Dash of Faith: A Faith-Based Participatory Research Pilot Study

The Dash of Faith pilot used a community-based participatory research approach to design an experiential dietary intervention based on two African-American churches, one intervention and one comparison. Congregation members identified components that were incorporated into 12 weekly and 4 monthly sessions, with a goal of increasing fruit and vegetable and lowering fat intake. At 2 months, a marginally significant (p = 0.07) increase in fruit and vegetable consumption was observed in the intervention group but was not maintained at study conclusion. We propose that these mixed findings may be attributable, in part, to bias introduced by the participatory nature of the design.     

Educational risk factors for psychological truancy in Lesotho: a qualitative exploration

A qualitative case study design was used to explore educational risk factors that may contribute to psychological truancy in a Lesotho secondary school. Purposively sampled teachers (n = 4, females = 50%) and pupils (n = 4, females = 75%), who have experience of psychological truancy, took part in a focus group and individual interviews. Inductive content analysis was used to analyse data emanating from the interviews. The findings indicate that pupil–teacher relationships, the use of English as medium of instruction and a lack of resources may be educational risk factors contributing to psychological truancy. Positive pupil–teacher relationships and active classroom engagement are prerequisites for successful and active learning.     

Interrole Conflict as a Function of Life Stage,Gender, and Gender-Related Personality Attributes

The purpose of the present study was to examine the amount and type of interrole conflict experienced by women and men at different life stages. A battery of questionnaires, including a demographic questionnaire, a role conflict scale, and the Bern Sex Role Inventory was administered to 244 married adults. The sample was primarily Caucasian. Overall, the impact of life stage, gender, and gender-related personality factors on interrole conflict was differentially influenced by the type of conflict assessed. Both women and men experienced the highest amount of conflict involving parent roles during the peak child-rearing years. In addition, employed men experienced a higher degree of interrole conflict between professional versus self roles than employed women. Married men experienced more spouse versus self role conflict than married women. Finally, instrumentality and interpersonal sensitivity proved to be two important predictors of interrole conflict above and beyond life stage and gender effects. Results are discussed in the context of societal changes towards traditional women and men's roles.     

Reasoning about scientific evidence: effects of juror gender and evidence quality on juror decisions in a hostile work environment case.

This study examined whether participants were sensitive to variations in the quality of an experiment discussed by an expert witness and whether they used heuristic cues when evaluating the expert evidence. In the context of a hostile work environment case, different versions of the expert testimony varied the presence of heuristic cues (i.e., whether the expert's research was generally accepted or ecologically valid) and evidence quality (i.e., the construct validity of the expert's research). Men who heard expert testimony were more likely to find that the plaintiff's workplace was hostile than were men who did not hear the expert testimony; expert testimony did not influence women's liability judgments. Heuristic cues influenced participant evaluations of the expert testimony validity, but evidence quality did not. Cross-examination did not increase juror sensitivity to evidence quality. Implications for science in the legal system are discussed.     

“Think Aloud”: A program for developing self-control in young aggressive boys

Think Aloud was designed as a training program to improve self-control in 6- to 8-year-old boys. It involved modeling and verbalization of cognitive activity to foster use of verbal mediation skills in dealing with both cognitive and interpersonal problems. It was hypothesized that this training would lead to improvement in test performance and teacher ratings of classroom behavior in hyperaggressive boys. Twelve aggressive second grade boys participated in daily, 30-minute, individual sessions for 6 weeks. Normal and aggressive control subjects received no intervention. Teachers rated both trained and untrained aggressive boys as improving in aggressive behaviors but they rated the experimental group as showing improvement on a significantly larger number of prosocial behaviors. The pattern of performance on cognitive tests also changed significantly in the experimental group. On pretest, their pattern differed from normals and resembled the aggressive control group, while on posttest their pattern resembled normals and differed from aggressive controls. Suggestions were made concerning additional refinements needed in the program, but overall results indicated potential value in the present approach for providing assistance to aggressive boys in the early grades.This investigation, from the Departments of Pediatrics and Psychiatry, University of Colorado Medical School, was supported in part by a Research Scientist Award No. MK2-47 356 from the National Institute of Mental Health and by Grant No. NEG 003-0029 from the National Institute of Education. However, the opinions expressed herein do not necessarily reflect the position or policy of the NIE, and no official endorsement by the National Institute of Education should be inferred.We are grateful to Mary Ann Bash and Margaret Simmons for their assistance in carrying out the program and to the Denver Public Schools for their continued cooperation.     

For HE tells me so: Techniques of neutralization applied to Christian domestic discipline

ABSTRACT

Christian Domestic Discipline (CDD) advocates wifely submission and male dominance through religiously justified punishment. Using publicly available anonymous testimonials and websites devoted to CDD this research examines how male heads of household, their female partners and the CDD community use techniques of neutralization to rationalize this practice. Our research shows how techniques of neutralization draw upon larger cultural norms, disseminated through organizations, and used in relationships to maintain hegemonic masculinity and emphasized femininity. In so doing we emphasize how the recreation of gender inequality is accomplished in relations of domination and subordination at the macro, meso, and micro levels of analysis. We find that hegemonic masculinity and emphasized femininity as a cultural ideal is embedded in institutions, in this case religion, promulgated by religious organizations (CDD and churches) and used as a resource in interaction in the formation of an identity as Christian that centers on the idea that men are in power and have control over women.     

The Impact of Conflict Issues on Fixed-Pie Perceptions, Problem Solving, and Integrative Outcomes in Negotiation

It is argued that a negotiator's fixed-pie perception, cooperative motivation, problem-solving behavior, and integrative outcomes are influenced by the content of the negotiation—the conflict issue. Negotiation involves conflicting interests, conflicting ideas about intellective problems, or conflicting ideas about evaluative problems. Study 1 showed that individuals in a negotiation about interests have a stronger fixed-pie perception and have a lower cooperative motivation than individuals in an evaluative negotiation, with intellective negotiations taking an intermediate position. Study 2 showed that individuals in a negotiation about interests made more trade-offs and reached higher joint outcomes than individuals in an intellective or evaluative negotiation. Study 3 replicated this finding in a field study. The studies bridge insights from negotiation research and decision-making research and show that the conflict issue has important effects on the negotiation process.     

Ability,Frankfurt Examples,and Obligation

Frankfurt examples invite controversy over whether the pertinent agent in these examples lacks the specific (as opposed to the general) ability to do otherwise, and whether what she does can be obligatory or permissible. We develop an account of ability that implies that this agent does not have the specific ability to refrain from performing the germane action. The account also undergirds a view of obligation that entails that it is morally required or prohibited for an agent to perform an action only if she has the specific ability to do, and to do otherwise than, perform it. Therefore, in Frankfurt examples, it is neither obligatory nor impermissible for the relevant agent to do what she does.     

Indeterministic Choice and Ability

The problem of luck is advanced and defended against libertarian theories of responsibility-enabling ability. An outline of an account of ability is articulated to explore some features of the sort of ability moral responsibility requires. The account vindicates the luck objection and suggests a novel puzzle: Libertarianism is structurally barred from answering the problem of luck because responsibility requires, but inherently lacks, an explanation from reason states to actions that preserves reliability of connection between responsibility-grounding reasons-sensitivity and action.