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Helping Beliefs Inventory: brief screening measure for training volunteer applicants in counseling.
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The Helping Beliefs Inventory as a predictor of volunteer counselor training outcome.
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Interpersonal relations and helping norms among university students of Japan, Taiwan, and Korea.
This study investigated the effects of interpersonal relations on some aspects of moral judgment among 68 Japanese, 70 Chinese, and 92 Korean university students. The subjects were asked to judge agents' acts in stories about varied helping situations which formed a factorial design: familiarity and kinship between subjects and the agent, those between the agent and the victim, and actions. Analysis showed that the two relationships between the agent and the victim significantly affected judgments in three cultures. The magnitudes of the effects of kinship between agent and victim varied across the cultures.
Grouping of children's helping behaviour.
215 school children aged 9 to 12 yr. were grouped according to their helping behaviour. The following variables were measured: helping, empathy, altruism, morality, attribution of responsibility, cognitive readiness to help, willingness to help, social desirability, and abstract thinking. In a factor analysis age and sex were included. Five factors were extracted and interpreted: empathetic helping, socially desirable helping, cognitive helping, intentionality, and rational helping. According to grouping analysis these five factors were weighted differently, and three groups were identified, (1) real helpers with high empathy, altruism, morality, and cognitive readiness to help, (2) normative helpers, motivated by social desirability or cognitive factors with poor empathy level, and (3) cognitively premature, rational helpers with poor empathy and with weak social desirability.
Human sympathy-groups: cross-cultural data.
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Examination-related feedback, mood and helping: a correlational study.
The association of mood with helping was examined. College students (N = 62) self-reported mood before and after receiving feedback (numerical score and letter grade) on an examination administered during the previous class session. Helping measures included the number of sessions in which they were willing to serve and the number of names in a list of 120 checked for spelling. Analysis indicated that examination scores were negatively correlated with negative affect (r = -.69) and positively correlated with positive affect (r = 51); however, there was no statistically significant relationship between mood and helping.
Effects of sex of caller, implied sexual orientation of caller, and urgency on altruistic response using the wrong number technique.
This study using the wrong number technique focussed on the effects of sex of caller, sexual orientation of caller, and urgency on the altruistic response of making a call. In a 2 (sex) x 2 (heterosexual or homosexual) x 2 ("last quarter" or "no more change") factorial design the dependent variable was the number of seconds taken for a return telephone call. A woman or man asking for a boyfriend or girlfriend were helped faster than homosexual ones. Further research exploring the ways people of different sexual orientations are responded to is recommended.
Abortion affiliation, urban size, and geographic bias of responses to lost letters.
A study using 1800 "lost letters" was designed to test the hypothesis that returned responses would be greater in smaller rural communities (population M = 964) than in a city (population = 60,591) or the suburbs (population = 195,847) unless the addressee was affiliated with a pro-abortion group. Returns to control, Committee For Free Abortion, and Committee Against Free Abortion affiliates were 37.2%, 24.0%, 29.3%, respectively. From the city, the number of returned letters was much larger than the number from the suburbs except for those letters with an affiliation to the pro-abortion condition. Returned letters from the city were fewer than those from smaller rural communities except those letters affiliated with the pro-abortion group. More letters affiliated with the pro-abortion condition were returned from the suburbs than from the smaller rural communities. The geographic condition influenced over-all rates of return. Rates were higher when letters were addressed to a city P.O. Box than to a rural one. Second, rates were also greater in smaller rural communities for letters bearing "in-town" (Molino) and "out-of-town" (Pensacola) addresses than those from the city bearing an "out-of-town" (Molino) address. These findings seem to indicate the possibility that there may be some geographic bias in the willingness of people to help a stranger in need by returning a lost letter.
Communal orientation may not buffer burnout.
Communal orientation (a desire to give and receive benefits in response to the needs of and out of concern for others) has had a buffer effect on burnout, in particular when the helping relationship is perceived by the helper as inequitable. This result, however, comes from research involving a specific professional group, medical personnel, that is, a group with a medical helping model wherein recipients are neither held responsible for their problem nor for the solution. We hypothesized that among professional helpers with a compensatory model wherein recipients are not held responsible for their problem but for the solution, and who perceive the relationship as inequitable, not only will a communal orientation not have effect on burnout, but it will reduce personal accomplishment. We present some results supporting this hypothesis.
Lost letter returns on five topics from urban waterfront, and smaller rural communities.
Of 850 letters "lost" in Florida, 339 (39.9%) were returned in the mail and indicated across 5 addressees, 2 sizes of community, and 2 destinations, community size and addressees' affiliations were associated with returned responses, but not destinations. These findings seem to indicate that there was no bias in the willingness of people to help some strangers with a mailing address in another Florida county. The similarities of our findings with other measures of public response were discussed.
Affiliation, community size, and person-positivity effect in return of lost letters.
A study using 1,008 "lost letters" was designed to test the hypotheses that returned responses would be greater in smaller rural communities than from cities, that addresses' affiliation with a group opposed to physical education in schools would reduce the return rate, and that a person-positivity effect would influence return rates. Community Size and Person-Positivity conditions were not significantly associated with different rates of return even though returned letters from the smaller rural communities were more frequent than those from the cities across addressee conditions. Findings seem to suggest no community bias in the willingness of people to help a stranger in need by returning a lost letter. Person-Positivity conditions did not seem to improve the technique. Both addressee' affiliations alone and community size and addressee' affiliations were associated with significantly different rates of return in smaller rural communities, with rates of return greater in the smaller rural communities than in the cities (except for the addressee opposed to physical education in schools).
Apologies: genuine admissions of blameworthiness or scripted, sympathetic responses?
The present study assessed whether apologies, given when an implicit offense is committed, are a product of the perpetrator's attributions of blameworthiness or merely scripted, sympathetic responses given without discrimination. 139 university students were manipulated to commit an implicit offense, accidental bodily contact with a confederate. The attributions that the perpetrator or student made for the incident were then recorded. The participants' attributions for the offense played a negligible role in predicting the elicitation of an apology. However, the participants' sympathy and desire to help the victim were somewhat associated with whether an apology would be delivered. Results suggest that apologies are not necessarily admissions of blameworthiness but may be in many cases scripted and or sympathetic responses.
Y2K affiliation, immediate pedestrian density, and helping responses to lost letters.
Of 75 letters "lost" in Florida, 41 were returned in the mail (the helpful response). Immediate pedestrian density was significantly related to nonhelping responses. The greater the number of subjects passing by a lost letter, the less likely any one of them would respond to it. The rates of return did vary with the addressees' affiliations. Returned responses for the affiliates, Y2K Arkbuilders and the Believers of God's Judgement Against Homosexuals: Y2K Millennium Bug, were substantially lower than for the affiliate, Y2K Computer Repair & Programming, Inc. Returns for the Believers of God's Judgement Against Homosexuals: Y2K Millennium Bug affiliate were significantly lower than for the Y2K Arkbuilders affiliate. Variables such as sex, race, and estimated age of subjects were not associated with helping to return a lost letter. The rate of return of lost letters is not the only important measure to be examined in studies using lost letters.
Differences in lost letter responses from a seaside city.
Of 75 letters "lost" in the Florida Panhandle, 33 (44%) were returned in the mail by the finders (the altruistic response). Addressees' affiliations were significantly associated with different rates of return; fewer emotive Intercontinental Gay and Lesbian Outdoors Organization addressees were returned than nonemotive ones. The technique for power analysis by Gillett (1996) was applied to data from an earlier study and indicated our sample of 75 subjects would still yield a desired power level, i.e., 80, for the likely effect sizes. Statistical power was .83, and the effect was medium in size at .34.
Types of college student-to-student learning: correlated interactions.
209 college men and 327 college women took a 20-item Likert survey to assess the types of education-related information students may learn from other students during their informal interactions. Students were very likely to ask other students low level questions such as which professors were good and which classes to take. They were less likely to ask other students about concepts discussed in class and how to solve problems generated in class. If students asked about test taking, these students were also likely to ask about study skills and writing skills for the class. Other research suggests these higher level help-seeking behaviors seem to be related to classroom mastery and achievement.
The job developer's presence in the job interview: is it helpful or harmful to persons with psychiatric disabilities seeking employment?
This study examines the effect of having an employment specialist join supported employment participants at job interviews. The sample consists of 45 individuals with psychiatric disabilities who sought job placement services during a 28-month period between December 1991 and March 1994. Seventy-nine percent of the job offers occurred when the job developer was present in the interview as compared to only 21% when the job applicants went alone. The finding challenges "current" conventional wisdom about having rehabilitation staff at the worksite. Rehabilitation professionals need to take a fresh look at program policies and practices regarding on-site services to SE participants.
The role of parents in early motor intervention.
In this article we discuss the results of a motor intervention study that we conducted with young children with Down syndrome and other disabilities (Mahoney, Robinson & Fewell, 2001). Results from this study indicated that neither of the two major treatment models that are commonly used with young children with motor impairments was effective at enhancing children's rate of motor development or quality of movement. These findings add to an increasing body of literature indicating that early motor intervention procedures are not adequately meeting the goals envisioned for this endeavour. We argue that there are at least two interrelated reasons why this may be occurring. The first is that parents, who are the people with the greatest opportunities to promote children's motor learning, are not being asked to become active participants in their children's motor intervention. The second is that contemporary models of motor intervention have been focusing on motor learning activities that are incompatible with contemporary theories and research on early motor learning.