Messages about sex in the workplace: A content analysis of primetime television

Because television has the potential to shape cultural beliefs about both sexual norms and appropriate workplace behavior, it seems important to examine TV’s portrayal of “sexual etiquette” in the workplace. In a content analysis of two episodes of every primetime comedy aired on all broadcast and cable networks during fall 2000, we coded every sexual remark and behavior made in a workplace scene. Across all networks, 85 percent of programs and one in four workplace interactions contained some type of sexual content. Overall, a viewer is likely to hear eleven sexual remarks and see two to three sexual behaviors in a workplace setting per hour; this jumps to twenty-three remarks and nine behaviors on cable networks. Sexual remarks were mostly explicit, made in an office setting, by White men, and were rarely (1.4%) about sexual harassment or discrimination. Although sexual content in the workplace was generally less common on broadcast than cable networks, a broadcast network (Fox) actually had the highest overall rate, with sexual content in 38 percent of workplace scenes. Given that research suggests that TV teaches youth about sexuality and cultivates sexual attitudes and beliefs consistent with televised portrayals, it is alarming that youth may learn from television that sex in the workplace is not only commonplace, but also to be tolerated and enjoyed.     

Developing Standard Recommendations (Guidelines) for Genetic Counseling Practice: A Process of the National Society of Genetic Counselors

The National Society of Genetic Counselors (NSGC) supports the development of practice recommendations (guidelines) in the field of genetic counseling. This paper reviews the basic components of NSGC genetic counseling practice recommendations as well as the process for formal adoption of such documents, as approved by the Board of Directors of the NSGC.     

Adolescent Ego-Development Trajectories and Young Adult Relationship Outcomes

Adolescent ego-development trajectories were related to close-relationship outcomes in young adulthood. An adolescent sample completed annual measures of ego development from ages 14 through 17. The authors theoretically determined and empirically traced five ego-development trajectories reflecting stability or change. At age 25, the sample completed a close-relationship interview and consented for two peers to rate the participants'ego resiliency and hostility. Participants who followed the profound-arrest trajectory in adolescence reported more mundane sharing of experiences, more impulsive or egocentric conflict-resolution tactics, and less mature interpersonal understanding in their young adult relationships, and their young adult peers described these participants as more hostile. Participants who attained or maintained higher levels of ego development in adolescence reported more complex sharing of experiences, more collaborative conflict-resolution strategies, and greater interpersonal understanding, and their young adult peers rated them as less hostile and as more flexible.     

EFFECTS OF LEARNING ABOUT GENDER DISCRIMINATION ON ADOLESCENT GIRLS' ATTITUDES TOWARD AND INTEREST IN SCIENCE

Gender discrimination has contributed to the gender imbalance in scientific fields. However, research on the effects of informing adolescent girls about gender discrimination in these fields is rare and controversial. To examine the consequences of learning about gender-based occupational discrimination, adolescent girls ( n = 158, ages 11 to 14) were randomly assigned to either (a) a standard intervention program aimed at increasing girls' interest in science or (b) a nearly identical program that included information about gender discrimination. Girls' interest in, and attitudes toward, science were assessed using a pre/post design. Only girls who learned about gender discrimination showed increases in science self-efficacy and belief in the value of science; interest in scientific fields was unaffected by the intervention programs. Theoretical and educational implications are discussed.     

The Impact of Adolescent Suicide on Siblings and Parents: A Longitudinal Follow-Up

The psychiatric sequelae of loss of a family member to suicide were evaluated in parents and siblings of adolescent suicide victims and controls, who were followed up to 3 years after the suicide. Siblings did not show an increased risk for the development of depression, posttraumatic stress disorder (PTSD), or other conditions over the course of follow-up, despite showing a prolonged elevated level of grief symptomatology. Mothers showed an increased rate of recurrence of depression over follow-up, whereas fathers did not show an increased incidence of disorder compared to fathers of controls. The interrelationship of bereavement and depression for siblings, parents, and others exposed to suicide is discussed.     

Preparing Children for Court: Effects of a Model Court Education Program on Children's Anticipatory Anxiety

The current study examined whether a pretrial preparation program, consisting of legal knowledge education, stress inoculation training, and a mock trial, is associated with decreased anticipatory anxiety of child witnesses. One hundred and ninety-three 4- to 17-year-olds who were awaiting impending legal proceedings attended Kids’ Court School in Las Vegas, NV, one to two weeks before their court appearances. Participants completed a measure of anticipatory court-related anxiety before and after the intervention. As predicted, children's anticipatory anxiety decreased significantly from pretest to posttest. Results demonstrate the promise of a brief, unbiased, standardized program for reducing system-induced stress on child witnesses, while maintaining the integrity of the legal process. This study serves as a springboard to guide future research, practice, policy, and implementation on a larger scale. Copyright © 2015 John Wiley & Sons, Ltd.     

“I'll Take Gender Differences for $1000!” Domain-Specific Intellectual Success on “Jeopardy”

A great deal of laboratory research has demonstrated that women underestimate their intellect and abilities, and we studied whether this tendency manifested itself outside the laboratory by examining the performance of men and women on the television game show Jeopardy. Information about the masculinity and femininity of the topic categories for 65 games was collected, and selections, answers,wagering strategies, and earnings were noted for 195 White men and women contestants on the show. Men were more likely than women to appear as contestants, made most of the selections in the game, and won more money. Until the end of the game, men selected and correctly answered a disproportional number of questions from masculine topic categories, which appeared more often during the first round of play. Women chose more feminine and neutral questions than did men, and correctly answered those questions at a proportional rate. Wagering strategies differed late in the game, as men bet a higher percent of their earnings than did women, but only when wagering on masculine topics. Several explanations for differing performance of men and women on Jeopardyare offered, including confidence in ability due to self-estimation of intelligence, differential use of evaluative feedback, and the gender role appropriateness of demonstrating intellect.