J. Jeffries McWhirter

Better, deeper, and more enduring brief therapy : the rational emotive behavior therapy approach

Originally published in Contemporary Psychology: APA Review of Books, 1996, Vol 41(11), 1146–1147. Review of Better, Deeper, and More Enduring Brief Therapy: The Rational Emotive Behavior Therapy Approach by Albert Ellis (see record 1995-99068-000). This text represents Elliss efforts to take brief

The Deaf Identity Development Scale: A revision and validation.

The Deaf Identity Development Scale (DIDS; N. S. Glickman, 1993) was revised on the basis of recommendations by N. S. Glickman and was validated on a sample of 323 hearing-impaired participants residing in the southwestern part of the United States. The DIDS is an instrument designed to measure 4 deaf identity constructs: hearing, marginal, immersion, and bicultural. The findings were tested according to the deaf identity development theory and the data were analyzed for internal consistency reliability, item-to-scale reliability, and interscale correlations. Results of these and factor analysis support the existence of 4 relatively independent deaf identities. Results of 4 separate analyses of variance with post hoc multiple comparisons reveal that onset and severity of hearing loss influences ones deaf identity development.

Enhancing the group experience: Creative writing exercises

Abstract In this article the authors review the literature surrounding the use of personal/creative writing as an adjunct to group therapy. Several writing exercises, as well as client responses, are included. Suggestions for using writing with groups concludes the article

University Survival Strategies and the Learning Disabled College Student.

Effective support services for the learning disabled university student are outlined.

Anger and Violence Prevention: Enhancing Treatment Effects through Booster Sessions

This study was designed to evaluate the effectiveness of booster sessions on the maintenance of intervention gains following an anger management prevention program: Student Created Aggression Replacement Education Program (SCARE). Participants who had completed the SCARE program a year earlier were randomly assigned into either a booster treatment or treatment as usual. Several scales focusing on anger (State-Trait Anger Expression Inventory-2/STAXI-2) and empathy (Interpersonal Reactivity Index /IRI) measured treatment effectiveness pre and post participation in booster sessions. The SCARE booster program appears to have promise for maintaining and increasing treatment effects for the original fifteen-session program, particularly with regards to trait anger and empathy. Suggestions are made for the inclusion of booster sessions to enhance efficacy of interventions designed to decrease youth violence and aggression and maintain school retention.

A SENIOR PEER COUNSELING PROGRAM: EVALUATION OF TRAINING AND BENEFITS TO COUNSELORS

A study was conducted to evaluate the training component of a senior peer counseling program and its benefits to peer counselors. The intended focus of the program was on seniors experiencing depression, suicidal feelings, and other emotional crises. Seventeen out of 20 applicants were selected by a screening committee of social workers and mental health professionals. Of the 17 counselors selected for training, 3 males and 10 females, average age 65 years, completed the 72‐hr program. The program was assessed by external evaluators using quantitative and qualitative methods. Counselors assessed with mild levels of depression at pretest scored in the normal range at posttest and reported a lower number of depressive symptoms. The ratings ascribed to the training components were consistently positive. The qualitative component included individual interviews to assess counselors’ perceptions of the training program, the groups, their clients, and their roles as counselors. A content analysis revealed the do...

The relationship between dimensional self‐concept and juvenile gang involvement: implications for prevention, intervention, and court referred diversion programs

In this investigation we assessed 427 youths from an area with considerable gang activity to determine the way in which self-concept is related to gang involvement, and to assess how gang involvement fluctuates as a function of gender and grade level. Product moment correlations revealed a significant negative association between gang involvement and the self-concept dimensions of competence, affect, academic, family, and global; however, only the relationship with competence self-concept remained significant after adjusting for alpha inflation. Discriminant analysis revealed a significant predictive relationship between self-concept and classification into high or low gang-involved groups. Males were found to be significantly more gang involved than females, but no differences were found by grade level (although a significant gender by grade interaction was present). Implications for field-based prevention/intervention efforts and court referred diversion programs are discussed.

Implications of the Fulbright Senior Scholar Program for Counseling Psychology

This article summarizes the implications of the Fulbright program for counseling psychologists. The impact of the program on individuals, the internationalization of counseling psychology, and the development of cultural sensitivity are discussed.

The Fulbright Program and Counseling Psychology

The Mutual Educational and Cultural Exchange Act of 1961, better known as the Fulbright Act, provides a valuable resource for counseling psychologists who wish to teach and conduct research in other countries.

A Parent Education Group in Learning Disabilities

Parent counseling and parent education procedures are increasingly recognized as important interventive mental health strategies. This article describes a parent education group which focuses on the learning disabled child and provides parents with a survey of specific learning disabilities. Factual information and emotional support are provided in a series of 6 to 8 group sessions. The content areas include LD definitions, laterality and directionality, visual perceptual difficulties, auditory perception problems, and perceptual-motor issues. In addition to the cognitive input, parents are involved in experiential activities designed to help them experience the world of the learning disabled. Time is provided for open-ended discussion, of specific problems. Feedback from parents indicated a very positive response.