One Personality, Multiple Selves: Integrating Personality and Social Roles

ABSTRACT How do people maintain multiple, role-specific self-conceptions as well as a consistent sense of self? In a sample of middle-aged women, we examined three issues: (a) the ways in which people view themselves as both different and similar across social roles (e.g., parent, friend, worker), (b) how role-specific self-conceptions and general self-conceptions are related, and (c) the merits of predicting role-specific criteria from role-specific and general self-conceptions. Results showed that subjects' self-conceptions were specific to role contexts, yet highly correlated across those same role contexts. In addition, role-specific self-conceptions were more similar to the general self-concept for roles with which the individual was more satisfied. Finally, as predicted from the bandwidth-fidelity trade-off, ratings of the general self correlated moderately with outcomes across all role domains, whereas ratings of role-specific self-conceptions correlated strongly with outcomes for the same role, but not in other roles.     

Implications of college-age narcissism for psychosocial functioning at midlife: Findings from a longitudinal study of women

Positive and negative implications of two types of college-age narcissism on psychosocial functioning at midlife were studied in a longitudinal sample of women. Both types were scored with self-report measures when the women were, on the average, age 21. Throughout the first half of their adult life, high scorers on covert narcissism presented themselves as lacking in confidence and having low morale; high scorers on overt narcissism described themselves as wanting admiration, being independent, and being forceful. Positive outcomes associated with covert narcissism included the development of insight and of a differentiated sense of the self and, in the case of overt narcissism, entailed an involvement in high-status and creative work careers. At midlife, high scorers on covert narcissism experienced negative affect and feelings of being neglected, whereas high scorers on overt narcissism experienced family conflict and problems with impulse control. The personality characteristics associated with both types of narcissism remained stable from the early 20s to early 50s.     

Toddlers' Social Behaviors in Dyads and Groups

Although toddlers are clearly capable of interacting with peers, the amount and type of interactions among toddlers is controversial. Objectives of the present study were (a) to determine the effect of dyad versus group settings on the amount and type of social behaviors with peers, (b) to determine preference for interacting with peers versus adults, and (c) to determine differences in the types of behaviors directed to peers and adults. Sixteen children (with a mean age of 27 months) were observed in both a group setting and a dyad setting; their mothers were present in both settings. The children were from three different toddler classes, each meeting once a week. Specific social behaviors were coded, as well as the person to whom the behavior was directed (i.e., peer or adult). Setting affected toddlers' behaviors with adults but not behaviors with peers. Regardless of setting, toddlers preferred interacting with adults. The types of behaviors directed to peers and adults differed. Direct interactions with peers were rare, but interest and awareness of peers was shown by moderately high levels of proximity and parallel play. The use of different criteria to define social play appears to account for differences across studies in the amount of peer interaction.     

Putting the pieces together: Maternal depression,maternal behavior,and toddler helplessness

This study assessed relations between maternal depression, maternal behavior, and helplessness in toddlers. Helplessness was assessed behaviorally in 25‐ and 32‐month‐old toddlers while the toddlers were engaged with an impossible task. Maternal behavior (warmth, negativity, control, intrusiveness) was assessed during a mother–child teaching task when toddlers were 18 and 25 months of age. Mothers who reported more depressive symptoms on the BDI had 32‐month‐old toddlers who displayed more affect‐related helplessness. No direct relations were found between maternal diagnosis of depression and helplessness in toddlers. Few differences emerged in the behavior of depressed and nondepressed mothers while interacting with their toddlers, and few relations were found between maternal behavior alone and toddlers' helplessness. However, results suggest that maternal behavior moderates the relation between maternal depression (diagnosis, recency, and symptoms) and helplessness. ©2003 Michigan Association for Infant Mental Health.     

Acceptance and Commitment Therapy for Anger Dysregulation with Military Veterans: A Pilot Study

Anger dysregulation is a commonly reported problem by treatment-seeking military veterans that is associated with a range of negative outcomes. However, there is a paucity of studies examining interventions for anger and aggressive behavior in this population. Theory and empirical evidence suggest Acceptance and Commitment Therapy (ACT) may be a viable and effective treatment for anger dysregulation among veterans. The present study examined the feasibility and preliminary effectiveness of an open trial of an ACT group intervention for veterans reporting difficulties with anger and aggressive behavior. Twenty-three male military veterans (mean age?=?54.83) initiated a 12-week ACT intervention with assessments administered at pre-treatment, post-treatment, and 6-week follow-up. Treatment completers found the intervention favorable, and participation was associated with improvements in trait physical aggression and psychological flexibility, while significant changes in anger reactivity, quality of life, and verbal aggression were not found. Results suggest group-based ACT for anger dysregulation is feasible in a male military veteran sample, and warrants further investigation.     

How Do You Say Nature?: Opening the Design Space with a Knowledge Environment

In this paper, we describe a design study on how families in Los Angeles experience nature, with a particular focus on how using alternative formats for research analysis and presentation can enrich a design research inquiry. Conducted in Pasadena, CA as a part of Super Studio, the year-long design research class emphasized knowledge building and sharing through design methods of analysis, exhibition, and concept prototypes. After conducting interviews and engaging participants with probes, the class built the results into an open-ended knowledge environment. The main observation from the exhibition – that Angelenos have a limited vocabulary for describing nature and their interaction with it – helped to define the opportunity for design intervention that created connection points between Angelenos and nature. There are few attempts to describe how probe returns evolve into design concepts. Showcased is a process that depends on the unique affordances of design as the vehicle for discovery and invention.     

Predicting nursing GPA and national council licensure examination for registered nurses (NCLEX-RN): a thorough analysis

The study involved prediction of GPA in a nursing program and NCLEX-RN licensure score following completion of the program. The sample included 155 students who completed and 34 who failed to complete a baccalaureate nursing program for the 1984-1986 years. The best set of predictors of nursing GPA included ACT composite score, anatomy grade, and chemistry grade, R = .73. The best set of predictors of NCLEX-RN included ACT composite score, high school percentile rank, nursing GPA, and chemistry grade, R = .68. Classification of withdrawn and completing groups and also pass and fail NCLEX-RN performance via discriminant analysis provided results comparable to those of previous research; however, residual analysis indicated very large residuals for those withdrawing from the program as well as those who failed the licensure exam. An alternative to discriminant analysis for classifying students is suggested.     

Presence and television.

Film and a number of emerging entertainment technologies offer media consumers an illusion of nonmediation known as presence. To investigate the possibility that television can evoke presence, 65 undergraduate students were shown brief examples of rapid point‐of‐view movement from commercially available videotapes on a television with either a small screen (12 inches [30.5 cm], measured diagonally) or a large screen (46 inches [116.8 cm]). Participants' responses were measured via a questionnaire and a computer‐based recording of arousal (electrodermal activity). Viewers of both televisions reported an enjoyable sense of physical movement, excitement, involvement, and a sense of participation. Furthermore, as predicted, participants who watched the large screen television thought the movement in the scenes was faster, experienced a greater sense of physical movement, enjoyed the movement to a greater extent, found the viewing experience more exciting, and were more physiologically aroused. Practical and theoretical implications are discussed.