Gender, jealousy, and attachment: A (more) thorough examination across measures and samples

We examined the role of attachment and gender on responses to hypothetical sexual and emotional infidelity. Unlike previous studies, both categorical and continuous attachment style and infidelity distress measures were administered to separate samples of college students and adults. Consistent with previous jealousy research, we found moderate gender differences on forced-choice measures of infidelity distress but smaller differences on continuous measures. However, across all analyses, attachment style was not a significant predictor. We discuss this failure to replicate Levy and Kelly (2010) and provide suggestions for future research.     

Mirror Mirror: The role of self-monitoring and sincerity in emotional manipulation

This study examined for the first time the relationships between self-monitoring, sincerity, and emotional manipulation, by investigating whether sensitivity to social cues and to appropriate emotional expression would facilitate the use of emotion in malevolent contexts. Participants (N = 170 student and community members) completed online measures of self-monitoring, sincerity, and emotional manipulation in a cross-sectional, correlational design. As predicted, high self-monitoring (of self-presentation) and low sincerity were significantly associated with emotional manipulation. Lower levels of conscientiousness and agreeableness also predicted emotional manipulation. Although the current research is exploratory, it is concluded that attention to, and control of, emotional expression, in combination with an insincere approach, are central to emotional manipulation.     

Relations between self-serving cognitive distortions, psychopathic traits, and antisocial behavior in a non-clinical sample of adolescents

The aim of the present study was to assess the relative contributions self-serving cognitive distortions and psychopathic traits to adolescent antisocial behavior. Participants were 972 high-school students who completed self-report questionnaires. Hierarchical multiple regression analyses showed that self-serving cognitive distortions, psychopathic traits, as well as their interaction term were significant predictors of antisocial behavior in both genders after adjustment for the main other cognitive, psychopathological and sociofamilial variables. High levels of self-serving cognitive distortions were associated with more extensive antisocial behavior among participants with higher scores on psychopathic traits. This result may have implications for prevention and treatment.     

Career guidance in England: retrospect and prospect

This paper tackles three challenges: first, to sketch the history of career guidance provision in England over the last 25 years; second, to identify what the current structure of career guidance in England is; and finally, to analyse the key issues and challenges which career guidance in England now faces. Whilst its earlier history in this field was in step with the other constituent countries of the United Kingdom, the path taken by England in more recent times (notably the last decade) has diverged; this divergence being exacerbated by a relentless quest for target achievement. England now stands alone in eschewing an all-age guidance service. It is argued that the current situation in England is a fretwork of polarities across which policy is stretched, leading to tension and incoherence.     

Do Provocateurs’ Emotion Displays Influence Children’s Social Goals and Problem Solving?

The social goals and social problem-solving of children who varied in social adjustment were examined in the context of hypothetical ambiguous provocation situations in which provocateurs’ emotion displays were systematically manipulated. Children rated the importance of six different social goals and explained how they would solve the problems. Social adjustment was measured with rating and nomination sociometric procedures. Rejected-aggressive, rejected-nonaggressive, average-nonaggressive, and popular-nonaggressive children showed both commonalities and differences in rating the six social goals, the relative importance of the six social goals, and social problem-solving depending on the provocateur’s emotion display. When provocateurs were happy, there were few group differences, but when provocateurs were angry or sad, rejected-aggressive children: a) rated hostile/instrumental goals more positively; b) rated prosocial goals less positively; and c) made problem-solving responses that were less friendly than those of other children. Results are discussed in relation to Lemerise and Arsenio’s (2000) model of emotion and social information processing.     

The negative effect of cross‐examination style questioning on children's accuracy: older children are not immune

We present data suggesting that the negative effect of cross‐examination style questioning on children's accuracy is not limited to young children. Using an identical paradigm to that used with 5‐ and 6‐year‐olds by Zajac and Hayne in 2003 , we examined the effect of cross‐examination style questioning on 9‐ and 10‐year‐olds' accounts of a prior staged event. Like younger children, 9‐ and 10‐year‐old children made frequent changes to their original responses during cross‐examination style questioning. Although 9‐ and 10‐year‐old children were more likely to change incorrect responses than correct ones, they nonetheless changed over 40% of their correct responses, and cross‐examination still exerted a significant negative effect on their overall accuracy levels. The present findings suggest that although older children appear to be somewhat less vulnerable to cross‐examination style questioning, they are still not immune to the negative effects of this process on the accuracy of their reports. Copyright © 2005 John Wiley & Sons, Ltd.     

Workforce Support for Urban After‐School Programs: Turning Obstacles into Opportunities

Organized after‐school programs can mitigate risk and build resilience for youth in urban communities. Benefits rely on high‐quality developmental experiences characterized by a supportive environment, structured youth–adult interactions, and opportunities for reflective engagement. Programs in historically disenfranchised communities are underfunded; staff are transient, underpaid, and undertrained; and youth exhibit significant mental health problems which staff are variably equipped to address. Historically, after‐school research has focused on behavior management and social‐emotional learning, relying on traditional evidence‐based interventions designed for and tested in schools. However, after‐school workforce and resource limitations interfere with adoption of empirically supported strategies and youth health promotion. We have engaged in practice‐based research with urban after‐school programs in economically vulnerable communities for nearly two decades, toward building a resource‐efficient, empirically informed multitiered model of workforce support. In this paper, we offer first‐person accounts of four academic–community partnerships to illustrate common challenges, variability across programs, and recommendations that prioritize core skills underlying risk and resilience, align with individual program goals, and leverage without overextending natural routines and resources. Reframing obstacles as opportunities has revealed the application of mental health kernels to the after‐school program workforce support and inspired lessons regarding sustainability of partnerships and practice.     

Elaborating the Connection between Social Class and Classism in College

Scholarship has documented the challenges that face college students of marginalized economic backgrounds, an issue that is relevant for Community Psychology because of the field's commitment to social justice. Community psychologists are concerned with facilitating access to social resources such as education across the full range of social identities. The current study builds on recent research that has identified the key role of classism in students' struggles. We developed a new measure of college student financial stress in order to investigate the relationship between indices of social class (financial stress, subjective social status, and parental education) and indices of classism (institutional, interpersonal, and citational). We also explored whether race or immigration status moderated these relationships in a sample of diverse students (N = 278). Findings show that students' current financial stress has the strongest relationship with classism, and immigration status moderates the exposure to citational classism. Specifically, we found evidence for perpetuation of classism among U.S. born students higher on the social class ladder. Implications for future research include the importance of considering multiple domains of social class, studying social class in a context‐specific way, and differentiating dimensions of classism. Findings also suggest that financial stress is an important focus in the work to support marginalized students, and that classist narratives need to be addressed among students of higher social class.