Minnesota clergy’s attitudes on suicide prevention and likelihood to inquire about suicidal thoughts and intent

Clergy are a recognised profession for suicide prevention and intervention in the United States. The current objective was to determine if clergy’s suicide prevention training, perceived roles in suicide prevention, and suicide prevention self-efficacy predicted likelihood to inquire about suicidal thoughts and intent. Among 367 Minnesota clergy surveyed, 30% reported a suicide in their congregation in the past year, and about one-third reported adequate training in suicide intervention strategies. The majority (85%) reported it was their role to provide education on suicide and mental health to their congregations, although 32% reported no or low ability to do so. Most (70%) stated, if concerned about a parishioner’s mental health, they would inquire about suicidal thoughts, but fewer (59%) stated they would inquire about suicidal intent. Significant, but weak, predictors of likelihood to inquire about suicide included self-efficacy and perceived role. Clergy could benefit from suicide prevention education, training, and support.     

Maintenance of mother-child aversive relationships: A fresh look at an old controversy

Data were obtained from 46 mother-child pairs from the Child Behavior Institute (CBI) at the University of Tennessee. These mother-child dyads were referred for psychological help because of the child’s aversive behavior. Child-parent interactions were quantified using a multi-code, observational system. Correlational and multiple regression analyses (stepwise) were conducted to find the best predictor of the child’s aversive behavior. Results showed that the child’s aversive behavior was significantly correlated with the mother’s aversive, indiscriminate, and compliance behaviors. The regression analysis showed mother’s aversive behavior to be the best predictor of the child’s aversive behavior. Moreover, our results seem to point out that the compliance hypothesis is more effective in predicting child aversive behavior than the predictability hypotheses. It appears that since the two hypotheses are dealing with similar processes, they are more complementary than oppositional. This study used data collected by the Child Behavior Institute (CBI) at the University of Tennessee, Knoxville. The authors are indebted to Robert Wahler, Michael Smith, and Sue Dunn for their helpful comments on this paper.     

Religious and Spiritual Values and Moral Commitment in Marriage: Untapped Resources in Couples Counseling?

The authors investigated the relationship between religious and spiritual values and moral commitment in marriage to further inform marriage and family counselors about the nature of committed relationships. Using a qualitative research design, they examined individuals' perceptions of moral commitment in their marriage and how their religious and spiritual values influence those perceptions. Narrative text was analyzed through an iterative process, involving constant comparison of emerging themes, and 6 categories materialized. Findings build on existing knowledge regarding the importance of moral commitment to marital health specifically as it relates to the counseling profession.     

Further explorations in empowerment theory: An empirical analysis of psychological empowerment

Developed empowerment theory and replicated previous research on citizen participation and perceived control. Few investigators have designed studies that specifically test empowerment theory. This research further extends a theoretical model of psychological empowerment that includes intrapersonal, interactional, and behavioral components, by studying a large randomly selected urban and suburban community sample and examining race differences. Results suggest that one underlying dimension that combines different measures of perceived control may be interpreted as the intrapersonal component of psychological empowerment, because it distinguishes groups defined by their level of participation in community organizations and activities (behavioral component). The association found between the intrapersonal and behavioral components is consistent with empowerment theory. Interaction effects between race groups and participation suggest that participation may be more strongly associated with the intrapersonal component of psychological empowerment for African Americans than for white individuals. Implications for empowerment theory and intervention design are discussed. The authors express appreciation to Steven Rosenstone who was the Principal Investigator for the Detroit Area Study from which the data for our study is based. We also thank Deborah A. Salem and the anonymous reviewers for their thoughtful comments on earlier drafts of this paper.     

Interrelationships among students' study activities,self-concept of academic ability,and achievement as a function of characteristics of high-school biology courses

This investigation focused on the interrelationships among students' study activities, students' self-concept of academic ability ratings, students' academic achievement, and instructional practices in 12 high school biology courses. Using a framework derived from a previous investigation, course features were classified into those that appear to (a) place demands on, (b) support, or (c) compensate for student engagement in particular study activities. Students' study activities, self-concept of academic ability ratings, and achievement were measured with experimenter-developed instruments. Results are reported for (a) characteristics of instruments and course features, (b) relationships between central factors of the investigation, and (c) multi-level relationships between course features and student variables. Results at the student level indicated that self-concept of academic ability and, to a lesser extent, students' study activities were positively associated with student achievement. Students' self-concept of academic ability ratings were also linked to students' engagement in generative, proactive study activities. At the course level the supportive practices of providing challenging homework assignments and extensive feedback on student coursework were associated with student engagement in effortful, generative, proactive study activities. The provision of extensive feedback was also associated with high student achievement. Multi-level relationships were analysed using hierarchical linear modelling (HLM) analyses. These analyses revealed, for example, that in courses in which little or no feedback is given on homework assignments, the relationship between achievement and student engagement in diligent effort management activities was enhanced. Other HLM analyses were conducted to examine the mediating role of course features on the relationship between students' self-concept of academic ability and their study activities and achievement. For example, the presence of challenging course demands was associated with an enhancement of the relationship between self-concept of academic ability and achievement whereas the presence of instructor provisions (supports and compensations) designed to reduce course demands was associated with a reduction in this relationship.     

Life events as predictors of mania and depression in bipolar I disorder

To date, few prospective studies of life events and bipolar disorder are available, and even fewer have separately examined the role of life events in depression and mania. The goal of this study was to prospectively examine the role of negative and goal-attainment life events as predictors of the course of bipolar disorder. One hundred twenty-five individuals with bipolar I disorder were interviewed monthly for an average of 27 months. Negative and goal-attainment life events were assessed with the Life Events and Difficulties Schedule. Changes in symptoms were evaluated using the Modified Hamilton Rating Scale for Depression and the Bech-Rafaelsen Mania Scale. The clearest results were obtained for goal-attainment life events, which predicted increases in manic symptoms over time. Negative life events predicted increases in depressive symptoms within regression models but were not predictive within multilevel modeling of changes in depressive symptoms. Given different patterns for goal attainment and negative life events, it appears important to consider specific forms of life events in models of bipolar disorder.     

"... As you would have them do unto you": Does imagining yourself in the other's place stimulate moral action?

Philosophers, psychologists, and religious teachers have suggested that imagining yourself in another's place will stimulate moral action. The authors tested this idea in two different situations. In Experiment 1, participants had the opportunity to assign themselves and another research participant to tasks, with one task clearly more desirable than the other. Imagining oneself in the other's place did little to increase the morality (fairness) of the decision. A different form of perspective taking, imagining the other's feelings, increased direct assignment of the other to the desirable task, apparently due to increased empathy. In Experiment 2, participants confronted a different decision: either accept an initial task assignment that would give them highly positive consequences and the other participant nothing or change the assignment so they and the other would each receive moderately positive consequences. In this situation, imagining oneself in the other's place did significantly increase moral action.     

Object names and object functions serve as cues to categories for infants

Can object names and functions act as cues to categories for infants? In Study 1, 14- and 18-month-old infants were shown novel category exemplars along with a function, a name, or no cues. Infants were then asked to "find another one," choosing between 2 novel objects (1 from the familiar category and the other not). Infants at both ages were more likely to select the category match in the function than in the no-cue condition. However, only at 18 months did naming the objects enhance categorization. Study 2 shows that names can facilitate categorization for 14-month-olds as well when a hint regarding the core meaning of the objects (the function of a single familiarization object) is provided.     

Perception of the symmetrical patterning of human gait by infants

Two experiments tested 3- and 5-month-old infants' sensitivity to properties of point-light displays of human gait. In Experiment 1, infants were tested for discrimination of point-light displays of a walker and a runner, which, although they differed in many ways, were equivalent with regard to the phasing of limb movements. Results revealed that 3-month-old, but not 5-month-old, infants discriminated these displays. In Experiment 2, the symmetrical phase-patterning of the runner display was perturbed by advancing two of its limbs by 25% of the gait cycle. Both 3- and 5-month-old infants discriminated the walker display from this new phase-shifted runner display. These findings suggest that 3-month-old infants respond to the absolute and relative motions within a single limb, whereas 5-month-old infants respond primarily to the relations between limbs and, in particular, to the bilateral symmetry between the limbs.     

The fit and implementation of sexual harassment law to workplace evaluations

Three studies used videotaped harassment complaints to examine the impact of legal standards on the evaluation of social-sexual conduct at work. Study 1 demonstrated that without legal instructions, college students' judgment strategies were highly variable. Study 2 compared 2 current legal standards, the "severity or pervasiveness test" and a proposed utilitarian alternative (i.e., the rational woman approach). Undergraduate participants taking the perspective of the complainant were more sensitive to offensive conduct than were those adopting an objective perspective. Although the utilitarian altemative further increased sensitivity on some measures, it failed to produce a principled judgment strategy. Finally, Study 3 examined the kinds of errors that full-time workers make when applying the "severity or pervasiveness" test to examine more closely the sensitivity of the subjective approach.