Self and body esteem perception in multiple sclerosis

Self esteem and body esteem were examined in a group of 35 relapsing-remitting multiple sclerosis (MS) patients using the Body Esteem Scale (BES) and the Eysenck Self Esteem Scale (ESES) and compared to age and sex matched normal controls. There were 23 females and 12 males in the MS patient's group; average age 38.9 years (range: 22-52). All participants completed the self-rated BES evaluating the following subscales: females - sexual attractiveness, physical condition and weight concern; males - physical attractiveness, physical condition and upper body strength. In addition all participants were scored, following a semi-structured interview, on the ESES. Psychiatric co-morbidity was excluded using a semi-structured interview by the consulting psychiatrist. All evaluations were carried out during the remitting phase. Statistical analysis, comparing patients to healthy controls, demonstrated lowered self-rating of the physical condition (males < 0.05, females < 0.001). On the other hand, no significant differences were found in the physical (male) or sexual (female)--attractiveness subscales. The mean ESES score in the patients group was 23.2 +/- 4.0, slightly above the reported average. The controls mean ESES was 28.4 +/- 3.6, (P < 0.05). No correlation was found between self and body esteem amongst M.S. patients. This study emphasizes impaired perception of body esteem in multiple sclerosis patients even in remission. The preservation of physical and sexual attractiveness may be related to the non-disfiguring nature of the disease. Preservation of self-esteem in MS patients suggests that body-esteem should be the focus of supportive treatment.     

A new archival approach to the study of values and value--behavior relations: validation of the value lexicon

The present effort employs a new archival approach to study values and value- behavior relations, which is likely to be particularly useful in applied settings. A value lexicon was developed on the basis of the Schwartz (1992) value theory to extract lexical indicators of values from texts. The convergent, discriminant, and predictive validity of this measure was established using American newspaper content from 1900 to 2000 vis-à-vis existing self-report measures of values and objective indicators of value-expressive behaviors. Results provide empirical support for the use of the value lexicon to study values and value- behavior relations. First, the value lexicon demonstrated convergence with self-report responses of values. Second, values in American newspapers were associated with objective indicators of their corresponding value-expressive behaviors compared with noncorresponding value- expressive behaviors. Third, patterns of values over this 101-year period exhibited meaningful fluctuations with major historical and political events. The discussion describes new possibilities for future research on values in many applied settings with the value lexicon. The discussion also suggests that the principles of the value lexicon could be adopted to measure other psychological constructs of interest to applied psychology.     

The Effects of repeated interviewing on children's forensic statements of sexual abuse

Multiple interviews with children alleging sexual abuse are not uncommon. Researchers expressed concern that repeated investigations may create and preserve inaccurate details. However, studies indicated that repeated open‐ended interviews are not necessarily harmful and may have advantages. Forensic interviews were conducted with 40 children, alleged victims of sexual abuse, according to the NICHD investigative protocol. The children were re‐interviewed after a short break. The information obtained in the second interview was almost 25% new. The first interview yielded a larger number of details, both central and peripheral, but the proportion of central details was larger in the second interview. The proportion of details repeated in both interviews was surprisingly low, and most of the original information was not included. Older children repeated more information than younger ones. The data suggest that a repeated forensic interview may elicit new information and preserve central details. Copyright © 2006 John Wiley & Sons, Ltd.     

Numbers or apologies? Customer reactions to telephone waiting time fillers

The authors examined the effect of time perception and sense of progress in telephone queues on caller reactions to 3 telephone waiting time fillers: music, apologies, and information about location in the queue. In Study 1, conducted on 123 real calls, call abandonment was lowest, and call evaluations were most positive with information about location in the queue as the time filler. In Study 2, conducted with 83 participants who experienced a simulated telephone wait experience, sense of progress in the queue rather than perceived waiting time mediated the relationship between telephone waiting time filler and caller reactions. The findings provide insight for the management and design of telephone queues, as well as theoretical insight into critical cognitive processes that underlie telephone waiting, opening up an important new research agenda.     

Translation norms for English and Spanish: The role of lexical variables,word class,and L2 proficiency in negotiating translation ambiguity

We present a set of translation norms for 670 English and 760 Spanish nouns, verbs and class ambiguous items that varied in their lexical properties in both languages, collected from 80 bilingual participants. Half of the words in each language received more than a single translation across participants. Cue word frequency and imageability were both negatively correlated with number of translations. Word class predicted number of translations: Nouns had fewer translations than did verbs, which had fewer translations than class-ambiguous items. The translation probability of specific responses was positively correlated with target word frequency and imageability, and with its form overlap with the cue word. Translation choice was modulated by L2 proficiency: Less proficient bilinguals tended to produce lower probability translations than more proficient bilinguals, but only in forward translation, from Ll to L2. These findings highlight the importance of translation ambiguity as a factor influencing bilingual representation and performance. The norms can also provide an important resource to assist researchers in the selection of experimental materials for studies of bilingual and monolingual language performance. These norms may be downloaded from www.psychonomic.org/archive.     

Are You Being Served? The Relationship between School Climate for Service and Teachers' Engagement,Satisfaction, and Intention to Leave: A Moderated Mediation Model

The notion of service has been receiving increasing attention in organizational psychology literature in recent years, due to the client-oriented managerial movement. Yet, little to no attention has been paid to the service notion in educational psychology despite its high relevance to educational settings, given the pressure to be more service-oriented and possess a client-focused state of mind. The present study explores the notion of service in school domains by examining the joint effects of climate for service and the internal service in schools on teachers' work attitudes: work engagement, job satisfaction, and intention to leave their work. The notion of climate for service emphasizes the school's attitude of teachers as service providers to its clients (students and their parents); internal climate emphasizes the school's attitude of providing service to its teaching staff. The study was conducted via a sample of 423 teachers from 30 different schools in Israel. We hypothesized that the indirect relationship between the climate for service and teachers' job satisfaction and intention to leave work would be mediated by teacher work engagement. Our findings supported this hypothesis. Moreover, this indirect relationship via teacher work engagement was demonstrated most strongly when the internal service quality received was high, providing teachers with the capability to deliver what the service climate motivates them to do. Therefore, service-oriented resources—both climate for service and internal service—may be crucial in affecting teachers work attitudes and should be specifically targeted by principals and other educational decision makers.     

The Contributions of Community, Family, and School Variables to Student Victimization

An ecological perspective was used to predict school violence from a number of variables describing the students and their families based on nationally representative sample of 10,400 students in grades 7–11 in 162 schools across Israel. Self-administered anonymous questionnaires that included a scale for reporting victimization by serious and moderate physical violence, threats, and verbal–social victimization were filled out during class. Hierarchical linear modeling (HLM) examined the relationships between students reports of victimization and student level variables (gender, age) and the school-level variables—cultural affiliation (Jewish vs. Arab), the socio-economic status (SES) of the schools neighborhood and students families, school and class size, school level (junior high vs. high), and school climate. Variance between schools accounted for 9–15% of the variance in student victimization (major factors being school climate characteristics and percent of boys at the school). Boys reported higher victimization than girls for all forms of school violence. Students in junior high schools reported more victimization than high school students. Higher levels of victimization were reported in overcrowded classes, while school size was not associated with students reports of victimization. Although there were almost no differences between Jewish and Arab schools in students reports of victimization, the SES of the schools neighborhood and students did have a moderate effect. The discussion highlights the importance of improving school climate and the need to allocate more resources to schools in low SES contexts in order to protect students from school violence.     

Parenting anxiety and stress: does gender play a part at 3 months of age?

In this study, the authors compared 90 pairs of mothers and fathers with respect to aspects of negative emotionality experienced in the early parenting role. Mothers and fathers of 90 healthy 3-month-old infants completed questionnaires pertaining to parenting stress and separation anxiety. Mothers reported significantly higher levels of negative emotionality than did fathers. An interaction effect of parent with child gender on the level of parenting stress was indicated. Mothers of sons reported more stress than did mothers of daughters. The child's gender was not related to the level of separation anxiety expressed by mothers and fathers. The findings suggested that, at 3 months of age, the child's gender plays a role in the parenting experience, but the impact is (a) moderated by the parent's gender and (b) construct-specific (e.g., stress). These findings are in line with a multidetermined model of parenting.     

Father–child and mother–child interaction in families with a child feeding disorder: The role of paternal involvement

To date, research about feeding disorder (FD) has focused almost exclusively on the mother–child dyad, ignoring fathers' roles. The current study investigated father–child interactions with children having FD. The sample consisted of 67 children (1–3 years old) and their mothers and fathers. Thirty‐four children, diagnosed with a nonorganic‐based FD (FD group) and 33 children without an FD (control group) were matched for age, gender, birth order, and maternal education. Data were collected during home visits. Mothers were interviewed about their and the father's involvement in childcare. In addition, mother–child and father–child interactions were videotaped during play and feeding. Both mothers and fathers from the FD group experienced less positive parent–child interactions than did parents in the control group. Furthermore, mothers in the FD group reported greater maternal versus paternal childcare involvement than did control group mothers. Finally, FD group mothers exhibited more parental sensitivity than did fathers during feeing interactions; however, this difference was observed only when coupled with low paternal involvement. In families where fathers were highly involved, no difference was evident in paternal and maternal sensitivity. These findings highlight the importance of fathers' involvement, especially in families with children exhibiting an FD.