An Unwarranted Escalation of Counselor‐Counseling Psychologist Professional Conflict: Comments on Weinrach,Lustig, Chan,and Thomas (1998)

S. G. Weinrach, D. Lustig, F. Chan, and K. R. Thomas (1998) made unwarranted claims about the number of psychologists publishing in the Journal of Counseling & Development during 1978 to 1993 as well as their membership in the American Counseling Association. The authors' claims are evaluated and then discussed in the context of the long‐standing counseling‐counseling psychology relationship.     

The relationship of Clark L. Hull's hypnosis research to his later learning theory: The continuity of his life's work

What has been missing in previous historical accounts of Clark L. Hull is a view of his life's work as an integrated whole. This paper contributes to that end by relating his hypnosis research and theory during the years 1921 to 1933 to the developing behavioral orientation of his learning theory. In addition, this paper relates his work historically and conceptually to the theory of idemotor action endorsed by William James and a number of other nineteenth-century psychologists, and transmitted by Hull into the stimulus-response terminology of the 1930s.     

Cell phones and grades: examining mediation by perceived control and anxiety

Social Psychology of Education - Considerable evidence shows that cell phone use (CPU) is detrimental to students’ academic achievement. However, researchers have yet to consider whether or...     

Training Public Sector Clinicians in Competency-Based Clinical Supervision: Methods,Curriculum, and Lessons Learned

This article describes an initiative to train public sector clinicians in competency-based clinical supervision. It was delivered as an 18-session course taught online to clinicians employed in departments of behavioral health in nine Southern California counties. The curriculum was co-constructed by a team of clinical supervision scholars and leaders who then served as instructors. Each two-hour meeting addressed a specific topic for which a training video had been prepared, usually featuring a member of the training team who had expertise in that topic. The second part of each meeting focused on a class member’s supervision case presentation. Those presentations revealed 35 themes; the four most frequently occurring were: developing supervisees’ clinical competencies, addressing countertransference and parallel process, balancing clinical and administrative supervisory roles, and addressing record keeping/paperwork. Participants’ pre-to-post supervisory self-efficacy changes demonstrated a moderate effect size (Cohen’s d?=?.46) for the training, with the greatest pre- to post-training changes being in the use of technology, multicultural competencies (awareness of oppression, bias, and stereotyping in clinical work and in clinical supervision), and contracting. They reported that the strengths of the course included an inclusive learning environment and opportunities to reflect on and apply new knowledge and skills, though they also reported struggling with the assignments and the course platform software. Lessons learned reflected the use of technology in this online program, the importance of obtaining buy-in from agency decision makers and being prepared to address challenges related to the use of direct observation in supervision, gatekeeping, and enacting the simultaneous roles of administrative and clinical supervisor.

     

Correction to: Training Public Sector Clinicians in Competency-Based Clinical Supervision: Methods,Curriculum, and Lessons Learned

Journal of Contemporary Psychotherapy - A correction to this paper has been published: https://doi.org/10.1007/s10879-021-09504-9     

The effects of anger management and social contact on risk of myocardial infarction in type as and type bs

Abstract

The risk of myocardial infarction (MI) associated with Type A behaviour, anger management and social contact was examined using a retrospective case-control design. Binary multiple regression analyses were used to compare 206 male and 67 female MI cases with 454 male and 316 female controls. To examine the potential moderating role of sex and Type A behaviour, moderated and subgroup regressions were run. Type A behaviour was significantly more prevalent in cases than controls. MI risk was further increased in males who combined Type A behaviour and aggressive expression of anger. In females MI risk was associated with the combination of Type A behaviour and not expressing anger. In addition female cases were significantly less likely than controls to discuss their anger, and reported fewer available social contacts. Discussion of results includes consideration of the problems generated by the retrospective case-control design.     

Six Constructs to Define Rorschach M: A Response

The experimental validity of six constructs, conceptualized to account for Rorschach M, was suggested by (a) step-wise regression analysis on scores from task definitions of each construct and M scores for 45 female subjects, and (b) task correlations with their M scores. Fantasy, time estimation, and intelligence were significantly related to M. Inadequacies of task definitions or initial conceptualization were suggested by the correlational data.     

Why people rehearse their memories: Frequency of use and relations to the intensity of emotions associated with autobiographical memories

People may choose to rehearse their autobiographical memories in silence or to disclose their memories with other people. This paper focuses on five types of memory rehearsal: involuntary rehearsal, rehearsal to maintain an event memory, rehearsal to re-experience the emotion of an event, rehearsal to understand an event, or rehearsal for social communication. A total of 337 participants recalled event memories, provided estimates of how often each event was rehearsed and for what reason, and rated the affective characteristics of the events. Rehearsal frequency was highest for social communication and lowest for rehearsals aimed at understanding events. For many rehearsal types, rehearsal was more frequent for positive than negative events. Frequently rehearsed events tended to show less affective fading. The pattern changed when events were socially rehearsed. For positive events, increased social rehearsal was related to a reduction in affective fading. For negative events, increased social rehearsal was associated with increased affective fading.