Disputing clients' irrational beliefs

This paper describes and illustrates a conceptual framework developed to assist novice REBT therapists with enlarging their disputational repertoire. First, four disputational strategies are described and illustrated. Then four disputational styles of presenting the strategies to the client are also described and illustrated. Then the disputational strategies and the disputational styles are combined within a conceptual framework to assist the developing REBT therapist in generating a variety of disputes for a single IB. Finally, the conceptual framework is applied to the IB of the case of Karen from Dryden and Digiuseppe'sPrimer on Rational Emotive Therapy to yield thirty-two separate disputes (sixteen disputes for the premise of the IB, and sixteen disputes for the derivative) of the IB.     

Attributional style,attributional retraining,and inoculation against motivational deficits

College students periodically experience many challenges in pursuit of their educational goals. Such experiences can have deleterious effects on subsequent motivation and performance when they are perceived as negative. Research shows that some students who experience negative events are buffered against motivational deficits, whereas others are motivationally at-risk. Several individual difference variables have been proposed to account for such diverse reactions. A longitudinal field study that involved three phases was conducted to extend this research. Phase I examined the motivational buffering effects of academic attributional style on students' performance, motivation, and emotions. Results indicated that attributional style related to students' performance, motivation, and emotions. Specifically, students who routinely made unstable and controllable attributions for negative academic events exhibited the greatest performance and motivation compared to students who typically made stable and uncontrollable attributions. Phases II and III were designed to examine the remedial benefits of attributional retraining for different attributional styles. Findings indicated that attributional retraining influenced motivation, emotions, and course grade. These results were qualified by the interaction between attributional style, attributional retraining, and time. Findings are discussed within Weiner's (1985, 1986) attribution theory. This research was based, in part, on the first author's dissertation submitted to the Department of Psychology and the Faculty of Graduate Studies of The University of Manitoba in partial fulfillment for the Degree of Doctor of Philosophy. This research was supported by a Social Sciences and Humanities Research Council of Canada (SSHRCC) doctoral fellowship, a University of Manitoba doctoral fellowship, and a SSHRCC postdoctoral fellowship to the first author. In addition, the research was also supported by a SSHRCC research grant (#410911296) to the second author. The authors gratefully acknowledge the helpful comments of Bernard Weiner, Harvey Keselman, John Adair, Rodney Clifton, and Robert Altemeyer. Also appreciated was the assistance of Verena Menec and the Higher Education Research group.     

Effects of stress and retesting on role play tests of social skill

The purpose of this study was to examine the role of stress in performance on role play tests of social skill. Chronic psychiatric patients were tested in a formal videotape studio or in an informal consulting room setting. Motoric and physiological measures were secured. In addition, one-half of the subjects were retested one week later. In contrast to previous studies, results indicated that the assessment was not stressful. The two groups were not different on any measure, and the mean heart rates ranged from only 80 to 84 b.p.m. The effects of retesting were difficult to interpret. There were reductions in motoric indices of anxiety (speech disruptions) but not on physiological indices. Overall, testretest reliability was quite high. The results raise several questions which affect interpretation of many social skills studies in the literature.     

Asia-Pacific prevention research. CHallenges, opportunities, and implementation

An effort is underway in the Asia-Pacific region to carry out multidisciplinary prevention research, with an emphasis on understanding health-related behaviors. In partnerships with the U.S. Centers for Disease Control, the U.S. Public Health Service, international health agencies, governments, and universities in the region, researchers at the University of Hawaii are pursuing a paradigm for international, multicultural prevention research in the field of health promotion and disease prevention. An integrated framework for guiding a program of research is discussed along with several factors that present challenges to the conduct of prevention research in the Asia-Pacific region.     

A computerized infrared monitor for following movement in aquatic animals

Reliable monitoring of the movement of small aquatic animals presents some unique problems. In the case of the larval salamander, the animal may be less than an inch long and move in sporadic short bursts. A device is described that utilizes infrared emitters and wide-band sensors inter-faced to a computer for monitoring location and movement of animals between light and dark environments over extended periods of time. The system employs a multiplexed digital input, is inexpensive, and can be easily expanded to deal with a range of monitoring problems that may occur with a wide range of both aquatic and terrestrial species.     

Premenstrual syndrom

Premenstrual syndrome is a condition with cyclical mood changes occurring in 30 % of the female population of fertile ages. The symptom development is very closely related to the luteal phase indicating the existence of one or more factors during the luteal phase that provoke mental symptoms in sensitive patients. This is further supported by the fact that hysterectomized women with no menstrual bleedings but with the ovarian hormone cycle continue to show cyclical mood changes without having the cycle phase. The nature of the symptom provocating factor is still unknown but the ovarian hormones progesterone and/or estradiol are suspected. This as certain women taking oral contraceptives and sequential postmenopausal estrogen-progestagen treatment achieve mood changes. Psychological and personality factors are probably also involved, at least in the degree of the mood change and the type of mood experienced.