Spiritual support for caregivers of dementia patients

Dementia is considered the major psychiatric disorder of old age and affects over 4 million people in the United States. As Alzheimer's disease and other dementias progress, the patient can become increasingly dependent on the family for care. This dependency can place the caregiver in a role that is both difficult and demanding. In this study coping strategies used by family caregivers of dementia patients and caregivers' sense of burden were assessed. Burden scores were significantly correlated with spiritual support, an external coping strategy. When spiritual well-being is integrated with medical and psychosocial needs, the clergy and spiritual community can play an integral role in the care for families and dementia patients.     

Fostering equitable consequences from computer learning environments

This article discusses (a) the potential advantages of learning computer programming, (b) the performance of males and females in middle school programming courses, (c) the problems teachers face in achieving this potential, and (d) the participation of males and females in programming courses. Females comprise about 40% of the students enrolled in middle school programming courses. They perform, on the average, as well as or better than the males, and comprise 60% of the most talented students. Significantly, neither males nor females make very much progress in learning to program and, therefore, in acquiring any of the general cognitive skills which might potentially result from programming courses.This material is based upon research supported by the National Institute of Education, Grant No. 400-83-0017. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author and do not necessarily reflect the views of the National Institute of Education. Special thanks are due to John Dalbey, Charles Fisher, Ellen Mandinach, Joanne Stein, and other members of the ACCCEL staff for helpful discussions of these issues.     

Suicidal thoughts and their relationship to family stress and personal problems among high school seniors and college undergraduates

This study investigated the incidence of serious suicidal thoughts (ST's) among 207 high school seniors and 901 college students, and the relationship between ST's and family stress, drinking and drug-abuse problems, and delinquency in these groups. Over 10% of the high school and over 6% of the college students reported ST's. Those considering suicide attempts in both groups were more likely than their classmates to view their parents as having many conflicts with each other, to think of their relationship with their father as poor, to see at least one of their parents as either angry or depressed much of the time, and to perceive themselves as having a drinking or drug-abuse problem. These findings support the call for comprehensive counseling programs at both the high school and college levels.     

A conditional approach to dispositional constructs: the local predictability of social behavior

A conditional approach to dispositions is developed in which dispositional constructs are viewed as clusters of if-then propositions. These propositions summarize contingencies between categories of conditions and categories of behavior rather than generalized response tendencies. A fundamental unit for investigating dispositions is therefore the conditional frequency of acts that are central to a given behavior category in circumscribed situations, not the overall frequency of behaviors. In an empirical application of the model, we examine how people's dispositional judgments are linked to extensive observations of targets' behavior in a range of natural social situations. We identify categories of these social situations in which targets' behavior may be best predicted from observers' dispositional judgements, focusing on the domains of aggression and withdrawal. One such category consists of subjectively demanding or stressful situations that tax people's performance competencies. As expected, children judged to be aggressive or withdrawn were variable across situations in dispositionally relevant behaviors, but they diverged into relatively predictable aggressive and withdrawn actions in situations that required the social, self-regulatory, and cognitive competencies they lacked. Implications of the conditional approach for personality assessment and person perception research are considered.