Nicholas A. Vacc

Grief, depression, and coping in women undergoing infertility treatment

OBJECTIVE To identify the levels of grief and depression and the coping mechanisms of women with infertility problems who participated in in vitro fertilization (IVF) or ovulation-induction medication. METHODS Pretest and post-test data were obtained from 50 IVF and 50 ovulation-induction medication patients receiving treatment at two urban infertility centers. RESULTS Both groups of women experienced measurable levels of grief and depression before, during, and after treatment. Higher scores on the Grief Experience Inventory were found for both groups of women when pregnancy did not occur. Age, reproductive problems, years infertile, financial impact, and number of past IVF cycles were not found to influence the reported grief or depression levels. Women in the IVF and ovulation-induction medication groups used isolation coping behaviors such as self-talk and sleep. CONCLUSION Because of moderate to high levels of grief and depression, therapeutic counseling may be more effective if initiated before the infertility treatment. Womens present levels of distress and coping strategies should be assessed prior to initiating infertility treatment to provide the patients with opportunities to learn and practice new adaptive behaviors that could enhance their ability to cope with infertility and the associated medical procedures.

Sequential development of cognitive complexity.

It has been demonstrated by Bieri and others that cognitive complexity is a meaningful personality construct for adults and older adolescents. The present study investigated by use of the Adapted Modified Role Repertory Test and the Modified Role Repertory Test possible developmental change in a childs system of role constructs, i.e., a childs ability to construe social behavior in a multi-dimensional way. Subjects were 90 third, 99 fifth, 90 seventh, and 89 ninth grade children, and 83 adults. Data suggest that with time a childs system of constructs becomes more differentiated. Therefore, development is accompanied by greater cognitive complexity.

A Conceptual Framework for Continuous Assessment of Clients

This article presents some of the dimensions of continuous assessment of clients and illustrates how continuous assessment can be integrated in the process of counseling. The intent of continuous a...

Assessment of Cognitive Complexity with Emotionally Handicapped Children.

The primary objective of this study was to investigate possible differences between children identified as emotionally handicapped and normal children with regard to cognitive complexity. Using the Adapted Modified Role Repertory Test (AMRRT) with a sample of 368 regular classroom children and 113 emotionally handicapped children, significant differences were found for age levels eight to nine and 12–13, but no differences were found for age levels 10–11 and 14–15. The comparisons of data between each age group consistently showed greater cognitive complexity among the emotionally handicapped children than the normal children. A secondary purpose of the study was to examine the clinical value of the AMRRT in working with emotionally handicapped children. The results indicated that the AMRRT has potential value for individual clinical assessment.

Group counseling: C.H. Patterson—A personalized view

Abstract C.H. Patterson, a leader in the field of counseling, was interviewed about the profession and, in particular, group counseling. The interview provides a personalized view of significant events in his professional career and important issues involving group counseling.

Cognitive Complexity-Simplicity as a Determinant of Internal-External Control

The purpose of this study was to determine the relationship for 208 junior high school students between the Adapted Modified Role Repertory Test, a measure of cognitive complexity, and Rotters Internal-External Locus of Control Scale which measures locus-of-control. No significant correlation appeared.

Children Who Are Physically Separated in the Classroom.

The purpose of this study was to investigate differences between physically separated second-grade children and their classmates with regard to social position, attitude toward school, and self-concept. Additionally, data were gathered to determine whether there exists a preponderance of children of one sex, racial group, age, intelligence level, or achievement level, who are more frequently separated from other children. Teacher ratings of these childrens overt behavior were also examined. No significant differences were found concerning self-concept, attitude toward school, achievement level, and age. Significant differences were found for sex, racial minority status, social position, intelligence level, and overt behavior. The results supported the assumption that the social positions of physically separated children are different from those of the non-physically separated children. The study was interpreted as having implications for teachers, counselors, and school administrators who may overlook the effect of physically separating problem children within the classroom.

Relationship of Two Measures of Conformity

The intent of the present research was to study the Popular ( P ) response as measured by the Harrower (1943) Multiple-choice Group Rorschach Test in relationship to Scale M of the Cattell ( 1964) Sixteen Personality Factor Test Questionnaire (16 PF). The P response and Scale M generally have been assumed to measure an individuals degree of conformity. The question of whether there is any relationship between the Multiple-choice Group Rorschach Test and the 16 PF concerning the variable of conformity has not been explored. Accordingly the present investigation measured the relationship of the two instruments for assessing conformity. Both instruments describe the conforming person somewhat differently but suggest that high scores are expressive of the social stereotype of compliance with the conventional. Undergraduates, 64 males and 36 females from three classes of introductory psychology, were tested using Scale M of the 16 PF, Form B, and the Harrower Multiple-choice Group Rorschach Test. Pearson correlation coefficients were computed for the two measures for total group, males, and females. The respective correlation coefficients were -.04, .07, and -.19; for each group the correlation coefficient was nonsignificant. The mean stanine scores for Scale M and the P response for each of the three groups were: total data, 6.51 and 5.25; males, 6.78 and 5.14; females, 6.08 and 5.47, respectively. The range of the scores for Scale M was 1 to 10 and for the P response, 3 to 9. The data were analyzed for possible relationships by calculating chi squares after dividing the data at the midpoint of the Scale M scores and the P responses and using only the extremes. The chi squares for the males, the females, and the rotal group did not approach significance ( 9 < .05, one tail, in the expected direction). These data support the notion that there is no agreement between the two scores as measures of conformity. Caution is required in drawing conclusions because the research is exploratory and heuristic. The utility of these findings, however, appears worthy of further investigation.

Comparison of Social Positions of School Children in India and the United States

The purpose of this study was to compare the social positions of two groups of children in India and the United States, those identified as having behavioral disorders (N = 21 American, 22 Indian) and those not so classified, i.e., normal (N = 415 American, 329 Indian). The children ranged from 11 to 17 yr. of age; no attempt was made to investigate sex differences. Analysis of the sociometric data suggests the social positions of children in the two cultures are similar. The research is not definitive but suggests that common social forces may be operating in both cultures toward children with behavioral disorders.

Spontaneous improvement in the social positions of emotionally disturbed children in regular classes.

This study was conducted to measure change in the social positions of emotionally disturbed children through time and to assess the importance of acceptance by peers for the development of a healthy personality. The results showed that rejection of emotionally disturbed children was not maintained. This change in social position was not the result of an increase in the positive perceptions of emotionally disturbed children but an absence of negative perceptions by peers. These findings suggest that reduction in negative perceptions by peers may produce the social climate for good development. These results suggest that for good development, stress placed on the importance of acceptance by peers should be discounted.