of the cognitive interview: towards a shortened variant for time‐critical investigations

The cognitive interview utilizes mnemonic instructions and social facilitative techniques to increase correct recall from eyewitnesses without concomitant increases in errors. Recent studies however have suggested that police may neglect this technique in time‐critical situations. The present study investigated mnemonic components to determine whether a shorter, but still effective, technique was possible. Forty‐five participants viewed a film of a simulated crime and were interviewed with one of three techniques: the cognitive interview; a modified version that replaced the change order and change perspectives techniques with additional free recall attempts; or a structured interview. It was hypothesized that the modified technique would be as effective as the cognitive interview, while both would be superior to the structured interview. Results supported these hypotheses. Further analysis suggested that a shortened version, with the two mnemonics removed, may substantially reduce interviewing time while still offering an effective interview strategy in time‐critical situations. Copyright © 2004 John Wiley & Sons, Ltd.     

Brief historical survey: the need to recognise old wine in new bottles—the structural roots of voluntarism and difference in the English schooling system

The end of the ‘bog standard’ and ‘one size fits all’, as part of the British government's education policy, has been emphatically declared. In its place, diversity and difference in terms of specialisms and sponsors have been stressed. However, such diversity has always been a part of the English schooling system in the form of the voluntary sector. It is only comparatively recently that the role of the voluntary sector has once again come under scrutiny but its influence in terms of organisational structures has been an inherent part of the development of the schools within the dual system of English schooling.     

I TO WE: THE ROLE OF CONSCIOUSNESS TRANSFORMATION IN COMPASSION AND ALTRUISM

It is clear that human consciousness can be transformed through spiritual experiences and practices. Little is known, however, about what the predictors, mediators, and outcomes are of such transformations in consciousness. In‐depth structured interviews were conducted with forty‐seven teachers and scholars from religious and spiritual traditions and modern transformative movements to identify factors common to the transformative process across traditions. Compassion and altruism were almost universally identified as important outcomes of positive consciousness transformation. Results of our analysis suggest that altruism and compassion may arise as natural consequences of experiences of interconnection and oneness. These experiences appear to lead to shifts in perspective and changes in one's sense of self and self in relationship to others. Based on these findings, we suggest several mechanisms by which transformative experiences and practices might influence the development of compassion and altruism.     

Prosody instruction intervention as a means to improved reading comprehension

The relationship between prosody and comprehension, previously demonstrated in K–12 students, was examined in university students enrolled in first‐year writing classes. Students completed the Gray Oral Reading Test‐5 both before and after an expressive reading intervention (ER) or no oral reading instruction (NI). Throughout the semester, the ER students marked an excerpt of text for prosodic signals and read it aloud with a partner. Training and practice in expressive reading led to a significant improvement in the normed Oral Reading Index score. Specifically, ER participants demonstrated improved accuracy, fluency, and reading comprehension in comparison with NI participants. The significant relationship between accuracy and comprehension in the ER condition suggests that expressive reading instruction strengthened student ability to read words accurately and, in turn, comprehend the material better than students in the NI condition. Expressive reading practices are recommended to engage students more deeply with the text.     

AGGRESSIVE ENACTMENTS: CONTAINING THE “NO” IN CLINICAL WORK WITH SURVIVORS OF ABUSE

The American Journal of Psychoanalysis - Identity development depends on the ability to say ‘no.’ Setting limits enables a relationship between two separate individuals to develop....     

Adolescent Readiness for Change and the Working Alliance in Counseling

The authors examined the relationship between readiness for change and the quality of the working alliance of adolescents (ages 14–18 years) and their counselors. As predicted, clients who were more ready for change had more positive alliances, particularly with respect to goal and task collaboration. There was also a trend toward the association of the maintenance or postchange stage with a weakened bond.     

Die Therapeutenvariable

Background

The objective of this study was to investigate the therapeutic attitude as a self-contained dimension of the therapeutic process.

Patients and methods

The psychotherapists’ beliefs and attitudes in therapeutic matters are measured according to the Therapeutic Attitude Scales (TASC) of the Therapeutic Attitude Questionnaire (ThAt) and were applied to investigate the therapist variable. The investigation concentrated on the therapist’s belief in the curative value of a number of ingredients of psychotherapy, on the therapist’s individual style of conducting psychotherapy and on basic assumptions about the nature of psychotherapy and the nature of the human mind. A total of 451 psychotherapists (81 psychodynamic psychotherapists, 208 psychoanalytic psychotherapists and 162 behaviour therapists) were investigated.

Results

There were highly significant differences between the three groups of therapists, a finding which is in line with the basic theory. Adaptation and insight of the assumed curative factors as well as supportiveness and neutrality of the technique factors, differentiate the groups highly significantly. The multivariate analysis underlines the importance of adaptation and insight to differentiate between all groups.

Conclusion

The results by and large confirm the general assumptions held on the differences between the groups. Thus the ThAt appears to be a valid instrument to grasp more subtle features of the therapist variable that may influence the outcome of psychotherapy.     

Effects of repetition priming on recognition memory: testing a perceptual fluency-disfluency model

Five experiments explored the effects of immediate repetition priming on episodic recognition (the "Jacoby-Whitehouse effect") as measured with forced-choice testing. These experiments confirmed key predictions of a model adapted from D. E. Huber and R. C. O'Reilly's (2003) dynamic neural network of perception. In this model, short prime durations pre-activate primed items, enhancing perceptual fluency and familiarity, whereas long prime durations result in habituation, causing perceptual disfluency and less familiarity. Short duration primes produced a recognition preference for primed words (Experiments 1, 2, and 5), whereas long duration primes produced a preference against primed words (Experiments 3, 4, and 5). Experiment 2 found prime duration effects even when participants accurately identified short duration primes. A cued-recall task included in Experiments 3, 4, and 5 found priming effects only for recognition trials that were followed by cued-recall failure. These results suggest that priming can enhance as well as lower familiarity, without affecting recollection. Experiment 4 provided a manipulation check on this procedure through a delay manipulation that preferentially affected recognition followed by cued-recall success.     

Which factors best account for academic success: Those which college students can control or those they cannot?

This study integrates research linking academic performance with individual differences and class attendance. Whereas individual differences (ability, traits) are not controllable by students, students can control their attendance, study and work. Thus we sought to determine the extent to which “control” and “no control” variables predict academic performance. With N = 338, measures of verbal ability, the five-factor model, GPA, academic goals, and study behavior were used to predict exams, attendance, and independent projects completed. Uncontrollable factors accounted for 37% of the variance in exam scores; controllable factors accounted for an additional 6–10%. We also found an interaction such that, relative to low-ability peers, high-ability students’ attendance most enhanced their exam performance. Attendance was best accounted for by GPA, study and work. Projects were best predicted by low verbal ability and by personality traits.