Artistic and Scientific Creative Behavior: Openness and the Mediating Role of Interests

The arts and sciences have been identified as two specific domains that are dependent upon the creative process. A total of 369 undergraduate students served as research participants in two separate studies. In the first study, participants (N = 238) completed a measure of Openness to Experience (NEO‐PI; McCrae & Costa, 1999) and a questionnaire assessing artistic and scientific creativity (ASAS; Guastello & Shissler, 1994). Results from study 1 indicated that the Aesthetics and Actions personality traits were significantly related to artistic creativity, while the Ideas trait was the only lower level personality trait to significantly correlate with scientific creativity. In the second study, participants (N = 131) completed a measure of Openness to Experience (NEO‐PI), Vocational Interests (Holland, 1985), and an artistic and scientific creativity questionnaire (Guastello & Shissler, 1994). Findings from study 1 were largely replicated in study 2. Namely, Aesthetics and Ideas were significantly related with artistic and scientific creativity, respectively. Results from partial correlation computations were used to identify specific personality traits that were used in a series of regression models testing the second goal of the second study. Specifically, vocational interests were observed to mediate the relationship between personality dispositions and creativity. Results suggest the ability of lower level personality traits of Openness to differentiate between artistic and scientific creativity. In addition, results lend support for the motivational aspect of vocational interests.     

Characteristics of Academically Talented Minority Students

Although there is often fierce competition among schools and universities for the recruitment of academically talented minority students, little is known about their needs, interests, and future plans. This article provides insights into the concerns of talented young minority people by describing the profiles of approximately 3,545 minority students who scored in the top 5% on the American College Test Assessment. The authors examine the relationship of specific minority group membership and gender, postsecondary educational plans, career interests, needs for services, desires for extracurricular activities, and satisfaction with educational experiences. Implications are drawn for counselors, advisers, and administrators striving to improve their ability to serve academically talented minority students.     

Four‐model approach to adolescent–parent attachment relationships and adolescents' loneliness,school belonging,and teacher appraisal

This study tested monotropy, hierarchy, independence, and integration conceptual models of adolescent–mother and adolescent–father attachment to explain adolescents' perceived social interrelationships with extrafamilial attachment figures (peers, teachers). Participants included 356 Israeli adolescents (12–15 years). More adolescents were significantly classified as securely attached to mothers than to fathers, but high concordances emerged. Results supported two of the attachment models, hierarchy and integration, as explaining variation in adolescents' perceived extrafamilial interrelationships. As per the hierarchy attachment model, adolescent–mother attachment outweighed adolescent–father attachment to some extent in predicting adolescents' perceived social interrelationship measures. As per the integration attachment model, significant differences emerged on most social interrelationship measures between the 4 distinct subgroups: secure attachment to both parents, neither, only father, only mother. The Discussion section focuses on the unique importance of attachment to each parent for typically developing junior high students.     

A Comparison of Gifted,General, and Special Learning Needs Students on Academic and Social Self-Concept

The purpose of this study was to compare students identified as gifted, general, and having special learning needs on academic and social self-concept. The three groups of students were identified by their schools according to their academic abilities. Gifted students were selected because of inordinately high academic abilities, those with special learning needs because of inordinate academic difficulties, and general students because their academic abilities were not at either extreme. Junior high school students (N = 243) completed the Tennessee Self-Concept Scale and the School Attitude Measure. These measures were given in September and then repeated in May of the same academic year. Gifted students tended to score highest on both academic and social self-concept, although this relationship was influenced somewhat by sex. Students with special learning needs scored lowest on all variables. Differences found in the September testing were maintained in May. Educational implications of these results are elaborated.     

The Credentialing of Professional Psychologists and Its Implication for the Other Mental Health Disciplines

Professional psychology was the first mental health profession to challenge the preeminence of psychiatry and in so doing blazed the trail for clinical social workers, mental health counselors, marriage and family therapists, and addiction counselors. Social work has followed one decade behind psychology's footsteps, and the other rapidly emerging mental health professions are not too far behind social work. This article reviews the lessons learned by professional psychology when it adopted the strategy of statutory regulation, freedom of choice, control of its own training and of its national organization, and future strategies for Medicare and eventually for the enactment of universal health care. These lessons are important to the professions following psychology.     

Parental Perceptions of Services Provided for Children with Autism in Jordan

Providing formal support for children with autism and their parents is important and mandatory to improve children’s abilities and enhance the capabilities of parents. The present study attempted to investigate the perceptions of parents of children with autism regarding the services provided in Jordan. A questionnaire consisting of five sections was designed and distributed to a sample of 60 parents of children with autism (5–18 years old) among four special education institutions in Jordan. The questionnaire addressed five domains: demographics, type and number of received services, methods and difficulties of obtaining services, parents’ satisfaction, and parents’ perceived needed services. The results revealed that the service delivery system with which parents interacted was composed of multiple places and providers, but had several difficulties. Parents participating in this study expressed an average satisfaction with the received services. Issues pertaining to the cost of services, parents-professional partnerships, and overall quality of services were seen by parents as sources of low satisfaction. On the other hand, parents expressed the need for early intervention, family counseling, and community awareness services. Further suggestions and implications are presented in the study.     

Women,Hegel, and Recognition in The Second Sex

This paper develops a new account of Beauvoir's “Hegelianism” and argues that the strand of contemporary interpretation of Beauvoir that seeks to represent her thought in isolation from that of Jean‐Paul Sartre constitutes a betrayal of the philosophy of recognition that she derives from Hegel. It underscores the extent to which Beauvoir influenced Sartre's Being and Nothingness and shows that Sartre and Beauvoir both adapted Hegel's ideas and agreed in rejecting his optimism.     

The Friendship Model of Filial Obligations

ABSTRACT This paper [1] is a defence of a modified version of Jane English's model of filial obligations based on adult children's friendship with their parents. (I) Unlike the more traditional view that filial obligations are a repayment for parental sacrifices, the friendship model puts filial duties in the appealing context of voluntary, loving relationships. (II) Contrary to English's original statement of this view, which is open to the charge of tolerating filial ingratitude, the friendship model can generate obligations to help our parents even if we are no longer friendly with them. (III) Joseph Kupfer has pointed out several ways in which parent-child relationships differ from peer friendships; but his arguments do not preclude our enjoying a type of friendship with our parents. (IV) In response to Christina Hoff Sommers, who objects that feelings of friendship toward our parents are too flimsy a ground for filial duties, the friendship model can provide a plausible, robust account of filial obligations. (V) As for adult children who have never formed friendships with their loving, caring parents, and refuse to give them much-needed assistance, they can be criticised by moral considerations independent of but compatible with the friendship model .     

Developing Anticipation Skills in Tennis Using On-Court Instruction: Perception versus Perception and Action

On-court instruction involving either Perception–action training or Perception-only training was used to improve anticipation skill in novice tennis players. A technical instruction group acted as a control. Participants' ability to anticipate an opponent's serve was assessed pre- and posttest using established on-court measures involving frame-by-frame video analysis. The perception–action and perception-only groups significantly improved their anticipatory performance from pretest to posttest. No pretest-to-posttest differences in anticipation skill were reported for the technical instruction group. The ability to anticipate an opponent's serve can be improved through on-court instruction where the relationship between key postural cues and subsequent performance is highlighted, and both practice and feedback are provided. No significant differences were observed between the perception–action and perception-only training groups, implying that either mode of training may be effective in enhancing perceptual skill in sport.