Exposure to violent media: the effects of songs with violent lyrics on aggressive thoughts and feelings

Five experiments examined effects of songs with violent lyrics on aggressive thoughts and hostile feelings. Experiments 1, 3, 4 and 5 demonstrated that college students who heard a violent song felt more hostile than those who heard a similar but nonviolent song. Experiments 2-5 demonstrated a similar increase in aggressive thoughts. These effects replicated across songs and song types (e.g., rock, humorous, nonhumorous). Experiments 3-5 also demonstrated that trait hostility was positively related to state hostility but did not moderate the song lyric effects. Discussion centers on the potential role of lyric content on aggression in short-term settings, relation to catharsis and other media violence domains, development of aggressive personality, differences between long-term and short-term effects, and possible mitigating factors.     

The aggression paradox: understanding links among aggression,sensation seeking,and the consideration of future consequences

Four studies involving 573 female and 272 male college students demonstrated that multiple forms and measures of aggression were associated with high levels of sensation seeking, impulsivity, and a focus on the immediate consequences of behavior. Multiple regression analyses and structural equation models supported a theoretical model based on the general aggression model (C.A. Anderson & B.J. Bushman. 2002), positing that hostile cognition and negative affect mediate the relationships between the aforementioned individual differences and aggression. Sensation seeking also predicted a desire to engage in physical and verbal aggression. The final study demonstrated that relative to those scoring low, individuals scoring high on the consideration of future consequences are only less aggressive when aggression is likely to carry future costs.     

Gender,Age, and Rape-Supportive Rules

Social rules regarding sexual behavior indicate when sex may be desired, expected, or obligatory. Some of these rules legitimize a man's initiation of sex with a woman regardless of the woman's desires or intentions; such situations could potentially lead to rape. Middle school, high school, and university students completed a Rules About Sex Questionnaire on which they indicated the situations in which a man could assume a woman wants to have sex. The results indicated that girls and women endorsed fewer rules than did boys and men. University students endorsed the fewest rules, and middle school students endorsed the most rules. Endorsement of rules was associated with boys' and men's self-reported sexually coercive behavior and with beliefs about who should initiate sex. The findings may be useful in the design of sexual assault prevention programs for adolescents.     

Patients' and staff's experiences of multidisciplinary follow-up for high-grade glioma after radical radiotherapy

Meeting the complex needs of patients with high-grade glioma requires multidisciplinary input. How best to provide care after initial treatment ends is contentious. This study explored the experiences of patients and staff at one UK centre where regular multidisciplinary clinics and brain scanning is provided. In-depth interviews conducted with 10 patients and six staff were transcribed and analysed qualitatively. Patients reported: supportive, individualised care with familiar staff; good communication; that regular scanning was reassuring. Staff believed that team follow-up facilitated immediate decision-making and referral, and reduced visits. They felt that patients value seeing their scans. Patients and staff described positive and negative experiences of multidisciplinary follow-up. There is need to investigate the impact of different approaches to ongoing care.     

Evaluation of a participatory,competency‐based model of staff training in a community habilitative setting

This study evaluated a participatory model of staff training within a community habilitative setting for adults with developmental disabilities. The objectives were to formulate an approach to training that was not time intensive, included multiple instructional methods, and incorporated all levels of staff involvement. Senior administrative, middle‐level supervisory, and direct‐care personnel comprised a committee that designed and implemented a training program that targeted performance and verbal report competencies required by ‘on‐line’ staff. Training consisted of corrective feedback, modeling, rehearsal, and practice procedures that were carried out with three individuals in a multiple baseline design across sets of target competencies. The training program was effective in establishing staff competencies although individual learning effects were revealed. The implications of these findings for the design of staff training programs within human service agencies are discussed. Copyright © 2001 John Wiley & Sons, Ltd.     

Reliability and Validity of Three Measures of Multicultural Competency

The purpose of this study was to examine the reliability and validity of 3 measures of multicultural competency, the Multicultural Counseling Awareness Scale: Form B (MCAS), the Multicultural Awareness‐Knowledge‐and‐Skills Survey (MAKSS), and the Survey of Graduate Students' Experiences with Diversity (GSEDS). Data were collected from 120 master's‐level students from counseling programs accredited by the Council for Accreditation of Counseling and Related Educational Programs or the equivalent. The findings generally support the psychometric soundness of these surveys, with some important exceptions. Guidelines for their use and directions for additional research are provided.     

Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: a meta-analytic review of the scientific literature

Research on exposure to television and movie violence suggests that playing violent video games will increase aggressive behavior. A meta-analytic review of the video-game research literature reveals that violent video games increase aggressive behavior in children and young adults. Experimental and nonexperimental studies with males and females in laboratory and field settings support this conclusion. Analyses also reveal that exposure to violent video games increases physiological arousal and aggression-related thoughts and feelings. Playing violent video games also decreases prosocial behavior.