Improvisation as a Meta-Counseling Skill

Counselor education tends to see the development of basic counseling and communication skills as the foundation of clinical training. Improvisation has historically and primarily been connected to theater training and as a performance mechanism. By developing skills in spontaneity and the nature of narrative (or story) one becomes more able to be in-the-moment with a client or clients and thus less anxious and more able to meet the client where they are. As such, improvisation can really be seen as a meta-counseling skill—a skill that can form a firmer foundation for the learning of the basic counseling and communication micro-skills. This article outlines the core concepts of improvisational training for counselors and includes examples of improvisational games that can specifically help in preparing counselor trainees for their future clinical work.     

Meeting the need or falling in line? The effect of laissez-faire formal leaders on informal leadership

We consider the utility of two contrasting theoretical perspectives in explaining how laissez-faire formal leaders and team member motivation to lead (MTL) influences informal leadership and team task performance. The first perspective, functional leadership theory, is the dominant lens used currently to understand informal leadership. However, we suggest that social learning theory offers a compelling alternative account. In a multiwave survey study of 344 members of 72 work teams, we find support for the social learning theory predictions that laissez-faire formal leaders are perceived by team members to engage in less modeling of effective leadership and as a result are negatively associated with informal leadership and team task performance. We do not find support for the functional leadership theory predictions that laissez-faire formal leaders are positively associated with team members’ informal leadership and team task performance, which would be due to an increased perceived need for leadership. The social learning effects are stronger for teams that are lower in member MTL and weaker for teams that are higher in member MTL. These results suggest social learning theory may be preferable to functional leadership theory for understanding informal leadership in teams.     

Consciousness, accessibility, and the mesh between psychology and neuroscience

How can we disentangle the neural basis of phenomenal consciousness from the neural machinery of the cognitive access that underlies reports of phenomenal consciousness? We see the problem in stark form if we ask how we can tell whether representations inside a Fodorian module are phenomenally conscious. The methodology would seem straightforward: Find the neural natural kinds that are the basis of phenomenal consciousness in clear cases--when subjects are completely confident and we have no reason to doubt their authority--and look to see whether those neural natural kinds exist within Fodorian modules. But a puzzle arises: Do we include the machinery underlying reportability within the neural natural kinds of the clear cases? If the answer is "Yes," then there can be no phenomenally conscious representations in Fodorian modules. But how can we know if the answer is "Yes"? The suggested methodology requires an answer to the question it was supposed to answer! This target article argues for an abstract solution to the problem and exhibits a source of empirical data that is relevant, data that show that in a certain sense phenomenal consciousness overflows cognitive accessibility. I argue that we can find a neural realizer of this overflow if we assume that the neural basis of phenomenal consciousness does not include the neural basis of cognitive accessibility and that this assumption is justified (other things being equal) by the explanations it allows.     

Concurrent brief versus intensive smoking intervention during alcohol dependence treatment.

Alcohol dependent smokers (N=118) enrolled in an intensive outpatient substance abuse treatment program were randomized to a concurrent brief or intensive smoking cessation intervention. Brief treatment consisted of a 15-min counseling session with 5 min of follow-up. Intensive intervention consisted of three 1-hr counseling sessions plus 8 weeks of nicotine patch therapy. The cigarette abstinence rate, verified by breath carbon monoxide, was significantly higher for the intensive treatment group (27.5%) versus the rate for the brief treatment group (6.6%) at 1 month after the quit date but not at 6 months, when abstinence rates fell to 9.1% for the intensive treatment group and 2.1% for the brief treatment group. Smoking treatment assignment did not significantly impact alcohol outcomes. Although intensive smoking treatment was associated with higher rates of short-term tobacco abstinence, other, perhaps more intensive, smoking interventions are needed to produce lasting smoking cessation in alcohol dependent smokers.     

Brutal Composition

Philosophical Studies -