Defining the Role of Laboratory Genetic Counselor

An increasing number of genetic counselors are moving into non-clinical roles, where their primary duties do not involve direct patient contact. According to the National Society of Genetic Counselors Professional Status Survey in 2010, 23% of counselors working in non-clinical roles identified laboratory or genetic testing as their primary area of work. Using a survey, we identified 43 genetic counselors who work predominately in laboratory settings. The two primary tasks performed by participants, include acting as a customer liaison (95%) and calling out test results (88%). Nineteen participants (44.2%) also reported spending a considerable amount of time signing reports. The most prevalent areas of job satisfaction were support from laboratory directors (76.8%), autonomy (76.7%), interactions with clinicians (69.7%) and interaction with other genetics counselors (67.5%). This is the first study specifically looking at the roles of laboratory genetic counselors, which is an expanding area of genetic counseling.     

Reestablishing clinical psychology's subjective core

Comments on the report by the APA Presidential Task Force on Evidence-Based Practice entitled Evidence-based practice in psychology. The Task Force is to be commended for their report valuing evidence from "clinical expertise" on a par with "research data" (p. 272) in guiding psychological practices. The current author suggests that the APA not only should make a place at psychology's policy making table for "clinical expertise" but should prioritize clinical and subjective sources of data -- the essence of the psychological -- and set policies to ensure that objective data, such as behaviors and DSM diagnoses, are considered in their subjective context. The APA should also encourage researchers to devise ways to preserve as much as possible the personal "feel" of the clinical encounter in their data analysis and published conclusions. The APA also needs to assign priority to subjective emotional and relational skills on a par with academic and analytic skills in the selection and training of clinical psychology students. Reconnecting clinical psychology with its subjective evidentiary roots in ways such as these should help to bring us out from under the dominance of medicine, to the benefit of our profession and our clients.     

The use of Web 2.0 technologies in marketing classes: Key drivers of student acceptance

With the proliferation in Web 2.0 technologies, many marketing educators are experimenting with new teaching and learning tools (e.g. Facebook, Twitter, YouTube and Second Life). The benefits of such technologies are often touted by scholars, and indeed, there is a good deal of evidence to support such a view. However, increasingly, educators are highlighting some of the limitations of technology in the learning environment. To draw parallels with other new product research in marketing, the adoption of new learning technologies is often not so widespread. The literature exhibits inconsistency about the willingness of students to adopt new technology in a learning environment, but no systematic research into the factors that affect technology acceptance yet exists. This research fills a gap in the literature by applying an augmented Technology Acceptance Model (TAM) to understand students' future intentions to adopt Twitter, a Web 2.0 technology shown to offer students a variety of benefits. By using partial least squares, the research shows that the main proximal driver of student adoption of Twitter is a utilitarian attitude. Students need to be convinced about ‘what's in it for me’, rather than persuaded about the technology's hedonic benefits. Other affective variables such as an individual's affinity with computers and risk tolerance were also found to be important drivers of perceived ease of use and perceived usefulness, the TAM's key antecedents. Copyright © 2013 John Wiley & Sons, Ltd.     

Early literacy and early numeracy: the value of including early literacy skills in the prediction of numeracy development

The purpose of this study was to examine whether early literacy skills uniquely predict early numeracy skills development. During the first year of the study, 69 3- to 5-year-old preschoolers were assessed on the Preschool Early Numeracy Skills (PENS) test and the Test of Preschool Early Literacy Skills (TOPEL). Participants were assessed again a year later on the PENS test and on the Applied Problems and Calculation subtests of the Woodcock–Johnson III Tests of Achievement. Three mixed effect regressions were conducted using Time 2 PENS, Applied Problems, and Calculation as the dependent variables. Print Knowledge and Vocabulary accounted for unique variance in the prediction of Time 2 numeracy scores. Phonological Awareness did not uniquely predict any of the mathematics domains. The findings of this study identify an important link between early literacy and early numeracy development.     

MUSICAL REINFORCEMENT OF PRACTICE BEHAVIORS AMONG COMPETITIVE SWIMMERS

This study determined whether music could be used as a reinforcer for increasing productive and decreasing nonproductive behavior of 6 competitive swimmers during the dry-land portion of a practice session. The swimmers were randomly assigned to either the contingent reinforcement group, who received music for productive behavior, or the noncontingent group, who received music regardless of their training productivity. An ABAB design showed that a large and immediate increase in productive practice behavior and decrease in nonproductive practice behavior occurred during the contingent phase compared to the baseline phase. Subjects rated the musical reinforcement favorably and elected to have the procedure continued.     

MCMI differences between alcoholics and cocaine abusers: effect of age, sex, and race.

Samples of alcohol-dependent-only subjects (n = 164), cocaine-dependent-only subjects (n = 63), and subjects dependent on multiple substances, including alcohol and cocaine (n = 103), were administered the Millon Clinical Multiaxial Inventory (MCMI) as part of a routine clinical evaluation. The alcohol-only group was older (M = 38.7 years) and had a higher percentage of White subjects than other groups. The multiple-use (60%) group also had a higher percentage of White subjects than the cocaine only group (38%) and a higher percentage of male subjects (81%) than the alcohol-only group (67%). Although the MCMI characteristics of each diagnostic group paralleled previous findings, few MCMI differences were found after controlling for age, sex, and race effects. The implications of these results for treatment development are discussed.