Don M. Hartsough

Planning for disaster: A new community outreach program for mental health centers

Disaster victims typically do not request services from the mental health system. Victims must be contacted through innovative outreach programs linked to the disaster relief network. Advance planning for disaster programs by mental health centers is highly desirable, but barriers may be encountered related to (a) external support, (b) information on victim needs, (c) intervention methods, (d) linkage with disaster agencies, or (d) planning guidelines. Advice and information are offered on how to overcome each potential barrier. A model disaster plan is outlined that is consistent with NIMH guidelines for disaster preparedness planning, and with three criteria considered essential for an effective plan.

Phases of helping in successful crisis telephone calls

This study tested whether specific phases of helping occur during successful crisis telephone calls. Helper statements made in sampled calls were coded, and the outcomes of the calls were assessed. Systematic changes in assessment, affect integration, and problem-solving behaviors through the beginning, middle, and final thirds of calls were found to predict a successful outcome. A fourth helper category, establishment of a helping relationship, was negatively related to successful outcome. A three-phase model of telephone crisis intervention is offered, and the action orientation of crisis intervention is emphasized.

Traumatic stress as an area for research

Traumatic stress as a research area draws attention from several disciplines, each contributing its own unique tradition to the field. Three research backgrounds are described, including strengths and weaknesses. Research issues currently focus on the psychophysiological basis for stress reactions, the role of personality in stress response patterns, and the trauma stimulus as an independent variable. An overview of this issues contributions is provided.

Effects of indirect reinforcement on performance of kindergarten children

Abstract This study investigated the parameters of the social reinforcement labeled “indirect reinforcement” and examined its presence and effect in a natural school setting. It was hypothesized that direct reinforcement to one child in a dyad or to two children in a small group of four would have an indirect reinforcing effect on the remaining children. That is to say that when positive reinforcement was given directly, the observing S s received negative reinforcement indirectly. When S s from similar treatment conditions were combined from the pairs and small groups, the treatment effects were statistically significant, with those under indirect negative reinforcement showing the greatest increase in performance. Possible uses for the indirect reinforcement phenomenon in school classrooms were discussed.