Images of occupations: Components of gender and status in occupational stereotypes

A multidimensional approach to occupational gender type was explored. In Study 1, participants' spontaneous images of various jobs were elicited. The attributes generated were used to develop a job images questionnaire employed in Study 2 on which participants rated a random sample of 100 occupational titles. Occupational images were primarily structured on two orthogonal dimensions: prestige and gender type. The multidimensional approach to occupational gender-type was supported in that important gender-related occupational attributes (masculine personality trait requirements and analytical skills) did not load on the gender-type factor, but did load highly on the prestige factor. Thus, even though the prestige and gender-type factors were orthogonal, specific gender-related attributes were related to perceived occupational prestige.     

Accounts of sexual identity formation in heterosexual students

Very little research has focused on the ways that heterosexual people perceive their sexual identity. This paper explores heterosexual identity from the standpoint of an established identity model, that of James Marcia. Twenty-six heterosexual undergraduate students (14 men: 3 African-American, 1 Latino, and 10 White, and 12 women: 3 African-American, 1 Latina, and 8 White) wrote two-three page essays on how their sexual identities formed and how they influence their daily lives. Students could be categorized into all four of Marcia's identity statuses. Additionally, six common themes were noted in their essays: had never thought about sexual identity; society made me heterosexual; gender determines sexual identity; issues of choice versus innateness of sexuality; no alternative to heterosexuality; and the influence of religion.     

A spanish translation and validation of the daily stress inventory and a comparison of the level of stress experienced by three culturally distinct hispanic groups

Two studies were conducted, the first to establish a valid Spanish version of the Daily Stress Inventory (DSI). A second study was conducted using the bilingual version of the DSI to assess differences in the level of stress experienced by three selected Hispanic groups: (a) very Hispanic/Hispanic-oriented bicultural, (b) true bicultural, and (c) Anglo-oriented bicultural/very Anglicized as determined by the adapted version of the Acculturation Rating Scale for Mexican Americans (ARSMA). It was expected that stress levels would be highest for the least acculturated group. The results of the first study indicate that the Bilingual DSI scores are highly correlated with the scores of the original DSI when both instruments are responded to simultaneously by fully bilingual individuals. In Study 2, the initial data analyses showed no difference in the level of stress reported by Hispanics at different levels of acculturation as measured by the ARSMA. When a median-split method was employed, differences in the DSI I/E measures between the two groups were significant, suggesting that acculturation level may be related to stress level.     

Measuring How We Preach What We Practice: Psychoeducational Change in Depressed Inpatients

This study investigated the relationship between acquisition of psychoeducational principles and symptomatic improvement in depressed in-patients. One hundred and twenty-three inpatients hospitalized on a Cognitive Therapy Unit were administered the Test of Cognitive Behavioral Principles (TCBP) and the Beck Depression Inventory at admission and discharge. It was predicted that the TCBP scores would be higher at discharge than at pre-testing at admission. Further, it was hypothesized that the higher TCBP scores at post-test would be significantly correlated with lower Beck Depression Inventory scores at post-test. The results revealed that inpatients' TCBP scores improved over the course of treatment supporting the first hypothesis. However, the data did not support the second hypothesis as there was not a significant relationship between the TCBP scores and the BDI scores at discharge. The results are discussed in terms of clinical, theoretical, and methodological implications.     

TEACHING ELEMENTARY STUDENTS WITH DEVELOPMENTAL DISABILITIES TO RECRUIT TEACHER ATTENTION IN A GENERAL EDUCATION CLASSROOM: EFFECTS ON TEACHER PRAISE AND ACADEMIC PRODUCTIVITY

Four fourth graders with developmental disabilities were trained to recruit teacher attention while they worked on spelling assignments in a general education classroom. The students were taught to show their work to the teacher two to three times per session and to make statements such as, “How am I doing?” or “Look, I'm all finished!” Training was conducted in the special education classroom and consisted of modeling, role playing, error correction, and praise. A multiple baseline across students design showed that recruitment training increased (a) the frequency of students' recruiting, (b) the frequency of teacher praise received by the students, (c) the percentage of worksheet items completed, and (d) the accuracy with which the students completed the spelling assignments.     

Occupation,Competence, and Role Overload as Evaluation Determinants of Successful Women1

In order to determine what variables contribute to or detract from the inter- personal attraction of a successful career woman, 80 male and 80 female introductory psychology students at a large western state university viewed one of eight different videotapes of a female stimulus person discussing aspects of her career and homelife. Two levels of occupation (traditional vs. nontraditional), two levels of competcnce (high vs. low), and two levels of role overload (high vs. low) were factorially varied for each videotape. The Attitudes toward Women Scale (AWS) was used as a covariate, thereby equalizing attitudes between the sexes. A multivariate analysis of covariance was performed on the data. Results indicated that all main effects-competence, role overload, occupation, and sex of subjects-were significant. Also significant was a sex of subject by occupation interaction and two three-way interactions. These results were discussed in the context of how they increase our understanding of college students' perceptions of successful career women.     

Fear of success revisited: Introducing an ambiguous cue

One criticism of Horner's fear-of-success (FOS) research concerns the fact that she defined success (being number 1 in a medical school class) for her subjects. Two aims of the present investigation were to (a) reinstate the traditional ambiguity of the projective verbal lead: “Anne (John) has succeeded,” and (b) determine the amount of FOS imagery projected by 64 male and 79 female college students to these leads. The low incidence of FOS in this present study was attributed to the opportunity subjects were given to define success for themselves. There were no significant differences in the amount of FOS projected by men and women. School-related success was the most often cited success theme. Results were supportive of the hypothesis that FOS is situationally determined.     

Ecological interventions and the process of change for prevention: Wedding theory and research to implementation in real world settings

Considers a preventive intervention effort designed to modify the characteristics and regularities of the school environment so as to enhance the expectations conveyed to high risk students. Employing this case effort (Weinstein et al., 1991) as a base, several issues are highlighted that deserve greater attention in the design, implementation, assessment, and reporting of other preventively-focused social interventions. These issues include: (1) the degree of program implementation fidelity, (2) the impact a lack of attainment of program fidelity may have on arriving at erroneous evaluation conclusions about social programs, (3) the ways in which the theory and basic research employed in the program rationale is appropriate to and reflected in the program as designed, (4) issues of program potency and dosage, (5) the ways in which quantitative and qualitative evaluation data can enhance each other, and (6) the import of evaluability assessments of programs prior to moving to outcome evaluations. In addressing these issues, the importance of developmentally- and ecologically-informed program formulations is underscored. Finally, the critical role that program reports such as the Weinstein paper, with its careful discussion of both the process of implementation and outcome assessments, can play in the development of more effective prevention program implementation efforts is highlighted.     

Female Offenders Under Community Supervision: A Phenomenological Analysis

In this phenomenological study, we examined the lived experiences of 10 female offenders under community supervision. Findings include five essential themes. We propose clinical implications and actionable service recommendations for clinical mental health counselors working with this population.