Social representation

Abstract This paper examines social representation in the European Parliament using a model which uses the demand, the supply and the structure of opportunities as factors explaining differential recruitment. Analysis of the experiences of candidates suggest that supply–side factors proved more strongly related to candidates gaining winnable seats than demand–side factors. Results also confirm the importance of institutional structures in widening or narrowing opportunities, and suggest the European Parliament will remain social unrepresentative in the foreseeable future, a characteristic that serves only to add to the already considerable problems of legitimacy in the European Union.     

The impact of puberty and dating on eating problems among middle school girls

Puberty has been related to the onset of a variety of weight concerns and eating problems among middle school girls, including body dissatisfaction, dieting, and eating disorders. At least two models can be used to explain these relationships. The first emphasizes the timing of puberty, arguing that girls who face early puberty are particularly stressed because of the off-time nature of the event. The second focuses on synchronous events. For girls more than boys, puberty is likely to coincide with the change from elementary to middle school and/or beginning to date. Such synchronous events may create greater stress for girls. Seventy-nine girls were tested during the spring of their sixth- and eighth-grade years. Pubertal and dating status, body dissatisfaction, weight management, and eating disordered attitudes (using the Children's EAT:ChEAT) were assessed. The simple timing model (early vs. on time vs. late) was not supported. The simple synchronous model received some support in that girls with synchronous onset of menstruation and dating had higher ChEAT scores as well as greater body dissatisfaction. However, the data indicated that girls for whom puberty was early and coincidental with dating might be at unusual risk. These girls showed the highest levels of body dissatisfaction and the highest ChEAT scores.Ph.D. from Temple University. Research interest is in developmental psychology.Ph.D. from the University of California at Santa BarbaraThese authors have a joint research program in the developmental psychopathology of eating problems.The first wave of data for this report was collected as part of her undergraduate honors thesis.Earlier versions of these data were presented at the 1991 meeting of the Society for Research in Child Development, Seattle, Washington and the 1992 Conference on Human Development, Atlanta, Georgia.     

Aortic dissection after ingestion of "ecstasy" (MDMA)

The authors report a case of aortic dissection and cardiac tamponade in a 29-year-old man after ingestion of ecstasy (methylenedioxymethamphetamine, MDMA) at a "rave" party. There was no history of hypertension, myxoid heart disease, or other risk factors for aortic dissection in the deceased, although a minor degree of cystic medial necrosis was noted on histologic examination of the aorta. Autopsy toxicology revealed low residual levels of MDMA in the blood about 48 hours after ingestion of the drug. This case report describes a probable association between MDMA ingestion and aortic dissection in a previously well young adult. The likely mechanisms are discussed, and the difficulties in diagnosing this complication are highlighted.     

Lawyers' Questioning: The Effect of Confusing Questions on Witness Confidence and Accuracy

The present study investigated the effect on witness confidence and accuracy of confusing questions often used by attorneys in court. Participants viewed a videotaped film and were individually questioned about the incident 1 week later. Half the participants were asked questions using six categories of confusing questions (negatives, double negatives, leading, multiple questions, complex syntax, and complex vocabulary); the remaining half were asked for the same information using simply phrased equivalents. Confusing questions reduced participant-witnesses' accuracy and suppressed confidence–accuracy relationships compared with the condition where simplified alternatives were asked. Witness performance was impaired by the fact that mock-witnesses rarely asked for a confusing question to be explained or qualified their answers. This experiment demonstrates the importance of ensuring that lawyers ask witnesses simple, clear, questions.     

Expanded School Mental Health: Challenges and Opportunities in an Emerging Field

Reviews the need for and development of expanded school mental health (ESMH) programs, which provide a continuum of mental health promotion and intervention through school–community partnerships. Since ESMH is a relatively new, but increasingly prominent field, countless issues are being addressed in practice and research and in efforts to bridge practice and research. We review particular content and context dimensions of ESMH in need of development including quality assessment and improvement, empirically supported practice, improving assessment and outcome evaluation, involving educators in the work, understanding school environments, and tailoring programs through qualitative research. Summaries of articles that amplify these themes are provided.     

Evaluation of a Psychoeducational Program to Help Adolescents Cope

Over 20% of a sample of 706 young adolescents identified themselves as experiencing difficulties and being in need of specific help in coping. A psychoeducational Program Helping Adolescents Cope was offered to 112 of those. This was adapted, with permission, from the Coping with Stress Course, devised by Albano et al. (1997). Participants progress was monitored and evaluated using qualitative and quantitative measures. The psychoeducational Program was found to be significantly effective in reducing participants depression scores, in reducing their reliance on unproductive means of coping and overall in helping them cope. This article presents the methodology used, key results and discusses the implications of this work for professionals working with adolescents in the area of prevention and coping.Claire Hayes is a clinical and educational psychologist who has recently moved from her post of lecturer in the National University of Ireland Maynooth to develop the Break through Anxiety service as a private practitioner. She received her PhD in Education/Psychology from Dublin City University, Ireland. Her major research interests are in how psychological theories, such as cognitive behavioural theory, can be taught as a means of prevention and copingMark Morgan is Head of Education in St. Patricks College, Drumcondra, Dublin 9, which is part of Dublin City University. He received his PhD in social psychology from the London School of Economics. His research has mainly been in the area of literacy, educational disadvantage and substance use, particularly the evaluation of prevention programmes.