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The purpose of this study was to investigate whether either the Couple Communication II Program developed by Miller, Nunnally, and Wackman or a Family of Origin Workshop developed by the author when used following the Couple Communication I Programs would increase marital satisfaction and individual autonomy.;Thirty-four individuals (seventeen couples) responded to the announcements of a couple communication and marriage enrichment workshop. The couples were assigned to four groups: Group 1 was treated with the Couple Communication I Program only, Group 2 was treated with the Couple Communication I Program and Couple Communication II, Group 3 was treated with the Couple Communication I Program and a Family of Origin Workshop, and Group 4 was a no treatment control group.;All subjects were measured by a pretest, posttest and follow-up test using the Marital Satisfaction Inventory by Snyder and an autonomy scale developed by Kurtines for the California Psychological Inventory.;No significant correlation was found between autonomy and marital satisfaction scores. There were no significant differences found among or between the groups after treatment. There were no significant differences among or between the pretest, posttest, and follow-up scores. A scale on the Marital Satisfaction Inventory designed to measure subjects' tendency to distort the appraisal of their marriages in a socially desired direction was found to be a significant covariate of all Marital Satisfaction Inventory scales.;Further study is needed to evaluate the relationship between specific communication skills learned, as determined by behavioral measures, and specific areas of marital satisfaction, as assessed by self-report measures. Study is needed to evaluate conclusions of previous studies of relationship satisfaction that have not been controlled for the tendency of subjects to distort their appraisals.

The purpose of this study was to investigate the relationship between sex roles and homophobia. The author also hoped to explore the relationship of age, sexual orientation, training experience, and friendship with homophobia.;Female National Certified Counselors (NCC) as certified through the National Board of Certified Counselors were studied for this project. Female NCC's were selected because NCC's on the whole have not been studied in relationship to homophobia. Also women were chosen since most research has examined men and women together.;A computer generated nationwide random sample of 200 female NCC's was sampled. Each were sent a cover letter explaining the study, the Bem Sex Role Inventory (BSRI), Index of Attitudes toward Homosexuals (IAH) and a demographic questionnaire. Two follow-ups occurred, first a follow-up postcard and second, later on a letter re-explaining the study along with the demographic questionnaire to be returned. The return rate was 49.7%. In comparing those who returned the complete survey and those only returning the demographic questionnaire it was found that the latter indicated seeing fewer gay/lesbian clients.;The data supported the following hypotheses: (1) women counselors would fall into all four levels on the IAH, (2) there would be a correlation between having taken courses and/or workshops that have discussed homosexuality and their level of homophobia/non-homophobia, (3) there would be a correlation between having friends/colleagues who have identified themselves as gay/lesbian and level of homophobia/non-homophobia, (4) there would be a correlation between sexual orientation and level of homophobia/non-homophobia, (5) the outcome measure from the IAH would be significantly predicted from the BSRI score, age, sexual orientation, training experience or friendship indicator. The data failed to support the following hypotheses: (1) there would be a correlation between sex-typed and non-sex-typed counselors and their level of homophobia/non-homophobia, (2) there would be a correlation between age and level of homophobia/non-homophobia, (3) in comparing sex-typed counselors and non-sex-typed counselors, there would be a significant difference in the percentage of those who have taken courses and/or workshops discussing homosexuality and having friends/colleagues who identify themselves as gay/lesbian.;Further study is needed to understand the effects of friendship on homophobia and the process of coming to terms with gay/lesbian friends and clients. In addition more study needs to be done on sex-role orientation with professional populations. The study also indicates a need for more homophobia reduction education with counselors.

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No description available.

The purpose of this study was to evaluate the significance of some contextual factors suspected of having the capacity to influence the availability, content, and affective tone of recollections. One hundred and eight young adult volunteer subjects were each asked to recall six cued recent or early childhood memories. Recall latencies were noted as well as scores indicating the degree of pleasure Ss attributed to their recollections at the time of their recall and the degree of pleasure they recall having attributed to the incidents at the time they occurred. Recollections were also evaluated for the importance of others to the remembered incidents and the perceived instrumentality (activity) of the recaller in the recalled incidents.;The research design used in this study was the Pretest-Posttest Control Group Design. Statistical procedures included analyses of variance and a t test. Eight null hypotheses provided the basis for testing the significance of the impact of two different collection formats (questionnaire vs. interview), three different collection contexts (created by provision of manipulated positive, neutral of non-responsive feedback regarding performance on an anagram task, and a span of apprehension task), and type of memory requested (recent vs. early childhood recollections).;Analyses of the data revealed a significant difference between the degree of pleasure subjects in interview and questionnaire groups assigned to their memories when they were being assessed for their contemporary significance to the recaller (F/1,104/ = 5.40, p. .05).

The purpose of this study was to investigate the effectiveness of a multicomponent model for developing effective study skills in community college students. The motivational--study skills--self-regulatory skills model was presented through a proactive student development program. A review of the literature in study skills reveals a lack of consensus with regard to identifying common characteristics of successful treatment programs. Also, there is a serious lack of research involving community college students.;The subject population consisted of 390 students enrolled in a freshman orientation course during the Winter Quarter 1984 at Thomas Nelson Community College in Hampton, Virginia. The sample consisted of 93 Ss who volunteered to participate in one of five student development groups. A nonequivalent control group design was used which involved: a six-week treatment group in study skills, an eight-week treatment group in study skills plus self-regulatory skills, a ten-week treatment group in study skills plus self-regulatory skills plus motivational instruction, a ten-week placebo control group in career development, and a waiting-list control group. All Ss completed a brief demographic questionnaire and were pretested-posttested using the Survey of Study Habits and Attitudes and the Adult Nowicki-Strickland Internal-External Control Scale. Academic performance as measured by quarterly grade point average and credit-hour persistence rate was examined.;The results of the study revealed: (1) There was no difference in academic performance among students receiving different study skills components and students in control groups. (2) The hypothesis that there was no difference in study habits among students receiving different study skills components and students in control groups was rejected at the .01 level of significance. Post hoc comparisons of change scores from pretest to posttest revealed that although the three treatment groups differed significantly from the two control groups at the .05 level, the three treatment groups were not significantly different from one another. (3) There was no difference in study attitudes among students receiving different study skills components and students in control groups. (4) There was no difference in locus of control among students receiving different study skills components and students in control groups. (5) There was no difference in academic performance after one academic quarter among students who received different study skills components and students who were in control groups.

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