ROCK BOTTOM: COHERENTISM'S SOFT SPOT

Often coherentism is taken to be the view that justification is solely a function of the coherence among a person's beliefs. I offer a counterexample to the idea that when so understood coherence is sufficient for justification. I then argue that the counterexample will still work if coherence is understood as coherence among a person's beliefs and experiences. I defend a form of nondoxastic foundationalism that takes sensations and philosophical intuitions as basic and sees nearly all other justification as depending on inference to the best explanation. I take up Wilfrid Sellars's Dilemma, which starts with the idea that the foundations must be either propositional in nature or not. The argument continues: if they are, they stand in need of justification; if they are not, they cannot confer justification. It concludes that there cannot be foundations that confer justification on other beliefs. I deny both horns of this dilemma, arguing that philosophical intuitions are propositional but do not stand in need of justification and that sensations are not propositional but can confer justification on perceptual beliefs.     

The Sandwich Generation: Dealing with Aging Parents

This article discusses a workshop designed to provide middle-aged adults with information and opportunities to process their attitudes, emotions, and the realities of exchanging roles with aging parents.     

Spirituality and Multimodal Therapy: A Practical Approach to Incorporating Spirituality in Counseling

The purpose of this article is to describe how the dimension of spirituality can be added to an existing counseling theory, multimodal therapy (MMT; A. A. Lazarus, 1984), to provide counselors with a practical approach to incorporating clients' religious and spiritual beliefs in the counseling process. An explanation of MMT is given, as well as its supporting research. The context of spirituality in counseling is discussed, and the process by which it can be integrated into the MMT model is explained. Two case studies are described to demonstrate how spiritual issues can be assessed and used to strengthen the counseling process. Finally, implications for counseling are discussed.     

Spousal Perceptions of Midlife Career Change

The impact of midlife career change on the changer's family is the focus of the study. It identifies several family adaptations characterizing the career change process.     

The Student as a Physical Being

A pretty freshman, feeling “in a bind” because of academic demands, broke out with hives on her buttocks as she sat at her desk studying; a few days later she was hospitalized with mononucleosis. … Shortly before Christmas vacation a group of coeds noted that the occurrence of menstrual discomforts had suddenly increased in their living units. … A junior, who was experiencing difficulties with her roommate and also her fiancé, developed a constant craving for food and became anxious when her food binges started getting out of hand. …     

Reactions to Creative Problem Solving Training: Does Cognitive Style Make a Difference?

Creative Problem Solving (CPS), a well‐documented methodology for developing creative‐thinking skills, has often been the focus of studies that have examined the impact of creativity training. The purpose of the present study was to extend this line of research in two ways. The first objective was to evaluate participants' reactions to specific elements of a CPS course. Here participants were asked to rate the CPS components, stages, principles, and tools for enjoyment and future value. The second objective was to examine whether participants' reactions to the CPS training varied in accordance to their cognitive style preferences. The inventory used to measure cognitive style is called FourSight. FourSight identifies respondents' preferences in terms of four key elements of the creative process: problem identification (i.e., Clarifier), idea generation (i.e., Ideator), solution development (i.e., Developer), and implementation (i.e., Implementer). Eighty‐four participants were enrolled in various graduate and undergraduate courses in CPS. Participants completed FourSight at the beginning of their respective course and at the conclusion they responded to a survey in which they evaluated various aspects of CPS for enjoyment and value. Overall evaluation of the CPS courses indicated that participants associated the greatest enjoyment and future value with tools, principles, and stages that were primarily orientated towards divergent thinking. Analysis of participants' reactions in light of their FourSight preferences revealed two distinct types of reactions to the course content. One form of response was labeled true‐to‐type, for example, individuals who expressed high Clarifier preferences found learning the Gather Data stage of CPS to be more enjoyable than those with low Clarifier preferences. The second type of reaction was referred to as a complementary relationship. This type of relationship between the course and the participant's style seemed to indicate a desire to develop a skill that is perhaps outside of one's style preference. For example, participants with strong Ideator preferences were more likely to associate higher levels of future value with the Prepare for Action component of the CPS process. The implications of these and other findings are discussed.