Couples involved in counselling frequently present situations in which the participants have assumed opposing and antagonistic positions on an issue; problem-solving has reached a deadlock. In these situations, counsellors may find it useful to employ techniques of mediation as an adjunct to traditional methods of counselling and psychotherapy. This paper describes six stages of mediation used with couples to resolve conflict. The six stages of mediation are: a) introduction; b) problem identification; c) identifying and ordering critical problems; d) generating and evaluating problem-solving options; e) evaluating and selecting mutually acceptable, problem-solving options; and f) making an agreement. The discussion also provides procedural suggestions for implementing each stage, methods for coping with commonly occurring problems, and examples of counsellor dialogue at each stage_ The paper also discussed several cross-cultural considerations related to communication, counselling and mediation.
The purpose of this paper is to describe a two year evaluation project designed as an alternative to institutional placement for adolescents who were disruptive and dysfunctional within their families and schools. These young adolescents, aged ten to fifteen, were placed in a special classroom within a regular Canadian school. Class size was kept to a maximum of six students, with fourteen students being involved over the two years of the study. Family interventions and therapy were carried out by two para-professional Child Care Workers. Evaluations of students' progress were primarily descriptive with both test data and observational data being utilized. Of the fourteen students involved in the program, four were institutionalized, three were discharged home with no stable school placement, and seven students were successfel in achieving and maintaining functional involvement with their schools and families. Available evaluative data from this project suggests a shift away from large scale residential treatment complexes for some young adolescents, particularly those whose families are prepared to make a commitment for participation in a total treatment approach.
The primary intent of this study was to investigate the relationship between “open-mindedness” and accuracy of interpersonal perception. Specifically, a negative correlation was hypothesized between scores on the Rokeach (1960) Dogmatism Scale and total test scores on the Cline Interpersonal Perception Test. The sample included 70 graduate and 61 undergraduate students. The hypothesis was not confirmed. However, a significant ( p < .05) negative relationship was evident between dogmatism and the subtest of the Cline subtest, “Perception and Memory of Verbal Stimuli.” When the total sample was divided into five subgroups according to level of dogmatism, no significant differences were noted on the film test performances. However, the group with the highest dogmatism scores obtained the highest scores on 3 of the 4 subtests. Suggested improvements of the film test questionnaires are discussed.
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