Political Animals: Luck, Love and Dignity

Human beings are both needy and dignified. How should we think about the relationship between our neediness and our worth? Card argues well that our vulnerability to luck is intertwined in the very conditions of moral agency. We can see the merit of her approach even more clearly by turning to some difficulties the Stoics have in preserving dignity while removing vulnerability. Stoicism does, however, help us to sort through the difficulties involved as we try to combine love of particular people with respect for all human life. Richardson is correct to suggest that love itself can animate the concern for all humanity; I also agree with him that institutions must play a major role in any solution to problems of inequality between nations. Although the “capabilities approach” offers an attractive account of one part of the goal of just political institutions, combining, as Moody-Adams suggests, respect for difference with a commitment to universal norms, I now believe that the capabilities account should be combined with a form of Rawlsian political liberalism that protects spaces within which citizens may pursue the good as they understand it.     

TRAINING PREDELINQUENT YOUTHS AND THEIR PARENTS TO NEGOTIATE CONFLICT SITUATIONS1

In response to parental requests for assistance in dealing with adolescent problem children, three parent-child pairs were taught negotiation responses to hypothetical conflict situations using behavior rehearsal and social reinforcement. The negotiation process was separated into component behaviors that were practised during simulations by each youth and his parent under the direction of trainers. Results indicated that (a) the procedures were successful in training youths and their parents in negotiation behaviors that produced agreements to conflict situations, and (b) these behaviors generalized to actual conflict situations in subjects' homes.     

Acquisition of matching to sample via mediated transfer

Two severely retarded Down's-syndrome boys learned a matching-to-sample performance through mediated transfer. The transfer paradigm involved three sets of stimuli, one auditory set (A) and two visual sets (B and C). The subjects were taught directly to do B-A and C-B matching, but experienced no direct association between C and A. They acquired the ability to do C-A matching without having been taught that performance directly. They also learned indirectly to name some of the visual stimuli, but naming was apparently not the mediator in the emergent C-A matching. The use of words and letters as stimuli highlighted the possible relevance of mediated associations in the indirect acquisition of elementary reading comprehension and oral reading. The acquisition of matching via mediated transfer also raised some new considerations concerning the role of coding responses in arbitrary matching to sample.     

Effects of receptive language training on receptive and expressive language development

The effects of a six-month training program in receptive language on receptive and expressive language development were investigated. Developmentally retarded preschoolers were pretested and posttested on one standardized test of receptive language and two tests of expressive language. Both the training and control groups participated in a preschool program. In addition, the training group received a two-sequence training program: (1) reinforcement for matching responses to modeling cues and accompanying verbal requests, and (2) reinforcement for appropriate responses to verbal requests alone. The training group demonstrated a significant increase in appropriate responses to verbal request over base-rate performance after the training and also demonstrated a significantly improved posttest performance on one test of expressive language as compared to the control group.The authors wish to thank Mrs. Helen Huggins and the staff of the Aid to Retarded Children's Preschool Training Center, San Francisco, California, for their assistance in this study. A modified version of this paper was presented at the Gatlinburg Conference on Mental Retardation, March, 1974, Gatlinburg, Tennessee.     

Stress and Alcohol,Cigarette, and Marijuana Use Among Latino Adolescents in Families with Undocumented Immigrants

Families in which one or more members are undocumented immigrants experience unique hardships. Yet, little is known about stress and substance use among adolescents growing up in these families. The present study examined associations between two sources of adolescent stress (i.e., low parental involvement due to contextual constraints and family economic insecurity) and lifetime alcohol, cigarette, and marijuana use among adolescents in families with undocumented members. The sample was comprised of 102 adolescents (10–18 years old) and one of his or her parents. Participants responded a survey in English or Spanish. Adolescent lifetime use of alcohol, cigarette, and marijuana was 51, 32.4, and 37.3 %, respectively. Chi-square analyses found no significant gender differences in lifetime substance use. Logistic regression models showed that adolescent stress due to hindered parental involvement increased the odds of both lifetime cigarette and marijuana use after controlling for gender, age, linguistic acculturation, familism, parental control, and negative peer affiliation. Being a girl increased the odds of lifetime alcohol use. Family economic stress was not associated with lifetime substance use. Results suggest that hindered parental involvement might be a stressor and a risk factor for cigarette and marijuana use among adolescents growing up in families with undocumented members. Because parents in these families are likely to be undocumented, policies that allow immigrants to apply for legal status could improve parents’ working conditions and facilitate parental involvement; in turn, such policies could decrease the risk for adolescent substance use among children of Latino immigrants.