School psychologists' rankings of stressful events

The issue of stress among school psychologists and other helping professionals has achieved a position of prominence in recent literature. Critical stressful events in the professional lives of 534 school psychologists are identified and rated. The demographic data for the subjects and the mean rankings of the 35 stressful events are reported. In addition, a factor analysis was performed on the stressful events, yielding nine factors: Interpersonal Conflict, High Risk to Self and Others, Obstacles to Efficient Job Performance, Public Speaking, Time Management, Keeping District “Legal,” Hassles, Professional Enrichment, and Insufficient Recognition of Work. Analyses of variance were performed, pairing the 11 demographic variables with the nine factor scores. One or more statistically significant (p<.05) factor loadings were obtained for gender, age, type of community, number of districts, number of years, and salary.     

Impaired ranking of semantic attributes in dementia

The present work explored the loss of semantic attributes that is said to occur in dementia. In the first two experiments, subjects had to select attributes that went with concepts like airplane and church. The finding that demented subjects maintained high levels of accuracy when selecting attributes suggested that the semantic content of their concepts was relatively well preserved. The organization of the content was explored in a third experiment by having subjects order attributes according to their relative importance in defining concepts. While demented subjects performed better than chance, they did not rank attributes as well as healthy aged subjects, suggesting a disruption in organization whereby the importance of central attributes is reduced. The hypothesized disruption in organization is viewed in relation to the learning and memory deficit that is the hallmark of the dementias.     

Learned helplessness versus reactance: The effects of sex-role stereotypy

Both learned helplessness and reactance theories hypothesize that the effects of noncontingent reinforcement on later performance are related to the amount of experience with noncontingent reinforcement and to the subjects' expectations of control. In addition, learned helplessness theorists have suggested that performance may depend upon the causes to which subjects ascribe failure. The present study investigated these hypotheses by defining expectation of control as the degree of sex-role stereotypy and by assessing causal attributions. Forty men and 40 women were given either zero, three, four, five, or six discrimination problems for which they received noncontingent reinforcement; they were subsequently tested on anagrams and math problems. Causal attributions were rated after each set of tasks. The data suggested the following. (1) In general, under conditions of noncontingency, high masculinity subjects performed better on anagrams and low masculinity subjects performed worse on anagrams than subjects in the control conditions; stereotypic femininity was not related to performance. (2) Ratings of attributions for failing the discrimination problems were generally unrelated to performance, although there was weak support for the facilitating effects of effort attributions. (3) Subsequent to anagram and math performance, women rated external attributions higher following success and internal attributions higher following failure than did men. The implications for learned helplessness and reactance theories are discussed.The authors would like to thank Stephen Haynes and Jack McKillip for their helpful comments on earlier versions of this paper.     

Inquiry method effects on performance in a simulated business environment

The dialectical inquiry (DI) and devil's advocate (DA) techniques have been offered as two options for providing information to the decision maker. Several prior studies have not resolved the relative advantages between these two “inquiry methods.” This paper reports two studies that involve a business simulation task and an inquiry method manipulation. In the first study with student subjects as decision makers, the DA advice was more useful than the DI advice in a situation wherein plant and work force expansions were frequent. In the second study with experienced managers, very few expansion decisions were made, and the nature of DA or DI advice made no significant difference. Instead, a recommendation to engage in a high profit margin, low volume strategy proved useful in some conditions.     

“I Didn’t Expect to Learn as Much as I Did”: Rewards of Caregiving in Young Adulthood

While much attention is given to unpaid caregivers in midlife, there is a notable gap in the literature regarding young adults in family caregiving roles. Although two out of 5 family caregivers are between the ages of 18 and 40, we know relatively little about these younger relatives providing support to ill and disabled family members. Understanding the experiences of this under-researched population is critical to effective social service provision for this new wave of caregivers. In addition, the challenges associated with caregiving are well documented, yet examining the positive aspects of caregiving is necessary to provide a balanced picture of caregiving. The purpose of this qualitative study was to explore the gains experienced by family caregivers in young adulthood. In-depth telephone interviews were conducted with a diverse sample of 22 individuals who were (or had previously been) caregivers while in young adulthood. Analysis of the data resulted in identification of four themes concerning gains experienced by young adult caregivers: a strengthening of family relationships, character growth, personal satisfaction in the care provided, and material benefit. This study sheds some understanding on rewards experienced by a subgroup of family caregivers who has received little attention—young adult caregivers.     

Psychometric properties of the Social Skills Questionnaire: Portuguese adaptation of the student form (grades 7 to 12)

The present study aims to analyze the psychometric properties of the student form (Grades 7 to 12) of the Social Skills Questionnaire authored by Gresham and Elliott (1990), on a sample of Portuguese adolescents. Participants included 573 students, both female and male, aged 14 to 19. Reliability was assessed through Cronbach's alpha and was .87 for the total scale, ranging from.58 to .72 for the subscales. A confirmatory factor analysis revealed that the main adjustment indices presented unexpected values. A principal components analysis indicated that several items of the cooperation subscale correlated with other factors. Adequate adjustment indices were found when cooperation was removed from the model. Semantic dualities due to cultural factors and difficulties assuming the cooperation dimension as an independent dimension might explain the results observed. The reorganization of the SSQ offers a reliable and valid instrument for research within the Portuguese population.