EVALUATION OF AN ACADEMIC FAMILY THERAPY TRAINING PROGRAM: CHANGES IN TRAINEES' RELATIONSHIP AND INTERVENTION SKILLS

Students in an academic training program were assessed for changes in their relationship and intervention skills following completion of the program. Positive improvements were found on some measures but not all. Additionally, trainee variables such as previous clinical experience. gender, age, marital stauts and scores on standardized admission tests were examined in relation to trainees' skills changes. Trainee characteristics were unrelated to changes in intervention skills. However, a number of relationships were found between trainee characteristics and changes in relationship skills.     

Sex differences in nonverbal expressiveness: Emotional expression,personality, and impressions

Sex differences in expressiveness are well documented, but the reasons for and correlates of these important differences are not well studied. A comprehensive set of emotion-relevant personality measures was administered to 40 female and 39 male undergraduate participants, who were also videotaped in three situations: engaging in natural social interaction, describing a past emotional experience, and posing various emotions. Videotapes were judged by sets of naive observers as to emotion communicated and overall impression. Expressive females, who appeared friendly and dominant in social interaction, were found to have a hostile/aggressive personality (but this was not true of males). Expressive females also tended to look angry/disgusted when describing happy and sad experiences. The findings suggest that nonverbally skilled, charismatic women (but not men) may often possess a dominant/aggressive but self-controlled personality, in a new twist on the theory that sex differences in expressiveness result in part from the oppression of women in society.This research was supported in part by an intramural research grant from University of California, Riverside.     

Exploration to Foster Career Development

Responses to the Adult Career Concerns Inventory (ACCI: Super, Thompson, Lindeman, Myers, & Jordaan, 1988) were organized through cluster analysis to identify different ways in which adults use exploratory behavior to cope with career development tasks. Significant differences in life-role salience among the types of adult career explorers identified were also investigated. Findings indicated a variety of ways in which adults use exploratory behavior. However, no significant differences were found in life-role salience among the types of career explorers. The discussion explains how career counselors can interpret their clients' ACCI profiles to select appropriate career interventions.     

The Future of ‘Gender and Organizations’: Connections and Boundaries

‘Gender and organizations’, a fruitful connection between two previously separate areas of study, has had a relatively short but bountiful history. Much of the research and theorizing within the general rubric of ‘gender and organizations’ has required the breaking of conceptual boundaries and the forging of new connections that go beyond the coalescence of two fields of inquiry. We have not exhausted the possibilities suggested by broken boundaries and new connections. This may be a particularly auspicious time to be breaking boundaries, for the apparent worldwide changes in work and organizing are not well enough understood with many of our old intellectual tools. In this paper I discuss briefly what our studies of gender and organization have, in my view, accomplished so far, and then review some issues and questions stimulated by thinking about broken boundaries and new connections, possibilities that, for me, represent part of the future for ‘gender and organizations.’     

The State of the Field in UK Management Research: Reflections of the Research Assessment Exercise (RAE) Panel

This paper reviews the state of the field of the sub-disciplines within UK management research, based upon the submissions of 94 UK higher education institutions to the Business and Management Studies Panel in the UK's 2001 Research Assessment Exercise (RAE). It offers observations on the UK model of the assessment of quality in, and funding of, research conducted in publicly funded higher education institutions.     

Residential Mobility and Adolescent Achievement and Behavior: Understanding Timing and Extent of Mobility

Residential mobility is generally viewed as an adverse event for adolescents' development. Less is known about whether moving during adolescence, childhood, or both periods explains this connection and whether the extent of mobility matters. Analytic shortcomings with much of the research call into question extant findings. We examined associations between childhood, adolescent, and child–adolescent mobility and adolescents' achievement (math and reading) and behavior problems (internalizing and externalizing). With a multisite, longitudinal sample (N = 1,056), we employed propensity score methods, which mitigate concerns about selection bias on observed variables, to investigate relationships. Results suggest that multiple, child–adolescent movers had more internalizing problems in adolescence than their stable peers, but did not differ on externalizing problems or achievement.