Robert H. Short

Sex differences, social desirability, masculinity, and the tendency to worry.

Relationships between worry and sex differences, social desirability, masculinity, and femininity were explored in this study. Data were obtained from 141 undergraduates who answered a questionnaire containing a worry scale, the Crowne-Marlowe (1964) Social Desirability Scale, the Bem (1974) Sex Role Inventory, the Trait Anxiety scale of the State-Trait Anxiety Inventory (Spielberger, Gorsuch, & Lushene, 1970), and several demographic items. Women reported significantly higher levels of worry than men did, and worry was significantly correlated with lower social desirability and with lower masculinity but not with femininity. However, multiple regression strategies revealed that sex differences in reported worry cannot be accounted for solely by variations in social desirability and masculinity. Also, sex differences in the tendency to worry were not eliminated by statistically controlling for trait anxiety, social desirability, and masculinity simultaneously.

Integrated Perspective of Evolving Intrapsychic and Person-Environment Functions: Implications for Deaf and Hard of Hearing Individuals

The authors review and integrate certain diverse theories to explain and suggest appropriate interventions for difficulties in socioemotional functioning experienced by many deaf persons. These diverse perspectives include a hierarchical circular systems approach, psychosocial stage theory, social learning theory, and representational models, or evolving expectancies of others. These perspectives, which can facilitate understanding of social behaviors and development and lead to improved interventions, provide background for a 3-level model proposed in the article. The model focuses on the relationship between the deaf person and the proximal social environment. The models first level takes into account intrapsychic processes such as self-concept; the second highlights reciprocal interactions between the person and the social environment. The third describes the resulting memories and expectancies that develop and evolve and that influence the persons previous intrapsychic thoughts, feelings, and perceptions. These, in turn, affect social interactions, in a recurrent, spiraling fashion. This hierarchical model can be used as a framework for concurrent or sequential interventions with Deaf people.

Perceived teacher directiveness, student variables, grades, and satisfaction: aptitude x treatment interactions?

Researchers have reported that student authoritarianism, dogmatism, intelligence, convergent-divergent abilities, conceptual level, anxiety, compulsivity, achievement motivation, achievement orientation, locus of control, independence-dependence, and extraversion-introversion interact with teacher directiveness in relation to grades and satisfaction. Evidence that the student variables are moderately intercorrelated suggested that some of the interactions may not be independent. The present study was initiated to simplify the multivariate nature of these interactive patterns by carrying out a modified stepwise regression analysis of the twelve interactions which could result in a lesser number of nonredundant interactions emerging, weighted according to how much unique variance they could account for in grades and satisfaction. Data were collected from 445 students in the classes of 26 Grade 11 and 12 English teachers at five schools in regard to English grades, satisfaction with the teacher and the course, the 12 student variables, and perceived teacher directiveness. Only achievement motivation produced significant interactions. Consequently, the planned regression models could not be constructed.

Adaptive processes of coping, defending and mastery

SummaryThe research relevant to the study of the adaptive processes of coping and defense is examined in order to unify a fragmented body of literature. The authors emphasize an eclectic approach which utilizes theory and experimental data drawn from literature on medicine, psychoanalysis, stress and crisis, stress management, holistic health, counselling, learning, personality, child development, and socialization. The concepts underlying coping, mastery, competence, and defense are believed to be aspects of adaptation rather than competing theories. The need for research in natural settings which investigates styles of adaptation and measures the effectiveness of such styles with complex assessment techniques is emphasized. Only when the person, the environment, and their interaction are studied can research yield generalizations relevant to understanding real people in real life. In the light of rapid changes in current society, such understanding is deemed relevant and important.

A psychoeducational model of counseling

This paper reviews the salient features of the Mega Interactive Model of Instruction (MIMI) MIMI has been proposed as the basis for a conceptual framework with which to study and interpret instructional/counseling interactions. The relevance of this model for instructional and counseling research are discussed.

Femininity and Expected Satisfaction in the Stages of the Family Life Cycle

This study focused on the relationships between femininity and expected satisfaction over the eight stages of married life listed by Duvall in 1977. Single undergraduates indicated personal expected levels of satisfaction at the stages of marriage and completed the Bem Sex-role Inventory. It was predicted that the phase before children are born and the phase after children leave home would be significantly higher in anticipated satisfaction than the phase when children are at home, thereby reflecting in a general way the U-shaped pattern that has often been reported in studies of actual marital satisfaction. Results support the prediction for women but are more in line with an hypothesis of a linear decline for men. Femininity was more predictive of expected satisfaction than was masculinity over the stages of married life, and women high on femininity showed the most pronounced U-shaped pattern.

Reintegrating Janus: Eclectics and dialectics in counselling and psychotherapy

The history of science reveals a number of significant shifts in the conception of the universe. Recently, 20th century physics with its new discoveries has broken away from the traditional view of the universe to seeing it as interrelated, holistic, and emergent. This version of reality is complementary with the concept of dialectics. Dialectics is defined accordingly and its flexibility is suited to guide the present eclectic stance in counselling psychology and psychotherapy. Counselling psychology and psychotherapy are discussed within Kuhns (1970) framework of normal science, crisis, and revolution. The normal science phase demonstrates variations of the subject/object dichotomy, and active/passive therapeutic orientations. Eclecticism reflects the crisis stage. Eclecticism is a multiple perspective that does not usually guide metatheory. The revolution and resolution phase for therapeutic psychology is manifested in a new paradigm based on dialectics. Dialectics makes eclecticism legitimate and comments towards that end are presented.

Counselling as a dialectical process

This paper attempts to merge the dialectical perspective within the framework of counselling psychology. Both objective and subjective approaches to counselling are reviewed and a synthetical solution is proposed which falls within the all-encompassing dialectical perspective. Dialectical psychologys emphasis on process, change and values is seen as having implications for research (e.g., biographical or historical) and practice (e.g., ‘eclectic’ counselling).

The Validity of Bannatyne's Acquired Knowledge Category as a Separate Construct

The validity of Bannatynes recategorization of WISC-R subtests was tested by applying multiple group factor analysis to the intercorrelation matrices of the 7.5-, 10.5-, and 13.5-year samples from the WISC-R standardization. Although the Acquired Knowledge category had a high reliability coefficient, it was almost completely linearly dependent on the other categories, particularly Conceptualization. Consequently, differences between these two categories will be unreliable. It was concluded that scores on Acquired Knowledge provide no unique information, and their interpretation as a measure of educational attainment, apart from verbal ability, was discouraged.