Culturally educated questioning: Toward a skills-based approach in multicultural counselor training

Increased resources are being committed to the multicultural training of counselors. Despite these gains, training continues to focus almost exclusively on the acquisition of cultural awareness and culture-specific knowledge. Valuable though they are, awareness and knowledge, the authors argue, do not necessarily result in effective multicultural counseling skill. Therefore, it is recommended that current training models be modified to include techniques through which cultural knowledge can be synthesized into effective counseling interventions. Specifically, it is suggested that programs stress the need to conduct cultural assessments of clients using what the authors term “culturally educated questioning”: empirically rooted inquiry designed to elicit from clients clinically relevant cultural data. The benefits of culturally educated questioning, including its safeguards against cultural stereotyping, are discussed.     

Time but not force is transferred between ipsilateral upper and lower limbs

The authors compared the force and time endpoint accuracy of goal-directed ipsilateral upper and lower limb isometric contractions and determined the components of motor performance that can be transferred from 1 limb to the other after practice. Ten young adults (27.4 +/- 4.4 years) performed 100 trials that involved their matching peak force to a force-time target with ankle dorsiflexor and elbow flexor muscles. The peak force error and variability was greater for ankle dorsiflexor contractions than for elbow flexor contractions, whereas the timing error and variability did not significantly vary with limb. There was transfer of timing, but not force, of motor output between upper and lower limbs. The timing error of the elbow flexor contractions decreased by 23% when those contractions were preceded by ankle dorsiflexor contractions, and the timing error of the ankle dorsiflexors decreased by 24% when those contractions were preceded by elbow flexor contractions. These finding therefore suggest that timing of an aiming isometric contraction may be organized at a common part of the brain for the upper and lower limbs.     

Teaching children with autism to request help with difficult tasks

We taught three children diagnosed with autism spectrum disorder to request help using an interrupted chain procedure during which we manipulated task materials such that the child was either incapable or capable of independently completing a link of a behavior chain. We initially observed undesirable generalization of requests for help during capable trials when teaching was introduced during incapable trials for two participants and to a lesser extent for the third participant. However, with repeated exposure to differential prompting and reinforcement across incapable and capable trials, differential responding was observed across EO‐present and EO‐absent trials for all three participants during both teaching sets and one generalization set that was never exposed to teaching procedures. These findings suggest that it is important to consider the antecedent conditions under which the response should occur when teaching children to request help.     

Predicting Parent-Child Aggression Risk in Mothers and Fathers: Role of Emotion Regulation and Frustration Tolerance

Efforts to identify targets that could be instrumental for child abuse prevention programs have often implicated stress as a key risk factor. However, existing research has not adequately considered the role of emotion dysregulation and frustration intolerance in predicting parents’ risk to engage in parent-child aggression (PCA). In addition, research in this field continues to focus heavily on mothers, with limited attention to fathers. Thus, the current study investigated whether perceived stress and distress, emotion dysregulation, and frustration intolerance independently predicted risk of PCA in a sample of 81 couples; moreover, the study evaluated whether emotion regulation or frustration tolerance mediated or moderated the association between stress and PCA risk. Findings indicated that each of the risk factors uniquely predicted PCA risk after controlling for demographic factors; neither emotion dysregulation nor frustration intolerance moderated the association between stress and PCA risk but emotion regulation did partially mediate this association. No significant differences in the pattern of these relationships were observed between mothers and fathers. Future research directions are discussed, including methodological considerations as well as evaluating how emotion regulation skills training and improved parental frustration tolerance may prevent parent-child aggression.     

Effects of a history of differential reinforcement on preference for choice

The effects of a history of differential reinforcement for selecting a free-choice versus a restricted-choice stimulus arrangement on the subsequent responding of 7 undergraduates in a computer-based game of chance were examined using a concurrent-chains arrangement and a multiple-baseline-across-participants design. In the free-choice arrangement, participants selected three numbers, in any order, from an array of eight numbers presented on the computer screen. In the restricted-choice arrangement, participants selected the order of three numbers preselected from the array of eight by a computer program. In initial sessions, all participants demonstrated no consistent preference or preference for restricted choice. Differential reinforcement of free-choice selections resulted in increased preference for free choice immediately and in subsequent sessions in the absence of programmed differential outcomes. For 5 participants, changes in preference for choice were both robust and lasting, suggesting that a history of differential reinforcement for choice may affect preference for choice.     

Analysis of an Alcohol Use Prevention Program for Undergraduate Students

The authors analyzed data from an online alcohol abuse prevention test. Results showed no statistically significant difference between students charged with university alcohol‐related offenses and those who had not been charged. Implications for counselors and suggestions for future research are discussed.