Using a Person-Centered Approach in Community-Based Instruction for Adults with Developmental Disabilities

Instruction is a variable that has enhanced community access for adults with developmental disabilities. Community-based instruction emerged as an especially useful format to teach individuals daily living and work skills in the settings where skills would be used. As advocacy and self-advocacy for individuals with developmental disabilities increased, professionals recognized the importance of empowerment and self-determination in gaining community access. Adult education that incorporates the values of person-centered planning will evolve beyond what has traditionally been viewed as community-based instruction. This article describes the characteristics of community-based instruction designed to enhance not only community access, but also the participant's overall quality of life.     

Role of siblings in adult daughters' anticipation of caregiving

Despite extensive research regarding adult daughters' experiences as caregivers to aging parents, little attention has been paid to how adult daughters anticipate future caregiving roles. The current study examines the impact of sibling networks on the caregiving anticipation of 103 adult daughters. Factors influencing the expectation and amount of support adult daughters anticipate include daughters' birth order and proximity to their mothers. Characteristics of the sibling networks, including percentage of sisters within the family, are also important to care anticipation.     

Daniel levinson and his theory of adult development: A reminiscence and some clarifications

I offer some reminiscences occasioned by the death of Daniel Levinson, a modern pioneer in the study of the human life cycle. I clarify three controversial aspects of Levinson's theory—its universality, the role of critical life events, and the place of relationships—as well as briefly foreshadow findings from his forthcoming book on women. I show that relationships to people, enterprises, and social institutions are the stuff out of which the individual life structure—Levinson's central concept—is formed. Levinson's dream was of a society in which the developmental needs of adults were better understood and met so that they could more generatively fill their roles in the institutions upon which the young depend. He thought this essential to the evolution of a society that would be both more competent and more humane. In this dream, which was a product of his own difficult mid-life transition and a measure of the success he achieved in integrating its polarities, Levinson united a warm, scientific interest in others with an affectionate curiosity about nature.     

Reaction times of younger and older men and temporal contingencies of reinforcement

Influences of extended training and temporal contingencies on reaction time were studied in relation to developmental differences. Older and younger men were trained on a chained schedule in which completion of a variable interval produced a terminal link in which reaction time was measured. The reaction-time procedure involved a conditional discrimination with matching to sample in one component and oddity matching in the other. During baseline training, no time limit was placed on the response to the discrimination choice stimuli. Subsequently, increasingly severe time limits were imposed over a series of sessions. Older and younger men showed increased speeds (decreased reaction times) when temporal contingencies were imposed, and these changes were maintained during post-training baseline sessions when there was unlimited time in which to respond. The younger men generally responded faster than the older ones, and age differences were not appreciably reduced during the course of the experiment. The results indicated the feasibility of studying reaction time in human subjects using operant procedures analogous to those developed for the study of nonverbal organisms.     

Human performance on conjunctive fixed-interval fixed-ratio schedules

Eighteen young adults performed a lever-pulling task for money. Subjects were initially exposed to a fixed-interval 80-second schedule and subsequently to one of three conjunctive schedules in which the added fixed-ratio requirement was set at either 10, 80, or 120 responses. Three fixed-interval response patterns emerged: high constant rate, intermediate rate, or low rate, with most subjects displaying the last. Conjunctive performance was related to the subjects' prior fixed-interval patterns and the conjunctive ratio requirements. Low-rate subjects tended to optimize reinforcement (maximum reinforcers for minimum responses) on conjunctive schedules. Response rate was directly related to ratio requirements. Subjects' performance closely corresponded to their verbal statements of the contingencies.     

WITHDRAWAL OF CHRONIC CHLORPROMAZINE MEDICATION: AN EXPERIMENTAL ANALYSIS

Approximately 50% of all institutionalized, mentally retarded adults receive psychotropic medication to control inappropriate behavior. In this study, behaviors exhibited by five retarded adults were formally observed while they were on and off medication. Each subject had been receiving chlorpromazine for six or more years prior to the start of the study. The drug was withdrawn and readministered using a double-blind B-A-B (drug-placebo-drug) design. Effects were highly individualized. Some desirable behavior emerged when chlorpromazine was discontinued.     

Counseling in the Philippines: Past,Present, and Future

The history of colonization and persistent attempts at self‐governance in the Philippines parallel the beginnings of counseling in the country, which were largely influenced by the United States. Because of the Guidance and Counseling Act of 2004 and the Psychology Act of 2009, counseling is on its way to professionalization and regulation. Counseling is growing in depth and credibility, as evidenced by applications in practice that are not only indigenous but powerfully relevant.     

社会认同理论视野下的社会认同威胁

社会认同威胁是指,在社会比较的情况下,由于群体地位的差异,某一群体的个体在认知、情感上,对自我、所属群体身份的不承认,而产生的一种心理上的疏离感和剥夺感、自卑感。社会认同威胁的结果包括3类：脱离群体、改变群体的状态、接受消极的社会认同结果。外显“社会威胁”的测量方法以问卷调查为主。测量“社会威胁”的内隐方法则以心脏血压和平均动脉血压作为测量指标。社会认同威胁的实验研究将群体分化为内群体和外群体,操纵群体地位的差异,通过模拟社会游戏来了解群体的社会认同威胁及其生理反应。未来的研究将重点关注下述问题：对社会认同威胁概念的建构、跨文化研究及其内隐过程的分析     

社会经济地位与儿童青少年心理健康关系的元分析

以中国儿童青少年为样本,运用元分析方法探究社会经济地位和儿童青少年心理健康的关系。通过文献检索和筛查共纳入62篇文献,获得126个独立效应量,包含被试111117人。元分析结果发现,社会经济地位与儿童青少年心理健康积极指标呈显著正相关,与心理健康消极指标呈显著负相关。此外,社会经济地位和心理健康的关系受到社会经济地位不同层面、心理健康积极指标类型和社会发展的调节,其中心理健康消极指标类型、被试群体和地区分布对二者关系的调节效应不显著。以上结果表明,社会经济地位与儿童青少年心理健康关系密切,社会经济地位不同层面、心理健康积极指标类型和社会发展是重要的调节变量。     

权力线索

权力线索指人们判断权力所依赖各种信息,其能预测人们的思维和行为。除以视觉刺激和听觉刺激的形式直接影响人们的权力感知外,权力线索也可利用人们对其在空间和数字上的心理表征,间接影响人们的权力判断。各种权力线索的具体效应仍存争议。为此,学者已开始关注现有线索去伪存真、分类和标准化等问题,还从生理视角对其加以验证,并探求新的权力线索