Archetypal Identity Development,Meaning in Life,and Life Satisfaction: Differences Among Clinical Mental Health Counselors,School Counselors,and Counselor Educators

Adults pursuing careers in counselor education, clinical mental health counseling, and counselor education (N = 256) participated in a study that examined relationships among archetypal identity development, meaning in life, and life satisfaction. Significant differences between groups existed for 5 archetypal identities, and meaning in life was significantly related to life satisfaction.     

Conditioned memory modulation, freezing, and avoidance as measures of amygdala-mediated conditioned fear

Three conditioned aversive responses were used to infer the existence of an unobservable central state of "conditioned fear," and the roles of certain amygdala subregions in producing these responses were investigated. Rats received tone-shock pairings in one compartment of a shuttle box and no tones or shocks in the other, distinctive, compartment. They were then trained to find food in one arm of a Y-maze. After the final training trial they were exposed to different sets of stimuli in the shuttle box with no shock. Twenty-four hours later rats that had received immediate posttraining exposure to the conditioned stimuli (in the shock-paired compartment) made significantly more correct responses on the Y-maze than rats that had been exposed to the neutral stimuli (in the no-shock compartment) or rats that had received delayed posttraining exposure to the conditioned stimuli. This constitutes a demonstration of posttraining memory modulation by conditioned aversive stimuli. Freezing increased during posttraining exposure to the conditioned stimuli compared to the neutral stimuli. When subsequently allowed to move freely between the two compartments, the rats in all groups also showed significant conditioned avoidance of the compartment containing the conditioned stimuli. In a second experiment the effects of lesions confined to specific parts of the amygdala on the three conditioned responses (memory modulation, freezing, avoidance) were tested. Lesions of the central nucleus impaired all three conditioned responses; lesions of the medial nucleus impaired conditioned modulation and avoidance. These lesions had no effect on freezing during the training trials. Lesions of the lateral and basolateral nuclei attenuated freezing during both training and testing. The findings suggest that the central and medial nuclei of the amygdala may be important parts of neural circuits mediating conditioned responses that constitute conditioned aversive states, but that conditioned freezing may be mediated independently.     

Social influence in pigeons (Columba livia): the role of differential reinforcement

Socially-influenced learning was studied in observer pigeons that observed a demonstrator in an adjacent chamber performing a target response comprising standing on a box and pecking a key 10 times. In Experiment 1 there was no evidence for social learning in the absence of reinforcement of the observer's behavior. When the target response was already established in the observer's repertoire, but was not differentially reinforced in relation to the demonstrator's behavior, rates of extinction were not influenced by the demonstrator's behavior (Experiment 2). Reinforcement of the observer's target response in the presence of the modeled target response, and not in its absence, resulted in control of the observer's responding by the behavior of the demonstrator (Experiments 3 and 4). This control was extended in Experiment 5 to deferred responses that occurred following a delay since the demonstrator's target responses. The acquisition of social influence depended on differential reinforcement of the observer's target response, with the demonstrator's target behavior serving as the explicit discriminative stimulus.     

Self‐Injurious Behaviors: Assessment and Diagnosis

This article examines the diagnosis and assessment of self‐injurious behaviors. A classification model for conceptualizing self‐injury is discussed, and the Diagnostic and Statistical Manual of Mental Disorders (4th ed., text revision; American Psychiatric Association, 2000) diagnoses associated with self‐injury are addressed. Assessment questions and issues to consider when assessing clients who self‐injure are provided.     

Reentry as Experienced by Women in Jail: Advocating for Change

We conducted a phenomenological study with 35 women in a substance abuse treatment jail program about their lived experiences in preparing for reentry. The women addressed their past, the needs of their families, and education of criminal justice personnel, providers, and the whole citizenry. The women advocated for effective reentry practices.     

Embodied cognition and skilled health behaviour

The present research examines health persuasion from an embodied cognition perspective by proposing that engaging the motor system during presentation of a health message will lead individuals to become more skilled at performing the prescribed behaviour. Participants watched a video on the importance of flossing while either imaging themselves flossing or imaging themselves flossing while minimally engaging the motor system (i.e. touching a piece of floss). Females (but not males) who touched an individual floss while watching the video demonstrated better flossing skills 1 week later. Over time, participants (both males and females) who engaged the motor system also developed more accessible attitudes and had a stronger relationship between their perceived flossing efficacy and actual flossing skill. Implications for the theories of embodied cognition and health interventions are discussed.     

Comments on 'Call for a follow-up study of experiments on long-term deprivation of human infants' by Micha Razel

Razel's examination of the early work of McGraw and the Dennises puts a heavy requirement on studies of single subjects and on some possible interpretations for which, unfortunately, documentation is insufficient. Further, the Dennises placed more emphasis on the autotelic quality of motor mastery than Razel notes. Rather than looking for these persons whose behavior was studied long ago, direct study of motor mastery by systematic provision of enrichment conditions during early development is more likely to be instructive and a better use of scientific resources.     

AIDS and intimate relationships: Adolescents’ knowledge and attitudes

The knowledge level about HIV/AIDS among American adolescents aged 16 to 19 has been assessed on several occasions, showing that in recent years their knowledge base has improved. The knowledge bases of British adolescents and of adolescents younger than 16 have been largely ignored. In attempting to assess the likely impact on present or future behaviors of increasing adolescents’ knowledge base about AIDS it is important to also know something of adolescents’ attitudes to intimate relationships and to sex within those relationships. Previous studies have not linked these two aspects. In this study two hundred London schoolchildren aged 14 and 15 years completed a questionnaire tapping both their knowledge about HIV infection and its transmission and their attitudes to intimate relationships. Their answers revealed that they had absorbed the simple media messages about AIDS, that it kills and that use of a condom during sex offers protection. However they were less well informed on detailed aspects of prevention, although, worryingly, they believed that they knew all that they needed to about preventive measures. The majority had attitudes to intimate relationships that were compatible with the message of restricting their number of sexual partners; however, a significant minority did not. The latter were more likely to deny the risk associated with promiscuity. It is suggested that school-based AIDS education programs should help individuals to develop new attitudes to intimate relationships that are compatible with risk avoidance.     

Recall of autobiographical events

The clarity with which events that happened 6 years earlier can be recalled was estimated. The estimates are consistent with a gradual degradation rather than a precipitate decline of memory, and with the proposition that once an event cannot be recalled then it will remain inaccessible under similar conditions of cueing. Rare events are recalled well, suggesting that proactive interference has a strong influence on difficulty to recall. Vivid events are recalled well, also, but other dimensions such as importance of the event, its association with semantic knowledge, and the intensity of physical sensation are not related to recallability. Memory for the date of an event is poor, but for its time of day is good.