Risk-taking/gambling-like behavior in preschool children

The types and characteristics of risk-taking or gambling-like behaviors in children are not well understood. Social learning, as one potential etiological factor of risktaking behavior in preschool children, was empirically examined. Prior to playing a risk-taking game, children in the experimental group were exposed to a peer model who had ostensibly won a large prize, whereas control children were exposed to a peer model who had won nothing. Children in the experimental group initiated more risks to win the large prize in the high-risk situation than children in the control group. The results indicated that modeling can enhance risk-taking/gambling-like behavior in young children. Parallels to compulsive gambling in adults, and recommendations for future research were also discussed.The authors wish to thank Melissa Warren and Earlene Goodman for their valuable assistance during the course of this study.Portions of this paper were presented at the meeting of the Western Psychological Association, San Francisco, CA 1991.     

Blunt tools: Performance measurement in policies for health care

Throughout the Western world governments have been obliged to address the tension between the continuously rising cost of publicly-financed health care and the perceived need to restrain aggregate public expenditure. In several countries recent developments have included attempts to apply ‘performance indicators’ to health care programmes. This paper examines the nature of the main US and UK indicators and argues that, though they may help to legitimate expenditure restraint, they will probably tell us little about the effectiveness (or even efficiency) of present practice. Some directions are indicated for an alternative approach to performance measurement.     

The Problem of the Unity of Knowledge in Comte's Philosophy of Science*

Comte's philosophy of science is re-examined from the point of view of the rationalist problematic of the unity of knowledge. It is argued that Comte's attempt to answer this metaphysical problem is the single most important factor determining the final form of his system of positive philosophy, his hierarchy of the sciences, his conception of sociology, and ultimately his positive religion of Humanity. After rejecting the main solutions offered by modern rationalism, Comte provides a subjective unity for the sciences by establishing Humanity as the principle of organization for all knowledge. The article describes the various components of the positive synthesis, their background in the history of ideas, and the contemporary relevance of the problem of unity for logical empiricism and Husserl. Some have said that need for unity expresses the identity of the self; others, that it stands for economy of thought. Possibly, but this is interpretation, psychologically or sociologically tinged. The need for unity is a historical fact and, as such, unresolved. It is also a symbol of science, and its myth. Science is a finely defined and articulated system of symbols; but the ultimate symbol, that of unity, can have no referent. Rather one might say it stands for the totality of the knowable and the unknowable. A confusing situation for the scientific mind, but one it cannot escape. For the conflict at the heart of rationalism is the source of its strength, as long as it lasts. Once the faith is lost, something else has to be found. Under the relentless pressure of social change, with the growing operationalism of physical theory and the metaphysical devastations attendant on Darwinism, the myth of unity could no longer hold. It had to be replaced by unification. But with that the status of science is changed and also that of the scientist. The mirror of nature that reason had endeavored to build up through the ages is shattered, and we look for the first time straight out into an unknown world.     

Family Therapy: A Phenomenological and Active Directive Approach

Because the most popular forms of family therapy, psychodynamic and systems-oriented therapy, appreciably fail to consider family members as individuals in their own right, a phenomenological-humanistic view of families who come for therapy would serve to correct this oversight. The particular phenomenological view espoused by those who do client-centered family therapy, however, is too passive and neglects some of the realities of human disturbance. A "third force" in family therapy is therefore outlined in this paper, which combines a phenomenological-humanistic approach with a highly active-directive attempt to help family members surrender their misperceptions of themselves and others and to make profound philosophic changes in their intrapersonal and interpersonal attitudes and behaviors. As an example of this kind of phenomenological and active-directive approach, some of the principles and practices of rational-emotive therapy (RET) are outlined and applied to family counseling.     

Family-directed structural therapy

Family-Directed Structural Therapy (FDST) is an approach to family therapy built on traditional concepts of Structural Family Therapy, the Strengths Model, and Group Work Theory. The FDST approach is a goal-oriented, time limited approach that enables the family to identify strengths and areas of concern, as well as to enhance family functioning. This process is facilitated via the use of a common vocabulary and a concretely organized, easily administered FDST Assessment Tool that is completed by adult family members. This article presents the essential features of the FDST approach, including the use and scoring of the FDST Assessment Tool. It concludes with an extensive case example.     

Applying the transtheoretical model to female and male perpetrators of intimate partner violence: gender differences in stages and processes of change

The Transtheoretical Model has been recently applied to men seeking services at battering intervention and prevention programs (Eckhardt, Babcock, & Homack, 2004; Murphy & Baxter, 1997). This study considers whether women arrested for intimate partner violence differ from male perpetrators in terms of stages of change and processes of change. No gender differences were found regarding stage of change. In general, all individuals presenting for treatment were in the early stages of change. The use of various processes of change was strongly related to stage of change, with individuals in the more advanced stages of change using more behavioral and experiential strategies to become nonviolent. However, except for the use of social liberation strategies, there were no gender differences in the use of the various processes. These findings suggest that the Transtheoretical Model may apply to female perpetrators equally as well as to male perpetrators. Intervention programs designed for male batterers using the Transtheoretical Model may also be helpful in the treatment of women arrested for domestic violence.