A Longitudinal Investigation of Depression,Hopelessness, Social Support,and Major and Minor Life Events and Their Relation to Suicidal Ideation in Adolescents

The longitudinal relationship of psychological and social-environmental factors with adolescent suicidal ideation over a 1-year-period was examined in a sample of 374 high school students. Students were assessed twice over a 1-year period with measures of depression, hopelessness, major negative life events, daily hassles, social support, and suicidal ideation. At the initial assessment, daily hassles and negative life events for males and social support and depression for females were significant factors related to suicidal ideation levels 1 year later. Changes in depression and hopelessness were significantly related to changes in suicidal ideation over the 1 year interval for males and females. Differences found between males and females in the relationship of psychological and social-environmental variables with suicidal ideation supports the need to examine gender specific relationships when conducting research on suicidal behavior in adolescents.     

Experiential Research

ABSTRACT: This paper reports a research project that has focused on the inner experience of suicidal depression and its relationship to the social milieu. Adopting a suicidal identity, a clinical anthropologist lived in a psychiatric hospital, and then, along with a clinical psychologist, in several posthospital care facilities for periods from two weeks to a month in each setting. The evidence indicates the researchers were able to establish identities closely resembling those of genuinely suicidal persons. Their experiential accounts along with their observations of the social settings in which they lived provide the core material for analysis. Additional data from hospital records and posttreatment meetings with staff members and fellow patients supplemented the researchers' observations. Data are presented on social situational variables that support and/or undermine feelings of self-worth, the social presentation of a suicidal self, and introspective accounts of suicidal “world views” and styles of thinking. Suggestions are made for suicide prevention in institutional settings on the basis of life-supporting relationships and appropriately designed social-structural features.     

WHO CARES? THE EFFECT OF GENDER AND CONTEXT ON THE SELF AND MORAL REASONING

Theorists suggest that gender differences in moral reasoning are due to differences in the self-concept, with women feeling connected to others and using a care approach, whereas men feel separate from others and adopt a justice approach. Using a self-categorization analysis, the current research suggests that the nature of the self–other relationship, rather than gender, predicts moral reasoning. Study 1 found moral reasoning to be dependent upon the social distance between the self and others, with a care-based approach more likely when interacting with a friend than a stranger. Study 2 suggests that when individuals see others as ingroup members they are more likely to utilize care-based moral reasoning than when others are seen as outgroup members. Further, traditional gender differences in moral reasoning were found only when gender was made salient. These studies suggest that both the self and moral reasoning are better conceptualized as fluid and context dependent.     

Personality,Life Situation,and Life Expectancy

ABSTRACT: This study explores demographic, medical, and psychological variables which appear to be related to survival in institutionalized elderly chronically ill patients. Patients who died within 12 months of an assessment procedure were compared with patients who were still alive over 12 months later. Those who died within the year tended to be younger and less religious, to have a somewhat poorer prognosis, greater cognitive impairment, lower life satisfaction, and higher scores on a suicide potential scale and on an observation checklist of indirectly self-destructive behaviors.     

The role of object-hypotheses in the organization of fragmented figures

The effect of an object-hypothesis on the organization of fragmented figures was investigated by varying instruction given prior to stimulus presentation. One group was uninformed as to the possibility of seeing a figure; a second group was instructed that it is possible to see a meaningful object; a third group was further instructed as to which class of object was presented. It was found that, in order to achieve organization of fragmented figures, the observer must have knowledge that a meaningful object may be integrated from the fragments. Knowledge of the class of object, while increasing the likelihood of recognition, does not significantly decrease search time.