The Psychometric Properties of the Hypersexual Behavior Inventory Using a Large-Scale Nonclinical Sample

The conceptualization of hypersexuality has begun to converge as a result of proposed diagnostic criteria. However, its measurement is still diverse. The Hypersexual Behavior Inventory (HBI) is one of the most appropriate scales used to assess hypersexuality, but further examination is needed to test its psychometric properties among different clinical and nonclinical groups, including samples outside of the United States. The aim of the present study was to investigate the reliability and the generalizability of HBI and to determine a cutoff score on a large, diverse, online, nonclinical sample (N = 18,034 participants; females = 6132; 34.0%; M_age = 33.6 years, SD_age = 11.1). Confirmatory factor analysis (CFA) and reliability indices provided support for the structure of the HBI and demonstrated excellent reliability. Employing latent profile analysis (LPA), seven classes emerged, but they could not be reliably distinguished by objective sexuality-related characteristics. Moreover, it was not possible to determine an adequate cutoff score, most likely due to the low prevalence rate of hypersexuality in the population. HBI can be reliably used to measure the extent of hypersexual urges, fantasies, and behavior; however, objective indicators and a clinical interview are essential to claim that a given individual may exhibit features of problematic sexual behavior.     

Young Adult Romantic Couples’ Conflict Resolution and Satisfaction Varies with Partner's Attention–Deficit/Hyperactivity Disorder Type

Attention‐deficit/hyperactivity disorder (ADHD) has previously been associated with less satisfaction and success in romantic relationships. This study compares conflict resolution and problem‐solving behaviors in young adult romantic couples either having one partner with ADHD combined type (C‐couples), having one partner identified with ADHD inattentive type (IA‐couples), or in which neither partner has an ADHD diagnosis (nondiagnosed [ND] couples). Self‐reports of current and childhood ADHD symptoms corroborated diagnostic status and speaker and listener behaviors, coded via the Rapid Couples Interaction Scoring System (Gottman, 1996), were the primary dependent variables. Analyses revealed greater negativity and less positivity in C‐couples’ behavior during a conflict resolution task, relative to IA and ND couples, and this corresponded with couples’ relational satisfaction. IA‐couples emitted relational behavior that was largely similar to ND couples. Findings support that relational impairment exists in C‐couples, and to some degree, contrast with previous research suggesting that individuals with predominant inattention experience greater social impairment in adulthood than those with other types of ADHD.     

Gender and Multigenerational Global Human Development

In the context of a growing campaign to focus more international development efforts on women and girls, this article presents a pathways model of multigenerational global human development through an examination of gender and women as agents of development in the context of motherhood. As the vast majority of the world's women are mothers, issues related to motherhood are fundamental to addressing gender and development. Based on the United Nations' concept of human development and a review of the literature, we explore how women are uniquely effective development agents in that increases in women's access to income, education, and health often have higher potential payoffs compared with men in terms of the next generation and beyond. A human development paradigm that does not fully include women is both an injustice to half of the world's population and a missed opportunity for maximizing human development for both men and women in generations to come. Gender and development policies must consider the enhancement of human capacities for long‐term improved quality of life, and they must address structural barriers to equality to not only allow women more opportunities in the public sphere but also to transform gender relations in the domestic sphere.     

Comparing Offers and Take‐ups of Employee Health Insurance across Race,Gender, and Decade*

How often do U.S. employees receive health insurance offers from employers? When offered, how often do they take up their employer‐based health insurance? This article uses the 1992 and 2002 waves of the National Study of the Changing Workforce (NSCW) to investigate changes in access to (offers) and employees electing to accept, take, or purchase their employers’ health insurance plans (take‐ups) among wage and salaried workers. Although much research has studied employee health benefits, little has examined the intersection of gender and race regarding both offers and take‐ups of such benefits. Logistic regression results indicate that offers and take‐ups of personal health benefits declined from 1992 to 2002, net of salient controls. Further analyses demonstrate that these declines did not affect all workers identically. Offers declined somewhat for both women and men among whites and African Americans, but declined more among Hispanic women and men. Among other ethnoracial groups, offers declined the most among men, but increased among comparable women. Take‐ups declined among white men and Hispanic workers. However, white and African American women's take‐ups did not change and among African American men take‐ups increased. We discuss the need to examine gender and race simultaneously and urge researchers to more closely examine changes in health benefit offers and take‐ups.     

School Context and the Effect of ESL Placement on Mexican‐Origin Adolescents' Achievement*

Objectives. Immigrant adolescents' academic achievement is crucial to our future economic stability, and Mexican‐origin linguistic minority youth in U.S. schools generally demonstrate lower levels of achievement. English as a Second Language (ESL) programs provide an institutional response to these students' needs, the effect of which may vary by the proportion of immigrant students in the school. Measures. Using propensity score matching and data from the Adolescent Health and Academic Achievement Study (AHAA) and the National Longitudinal Study of Adolescent Health (Add Health), we estimate the effect of ESL placement on Mexican‐origin achievement for first‐, second‐, and third‐generation adolescents separately in schools with many and few immigrant students. Results. The estimated effect of ESL placement varies by both immigrant concentration in the school and by students' generational status. Conclusions. We find that ESL enrollment may be protective for second‐generation Mexican‐origin adolescents in high immigrant concentration schools, and may prove detrimental for first‐generation adolescents in contexts with few other immigrant students.     

When a family member has an intellectual handicap

Oral histories of ten close relatives of people over the age of 50 defined as intellectually handicapped have been collected as part of the New Zealand Ageing and Intellectual Handicap study. Many of the individuals with intellectual handicap were institutionalized from an early age; some had little or no contact with family members for a very long time; others lived continuously at home. The qualitative data record over 50 years' experience of having a family member with intellectual handicap, from early childhood through to middle or old age, and outline concerns about deinstitutionalisation and the future. It is concluded that families cannot go it alone and that the full participation of people with disabilities in community life and culture depends on well-resourced public policies and programmes of inclusion.