Patients' information needs and decision-making processes: what can be learned from genetic counselees?

This field study investigated the information needs and decision-making strategies of 161 genetic counselees interviewed just prior to counseling. Patients were interested mostly in information about the outcomes and consequences of the alternative options at their disposal and about measures to defuse the risks. They wanted mainly information stated with certainty and were less interested in probability information. There was no difference in the search for information between the alternative eventually chosen and the one not chosen. There was a difference, however, among types of decisions and the interest in the various categories of information. These findings were interpreted within the theoretical model of decision making in natural risky situations (O. Huber, 1997). Practical implications for shared medical decision making are presented.     

Context, categorization, and recall: The “change-of-standard” effect

A psycholinguistically based conception of the relation among context, categorization, and memory is tested by examining what happens to people's memory of an object when the object is initially categorized in terms of the context in which it appears, but, when the object is later recalled, this context is no longer salient. Subjects read about the sentencing decisions of a target trial judge in the context of other trial judges who consistently gave either higher sentences or lower sentences than the target judge. As predicted, subjects tended to categorize the target judge as “lenient” in the former, harsh context condition, and as “harsh” in the latter, lenient context condition. A week later, subjects read about the sentencing decisions of some additional judges, and then recalled the sentencing decisions of the target judge they had read about the week before. Across the two sessions, either a harsh, moderate, or lenient category norm for judges' sentencing decisions was established by having subjects read about decisions that involved either high, medium, or low sentences, respectively. The results indicated that subjects recalled the target judge's decisions by interpreting their prior categorization of his behavior in terms of the category norm established across the two sessions rather than the original context. Thus, subjects who were exposed to the same target in the same circumstances, and initially categorized the target in the same way, nevertheless remembered his behavior differently if their category norm was different at the moment of recall. Other types of “change of standard” and their implications for human judgment and memory are discussed.     

Personal Growth and Meaning in Life Among First-Time Mothers and Grandmothers

This cross-sectional study examined personal growth and meaning in life among mothers and grandmothers who recently went through major transitions in a woman’s life. It investigated the contribution of the internal resources of perception of self (self-esteem) and perceived characteristics of the situation (cognitive appraisal of threat, challenge, and self-efficacy) and the external resource of perceived social support, as well as two background variables: age, and frequency of meetings between mothers and grandmothers. Participants were 152 first-time mothers 6–24?months after delivery, and their own mothers who were first-time grandmothers (n?=?152). The results showed differential contributions to meaning in life and personal growth in the two generations, indicating that the proposed variables can indeed explain growth and meaning in life in these life stages. They reveal not only the similarities and differences between the response of mothers and grandmothers to these parallel life transitions, but also how information about one generation may help explain the response of the other. The different patterns of associations which emerged for growth and meaning in life are also discussed.     

Proximal and distal effects of mortality salience on willingness to engage in health promoting behavior along the life span

The current studies examine proximal and distal mortality salience effects on the willingness to engage in health-promoting activities and explore the roles of age and self-esteem. In Study 1, 164 participants completed a self-esteem scale, were assigned to a mortality salience or a neutral condition, and then completed a scale, tapping their willingness to engage in health promoting activities. Findings revealed that in the proximal mode, mortality salience led the young and middle-aged adults to report higher willingness to promote health behaviors, whereas older adults tended to show a lower willingness to promote their health compared to the control condition. In Study 2, a total of 251 participants completed the same series of questionnaires, including a distracting task immediately after the mortality salience manipulation. Findings revealed that, in the distal mode, whereas death reminders did not affect young adults, mortality salience led middle-aged participants to express higher willingness to conduct health-promoting behaviors than in a control condition. The mortality salience induction did not affect older adults with high self-esteem, but led low self-esteem individuals to report higher willingness to promote their health. The differences between the reactions of the different age groups in both the defense modes are discussed in view of the terror management theory.     

Coping With Losses and Past Trauma In Old Age: The Separation-Individuation Perspective

Abstract

Old age is a stage in life in which numerous changes associated with loss can be expected to occur in major life domains. Deterioration of health; retirement; relocation; occupational and financial loss; loss of social roles, identity, status, and support; and the loss of spouse and significant others (siblings, friends) pose an ongoing threat to everyday functioning, forcing the individual to adapt. Thus, effective functioning in daily life represents a major developmental task for the aging (Bakes & Carstensen, 1996; Marsiske, Lang, Bakes, & Bakes, 1995). There is marked variability in adjustment among the elderly, and despite the numerous losses associated with aging, many elderly people are well adjusted and report experiencing high levels of well-being (George & Clipp, 1991;Wetle, 1990).     

The Aging Of Grief: Parents' Grieving Of Israeli Soldiers

Abstract

This chapter examines long-term parental grief of soldiers within the context of the Israeli society. Parental grief is discussed along the life span, commencing at the immediate phase following the loss through the bereavement process in middle to late adulthood and its manifestations in aging. Interviews with a group of elderly bereaved parents whose sons were killed during military service give further support to previous findings regarding the notion that the passage of time has no diminishing effect on their grief nor does it relinquish their attachment to the deceased. With aging, there appears to be an increase in internalized involvement with the long-lost child, fears of fading memories, and the need to eternalize the deceased. In reviewing the past, parents reevaluate their coping with the loss and their relationship with the surviving children. The parents' preoccupation is twofold: On one hand, the strong attachment seems to continue in inner representations of the lost child, and, on the other, this preoccupation is enhanced externally owing to Israeli society's attitude toward dead soldiers. An intersection is therefore established between society and bereaved families. Grief is apparently a central theme in aging parents who are preoccupied with the “aging” of their grief rather than their own aging.     

From Empathetic Understanding to Engaged Witnessing: Encountering Trauma in the Holocaust Classroom

A commitment to empathetic understanding shaped the field of religious studies; although subject to critique, it remains an important teaching practice where students are charged with the task of recognizing, and perhaps even appreciating, a worldview that appears significantly different from their own. However, when the focus of the course is historical trauma there are significant epistemological and ethical reasons empathetic understanding may not be our best pedagogical strategy. Drawing primarily on my experience teaching a general education class “The Holocaust and Its Impact” at California State University, Bakersfield, I advocate replacing empathetic understanding with engaged witnessing as a pedagogical framework and strategy for teaching traumatic knowledge. To make this case, I delineate four qualities of engaged witnessing and demonstrate their use in teaching about the Holocaust.     

A Multidimensional Scaling Analysis of Perceptions of Academic Dishonesty Among Fifth-Grade Students

A study was conducted to investigate the perceptions of academic dishonesty in fifth-grade students. Two methods were used to gather data: a sorting task, which was used to indirectly assess the students' perceptions, and a rating scale task, which was used to externally validate the results of the sorting task. Results of the multidimensional scaling analysis yielded two dimensions, the first being tests/homework and papers, and the second, more ambiguous appearing to differentiate based on seriousness.     

Effects of expectations about evaluation and peer recommendations on students' ratings

Previous research on consumer satisfaction suggests that the anticipation of providing a later evaluation leads to more negative appraisals. Within the context of higher education, the current experiment focused on the evaluation of a presentation and its presenter. College students (35 men, 59 women) were randomly assigned to six conditions regarding evaluative expectations and peer recommendations. Students watched a brief video of a lecture on an educational topic and then evaluated the speaker and presentation. Anticipation of providing evaluations did not influence the subsequent evaluations; however, peers' positive recommendations led to more positive evaluations whereas negative recommendations led to more negative evaluations.