Cognitive-Behavioral and Humanistic Group Treatment for Children With Learning Disabilities: A Comparison of Outcomes and Process.

The authors of this study examined the outcomes and processes of 2 types of group treatment--cognitive-behavioral treatment groups (CBTG) and humanistic group therapy (HGT)--offered to 200 elementary schoolchildren in a center for students with learning disabilities in Israel. Results indicated that the addition of either type of group treatment to individual academic assistance was more effective than the latter alone on most measures. In fact, on the majority of measures, group treatment without academic assistance was more effective than just individual assistance. Finally, HGT was more effective than CBTG on most measures. Most of the outcomes were sustained at follow-up, and some even increased from termination to follow-up, although effect sizes were quite low. Process measures included the Client Behavior System and the therapist Helping Skills System, which were measured at 5 points in time. Differences between the 2 treatment types were revealed on both process measures, including differences in the growth curve of these behaviors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Aroma volatile compositions of high- and low-aromatic guava varieties

BACKGROUND: The traditional guava variety cultivated in Israel, ‘Ben Dov’, emits a very strong odour, whereas some newly bred varieties have a mild odour. In this study the aroma profile composition of the high‐aromatic ‘Ben Dov’ variety was compared with those of four new low‐aromatic varieties. RESULTS: Overall, using gas chromatography/mass spectrometry, a total of 30 aroma volatiles were detected in fresh ripe guava fruit: 15 of them were specifically detected only in the high‐aromatic ‘Ben Dov’ variety, 13 were detected in both the high‐ and low‐aromatic varieties and two were detected only in the new low‐aromatic varieties. Interestingly, 11 out of the 15 volatiles specifically detected in ‘Ben Dov’ were esters that contribute sweet, tropical and fruity notes. In contrast, ten out of 13 detected terpenes and two detected aldehydes, contributing green, spicy, herbal and woody notes, were common to both the high‐ and low‐aromatic varieties. CONCLUSION: Based on these findings, it is concluded that accumulation of esters is the main reason why the traditional ‘Ben Dov’ guava variety emits such a strong tropical fruity odour. In contrast, the newly bred low‐aromatic guava varieties did not synthesise esters at all and thus lacked fruity aromatic notes. Overall, the results of this study point out the important role of esters in forming tropical fruity guava odours. Copyright © 2011 Society of Chemical Industry     

Association of personal, process, and outcome variables in group counseling: Testing an exploratory model.

This study measured relationships among personal, process, and outcome variables in a student population (n = 205) participating in group counseling. Personal variables included intention to disclose, self-esteem, risk taking, and interpersonal relationships. Process variables included bonding with group members, bonding with leader, impression of therapy, self-disclosure, and resistance. Analyses were conducted with hierarchical models and Mplus. Results indicated gains in interpersonal relationships, which were associated with their own initial scores, with intention to disclose mediated by impression of therapy, and with self-disclosure. Three of the four personal variables (risk taking being the exception) were associated with the process variables of bonding with group and leader and impression of therapy, all moderately interrelated. Self-disclosure was unrelated to any personal or process variables. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Identification of aroma-active compounds in ‘wonderful’ pomegranate fruit using solvent-assisted flavour evaporation and headspace solid-phase micro-extraction methods

During the last few years, there has been a tremendous increase in consumption of pomegranate fruit and juice. Nevertheless, very little is yet known regarding the volatile constituents that determine the unique aroma of pomegranate fruit. We extracted aroma volatiles from fresh ‘Wonderful’ pomegranate juice using solvent-assisted flavour evaporation (SAFE) and headspace solid-phase micro-extraction (HS-SPME) methods, and applied gas chromatography–olfactometry (GC–O) (‘sniffing’) combined with gas chromatography–mass spectrometry (GC–MS) analysis, in order to identify volatile aroma-active compounds. In addition, we performed stir bar sorptive extraction (SBSE) of pomegranate aroma volatiles, coupled with GC–MS analysis, in order to assist in identifying aroma-active compounds. Overall, we tentatively identified 23 volatiles in the SAFE and HS-SPME extracts; they belonged to various chemical classes, including aldehydes, terpenes, alcohols, esters, furans and acids. Using the GC–O nasal impact frequency method, we tentatively detected 12 aroma-active peaks and identified the corresponding odourants by GC–MS. The aroma-active compounds of ‘Wonderful’ pomegranates were ethyl-2-methylbutanoate (fruity, apple), hexanal (green), β-pinene (pine, herbal), β-myrecene (woody, musty), cis-3-hexenal (green), limonene (fruity, musty), cis-2-heptenal (soapy, mushroom), cis-3-hexenol (earthy, grassy), 2-ethylhexanol (floral), β-caryophyllene (fruity, musty), 2(5H)-furanone (sweet, fruity) and β-sesquiphellandrene (terpene, almond). Overall, the flavour of ‘Wonderful’ pomegranate fruit derives from a mixture of various ‘green’, ‘woody’, ‘earthy’, ‘fruity’, ‘floral’, ‘sweet’ and ‘musty’ notes.     

A group assessment procedure as a predictor of on-the-job performance of teachers.

The predictive power of a streamlined group assessment (GA) procedure (derived from assessment center methodology) for evaluating candidates for a teacher education program was investigated. Results were compared with principals' evaluations of on-the-job teaching success and with college faculty evaluations. The study population included 231 graduates of a teacher's college, who had been assessed by the procedure at time of admission. Ss were reevaluated by college faculty 3 yrs later at graduation and again by principals 2–5 yrs after graduation. Of the original Ss, 122 were traced after graduation; 78 were employed. Results indicate that the GA procedure was significantly predictive of success on the job, as well as in the training program. The study demonstrated the meaningful, long-term predictive validity of the GA procedure. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attachment style as a predictor of behavior in group counseling with preadolescents.

This study investigated the role that attachment style plays in preadolescent behavior in group counseling. The study population consisted of 77 preadolescents referred to counseling services in their schools in Israel. They were treated in 11 small counseling groups led by novice counselors. Variables included self-disclosure, client behavior in therapy, and responsiveness to other group members--all assessed based on transcribed sessions. Participants also completed attachment questionnaires. The analyses were performed with hierarchical modeling (mixed) nesting individuals within groups. Results indicated differences on all dependent variables among the three attachment styles: secure, preoccupied, and avoidant. Secure adolescents showed the highest rates of self-disclosure, productive client behavior, and responsiveness to others, whereas avoidant participants showed the lowest scores on all measures. Gender, age, and group size showed little effect. The discussion focuses on implications for group therapists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Therapist, trainee, and child verbal response modes in child group therapy.

The Hill Verbal Response Mode System was adapted to examine the verbal responses of a therapist, trainees, and participants in child group therapy, as well as to identify the verbal responses most effective in producing self-disclosure. Results indicated participant differences in most verbal responses, no time effect, and several Time?*?Participant interactions. Boys and girls were similar to each other but different from the therapist and trainees, and trainees were different from the therapist, during the stages of group development. However, there was movement in different directions during the group process: Children increased most verbal responses and trainees increased some, but the therapist decreased her use of most verbal responses. Self-disclosure was the dominating behavior in these groups throughout the group process. Other frequent responses were feedback and questions. The verbal responses that most affected self-disclosure were structured activities and questions. Implications are discussed for training child group therapists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Brief group therapy with low-achieving elementary school children.

The study encompassed 142 low achievers in 2 elementary schools (Grades 2-6) in Israel, all of whom received 4–6 weekly hours' assistance with their academic difficulties in school. After a random division of this sample into experimental and control groups, the former received an additional weekly session of group therapy of an interpersonal nature. The effect of this treatment was examined on 4 dependent variables: academic achievements, self concept, social acceptance, and locus of control. Results indicated significant gains for the experimental group on all these variables—gains that increased over time. Group therapy appears to contribute both to academic progress and to the psychological and social well-being of low-achieving pupils. (PsycINFO Database Record (c) 2010 APA, all rights reserved)