Kathryn M. Rickard

The relationship of self-monitored dating behaviors to level of feminist identity on the feminist identity scale

The feminist identity scale (FIS) has been used to assess level of feminist identity development in women. This study examined the relationship between dating behaviors and FIS level in college-aged students, as an attempt to further validate the FIS as a measure of the feminist identity concept. Dating behaviors displayed by women at different FIS levels were consistent with differing gender role behaviors hypothesized to accompany feminist identity development.

The occurrence of maladaptive health-related behaviors and teacher-rated conduct problems in children of chronic low back pain patients

Chronic low back pain (CLBP) is often associated with a complex of behaviors in the patient which cause interference in adaptive functioning of both the patient and the patients family. This study examined a group of children of CLBP patients, a control group of children of diabetic patients, and a general control group of children. The study supported the hypothesis that, as a group, children of CLBP patients would exhibit a higher frequency of behaviors hypothesized to be learned through observation of and interaction with a CLBP parent than would children in either of the control groups. Significant differences between the pain group and the control groups on each of the nine teacher-reported and child self-report measures were observed. Implications and limitations of the study are discussed.

The effect of feminist identity level on gender prejudice toward artists' illustrations

Abstract The purpose of the study was to examine the impact of one developmental variable, feminist identity level, on quality ratings of work attributed to either a man or a woman. Previous studies suggest that women may more favorably evaluate the quality of work attributed to men than women, although differing methodologies and task variables have produced varying results. In this study, women from a college-level Human Sexuality class were requested to judge watercolor slides of illustrations purportedly prepared for textbook consideration. Subjects evaluated the illustrations for technical competence, artist creativity and talent, suitability for a Human Sexuality text, overall quality, and prediction of future success for the artist. Women from each of four developmental levels of feminist identity served as subjects. Results revealed significantly different judgments when illustrations were attributed to a male versus female artist, particularly for women in the early stages of feminist identity development. Women at more advanced developmental positions were less likely to differentially evaluate the merit of the work based on gender. Implications of the findings are discussed.

Parental expectations and childhood deviance in clinic‐referred and non‐clinic children

Although clinic‐referred children as a group systematically differ from non‐clinic children in rates of deviance and non‐compliance, some clinic‐referred children show no evidence of behavioral difference from non‐clinic children. It is possible that some children are referred to clinics because their parents’ lack of knowledge about child development norms leads to unrealistic expectations, and, consequently, to interpretations of the childs behavior as deviant. To explore this hypothesis, an inventory was developed to assess parental knowledge and expectations about children and was administered to mothers of clinic‐referred and non‐clinic children. Analyses. comparing these two groups of mothers revealed significant differences in patterns of knowledge and expectations. In addition, inventory responses were used to predict patterns of mother‐child interaction at home within the clinic‐referred groups. These and other results were discussed in terms of the role of parental expectations in child behavio...

The Conceptualization of Anorexia: The Pro-Ana Perspective:

This qualitative content analysis examined mission statements of pro-anorexia websites to gain a better understanding of how these individuals conceptualize the function of self-starvation. The results indicated that there is substantial diversity within this online community. Specifically, some pro-anorexia authors defined anorexia as an illness and disease from which recovery is not possible, while others suggested that anorexia is a lifestyle and chosen way of life. Clinical implications are discussed, including assessment and treatment considerations.

Gender Similarities in Response to Figure-Size Feedback in a Selected Nonclinical Population

In this study we examined the effect of figure-size feedback on the body image, self-esteem, and negative mood states of college men and women who were within normal body weight and did not show symptoms of eating disorders. The feedback was manipulated to represent the opinions of their classmates. Men were expected to show a positive bias in their response to the feedback, whereas women were expected to respond in accordance with the positive and negative valence of the feedback. Multivariate analysis of covariance, controlled for pretest scores, revealed nonsignificant differences between men and women. Those in the negative feedback condition reported fewer instances of negative appearance-related feedback in their past than did those in the no feedback condition and those from a more inclusive population that was the normative sample for the measure. This suggests a compensatory strategy to refute the negative feedback.

A Comparison of Responses on the Attitudes Toward Women Scale and Attitudes Toward Feminism Scale: Is There a Difference Between College-Age and Later-Life Adults With the Original Norms?

Responses from college-age students and those 50 years and older were compared using the Attitudes Toward Women Scale and the Attitudes Toward Feminism Scale. Results from a multigroup confirmatory factor analysis showed groups differed on each scale, suggesting unidimensional scales no longer represent attitudes toward women or feminism.

The Hypothesis-Testing Game: A Training Tool for the Graduate Interviewing Skills Course.

This article describes an interviewing game used in a graduate-level interviewing skills course. The goal of the game is to teach basic components of the interviewing process such as comfort with the interview, microcounseling skills, hypothesis generation, and hypothesis testing. The instructor plays the part of a client and is interviewed by two teams of students. Roles of students in the game and game procedure are explained. Favorable student ratings and positive feedback have been received.