Parenting Competency Across Pregnancy and Postpartum Among Urban Minority Women

Taking a life-course perspective, we explored the sense of parenting efficacy during the pregnancy-postpartum transition among a group under-represented in much of adult developmental research, minority women. Our intent was to describe the women's report of parenting competency in a major life transition occurring within the context of an impoverished urban environment. We also explored associations with depression, social support, and life events. One hundred and eighty-two African-American and Hispanic mothers at community health centers in low-income urban areas completed measures early in the third trimester and again at 3 months postpartum. Across time, the levels of reported parental efficacy and satisfaction increased while depressive symptoms decreased. Negative life events and levels of depressive symptomatology differentially influenced women's experience of parenting satisfaction and efficacy feelings before and after their babies were born.     

Children's face recognition memory: more evidence for the cross-race effect

It is well established that own-race faces are recognized more accurately than cross-race faces. However, there are mixed results regarding the developmental consistency of the cross-race effect White and Black kindergarten children, 3rd graders, and young adults viewed a Black and a White target individual. One day later, recognition memory for each target was tested with a 6-person lineup. The interaction of race of participant by race of target face on Ag scores was significant, demonstrating an overall cross-race effect. The 2nd-order interaction with age did not approach significance; for each age group, own-race identification was more accurate than cross-race identification. The age consistency of the cross-race effect in light of the significant main effect of age suggests quantitative but not qualitative differences in face memory processing at various ages. For children, as well as adults, own-race faces are recognized more accurately than cross-race faces.     

Telephone-administered cognitive behavior therapy for obsessive-compulsive disorder

Exposure with response prevention and cognitive behavior therapy are widely recognized as effective treatments for obsessive-compulsive disorder. Unfortunately, many people with obsessive-compulsive disorder--particularly those living in rural areas--do not have access to therapists providing these treatments. Accordingly, we investigated the efficacy of telephone-administered cognitive behavior therapy for obsessive-compulsive disorder. Two open trials are reported, for a total of 33 people with obsessive-compulsive disorder (without major depression). The first trial consisted of 12 weeks on a waiting list followed by 12 weeks of treatment (delayed treatment). The second trial consisted of 12 weeks of immediate treatment. Obsessive-compulsive symptoms did not change during the waiting period. Symptoms declined from pre- to post-treatment, with gains maintained at 12-week follow-up. For the pooled sample our pre-to-post-treatment effect size was as large or larger than those obtained in other studies of reduced contact treatment, and similar to those of face-to-face exposure with response prevention. Our proportion of treatment dropouts tended to be lower than those of other reduced contact interventions. The results suggest that telephone-administered cognitive behavior therapy is effective and well-tolerated, at least for people with obsessive-compulsive disorder without major depression. It remains to be seen whether this treatment is safe and effective when comorbid major depression is present.     

Multipotentiality,Giftedness, and Career Choice: A Review

The giftedness and career-choice literatures have traditionally spoken in different terms about the same phenomenon, multipotentiality. Multipotentialed individuals have numerous and diverse abilities and interests. Appropriate interventions are necessary to help them cope successfully with the abundance of career choices available to them. This review links the giftedness and career-choice literatures through a discussion of the concept of multipotentiality and explores ensuing practical implications and challenges to the overall idea.     

Evocation and characterization of percepts of apparent motion on the face

The percepts evoked by sequential stimulation of sites in close spatial proximity (<2.5 cm) on the face were studied. Both method-of-limits and magnitude-estimation procedures were used to identify and characterize alterations in the percepts produced by systematic changes in the temporal and spatial parameters of the sequence. Each site was stimulated by a vertically oriented row of miniature vibrating probes. Apparent motion was consistently perceived when the delay between the onsets of sequentially activated rows (interstimulus onset interval, or ISOI) fell within a relatively narrow range of values, the lower limit of which approximated 5 msec. Both the upper limit and the perceived smoothness and continuity of the motion percepts (goodness of motion) increased with the duration for which each row stimulated the skin over the range evaluated, 15–185 msec. For the successive activation of only two rows, goodness of motion was not influenced by changes in their separation from 0.4 to 2.5 cm. The ISOI values at which magnitude estimates of goodness of motion were highest increased with the duration for which each row stimulated the skin. As such, maximum goodness of motion decreased with increases in the apparent velocity of motion. When the number of sequentially activated rows was increased from two to four or more, the quality of the motion percepts improved. For the successive activation of multiple closely spaced rows, values of ISOI at which numerical estimates of goodness of motion were highest approximated integral fractions of the duration for which each row stimulated the skin. In this situation, the probes rose and fell in a regular, step-locked rhythm to simulate an edge-like or rectangular object moving across the skin. The goodness of motion so attained was relatively independent of the apparent velocity of motion.     

‘So you did what you wanted then’: Discourse analysis,personal agency,and psychotherapy

This paper explores issues concerning personal agency in discursive psychology and discourse analysis, with a particular emphasis on agency in terms of motivational accounts of the person. Issues are discussed in relation to the efficacy, acceptability, and accessibility of discourse analytic research for the practising psychotherapist. We suggest that such an approach may raise problems in four areas. First, we argue that without explicit theorization of the subject as language user, discourse analysis may be vulnerable to the charge of determinism. Second, theorization of the subject as language user may be required to account successfully for individual consistency and continuity of identity. Third, although claiming to critique commonsense notions of subjectivity, implicit dualist assumptions facilitate a reading of discursive psychology that is compatible with a motivational model of the person. Finally, we argue that discursive psychology itself implies a particular model of the strategically motivated language user. We conclude that, although these issues require clarification, discursive psychology and discourse analysis have much to offer psychotherapy research.     

A model for teaching research ethics

A model is described for implementing a program in research ethics education in the face of federal and institutional mandates and current resource, disciplinary, and infrastructure limitations. Also discussed are the historical background, content and evaluation process of the workshop at the heart of the program, which reaches a diverse group of over 250 students per year—from first-year graduate students in basic research labs to clinical fellows. The workshop addresses central issues in both everyday laboratory ethics and in larger societal questions. Goals include improving overall awareness of ethics guidelines and philosophy and enhancing skills in identifying and then analyzing the ethical components of situations. Pedagogies used and their effectiveness and that of the overall workshop and extended program are addressed. Programs like these have initiated a shift in the culture of basic research, which is a critical need given the current atmosphere.     

Modeling,tuition, and sanction effects on self-control at different ages

The effects of age, modeling, tuition, and sanctions on self-control of motor behavior were examined. Children 6, 7, 9, and 11 years of age individually participated. A male model either: (a) instructed and performed “Simon Says” in the traditional manner, (b) introduced the sanction “Don't” on the inhibition trials, (c) performed an action that differed from the instruction, or (d) gave instructions only. Activation latency and inhibition error were influenced most greatly by the actions of the model and the introduction of a negative sanction, whereas tuition was less effective. Age differences were present for inhibition errors as well as activation latency and error. The discussion focused on the differential effects of modeling and tuition on deviant responding.     

The effect of affirmative action on attributions about minority group members

In the first study subjects were given information about an applicant to graduate school and asked to rate his qualifications. The information experimentally varied (a) whether the school had an affirmative action policy, (b) the ethnicity of the applicant, and (c) whether the applicant was accepted or rejected. Based on Kelley's discussion of the discounting and augmentation principles, it was predicted that the minority applicant would be rated as less qualified when the university was committed to an affirmative action program. The reverse pattern was predicted for the non-minority applicant. The results supported the first prediction but not the second. Experiment 2 was designed to eliminate alternative interpretations of the data and the same results were found. Possible interpretations for the failure of affirmative action in affecting the ratings of nonminority applicants are discussed.     

Psychological effects of a suicide prevention unit on adolescents' levels of stress,anxiety and hopelessness: Implications for counselling psychologists

This study examined the effects of a senior high school suicide prevention unit on students' levels of stress, anxiety, and hopelessness. An experimental group that received instruction in suicide prevention, and that demonstrated special needs, i.e. low social support, high stress, high anxiety, and/or high degrees of hopelessness, was compared with an experimental group that did not demonstrate special needs, and with two control groups that received no instruction, one with, and one without, special needs. Results indicated that both the experimental group with special needs and the experimental group without special needs showed significant increases in factual knowledge; the experimental group with special needs showed significant change on psychological variables, while the control group with special needs did not. No significant differential changes were noted between the experimental group with special needs and the control group with special needs. Implications for counselling psychologists are considered.