This study was conducted to determine if high-creative college students differ from low-creative college students on an objective measure of personality. An additional purpose was to determine if university drama majors are more creative than non-drama majors.

Gaping holes are present in the professional literature in the responsible use of intuition: a vocabulary is not present for discussion, ethics are barely addressed, guidelines are not available for effective use of techniques either for practicing therapists or those in training. This study explores how a small number (7) of therapists discovered and developed their intuitive capacities, the types of intuition they utilize within the counseling milieu, and the ethical and other concerns which accompany its use. The study was designed to be a preliminary exploratory investigation, based on semi-structured in-depth interviews. Therapists were selected based on their purported use of intuition during therapy, and were contacted based on word of mouth referral. All are either in the process of licensing or fully licensed in the state in which they practice. Data is reported in profiles of each individual with a thematic analyzation of the material, in part, based on guidelines suggested by the interview. The most significant of the findings indicates the following: none of the therapists developed their intuitive abilities through traditional university settings; all felt that it is impossible to be a good therapist without the use of intuition; all use their intuition in responsible, ethical and professional manners which are individually established and monitored; the ability to use intuition for five of the seven, created some discomfort and image issues; major shifts in belief systems were created with the awareness of universal laws; there is a lack of consistency in vocabulary in professional literature; various types of intuitive techniques exist for each of the respondents; and the word psychic is pejorative. The conclusions suggested are tentative, yet do suggest areas in which future studies can be addressed.

This study investigated the reliability of the cognitive-developmental classifications derived from Ivey's Developmental Theory and the predictive validity of the intervention strategies designed in accordance with this therapeutic model. Further, the cognitive-developmental styles of long- and short-term depressives were also examined. Reliability and predictive validity were addressed by researching the following questions: (1) Can the cognitive-developmental level of patients be assessed reliably? (2) If a clinician asks a specific set of questions aimed at eliciting patient verbalizations at varying cognitive-developmental levels, do patients respond at the predicted levels? The data gathered were also analyzed to examine whether the two subgroups of depressed patients differed in their cognitive styles. Specifically, the questions researched were: (1) Do long- and short-term depressives differ in predominant cognitive-developmental style during the assessment phase of an interview? (2) Do short-term depressives respond more predominantly to intervention strategies designed to elicit movement through the eight cognitive-developmental levels espoused by Ivey? Theory and research from the major models of depression etiology and treatment were reviewed and integrated with the Developmental Therapy model. This review indicated that the concepts of the cognitive-developmental model are most compatible with cognitive models of depression and offer the potential of being useful tools in the treatment of these disorders. The sample population consisted of twenty, consecutively admitted, consenting inpatients with diagnoses of mood disorders or adjustment disorders with associated depressed features. Each patient was administered the Beck Depression Inventory, completed demographic data, and participated in a structured interview, the Standard Cognitive-Developmental Interview (SCDI), which is based on Ivey's model. Interview results, as categorized by the companion Cognitive Developmental Classification System (SCDCS), were analyzed using the Pearson product-moment coefficient for reliability, percentages for predictive validity, and t-tests of significance for differences between subgroups. The resulting data indicated that Ivey's model, as operationalized through the SCDI and the SCDCS, does possess strong reliability and predictive validity. The differences in cognitive styles between long- and short-term depressives were, however, not found to be significant. Implications and suggestions for future research and therapeutic utilization were discussed.

The problem is to see if there is a correlation between some of the ideologies that make-up the fascist personality, as measured in terms of the University of California Public Opinion Study and Ascendance - Submission traits as measured in terms of the A-S Reaction Study. Is there a statistical correlation between the "E" - ethnocentric, "PHC" political-economic conservatism, and "F" - fascist scale, and ascendance-submission traits of individuals? If so, what does this correlation imply? What generalizations can be made on the basis of statistical indications, if any? Will this study indicate that it will be possible to predict from the score or category on one test as to the score on the other test?

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