Dong Yul Lee

What Makes You Happy?: A Comparison of Self-reported Criteria of Happiness Between Two Cultures

Based on the cross-cultural psychosocial notion of individualism and collectivism, comparisons between two contrasting cultures with regard to the criteria for avowed happiness were made. The Happiness Questionnaire, which contains four open-ended questions (e.g., “What makes you happy?”), and two objective items assessing the level of perceived happiness were administered to Canadian and Korean students. The responses to the four questions were content-analyzed along 14 categories. Comparisons of the proportions in each of the 14 categories revealed that, although the students from the two cultures differed in their absolute level of perceived happiness, they seemed to employ essentially the same ordered set of criteria in expressing their avowed happiness.

Cognitive Correlates of Polychronicity

Polychronicity, defined as the ability to cope with stimulus-intense, information-overloaded environments, was operationalized as a 25-item scale assessing the reported degree to which individuals structure their physical and interpersonal environments within the context of time and space. The validity of the construct of polychronicity was assessed by predicting directional relationships to cognitive complexity and intelligence. The analyses support the hypotheses. Results are discussed regarding the ability of the construct to predict coping reactions to overloaded environmental transactions. A theoretical model of polychronicity is advanced.

An assertiveness scale for adolescents.

This study developed a situation-specific instrument that measures assertiveness of adolescents. The Assertiveness Scale for Adolescents (ASA), which contains 33 items, was constructed using a multiple-choice format with three response alternatives. Based on data from 682 elementary and secondary school students, adequate reliability and validity of the ASA were obtained when tested against several variables about which predictions could be made. Potential use of the instrument in clinical diagnosis and research was discussed.

Client cognitive responses to counselor paradoxical and nonparadoxical directives.

Client cognitive responses to counselor paradoxical and nonparadoxical directives were examined. It was predicted (a) that clients who received paradoxical symptom prescriptions would display a greater negativity toward the counselor and counseling than those who received nonparadoxical directives; and (b) that clients who received no rationale for the paradoxical directives would display a greater negativity than those who received a rationale. Thirty clients who had reported performance anxiety received one 45-minute counseling interview. Ten clients received paradoxical directives with a rationale, 10 received paradoxical directives with no rationale, and 10 received nonparadoxical directives. Results showed no significant differences in either client in-session negativity or out-of-session implementation of directives between the paradoxical and nonparadoxical conditions and between the rationale and no rationale paradoxical conditions. Possible implications of the findings are discussed.

The effects of cognitive complexity and arousal on client perception of counselor nonverbal behavior

This analogue study examined the interaction between cognitive complexity and arousal in client discrimination of counselor positive and negative nonverbal behavior. Thirty university students, divided into low, medium, and high arousal conditions, viewed a videotaped counseling interview in which the counselor nonverbal behaviors were varied systematically and then rated counselor perceived expertness. The results showed that subjects discriminated counselor positive and negative nonverbal behaviors in the early portion of a 30-minute interview, but this tendency deteriorated quickly as the interview progressed. Also, there was a significant interaction between subject cognitive complexity and arousal level. Implications of the findings are discussed.

Perception of theoretically derived counseling approaches as a function of preference for counseling orientation

Examined the relationship between preference for major counseling orientations and perception of counselor behavior in theoretically derived counseling interviews. Seventy-seven undergraduate students viewed demonstration interviews by Rogers and Lazarus, rated the counselor behavior on the Counselor Rating Form, and were assessed in their endorsement of seven major counseling orientations. A regression analysis performed on the preference scores for seven counseling orientations (predictors) in response to the counselor perception scores on the Counselor Rating Form showed a significant relationship only between the client-centered orientation and Rogers. Lazarus was not predicted from any of the seven orientations. Additional analysis of the Counselor Rating Form data revealed that Lazarus was perceived as more expert, attractive, and trustworthy than Rogers. The results are discussed in relation to previous studies.

Counsellor ethnic differences and perceived counselling effectiveness

The purpose of the present study was to examine how counsellor race influences client evaluation of counselling effectiveness. It was predicted that ethnic minority counsellors would be perceived less favorably than the Caucasian counsellor. Three groups of secondary school students viewed a 10-minute videotaped stimulus interview, with different introductions for the stimulus counsellors race (Caucasian, Native Indian, and East Indian). The dependent measure, perceived counselling effectiveness, was obtained and compared among counsellor races by analysis of variance. The results showed that the ethnic minority counsellors were perceived more favorably than the Caucasian counsellor. No differential effect was found in client perception of non-verbal behaviors. Implications of the findings are discussed.

Client cognitive responses to counsellor paradoxical symptom prescription

Abstract An analogue study was conducted to examine the difference between counsellor paradoxical directives with and without rationale. One hundred and sixty volunteer teacher-trainees viewed a stimulus tape in which a male counsellor delivered paradoxical directives to a male client. Half of the 160 participants viewed a stimulus tape in which the counsellor delivered paradoxical directives of symptom prescription with rationale (rationale condition), whereas the other half viewed a tape in which the counsellor delivered identical directives without rationale (no rationale condition). The participants were then individually instructed to indicate what was passing through their mind when the counsellor delivered the paradoxical directives, what they liked about the interview, and whether they intended to try the counsellor-suggested directives. The results indicated that, compared with the no rationale condition, the participants in the rationale condition liked the ideas more in the counsellor paradoxic...

CONCEPTUAL LEVEL AND ATTRIBUTION OF RESPONSIBILITY FOLLOWING HIGH OR LOW FEEDBACK ON PERFORMANCE

The present study examined the ways in which subjects of high and low conceptual level attribute responsibility following high or low feedback on performance. 32 high school students, classified as high or low in conceptual level based on the Paragraph Completion Method, completed a communication task based on Carkhuffs Communication Index. Next, the subjects received high (“success”) or low (“failure”) feedback concerning their performance on the task, and finally their attribution of responsibility was assessed by a questionnaire. Subjects low in conceptual level attributed more responsibility to impersonal sources following both high and low feedback than did high scorers. Implications of the findings are discussed in relation to counseling situations.