Identity and Therapy in the Black Community

Counselors working in the black community must understand the special problems of black people in discovering and affirming their identity. Black Power, proclaiming the integrity of the black community, has special relevance for black people in search of an identity. Counselors cannot ignore the new self-awareness which many black clients bring to counseling. An approach to counseling black clients is suggested, and some techniques are reviewed that may facilitate their full freedom. The role of the white counselor may be one of supervisor of lay therapists in the black community or change-agent and interpreter in the white community.     

Supervenience and explanation

This paper explores the explanatory adequacy of lower-level theories when their higher-level counterparts are irreducible. If some state or entity described by a high-level theory supervenes upon and is realized in events, entities, etc. described by the relevant lower-level theory, does the latter fully explain the higher-level event even if the higher-level theory is irreducible? While the autonomy of the special sciences and the success of various eliminativist programs depends in large part on how we answer this question, neither the affirmative or negative answer has been defended in detail. I argue, contra Putnam and others, that certain facts about causation and explanation show that such lower-level theories do explain. I also argue, however, that there may be important questions about counterfactuals and laws that such explanations cannot answer, thereby showing their partial inadequacy. I defend the latter claim against criticisms based on eliminativism about higher-level explanations and sketch a number of empirical conditions that lower-level explanations would have to meet to fully explain higher-level events.     

Beyond the breakpoint: reinstatement,renewal, and resurgence of ratio‐strained behavior

Three experiments were conducted using pigeons to assess the recurrence of responding eliminated by increasing the value of a progressive‐ratio schedule to the breakpoint of responding. The procedures used in these assessments were, in successive experiments, reinstatement, renewal and resurgence. Each was effective in returning temporarily the eliminated responding. Reinstatement occurred with both yoked‐time and fixed‐time food deliveries. Both renewal and resurgence resulted in immediate recurrence of the response, and, as in other experiments investigating resurgence, the key peck response resurged as the alternative response extinguished. The results of all three experiments suggest the generality of these recurrence procedures to responding under progressive‐ratio schedules, indicating that strained performance under these schedules is amenable to recovery under the investigated conditions.     

Changes in sex-role attitudes and self-actualization of adult women following a consciousness-raising group

Changes in sex-role attitudes and self-actualization of adult women in a community college were examined following a consciousness-raising group. Participants viewed their own role and that of their ideal woman as more extrafamilial, became more inner-directed, and maintained a consistently positive attitude toward other women.     

Educational risk factors for psychological truancy in Lesotho: a qualitative exploration

A qualitative case study design was used to explore educational risk factors that may contribute to psychological truancy in a Lesotho secondary school. Purposively sampled teachers (n = 4, females = 50%) and pupils (n = 4, females = 75%), who have experience of psychological truancy, took part in a focus group and individual interviews. Inductive content analysis was used to analyse data emanating from the interviews. The findings indicate that pupil–teacher relationships, the use of English as medium of instruction and a lack of resources may be educational risk factors contributing to psychological truancy. Positive pupil–teacher relationships and active classroom engagement are prerequisites for successful and active learning.     

Putting inference to the best explanation in its place

This paper discusses the nature and the status of inference to the best explanation (IBE). We (1) outline the foundational role given IBE by its defenders and the arguments of critics who deny it any place at all; (2) argue that, on the two main conceptions of explanation, IBE cannot be a foundational inference rule; (3) sketch an account of IBE that makes it contextual and dependent on substantive empirical assumptions, much as simplicity seems to be; (4) show how that account avoids the critics' complaints and leaves IBE an important role; and (5) sketch how our account can clarify debates over IBE in arguments for scientific realism.The general line of argumentation developed in this paper owes much to the most recent work of Elliot Sober on simplicity and confirmation; we want to acknowledge that dependence directly. Since writing this paper, we have also come across Yemima Ben-Menahem: 1990, The Inference to the Best Explanation,Erkenntnis 33, 319–44, whose general approach parallels our own. Helpful comments were made on earlier drafts by George Graham, Romane Clark, Yemima Ben-Menahem, and an anonymous referee.