Fantasy Proneness: Developmental Antecedents

ABSTRACT Wilson and Barber (1981) identified a “personality type” characterized by an extensive and deep involvement in fantasy that they termed “fantasy prone personalities” This study investigated the developmental antecedents of fantasy proneness as part of a larger research project designed to examine the construct validity of the fantasy prone personality Fantasy prone (n= 21, upper 4% of college population), medium range (n= 20) and nonfantasy prone persons (n= 18, lower 4% of college population) were selected with the Inventory of Childhood Memories and Imaginings (Wilson and Barber, 1981) Subjects completed quantitative pencil and paper measures of early life experiences and participated in individual semi structured interviews Strong support for the construct validity of fantasy proneness and confirmation of previous findings regarding the developmental antecedents of extensive adult fantasy involvement were secured While six fantasy prones reported being severely physically abused during childhood, abuse was not reported in other groups Fantasy prones also reported greater frequency and severity of physical punishment, greater use of fantasy to block the pain of punishment, more thoughts of revenge toward the person who punished them, greater loneliness, and a preference for punishing their own children less severely than did the comparison groups, suggesting compensatory and adaptive functions of fantasy involvements     

The effect of an integration program on teacher and student attitudes to mentally-handicapped children

This study examines the effect of contact with autistic children on teacher and peer attitudes to mentally-handicapped children in general. Children were interviewed and teachers completed questionnaires about their attitudes toward mentally-handicapped children in five schools attended by autistic boys and five schools not attended by any mentally-handicapped children. Children who had contact with autistic boys had more positive and realistic attitudes. Teachers' attitudes were generally positive and did not vary across settings, but those with experience in teaching mentally-handicapped children were found to have more positive attitudes than those with no experience. The implications for the integration of mentally-handicapped children are briefly discussed.     

Book reviews

Kundalni and the Physical World. Mary Scott. Routledge & Kegan Paul, London 1983 Paperback 274 pp £5.95

Seasons of the Spirit. Readings Through the Christian Year, selected and edited by George Every, Richard Harries and Kallisto's Ware, London, S.P.C.K., 1984 £7.50

Are Religious Cults Dangerous?. Carol Coulter Mercier Press Dublin and Cork 1984 ISBN 0–85342–722–4 (H/B) £4.50

The Making of a Moonie. Choice or Brainwashing?. Eileen Barker. Basil Blackwell, Oxford 1984 ISBN 0–631–13246–5 (H/B) £12     

Social class and models of agency: Independent and interdependent agency as educational (dis)advantage

Social class continues to be associated with achievement in school and attendance in university and higher education. This qualitative study explores this phenomenon, and reports three focus group interviews with middle and working class secondary school students, in Ireland. We explore cultural and identity factors in educational settings. Specifically, our analysis orients to the models of agency experienced by these students. Middle class participants express independent agency in education, through norms of choice, control, and freedom from constraints. In contrast, working class students orient towards an interdependent model of agency and express psychological, social, and material barriers to opportunity in education. However, independent neo‐liberal individualising and meritocratic discourses were expressed by both groups, suggesting the models are complicated and nuanced. Nevertheless, it is concluded that cultural fit and identity compatibility in educational settings, broadly, constitute middle class advantages and working class disadvantages.     

Out with the new,in with the old: Exogenous orienting to locations with physically constant stimulation

Dominant methods of investigating exogenous orienting presume that attention is captured most effectively at locations containing new events. This is evidenced by the ubiquitous use of transient stimuli as cues in the literature on exogenous orienting. In the present study, we showed that attention can be oriented exogenously toward a location containing a completely unchanging stimulus by modifying Posner’s landmark exogenous spatial-cueing paradigm. Observers searched a six-element array of placeholder stimuli for an onset target. The target was preceded by a decrement in luminance to five of the six placeholders, such that one location remained physically constant. This “nonset” stimulus (so named to distinguish it from a traditional onsetting transient) acted as an exogenous cue, eliciting patterns of facilitation and inhibition at the nonset location and demonstrating that exogenous orienting is not always evident at the location of a visual transient. This method eliminates the decades-long confounding of orienting to a location with the processing of new events at that location, permitting alternative considerations of the nature of attentional selection.     

Foster Parents’ Knowledge of Child Trauma: An Exploratory Study

To promote trauma-informed professional supports and services to maltreated youth, it is imperative that researchers explore foster parents’ knowledge of child trauma. However, there is a dearth in the literature related to this topic. This exploratory study utilizes a convenience sample (N = 219) of foster parents in one southeastern state. Variables of interest include actual and perceived knowledge about child trauma. After a terse review of background literature, this paper will explicate key results, discuss these findings, and identify salient practice and policy implications derived from this study. The paper will conclude by delineating apposite areas for future research.