Expectations of obese trainees: How stigmatized trainee characteristics influence training effectiveness.

This study identifies stigma as a potential precursor to self-fulfilling prophecies in training interactions. Expectations held by leaders often result in actions that elicit expectancy-confirming behaviors from their subordinates. The results of the present study suggest that trainee weight (manipulated with a photograph depicting the trainee as either obese or average weight for height) influenced female trainer expectations and evaluations of the training and trainee. Furthermore, the results suggest that negative expectations held by trainers were related to trainee evaluations of the training and the trainer and, for less flexible trainers, to decrements in trainee performance on the trained task. Overall, the results suggest that trainer expectations can be influenced by stereotypes held about trainee characteristics, thus undermining training effectiveness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relative effectiveness of behavioral versus nonbehavioral child psychotherapy.

Some researchers have concluded that, for children and adolescents, behavioral interventions may be more effective than nonbehavioral interventions. Other researchers, however, have proposed artifactual hypotheses for the apparent superiority of behavioral treatments. In this study, one such hypothesis was evaluated: that the apparent superiority of behavioral interventions among children is due to differences in the methodological quality of studies of behavioral and nonbehavioral treatments. Meta-analytic results reported in this article found little support for this hypothesis. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Structured and nonstructured human relations training.

Investigated participant perceptions following structured and nonstructured human relations training. The design included 3 structured and 3 nonstructured groups and 3 leader teams with each team conducting 1 group under each of the 2 formats. 21 male and 21 female graduate students were Ss. The Group Opinion Questionnaire was administered to participants at the 12th (final) session. Participants in structured groups reported greater ego involvement in their groups, more self-perceived personality change since joining the group, and greater group unity than did participants in nonstructured groups. Evidence suggests that greater leader experience is associated with more favorable participant perceptions. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Studies in management training evaluation: I. Scaling responses to human relations training cases.

Dimensions of employee-orientation and sensitivity are used in this study of methodology in human relations training. "… is the purpose… to describe a scaling procedure by means of which open-end responses to stimulus films can be reliably scored." After showing 3 films "several groups of academic and industrial Ss" wrote responses to questions relevant to the 2 dimensions of supervisory behavior. 6 sets of responses were scaled by 16 judges, using a forced-distribution scheme. An abbreviated procedure was worked out and scale values obtained "indicate that the master scale method can be utilized with confidence." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relative effectiveness of four combinations of oral and written presentations of job related information to disadvantaged trainees.

Hypothesized that conditions in which an oral presentation was given before a written presentation of information would be more effective than if a written presentation preceded an oral one. Ss were 73 trainees in a program for the disadvantaged (mean age, 22.3 yrs). 4 different combinations of oral and written messages were administered to each of 4 groups. The criterion of effectiveness was a multiple choice test which measured Ss' knowledge of the information in the message. 8 a priori comparisons based on the hypothesis were in the expected direction, but only 3 were significant (p     

Microcounseling Skill Discrimination Scale: A methodological note.

Absolute ratings on the Microcounseling Skill Discrimination Scale (MSDS) confound the individual's use of the rating scale (response language) and actual ability to discriminate effective and ineffective counselor behaviors. The present article suggests methods of scoring the MSDS that will eliminate variability attributable to response language and thereby improve the validity of the instrument. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Chromosome aberrations in human fibroblasts induced by monoenergetic neutrons. I. Relative biological effectiveness

The relative biological effectiveness (RBE) of neutrons for many biological end points varies with neutron energy. To test the hypothesis that the RBE of neutrons varies with respect to their energy for chromosome aberrations in a cell system that does not face interphase death, we studied the yield of chromosome aberrations induced by monoenergetic neutrons in normal human fibroblasts at the first mitosis postirradiation. Monoenergetic neutrons at 0.22, 0.34, 0.43, 1, 5.9 and 13.6 MeV were generated at the Accelerator Facility of the Center for Radiological Research, Columbia University, and were used to irradiate plateau-phase fibroblasts at low absorbed doses from 0.3 to 1.2 Gy at a low dose rate. The reference low-LET, low-dose-rate radiation was 137Cs-gamma rays (0.66 MeV). A linear dose response (Y = alphaD) for chromosome aberrations was obtained for all monoenergetic neutrons and for the gamma rays. The yield of chromosome aberrations per unit dose was high at low neutron energies (0.22, 0.34 and 0.43 MeV) with a gradual decline with the increase in neutron energy. Maximum RBE (RBEm) values varied for the different types of chromosome aberrations. The highest RBE (24.3) for 0.22 and 0.43 MeV neutrons was observed for intrachromosomal deletions, a category of chromosomal change common in solid tumors. Even for the 13.6 MeV neutrons the RBEm (11.1) exceeded 10. These results show that the RBE of neutrons varies with neutron energy and that RBEs are dissimilar between different types of asymmetric chromosome aberrations and suggest that the radiation weighting factors applicable to low-energy neutrons need firmer delineation. This latter may best be attained with neutrons of well-defined energies. This would enable integrations of appropriate quality factors with measured radiation fields, such as those in high-altitude Earth atmosphere. The introduction of commercial flights at high altitude could result in many more individuals being exposed to neutrons than occurs in terrestrial workers, emphasizing the necessity for better-defined estimates of risk.     

Effect of selected techniques for training resident assistants in human relations skills.

Investigated the effect of 3 instructional techniques on 40 undergraduate resident hall assistants' use of attending behavior, reflection of feeling, and summarization of feeling in a microcounseling session. The 3 techniques combined a tape-recorded lecture on the criterion behaviors with either a discussion, modeling, or role-playing procedure. Ss in all 3 experimental groups maintained eye contact for a significantly longer period of time than did controls. Reflection of feeling responses were recorded a significantly greater proportion of the time for the lecture-discussion and lecture-modeling treatments than for controls. Males in the lecture-modeling treatment summarized feelings a significantly greater proportion of the time than any other group. Need for periodic supervised practice of target behaviors is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effectiveness of hardiness training.

Recent research (e.g., S. C. Funk, 1992; S. R. Maddi, 1989) has suggested that hardiness protects wellness and stimulates effective functioning despite stressful circumstances. This study continued evaluation of the effectiveness of a hardiness training program. With 54 managers as participants, the hardiness training condition was compared with a relaxation/meditation condition and a placebo/social support control. The hardiness training condition was more effective than the other 2 conditions in increasing self-reported hardiness, job satisfaction, and social support while decreasing self-reported strain and illness severity. This pattern of results furthers the importance of hardiness training in stress management. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relative effectiveness of two standard color-vision tests.

A comparison was made of the commercial edition of the Illuminant-Stable Color Vision Test (IS) and the American Optical Color Perception Test (AO) to determine the relative effect of non-standard illuminants. Ten color-blind Ss and 40 normals each took the test under six illumination-level and color-temperature combination conditions. Neither the types of illumination nor illumination intensity had a significant effect on the scores for either test. "Within the range of color temperatures used, the AO test is as stable as the IS." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cost effectiveness of internship training programs: Clinical service delivery through training.

Internship training programs require a substantial investment of the host agency's resources. Such investment must be justified, in part, by an analysis of the cost effectiveness of the services delivered by interns. A means by which training staff can determine the average cost per intern trained is presented, along with a formula for comparing the cost of direct services offered by interns with that of services offered by senior staff psychologists. The formula was applied to a university counseling center training program with 6 interns. We demonstrated that interns' direct service hours were half the cost of senior staff's direct service hours, and clients' perceptions of the quality of services received from interns and staff did not show a difference in reported satisfaction. The data support the conclusion that intern training programs can be highly cost effective, as well as provide valuable nonmonetary benefits. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Implementing a stress management training: Comparative trainer effectiveness.

Participants who were recruited from various organizations were randomly assigned to 1 of 2 stress management training (SMT) conditions or an assessment-only control group. The groups in the 1st SMT condition were led by external clinical psychologists. The groups in the 2nd SMT condition were led by individuals who held posts within the organizations involved, referred to as paraprofessionals. Results show favorable effects of the SMT program both in the short term as well as at 6-month follow-up. Results showed no serious differences in effectiveness between trainers. It is argued that, to be effective, the SMT program does not necessarily have to be given by clinical psychologists only but may instead be given by individuals from other professional orientations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Integrating social justice training into the practicum experience for psychology trainees: Starting earlier.

Calls from the psychological literature have highlighted a need for the integration of social justice training in both didactic and fieldwork practicum experiences in professional psychology. This article presents concrete strategies for practicum instructors and applied fieldwork training site staff to integrate social justice work into practicum experiences. The authors review current scholarship on social justice training, identify foundational principles of social justice and recommendations for teaching social justice in applied training facilities, and apply these principles and recommendations to practicum experiences. Learning activities and evaluation methods are identified and presented, and recommendations for integration of these methods for teaching psychology trainees are underscored. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Changes in the ways that group trainees structure their knowledge of group members with training.

Multidimensional scaling (MDS) and Pathfinder were used to examine changes in the knowledge structures of 9 group therapy trainees, and to examine convergence in the trainees' knowledge structures with one experienced group leader. Participants (experienced group therapist and group therapy trainees) judged the similarity of each pair of group members in an ongoing interpersonal process group early and late in a semester of group therapy training. As in previous research, MDS and Pathfinder analyses of these similarity judgments were used to infer the cognitive structure of the trainees and of the experienced group leader. These analyses suggested that (a) the dimensions used by the trainees to conceptualize group members increased in complexity with training, and (b) trainees' knowledge structures became more similar to the experienced leader's knowledge structure with training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Human relations training for police and community.

Discusses reasons why police and community relations can become a focal point for friction and lead to violent explosions. A series of human relations training laboratories was devised, each lasting 6 wk. and accommodating 200 police officers for each series. A corresponding number of community members, especially representatives of minority and dissident groups, was recruited for these same sessions. Summaries of attitude change effected by the program and of suggestions for improving police-community relations are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of a sequential behavior analysis protocol on the teaching practices of undergraduate trainees.

Studied the effects of a sequential behavior feedback procedure on the practice teaching experiences of undergraduate teacher trainees. Teaching performances of 4 Ss were analyzed using Alternative Appropriate Instructional and Organizational Action measures within the ecological context of Instructional and Organizational challenges in the practice teaching setting. Data support the added utility of sequential information when using behavior analysis approaches to teacher training. One field-based undergraduate teaching practicum was monitored. The key elements summarized are (1) classroom instruction tied to the practicum experience, (2) practice teaching experience, and (3) sequential observation system used for evaluation and feedback, including multiple-baseline data to support this approach to teacher training. Results point to the strong relationship between sequential behavior feedback and (1) teacher-trainee improvement in meeting instructional and organizational challenges in the classroom, (2) teacher-trainee movement from an organizational to an instructional focus over the course of the experiment, and (3) positive changes in pupil practices as a function of changes in teacher-trainee instruction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Enhancing the effectiveness of relaxation-thermal biofeedback training with propranolol hydrochloride.

This article evaluated the ability of propranolol to enhance results achieved with relaxation-biofeedback training. Thirty-three patients were randomized to relaxation-biofeedback training alone (administered in a limited-contact treatment format), or to relaxation-biofeedback training accompanied by long-acting propranolol (with dosage individualized at 60, 120, or 180 mg/day). Concomitant propranolol therapy significantly enhanced the effectiveness of relaxation-biofeedback training when either daily headache recordings (79% vs. 54% reduction in migraine activity) or neurologist clinical evaluations (90% vs. 66% reduction) were used to assess treatment outcome. Concomitant propranolol therapy also yielded larger reductions in analgesic medication use and greater improvements of quality of life measures than relaxation-biofeedback training alone but was more frequently associated with side effects. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effectiveness of leadership training: A reply to Argyris.

C. Argyris (see record 1977-06725-001) is incorrect in concluding that the leader match training method cannot be effective because it does not follow Argyris's Model 2 learning principles. He has yet to provide empirical data based on objective measures that his method improves organizational performance or that it is cost-effective. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Group versus individual assertion training.

16 nonassertive community women (mean age 39.1 yrs) participated in a study that compared the effectiveness of group assertion therapy with the effectiveness of individual assertion therapy. A clinical treatment procedure that included behavioral rehearsal, modeling, and coaching was used in both treatment modalities. Prior research using almost identical treatment procedures, screening requirements, and assessment batteries demonstrated the greater effectiveness of this therapeutic procedure as compared with a no-treatment control condition, in which Ss did not change over time. Results of this study indicate that there are no significant differences between group versus individual assertion training. Pre-, post-, and 3-mo follow-up measures (e.g., Rathus Assertiveness Schedule, S–R Inventory of General Trait Anxiousness) demonstrated that both treatments were effective in increasing assertive behavior skills and in reducing hostility and anger. When compared with the no-treatment control condition of an earlier comparable study, the 2 treatment conditions of the present study are shown to be superior. (6 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)