SAGE Journal Articles

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Lam, S. R., Morrison, K. R. & Smeesters, D. H. R. V. (2009). Gender, intimacy, and risky sex: A terror management account. Personality and Social Psychology Bulletin, 35, 1046-1056.

Three studies tested whether mortality salience would lead men to be more sexually risky than women. In Study 1, men reported greater intentions to engage in risky sexual behaviors than did women after a mortality prime, but not after a control prime. In Study 2, men desired more future sexual partners and had a lower need for intimacy than did women, but again, only when mortality was salient. Furthermore, need for romantic intimacy mediated the relationship between mortality salience, gender, and desired number of future partners. Using a behavioral rather than a self-reported dependent measure, Study 3 showed that men primed with mortality were less likely than women to select a package of condoms (versus a pen) as a free gift after the experiment. Implications for gender differences in responses to mortality salience, as well as for how to design effective safe-sex interventions, are discussed.

Heiman, T., & Precel, K. (2003). Students with learning disabilities in higher education: Academic strategies profile. Journal of Learning Disabilities, 36, 248-258.

This study compared 191 college students with learning disabilities (LD) and 190 students without LD in four main areas: academic difficulties, learning strategies, functioning during examinations, and students' perception of factors that help or impede their academic success. Analysis of the personal data of students with and without LD revealed no significant differences between groups on grade point average, number of courses taken, and family status, but students with LD reported having more difficulties in humanities, social sciences, and foreign language than students without LD. Regarding academic strategies, students with LD devised unusual strategies and preferred additional oral explanations or visual explanations, whereas nondisabled students preferred more written examples. These differences indicated that students without LD used more written techniques than did students with LD. During examinations, the students with LD had difficulty concentrating and were concerned about lack of time. They experienced stress, were nervous, and felt more frustrated, helpless, or uncertain during examinations than students without LD. The implications for college students with LD are discussed.

Hawley, P. H., Little, T. D., & Pasupathi, M. (2002). Winning friends and influencing peers: Strategies of peer influence in late childhood. International Journal of Behavioral Development, 26, 466-474.  

We divided children (N = 719, grades 3–6) into five control types based on the degree to which they reported employing prosocial (indirect, cooperative) and coercive (direct, hostile) strategies of control (prosocial controllers, coercive controllers, bistrategic controllers, noncontrollers, and typicals). We tested for differences across the five types on personal characteristics, friendship motivations, wellbeing, and social integration, expecting specific patterns according to whether control is wielded, and whether coercive or prosocial behaviour (or both) is employed. Prosocial controllers revealed positive characteristics (e.g., social skills, agreeableness), intrinsic friendship motivations, and positive wellbeing. In contrast, coercive controllers revealed negative characteristics (e.g., hostility), extrinsic friendship motivations, and ill-being. Bistrategic controllers, as expected, reported the highest control, and revealed characteristics associated with both prosocial and coercive orientations. Noncontrollers, in contrast, did not report having these characteristics and felt the least effective in the peer group. Our evolutionary perspective offers unique predictions of how prosocial and coercive children are similar in terms of their instrumental goals and the consequences of using both strategies or neither.

de Lisle, S. M., Dowling, N. A., & Allen, J. S. (2011). Mindfulness-based cognitive therapy for problem gambling. Clinical Case Studies, 10, 210-228.

This article describes treatment of a female problem gambler using mindfulness-based cognitive therapy (MBCT). The treatment protocol was adapted for problem gamblers from the manualized MBCT intervention developed by Segal, Williams, and Teasdale. Gambling behavior and mindfulness practice were monitored using daily diary entries maintained by the participant. The Beck Anxiety Inventory, Beck Depression Inventory—II, and the Five Facet Mindfulness Questionnaire were administered at pretreatment, posttreatment, 4-week follow-up, and 10-week follow-up phases. The Client Satisfaction Questionnaire was also used to assess acceptability of the intervention. The participant abstained from gambling, and anxiety and depression scores significantly reduced to subclinical levels over the assessment period. Exploration of mindfulness facets revealed that MBCT for problem gambling (MBCT-PG) may be useful in promoting acceptance of distressing thoughts and emotions. However, the participant did not maintain an intensive mindfulness-meditation practice over the follow-up phase of the intervention. The clinical implications of this case study are discussed.