Resilient Adolescent Adjustment Among Girls: Buffers of Childhood Peer Rejection and Attention-Deficit/Hyperactivity Disorder

Examined a risk-resilience model of peer rejection and attention-deficit/hyperactivity disorder (ADHD) in a 5-year longitudinal study of 209 ethnically and socioeconomically diverse girls aged 6-13 at baseline and 11-18 at follow-up. Risk factors were childhood ADHD diagnosis and peer rejection; hypothesized protective factors were childhood measures of self-perceived scholastic competence, engagement in goal-directed play when alone, and popularity with adults. Adolescent criterion measures were multi-informant composites of externalizing and internalizing behavior plus indicators of academic achievement, eating pathology, and substance use. ADHD and peer rejection predicted risk for all criterion measures except for substance use, which was predicted by ADHD only. ADHD and peer rejection predicted lower adolescent academic achievement controlling for childhood achievement, but they did not predict adolescent externalizing and internalizing behavior after controlling for baseline levels of these constructs. Regarding buffers, self-perceived scholastic competence in childhood (with control of academic achievement) predicted resilient adolescent functioning. Contrary to hypothesis, goal-directed play in childhood was associated with poor adolescent outcomes. Buffers were not found to have differential effectiveness among girls with ADHD relative to comparison girls.     

Playing the game the child allots

This paper explores the relationship between play and interpretative verbalization in child analysis. Through examination of a clinical case, the paper distinguishes between two different modes of interpretative interventions in play. It is the contention of the paper that the analyst’s capacity to tolerate tension and respond to the roles the child assigns him widens the area of play, facilitating a space for thinking through. Interpretation is formulated in two distinct ways: (a) interpreting from the context of the roles the analyst assumes within play, respecting the games and facilitating the patient’s understanding; (b) interpreting at a distance from play, on the one hand distinguishing the area of play, and on the other hand analyzing that which occurs verbally and non‐verbally.     

Communal Versus Individual Learning of a Math-Estimation Task: African American Children and the Culture of Learning Contexts

The authors compared the performance of 78 African American 5th-grade students who studied a math-estimation task in one of two learning contexts. Learning contexts differed in the degree to which they afforded the expression of communalism. ANCOVA confirmed that posttest performance was best for students who studied in the high communal-learning context. The findings support A. W. Boykin's (1994) contention that the cultural context of learning can be a critical mediator of children's performance.     

Why religious nationalists are not fundamentalists

J. W. Nicholas, Psience—a general theory of existence, Reality revealed—the theory of multidimensional reality Call Adonoi—manual of practical cabalah and gestalt mysticism The Expanding Force in Newton's Cosmos D. Vogt &; G. Sultan, Vector Associates, San Jose (California), 1977, 460 pp;

A. L. Schutz, Quantal, Goleta (California), 1980, 100 pp; D. Castillejo, Ediciones de Arte y Bibliofilia, Madrid, 1981, 125 pp     

Book reviews

D. E. M. Gardner: Susan Isaacs: A First Biography. Methuen Educational Ltd., 1972. Price £1.50.

Marion Milner: On Not Being Able to Paint. Heinemann Educational Books Ltd., London, 1971. Price 90p

Paul Nordoff and Clive Robbins: Therapy in Music for Handicapped Children, with a foreword by Benjamin Britten. Victor Gollancz, London, 1971. Price £1.80.

The Mental Health Book Review Index: an Annual Bibliography of Books and Book Reviews in the Behavioural Sciences, Vol. 17, 1972, XXVI. Price $10.00. Published by the Council on Research in Bibliography, Inc., c/o Research Center for Mental Health, New York University, New York, N.Y. 10003. (Address orders to: Mental Health Book Review Index, c/o Paul Klapper Library, Queens College of the City University of New York, Flushing, New York 11367, U.S.A.)     

Sport,moral interpretivism,and football's voluntary suspension of play norm

In recent years it has become increasingly the norm in football1 1. For North American readers, football here equals soccer. to kick the ball out of play when a player is, or appears to be, inadvertently injured. Kicking the ball out of play in football represents a particular instantiation of a generally understood fair play norm, the voluntary suspension of play (VSP). In the philosophical literature, support for the VSP norm is provided by John Russell (2007 Russell, J. S. 2007. “Broad internalism and the moral foundations of sport”. In Ethics in Sport, 2nd edn, Edited by: Morgan, W. J. Champaign, IL: Human Kinetics.  [Google Scholar]) who claims that his interpretivist account of sport is helpful for evaluating complex moral issues in sport in general and issues related to injury in football in particular. This paper examines whether Russell's interpretivist-backed account of autonomy can adequately inform football players as to the nuanced and ambiguous moral considerations that arise in relation to the VSP norm. The paper goes on to identify the highly complex dynamic circumstances football players need to consider in order to better discharge their moral responsibilities when faced with inadvertent injuries.     

The ‘Enforcer’ in Elite-Level Sport: A Conceptual Critique

The role of the ‘enforcer’ in elite-level sports contests is a familiar one. Simply, the role involves establishing or restoring a ‘moral balance’ to the sporting encounter when it is absent – usually when match officials are thought to be failing to apply the laws/rules of the game. How the enforcer secures this outcome is more morally contentious as it may involve deliberate violations of the laws/rules of the sport. In this paper we consider the role of the enforcer in rugby union. First we interrogate some of the extant sports ethics literature and explore the notion of ‘fairness’ in the well-played game, including the role of the enforcer. Second, we illustrate conceptually how the ethos of elite sport as a moral discourse creates a theoretical platform from which to assess the intervention of an enforcer. Third, we address the role of match officials as members of the practice community from an institutional sense (what the international governing body for rugby union makes explicit) and from an empirical sense (what actually occurs or might occur) in the circumstances that precipitate the intervention of ‘enforcers’. We conclude that the conceptual tension between the laws and the spirit (ethos) of the game is reflected in the choices facing players when playing the game.     

Development Through Work and Play

Adopting a work-play framework that attends to the adaptive, self-enhancing potential of play in work and human development contributes to an enhanced conceptualization of careers, both within career theory generally and the developmental perspective on careers specifically. Such a framework also promotes investigations of the connections between these life domains. Five proposals are made to imbue the developmental perspective on careers with a work-play fusion. These proposals examine how a work-play integration in vocational development theory, research, and counseling practice can foster optimal human development and therein aim to advance a revitalized developmental paradigm of career. Ultimately, theory construction and research inquiry that comprehends and investigates an integration of life roles in the domains of work and play could foster adaptability in human life-span development.