Earthquake Preparedness: Predictors in a Community Survey1

We measured the relationship between earthquake concern and preparation in a community with high seismic risk. Five samples of approximately 800 people were interviewed by telephone about their earthquake concern, but this study focuses on the last two samples in which respondents reported their preparatory behaviors. The findings were consistent in showing greater likelihood of concern for those who had experienced an earthquake, were female, younger, and non-Anglo and a greater likelihood of preparation for those who had more concern, were married, and had lived longer at their present address. In a nonrecursive causal model, no evidence was found for a reciprocal effect of preparation on concern. These results were discussed in terms of health belief models including the self-efficacy and “stages of change” perspectives. Implications were drawn for interventions to increase preparation in ready-to-change groups and compensate for the resistance of those less willing or able to prepare.     

Ratings of Orally Presented Verbal Expressions of Probability by a Heterogeneous Sample

Verbal expressions of probability are used in daily conversations, physician-physician and physician-patient communications, and questionnaire and interview responses. To assess the degree of agreement among English-speaking Australian adults in allocating numerical probabilities to these verbal expressions of probability, 966 interviewees provided estimates for 60 isolated expressions of probability and a sequence of seven items placed in a sequence. Means and median scores appeared to be consistent with common sense and with findings from other countries. Mirror-imaged terms were neither symmetrical nor equidistant, with the means and medians for the positive terms being closer to the mid-points of the scale than the means and medians of the negative terms. Items in a sequence of probability terms showed greater symmetry and less variability than isolated expressions. For most items, there was an unacceptably high level of within-subject and between-subject variability. Although subjects with higher levels of education and/ or mathematics education showed less variability, these factors accounted for very little of the variance. The greater variability in Australian results relative to those reported elsewhere was partly attributed to the use of interviews rather than questionnaires. There were no particular stems that yielded greater consistency. It was concluded that the use of these expressions leads to very imprecise communication.     

An "Epidemic" Model of Adolescent Cigarette Smoking

The prevalence of regular smoking increases rapidly during adolescence. We applied modeling methods from the study of epidemic infectious disease to smoking behavior. Our "epidemic" models dealt with the process of transition among four states: nonsmoker (susceptible), trier (exposed), regular smoker (infected), and ex-smoker (recovered). The best fitting model was one in which the transition from nonsmoker to trier was a social contagion process where nonsmokers contacted either triers or regular smokers. All other transitions were treated as constant rate processes in which a constant proportion of eligible individuals made the transition in a given year. The recursive equation model embodying these assumptions was able to predict accurately the proportion of adolescents in each state in Grades 6–11. Our results support a "stage" model of smoking, suggesting that different psychological and physiological processes are involved in the initiation of smoking than in developing a habit of regular smoking. A possible sex difference was found in the non-contact transition between trier and smoker states, with the transition being more probable in females than in males.     

Guilt and/or self-esteem as consequences of religion

Our discussion begins with a consideration of the various types of religion and of guilt. Both religion and morality function in different ways from individual to individual. All these factors need to be taken into account before we can turn to treatment for the painful experience of guilt and bring about an improved self-esteem.     

Psychological factors in abortion. A review.

Psychological research is increasingly involved in debates regarding abortion. While recognizing the diversity of ethical and moral issues intertwined with abortion, the American Psychological Association (APA) has focused its involvement on psychological factors, most recently by appointing an expert panel to review the literature on psychological effects. This article notes the history of APA involvement and reports on the panel's conclusions. It presents evidence that abortion is not likely to be followed by severe psychological responses and that psychological aspects can best be understood within a framework of normal stress and coping rather than a model of psychopathology. Correlates of more negative responses following abortion are also discussed.     

Sources of Bias in Health Commission and Tobacco Industry Surveys in Australia

Recently, the attitudes held by Australians towards tobacco company advertising and sponsorship have become the focus of much public discussion and the concern of psychological researchers and opinion pollsters. Community attitude surveys have been commissioned by both supporters and opponents of the tobacco industry. Paradoxically, the data obtained from these surveys allow each protagonist to state that the majority of Australians agree with their viewpoint The present authors have identified several sources of possible bias in two surveys as causes of contradictory research findings. A questionnaire was designed which attempted to reduce the sources of bias and which incorporated other methodological refinements. The data obtained highlight how the form of the questions may substantially influence responses in attitude surveys.     

TEACHING SAFETY SKILLS TO HIGH SCHOOL STUDENTS WITH MODERATE DISABILITIES

Teaching students with disabilities to respond appropriately to potentially dangerous situations is a useful skill that has received little research attention. This investigation taught 3 students with moderate mental retardation to remove and discard broken materials (plates, glasses) safely from (a) a sink containing dishwater, (b) a countertop, and (c) a floor. A 4th student was instructed on the sink task only. A multicomponent treatment package was used to teach the skills. Simulated materials were used initially and were replaced with broken plates and glasses. A multiple probe design was used to evaluate the effectiveness of the treatment package. The results indicated that the treatment package was effective in teaching the skills. Data were collected 1 week and 1 month following the completion of training, and indicated mixed results. No student was injured during any phase of training. Issues pertinent to teaching safety skills to students with moderate disabilities are discussed.     

COVARIATION WITHIN FUNCTIONAL RESPONSE CLASSES: IMPLICATIONS FOR TREATMENT OF SEVERE PROBLEM BEHAVIOR

Two studies examined the effects of a reductive treatment versus instruction-based treatments on the generalized reduction of problem behaviors. Each study involved a detailed analysis of multiple problem behaviors performed by school-aged youth with severe intellectual disabilities. The analysis examined the contrasting effects of one of two different positive intervention procedures (teaching a positive alternative behavior or providing additional teacher assistance during instruction) versus blocking and/or verbally reprimanding a problem behavior. The focus of each analysis was on the covariation of multiple problem behaviors within functional response classes. Results of the investigation indicated that when only one member of the response class was blocked, a collateral increase was observed in one or more different problem behaviors from the same response class. Alternatively, when 1 participant was taught a functionally equivalent mand response, all problem behaviors in the response class were reduced. Problem behaviors also were reduced for the remaining participant by presenting antecedent teacher assistance. Implications of the research extend to analysis of covariation within response classes and to procedures that result in generalized reduction of problem behaviors within a response class.