Hostile Intent Attributions and Relational Aggression: The Moderating Roles of Emotional Sensitivity,Gender, and Victimization

The current study adopts a relational vulnerability model to examine the association between hostile attribution bias and relational aggression. Specifically, the relational vulnerability model implicates the interactive effects of a number of relational risk factors in the development of relational aggression. A sample of 635 3rd, 4th, and 5th grade students (50.2% females) completed a self-report measure assessing hostile attribution bias and emotional distress for relational provocations. Peer nominations and teacher reports of relational aggression and relational victimization were also collected. Results supported the relational vulnerability model for girls only. Specifically, hostile attribution bias was associated with relational aggression only when relational victimization and emotional distress were also high. Implications for future research and clinical practice are discussed.     

The accuracy with which adults who do not stutter predict stuttering-related communication attitudes

The purpose of this study was to examine the extent to which adults who do not stutter can predict communication-related attitudes of adults who do stutter. 40 participants (mean age of 22.5 years) evaluated speech samples from an adult with mild stuttering and an adult with severe stuttering via audio-only (n = 20) or audio-visual (n = 20) modes to predict how the adults had responded on the S24 scale of communication attitudes. Participants correctly predicted which speaker had the more favorable S24 score, and the predicted scores were significantly different between the severity conditions. Across the four subgroups, predicted S24 scores differed from actual scores by 4–9 points. Predicted values were greater than the actual values for 3 of 4 subgroups, but still relatively positive in relation to the S24 norm sample. Stimulus presentation mode interacted with stuttering severity to affect prediction accuracy. The participants predicted the speakers’ negative self-attributions more accurately than their positive self-attributions. Findings suggest that adults who do not stutter estimate the communication-related attitudes of specific adults who stutter in a manner that is generally accurate, though, in some conditions, somewhat less favorable than the speaker's actual ratings. At a group level, adults who do not stutter demonstrate the ability to discern minimal versus average levels of attitudinal impact for speakers who stutter. The participants’ complex prediction patterns are discussed in relation to stereotype accuracy and classic views of negative stereotyping.Educational objectives: The reader will be able to (a) summarize main findings on research related to listeners’ attitudes toward people who stutter, (b) describe the extent to which people who do not stutter can predict the communication attitudes of people who do stutter; and (c) discuss how findings from the present study relate to previous findings on stereotypes about people who stutter.     

I am against us? Unpacking cultural differences in ingroup favoritism via dialecticism

The authors proposed a novel explanation for cultural differences in ingroup favoritism (dialecticism) and tested this hypothesis across cultures/ethnicities, domains, and levels of analysis (explicit vs. implicit, cognitive vs. affective). Dialecticism refers to the cognitive tendency to tolerate contradiction and is more frequently found among East Asian than North American cultures. In Study 1, Chinese were significantly less positive, compared to European Americans, in their explicit judgments of family members. Study 2 investigated ingroup attitudes among Chinese, Latinos, and European Americans. Only Chinese participants showed significant in-group derogation, relative to the other groups, and dialecticism (Dialectical Self Scale) was associated with participants' in group attitudes. Study 3 manipulated dialectical versus linear lay beliefs; participants primed with dialecticism showed more negative, explicit ingroup attitudes. Although ingroup disfavoring tendencies were more prevalent among Chinese across studies, they may be a reflection of one's culturally based lay beliefs rather than deep-rooted negative feelings toward one's ingroup.     

Bringing forth spirituality dialogues in family therapy education

Our intention in the following article is to bring forth connections with spiritual resources in teaching and supervision. We construct this focus within a collaborative learning approach. Methods and techniques used include curiosity, reflexivity inquiry, deconstruction, outsider witness practices and re‐authoring conversations. We evaluate how the dialogue has transformed our abilities to relate to spirituality.     

A quantitative review of the relationship between person-organization fit and behavioral outcomes

This paper extends the meta-analysis of Verquer, Beehr, and Wagner by providing a meta-analytic review of the relationship between person-organization fit (PO fit) and behavioral criteria (job performance, organizational citizenship behaviors, and turnover). Results indicate that PO fit is weakly to moderately related to each of these outcome variables. Results further show that the way in which fit is measured is an important moderator of fit-outcome relationships; however, definition of fit did not moderate the relationship between fit and behavioral criterion. Implications of these findings and avenues for future research are discussed.     

Blurring boundaries: Correlates of integration and segmentation between work and nonwork

This study investigates the interrelations among role integration-segmentation, role identification, reactions to interruptions, and work-life conflict. Results from a field survey of university staff employees suggest that as highly identified roles are integrated into other domains, high role integration is related to less negative reactions to interruptions, and employees who integrate work into nonwork set fewer boundaries for using communication technologies during nonwork time and report higher work-life conflict. Findings from this research provide insight into how individuals integrate their work and life domains and the consequences of such integration to work-life conflict.     

Lesbians With Physical Disabilities: A Qualitative Study of Their Experiences With Counseling

The authors interviewed 25 lesbians with physical disabilities about their counseling experiences. Using a phenomenological qualitative approach, the authors identified 9 themes. Five themes addressed participants' perceptions of their counselors: general satisfaction or dissatisfaction, counselors' general effectiveness, counselors' awareness and education regarding sexual orientation and/or disability, discrimination and bias, and counselor identity. Three themes related to the participants' attempts to negotiate the counseling process: coming out or self‐disclosure, self‐advocacy, and accessibility/accommodations. The final theme related to depression.     

Gender Self‐Definition and Gender Self‐Acceptance in Women: Intersections With Feminist,Womanist, and Ethnic Identities

The author explored the relationships among women's gender identity constructs as well as the relationships of those constructs to ethnic identity. Nine of the 12 hypothesized relationships between gender self‐definition and female identity development statuses and between gender self‐acceptance and female identity development statuses were supported. Gender self‐definition and gender self‐acceptance were also both positively correlated with ethnic identity. Analyses of the Hoffman Gender Scale (R. M. Hoffman, 1996; R. M. Hoffman, L. D. Borders, & J. A. Hattie, 2000) provided additional support for its use as a measure of gender self‐definition and gender self‐acceptance.     

Long-term adverse health outcomes of physical workplace violence: a 7-year population-based follow-up study

The aim of the present study was to analyse whether physical workplace violence increases the risk of long-term adverse health outcomes (i.e., high number of visits to the general practitioner, outpatient treatment, hospital admittance, antidepressant use, and/or having a mental disorder). The study was based on representative survey data from 2006 and 2010 (entitled “How are you?”) merged with register data for a 7-year follow-up period (N = 30,812). To examine if physical workplace violence was a predictor of adverse health outcomes, logistic regression models were conducted for the total follow-up period and for each follow-up year with the different outcome measures as the dependent variables. In the follow-up period, individuals who were exposed to physical workplace violence had a higher number of visits to the general practitioner, had more often received outpatient treatment, and had more often been admitted to hospital than their non-exposed counterparts. Moreover, exposed individuals had higher odds of using antidepressants in the last three follow-up years than did non-exposed individuals. The findings call for heightened attention to securing preventive as well as rehabilitative strategies to help victims of physical workplace violence with the aim of avoiding adverse long-term health consequences.     

Developmental differences in the neural correlates supporting semantics and syntax during sentence processing

School‐aged and adolescent children continue to demonstrate improvements in how they integrate and comprehend real‐time, auditory language over this developmental time period, which can have important implications for academic and social success. To better understand developmental changes in the neural processes engaged during language comprehension in this age group, we use electroencephalography to investigate how 8–9 year old, 12–13 year olds, and adults process semantics and syntax in naturally paced, auditory sentences. Participants listened to semantically and syntactically correct and incorrect sentences and were asked to complete an acceptability judgment task. When processing a semantic error, developmental differences were observed in theta, but not the N400, suggesting that the N400 may be too gross a measure to identify more subtle aspects of semantic development that occur in the school years. For the syntactic task, errors resulted in a larger P600 and greater beta decrease than correct sentences, but the amplitude and location of the P600 and amplitude of beta decreases differed as a function of age, suggesting specialization of syntactic skills is ongoing through adolescence. The current findings shed new light on the development of the neural oscillations supporting language comprehension and suggest that the neural substrates underlying semantic processing reach adult‐like levels at a younger age than those underlying syntactic processing.