Social Dominance Orientation, Hierarchy Attenuators and Hierarchy Enhancers: Social Dominance Theory and the Criminal Justice System

This study investigated differences in social dominance orientation between incumbents of different social roles (police officers vs. public defenders) and ethnic groups known to differ in general social status (i.e., whites vs. blacks and Hispanics). Consistent with theoretical expectations: (a) Police were significantly more social-dominance oriented than either jurors or public defenders. (b) Public defenders tended to be less social-dominance oriented than jurors. (c) Euro-Americans were significantly more social dominance oriented than Afro- and Hispanic-Americans, (d) Euro-American police officers had, by far, the highest levels of social dominance orientation. Furthermore, all of the effects above held even when controlling for demographic factors such as gender, social class, age, education, and ethnic group. The theoretical implications of these findings are discussed.     

Loomingness and the Fear of AIDS: Perceptions of Motion and Menace

The authors examined the role of "perceived loomingness" in fear of HIV. Perceived loomingness refers to perceptions of rapid forward movement and instantaneous changes in the distance and danger of a potential threat (Riskind, 1992). One hundred and twenty undergraduates rated vignettes of two public encounters with an HIV-positive stranger. High-HIV fear subjects perceived greater loomingness and danger in these vignettes than did low-HIV fear subjects. Regression analyses that tested for a mediated model confirmed that the perceptions of loomingness may spark threat cognitions (such as the probability and imminence of harm), which, in turn, lead to fear. As predicted by the harm-looming model, loomingness also had some effects on fear that were not mediated by such standard threat cognitions.     

ANALYZING ALERTNESS AMONG PEOPLE WITH PROFOUND MULTIPLE DISABILITIES: IMPLICATIONS FOR PROVISION OF TRAINING

We investigated whether variations in alertness among individuals with profound multiple disabilities affected subsequent responsiveness to training programs. Three experiments were conducted involving 5 people. In Experiment 1, results indicated that alertness of 3 individuals increased with provision of skill-acquisition training programs. Results also indicated no predictive relationship between alertness levels prior to training and subsequent responsiveness to training. Experiment 2 replicated results of Experiment 1 with 2 participants from Experiment 1 and an additional participant. Results of Experiment 2 also indicated that the increased alertness levels accompanying provision of training were not a function of the participants simply being in an inactive environment prior to training. Results of Experiment 3 indicated that alertness of an additional participant increased through provision of another training intervention, involving a systematic preference assessment. Responses during the preference assessment appeared to be unrelated to previously existing alertness levels. These findings suggest the need for caution when considering the withholding of scheduled training because an individual appears to be nonalert.     

Assisting At-Risk College Students With Attributional Retraining and Effective Teaching1

Attributional retraining appears to be an effective remedial intervention for college students. However, the potential moderating effects of student and classroom characteristics have not yet been investigated systematically. In two studies, attributional retraining was provided to low- and high-risk students, followed by a videotaped lecture presented by either an ineffective or effective instructor. Attributional retraining enhanced achievement on a lecture-based achievement test only when combined with effective teaching, improving the achievement of students who had previously performed poorly (Experiment l), and of low-achieving externals (Experiment 2). The intervention provided no advantage for previously successful students and low-achieving internals. Moreover, attributional retraining induced a more internal attribution profile in students with an external locus, and increased expectations of future success in both externals and internals, but again only when students also received effective instruction. These results suggest that contextual factors related to the classroom, such as quality of instruction, and individual differences have to be considered when developing attributional retraining programs.     

The Heritability of Characteristics Associated with Dispositional Empathy

ABSTRACT This investigation used data from Loehlin and Nichols's (1976) study of over 800 sets of twins to examine evidence for the heritability of three facets of empathy: empathic concern, personal distress, and perspective taking. Expert judges first identified sets of adjectives, included within Loehlin and Nichols's original data, which reflected each empathy construct; these items were then validated in an independent sample. Comparisons of the responses given to these items by identical and fraternal twins in the Loehlin and Nichols investigation revealed evidence of significant heritability for characteristics associated with the two affective facets of empathy—empathic concern and personal distress—but not for the nonaffective construct of perspective taking. This pattern is consistent with the view that temperamental emotionality may underlie the heritability of affective empathy.     

Integrating Qualitative and Quantitative Research Methods: A Research Model

A historical antagonism between proponents of qualitative methods and quantitative methods has prevented recognition of the benefits to be gained by employing both methods (that is, a multi-method approach) during the same study or program of studies. Increasingly, family therapy researchers have begun to recognize the value of a multi-method approach in bridging the current gaps among theory, research, and practice. However, current writings have yet to move beyond the discussion stage. This article proposes a bidirectional continuum that includes both qualitative and quantitative methods. An ethnographic content analysis approach is presented to illustrate the procedural stages of this continuum. The article ends with a discussion of the challenges in carrying out a bidirectional, multi-method approach and the potential contributions that an integrative research methodology will give both researchers and clinicians.     

The Value of Curiosity and Naiveté for the Cross-Cultural Psychotherapist

Therapists today face a dramatic increase in the cultural diversity of their client populations. Cultural literacy, long the dominant model for preparing to do cross-cultural therapy, advocates study of the prospective client's history and culture. This model, however, poses logistical problems, emphasizes scholarship over the experiential and phenomenological, and risks seeing clients as their culture and not as themselves. In this essay, we argue that teaching culture alone can obscure therapists’ view of human diversity. To balance the cognitive model of preparation, a process-oriented approach is considered, whereby the therapists’ attitudes of cultural naiveté and respectful curiosity are given equal importance to knowledge and skill. We begin from a concern with clients’ vulnerability in the power distribution that inevitably exists in therapy, especially with immigrant and marginalized populations. The use of acculturation narratives, which the therapist explores with naiveté and curiosity, helps clients to find their voices.     

EFFECTS OF A VOICE OUTPUT COMMUNICATION AID ON INTERACTIONS BETWEEN SUPPORT PERSONNEL AND AN INDIVIDUAL WITH MULTIPLE DISABILITIES

We evaluated a means of increasing staff members' interactions with an individual with multiple disabilities through use of a voice output communication aid (VOCA). When activated, the VOCA allowed the individual to communicate through synthesized speech. Results indicated that staff members interacted with the individual more frequently when she had access to the VOCA, suggesting that VOCAs may represent an alternative to more traditional staff management programs for increasing interactions.     

Comparing interspersed requests and social comments as antecedents for increasing student compliance

Two students were alternately presented with interspersed high-compliance requests and social comments as antecedents to low-compliance requests. An initial comparison demonstrated similar positive effects on compliance for interspersed requests and social comments. A second analysis indicated that the effectiveness of social comments for increasing compliance was related to the time interval between social comments and low-compliance requests.