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This research investigated the factors in the learning community that reportedly contributed to the help-seeking behavior of children, specifically the relationship between juvenile crime victimization and help-seeking behavior. Students were interviewed using a questionnaire, which assessed their victimization history, their experience with help-seeking behavior from these events, the environmental characteristics surrounding the event, and the presence or absence of social support. A Chi-Square analyses were conducted on all the variables. The study concluded that the major factors decreasing help-seeking behavior were a lack of confidence in the teachers' willingness to help and a lack of positive peer relationships.

With his theory of multiple intelligences, Howard Gardner challenged the presumption that intelligence is a single innate entity. He maintained that multiple intelligences exist and are related to specific brain areas and symbol systems. Each of the intelligences has its merits and limits, but by using a multiple intelligences approach, more children will likely find their place in society. Assessing and identifying multiple intelligences in individuals has been difficult with some efforts psychometrically challenged. The present investigators argue that individual intelligence tests have subtests that could actually assist in identifying at least some of the individual's multiple intelligences.

The Graduate Record Examination (GRE) General Tests and GRE advanced Psychology (PSYGRE) Test were correlated with several measures of success in our graduate program at Sam Houston State University including some specific courses. Significant correlations were obtained for several of these measures, but the PSYGRE provided incremental validity over and above all the GRE scales. However, the best prediction is accomplished with scales from both tests. The recommendation of the present report is that both tests should be used in the admission process and that each department should engage in validity studies related to their admission process.

Online courses appear to be the future if colleges and universities choose to increase enrollments with students who need more flexibility in scheduling. The challenge has been to create a course that is rigorous with the limitations to physical presence of the instructor and the parameters inherent in technological delivery. This article relates the planning and execution of such a graduate psychology course in the area of lifespan development. The instructor decided a hybrid course, one that had elements of both online delivery and limited campus attendance, would be appropriate for the initial transition from physical attendance on campus to online delivery and interpersonal interaction. Important teachable moments for the instructor included creating community with 36 online students, number and breadth of assignments, and evaluation. Logistics, such as having students submit assignments online, correcting coursework, and returning documents to students with constructive comments, were some of the challenges to both instructor and students. The delivery infrastructure was Blackboard, and the instructor had attended training on the new features to streamline online teaching for both instructor and students. The successes, challenges, and summative decisions for future courses are shared.

Archival records of 43 children referred for diagnosis and treatment for academic difficulties were examined. Results revealed a significant difference for age at first referral and diagnoses. Those with disorders such as learning disability and severe emotional disturbance tended to be older, while the ADHD and dysthymic disorders tended to be younger. Similarly, there was a significant difference for grade at first referral and diagnoses. Again, those with disorders of learning disability and emotional disturbance were in higher grades, whereas the ADHD and dysthymic disorders were in lower grades. There were no significant differences for WISC-III IQs or indexes. Nor was gender a significant variable.

It is important as we look at the educational environment to understand that it is a complex system that calls for analyses at multiple levels. One who enters from a single theoretical orientation is at a distinct disadvantage. Particularly when unique students arrive with various emotional and behavioral difficulties, being restricted to a narrow behavioral position, a humanistic position, a cognitive/systems position or whatever position chosen, severely limits the possibility of positive outcomes. The multiple levels of the situation include the behaviors displayed, the personality/characteristics of the children, the environment in which events are occurring, overall systemic functioning, and the personality/characteristics of the teacher. As teachers of these multiple levels, who would we expect best able to effect a positive outcome in this classroom/environment? Over which of these multiple levels do we, as teachers, have the most control? Hopefully, we would expect the teachers and administrators to be better skilled than the students in effecting change. This article explores the need for a variety of theoretical applications to effectively meet the demands of the diverse students and situations in public schools. Specifically, the utility of humanistic applications, behavioral applications, and social learning/cognitive applications in the classroom are examined.

The purpose of this investigation was to ascertain the effectiveness of Captain's Log, a computerized cognitive-training program designed to improve attention and reduce impulsivity. Participants consisted of 48 children in third through sixth grades, nominated by teachers for classroom behavior that interfered with their learning. Students were randomly assigned to either an experimental group or the control condition. All of the students first completed the Integrated Visual and Auditory Continuous Performance Test (IVA CPT), which served as a pre-test measure of attention and impulsivity. Those assigned to the experimental group then received seven weekly sessions of Captain's Log, each lasting approximately 30 minutes. Those in the control group were excused from class for an equal amount of time, but played a basic computer game (Solitaire) instead. In addition, teachers completed the BASC Teacher Rating Scale at the beginning and conclusion of the study in order to determine if behavioral changes were recognized in the classroom. A multivariate analysis of variance (MANOVA) of the post-test measures found that the visual-focused attention scale showed a statistically significant improvement in the experimental group.

Help seeking attitudes and acculturation of Asian Indian Americans were examined in a sample consisted of 69 Asian Indian American students. Participants completed a demographic questionnaire, the Suinn-Lew Asian Self-Identity Acculturation Scale and the Attitudes toward Seeking Professional Psychological Help Scale. There were no significant relationships between levels of acculturation and motivation or attitudes toward seeking help. Reasons why professional help would not be sought included alternative sources of support and prohibitive cost. In seeking assistance, the participants preferred family first, followed by mental health professionals and then religious persons. Hindus were significantly more tolerant of seeking psychological help than Christians. Specifically, results demonstrated no significant difference between the low acculturated and bicultural groups for attitudes toward seeking psychological help.

Discusses one form of group interpersonal-skill training, relationship-enhancement (RE) therapy, which was offered to patients and staff as a pilot program. Patients and staff found learning RE behaviors and skills to be beneficial to their communication and helpful in improving their relationships. (Author/GCP)

Presents descriptive data collected during 1988-89 academic year from three adult children of alcoholics groups offered by a university counseling center. Describes group members, structured group activities, and recommendations for therapy groups for young adult children of alcoholics. (Author/NB)

Presents recent investigations and reports related to group psychotherapy in cancer patients' treatment. Describes primary characteristics and results of studies examining evidence of therapeutic factors, psychosocial support groups, women's adjustment to mastectomies, training in stress management and coping skills, pain and mood disturbance, and effects of group counseling and subject of death and dying. (Author/PVV)

Compares Hispanic adult children of alcoholics with Hispanic adult children of nonalcoholics on Diagnostic Inventory of Personality and Symptoms. Finds significantly higher scores in Somatoform Disorders and Psychological Factors Affecting Physical Conditions scales among children of alcoholics. Women displayed higher scores than men on Affective Depressed, Anxiety Disorders, and Neurotic Character scales. (TES)

The Attachment to God Inventory (AGI) and Religious Coping Activities Scale (RCAS) were given to 159 church-going adults. A median split using AGI Avoidance and Anxiety scales divided participants into [...]

Data from Exner's 1985 and 1989 normative samples on nonpatient adults and comparison samples of patients with schizophrenia, depression, and character problems were reanalyzed using a standard of clinical significance appropriate for N = 1. The 1989 norms, which exclude Rorschach protocols with less than 14 responses, alter not only the number of significant variables, but also alter the ability of most variables that relate to form quality to differentiate among the patient comparison groups. The Exner Rorschach is judged to be a valid test for schizophrenia, but to have demonstrated little differential utility for depression and character disorders. It is recommended that the scoring of nonsignificant variables be abandoned.

Traumatic violence on university campuses is a devastatingly and increasingly high profile phenomenon facing university counseling centers. in 1990 alone, a shooting occurred at a dance at Alabama A&M University, five female students were murdered in off-campus housing at the University of Florida, and a group of students were held hostage at gunpoint at the University of California at Berkeley, resulting in one death, eight injuries, and several incidents of sexual molestation. in each of these situations, the university counseling center struggled to provide assistance to the survivors. Although traumatic events are dramatically documented in public media, and theories for understanding and assisting victims are offered in the professional literature, little has been written regarding counseling centers' responses when violence occurs on campus. This paper describes the shotgun murders of two students by a third student in the residence halls of a public university and the counseling center's attempt to assist the university community's adjustment in the aftermath. Research implications of these findings are discussed, and their applications of policy are considered.

This literature review presents the most recent investigations and reports related to group psychotherapy use in cancer patients' treatment, describes the primary characteristics and results of the studies, and discusses suggestions for future investigation. [ABSTRACT FROM AUTHOR]