Ritualized Play Using Role Play to Teach Pastoral Care and Counseling

The author's experience of reflection-on-action and reflection-in-action in clinical supervision for counseling provides the basis for an analogous experience in the classroom that promotes the teaching of the practice of general pastoral care. A classroom ritual of role play within a specific process for reflection provides the basis for integrating theory and practice.     

Determinants of coach motivation and autonomy supportive coaching behaviours

ObjectiveThe objective of the present study is to build upon the existing literature examining the coaching context and how it relates to coaches' use of autonomy-supportive interpersonal behaviours (i.e. Stebbings, Taylor, Spray, & Ntoumanis, 2012) by identifying additional environmental factors and exploring the role of coach motivation.DesignAn academic model designed by Pelletier, Seguin-Levesque, and Legault (2002) to predict teacher motivation and autonomy-supportive styles in academic settings, was adapted to the coaching context.MethodsThe influence of pressure from above (sport administrations) and pressure from below (athlete motivation) on coach motivation and autonomy-supportive coaching behaviours was tested using structural equation modeling.ResultsResults support the fit of the model in a sport context.ConclusionsPressure from above, pressure from below, and coach motivation predict coaches’ reported use of autonomy-supportive behaviours.     

Learning correct responses and errors in the Hebb repetition effect: two faces of the same coin

In a serial recall task, the Hebb repetition effect occurs when recall performance improves for a sequence repeated throughout the experimental session. This phenomenon has been replicated many times. Nevertheless, such cumulative learning seldom leads to perfect recall of the whole sequence, and errors persist. Here the authors report evidence that there is another side to the Hebb repetition effect that involves learning errors produced in a repeated sequence. A learning measure based on past recalls (correct or incorrect) shows that the probability of a given response increases with the number of prior occurrences of that response. The pattern of results reveals another manifestation of the Hebb repetition effect and speaks to the nature of implicit learning.     

Transcending a Differend: Studying Therapeutic Processes Conversationally

Studies of actual conversational behaviours used to generate positive change in family therapy are relatively rare. In this study such conversational details were examined as they occurred in a single session of family therapy. With passages identified by family members as helpful, discursive methods of analysis (conversation analysis and critical discourse analysis) were used to examine an actual conversation between a renowned family therapist (Karl Tomm) and a family formerly at a conversational impasse. Conversational practices and sequences in talk used by the therapist and family members to bridge these differences in their ways of relating are discussed.     

Philosophical reflections on the foundations of mathematics

This article was written jointly by a philosopher and a mathematician. It has two aims: to acquaint mathematicians with some of the philosophical questions at the foundations of their subject and to familiarize philosophers with some of the answers to these questions which have recently been obtained by mathematicians. In particular, we argue that, if these recent findings are borne in mind, four different basic philosophical positions, logicism, formalism, platonism and intuitionism, if stated with some moderation, are in fact reconcilable, although with some reservations in the case of logicism, provided one adopts a nominalistic interpretation of Plato's ideal objects. This eclectic view has been asserted by Lambek and Scott (LS 1986) on fairly technical grounds, but the present argument is meant to be accessible to a wider audience and to provide some new insights.     

Perceived psychosocial benefits associated with perceived restorative potential of wilderness river-rafting trips

Analysis of the restorative experiences and psychosocial benefits of wilderness river rafting trips of varying difficulty with 186 Canadian participants of different ages supported the restorative potential of natural settings for all age groups as measured by the Perceived Restorativeness Scale. The two-factor structure (General Restorativeness and Coherence) was confirmed. Significant associations were found between scores on the General Restorative subscale and perceived psychosocial benefits (relaxation, nature appreciation or kinship, and physical fitness or achievement) and positive affect. However, the findings associated with the Coherence subscale were not conclusive.     

Short-term memory and time estimation: beyond the 2-second "critical" value.

We showed previously that when time intervals around two seconds (s) are reproduced concurrently with a memory task, intervals are positively related to duration of memory processing. However, some data in research on timing as well as in memory research suggest that 2 s might be a critical duration beyond which different mechanisms or structures would support performance. This implies that the interference observed between memory processing and 2-s productions could be specific to these durations, and would not be obtained with longer durations. In this experiment, intervals ranging from 1.85 to 6.45 s were reproduced by participants, who were searching simultaneously for a memory probe. At all durations, reproductions were positively related to memory set size. These findings have implications with regards to previous research indicating a discontinuity around 2-3 s in time perception. They suggest in particular that the role of memory is similar in reproduction of durations around 2 s and of longer durations.     

Conversational perspective of therapeutic outcomes: The importance of preference in the development of discourse

Major theme: Evaluation of therapeutic outcome. Logical development of the theme: We suggest a way for practitioners and researchers to assess if they are on track in conversing towards client preferred goals. We offer a critique of more conventional approaches to studying therapeutic progress, suggesting how a discursive (i.e. focused on interaction and language use) lens can address these limitations. Through this lens we examine therapeutic progress evident in ‘preference work’, where clients demonstrably indicate, imply, agree and disagree with where the therapeutic conversation is heading. Such ‘preference work’ offers a form of evidence of within‐session outcomes in a process of reaching larger client preferred outcomes. Authors’ point of view: We present the results of conversation analysis – a qualitative approach to the study of therapy – to illustrate our discursive perspective on therapy progress and change. Implications: we suggest a way for practitioners to assess if they are on track in conversing towards client preferred goals. We propose that our interactional perspective may significantly contribute to bridging practice and research in therapy.