Some introductory thoughts

Education must be a central part of the building of Europe: because access to knowledge can overcome the dangers of exclusion, but also because education offers the key to citizenship and thereby to the future of Europe.     

Gender and Suicide in India: A Multiperspective Approach

The gap between male and female suicide rates in India is relatively small. However, society's views on female and male motives are quite different. In order to investigate the perceptions of male and female suicide, we interviewed a focus group of university professors as well as police inspectors, crime reporters, and hospital nurses in Bangalore. We also obtained four narratives of suicide. Women tended to be blamed for their own or their husband's suicide, although they were also viewed more often as victims of life adversities than men. A historical review illustrates that both men and women have been associated with culturally sanctioned suicides. One known form is sati, and we discuss the recent case of sari-murder of Roop Kanwar in 1987. The social sciences and the media also pay a lot of attention to the typical female suicides, symbolizing their role as martyrs of society, which seems to compensate for attribution of blame.     

Self-behavior focus of attention as a determinant of children's and adults' attributions to stories with negative outcomes

This study explored characteristics of attributions made to negative outcome stories by fourth-, sixth-, and eighth-graders as well as college students. All subjects read six stories representing three stories for each of two levels (self-focus and behavior-focus) of a within-subjects factor, Focus of Attention. Dependent measures included both spontaneous attributions and structured evaluations on the dimensions of causality, responsibility, blame, and deservingness. Analyses of the spontaneous attributions indicated that Self attributions were more frequently given than either Behavior or External attributions to both self- and behavior-focus stories. The experimental manipulation of internal focus produced matching attributions only in the self manipulation. Analyses of the structured evaluations indicated that subjects used Cause and Responsibility interchangeably but only eighth-graders and college students differentiated Cause/Responsibility from both Blame and Deservingness. Cause/Responsibility was also shown to have more salience in the behavior-than self-focus stories. It is suggested that a verbal focus on behavior has limited effects in producing defensive, self-distanced attributions but may heighten evaluations of Cause/Responsibility. In addition, behavior-focus seems to have little effect on the development of the psychologically more complex evaluations of blame and deservingness.