bluuebunny/crossref_metadata_2025 huggingface dataset:
Brief Behavioural Consultation
Authors: Ritchie Martin H.
Published: March 2007

Behavioural consultation as an indirect intervention is becoming increasingly popular with school psychologists. Successful implementation of behavioural consultation may require more face-to-face contact with the teacher than many school psychologists can offer. This article describes how to implement the procedures of brief behavioural consultation in order to maximize success with minimal contact. The procedures are illustrated by an empirical case example.
Handwriting: Difficulties and Possible Solutions
Authors: Laszlo Judith I. , Bairstow Phillip J.
Published: March 2007

The skill of handwriting is considered as a perceptual-motor skill. A closed-loop model of motor control is adapted to describe this skill. The role of kinaesthesis in the acquisition and performance of handwriting is described. Application of the Kinaesthetic Sensitivity Test shows that 33 per cent of five-and six-year-old children are kinaesthetically incompetent. The concept of kinaesthetic readiness is introduced, and the lack of kinaesthetic readiness is discussed as one possible source of the difficulty which may hinder effective training of writing in this age group. As a tentative suggestion it is proposed that formal training of handwriting could be delayed till the age of seven, by which age most children develop kinaesthetic readiness naturally.
The Relationship between Drug Use and Perceived Harmfulness
Authors: Primavera Louis H. , Guerrera Edward M. , Hogan John D.
Published: March 2007

The present study was an extension of previous research on the perceived harmfulness of commonly used illicit and licit drugs. A large number of college students were asked to report on their experience with a number of drugs. These students were also asked to rate each drug on the degree to which they perceived that drug to be harmful or harmless. From their pattern of use, subjects were classified as being members of one of the following five groups: principled non-users, non-users, light users, moderate users and heavy users of marijuana. One-way analysis of variance was performed on the harmfulness ratings for each of the 12 drugs across groups. Results indicated that the groups differed significantly on their rating of the harmfulness of several drugs. Typically, these differences can be attributed to the contrast between the principled non-users of marijuana group and the other user groups. Cluster analysis was performed on the matrix of intercorrelations among the harmfulness ratings of the drugs by the combined non-users groups, the combined users groups and the total sample. The results of the cluster analysis indicated that for all subjects combined there were five major clusters, and for all non-users there were four major clusters as there were for all users. The drugs that comprise each cluster of drugs for each group and the mean harmfulness rating of the drugs within each cluster are reported. It was found that the users groups clustered LSD with cocaine, marijuana and hashish while the non-users clustered LSD with heroin. It was also found that within this sample, there were sex differences on the usage of marijuana, hashish, heroin, cocaine, alcohol, caffeine and aspirin. There were also sex differences on the harmfulness ratings of marijuana, hashish, cocaine, LSD and alcohol. The results of this study were compared with the results of previous research on the relationship between drug usage and the perceived harmfulness of drugs. Implications for future research are discussed.
Self-evaluation Methods for School Psychologists
Authors: Fairchild Thomas N.
Published: March 2007

Self-evaluation is critical to the successful functioning of all school psychologists. This article discusses the rationale for self-evaluation, the evaluation process, types of data that may be collected, and the methods that can be employed to gather the data. Use of tabulation, time analyses, case-studies, interviews, observations, tests, expert opinions, rating scales, and questionnaire methods are briefly described, and a critical analysis of each method is provided. Although practitioners are cautioned about methodology, they are strongly encouraged to become involved in self-evaluation activities in order to assure that they are providing needed services, quality services and effective services.
Psychological and Advisory Services
Authors: Levey M. T. , Tempest A. , Knapman N. B.
Published: March 2007

This paper describes how one psychological service team have turned their dissatisfaction with traditional psychometric and medical models of service delivery into a constructive alternative approach to dealing with learning difficulties in schools. Working from a systems perspective, the authors have concentrated their efforts on helping teachers to become more effective in their own classrooms. This has been achieved by establishing regular support groups of teachers from different schools who have been taught by the psychology team to examine their problems within a generally behaviourist framework.
Comparison of Intelligence Tests
Authors: McCallum R. Steve , Karnes Frances
Published: March 2007

The relationship among the Wechsler Intelligence Scale for Children-Revised (WISC-R), the British Ability Scales (BAS), and the StanfordBinet Intelligence Test (4th edn) (S-B, 4th) was investigated for thirty-eight gifted children. Composite or overall scale scores among the three tests were significantly related; coefficients ranged from 0.40 to 0.66. Also, when meandifferences on a common scale were analysed, the WISC-R FSIQ mean was significantly higher than the means from the BAS and S-B composite scores, which were not significantly different from each other. The BAS and the S-B seem to be more related to each other than either are to the WISC-R, although the reduced relationship between the WISC-R and the other two tests may be due in part to statistical and procedural artifacts. The high degree of similarity among the three tests, and particularly between the BAS and S-B (4th), indicates that similar constructs are being assessed to a similar extent by instruments designed for two different cultures. Apparently the essence of intelligence is described in a similar way in the United States and in the British Isles.
Assessment Issues in Early Childhood Special Education
Authors: Mcinerney William F. , ABELL NATALIE M.
Published: March 2007

The role of the school psychologist in early education programs is currently under review in the USA as a result of recent federal legislation. The issue is of concern to the entire special education and school psychology community with the growing emphasis on early intervention programs in many nations. In a shift of emphasis towards evaluation of learning contexts, and assessment of emerging skills and the child's individual learning processes, school psychologists may be called upon to provide qualitative assessment information and active teacher consultation. In addition to traditional child development data, the school psychologist may be involved in evaluating the learning interactions of young children who exhibit developmental delay, specifically with respect to early indicators of independence behaviors. This paper proposes an active assessment model and observational strategy which may be of interest to school psychologists involved in early childhood special education programs.
Dealing with Ijime (Bullying) Among Japanese Students
Authors: Prewitt Patricia Woods
Published: March 2007

The Japanese educational system, which is the envy of many other nations, is faced with the problem of excessive violence on the part of students. Excellent schools and services are available for children who are mentally retarded or who have some physical disease or condition, but very little provision has been made for instruction or treatment for children with mild to moderate emotional disturbance and/or learning disability. Both historical and modern reasons why this is so are examined, and attitudes of educators and of the society as a whole toward emotional disturbance and its effects upon academic achievement are explored. The author taught for one year in a school of education attached to a major private university in Japan.
A Comparative Analysis of the Self-concept and Academic Achievement of Black and White High-school Students
Authors: Mboya Mzobanzi M.
Published: March 2007

This study aimed to determine the relationships between the selfconcept and academic achievement of black and white tenth-grade American students. Data on these variables were collected from 440 tenth-grade students in the Pacific Northwest School district. Self-concept was measured by the Coopersmith Self-Esteem Inventory (SEI), and academic achievement by the California Achievement Test (CAT). For black students no significant relationship was found between self-concept and academic achievement, although the relationship reached significance for white students. Growing up black in a predominantly white society and the opposite experience are considered in the light of self-concept and academic achievement.
The Effects of Interpersonal Problem-solving Training with Maladjusted Boys
Authors: Thacker V. J.
Published: March 2007

This article describes the effects of interpersonal problem-solving training with maladjusted boys aged from 11 to 13 years. The training consisted of a two-phase programme. The first phase consisted of a six-unit package designed to teach problem-solving skills using modelling videotapes, cartoons and role-playing. This was taught for 1 hour per week to classes of maladjusted children. The second phase involved three individual sessions of about 15-20 minutes per week using a booklet entitled Steps to Success, with a series of accompanying cartoons and questions designed to help each child to discover the most appropriate strategy for dealing with his own problems.
A Non-Formula Discrepancy Model to Identify Learning Disabilities
Authors: Simpson Robert G. , Buckhalt Joseph A.
Published: March 2007

Complete agreement among professionals regarding the characteristics of learning disabilities and how those characteristics should be measured has yet to be attained. While a number of formulae based on standardized test scores have been proposed, none has been satisfactory for a variety of reasons. A model for identifying learning disabilities is presented in this paper which combines use of psychometric information with clinical judgement. Guidelines for combining objective and subjective sources of information are outlined, and examples of applications of the model in two case studies are presented.
Initial Development of the Student's Life Satisfaction Scale
Authors: Huebner E. Scott
Published: March 2007

This article describes the development of a brief research instrument to measure global life satisfaction in children, the Student's Life Satisfaction Scale (SLSS). A preliminary version of the SLSS was administered to a sample of 254 children age 7-14 from the Midwestern United States. The scale demonstrated acceptable internal consistency and a unidimensional factor structure. Satisfaction scores did not differ as a function of age, grade or gender. Analyses of individual items as well as total scale scores indicated a high degree of overall life satisfaction, which is consistent with findings reported for adults. A cross-validation study with a more heterogeneous sample of 329 children age 8-14 from the Midwest yielded similar results, including adequate temporal stability. A revised version correlated predictably with criterion measures. The revised SLSS appears useful for research purposes with students as early as age 8. Implications for future research are discussed.
Stress Factors in Families of Young Children with Exceptional Educational Needs
Authors: Weinhouse Donald , Weinhouse Marilyn , Nelson J. Gordon
Published: March 2007

Responses to the Questionnaire on Resources and Stress Short Form of mothers and fathers of young children with exceptional educational needs indicate that parents of children with serious health impairments view their children's 'patient problems' as more serious than parents of children with cerebral palsy, who in turn view their children's 'patient problems' as more serious than parents of children with Down's Syndrome. Parents of children with health impairments and cerebral palsy experience more 'physical limitations' than do parents of children with Down's Syndrome. Parents of children with health impairments are more likely to consider institutional care than parents of children with Down's Syndrome or cerebral palsy. Mothers, in general, experience more of a 'personal burden' than do fathers.
Professional Development and Continuing Education: Implications for the School Psychologist
Authors: Crespi Tony D. , Rigazio-DIGILIO Sandra A.
Published: March 2007

Continuing education is commonly cited as a mark of professionalism, wherein individuals participate regularly in development activities designed to enhance professional skills. Given that suggestions for compulsory attendance have traditionally been viewed with caution, the continuing education mandate for the nationally certified school psychologist (NCSP) suggests a new agenda for professionals in the USA. This article explores issues concerning continuing professional development and highlights options for school psychologists.
The Learning Process
Authors: Kozulin Alex
Published: March 2007

Vygotsky's ideas, which originated in the scientific debates ofthe 1920s-1930s, have proved to be relevant for the psychological and educational agenda of the last decade of the twentieth century. Such delayed recognition carries with it an inevitable problem of interpretation. In this paper several such interpretations reflecting changing perspectives in Russian and Western psychologies are discussed. One of these interpretations was perpetuated by the 'psychology of activity' school which until recently dominated the field of Vygotskian scholarship in Russia. Another interpretation focuses on the issue of learning activity' as distinct from learning in a generic sense. This interpretation has direct relevance to the issue of cognitive education currently discussed in Western educational psychology. Finally, there is a humanistic interpretation of Vygotsky's theory leading to the concept of future-oriented education.
Perceived Family and School Social Environments and Their Relationships to African Adolescents' Self-Concepts
Authors: Mboya Mzobanzi M.
Published: March 2007

Contemporary theory and research have suggested that the family and the school are major institutions that contribute significantly in the development of children and adolescents. The present study thus examined the relationships between dimensions of family and school social environments and various aspects of adolescents' self-concepts. A total of 1192 secondary school students participated in the study. Results indicated that perceived parental behaviors were associated with relation, with family, general school, physical appearance, emotional stability, relations with peers, health, and global self-concepts. Perceived teacher behaviors were associated with relations with family, general school, emotional stability, health, and global self-concepts. In comparison, it was found that the relationship with perceived parental behaviors was a stronger predictor of self-concept than that of perceived teacher behaviors.
Areas of Expert Agreement on Identification of School Bullies and Victims
Authors: Hazlerr Richard J. , Carney Jolynn V. , Green Suzy , Powell Richard , Jolly Loren Scott
Published: March 2007

Characteristics of school bullies and victims identified in the professional literature vary widely. This study turned these characteristics into a survey that included 70 potential characteristics. A world-wide group of 14 experts were asked to rate the importance of each characteristic in identifying either bullies or victims. The results demonstrated strong agreement on 19 characteristics for bullies and 19 for victims. Results of the study are discussed as well as the potential value of this data for increasing understanding of these groups, early identification of potential problem students, and the relationship of the results to prevention and intervention models.
Code of Ethics of the International School Psychology Association
Authors: Oakland Thomas , Goldman Susan , Bischoff Herbert
Published: March 2007

This code of ethics was prepared by the International School Psychology Association's (ISPA's) Standards and Practices Committee and approved by ISPA's General Assembly in August 1990. The Committee was guided by the belief that school psychologists are expected to exemplify the profession's values and principles. These include transcending narrow personal, social and cultural values and attitudes; adopting positions that benefit professional-client relationships; and acting in ways that are consistent with the best interests of children and youths, educators, parents, institutions, the community and the profession. This statement addresses issues important to professional responsibilities, confidentiality, professional growth, professional limitations, professional relationships, assessment and research.
High and Low Referring Teachers
Authors: Waldron Nancy L. , Mcleskey James , Skiba Russell J. , Jancaus Janet , Schulmeyerc Cynthia
Published: March 2007

The present investigation addressed elementary teachers' perceptions regarding their referral practices by examining certain aspects of Gerber and Semmel's teacher-as-test conceptualization of student referral. More specifically, teachers' perceptions regarding the students they refer, as well as the criteria and resources they use to make referral decisions were addressed. Twenty-four high and low referring elementary teachers were interviewed, and the resulting data were analysed using qualitative methods. Results revealed that these groups of teachers differed with respect to interventions they described which were initiated prior to referral; resources used to make the referral decision; and factors considered when deciding whether to refer. In general, high referring teachers tended to view referral as an initial source of support when student difficulties arose, while low referring teachers tended to adapt instruction in their classrooms and 'exhaust all instructional options' before seeking to refer a student for possible special education services. The implications of these findings for educational practice are discussed.
Primary and Secondary School Teachers' Perceptions and Actions Regarding Their Pupils' Emotional Lives
Authors: Tatar Moshe
Published: March 2007

To investigate teachers' perceptions and actions regarding the psychological and counselling needs of their pupils, we collected data from 258 teachers in primary and secondary schools. The teachers' reports revealed significant differences between teachers in the two educational settings, in almost all the issues investigated. Secondary school pupils were described as more troubled by various issues and more in need of individual counselling in school than their primary school counterparts. Secondary school teachers are approached mainly with issues associated with school lives, whereas primary school pupils request more help on personal and family matters. Secondary school teachers report having less time, perceiving their involvement with their pupils' emotional life as less central to their task, and believing that their own attitudes and characteristics influence their relations with their pupils. Primary school teachers, presumably being part of a school organizational culture that legitimizes greater involvement with pupils, nurture their relationships with their pupils and make it easier for pupils to approach them, making greater use of classroom activities and specific methods intended for this purpose. While some of these findings could be explained in terms of the developmental differences between primary and secondary school pupils, it is suggested that the differential impact ofthe environment in the two types of schools affects teachers' roles and intentions in dealing with their pupils' emotional lives and needs.
Stress, Suppport and Psychological Symptoms Among Guidance and Non-Guidance Secondary School Teachers in Hong Kong
Authors: Chan David W. , Hui Eadaoin K.P.
Published: March 2007

The perceived stress, support and psychological symptom levels were assessed in a sample of 415 guidance and non-guidance secondary school teachers in Hong Kong. Results indicated that, regardless of gender and guidance status, teachers with low stress and high support levels generally reported less general psychological symptoms, and teachers with high support level reported less specific symptoms related to anxiety and sleep problems, social dysfunctioning and severe depression with suicidal ideas. Although the levels of general and specific psychological symptoms of teachers were lower than those of general psychiatric patients, they were no higher than those of nurses and undergraduate students, yielding no evidence that the teaching profession was more stressful than other occupational groups.
Anxiety and Withdrawal of Depressed 9-11 Year Olds Three Years Later
Authors: Nilzon Kjell R. , Palmerus Kerstin
Published: March 2007

This study is based on a sample of community-dwelling, depressed schoolchildren and a control group of age-, school-and sex-matched peers. Out of an initial sample of 292 children, 23 were identified as depressed and anxious, of whom 16 (11 boys and five girls) were referred to a psychiatric unit for standard treatment. The ratings of this group were repeated three years later when the children had reached early adolescence. Social withdrawal and anxiety were rated by parents and self-reports as considerably stable phenomena in the depressed group, across time, as compared to the control group. Depressed boys more often than girls rated themselves as being withdrawn and anxious.
United Arab Emirates University Counseling Needs Questionnaire
Authors: Smadi Ahmad A.
Published: March 2007

The purpose of this study was to develop a valid and reliable questionnaire to measure students' counseling needs at United Arab Emirates University. A random sample of 348 students (267 females; 81 males) participated in this study. Content, discriminant, and items total score correlations as a means of validity were used. Internal consistency and test-retest procedures were used to examine the 60-item questionnaire reliability. The results of this study revealed that the questionnaire is highly valid and reliable. Implications are discussed.
What Good Predictors of Marijuana Use are Good for
Authors: Derzon James H. , Lipsey Mark W.
Published: March 2007

Longitudinal research has identified a multitude of variables associated with current and later marijuana use. These findings are relevant to intervention programmers and policy makers in at least two ways. First, variables correlated with marijuana use and, especially, those that are risk factors foreshadowing use may be appropriate targets for intervention which attempts to change them as a means of preventing or reducing marijuana use. Second, these findings identify individual characteristics that can be used for selecting high risk individuals into intervention services. However, the variables that are best for selecting at-risk individuals for service may or may not be the variables that are most strongly associated with marijuana use in a way that makes them attractive targets for intervention. In this study, we conducted a meta-analysis of the correlates of marijuana use based on 3690 effect sizes coded from 86 prospective longitudinal studies. The results summarize available research findings on the strength of the relationships for various categories of predictor variables and the implications of the nature of those relationships for application to the tasks of selecting likely users and targeting intervention on potential mediating variables.
Effectiveness of School-Based Drug Prevention Programs for Marijuana Use
Authors: Tobler Nancy S. , Lessard Terri , Marshall Diana , Ochshorn Peter , Roona Michael
Published: March 2007

Thirty-seven evaluations of universal drug use prevention programs implemented in American schools between grades 6 and 12 were quantitatively synthesized by coding program characteristics and calculating weighted effect sizes (WES) for marijuana use. Programs were divided into two types, Interactive and Non-Interactive, based on a combination of content and delivery method. To determine the characteristics of programs that most effectively reduce, delay or prevent marijuana use, a weighted least squares multiple regression analysis was performed using the WES of marijuana use as the dependent variable, type of program as the predictor and sample size as an additional covariate. Program type and sample size were found to be significant predictors of program effectiveness. Non-Interactive lecture-oriented prevention programs that stressed knowledge about drugs or affective development of students showed minimal reductions in marijuana use. Interactive programs that fostered the development of social competencies showed greater reductions in marijuana use. Larger implementations of both program types showed substantial decreases in effectiveness, although the larger Interactive programs were significantly superior to the larger Non-Interactive ones. The primary finding for prevention program planners is that interactive cultivation of social skills reduces marijuana use.
Performance of Greek and American Students on the Matrix Analogies Test
Authors: Petrogiannis Konstantinos G. , Bardos Achilles N. , Randou Elena
Published: March 2007

Despite the documented evidence for the need of psychological tests in Greece, state support for the development and standardization of such instruments has been limited. The majority of instruments are adaptations of foreign tests and range from a mere translation of the instrument to limited standardization effort with children residing in the capital of Greece, Athens. The present study investigated the performance of 731 children of various ages from five cities on the Matrix Analogies Test-Short Form as measure of nonverbal intelligence. Data analyses revealed that the performance of the Greek sample was very similar to the USA standardization sample with significant differences obtained for two (8 and 9 years old) out of 12 age groups. Mean scores for the Greek sample were somewhat lower, an average of 21.7 raw score points. These differences might be due to sampling error, and/or to the structure of the Greek educational system. The study's findings suggest that the MAT-SF can be used as a screening measure of nonverbal intelligence with Greek children using the US norms until Greek norms become available.
Ten Years of Post-Communist Central Eastern Europe: Labour's Tenuous Foothold in the Regulation of the Employment Relationship
Authors: Pollert Anna
Published: March 2007

Ten years on from the 'revolutions' of 1989 which overthrew the state command economies of Central Eastern Europe (CEE), this article explores progress in the democratic reform of industrial relations as a key area of change. Worker interest representation both at state level, at the intermediate industry level and at the workplace level is reviewed and analysed. The competing dynamics of building tripartite and corporatist institutions, encouraged by the ILO, and the neoclassical thrust of the transformation process, which has encouraged deregulation and decentralization, are explored. Trade unions' focus on and faith in this institution-building has arguably deflected attention from developing deeper processes of democratizing industrial relations. This leaves labour with a weak influence over the reregulation of the employment relationship, as the CEE embarks on harmonization prior to accession to an enlarged EU.
Teams between Neo-Taylorism and Anti-Taylorism
Authors: Pruijt Hans
Published: March 2007

Team working is of ten associated with sophisticated management control and inten-sification of work; however, many authors suggest that an alternative type exists to which this does not apply. One of the problems in the teams discussion is a confusion about terminology. The Toyota production system was relabelled 'team working'to increase its acceptability. Also, team working was used as a metonym for industrial democracy in order to increase its appeal to managers. A second problem is determinism: a tendency to prematurely lock different types of team working into different fields of production. This article presents a systematic, empirically grounded typology of team working. Neo-Tayloristic and anti-Tayloristic team working are contrasted to classical Taylorism. Neo-Tayloristic and anti-Tayloristic teamworking both entail intensification of work. However, autonomy in anti-Tayloristic team working is real; there is little evidence of a 'brave new teams'scenario. Neo-Tayloristic team working builds on the strengths of Taylorism. For anti-Tayloristic team working, the opportunity structure is less favourable; improving it remains a challenge.
Humanization of Work and Social Interests: Description and Critical Assessment of the State-Sponsored Program of Humanization in the Federal Republic of Germany
Authors: Kissler Leo , Sattel Ulrike
Published: March 2007

The article describes goals and organizationial structure of the goverlinmelntal research program 'Humanizationi of Working Life' in the Federal Republic of Germany and discusses the problems of crisis after the initial five-year period: the problems faced by the program because of the economic crisis and because of its own efficiency. The political, economic and social backgrounid arid the interests of the state in establishing the humanization program are analyzed as well as thle demands and practical efforts of employers and trade unions in this field. The conclusion to the article makes some proposals as to how to conisolidate work humanization as an integral socio-political strategy.
Alternative Modes of Co-operative Production
Authors: Clarke Tom
Published: March 2007

The growing self-management and producer co-operative literature tends to move from an idealized conception of the democratic possibilities of the market, through an analysis of the purely formal democratic structures of co-operative organizations, to a positivist analysis of the assumed changes in workers' attitudes towards the enterprise. This paper is devoted to showing the divergent possibilities for self-management and producer co-operatives at the economic level, organizational level, and in terms of workers' own expectations and experiences. At the level of the economy the plan versus market debate is considered; at the level of the organization stress is placed on the importance of changes in technology and the division of labour; the ambivalence revealed in self-managed enterprises towards trade unionism is examined; finally, with regard to workers involvement in self-managed organizations, the importance of participatory democracy is emphasized. In considering the range of co-operative philosophies, forms and activities, the possible directions of future co-operative development are presented.
Beyond the Negation of Gender: Technology Bargaining and Equal Opportunities
Authors: Murray Fergus
Published: March 2007

The main focus of this article concerns the way in which the importance of gender in trade union technology bargaining at workplace, company and industry level has been largely ignored; the consequences of ignoring or playing down the significance of gender relations at work, and possible ways of redeveloping trade union technology policies in conjunction with equal opportunities strategies. This is developed through an examination of UK white collar trade union technology bargaining and a comparative study of British and Scandinavian banking union technology bargaining strategies. This is followed by a discussion of possible approaches to an integrated technology and equal opportunities policy which draws on a number of local trade union and feminist interventions in the process of technical change in the UK and Europe.
The Choice of Ownership Structure
Authors: Mygind Niels
Published: March 2007

This paper outlines main considerations for the design of ownership structures. Different types of ownership are defined, and their efficiency is analysed under different technical, social and cultural conditions. The conditions favouring democratic ownership are identified, and the analysis shows the importance of correspondence between ownership structure and cultural values. A main conclusion is that the employees must participate in the process of selection of ownership structure. In the concluding section a model for democratic privatization is outlined to give an example of such a process. The model is especially relevant to the transformation in Eastern Europe, but the main principles can also be applied to Western economies.
Labor Initiatives for Worker Participation and Qualily of Working Life
Authors: Deutsch Steven , Schurman Susan
Published: March 2007

This article outlines some of the recent strategies developed by unions in the United States to promote greater employee involvement and influence over decisions at the workplace. In particular three points of focus are identified as worker participation areas: new technology, work environment and skills training/education. Unions have developed some important proactive strategies, but are struggling within a labor relations climate which is split between anti-union employers and those who are advocates for participative management practices. The change in political climate may have important consequences in the near future.
The Formation of New Cooperatives: Theory and the Swedish Case
Authors: Stryjan Yohanan
Published: March 2007

The article presents a model of the formation process of new cooperatives, primarily based on studies of the Swedish organizational population. The predominance of pragmatically oriented cooperatives provides an opportunity to study the process's organizational aspects, in relative isolation from ideological factors and the impact of movements. Cooperative formation is seen as an act of collective entrepreneurship, and a key event in the process is the emergence and crystallization of a social bearer for the cooperative project. A review of concrete cases of cooperative formation points to the importance of a prior history, and suggests four bases for the definition of a social bearer: community, need, idea and enterprise. The article closes with a review of the implications of the model for waves of cooperative formation, and for the cooperative's continued life path.
Treatment of Gad
Authors: Dugas Michel J. , Ladouceur Robert
Published: March 2007

This study evaluates the efficacy of a cognitive-behavioral treatment for generalized anxiety disorder (GAD) that addresses two types of worries: (a) those about situations that are amenable to problem solving, and (b) those about situations that are not. The treatment’s goal is to help patients become more tolerant of uncertainty by discriminating between both types ofworry and applying the correct strategy to each type.Amultiple baseline designwas used and subjects were 4 adults with a primary diagnosis of GAD. Treatment outcome was assessed with daily self-monitoring, self-report questionnaires, and standardized clinician ratings. At posttest and 6-month follow-up, 3 of 4 subjects no longer met diagnostic criteria for GAD and had attained high end-state functioning. At 12-month follow-up, none of the subjects met GAD diagnostic criteria but end-state functioningwas variable. The results also showthat treatment outcomewas highly related to change in intolerance of uncertainty.
Dyspnea during Panic Attacks
Authors: Anderson Bert , Ley Ronald
Published: March 2007

This article presents the results of a survey that investigated breathing-related symptoms of panic attacks together with the frequency of other symptoms reported by active panickers. All the participants of this study experienced naturally occurring panic attacks and sought treatment guidance by visiting aWeb site devoted to the treatment of panic. The results of a symptom questionnaire showed that 195 respondents (95.1%) reported breathing changes during panic attacks, and remarkable dyspneawas reported by more than two thirds (68%) of respondents. These findings are consistent with earlier studies but are contrary to conclusions that only a small number of panickers report shortness of breath as a symptom. This study concludes that outside of the laboratory, a large majority of people who suffer from panic attacks experience symptoms of dyspnea.
A 25-Year Follow-Up of Cognitive/Behavioral Therapy with 7,275 Sexual Offenders
Authors: Maletzky Barry M. , Steinhauser Cynthia
Published: March 2007

Outcome data are presented, grouped into 5-year cohorts, for 7,275 sexual offenders entering a cognitive/behavioral treatment program. Assessment variables included treatment completion, self-admission of covert and/or overt deviant behaviors, the presence of deviant sexual arousal, or being recharged for any sexual crime (regardless of plea or conviction). It proved possible to follow 62% for the cohort at 5 years after initiating treatment, but follow-up completion rates decreased with time. Outcomes were significantly different based on offender subtype, with child molesters and exhibitionists achieving better overall success than pedophiles or rapists. Prematurely terminating treatment was a strong indicator of committing a new sexual offense. Of interest was the general improvement of success rates over each successive 5-year period for many types of offenders. Unfortunately, failure rates remained comparatively high for rapists (20%) and homosexual pedophiles (16%), regardless of when they were treated over the 25-year period. Implications for clinical practice and future research are drawn.
Compliance and Side Effects of Weight Regulation Groups
Authors: Epstein Leonard H. , Martin John E.
Published: March 2007

Data on compliance to instructions to self-monitor food intake, a common component of self-control weight programs, and the side effects of weight loss in terms of both changes in frequency of social behavior and blood pressure were collected during two weight regulation groups. The procedures used in the groups were standard behavioral techniques emphasizing decreasing caloric intake and increasing caloric expenditure. The self-monitoring data indicated good compliance if subjects were specifically trained in self-monitoring, and somewhat poorer compliance if they were simply instructed, but not trained to self-monitor. Effects of weight loss on blood pressure were uniformly positive, with decreases in all subjects including two whose baseline blood pressures were in the hypertensive range. The frequency of social contacts did not show any systematic change during weight loss. It was suggested that decreases in weight will not necessarily increase social interaction, and direct training in social skills may be necessary.
A Practical Procedure to Maintain Pupils' Accurate Self-Rating in a Classroom Token Program
Authors: Hundert Joel , Batstone David
Published: March 2007

A procedure to produce and maintain accurate self-rating was examined in a special education class of a children's psychiatric facility. Four subjects completed individualized arithmetic assignments under three experimental conditions in a multiple-baseline design: Baseline, consisting of teacher-scoring; Reinforced Self-Reporting, consisting of self-scoring for reinforcement; and Surveillance, consisting of self-scoring for reinforcement and submission of the completed assignments to the teacher with threat of punishment for inaccuracies. The threat, however, was never actually carried out. For three subjects, self-ratings were exaggerated during Reinforced Self-Reporting, but became highly accurate during Surveillance. The same subjects increased their correct arithmetic performance only temporarily during Reinforced Self-Reporting, but showed a marked and persistent increment during Surveillance. The fourth subject self-rated accurately throughout and increased his correct arithmetic performance during Reinforced Self-Reporting, to persist for the remainder of the experiment. Measures of time-cost to the teacher indicated a 50% savings during both self-rating conditions. Possible explanations for the suppressive effects of Surveillance are discussed.
Treating Irregular Enuresis in Developmentally Disabled Persons
Authors: Barmann Barry C. , Katz Roger C. , O'Brien Floyd , Beauchamp Ken L.
Published: March 2007

The purpose of the present study was to develop a shortened version of the Foxx and Azrin (1971, 1973) toilet training program which could be used to train a specific subgroup of enuretic children-that is, irregular enuretics (Yates, 1970). This study also evaluated the efficacy of using the subjects' parents as the primary behavior change agents. Training procedures consisted of administering an overcorrection procedure using a multiple-baseline design across subjects for three developmentally disabled children who were considered to be irregular enuretics. Positive reinforcement was administered for correct toileting behavior and for absence of "accidents." Results indicated that sequential introduction of overcorrection training for incontinence occasioned immediate decreases, followed by complete elimination of accidents only after overcorrection was implemented.
Heterosocial Avoidance in College Males
Authors: Twentyman Craig , Boland Thomas , McFall Richard M.
Published: March 2007

The heterosocial skill deficits of nondating college men were explored in four separate assessment studies. The first two experiments compared dating and nondating men on numerous self-report, observational, and performance measures. The third study empirically established what social norms govern the initiation of conversations with strangers, and assessed the relative knowledge of these norms among daters and nondaters. The final study obtained naturalistic samples of heterosocial avoidance behaviors among daters and nondaters. Overall, nondaters were primarily characterized by the avoidance of interactions; by low self-ratings of skill, confidence, and approach behaviors; and by less knowledge about social cues and norms. The Survey of Heterosexual Interactions—a self-report measure employed throughout the studies is also presented in an appendix, along with normative data.
Differential- Reinforcement-of-Other-Behavior Schedules
Authors: Poling Alan , Ryan Charlotte
Published: March 2007

General aspects of differential-reinforcement-of-other-behavior (DRO) schedules are discussed, and nineteen studies that involved therapeutic applications of such schedules are evaluated along several dimensions. The majority of studies employed retarded children as subjects and successfully reduced some form of aggressive, disruptive, or self-injurious behavior. Tokens and food were the consequences most commonly delivered; these and other stimuli were presented contingent on periods of nonresponding that ranged at maximum across studies from five seconds to eight hours. Nearly half of the rated studies used DRO in conjunction with another response-suppressing operation, while an equal number compared two or more response-deceleration procedures. Only two studies reported data on behaviors other than those actually consequated under the DRO. Overall, the data evaluated indicate that DRO schedules can be a viable technique for reducing undesired behaviors, although the range of conditions under which these schedules have been employed is rather limited, and some confusion apparently exists concerning their operational characteristics.
The Self-Control Triad
Authors: Cautela Joseph R.
Published: March 2007

The Self-Control Triad (SCT), a covert conditioning procedure, is defined in detail. Clinical examples are presented on the use of the SCT with maladaptive avoidance and maladaptive approach behaviors. Uses of the SCT in the treatment of depression, organic dysfunction, and children's problem behaviors are also discussed. Possible problems and the advantages of the SCT are enumerated. An experimental study of the effect of the SCT on myofascial pain dysfunction syndrome is described.
Additive Effects of Dexedrine and Self-Control Training
Authors: Horn Wade F. , Chatoor Irene , Conners C. Keith
Published: March 2007

The present study reports the use of a single-case experimental design in examining the additive effects of psychostimulant medication (Dexedrine) and self-control training with a 9-year-old psychiatric inpatient diagnosed as hyperactive. Over a 10-week period, Dexedrine was systematically applied and withdrawn during the absence and presence of self-control procedures. Dependent measures included direct behavioral observation, teacher ratings of hyperactivity, laboratory tests of cognitive performance, and academic achievement measures. Results demonstrated that a combination of Dexedrine and self-control training was more effective than either Dexedrine alone or self-control training plus placebo in (1) increasing on-task behavior in the classroom (as measured by direct classroom observations) and (2) decreasing the teacher's reports of hyperactivity and distractability. Results also demonstrated that Dexedrine, but not self-control training, was effective in increasing attention and decreasing impulsive responding as measured by the Continuous Performance Test. However, only direct reinforcement for correct responses was found to improve (1) performance on measures of spelling and math performance and (2) performance on the Matching Familiar Figures Test. Implications for treatment of children with attention deficit disorders are discussed.
A Family Approach to Functional Sign Language
Authors: Sobsey Richard , Bieniek Beverly
Published: March 2007

Three language delayed brothers and their mother were taught signs for 30 words selected as potentially functional in the home. Signs were randomly assigned to one of six groups of five each. One group was taught to each brother, one group to their mother, one group all subjects early, and one group to all subjects late. Each subject was probed on all family members, provided the member receiving training demonstrated mastery.
Behavioral Analysis in Behavioral Medicine
Authors: Redd William H. , Rusch Frank R.
Published: March 2007

That the application of behavioral procedures to the treatment and prevention of physical illness has proliferated cannot be disputed. A number of factors have contributed to this growth. This article examines the application of behavior analytic methods as a major contributing factor. Following a discussion of ethical and practical considerations that support the behavior analytic approach to behavioral medicine, this article details two case studies that emphasize a "functional analysis."
Social Perception, Social Performance, and Self-Perception
Authors: Fingeret Allan L. , Monti Peter M. , Paxson Maryann A.
Published: March 2007

This study examined differences between psychiatric patients and a nonpsychiatric group on multiple measures of social perception, social performance, and self-perception. Patients performed more poorly than nonpatients on the PONS measure of decoding nonverbal messages, and although patients did differentiate between skilled and unskilled performance on skill rating task, they did so less than did the nonpatients. Patients demonstrated higher social anxiety and lower social skill than nonpatients on the Simulated Social Interaction Test. Self-ratings of patients were lower than those of nonpatients on both the positive and negative scales of the Social Performance Survey Schedule and on self-judgments of Simulated Social Interaction Test performance. Results are interpreted in terms of the nature of social skill deficits, and implications for social skills training are discussed.