Violent Men In Intimate Relationships: An Analysis of Risk Markers1

In the family violence literature, a number of risk markers associated with men's use of violence against women have been identified. Using the 1975 National Family Violence Survey, a multivariate analysis was performed to examine which risk markers best differentiated among nonviolent men, verbally aggressive men, men who exhibit minor physical violence, and severely physically violent men. High levels of marital conflict, lower socioeconomic status, and greater exposure to violent role models in the home of origin emerged as primary correlates of levels of violence between intimates. Theoretical and research implications are discussed.     

Quantum mechanics as subjectivity and projective stimulus

In this paper I attempt to show that subjectivity, as an input to the creative core of physics, is a misunderstood, but crucial factor. Utilizing Rapaport's fundamental paper, Principles Underlying Projective Techniques which identifies the determinants of the projective technique as: 1. lack of organization, 2. undifferentiation, 3. closeness to the core of the personality, and 4. the meaning of the stimulus being unknown to the subject, a link is suggested to quantum mechanics. It is further suggested the revolutionary nature of quantum mechanics satisfies the projective criterion of the material being unorganized or unfamiliar so that the function of organization can become predominant (Rapaport 1942, p. 93).     

Adolescent sexuality in a therapeutic community: staff countertransference issues

Issues connected with sexuality such as heterosexual relationships, homosexuality, sexual identity, and seductiveness, create conflict and countertransference dilemmas for staff who work with psychiatric patients in a therapeutic community. When the therapeutic community is composed of adolescents, these issues are exacerbated since sexual identity and sexual development are major concerns. The staff reacts strongly to the issue of self-determination and violation/infringement on a basic human need. These philosophical differences have their roots in countertransference feelings. Staff sometimes find it difficult to confront adolescents on emotionally charged issues that have a sexual coloring. A system is proposed for articulating and working through these feelings. A unique solution is posited for solving this conflictual attitude (based on object relations theory), whereby the residential treatment center serves as the analog of the home in order to allow adolescents to develop a sense of self before they can move on to the halfway house where heterosexual behavior is allowed (as part of the therapeutic process). This facilitates the meeting of the "self" with the "other." This procedure is explored in light of Sullivan's concept of intimacy.     

The interactional teaching patterns of mothers and fathers with their popular,moderately popular,or unpopular children

The interactional teaching strategies of mothers and fathers toward their sociometrically determined popular, moderately popular, or unpopular children, and children's responses to them were examined during a structured puzzle task in a laboratory setting. Parents of popular children used more explanations in aiding their children to complete the puzzle task than parents of moderately popular or unpopular children. Mothers were more likely to offer suggestions, use explanations, and ask questions during the puzzle task than fathers. Analysis of children's responses revealed that popular children were more likely to ignore imperatives by their parents compared with unpopular children, while unpopular children showed a tendency to be more cooperative following imperatives by parents than popular children. Finally, popular children were less likely to ignore but were more likely to go off task following suggestions by parents than either unpopular or moderately popular children. The data are discussed with respect to the possible link between parental socialization patterns and children's popularity in the peer group and the need to consider the interaction patterns in both the peer and parent-child systems for intervention purposes.Portions of this paper were presented by the first author at the Banff International Conference on Behavioral Science, Banff, Alberta, Canada, 1984. The research was supported through the Western Regional Project W144, Development of Social Competencies in Children, with funding from Science and Education Administration/Cooperative Research of the USDA and Utah State University Agricultural Experiment Station. We would like to thank the parents and children for their participation, and Nina Mounts, Maria Norton, Carla Seamons, Soheila Sobhani, and Joan Wareham for their assistance with varying aspects of coding and data analysis.     

Irrational beliefs in the articulated thoughts of college students with social anxiety

Cognitive conceptualizations of social anxiety emphasize the role of negative self-statements, unrealistic expectations, and irrational beliefs in the development and maintenance of anxiety in social-evaluative situations. Research into these cognitive factors has entailed administration of questionnaires and instructions to subjects to write down their thoughts during a preceding or impending real-life encounter. These methodologies are criticized on several grounds, such as their assessment of abstract, generalized views by the subject of his/her typical way of thinking over a broad range of circumstances; constraints on responses because of experimenter-provided alternatives; and delays between the eliciting events and self-talk such that recall is subject to distortion and forgetting. Reported here is the use of a recently developed paradigm for uncovering thoughts in complex social situations. In the articulated thoughts during simulated situations method, subjects role-play participation in an audiotaped interpersonal encounter and, at predetermined points, verbalize thoughts elicited by a short segment of the fictitious event. The think-aloud data are taped for later content analysis. The purpose of this study was to explore the relationship between irrational beliefs and social anxiety. Results confirm those of two previous related experiments in that subjects articulated thoughts of greater irrationality when confronted with a stressful social-evaluative situation than with a neutral one. In addition, individuals with a tendency to become anxious in social situations articulated more irrational thoughts than did control subjects, confirming the basic assumption of cognitive-behavioral approaches that certain paterns of unrealistic thinking are associated with psychological distress.     

THE EFFECTS OF A CLASSROOM MANAGER ROLE ON THE SOCIAL INTERACTION PATTERNS AND SOCIAL STATUS OF WITHDRAWN KINDERGARTEN STUDENTS

We examined the effects of assigning a classroom manager's role on the frequency of social interactions and the sociometric standing of three withdrawn kindergarten students. Results showed that when the three socially withdrawn students were placed in the manager's role they substantially increased the frequency of their positive social initiations during free-play time, were the recipients of many more positive and significantly fewer negative social bids from their peers, were rated more favorably by their classmates on a sociometric rating scale, and were selected more frequently as best friends by their peers. In addition, follow-up data suggested partial maintenance of treatment effects when students no longer occupied manager positions.     

The importance of assessing treatment integrity: An example in the anxiety disorders

One purpose of this investigation was to examine the importance of assessing treatment integrity in a study evaluating a treatment for specific anxiety disorders. Three subjects, two social phobics and one simple phobic, received self-instruction training (Phase I) followed by exposure and self-instruction training (Phase II) in a multiple baseline across subjects design. All subjects were assessed during a pretreatment baseline and throughout treatment using measures of treatment integrity and measures of change in phobic severity. Improvement took place at different times for different subjects. Measures of treatment integrity, which consisted of monitoring of self-statements as well as practice outside the session, indicated that treatment was not always received as intended and that improvement was correlated with practice. The usefulness of measures of treatment integrity in both clinical and research settings is highlighted.