Psychological mindedness and abstract reasoning in late childhood and adolescence: An exploration using new instruments

This study introduces two new measures of psychological mindedness, applying them in a study of the growth of abstract thinking in children and adolescents in a developmental design. The capacity to achieve psychological understanding of the self and of others involves comprehension of the motives, attitudes, and characteristics of the self and others. Psychological mindedness toward the self (PS) and toward others (PO) may be seen as complex cognitive capacities that should show a pattern of related development in childhood. Three groups of 60 fifth, eighth, and twelfth graders completed two measures of formal operations and two instruments to assess the two components of psychological mindedness. We find that psychological mindedness and abstract thinking both increase significantly with age, although the relationship between them is complex and varies with gender and age. Because the development of abstract reasoning skills does not correlate with the development of psychological mindedness in a simple way, a more complex model is necessary, taking age and gender differences into account. Performance on the two measures of psychological mindedness is found to be largely unrelated, suggesting that these are two different psychological skills. Implications of these findings are discussed, with special reference to education, peer counseling, and psychotherapy.Received Ph.D. from University of Michigan and psychoanalytic training from The Michigan Psychoanalytic Institute. Main research interests are psychoanalytic theory, the therapeutic alliance, and insight and self-observation.Received Ph.D. from University of Michigan. Main research interests are adolescent development, peer counseling, short-term psychotherapy, and the psychology of women.Received M.A. from The University of Michigan. Main research interests are infant mental health and attachment theory.Received M.A. from The University of Michigan. Main research interests are gender identity and children of divorce.Received B.A. from The University of Michigan. Main research interests are gender issues and adolescent development.     

Timing of menarche,preparation, and initial menstrual experience: Replication and further analyses in a prospective study

The goals of this study were to assess the significance of two timing variables (objective timing of menarche and subjective timing, i.e., the belief—not necessarily true—about one's status as early, average, or late maturing) and two cognitive variables (preparation for menstruation and ego functioning) as predictors of the experience of menarche. Subjects were 92 girls who changed from pre- to postmenarcheal between two test occasions, six months apart. Findings were that subjective timing of menarche and preparation were significant predictors of menarcheal experience, while objective timing and ego functioning were not. The results replicated earlier findings based on cross-sectional analyses. Interpretation of the results suggested some directions for further exploration of determinants of initial menstrual experience.This research was supported by National Institute of Child Health and Human Development Grant 16034 to the first two authors.Received Ph.D. from Clark University. Major interest is in clinical-developmental psychology.Received Ph.D. from Tufts University. Major interests are psychobiology and adolescent development.Received Ph.D. from Brandeis University. Major interest is early adolescent girls' development.     

African American and White Adolescents' Strategies for Managing Cultural Diversity in Predominantly White High Schools

This study examined 3 strategies that African American and White participants (9th–12th grade) used to manage cultural diversity: multicultural, separation, and assimilation/acculturation strategies. Older African American adolescents endorsed multicultural strategies (integration/fusion and alternation) more strongly and separation less strongly than their younger African American peers. The reverse pattern was found for White adolescents. With respect to peer relations, separation and multicultural strategies were associated with cross-ethnic peer relations for both African American and White respondents. For African American adolescents, multicultural strategy endorsement was positively related to ethnic identity; particularly for older compared with younger African American adolescents, assimilation/acculturation was a strategy associated with a less strongly positive sense of ethnic identity. The results are discussed in relation to forces supporting adolescents' strategy development, and the implications of strategy usage for adjustment in predominantly White schools.     

Predicting daily-life antisocial behaviour in institutionalized adolescents with Transgression-related Implicit Association Tests

This study investigated whether implicit attitude (IA) and implicit self-concept (ISC) towards transgression predicted daily-life antisocial behaviour (ASB) in institutionalized adolescents. Eighty-seven adolescents completed two Implicit Association Tests (IAT) assessing IA and ISC towards transgression, and reported four times a day during eight days the intensity of their ASB. Staff members concurrently reported the intensity of each adolescent’s ASB. Adolescents filled in the Inventory for Callous-Unemotional Traits and answered a semi-structured interview assessing conduct disorder. Multilevel regression analyses confirmed that adolescents’ ISC towards transgression significantly predicted their self - and staff-reported ASB over and above conduct disorder and callous-unemotional traits. However, adolescents’ IA towards transgression did not predict their ASB. Results indicate that ISC towards transgression is a reliable predictor of daily-life ASB in institutionalized adolescents. These results suggest that transgression-related ISC represents a promising target for ASB prevention in institutionalized adolescents.     

One Strike to Second Chances: Using Criminal Backgrounds in Admission Decisions for Assisted Housing

The U.S. Department of Housing and Urban Development (HUD) has changed its position toward housing individuals with criminal records from strict one-strike policies in the 1980s to providing second chances to returning citizens. Many public housing authorities have not updated their admission policies for using criminal backgrounds and still adhere to the one-strike philosophy. In response to new guidance from HUD, housing agencies are trying to find a balance between screening practices to identify demonstrable risk but avoid discrimination and violation of the Fair Housing Act. This research examines several questions critical to assisting housing providers to address the new guidance from HUD. Findings provide direction for housing providers on understanding recidivism risk rates, using useful lookback periods, considering risk and harm across crime types, and verifying rehabilitation and other evidence to design informed policies and procedures for using criminal records in admission decisions for assisted housing.     

Models of engagement between the state and the faith sector in sub-Saharan Africa – a systematic review

ABSTRACT

In sub-Saharan Africa many individuals rely on non-state health providers, and engagement between state and non-state providers is increasingly common. Little analytic work has been done on the varied models of engagement, resulting in a lack of clarity about the promises and challenges of public–private engagement (PPE) for health. Despite their prevalence, PPEs often fail. Faith-based health providers (FBHPs) form a significant proportion of the non-state health sector in sub-Saharan Africa, and the number of partnerships with FBHPs is increasing. Building on a prior systematic review project that developed a typology of organisational models for PPE for health, this article reports on a secondary analysis, highlighting PPE initiatives with FBHPs.     

Equality,empowerment, and choice: what does feminism mean to contemporary women?

Feminisms work to correct the social gender imbalance, necessitating women's continued self-identification as feminist. There are several reasons noted for women choosing to identify: (1) exposure to feminist beliefs through education, (2) personal influences such as strong feminist role models, and (3) awareness of gender discrimination. The current research literature on feminism has largely omitted the dynamic and contextual factors that may influence this decision. This study sought to fill this gap by utilizing qualitative methodology to evaluate reasons why contemporary women choose to self-identify as feminist. Overall, the data indicate that a general desire for equality, empowerment, and the freedom to make choices are instrumental in the decision-making process. Further, exposure to feminism, both through education and personal role models, has also led to their self-identification. The implications of these findings, as well as suggestions for the continuation of the feminist movement are discussed.