The experience of being a woman student

The experiences of a group of young women students at a large northern, inner-city university were investigated. The results give cause for concern for the achievements, gender effects, financial and personal security, housing and emotional health of these women.     

The Primal Scene Phenomenon: Witnessing Parental Sexual Activity and Sociosexual Orientation

Sigmund Freud coined the term urszene—or “primal scene”—to describe the experience of children witnessing their parents engaging in sexual activity. We examined the historical context in which the primal scene emerged, considered contemporary views of the primal scene, and conducted two empirical studies (N = 961, 1390) to investigate Freud’s proposition that children who witness the primal scene would later be prone to “attacks of falling physically in love,” which we operationalized as sociosexual orientation. In both studies, individuals who witnessed the primal scene as children had a more unrestricted sociosexual orientation than those who did not. Additionally, men had a more unrestricted sociosexual orientation than women. Altogether, these results suggest a possible link between primal scene exposure and sociosexual orientation. In contrast to psychoanalytic theories, we offer psychodynamic and normative social explanations of the primal scene phenomenon.     

The Relationship Between Mindfulness and Multicultural Counseling Competence

The authors examined the association between multicultural counseling competence (MCC) and mindfulness. Previous authors have maintained a conceptual link between MCC and mindfulness; however, this is the first empirical analysis of the relationship between MCC and mindfulness. Results revealed that, after race/ethnicity, multicultural course completion, and empathy were controlled, components of mindfulness were correlated with multicultural awareness and multicultural knowledge. These results have implications for counselor education, counseling practice, and future research.     

Navigating Bioethical Waters: Two Pilot Projects in Problem-Based Learning for Future Bioscience and Biotechnology Professionals

We believe that the professional responsibility of bioscience and biotechnology professionals includes a social responsibility to contribute to the resolution of ethically fraught policy problems generated by their work. It follows that educators have a professional responsibility to prepare future professionals to discharge this responsibility. This essay discusses two pilot projects in ethics pedagogy focused on particularly challenging policy problems, which we call “fractious problems”. The projects aimed to advance future professionals’ acquisition of “fractious problem navigational” skills, a set of skills designed to enable broad and deep understanding of fractious problems and the design of good policy resolutions for them. A secondary objective was to enhance future professionals’ motivation to apply these skills to help their communities resolve these problems. The projects employed “problem based learning” courses to advance these learning objectives. A new assessment instrument, “Skills for Science/Engineering Ethics Test” (SkillSET), was designed and administered to measure the success of the courses in doing so. This essay first discusses the rationale for the pilot projects, and then describes the design of the pilot courses and presents the results of our assessment using SkillSET in the first pilot project and the revised SkillSET 2.0 in the second pilot project. The essay concludes with discussion of observations and results.     

Effects of acute administration of nicotine and lobeline on agonistic encounters in male mice

The effects of acute administration of two nicotinic ligands, (‐)‐nicotine and (‐)‐lobeline were examined on isolation‐induced aggression in mice. Individually housed male mice confronted anosmic “standard opponents” in a neutral arena 10 min after drug administration. Encounters were videotaped and evaluated using an ethologically based analysis facilitating estimation of time allocated to 11 broad behavioral categories. Nicotine did not have significant effects on threat or attack but significantly diminished time allocated to digging. The lowest dose of lobeline significantly diminished attack and induced a slight increase of immobility without significantly diminishing other behaviors with motor components. The intermediate and highest dose of lobeline reduced time allocated to all behaviors with motor components. It is concluded that these two nicotinic agonists produce different behavioral profiles during agonistic encounters in mice but that this test may not facilitate assessing the impact of such drugs on irritability. Aggr. Behav. 26:376–385, 2000. © 2000 Wiley‐Liss, Inc.