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A content analysis was done of the past 3 years of articles from five journals (Journal of Higher Education, Review of Higher Education, Research in Higher Education, the American Educational Research Journal, and the Journal of College Student Personnel) in order to gather and examine empirical evidence of the impact of paradigms, through journal literature, on the higher education knowledge base. Analysis was done according to the paradigm schema of Burrell and Moran (1979) and revealed that the bulk of journal literature was functionalist (that is, that it is based on realist, positivist, determinist, and nomothetic approaches to social science). No examples of the radical humanist paradigm were found, and only a few radical structuralist studies (combination of functionalist and radical humanist paradigms) appeared. Thirty articles made use of at least one assumption of radical sociology in the form of conflict, domination, contradiction, emancipation, and deprivation, but no assumptions of radical change were present in the journal literature. There was complete lack of research in the interpretive paradigm (basically functionlist but more nominalist, anti-positivist, voluntarist, and idiographic in its approach to social science). The results indicated that higher education knowledge is dominated by the assumptions of objective social science and the sociology of regulation (functionalism). The knowledge base is thus incomplete because of the unwillingness to explore the new world of alternative paradigms. Contains 78 references. (GLR)

This research explores the lived experiences and life choices of voluntarily childfree women in the United States. The purpose of this study is to investigate why women choose voluntary childlessness as well as to examine how they come to make a childfree decision. Drawing on indepth, semi-structured interviews with voluntarily childfree women, this paper discusses the selfreported reasons women decide not to bear children. Although this is a working paper in the early stages of data inquiry, preliminary analyses suggest that one of the ways voluntarily childfree women account for their childlessness is by the means of trauma narratives. As the women discuss the experience of traumas throughout their life course, they underscore conceivable reproductive risks and uncertainties--physical, social, and psychological ones. Moreover, they describe beliefs of untenable sacrifice and loss of self with regard to having children. The childfree women's thoughts, feelings, and behaviors emphasize how childbearing and childrearing affect personal well-being. Their reproductive decision-making processes are related to a variety of past and ongoing social, cultural, and psychological experiences, all of which inform the women's resistance to circumstances that accompany the possibility of, for example, dependency, loss, instability, or unpredictability. Grounded in a social psychological and social constructionist framework, I argue that the childfree women talk about, negotiate, and justify contested identities to self and others. [ABSTRACT FROM AUTHOR]

The document consists of a report by the chairman of the Committee on Anthropology and Education and six essays commissioned by the committee. In addressing the need to support educational anthropology programs, the report suggests: creation of a national fellowship program for graduate students; interchanges among educational anthropology programs; a task force of educational anthropologists to examine recurring crises and conflicts in education; and initiation of an institute for advanced studies in anthropology and education. Suggestions for improving the quality and theoretical bases of educational anthropology include: reviewing and selecting research at national agencies and foundations, and investing in interdisciplinary research which focuses on social and structural factors influencing education. The first essay offers an historical review of contributions which led to the establishment of educational anthropology. The second essay, which comprises the major portion of the document, reviews current approaches and findings in psychological anthropology relevant to educational anthropology. The paper contains an extensive annotated bibliography on perception and cognition, socialization, and social change. The third essay discusses the value of applying the concepts of social anthropology to the analysis of schools and the social dimensions of learning. The fourth essay examines the utility of social anthropological theory for the analysis of education through a case study of Chiapas, Mexico. The fifth essay provides a report on federal agencies, issues, and policies relevant to research. The final essay proposes professional networks, careers, and education for educational anthropologists. (KC)

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2022, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), held in Funchal, Madeira Island, Portugal, from 23 to 25 of April 2022. Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are several nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounters and development. InPACT 2022 received 364 submissions, from more than 35 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters and Virtual Presentations. 121 submissions (overall, 33% acceptance rate) were accepted for presentation at the conference. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. [This document contains the proceedings of the International Psychological Applications Conference and Trends (InPACT) 2022, held in Funchal, Madeira Island, Portugal, from April 23-25, 2022. The proceedings were published by inScience Press. For the 2021 proceedings, see ED622091.]

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2021, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year has been converted into a fully Virtual Conference as a result of the ongoing Coronavirus (COVID 19) pandemic. Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2021 received 358 submissions, from more than 40 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters and Workshops. 117 submissions (overall, 33% acceptance rate) were accepted for presentation in the conference. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. [This document contains the proceedings of the virtual International Psychological Applications Conference and Trends (InPACT) 2021. The proceedings were published by inScience Press. For the 2020 proceedings, see ED604955.]

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2020, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year had to be transformed into a fully Virtual Conference as a result of the Coronavirus (COVID 19) pandemic. Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2020 received 240 submissions, from more than 45 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Virtual Presentations and Posters. 75 submissions (overall, 31% acceptance rate) were accepted for presentation in the conference. The conference also included: - One keynote presentation by Prof. Dr. Michael Wang (Emeritus Professor of Clinical Psychology, University of Leicester; Chair, Association of Clinical Psychologists, United Kingdom). - One Special Talk by Prof. Dr. Matthias Ammann (PhD, Department of Social Sciences, Uminho; Psychotherapist and psychoanalyst at Equilibrium Oporto; Climate activist, Portugal). We would like to express our gratitude to our invitees. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. The conference program includes six main broad-ranging categories that cover diversified interest areas: (1) Clinical Psychology: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) Educational Psychology: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) Social Psychology: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; Addiction and stigmatization; and Psychological and social impact of virtual networks. (4) Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) Cognitive and Experimental Psychology: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) Psychoanalysis and Psychoanalytical Psychotherapy: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. We would like to thank all the authors and participants, the members of the academic scientific committee, and of course, to the organizing and administration team for making and putting this conference together. [This document contains the proceedings of the virtual International Psychological Applications Conference and Trends (InPACT) 2020. The proceedings were published by InScience Press. Abstract modified to meet ERIC guidelines. For the 2019 proceedings, see ED604954.]

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2023, organized by the World Institute for Advanced Research and Science (WIARS), held in International Psychological Applications Conference and Trends (InPACT) 2023, held in Lisbon, Portugal, from 22 to 24 of April 2023. he goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are several nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounters and development. InPACT 2023 received 548 submissions, from more than 39 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters, Virtual Presentations and Workshops. 192 submissions (overall, 35% acceptance rate) were accepted for presentation at the conference.

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2019, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2019 received 322 submissions, from more than 35 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. 107 submissions (overall, 33% acceptance rate) were accepted for presentation in the conference. The conference also included: (1) One keynote presentation by Prof. Dr. Glenys Parry (PhD, CPsychol, FBPsS, Emeritus Professor, School of Health & Related Research, University of Sheffield, United Kingdom). (2) Two Special Talks, one by Prof. Dr. Michael Wang (Emeritus Professor of Clinical Psychology, University of Leicester, United Kingdom), and the other by Prof. Dr. Luís Delgado (Applied Psychology Research Center Capabilities and Inclusion (APPsyCI) -- University Institute, Portugal). We would like to express our gratitude to all our invitees. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. The conference program includes six main broad-ranging categories that cover diversified interest areas: (1) Clinical Psychology: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) Educational Psychology: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) Social Psychology: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; Addiction and stigmatization; and Psychological and social impact of virtual networks. (4) Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) Cognitive and Experimental Psychology: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) Psychoanalysis and Psychoanalytical Psychotherapy: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. We would like to thank all the authors and participants, the members of the academic scientific committee, and of course, to the organizing and administration team for making and putting this conference together. [These proceedings were published by InScience Press. Abstract modified to meet ERIC guidelines. For the 2018 proceedings, see ED604953.]

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2018, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2018 received 386 submissions, from more than 35 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. 126 submissions (overall, 32% acceptance rate) were accepted for presentation in the conference. The conference also includes a keynote presentation by Dr. Saima Löfgren (BSc(Hons), MSc, DClinPsy, Clinical Psychologist, Visiting Lecturer at the Universities of Nottingham and Leicester, United Kingdom); and two Special Talks, one by Prof. Dr. Michael Wang (Professor of Clinical Psychology, University of Leicester, United Kingdom), and the other by Prof. Dr. Pedro Oliveira (MSc on Anthropology and Child Development, PhD in Social Anthropology, Clinical Psychologist, Member of the Portuguese Order of Psychologists, Portugal). We would like to express our gratitude to all our invitees. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. The conference program includes six main broad-ranging categories that cover diversified interest areas: (1) Clinical Psychology: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) Educational Psychology: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) Social Psychology: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; Addiction and stigmatization; and Psychological and social impact of virtual networks. (4) Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) Cognitive and Experimental Psychology: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) Psychoanalysis and Psychoanalytical Psychotherapy: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to the organizing and administration team for making and putting this conference together. [These proceedings were published by InScience Press. Abstract modified to meet ERIC guidelines. For the 2017 proceedings, see ED604951.]

Educator reticence in some states has exerted a moderating effect on attempts to redesign public schooling. This paper presents findings of a longitudinal study that investigated the phenomenon of educator reaction to systemic state school-reform legislation. Oregon's landmark school-reform legislation, passed in 1991 and revised in 1995, serves as a test case. Data were obtained from a self-administered survey of educators from a total of 92 schools during the years 1992, 1993, 1994, and 1995. The findings indicate that Oregon educators continue to have a relatively positive attitude toward school reform, but support appears to have declined in 1995-96. Educators became much less optimistic that the reforms would improve student outcomes. Individual and school demography did not predict educator responses. In addition, for the first time there was a gender gap: men's expectations for school reform declined while those of women remained constant. The most interesting finding was the very large differences between school districts and individual schools, both within and across school districts, in each of the four years. The paper offers a working hypothesis based on social-compliance theory: Social compliance, as operationalized in the form of normative behavior, is important to explain the differences in school-level responses to educational reform legislation. Two tables are included. Appendices contain the questionnaire scale items; a proposed instrument for further research; educator's comments; and statistical tables showing the reactions to school reform at the individual, school district, and building levels. (Contains 39 references.) (LMI)

Is it possible for state legislation designed to initiate systemic school reform to influence curriculum, instruction, and assessment at the classroom and building level? This paper presents findings of a longitudinal study of Oregon educators' reactions to school-reform legislation since it was passed in 1991. The Oregon Educational Act for the 21st Century required elementary and secondary schools to develop and use a set of performance-based benchmarks that document educational progress from early adolescence to adulthood. Surveys of Oregon educators were conducted in 1992, 1993, 1994, and 1995. One of the most interesting findings was that large differences existed between school districts and individual schools, both within and across school districts, that were not explained by demographic factors. The paper uses concepts from social-compliance theory and institutionalism to develop hypotheses about school restructuring at the building level. A working hypothesis is that social compliance, as operationalized in the form of normative behavior, is important to explain the differences in school-level responses to educational reform legislation. The institutional approach looks at how interorganizational relationships reinforce institutionalized organizational behavior. One table is included. Appendices contain the questionnaire scale items and statistical tables showing the reactions to school reform at the individual, school district, and building levels. (Contains 26 references.) (LMI)

We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2017, taking place in Budapest, Hungary, from 29 of April to 1 of May, 2017. Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2017 received 243 submissions, from 35 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference 128 submissions (29% acceptance rate). The conference also includes: (1) Two keynote presentations by Prof. Dr. Leslie G. Walker (Professor of Cancer Rehabilitation at the University of Hull, United Kingdom) and by Prof. Dr. Howard S. Schwartz (Professor of Organizational Behavior in the School of Business Administration, Oakland University, USA); and (2) Two Special Talks one by Prof. Dr. Michael Wang (Professor of Clinical Psychology, University of Leicester, United Kingdom), and the other by Dr. António Alvim (Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal). We would like to express our gratitude to all our invitees. This volume is composed by the papers of the International Psychological Applications Conference and Trends (InPACT 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. The conference program includes six main broad-ranging categories that cover diversified interest areas: (1) Clinical Psychology: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) Educational Psychology: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) Social Psychology: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; Addiction and stigmatization; and Psychological and social impact of virtual networks. (4) Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) Cognitive and Experimental Psychology: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) Psychoanalysis and Psychoanalytical Psychotherapy: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. This volume contains the papers and results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to the organizing and administration team for making and putting this conference together. [Abstract modified to meet ERIC guidelines. For the 2016 proceedings, see ED580800.]

This paper reviews the literature on the secondary prevention of delinquency, examining the commonalities that characterize successful programs. The first part reviews standard approaches to secondary prevention of delinquency, such as diversion of responsibility for delinquents from the juvenile justice system to family, school and community-based systems. While most of these diversion programs have not substantially reduced subsequent arrests, successful community-based activity programs are also cited. Other strategies reviewed include educational and vocational training and family-based interventions. The message emerging from this review is that broad-based interventions and settings with multiple purposes and opportunities appear to consistently yield the best results because they provide numerous opportunities for adolescents to develop positive self-concepts and behavior patterns in a variety of contexts. Forty-eight references are included. (TE)

We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2016, taking place in Lisbon, Portugal, from 30 of April to 2 of May, 2016. Psychology, nowadays, offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, is aimed ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2016 received 332 submissions, from 37 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference 96 submissions (29% acceptance rate). The conference also includes: (1) A keynote presentation from Prof. Dr. Richard Bentall (Institute of Psychology, Health & Society of the University of Liverpool, United Kingdom); (2) Three Special Talks, one from Emeritus Professor Carlos Amaral Dias (University of Coimbra, Director of Instituto Superior Miguel Torga, Vice-President of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Private practitioner of psychiatry and psychoanalysis, Portugal) and Prof. Clara Pracana (Full and Training member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal), another from Emeritus Professor Michael Wang (University of Leicester, United Kingdom), and a third one from Dr. Conceição Almeida (Founder of the Portuguese Association of Psychoanalysis and Psychoanalytical Psychotherapy, and Vice-President of the Board. Member of the Teaching Committee, Portugal); (3) An Invited Talk from Dr. Ana Vasconcelos (SAMS--Serviços de Assistência Médico-Social do Sindicato dos Bancários de Sul e Ilhas, founding member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, and member of NPA-Neuropshycanalysis Association, Portugal). Thus, we would like to express our gratitude to all our invitees. This volume is composed by the abstracts of the International Psychological Applications Conference and Trends (InPACT 2016), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). This conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. To develop the conference program six main broad-ranging categories had been chosen, which also cover different interest areas: (1) In CLINICAL PSYCHOLOGY: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) In EDUCATIONAL PSYCHOLOGY: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) In SOCIAL PSYCHOLOGY: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; and Addiction and stigmatization. (4) In LEGAL PSYCHOLOGY: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) In COGNITIVE AND EXPERIMENTAL PSYCHOLOGY: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) In PSYCHOANALYSIS AND PSYCHOANALYTICAL PSYCHOTHERAPY: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to Psychology and its applications. It includes an extensive variety of contributors and presenters by sharing their different personal, academic and cultural experiences. Authors will be invited to publish extended contributions for a book to be published by inScience Press. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, partners and, of course, to the organizing and administration team for making and putting this conference together. (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

We analyzed the nature of sociological social psychology as reflected in the pages of Social Psychology Quarterly (SPQ), 1975-2005. We examined 1,037 papers published in SPQ during the 31-year time period. We analyzed trends in format, authorship, and research methods. We used cited reference searching to determine SPQ's top authors, top institutions, and most influential papers, as well as the top journals citing SPQ. We conclude that sociological social psychology has strength in diversity, but may face some challenges ahead. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This essay emphasizes a need for broad-minded constructivism which posits that individuals have coherent ways of understanding their world and that these understandings are structured and hierarchically organized. The meaning behind the term "co-construction," used in psychology, anthropology, sociology, and other disciplines, is analyzed. Three strategies for analyzing universal characteristics of moral development are outlined: (1) separating metaphysical assumptions from moral reasoning; (2) assessing the responses of all participants; and (3) separating, then integrating analyses of differing moral conceptions. The paper distinguishes between children's obligatory and discretionary moral judgments. (Contains 32 references.) (BGC)

This 1990 study of 165 undergraduates considered the application of cognitive development theory to social justice education. The table of contents presents the following sections: (1) "Why apply cognitive development theory to social justice education?" (2) "What is cognitive development?" (3) "Setting the background and context for the study"; (4) "Course goals in the light of cognitive development theory"; (5) "The Research: Student participants and methodology"; (6) "Assessment instruments"; (7) "Findings and analysis"; (8) "Application of research findings: theory to practice"; and (9) "Next steps." Pre- and post-test results were analyzed for two assessment instruments: (1) Baxter-Magolda's Measure of Epistemological Reflection (MER); and (2) Rest's Defining Issues Test (DIT). Statistical data were interpreted with course goals and teaching/learning dynamics considered, based on the findings. Numerous tables and figures are used to illustrate the research. An extensive bibliography is included. (EH)

Academic advisement models in higher education have traditionally focused on the needs of the undergraduate student population. The purpose of this paper is to provide a model for graduate student advisement clarifying the role of the graduate student advisor within a developmental context that meets the needs of adult students. The Mentoring-Empowered Model for Graduate Student Advisement, based upon the psychosocial needs of adult learners is presented. The model addresses graduate students in the context of communication that focuses upon psychological and developmental needs inherent in adult graduate students. It is based on concepts of graduate student advisement, the knowledge base on mentoring in education, and Erikson's stages of human development. The model provides graduate advisors with six characteristics essential to a developmental context for graduate student advisement (communication, trust, openness, acceptance, growth, nurture) and five behavior-specific role functions (sponsor and socializer, teacher, counselor, encourager, and role model). Implementation examples designed to facilitate communication between advisors and advisees are provided. A chart depicting the Mentoring-Empowered Model is appended. (Contains 14 references.) (Author/LL)

Self-Categorization and spiral of silence predictions for speaking out are compared. Student participants (N = 60) indicated their levels of fear of isolation and the degree to which they considered themselves prototypical of their university before being presented with a high or low threat inducement (a proposed campus ban on alcohol consumption). A three way interaction was found on both perceived threat and willingness to speak out. For participants low on fear of isolation, those low on prototypicality were more willing to speak out under the high than low threat inducement. For participants high on fear of isolation, those low on prototypicality were more willing to speak out under the high than low threat inducement. Highly prototypical group members were high in willingness to speak out independent of fear of isolation and threat. Perceived threat mediated the effect of prototypicality on willingness to speak out. It is concluded that the findings are most consistent with self-categorization theory. ..PAT.-Conference Proceeding [ABSTRACT FROM AUTHOR]

The article examines the extension of communication accommodation theory into intergroup communication and considers its applications to law enforcement training, practice and policies. The media plays a role in shaping the views of the average person of the police. This became apparent with the popularity of shows such as "Dragnet" and "NYPD Blue." Since 1972, U.S. citizens demonstrated some confidence in and support for law enforcement officers.

The paper explores two efforts to create a Just Community School using Kohlberg's theory of moral judgment as a guide towards definition of educational aims. The paper notes that developmental theory may lead to two rather different legitimate implementation models and notes some interim observations from the two schools. One of the models implemented emphasizes coordinated natural social and humanistic course which encourages students to interact and cope with external realities. The second model adopts the developmentalism implied in Kohlberg's theory wherein development is the only legitimate aim of education, suggesting that the end product of education should be the growth of the child's "natural, intellectual, and moral capacities." (Author/CJ)

Given the decline in birth rates, which will produce a steep decline in the youth population by 1990, this paper examines the possible effects such a population shift will have on the achievement motivation of children. It is reasoned the increased adult/child ratio could result in either of two possibilities: the greater attention paid to the individual child might effect a greater sense of personal causation, leading to increased achievement motivation; or, the greater adult/child ratio could overwhelm the child, eventuating in a decreased sense of personal causation and/or motivation. Based on these two possibilities, this paper discusses two scenarios describing how it might be when "children of the 60's and 70's" hit the job market. In the first scenario, it is assumed that socialization in a small family increases achievement motivation. These highly motivated individuals will probably expect to accomplish great things in their employment. However, an analysis of the population trends indicates movement to upper level positions may be retarded because of a large older age group. Therefore, one might expect these children to be a frustrated generation. In the second scenario, it is assumed that socialization in a small family reduces achievement. In this case motivation to excell and do well at a job might be reduced. This latter situation might lead to a more peaceful coexistence between generations. (Author/JK)

This study uses ethnographic audience research to contextualize selfhelp reading, proposing connections between gender, identity and the reception of selfhelp texts. First, I argue that it is reasonable to consider selfhelp in the context of an ongoing conversation about women's popular cultural forms. Then, I present an instrumental case study that describes the way members of a women's group in suburban New Jersey encounter selfhelp. In particular, I observe the women as they discuss the 61stselection of Oprah's Book Club, Eckhart Tolle's A New Earth: Awakening to Your Life's Purpose (2005) and similar books, referred to here as spiritual selfhelp. My findings challenge the assumption that selfhelp reading minimizes the need for social interaction, discourages community building and isolates readers from the help of others and instead, identifies a spiritual subculture in which selfhelp reading is a source of authority and an expression of social identity. This work has implications for the study of women's popular culture and the role of ethnographic audience research in contextualizing debates about the relationship between local audiences and mass media. [ABSTRACT FROM AUTHOR]

The first aim of this study was to examine which uncertainty reduction strategies members of social networking sites used to gain information about a person who they had recently met online. The second aim was to investigate whether and how these uncertainty reduction strategies resulted in social attraction. Drawing on a survey of 704 members of a social networking site, we found that respondents had used active, passive, and interactive strategies to reduce uncertainty about their new acquaintance. Interactive strategies were most effective in reducing uncertainty about the target person. Respondents' level of uncertainty about the acquaintance mediated the relationships between the use of interactive uncertainty strategies and perceived similarity on the one hand and social attraction on the other. Finally, respondents' perceived valence of the obtained information about the acquaintance moderated the relationship between the level of uncertainty and social attraction. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

The social, behavioral, and physiological effects of episodic crowding on children and elderly adults are reported in this paper. Children ranging in ages from 9 to 16 and elderly adults ranging in ages from 60 to 90 were grouped by age into small and large rooms. Each group sat silently for 30 minutes in the rooms while skin conductance equipment measured their level of stress. The results indicated that crowded children had greater increases in stress than did their uncrowded peers. Both boys and girls reported great discomfort from the physical proximity of others in the crowded room and expressed greater feelings of annoyance following crowding. In contrast, elderly adults in the crowded room did not indicate feeling confined but regarded their room as cozier than did the uncrowded subjects. These subjects felt less aggressive, less afraid, less scrutinized, and friendlier in the crowded room. In addition, the adults in the crowded room characterized members of their group in a more positive light than did those in the uncrowded room. The implications of these findings on housing for the elderly are mentioned. (Author/DE)

This paper offers a sample of the materials available on conflict from four different academic disciplines (psychology, social psychology, sociology, and communications). The author describes sample research dealing with intrapersonal and interpersonal conflict, as well as intragroup conflict and intergroup conflict. She emphasizes that conflict is a broad, all-encompassing term that has a multitude of applications in the schools. She maintains that conflict is not only a necessary prerequisite for constructive change in education, but that it is also the raw material of school administration. (DS)

The purposes of this paper are to focus on the property of group cohesiveness as a positive force affecting students' cognitive and personal growth, and to draw some implications from the research on cohesiveness for teachers who employ open classroom techniques. A bibliography is included. (Author/MLF)

Examining theories from a wide spectrum of disciplines, this paper categorizes research on sex differences in social behavior into four groups and examines the implications of each. The first category of research interprets sex differences as the result of anatomical differences which later affect psychological roles. The implication of this category is that sex differences are difficult if not impossible to change. The second category interprets sex differences as the result of group roles which an individual culture assigns to the different sexes. The implication of this category is that sex differences are minor and subject to change once a culture changes. The third category interprets sex differences as a process where the child develops gender identity as a part of a natural tendency to organize observations of the physical world. The fourth category interprets sex differences as the result of behavior reinforcement by parents and society. The implication of the last two categories is that sex differences can vary according to degree of sexism within a society. (Author/DE)

Crime problems in rapidly growing communities have been viewed from a number of different theoretical perspectives. This paper offers a structural analysis that focuses on the density of acquaintanceship. When a small and stable rural community suddenly experiences rapid growth, one of the expected consequences can be a significant decline in the community's density of acquaintanceship, i.e., the proportion of community members who are personally acquainted with one another. Variables that affect density of acquaintanceship include community population, length of residence, anticipated length of residence, diversity, and segregation. From the structural perspective, evidence of disruption should be visible in three areas of social functioning: socialization of the young, caring for a community's weaker members, and the control of deviance. Examination of existing studies shows that in 20 of 22 comparisons between changes in population and changes in crimes or arrests, the annual percentage increase in crimes was clearly greater than the average annual percentage increase in population. On average, crimes rise three to four times as rapidly as population, depending on the analytical approach used. The paper suggests the importance of performing similar analyses in other areas, and suggests that a structural perspective that focuses on a community's density of acquaintanceship can offer a superior explanation of the available data on rapid community growth. (DHP)

Before there can be an understanding of politics, policy, and action in education, there must be an understanding of the value systems of policymakers. Policymakers, in their talk, in their choices of symbols and metaphors, in their choices of strategies for dealing with conflict, reveal their own needs, their role orientations, their group affiliations, and their assumptions about how the decisionmaking process should occur. This paper draws on research conducted by the Alternate State Policy Mechanism (ASPM) study, which used common interviewing protocols and methods with people in comparable positions in six different state policy systems. Using data showing the relative influence rankings of a wide range of policy actors (including lobbyists and bureaucrats), this paper focuses on the words of policymakers--their modes of expression and obfuscation--as well as their rituals, assumptions about appropriate behavior, and sanctioning systems as a means of understanding power and policy systems at the state level. The paper also identifies the commonalities and significant differences displayed in the relative rankings of influence of policy groups in the different states. The data collection instrument used in the survey findings for each state and four pages of references are appended. (IW)

Noting the call for research that links argument theory with negotiation, this paper examines the nature and function of argument negotiation in current organizational bargaining research theories. Five perspectives are extrapolated to define "argument" and demonstrate how different viewpoints can affect understanding of the negotiation process. The paper argues that although it tends to be a generic term in negotiation studies, how "argument" is defined in organizational bargaining has a great impact on the (1) selection of discourse for analysis, (2) identification of rationality standards for evaluation, and (3) generalizability of results. The nature of human rationality and the established shorthand notation system of argumentation are then examined. The paper investigates the contrast between the focus of most traditional negotiation studies--determinant solution and mixed motive bargaining--and that of much current research--the motivational and cognitive processes embodied by social psychology. Methodological differences in how both conversational argument and argument fields theories characterize argumentation in the negotiation process are discussed. Finally, the paper critiques the applicability of both theories as frameworks for organizational bargaining and emphasizes that negotiation researchers should be able to articulate their concept of argumentation and to acknowledge its influence on their research. (JD)

This study tested a causal model of vocational behavior developed by Astin (1984) that incorporated both psychological (work motivation and work expectations) and cultural-environmental (gender-role socialization and the structure of opportunity) factors. A questionnaire packet was administered to 113 faculty women and 103 faculty men. Similarities and differences in predictors of publishing activity for faculty women and men are discussed. Although some interesting relationships among the variables were found, the present study did not support the model. To promote future research, some conceptual and methodological problems of the study are pointed out. Contains 50 references. Five figures and three table present data and statistical analysis. (Author/TS)

This paper discusses the issues that should be addressed in an undergraduate course dealing with the psychosocial implications of AIDS (Acquired Immune Deficiency Syndrome). These issues are: (1) the medical aspects of HIV infection and transmission; (2) death and dying versus life and living; (3) homosexuality; (4) intravenous drug use; (5) issues involving AIDS and the Third World, minorities, women, and children; (6) the use of psychoneuroimmunology; (7) the stress and strain felt by health care, helping professionals, friends, and family and the support they need; and (8) the religious problems involving attitudes towards homosexuality, condom use, and the training of clergy in HIV-related issues. Other teaching requirements are listed, such as the need for adequate instructor education in AIDS and the issues surrounding AIDS, the need for the instructor to review a wide variety of texts on the subject, and an awareness of the use of audiovisuals and the copyright restrictions concerning their use. (GLR)

This publications presents 20 papers from a conference on innovations in teaching psychology at the college level along with a conference program that lists and describes all presentations. The papers are "They Can't Learn When They Don't Know How: Teaching Statistics Using a Learning to Learn Model" (Beverly Rolker-Dolinsky and Donna Qualters); "Dare We ask Them What They Learned?" (Linda Dunlap); "Relating Familiar Material to new Material: One Form of Active Learning" (Judith Luis); "A Reactionary View of Psychology 101" (Barbara Gentile and Benjamin Miller); "Getting Students Involved Through a 'Curriculum of Questions'" (Ann Saltzman); "Four Activities to Enhance Student Learning and Involvement in an Interdisciplinary Course in Psychology and Art" (J. Craig Clarke and Kent Kimmel); "Sports Psychology--An Applied Theoretical Approach" (Robert Cavalier); "Personality, Teaching Style, and Learning Style" (Francis Colavita); "Use of Learning Groups for Active Learning" (David Wheeler); "A Multimedia Course in the Psychology of the Arts" (Donald Polzella and Gregory Brake); "Construct Validity and the Naive Student" (Patricia Ditunno); "Requiring Students to Think of Examples Can Increase Their Involvement" (Gabriele Sweidel); "Acquisition of Applied Skills Via Active Learning" (Holiday Adair); "Three Laboratory Exercises in Cognitive Psychology" (Anita Meehan); "Privacy Issues in Assignments" (Susan Cloninger); "Seminar in Aggression" (Matthew Margres and Mark Margres); "Psychology Majors Assessment of Their Undergraduate Experience: 1973 to 1993 SUC at Buffalo" (John Morganti et al.); "Cooperation in Operation: Examples of Successful Cooperative Learning Lessons from Four Areas of Psychology" (Susan Marell and Libby Ortiz); "Knowing Thyself: Teaching a Course on Social Psychological Perspectives on Self-Reflection" (Dana Dunn); and "How Students Perceive Classroom Exercises in a Social Psychology Course" (Karen O'Quin). Some papers contain survey instruments and references. (JB)

This research examined Chickering's psychosocial developmental characteristics of nontraditional aged (25-45) university freshmen and compared these developmental characteristics with those reported for traditional aged (18-24) freshmen to determine if significant differences exist between these groups of students. The Student Developmental Task and Lifestyle Inventory (SDTLI), which has been validated as a reliable means of measuring Chickering's psychosocial developmental characteristics with traditional aged students, was used. Results suggest that nontraditional aged students appear to function at a higher level than traditional freshmen on most of the measures, at about the same level on two scales and below traditional aged students on one. Implications and recommendations for colleges and universities are suggested. A list of suggested readings is also included. Additional tables of data are available from the senior author. (Author)

The entry of more "non-traditional" students into graduate social psychology programs brings varied life experiences into the field. Women in particular bring different experiences than those conventionally assumed by the academy. Research shows that many women who have succeeded in higher education did so by adopting "separate" knowing, which approaches knowledge as something that can be objectified and reduced to understandable parts. By contrast, "connected knowing" involves making sense of reality by examining experience in the context of relationships. Connected knowers often feel estranged from the academic world. Women's ways of being are strange to academia. Women often make their thinking public early in the process of forming ideas, and tend to view knowledge as dynamic, and use more tentative, less authoritative speech. Women are quick to assume collective knowledge, which can minimize any unique knowledge they may possess. While women are in the majority in graduate programs, they are less likely than men to pursue academic careers. Trainers must be aware of policies, practices, and curricula that may systematically exclude many qualified students and faculty from program participation. A number of options for addressing these circumstances are available. (SG)

The trait-state model, a framework for understanding adult literacy, draws heavily on the social psychological literature. Allport (1961) first proposed the notion of trait. The overriding characteristics of focus on trait is the individual's possession of language control. Cattell (1950, 1979) emphasized the notion of state in relation to trait and indicated that one should never try to predict behavior from traits without considering the state of the individual. Focus on literacy as state concentrates on the actual functions and uses of literacy in the environment. A trait-state model helps one to understand the relationship between an individual's needs, which involve literacy and the pressure of the situation, as well as contexts that may appear to be literacy-based but in which meeting literacy needs is peripheral to other values. Research shows that competency in trait aspects of literacy does not always transfer to various states. Under the assumptions of a trait-state model of literacy, (1) learners should develop more realistic concepts as to what constitutes reading, writing, and literacy; (2) assessment must consider the individual as a person and take into account trait and state; (3) interpersonal relations are important; and (4) the overlap of the concepts of adaptation and empowerment must be addressed. (31 references) (YLB)

The 17 papers in this compilation were selected from 29 presentations given at the conference. The collection includes the following papers: (1) "Does Classroom Context Affect Examination Performance?" by Debra Elliot, Toni Strand, and David Hothersall; (2) "Accent on Abilities: Empowering the Learner by Integrating Teaching, Learning, & Assessment," by Jack J. Mino; (3) "Behavioral Strategies for Classroom Management," by Stanley C. Feist; (4) "Computer Activities for Introductory Psychology: Design Considerations," by Eliot Shimoff, B. A. Matthews, and A. C. Catania; (5) "Evaluation of Main Effects and Interactions Software in a Research Methods Course as a Function of Computer Attitudes," by Karen O'Quin; (6) "Male and Female Students' Special Needs: Summary of Internal and External Data on Student Attrition," by Linda L. Dunlap; (7) "Successful Undergraduate Research Projects (Workshop)," by Laura L. Snodgrass and Kathleen E. Harring; (8) "Psychology and the Law: The Rights of Children," by Sara Benn and Judith Gay; (9) "The Hands-On Project in a Course on Adolescent Development: Not Your Usual Term Paper," by Albert H. Gardner; (10) "A Microcomputer Laboratory for the Introductory Course," by James L. May; (11) "Writing in the Teaching of Psychology: A Comparison of Active versus Passive Teaching Methods," by Caroline Salvatore and Laurel End; (12) "Teaching the Logic of Hypothesis Testing Using Computerized Sampling Experiments," by Kenneth M. Rosenberg; (13) "Enhancement of an Experimental Psychology Course by the Inclusion of an Examination of Parapsychological Claims," by Howard M. Reid; (14) "Use of Videotaped Demonstrations of Significant Research in Social Psychology as a Teaching Aid," by John B. Morganti; (15) "Towards a Social Psychology of Teaching Social Psychology," by Ann L. Saltzman; (16) "Sexual Harassment: An Educational Program," by Cathleen T. Moore, Barbara A. Bremer, and Ellen F. Bildersee; and (17) "Role-Playing Exercises for Teaching Research Ethics," by Terry Malcolm. The conference program is included. (JMC)

Impression management refers to the concept that people engaged in interaction will attempt to control the image of themselves that others form. This provides a foundation for social interaction, giving others information about who we are and what to expect from us. A central concern of impression management is the manner in which we are evaluated by others, i.e., if they react toward us as we intend our self-presentation has been successful. Social anxieties (e.g., stagefright, shyness, embarrassment) are tied to impression management because the fundamental concern in all these problems stems from the prospect of evaluation from others. Within this fundamental similarity, however, the bases for social anxiety may differ according to social setting, and according to whether a predicament which makes us look bad has actually occurred or whether we just fear it might. A combination of high motivation to make a "good impression" and a perceived likelihood of failure creates the fundamental stress of social anxiety. Impression management also emphasizes that social anxiety is produced by an interaction of situational and personal characteristics; this suggests that there is no one specific treatment for all victims of social anxiety, but that a variety and combination of treatment modalities (e.g., cognitive therapy, or social skills training) should be used, as required, for each individual. (WAS)

This study focuses on the roles of partner-and self-perception in the stability and quality of male-male, female-female, female-male, and male-female interpersonal relationships. The results reveal that, with the exception of male same-sex relationships individuals perceive greater satisfaction from "maximizing" or self-enhancement choices in partners, as opposed to the "equity theory." (MML)

Using "Patterns of Childrearing," by Sears, Maccoby and Levin (1957) as a starting point, this paper touches on the schism between developmental and social psychology and attempts to assess the progress of research in social development during the past quarter century with respect to five major perspectives that are at once evolutionary, historical, ontogenetic, cross-cultural and systemic. A pluralist view is advocated. It is suggested that a psychology of childhood must be: (1) a developmental psychology; (2) a psychology concerned with adaptation which contains an evolutionary perspective and an ecological point of view; (3) a cross-cultural psychology; (4) a psychology of social systems as well as of socializing individuals; and (5) a psychology with a historical point of view. A brief review of research in these various areas is included. (Author/MS)

Curriculum as a field of study emerged in an intellectual climate in which the idea of social control was dominant. The intent of this paper is to look historically at the integration of the idea of social control into curriculum discourse, to indicate its dominant position as the underlying assumption of most early curriculum work, and to suggest the importance of this fact for contemporary curriculum thought. Section I marks the historical formulation of the idea of social control in American thought. Sections II and III outline the theories of Ross and Elwood, contenders of the two basic viewpoints of overt and covert social control. Section IV looks at the social context in which the idea of social control was developed, while Section V deals with influences in operation on curriculum such as developments in the field of psychology. Section VI presents the views of other formative theorists in the emerging field of educational sociology. Section VII considers whether that initial orientation toward social control still remains. It is observed that the idea of social control continues to dominate and that the function of this orientation historically and perhaps today has been to restrict certain segments of the nation's population in the name of social homogeneity. (Author/KSM)

The basis for developing vital, team-like characteristics in contemporary pluralistic America lies in the understanding and building of new interpersonal norms and skills. The new norms accept human collaboration and human diversity as basic facts for problemsolving, survival, and growth. These norms support the intent that interpersonal and intergroup conflict should be confronted openly and dealt with collaboratively in a problemsolving way. They must be accompanied by particular interpersonal and group skills -- skills such as communicating unambiguously in a two-way fashion, setting goals clearly, uncovering conflicts constructively, solving problems systematically, and making decisions collaboratively. (Author/EA)

Museums are undergoing changes as institutions which may cause them to adopt a more community and social mission oriented course of programs in addition to their traditional roles of scholarship and preservation of important artifacts. This change, coupled with the fact that museum visitation is a highly social activity, raises some interesting possibilities for evaluation of learning in non-traditional environments. It also calls for an emphasis on the social learning basis behind the use of institutions like museums. To facilitate the awareness of these social learning potentials more information is needed on museums as institutions: how they reach and develop their audiences, the social nature of museum visiting, and socially based learning criteria for museum settings. In addition, innovative strategies in evaluation and some kind of theoretical framework are needed. (Author)

The Center for Social Organization of Schools has two objectives: to develop a scientific knowledge of how schools affect their students, and to use this knowledge to develop better school practices and organization. One of the three programs sponsored by the center is the Schools and Maturity Program. It is studying the effects of school, family, and peer group experiences on the development of attitudes consistent with psychosocial maturity. The objectives of the program are to formulate, assess, and research important educational goals other than traditional academic achievement. This report contains three papers on psychosocial maturity entitled: (1) Psychosocial Maturity and the Social Environment, (2) Attitudes Toward Self and Society, and (3) the Phenomenological World of the Mature Adolescent. A bibliography of the Schools and Maturity program is also provided. (Author/PC)

A critical review of educational and social psychological literature was undertaken in order to clarify the impact of schools' control orientation on student learning and on the teacher-student relationship. The propositions argued are (a) a strong control orientation is incompatible with helping students become responsible young adults, (b) the methods of increasing teacher power and status, and decidedly unequal teacher-student relationships adversely affect student learning and the teacher-student relationship, and (c) teacher and student collaborative use of their resources, increased student participation in decision making, and enhanced student status and power may facilitate student learning and development. (Author)

Cross-cultural psychology had its beginnings at the turn of the century when W. H. R. Rivers made his famous investigations on perception and other processes. In the mid 1960's and early 1970's cross-cultural research as a method in psychology gained a momentum that led to an almost unchecked acceleration. The author details the recent growth in popularity of the field and points to the energies that can be called "hard-core" cross-cultural psychological efforts. Attention is given to the historical controversy between cross-cultural psychology and psychological anthropology. The author points to the fact that the two disciplines do not share the same data base, that is, ethnographers rely for the most part on naturally occurring mundane events while psychologists rely on experiments (experimentation versus naturalism). In the future, cross-cultural researchers in psychology will depend increasingly on cross-cultural "models." This will be done so as to integrate strategies and findings which may lead to more complete and valid generalizations about human behavior. The author closes his discussion with a brief summary of four cross-cultural models. (Author/PC)

This document reports on an empirical investigation of anti-women humor appearing in the Reader's Digest over three decades, revealing the operation of an unconscious sexist ideology. A systematic analysis was made of 1,069 jokes appearing in two featured columns of the Reader's Digest for the two-year periods 1947-48, 1957-58, and 1967-68. Scoring rules guided categorizing of jokes into anti-women, anti-men and non-sex-related groupings. Results of the analysis were: (1) since the 1940's six times as many anti-women jokes appeared as did anti-male jokes; (2) in the period after WWII, more than a quarter of all the humor in these magazine columns was directed against women; (3) the percentage of sexist jokes has declined steadily over three decades; and (4) the portrait of the typical woman has not changed over the past 30 years according to the content of sexist jokes. In rank order of prevalence of traits, the female joke subject is: (1) stupid, incompetent or foolish; (2) domineering over men; (3) exploitive of men for money; (4) jealous and catty; (5) irresponsible with money; (6) gossipy and nagging; and (7) overly-anxious to catch a husband. (Author/PC)

The purpose of this study was to investigate the effects of cognitive abstractness levels, interpersonal perception abilities, and task type (factual or social problem solving) on group performance as measured by time consumed and adequacy of solutions. Eighteen college classes from Kearney State College participated in testing of perceptual organization and social insight. Experimental groups of five were then assigned to one factual and one social problem solving task. Results indicate that groups high in cognitive abstractness and interpersonal perception appear to perform in a more adequate manner in both factual and social problem solving; those groups high in cognitive abstractness alone perform better in factual problem solving situations. Conversely, groups high in interpersonal perception alone exhibit better performance in social problem solving. Implications for real world task group formation can be extrapolated from the conclusions drawn by this study. (KS)