Children with lesbian parents: a community study

Existing research on children with lesbian parents is limited by reliance on volunteer or convenience samples. The present study examined the quality of parent-child relationships and the socioemotional and gender development of a community sample of 7-year-old children with lesbian parents. Families were recruited through the Avon Longitudinal Study of Parents and Children, a geographic population study of 14,000 mothers and their children. Thirty-nine lesbian-mother families, 74 two-parent heterosexual families, and 60 families headed by single heterosexual mothers were compared on standardized interview and questionnaire measures administered to mothers, co-mothers/fathers, children, and teachers. Findings are in line with those of earlier investigations showing positive mother-child relationships and well-adjusted children.     

Parental Perceptions of Child Development Among Low-Income Mexican American Families

Parents' perceptions of child development are influenced by complex interactions among cultural, social, and economic factors. Insights into how parents from culturally diverse societies perceive the development of their children might explain why different cultural groups foster or value the development of different skills in their children. In this study, we explored the perceptions of child development among low income Mexican American parents. A series of ethnographic interviews were conducted with eight Mexican American families who had preschool children. Qualitative data analyses yielded three main themes that were important to these parents: family attitudes and values, changes, and adaptations. For these parents, the development of social attributes in children, that will enable them to function within their own cultural group, was as important as the development of cognitive or motor skills. Service providers, such as school and mental health personnel, should take into account cultural differences in parents' perceptions of the importance of various developmental milestones for their children when suggesting interventions typically used by parents in the dominant culture.     

The effects of nutritional supplements on the symptoms of fibromyalgia and chronic fatigue syndrome

This article reports the results of a within-subject design. Fifty subjects with a physician diagnosis of fibromyalgia (FM) and/or chronic fatigue syndrome (CFS) were interviewed using a structured interview form. Each subject was interviewed initially, and again nine months later (follow-up). Subjects had, on their own, consumed nutritional supplements including freeze-dried aloe vera gel extract; a combination of freeze-dried aloe vera gel extract and additional plant-derived saccharides; freeze-dried fruits and vegetables in combination with the saccharides; and a formulation of dioscorea complex containing the saccharides and a vitamin/mineral complex. With medical treatments, approximately 25 percent of FM patients improved, but the beneficial effects of medical treatment rarely persist more than a few months. All subjects in this study had received some form of medical treatment prior to taking the nutritional supplements, but none with enduring success. Nutritional supplements resulted in a remarkable reduction in initial symptom severity, with continued improvement in the period between initial assessment and the follow-up. Further research is needed to verify these results, specifically crossover designs in well-defined populations.     

Self-limited and unlimited word usage during problem solving in two telecommunication modes

Subjects using oral modes of communication generate far more verbiage than do subjects using handwittenn or typewritten modes to solve the same problems. This study tested two alternative hypotheses to account for this disparity: (1) written modes produce a hard copy of interchanges, thereby compensating for the limitations of short-term memory and reducing the need to repeat information, and (2) talking is so easy that there is no incentive to be concise in oral modes. Two-person teams solved problems either by voice or by teletypewriter. Half the teams were given a monetary incentive to use as few words as possible. No such request was made of the control teams. Subjects in the brevity condition, regardless of the communication mode, greatly reduced verbiage with no increase in time or decrease in accuracy. Moreover, subjects in the brevity-voice condition used even fewer words than did subjects in the control-teletypewriter condition. These results, then, lend weight to the second hypothesis.     

Alcohol-related knowledge and attitudes in people with a mild learning disability – the effects of a ‘sensible drinking’ group

Alcohol-related knowledge and attitudes in people with a mild learning disability, who were either living, or being prepared to live, in relatively independent conditions in the community, were assessed through a structured interview format. Compared with non-learning-disabled teenagers, adults and a hospitalized patient sample, alcohol-related knowledge in the people with a learning disability was found to be significantly poorer, alcohol was reported as having particularly negative effects and susceptibility to social pressure to drink alcohol was greater. A ‘sensible drinking’ group, taking a social skills and influences approach to alcohol education, was conducted with a subgroup of the individuals with a learning disability. The group format and methods, including in vivo sessions in a public house, are described. Follow-up evaluations suggested some significant positive changes in knowledge, attitudes and sensible drinking skills. It is concluded that this population, which is increasingly living, or being moved into, independent conditions in the community, is at least as vulnerable to social influences on alcohol use and abuse as are young people. As with young people, the usefulness of making available such alcohol-education programmes as described in this study, is discussed.     

Changes in human figure drawings during intensive treatment.

This article examines change in the human figure drawings (HFDs) of 32 seriously disturbed young adults during the course of intensive inpatient treatment. HFDs drawn at the time of admission were compared with HFDs obtained more than 1 year after intensive treatment began; both sets were scored on the Goodenough-Harris Scale (GH) and the Robins Balance-Tilt Scale (RBT). The findings indicate that the HFDs significantly improved over the course of treatment, but only for those patients judged introjective, not anaclitic. These findings are consistent with prior research on the same population that were based on analyses of clinical case records and Rorschach protocols (Blatt, Ford, Berman, Cook, & Meyer, 1988). Significant change in the HFDs over the course of treatment suggests that the HFDs provide a unique and independent dimension for assessing therapeutic change.     

The role of imagery,analogy, and instantiation in proverb comprehension

The role of imagery, analogy, and instantiation in understanding proverbs was examined in the light of the Conceptual Base Theory (CBT). The CBT proposes that proverb comprehension involves four phases and that (a) after Problem Recognition, imagery is often used during the Literal Transformation Phase with the intention of constructing a figurative meaning but that imagery does not enter into this meaning; (b) figurative meaning is the solution to a four-part, a:b::c:d, analogy, which occurs during the Figurative Phase; (c) the Instantiation Phase can be entered only if a figurative meaning is constructed, but once instantiation occurs it serves to refine this meaning. A transfer paradigm was used to test these hypotheses. During acquisition, the subjects were presented proverbs and given rating tasks in connection with one of the following: pictures that illustrated the literal proverb information (picture groups), instructions to image the literal proverb information (imagery groups), or analogies involving literala andb terms drawn from the proverb andc andd terms that constituted an interpretation of the proverb (analogy group), concrete verbal instances that illustrated the proverbs' figurative meanings (instance group), or an analogy and an instance (analogy-instance group). During transfer, all subjects attempted to distinguish between novel sentences that were either positive or negative instances of the figurative meaning of the acquisition proverbs. The picture and imagery groups, which were assumed to have used imagery without the intention of constructing a figurative meaning, performed at chance. The analogy group performed above chance and on a par with the instance group subjects, who theoretically had constructed and solved an implicit analogy. The analogy-instance group showed superior performance. Discussion centered on the pattern of the results in relation to the CBT and on the role of imagery and analogy in understanding proverbs as opposed to metaphors.The authors wish to thank Suzanne Leake for help in designing the experiment, preparing materials, and running subjects.     

When do I ponder? The role of elaboration in counterfactual thinking

The counterfactual thought such as “If only I had…” has a powerful impact on people's subsequent behavioral intentions. The literature has documented what may happen with CFT. But little has been done to investigate how CFT produces these effects. In this research, three studies provided evidence to show that elaboration rather than priming is the mechanism for CFT to have an effect on behavioral intentions; and the factors such as argument strength, outcome severity, and goal valence may interfere with such counterfactual effects. These theoretical contributions to the CFT literature offer important managerial implications and help marketers determine optimal persuasion strategies to influence consumers' information processing style.     

Do facial first impressions reflect a shared social reality?

Influential facial impression models have repeatedly shown that trustworthiness, youthful–attractiveness, and dominance dimensions subserve a wide variety of first impressions formed from strangers’ faces, suggestive of a shared social reality. However, these models are built from impressions aggregated across observers. Critically, recent work has now shown substantial inter-observer differences in facial impressions, raising the important question of whether these dimensional models based on aggregated group data are meaningful at the individual observer level. We addressed this question with a novel case series approach, using factor analyses of ratings of twelve different traits to build individual models of facial impressions for different observers. Strikingly, three dimensions of trustworthiness, youthful/attractiveness, and competence/dominance appeared across the majority of these individual observer models, demonstrating that the dimensional approach is indeed meaningful at the individual level. Nonetheless, we also found differences in the stability of the competence/dominance dimension across observers. Taken together, results suggest that individual differences in impressions arise in the context of a largely common structure that supports a shared social reality.     

Combining whole-school and targeted programs for the reduction of bullying victimization: A randomized,effectiveness trial

Despite the extensive evaluation of school-based interventions for bullying, victimization remains a significant problem in schools. Bullying victimization is significantly predicted by contextual (school-related) factors. As a consequence whole-school programs have been commonly used to prevent and reduce bullying victimization. Evidence also points to individual risk factors (such as emotional distress) in predicting victimization, yet programs to prevent bullying victimization by changing these individual risks are far less developed. Few studies have approximated “real-world” implementation conditions in their trials. The current effectiveness trial evaluated the combination of a whole-school program designed to prevent bullying perpetration and victimization together with a targeted intervention for at-risk students, teaching them individual and dyadic strategies to reduce their anxiety and manage victimization, allowing schools some latitude to implement programs as they typically would. Students from Grades 3 and 4 (N = 8,732) across 135 schools were randomly assigned to one of four conditions: combined intervention; whole-school intervention only; individual intervention only; and care as usual. Victimization decreased significantly and similarly across all four conditions at 12 and 24 months following baseline. Similar reductions and failure to discriminate conditions were found on other key constructs: anxiety; bullying perpetration; and depression. Possible reasons for the failure to demonstrate victimization prevention differences and lessons learned from this large, effectiveness trial are considered.