Community-Based Interventions to Reduce Low Income, African American Women's Risk of Sexually Transmitted Diseases: A Randomized Controlled Trial of Three Theoretical Models

A community-based sample of disadvantaged African American women (n = 445) was recruited to participate in 1 of 3 theoretically driven experimental interventions based on either the theory of gender and power, social learning theory, or cognitive behavioral theory. Intervention outcomes were compared with a waiting list control condition. From baseline to postintervention, women in the experimental interventions showed differential change on cognitive indices (knowledge and attitudes) and skill acquisition (partner negotiation skills, correct condom application, lubricant selection, and information-provision to social networks) whereas control participants were unchanged. Women in the 3 experimental interventions also completed follow-up assessments for 1 year following the interventions. In all 3 experimental conditions, condom use increased relative to the control group and there were no differences between the experimental interventions. Women who participated in one of the theoretically grounded interventions continued to increase condom use over the following year. Women entering new relationships reported significantly more condom use than did women who remained in ongoing relationships. The findings suggest that intervention models that have proven effective for women who engage in high-risk behavior may be less effective for women in established relationships for whom risk is primarily derived from the extrarelationship behavior of their partners.     

Social-cognitive determinants of physical activity: the influence of social support, self-efficacy, outcome expectations, and self-regulation among participants in a church-based health promotion study.

A social-cognitive model of physical activity was tested, using structural equation analysis of data from 999 adults (21% African American; 66% female; 38% inactive) recruited from 14 southwestern Virginia churches participating in the baseline phase of a health promotion study. Within the model, age, race, social support, self-efficacy, and self-regulation contributed to participants' physical activity levels, but outcome expectations did not. Of the social-cognitive variables, self-regulation exerted the strongest effect on physical activity. Independent of self-regulation, self-efficacy had little effect. Social support influenced physical activity as a direct precursor to self-efficacy and self-regulation. The model provided a good fit to the data and explained 46% of the variance in physical activity among the diverse group of adults.     

The cultural psychology of Kohut's self psychology

Contrary to criticism, Heinz Kohut's self psychology does not support an absorption into self nor a morally neutral response to society. Kohut's psychology of the self and narcissism aims toward an analysis of contemporary Western culture that will restore it. In the process of assisting individuals and culture to recover from the vicissitudes of narcissism, Kohut has introduced a new type of cultural psychology, a culture of empathy.     

The relation between recognition memory and classification learning

Two experiments investigated the relation between recognition memory and classification learning. The subjects were instructed that they would see a series of random-dot patterns and later would be asked to classify or to recognize the patterns. Following study, the subjects performed a classification task, a recognition-memory task, or both. It was found that classification-learning instructions were superior to recognition-memory instructions for the classification task, but that there was little or no effect of instructions on the recognition task. When subjects performed both recognition and classification tasks, there was no relation between saying “old” to a probe and correctly classifying it, except with old exemplars, and then only when the initial instructions had been to expect a recognition-memory test. Overall, the data show that classification and recognition can be experimentally separated. In addition, classification is often statistically independent of recognizing that items are old. These observed relations provide some constraints for the further development of models of classification learning and recognition memory.     

Social reinforcement: A treatment component in verbal self-instructional training

This study investigated the effects of noncontingent social reinforcement on social and academic behaviors in grade school children. Twenty-four children in the second through fifth grades were selected on the basis of teacher ratings of disruptive behavior. Subjects were divided into (a) a high social reinforcement verbal self-instructional (VSI) training group, (b) a low social reinforcement VSI group, and (c) a no-contact control group. Children in VSI groups were removed from their classrooms during four 40-minute periods and given VSI training. Significant between-groups differences on measures of social reinforcement were found indicating its successful manipulation. While none of the dependent measures indicated significant differences between experimental groups, a consistent pattern of difference scores emerged giving limited support to the hypothesis that noncontingent social reinforcement contributed to behavioral gains. Results are discussed in terms of the need for future research on the effects of rapport on treatment outcome.Both authors wish to express their thanks to the Missoula public school administration, principals, psychologists, and teachers. Appreciation is also due to Matthew Firpo and Anita Fisher for their help in this project.