TEARS AND WEEPING AMONG PROFESSIONAL WOMEN: IN SEARCH OF NEW UNDERSTANDING

Crying among adult professional women is a phenomenon experienced far more often than it is studied or publicly discussed. Guided by Sherifs (1982) theoretical work on gender identity, socialization, reference groups, and power, the authors explore several factors central to the topic. Among them are: the origins of conflict between women's experience of emotional expression and "public" tears; gender-related differences in crying and responses to crying; the role of reference groups in conflicting attitudes toward crying; and power in the workplace as influencing the meaning of crying. The role of images and imagery during times of conflicted and heightened emotion is discussed. It is suggested that most imagery related to crying in adults derives from perceptions of crying in infancy and that most responses to adults who cry are linked to an understanding of appropriate responses to a crying infant or child. Lewin's construct of behavior as a person-environment transaction is employed as a means of exploring the images experienced by the crier and the observer when female crying occurs in a professional situation. New images to guide more productive approaches to emotional expression in the workplace are suggested.     

PERSONALITY CORRELATES OF AGE AND LIFE ROLES IN ADULT WOMEN

The association between age/family stage, career role, and personality traits was studied using a multivariate statistical approach. Young adult, midlife, and older women from four role groups—homemaker, married career, single career, and student—were compared on a number of personality measures including achievement motivation, affiliation, autonomy, cultural sex role characteristics, self esteem, and adjustment. While some of the expected group differences did not appear, some significant age and role differences were found. Older women showed less achievement motivation and had a greater need for affiliation than young adult and midlife women. Career women had a more internalized locus of control than homemakers and students. When age and role were considered together, the age-role groups were differentiated on autonomy, femininity, and adjustment. There were no differences between either age or role groups on measures of self-esteem, well-being, socialization, or other personality variables.     

How does Sam feel?: Children's labelling and drawing of basic emotions

This study compares the ability of children aged from 6 to 11 to freely produce emotional labels based on detailed scenarios (labelling task), and their ability to depict basic emotions in their human figure drawing (subsequent drawing task). This comparison assesses the relevance of the use of a human figure drawing task in order to test children's comprehension of basic emotions. Such a comparison has never been undertaken up to now, the two tasks being seen as belonging to relatively separate fields of investigation. Results indicate corresponding developmental patterns for both tasks and a clear‐cut gap between simple emotions (happiness and sadness) and complex emotions (anger, fear, and disgust) in the ability to label and to depict basic emotions. These results suggest that a drawing task can be used to assess children's understanding of basic emotions. Results are discussed according to the development of perceptual skills and the development of emotion conceptualization.