Achievement of autonomy by nonhandicapped and mildly learning handicapped adolescents

This study examines the achievement of autonomy by a sample of 30 midly learning handicapped and 30 nonhandicapped adolescents. From participant observation over the course of a school year, a detailed account was obtained about the life of each subject, both in the home and among friends outside the home. Findings suggest that autonomy is achieved through a gradual process of negotiation during the high school years. The mildly handicapped adolescents generally lag behind their regular education counterparts in breaking away from the family. While almost three-fourths of the nonhandicapped sample had made significant gains toward increased freedom, less than half of the mildly handicapped sample had shed close supervision by parents. However, most of the handicapped adolescents were satisfied with the limited freedom they had. The data suggest that autonomy should be understood as relative to the needs and abilities of each individual. Not all adolescents develop at the same pace; not all feel the same desire to assert their independence from their parents when they reach a particular age.This research was supported by Grant HD23097 from the National Institute of Child Health and Human Development.Received his Ph.D. from the University of California, Irvine. Current interest is the adjustment problems of mildly learning handicapped adolescents.Received her Ed.D. from Columbia University. Current interest is social competence of mildly learning handicapped populations and family adjustment.     

The relative importance of identity status interview components

Eighty college males were given an expanded identity status interview which included two new interpersonal-sexual areas, “attitudes towards sexual expression” and “sex-role beliefs.” The relative contribution of the new content areas as well as of the standard three areas (occupation, religion, and politics) to overall identity status was assessed by noting the extent of correspondence. Identity status in each content area was also compared with performance on the dependent variable of cognitive complexity. Ideology contributed more than occupation both to overall status rating, as well as to discrimination on the dependent variable. Results on the two new areas supported the view that interpersonal-sexual concerns are important for men's identity development as well as for women's. The finding that all interview areas corresponded well with overall identity status and discriminated significantly on the dependent measure leads to the suggestion that the process variables of crisis and commitment may so overshadow a particular content area that any content of personal relevance for the late adolescent might be used in investigating ego identity development.     

Incidence and correlates of bulimic behavior in a female high school population

To investigate the incidence and correlates of bulimic behavior, 1268 high school females were surveyed. A 47-item questionnaire was used to identify a group of students that would meet the DSM-III criteria for a probable diagnosis of bulimia. Students were then compared across the four content areas of demographics; body perception and weight information; dieting, exercise and menstrual behavior; and frequency of bingeing and purging behavior. Results indicated that 4.9% of the students met rigorous criteria for the diagnosis of bulimia. Between-group comparisons indicated that body dissatisfaction, drive for thinness, and chronicity of dieting differentiated the two groups.This work was supported by Biomedical Research Grant #RR5476, the Sears Allstate Foundation, and the George and Tina Barr Foundation.Main interest is eating disorders.     

Behavior problems of handicapped adolescent female students

Adolescent girls aged 12 through 16 years, identified as either educable mentally retarded, behaviorally disordered, learning disabled, or nonhandicapped, were rated by their teachers on the Behavior Problem Checklist. Analysis of these ratings revealed significant differences for pupil category, Behavior Problem Checklist dimension, and category-by-dimension interaction. Behaviorally disordered students showed a greater degree of maladjustment than the retarded and nonhandicapped students on all four checklist dimensions, and exceeded the learning disabled on three dimensions (not Personality Problem). Implications for further research and special educational practices based on the present findings are discussed.Received Ed.D. from University of Virginia. Main interest is the handicapped adolescent.Received Ms.Ed. from Northern Illinois University. Main interest is emotionally disturbed children.Received Ed.D. from University of Virginia. Main interest is educational programming.Received Ms.Ed. from Northern Illinois University. Main interest is educational research.     

B. Reviews

THE CAMBRIDGE HISTORY OF ARABIC LITERATURE. Volume 1: Arabic Literature to the End of the Unayyad Period. Edited by A.F.L. Beeston, T.M.Johnstone, R.B.Serjeant and G.R.Smith, pp.xvi, 547. Cambridge University Press, 1983. £37.95.

AL‐MAQRIZI'S “BOOK OF CONTENTION AND STRIFE CONCERNING THE RELATIONS BETWEEN THE BANU UMAYYA AND THE BANU HASHIM”. Translated into English, with an introduction and commentary by C.E.Bosworth. (Journal of Semitic Studies, Monograph No.3), Manchester, Department of Near Eastern Studies, University of Manchester, 1980. pp.157.

ARABIC CULTURE THROUGH ITS LANGUAGE AND LITERATURE. By M.H. Bakalla. London, Kegan Paul International, 1984. pp.371, 51, plates, maps.

ARABIC LINGUISTICS: AN INTRODUCTION AND BIBLIOGRAPHY. By M.H. Bakalla. London, Mansell, 1983. pp.742.

LA RELATION DE THOMAS PELLOW: UNE LECTURE DU MAROC AU 18^e SIÈCLE. By Magali Morsy. (Synthèse No.12), Paris, Editions Recherche sur les Civilisations, 1983. pp.254, 17pl. FF.129.

ESPANA Y EL NORTE DE AFRICA: EL PROTECTORADO DE MARRUECOS (1912–56). By Victor Morales Lezcano. Madrid, Universidad Nacional de Educacion a Distancia, 1984. pp.249. Photos., maps, diagrams. 600.00 ptas.

EGYPT AND THE PALESTINE QUESTION 1936–1945. By Thomas Mayer. Berlin, Klaus Schwarz Verlag, 1983. pp.391 (paperback).

SUDAN. By M.W.Daly. (World Bibliographical Series, Vol.40.) Oxford (UK) & Santa Barbara (USA), Clio Press, 1983. pp.xvi, 176, 1 map. £19.50.

THE OTHER FACE OF OPEC: FINANCIAL ASSISTANCE TO THE THIRD WORLD. ENERGY RESOURCES AND POLICIES OF THE MIDDLE EAST AND NORTH AFRICA. By Ibrahim F.I. Shihata. London, Longman, 1982. pp.281 (paperback).

DEVELOPING EDUCATION SYSTEMS IN THE OIL STATES OF ARABIA: CONFLICTS OF PURPOSE AND FOCUS. By J.S.Birks and J.A.Rimmer. (Occasional Papers Series, No.21: Manpower and Migration Series, no.3). University of Durham, Centre for Middle Eastern and Islamic Studies, 1984. pp.33. E2.50.

BIBLIOGRAPHICAL GUIDE TO IRAN: THE MIDDLE EAST LIBRARY COMMITTEE GUIDE. Edited by L.P.Elwell‐Sutton. Sussex, The Harvester Press/New Jersey, Barnes & Noble Books, 1984. pp.462.

ARABISCHE UND PERSISCHE PRIVATURKUNDEN DES 12. UND 13. JAHRHUNDERTS AUS ARDABIL (ASERBEIDSCHAN). By Monika Gronke. (Islamkundliche Untersuchungen, Bd 72), Berlin, Klaus Schwarz Verlag, 182. pp.555.

MYSTICISM AND DISSENT: SOCIORELIGIOUS THOUGHT IN QAJAR IRAN. By Mangol Bayat. Syracuse, N.Y., Syracuse U.P., 1982. pp.xvii, 228. $25.00.

SOCIAL DISINTEGRATION AND POPULAR RESISTANCE IN THE OTTOMAN EMPIRE 1881–1908: REACTIONS TO EUROPEAN ECONOMIC PENETRATION. By Donald Quataert. New York, Columbia U.P., 1983. pp.xxii, 205. $45.50.     

What does “knock and announce” mean? An analysis of<Emphasis Type="Italic">Wilson v. Arkansas</Emphasis> and its progeny

The U.S. Supreme Court held in Wilson v. Arkansas (1994) that the common law “knock-and-announce” principle formed part of the “reasonableness” inquiry under the Fourth Amendment. However, the Court’s opinion gave little guidance as to what would be unreasonable under these circumstances. Some critics expressed concern that this lack of guidance would lead to many variations among lower courts. Other observers discerned a signal that little should be deemed “unreasonable” in the context of “knock and announce.” These criticisms are analyzed through a review of lower court interpretations of Wilson.