Semantic differential studies of children's language development: Some methodological problems

A semantic differential study of development of antonym meanings revealed methodological problems (e.g., concept-scale interaction and developmental changes in scale-checking style) not fully considered in previous semantic differential investigations of child language development. Twenty adjectives were rated on 10 scales by subjects from grades K to 5 (approximately 6 through 11 years old) and adults. Analyses by means, polarity ratings, and average sums of squared differences failed to yield consistent developmental trends. Subjects' choices of scale ratings did show clear age-related differences: Grades K and 1 chose extreme ratings almost exclusively; grades 2 through 4 showed an increase in neutral choices and decreases in extreme ratings; grades 4 and 5 and adults chose extreme ratings least often, neutral choices most often, and more intermediate ratings than any younger subjects. Results show that scale choice is a crucial factor in designing semantic differential studies with children, there is a low correlation between mean scores and ratings given by individual children, and shifts in scale-checking style should be considered when interpreting apparent developmental changes in children's semantic differential ratings.     

Reality therapy: Icing on the cake of behavior modification

The paper presents a conceptual model for therapeutic intervention based on a behavioral orientation. Behavioral therapy is viewed on a continuum ranging from basic operant techniques to cognitive strategies applied to human interaction. It is hypothesized that the elements of reality therapy, with its emphasis on human interaction, are needed to provide closure to the therapeutic intervention and to help maintain new coping behaviors. Utilizing the context of an institutionalized client, suggestions for how this process might occur are discussed.     

Forest lights: Notes on the conceptualization of the unconscious

Using the metaphor of lights appearing unexplained in the night, the author argues for a conceptualization of the unconscious based on a posture of trust and acceptance rather than one of fear and explanation.His last book,Idea and Experience, dealt with Husserl's project of phenomenology inIdeas I. He has recently completed another book,The Embers and the Stars: A Philosophical Inquiry into the Moral Sense of Nature.     

Teacher Gender and Nonverbal Behavior in the Teaching of Gender-Stereotyped Materials1

Twenty teachers each taught a male and a female student two different lessons. One of these lessons was in a stereotypically masculine domain (mechanics), the other in a stereotypically feminine domain (vocabulary). Judges viewed clips from the videotaped lessons and rated teachers' nonverbal behaviors. The students also rated their teachers on a variety of behavioral dimensions. The results showed that teachers exhibited more positive behavior toward the students for whose gender the material being taught was stereotypically appropriate. Similarly, teachers exhibited more negative behavior toward those students for whose gender the material being taught was considered stereotypically inappropriate. Additionally, teacher gender was shown to interact with the above-mentioned biased teaching behavior. Generally speaking, women teachers behaved in a less gender-biased way than did men teachers. It is suggested that these kinds of differential teaching behaviors may contribute to the differential performance of male and female students in traditionally gender-stereotyped academic domains.     

Teaching cotherapy: Instructional and supervisory processes

A course on cotherapy for mental health practitioners is described. The authors strongly recommend that clinicians from all disciplines be taught and trained to do cotherapy, since it is a highly effective therapeutic modality in treating individuals, families and groups.     

Engagement and recruitment for family therapy research in community settings

Based on the recruitment experience in a family therapy research project with heroin addicts, this paper explores the difficulties of researcher networking with other social service agencies. Concepts from contextual family therapy are used to explore four general areas that contribute to successful intra-agency relationships: 1) Evaluating the nature of larger system relationships; 2) identifying the resources and needs of a clinic; 3) joining with the counseling staff; and 4) addressing the impact of public policy and ideology on clinic life. A case of engaging one clinic is presented and nine guidelines for engaging large community settings for participation in family therapy research are offered. These areas are considered in light of the relational dynamics that arise when working with multiple social service systems.An earlier version of this paper was presented at the American Family Therapy Association conference in Washington, DC, June 1986. The authors are grateful to the recruitment staff of the Intergenerational Family Therapy Project: Guillermo Lopez, Bart Rubin, Sharara Godfry, and Armando Chenyek. This research was supported in part by a grant to Guillermo Bernal from the National Institute on Drug Abuse (DA03543).     

Midlife divorce initiation: From crisis to developmental transition

The midlife phase in the marital relationship is a complicated transition period, challenging the flexibility and coping skills of every couple. Separation-Divorce Initiation (S/DI) at this time can serve a special function in the change process required in this stage. A comprehensive therapeutic model for S/DI couples is described. It includes (1) assessment of the relationship's stamina and the function of the S/DI; (2) treating symptoms and reactions to the traumatic event in an emergency intervention mode; (3) steps and techniques to help the couple overcome the traumatic effects of the SD/I and to rebuild their relationship on a more appropriate basis.