The Relationship Between Attitudes Toward Persons Who Are Gay and Persons With AIDS,and HIV and AIDS Knowledge

A total of 86 counseling students were assessed on their attitudes toward persons who are gay, attitudes toward persons with AIDS (Acquired Immune Deficiency Syndrome), and level of HIV (human immunodeficiency virus) and AIDS knowledge. Demographic data consisted of sex, age, and HIV- and AIDS-related training. Results indicated that the attitudinal and knowledge variables were correlated so that positive attitudes toward both groups corresponded with high levels of knowledge. There were no significant differences among these variables on the demographic factors. Implications of these results are discussed, with special emphasis placed on counselor education.     

Accreditation Standards for University and College Counseling Centers

The accreditation standards outlined in the article are used by the International Association of Counseling Services, Inc., as the basis for the formal accreditation of college and university counseling programs throughout the United States and Canada. They reflect the program elements and practice standards that are deemed essential in a counseling center that provides high-quality services to students.     

Stress and alcohol use: a daily process examination of the stressor-vulnerability model

The authors used a daily diary methodology to examine over 60 days how the within-person associations among event stress, alcohol consumption, and desire to drink varied as a function of gender, positive and negative alcohol-outcome expectancies, and avoidant coping in a sample of 88 regular drinkers. Multilevel regression analyses indicated that men who more strongly anticipated positive outcomes or a sense of carelessness from drinking drank relatively more on stressful days compared with low-stress days. Similar results were found predicting desire to drink. Men who anticipated greater impairment from drinking drank relatively less on stressful days. In general, these effects did not hold for women. Little evidence was found for the predicted effects for avoidant coping style, and some results showed that avoidant coping style buffered the exacerbating effects of careless unconcern expectancies.     

Daily interpersonal experiences, context, and alcohol consumption: crying in your beer and toasting good times

The authors explored a multidimensional view of drinking, whereby social and solitary drinking represent distinct behaviors associated with positive and negative experiences, respectively. Using daily diary methodology and multilevel analytic strategy, the authors examined, over 30 days, the within-person association of negative and positive experiences and alcohol consumption in different contexts and focused on interpersonal experiences. On days with more negative interpersonal experiences, participants engaged in more solitary drinking (i.e., drinking at home and alone), whereas on days with more positive interpersonal experiences they drank more in social contexts. The authors also demonstrated that individuals high on neuroticism drank more in solitary contexts on days with more negative interpersonal experiences, relative to those with lower neuroticism. These findings lend support to models linking daily drinking motivation and context-dependent drinking behavior.     

Eating Issues in Schools: Detection,Management, and Consultation With Allied Professionals

School counselors play a crucial role in the prevention, assessment, treatment, and overall management of eating‐related problems among children and adolescents. This article provides a framework for conceptualizing these difficulties on a continuum of severity and includes recommendations at each level for intervention and consultation. Collaboration with other professionals is encouraged when confronted with these multifaceted issues. Efforts by school counselors are vital to prevention and recovery from eating disorders.     

Online Story Comprehension among Children with ADHD: Which Core Deficits are Involved?

Children with ADHD have difficulty understanding causal connections and goal plans within stories. This study examined mediators of group differences in story narrations between children ages 7-9 with and without ADHD, including as potential mediators both the core deficits of ADHD (i.e., inattention, disinhibition, planning/working memory) as well measures of phonological processing and verbal skills. Forty-nine children with ADHD and 67 non-referred children narrated a wordless book and completed tasks assessing the core deficits of ADHD, phonological processing, and verbal skills. Results revealed that, although no shorter than those of non-referred children, the narratives of children with ADHD contained fewer elements relating to the story's causal structure and goal plan. Deficits in sustained attention accounted for the most variance in these differences. Results have implications for understanding and ameliorating the academic problems experienced by children with ADHD.     

Event plausibility does not determine children's false memories

In this paper we ask how the plausibility of an event affects the likelihood that children will develop a false memory for it. Over three interviews 6-year-olds and 10-year-olds were shown two true photos and two false photos-a plausible and less plausible event-and reported what they could remember about those events. Children also rated their confidence that the events happened, and how much they could remember about the events. By the final interview, within each age group, there were no differences in children's confidence ratings for the two false events. In addition, within each age group, the rate of false memories was the same for each event; across age groups, younger children developed more false memories than older children.     

Creating false memories for events that occurred before versus after the offset of childhood amnesia

We examined whether false images and memories for childhood events are more likely when the event supposedly took place during the period of childhood amnesia. Over three interviews, participants recalled six events: five true and one false. Some participants were told that the false event happened when they were 2 years old (Age 2 group), while others were told that it happened when they were 10 years old (Age 10 group). We compared participants’ reports of the false event to their reports of a true event from the same age. Consistent with prior research on childhood amnesia, participants in the Age 10 group were more likely than participants in the Age 2 group to remember their true event and they reported more information about it. Participants in the Age 2 group, on the other hand, were more likely to develop false images and memories than participants in the Age 10 group. Furthermore, once a false image or memory developed, there were no age-related differences in the amount of information participants reported about the false event. We conclude that childhood amnesia increases our susceptibility to false suggestion, thus our results have implications for court cases where early memories are at issue.