Humor in therapy: the case for training therapists in its uses and risks

Formal humor training for therapists is proposed as an elective part of their academic curriculum. The paucity of rigorous empirical research on the effectiveness of this historically controversial form of clinical intervention is exceeded only by the absence of any training for those practitioners interested in applying humor techniques. A representative sample of its many advocates' recommendations to incorporate humor in the practice of psychological therapies is reviewed. Therapeutic humor is defined, the role of therapists' personal qualities is discussed, and possible reasons for the profession's past resistance to promoting humor in therapy are described. Research perspectives for the evaluation of humor training are presented with illustrative examples of important empirical questions. In addition to its potential salubrious effects on clients, therapeutic humor might have the positive side effect of preventing or minimizing professional burnout in therapists. This potentially major psychotherapeutic resource, highly praised by some, remains insufficiently evaluated and essentially untapped.     

Perceived Peer Norms,Casual Sex,and AIDS Risk Prevention1

To facilitate more effective AIDS education with heterosexual college students, an etiological study of AIDS risk behavior was conducted on a sample of 1,035 students at a large western university. In this study, “AIDS risk behavior” refers to participation in casual sex, failure to use condoms, and resistance to changing casual sex activity. Knowledge regarding AIDS had no significant correlation with AIDS-risk behavior. However, “perceived peer norms” (termed Peer Norm in this study) was a major predictor variable in AIDS risk behavior. Peer Norm was defined as perceived AIDS-risk attitudes and the behavior of one's peers. These findings contrast some what with those of Emmons et al.'s (1986) study of homosexual men. This difference may be due to the focus in the present study upon heterosexual university students as subjects. For this group, our results suggest that programs targeting the peer group in AIDS prevention education are especially needed. These might include peer-based AIDS education, emotion-oriented discussion sessions, encounters with “Peers-with-AIDS” models, and role-playing of assertive responses.     

Feminism and women's sense of humor

The present study empirically examined the long-standing folk belief that women, especially feminist women, have no sense of humor. Svebak's (1974) revised Sense of Humor Questionnaire [SHQ; (1974b) “Revised Questionnaire on the Sense of Humor,” Scandinavian Journal of Psychology, Vol. 15, pp. 328–331], the short version of the Attitudes Toward Women Scale [ATW; found in J. T. Spence and R. L. Helmreich (1978) Masculinity and Femininity: Their Psychological Dimensions, Correlates, and Antecedents, Austin: University of Texas Press], and S. K. Murnen and D. Byrne's Hyperfemininity Scale [HF; (1991) “Hyperfemininity: Measurement and Initial Validation of the Construct,” The Journal of Sex Research, Vol. 28, pp. 479–489] were administered to 175 college women. Self-ratings were also obtained of the women's stands on women's issues (from traditional to feminist), their own sense of humor, and how often other people typically laugh at their humor. Significant positive correlations occurred between the latter two measures and Svebak's scale. A significant negative correlation appeared between the ATW and the HF. The lack of a significant association between the women's self-rated sense of humor or the SHQ and either the ATW or HF suggests that no relationship between feminism and sense of humor was demonstrable at least with these instruments in this young adult sample.