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161.
In an in-service, pre-professional training programme offered in Gwent, a variety of simulation techniques are used to promote an understanding of the core facilitative conditions of counselling and to enable participants to experience their importance in counselling situations. In this paper, eight specific simulation techniques are described in terms of their objectives and procedures. The advantages and disadvantages of each technique are explored. Teaching and ethical issues raised through the use of such simulations in training programmes at this level are also discussed. 相似文献
162.
Stephen G. Weinrach 《Journal of counseling and development : JCD》1977,56(3):184-189
Adventures in Therapy Part I: Actualizing Therapy: Foundations for a Scientific Ethic. Everett L. Shostrom, Lila Knapp, and Robert Knapp. Adventures in Therapy Part I: Handbook for the Personal Orientation Inventory. Robert Knapp. Adventures in Therapy Part I: Individual Psychology in Counseling and Education, Parts I and II , (Distinguished Contributors to Psychology series). Adventures in Therapy Part I: Psychotherapy: The Hazardous Cure. Dorothy Tennov. Adventures in Therapy Part I: R. D. Laing: The Man and His Ideas. Richard I. Evans. Adventures in Therapy Part I: Four Psychologies Applied to Education: Freudian, Behavioral, Humanistic, Transpersonal. Thomas B. Roberts, Editor. Adventures in Therapy Part I: A Complete Guide to Therapy From Psychoanalysis to Behavior Modification. Joel Kovel. Adventures in Therapy Part I: Evaluation of Psychological Therapies—Psychotherapies, Behavior Therapies, Drug Therapies and Their Interactions. Robert L. Spitzer & Donald F. Klein, Editors. Adventures in Therapy Part I: Primer for the Nonmedical Psychotherapist. Joyce A. Bockar. Adventures in Therapy Part I: Cognitive Therapy and the Emotional Disorders. Aaron T. Beck. Adventures in Therapy Part I: Biofeedback Applications in Counseling and Education. David G. Danskin and Timothy J. Lowenstein. 相似文献
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165.
Undergraduate students had been assigned to a contingency managed course or a conventional lecture course (Du Nann and Fernald, Journal of Applied Behavior Analysis, 1976, 9 , 373–374). Two years later, some 35% (N = 86) of the original classes responded to a letter offering them $2.00 to participate in a study of their educational experiences. These students completed a multiple-choice test on material from the course, and answered questions about activities and attitudes that might have been affected by the experience in Introductory Psychology. In the contingency management course 2 yr past, students were tested each week on a chapter of textbook material with 10-item multiple-choice quizzes. The course employed a modified “Doomsday Contingency”, requiring each student to achieve 80% mastery on one of the four weekly quizzes or drop the course. Quizzes were given in small groups and scored individually, while the student stood near, by an undergraduate proctor assigned to that group. The proctor was asked to show interest in the students' quiz performances, help clear up difficult areas, and develop a friendly working relationship with each student. While many students passed the quiz on the first attempt, others were given individual tutoring, so that no one was in fact forced to drop the course. In addition to the weekly quiz assignment, students in the contingency managed group were asked to attend one lecture each week. While the contingency management course procedures had much in common with PSI (Keller, Journal of Applied Behavior Analysis, 1968, 1 , 79–89), several departures made them unique. First, self-pacing was curtailed because students were required to master one unit per week or drop the course. Second, proctors met with students in small groups, usually giving individual tutoring only to those students who did not pass the quiz on the first attempt. Finally, students were asked to attend one lecture per week. Students in the conventional lecture group were not asked to pass weekly quizzes, but instead attended three 50-min lectures each week. Two of these lectures followed the textbook material closely, while the third, which was also attended by students from the contingency management course, covered material only indirectly related to the text. This partition of lecture content allowed material to be similar across the two instructional groups. Although students in the lecture condition were told they could obtain copies of the quizzes, few of them did so. Course grades were determined by scores on two 45-item multiple-choice hourly exams, each covering half the semester material (each worth 25%), and by a 90-item final exam, which served as a measure of short-term retention. Before analyzing the follow-up data, several characteristics of the returning students were compared to determine the comparability of the sample from the two original classes. Most important, both attrition and the current mean GPAs of students from the two classes were very similar. These considerations, and others, suggested there was no systematic sampling bias to confound comparisons of student performance. A 2 (contingency management versus traditional lecture) by 3 (high, medium, and low GPA) analysis of variance was computed on the course final-exam scores and the follow-up measures. Instructional procedure and GPA interacted on the final exam such that low and medium GPA students performed significantly better under contingency management, but there was no significant effect of instructional procedure with high GPA students. On the 2-yr retention measures, students from the contingency management course performed significantly (p < 0.01) better on items drawn from quizzes used in their original course, and marginally better (p < 0.10) on items drawn from the final exams, but no interactions with GPA appeared. Furthermore, instructional method produced no significant main effects or interaction with how many students became majors or minors in psychology, how many psychology courses were later taken, how many books in psychology were reported to have been read, or on students' evaluation of the interest and importance of psychology. 相似文献
166.
Dennis D. Todd Richard B. Scott Darrel E. Bostow Stephen B. Alexander 《Journal of applied behavior analysis》1976,9(1):106-106
Two experiments investigated home-based reinforcement contingencies to control excessive behavior in normal classrooms. Subjects were, respectively, a 12-yr-old fifth-grade boy and a 9-yr-old fourth-grade boy, each in a separate classroom and with a different teacher. Following baseline observations in which observers recorded several categories of student behavior and teacher-student interaction, separate conferences were held including parents of the two children, the principal, teachers, and experimenters. A daily report-card procedure was agreed on, stipulating a one-day suspension from school following three successive “undesirable” daily report cards as well as the supervision of home-based privileges and other reinforcers usually contingent on satisfactory daily reports. Measurements of daily rates of teacher attention indicated no important change in this variable throughout the various experimental conditions. The daily report procedure significantly reduced disruptive classroom behavior. In a second experiment, a teacher-operated timer cued her own time-sample observations. Reliability measures revealed that the teacher could accurately measure the child's behavior while she was teaching the class. The procedure was ultimately successfully expanded to the teacher's total contact hours each day. 相似文献
167.
In Experiment 1, rats were given a 1-pellet reward for 48 preshift trials. During a subsequent 20-trial postshift phase, one group was shifted to a 12-pellet reward on Trial 1, a second was shifted on Trial 11, and a third was given 1 more pellet each trial and then 12 pellets for the last 10 trials. The speeds of all three groups increased to a level above that of a control group given a 12-pellet food reward throughout training (positive contrast). In experiment 2, rats were shifted from 1 to 12 pellets either gradually or abruptly following either abbreviated training (9 trials) or extended training (20 trials). One group of control subjects received 12 pellets throughout training. The results revealed a positive contrast effect for gradually shifted subjects following extended training but not following abbreviated training. The abrupt shift procedure produced positive contrast following abbreviated training but only a marginal effect following extended training. These results indicate that, contingent upon the amount of preshift training, either gradual or abrupt reward increases may produce positive contrast. 相似文献
168.
Jeffrey A Seybert Ivan C Gerard W.Timothy Lawrence Stephen W Nash Cary L Williams 《Learning and motivation》1976,7(4):559-570
In contrast to a recent finding (Macdonald, G. E., & De Toledo, L. Learning and Motivation, 1974, 5, 288–298.) the results of three experiments investigating various partial reinforcement (PRF) manipulations under conditions of thirst motivation demonstrated strong similarity to analogous manipulations involving food reward. Specifically, for animals receiving water reinforcement, PRF was shown to generate greater resistance to extinction than continuous reinforcement (Expt 1 & 3), the schedule of reinforcement was shown to interact with level of acquisition (Expt 1 and 2), and the magnitude of the partial reinforcement extinction effect was shown to be a function of reward magnitude (Expt 3). These results provide strong evidence that mechanisms which operate in partial reinforcement situations are highly similar, regardless of the type of appetitive reinforcement. 相似文献
169.
Sex-related effects on clinicians' attributions of parental responsibility for child psychopathology
Christine V. Abramowitz Stephen I. Abramowitz Lawrence J. Weitz Bennett Tittler 《Journal of abnormal child psychology》1976,4(2):129-138
An attempt was made to reproduce and extend previously reported data suggesting the operation of sex-related bias in clinicians' attributions of parental involvement in children's psychopathologies. More and less sex-role traditional male and female family-oriented practitioners were shown contrived profiles in which a boy or girl was described as masculine or feminine role-deficient, and apportioned maternal versus paternal blame, treatment focus, adjunctive therapy need, and likelihood of sabotage. As in the previous study, mothers were implicated slightly more than fathers and also were viewed as requiring relatively greater therapeutic attention by female than by male clinicians. However, several earlier findings were not replicated. Overall, the results offer only marginal support for the notion of sex-related practitioner bias. 相似文献
170.
Stephen J. Murgatroyd 《British Journal of Guidance & Counselling》1976,4(1):98-104
School counsellors are often presented with information about pupils from a third party - a parent, another pupil, a member of the canteen staff a social worker, or a member of the teaching staff - with the expectation that the counsellor is in a position to take 'necessary' or 'appropriate' action. One particular case is used to illustrate some of the difficulties involved in acting upon third-party information. 相似文献