Attachment and expectations about future relationships: Moderation by accessibility

This article examined the relationship between internal working models of self and other (Bowlby, 1969) and expectations for satisfaction in a future relationship, and how that relationship is moderated by the accessibility of one's internal models. Study one showed that the model of self was predictive of expected satisfaction, but the model of other was not. In study two, the results of study one were replicated. However, using a reaction time task to measure the chronic accessibility of internal models, it was shown that the relationship between model of self and expected satisfaction existed only for people with highly accessible internal models. The implications of these findings for a more cognitive view of attachment-processes is discussed.     

Self-Directed Career Planning for Persons with Disabilities

Persons with physical disabilities often confront barriers to employment. This article describes a career development project that has addressed the special needs of disabled adults by: (a) developing a multimedia-based, self-directed career planning program organized around modules tailored to meet the unique needs of adults with disabilities; (b) providing a training program for 15 disabled adults working as paraprofessional career guidance technicians; and (c) establishing linkages with educational institutions and community agencies to provide for the institutionalization of this project at the local level.     

RETEST EFFECTS ON IDENTICAL AND PARALLEL FORMS IN CERTIFICATION AND LICENSURE TESTING

Examinees who take credentialing tests and other types of high-stakes assessments are usually provided an opportunity to repeat the test if they are unsuccessful on initial attempts. To prevent examinees from obtaining unfair score increases by memorizing the content of specific test items, testing agencies usually assign an alternate form to repeat examinees. Given that the use of multiple forms presents both practical and psychometric challenges, it is important to determine if unwarranted score gains occur. Most research indicates that repeat examinees realize score gains when taking the same form twice; however, the research is far from conclusive, particularly within the context of credentialing. For the present investigations, two samples of repeat examinees were randomly assigned to receive either the same test form or a different, but parallel, form on the second occasion. Study 1 found score gains of about 0.79 SD units for 71 examinees who repeated a certification examination in computed tomography. Study 2 found gains of 0.48 SD units for 765 examinees who repeated a radiography certification examination. In both studies score gains for examinees receiving the parallel test were nearly indistinguishable from score gains for those who received the same test. Factors are identified that may influence the generalizability of these findings to other assessment contexts.     

Shame proneness and intimate relations in Mainland China

Using dyadic data from 200 young adult couples (aged 18–31 years) in Mainland China, this study evaluated associations between shame proneness, intimate partner attachment, adaptive interactions, and relationship satisfaction. Results demonstrated that shame proneness was directly associated with more insecure attachment to the partner (anxious and avoidant dimensions) and less adaptive interactions (operationalized by variables assessing constructive problem solving and negative interactions) and indirectly with lower relationship satisfaction for male and female partners. While shame is a highly valued emotion in Confucian cultures, shame proneness may be a liability for modern‐day intimate relations.     

Inventing a Gay Agenda: Students' Perceptions of Lesbian and Gay Professors1

Students' perceptions of lesbian and gay professors were examined in 2 studies (Ns = 622 and 545). An ethnically diverse sample of undergraduates read and responded to a syllabus for a proposed Psychology of Human Sexuality course. Syllabuses varied according to the political ideology, carefulness, sexual orientation, and gender of the professor. Students rated professors on dimensions such as political bias, professional competence, and warmth. Lesbian and gay professors were rated as having a political agenda, compared to heterosexual professors with the same syllabus. Student responses differed according to their homonegativity and modern homonegativity scores. The findings from these studies suggest that students may use different criteria to evaluate lesbian, gay, and heterosexual professors' ability to approach courses objectively.     

Impaired Clergy: Applications of Ethical Principles

Impaired clergy present problems for themselves, for those whom they serve, and for the profession itself. An ethical decision-making model is described to assist professionals in clarifying ethical issues and deciding on an appropriate course of action.     

Patron Contact Training: A Workshop for Personnel Who Meet the Public

This article is intended to provide counselors with a format for designing and running workshops to train personnel employed in positions of high customer contact.