Consciousness-Raising Groups in the 1970's

Based on a 1974 nationwide survey, this paper describes the characteristics of 1, 669 women in consciousness-raising (CR) groups. Most women in the survey are white, middle- and upper-middle class women who joined their first CR group during the 1970's. They learned about CR groups primarily from women friends and joined a group with friends or through a women's organization. Sixty-five percent of the women considered themselves to be members of the women's movement prior to their joining a CR group. Most women identified themselves as liberal (58%) or radical (21%). Women's primary reason for joining a CR group was to learn from, share with, and gain support from other women; they joined to examine personal issues within the context of their common social roles. Sharing experiences and feelings as women was the most salient group process. Women in this survey were highly satisfied with their CR group experience and encouraged other women to join a CR group.     

Factors Influencing Women's Participation in Consciousness-Raising Groups

The results of a nationwide survey point out both commonality and diversity in the experiences of women in consciousness-raising (CR) groups. Women commonly joined CR groups through women's organizations, and their most important reason for entering CR was to examine women's roles and experiences. Most groups encouraged self-disclosure and openness and discouraged domineering and lack of commitment. The backgrounds and personal characteristics of CR participants were diverse. Housewives, women with children, and women with higher levels of symptoms more strongly valued psychological help as a reason for joining CR; in contrast, working women and students, women without children, and women with fewer symptoms more strongly endorsed strengthening their feminism. Women's reasons for joining in turn predicted which CR experiences they valued. Nearly all women were highly satisfied with CR. Satisfaction with CR was not related to members' personal characteristics, but rather to the processes occurring in their groups.     

The Anticipation of Death by Violence

ABSTRACT: College students (n = 172) completed Cattell's personality factor questionnaire, Rotter's locus of control scale, Speilberger's trait anxiety measure, and Sabatini and Kastenbaum's self-completed death certificate. Comparison of profiles for subjects anticipating sudden violent death (SVD, n = 59) with those anticipating natural death (ND, n = 113) disclosed that the SVD group was characteristically more anxious and socially isolated. A sex-by-type of death interaction occurred for locus of control, with SVD females being the most external, suggesting that this group was more likely to “give up” in response to stress. The data support Shneidman's concept of subintentioned death in disclosing that several personality factors may be associated with violent death.     

An Analyst Has a Birthday - Can Forgiveness Heal?

Forgiveness is a challenging endeavor in human experience and in clinical work. Is it an important and/or legitimate analytic concept? Long the province of theologians and philosophers, forgiveness has had little theoretical place in the psychoanalytic lexicon. This paper considers the analytic place of forgiveness through a treatment that was shadowed by two lost mothers – the patient’s and analyst’s - in the consulting room. The patient’s question, “must we forgive to heal?” will be examined in this story of healing for both him and his analyst.     

Hope and Forgiveness: Reply to Davies and Hirsch

As I had hoped, each of the discussants on the idea of forgiveness in the consulting room approached it from their own very different theoretical and personal slant. Davies (this issue) offered the perspective of one who works such concepts from the framework of multiplicity. Hirsch’s (this issue) ideas on the work with such concepts is with an eye on using it only if it inhibits the achievement of a fuller life. Both left room for non-resolution and ambivalence, a concept with which I fully agree. In my reply to these insightful papers, I expand on my use of forgiveness, as well as other multivalent concepts. My effort to try and open up these avenues is always to help someone retain hope underneath the frequently threatening life review, and often personality reconstruction, that we undertake. I have included a response to Davies’ question of analyst self-maintenance in and around challenging therapeutic situations. And finally, I consider how we might usefully expand difficult discussions that straddle values, religious and cultural beliefs, and similar concepts that we ourselves may not believe in or share.     

FLUENCY SNAPSHOTS: A QUICK SCREENING TOOL FOR YOUR CLASSROOM

In this article, the authors present a research-based, classroom tested assessment tool, the Classroom Fluency Snapshot (CFS). This assessment is grounded in the research that establishes fluency as an important component of initial reading instruction and in the work on the efficacy of curriculum based measurement. The article presents the case of one classroom in which a teacher uses the CFS as a pre-, post-assessment. Rich classroom examples, details of the teacher's interpretation, and instructional decision making are shared along with ideas for instruction.     

Theory of mind selectively predicts preschoolers’ knowledge‐based selective word learning

Children can selectively attend to various attributes of a model, such as past accuracy or physical strength, to guide their social learning. There is a debate regarding whether a relation exists between theory‐of‐mind skills and selective learning. We hypothesized that high performance on theory‐of‐mind tasks would predict preference for learning new words from accurate informants (an epistemic attribute), but not from physically strong informants (a non‐epistemic attribute). Three‐ and 4‐year‐olds (N = 65) completed two selective learning tasks, and their theory‐of‐mind abilities were assessed. As expected, performance on a theory‐of‐mind battery predicted children's preference to learn from more accurate informants but not from physically stronger informants. Results thus suggest that preschoolers with more advanced theory of mind have a better understanding of knowledge and apply that understanding to guide their selection of informants. This work has important implications for research on children's developing social cognition and early learning.     

Rigidity and flexibility of gender stereotypes in childhood: developmental or differential?

Previous research has shown that the early learning of male–female categories is characterized by rigid beliefs about stereotypic differences, but that once gender knowledge is well established, the beliefs become more flexible. Because most studies are cross‐sectional, it is not known if the early rigidity represents a normative transitional developmental stage that passes, or if early individual differences in rigidity continue into later childhood. To answer that question, analyses were performed on longitudinal data of 64 children who had been questioned about their gender concepts yearly from ages 5 to 10 years. Supporting a cognitive‐developmental approach, the findings showed that the period of rigidity was short‐lived whether rigidity began early or late or whether the level of peak rigidity was high or low. Copyright © 2005 John Wiley & Sons, Ltd.