Stress Management Training for Employees Experiencing Corporate Acquisition

A stress management seminar for employees experiencing corporate acquisition is described. Information regarding the specific types of stressors experienced by these employees is also presented.     

The benefits of turn‐taking reciprocal self‐disclosure in get‐acquainted interactions

Self‐disclosure can vary on many dimensions, including reciprocity. Using a live‐interaction paradigm, the authors examined how dyads who engaged in turn‐taking self‐disclosure in two interactions differed from dyads who engaged in sequential self‐disclosure (one person disclosed while the other listened in a first interaction, switching roles in the second interaction) on attraction and three interpersonal process variables—responsiveness, enjoyment, and perception of being liked. Turn‐taking (vs. sequentially) disclosing dyads reported greater degrees of attraction, especially after the first interaction. The three process variables were positively associated with attraction and were experienced to a greater degree by dyads who engaged in turn‐taking (vs. sequential) self‐disclosure. These process variables mediated the link between self‐disclosure reciprocity and attraction.     

The influence of social networks on romantic relationships: Through the lens of the social network

Past research indicates that social network support is linked to relationship development and continuation. This study fills a gap in the literature by examining social network influence from the perspective of network members. University students completed a survey about a relationship in their network of which they had a strong reaction, either positive or negative. Participants' social reactions to the targeted relationship were associated with the likelihood that they engaged in behaviors to try to influence the relationship. About two thirds of the participants believed that their behaviors had an influence on the outcome of the relationship, and those who reported more influence attempts also reported that they had a greater effect on the relationship. The findings help paint a picture of social network reactions, perceptions, and influence directed toward relationships, from the perspective of the social network.     

Institutionalized Intolerance of ADHD: Sources and Consequences

Diagnosable individuals, caregivers, and clinicians typically embrace a biological conception of attention‐deficit/hyperactivity disorder (ADHD), finding that medical treatment is beneficial. Scientists study ADHD phenomenology, interventions to ease symptoms, and underlying mechanisms, often with an aim of helping diagnosed people. Yet current understanding of ADHD, jointly influenced by science and society, has an unintended downside. Scientific and social influences have embedded negative values in the ADHD concept, and have simultaneously dichotomized ADHD‐diagnosable from non‐diagnosable individuals. In social settings insistent on certain types of success, the negative values associated with the diagnostic category are attributed to people in the dichotomized “ADHD” group. Devaluation, institutional restrictions on “success” definitions and endpoints, and limited options for achieving success jointly constitute institutionalized intolerance of ADHD.     

THE RELATIONSHIP BETWEEN FORMAL MENTORING PROGRAM CHARACTERISTICS AND PERCEIVED PROGRAM EFFECTIVENESS

Formal mentoring programs continue to gain popularity within organizations despite limited empirical research regarding how these programs should be designed to achieve maximum effectiveness. This study examined design features of formal mentoring programs and perceived program effectiveness from both mentor and protégé perspectives. Mentor commitment and program understanding were examined as mediators. Substantial support for the proposed path analytic model was found. These results help begin to bridge the gap between science and practice concerning the design of formal mentoring programs.     

Career Placement Project: A Career Readiness Program for Community College Students With Disabilities

This study examines the effect of a Career Placement Project using enhanced career services specifically designed for community college students with disabilities. The 4 areas of services provided by the project were career exploration, Job readiness, Job-seeking skills, and Job shadowing. A pretest-posttest design using a participant group and a control group measured change in career readiness. Based on the data, it seems that the Career Placement Project was effective in increasing the career preparedness of participating students with disabilities.     

A Client Perspective on Counselor Disclosure (Brief Report)

Disclosure by counselors and therapists to clients may be most useful when it is desired by clients. This study sought to explore the amounts and types of disclosures desired by actual clients and compared these to responses generated by an undergraduate student sample. The primary instrument employed was the Counselor Disclosure Scale, a newly developed measure assessing amount of disclosure desired by clients or potential clients. The results indicated virtually no differences in disclosure preferences between undergraduate and client participants. Implications of these findings for counseling practice are discussed.