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Perhaps no other population exposes the clinician to more moral and legal dilemmas than HIV-positive clients. What does the therapist do about the HIV client who is having sex with uninformed partners and refuses to stop? What should be said in end-of-life situations? What of the adolescent who is HIV-positive but whose guardian does not wish the youth informed of his status? The questions are clearly practical, but the published literature tends to be theoretical and offers little in the way of down-to-earth advice. /// Although no book can provide absolute answers to such questions, this volume provides a practical decision-making model. It begins with an overview of the most common ethical dilemmas that are encountered in HIV-related psychotherapy and discusses the degree of risk of legal malpractice and how to reduce this risk. Then, diverse case studies are presented that highlight common ethical conflicts. Each case study includes comments from an ethicist and an attorney. This book is intended for therapists and graduate ethics courses in psychology, counseling, social work, and related mental health professions. (PsycINFO Database Record (c) 2004 APA, all rights reserved)

We examined critical characteristics of fluent cognitive skills, using the Georgia Tech Aegis Simulation Program, a tactical decision-making computer game that simulates tasks of an anti-air-warfare coordinator. To characterize learning, we adopted the unit-task analysis framework, in which a task is decomposed into several unit tasks that are further decomposed into functional-level subtasks. Our results showed that learning at a global level could be decomposed into learning smaller component tasks. Further, most learning was associated with a reduction in cognitive processes, in which people make inferences from the currently available information. Eye-movement data also revealed that the time spent on task-irrelevant regions of the display decreased more than did the time spent on task-relevant regions. In sum, although fluency in dynamic, complex problem solving was achieved by attaining efficiency in perceptual, motor, and cognitive processes, the magnitude of the gains depended on the preexisting fluency of the component skills. These results imply that a training program should decompose a task into its component skills and emphasize those components with which trainees have relatively little prior experience. Actual or potential applications of this research include learning and training of complex tasks as well as evaluation of performance on those tasks.