Adult psychological development: A jungian perspective

Jung was one of the first to describe an adult developmental position in psychology. Using his work, Levinson describes three adult seasons of summer, fall and winter, beginning roughly at twenty, forty and sixty years of age. During the first half of life (under forty), Jung sees the therapies of Freud and Adler as addressing the central problems. For the later fall and winter seasons of life, Jung's psychology alone has specific relevance. Different stages have typical characteristics, problems, orientations and requisites for effective therapy. Knowing these is important both for therapist and for analysand.Dr. Hoy is Assistant Director and Associate Psychologist at the Rhode Island Youth Guidance Center, special lecturer in the graduate school of Providence College, and the founding Director of the C.G. Jung Center of Rhode Island. His address is: 32 Paris Street, Pawtucket, RI 02860.     

School-based discussion groups for children of divorce: A pilot program

This paper describes a pilot program for school-based discussion groups for children of divorce. Relevant literature is reviewed and a model for a semistructured discussion group for latency-aged children is presented. Particular techniques used to engage children in discussion of relevant issues are described. While we have not conducted a systematic outcome study of these groups, our impression is that while some definite concrete changes have occurred for several children, for others, change has been located more in the representational than behavioral world. Children may remain unable to communicate angry feelings to the absent parent but as a result of the group experiences may be able to stop thinking of themselves as bad for harboring such feelings in the first place.Formerly an Elementary Guidance Counselor in the Brookline Public Schools, currently is an Educational Consultant in the Philadelphia area.     

Rational-Emotive Education: A review of the literature

This article will assess the current status of Rational-Emotive Education. Attention is given to the concepts of Rational-Emotive Education, as well as specific teaching strategies. Also explored are studies attempting to assess the efficacy of using Rational-Emotive Education in the classroom. It is concluded that more scientific and comparative studies are needed in this area.Dr. Daniel N. Watter is an assistant professor of Health Science at William Paterson College in Wayne, New Jersey. In addition, he is a sex and marital therapist in private practice.     

At-risk children in Christian families concerning alcohol use

Health educators proposing alcohol prevention programs for a church setting face a variety of problems. Information only preventive types of alcohol programs are being increasingly criticized. The purpose of this study was to identify variables that best predict use of alcohol for children in fundamentalist Protestant Christian families. Three hundred and two students currently enrolled in a mandatory health course at a fundamentalist Protestant Christian university responded to a questionnaire designed to identify contextual or environmental risk factors for alcohol use. A significant difference was found in five of 15 established environmental factors. This paper suggests that an alcohol education program that focused on these differences would be advantageous for the health educator to carry out in the church setting.     

A time-limited group therapy model for men sexually abused as children

This article explores the clinical dimensions of male child sexual abuse, and its effects upon these children in their adult lives. The number of men receiving therapeutic help for their sexually abusive past is unknown. Prevalence figures are equally elusive, but reporting of this abuse has steadily increased over the last decade. The majority of these children never tell anyone about their sexual victimization, and enter their adulthoods with long-term psychological difficulties. A short-term psycho/educational model is presented in order that more clinicians will treat this vastly underserved population.This article is dedicated to Marion Dragoon, with special thanks to Len Solomon, James Garland, and the staff of St. Luke's.     

Radical behaviorism: A productive and needed philosophy for education

Radical behaviorism is the philosophy of the science of behavior originating in the work of B. F. Skinner and elaborated over the years by a community of researchers, scholars, and practitioners. Radical behaviorism is a complete, or thoroughgoing behaviorism in that all human behavior, public and private, is explained in terms of its functional relations with environmental events. Radical behaviorism is often misrepresented in the literatures of education and psychology. Two fundamental misconceptions of radical behaviorism are that its followers (1) are logical positivists who require that a phenomenon be observed by two or more people before it qualifies for scientific analysis, and (2) either will not or cannot incorporate private events (e.g., thoughts, feelings) into their analyses of human behavior. This paper offers an advocacy perspective on contemporary radical behaviorism. In particular, we define radical behaviorism and briefly outline the history of the term's use in psychological literature, discuss the scientific practice of behavior analysts, explain the intolerance exhibited by radical behaviorists, and comment on the use of popularity as a criterion for good science. The paper concludes with a discussion of the recent shift in educational research and practice from empiricism and outcome-oriented intervention toward a holistic/constructivist philosophy described by its advocates as incompatible with behaviorally-based instruction.     

The effect of supervisor and trainee therapist gender on supervision discourse

The effects of supervisor and trainee therapist gender on supervision discourse were examined in this study. Forty episodes of supervision discourse, with ten drawn from each of four types of supervision systems were videotaped. The systems were (1) male supervisor and male trainee therapist; (2) male supervisor and female trainee therapist; (3) female supervisor and male trainee therapist; and (4) female supervisor and female trainee therapist. The episodes of supervision discourse were analysed using a supervision discourse coding system which showed adequate inter-rater reliability. For supervisors, the coding system allowed a directive discourse style and a collaborative discourse styled to be coded. A cooperative discourse style and a resistant discourse style could be coded for trainee therapists. Two statistically significant findings of considerable theoretical and clinical importance emerged. First, contrary to stereotypic expectations, discourse characterized by a directive supervision style and a resistant trainee therapist style was more common for systems containing a female supervisor than for those containing a male supervisor. Second, for same gender supervisor-trainee-therapist supervision systems, a collaborative systemic supervision style was correlated with both cooperative and resistant trainee therapist styles. This discourse pattern did not occur for opposite gender supervision systems, indicating that a collaborative supervision discourse style is consistently associated with trainee therapist parti-cipation (either cooperatively or resistantly) within same gender pairings of supervisors and trainee therapists. These results are discussed in light of relevant literature on gender, power and supervision process and the limitations of the study are considered.     

Effects of daily probing on acquisition of instructive feedback responses

This study evaluated the effects of daily probes of instructive feedback stimuli on students' acquisition of two types of instructive feedback responses. Four students, two with disabilities, participated and were taught four sets of behaviors, two sets received daily probes and two sets did not. A modification of the multiple probe design across behaviors was used. The findings indicate that students acquired their target behaviors rapidly and maintained correct responding during subsequent probe conditions. Students also acquired both types of instructive feedback and maintained it across subsequent probe conditions. The daily probes of the instructive feedback stimuli did not appear to enhance acquisition or maintenance of the instructive feedback responses, but students appeared to acquire the instructive feedback responses while learning their target behaviors. The implications of this study for understanding how students learn instructive feedback responses and for practice are discussed.     

Alcoholism and incest: Improving diagnostic comprehensiveness

This article is designed to underscore the similarities in characteristics between alcoholic and incestuous family operations. Hopefully, readers will develop a more acute appreciation and understanding of the frequency of occurrence of both of these behaviors in the same family. The author contends that too often alcoholism will be diagnosed, while the incest is diagnostically missed or vice versa. To best insure that recidivism of either the alcohol or incest can be avoided, the author believes it is important to comprehensively diagnose and then treat appropriately.