Re: Secular counseling and character
> Ellis also discusses "sprituality" as having two meanings. The first > is consistent with religious belief, and from his other writings, it > seems that he still refuses to have any part of this (although he > can't deny that it is important to some people). The second he > describes as use of our best mental functions to better the human > condition. This is consistent with his humanist orientation. > > I don't know what his health condition is, but I doubt that he has > done a "Sagan" on us and become a little soft as he confronts his own > mortality. That may be true but note that he uses both the terms "religion" and "spiritual" in the quote (see below). The pronoun "they" also seems to refer to both of them. I am not saying that what he said earlier should be considered invalid on the basis of this quote but my point was, he is still alive, and he has said something about spirituality and religion recently. Also, I have never thought of him as a humanist except maybe in a general nonpsychological sense. (Actually, given his approach to clients, I never thought of him as a humanist in any sense.) I thought he was more of a cognitive- behavioral therapist. > [Ellis] said, "Although religious and spiritual issues were > seriously neglected in early 20th century psychotherapy, recent > research has shown that they are an important part of the human > condition and may contribute significantly to helping people with > disturbances. The research, which is quite rational as well as > spiritual, is now common in later 20th century psychotherapy." > (p. 35) Rick Dr. Rick Froman Associate Professor of Psychology John Brown University Siloam Springs, AR 72761 [EMAIL PROTECTED]
re: need advice
If you have an active student health service that includes a strong health education component, suggest she talk to them. These programs usually include programs on relationship problems as part of their sexuality education program. They may have a brochure already developed and they can make referrals to the appropriate unit on campus if that is warranted. She also might be able to get hime to one of their programs. Joyce Morris Public Health Sciences Wichita State University
Re: Secular counseling and character
Ellis also discusses "sprituality" as having two meanings. The first is consistent with religious belief, and from his other writings, it seems that he still refuses to have any part of this (although he can't deny that it is important to some people). The second he describes as use of our best mental functions to better the human condition. This is consistent with his humanist orientation. I don't know what his health condition is, but I doubt that he has done a "Sagan" on us and become a little soft as he confronts his own mortality. -- Rick Froman wrote: > [Ellis] said, "Although religious and > spiritual issues were seriously neglected in early 20th century > psychotherapy, recent research has shown that they are an > important part of the human condition and may contribute > significantly to helping people with disturbances. The research, > which is quite rational as well as spiritual, is now common in later > 20th century psychotherapy." (p. 35) Of course, that is not the > same thing as saying that religion is required to address "problems > of character", but it is not what I would have expected Ellis to say > given what I thought his beliefs were about religion. * * Mike Scoles *[EMAIL PROTECTED] * * Department of Psychology *voice: (501) 450-5418 * * University of Central Arkansas *fax: (501) 450-5424 * * Conway, AR72035-0001 ** * http://www.coe.uca.edu/psych/scoles/index.html
No Subject
TIPS- UNSUBSCRIBE Melany Brown Miami University
Re: Secular counseling and character
On 3 May 00, at 11:43, Mike Scoles wrote: > Secondly, I was suprised to hear that secular counseling could not, > "fix problems of character." Maybe I don't understand what Jim > means by "problems of character." Finally, I expect that secular > counselors might be offended by the notion that if counseling is to > be successful in fixing problems of character, it most involve > religion. > > I wonder what Albert Ellis would say? You might be surprised. I was when I read Ellis' words in the Dec 1999 issue of Psychology Today recounting breakthroughs in psychology in the 20th Century. He said, "Although religious and spiritual issues were seriously neglected in early 20th century psychotherapy, recent research has shown that they are an important part of the human condition and may contribute significantly to helping people with disturbances. The research, which is quite rational as well as spiritual, is now common in later 20th century psychotherapy." (p. 35) Of course, that is not the same thing as saying that religion is required to address "problems of character", but it is not what I would have expected Ellis to say given what I thought his beliefs were about religion. Rick Dr. Rick Froman Psychology Department Box 3055 John Brown University Siloam Springs, AR 72761 [EMAIL PROTECTED] http://www.jbu.edu/sbs/psych Office: (501)524-7295 Fax: (501)524-9548
Re: grandparents' fragile health & other events
Well, we are 1-1/2 weeks away from finals and I have had a last
midterm and paper due in each of my classes this week. Here is
the absentee count:
1.) Sister broke her ankle yesterday and is having surgery today
to have it set. No one else in the family could accompany her. {I required
a note from the doctor attesting to this}
2.) Mother is seriously ill and student has to take her to see
doctor in Los angeles (about 130 miles away). {She also must bring
a note from the doctor in LA}
3. Sprained ankle at soccer practice yesterday--official university
team practice. Could not get scheduled for X-rays until today, gee,
exactly at the same time as the exam. {note from doctor}.
4. When I noted that a particular student's latest lab report was
missing she claimed she had handed it in. When asked to please print
out a copy because I _knew_ she still had it on disk, she agreed; 3 days
later (she couldn't figure out which diskette she had it on and kept
bringing in the wrong diskette to school--after all she has 5 of them
and can't remember exactly what is on each one!) she handed in the
paper. Funny thing about it though, the figures, which would not have
been saved on her diskette file, but were simply a handout I provided
to attach to the manuscript, were attached. Now where did she get that
from if supposedly _I_ lost the original copy of the paper that _she_
most definitely handed in.
5. Student was too befuddled by the assignment to complete it on
time. (her 19 classmates were not)
6. Student is calling from Boston to tell me she has a 'family
situation' and will be back next week. This was a voice mail. No further
specification.
No dead grandmothers (yet)
7. Teacher (me) is considering a mental health day off tomorrow ;-)
annette
Annette Taylor, Ph. D.
Department of PsychologyE-mail: [EMAIL PROTECTED]
University of San Diego Voice: (619) 260-4006
5998 Alcala Park
San Diego, CA 92110
"Education is one of the few things a person
is willing to pay for and not get."
-- W. L. Bryan
Re: Need some advice
Jean: I'd send her to the school counseling center. I teach. I'm not 'qualified' to advise for such serious suituatons. . I would feel completely uncomfortable in such a drastic situation as you describe, even getting involved beyond acquiring the best possible professional assistance for that person. It sounds like this involves not only potential threat but also major manipulation and maybe even something potentially more serious in terms of becoming homicide and not just suicide. I wouldn't take any chances and would consider all statements as genuine. Not a therapist/counselor annette On Wed, 3 May 2000, Jean Edwards wrote: > Hi all... > > Today I had a female student seeking advice on how she should handle a > situation. She is attempting to break up with her boyfriend who is > threatening suicide if she does so. What would you advise her to do? > > Thanks to all who respond > > JL Edwards > [EMAIL PROTECTED] > Annette Taylor, Ph. D. Department of PsychologyE-mail: [EMAIL PROTECTED] University of San Diego Voice: (619) 260-4006 5998 Alcala Park San Diego, CA 92110 "Education is one of the few things a person is willing to pay for and not get." -- W. L. Bryan
RE: replacement for the dead grandmother
On Wed, 3 May 2000, G. Marc Turner wrote: > > As the computer tech for our department, I'm curious how many of you (and > your fellow faculty members) actually practice this. How many of you > actually perform backups of your files on a regular basis? How many > actually copy files to floppy disk (or other removable media) and store > those disks in a safe place? "safe" place is the real issue here. I have backed up all of my files on diskettes that I then keep in my office :-) So in case of a fire in the building, I loose everything anyway. Plus I only do the backup, because it is timeconsuming and tedious, just once per semester. So if my PC crashes midsemester I am up a creek with any new stuff. > > > Related: I'm curious if other departments have specific policies in place > about this (backup of files for faculty) and if so how compliance is handled. We have no policy--and I am sure no one would feel any sympathy for anyone else who lost all their files :-( > > Since most of this might not be of interest to the majority of the list, > feel free to send responses off list and I'll send a summary to anyone who > is interested. > > - Marc > > G. Marc Turner, MEd > Lecturer & Head of Computer Operations > Department of Psychology > Southwest Texas State University > San Marcos, TX 78666 > phone: (512)245-2526 > email: [EMAIL PROTECTED] > Annette Taylor, Ph. D. Department of PsychologyE-mail: [EMAIL PROTECTED] University of San Diego Voice: (619) 260-4006 5998 Alcala Park San Diego, CA 92110 "Education is one of the few things a person is willing to pay for and not get." -- W. L. Bryan
Re: Need some advice
On Wed, 3 May 2000, Jean Edwards wrote: > Today I had a female student seeking advice on how she should handle a > situation. She is attempting to break up with her boyfriend who is > threatening suicide if she does so. What would you advise her to do? I would advise her to get herself to the campus counseling center ASAP. I would probably grab the phone and help her make the appointment right then and there. I am not a clinician, and from your letter I'm guessing that you are not either. I believe it would inappropriate for me to advise/counsel a student on such an important issue without the appropriate training to do so. And, even if I were a clinician, I believe it is inappropriate for us to act as -counselors- for our -students- (in the sense of this situation). bob k. --- - Robert Keefer Associate Professor Psychology Department Office Phone: Mt. St. Mary's College (301) 447-5394, Ext. 4251 Emmitsburg, MD 21727 e-mail: [EMAIL PROTECTED] [Speaking for myself.] fax: 301-447-5021 --- -
grandparents' fragile health
All these posts about the fragile health of the grandparents of some of our students reminded me of one of my favorite articles from the Journal of Polymorphous Perversity, an article that is reprinted in _Oral Sadism and the Vegetarian Personality_. The article, "An experimental investigation of bad karma and its relationship to the grades of college students: Schwartz's F.A.K.E.R. Syndrome," is by Martin D. Schwartz, and it reports that students with low GPA's are more likely than students with higher GPA's to experience "occurrences of traumatic grade affecting factors" - such as grandparental deaths, friends/relatives in accidents/illnesses, automobile problems, personal illnesses, crime victimization, sleep disorders, poltergeist victimization, and animal trauma. The author concludes that "students who get grades of D or F in college emit a form of bad karma which not only affects themselves, but also those around them," and goes on to describe the various forms that their bad karma may take. The article is a hoot - if you haven't seen it, check your local library. I guess I should mention, for those unfamiliar with the Journal of Polymorphous Perversity, that the studies reported therein are intended to appeal to one's funnybone and are not to be taken seriously. Retta Poe Department of Psychology Western Kentucky University Bowling Green, Ky. 42101 begin:vcard n:Poe;Retta tel;fax:(502) 745-6934 tel;work:(502) 745-4409 x-mozilla-html:FALSE adr:;; version:2.1 email;internet:[EMAIL PROTECTED] x-mozilla-cpt:;0 fn:Retta E. Poe end:vcard
re: replacement for dead grandmother
My students have to turn in a written request for any extension or make-up of an assignment or exam. Although as long as they include the necessary info I approve it, they tend to only ask when they really need it. I think there is something about putting it into a formal request that inhibits them. Joyce Morris Public Health Sciences Wichita State University
Re: Need some advice
Hi all... Today I had a female student seeking advice on how she should handle a situation. She is attempting to break up with her boyfriend who is threatening suicide if she does so. What would you advise her to do? Thanks to all who respond JL Edwards [EMAIL PROTECTED] -Original Message- From: Doug Peterson <[EMAIL PROTECTED]> To: TIPS <[EMAIL PROTECTED]> Date: Wednesday, May 03, 2000 12:30 PM Subject: almost dead grandmothers >I was at first amused by this thread, because is my limited number of >years I've never heard the excuse used (real or otherwise). However >after today's class (second to last before the final) a student cam up >to me and asked what we would cover on friday the last day of class >because her grandmother was very ill and could die any day now. > >This all came the day after our class talked about building gradual >support for organizational change before suggesting the new idea or >plan. I either have to give her credit for applying the material or >believe the situation is true > >Doug Peterson >Assistant Professor of Psychology >The University of South Dakota > >
almost dead grandmothers
I was at first amused by this thread, because is my limited number of years I've never heard the excuse used (real or otherwise). However after today's class (second to last before the final) a student cam up to me and asked what we would cover on friday the last day of class because her grandmother was very ill and could die any day now. This all came the day after our class talked about building gradual support for organizational change before suggesting the new idea or plan. I either have to give her credit for applying the material or believe the situation is true Doug Peterson Assistant Professor of Psychology The University of South Dakota
Secular counseling and character
Jim Guinee wrote: > Sorry, but counseling (in a secular university, anyway) is largely an amoral > enterprise, and we can't fix problems of character. This is news to me! First, I thought that trying to help someone was a moral enterprise, whether or not it involved religion or faith or spirituality or mysticism (or whatever else you want to call that "non-secular" stuff). Secondly, I was suprised to hear that secular counseling could not, "fix problems of character." Maybe I don't understand what Jim means by "problems of character." Finally, I expect that secular counselors might be offended by the notion that if counseling is to be successful in fixing problems of character, it most involve religion. I wonder what Albert Ellis would say? -- * * Mike Scoles *[EMAIL PROTECTED] * * Department of Psychology *voice: (501) 450-5418 * * University of Central Arkansas *fax: (501) 450-5424 * * Conway, AR72035-0001 ** * http://www.coe.uca.edu/psych/scoles/index.html
RE: replacement for the dead grandmother
At 06:41 AM 5/3/00 -0700, it was written: >To which I gleefully reply, "and that is the reason why you are repeatedly >told to back up everything that is important in several places :-)" As the computer tech for our department, I'm curious how many of you (and your fellow faculty members) actually practice this. How many of you actually perform backups of your files on a regular basis? How many actually copy files to floppy disk (or other removable media) and store those disks in a safe place? In our department I know that most of our faculty do not do this as often as they could, despite repeated warnings. I encourage them to store stuff on our server (which is backed up) just in case, but most still just save things on their local machines and hope for the best. (Then call me to run fix things when they accidently delete half of their files.) Related: I'm curious if other departments have specific policies in place about this (backup of files for faculty) and if so how compliance is handled. Since most of this might not be of interest to the majority of the list, feel free to send responses off list and I'll send a summary to anyone who is interested. - Marc G. Marc Turner, MEd Lecturer & Head of Computer Operations Department of Psychology Southwest Texas State University San Marcos, TX 78666 phone: (512)245-2526 email: [EMAIL PROTECTED]
Re: Ethics of placebo controls
On Wed, 3 May 2000, Jeff Ricker went: > This week's _Science_ (4/21/00) has a news item on the ethics of > placebo-controlled drug trials (page 416). Looks like a very good one But it's only a summary of articles appearing in the current issue of _Archives of General Psychiatry_, the full text of which is freely accessible at http://archpsyc.ama-assn.org/issues/current/toc.html So who needs _Science_? :) --David Epstein [EMAIL PROTECTED]
Re: Dead grandmother ploy and tragic consequences
> From: Stephen Black <[EMAIL PROTECTED]> > Subject: Dead grandmother ploy and tragic consequences > > On Tue, 2 May 2000, Jeff Ricker drew our attention to an item in > the Chronicle of Higher Education, detailing the case of a > Columbia student who was caught making up a story about his > brother's death in order to be granted an extension on his > assignment. > > The story has a bizarre and tragic outcome. One week later the > student committed suicide. See: > > http://library.northernlight.com/DL242601024.html?cb=0&sc=0#doc > > -Stephen A very sad ending, indeed. Thanks to Stephen for giving us "the rest of the story." I have two reactions: 1. While anyone should be disheartened at the sad turn of events, I am outraged that the dead student's lawyer is so quick to attribute psychological problems (UNTREATED psychological problems) as the cause of lying. On several occasions we have had students lie, cheat, or commit some other illegal/unethical act, and the department chair (and/or the student's faculty advisor) decides they need counseling. Sorry, but counseling (in a secular university, anyway) is largely an amoral enterprise, and we can't fix problems of character. When students get caught, counseling is almost always viewed as part of their punishment, and becomes a waste of time for everyone. I find it unlikely that the Columbia student suffered from any type of mental distress/illness that caused him to continually misbehave. 2. On the other hand, from experience, international students are much more likely to commit suicide when their academic future becomes bleak. Somebody should have been watching that boy... Regards, * Jim Guinee, Ph.D. Director of Training, Counseling Center Adjunct Professor, Dept. of Psychology/Counseling Dept. of Health Sciences President-Elect, Arkansas College Counselor Association University of Central Arkansas 313 Bernard HallConway, AR 72035USA (501) 450-3138 (office) (501) 450-3248 (fax) "Time is a great teacher, but unfortunately it kills all its pupils." -Hector Berlioz
Ethics of placebo controls
This week's _Science_ (4/21/00) has a news item on the ethics of placebo-controlled drug trials (page 416). Looks like a very good one to hand out in a class for discussion. One ethical problem that has been mentioned is that those in the placebo control group may be more likely to commit suicide. Apparently, the FDA has performed two meta-analyses showing that there is no increased chance of suicide in placebo groups. Critics believe that new drugs should be tested against already established drugs instead of using placebo controls. Much more in the article, but I'll let you read it. Jeff -- Jeffry P. Ricker, Ph.D. Office Phone: (480) 423-6213 9000 E. Chaparral Rd.FAX Number: (480) 423-6298 Psychology Department[EMAIL PROTECTED] Scottsdale Community College Scottsdale, AZ 85256-2626 "The truth is rare and never simple." Oscar Wilde "Science must begin with myths and with the criticism of myths" Karl Popper LISTOWNER: Psychologists Educating Students to Think Skeptically (PESTS)
Re: Seeing thunder and hearing lightning
Beth Benoit wrote: > This discussion reminds me of an article I read fairly recently - > and of course can't find now - about people who associate colors with > numbers. I thought the article was in Discover Magazine, No need to worry, Beth! You're not losing your mind, or at least this isn't a sign of it. =) The article, "Do You See What They See?," appeared in the December 99 issue of Discover, and it can be found at: http://www.discover.com/dec_99/featsyn.html -- Sue Frantz [EMAIL PROTECTED] Assistant Professor of Psychology Office: (505) 439-3731 New Mexico State Univ - Alamogordo Fax: (505) 439-3802 Alamogordo, NM 88310 http://web.nmsu.edu/~sfrantz
RE: replacement for the dead grandmother
On Tue, 2 May 2000, Sally Radmacher wrote: > I am happy to report that I have decreased the mortality rate of > grandmothers on test dates by stipulating that all make-ups will be > short-answer essay format and must be taken during finals week. As far as > excuses for late papers, grandmother deaths have also been replaced by > computer crashes caused by viruses they contract in the OUR lab. They > always look very wounded when they report this. Indeed, I find that they take on that puzzled, I just don't understand computers look when they end with the statement, "the people at academic computing are trying to help me retrieve my data, but they can't promise anything." To which I gleefully reply, "and that is the reason why you are repeatedly told to back up everything that is important in several places :-)" annette > > Sally A. Radmacher, Ph.D. > Professor of Psychology > Missouri Western State College > 4525 Downs Drive > St. Joseph, MO 64507 > (816) 271-4353 > [EMAIL PROTECTED] > > -Original Message- > From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED]]On > Behalf Of Kenneth M. Steele > Sent: Tuesday, May 02, 2000 9:46 AM > To: [EMAIL PROTECTED] > Subject: replacement for the dead grandmother > > > > My anecdotal impression is that "my computer crashed and ate my > disk" has now replaced "dead grandmother" and "sibling in car > crash" as the most popular reason why a paper cannot be turned > in at the assigned time. > > So far today it is 2/16 and still 15 minutes until class. > > -- > Kenneth M. Steele[EMAIL PROTECTED] > Associate Professor > Dept. of Psychology > Appalachian State University > Boone, NC 28608 > USA > > > > Annette Taylor, Ph. D. Department of PsychologyE-mail: [EMAIL PROTECTED] University of San Diego Voice: (619) 260-4006 5998 Alcala Park San Diego, CA 92110 "Education is one of the few things a person is willing to pay for and not get." -- W. L. Bryan
Random Thought: Character Does Count
All week I've been thinking about a touching message I had received from Ann Brauer Andriacco of St. Dominic School in Cincinnati, Ohio. She told me a very warm story, so warm it made me sweat with joy. It was about how her seventh grade students made a passage using their school work to doing good works. They had studied an art/religion/history unit on icons and artistic portrayals of Jesus, read an essay about being voices instead of echoes, discussed just what qualities the artists were struggling to capture, and decided to make those qualities come alive by going out into the community to perform good works. They brainstormed problems facing them from racism to violence in schools. They formed groups based on their chosen topics and researched the problem, suggested solutions, invited in speakers. Seventh graders!!. But they didn't stop there. Each person became involved in a solution. One group worked preparing breakfast and entertainment for the kids at a Women's Shelter. Another researched racism and got an article into the local newspaper. Other groups wrote a grant to receive some items they needed. Another collected baby items for Birthright. Seventh graders! "They learned," Ann concluded her message, "that what each of us does can have an effect on the world-- even if it is just a little piece of that world." From school work to good works. Competence and character. I guess I was thinking about that warm message, prompted by a discussion on an education list about whether academics have a responsibilty to "teach compassion" in their classes, when I stepped out into this morning's warm darkness. The security light jumped on as it always does. As I paused to stretch a tight hamstring, I noticed how quickly the moths appeared and how just as quickly the cockroaches scurried to disappear. As I walked, it seemed that an interesting set of words kept blowing in and out of my mind to the rhythm of my steps as if part of an animated Powerpoint presentation: moths and cockroaches, competence and character, moths and cockroaches, competence and character, moths and cockroaches, competence and character. We say that to succeed in this new e-millenium people have to be educated. But, just what does "educated" mean, and what does it mean "to succeed?" I think the way most people would answer those questions would be limited to focusing on "competence": to "getting a good paying job." That answer has created an educational paradox: educational prosperity in the midst of social recession. That paradox is created by a narrow vocational "get and make" approach to, understanding of, and definition of an education: get that test score; make that grade; get into that school; make that GPA; get that major, make that interview; get that job; make that salary. So, when anyone in academia talks about developing subject competence, we academics gather like moths when a light is turned on. But, when anyone in academia talks about developing character, we usually scatter like cockroaches when the lights are turned on. We each are an complex web spun with inseparable and intimately emmeshed physical, mental or intellectual, emotional or spiritual, and social strands. But, our educational systems are so one dimensional. We teach to the mind. We are so subject-centered. We are so focused on what we call "thinking" skills. We generally are not emotion-centered and almost totally ignore the heart skills. We are so focused on subject and so out-of-focus on character. We talk loudly about work and don't even whisper about doing good works. And yet, none of us emerged from the womb with character anymore than we did with subject competence. We have to learn them both: knowledge **and** how to guide the use of that knowledge. So, why don't we teach them both, make them both count, throw them both at the students for them to catch? If we are to help a student climb the ladder of success, shouldn't we, like Ann Bauer Andriacco, also help the student to insure that the ladder is leaning on the right wall? Isn't the goal of an education to help each person see their own wholeness and that of others, to understand the need to create a guide for the use of the mind, to cultivate a sense of meaning and purpose that powerfully impacts those daily decisions, to learn how to act with integrity in the constant and incessant flow of moments of choice? I think so. It has to be. You can't really separate what you learn from what you do with what you learn from the meaning and purpose and fulfillment with what you do with your learning. To generate the power of knowledge and competence without generating the guiding power of character and conscience, of overriding direction, meaning, and purpose is very bad education. Understand I'm not being faddish or bandwagonish. During the last decade I have become a s
Self-esteem/William James
I was very surprised, a few years ago, to see that "self-esteem" was a 19th century phrenological faculty (mapped to the rear of the skull near the top), because I took it for a modern idea. I don't know how (or even if) Gall and Spurzheim defined it, but you might like this offering from the ever-popular William James: "With no attempt there is no failure; with no failure, no humiliation. So our self-feeling in this world depends entirely on what we _back_ ourselves to be and do. It is determined by the ratio of our ac- tualities to our supposed potentialities; a fraction of which our pretensions are the denominator and the numerator our success: thus, Self-esteem = Success / Pretensions" from the "Jimmy," i.e., William James' _Briefer course_, 1892, p. 54. Quoted in B. R. Hergenhahn _An introduction to the history of psychology_, 3rd ed. Brooks/Cole, 1997. -David === David G. Likely, Department of Psychology, University of New Brunswick Fredericton, N. B., E3B 5A3 Canada History of Psychology: http://www.unb.ca/web/psychology/likely/psyc4053.htm ===
