What, why, and for whom: couples interventions: a deconstruction approach

This paper provides a commentary on the special series on universal processes and common factors in couple therapy (Halford & Snyder, this issue). The authors in this section share their insights, from varying perspectives, about what it is in couples therapy and relationship education programs that work, why they work, and for whom they work best. In so doing, these articles address specific elements of couples interventions--in effect, taking a couples approach apart in order to understand it better. However, as a collection, this section takes this approach to understanding one step further. It puts the elements back together again, making the process of couples therapy/relationship education more accessible and easier to customize based upon the couple, the presenting complaints, the therapist, and the context. The term "deconstruction" is used to describe how the specific elements of couples interventions are understood and reassembled in new, theoretical, and empirically validated ways. It is argued here that once it is understood that a couples intervention works, why it works, and for whom it works, we are able to individualize our approach to specific couples in an effort to make couples therapy better at improving relationships and keeping them improved.     

Rousseau on Sex-Roles,Education and Happiness

Over the last decade, philosophers of education have begun taking a renewed interest in Rousseau’s educational thought. This is a welcome development as his ideas are rich with educational insights. His philosophy is not without its flaws, however. One significant flaw is his educational project for females, which is sexist in the highest degree. Rousseau argues that females should be taught to “please men…and make [men’s] lives agreeable and sweet.” The question becomes how could Rousseau make such strident claims, especially in light of his far more insightful ideas concerning the education of males. This paper attempts to make sense of Rousseau’s ideas on the education of females. While I maintain that Rousseau’s project for Sophie ought to be rejected, I argue that we should try to understand how this otherwise insightful thinker could make such surprising claims. Is it a bizarre inconsistency in his philosophical reasoning or an expression of his unabashed misogyny, as so many have claimed? I argue that it is neither. Rather, it is a product of his conception of human happiness and his belief in the irreducible role human sexual relations has in achieving and prolonging that happiness. For Rousseau, sex, love and happiness are inextricably connected, and he believes that men and women will be happiest when they inhabit certain sex roles—not because sex roles are valuable in themselves, but because only through them can either men or women hope to be happy.     

International perspectives on couple relationship education

This article introduces the special section on international perspectives on couple relationship education. We first describe the theory and research underlying the increased interest in relationship education, with a strong emphasis on social policy issues. We include a discussion of both the benefits and controversies resulting from governments being involved in promoting healthy relationships. We then provide an overview of the four articles included in the special section and show how they illustrate trends occurring in a diverse set of cultural and national contexts. We conclude by highlighting issues and future directions for the relationship education field.     

Universal processes and common factors in couple therapy and relationship education

Across nearly all cultures, sharing a lifelong committed relationship with an intimate partner comprises an almost universal and strongly held ambition. Nevertheless, cross-national data reliably indicate a high prevalence of relationship distress and dissolution, with adverse emotional and physical health consequences for adult partners and their children. This introduction to the special section summarizes findings regarding the effectiveness of couple therapy for treating general relationship distress, couple-based interventions for individual mental or physical health problems, and couple relationship education programs aimed at helping couples sustain a healthy committed relationship. Within each of these approaches, evidence regarding potential mediators of interventions' effectiveness is reviewed, and critical unanswered questions are highlighted. Discussion concludes with a brief introduction to each of the articles comprising this special section on universal processes in couple therapy and relationship education.     

Embodiment and sexual experiences of some latin American PLWHA men in Japan

In this paper, we present the third part of our ethnographic investigation including HIV-positive Latin Americans living in Japan. In order to investigate the relationship between psychological well-being and sexual activity among our informants, we interviewed 20 male HIV-positive Latin Americans living in Japan. From April to September, 2002 and August 2003, and 2004, we conducted a set of six 60-minute interviews with twenty 28- to 37-year-old HIV-positive males. Three of them were illegal aliens and seven of them claimed to be homosexual. Participants were contacted through a hospital, a NGO, (non-governmental organization) and by snowball sampling. Our analysis of the interviews indicates that concurrent with a negative attitude towards life informants feel disembodied and asexual after seroconversion. However, after resuming their sex life they experience a positive attitudinal change and emotional release. Drug side-effects on libido make them use stimulants and Viagra. Phallocentrism, fears of infection, and discrimination are obstacles to a full sex life. Informants look for casual sex and engage in prostitution in big cities. These findings have several implications for sex education practice.     

Family interactions and sex education in the home

Despite the tremendous growth of family systems theory in recent years, sex education within a family systems context has received little attention. This study examined patterns of interaction within the family and the possible relationship of these patterns to the amount of sex education occurring in the home. Ninety-six adolescents (ages 13-14, 43% male, 90% Caucasian) and the parents of 63 of them (61 mothers and 45 fathers) completed three questionnaires: (1) FACES-II, a measure which categorizes family interactions as Balanced, Midrange or Extreme based on the two dimensions of cohesiveness and adaptability; (2) the Parent-Adolescent Communication Scale; and (3) the Home Discussion Questionnaire, a measure of the amount of discussion about 17 sex education topics. Adolescents who reported open communication and satisfaction with family interactions reported significantly more sex education in the home. Although mothers' reports of sex education were not related to their perceptions of family communication or interactions, fathers who reported the healthiest family interactions also reported the most involvement in the sex education of their adolescent.     

Effect of sex education on the sexual and contraceptive practices of female teenagers in Mexico City

After reviewing the literature on the relationship between sex education and sexual and contraceptive behavior, the National Research Council (1987) recently concluded that the existing evaluation of the effects of sex education on sexual and contraceptive practice is helpful but not sufficient. 1 possible explanation for the different results obtained are the diverse sociodemographic characteristics of the sample(s) of teens under consideration. Another aspect which might account for the differences seen in the literature focuses on the areas covered in the course. In Mexico, no studies have been undertaken which deal with the relationship between sex education and sexual and contraceptive behaviors. A study carried out with 392 adolescent females ages 16-17 of lower and middle lower socioeconomic status showed that merely attending a sex education course did not affect the initiation or continuation of sexual activity, contraceptive behavior, or even the perception of accessibility to contraception. Providing information on sexuality, partner relationships, and where contraception can be obtained does not appear to have any effect on sexual activity. Receiving information on pregnancy prevention and obtaining contraceptives was found to be related to contraceptive use. Although less dramatic, information about partner relationships and sexuality produced increases in contraceptive use.     

CORRELATES OF COUNSELING EFFECTIVENESS IN EMPLOYMENT INTERVIEWERS

The purpose of this study was to identify correlates of effective counseling behavior in employment interviewers as measured by the Kelz Counselor Performance Rating Scale. Four demographic variables were studied: age, length of employment as an employment interviewer for a state employment agency, sex, and level of education. Seventeen employment interviewers employed by the Pennsylvania Bureau of Employment Security served as subjects. Significant negative correlations were found between effective counseling behavior as measured by the Kelz Scale and both age and length of employment as an interviewer for a state agency. No relationship was found between the criterion variable and the sex or level of education of the interviewers. Some possible implications of these findings are discussed and tentative hypotheses presented.     

Gender,sex roles,and attitudes toward war and nuclear weapons

The observation that men are usually more supportive of war than women had led several authors to suggest that masculinity plays a causal role in the decision to make war and stockpile nuclear arms. In order to examine the relationship between sex role orientation and attitudes towards war and nuclear weapons, gender and measures of sex role orientation were used to predict three attitudes about nuclear weapons and the use of military force. Two specific and two classes of hypotheses regarding the possible relationships among these variables were tested: masculinity, femininity, Masculinity × Femininity interaction, and Gender × Sex Role Orientation hypotheses. The results provided limited support only for the femininity hypothesis—that attitudes toward war are associated with feminine traits. However, neither masculinity nor femininity was found to be the only mediators of the gender/war attitude relationship, indicating that sex role orientation (and especially masculinity) should be given less emphasis when trying to explain the relationship between gender and attitudes toward war.The author gratefully acknowledges the helpful comments of Douglas Kenrick, Nancy Russo, and an anonymous reviewer on a earlier version of this paper.     

Religiosity and Determinants of Safe Sex in Iranian Non-Medical Male Students

This study evaluates the safe sex determinants in college students. In the qualitative section, premarital sex, sex with steady girlfriend and religion’s impact were highlighted. In the quantitative part, the relations between the religiosity score and past sexual activity, attitude, norms, and self-efficacy with regard to sexual abstinence were investigated. Students who had a higher religious score were significantly more likely to have high self-efficacy in refusing sex, and their attitudes supported their abstinence. Additionally, these students were more likely never to have had a sexual relationship. Findings suggest that greater religious involvement is a protective factor in high-risk sexual behavior. An erratum to this article can be found at     

School administrators, parents, and sex education: a resolvable paradox?

The emergence of AIDS as an untreatable, lethal disease, responding to educational prevention strategies in high-risk populations, has brought the issues of sex education in the public schools to the forefront. However, administrators, teachers, and parents perceive different barriers to sex education implementation. This study, undertaken in a northeastern, multigenerational, ethnic city, characterized by adolescent pregnancy rates a third higher than the state overall, polled 42 junior and senior high school administrators regarding educational priorities, perceived barriers to expansion of sex education, and preferred methods of introducing sex education. Administrators perceive parents as a major barrier to the introduction of more formalized sex education in their schools. Paradoxically, these same administrators felt that parents were generally uncomfortable in talking to their children about human sexuality. Recommendations are offered from existing models of health education for resolution of administrators' conflicting views on parental roles.     

Sex Education in Fiji

In recent decades one of the greatest challenges facing educators around the globe has been providing education programs to assist young people to optimise their sexual health. The increasing influence from the western world has created tensions between the traditional values of the Pacific society and the desire for modernity from the western world; as a result young people are swayed by new ideas, and misunderstandings between the generations have increased. In Fiji, there is a major reluctance and hesitance about breaking perceived taboos and addressing adolescent problems directly and openly. It is not surprising that proposing to address adolescent reproductive health openly in Fiji was viewed as sensitive and potentially controversial. The aim of the study is to highlight the constraints towards teaching sex/sexual education in Fiji schools. An exploratory approach was taken to achieve this objective based on secondary reviews. The findings of the study highlight that cultural barriers as well as barriers of inadequate provision of sex education via the curriculum coupled with lack of support from religious groups/clergy man escalate the risk factors faced by the people of Fiji, particularly students, and hampers their ability to make good decisions about sexual and reproductive health matters. This research will be useful to school and the education practitioners seeking to introduce sex education in schools in Fiji because it covers major constraints to teaching the subject matter that need to be addressed.     

Effects of counselor sex,student sex,and student attractiveness on counselors' judgments

Thirty-two male and thirty-two female high school counselors in a large metropolitan school district were provided with routine student profile data and asked to make predictions about the student's potential for post-high school education and to suggest occupations for the student to explore. All data reviewed by the counselors were identical except for a photograph of the student attached to the profile. Within counselor sex groups, counselors were randomly assigned to one of the following four photograph conditions: (a) attractive female; (b) unattractive female; (c) attractive male; and (d) unattractive male. Male subjects were found to discriminate on the basis of student sex when they suggested occupations for the student to explore. Predictions of post-high school education and the social status of suggested occupations were not found to be related to counselor sex, student sex, or student attractiveness.     

Aesthetic activities and aesthetic attitudes: Influences of education,background and personality on interest and involvement in the arts

There have been few studies of why some people are frequently involved in aesthetic activities such as going to the theatre, reading or playing musical instruments, whereas others are less involved. This study assesses the broad roles of education, personality and demographic factors such as social class, age and sex. More aesthetic activity was associated with music and art education, whereas science education had a substantial negative relationship with aesthetic activity, both directly and also indirectly via reduced art education. More aesthetic activity was particularly related to higher scores on the personality factor of openness, and also to lower scores on agreeableness and conscientiousness. Higher parental social class was also associated with more aesthetic activity, as also was lower age. Sex had no relationship to aesthetic activity, as neither did masculinity?femininity. Positive aesthetic attitudes were also related moderately to aesthetic activity, but were particularly strongly related to openness to experience, and somewhat less to extraversion. Class, age and sex had no direct relationship to aesthetic attitudes.     

Heightened male aggression toward sexualized women following romantic rejection: The mediating role of sex goal activation

Research from a variety of disciplines suggests a positive relationship between Western cultural sexualization and women's likelihood of suffering harm. In the current experiment, 157 young men were romantically rejected by a sexualized or non‐sexualized woman then given the opportunity to blast the woman with loud bursts of white noise. We tested whether the activation of sexual goals in men would mediate the relationship between sexualization and aggressive behavior after romantic rejection. We also tested whether behaving aggressively toward a woman after romantic rejection would increase men's feelings of sexual dominance. Results showed that interacting with a sexualized woman increased men's sex goals. Heightened sex goal activation, in turn, predicted increased aggression after romantic rejection. This result remained significant despite controlling for the effects of trait aggressiveness and negative affect. The findings suggest that heightened sex goal activation may lead men to perpetrate aggression against sexualized women who reject them.

     

Sex,Education and Procrastination: An Epidemiological Study of Procrastinators' Characteristics from a Global Sample

Procrastination is a common form of self‐regulatory failure with substantive connections to lower levels of health, wealth and well‐being. Conducting an epidemiological study, we determined the characteristics of prototypical procrastinators from a global sample based on several relevant self‐reported demographic variables. Using an internet sampling strategy, we surveyed 16 413 English‐speaking adults (58.3% women; 41.7% men: M age = 38.3 years, SD = 14), specifically on the variables of sex, age, marital status, family size, education, community location, and national origin. Almost all the results were statistically significant because of our large sample size. However, procrastination tendencies were most prominently associated with sex, age, marital status, education and nationality. Procrastinators tended to be young, single men with less education, residing in countries with lower levels of self‐discipline. Notably, procrastination mediated the relationship between sex and education, providing further support that men are lagging behind women academically because of lower self‐regulatory skills. Given procrastination's connection with a variety of societal ailments (e.g. excessive debt, delayed medical treatment), identifying risk factors and at risk populations should be helpful for directing preventative public policy. Copyright © 2012 John Wiley & Sons, Ltd.     

Age and Gender Differences in Mate Selection Criteria for Various Involvement Levels

The present study investigated mate preferences for five different levels of relationship involvement—marriage, serious relationship, falling in love, casual sex, and sexual fantasies–among individuals of 20, 30, 40, 50, and 60 years of age. Consistent with an evolutionary perspective, men preferred mates who were higher in physical attractiveness than themselves, whereas women preferred mates who were higher in income, education, self–confidence, intelligence, dominance, and social position than themselves. The lower the level of relationship involvement, the lower were the preferred levels of education, physical attractiveness, and, particularly for males, preferred intelligence in comparison to oneself. For sexual fantasies, men and women preferred mates who were higher in physical attractiveness than those they preferred for real partners. There were few age differences in mate preferences, although older individuals set higher standards for a potential mate’s education.     

Internet use among Chinese college students: implications for sex education and HIV prevention.

The Internet has gained great popularity among Chinese college students, but studies on Internet use behaviors and their relationship with sexual risk perception and behaviors have been limited. A survey was conducted among 1,845 college students in an eastern province of China, in order to assess the pattern of Internet use among Chinese college students, to examine the relationship of Internet use and HIV knowledge and susceptibility, and to explore the relationship of online risk behaviors with sexual status, sexual intention, and sexual perceptions. Data suggest that many students used the Internet frequently and often spent long hours online. Differences between genders and across grades were observed in the patterns of students' Internet use. Male students reported much higher rates of visiting pornographic websites or engaging in other online risk behaviors. Students' HIV knowledge or susceptibility did not differ by the extent of Internet use, but online risks were positively associated with their sexual status, sexual intention, and sexual perceptions. Students who were sexually active, planned to have sex, or possessed permissive attitudes toward pre-marital sex were more likely to report online risk behaviors such as visiting pornographic sites, cyberbullying, or distributing erotic materials via the Internet. The data underscore the importance to provide students with appropriate guidance on their Internet use, especially for reducing online risks and utilizing Internet as a source for sex education and HIV prevention.     

社会距离对成败行为性别归因偏差的影响

在陌生人和熟人两种社会距离下,让被试对同、异性成败行为进行归因,考查性别归因偏差现象(对异性美化、对同性贬损的归因)在社会距离上的变化。结果发现:(1)对于成功行为:被试对陌生异性做出的美化归因(能力-运气)显著高于陌生同性,出现性别归因偏差;被试对同、异性好友做出的美化归因差异不显著。(2)对于失败行为:被试对陌生同、异性做出的美化归因(运气-能力)差异不显著;被试对异性好友做出的美化归因显著高于同性,出现性别归因偏差。结论:性别归因偏差,在远社会距离他人表现成功时出现,表现失败时消失;在近社会距离他人表现成功时消失,表现失败时出现。结合相关研究和进化理论对结果进行了讨论。     

School psychology and early education: Contributions of Boyd R. McCandless

The writings of Boyd R. McCandless and his colleagues concerned with socialization, sex role development, research methodology, early education, and the relationship of his work to school psychology and early education are discussed. McCandless' interests were diverse, but revolved around a central and continuous concern for those who have less access to experiences which are basic to productive and self-fulfilling lives. There is much in a review of this person's life and work that is instructive for both the academic and the practitioner.