James M. O'Neil

Gender-Role Conflict Scale: College Men's Fear of Femininity.

Gender-role conflict exists when gender roles have negative consequences for people. This research reports initial validity and reliability data on measures of gender-role conflict for men. Two measures, Gender Role Conflict Scale I and II (GRCS-I and GRCS-II) were constructed to assess patterns of gender-role conflict described in the literature. GRCS-I assesses mens personal gender-role attitudes, behaviors, and conflicts. GRCS-II assesses mens gender-role conflicts in specific gender-role conflict situations. Both GRCS measures and the Personal Attributes Questionnaire (PAQ) were administered to male college students (N=527). Initial factor-analytic data for GRCS-I and GRCS-II demonstrated eight meaningful factors. Acceptable test-retest and internal consistency reliabilities were found for both measures. MANOVA, ANOVA, and Tukey procedures indicated differences for subjects across the four PAQ categories. Significant gender-role conflict differences across the factors were found for men who were instrumental, expressive, or both instrumental and expressive. Results of these differences are reported, as well as implications for future development of both scales.

Summarizing 25 Years of Research on Men's Gender Role Conflict Using the Gender Role Conflict Scale New Research Paradigms and Clinical Implications

This article reviews 232 empirical studies that used the Gender Role Conflict Scale (GRCS) over the past 25 years (1982-2007). The article introduces the gender role conflict (GRC) construct using past definitions and theoretical models. The research findings for diverse men are summarized and studies related to mens intrapersonal, interpersonal, and therapeutic lives are analyzed. The empirical support, criticism, and challenges to the gender role conflict research program are reviewed. A contextual research paradigm with seven domains is presented and 18 research questions and two research models are discussed to foster more moderation and mediation studies on mens GRC. A new diagnostic schema to assess mens GRC in therapy and during psychoeducational interventions is discussed. The research review concludes that GRC is significantly related to mens psychological and interpersonal problems and therefore an important construct for psychologists and other helping professionals.

A Multivariate Model Explaining Men's Violence Toward Women Predisposing and Triggering Hypotheses

Violence against women by men is considered the single most serious threat to womens health and welfare in the United States. Knowledge about why male violence occurs against women is very limited. Previous theory and conceptualizations explaining mens violence have narrowly focused on individual factors or typologies. Predicting male violence is complex, necessitating a multivariate explanatory model. No heuristic model has been developed that explains the multiplicity of hypotheses that might explain mens violence toward women. This article presents a multivariate model explaining mens violence toward women using four content areas and 13 hypotheses. The content areas are: (a) macrosocietal explanation; (b) biological, neuroanatomical, hormonal explanation; (c) gender role socialization or gender role conflict explanation; and (d) intergender, relational explanation. Implications of the model for educational interventions, research, and training are explored.

The normative Male Alexithymia Scale: Measurement of a gender-linked syndrome.

This series of studies assessed the psychometric properties of the Normative Male Alexithymia Scale (NMAS), a brief scale designed to assess normative male alexithymia. Exploratory and confirmatory factor analyses using separate samples (n = 248 and 467, respectively) indicated that the NMAS consist

Dual-Career Couples' Career Transitions and Normative Dilemmas: A Preliminary Assessment Model

A review of the literature indicates few concepts to assess dual-career couples during counseling. Limitations of past definitions and theories of career development are discussed in the context of the complexity of the dual-career life-style. New definitions are proposed to increase knowledge about the dual-career couple as a special group in career development. A preliminary assessment model is presented focusing on the normative dilemmas of dual-career couples. Develop-mental areas and normative dilemmas in careers, gender roles, and marriage-family are discussed in the context of 23 career transitions. Normative themes related to dual-career couple dilemmas are then enumerated. The assessment model promotes greater understanding of how career events affect interpersonal-family relationships as well as how these relationships affect a couples career development. Implications of the assessment model for counseling dual-career couples and conducting future research are discussed.

The gender role journey measure: Scale development and psychometric evaluation

The Gender Role Journey concept was developed to help women and men explore their gender role changes and transitions. A 34-item Gender Role Journey Measure (GRJM) was conceptualized and developed through empirical methods. The construct validity of the five phases of the gender role journey is assessed. The GRJM and the Personal Attributes Questionnaire (PAQ) were given to a sample of women and men (N=878). The sample was predominantly Caucasian from a mixed ethnic background. Principle factor analysis indicated three meaningful factors: Acceptance of Traditional Gender Roles; Gender Role Ambivalence, Confusion, Anger, and Fear; and Personal-Professional Activism. Moderately high test-retest and internal consistency reliabilities were found for each of the factors. Gender differences and gender by PAQ interactions were found for all three of the factors of the GRJM. Implications for future research, teaching, and workshops are suggested.

Holland's Theoretical Signs of Consistency and Differentiation and Their Relationship to Academic Potential and Achievement.

Abstract The study was designed to assess Hollands theoretical signs of consistency and differentiation as measures of academic aptitude and achievement. Holland postulates that levels of consistency and differentiation on the Self Directed Search (SDS) may be used to assess a persons educational-vocational potential, achievement, or status. Using the SDS and a sample of investigative male subjects (N = 127), Hollands theoretical signs of consistency and differentiation were tested on measures of academic aptitude and achievement over a four year college period. Academic aptitude was assessed by the Scholastic Aptitude Test (SAT) and academic achievement by cumulative grade point average (GPA) over a four year college period. The findings show significant differences on SAT scores for the sign of differentiation but no significant differences for GPA over a four year college period. The results also show no significant differences on SAT or GPA for the sign of consistency. Future research is recommended on Hollands theoretical signs before they can be incorporated into a complete and useful diagnostic system.

The Boy's Forum: An Evaluation of a Brief Intervention to Empower Middle-School Urban Boys

Programs for middle-school boys are needed because data suggests that young adolescent males have problems as they grow and develop. Few gender role interventions for boys have been evaluated or published in the professional literature. Conceptual justification for boys programs is given using psychosocial theory, gender role transitions, multicultural aspects of masculinity, and positive/healthy masculinity. A short term, inexpensive intervention, “The Boys Forum,” was implemented for middle-school boys who were predominately Hispanic and African American. The Boys Forum explained the hazards of growing up male (Goldberg, 1977) but also emphasized positive masculinity through empowerment, emotional awareness, and personal problem solving. The use of media, group discussions, empowerment themes, and adult self-disclosure to promote boys psychosocial growth are described. Evaluation of the program occurred before the program, immediately after the program and three weeks later. Results indicate that a majority of boys attending the Boys Forum reported that the programming positively affected their thinking, feelings, and to a lesser extent their behaviors over a three-week period. Limitations of the evaluation of this program, recommendations for future research, and the need for future curricular development for boys are discussed.

Psychological abuse in family studies : A psychoeducational and preventive approach

Abstract One of the first documented psychoeducational programs to educate college students about the perils of psychological abuse is described. The intervention was designed to help students examine their personal experiences of psychological abuse and consider how the information could be used in their careers. The process of creating the intervention and publicizing it to the campus community is discussed. The content of the intervention, participants, implementation, and evaluation processes are described. Operational definitions and dramatic skits of psychological abuse are described along with historical context and current research findings. Ways of working through psychological abuse, and services available to recover from it, are presented. Evaluation data, immediately after workshop completion and one week later, indicated that participants positively evaluated this intervention and reported both positive attitudinal and behavioral outcomes. Limitations and implications of this psychoeducational program for the prevention of interpersonal violence are discussed.

Process Evaluation of Teaching Forgiveness in a Workshop and Classroom Setting

Abstract Forgiveness is a process that assists people in releasing their anger, resentment, and negative emotions towards those who have hurt them. This study reports a process evaluation of a psychoeducational workshop and classroom adaptation designed to teach students about forgiveness. We describe the workshops content, process, and resources in detail. Participants were assessed before, during, and after the workshop across five process areas. The results indicate that the forgiveness workshop and classroom intervention were effective in teaching forgiveness skills, were emotionally challenging, and difficult for some participants because of their pain, confusion, and unanswered questions. We conclude with specific recommendations for improving forgiveness workshops and classroom interventions.