Cross‐cultural validation of factor structure in the Japanese Counselor Burnout Inventory

This article describes the cross‐cultural validation of the Counselor Burnout Inventory (CBI; Lee, Baker, Cho, Heckathorn, Holland, Newgent, Ogle, Powell, Quinn, Wallace & Yu, 2007 ) on a sample of professional counselors and psychotherapists in Japan. Confirmatory factor analysis was performed to examine the validity of the CBI with three models: a one‐factor model, a five‐factor model, and a second‐order model. The results showed that the five‐factor model was a better fit and more parsimonious than both the one‐factor model and the second‐order factor model. Additionally, the internal consistency reliability for the CBI subscale scores proved equivalent to that found for other populations (e.g. American and Korean). The results suggest that counselor burnout is not a unidimensional construct but a multidimensional construct. Implications and recommendations for future research are provided.     

Cognitions associated with recovery from alcohol dependence1

The present study examined the cognitive factors uniquely associated with the status of alcohol dependence recovery, assessing Korean patients who were recovered (n = 57), having been alcohol‐abstinent for 4 months or more after treatment, and who were nonrecovered (n = 213), being still in treatment. Compared with the nonrecovered group, the recovered group reported lower levels of denial of drinking problems and rationalization of drinking (two dimensions of specific beliefs that facilitate alcohol use), dysfunctional attitudes, depressed mood, and emotion‐focused coping. The recovered group also showed higher levels of alcohol abstinence self‐efficacy and problem‐focused coping. Both denial and alcohol abstinence self‐efficacy were uniquely associated with alcohol dependence recovery, when we controlled for the other relevant predictors, whereas neither dysfunctional attitudes nor rationalization were so associated. These findings could be useful in refining psychological interventions facilitating the recovery of alcohol‐dependent patients.     

Psychological wellbeing of Turkish university students with physical impairments: an evaluation within the stress-vulnerability paradigm

Generally, universities in developing countries offer little in the way of provisions and support (material, emotional, etc.) for disabled students. Therefore, disabled students experience considerable burdens and barriers in their educational life. This study investigated the psychological wellbeing of disabled Turkish university students by examining influences on stress-related growth and psychological distress. Disability is defined within the framework of a social model. According to this view, impairment refers to the functional limitation(s) that affect(s) a person's body, whereas disability refers to the loss or limitation of opportunities owing to social, physical or psychological obstacles. Seventy disabled university students with physical impairments were administered a questionnaire package, including a sociodemographic information sheet, Ways of Coping Questionnaire, Stress-Related Growth Scale, Multidimensional Scale of Social Support, Life Events Inventory, and Brief Symptom Inventory. Snowball sampling was used and voluntary participation was essential. The results showed that disability burden, daily hassles, and helplessness coping were significant predictors of psychological symptoms. For stress-related growth the only variable that appeared significant was problem-solving coping. The results pointed out that there may be different pathways to distress and growth. In order to decrease psychological distress and enhance growth in disabled university students, disability awareness programs, changes in the barriers in the academic and physical environments of the university campuses, and coping skills training to increase problem-focused coping and to combat helplessness may prove to be effective. Reducing daily hassles for the disabled students is likely to contribute to their wellbeing by decreasing their burdens. Also, a more disability-friendly environment is likely to be empowering for disabled university students.     

The relationship between the need for closure and deviant bias: an investigation of generality and process

The need for closure predicts an evaluative bias against people whose opinions or behaviors deviate from those of other members of their social groups. In the present study, we investigated whether the relationship between the need for closure and deviant bias generalized to nonsocial stimuli, and we examined the process underlying this relationship. Sixty-one undergraduate students completed measures of the need for closure, the need for structure, intolerance for ambiguity, and the ability to be decisive and achieve cognitive structure. They then rated their liking for letters of the Latin alphabet ("A" & "B") whose locations were consistent and inconsistent with relevant categories ("A circle" and "B circle"). Participants liked category-inconsistent letters less than category-consistent letters. Measures related to the need for structure and closed-mindedness correlated positively with this deviant bias, whereas measures related to the ability to be decisive and achieve cognitive structure did not. These results imply that the relationship between the need for closure and deviant bias is a relatively basic and pervasive effect that is not unique to social deviance and is driven by the need for structure and closed-mindedness. Implications for social and nonsocial stimuli are discussed.     

Psychoanalysis in the university: the natural home for education and research

Psychoanalysis as a theory of human mental functioning and a derived therapeutic for disturbed functioning would have its natural home in the university, and Freud gave evidence of harboring such an ambition. But the sociopolitical structure of the early 20th century Austro-Hungarian Empire precluded this, and analysis developed, by default, its part-time, private practice-based educational structure. Psychoanalytic penetration of academic psychiatry in the United States after World War II made possible a counter-educational structure, the department of psychiatry-affiliated psychoanalytic institute within the country's medical schools. This paper outlines, beyond these, other more ambitious vistas (David Shakow, Anna Freud, The Menninger Foundation, Emory University [US], APdeBA [Argentina]), conceptions even closer to the ideal (idealized) goal of full-time placement within the university with strong links to medicine, to the behavioral sciences, and to the humanities.     

The reversed work‐ethic effect: Monkeys avoid stimuli associated with high‐effort1

We investigated how different numbers of responses prior to the presentation of a stimulus influenced preferences for the stimulus in three Japanese monkeys (Macaca fuscata). Monkeys were trained for two kinds of simultaneous discriminations that followed a high‐effort or a low‐effort response. In probe test trials, the stimulus that followed the high‐effort and the stimulus that followed the low‐effort response during discriminations were presented simultaneously. All monkeys chose stimuli that in training followed a low‐effort response. This result suggested that monkeys avoided stimuli that followed high‐effort responses because of the association between those stimuli and the preceding greater effort. The present result is consistent with our previous study conducted with humans, but contradicts analogous studies carried out with pigeons that reported either opposite results (i.e. pigeons preferred the stimuli after high‐effort) or non‐biased preferences. The differences between mammals and birds are discussed in terms of the lack of a successive negative contrast effect in birds.     

Psychotherapy and close-process technique

The applicability and advantages of Paul Gray's concept of close-process in the practice of psychotherapy are discussed. Gray seems to have underestimated the potential and versatility of his technical approach to derivative psychotherapy procedures. Clinical vignettes are provided, describing some nodal points for intervention, and exploration of transferential, extratransferential and genetic aspects of the workable surface. Gray's methodology of intraclinical attention permits a more verifiable examination of sequences, an issue of special relevance in our age of empirical standards for the evaluation of dynamic therapies.     

Comparison of a stimulus equivalence protocol and traditional lecture for teaching single-subject designs

This study compared the effects of a computer-based stimulus equivalence protocol to a traditional lecture format in teaching single-subject experimental design concepts to undergraduate students. Participants were assigned to either an equivalence or a lecture group, and performance on a paper-and-pencil test that targeted relations among the names of experimental designs, design definitions, design graphs, and clinical vignettes was compared. Generalization of responding to novel graphs and novel clinical vignettes, as well as the emergence of a topography-based tact response after selection-based training, were evaluated for the equivalence group. Performance on the paper-and-pencil test following teaching was comparable for participants in the equivalence and lecture groups. All participants in the equivalence group showed generalization to novel graphs, and 6 participants showed generalization to novel clinical vignettes. Three of the 4 participants demonstrated the emergence of a topography-based tact response following training on the stimulus equivalence protocol.     

Panel: What could be Jungian about Human Rights work?

The question of whether Jungian analysts should move beyond the consulting room to engage with mental health issues that pertain to the collective is the focus of this paper. Two narratives are presented: one from the view point of a psychiatrist in Occupied Palestine, the other from the conflicted situation which faces an Israeli analyst. Despite the strong ambivalence that is experienced on both sides, there is a willingness to meet and to take a standpoint without necessarily coming to a resolution. A third position is offered by describing experiences from the South African perspective. The African notion of Ubuntu is offered as a moral entry point that states that community goes beyond one's own; from this point of view, Jungian analysts can do no other than to act.     

Fixed-time schedule effects in combination with response-dependent schedules

We evaluated the effects of fixed-interval (FI), fixed-time (FT), and conjoint (combined) FI FT reinforcement schedules on the responding of 3 adults who had been diagnosed with schizophrenia. Responding on vocational tasks decreased for 2 of 3 participants under FT alone relative to FI alone. Responding under FI FT resulted in response persistence for 2 of 3 participants. Results have implications for the maintenance of desirable behavior, as well as for situations in which FT treatment has been implemented for problem behavior and problem behavior is nevertheless reinforced by caregivers.