Men,shame, and group psychotherapy

Male difficulties with shame and intimacy are described. Theories and research addressing the sources of the problem are summarized. Technical issues to keep in mind when conducting psychotherapy with men are also discussed. Finally, the special value of group therapy for treating men with shame-related problems is discussed and illustrated.The author would like to thank Drs. Robert Friedman, Robert Karen, and Amy Schaffer for their editorial suggestions.     

CHOICE MAKING TO PROMOTE ADAPTIVE BEHAVIOR FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL CHALLENGES

Two analyses investigated the effects of choice making on the responding of elementary school students with emotional and behavioral challenges. In the first analysis, 2 participants were given choices from menus of academic tasks, all of which were pertinent to their educational objectives in English and spelling, respectively. Reversal designs showed that the choice-making conditions increased task engagement and reduced disruptive behavior for both students. An additional analysis was performed with a 3rd student in an effort to further distinguish the effects of choice making from preference. In this study, one of the no-choice phases was yoked to a previous choice-making condition. This analysis demonstrated that the choice-making condition was superior to baseline and yoked control phases as determined by levels of task engagement and disruptive behavior. The findings of the two analyses contribute information relevant to students with emotional and behavioral disorders, and to a growing literature on the desirable effects of choice making for students with disabilities and challenging behaviors.     

Assessment of sexual preference using a choice reaction time task

The purpose of this study was to investigate the use of a choice reaction time task, during which slides of sexually explicit and neutral stimuli were used as an interference task, to differentiate between groups of individuals on the basis of their sexual preference. Twenty subjects, in each of the four groups (heterosexual males, heterosexual females, homosexual males, and homosexual females), participated in this study. Sexual orientation was determined by self-report. Subjects were given a choice reaction time with interference task, followed by a recall incidental learning task. A significant higher-order interaction was found among gender, orientation, and stimulus type for all four groups. This interaction indicated a longer reaction time to slides depicting preferred sexual partners than to nonpreferred sexual partners or neutral scenes. These results indicate that sexual arousal does interfere with cognitive processing. A main effect for gender was found for the incidental learning task, with males having the fewest errors.     

Psychological distress in the local hillsborough or ‘host’ community following the Hillsborough football stadium diaster

This paper describes levels of psychological distress and accounts of disaster among the local host community following the Hillsborough Football Stadium disaster. Thirty-two participants were interviewed 4–6 months after the event. Rates of psychological distress symptoms were high in the sample as measured by PTSD (DSM III criteria), Impact of Events Scale (IES) and the General Health Questionnaire (GHQ-28). The study also explores the relationships between levels of exposure, levels of distress and participants' accounts of the disaster. Implications for community outreach projects after disasters are discussed.     

Multiple realization,reduction and mental properties

This paper tries to remove some obstacles standing in the way of considering mental properties as both genuine natural kinds and causally efficacious rather than epiphenomena. As the case of temperature shows, it is not justified to conclude from a property being multiply realizable to it being irreducible. Yet Kim's argument to the effect that if a property is multiply realizable with a heterogeneous reduction base then it cannot be a natural kind and possesses only derivative “epiphenomenal” causal efficacy is not conclusive either. The fact that temperature is, but jade is not, a natural kind cannot be established by comparing the heterogeneity of their respective reduction bases, but rather by the fact that the former is and the latter is not embedded in laws of nature.     

An evaluation of the long-term outcomes of small-group work for counsellor development

A questionnaire was designed which enquired into the long-term professional applications and outcomes of Rogerian small-group and Tavistock Group Dynamics training. The 92 respondents were graduates of either a Master's degree or a Diploma in Human Relations or Counselling Studies in a university course where a 'small-group' module was a compulsory element of the taught course. Respondents were drawn from graduates of these one-year full-time or two-year part-time courses over a 21-year period. All respondents were involved either directly in professional or voluntary counselling, in the application of counselling skills in their work, or in training in counselling and counselling skills at work. The respondents reported no loss of learning gains over time: ascribed the application of many specific counselling skills to the small-group training process; reported on the affective component of the learning process; and provided only minimal evidence of forms of psychological damage which could be directly ascribed to the experience. These outcomes have to be considered in the light of the relatively low response rate of 33% and the difficulties in monitoring the precise behaviour of the facilitators in the groups.     

Visual list memory in capuchin monkeys (Cebus apella)

Memory of 3 capuchin monkeys, Cebus apella, was tested with lists of 4 travel-slide pictures and different retention intervals. They touched different areas of a video monitor to indicate whether a test picture was in a list. At short retention intervals (0 s, 1 s, 2 s), memory was good for the last list items (recency effect). At a 10-s retention interval, memory improved for 1st list items (primacy effect). At long retention intervals (20 s and 30 s), primacy effects were strong and recency effects had dissipated. The pattern of retention-interval changes was similar to rhesus monkeys, humans, and pigeons. The time course of recency dissipation was similar to rhesus monkeys. The capuchin's superior tool-use ability was discussed in relation to whether it reflects a superior general cognitive ability, such as memory. In terms of visual memory, capuchin monkeys were not shown to be superior to rhesus monkeys.     

Responding to Anti‐Judaism and Antisemitism in Adult Learners’ Work

This article is designed to facilitate discussion and exchange among continuing education tutors on an important topic which has previously been somewhat neglected. It begins by offering educational and ethical arguments in support of the necessity of an active, creative tutorial response to anti‐Jewish (and other negative) prejudice in the adult religious and theological studies context. A number of ‘case study’ examples drawn from verbal and written statements made by students participating in adult education programmes are then discussed. Finally, the limitations of the case‐by‐case approach are acknowledged, and suggestions offered as to other more proactive and institution‐wide means of countering anti‐Judaism and antisemitism in adult learners’ work.     

Wright's Argument from Neutrality

In the first chapter of his book Truth and Objectivity (1992), Crispin Wright puts forward what he regards as 'a fundamental and decisive objection' to deflationism about truth (p. 21). His objection proceeds by an argument to the conclusion that truth and warranted assertibility coincide in normative force and potentially diverge in extension ( I call this the 'argument from neutrality'). This argument has already received some attention. However, I do not believe that it has been fully understood yet. In this short paper, I shall assess the cogency of Wright's objection in some detail. My agenda is as follows. First, I give what I believe to be an adequate rendering of the objection. Secondly, I reveal the real force of the neutrality argument and say thirdly why it does not, as Wright thinks, refute deflationism. Finally, I argue that Wright's insistence that truth is a 'substantial property' is uncongenial to the overall project of his book.     

Effects of documentary and fictional television formats on children's acquisition of schemata for unfamiliar occupations

Children's acquisition of real-world role schemata from factual and fictional television was tested experimentally in two studies. In study 1, 144 second- and fifth-graders saw a drama and a documentary about a caterer or a film director. In study 2, 125 fifth-graders saw the caterer tapes under conditions of high or low attentional involvement. Role schemata about real caterers or directors were measured by free response, frequency ratings, and multiple choice questions. Children acquired schemata about real occupations from bath documentary and fictional programs. On some measures, their schemata were influenced more by documentary than by fiction, but that difference faded slightly after a month. Level of involvement did not reduce the difference between real and fictional videos. Children learn social role schemata from both fictional and factual television, but they acquire more schema information from real than from fictional TV, at least when fiction is signaled by obvious cues (e.g., comedy) or when it is not percieved as socially realistic.