The Multilevel Conception of Intentionality: Implications for counselor training

Counseling training programs have failed to differentiate between and among behavioral, cognitive, and unconsciousness dimesnsions. This omission has resulted in confusion and competition in many counseling curricula in that valuable programs are competing for space rather than being integrated systematically. This article proposes a multilevel model of intentionality which integrates the several aspects of the counselor-client relationship. In turn, this integration of behavioral, cognitive, and unconscious dimensions will have important applications in counselor daily practice.     

Sex role stereotyping in the sunday comics: Ten years later

The present research replicates Brabant's (Sex role stereotyping in the Sunday comics. Sex Roles, 1976, 2(4), 331–337) analysis of sex role stereotyping in family-oriented Sunday comics. Cartoons were collected for the same six-month period and compared to the 1974 data. Females continue to appear less frequently and to remain in the home more often than males. They also continue to be protrayed in stereotypical roles.     

An address-mode modification method for self-report questionnaires

A technique comparing first-person singular and first-person plural address modes (based on the Tennessee Self-concept Scale and modifications) was applied. Self-report and sociometric-like techniques were blended into a single method, providing a compound profile of the individual's interaction with his small, cohesive reference group. One hundred and sixteen males aged 18–22 yr participated in this study. The results vary significantly in accordance with the characteristics of the subgroup, and follow trends that may be seen as confirming the rules governing the interpretation of the profile. A set of rules is evolved (in the Discussion) by which the profile can be interpreted. The results distinguish significantly between people with marked leadership and instructional skills, and provide significant correlations with sociometric data concerning leadership propensities. The present technique suggests possible further elaborations for clinical diagnostic purposes and for assessment in personal and social psychological settings.     

Active-interactional cotherapy

In the literature on cotherapy, little attention has been focused on maximizing the effectiveness of two therapists working in tandem with families and couples. While cotherapists may at times share their ideas and feelings with their clients, and after the therapeutic session exchange views between themselves, generally little interaction occurs between them during the session. In this paper, a case is presented for more active interactions between cotherapists during the session, in order to expedite and facilitate change and growth in their clients. Anecdotal examples are provided to illustrate the approach.     

Ignorance is not a victimless crime: The case of the caring teacher,part 2

Confusion about the mandated reporting of child abuse was discovered in a case study to be widespread, including at the state level. Such extensive confusion serves to keep citizens from both seeing the depth of suffering to which children are subjected and responding appropriately to their suffering; and it serves to keep society dissociated from the impact violence has on us.     

A Playroom Observation Procedure to Assess Children with Mental Retardation and ADHD

Forty-two children (ages 6 to 12 years old) with moderate mental retardation to borderline intellectual functioning were studied in a laboratory playroom setting to determine whether children identified as ADHD (attention deficit hyperactivity disorder) or controls differed on activity and attentional measures. Children with ADHD were further divided into ADHD + conduct problems (ADHD + CD) and ADHD-only subgroups (with an ADHD-combined group comprising children of both subgroups). An interval recording system was used to code observations of independent play and a restricted academic task. Results indicated that the ADHD-combined group was significantly more vocal and engaged in a significantly greater number of toy changes than controls during independent play. Significant group differences were also noted during the restricted academic task, with the ADHD-combined and ADHD + CD groups more off-task and engaging in a greater number of toy touches than controls. Discriminant analyses found independent play measures to predict group membership in 70 percent of cases (ADHD-combined vs. controls), but in only 64 percent of cases using measures from the restricted academic task. No significant findings resulted when the ADHD subjects were further divided into two subgroups. Despite some inconsistent findings, such laboratory-based observations may be of value in the diagnosis of ADHD in children with moderate mental retardation to borderline intellectual functioning.