Analyzing survival data in conjunction with time-dependent surrogate endpoints in clinical trials

Current survival techniques do not provide a good method for handling clinical trials with a large percent of censored observations. This research proposes using time-dependent surrogates of survival as outcome variables, in conjunction with observed survival time, to improve the precision in comparing the relative effects of two treatments on the distribution of survival time. This is in contrast to the standard method used today which uses the marginal density of survival time, T. only, or the marginal density of a surrogate, X, only, therefore, ignoring some available information. The surrogate measure, X, may be a fixed value or a time-dependent variable, X(t). X is a summary measure of some of the covariates measured throughout the trial that provide additional information on a subject's survival time. It is possible to model these time-dependent covariate values and relate the parameters in the model to the parameters in the distribution of T given X. The result is that three new models are available for the analysis of clinical trials. All three models use the joint density of survival time and a surrogate measure. Given one of three different assumed mechanisms of the potential treatment effect, each of the three methods improves the precision of the treatment estimate.     

Social Cognitive Theory and the Career Development of African American Women

No comprehensive model of the career development of racial and ethnic minorities has yet been developed; even less attention has been devoted to models of the career development of racial and ethnic minority women. One of the more promising career theories that may prove satisfactory in accounting for ethnicity in career development is Bandura's (1986) social cognitive theory (Lent & Brown, 1996; Lent, Brown, & Hackett, 1994). In this article, the authors selectively review the literature on African American women's career development to clarify how social cognitive mechanisms may be operating. The primary focus of this conceptual analysis is on the central elements of social cognitive theory, namely, self-efficacy and outcome expectations. Implications for counseling are presented.     

Use of population measures and norms to identify resilient outcomes in young people in care: an exploratory study

The purposes of this study were to derive a new method for identifying resilience (i.e. positive adaptation in spite of serious adversity) among young people in care and to determine the percentage of the latter who experienced resilience on selected outcomes, as conceptualized from within the developmental approach of Looking After Children. The participants comprised two samples of young people who were living in out‐of‐home care (mainly foster care) in the province of Ontario, Canada, 340 aged 10–15 years and 132 aged 5–9 years. Virtually all had experienced severe adversity in their families of origin, such that in most cases the legal custody, care, and control of the young people had been permanently transferred from their parents to a local Children's Aid Society. Corresponding to each in‐care sample was a general‐population sample of the same age range that served as a normative comparison group and was drawn from the National Longitudinal Survey of Children and Youth (NLSCY). The NLSCY is an ongoing, long‐term social‐policy study of the development of a nationally representative sample of Canadian children into adolescence and early adulthood. The general‐population samples were composed, respectively, of 5539 young people aged 10–15 years and 11 858 children aged 5–9 years. Resilience among the young people in care was operationally defined, on each outcome variable, as average or above‐average functioning relative to that of the general‐population sample of the same age range. The percentage experiencing resilience was relatively high on the outcomes of health, self‐esteem, and pro‐social behaviour, moderate on the outcomes of relationship with friends and anxiety and emotional distress, and low on the outcome of academic performance. The implications of the findings are discussed.     

Robotic Pets in Human Lives: Implications for the Human–Animal Bond and for Human Relationships with Personified Technologies

Robotic "pets" are being marketed as social companions and are used in the emerging field of robot-assisted activities, including robot-assisted therapy (RAA). However, the limits to and potential of robotic analogues of living animals as social and therapeutic partners remain unclear. Do children and adults view robotic pets as "animal-like,""machine-like," or some combination of both? How do social behaviors differ toward a robotic versus living dog? To address these issues, we synthesized data from three studies of the robotic dog AIBO: (1) a content analysis of 6,438 Internet postings by 182 adult AIBO owners; (2) observations and interviews with 80 preschoolers during play periods with AIBO and with a stuffed dog; and (3) observations and interviews with 72 children, aged 7–15 years, who played with AIBO and a living dog. Overall, the studies revealed that "hybrid" cognitions and behaviors about AIBO emerged: the robotic dog was treated as a technological artifact that also embodied attributes of living animals, such as having mental states, being a social other, and having moral standing (although this latter finding remained difficult to interpret). Implications for use of robotic pets as companions and in interventions or therapy are explored.     

Children's Reasoning about Lie-telling and Truth-telling in Politeness Contexts

Children's reasoning about lying and truth-telling was examined among participants ages 7–11 (total N  =  181) with reference to conflicts between being honest and protecting the feelings of others. In Study 1, participants showed different patterns of evaluation and motivational inference in politeness contexts vs. transgression contexts: in politeness contexts, they rated lie-telling more favorably and were far more likely to assume that motives were prosocial. In Study 2, participants evaluated lie-telling more positively and truth-telling more negatively in politeness contexts, especially when they focused on the implications of the statements for others instead of whether the statements were true or false.     

A token of loving: From melancholia to mourning

This paper explores the work of mourning for what was missing in childhood. Specifically, it addresses patients who did not have good enough parents and who present in treatment in a state of melancholy or despair. The paper delineates phases of the treatment process and highlights Winnicott's token of loving as the vehicle of healing in the therapeutic relationship. Through dreams and case material the paper illustrates the process of recovery.     

Changes in incidence of sexual intercourse of unmarried teenagers following a community‐based sex education program

The nature and frequency of men's and women's sexual fantasies were investigated by surveying 307 students (182 females, 125 males) at a California state university or junior college via a paper‐and‐pencil questionnaire. The questionnnaire was inspired by modern evolutionary theory and was designed to investigate sex differences in sexual fantasies. Substantial sex differences were found in the salience of visual images, touching, context, personalization, emotion, partner variety, partner response, fantasizer response, and inward versus outward focus. These data, the scientific literature on sexual fantasy, the historically‐stable contrasts between male‐oriented pornography and female‐oriented romance novels, the ethnographic record of human sexuality, and the ineluctable implications of an evolutionary perspective on our species, taken together, imply the existence of profound sex differences in sexual psychologies.     

Teachers' Views of Students with Gay or Lesbian Parents

Eighty-three female and 24 male teachers responded to an anonymous questionnaire exploring four aspects of teachers' views of students who have gay or lesbian parents: (1) exposure to and general knowledge about homosexuality, (2) attitudes towards gays and lesbians, (3) interactions with gay or lesbian parents, including school practices and policies, and (4) beliefs about problems experienced by students with gay and lesbian parents. Most teachers knew some gay males and lesbians, had limited education and knowledge about homosexuality, and possessed moderately tolerant attitudes towards gays and lesbians. They believed that students with gay or lesbian parents had more problems in social interaction but were more mature, tolerant, and self-reliant than other students. Open-ended questions about gay and lesbian parents and their children revealed a wide range of answers, ranging from very supportive to noticeably hostile.