Two groups (A*-28) of nonprofessional trainees, selected from a high unemployment area, received training in the conduct of two highly specified institutional treatment programs. The first group received sequential training with the professional staff first conducting academic instruction, followed by on-the-floor practicum. The second group received abbreviated academic instruction by the professional staff integrated with clinical observation, followed by on-the-floor practicum supervised by experienced technicians. All trainees were evaluated for two six-week periods of clinical performance, one period while still under instructor supervision and one period while functioning independently. Goodness of performance was determined from continuous 10minute time samples obtained by trained observers. Although the sequential/ professional mode of training had previously been found to be associated with higher academic test performance, the integrated/technical mode of training was found to be associated with better on-tho-floor performance. Both groups of trainees performed better on the social-learning than on the milieu program, although goodness of performance was remarkable in both. Goodness of performance was maintained for both groups in both programs after supervision was faded. The relationship of attitudinal differences, academic performance, and civil service ratings with objective performance was also investigated.
Gave 2 groups of nonprofessional trainees (n = 21) from a high-unemployment area specific job-related training in behavioral principles and procedures of both milieu and social-learning treatment programs for chronic mental patients. Group 1 received sequential training with professional staff 1st conducting classroom instruction, followed by on-the-job training. Group 2 received abbreviated classroom instruction by professional staff, integrated with clinical observation with experienced technicians. Demographic and personality assessment occurred before training, attitudinal assessment on modified versions of the Opinions about Mental Illness Scale and Paul's Therapist Orientation Sheet was obtained before and after the academic portion of training, and an academic test was obtained after academic training. The sequential-professional mode of training resulted in better academic performance. Attitudinal changes were associated with behavior-specific training, and differential patterns of change were found for the 2 approaches. Trainee attitudes tended toward those of instructors, and attitudinal similarity was related to academic performance. Comparisons with attitudes of other occupational groups indicated that the present nonprofessional trainees after training were unique but more similar to professionals than to nonprofessionals studied elsewhere. (22 ref)
Groups of 40 long-term (LT) and 40 short-term (ST) schizophrenics were randomly assigned to positive (PR) and negative (NR) extrinsic reinforcement conditions during a probability learning task. Prior to experimental conditions, paper-and-pencil test measures of neuroticism, extroversion, paranoia, and process-reactive were administered. The results supported the major hypotheses that (a) ST schizophrenics are more responsive to PR than NR, (b) LT schizophrenics are more responsive to NR than PR, and (c) ST schizophrenics are more responsive to both PR and NR than LT schizophrenics. None of the correlations between personality variables and responsiveness to PR or NR were significant. The significant interaction between length of hospitalization and type of reinforcement was interpreted as reflecting schizophrenics' adjustment to the hospital environment.
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