Increasing program persistence in professional weight loss programs involving cognitive self-persuasion.

The authors evaluated the effectiveness of a new members' orientation program on attrition for female clients at 6 weight loss centers. 147 clients participated either in a 4-hr motivation enhancement program (MEP) based on cognitive self-persuasion principles from the elaboration likelihood model (ELM) or in 1 of 3 control conditions. The program emphasized the development and maintenance of positive attitudes and behavioral intentions toward regular behavioral education classes. Control groups were time-attention, standard program, and those refusing the new program. Results indicated that clients in the MEP attended significantly more consecutive weeks of classes than others. Results indicate the therapeutic value of cognitive self-persuasion techniques used in the MEP. Suggestions for future clinical studies are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-efficacy expectancy, outcome expectancy, and outcome value: Relative effects on behavioral intentions.

Used a persuasive communications paradigm to examine the relative contributions of self-efficacy expectancy, outcome expectancy, and outcome value (importance) in influencing and predicting behavioral intentions. 88 college students were asked to react to a promotional brochure presented as a discussion of the broken-record technique. Outcome expectancy was manipulated independent of self-efficacy expectancy and had a main effect on behavioral intentions, but self-efficacy expectancy failed to produce a main effect on intentions. The outcome-value manipulation also had a main effect on intentions, although problems with the manipulation check made interpretations of this effect problematic. Correlational data reveal that assessments of self-efficacy expectancy, outcome expectancy, and outcome value were all significant and roughly equivalent predictors of intentions. Each component significantly contributed to the other 2 components combined in the prediction of behavioral intentions. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Analyzing correlations of three types in selected lines of Drosophila melanogaster that have evolved stable extreme geotactic performance.

The behavior–genetic analysis of Drosophila melanogaster with geotactic performance as the phenotype is an ideal model system with which to investigate the complex relations between heredity and behavior. As part of a long-term, 38-year study, we report 4 experiments that identify and analyze trait correlations in the selected high- and low-geotaxis lines. We performed F2 correlational analyses and backcrosses to examine 3 types of correlations: (a) genotype–genotype (alcohol dehydrogenase [Adh]–amylase [Amy]), (b) genotype–phenotype (Adh and Amy–geotaxis), and (c) phenotype–phenotype (mate preference–geotaxis). Only the Adh-geotaxis correlation survived meiosis and reappeared in the F2 generation, which indicates a genotype-phenotype correlation, whereas the others did not. The importance of hybrid correlational analysis to the behavior–genetic analysis of a species is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Autometallographic demonstration of zinc ions in rat sperm cells

An in-vitro technique for autometallographic (AMG) demonstration of chelatable zinc in electroejaculated sperm cells and spermatozoa from the epididymis is presented and the localization of zinc ions in rat spermatozoa is described. Sperm cells from caput epididymis showed zinc staining in all parts of the tail and a sparse, dispersed staining in the acrosome. Spermatozoa from cauda epididymis showed heavy staining in the acrosome but no staining in the tail, or post-acrosomal part of the sperm head. This distinct acrosomal AMG staining was also found in ejaculated spermatozoa, but additionally a segmentation of the tail was seen based on differences in staining intensity. The membrane penetrating chelator diethyldithiocarbamate (DEDTC) was found to block the AMG staining whereas calcium-EDTA, known not to pass through cell membranes, did not influence the staining, proving that the detected zinc ions are intracellularly located. Two different approaches for demonstrating the presence of a chelatable zinc pool at electron microscope levels are presented, and the ultrastructural presence of AMG grains located in the acrosome and in the mitochondria of the midpiece is demonstrated. It is postulated that an exchange of zinc ions takes place between the epididymal epithelium and the sperm cells as they pass along the epididymal duct.     

Developmental models of supervision: It is development—Response to Holloway.

This article is a response to Holloway's critique of developmental models of psychotherapy supervision. Our position is that developmental models of supervision can benefit from taking guidance from and drawing parallels to more general models of human development. It should not be assumed, however, that these models of supervision are direct translations of other models. The metaphor of development has proven useful in a number of domains of human activity. We argue that this analogy is also useful in conceptualizing the training process in counseling and psychotherapy by providing a detailed framework through which changes in trainees over time and optimal supervisory approaches can be examined. Although Holloway's impression of the state of research on developmental models of clinical supervision is that there exists little evidence in support of the models, other authors have noted considerable consistency between the constructs of these models and the published research. We support Holloway's suggestion for improving research methodology in this area, and we note additional directions for future research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Integrated Developmental Model of supervison: Scale development and validation procedures.

Despite the growing empirical evidence for developmental models of supervision, the need for reliable, valid assessment procedures for identifying a trainee's level of development exists. This study sought to address this need by administering an instrument designed to assess constructs relevant to C. D. Stoltenberg and U. Delworth's (1987) Integrated Development Model (IDM) to counseling and clinical psychology trainees of varying levels of graduate education, counseling, and supervision experience. Primary data provided support for the IDM and suggested construct validity for the Supervisee Levels Questionnaire—Revised because scores on the instrument differed for certain trainee groups who varied in amount of previous training and experience. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Enhancing Professional Competence Through Developmental Approaches to Supervision.

There has been a recent increase in interest in defining and describing the competencies for professional practice in psychology. Perhaps the most important mechanism for enabling the acquisition of competencies is the process of supervision. This article takes the position, based on a review of relevant research in supervision and the author's experiences, that developmental theories of supervision have stimulated considerable research and provide a direction for future work in research and practice. It is argued that the most detailed of these theories, the Integrated Developmental Model, provides a useful framework for understanding how supervisees change over time and how various supervision environments (broadly) and supervision interventions (specifically) can enhance or detract from the development of professional competencies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Approaching supervision from a developmental perspective: The counselor complexity model.

Presents a model of counselor supervision that conceptualizes the training process as a sequence of identifiable stages through which the trainee progresses. The progress of the trainee is described from the entry level counselor through the advanced master counselor stage. Characteristics of trainees at each of the 4 levels of the model are discussed, as are the appropriate supervision environments that encourage development to the next level. The supervisor skills of discrimination and the creating of environments are discussed in relation to trainee characteristics and the appropriate environments for the supervision process. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A gene correlate of geotaxis near Adh (2-50.1) in Drosophila melangoster.

As part of a long-term study (38+ years) to identify genetic correlates of geotaxis in Drosophila melanogaster, the investigators report the results of allozyme-level analyses of 2 lines derived from hybridizing high- and low-selected lines that have evolved stable, extreme expressions of geotaxis. Allele variation at Adh was associated with geotactic performance in 1 hybrid-derived line, but not in another, after 66 free-mating generations beyond the F? generation. A second-chromosome gene correlate of geotaxis may lie within 1 map unit of Adh. Population genetic analyses suggest that there were different selection pressures on the hybrid-derived lines and that the fixation of PGD-A in the high-geotaxis line was probably due to a founder-effect event. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reconceptualizing social influence in counseling: The Elaboration Likelihood Model.

Previous investigations of attitude change in counseling based on S. R. Strong's (see PA, Vol 42:12025) social influence model have yielded mixed and inconclusive results. Such findings resemble the state of attitude change research that until recently existed in social psychology. In this article we introduce a model of attitude change from social psychology, the Elaboration Likelihood Model (ELM) of persuasion, which has served to unify some of the conflicting results in social psychology. The ELM may potentially account for the inconsistent findings within counseling psychology, providing a reconceptualization of the social influence process that builds upon Strong's (1968) theory and subsequent research. We also provide guidelines for the integration of recent social and counseling literatures in regard to the interpersonal influence process as represented by the ELM. (PsycINFO Database Record (c) 2010 APA, all rights reserved)