A comparison of older adolescent and adult females' responses to anger-provoking situations

There has been an increase in research on anger in girls and women. However, few researchers have examined anger across different groups of females. The goal of this study was to examine the experience and expression of anger in individuals who differ by age and employee/student status. Two female populations, university students and employees, described their reactions to a hypothetical work/school-related situation. Similar factors elicited an angry emotion, but there were group differences in the responses to the anger experience. The results are interpreted from a gender schema perspective, taking the contextual influence of developmental period and employee/student role into account.     

Relationship of Attachment and Social Support to College Students' Adjustment Following a Relationship Breakup

Two constructs integral to adolescent development, continuing parental attachment and social support, were investigated to assess whether the constructs are differentially related to indices of adjustment following a romantic relationship breakup. Participants were 241 undergraduate students (M age = 20.62 years, 61% female, 39% male) with a relationship breakup within the last year. As hypothesized, hierarchical regression analyses showed that current attachment levels were related to the outcome variables. Indices of social support accounted for additional variance only when broadly conceptualized as perceived connection to the social environment, rather than perceived support from family and friends. Implications for counseling are discussed.     

Development of physiological response patterns concomitant with the learning of voluntary heart rate control.

Thirty-six male undergraduate students were instructed to raise or lower heart rate in a multiple-session biofeedback experiment. Systolic and diastolic blood pressure, frontalis electromyographic activity, and skin conductance level were simultaneously recorded throughout biofeedback training. Principal axes factor analyses showed that physiological response patterning concomitant with the development of heart rate control was different early in training (Training Session 1) than it was late in training (Training Session 4) for both speeding and slowing conditions. These results indicate that different heart rate control strategies were used by the subjects early and late in training. The factor patterns also indicated a tendency for greater heart rate response specificity as training progressed for both speeding and slowing. Heart rate speeding sessions were also found to be associated with a significant increase in perceived state anxiety as measured by the State-Trait Anxiety Inventory. No significant change in perceived anxiety state, however, was associated with heart rate slowing.     

The current status of psychological assessment training in graduate and professional schools.

Test-based psychological assessment is threatened by the policies of managed care organizations; however, research has demonstrated that test-based psychological assessment is quite valuable and economically justified when conducted by well-trained psychologists. This surfaces the question of the current status of graduate training in test-based psychological assessment. Results of this study indicate that clinical and counseling students currently receive almost equivalent training in test-based assessment. However, in a larger context, results indicate a lack of sound preparation in test-based assessment training for a large proportion of clinical and counseling students. These findings are discussed in terms of their implications for the field and, more specifically, for graduate and internship training.     

Longitudinal Test of Forgiveness and Perceived Forgiveness as Mediators between Religiosity and Marital Satisfaction in Long-Term Marital Relationships

Abstract

Substantial research has found relations between religiosity and martial satisfaction. More longitudinal studies are needed to understand the inner-workings of this relationship. Over a four-year period, dyadic data from 331 married couples was used to test the longitudinal mediating effects of spousal forgiveness and partners’ perceptions of spousal forgiveness between religiosity and marital satisfaction. Husbands’ religiosity was associated with increases in wives’ marital satisfaction but the measures of forgiveness were not significant mediators in this relationship. Wives’ religiosity was predictive of lower levels of wives’ perceptions of spousal forgiveness, which led to decreases in both wives’ and husbands’ marital satisfaction.     

In the Name of Psychoanalysis: Persistent Controversies and Evolution in Psychoanalysis: A Review of Impossible Training: A Relational View of Psychoanalytic Education by Emanuel Berman

In his book Impossible Training, Emanuel Berman stresses the historical roots of current standards of psychoanalytic training and demonstrates the persistence of controversies that have been present in psychoanalysis and psychoanalytic training from their inception. This perspective, of psychoanalysis and psychoanalytic education as evolving, encourages candidates and practitioners to be participants and creative voices in an evolving field rather than rote followers learning a trade. The author proposes ways that the transference of educators to the younger generation of psychoanalysts can facilitate or interfere with the training of candidates. Berman is applauded for shedding light on current controversies in psychoanalytic education by showing their roots in historical controversies. However, the author points out Berman's tendency to overvalue his side of the controversy rather than embrace controversy itself as in the best interest of the evolution and development of the field.