A content analysis of the conversational behavior of accepted and rejected children

The present study was designed to assess whether the conversational behavior of children separated into accepted, rejected, and mixed-status dyads differed along the dimensions of listening to, paying attention to, and indicating interest in their dyadic partner. Conversations of 40 third-grade dyads were analyzed as they occurred in a 2- min waiting period and a 4- min conversation period. Seventeen categories of verbal behaviors that indexed these dimensions were used as content codes. Multivariate analyses of variance performed on the observational data yielded significant main effects for status, sex, and experimental condition. Results are interpreted in terms of previous social skills research, and suggestions for future research are offered.     

Treatment recommendations for mentally disordered offenders: More than roulette?

Clinical judgments on the treatability and prognosis of mentally disordered offeenders (MDO) may strongly influence legal dispositions and the availability of treatment resources. This study examined 1,238 discharge summaries for MDOs referred for court assessments. Psychiatrists evidenced marked variability in how often they recommended treatment and how frequently they judged patients to have a poor prognosis. Two logit analyses suggested that diagnosis and consultation by other clinicians were associated with (a) treatment recommendations (i.e., Axis I diagnosis and social work consultations) and (b) prognosis (i.e., Axis II diagnosis and psychology consultations).     

Predictors and consequences of childhood depressive symptoms: a 5-year longitudinal study.

A 5-year longitudinal study investigated the interrelationships among children's experiences of depressive symptoms, negative life events, explanatory style, and helplessness behaviors in social and achievement situations. The results revealed that early in childhood, negative events, but not explanatory style, predicted depressive symptoms; later in childhood, a pessimistic explanatory style emerged as a significant predictor of depressive symptoms, alone and in conjunction with negative events. When children suffered periods of depression, their explanatory styles not only deteriorated but remained pessimistic even after their depression subsided, presumably putting them at risk for future episodes of depression. Some children seem repeatedly prone to depressive symptoms over periods of at least 2 years. Depressed children consistently showed helpless behaviors in social and achievement settings.     

Some Ethical Issues In Applied Social Psychology: The Case of Bilingual Education and Self-esteem

Ideas and theories from social psychology are often put to practical use. Sometimes these borrowed concepts and theories are carefully implemented, sometimes they are not. Education is a practical area where social psychology is often applied, sometimes without much care. As an example of the problem, this article examines how educators used self-esteem to justify bilingual education programs for language minority students and whether this application of social psychology is warranted. We find that the postulated effect of bilingual educations on self-esteem does not occur. Also, self-esteem research and theory are misapplied in attempting to justify bilingual education with respect to its supposed effects on self-esteem. Finally, we raise the question of what responsibility the field of social psychology has to correct misapplication of theory and concepts.     

AN ANALYSIS OF THE EFFECTS OF MULTIPLE SETTING EVENTS ON THE SOCIAL BEHAVIOR OF PRESCHOOL CHILDREN WITH SPECIAL NEEDS

We examined the effects of four combinations of setting events on the social interactions of 7 preschool children with social delays. In Study 1, the status of the teacher, activity materials, and peer varied across conditions. In Study 2, the status of the teacher and materials varied across conditions. Within the combinations of setting events, we also examined teacher behavior. Teacher presence and absence was varied in both studies. The type and rate of teacher prompting were varied in Study 2. The four combinations of setting events produced different rates of social behavior by the children with social delays. The optimal combination of setting events for promoting peer interaction and reducing teacher—child interaction included teacher absence from the activity, a limited number and form of materials, and children paired with a socially skilled partner.     

FADING TEACHER PROMPTS PROM PEER-INITIATION INTERVENTIONS FOR YOUNG CHILDREN WITH DISABILITIES

This study examined a system for fading teacher prompts to children who served as peers in peer-initiation interventions for young children with disabilities. A teacher taught peers to direct social initiations to children with disabilities, provided verbal prompts for those initiations, and introduced a system that provided peers with visual feedback about the social interactions of the children with disabilities. She then systematically withdrew the verbal prompts to peers, and subsequently faded the visual feedback system. Peer initiations increased when the intervention began and resulted in increases in social interaction for the children with disabilities. As the teacher systematically faded the prompts and visual feedback to the peers, social interaction continued at the levels found during intervention and was maintained during a short maintenance period.     

Rapid Automatized Naming and gesture by normal and language-impaired children

This study investigates whether language-impaired (LI) children show deficits in rapid automatized naming and whether RAN performance is specific to verbal output (or to rapid motor output in general). A total of 67 LI and 54 age-matched control children were tested with the Rapid Automatized Naming (RAN) test (Denckla & Rudel, 1976) and with a manual version of the RAN (RAN-manual) in which subjects were required to provide a nonverbal, pantomime response. Subjects also completed tests of rapid oral and manual sequencing skills and standardized tests of reading ability. Each subject was tested at 4, 6, and 8 years old. The results showed that LI children perform significantly poorer on both versions of the RAN than age-matched controls. Correlations between RAN scores and tests of reading ability were significant for normal and LI subjects and were particularly high for 8-year-old LI children. RAN-manual scores also correlated with 8-year-old LI children's reading scores. Further, RAN and RAN-manual scores for the LI children correlated significantly with these children's manual sequencing abilities, whereas this was not the case for the control subjects. These findings suggest that LI children's rapid sequential processing deficits are not limited to verbal output, but also generalize to other motoric domains.     

The use and opposition of rape myths in prime-time television dramas

The act of rape violates two deeply held values of American culture: the right to justice and the right of physical integrity. Despite this fact, thousands of women are raped each year. The victim of rape often becomes the target of blame; in one aspect or another she is held accountable for her victimization. Through the use of rape myths, which are grounded in patriarchal expectations of gender role behavior, our culture unites the apparently dichotomous opposites of the rights to justice and physical integrity. While rape myths have received extensive attention from behaviorists, their communication through the mass media has been ignored. This study focuses on the use of, and opposition to, rape myths in prime-time television dramas, as well as discusses the implications of those depictions.This study was derived from my doctoral dissertation, which was directed by Dr. Pamela Benoit, University of Missouri — Columbia.