Investigation of the labial photoplethysmograph (LPG) in the idiographic assessment of female sexual interest: its viability in the forensic context

This paper presents a viability study of the labial photoplethysmograph (LPG) in the physiologic assessment of female sexual function and investigates whether it would meet the requirements of a female sex offender assessment. Evaluation of physiologic components of female sexual responding is technically challenging and there are several limitations that present some unique challenges to forensic clinicians. The present study was designed to investigate the effectiveness of the LPG as a measure of female sexual arousal with a view to evaluating it as an analogous technique to phallometric testing for male sex offenders. Seventeen sexually healthy women were evaluated. General and genital physiological measurements were taken at baseline and in response to erotic and control stimuli. The correspondence between subjective appraisal of arousal and physiological responses was also undertaken. Findings indicated a clear and unequivocal measureable response to the sexual stimuli using the LPG but challenges remain and are discussed.     

Racial Socialization and Racial Identity: African American Parents’ Messages About Race as Precursors to Identity

This study uses two waves of data to examine the relationships among patterns of racial socialization experiences and racial identity in a sample of 358 African American adolescents (60% female and 40% male). Using latent class analyses, we identified three patterns of adolescent-reported racial socialization experiences: High Positive, Moderate Positive, and Low Frequency. Adolescent-reported racial socialization experiences at Wave 1 were associated with Wave 2 adolescent racial identity approximately one year later. Specifically, High Positive and Low Frequency racial socialization were associated with racial centrality, assimilationist ideology, and nationalist ideology. These findings suggest that various patterns of racial socialization practices play an important role in the developing significance and meaning that African American adolescents ascribe to race.

Culturally Distinctive and Academic Socialization: Direct and Interactive Relationships with African American Adolescents’ Academic Adjustment

Theories of ethnic minority development have largely suggested that African American parents engage in a combination of practices that include culturally distinctive socialization as well as behaviors that are characteristic of more universal forms of academic socialization. However, few studies have examined how these socialization dimensions interact to influence the academic adjustment of African American adolescents. The current study explored the independent and interactive roles of parental academic and culturally distinctive socialization on the academic adjustment of African American adolescents. The sample was comprised 144 African American adolescents (M = 12.4; SD = 1.14; 56% female). Findings provided partial support that cultural and academic socialization were independently associated with indicators of academic adjustment. However, the interaction between these dimensions also was associated with youths’ adjustment in the academic domain.