Suicide and self-inflicted injuries

The present study addressed itself to the problem of self-inflicted injuries (SII) in the Israeli army, and to the wider question whether non-fatal self injuries and suicide are part of the same phenomenon. The findings show that in some cases SII is an unsucessful suicide while in others SII is anything but a reflection of a death wish. It appears that the modus operandi is a major indication as to the intentions of the actor. The study also demonstrates the difference between the population of the suiciders and that of the SII victims. While suiciders seem to score higher on the Performance Prediction Score (PPS) and Combat Suitability Scale, the SII population seems to be overly represented in the lower parts of the PPS and the Combat Suitability Scale. The study used a data set that represents a 5 year period, and followed the consequences of the SII in terms of medical status and occupational assignment of the actors. The findings yielded some possible policy implications, in terms of a better classification of the relevant populations, and a possible attribution of a more refined meaning to the behavior. © 1994 Wiley-Liss, Inc.     

Motivation for agreement with parental values: desirable when autonomous,problematic when controlled

Two studies examined the well-being and parenting correlates of autonomous and controlled motivations for agreement with parental values. We hypothesized that autonomous motivation would be associated with subjective well-being, whereas controlled motivation would be associated with agitation and guilt. Study 1 involved 399 Israeli youth (mean age = 23.8) and Study 2 involved 131 Israeli adolescents (mean age = 16.9). Results of both studies supported the hypotheses. The findings suggest that only autonomous motivation for agreement with parents’ values is positively associated with well-being. This effect is over and above the extent of agreement between offspring values and perceived parents’ values, and highlights the importance of distinguishing between autonomous and controlled endorsement of values.     

Activity of common marmosets (Callithrix jacchus) in limited spaces: hand movement characteristics

The increasing popularity of marmoset monkeys (Callithrix jacchus) in anatomical, behavioral, and electrophysiological studies has called for a detailed analysis of their natural behavior within limited spaces. In the present study, the authors analyzed hand movements during horizontal and vertical progressions in a cylinder. The trajectory of each hand covered the entire cylinder floor during horizontal progressions and the entire cylinder wall during vertical progressions. Different marmosets have different patterns of hand movement. The average maximum angle of hand movements for all marmosets during horizontal and vertical progressions oscillates, although the average over time is constant and similar for both hands, whereas head movements during horizontal progressions become smaller with successive progressions. Another observed difference between rats and monkeys was in the size of head and hand movements at the beginning of each experimental session. During the 1st horizontal progression, all marmosets moved their heads to a greater extent than their hands. This sequential head and hand movement is referred as bistable behavior. The bistable pattern of motor behavior, which was also observed in successive progressions, may be derived from an inherent fear of predators or exploratory interest of a novel environment.     

The Promotional Role of School and Community Contexts for Military Students

This article examines how supportive public school environments can serve as a promotional context for the development of children and adolescents from military families. The authors integrate theory and research from multiple research strands (e.g., human development, studies of at-risk youth, educational reform, goodness of fit theory, and school climate) to outline how public schools can support the development of all children and adolescents. This article provides further support for the supposition that school climates and the social-ecological contexts surrounding a school (e.g., universities, communities, school districts) have the potential to protect at-risk children and adolescents from an array of negative social, emotional, and psychological outcomes. The authors draw linkages between these research domains and the development of military children and adolescents. Promotional civilian school environments embedded within supportive and inclusive contexts can create a social infrastructure that supports the development of military children and adolescents. The authors argue that this conceptual approach can create a foundation for interventions and research that focuses on schools as normative supportive developmental settings for military children and youth during challenging times of war (e.g., deployments and multiple school transitions). This article concludes with a discussion of future directions in research on the development of military children and adolescents. Based on a heuristic conceptual model that outlines areas needing further research, the authors call for a deeper theoretical and empirical integration of school climate and external contextual factors surrounding the school. Investigating the social and organizational dynamics within these contexts can result in a more comprehensive picture of the development of military children and adolescents.     

The influence of situational and personal variables on the effectiveness of social support during childbirth

Abstract

This study examined the proposition that the efficacy of social support depends upon situational and personality variables. Specifically, it was hypothesized that women high on trait anxiety or undergoing their first experience of childbirth, would profit more from the presence of the husband during delivery than women low on trait anxiety or who had previously given birth. One hundred and twenty new mothers were asked to rank the level of state anxiety, state anger, tension and pain they had experienced during childbirth. Changes in their blood pressure and the amount of tranquilizing medication they had received were also measured. Results obtained with negative affectivity measures almost fully confirmed the hypotheses. Hypotheses regarding blood pressure were confirmed in part, but no support was found when using pain level and amount of tranquilizing medication as dependent variables. The findings are discussed in relation to the stress-buffering hypothesis and the manner in which trait anxiety might mediate the relationship between level of social support and individuals' stress reactions.     

Virtue of Self-Regulation

This paper proposes the idea of thinking about practical rationality in terms of self-regulation and defends the thesis that self-regulation is a virtue, insofar as we have reason to think it is our highest form of practical rationality. I argue that understanding self-regulation as a virtuous form of practical reasoning is called for given the kinds of limitations we face in developing agency and pursuing our goals, and presents us with several advantages over traditional understandings of practical rationality.     

“<Emphasis Type="Italic">Chalepa Ta Kala</Emphasis>,” “Fine Things are Difficult”: Socrates’ Insights into the Psychology of Teaching and Learning

The proverb “chalepa ta kala” (“fine things are difficult”) is invoked in three dialogues in the Platonic corpus: Hippias Major, Cratylus and Republic. In this paper, I argue that the context in which the proverb arises reveals Socrates’ considerable pedagogical dexterity as he uses the proverb to rebuke his interlocutor in one dialogue but to encourage his interlocutors in another. In the third, he gauges his interlocutors’ mention of the proverb to be indicative of their preparedness for a more difficult philosophical trial. What emerges in the study of these three Platonic dialogues is that Socrates believes that how he and others describe learning makes a tangible difference in philosophical investigation.