Francis Terrell

Stress, coping style, and problem solving ability among eating‐disordered inpatients

Stress levels, coping style, and problem solving ability among bulimic and anorexic individuals were explored. Bulimics (n = 33) reported a greater number of negative life events and feelings of being pressured than did a non-eating-disordered group. Anorexics (n = 12) reported higher levels of anxiety and depression than the other groups. Both anorexics and bulimics reported higher levels of stress, lower levels of confidence in their ability to solve problems, a tendency to avoid confronting problems, a reluctance to share personal problems, and feelings of being driven. Implications are suggested.

The relationship between race of examiner, cultural mistrust, and the intelligence test performance of Black children.

The effects of race of examiner and level of mistrust of whites on the Stanford-Binet performance of black elementary school children were examined. Groups with high and low levels of mistrust of whites were first identified. Half of the participants in each group were than administered the Binet by a white examiner; the remaining were tested by a black examiner. The black examiner-high mistrust group scored significantly higher than did the white examiner-high mistrust group. In addition, the black examiner-high mistrust group scored significantly higher than did the black examiner-low mistrust group.

On the nature of things: The politics of scientific evaluation

Abstract This article examines an inferred avoidance by clinically oriented psychology journals of innovative findings and studies that are inconsistent with theories currently in vogue. It suggests that manuscripts which challenge existing models and approaches to practice have a high probability of rejection. It notes an increasing evidence that personality and mental illness may have a basis in biological or genetic factors. It questions how meaningful evaluation can be achieved during review by those who avoid innovation, and whether clinical psychology can be confined to learning and/or cognitive theory and remain viable. A remedy is suggested to repair the problem.