Social phobia: A comparison of specific and generalized subtypes and avoidant personality disorder.

The validity of the social phobia subtype distinction was examined in a large sample of carefully diagnosed social phobics (N?=?89). Generalized and specific subtypes were diagnosed reliably, and the generalized subtype showed a consistent pattern of greater symptom severity than did the specific subtype. In addition, generalized social phobics with and without avoidant personality disorder were compared, and a difference was found for only 1 of 4 parameters. The results are discussed in terms of the validity of subtyping in social phobia and the diagnostic boundary between social phobia and avoidant personality disorder. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Research Needs and Challenges in Application of Computer and Information Sciences for Industrial Engineering

By invitation from the Editor of IIE Transactions, a research forum was established in 1987 to develop and prepare this article. The objective: to write on the directions, needs and challenges for research by the IE com-munity in applying computer and information sciences. The motivation: realizing the major advancements in computer and information sciences in the recent decade and their significant impact on the IE profession, it is vital to examine how IE research activities can respond effectively to current and emerging needs. This article is viewed as a useful contribution to such an examination.

Forum members were invited from academia, government and industry based on their experience in and commitment to research in this area. The forum was chaired by Shimon Y. Nof and the members are the co-authors of this article.

Forum members communicated and deliberated throughout 1987 and met for a review and planning session dur-ing the IIE Conference in Washington, D.C. in May, 1987 (Forum, 1987). The following article summarizes the contributions and recommendations of the forum members, and was reviewed by four guest reviewers. The re-viewers, invited by the Editor, have provided comments that have been incorporated into this article     

A causal model of the educational plans and career expectations of Mexican American high school girls.

A structural model predicting the educational and career expectations of 282 Mexican American high school girls was developed and then tested on samples of 247 Mexican American boys and 228 European American girls. Predictors included socioeconomic status, acculturation, academic achievement, instrumentality, expressiveness, gender role attitudes, parental and teacher support, family and career commitment, and perceptions of barriers. Results indicated that the initial model was plausible in the sample of Mexican American girls. Findings from the multiple-groups analyses provided evidence supporting the primacy of cultural influences over gender in predicting the educational and career expectations of Mexican American girls. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An oxytocin antagonist infused into the central nucleus of the amygdala increases maternal aggressive behavior.

Decreased oxytocin levels in the amygdalas of rat dams following chronic gestational cocaine exposure have been correlated with heightened maternal aggressive behavior. In this experiment, drug-naive dams were implanted with bilateral cannulas into the central nucleus of the amygdala (CNA) or control area and infused with 1,000 or 500 ng of an oxytocin antagonist (OTA) or buffer, 4 hr before testing. Behavior was compared among dams infused with OTA into target areas just outside the CNA and cocaine-treated dams (infused with buffer). Dams infused with 1,000 ng OTA attacked intruders significantly more often than buffer-infused dams. OTA did not affect other behaviors, suggesting that disruption of oxytocin activity in the CNA may be sufficient to selectively alter maternal aggressive behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Leader training and practices in groups for survivors of childhood sexual abuse.

Little is known about the actual practices of group leaders of childhood sexual abuse groups. A survey of 60 group leaders of CSA groups for children, adolescents, and adults found that most are adhering to ethical and training guidelines. The groups range from psychoeducational and support to counseling and therapy groups. Many of the groups are co-led, especially children and adolescent groups. The article discusses the screening, group structure, and interventions that leaders are using and suggests multiple areas for further research, as well as tips for practitioners. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parents' ethnic-racial socialization practices: A review of research and directions for future study.

Recently, there has been an emergence of literature on the mechanisms through which parents transmit information, values, and perspectives about ethnicity and race to their children, commonly referred to as racial or ethnic socialization. This literature has sought to document the nature of such socialization, its antecedents in parents' and children's characteristics and experiences, and its consequences for children's well-being and development. In this article, the authors integrate and synthesize what is known about racial and ethnic socialization on the basis of current empirical research, examining studies concerning its nature and frequency; its child, parent, and ecological predictors; and its consequences for children's development, including ethnic identity, self-esteem, coping with discrimination, academic achievement, and psychosocial well-being. The authors also discuss conceptual and methodological limitations of the literature and suggest directions for future research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The use of homework in behavior therapy for anxiety disorders.

In this article, the authors discuss the role of homework in behavior therapy for the anxiety disorders. First, the authors describe the essential components of behavior therapy that include exposure to feared consequences and cessation of all avoidance behaviors. Then, the authors briefly review the literature on the relationship between homework compliance and treatment outcome. Next, the authors discuss the way that homework is used in terms of self-monitoring and exposure exercises during the course of treatment. Finally, the authors discuss the practicalities of encouraging homework compliance and managing noncompliance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Moving Towards Integration: The Housing of Asylum Seekers and Refugees in Britain

The government has explicitly identified housing as a key dimension of its strategy for refugee integration, the goal being to assist new migrants to access decent, safe, secure and affordable accommodation. Yet the evidence suggests that many asylum seekers and refugees experience housing deprivation and insecurity. The precise meaning of housing ‘integration’, what it can and should achieve, and how progress towards integration can be measured is uncertain and sometimes contested terrain. Drawing on qualitative research across five English localities, the paper explores what local housing providers and community development workers feel are the prerequisites for successful housing integration. The discussion focuses on the induction process, on-going support, ‘move-on’ support for new refugees, and the need to combat racist harassment. The paper concludes that despite good intentions and some localised successes, there are still many obstacles to refugee housing integration, which arise from multiple gaps in provision, choice and support.     

Economically disadvantaged preschoolers: Ready to learn but further to go.

Cognitive competencies and motivation were assessed in 233 preschool and kindergarten children in the fall and again in the spring. Cognitive assessments were given again in the spring of the following year (kindergarten or 1st grade) to a subsample of 88 children. The results revealed much poorer performance among the economically disadvantaged children compared with advantaged children on all 8 of the cognitive tests. For most cognitive measures, gains were roughly equal and the socioeconomic status (SES) differences at the end of 1 or 2 years in school were similar to the differences at the beginning of the year. Only a few SES differences were found on the motivation measures assessing children's self-confidence, attitude toward school, expectations for success, dependency, and preference for challenge; they did not systematically favor either disadvantaged or advantaged children. Classroom observations revealed some differences in disadvantaged and advantaged children's classroom behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)