MFT trainee adjustment to program lifestyle stress: The TAPS scale

The 30-item Trainee Adjustment to Program Stress (TAPS) scale was developed to measure lifestyle stress of family therapy trainees. Initially, 70 items were generated from propositional statements based on four constructs. Following pilot testing, 329 out of 900 (37%) student members of the American Association for Mariage and Family Therapy (AAMFT) returned TAPS questionnaires. Internal consistency reliability analyses and principal components and factor analyses produced a final 30 item TAPS scale appropriate for use in family therapy training programs. Reliability and validity measures are reported.     

The application of the satir model of family therapy to the families in Hong Kong: A personal reflection

Practitioners in Hong Kong have shown an increasing interest in various family therapy approaches since the 1980s. This paper offers a critique of the major concepts and techniques of the Satir model applied to families in Hong Kong. Cultural considerations are examined in relation to the family structure and hierarchy, the Chinese self and self-esteem, communication patterns, and family rules. Implications for the application of the Satir model of family therapy in Hong Kong are discussed.     

Effects of differential reinforcement on the behavior and self-esteem of children with emotional and behavioral disorders

Students in a residential special school for children with emotional and behavioral disorders participated in a study designed to reduce their levels of inappropriate behavior. The residential care staff rated the students' behavioral problems and their class teachers rated their overt self-esteem pre and post intervention. In addition, the students completed self-ratings of their self-esteem. The students were divided into two groups, experimental and control. A multiple baseline across behaviors design was used to assess behavioral changes in the experimental group. Both groups received tangible rewards to the same level but only the experimental group received them contingent upon behaving appropriately. Results showed that the experimental group students made substantial reductions in their levels of inappropriate behavior, which were maintained at a three-month followup. Also, ratings of their behavioral problems by residential child care staff suggested that this improvement in behavior had generalized beyond the classroom to the residential setting. However, no significant differences were found between the pre- and post-intervention ratings of their self-esteem or teacher ratings of their overt self-esteem.     

Freud's early metaphors and network of enterprise: Insight into a journey of scientific self-discovery

This paper examines Freud's evolving network of enterprise from 1876 to 1900 and the ensemble of metaphors which he used in the development of his theory (1888–1900). It will be shown that, in spite of Freud's obligatory change of career at age 26, there is no sharp break between Freud's early scientific work and his psychological research. Many signs of continuity between the two periods can be found. Freud's journey of scientific self-discovery only progressively led him to the frontiers of the unknown and his ultimate challenge: exploring the secrets of sexuality. Freud's avowed commitment to the study of the unconscious may have happened as late as 1899 as his metaphors celebrate an intimate fusion between the creator and his creation.     

Realism,instrumentalism, and the intentional stance

One of Dennett's principal arguments for an instrumentalistic construal of intentional attributions (e.g., attributions of belief, etc.) is that such attributions are environment relative. I argue that one can and should adopt a realist perspective toward such attributions, but accommodate their environmental relativity by treating intentional properties as relational properties. By doing so one acquires a useful perspective on experimental cognitive psychology; in particular, one can overcome the temptation to treat ecological accounts and information processing accounts as incompatible alternatives and come to see them as mutually supportive. Treating intentional properties as relational may be counter-intuitive, but I provide examples of how other sciences have had to treat what seem to be intrinsic properties as relational.     

The effects of situational performance constraints on intrinsic motivation and satisfaction: The role of perceived competence and self-determination

Situational performance constraints, task interest, and pay contingencies were manipulated in a laboratory study in order to investigate the cognitive mechanisms associated with the previously observed detrimental effects of constraints on affective task reactions. It was hypothesized that feelings of task competence and self-determination would account for both the direct and the interactive effects of constraints on motivation and satisfaction. The results of the study indicated that despite the fact that participants' performance was being constrained and they were aware of these constraints, the mere presence of the constraints alone failed to result in lower levels of satisfaction or motivation on a proofreading task. Post hoc analyses suggested that the constraints, in fact, led to negative affective task reactions when they also reduced participants' feelings of competence and self-determination. Interestingly, participants' generalized locus of control was associated with such effects. Internals tended to maintain stronger feelings of competence and self-determination than externals in the presence of constraints, thereby also maintaining greater motivation and satisfaction.     

The effects of feedback consistency and feedback favorability on self-perceived task competence and perceived feedback accuracy

The present study, employing a 2 × 2 true-experimental design and regression analyses assessed the main and interactive effects of feedback consistency (consistent vs inconsistent), and feedback favorability (acceptable vs superior), for feedback given at two time periods on measures of perceived feedback accuracy and self-perceived task competence. Among the study's findings were that (a) the perceived accuracy of feedback at the second period was a function of the favorability of feedback received at the first time period, (b) the self-perceived task competence levels of subjects were jointly determined by the favorability of feedback received at both time periods, and (c) the perceived accuracy of feedback was a function of its consistency. Organizational implications of the study's results are offered.