A Feminist Analysis of Seventeen Magazine: Content Analysis from 1945 to 1995

This study is an extension of the contentanalysis conducted by K. Peirce [(1990) AFeminist Theoretical Perspective on the Socialization ofTeenage Girls Through Seventeen Magazine, SexRoles, Vol. 23, pp. 491-500]. Her study examined thecontent of Seventeen magazine for the years 1961, 1972,and 1985, and the impact of the feminist movement fromthe 1960s through the 1980s. The present study explored the content of Seventeen magazine in the years1945, 1955, 1965, 1975, 1985, and 1995 to determine ifthe articles that are presented have changed in responseto the feminist movement from the 1940s to the present day. These results would supportthe contention that there is a relationship between thecontent of Seventeen magazine, in terms of traditionalvs. feminist messages, and the women's movement. However, these changes are slight and still donot reflect the various roles of teenage girls.Implications for further research arediscussed.     

OPEN ENVIRONMENT DESIGN FOR INFANT AND TODDLER DAY CARE

Group care settings for dependent people must be organized to facilitate delivery of responsive care and to prevent inadvertant neglect or deliberate abuse. Accordingly, in an infant and a toddler day-care center, an open environment was examined as a means to increase the visibility of children to staff and of staff-child interactions to the supervisor, and to investigate potential adverse effects of the open environment on infants' and toddlers' activities. These studies demonstrated that: (1) an open environment markedly decreased the amount of time a child could not be seen by any adult and the amount of time staff members' activities were not visible to the supervisor, and markedly reduced the effort required to supervise those who were not immediately visible; (2) an open environment did not adversely affect the sleep of either infants or toddlers; and (3) an open environment is as conducive to small group pre-academic activities with toddlers as is a separate room. These studies convinced us that infant and toddler day care can and should be accomplished in an open environment.     

Effects of stimulus duration and intensity on the rate and specificity of behavioural habituation

Tone stimuli were presented to rats once per day until habituation was reached. Neither the duration nor the intensity of the stimulus affected the rate of habituation. Habituation was specific to both these stimulus parameters as shown by the distraction produced by either an increase or a decrease in the original stimulus value. It is suggested that some of the discrepancies in the literature might be resolved if a distinction is drawn between habituation of orienting responses and the decrement of more specific responses.     

Does Sex-biased Job Advertising “Aid and Abet” Sex Discrimination?1

Two studies are reported which indicate that both sex-biased wording in job advertisements and the placement of help-wanted ads in sex-segregated newspaper columns discourage men and women from applying for “opposite-sex” jobs for which they might well be qualified. Both studies were originally conducted and presented as part of legal testimony in actual sex discrimination cases.     

The Predictive Value of a Student's Choice of Vocation

Using large samples of college students, this study compares the forecasting value of a student's initial report of his vocational choice with the Vocational Preference Inventory. Student vocational choices were categorized according to a 6-category classification scheme for men and an 8-category scheme for women. The relationships between initial and final vocational choices, and between VPI high-point codes and final vocational choices over 8- and 12-month intervals, were examined. The results indicate that the predictive efficiency of a student's expressed choice is about twice that of the Vocational Preference Inventory. The results suggest that researchers and counselors should make greater use of a person's expressed choices and that interest inventories should be used with more discrimination. Implications for future research and practice are discussed.     

Counselees’ Expressed Level of Understanding of the Risk Estimate and Surveillance Recommendation are Not Associated with Breast Cancer Surveillance Adherence

We studied counselees’ expressed understanding of the risk estimate and surveillance recommendation in the final consultation for breast cancer genetic counseling in relation with their risk perception, worry and cancer surveillance adherence 1 year post-counseling. Consecutive counselees were included from 2008 to 2010. Counselees with an indication for diagnostic DNA-testing for themselves or a breast cancer affected relative were requested to complete online questionnaires before and after counseling and one year after counseling (N?=?152–124). Self-reported surveillance was compared to surveillance recommendations. Consultations were videotaped. Counselees’ reactions to the risks and recommendations were coded. Statements about the risk perception and surveillance intentions of breast cancer unaffected counselees were transcribed. Associations with outcomes were explored. Almost all breast cancer unaffected counselees (>90 %) reacted to their risk estimate with an utterance indicating understanding and this reaction was not significantly associated with their post-visit risk perception alignment. Over one-third (38.6 %) overestimated their risk post-counseling. Few counselees (5.8 %) expressed surveillance intentions. One year after counseling, about three-quarters (74.0 %) of the breast cancer unaffected counselees had adhered to the surveillance recommendation. Almost one-quarter (23.3 %) had performed more mammograms/MRI scans than recommended, which was associated with prior mammography uptake (n?=?47; X ² ?=?5.2; p?=?.02). Counselees’ post-counseling overestimation of their risk, high levels of worry and high surveillance uptake were not reflected in their reactions to the counselor’s information during the final visit.     

Profiles of Peritraumatic Emotions

Researchers have identified peritraumatic emotions as important predictors of who will develop posttraumatic stress disorder (PTSD) symptoms. However, such investigations have not examined full profiles of emotions, perhaps because of the typical emphasis on fear or other Criterion A2 emotions. Such an examination could help us identify which peritraumatic emotions are prominent, and how they relate to important posttrauma outcomes. Thus, the aim of this study was to identify distinct profiles of peritraumatic emotions and their correlates using a comprehensive survey of peri- and posttraumatic reactions. We conducted a latent profile analysis of peritraumatic emotions in 398 undergraduate students who reported a DSM–IV A1 trauma and then compared the resulting profiles on trauma type, PTSD, depression, and posttraumatic cognitions. Six distinct profiles emerged: 3 had consistently low, medium, or high levels across the range of emotions, with 3 others primarily characterized by low shame and guilt, high anger and guilt, and low guilt. These profiles significantly differed in terms of trauma type, PTSD, depression, and posttraumatic cognitions. In particular, profiles with high levels of anger, shame, and guilt were consistently related to overall worse functioning. Importantly, fear and associated emotions did not differentiate between profiles. These results have important implications for the phenomenology of posttrauma emotional reactions and strongly suggest that the clinical assessment of traumatic experiences go beyond fear-based conceptualizations.     

Circling a memory: a layered reflective method for generating subjective knowledge about childhood and teacher identity

This paper describes a memory and life story process engaged in by three former early childhood teachers. The reflective process was based in interpretative phenomenological analysis (IPA) and proceeded in a recursive and layered manner, circling around the participants’ memory narratives. The aims of the study were: (1) to develop a critical approach to generating knowledge about childhood, and (2) to consider a teaching strategy for memory work in teacher education programs.     

Siblings’ Understanding of Teaching in Early and Middle Childhood:‘Watch Me and You’ll Know How to Do It’

This study examined siblings’ knowledge about the teaching concept during naturalistic teaching contexts, wherein children’s communicative interactions were used as a gateway to their social understanding (Turnbull, Carpendale, & Racine, 2009). Participants included 39 sibling dyads (older age group, M_age = 6;4; younger age group, M_age = 4;5) observed for six 90-min sessions at home. Teaching episodes were identified and coded for: a) initiation of teaching (i.e., assumes role or learner requests teaching), b) knowledge states (i.e., knowledge, lack of knowledge, questioning knowledge), c) transfer of knowledge (i.e., learning), and d) teaching strategies (e.g., direct instruction). Children who assumed the teaching role referenced knowledge and questioning knowledge, whereas learners requested teaching by referencing a lack of knowledge. Firstborn learners were more likely to reference knowledge versus second-born learners who referenced a lack of knowledge. Transfer of knowledge occurred when teachers referenced knowledge. When learners referenced knowledge states, teachers were more likely to use direct instruction, demonstration, and negative feedback. Results underscore the developmental significance of sibling teaching and demonstrate a novel approach to studying children’s social understanding in the teaching context (Turnbull et al., 2009).     

A Qualitative Analysis of Home‐Based Counselors' Experiences in a Rural Setting

This qualitative study sought to understand the experiences of home‐based counselors working in a rural setting. In‐depth interviews were conducted with 12 counselors who were asked to describe their experiences in the areas of preparedness, professional development, challenges, and gender‐specific experiences. Fourteen coding categories emerged from the interviews, which led to the findings of 3 overarching themes: shared isolation, ethical ambiguity, and the high‐intensity nature of the job. Recommendations for home‐based counselors, agencies, and professional counseling associations are discussed.