Relational Spirituality and Dealing With Transgressions: Development of the Relational Engagement of the Sacred for a Transgression (REST) Scale

In the study of spirituality and forgiveness, researchers have begun to look at how dynamic spiritual experiences influence forgiveness. In three studies, we develop the Relational Engagement of the Sacred for a Transgression (REST) Scale, which assesses the extent to which victims actively engage a relationship with the Sacred to deal with a specific transgression. In Study 1, exploratory factor analysis was used to determine the factor structure of the REST. In Study 2, the factor structure was replicated using confirmatory factory analysis. The REST was correlated with religious commitment and negatively related to avoidant attachment to God. In Study 3, evidence supporting the scale's construct validity was adduced. REST scores were correlated with other appraisals of relational spirituality. Structural equation modeling was used to compare theoretical models. REST scores were related to dedication to the Sacred and viewing the transgression as a desecration. In addition, REST scores were positively related to empathy, which was positively related to forgiveness. Furthermore, REST scores predicted forgiveness above and beyond other appraisals of relational spirituality.     

Assessing At‐Risk Youth Using the Reynolds Adolescent Adjustment Screening Inventory With a Latino Population

Factor analyses were conducted on scores from the Reynolds Adolescent Adjustment Screening Inventory (RAASI; Reynolds, 2001 ) representing at‐risk Latino youth. The 4‐factor model of the RAASI did not exhibit a good fit. However, evidence of generalizability for Latino youth was noted.     

Studies in Binocular Interdependence: Ii. Some Qualitative Phenomena

(Kinsey, A. C., Pomeroy, W. B., Martin, C. E., and Gebhard, P. H. Sexual Behavior in the Human Female. Philadelphia: Saunders, 1953. Pp. 842.) Reviewed by Sidney Kosofsky     

Factors Associated with Transposition Behavior of Preschool Children

To assess ideas, derived from a contextual paradigm, stressing the influence of adolescents' perceptions of the physical and social components of their school environment on their self-esteems and academic performances, 183 black early adolescents (mean age = 12.1 years, SD = .5 years; 54.6% female) were administered five semantic differential scales. The first provided a measure of self-esteem, while the remaining four provided measures of perceptions of the social environment of the school (i.e., of peers and of teachers) and of the physical environment of the school (i.e., of the classroom and of the school building). There were few systematic sex differences in responses to the scales. As predicted, school environment perceptions were significantly related to self-esteem in both males and females. However, although self-esteem and a report of grade point average, as a measure of academic performance, were significantly related, there was no relation between school environmental perceptions and reported grade point average.     

Contributions of Behavior Theory to Projective Testing

Summary: The Reaction Inventory-Guilt was developed to isolate, in individuals, the specific stimulus situations which result in guilt. The 50-item inventory was administered to 96 subjects. The estimate of the internal consistency coefficient was .94. The inter-item correlations were factor analyzed by the principle axis method, and rotation to oblique simple structure was accomplished by the Promax method. Four Oblique factors were obtained: intentional behavior disrupting interpersonal relations; self-destructive behavior; behavior contrary to moral or ethical principles; and unintentional behavior disrupting interpersonal relationships.     

Severe Disturbance or Trauma-Induced Adaptive Reaction: A Rorschach Child Case Study

In interpreting children's Rorschachs, it is often difficult to discriminate between a severe disturbance and an adaptive reaction to a trauma. To explore this difficult differential diagnostic issue, a child was tested three times. It was suggested that complexity, references to the trauma, and evidence of psychological disturbance are associated with an attempt to master the trauma. Rorschach data were presented and were found to be consistent with these speculations. The author concluded that such "openness" to an environmental stress may allow an adaptive reaction and that understanding Rorschach data in context helps to reduce ambiguity and to recognize the test's limitations.