SEVERE CLASSROOM BEHAVIOR PROBLEMS: TEACHERS OR COUNSELLORS

This experiment was designed to determine the relative effectiveness of teacher and counselling approaches in the reduction of disruptive or inappropriate classroom behavior. Inappropriate classroom behavior frequencies of 12 academically low achieving, seventh-grade, black male students, with a reported high rate of inappropriate classroom behavior, were recorded. Three groups, with nearly equal mean inappropriate behaviors, were randomly assigned to one of three treatment conditions: behavioral counselling, client-centered counselling, or no counselling. Each counselling group received fifteen 30-minute counselling sessions, at a rate of two to three times a week. In addition to counselling, all students subsequently received teacher approval within the classroom. Results indicated that the teacher was able to reduce inappropriate behavior more than any counselling group. There were also indications that behavioral counselling, but not client-centered counselling, was moderately helpful in reducing inappropriate classroom behavior.     

Pathophysiology, prevention, and potential treatment of neural tube defects

Neural tube defects (NTD) remain a major cause of morbidity in spite of the reduction in liveborn incidence with periconceptional folic acid. However, the etiology remains unknown. This article reviews studies that address causation and potential treatment of NTD in humans and in animal models that resemble aspects of the common human NTD. Studies of nutritional markers of vitamin B12 and folic acid support a defect in homocysteine metabolism; a thermolabile variant of methylene tetrahydrofolate reductase, an enzyme that remethylates homocysteine to methionine, correlates with a risk of NTD in some human populations. Numerous mouse mutant models of NTD exist, attesting to the ease of disruption of neurulation, and a genetic basis for this malformation. Of these models, the curly tail mouse mutant most closely resembles the common human NTD. Folic acid does not prevent NTD in this model; however inositol supplementation does result in a significant reduction in incidence. Recent advances in fetal surgery, and evidence from mechanically created myelomeningocele in large animals amenable to surgical intervention suggest that the handicaps associated with myelomeningocele and associated Chiari Type II malformation may be prevented by in utero NTD closure. Success will depend on preservation of neurological tissue until such intervention is possible. Further research in animal models at the genetic and cellular levels, together with technological surgical advances, provide hope that prevention of more NTD and the associated handicaps may be possible. MRDD Research Reviews 6:6-14, 2000.     

Psychologisation and Critique in Modern‐day Western Culture

The paper reflects on the advancement of the psychologisation of Western society through the notion of «the therapeutic ethos» and discusses political and moral implications of its “triumph”. It is argued that the attempt to exorcise a “therapeutic Zeitgeist” showcases the problems of critique of contemporary culture. The Zeitgeist reveals itself as much in the tools of critique as the objective of critique. I therefore conclude that popular critical methods like discourse analysis have itself become a hegemonic discourse, which rarely equals its philosophical originator Michel Foucault's imaginative radical ambition.     

Offender interviewing in custodial settings: Understanding validity,value and veracity issues

The purpose of this scoping literature review was to identify trends regarding validity, value and veracity issues when conducting (qualitative) interviews with offenders in custodial settings. We selected for review works from electronic databases in SAGE, Springer, and Taylor and Francis by using e-journals, Google Scholar and the behavioural science database, PsycINFO. The inclusion criteria for our studies were based on whether sources addressed offender interviewing as a wellspring of information, but excluded those that focused solely on the acquisition of clinical information (at the expense of focusing on validity, value and veracity issues). We utilised the content analysis approach to identify themes/ patterns in the research findings. Key findings suggest that offenders with impression management motivations deceive and manipulate in their research interview presentations. When gathering data from inmates in custodial care settings, best practice includes cross-checking offender interview data against other sources of evidence and taking into account the context in which they are serving their sentences.     

INCREASING RURAL HEAD START CHILDREN'S CONSUMPTION OF MIDDLE-CLASS MEALS1

Rural black, economically impoverished Head Start children, whose normal diets were deficient in nutritional requirements, were not consuming the nutritional breakfasts of, to them, unfamiliar foods provided by the county school system. This study investigated a positive simple method to increase the amount of food consumed and thereby ensure proper nutrition. Teachers dispensed sugar-coated cereal and small candies paired with praise contingent on eating behaviors and rewarded children who finished the entire meal with additional treats and praise. Substantial increases were produced in the proportion of meals consumed and in the number of children observed engaged in eating behaviors. These simple traditional behavioral procedures are readily available for any staff working with economically impoverished children as one method of increasing their sampling and consumption of unfamiliar nutritious foods.     

Rules, praise, and ignoring: elements of elementary classroom control

An attempt was made to vary systematically the behavior of two elementary school teachers to determine the effects on classroom behavior of Rules, Ignoring Inappropriate Behaviors, and showing Approval for Appropriate Behavior. Behaviors of two children in one class and one child in the other class were recorded by observers, as were samples of the teachers' behavior. Following baseline recordings, Rules, Ignoring, and Approval conditions were introduced one at a time. In one class a reversal of conditions was carried out. The main conclusions were that: (a) Rules alone exerted little effect on classroom behavior, (b) Ignoring Inappropriate Behavior and showing Approval for Appropriate Behavior (in combination) were very effective in achieving better classroom behavior, and (c) showing Approval for Appropriate Behaviors is probably the key to effective classroom management.     

Assessing the perceived limitations of Reflexive Groups for supporting clergy in the Church of England

For this research, eight Church of England Bishops’ Advisors for Pastoral Care and Counselling were interviewed to ascertain the limitations of Reflexive Groups (RGs). The data were analysed using a thematic analysis. One superordinate theme emerged: Hindrances, along with 10 subordinate themes. An online survey was then sent to RG participants (n?=?64), to see if their experiences matched those limitations identified by the Bishops’ Advisors. The data reveal that RGs are perceived as limited by the inability of clergy to commit to the time; it was scary for participants to be vulnerable with others; sometimes the needs of some participants were too big and could sabotage the group; dual relationships could cause complexity and hinder sharing; prayer; being sent by a Bishop or Archdeacon; the open agenda and style of facilitation does not suit some people; and sometimes there are struggles with expectations.     

Interpersonal competence across domains: relevance to personality pathology

Interpersonal problems are significant markers of personality disorders (PDs). There is little research examining the specific interpersonal problems which lead to social impairment in PD. This study used canonical correlation analyses to examine the relationship between interpersonal competence and PDs, first as categorized by DSM-IV diagnoses, then as categorized by empirically-derived factors, in a sample at risk for recurrence of major depression. The most significant sources of shared variance were social inhibition and self-disclosure competence. The empirically-derived PD categories accounted for more variance in interpersonal competence than the DSM-IV diagnostic categories. Social skills training in initiation and self-disclosure may be useful for treating individuals with PD who experience interpersonal problems. Empirically-derived categories of PD symptoms may capture interpersonal problems experienced by individuals with PD which DSM-IV categories do not.