Perceptions of Peer Sexual Harassment Among High School Students

Perceptions of peer social–sexual interactions were examined in a group of high school students (N=150). Participants were presented with six brief vignettes that described three types of sexual harassment between adolescent peers: physical, verbal/visual, and derogatory. Two vignettes were written for each type of behavior to reflect either a sexually explicit or implicit behavior. Participants responded to Rosenberg's Self-Esteem Scale and the Attitudes toward Women Scale for Adolescents (AWSA), and then rated the sexually harassing nature of the behaviors. Sexual harassment ratings varied as a function of the type of behavior and the sexual explicitness with which it was displayed. Although consensus was reached regarding the sexually harassing nature of both the sexually implicit and explicit physical forms of behaviors, only when the verbal/visual behavior was explicitly displayed was it perceived as sexually harassing. Interactions among self-esteem, gender attitudes, and type of behavior were also noted. Irrespective of the explicitness with which it was displayed, rater characteristics were influential for both the verbal/visual and derogatory forms of harassment.     

Criticism or praise? The impact of verbal versus text-only computer feedback on social presence, intrinsic motivation, and recall.

The Computers Are Social Actors (CASA) paradigm asserts that human computer users interact socially with computers, and has provided extensive evidence that this is the case. In this experiment (n = 134), participants received either praise or criticism from a computer. Independent variables were the direction feedback (praise or criticism), and voice channel (verbal or text-only). Dependent variables measured via a computer-based questionnaire were recall, perceived ability, intrinsic motivation, and perceptions of the computer as a social entity. Results demonstrate that participants had similar reactions to computers as predicted by interpersonal communication research with participants who received text-only criticism reporting higher levels of intrinsic motivation, perceived ability, and recall. Additionally, the computer was seen as more intelligent. Implications for theory and application are discussed.     

Eyewitness memory for a simulated misdemeanor crime: the role of age and temperament in suggestibility

The timing of misleading questions within an interview (immediate, 7‐week delay) and temperament characteristics as correlates of suggestibility were examined in two experiments. In Experiment 1, 6/7‐year‐olds, 9/10‐year‐olds, and adults were given general‐to‐specific questions at both intervals or misleading questions initially and general‐to‐specific questions at delay. In Experiment 2, 4/5‐year‐olds, 9/10‐year‐olds, and adults were given general‐to‐specific questions at both intervals or general‐to‐specific questions initially and misleading questions at delay. Introducing misleading questions in the initial interview increased suggestibility for peripheral features, whereas suggestibility for central features was found when misleading questions were asked in the delayed interview. Age changes in recall and elaboration for categorical information were found. Some temperament characteristics were associated with age‐related changes in compliance and suggestibility. Copyright © 2005 John Wiley & Sons, Ltd.     

Efficacy of Parent-Child Interaction Therapy with Parents with Intellectual Disability

Parents with intellectual disability (ID) face many parenting challenges that may affect their ability to parent effectively, and such deficits are often associated with various poor child outcomes. Research findings are inconsistent for interventions targeting systematic skills for parents with ID. Parent-Child Interaction Therapy (PCIT) is an empirically supported treatment that incorporates performance-based training to enhance parenting ability. This study evaluated implementation of PCIT with parents with ID using a multiple baseline design across behaviors. Results suggest increases in positive parenting behaviors and consistent discipline. However, limitations related to poor maintenance and generalization warrant the need for future research.     

Decision to Leave Scale: Perceived Reasons to Stay In or Leave Violent Relationships

The 30-item Decision to Leave Scale (DLS) was developed with 631 college women and 420 college women and women in shelters. Seven DLS subscales emerged for concerns in deciding to stay or leave: Fear of Loneliness, Child Care Needs, Financial Problems, Social Embarrassment, Poor Social Support, Fear of Harm, Hopes Things Change. Mean internal reliability was .73, mean test-retest reliability was .70. Discriminant validity was demonstrated by expected associations between DLS concerns and self-esteem, children, and violence. Criterion validity was demonstrated by greater DLS concerns for women in shelters than for college women. Women in violent relationships who decided to stay reported more Fear of Loneliness than women who decided to leave.     

Religious Addiction: Obsession with Spirituality

Religious addiction is a disease only recently recognized; however, it has been with humanity throughout the ages. This obsession with spirituality not only has harmful effects for the individual but also a devastating effect on his/her family. As with any addiction, recovery is possible. This article covers the history of religious addiction, its symptoms and characteristics, and also its downward spiral. The effects on the addict, the codependent spouse, and children are discussed. Recovery, including intervention and treatment, is also covered.     

Creative Writing as Resistance and Discovery in an Analysis

This paper was originally written as a graduation paper for the completion of adult analytic training. In this paper I trace and explore multiple uses of creative writing in my personal analysis, illuminating the development of analytic phases and process. The creative writing used in this paper is primarily from the first three and a half years of my analysis, well before entering analytic training. It is an eventual interpretation on the part of my analyst, as well as the rest of my analysis and analytic training, that allow me to realize that while my writing felt like self-discovery, it also served as resistance, defense against the entirety of my affective world and internal conflicts. A poem written much later in the analysis is included, as it reveals the integration of struggled with concepts, as well as the pain of the inevitable separation of termination.     

Functional specificity of the visual word form area: general activation for words and symbols but specific network activation for words

The functional specificity of the brain region known as the Visual Word Form Area (VWFA) was examined using fMRI. We explored whether this area serves a general role in processing symbolic stimuli, rather than being selective for the processing of words. Brain activity was measured during a visual 1-back task to English words, meaningful symbols (e.g., $, %), digits, words in an unfamiliar language (Hebrew), and geometric control stimuli. Mean activity in the functionally defined VWFA, as well as a pattern of whole-brain activity identified using a multivariate technique, did not differ for words and symbols, but was distinguished from that seen with other stimuli. However, functional connectivity analysis of this region identified a network of regions that was specific to words, including the left hippocampus, left lateral temporal, and left prefrontal cortex. Results support the hypothesis that activity in the VWFA plays a general role in processing abstract stimuli; however, the left VWFA is part of a unique network of brain regions active only during the word condition. These findings suggest that it is the neural "context" of the VWFA, i.e., the broader activity distributed in the brain that is correlated with VWFA, that is specific for visual word representation, not activity in this brain region per se.     

Screening for motor coordination challenges in children using teacher ratings of physical ability and activity

We examined the effectiveness of a teacher-based rating scale called the teacher estimation of activity form (TEAF) to screen for developmental coordination disorder (DCD) in children. A random selection of 15 of 75 schools from the District School Board of Niagara in Ontario, Canada was chosen for this study. Every consented child in Grade 4 (n=502) was evaluated for probable DCD (pDCD) in school using the short form Bruininks-Oseretsky test of motor proficiency (BOTMP-SF). Each student also completed the children's self perceptions of adequacy in and predilection toward physical activity (CSAPPA) scale, participation questionnaire, and Léger 20-meter shuttle run, and had their height and weight measured. The 27 children (5.1%) who scored below the 5th percentile on BOTMP-SF were designated as pDCD cases and the 475 children who scored above the 5th percentile served as controls. Results showed that mean TEAF scores were significantly lower for pDCD children than controls (p<.001). Total TEAF scores ranging from 28 to 32 were preferred in maintaining good sensitivity (.74, 95% CI=.55-.87 to .85, 95% CI=.68-.94). The area under the ROC curve was .77 (95% CI, .68-.86) for the TEAF total score, and some individual items performed approximately as well as the full scale. The TEAF was positively correlated with measures of physical activity and fitness. The TEAF appears to be an effective tool in screening for DCD, particularly in a population setting. Considering the brevity of the TEAF and the discriminative power of individual items, this instrument would be effective in an abbreviated version.