An Analysis of Significant Events in Counseling

Using an interview/questionnaire procedure, 19 clients reported 200 helpful, significant events that occurred in ongoing counseling. Each event consisted of one issue presented by the client, the counselor's response to that issue, and the immediate impact the client received from the counselor's response. With the use of qualitative analysis, 9 prominent patterns describing sequences of client change emerged from the data. These patterns were grouped into 3 superclusters of events: Dissonant, Question—Answer, and Congruent. These superclusters and the 9 prominent patterns were used to develop a model for counseling change. Implications for counseling theory and practice are discussed.     

Homeless women and their families: Characteristics,life circumstances,and needs

This study investigated the needs of a sample of 100 women from shelters for the homeless in Richmond, Virginia. The women's responses to a 117-item interview were used to obtain information regarding their domicilary status, work history, educational background, family and health history, social support, reasons for homelessness, and social service needs. The results indicated that a significant number of the women had moved as many as six times within the past five years for various reasons, including domestic violence, interpersonal conflict, overcrowding, and eviction. Many women were high school graduates and had job skills in the health care, educational, and clerical fields. Most women were raised by their natural or extended family and the majority of them had a friend or family member who provided social support. Identified needs included housing, food, clothing, and transportation. The needs of homeless women and their children were different from the needs of the homeless chronically mentally ill and require specialized services as well as an increase in the available number of low-income housing units.     

Name or hum that tune: Feeling of knowing for music

This is the first reported research that explores the feeling of knowing (FOK) for musical stimuli. Subjects attempted to recall melodies and titles of musical pieces, made FOK ratings when recall failed, and then had a recognition test. With instrumental music (Experiment 1), more titles were recalled when melodies were given as cues than vice versa. With songs whose lyrics were not presented (Experiment 2), however, more melodies were recalled than were titles. For nonrecalled items, although the overall levels of recognition did not differ, FOK ratings were higher for titles than for melodies in Experiment 1, and the opposite pattern occurred in Experiment 2. In both experiments, the FOK ratings predicted melody recognition more accurately than they did title recognition.     

American women missionaries in the Gulf: Agents for cultural change

Arabia has figured in Western imagination from a very early time, but seldom in neutral terms. For reasons not thoroughly understood, the Arab role in Western thinking has fluctuated between hope and menace, love and hate. While nineteenth‐century Europe saw in Arabia a romantic adventure — an illustration of the Victorian era — nineteenth‐century America viewed it differently. It saw an alternation between the images of the supposedly fanatical Islam that at one time overran the Christian world and a deprived contemporary society in need of Christian aid. Plainly, Western images of Arabia have been more changeable than the conditions of Arab life. Perhaps one reason for this love/hate, menace/hope attitude lies in the fact that Islamic civilization has been the great alternative to Christendom. Being so different and also so distant, Arabia seemed like a cultural incognito, a place where Americans could start their intercultural experience. Nothing would bring them a step closer to their goal than missionary work.     

Ethical contexts of healing: Ecclesia and praxis

Conclusion We have suggested that the church is called to reflect the Reign of God. To do so it must engage in a process of careful reflection on its confession that Jesus is Lord. This calls for a relativization of all other communities, the recognition of the church as a community in its own right and the rejection of ethical individualism. To be a healing community it will need to discern a response to the mental health needs around us. In the third article in this series, I will focus on the character of healers that might emerge if we were to take more seriously the Reign of God as an ethical culture and the church as a discerning community.     

Children and adolescents discharged from public psychiatric hospital: Evaluation of outcome in a continuum of care

Ninety children and adolescents admitted to two state-operated psychiatric hospitals were followed from the time of their admission through one year post discharge. Data were collected from the children and adolescents, their families and clinicians at three intervals (during hospitalization, three months post discharge, and one year post discharge) to identify demographic, clinical, and service history characteristics of the children and adolescents, as well as to track their placement and other dispositional status following discharge from the hospital. The data indicated that the children and adolescents were seriously emotionally and behaviorally disturbed, came from families which were economically disadvantaged, and did not typically live in two-parent families. While the majority of the children and adolescents received recommended aftercare services during the three months following discharge from the hospital, there was a decline in placement stability for the children at the one-year post discharge followup. The most important predictors of successful outcome at discharge were living with a family member at the time of hospitalization and the participation of the family in the treatment planning during hospitalization.     

Comparisons of some learning models for response bias in signal detection

The effects of variations in signal probability and varying degrees of correct feedback on response bias were studied in a yes-no auditory signal detection task. The main finding was that the bias towards saying yes was an increasing function of the frequency of signal feedback events, but did not depend on the correctness of the feedback. Several learning models coupled with a simple psychophysical and decision model yielded predictions about overall biases and certain sequential statistics. Only one model, which can be decribed as an “informational” model, gave a good account of both observed overall biases and sequential statistics. This model assumes the observer’s response bias is strengthened for the feedback-reinforced response when the observer’s sensory information is ambiguous or is contradicted by the feedback information.     

Numbers for Boys and Words for Girls? Academic Gender Stereotypes among Chinese Parents

Academic gender stereotypes contribute to observed gender differences in educational enrollment and attainment. Investigating parents’ stereotypes among 907 families in China, this study used exploratory and confirmatory factor analyses to uncover four latent factors: boys-Math, boys-Sciences, girls-Chinese, and girls-Liberal Arts stereotypes. The former two depicted boys as more gifted, enthusiastic, and higher-achieving learners in Math and Sciences, and the latter two favored girls in Chinese and Liberal Arts. This four-factor structure was invariant across parents with sons and daughters after accounting for the nonindependence of parents within families. The boys-Math and boys-Sciences stereotypes were found to be stronger than the other two stereotypes. Further analyses revealed nuances concerning the boys-Math stereotype: it was more pronounced among mothers than fathers in families with daughters, fathers with sons than daughters, and girls’ mothers without college degrees than those with degrees. Within the same family, mothers more commonly held stereotype-consistent perceptions concerning Math and Chinese than fathers, but there was a general agreement over gendered perceptions of all four achievement domains regardless of child gender. The findings highlight the need for family-based awareness-raising programs targeting parents’ gender stereotypes to create gender-fair and gender-inclusive learning environments.