Arousal, processing, and risk taking: consequences of intergroup anger

Intergroup emotions theory (IET) posits that when social categorization is salient, individuals feel the same emotions as others who share their group membership. Extensive research supporting this proposition has relied heavily on self-reports of group-based emotions. In three experiments, the authors provide converging evidence that group-based anger has subtle and less explicitly controlled consequences for information processing, using measures that do not rely on self-reported emotional experience. Specifically, the authors show that intergroup anger involves arousal (Experiment 1), reduces systematic processing of persuasive messages (Experiment 2), is moderated by group identification (Experiment 2, posttest), and compared to intergroup fear, increases risk taking (Experiment 3). These findings provide converging evidence that consistent with IET, emotions triggered by social categorization have psychologically consequential effects and are not evident solely in self-reports.     

Parenting stress, perceived parenting behaviors, and adolescent self-concept in European American families

This study assesses whether the stresses associated with parenting a child are indirectly related to adolescent self-concept through parenting behaviors. We examined longitudinal associations among mothers' and fathers' parenting stress at age 10, children's perceptions of parenting at age 10, and adolescents' self-concept at age 14 in 120 European American families. Mothers' and fathers' parenting stress was related to children's perceptions of acceptance and psychologically controlling behavior, and psychologically controlling behavior (and lax control for fathers) was related to adolescent self-concept. We further examined which domains of parenting stress and perceived parenting behaviors were associated with adolescents' scholastic competence, social acceptance, physical appearance, and behavioral conduct. Parenting stress was related to specific parenting behaviors, which were, in turn, related to specific domains of self-concept in adolescence. Parenting stress appears to exert its effects on early adolescent self-concept indirectly through perceived parenting behavior.     

Secrets to Creating Effective and Interesting Educational Experiences: Tips and Suggestions for Clinical Educators

Genetic Counselors (GCs) spend years learning about genetics and practicing counseling techniques in classroom environments. From the learner perspective, teaching may seem straightforward: provide appropriate information, develop tests or assignments and submit grades. When asked to teach for the first time, however, clinicians suddenly realize that there is a lot more to education than standing in front of a class and talking. This article introduces clinical educators to strategies and learning principles that help make the teaching/learning process more interesting and successful for faculty and students alike. The instructional concepts presented here are useful across the entire spectrum of learning situations; a 1 hour discussion with a lay audience, a 3 hour workshop at a professional meeting, a 15 week graduate course, or a series of courses culminating in an advanced degree. The article offers suggestions for writing course competencies, selecting instructional approaches, embedding learning engagement options, leveling course content and choosing evaluation strategies.     

Shades of disengagement: high school dropouts speak out

The purpose of this study was to describe how dropouts navigate their educational journeys. Eighty dropouts participated to individual interviews which were recorded and transcribed. The data analysis yielded three broad categories in answering the research question. Setting the stage in the family and the school, the dropouts described their teetering between in and out of school contexts and proceeded to explain how they ended their educational journey. For 20 dropouts, family turmoil represented a pervasive force negatively influencing their schooling. For 24 dropouts, problems in school set the stage for dropping out. Teetering represented juggling strategies to prolongand to sabotage the journey, while the end of the journey occurred as a result of a pivotal moment (48%) or a gradual fade out (52%) from the school context.

Integrated,Family‐based,Partial Hospital Treatment for Complex Pediatric Illness

This paper describes a unique treatment program for complex pediatric illness. The Hasbro Children's Partial Hospital Program uses a family systems orientation, integrated care, and a partial hospital setting to treat children with a wide range of pediatric illnesses that have failed outpatient and inpatient treatments. We have treated more than 2000 children with at least 80 different ICD‐9 diagnoses. The multidisciplinary treatment team functions as a meta‐family for children and their families who present with illness and family beliefs that impede successful outcomes with standard care. The three features: family systems orientation, integrated care, and partial hospital setting, hopefully interact to create an environment that helps families expand and modify their explanatory models regarding participating in effective medical care. The goal of treatment is for both children and their parents to feel empowered to take control of the illness. Parents completing standardized measures at intake describe their children and families as experiencing significant emotional distress, low levels of general family functioning, and poor quality of life. Although the children are described as having distinct behavioral differences, the families are described as responding to the experience of a seriously ill child in similar ways. A treatment program that addresses the noncategorical aspects of how families respond to illness while addressing the specific diseases of the children can allow children and their families to respond favorably to treatment.     

Heterogeneity of borderline personality disorder: do the number of criteria met make a difference?

Many studies have compared the demographic and clinical characteristics of patients with and without borderline personality disorder (BPD), but there is limited knowledge on differences within the population of borderline patients. One potential index of heterogeneity is disorder severity. In the present report from the Rhode Island Methods to Improve Diagnostic Assessment and Services (MIDAS) project, we examined whether the severity of borderline personality disorder, as measured by the number of criteria present, is associated with co-morbidity of Axis I and Axis II diagnoses, as well as demographic factors and psychosocial functioning. Two thousand three hundred psychiatric outpatients were interviewed with the Structured Interview for DSM-IV Personality (SIDP-IV). Approximately ten percent (n = 237) of the patients were diagnosed with BPD, and they were divided into four groups based on the number of DSM-IV criteria met, 5 (n = 89), 6 (n = 70), 7 (n = 46), and 8 or 9 (n = 32). There were greater rates of drug use disorders and comorbid Axis II disorders, as well as a greater number of suicidal gestures, in patients meeting seven or more BPD criteria. There were no significant differences between the groups in the number and specific rates of other co-morbid Axis I disorders, other measures of psychosocial functioning, or demographic correlates. Sub-typing of borderline patients by the number of criteria met provides a limited explanation for heterogeneity within BPD patients.     

Lying on Job Applications: The Effects of Job Relevance,Commission, and Human Resource Management Experience

This research examined three factors related to misrepresentations on job applications: the job relevance of the information, the effects of overt misrepresentation compared to omission, and the impact of human resource (HR) management experience. Dependent measures included the extent to which misrepresentations were perceived as lies and influenced hiring intentions. In general, higher job relevance and overt misrepresentations increased the perception of misrepresentations as lies and decreased the hiring intentions. Further, persons with HR management experience were less likely to see misrepresentations as lies and more likely to hire applicants. Implications for future research and managerial practice are discussed.

Implicit theories about groups and stereotyping: the role of group entitativity

The consequences of holding an entity (i.e., the belief that a group's characteristics are fixed) or incremental (i.e., the belief that a group's characteristics are malleable) implicit theory about groups was examined for stereotyping and perceptions of group entitativity. Two studies showed that implicit theories about groups affect stereotyping by changing perceptions of group entitativity. Study 1 found that entity theorists were more likely to stereotype than incremental theorists and that perception of group entitativity significantly accounted for this relation. In Study 2, implicit theories of groups were manipulated via instruction set and entity theorists stereotyped more and perceived groups as more entitative than incremental theorists. Again, the effect of implicit theory was significantly, although partially, mediated by perceptions of group entitativity. The roles of implicit theories about groups and perceptions of group entitativity are discussed regarding stereotyping.     

Laying it on thin: analogical cue frequency in the manipulation of choice

Persuasive analogies consist of linguistic cues that invite audiences to represent a problem in terms of an analog and to make choices compatible with this manipulated representation. The authors explore how the frequency of linguistic cues moderates analogical bias in choice behavior. Participants read versions of a managerial decision scenario differing in the number of sports (e.g., game plan) or family (e.g., parent company) idioms used to describe situational attributes and then chose between analogically consistent and inconsistent response options. Analogies consisting of an intermediate number of cues elicited higher rates of analogically consistent responding than those of higher and lower cue frequency. When explaining their responses, participants referred to the sports or family analogies most often to rationalize rejecting the analogically consistent response option after reading high cue frequency versions. These findings indicate that there are lower and upper boundaries to a persuasive analogy's optimal cue frequency.     

Frontal brain electrical activity (EEG) and heart rate in response to affective infant-directed (ID) speech in 9-month-old infants

Many studies have shown that infants prefer infant-directed (ID) speech to adult-directed (AD) speech. ID speech functions to aid language learning, obtain and/or maintain an infant's attention, and create emotional communication between the infant and caregiver. We examined psychophysiological responses to ID speech that varied in affective content (i.e., love/comfort, surprise, fear) in a group of typically developing 9-month-old infants. Regional EEG and heart rate were collected continuously during stimulus presentation. We found the pattern of overall frontal EEG power was linearly related to affective intensity of the ID speech, such that EEG power was greatest in response to fear, than surprise than love/comfort; this linear pattern was specific to the frontal region. We also noted that heart rate decelerated to ID speech independent of affective content. As well, infants who were reported by their mothers as temperamentally distressed tended to exhibit greater relative right frontal EEG activity during baseline and in response to affective ID speech, consistent with previous work with visual stimuli and extending it to the auditory modality. Findings are discussed in terms of how increases in frontal EEG power in response to different affective intensity may reflect the cognitive aspects of emotional processing across sensory domains in infancy.