Effect of Client Sense of Humor and Paradoxical Interventions on Test Anxiety.
WIT & humor; CONDITIONED response; EDUCATIONAL psychology; OPERANT behavior; SOCIAL psychology; TEST anxiety
This study investigated the effectiveness of paradoxical and nonparadoxial interventions with clients [henceforth known as participants] possessing a highor low sense of humor group and a high sense of humor group and were assigned to a paradoxical intervention condition, a nonparadoxial intervention condition, or ano-treatment control group. Participants in all groups improved over time but, contrary to the hypothesis, low sense of humor participants improved significantly more with paradoxical intervention than high sense of humor participants with a paradoxial intervention. There were no differences in improvement due to treatment condition for the high sense of humor group. Low sense of humor participants perceived the counselor as more able to help than did high sense of humor participants. The paradoxical intervention was seen as more surprising than the nonparadoxial interoention. Implications for the use of paradoxical interventions are discussed. [ABSTRACT FROM AUTHOR]
Newton Geraldine R; Dowd E Thomas
Journal of Counseling & Development
1990
1990-08-07
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1002/j.1556-6676.1990.tb01434.x" target="_blank" rel="noreferrer noopener">10.1002/j.1556-6676.1990.tb01434.x</a>
Derogatory and cynical humour directed towards patients: views of residents and attending doctors.
*Attitude of Health Personnel; *Social Identification; *Wit and Humor as Topic; Culture; Education; ETHICS; Hospital/*psychology; Humans; HUMOR in the workplace; MEDICAL personnel & patient; Medical Staff; Medical/methods; Medical/psychology; Physician-Patient Relations; PROFESSIONALISM; Social Perception; Students; WIT & humor; WIT & humor in medicine
CONTEXT: A study of medical students' perspectives on derogatory and cynical humour was published in 2006. The current study examines residents' and attending doctors' perspectives on the same phenomenon in three clinical departments of psychiatry, internal medicine and surgery. METHODS: Two focus groups were conducted in each of the three clinical departments, one with residents and one with attending doctors,during the 2006-07 academic year. Seventy doctors participated, including 49 residents and 21 attendings. The same semi-structured format was used in each group. Questions focused on characterisations of derogatory and cynical humour along with motives and rules for its use.All focus groups were audiotaped and the tapes transcribed. Each transcript was read independently by each researcher as part of an inductive process to discover the categories that describe and explain the uses, motives and effects of such humour. RESULTS: Three categories that appeared in the first study with medical students - locations for humour, the humour game, and not-funny humour - emerged as virtually identical,whereas two others–objects of humour and motives for humour - were more fully elaborated. DISCUSSION: Discussions of derogatory and cynical humour should occur in any department where teaching and role modelling are priorities. In addition, the tenets of appreciative inquiry and the complex responsive process,particularly as they are used at the Indiana University School of Medicine, offer medical educators valuable tools for addressing this phenomenon.
Wear Delese; Aultman Julie M; Zarconi Joseph; Varley Joseph D
Medical education
2009
2009-01
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1111/j.1365-2923.2008.03171.x" target="_blank" rel="noreferrer noopener">10.1111/j.1365-2923.2008.03171.x</a>