Children in Conflict (Book)

Inventory and expressive measures of locus of control were used in a effort to assess their long term potential for predicting academic performance. Thus 45 male graduate students from three diverse major areas and 45 male high ability undergraduates were initially administered Rotter locus of control and Autobiography locus of control scales. Academic data regarding grade point average and baccalaureal or doctoral degree attainment were gathered five years later. The hypotheses were supported to the extent that low to moderate significant correlations were found between the two locus of control scales and subsequent academic performance. The strongest relationships were found between locus of control and graduate degree attainment, with graduate-student internals significantly more likely to earn the doctorate within 5-year period than externals. It was speculated that the externals might be a more persistent group, but the internals were more likely to either attain the degree within 5 years, or drop out. And within this study's restricted ability ranges, locus of control personality measures proved to be better predictors of degree attainment than conventional ability scales.     

Consultation and Participation with Children in Healthy Schools: Choice, Conflict and Context

In this paper we report on our use of a participatory research methodology to consult with children in the UK on how to improve pupil well-being in secondary schools, framed within the wider social policy context of healthy schools. We worked with children on the selection of our research methods and sought to voice the views of children to a local education authority to improve the design of school environments. The consultation process ultimately failed not because the children were unforthcoming with their views on either methods or on well-being in schools, but because of difficulties in how their views were received by adults. We show how the socio-economic, cultural and political context in which those difficulties were set might have led to the eventual break down of the consultation process, and we draw out a number of possible implications for consultative and participatory work with children in school settings.     

Violence, Conflict, Trickery, and Other Story Themes in TV Ads for Food for Children

Stories in a sample of 92 television (TV) food ads aimed at children were analyzed for thematic and subtextual content. Violence as a surface theme ranked first in use receiving a nonzero score in 62% of the ads, followed by conflict (41%), achievement (24%), mood alteration (23%), enablement (18%), trickery (20%), and product dependence (8%). Cluster analysis identified six groupings of themes, with 64% of the ads characterized by some combination of violence, conflict, and trickery. Regarding subtexts, the computer-based Minnesota Contextual Content Analysis program evaluated the voiced material in ads in terms of four marker categories named "traditional (normative)", "practical", "emotional", and "analytic". It was found that the texts had a strong emphasis on the emotional subtext or thrust, and a pronounced underemphasis on the analytic context. These analyses identify possibly dubious content in a significant segment of children's TV viewing.     

Family Conflict and Violent Electronic Media Use in School-Aged Children

Using a national sample of children aged 6 to 12 (N = 1,075), this study examined the relative merits of 3 theoretical perspectives on the relation between family conflict and children's use of electronic media (television and electronic games with violent content): (a) the family context hypothesis, whereby family conflict is positively related to violent electronic media use because family tensions will be reflected in children's interest in media with violent content; (b) the reaction hypothesis, whereby family conflict is positively related to nonviolent media use because children seek out nonviolent media content as a reaction against conflict in their family environment; and (c) the escape hypothesis, whereby family conflict is positively related to total electronic media use because children use media to escape family conflict regardless of content. Results supported the family context hypothesis. There was no support for the reaction and escape hypotheses.     

Remember the Children,Honey! Spouses' Gender-Role Attitudes and Working Mothers' Work-to-Family Conflict

Work-to-family conflict (WFC) is a pressing issue for many working parents, in particular for working mothers, and hence, understanding the factors that contribute to WFC is important. We examined gender-role attitudes as antecedents of working mothers' WFC, focusing on both working mothers' own and their husbands' gender-role attitudes. Building on cognitive dissonance theory and crossover research, we assumed that working mothers who hold more traditional gender-role attitudes or who live with a husband who holds more traditional gender-role attitudes experience more WFC. Additionally, we assumed that the strength of these effects further depends on mothers' workload and the age of their children. We tested our hypotheses with several waves of recent data of 222 dual-earner couples, drawn from a representative sample of the Swiss Household Panel. Results showed that working mothers experienced more WFC if they held more traditional gender-role attitudes, but only if they had a high workload. Working mothers also experienced more WFC if their husbands held more traditional gender-role attitudes, however, independently of mothers' workload or age of the children. These results suggest that both spouses' gender-role attitudes influence working mothers' WFC, albeit in somewhat different ways.© 2018 International Association of Applied Psychology.     

Learning Achievement,Social Adjustment,and Family Conflict Among Bedouin-Arab Children From Polygamous and Monogamous Families

Abstract

A sample of 146 Bedouin-Arab pupils from polygamous and monogamous families participated in this study, which was conducted in a Bedouin-Arab village in the Negev, Israel. The authors compared learning achievement, social adjustment, and family conflict. Data revealed differences between the two groups: The children from monogamous families had higher levels of learning achievement than did the children from polygamous families; in addition, those from monogamous families adjusted to the school framework better than did those from polygamous families. The mean conflict rating of children from polygamous families was higher than that of their counterparts from monogamous families. The father's level of education tended to be inversely correlated with family size in terms of both number of children and number of wives.     

Charles F. Mackenzie,Popery, Guns,and Colonial Conflict

Charles F. Mackenzie was an Anglican archdeacon in the 19th century in the newly formed Diocese of Natal. He was consecrated a missionary bishop for Central Africa in Cape Town in 1861, which was a significant development for the Anglican Church at the time. Mackenzie struggled to read the social landscape, becoming embroiled in colonial conflict. Consequently, congregants, colleagues, and historians have characterized him in markedly different ways, rendering a disputed legacy. This paper brings Mackenzie into conversation with another figure who is not without his own controversy: Martyn Percy. Applying Percy's implicit theological approach provides an important lens with which to view the social complexities, ecclesial conflicts and missional contexts which Mackenzie sought to navigate.     

Field Theory in Psychoanalysis,Part I: Harry Stack Sullivan and Madeleine and Willy Baranger

This is the first of two articles comparing conceptions of the field in interpersonal/relational psychoanalysis (IRP) and Bionian field theory (BFT). This article compares the thinking of the originators of IRP and BFT, Harry Stack Sullivan and Madeleine and Willy Baranger.