Coping Strategies as Predictors of Distress in Survivors of Single and Multiple Sexual Victimization and Nonvictimized Controls

This study investigated the relationship between coping strategies and distress symptomatology in survivors of sexual revictimization. Coping strategies were assessed with the revised Ways of Coping Scale (Aldwin & Revenson, 1987). Distress symptoms included global distress, depression, anxiety, and somatization. Subjects were 44 survivors of sexual victimization in both childhood and adulthood; 54 survivors of a single incident of sexual victimization in childhood; and 256 nonvictimized individuals. All were drawn from a subject pool of female undergraduate students. Multivariate analysis of variance revealed significant differences between groups on reported symptomatology and coping strategies. Victimized groups reported more distress than did the nonvictimized group. The multiple victimization group indicated greater use of coping strategies than did the nonvictimized group, and both victimized groups reported greater use of the escapism strategy than did the nonvictimized group. Multiple backward regression analysis found that coping strategies were predictive of distress symptomatology in all three groups, with escapism as the most potent predictor of distress for each group. Coping strategies were the most powerful predictors of distress in the multiply victimized group. The results of this study provide strong support for the importance of addressing coping strategies in clinical intervention of distress, particularly with survivors of multiple sexual victimization.     

Division of labor in conversations: Are Fishman's results replicable and generalizable?

Fishman's (1978a) conclusion that women do the bulk of the support work in their conversations with male partners has had widespread appeal. In this article, we present the results of two studies designed to assess the generalizability and replicability of her findings. In Study 1. the get-acquainted conversations of 20 mixed-sex, 10 male same-sex, and 10 female same-sex dyads were analyzed for the support strategies identified by Fishman. No support for a sexual division of labor was found. In Study 2, we analyzed the casual, at-home conversations of 17 intimate male-female couples. Again, we found no evidence that the women used more of the support strategies than their male partners. Rather, our findings suggest that the women may have helped to sustain the conversations with their male partners simply by talking more. The appeal of Fishman's conclusions in the absence of empirical evidence suggests that she has touched on a mythic truth.This article is based on a Master's thesis by the second author (Study 1) and an Honour's thesis by the third author (Study 2) under the supervision of the first author.     

Judgments and definitions of sexual harassment by high school students

This study considers how high school students perceive incidents of possible sexual harassment toward students and how they define sexual harassment. Thirty-five male and 38 female high school seniors (44% Asian-American; 40% white, non-Hispanic; 6% Indian-American; 4% African-American; 3% Hispanic; and 3% other ethnic groups) evaluated scenarios that varied the type of sexual harassment, the status of the initiator (either teacher or student), and the gender composition of the dyad (either male toward female or female toward male). As predicted, type of harassment influenced ratings of severity. Compared to male respondents, female respondents rated the scenarios as more severe. Teachers were judged more critically than students. Differences in status were more apparent at less severe levels of harassment. In defining harassment, students relied on four factors: the behavior itself, the target's reaction to the behavior, the perpetrator's intentions, and the relationship that existed between the two people. Overall, the findings underline the importance of examining high schools as a locale for harassment.This study was originally conducted by the first author as a Westinghouse Science project at Stuyvesant High School, with the guidance of the second and third authors.     

与立体视觉相关的视诱发电位研究

在微机上编制能产生动态随机点立体图（ＤＲＤＳ）,亮暗类棋盘格和随机点背景三种图形刺激的软件．记录了３４例正常人在这三种刺激下的ＶＢＰ．其结果为：（１）ＤＲＤＳ刺激下的ＶＥＰＮ１波潜伏期为２６５±２５ｍｓ,基波能量占总交流能量的６３．２±１８．９％．（２）亮暗类棋盘格刺激下的ＶＥＰＮ１波的潜伏期为１９０±２２ｍｓ,基波能量占总交流能量的３９．２±１９．６％．（３）随机点背景刺激下的ＶＥＰ波则为一些杂乱的小波．结果提示：动态ＲＤＳ刺激下的ＶＥＰ除在潜伏期方面具有特异性外,并在谐波的能量分布上也具有特异性,且客观性更强．根据这些特征有助于对立体视觉功能进行客观性评价．     

Session helpfulness and session evaluation in short‐term counselling

The relationship between perceived session helpfulness and session evaluation was examined in 11 dyads during eight sessions of short‐term counselling. Results based on the Session Evaluation Questionnaire (Stiles, 1980) showed that, for clients, while depth, arousal, and positivity correlated with perceived session helpfulness, only depth and positivity entered a stepwise regression, yielding a multiple correlation of 0.76. For counsellors, while depth and positivity correlated with session perceived helpfulness, only depth entered the stepwise regression analysis, with a correlation of 0.70. Session depth also consistently correlated with change in perceptions of helpfulness from one session to another. Clients had higher depth scores for sessions that both participants rated as helpful. They had lower depth scores for sessions rated as less helpful by both participants or for sessions where participants disagreed in their helpfulness ratings. The centrality of counselling depth in affecting experiences of counselling helpfulness is discussed.     

年龄、作业难度和训练对成人记忆的影响

采用“联想学习”、“图象自由回忆”和“附加联想”三项目,对９０例成人（分为青年、老年和老老年组各３０例）进行记忆测查和训练,目的为探讨年龄,作业难度和训练对记忆的影响。结果表明：青年组记忆成绩明显高于老年和老老年组,后两组无显著差异;无关联想的年龄差异大于有关联想,作业难度扩大了年龄差异;各年龄组训练后记忆得到明显改善,并且训练扩大了年龄和作业易难的差异。由此可见,记忆受年龄、作业难度和训练三因素的相互作用,也再次证实了老年认知功能具有一定的可塑性。     

学业不良学生类型与特点的聚类分析

该研究运用Ｑ聚类分析对上海市区１４８０名初中预备班学生的能力和个性特征进行分类研究。结果发现１４８０名被试中存有心理发展水平不同的六个主要类别,这些类别与学生学业成绩的优劣关系密切。同时,３５３名差生可分为四个主要类型：即,暂时性困难学生、能力型困难学生、动力型困难学生和整体性困难学生,不同类型的差生具有不同的特点。这为针对不同类型学生的特点制定有效的教育措施提供了依据。     

Menstrual-related perceptual changes in women with premenstrual syndrome: Factors to consider in treatment

The state-dependent model of premenstrual syndrome (PMS) suggests that women's perceptions of daily stressors are affected by menstrual cycle phase. Our objective was to further examine the applicability of this model to perceptions of specific kinds of daily stressors and to explore its generalizability to perceptions involving significant others. Thirty-two undergraduate women, 10 PMS and 22 asymptomatic controls, completed the Daily Stress Inventory (DSI) and the Daily Rating Form (DRF) for 35 days. Questionnaires measuring perceived social support and self-esteem were completed premenstrually and postmenstrually. Results indicated that all women perceived a greater number of stressors as being severe premenstrually as compared to postmenstrually. Furthermore, all women perceived a lesser number of signifcant others as being present in their social support network premenstrually. However, only the PMS women were less satisfied with their social support and had more negative self-esteem premenstrually as compared to postmenstrually. Results are discussed within the context of designing treatment intermentions for women with PMS.