How does one become spiritual? The Spiritual Modeling Inventory of Life Environments (SMILE)

We report psychometric properties, correlates and underlying theory of the Spiritual Modeling Index of Life Environments (SMILE), a measure of perceptions of spiritual models, defined as everyday and prominent people who have functioned for respondents as exemplars of spiritual qualities, such as compassion, self-control, or faith. Demographic, spiritual, and personality correlates were examined in an ethnically diverse sample of college students from California, Connecticut, and Tennessee (N=1010). A summary measure of model influence was constructed from perceived models within family, school, religious organization, and among prominent individuals from both tradition and media. The SMILE, based on concepts from Bandura\u27s (1986) Social Cognitive Theory, was well-received by respondents. The summary measure demonstrated good 7-week test/retest reliability (r=.83); patterns of correlation supporting convergent, divergent, and criterion-related validity; demographic differences in expected directions; and substantial individual heterogeneity. Implications are discussed for further research and for pastoral, educational, and health-focused interventions

Counseling methode

xvi, 576 p.; 24 cm

“An analysis-of-variance model for intrasubject replicaiton design”: some additional comments1

The fixed effects ANOVA procedure utilized by Gentile, Roden, and Klein (1972) for single subjects is found inappropriate. Hartmann's proposal of a one-way fixed-effect ANOVA model is also considered. Time series analysis that takes serial correlation effects into account is recommended

Processes and Procedures in Self-Control: A Working Mode

The processes of self-control involved in solving complex human problems consist of conscious effort, focused attention and choice between conflicting alternatives. Viewed as a complex set of specific teachable skills, self-control can be learned by clients and others if structured learning experiences are provided. Procedures such as identifying problems, assessing and building commitment, becoming more aware of behavior patterns, and using and evaluating action plans are presented within a social learning framework with an emphasis on reciprocal effects of cognitive, behavioraland environmental influences.Un effort conscient, une attention résolue et le choix entre des options contraires sont les composantes de la maîtrise de soi exigée dans la résolution des problèmes humains complexes. Si on considère ces composantes en tant qu'habiletés spécifiques, nous pouvons, par le truchement d'expériences bien structurées, enseigner la maîtrise de soi à nos clients et à d'autres personnes. On présente à l'intérieur d'un cadre d'apprentissage social les procédures suivantes: identifier les problèmes, évaluer et établir l'engagement, devenir plus conscient des différents types de comportement, utiliser et juger les plans d'action. Dans cette présentation, on accorde une attention spéciale aux effets réciproques des influences qui proviennent du domaine cognitif, du comportement et du milieu