Marie R. Joyce

Survey of Ethics Education in Australian University Schools and Departments of Psychology

In 2000 the Ethics Committee of the APS conducted a survey of ethics education and training in all Australian University Psychology Academic Organisational Units (AOUs). Content analysis of course syllabi received directly from AOUs and/or obtained from accreditation documentation lodged by them with the APS as part of the 5-year APS course accreditation cycle showed that ethics education appeared in less that one quarter of syllabi for years 1–3 and approximately 90% of syllabi for years 4 and 5–7, with a clear emphasis on the integrative approach in years 1–3 and roughly equal emphasis on integration within or separation from the core curriculum in years 4 and 5–7, and with roughly equal emphasis on philosophical and code-based instruction in years 1–3, but mainly the latter instruction in years 4 and 5–7. Research ethics constituted the predominant theme in years 1–3; a comprehensive listing of professional topics was covered in years 4 and 5–7, with few thematic differences between these year levels. ...

Verbal and non‐verbal disclosure of recalled negative experiences: Relation to well‐being

This study investigated the relationship between methods of disclosure of recalled negative experience and well-being. Six first-year undergraduate class groups (N = 100) at an Australian university completed pre- and post-intervention measures of psychological and psychophysical well-being. For the disclosure intervention, three groups wrote, drew, or drew-and-wrote about a recalled negative experience (RNE groups); the three non-disclosure groups wrote, drew, or drew-and-wrote on neutral topics (NT groups). The expectation that disclosure of negative experiences would enhance well-being was partly supported, with writing and drawing-and-writing disclosure groups reporting increased psychological, but not psychophysical, well-being. As predicted, verbal disclosure methods were more effective than non-verbal methods, with the draw-and-write group showing the greatest improvement. Unexpectedly, disclosure via drawing alone was associated with decreased psychological well-being. Against predictions, changes were found in two NT groups: The draw-and-write group reported improved psychological, and the draw group improved psychophysical well-being. It was concluded that verbal disclosure, especially when combined with the non-verbal method of drawing, may enhance psychological well-being, but that drawing, without accompanying verbalization, may decrease psychological well-being. It is suggested that future studies address variables such as level of disclosure, content and time of the negative experience, with time taken to manifest changes in well-being, using both subjective and objective indicators.

Albert Ellis: Unsung hero of positive psychology

The contributions of Albert Ellis to the understanding of human happiness including his suggestions for living a happier life have not been represented in the field of positive psychology. This article presents Ellis’ theoretical constructs associated with his conception of happiness (dual nature of human psyche, self-actualization, purpose and goals of life and short- and long-term happiness). Eleven of Ellis’ rational principles of living (e.g. self-interest, self-direction, self-acceptance, commitment to absorbing activities, hedonism) are presented. When consistently applied in practice, they may help people to experience frequent positive affect, less frequent and intense negative emotions and high life satisfaction. It will show how Ellis’ ABC-DE scientific method can be used with individuals to lessen unhappiness. Suggestions are provided for research into associations between rationality and happiness as well as the impact of different rationality-based interventions on happiness.

RET with Children and Adolescents

RET has a long history of application, with children and adolescents, to the treatment of a variety of childhood problems including conduct disorders (e. g., DiGiuseppe, 1988), low frustration tolerance (e. g., Knaus, 1983), impulsivity (e. g., Kendall & Fischler, 1983), academic underachievement (e. g., Bard & Fisher, 1983), anxieties, fears and phobias (e. g., Grieger & Boyd, 1983), social isolation (e. g., Halford, 1983), obesity (e. g., Foreyt & Kondo, 1983), depression (e. g., DiGiuseppe, 1986), and childhood sexuality (e. g., Walen & Vanderhorst, 1983). This chapter provides an up-to-date conceptualization of how RET can be used effectively with young clients. The foundation of the present material can be found in Bernard and Joyce, Rational-Emotive Therapy with Children and Adolescents: Theory, Treatment Strategies, Preventative Methods (1984). We have endeavored to refine the ideas presented in this earlier work, incorporating what we have learned over the years since its publication.