A parallel process seminar for use in programs of Clinical Pastoral Education (CPE)

A seminar model is developed and used for students in Clinical Pastoral Education to explore parallel process dynamics operative in their ministry. One of the key assumptions on which this seminar is designed is that students will present material from their work with patients that carry relational dynamics that parallel the students' intra-psychic dynamics. Verbatim material presented is used in the learning group to identify and respond to the presenter's intra-psychic dynamics and their implication for ministry--to provide support, clarification, and/or confrontation with the intent of facilitating personal and professional growth.     

The effect of culture and self‐construals on predispositions toward verbal communication

This study tested the effects of culture and self‐construals (i.e., independence and interdependence) on predispositions toward verbal communication. For the purpose of this study, we focused on two main areas of verbal communication predispositions: (a) communication apprehension and (b) argumentativeness. In our path model, we expected that culture‐level individualism increases one's construal of self as independent, which, in turn, leads to a higher degree of argumentativeness and a lower level of communication apprehension. We also expected that culture‐level individualism decreases one's construal of self as interdependent, which, in turn, leads to a lower degree of argumentativeness and a higher level of communication apprehension. Data to test the model were drawn from undergraduates (N=539) studying in Korea, Hawaii, and mainland U.S. The data were partially consistent with the theoretical predictions made. The implications of the results for theory and practice are discussed.     

Toy-oriented changes in hand and joint kinematics during the emergence of purposeful reaching

Infants first consistently reach for objects between 3 and 5 months of age. In the months before reaching, infants produce a variety of arm movements. The relationship between these early arm movements and the emergence of purposeful reaching is still unclear. The purpose of the present study was to determine how groups of non-reaching, nearly reaching, and newly reaching infants changed the kinematics of their spontaneous arm movements in the presence of a toy. Five infants in each of these groups were observed with a high-speed motion capture system during trials with and without a toy present. Kinematic analyses examined 3D hand, shoulder, and elbow motions. Our results suggest that with a toy present, non-reachers altered their movement quantity whereas near- and new-reachers altered their movement quality through spatio-temporal dissociation and reorientation of the arm. When comparing the changes across groups we observed three preliminary patterns of toy-oriented changes. Our results join other studies to strengthen the relationship between early arm movements and purposeful reaching. Future longitudinal studies are now required to begin to fully understand the complex process by which infants adapt their early arm movements for purposeful behaviors.