Antecedents and Consequences of Victimization of Lesbian, Gay, and Bisexual Young People: A Structural Model Comparing Rural University and Urban Samples

Research indicates that antigay victimization is widespread and that lesbian, gay, and bisexual young people may be very vulnerable to such victimization. The current study builds upon previous work by Hershberger and D'Augelli (1995), who studied the consequences of sexual orientation-based victimization in 194 urban lesbian, gay, and bisexual youths. Using structural equation modeling, the present study models both antecedents and consequences (including psychological distress, self-esteem, and suicidality) of victimization via a secondary analysis of their data set. In addition, a second sample of 54 lesbian, gay, and bisexual youths from a rural university setting was examined to cross-validate and generalize the relationships found in urban settings. Results indicated that a revised model of victimization exhibited sufficient fit to the urban sample data and provided preliminary support for the generalizability of the model beyond the initial sample. Additional similarities were found between the urban and rural university community samples, including a high prevalence of reported suicide attempts: 42% of the urban sample and 32% of the rural university sample had attempted suicide at least once. Results indicated that victimization based on sexual orientation has similar correlates for young people in different community settings.     

The Impact of Sex and Gender Role Self-Perception on Affective Reactions to Different Types of Film

To what extent do differences in biologicalsexand psychological gender identity influence affectivereactions to different genres of film? In order toaddress this question, this investigation examined the impact of sex and gender roleself-perceptions on viewers' responses to neutral,melodramatic, and violent film segments. Working with apredominantly Caucasian population (93% Caucasian) at asoutheastern university, the results emphasize theimportance of sex and gender role self-perceptions onviewers' affective responses to media entertainment. Theimplications of these findings are discussed.

     

TRAINING PARENTS IN BEHAVIORAL SELF-MANAGEMENT: AN ANALYSIS OF GENERALIZATION AND MAINTENANCE

This study examined the generalization and maintenance effects of three phases of parent training (Instructions plus Feedback and two Self-management Training phases) on levels of disruptive child behavior and the accuracy with which parents implemented programs. Data were collected from five families in three main settings: the initial training setting (the home), a variety of generalization settings in the community, and the family breakfast. A multiple baseline across subjects design was used. Instructions plus Feedback comprised instructing parents to use a range of behavior management procedures and provided home-based differential feedback concerning accuracy of program implementation. Self-management Training phases involved training parents in goal setting, self-monitoring, and planning skills, specific to their performance of appropriate parenting skills in generalization settings. Results indicated that the Instructions plus Feedback phase was sufficient to produce reduced levels of problem behavior at home and high levels of accurate implementation, but generalization effects out of home were equivocal. Self-management maintained reduced levels of problem behavior at home but, in addition, resulted in generalization effects in community settings for both children and parents. Maintenance probes 3 months following the program revealed the effects had been maintained.     

PROCEDURAL VARIATIONS IN GROUP CONTINGENCIES: EFFECTS ON CHILDREN'S ACADEMIC AND SOCIAL BEHAVIORS

There has been little research on the effects of the many procedural variables in applied group contingencies. In the present study, an individualized contingency and three group contingencies with different “responder” criteria (e.g., reward based on the group average, reward based on the work of a designated, low-achieving student, or reward based on the work of a randomly selected student) were applied to the academic work of primary grade children in a learning disabilities classroom. Group social interaction during each contingency was measured systematically. Although there were large individual differences in students' academic and social responses to the different contingencies, some consistent effects were observed. Two of the four low-achieving target students did their best academic work during the group contingency which focused on their performance as a designated responder. This type of contingency also produced high levels of positive social interaction in three of four groups of children observed.     

The artificial dispute over Implicit Personality Theory: An answer to Jackson, Strieker, and Mirels

In their evaluation of Tzeng and Tzeng's (1982) concerns over the level of sophistication currently evident in the study of Implicit Personality Theory (IPT), Jackson and Strieker (1982) and Mirels (1982a) reaffirm their disputed positions at the opposing extremes of the myth-vs.-fact continuum of IPT. The present paper re-examines major measurement and statistical issues in the empirical study of IPT that are still unacknowledged by either Jackson and Strieker, or Mirels, or both. It is demonstrated that their dispute is artificial and can be accounted for by their lack of measuremental sophistication and their statistical partialities. Researchers are cautioned to consider more than “mechanical computability” and “statistical adoptability” in conducting and/or judging similar empirical studies.     

USE OF A SELF-RECORDING AND SUPERVISION PROGRAM TO CHANGE INSTITUTIONAL STAFF BEHAVIOR

The use of a self-recording and supervision program to increase interactions between direct care staff and profoundly retarded persons in a state residential facility was investigated. Following baseline, staff were provided with instructions regarding what to self-record, criteria for how many interactions to record, and a prepared card on which to make the recordings. Throughout the study, the staff supervisor monitored intermittently staff-client interactions. Observations indicated that when the staff recorded their interactions with clients in a loosely structured dayroom setting, the rate of interactions increased noticeably for each staff person. Behavioral ecology measures indicated that other staff responsibilities, such as maintaining the cleanliness of residents and the physical area, were not affected detrimentally when social interactions increased and actually showed small improvements. Additionally, small decreases in resident self-stimulatory and disruptive/aggressive behaviors occurred when the rate of social interactions from staff persons increased. Follow-up measures indicated that the rate of staff self-recording was variable, but when staff did self-record, the increased rate of staff-client interactions maintained.     

Patterns of self-disclosure in homosexual and heterosexual college students

Two hypotheses concerning self-disclosure were investigated and confirmed in the present study, comparing homosexual and heterosexual college students. The first hypothesis was that self-disclosure, as measured by the Jourard Self-Disclosure Questionnaire, would be positively correlated with psychological femininity. The second hypothesis was that homosexual males and heterosexual females would exhibit similar patterns of high disclosure and femininity. No significant differences were found in total disclosure between homosexuals and heterosexuals, although homosexuals disclosed less to father, and more to friends than to parents. The conclusion was that psychological femininity and masculinity are more important than biological sex in determining self-disclosure.