Rehabilitation of the Culturally Different: A Model of the Individual in Cultural Change

Services of rehabilitation agencies and facilities tend to be structured to the needs of the larger American culture. It is important, however, to reconsider our social service programs in view of the needs of different cultural groups when providing services that will aid these individuals to move across cultural boundaries. An attempt is made in this paper to develop a model of the individual who undergoes such cultural transition. Such a model should help define problems in service programs, assess the value of current service activities, and identify areas for developing new services that will aid the overall process of cultural transition. A model of behavior development is outlined, followed by a formulation of a model of the individual in cultural change.     

Humanness: A Therapeutic Variable

Since attempts by adherents to various psychotherapeutic orientations have failed to demonstrate the efficacy of any one of them, this paper tries to explicate the single variable—humanness—that seems to underlie all therapeutic approaches, and may account for the positive results obtained by all approaches. Many investigators have emphasized the importance of a positive relationship as a factor in counseling; but an influential force, behavior modification therapy, has attempted to once again place the role of technique in the spotlight. Their results have not been striking. A second aim, therefore, of this paper is to offer a critique of this position in the light of humanistic and research considerations. The implications of a technique-oriented therapeutic approach are also discussed. A plea is entered for emphasis being placed on, and an investigation of, the role of humanness as the most important variable in the counseling process.     

Aspirations and Expectations of Physically Impaired High School Seniors

Physically disabled and non-disabled high school seniors' educational and vocational aspiration-expectation discrepancies were compared. No significant differences were found when the two groups were matched for cumulative GPA and level of father's occupation. GPA's and father's job levels of disabled students were significantly lower than those of the non-disabled. When not matched, disabled students' vocational aspiration-expectation discrepancies were significantly higher than those of the non-disabled. Higher aspiration than expectation for the highest vocational and educational levels, professional training, and employment were the major sources of differences expressed by seniors.     

Stability of Values of Junior High School Pupils and Their Parents Over Two Years

97 parent-daughter pairs and 80 parent-son pairs were administered a value-orientation instrument when the children were in junior high school and again 2 years later. Girls became more concerned with what they could give of themselves in their eventual work. Girls' parents began to stress home-making qualities. Boys became less concerned with the more tangible rewards of work and more concerned with utilizing their capabilities. Boys' parents rated all the values more important than did their sons. Boys and their parents evidenced more disagreement regarding values than did girls and their parents. However, when focusing on the most important value, there is considerable agreement between children and parents. Parents have remained consistent in their value ratings over the 2 years while children have changed their ratings in the direction of the values their parents hold for them. The children of parents who have changed their value ratings were not different from children of parents who remained consistent in the ratings. Nor were children who changed their value ratings different from those whose values were stable.     

Order of report and processing in tachistoscopic recognition

Two groups of 12 Ss were shown tachistoscopically 4 letters and 4 numbers. Within these alpha-numeric sequences, three variables were systematically manipulated: grouping of items, initial item, and familiarity of the letter sequences. One group of Ss reported first letters then numbers from each sequence; the other group reported numbers then letters. The results indicated that grouping, redundancy, and order of report had significant effects on letter accuracy but not on number accuracy. These effects were interpreted in terms of processing, particularly the use of spatial and identity information during recognition.     

Two types of phenomenal instructions for size and distance judgments of objects presented on a two-dimensional plane

Demand characteristics were studied in a simple situation in which observers made size and distance estimates of stimuli presented on a two-dimensional linear perspective drawing. Half the Ss were asked questions stressing phenomenal report: The other half were asked the same questions preceded by instructions stressing the objective nature of the stimulus configuration but requesting, nonetheless, phenomenal report. Instructions resulted in a significantly greater perspective size illusion but did not affect the distance estimates. No meaningful correlations between size and distance estimates were found.     

An inexpensive electro-fistular swivel for negative feedback control of self-stimulation

A swivel was developed for concurrent intraorganismic fluid injection and intracranial electrical stimulation of the unrestrained rat. Effects of various intragastric injections on bar-pressing maintained by electrical stimulation of the hypothalamus were studied. In some subjects, intragastric injections of either water or milk decreased the rate of responding. This decrease resulted from pauses in responding rather than from decreases in the local rates of responding. The decrement in responding occurred at a lower gastric volume during milk injection than during water injection. In other subjects, however, neither water, milk, nor 32% sucrose injections affected the rate of self-stimulation.