Judith M. Stillion

Sex Differences in Attitudes Toward Suicide: Do Males Stigmatize Males?

This study compares female and male reactions to troubled female and male target figures. The results replicate the findings of four earlier studies that showed that females are move sympathetic than males toward suicidal target figures. Unlike previous studies, however, by using a non-suicidal comparison condition, this study also shows that female sympathy ratings were not influenced by whether or not target figures were suicidal. Male ratings did show such an influence: males were most sympathetic to non-suicidal male targets and least sympathetic to suicidal male targets. Results are discussed in the light of sex-role stereotyping of males.

Relationships between suicide attitudes and indicators of mental health among adolescents

Abstract A growing body of research literature suggests a relationship between mental health status and attitudes toward suicide among adolescents. This paper reports two studies which explored opposite ends of the mental health continuum as they relate to suicide attitudes among young people. The first study compared attitudes toward suicide between a group of institutionalized 15–24 year olds and a group of college students. The second study assessed suicide attitudes among a group of college students with differing levels of mental health. Two major findings of these studies were that (a) young women with mental health problems severe enough to require institutionalization agree more with all reasons for suicide than do institutionalized males or males and females in a non-institutionalized group, and (b) students who score higher on one measure of self-actualization (inner-directedness) sympathize, empathize, and agree less with all reasons for suicide than do students who score lower on the same meas...

Developmental trends and sex differences in adolescent attitudes toward suicide

Abstract This paper reports the results of two studies dealing with adolescent attitudes toward suicide. The first study compares suicide attitudes among three different age groups of adolescents, while the second study compares attitudes among ninth graders with differing levels of intelligence test scores. The major findings of the two studies are: (1) that older adolescents agree less with all reasons for suicide than do younger adolescents; (2) that adolescent females with higher IQ scores agree less with all reasons for suicide than do those with lower IQ scores; and (3) that adolescent females sympathize more with all reasons for suicide than do adolescent males. The findings are discussed according to cognitive development and sex role characteristics of adolescents.

Dimensions of the shadow: children of six nations respond to the nuclear threat

Abstract This study was designed to assess reaction to the nuclear threat on the part of students in six countries using a common instrument, the Nuclear Threat Index (NTI). The NTI is designed to report on three aspects of reactions: cognitive, affective, and behavioral. The study showed that children in each of the six nations reported accurate, realistic knowledge about the effects of nuclear war and that many children reported experiencing negative emotional reactions when they thought about nuclear war. Few students in any country have discussed nuclear war often, engaged often in preventative or preparatory behaviors, or experienced upset stomachs or nightmares. Among the age and sex differences found that support earlier studies were the following: Younger students reported higher levels of general negative affect, more concern about powerlessness and security, more affective behavior, more preparation/prevention behavior, less cognitive behavior, and less school and church behavior than did older ...

Feminist Humor: Who Appreciates it and Why?:

Despite popular-media claims that feminists lack a sense of humor, there has been little actual research investigating feminist humor and peoples reactions to it. Three experiments investigated reactions to humorous feminist slogans that subjects classified into thematic categories. Subjects in Experiment 1 were females and males, over 30 years old, who considered themselves feminists or strongly sympathetic toward feminism. Experiment 2 used female and male undergraduates, under 30 years old, with varying levels of sympathy towards feminism. Subjects in Experiment 3 were students enrolled in the 6th, 8th, and 10th grades of a summer enrichment program for academically gifted students. The females in Experiment 1 gave the highest humor ratings, while the females in the second experiment gave the lowest ratings. In Experiment 3, sex differences in humor ratings were not reliable, but ratings of the extent to which subjects agreed with the slogans were higher for females than for males. The results of the three experiments suggest that both gender and feminist sympathy influence reactions to feminist humor.

Rediscovering the taxonomies: a structural framework for death education courses

Abstract Many demands have been made of courses in death and dying since their inception. Since teachers of these courses come from many different fields, it is important to examine educational principles in designing courses on death and dying. This article suggests the use of the taxonomies of the cognitive and affective domains to aid the teacher in (a) setting up class goals, (b) suggesting practical considerations such as class size, (c) pointing out possible exercises to be included, and (d) suggesting possible evaluation techniques.

Examining suicide from a life span perspective

Abstract Developed from a life span perspective, the suicide-trajectory model includes four categories of risk factors: biological, psychological, cognitive, and environmental. These four risk factors interact with each other, lending their relative weights to the development of suicidal ideation. Suicidal ideation may then lead to warning signs and triggering events, followed by attempted suicide. It is possible to predict certain normative events or crises that may make suicide a more likely choice. Because these normative events vary by age and developmental level, an understanding of life span development is helpful to the student of suicide. The suicide-trajectory model provides a framework for systematically examining each life stage and evaluating a given individuals potential for suicide as revealed by the variables in the model.

Examining the shadow: Gifted children respond to the nuclear threat

Abstract The purpose of this study was to develop an instrument to measure students thoughts, feelings and behaviors concerning the nuclear threat. A total of 272 students enrolled in grades 5-11 of The Cullowhee Experience, a summer program for academically gifted students, participated. Factor analyses yielded 16 specific factors on the three subscales. Internal consistency of the instrument was above,.90 for each subscale. Significant sex differences in factor scores were found, all of which follow traditional sex role patterns. Three significant grade level differences were found indicating that younger students showed lower levels of optimism/action and cognitive involvement and higher level of concern than did older students. Thirteen “neutral” items were analyzed and findings are discussed.

An interdisciplinary undergraduate seminar: 'Death and Dying in Psychology and Theater'

Abstract This case report describes the development of an interdisciplinary course entitled Death in Psychology and the Theater. The course, conceived as a method of using dramatic literature to illustrate psychological concepts involved in death, dying, grief bereavement, suicide, and AIDS, was team-taught by two professors in psychology and theater arts. This article discusses planning for the course, course content, processes used in the course, assignments given, and student and, faculty reactions to the course, which attest to the ability of undergraduate students to utilize dramatic literature as an aid to understanding psychological principles.

The Relationship between Creativity and Ego Development

Summary Fifty-eight female undergraduate students were administered the Torrance Tests of Creative Thinking (TTCT), Figural form B, and the Washington Sentence Completion Test in order to investigate the hypothesis of a positive relationship between creativity and ego development. A Spearman rank order correlation coefficient was computed for ego development and each TTCT creativity factor (fluency, flexibility, originality, and elaboration), as well as a total composite creativity score. All creativity scores correlated with ego development at the .01 level, except for originality, which correlated at the .05 level. Results were discussed in terms of Maslows theories concerning highly developed persons, and possible preconscious aspects of the creative process. Conclusions were drawn, and recommendations for further research were made.