Guilt and Child Soldiers

The use of child soldiers in armed conflict is an increasing global concern. Although philosophers have examined whether child soldiers can be considered combatants in war, much less attention has been paid to their moral responsibility. While it is tempting to think of them as having diminished or limited responsibility, child soldiers often report feeling guilt for the wrongs they commit. Here I argue that their feelings of guilt are both intelligible and morally appropriate. The feelings of guilt that child soldiers experience are not self-censure; rather their guilt arises from their attempts to come to terms with what they see as their own morally ambiguous motives. Their guilt is appropriate because it reaffirms their commitment to morality and facilitates their self-forgiveness.     

Family functioning and psychopathology among adolescents with severe emotional disturbances

Family psychosocial functioning and its relation to psychopathology among adolescents with severe emotional disturbances (SED) was assessed. Subjects were 353 adolescents with SED, ages 12–18, and their parents. During a semistructured interview, adolescents were administered Family Adaptability and Cohesion Evaluation Scale (FACES-III), Diagnostic Interview Schedule for Children-Child Version (DISC-C), and the Self-Derogation Scale. Parents were administered FACES-IIII and the Child Behavior Checklist (CBCL) in a phone interview. Results indicated that on the FACES-IIII cohesion dimension, both parents and adolescents perceived their family relations as more disengaged and less connected than did normative families (p < .001). In contrast, only parent FACES-IIII adaptability scores were significantly more extreme than a normative sample (p < .01). Additionally, both parent and adolescent cohesion scores were significantly correlated with adolescent psyehopathology measures: DISC-C conduct disorder (p < .01), depression (p < .05), alcohol/marijuana (p < .01), and CBCL externalizing symptoms (p < .01). These relationships did not deviate from linearity. We gratefully acknowledge Eric C. Brown, Sue Greer, and Sharon P. Lardieri for assistance in data management of this project. Preparation of this article was supported by grant H133B90004-01 from the National Institute on Disability Rehabilitation Research and the National Institute of Mental Health.     

Immigrant Women and Counseling: The Invisible Others

The number of women immigrating to the United States is growing because of current global changes (A. J. Marsella & E. Ring, 2003). Understanding and serving the mental health needs of this population is a new challenge for American counselors and counseling scholars. In this article, an ecological model (U. Bronfenbrenner, 1979) is used to describe the mental health needs of immigrant women, outline various counseling strategies and interventions, and systematically explore the sociocultural variables influencing immigrant women's experiences in the U.S.     

Simul What? Toward a Grace for the Fearful

The doctrines of forensic justification and simul iustus et peccator assume a primarily moral theo‐cosmology. However, the former constricts the excessiveness of divine grace, while the latter fails to adequately capture the fullness of the human condition. Freeing divine grace and theological anthropology from the moral requires a shift in emphasis toward suffering and an acknowledgment that a deep root of sin is creaturely vulnerability. In this case, the incurved self might symbolize the fearful, pulling goods toward the self for protection. While accountability for sin remains important, the first response to the fearful, who act from a sense of deep vulnerability, is compassion rather than judgment. In this way grace attends to but ultimately exceeds the moral.     

Intensive (Daily) Behavior Therapy for School Refusal: A Multiple Baseline Case Series

The following multiple baseline case series examines school refusal behavior in 4 male adolescents. School refusal symptom presentation was ascertained utilizing a functional analysis from the School Refusal Assessment Scale (Kearney, 2002). For the majority of cases, treatment was conducted within a 15-session intensive format over a 3-week period. Treatment elements included cognitive-behavioral therapy with the adolescent, parent training sessions, or a combination of these strategies. Treatment was effective for 3 of 4 cases in the short term. At 3-year follow-up, all 3 of the acute treatment responders had switched to alternative educational programs, although parents rated them as significantly improved and less impaired compared to pretreatment. Obstacles to treatment, and recommendations for program improvement, are discussed.     

ELECTROPHYSIOLOGICAL CORRELATES OF STIMULUS EQUIVALENCE PROCESSES

Research reported here concerns neural processes relating to stimulus equivalence class formation. In Experiment 1, two types of word pairs were presented successively to normally capable adults. In one type, the words had related usage in English (e.g., uncle, aunt). In the other, the two words were not typically related in their usage (e.g., wrist, corn). For pairs of both types, event‐related cortical potentials were recorded during and immediately after the presentation of the second word. The obtained waveforms differentiated these two types of pairs. For the unrelated pairs, the waveforms were significantly more negative about 400 ms after the second word was presented, thus replicating the “N400” phenomenon of the cognitive neuroscience literature. In addition, there was a strong positive‐tending wave form difference post‐stimulus presentation (peaked at about 500 ms) that also differentiated the unrelated from related stimulus pairs. In Experiment 2, the procedures were extended to study arbitrary stimulus—stimulus relations established via matching‐to‐sample training. Participants were experimentally näive adults. Sample stimuli (Set A) were trigrams, and comparison stimuli (Sets B, C, D, E, and F) were nonrepresentative forms. Behavioral tests evaluated potentially emergent equivalence relations (i.e., BD, DF, CE, etc.). All participants exhibited classes consistent with the arbitrary matching training. They were also exposed also to an event‐related potential procedure like that used in Experiment 1. Some received the ERP procedure before equivalence tests and some after. Only those participants who received ERP procedures after equivalence tests exhibited robust N400 differentiation initially. The positivity observed in Experiment 1 was absent for all participants. These results support speculations that equivalence tests may provide contextual support for the formation of equivalence classes including those that emerge gradually during testing.     

Fear Appeals in Political Rhetoric about Terrorism: An Analysis of Speeches by Australian Prime Minister Howard

This paper explores fear-arousing content in Australian former Prime Minister John Howard's political rhetoric about terrorism. We coded 27 speeches delivered between September 2001 and November 2007 for the presence of statements promoting fear-consistent appraisals ( Smith & Lazarus, 1993 ). Fear-arousing content was present in 24 of these speeches, but the amount of fear-arousing content varied markedly. In particular, rhetoric that raised doubts about the capacity of Australia and its allies to cope with terrorism was most strongly present in the lead-up to the invasion of Iraq and at times of declining support for government policies. Textual analysis of three key speeches confirmed a marked difference between Howard's speech given immediately after the attacks on September 11, 2001, and the second and third speeches presented prior to and after the 2003 invasion of Iraq. These findings indicate that Howard has not consistently employed fear-inducing rhetoric in his speeches about terrorism, but that particular speeches appear to take this form, raising the possibility that fear-arousing rhetoric may have been selectively deployed to support his political purposes at those times.     

Contexts and control operations used in accessing list-specific, generalized, and semantic memories

The human ability to focus memory retrieval operations on a particular list, episode or memory structure has not been fully appreciated or documented. In Experiment 1-3, we make it increasingly difficult for participants to switch between a less recent list (multiple study opportunities), and a more recent list (single study opportunity). Task performance was good, although there was a cost associated with switching. In Experiment 4, list-specific learning experiences were used to create a generalized memory as a step towards semantic memory. List-specific memories intruded during attempts to retrieve the generalized memory and the generalized memory enhanced list-specific performance. The generalized memory also intruded in a free-association task. We propose that a hierarchy of contexts and control operations underlie the human ability to access different memory structures and that there is no sharp discontinuity in the control operations needed to access list-specific, generalized, and semantic memories.     

Applying Social Cognitive Career Theory to the Empowerment of Battered Women

Despite increasing attention to the problem of domestic violence and its multifaceted consequences, the career development needs of battered women have only sporadically been addressed in the vocational psychology literature. In this article, the scope and consequences of domestic violence are reviewed, highlighting effects on women's career and educational well‐being. Social cognitive career theory (SCCT; R. W. Lent, S. D. Brown, & G. Hackett, 1994) is described and applied to the experiences of women living in domestic violence situations. A framework for empowering battered women and using SCCT to promote their career development and attainment is provided, along with recommendations for future research.