Differences in Concentration Ability Among Low- and High-SES Israeli Students: A Follow-Up Study

Eighty students participated in a follow-up study investigating the relationship between the ability to concentrate and academic achievement among low-socioeconomic-status (LSES) and high-socioeconomic-status (HSES) 4th graders. The results indicated that the differences between the ability to concentrate and academic achievement found when the students were in the 1st grade (Norman & Breznitz, 1992) persisted, in part, to the 4th grade. Compared with HSES children, LSES children obtained significantly lower scores on measures of academic achievement and concentration. Additional measures of school behavior included in the present study revealed that LSES children were more likely to be characterized by aggressive-impulsive behavior. This behavior accounted for most of the differences found between HSES and LSES pupils on the academic and concentration measures.     

Unrealistic beliefs of clinical couples: Their relationship to expectations,goals and satisfaction

Abstract

Forty-seven marital therapy couples completed inventories measuring unrealistic beliefs about self and unrealistic beliefs about marital relationships. In addition, they completed questionnaire measures of their expectations and goals for therapy and their levels of marital satisfaction. As hypothesized, the clients' unrealistic beliefs, particularly those regarding relationships, were negatively associated with their estimated chance for improvement in therapy, desire to improve rather than terminate the relationship, preference for marital versus individually oriented treatment, and overall marital satisfaction. These results are consistent with the theoretical rationale for cognitive therapy with clinical couples and suggest specific targets for intervention in this process. Directions for future research are discussed.     

Nathan w. ackerman as a therapist and individual: An interview with donald bloch and kitty la perriere

Abstract

In June 1984 the Eastern Virginia Family Therapy Institute sponsored a two-day conference with Paul Watzlawick which is reviewed in this issue by Robert Smith with an absorbing depth of focus, and a uniquely stimulating viewpoint. The puzzle of the persistence of behavior as well as the change of behavior has long intrigued philosophers and therapists, as well as other tacticians and strategists. The work from Palo Alto which was begun by Bateson, Jackson, Haley and Weakland has been carried on by Watzlawick and Fisch and others. This excellent review gives both theoreticians and clinicians a current perspective and challenge. -I. A.