SEVERITY OF CHILD SEXUAL ABUSE AND REVICTIMIZATION: THE MEDIATING ROLE OF COPING AND TRAUMA SYMPTOMS

Child sexual abuse (CSA) has consistently been associated with the use of avoidant coping; these coping methods have been associated with increased trauma symptoms, which have, in turn, been linked to increased risk for adult sexual revictimization. Given these previous findings, the purpose of the current study was to test a model that conceptualized the relationships among these variables. Specifically, CSA severity was conceptualized as leading to the use of avoidant coping, which was proposed to lead to maintenance of trauma symptoms, which would, in turn, impact severity of revictimization indirectly. This comprehensive model was tested in a cross-sectional study of a large, geographically diverse sample of college women. Participants were 99 female undergraduates classified as having experienced CSA who completed measures of abuse history, coping style, current levels of trauma symptoms, and adult sexual revictimization. Multivariate path analysis indicated that the data fit the hypothesized model for verbally coercive, but not physically aggressive, revictimization. Specifically, increased CSA severity was associated with the use of avoidant coping, which, in turn, predicted greater levels of trauma symptomatology and severity of sexual coercion in adulthood. Although cross-sectional in nature, findings from this study suggest that coping strategies and trauma symptoms may represent modifiable factors that place women at increased risk for verbally coercive sexual revictimization.     

THE STORIES WE TELL: THE LIVES AND FRIENDSHIP OF TWO OLDER BLACK LESBIANS

Research addressing the lives and friendships of older Black lesbians is virtually nonexistent. Using narrative analysis, we chronicle the lives of two older Black lesbians (73 and 85 years of age) through the lens of positive marginality. The concept of positive marginality asserts that living both inside and outside of the mainstream produces strengths rather than helplessness ( Mayo, 1982 ). We use four conceptual frames of reference to explore positive marginality: critical watching and reframing of life experiences on the margins, wise conversion of obstacles into opportunities, the subversion of social institutions, and the creation of safe spaces for people on the margin. From these two women's stories, we show how each, through lives of activism and seduction, created positive environments that defied traditional categories. We discuss how race, class, gender, sexual orientation, and aging affected their lives and how their friendship was an anchor for each. We offer their stories as a point of entry to future inquiry concerning older Black lesbians.     

AN EXPRESSIVE WRITING INTERVENTION TO COPE WITH LESBIAN-RELATED STRESS: THE MODERATING EFFECTS OF OPENNESS ABOUT SEXUAL ORIENTATION

Over the past two decades, expressive writing interventions have been used successfully to reduce distress and improve well-being for those dealing with traumatic events, stressors, and illnesses. The purpose of this study was to investigate an expressive writing intervention for lesbian-related stressors. As expected, writing about traumatic events related to sexual orientation reduced self-reported confusion and perceived stress over a 2-month period for those lesbians who were less open about their sexual orientation. Interestingly, writing about such traumatic experiences was associated with increases in confusion and perceived stress for those who were more open about their sexual orientation. Applying this paradigm to assist individuals in coping with stressors related to their sexual orientation represents an important addition to the expressive writing literature. Furthermore, it offers a promising, cost-effective method to assist closeted lesbians in coping with stressors related to their sexual orientation.     

Inspiration From Role Models and Advice for Moving Forward

This Behavior Therapy series on overcoming the glass ceiling followed from a highly attended panel at ABCT on the same topic. The current paper summarizes the common themes across the various papers in this series with respect to obstacles prominent women have faced, and how we can learn from their stories to help inform the future. These themes include the importance of role models, messages from a supportive environment, difficulties balancing careers with children, coordinating careers with family, importance of taking charge of one's career, moving forward despite negative internal and external messages, and questions about whether things have changed substantially. In addition, this paper contains a summary of the helpful advice from accomplished women in academia for navigating the academic waters. It is our aspiration that going forward this series will stimulate other conversations as well as increase thought, behavior, solidarity, and awareness about this topic so that we can continue to work toward a future when things will continue to improve for women.     

"The relation between spatial skill and early number knowledge: The role of the linear number line": Correction to Gunderson et al. (2012)

Reports an error in "The Relation Between Spatial Skill and Early Number Knowledge: The Role of the Linear Number Line" by Elizabeth A. Gunderson, Gerardo Ramirez, Sian L. Beilock and Susan C. Levine (Developmental Psychology, Advanced Online Publication, Mar 5, 2012, np). The grey boxes around the faces in Figure 2 are missing. The correct version is presented in the erratum. (The following abstract of the original article appeared in record 2012-05400-001.) Spatial skill is highly related to success in math and science (e.g., Casey, Nuttall, Pezaris, & Benbow, 1995). However, little work has investigated the cognitive pathways by which the relation between spatial skill and math achievement emerges. We hypothesized that spatial skill plays a crucial role in the development of numerical reasoning by helping children to create a spatially meaningful, powerful numerical representation-the linear number line. In turn, a strong linear number representation improves other aspects of numerical knowledge such as arithmetic estimation. We tested this hypothesis using 2 longitudinal data sets. First, we found that children's spatial skill (i.e., mental transformation ability) at the beginning of 1st and 2nd grades predicted improvement in linear number line knowledge over the course of the school year. Second, we found that children's spatial skill at age 5 years predicted their performance on an approximate symbolic calculation task at age 8 and that this relation was mediated by children's linear number line knowledge at age 6. The results are consistent with the hypothesis that spatial skill can improve children's development of numerical knowledge by helping them to acquire a linear spatial representation of numbers. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

The relation between spatial skill and early number knowledge: The role of the linear number line

[Correction Notice: An Erratum for this article was reported in Vol 48(5) of Developmental Psychology (see record 2012-11771-001). The grey boxes around the faces in Figure 2 are missing. The correct version is presented in the erratum.] Spatial skill is highly related to success in math and science (e.g., Casey, Nuttall, Pezaris, & Benbow, 1995). However, little work has investigated the cognitive pathways by which the relation between spatial skill and math achievement emerges. We hypothesized that spatial skill plays a crucial role in the development of numerical reasoning by helping children to create a spatially meaningful, powerful numerical representation-the linear number line. In turn, a strong linear number representation improves other aspects of numerical knowledge such as arithmetic estimation. We tested this hypothesis using 2 longitudinal data sets. First, we found that children's spatial skill (i.e., mental transformation ability) at the beginning of 1st and 2nd grades predicted improvement in linear number line knowledge over the course of the school year. Second, we found that children's spatial skill at age 5 years predicted their performance on an approximate symbolic calculation task at age 8 and that this relation was mediated by children's linear number line knowledge at age 6. The results are consistent with the hypothesis that spatial skill can improve children's development of numerical knowledge by helping them to acquire a linear spatial representation of numbers. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

Memory conformity for confidently recognized items: The power of social influence on memory reports

Memory conformity occurs when one person's memory report influences another's. Memory conformity is more likely to occur when the information comes from a credible source, and when internal evidence is weak. Here, we investigate whether there are situational variations in how heavily participants weigh internal cues to accuracy when confronted with conflicting information from a partner. The results show that even confidently held memories are subject to influence from external sources, and that social influence is exaggerated when the source is seen to be highly credible.     

Religion and Decisions About Marriage,Residence, Occupation,and Children

Using data from the first wave of the Portraits of American Life Study (PALS), we consider the extent to which people report that religious factors influence their decisions about career choice, marriage, residency, and number of children. We find significant positive relationships between the importance of religion or religious faith and the perceived influence of religious factors on one's choice of occupation, decision about whether or whom to marry, decision about where to live, and decision about how many children to have. We also observe significant interactions between the importance of religion or religious faith and religious tradition, but we find no consistent patterns across our decision‐making outcomes. Our preliminary conclusions raise significant questions about the broader relationship between religion, perception, and decision making.