Understanding the effects of exposure to humor expressing affiliative and aggressive motivations

Using humor, being funny, and having a good sense of humor are often reported as desirable qualities. However, little attention has been paid to possible differences in responses to humor reflecting affiliative as opposed to aggressive motivations. In evaluating a stranger, when examples of affiliative and aggressive humor were presented as the stranger’s preferred humor, aggressive humor led to more negative impressions (Study 1). To further explore the impact of humor reflecting affiliative versus aggressive motivations, participants were exposed to equally funny videotapes representing the two humor styles (Study 2). Women’s reported affective experiences varied across the humor styles, but men’s did not. Women and men rated the affiliative video as being more positive than negative, but no differences in the qualities were found for the aggressive video. Results across the two studies demonstrate the importance of considering not just the funniness of humor efforts, but also the social motives conveyed by the humor. Given the complexity of responses to humor, additional research is needed to better understand the contexts within which being funny might have social benefits versus social costs.     

Psychometric Validation of a Simplified Form of the PICTS for Low-Reading Level Populations

The Psychological Inventory of Criminal Thinking Styles (PICTS) is one of the most widely used measures of criminal thinking. Although the PICTS has adequate psychometric qualities with many general population inmates, the measurement confound of reading ability may decrease its construct validity in low-literacy inmates. To help resolve this confound, we present psychometric evaluation of a simplified version of the PICTS (PICTS-SV) in which item language was simplified but item content was preserved. We first conducted Lexile analyses to confirm the reading level of the PICTS-SV is significantly lower than the original PICTS (i.e., sixth grade versus ninth grade). We then tested a bifactor model to confirm the PICTS-SV contains the same two factors as the original PICTS: proactive and reactive criminal thinking. These PICTS-SV results are commensurate with the factor structure of the original PICTS. Results suggest the PICTS-SV is a valid alternative for assessing criminal thinking in inmates with low reading ability.     

The condition of affects and aspirations in adult depression

A commentary by a noted television anchorman in the book ON THE EDGE OF DARKNESS about this depression contains familiar themes. These will be cited, followed by a consideration of traditional psychoanalytic theories of depression. Broadening the contemporary theoretical domain, self-psychology provides useful understandings of how narcissistic aspirations along with failed childhood affect attunement become central features of depression. Treatment implications are considered along with an application of theory to a pastoral counseling case. Such a case demonstrates the role and interplay of religious ideation, emergent narcissistic aspirations and affects as they relate to a client's depression.The author dedicates this article to Terry Lyon, Diplomate, A.A.P.C., who was a sustaining presence during a crucial phase of my self-searching and awakening. The author also wishes to express appreciation for the counsel of Wes Brun and colleagues at the Samaritan Counseling Center.     

An open-learning approach to career management and guidance

Assumptions about the nature of career development are changing in the face of organisational and technical change in the workplace. Individuals are now less likely to experience secure, lifelong employment, and instead will need to face the process of career review and change with greater frequency. They will therefore need to be skilled in managing their careers effectively. Open-learning approaches to career management and guidance have until recently been comparatively little used and yet they offer the potential for action-oriented career planning, provide a career decision framework for learners, and encourage increased ownership of the career management process by the individual taking part. They can be used in educational and commercial settings to facilitate both the processes of initial career choice and those of career development and progression. From the perspective of the careers practitioner, they offer a high-volume, but not necessarily low-cost, approach to the delivery of career programmes. Evaluation evidence is reviewed from two programmes developed at the Open University and the University of Sussex respectively. The range of learning outcomes they deliver is discussed     

On the significance of conditional probabilities

The orthodoxy that conditional probabilities reflect what are for a subject evidential bearings is seconded. This significance suggests that there should be principles equating rationally revised probabilities on new information with probabilities reached by conditionalizing on this information. Several principles, two of which are endorsed, are considered. A book is made against a violator of these, and it is argued that there must be something wrong with a person against whom such books can be made. Appendices comment on Popper-functions, elaborate on bets and odds, and relate dutch books and strategies to conditions of inconsistency (Ramsey's idea) and imperfection.This paper corrects and elaborates two-fold Conditional Probabilities, Conditionalization, and Dutch Books, PSA 1990: Proceedings of the Biennial Meeting of the Philosophy of Science Association, Volume 1, edited by A. Fine, M. Forbes, and L. Wessels, East Lansing, Michigan, 1990.     

How students invest their time outside of school: Effects on school-related outcomes

The purpose of this study is to examine the degree towhich various kinds of out-of-school activitiesadolescents participate in influence their schoolengagement, achievement, and perceptions of their lifechances. The conceptual framework outlined by theauthors suggests personal investments students makeoutside of school in meaningful, structured activitiesand with the help and guidance of adults serving asrole models have significant effects on variouseducational outcomes. To that end, the authors foundsome evidence suggesting that student participation instructured activities and religious activities andtime spent interacting with adults during tenth gradeappear to have positive and significant effects onvarious educational outcomes by Grade 12. Conversely,time spent hanging out with peers was consistentlynegatively associated with educational outcomes in thestudy, with few exceptions. The effects of time spentworking for pay and time spent alone were somewhatinconsistent throughout the analysis but this may bedue to methodological problems within the measures. The result of the analysis has implications forafter-school and summer school policies and programs. The authors discuss these implications and suggestfurther study of the effects of school context, familyinfluence, and the availability of community resourceson students' personal investments.     

Work,stress, and well-being

Work-related stress may lead to injuries and psychological disorders. The National Institute for Occupational Safety and Health has identified psychological disorders as one of the ten leading work-related diseases and injuries during the 1980s (Sauter, Murphy, & Hurrell, 1990). This article sets out a framework, strategy, and recommendations for enhancing stress management skills and the psychological well-being of individuals in occupational environments. Central to the strategy are attention to work design variables, such as control, uncertainty, conflict, and task demands, surveillance of psychological disorders in the workplace, education of managers and workers concerning psychological well-being and stress in the workplace, and treatment of individuals in distress.     

Role of the Leader in Therapy Groups Conducted With Illicit Drug Abusers: How Directive Does the Leader Have to Be?

A 17-hour marathon group was conducted in a residential treatment center established for inmates in a correctional setting in the southeastern United States. The Hill Interaction Matrix (HIM-G; Hill, 1965) was used to measure the types of leader activity and the types of member activity during portions of each hour of the group activity. It was found that when the group was most therapeutic, there was a relationship between the therapists' actions and behaviors and the types of issues that were discussed in the group. The results that were found do not agree with some of the established drug and alcohol abuse literature.