Abortion in adolescence

Sexual attitudes and behavior of adolescent females have been the topic of much interest over the past decade. Feelings about contraception, conception, and abortion have been described in relation to the adolescents' beliefs about the possibility of becoming pregnant, who will or will not "protect" them, and the influence of significant others on their decision making. This study explores differences in 35 women who had abortions during their teenage years with 36 women whose abortions occurred after the age of twenty. A demographic questionnaire, the Millon Clinical Multiaxial Inventory, and the Beck Depression Inventory were completed by women who were members of a patient-led support group. Premorbid psychiatric histories, the decision-making process itself, and distressing symptoms postabortion are reported. Specific differences in perceptions of coercion, preabortion suicidal ideation, and nightmares post-abortion were found in the adolescent group. Antisocial and paranoid personality disorders as well as drug abuse and psychotic delusions were found to be significantly higher in the group who aborted as teenagers. Hypotheses regarding the influences of adolescent development on mother/child relationships, power struggles, and the use of fantasy as a coping device are explored.     

Cognition and Citizen Participation in Social Action1

Citizen participation in social action may depend, in part, on certain beliefs about the world and one's power to initiate change. Existing tests of internality and belief in a just world were modified, creating independent measures of belief in personal power and belief in possible injustices in society. The paper reports data on the reliability and the convergent and discriminant validity of the new Personal Power and Injustice scales. In Studies 1 and 2 the scales predicted outcomes in theoretically relevant experiments. In Study 3 they discriminated among community groups who did, or did not, engage in social action.     

‘Heroines in the making’: The Prime of Miss Jean Brodie as an instance of amour-propre in education

This paper addresses Rousseau's contribution to educational practice by illustrating the ways in which his notion of amour-propre distorts the teacher-student relationship in Muriel Spark's novel, The Prime of Miss Jean Brodie. Though some of Rousseau's pedagogical methods may appear impractical and problematic, his insights into the psychological distortions of amour-propre bear directly on teaching because it is such an important instance of the relationship between self and others. The protagonist, Jean Brodie, is shown to be not only an inadequate teacher but a morally destructive one as well because she violates the teacher-student relationship by both encouraging amourpropre among her students and using those same students primarily to satisfy her own need for power and self-aggrandizement. Her eventual ruin at the hands of her best student results from the amour-propre both share. Miss Brodie's failure illustrates the dangers of looking at teaching as self-expression, personal fulfillment etc., to the extent of forgetting what it actually is — the careful addressing of students' experience both as individuals and as learners.The author wishes to acknowledge the comments of two anonymous reviewers of an earlier draft of this paper for their very helpful suggestions. Whatever errors and omissions remain result from insufficient attention to their advice.     

Impasse-directed mediation with high conflict families in custody disputes

In this article we review current mediation models for resolving custody and visitation disputes and their success rates and identify the characteristics of a subpopulation with poor outcome: those parents who are in high conflict, ambivalent about separation, emotionally distressed, and limited in their capacity to protect their children. Based on an understanding of what creates impasses, and how children are affected, we present a new model of mediation for this subpopulation. Preliminary outcome data using this model with 80 families is reported. Implications for establishing a network of services for divorcing families are discussed.     

Alternative models of the stress buffering hypothesis

The interactive effects of life events and social support on a DSM-III diagnosis of major depressive episode and on number of depressive symptoms were examined. Data are from a stratified random sample of 3,732 community-dwelling adults. The paper focuses on differences between linear probability models and logistic regression models with regard to the definition, detection, and interpretation of interaction effects. Results indicate that conclusions about the interaction of life events and social support are model dependent. Using a linear probability model, significant event by support interactions were observed for both depressive symptoms and major depression. Using logistic regression, which estimates interactions in terms of odds ratios, no significant event by support interactions were observed. Discussion addresses the interpretive implications of modeling interaction in terms of probability differences versus odds ratios.     

On the Measurement of Stability in Over-Time Data

ABSTRACT In this article, autoregressive models and growth curve models are compared Autoregressive models are useful because they allow for random change, permit scores to increase or decrease, and do not require strong assumptions about the level of measurement Three previously presented designs for estimating stability are described (a) time-series, (b) simplex, and (c) two-wave, one-factor methods A two-wave, multiple-factor model also is presented, in which the variables are assumed to be caused by a set of latent variables The factor structure does not change over time and so the synchronous relationships are temporally invariant The factors do not cause each other and have the same stability The parameters of the model are the factor loading structure, each variable's reliability, and the stability of the factors We apply the model to two data sets For eight cognitive skill variables measured at four times, the 2-year stability is estimated to be 92 and the 6-year stability is 83 For nine personality variables, the 3-year stability is 68 We speculate that for many variables there are two components one component that changes very slowly (the trait component) and another that changes very rapidly (the state component), thus each variable is a mixture of trait and state Circumstantial evidence supporting this view is presented