Girls' relationship authenticity and self-esteem across adolescence

Feminist psychologists have long posited that relationship authenticity (i.e., the congruence between what one thinks and feels and what one does and says in relational contexts) is integral to self-esteem and well-being. Guided by a feminist developmental framework, the authors investigated the role of relationship authenticity in promoting girls' self-esteem over the course of adolescence. Latent growth curve modeling was used to test the association between relationship authenticity and self-esteem with data from a 5-year, 3-wave longitudinal study of 183 adolescent girls. Results revealed that both relationship authenticity and self-esteem increased steadily in a linear fashion from the 8th to the 12th grade. Girls who scored high on the measure of relationship authenticity in the 8th grade experienced greater increases in self-esteem over the course of adolescence than girls who scored low on relationship authenticity. Further, girls who increased in authenticity also tended to increase in self-esteem over the course of adolescence. The importance of a feminist developmental framework for identifying and understanding salient dimensions of female adolescence is discussed.     

Step by Step: Avoiding Spiritual Bypass in 12‐Step Work

With spirituality as a cornerstone, 12‐step groups serve a vital role in the recovery community. It is important for counselors to be mindful, however, of the potential for clients to be in spiritual bypass, which likely will undermine the recovery process.     

Assessing Person-Organization Fit in Personnel Selection: Guidelines for Future Research

In response to theory and research suggesting that positive individual and organizational outcomes are associated with person-organization fit, there is growing interest in the use of personnel selection practices to achieve fit between individuals and organizations. Research is needed to confirm the value of assessing applicant-organization fit in the selection process and to test alternative approaches for measuring the match between applicants and organizations. This article provides guidance for future research on the assessment of applicant-organization fit. Criteria for assessing applicant-organization fit are indentified and four techniques for assessing fit are then evaluated in the light of these criteria. In addition, the article identifies issues that should be addressed in future research on applicant-organization fit.     

MINORITY WOMEN IN ACADEMIA Access and Barriers to Professional Participation

The experiences that women, especially minority-status women (African, Asian, Hispanic, and Native American), have in educational advancement in psychology is limited. This limited power was examined in two ways: (a) by reviewing the inclusion of minority women within academic psychology at undergraduate, graduate, job entry, and senior level positions within the profession and (b) by reviewing economic and social-psychological processes that unjustly serve as barriers to women.     

Coding Position in Short-term Memory

Many formal models of short-term memory have recently been proposed (e.g. Anderson & Matessa, 1997; Brown, Preece, & Hulme, in press; Burgess & Hitch, 1992; Henson, 1998; Lee & Estes, 1981; Lewandowsky & Murdock, 1989; Murdock, 1995; Nairne, Neath, Serra, & Byun, 1997; Neath, 1993; Page & Norris, 1998). An important issue addressed by these models is the problem of serial order: that is, how people store and retrieve a novel sequence of items in the appropriate order. A popular solution to this problem is to assume that each item is coded for its position within a sequence. The present article discusses three different means of coding position. It is argued that the pattern of errors people make when they misrecall a sequence supports the hypothesis that position is coded relative to the start and the end of a sequence. Other evidence, however, suggests that positional coding is also sensitive to temporal factors. A new model is described that reconciles these two strands of evidence.     

Snake aggregation pheromones: source and chemosensory mediation in western ribbon snakes (Thamnophis proximus)

Aggregation with conspecifics is a robust phenomenon among snakes that is mediated by chemical cues, although the source of such cues is unknown. Adult western ribbon snakes (Thamnophis proximus) discriminated between skin lipid extracts from conspecifics and those from a sympatric heterospecific snake, the corn snake (Elaphe guttata). Additionally, ribbon snakes were attracted to conspecific skin lipid-marked shelters when paired with control-marked shelters, but no preference was exhibited when shelters marked with E. guttata skin lipids were paired with control-marked shelters. Furthermore, prevention of chemical access to the vomeronasal organs of T. proximus eliminated the ability to respond to conspecific skin lipids. These results indicate that epidermal lipids are the source of chemical cues mediating attraction to shelters marked by conspecifics and that such signals are detected by the vomeronasal system.     

Millisecond timing on the IBM PC/XT/AT and PS/2: A review of the options and corrections for the Graves and Bradley algorithm

Eleven methods of obtaining millisecond timing on the IBM microcomputer family are briefly reviewed. In our view, the approach recommended by Smith and Puckett (1984) has the fewest limitations, but it must be modified to prevent rare, yet unacceptable, errors. The modified algorithm has been presented for Turbo Pascal, C, and in the present paper, for BASIC and QuickBASIC.     

A determination of the health-protective behaviors of female adolescents: a pilot study

In this study, the unique needs and developmental stage of adolescent females were considered in the determination of health-protective behaviors and needs. Through the use of a questionnaire, 211 female freshman dormitory residents (17-22 years of age) attending a small, private, midwestern university, were surveyed to assess their knowledge, utilization, and perceived teaching needs regarding selected health-protective behaviors. Findings indicated that almost all of them identified basic forms of health-protective behaviors. However, a majority exhibited inadequate knowledge and use of basic health care practices. The health-teaching needs identified most frequently were in the areas of: stress control; rape/suicide prevention; safety; and prevention/care of minor illnesses. Suggestions for program design and implications for health promotion are presented.