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.