EVALUATION OF A SOCIAL INTERACTION COACHING PROGRAM IN AN INTEGRATED DAY-CARE SETTING

We used a multiple baseline design across teachers (with a reversal phase for 1 teacher) to evaluate the direct and indirect effects of a structured coaching procedure on the teaching behaviors of 3 day-care teachers. Structured coaching preceding daily caregiver routines resulted in (a) substantial increases in adult delivery of behavioral support of social interaction during group activities with 2- and 4-year-old children and (b) marked collateral increases in positive interactions of socially withdrawn children. Long-term maintenance effects were demonstrated by both the teachers and target children, and social validity measures indicated that the teachers rated coaching very positively on several dimensions. The results are discussed in relation to in-service training of day-care staff, the concept of coaching as a setting event, and the dissemination of teaching technology related to social interaction of young children.     

VIDEO-BASED TRAINING OF RESPITE CARE PROVIDERS: AN INTERACTIONAL ANALYSIS OF PRESENTATION FORMAT

We conducted two studies to evaluate a video-based instructional package for training respite care providers and the role of presentation format (viewing the videotapes alone, with a partner, and with structured group training) as a contextual variable. In Study 1, the results of a within-subjects Latin square design nested within a multiple baseline showed that performance during simulated (role-played) respite care situations improved in five of the six skill areas for the 12 trainees following presentation of the videotape, with no differences between presentation formats. Correct responding generalized to respite care situations involving a developmentally disabled child, and in most cases, acquired skills were maintained for up to 6 months. In Study 2, we conducted a clinical replication of Study 1 under conditions more closely approximating those in which the training program would be implemented by respite care agencies. Results of the between-groups analysis were consistent with the findings of Study 1.     

MEASURING CLIENT GAINS FROM STAFF-IMPLEMENTED PROGRAMS

Confidence in the adequacy with which staff implement training programs requires an analysis of the impact on the client. In two experiments, measures were devised to reflect this impact. In the first, a measure of the consistency with which clients participated in a toilet-training program revealed their participation to be erratic. Consistent participation occurred after a public display of the consistency of participation was introduced. In Experiment II, detailed measures were devised to reflect the client's performance during the implementation of two physical-therapy programs: range-of-motion and ambulation. Additionally, standardized measures of the benefits that accrued from their participation in these programs were devised. Improvements in both measures were slight and unstable during a condition of immediate feedback (supervisor praise) to staff but substantial improvements were obtained with the addition of a public display of the client's performance.     

COMPETENCE IN ASPECTS OF BEHAVIORAL TREATMENT AND CONSULTATION: IMPLICATIONS FOR SERVICE DELIVERY AND GRADUATE TRAINING

This study examined the extent to which competence in applying behavioral procedures (timeout from positive reinforcement) was sufficient to establish competence in teaching others to apply the same procedures. During baseline, graduate students attempted to instruct parents with a history of child abuse and neglect in the use of time-out. Students were then instructed in the use of time-out until they achieved proficiency in a role-play context. They then reattempted to instruct the parents. Finally, the students were instructed in certain consultation skills (i.e., teaching others to apply behavioral procedures) and again attempted to instruct parents in the application of time-out. Observations of students' consultation skills, parents' proficiency at administering time-out, and children's compliance to parental instructions revealed that explicit training in behavioral consulting skills was necessary to produce improvements in these behaviors. Students' proficiency at administering time-out was insufficient to enable them to instruct others in its application. These results were corroborated by surveys of both students and staff. The implications for graduate training and service delivery are discussed.     

PYRAMIDAL STAFF TRAINING IN THE EXTENSION OF TREATMENT FOR SEVERE BEHAVIOR DISORDERS

We implemented a pyramidal training procedure for staff working with individuals who exhibited self-injurious behavior (SIB), aggression, and disruption. Two adults with developmental disabilities and their direct-care staff and supervisors participated. Following successful treatment by the experimenters, two types of baselines were conducted with the clients and their direct-care staff. During an initial baseline, the staff implemented preexisting procedures. Staff members then received instruction on the new treatment procedures using training methods common throughout the institution, and data were collected during this “post-in-service” baseline. Experimenters then taught unit supervisors to implement treatment, collect and interpret data, and provide similar instructions and feedback to the staff members. The supervisor training was implemented in a multiple baseline design across subjects (clients and direct-care staff). Results showed little change following in-service training but noticeable improvements in direct-care staff behaviors and corresponding decreases in the clients' inappropriate behavior following the pyramidal training intervention with supervisors. Six additional clients (along with their direct-care staff and supervisors) participated in pre- and posttreatment replication designs, and their results provided additional support for the efficacy of the supervisor training procedures.     

外资企业员工群体间应激的比较

本研究采用测量和问卷调查的方法考察了广东外资企业中的三类员工 (即内地员工、港澳员工和本地员工 )共 2 2 7名被试和内地国营企业员工共96名被试的应激及其相关因素。被试应激水平的组间比较表明 :外资企业员工的应激水平均显著高于国营企业员工 ;外资企业各类员工之间在应激水平上均存在显著差异 ;外资企业员工的进厂时间与被试的应激水平呈倒 U型曲线关系 ,而员工的学业与应激水平呈 U型曲线关系。回归分析表明 :外资企业中各类员工的应激有共同的相关因素 ,也有各自特殊的相关因素。     

医务人员组织公民行为理论及其研究进展

介绍了组织公民行为概念的来源,以及医务人员组织公民行为研究状况。在分析已有研究的基础上,指出了未来研究的三个方向：基于医疗服务组织特性的医务人员组织公民行为概念及其构成研究,医务人员组织公民行为与相关概念的关系研究,基于中国社会文化情境的医务人员组织公民行为研究。     

对高校大学生心理健康教育教师队伍构建的思考

大学生是年龄、经历、文化程度都比较接近的特殊社会群体,其心理健康问题越来越受到社会和学校的关注。目前我国高等学校急需构建一支相对稳定的专兼职结合的大学生心理健康教师队伍,来帮助大学生提高心理健康水平,促进其人格的和谐发展,增强社会适应能力。该文就高校心理健康教育师资队伍的构建提出了一些看法。     

HIV/AIDS in scottish prisons: Attitudes of staff and prisoners

Abstract

Prison is commonly regarded as a high risk environment for the transmission of HIV/AIDS. Five hundred and fifty-nine prisoners and 591 prison staff sampled from 8 Scottish prisons completed questionnaires concerning attitudes towards various issues of HIVIAIDS. A majority of prisoners and prison staff expressed liberal attitudes with respect to HIV/AIDS. For both staff and prisoners, the most liberal responses were to items dealing with personal and social contact with people with HIVIAIDS. A majority of prisoners and prison staff expressed conservative attitudes in relation to screening of individuals for HIV. With regard to differences between prisoners and prison staff, prisoners were more supportive than prison staff of the provision of free condoms to homosexuals and free condoms and syringes to intravenous drug users, and the provision of free medical care to both groups in the case of AIDS. Among the prisoner sample, intravenous drug users, in comparison to non-users, were found to be more positive in their attitudes toward HIVIAIDS on a wide range of issues. The implications of the study for health psychology are discussed with regard to prisoner and prison staff educational needs and prisoner management.