Pre-screening education in multiple marker screening programs: The effect on patient anxiety and knowledge

Previous studies have shown that unexplained deviations in maternal serum multiple marker screening (MMS) generate considerable anxiety during the remainder of pregnancy. While the role of education in decreasing anxiety is documented, to date there has been no prospective evaluation of which educational practices might minimize this emotional stress. In a pilot study, we prospectively examined the effects on anxiety and knowledge by providing information about MMS (1) by genetic counselor, (2) by pamphlet, and (3) by primary physician. Women randomized to one of these three modalities were administered the Spielberger State- Trait Anxiety Inventory [STAI] and knowledge questionnaires at their initial obstetrics visit, at their second visit after educational intervention and 1–2 weeks after MMS results were provided to patients. Education resulted in an increase in knowledge and post-education knowledge was different between educational modalities. Anxiety declined in patients educated through genetic counseling or a pamphlet.     

The effect of couples training and partner co-operativeness in the behavioral treatment of obesity

To evaluate the influence of spouse co-operativeness and couples training in the treatment of obesity, 29 obese men and women were assigned to three experimental conditions: (1) Co-operative spouse-couples training: subjects attended all meetings with spouses. Spouses were trained in modeling, monitoring, and reinforcement techniques; (2) Co-operative spouse-subject alone: subjects attended meetings alone even though their partners had agreed to become involved in treatment; (3) Non-cooperative spouse: subjects had spouses refusing to participate in the program, and attended sessions alone. At the 3-month and 6-month maintenance assessments. subjects in the spouse training condition lost significantly more weight than subjects in the other two conditions. Weight losses compared favorably to those of any controlled study with subjects in the couples training group averaging nearly 30 lbs lost after 8$\text{1}\text{2}$ months of treatment. In the absence of spouse training, subjects with co-operative spouses did no better than subjects with non-co-operative spouses. The findings suggest that spouse training may have a potent facilitative effect in weight reduction, and that this effect may promote long-term maintenance of weight loss.     

Effects of counselor's eye contact on student-clients' perceptions

This study investigated the effects of amount and direction of eye contact with the counselor on a student's perceptions. 48 undergraduate and graduate education majors were randomly assigned to one of six conditions in a 2 x 3 factorial design representing two levels of eye direction (eye-to-eye and eye-to-nose/mouth) and three amounts of eye contact (high = 85%, medium = 50%, low = 15%). Subjects had 10-min. standard interviews that differed only according to the six experimental conditions. Interviews were videotaped to assess maintenance of experimental conditons. Following the interview, subjects rated (5-high to 1-low) the interview on seven variables (comfort, attention, interest, ease, helpfulness, eye contact, and willingness to return). Interrater reliability for maintenance of experimental conditions was .87 on amount of eye contact and .03 for direction. Scheffé comparisons showed high and medium eye contact produced significantly higher ratings by student clients on attention, interest, eye contact, and willingness to return than low eye contact. There were no differences for direction of eye contact.     

Arbitrariness of frustration: Inhibition or instigation effects on aggression

The purpose of the present research was to assess the relative influence of instigation or inhibition in mediating retaliation after arbitrary or non-arbitrary frustration. Sixty-four men were asked to learn a concept that was being taught by a peer. Although all men were frustrated, half were deliberately frustrated while the other half were not deliberately frustrated by the teacher. Following the task, the learner was given the opportunity to prevent the teacher from gaining employment under conditions where his evaluation was either anonymous or to be made public. The results of a 2 × 2 analysis of variance yielded several significant effects. The data revealed that subjects rejected the teacher more when the frustration was arbitrary than when it was non-arbitrary. Moreover, when the evaluation was anonymous, subjects rejected the teacher more than when the evaluation was to be made public. Furthermore, the difference in the amount of rejection expressed between arbitrary and non-arbitrary conditions was greater when the evaluation was anonymous than when it was public. These results were interpreted as demonstrating the greater contribution of instigatory rather than inhibitory factors in expressing aggression following deliberate or non-deliberate frustration.     

Barriers to Adult Career Change

Adults have unique problems in making career changes. They face crucial economic, educational, and psychological barriers that require special guidance services. In this article, barriers to adult career change are identified and a five-county regional learning service using paraprofessionals is described. Results in working with more than 200 adults making career changes is reported. Suggestions for overcoming some of the problems adults face in making career changes are explained.     

A self-contained microcomputer system for psychological testing

This paper describes a newly available microcomputer system for the on-line administration, scoring, and interpretation of psychological tests. User response to the system is reported. Results of a validity study of the system’s Minnesota Multiphasic Personality Inventory interpretative program are presented.     

Organizational preparedness for change: Staff acceptance of an on-line computer-assisted assessment system

An on-line assessment system is briefly described. Previous positive evaluation studies are summarized. Results of studies of staff acceptance and staff preparedness for change are reported. Findings are interpreted in terms of the need for planning for change. Implications related to the acceptance of other on-line computer systems in psychology are discussed.