Student-produced representations as a means for interrupting the flow of an interview / Representaciones producidas por una alumna para interrumpir el flujo de una entrevista

Abstract

This work provides evidence that children as young as six years old successfully leverage written representations to their own purposes. During a modified clinical interview, Maggie created an idiosyncratic written representation to negotiate understanding of the interview task. In this move, Maggie shifted her role in the interview from sharing her own thinking to understanding the interviewer’s thinking. Her representations were not strictly for communication but also for control. This fleeting but illuminating episode points to young children’s intuitive perspective on written representations as a cultural tool.     

WHY RELIGION MATTERS AND THE PURPOSES OF HIGHER EDUCATION: A DIALOGUE WITH HUSTON SMITH

This article examines Huston Smith's critique of and remedy for modernity from the perspective of a college professor who adopted “Why Religion Matters” (2001) as required reading for undergraduates. Smith's heartfelt plea to consider, if not embrace, the common wisdom of traditional religious worldviews deserves a hearing. But Smith's approach is also in need of qualification, supplementation, and critique. This article, ironically, finds the needed qualification, supplementation, and critique in Huston Smith's much earlier publication, The Purposes of Higher Education (1955). This article provides the dialogue.     

Do women perform fellatio as a mate retention behavior?

Men who report performing more mate retention behaviors, in general, and more benefit-provisioning mate retention behaviors, in particular, also report greater interest in, and spend more time, performing oral sex on their female partner. We extended these findings to a female sample to investigate whether women’s oral sex behaviors are related to their mate retention behaviors. We secured self-report data from 410 women residing in the United States or in Germany in a committed, sexual, heterosexual relationship. The results indicate that women who report performing more benefit-provisioning mate retention behaviors also report greater interest in, and spend more time, performing oral sex on their partner. Further, there are no sex differences in the magnitudes or directions of these relationships. The results suggest that both men and women are more interested in, and spend more time, performing oral sex on their partner as part of a benefit-provisioning strategy to increase their partner’s relationship satisfaction. We address limitations of this research, and discuss explanations for the results.     

Gender difference in emotional reactions and sexual coercion in casual sexual relations: An evolutionary perspective

This study tested four predictions derived from (evolutionary) sexual conflict theory. The central hypothesis was that men and women possess different emotional mechanisms that motivate and evaluate sexual activities. Women’s mechanisms are associated with their perception of partners’ ability and willingness to invest. For men these associations are weaker or inverse. Regression analyses of survey data from 194 college students revealed the following. As incidence of casual sexual relations increased (SOI Behavior), men reported less concern about partners’ intentions and less Worry–Vulnerability in response to casual sexual relations than women did; these gender interactions were significant. Regular sexual relations with partners with whom they did not desire emotional involvement showed the same pattern of gender differences. The Sexual Experiences Survey (SES) measured the incidence of sexual coercion in casual sexual relations. For women, but not for men, SOI Behavior was associated with all levels of sexual coercion. Limitations and implications are discussed.     

Women’s mate retention behaviors,personality traits,and fellatio

Women perform oral sex on their male partner (i.e., fellatio) as part of a Benefit-Provisioning mate retention strategy, and women’s personality predicts their interest in, and time spent, performing fellatio. We explored whether women’s mate retention behavior mediates the relationship between their personality traits and their performance of fellatio in a long-term romantic relationship. Women (n = 401) reported their personality traits, the frequency with which they performed mate retention behaviors during the past month, and their interest in and the time they spent performing fellatio on their partner during their most recent sexual encounter. The results indicate that women higher in Conscientiousness spend more time performing fellatio on their partner, and this relationship is mediated by their Benefit-Provisioning mate retention. Women higher in Agreeableness report greater interest in performing fellatio on their partner, and less Cost-Inflicting mate retention, but mate retention behaviors do not mediate the relationship between their Agreeableness and their interest in performing fellatio. The current research is the first to investigate the relationship between women’s personality traits and oral sex behaviors, and contributes to research documenting that mate retention strategies are associated with sexual behavior.     

School Counselors and Gifted Kids: Respecting Both Cognitive and Affective

Giftedness can be both an asset and a burden when gifted students respond to developmental challenges. Characteristics associated with high intellectual ability likely affect how gifted students experience social, emotional, and career development, regardless of level of academic achievement. Counselors' lack of awareness of such qualitative differences, as well as positive and negative biases, may interfere with the therapeutic relationship. Characteristics related to giftedness, vulnerabilities, concerns, and counseling strategies are the focus of this article.     

An Exploratory Model of Proximal Minority Stress and the Work–Life Interface for Men in Same‐Sex,Dual‐Earner Relationships

This study used a path analysis to test an exploratory model that analyzed associations among expectations of stigma, internalized homophobia, dyadic adjustment, and career development satisfaction. As part of the study, an online questionnaire was given to 170 men in same‐sex, dual‐earner relationships. Internalized homophobia and the expectation of stigma predicted ratings of dyadic adjustment, whereas only the expectation of stigma predicted ratings of career development satisfaction. Counseling implications, limitations, and directions for future research are discussed.     

International Doctoral Students in Counselor Education: Coping Strategies in Supervision Training

This study explores 8 international doctoral students' perceptions of coping strategies used in supervision training in counselor education programs. Using human agency as a conceptual framework, the authors found 3 categories: (a) personal and professional self‐directed strategies as personal agency, (b) support and care from mentors as proxy agency, and (c) networking among international doctoral students and/or graduates as collective agency. Implications for counselor educators are discussed. Este estudio explora las percepciones de 8 estudiantes internacionales de doctorado sobre las estrategias de afrontamiento usadas en la capacitación de supervisión en programas de educación para consejeros. Usando la agencia humana como marco conceptual, se hallaron 3 categorías: (a) estrategias autodirigidas personales y profesionales como agencia personal, (b) apoyo y cuidados recibidos de mentores como agencia delegada y (c) creación de redes de contactos entre estudiantes internacionales de doctorado y/o doctores como agencia colectiva. Se discuten las implicaciones para educadores de consejeros.     

Sex Differences in Variability in Vocational Interests: Evidence from Two Large Samples

Greater male variability has been established in cognitive abilities and physical attributes. This study investigated sex differences in variability in vocational interests with two large samples (N > 40 000 and N > 70 000). The results show that although men varied more in Realistic and Enterprising interests, women varied more in Artistic and Conventional interests. These differences in variability had considerable influence on the female–male tail ratios in vocational interests that have been found to contribute to reported gender disparities in certain fields of work and academic disciplines. Moreover, differences in means and variability interacted non‐linearly in shaping tail‐ratio imbalances. An age‐specific analysis additionally revealed that differences in variability diminished with age: Older samples showed smaller differences in variance in Realistic, Artistic, and Social interests than younger samples. Thus, I found no evidence that greater male variability applies for vocational interests in general. Copyright © 2015 European Association of Personality Psychology     

Student Voice for School‐Climate Improvement: A Case Study of an Urban Middle School

This case study used a student voice program in an urban middle school in the southeastern United States to examine the validity of three theoretically derived pathways through which student voice may affect positive school climate. First, using a youth participatory action research process to identify barriers to learning, analyse their root causes, and advocate for solutions to school administration allowed students to influence minor school policies and implement anti‐bullying, classroom‐behaviour‐monitoring, and experiential‐learning initiatives. However, there were challenges to making these policy and practice changes systemic. Second, relationships were formed and strengthened as a byproduct of student participant and staff collaboration in program activities. However, the program may have contributed to an ingroup–outgroup dynamic between participants and other peers. Third, students who participated in the program developed citizenship competencies, and their development may have promoted broader prosocial norms among the student body, though evidence was inconsistent. Study findings suggest that future research examine how variations in the implementation of student voice initiatives can maximize the contribution to a positive school climate in urban schools. Findings also suggest that practitioners should ensure that student teams be representative of a multitude of student identities. Copyright © 2014 John Wiley & Sons, Ltd.