Suicide Ideation in Adolescents Following Inpatient Hospitalization: Examination of Intensity and Lability Over 6 Months

Understanding suicide ideation (SI) in adolescents, especially during the high‐risk time following hospitalization for a suicidal event, is a crucial component of improving risk assessment. Most studies rely on single assessments of SI, despite the potential for SI to vary considerably over time. This study examined how indices of SI intensity (mean values) and lability (mean squared successive difference values) over a 6‐month period predict suicide attempts (SAs) and self‐harm, as well as how they relate to psychosocial risk factors and affective functioning, in a sample of 103 adolescents hospitalized for a SA or significant SI. Across the sample, SI intensity, but not lability, was associated with SAs and nonsuicidal self‐injury at 6‐month follow‐up. SI intensity performed similarly to single time point SI assessments, and its relations were not moderated by SI lability. SI intensity was also associated with borderline personality disorder criteria and a history of sexual abuse. In contrast, SI lability was associated with greater negative affect intensity and lability. These findings suggest that intensity of SI may confer more risk posthospitalization, and provide support for using these statistical methods to capture two distinct parameters of SI.     

An evaluation of the associative strength of a partially reinforced serial CS

Three experiments examined the factors that are responsible for producing a high rate of autoshaped keypecking in pigeons when the conditioned stimulus is followed by varying consequences. In the first experiment, a single group received three serial conditioning schedules presented on different keys. The AB⁺ schedule consisted of trials in which A was followed by B, which, in turn, was followed by food. The CD⁺C° schedule consisted of reinforced CD pairings plus presentations of C alone. The EF^+/0 schedule consisted of a mixture of reinforced and nonreinforced EF pairings. It was found that responding was most rapid during C, slowest during E, and at an intermediate rate during A. In spite of this ordering A was chosen in preference to C, when these stimuli were presented simultaneously. In Experiments 2 and 3 the schedules AB⁺A° and AB^+/0 were presented to separate groups. The rate of responding during A was substantially greater in the former schedule, yet it was found that this stimulus was equally ineffective as a conditioned reinforcer in both groups. We propose that autoshaped keypecking is composed of two types of response, a conditioned response and an orienting response, which are governed by different processes.     

Influence Attempts When Competing Views Are Gender-Related: Sex as Credibility

A study was conducted to examine the effect of sex of subject, sex of majority and minority influence source, and male or female relatedness of the issue on conformity, Male and female subjects indicated their agreement (or disagreement) with male and female related statements following an influence attempt by either four male or four female confederates. The sex of the majority opinion was juxtaposed with a minority opinion held by an opposite-sexed confederate. Two major findings were obtained. First, for male related issues, subjects conformed more when the majority influence source was male than when female. Likewise, on female-related issues, subjects conformed more when the majority influence source was female than when male. Second, male subjects conformed more than female subjects on the female related issues whereas on male related issues they tended to conform less. The theoretical and practical significance of these findings is discussed.     

The Writing Process: Three First Grade Teachers and Their Students Reflect on What was Learned

The purpose of this study was to describe what three first grade teachers and their students in a Midwestern school learned when engaged in the writing process. The teachers and their students were observed for one year while engaged in the writing process via a workshop environment. Different data sources were collected over time, i.e., individual interviews (teacher and student), student writing samples and anecdotal observational notes. From an analysis of the data, three categories emerged that described what the teachers and students learned: (a) First grade children can and do want to write; (b) Learning is a messy process that takes time; and (c) Empowerment is important for all. This study supported what is known about the importance of professional development that allows for individual learning over time. The teachers had time to reflect on their learning in a collaborative teaching environment. Their successes greatly affected the students' interest and engagement in their writing programs.     

THE PSYCHOLOGICAL WELL-BEING OF OLDER, RECENT WIDOWS

The impact of husband's death on the psychological well-being of 226 older widows was examined. Respondents were 60 to 89 years of age and had been widowed from 7 to 21 months at the time of interview. Using multiple regression analysis it was determined that 19 selected variables accounted for approximately 22% of the variance in positive affect and 18% of the variance in negative affect. Higher levels of positive affect were related to widows' religious involvement, number of siblings, and support from children and their families. Negative affect was more often associated with other deaths (in addition to that of husband), housing dissatisfaction, and a history of employment outside the home during marriage. Additional research is called for in light of the increasing numbers and potential vulnerabilities of older women who are recently widowed.