Midlife Educational,Career, and Family Outcomes of Women Educated at Two Single-Sex Colleges

We examined midlife educational, career, and family outcomes of women who attended prestigious women's colleges in the 1960s. One college had a coeducational learning environment (CLE), the other was a single-sex environment (SLE). We hypothesized that in CLEs, exposure to men's standards of achievement might have resulted in greater educational and career status outcomes but more discrimination; in SLEs, there might have been fewer opportunities to engage with men intellectually, which could lead to lesser educational and career status outcomes, but the environment might have felt more supportive. Graduates of both colleges were very accomplished 30 years after graduation; however, those who had experienced a CLE reported more sexism and more active involvement in the women's movement than SLE graduates.     

Pediatric–Psychology Partnership for Abuse Prevention

Intimate partner violence (IPV) is a significant, albeit underreported and underidentified, public health problem that requires the informed and coordinated efforts of the health care system for appropriate recognition and intervention. In addition, health disparities are seen in the incidence, prevalence, and burden of IPV among specific population groups in the United States. Pediatric–Psychology Partnership for Abuse Prevention is a graduate psychology education training project focused on developing an integrated primary health-care based workforce that is culturally sensitive and competent in the identification and remediation of IPV. In addition, this project aimed to increase the number of health service psychologists from diverse backgrounds who are culturally competent and aware of health disparities. The training included clinical psychology trainees and pediatric residents working together in an ambulatory pediatric health care setting. Project methods, outcomes, and implications for predoctoral clinical psychology training programs are described.     

Marital satisfaction,parenting satisfaction,and parenting behavior in early infancy

The relationships between marital adjustment, satisfaction with parenting and actual parental behavior were assessed for a sample of first-time parents. Results indicated that there were consistent relationships between fathers' satisfaction scores and their own behaviors, but few relationships between mothers' behaviors and satisfaction scores. It was suggested that the determinants of the behavior of mothers and fathers may differ. In the absence of specific socialization of fathers into a caregiving role, fathers' caregiving style may become organized and develop primarily in the context of their relationships with their spouses.     

Perceived Marital Changes Following Marriage Guidance Training

Training to become a marriage guidance counsellor in Scotland involves a relatively demanding 18 months' programme of both didactic and experiential learning. Changes in the counsellors' marital relationships following training were evaluated using the Marital Adjustment Test and two ad hoc questionnaires. Of the 49 counsellors who (a) began training between 1976 and 1980, (b) completed the training and (c) were still counselling in February 1983, 33 participated, as did 30 of their partners. In general, the counsellors and their partners reported increased marital satisfaction following the training period, though five counsellors and two partners reported a decrease. The findings from the ad hoc questionnaires were also encouraging.     

Smile when you call me that!: The problems with punishing hate motivated behavior

During the last several years, many jurisdictions have enacted laws meant to punish behavior motivated by racial hatred or other forms of bigotry. The actual impact of these laws is probably largely symbolic. These laws, which are often called “hate crime” laws, have a number of problems. Hate crime laws may violate the constitution, but this problem can usually be avoided through careful drafting. More importantly, there are a number of practical and policy problems with hate crime laws; not only are these crimes difficult to identify, but they involve the problematical consideration of the offender's motive. In addition, social scientific theories suggest that the laws may actually increase bigotry and disempower minorities. For these reasons, it is recommended that policy-makers explore other means of reducing bigotry.     

Language and imitation in development

Noting the central role accorded imitation in the origins of symbolic functioning, language development, and identity formation, as well as its relationship to aspects of individuation, the authors have reviewed the problem of imitation from both cognitive developmental and psychoanalytic perspectives. They have specifically delineated piagetian views regarding the origins of imitation and traced its relationship to the emergence of language, while attempting to clarify various psychoanalytic formulations on this topic. This dual theoretical perspective is then reconsidered within the framework of the current empirical infancy literature. Pathological sequelae of imitation are also reviewed in relation to their impact upon ego formation and the process of socialization. Tracing a cognitive developmental line, the authors then discuss the relationship between imitation and the emergence of language; language is also considered as an important vehicle of communication which furthers and enhances ego development and object relations. The authors conclude with a partial integration of piagetian and psychoanalytic hypotheses regarding imitation and identity formation with the aim of stimulating further discussion on this topic.     

Life and job satisfaction: Is the job central?

The nature of the causal relationship between life and job satisfaction in a sample of males and females working in a variety of jobs was investigated. Results suggest that the life satisfaction causes job satisfaction hypothesis is more tenable than the reverse.     

Violent groups

This article reviews relevant empirical studies and theoretical formulations in an effort to gain insight into the many violenceprone groups that have come to public attention in recent years. Research findings show group members tend to score high on variables like anger at family members and overcontrolled hostility, often are in developmental transition at the time they join the groups, and gain relief from significant emotional distress through group membership. Leader characteristics, group norm forming and group control processes particular to these kinds of groups are also described in an effort to develop further understanding.Parts of this paper were presented in New York City at a September 1979 symposium on forensic psychology and psychiatry sponsored by the New York Academy of Science.     

Frequency of measurement and data utilization as factors in standardized behavioral assessment of academic skill

A study was conducted to investigate the effects on students' spelling achievement of variations in teacher assessment procedures. Teachers measured student spelling performance at a constant level of task difficulty using different measurement frequencies and different rules to interpret the data. Each teacher wrote two consecutive 3-week goals for improved spelling performance for two sets of 100 spelling words and then measured student performance either daily or weekly by dictating randomly selected words from each 100-word list. Teachers were trained to apply either a predetermined set of decision rules or their own judgment to the data to decide if the spelling program they had implemented for the student was effective. Ineffective programs were changed or modified. Results indicated that daily measurement was significantly more effective than weekly measurement in increasing spelling achievement and that, under certain conditions, decision rules were more effective than teacher judgment in determining when to make program changes or modifications.This research was conducted pursuant to Contract 300-77-0491 between the Bureau of Education for the Handicapped (now called Special Education Programs) and the University of Minnesota Institute for Research on Learning Disabilities.