Counseling: A conversion experience

In this article, the experience of conversion, which is usually delegated to the realm of spiritual studies, is applied to the counseling experience. It is posited that a person who goes through a successful counseling process will experience a turning around, will cease leading life in a dysfunctional way, and will move forward in a manner by which the person experiences life in a new perspective. This new perspective brings the person wholeness and balance.     

Carl Rogers and Martin Luther—A “reformation” in the helping professions

The 16th century schism in Christian thought leading to the Reformation has an interesting analogy in Carl Rogers' attempt to reform the helping professions. An exploration of this analogy clarifies much of the theoretical tension in the contemporary arena of pastoral counseling.     

The psychophysics of the pursuit oculomotor system

When a fixation point moves under a row of identical targets at a speed of one target for each flash of a strobe, smooth apparent movement of the targets is seen (the "picket-fence illusion"). When the fixation point is removed, the eye continues to pursue the apparent target movement. Pursuit continues through small changes in target configuration, but is interrupted by a change to a very dissimilar target (such as 1 vs. x) in the middle of a row. This new method, the "pursuit-interruption method," showed that large differences in the number of pixels in a line did not interrupt tracking if the end points of the line were preserved. Pursuit interruption by changes in line orientation (such as /vs./) corresponded to the orientation bandwidth of orientation-sensitive cortical neurons. The maximum number of consecutive missing targets that does not interrupt pursuit depends on frequency of target presentation as well as on parameters of the pursuit system.     

Secondary enuresis in institutionalized conduct-disordered children

The incidence of secondary enuresis in 16 institutionalized conduct-disordered children was examined. In contrast to a control group of 16 noninstitutionalized conduct-disordered children, the former showed significantly more enuretic behaviour. Also, enuresis began within 6 mo. of the children's separation from their families, suggesting this problem is very likely related to the emotional trauma surrounding the change in living conditions. However, the small number of subjects limits further interpretation of the findings.     

Helping the child with cancer: what school personnel want to know

As more children with cancer survive, the importance of facilitating school reintegration as a part of maximizing the quality of life has become evident. Workshops have been presented to school personnel to acquaint them with the issues facing cancer patients and their families, but there are gaps in our knowledge of what school personnel really need or want to know. In this study, 18 teachers of children with cancer and 15 teachers with no prior contact with students with cancer completed a questionnaire designed to assess needs, beliefs, and priorities with regard to working with cancer patients in the classroom. Significant findings included: (a) a consensus that a certain core of information about medical/psychological issues would be useful, and presentation of such information by psychologists and medical personnel working with such families would be optimal; (b) teachers having cancer patients as students were less likely to see the adaptation of siblings as an important issue; (c) teachers associated working with a student with cancer with less stress and demands on their time than predictable from previous studies; and (d) cancer patients as a whole were rated as having fewer behavioral, emotional, and learning problems than randomly selected students without a major illness, suggesting a "halo effect" or contradiction of some literature. Preliminary findings are detailed and implications are discussed for those attempting to help teachers facilitate students' adjustment to school following diagnosis and treatment of cancer.     

A quasi-nonmetric method for multidimensional scaling VIA an extended euclidean model

An Extended Two-Way Euclidean Multidimensional Scaling (MDS) model which assumes both common and specific dimensions is described and contrasted with the standard (Two-Way) MDS model. In this Extended Two-Way Euclidean model then stimuli (or other objects) are assumed to be characterized by coordinates onR common dimensions. In addition each stimulus is assumed to have a dimension (or dimensions) specific to it alone. The overall distance between objecti and objectj then is defined as the square root of the ordinary squared Euclidean distance plus terms denoting the specificity of each object. The specificity,s _j , can be thought of as the sum of squares of coordinates on those dimensions specific to objecti, all of which have nonzero coordinatesonly for objecti. (In practice, we may think of there being just one such specific dimension for each object, as this situation is mathematically indistinguishable from the case in which there are more than one.)We further assume that _ij =F(d _ij ) +e _ij where _ij is the proximity value (e.g., similarity or dissimilarity) of objectsi andj,d _ij is the extended Euclidean distance defined above, whilee _ij is an error term assumed i.i.d.N(0, ²).F is assumed either a linear function (in the metric case) or a monotone spline of specified form (in the quasi-nonmetric case). A numerical procedure alternating a modified Newton-Raphson algorithm with an algorithm for fitting an optimal monotone spline (or linear function) is used to secure maximum likelihood estimates of the paramstatistics) can be used to test hypotheses about the number of common dimensions, and/or the existence of specific (in addition toR common) dimensions.This approach is illustrated with applications to both artificial data and real data on judged similarity of nations.     

A model of perceptual classification in children and adults

The developmental trend from overall-similarity to dimensional-identity classifications is explained by a quantitative model. I begin with the assumption that objects are represented in terms of constituent dimensions and that the representation of objects changes little with development. Given this assumption, the model has three major parts. First, the similarity between objects is a function of the combination of the constituent dimensional differences. I propose developmental change in the likelihood that dimensions are differentially weighted in the calculation of similarity. Second, the perceived similarities between objects are valued for the purpose of constructing classifications. I propose that similarities are valued more dichotomously with age, such that identity becomes increasingly special. Third, the valued similarities are used to choose the best classification of those possible. The model provides good qualitative fits to the extant data. Three experiments examining classifications in 2- to 8-year-olds and in adults support specific new claims of the model. The data and the model provide new insights about development, classification, and similarity.     

The individual interview in couples treatment

This paper describes the use of concurrent individual and conjoint sessions in couples psychotherapy. The introduction of these individual interviews is seen as supporting the individual changes which must be made to effect change in the structure of the relationship. The benefits of this interventive scheme in dynamically oriented couples' treatment will be illustrated through the presentation of case examples.     

Perceptions of the therapist in family therapy

Thirty-five families completed ratings describing their perceptions of their therapists. These ratings were then correlated with measures of outcome to assess whether there was a relationship between experiences of the therapist and treatment outcome. Further, the study addresses whether some family members' perceptions are more influential in affecting the course of treatment. The results showed that family members' perception of the therapist does have an impact on treatment outcome, but not all members affect the outcome equally. Further results and their implications are discussed.