When worlds collide. Social science, politics, and the Rind et al. (1998). Child sexual abuse meta-analysis

A 1998 meta-analysis by B. Rind, P. Tromovitch, and R. Bauserman in Psychological Bulletin indicated that the relations between child sexual abuse and later psychopathology were weak in magnitude. Shortly thereafter, this article was condemned by media personality Dr. Laura Schlessinger and numerous conservative organizations and was denounced by the United States Congress. In addition, the American Psychological Association (APA) distanced itself from the authors' conclusions. This incident raises questions regarding (a) authors' responsibilities concerning the reporting of politically controversial findings, (b) academic and scientific freedom, (c) the role of the APA in disabusing the public and media of logical errors and fallacies, and (d) the substantial gap between popular and academic psychology and the responsibility of the APA to narrow that gap.     

Sex with children is abuse: Comment on Rind, Tromovitch, and Bauserman (1998).

B. Rind, P. Tromovitch, and R. Bauserman (1998) reported a meta-analysis of the relation between sexual abuse in childhood and adolescence and psychological functioning among college students. Several aspects of their work have proven to be highly controversial, including their assertion that the relation between child sexual abuse and adjustment is quite small and their questioning of whether child sexual abuse should be labeled abuse in scientific inquiry. In this commentary, the authors summarize the controversy that has ensued, place it in a historical context, discuss the limitations of B. Rind et al.'s findings, and critique the manner in which those findings are presented. The authors also argue for the appropriateness of the term abuse and for scientific terminology that reflects rather than contradicts consensual public morality.     

The effects of child sexual abuse: Comment on Rind, Tromovitch, and Bauserman (1998).

B. Rind, P. Tromovitch, and R. Bauserman (1998) examined the long-term effects of childhood sexual abuse (CSA) by meta-analyzing studies of college students. The authors reported that effects "were neither pervasive nor typically intense" and that "men reacted much less negatively than women" (p. 22) and recommended value-neutral reconceptualization of the CSA construct. The current analysis revealed numerous problems in that study that minimized CSA-adjustment relations, including use of a healthy sample, an inclusive definition of CSA, failure to correct for statistical attenuation, and misreporting of original data. Rind et al.'s study's main conclusions were not supported by the original data. As such, attempts to use their study to argue that an individual has not been harmed by sexual abuse constitute a serious misapplication of its findings.     

Research in subliminal psychodynamic activation: note on Masling (1998).

Masling (1998) questioned Malik, Apel, Nelham, Rutkowski, and Ladd's 1997 suggestion that subliminal psychodynamic activation research with MOMMY AND I ARE ONE should be restricted. Problems in Masling's paper and the scope of research with MOMMY AND I ARE ONE are discussed. His position that such research should not be restricted is supported on the condition that subliminal psychodynamic activation research with MOMMY AND I ARE ONE (and other messages) use Fudin's 1986 procedure that could clarify the interpretation of successful experimental outcomes.     

Science in Mental Health Training and Practice,With Special Reference to School Psychology

The first words in the inaugural version of the American Psychological Association Ethical Standards of Psychologists (1953) declared, “Psychology is a science” (p. v). Professional ethics for all of the mental health disciplines support science (and objectivity) for knowledge and practice. Using school psychology as an example, consideration is given to the presence of science and research in the scientist-practitioner, professional practitioner, and psychoeducational training and practice models. Although none of the three models truly ignores a commitment to science, the potential Achilles heel comes from the individual practitioner who fails to rely on science in planning, implementing, and evaluating interventions. Similarly, idiosyncratic preferences within training programs could lead to a diminution of science in the curriculum.