Community norms about suppression of AIDS-related prejudice and perceptions of stigma by people with HIV or AIDS

We investigated the relationship between community motivations to control AIDS-related prejudice and the experience of stigma by community members with HIV or AIDS, using self-reports from 203 New England residents with HIV or AIDS and 2,444 randomly selected residents of the same New England communities. Multilevel regression analyses revealed that the disclosure concerns of participants with HIV or AIDS were lower in communities where residents were motivated by personal values to control AIDS-related prejudice, and were higher in communities where residents were motivated by social pressure to control AIDS-related prejudice. Reported experiences with discrimination and exclusion were unrelated to community motivations. The results of our study suggest that external and internal pressures to control prejudice shape the experience of stigmatization.     

An Evaluation of the Psychometric Properties of the Womanist Identity Attitudes Scale

Responses from 101 African American/Black and 100 White women were used to examine the psychometric properties of the Womanist Identity Attitudes Scale (WIAS; Ossana, 1986; Ossana, Helms, & Leonard, 1992). First, internal consistency reliabilities suggested the need for further development of 3 of the 4 WIAS subscales. Second, links between WIAS scores and (a) sexist, (b) hostile sexist attitudes toward women, (c) benevolently sexist attitudes toward women, and (d) egalitarian attitudes toward women's rights and roles provided mixed support for the convergent validity of the WIAS. Third, consistent with theoretical conceptualization, the intercorrelations among WIAS subscales were similar for African American/Black and White women. These intercorrelations, however, were not entirely consistent with the theorized developmental process of the womanist identity model. Finally, the structural validity of the WIAS was examined using confirmatory and exploratory factor-analytic procedures. Both sets of analyses challenged the fit of the theorized womanist identity development model with data produced by the WIAS.     

Exploring Moderators of Gender Differences: Contextual Differences in Door‐Hoiding Behavior1

The simple behavior of holding a door for another person can be interpreted as gender‐neutral, helpful, or benevolently sexist. Each interpretation leads to competing hypotheses predicting no gender differences in door holding, consistent door holding by men as chivalrous helpers, and door holding by men in the gender‐salient context of dating but not in everyday interactions, respectively. Observations of 769 college‐aged, female‐male dyads found a strong pattern of male door holding in dating but not in everyday contexts. This pattern highlights social role theory's emphasis on understanding contextual moderators of apparent gender differences, changes in door‐holding behavior in everyday contexts across the past 20 years, and the benevolent sexism subtly conveyed by male dominance in door holding in dating contexts.     

School Management and Eco-systemic Support for Bereaved Children and their Teachers

This paper is about how bereaved children are supported in school. After narrating parts of a case study of one bereaved family and their interaction with schools over a prolonged period, it explores some educational management implications of bereavement, grief and loss. It argues that the effectiveness of interactions by the individual teacher will have a correlation with the support systems created by the educational management team. The structures and ethos of care created by management are a vital part of recovery in bereavement. Evidence from the case study proved typical of wider study in the field of the educational management of bereavement. Indications were that educators responsible for whole-school response had training and support issues needing urgent address. In particular, the process of establishing, in school, a climate of successful, meaningful and open communications about death relies on the provision of personal support systems for the teachers. Such support is dependent upon an educational management team that is able and willing to prioritize these issues and to challenge aspects of its own management thinking.     

The School-Based Mourning Project: A Preventive Intervention in the Cycle of Inner-City Violence

This paper describes the origin, facilitation, and effectiveness of an innovative model of early secondary prevention designed to help high-risk, inner-city, elementary school children deal with multiple losses and trauma. Grieving is especially difficult for inner-city children who live in a chaotic environment of poverty and are often traumatized by witnessing and enduring violence. These emotionally vulnerable and often developmentally impaired children are unable to deal with the feelings of helplessness and hopelessness, the pain of grief, violent fantasies, and guilt. The result can be an underlying depression that children and adolescents try to avoid through aggressive acting out or self-destructive behavior. An innovative school-based model promotes mourning work. Clinical pre- and posttesting indicate the effectiveness of the intervention. Various extensions of the project are described.     

Using Direct Skills Teaching to Improve Job Skills for Persons With Disabilities

This study evaluated whether a direct skills training (DST) approach for persons with disabilities can better prepare participants for job interviews. Twenty graduate students in a master's program in rehabilitation counseling at various agency internship sites were trained in a 4‐session Presenting Qualifications curriculum based on DST administered to 126 participants in 20 group settings. Participants reported greater confidence and preparedness in the interview process, in answering difficult questions, and in highlighting past accomplishments after the group. Results support the feasibility of training entry‐level rehabilitation counselors in the DST approach to teach job interview skills to individuals with disabilities.     

Reminiscence and hypermnesia in children's eyewitness memory

Three experiments examined reminiscence and hypermnesia in 5- and 6-year-olds' memory for an event across repeated interviews that occurred either immediately afterward (Experiment 1) or after a 6-month delay (Experiments 2 and 3). Reminiscence (recall of new information) was reliably obtained in all of the experiments, although the numbers of new items recalled were fewer after a delay than when the interviews occurred immediately afterward. Hypermnesia (increasing total recall over repeated recall attempts) was obtained only in Experiment 1 when interviews occurred immediately and 24 h after the event.     

A test of the generality of perceptually based categories found in infants: attentional differences toward natural kinds by New World monkeys

A preference to novelty paradigm used to study human infants (Quinn, 2002) examined attention to novel animal pictures at subordinate, basic and superordinate levels in tamarins. First, pairs of pictures were presented in phases, starting with a monkey species (subordinate level) and ending with mammal and dinosaur sets (superordinate levels). After each phase, tests paired novel pictures from the familiarized set with a novel broader category. Look rates toward each picture were coded. Tamarins looked significantly longer at a novel species after being familiarized with a monkey species, a species-specific effect. Subjects attended equivalently to novel primate species after habituation to four monkey species, but looked significantly longer at pictures of mammals, marking a more global-level inclusion and exclusion. Superordinate testing revealed that more novel and diverse sets were differentiated attentionally. The evidence implies that natural categorical representation occurs at an attentional level in primates in ways similar to human infants, and is affected by recent exposure and category variability.