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Using Multivariate Statistics

to many, however, it constantly appears as an instructional problem. The final two chapters serve as excellent summary statements. Chapter 13 emphasizes the application of previous text material to the classroom situation. Of great significance is the author's discussion of commonly defined independent, dependent, and moderator variables. The final chapter focuses on evaluation in the overall sense, particularly as it relates to programs of study. The principles of measurement and research design are applied to the evaluation process through several ex-

Educational Research: Competencies for Analysis and Application:

Given recent attention to emotion regulation as a potentially unifying function of diverse symptom presentations, there is a need for comprehensive measures that adequately assess difficulties in emotion regulation among adults. This paper (a) proposes an integrative conceptualization of emotion regulation as involving not just the modulation of emotional arousal, but also the awareness, understanding, and acceptance of emotions, and the ability to act in desired ways regardless of emotional state; and (b) begins to explore the factor structure and psychometric properties of a new measure, the Difficulties in Emotion Regulation Scale (DERS). Two samples of undergraduate students completed questionnaire packets. Preliminary findings suggest that the DERS has high internal consistency, good test–retest reliability, and adequate construct and predictive validity.

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Multidimensional Assessment of Emotion Regulation and Dysregulation: Development, Factor Structure, and Initial Validation of the Difficulties in Emotion Regulation Scale

Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

Research on the relation between social information processing and social adjustment in childhood is reviewed and interpreted within the framework of a reformulated model of human performance and social exchange. This reformulation proves to assimilate almost all previous studies and is a useful heuristic device for organizing the field. The review suggests that overwhelming evidence supports the empirical relation between characteristic processing styles and children's social adjustment, with some aspects of processing (e.g., hostile attributional biases, intention cue detection accuracy, response access patterns, and evaluation of response outcomes) likely to be causal of behaviors that lead to social status and other aspects (e.g., perceived self-competence) likely to be responsive to peer status

A review and reformulation of social information-processing mechanisms in children's social adjustment.

Resolving unfinished business: A program of study.

In this paper I describe key aspects of both person-centered and process-differentiation or process-experiential approaches and suggest that they can exist in a harmonious relationship, each complementing the other. I point to the difference hinging on the intention of the therapist, rather than the therapist's actions per se. I then discuss some pertinent research findings, from the York Psychotherapy of Depression Project, which explore the effects of the offer of a relationship and the effects of the addition to the relationship of the facilitation of specific processes. Next, I touch on the importance of the development of differential treatment and the use of process diagnosis, as well as process guidance, in this endeavor. Finally, I argue for the importance of a differential focus in facilitating the processing of emotion, and present three empirically supported principles of an emotion-focused form of treatment: Emotion Awareness, Emotion Regulation, and Emotion Transformation.

Being and Doing: Person-centeredness, process guidance and differential treatment / Sein und Tun: Personzentrierung, Prozessanleitung und differenzielle Behandlung / Siendo y Haciendo: Calidad Centrada en la Persona, Orientación de Proceso y Tratamiento Diferencial

Emotional Experience, Expression, and Regulation in the Psychotherapeutic Processes

This study evaluated the effectiveness of a Gestalt skill-training group Results indicated that after training, counselors responded to a client statement of conflict significantly more often with a two-chair dialogue intervention, and used significantly more of the advanced skills of direct guidance, open question, and nonverbal referent than they did before training

Evaluation of Counselor Training in Gestalt Methods

Personality has been defined as the state of being a person, possessing traits or character. Alternatively, it is said to refer to the physiological, intellectual, emotional, and physical characteristics of the individual, especially those that are seen by others. Humanistic theories of personality include person-centered gestalt, and existential approaches. While each of these schools of thought is quite distinctive in many ways, there are a number of fundamental epistemological and ontological assumptions that they share that characterize them as humanistic. These are first (a) the emphasis on subjectivity and (b) the emphasis on people as self-reflective agents (Heidegger, 1962; Jaspers, 1963; Perls, 1973; Polster & Polster, 1973; Rice & Greenberg, 1992; Rogers, 1965; Schneider & May, 1995; Taylor, 1975; Tiryakian, 1962).

Leslie S. Greenberg

Papers

Resolving unfinished business: A program of study.

Being and Doing: Person-centeredness, process guidance and differential treatment / Sein und Tun: Personzentrierung, Prozessanleitung und differenzielle Behandlung / Siendo y Haciendo: Calidad Centrada en la Persona, Orientación de Proceso y Tratamiento Diferencial

Emotional Experience, Expression, and Regulation in the Psychotherapeutic Processes

Evaluation of Counselor Training in Gestalt Methods

Humanistic and Experiential Theories of Personality