Evaluation of the relative effectiveness of methylphenidate and cognitive behavior modification in the treatment of kindergarten-aged hyperactive children

This study of kindergarten-aged hyperactive children evaluated the effects of three modes of treatment in relation to an untreated control group. The treatments were administered over a 3-month period and included cognitive behavior modification, methylphenidate, and the two treatments combined. A follow-up assessment was done approximately 1 year later at the end of the first grade. Analyses of psychological, rating scale observational, and interview data showed that hyperactive children became less symptomatic over time;the data did not provide evidence indicating that any of the treatments studied was more effective than any other or than no treatment at all.This research was supported by grants from the Ontario Mental Health Foundation (Grant No. 701-76/78) and The Hospital for Sick Children Foundation (Grant No. 77-22). The authors wish to thank Mr. Syl Sauro, of the Etobicoke Board of Education, and Mrs. M. Stijovic, of the Etobicoke Community Health Department, for their cooperation.     

School children's responses on a semantic differential over a 10-year span

A semantic differential scale was administered to 208 school children when they were in the second, fourth, sixth, eighth, tenth, and twelfth grades. Their perceptions towards two concepts were measured, Education (going to school) and Work (having a job). Each semantic differential scale had 15 adjective pairs and reflected the three underlying factors of Evaluative, Potency, and Activity. Because the study was conducted for 10 years (ages seven to 18), the changing cognitive developmental stages of the children were expected to influence factor analytic and reliability results. Confirmatory factor analysis, which forced the data into three factors, did not clearly identify the expected three factors, although more items loaded on the three factors with age. An exploratory factor analysis identified a trend across grades from six to four factors over time. Reliability also improved across age groups. Caution should be exercised when using the semantic differential with young children in investigations of abstract concepts.     

the measurement of holland types in a 10‐year longitudinal study of a sample of students

The author examined the incidence and stability of Holland types in a longitudinal study of a sample of students. Of the 208 students who began the study, 65 provided occupational aspirations at all 6 interview points. Social, Investigative, and Enterprising were the top Holland codes in 2nd and 12th grades. Eighteen percent of the students had the same primary code 5 or 6 times during the time span. More than 60% of the sample had at least 1 set of opposite Holland types over the 6 measurement times.     

Content Analysis of 32 Years of American Counseling Association Convention Programs

A content analysis of American Counseling Association convention sessions offered from 1977 to 2008 was conducted. The intent was to identify changes and trends in the counseling profession. Content of more than 15,000 sessions, including educational programs, keynote presentations, and training sessions, was assigned to 1 of 86 categories. A shift from a career and school focus to clinical and mental health, as well as an increasing emphasis on multicultural; lesbian, gay, bisexual, and transgender; and spirituality issues, was noted.     

The development of personal autonomy throughout cultures

It is argued here that autonomy entails universal psychological needs pertaining to agency and identity formation, expressed in different ways over different developmental periods. As children develop skills and abilities related to psychological needs for self-expression and competence, they will claim areas related to the exercise of these abilities, in accordance with the possibilities afforded by different cultural environments. The development of a sphere of autonomous functioning is postulated to be central to conceptions of personal freedom and rights, placing limits on the legitimate actions of authorities and other social agents. Concepts of personal freedom and associated rights are often constructed in the context of conflict, in which children's attempts to claim personal freedom is met with opposition by parents or other authorities. Evidence is reviewed indicating that the developmental pathway toward autonomy shows many similarities across diverse cultures that are only beginning to be recognized and systematically investigated.     

JobShift: A Book Review

Book reviewed in this article: JobShtft: How to Prosper in a Workplace Without Jobs by William Bridges     

A PDP-11/45 program for playing n-person characteristic function games

NPER II is an on-line PDP-11/45 computer program for studying bargaining and coalition formation processes within the framework of n-person games in characteristic function form. The extensive vocabulary of the program and its mode of operation are presented nontechnically, followed by an examination of a protocol from a sample four-person game. Improvements over a previous version of the program and applications to other experimental paradigms investigating coalition formation and bargaining are discussed in the last two sections of the paper.     

Substance Abuse in Persons With Disabilities: Treatment Considerations

In this article the authors examine the issues and needs of individuals who are physically disabled and have substance abuse problems. Reasons for the high rate of substance abuse among individuals who are physically disabled are explored. Treatment considerations for such individuals are addressed and include individual, family, and educational counseling. Prevention issues are examined, and the importance of the Americans with Disabilities Act (ADA, 1990) is assessed.