Suicidal thoughts and their relationship to family stress and personal problems among high school seniors and college undergraduates

This study investigated the incidence of serious suicidal thoughts (ST's) among 207 high school seniors and 901 college students, and the relationship between ST's and family stress, drinking and drug-abuse problems, and delinquency in these groups. Over 10% of the high school and over 6% of the college students reported ST's. Those considering suicide attempts in both groups were more likely than their classmates to view their parents as having many conflicts with each other, to think of their relationship with their father as poor, to see at least one of their parents as either angry or depressed much of the time, and to perceive themselves as having a drinking or drug-abuse problem. These findings support the call for comprehensive counseling programs at both the high school and college levels.     

Older adolescent females' knowledge of child development norms

This study, the first of three designed to investigate different age groups' knowledge of developmental norms of children, focused on older adolescent female university students. Data were collected from 280 midwestern university students through a questionnaire consisting of 16 items focusing on physical and social development of children from birth to three years of age. Results showed that knowledge of normal development was both over- and underestimated regardless of age of student or year in school. These findings are discussed within the context of the importance of knowledge of developmental norms for future parents.     

"Mom and dad": views on the relationship between direct-care staff and therapists in residential, adolescent treatment facilities

Some of the common conflicts that occur between therapists and direct-care staff in residential, adolescent treatment facilities are highlighted. These conflicts often parallel those occurring between an adolescent's parents. Common issues include the amount of time spent with the adolescent patient, questions of authority, and communication difficulties. These conflicts can have positive consequences, if each party recognizes that the other brings a needed perspective to adolescent treatment.     

Pursuing and distancing: the construct and its measurement

Although the concept of interpersonal pursuing and distancing has been introduced and used clinically, the lack of a reliable and valid measure has deterred its more formal investigation and relevance to personality theory. The Pursuing-Distancing (P-D) Scale, a 92-item measure of the behavioral expression of these characteristics, was developed. Evidence for internal consistency as well as internal support of construct validity is presented and discussed. An 80-item revised scale is available from the authors and is currently being evaluated in a variety of external validation settings.     

Rorschach content interpretation in post-traumatic stress disorders: a reply to Carr

In traumatized patients, Rorschach responses draw from a variety of sources, including the traumatic event itself, past and current experiences, and internal fantasy. As complex and highly condensed mental constructions, these responses often serve to reveal the meaning of the trauma in terms of the patient's prevailing personality conflicts. In many cases, this meaning may be hidden in the response's distortion of or elaboration on images drawn from the actual event.     

Components of reward in social dilemmas

A social dilemma (Dawes, 1980) may be defined as a situation in which a collection of individuals is faced with a conflict between maximizing selfish interests and maximizing collective interests. The dilemma is based on the fact that if all choose to maximize selfish interests, all are worse off than if all choose to maximize collective interests. In a decomposed social dilemma (Pruitt, 1967), the outcomes are divided into two components: one component is based on one's own choice and the second component is based on the choices made by the others. Using 3-person decomposed games, two types of incentives were contrasted: a positive incentive (bonus) for cooperative choices and a negative incentive (penalty) for noncooperative choices. Two experiments were conducted using male college students. The results of both experiments showed that the positive incentive evoked a higher level of cooperation than the negative incentive. The results are discussed in terms of nonadditive utility components, Pruitt's motivational interpretation, and Kelley and Thibaut's (1978) theory of interdependence.