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.     

A survey of online harassment at a university campus

This exploratory study of 339 students at the University of New Hampshire found that approximately 10% to 15% of students reported receiving repeated e-mail or Instant Messenger (I-M) messages that "threatened, insulted, or harassed," and more than half of the students received unwanted pornography. Approximately 7% of students reported online harassment to an authority. Messages originated from strangers, acquaintances, and significant others. No difference in online harassment was found based on demographic variables except sexual orientation. Sexual minority students were more likely to receive online harassment from strangers than were heterosexual students. Implications for further research and for policy/program development are discussed.     

The relation between the ethics of personal conscience—social responsibility and principled moral reasoning

Three samples of college students were tested on Hogan's Survey of Ethical Attitudes (SEA) and Rest's Defining Issues Test (DIT), a test of moral reasoning ability in the Kohlbergian tradition. In addition, one of the samples took Collins's revision of Rotter's Internal-External Scale (I-E) while another sample took Snyder's Self-Monitoring Scale. There was a small but reliable tendency for subjects who endorsed the ethics of personal conscience, as measured by the SEA, to show greater maturity in moral reasoning, as assessed by the DIT. This result was seen as raising some interesting questions about the relation between liberalism-conservatism and moral maturity. The subjects who advocated the ethics of social responsibility tended to show more internal locus of control as measured by the I-E scale. There also was a tendency for subjects who preferred the morality of conventional role-conformity, as measured by the DIT, to have high scores on the Self-Monitoring Scale. The correlations between personal conscience and mature moral reasoning, while significant, were small enough to make it seem that people of various social and political attitudes are likely to achieve maturity in moral reasoning.Received his Ph.D. from Michigan State University in 1973. Current research interests include moral judgment, family interaction, and alcoholism.Received his Ph.D. from Temple University in 1972. Research interests include attribution theory, social comparison theory, moral judgment, and the relation between personality and cardiac health.     

PARENTS BEYOND CONFLICT

This article describes a parent education program for high-conflict families in the Multnomah Country Circuit Court, Portland, Oregon. The method emphasized an educational approach teaching conflict resolution skills. This course was rooted in the tenets of cognitive restructuring: if parents think differently about the other parent and their shared task of raising their children, they will feel differently, and they will act differently. The authors beleived many of the difficulties between parents were caused by the negative perception of the other parent created during the spousal relationship. They also believed the key to successful co-parenting is to reframe these perceptions emphasizing cooperation and joint problem-solving. Furthermore, they believed as the cooperation and joint problem-solving improvement would have a positive, reinforcing effect. Finally, the authors believed parents must learn to separate conflict in the spousal role from conflict in the parenting role.