Altering the Shape of Punishment Distributions Affects Decision Making in a Modified Iowa Gambling Task

Neuroeconomics research has shown that preference for gambling is altered by the statistical moments (mean, variance, and skew) of reward and punishment distributions. Although it has been shown that altered means can affect feedback‐based decision making tasks, little is known if the variance and skew will have an effect on these tasks. To investigate, we systematically controlled the variance (high, medium, and low) and skew (negative, zero, and positive) of the punishment distributions in a modified version of the Iowa Gambling Task. The Iowa Gambling Task has been used extensively in both academic and clinical domains to understand decision making and diagnose decision making impairments. Our results show that decision making can be altered by an interaction of variance and skew. We found a significant decrease over trials in choices from the decks with high variance and asymmetrically skewed punishments and from the decks with low variance and zero skew punishments. These results indicate that punishment distribution shape alone can change human perception of what is optimal (i.e., mean expected outcome) and may help explain what guides our day‐to‐day decisions. Copyright © 2013 John Wiley & Sons, Ltd.     

Girls’ Perspectives of Barriers to Outdoor Physical Activity Through Photovoice: A Call for Counselor Advocacy

Physical inactivity and limited time spent in nature are major societal concerns that affect the mental and emotional health of youth in the United States. As such, this study explored girls’ perspectives of barriers to outdoor physical activity using a qualitative participatory action research method called photovoice. Six themes emerged from data representing the girls’ perspectives of barriers to outdoor physical activity through photovoice: Very Busy Schedule, Social Media, Health Concerns, Indoor Activity Instead of Outdoor Activity, Electronic Devices, and Way of Life. Researchers address how counselors can use these findings to advocate on this issue, given that counselors are called to advocate at multiple levels to address barriers that inhibit the growth and development of clients.     

A Phenomenological Inquiry of Clients’ Meaningful Experiences in Counseling With Counselors‐in‐Training

This study is a follow‐up to Sackett, Lawson, and Burge's ( 2012 ) study that explored the meaningful experiences of clients and counselors‐in‐training (CITs). Using the previous study's themes of clients’ experiences in counseling with CITs as a launching pad, the authors examined in greater depth the meaningful experiences of clients who are in counseling with CITs through qualitative phenomenological interviews. Findings, as well as implications for counselor education, supervision, and counseling, are discussed.     

An Exploration of Black Teens' Experiences of Their Own Racial Identity Through Photovoice: Implications for Counselors

Multiculturally competent counselors and researchers are called to understand individuals’ worldviews and experiences (Ratts, Singh, Nassar‐McMillan, Butler, & McCullough, 2016). Therefore, in this study, the authors explored Black teens’ experiences of their own racial identity using a qualitative participatory action research method called photovoice. Eight participants ranging in age from 14 to 17 took part in this study. Three themes emerged from the data: places you don't belong, comfort places, and strengths/concerns. The authors address implications for counselors. Consejeros e investigadores multiculturalmente competentes están llamados a entender los cosmovisiónes y experiencias de los individuos (Ratts, Singh, Nassar‐McMillan, Butler, & McCullough, 2016). Por lo tanto, en este estudio, los autores exploraron las experiencias de adolescentes negros sobre su propia identidad racial, usando un método cualitativo de investigación‐acción participativa llamado fotovoz. Ocho participantes de edades comprendidas entre los 14 y 17 años tomaron parte en este estudio. De los datos obtenidos surgieron tres temas: lugares a los que no perteneces, lugares de comodidad y fortalezas/preocupaciones. Los autores abordan las implicaciones para consejeros.     

USING A FADING PROCEDURE TO INCREASE FLUID CONSUMPTION IN A CHILD WITH FEEDING PROBLEMS

Stimulus fading was combined with differential reinforcement and extinction to increase intake of a calorie‐dense fluid by a 6‐year‐old child with feeding problems. The fading procedure consisted of adding Carnation Instant Breakfast? Final acceptance and then milk to water (a fluid the child would drink).     

Exploration of Prelicensed Counselors’ Experiences Prioritizing Information for Clinical Supervision

This qualitative study explored prelicensed counselors’ experiences prioritizing information for clinical supervision. Through phenomenological interviews, 7 counselors seeking licensure discussed how they self‐report salient information to their supervisors. Using interpretative phenomenological analysis, the authors identified 3 themes: (a) learned to maximize supervision based on structure of supervision, (b) influences on decision to present, and (c) rationale for presenting client case. Implications for counselors and supervisors are discussed.     

Comparison of Telephone and Televideo Modes for Delivery of Genetic Counseling: a Randomized Trial

Telephone and televideo have yielded equivalent patient satisfaction and psychosocial outcomes when compared to in-person genetic counseling, yet little is known about how they compare to one another. In this randomized controlled trial, veterans received genetic counseling via telephone or traveled to a clinic to participate via encrypted televideo. Knowledge and visit satisfaction were assessed 2 weeks later. Travel time, mileage, and out-of-pocket costs were calculated for videoconferencing. Qualitative interviews were conducted with patients and counselors to assess acceptability. Of the 20 male patients randomized to telephone, 90% received counseling and provided outcomes; of the 18 randomized to televideo, 67% received counseling and 50% provided outcomes. Telephone patients answered a mean of 4.4 of eight questions correctly at baseline and 4.7 at follow-up; televideo means were 5.6 and 6.5, respectively. Satisfaction was 25.2 out of 30 for telephone and 26.9 for televideo. Televideo patients incurred a median of 2.8 h of travel time, 40 roundtrip miles, and $67.29 in costs. Patients and counselors found both modes acceptable for providing education and answering questions. Although patients liked the flexibility of telephone, counselors felt patients missed more appointments and were distracted when using telephone. A noted advantage of videoconferencing was reading body language. Further evaluation of alternative delivery modes is needed.     

Setting events controlling social verbal exchanges between students with developmental delays

The peer social verbal exchanges (social conversational units) between four developmentally delayed students were studied as a function of setting events. A single conversational unit consisted of a verbal exchange in which each individual functioned as both speaker and listener. Each unit included a three term verbal contingency. Data were collected by trained observers viewing videotapes of 20-minute sessions in which running times were burned onto the videotape. Frequencies of social conversational units were measured under two conditions. Comparisons were made between sessions in which the teacher responded only when spoken to and sessions in which the teacher was absent using a combined reversal and multiple schedule design. Results showed that peer conversational units emerged at high rates when the teacher was absent and at low or nonexistent rates when the teacher responded only when spoken to in the living room setting. The setting and audience control for peer verbal exchanges were discussed as functions possibly of either a punishing audience, establishing operations, or response deprivation.     

Putting the brakes on prejudice: on the development and operation of cues for control

A model concerning the establishment and operation of cues for control was developed and tested to understand how control can be exerted over (automatic) prejudiced responses. Cues for control are stimuli that are associated with prejudiced responses and the aversive consequences of those responses (e.g., guilt). In Experiments 1 and 2, 3 events critical to the establishment of cues occurred: behavioral inhibition, the experience of guilt, and retrospective reflection. In Experiment 3, the presentation of already-established cues for control did, as expected, produce behavioral inhibition. In Experiment 4, participants were provided with an experience in which cues could be established. Later presentation of those cues in a different task resulted in behavioral inhibition and less racially biased responses.     

An Exploration of Young Clients' Experiences in Counseling With Post‐Master's Counselors

This phenomenological study adds to current literature about clients' meaningful experiences in counseling by exploring the experiences of eight young clients (ages 8–18) in individual counseling with post‐master's counselors in an outpatient setting. Interviews with these clients revealed the following six themes: (a) the process of growth, (b) having a safe place to talk, (c) counselor accepts and meets the client where they are, (d) counseling is a team effort, (e) supportive accountability from the counselor, and (f) understanding self and others. The final theme includes two subthemes: learning coping and emotion management skills, and learning better ways to communicate and behave. Findings and implications for counselors are discussed.