Justifications of Aggressive Behavior in Contact and Semicontact Sports

The present study examines the extent to which athletes in selected contact and semicontact sports report agreement or disagreement with the use of intentional acts of aggression during competition. Eighty-five male athletes responded to the Bredemeier Athietic Aggression Inventory-Short Form and the Mintah Huddleston Aggression Justification Inventory. Overall results revealed no significant differences between subjects' use of hostile and instrumental aggression in sport and between the hostile and instrumental justifications provided for such behavior. Results indicated that contact-sport participants disagree more with the use of instrumental aggression than semicontact-sport participants.     

A modern psychoanalytic approach to caregiver support groups

Caregiver support groups traditionally focus on education, reduction of social isolation, and supportive sharing. However, the support group literature has increasingly reflected an interest in the emotional effects of caregiving. While some authors promote the therapeutic value of supporting defenses against painful feelings, others have documented the value of encouraging their expression in groups. This paper is based on the author’s experience in co-leading an Alzheimer’s family support group, using a modern psychoanalytic approach which encourages the full expression of the caregivers’ emotional experience. Using emotional communication to explore resistances to intimacy and aggression in groups, the author demonstrates how the interplay of co-leadership and Modern Psychoanalytic theory and techniques promotes group cohesion and encourages maturational growth in group members. This model is also prescribed as an antidote to leader “burnout,” a not uncommon phenomenon for leaders of such emotionally charged groups. Private Practice, New York, New York.     

Between adolescents and aging grandparents: Midlife concerns of adults in the “Sandwich generation”

This study examined whether the midlife transition of men and women in the “sandwich generation” was related to their 15- to 19-year-old adolescent's psychosocial development and their relationships with their own aging parents (i.e., the grandparents). One hundred eighty-six (186) respondents representing adolescents, mothers, and fathers from 62 families completed questionnaires that assessed adolescents' psychological autonomy and involvement in adult-type roles, adults' midlife transition and marital quality, and adults' relationships with their aging parents. Analyses conducted by domain revealed that women reported greater concerns with midlife issues when their adolescents demonstrated fewer signs of psychological autonomy and involvement in adult-type roles whereas men reported more intense midlife concerns when they experienced more strain in their relations with their own parents. When adolescent, grandparent, and marital factors were considered conjointly, the results indicated that women's level of midlife concerns was still related to their adolescents' development, but men's level of concerns was most strongly related to their satisfaction with the quality of their marriages. The discussion focuses on adult women's and men's experience of the midlife transition in relation to adolescents' development, parents' relationships with aging grandparents, and marital quality.     

Implementation of the Sound Partners Reading Program

Eleven first grade and 10 second grade students, all with reading and behavioral difficulties, received one-on-one tutoring using the Sound Partners reading program (Vadasy & Pool, l997). Students received 30 min of tutoring each day for 5 months. Students were assessed on Letter-Word Identification, Passage Comprehension, and Word Attack subtests of the Woodcock-Johnson-Revised (WJ-R): Tests of Achievement. An informal measure (rapid letter naming) was also used. Results indicated that gains of approximately 1 standard deviation (or greater) were noted for subtests of the WJ-R for first-grade students; second graders showed relatively stable performance from pre- to posttest assessments. Similar performance was noted on the informal measure across grades. Program satisfaction data showed that overall the tutors, teachers, and students were pleased with the program. Discussion focuses on the implications for future investigations.     

Managed Mental Health Care: Intentional Misdiagnosis of Mental Disorders

Managed health care regulations affect the manner in which counselors provide and deliver services. Counselors are challenged by ethical and legal dilemmas when diagnostic codes in the Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association, 2000) are not honored for insurance reimbursement. In this article, the authors examine violations of codes of ethics and legal statutes and the consequences related to intentional misdiagnosis of mental disorders for reimbursement. They explore implications for counselors and offer suggestions for professional conduct.     

Gender Differences in Playful Aggression During Courtship in College Students

The current study explored gender differences in college students' definitions and enjoyment of playful force and aggression. Ninety-six female and 55 male college students who were predominantly White (96%) and heterosexual (97%) answered questions about playful force during sex and playful aggression at other times. A content analysis showed that the current definitions were very similar to those for children's rough-and-tumble play. However, a qualitative analysis found several potential gender differences. Physically aggressive men appeared to give aggressive definitions of playful force during sex. In addition, there was some disagreement among participants as to the acceptability of playful force during sex. Finally, there may be gender differences in the assumed agency of playful force and aggression.     

An educational intervention improves developmental progress of young children in a Romanian orphanage

From 1991 to 1994, a group of Romanian and American colleagues undertook an experimental and humanitarian effort to try to improve the quality of life, mental health, and developmental progress of young children in a Romanian orphanage. In the context of institutional care, we experimentally introduced stable adult–child relationships, small group size, and a protocol of enriched caregiving and educational activities. These procedures were adapted from an intervention in childcare centers in the United States that had been proven effective in reducing intellectual decline in at‐risk children. Developmental scores for orphanage children were derived from the Denver II (a revision of the Denver Developmental Screening Test; Frankenburg & Dodds, 1990), which was translated into Romanian and administered as a pre‐ and posttest to the experimental subjects and comparison groups in the same institution. Mixed models combining both within‐ and between‐subject heterogeneous variance‐covariance structures were utilized to analyze the impacts of time, intervention/control group assignment, child sex, child age, and interaction of Group × Time on the developmental scores. For the developmental outcome variables, the effects of group assignment (experimental vs. comparison) were highly significant. There also was a Group × Time interaction effect. We conclude that an educational intervention which includes the addition of resources and training can be initiated and sustained in an orphanage for young children as a way of improving institutional care. ©2005 Michigan Association for Infant Mental Health.     

Free‐listed items are effective cues for eliciting additional items in semantic domains

This study tested a cueing procedure for enhancing recall in semantic domains based on associative processes inferred from semantic clustering. Participants first free listed items exhaustively from a semantic domain (fruits or drugs). Then, to aid recall of additional items from the domain, participants received either the items they free listed as semantic cues (to trigger semantically similar items) or alphabetic cues (to trigger items beginning with a particular letter). Participants' strong semantic clustering and weak alphabetic clustering in free listing confirmed previous research on associative processes. By several measures, free‐listed items as semantic cues elicited moderately more additional items than alphabetic cues. Semantic cues elicited an appreciable proportion of items that would not have been identified at the aggregate level through free listing alone. These results indicate that using free‐listed items as semantic cues can be a useful adjunct for ethnographic applications of free listing. Copyright © 2002 John Wiley & Sons, Ltd.