Children Coping With Crisis in Papua New Guinea and Australia: A Cross-Cultural Application of an Analogue

Abstract

The extinction period of an instrumental learning paradigm was employed,. as by Viney and Clarke (1974), as an experimental analogue of Caplan's concept of crisis. Data from Papua New Guinea and Australian preschool children indicated that: (1) Papua New Guinea children made more fixed responses, as predicted, but showed fewer “giving up” reactions than Australian children; (2) no differences were found between children from two Papua New Guinea subcultures; and (3) in terms of replication of earlier results (a) the negative effect of the loss of social rather than non-social sources of need satisfaction in the “crisis” on “giving up” only was fully 78confirmed, and (b) the positive effects of the availability of so cial rather than non-social stimuli during the ”crisis” on fixed responses, frustration, and the more adaptive seeking of new, alternative responses were noted for the children of both cultures but were especially salient within the Papua New Guinea sample.

Crisis-intervention counseling: An evaluation of long- and short-term effects.

“…The crisis is, therefore, a time of cognitive disorganization and emotional disturbance, and also a time of increased vulnerability to external influences (Pasewark & Albers, 1972; Viney, 1976). For this reason, and because the extent to which crises are effectively resolved seems to be largely a function of the interpersonal supports available during the crisis (Caplan & Grunebaum, 1967; Viney & Clarke, 1974, 1976), crisis-intervention counseling is indicated (Golan, 1978; Raphael, 1971; Rapoport, 1962). Resolution of the crisis can result in either a return to the old ways of dealing with problems or an exploration of new ways that can result in personal growth.…”