Ethical and legal issues in group counseling

Legal and ethical issues involved in group work are reviewed and discussed. Variations in different professional ethics codes are discussed. Recommendations for consideration by group leaders are made.     

Mental animation in the visuospatial sketchpad: Evidence from dual-task studies

We used the dual-task paradigm to provide evidence that inferring the motion of a component of a mechanical system (mental animation) is a spatial visualization process. In two experiments, participants were asked to solve mental animation problems while simultaneously retaining either a visuospatial working memory load (a configuration of dots in a grid) or a verbal memory load (a list of letters). Both experiments showed that mental animation interferes more with memory for a concurrent visuospatial load than with memory for a verbal load. Experiment 1 also showed that a visuospatial working memory load interferes more with mental animation than does a verbal memory load. Furthermore, Experiment 2 showed that mental animation interferes more with a visuospatial memory load than does a verbal reasoning task that takes approximately the same amount of time.     

The Effects of Response Repetitions on Sight Word Acquisition for Students with Mild Disabilities

Single response learning trials, defined in terms of the three-term contingency model, were compared with repeated response learning trials. The purpose of Study 1 was to assess the effectiveness and efficiency of single and repeated response learning trials on sight word remediation. In Study 1, one single response learning trial having one response opportunity per word was compared to one repeated response learning trial having five response opportunities. In Study 2, three single response trials were compared to three repeated response trials. In both studies, the training conditions were compared using an alternating treatments design. Measuring the cumulative number of sight words mastered showed the training conditions equally effective. However, measuring (a) the mean duration of training sessions, (b) the cumulative frequency of words mastered per session duration, (c) the mean number of training sessions per word required for mastery, and (d) the training time per mastered word showed that the single response condition was more efficient. Discussion focuses on the need to include training data when determining best practices for teaching.     

The Dimensionality of Type A Behavior within a Stressful Work Simulation

The present study was conducted to examine the dimensionality of overt Type A behaviors elicited in a simulated stressful work environment. University students played a managerial role while being subjected to time and work-load pressures, and completed the Survey of Work Styles (SWS; Jackson & Gray, 1989). Eighteen behaviors, coded by two raters based on audiovisual recordings, yielded relatively high interrater reliabilities. Principal components analysis revealed four primary factors: Hurriedness, Irritability, Tension of the Lower Extremities, and Restlessness. These factors contribute to an understanding of Type A behavior in that they are the first to be derived from a purely observational approach rather than a combination of observational and self-report methods. Consistent with previous research, differential correlations between the factors and the SWS subscales supported a multi-dimensional interpretation of the Type A behavior pattern. Present findings are compared to those of previous studies of Type A dimensionality.     

Buffalo Creek Survivors in the Second Decade: Comparison with Unexposed and Nonlitigant Groups1

This study investigated the second-decade effects of the Buffalo Creek dam collapse and flood that occurred in West Virginia in 1972. One hundred twenty-one survivors who had participated in an earlier lawsuit against the coal company that built the collapsed dam were compared to 78 nonlitigant survivors on self-reported symptoms, clinical ratings, and diagnoses. A nonexposed sample from a geographically and culturally similar neighborhood was investigated as well. Findings showed no differences between the litigant and nonlitigant survivor groups. The survivor groups together showed higher rates of anxiety, depression, and hostility symptoms and diagnoses than the nonexposed sample. The findings were discussed in the context of the nature of the traumatic event, social and cultural influences on recovery, and the constellation of symptoms which differentiated the groups.     

Children's classifications of nature and artifact pictures into female and male categories

Associations of the concepts of nature and artifact with the concepts of female and male were examined using a category inference picture-grouping game with 22 second-grade subjects. In a first session, subjects grouped pictures of objects, such as a tree and a cup, on the basis of a nature/artifact distinction. The purpose of this session was to teach the categorization procedure on an easy task and to highlight the nature/artifact distinction. In a second session, pictures of people, clothing, and accessories were grouped on the basis of a female/male distinction. A new set of pictures containing nature and artifact items was then categorized into the female and male groups. Natural items were assigned more often to the female category while artifact items were assigned more often to the male category. The role of such associations in the development of gender concepts is discussed.     

Research as a family therapy intervention technique

The utilization of the research process as an intervention has recently been described in the family therapy literature. However, it is important to draw a distinction between research as intervention and research as a unique family therapy intervention technique. From a family systems perspective, research as an intervention technique may make therapy more palatable for some families. A case study is presented in which this technique created the context for change for a family involved in a chronic illness research project.The author would like to thank Dr. Wendy L. Watson for her participation as a member of the clinical team and Drs. Fabie Duhamel and Wendy L. Watson for their helpful critiques on earlier drafts of this paper.Supported by a grant from the Albert Foundation for Nursing Research.