Gender Stereotypes in Educational Software for Young Children

Children are increasingly being exposed to educational technology at school. In response to this, the International Society for Technology in Education (ISTE) drafted a set of technology standards for teachers (ISTE, 2002) that specifically states that teachers should empower all students and support diversity. This content analysis of educational software for preschoolers was designed to look at gender representations and stereotyping. The results demonstrated significantly more male characters than female characters in preschool educational software, which makes it difficult for teachers to address gender diversity and suggests that girls are not as valued as boys are. Male characters were also more likely than female characters to exhibit several masculine-stereotypical traits. In addition, female characters more than male characters exhibited counterstereotypical behaviors, yet were more gender stereotyped in appearance.     

Integrating Spirituality Into Counselor Preparation: A Developmental,Wellness Approach

Recent surveys of the general public and of counseling professionals suggest the pervasive importance of spirituality in the lives of all individuals. Yet, the infusion of spirituality in counselor preparation programs continues to be a concern. Incorporating spirituality within a wellness paradigm can help counselors and counselor educators value and address spirituality as an integral component of optimum human functioning. By distinguishing between religiosity and spirituality and operationally conceptualizing spirituality as a life span developmental phenomenon that is essential for achieving wellness, counselor educators can more readily incorporate spiritual issues within the philosophy of the counseling profession.     

The Role of Premenstrual Dysphoric Disorder in the Subjectification of Women

This paper will examine the way in which premenstrual symptomatology has been represented and regulated by psychology and psychiatry. It questions the “truths” about women's premenstrual experiences that circulate in scientific discourse, namely the fictions framed as facts that serve to regulate femininity, reproduction, and what it is to be “woman.” Hegemonic truths that define Premenstrual Dysphoric Disorder (PMDD) and its nosological predecessor Premenstrual Syndrome (PMS) are examined to illustrate how regimes of objectified knowledge and practices of “assemblage” come to regulate individual women through a process of subjectification. Five interconnected “truths” are presented as objects of scrutiny: PMDD is a thing that can be objectively defined and measured; PMDD is a pathology to be eradicated; PMDD is caused and can be treated by one factor; PMDD is a bodily phenomenon; PMDD causes women's problems or symptoms. I examine the way in which these hegemonic truths function in framing the reproductive body as a cause of disorder or distress that leads women to interpret premenstrual experiences within a pathological framework deserving medical or psychological treatment. Finally, I offer an alternative framework drawing on Eastern models of selfhood that provides a more empowering model of women's premenstrual experiences.     

Children extend both words and non‐verbal actions to novel exemplars

Markson and Bloom (1997) found that some learning processes involved in children's acquisition of a new word are also involved in their acquisition of a new fact. They argued that these findings provided evidence against a domain‐specific system for word learning. However, Waxman and Booth (2000) found that whereas children quite readily extend newly learned words to novel exemplars within a category, they do not do this with newly learned facts. They therefore argued that because children did not extend some facts in a principled way, word learning and fact learning may result from different domain‐specific processes. In the current study, we argue that facts are a poor comparison in this argument since facts vary in whether they are tied to particular individuals. A more appropriate comparison is a conventional non‐verbal action on an object –‘what we do with things like this’– since they are routinely generalized categorically to new objects. Our study shows that 2¹/₂‐year‐old children extend novel non‐verbal actions to new objects in the same way that they extend novel words to new objects. The findings provide support for the view that word learning represents a unique configuration of more general learning processes.     

Is Disgust a Homogeneous Emotion?

Many theoretical accounts consider disgust to be a unitary emotion, although others have challenged this notion. We predict that if core disgust and socio-moral disgust are different constructs, then their co-associated elicited emotions are likely to be different, and time as well as gender are likely to differentially affect their intensity (via a greater reliance of socio-moral disgust on cognitive appraisal). To test these predictions, participants were shown photographs of core and socio-moral disgust elicitors and asked to provide a wide ranging rating of their emotional response to each at 3 time points. Each elicitor generated a significantly different emotional response. Furthermore, the disgust response to core elicitors weakened over time whereas socio-moral responses intensified. Males and females showed similar levels of disgust to socio-moral elicitors, but females showed higher levels to core elicitors. Overall, the results suggest that a different emotional construct was activated by each type of elicitor.     

Impact of Interpersonal Conflict on Individuals High in Unmitigated Communion1

The current study examined the impact of interpersonal conflict on mood and physical symptoms for individuals who scored high on a personality characteristic called unmitigated communion (UC), as compared to individuals who did not score high in UC. UC is defined as a focus on others to the exclusion of the self. Forty‐one undergraduate students participated in 7 consecutive nightly interviews. Participants described their social interactions, indicated whether the interaction involved interpersonal conflict, and indicated their distress and physical symptoms at the end of the day. Multilevel modeling analysis demonstrated that conflict adversely affected UC and non‐UC individuals similarly on the same day, but had a more negative impact for UC individuals on the following day.     

Bullying among mentally‐ill patients detained in a high‐secure hospital: an exploratory study of the perceptions of staff and patients into how bullying is defined

The present study is the first to explore patient‐to‐patient bullying within a secure psychiatric hospital housing mentally‐ill patients. Its main aim was to provide an outline of the perceptions held by both patients and staff with regards to patient‐to‐patient bullying as opposed to providing an objective study of bullying. The total sample comprised 104 participants, 44 patients and 60 staff. These were sampled from wards housing male patients and wards housing female patients. All participants took part in a semi‐structured interview based on that developed by Ireland and Ireland [2003] and Ireland [2005, 2004]. One quarter of participants stated they had seen a patient being bullied in the previous week, with staff perceiving a higher extent of bullying than patients. Differences between wards were minimal. It was predicted that theft‐related bullying would be reported most frequently, that staff would identify a wider range of bullying behaviours than patients and that direct forms of aggression would be identified more readily as bullying than indirect forms. All predictions were supported. Problems in attempting to obtain a definition of bullying were also identified, with participants operating broader definitions than those found in the school‐based literature. For example, bullying was not generally considered a repeated form of aggression, the severity of the aggression or provocative behaviour of the victim were not defining features, and it was felt bullying could be accidental. In summary, the current study highlights how patient‐to‐patient bullying does occur in services housing mentally‐ill patients and that researching the behaviour may require the adoption of broader hospital‐specific definitions of bullying. Aggr. Behav. 32:1–13, 2006. © 2006 Wiley‐Liss, Inc.     

Bullying in prisons: the importance of perceived social status,prisonization, and moral disengagement

Research has focused on the environmental causes of bullying in prison, but neglected the intrinsic characteristics of bullies. Although the importance of social status in prison has been noted as one factor that may influence bullying, no empirical research has yet addressed this. The main aim of this study was to investigate whether the perceived importance of social status in prison motivates bullying, with the subsidiary aim of exploring whether moral disengagement and prisonization influence the relationship. A total of 132 adult male prisoners were interviewed and categorized as a bully, victim, bully/victim or not involved. The prevalence of bullying was high, with over half the prisoners being both a victim and perpetrator of bullying. As predicted, bullying was positively related to the perceived importance of social status; prisoners involved in bullying valued social status more than those who were not. Furthermore, moral disengagement mediated the relationship between bullying and social status. Prisonization was also related to the perceived importance of social status, moral disengagement and bullying. It is concluded that a desire to achieve social status in prison may contribute to bullying. Furthermore, prisonized attitudes may instill values such as social status into prisoners and may also help facilitate cognitive distortions such as moral disengagement, which in turn, may serve to maintain involvement in bullying activity. Aggr. Behav. 32:1–12, 2006. © 2006 Wiley‐Liss, Inc.     

Advocacy for Counseling and Counselors: A Professional Imperative

Although advocacy both for clients and for the profession is essential for the future of counseling and counselors, advocacy for the profession has received little systematic attention. A national plan for advocacy is needed, the effectiveness of which depends on achieving consensus concerning professional identity, promoting a positive public image, establishing effective intraprofessional and interprofessional collaboration, and obtaining the participation of each counselor in advocacy activities. Specific professional advocacy skills and techniques are described.