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Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

Attachment--and loss.

Secret History: Return of the Black Death Channel 4, 7-8pm In 1348 the Black Death swept through London, killing people within days of the appearance of their first symptoms. Exactly how many died, and why, has long been a mystery. This Secret History documentary follows experts as they pick through the evidence and reveal why the plague killed on such a scale. And they ask, what might be coming next?

Medscape

This meta-analysis reviews 208 laboratory studies of acute psychological stressors and tests a theoretical model delineating conditions capable of eliciting cortisol responses. Psychological stressors increased cortisol levels; however, effects varied widely across tasks. Consistent with the theoretical model, motivated performance tasks elicited cortisol responses if they were uncontrollable or characterized by social-evaluative threat (task performance could be negatively judged by others), when methodological factors and other stressor characteristics were controlled for. Tasks containing both uncontrollable and social-evaluative elements were associated with the largest cortisol and adrenocorticotropin hormone changes and the longest times to recovery. These findings are consistent with the animal literature on the physiological effects of uncontrollable social threat and contradict the belief that cortisol is responsive to all types of stressors.

http://anthro.vancouver.wsu.edu/media/Course_files/anth-260-edward-h-hagen/acute-stressors-and-cortisol-responses-a-theoretical-integration-and-synthesis-of-laboratory-research-1.pdf

Acute stressors and cortisol responses: a theoretical integration and synthesis of laboratory research.

Bloom, B. S., Engelhart, M. D., Hill, H., Furst, E. J., & Krathwohl, D. R. Taxonomy of educational objectives: Handbook I: Cognitive domain. New York: David McKay, 1956. Cronbach, L. J. The two d~sciplines of scientific psychology. American Psychologist, 1957, 72, 671-684. Davis, G. A., & Belcher. T. L. How shall creativity be measured? Torrance Tests, RAT, Alpha Biographical and I.Q. Journal of Creative Behavior, 1971, 5. 153-1 61 Egan, D. E., & Greeno, J. G. Acquiring cognitive structure by discovery and rule learning. Journal of Educabonal Psychology, 1973, 64, 85-97. Gallagher, J. L. Expressive thought by gifted children in the classroom. Elementary English, May 1965, 56-65. Guilford, J. P. Three faces of intellect. American Psychologist, 1959, 74, 469-479. Guilford, J. P. Some misconceptions regarding measurement of creative talents. Journal of Creative Behavior, 1971, 5, 77-87. Knowles, L. Helping students learn basic inferential statistics, College Student Journal, 1974, 8, (3), 7-1 1 Kulik, J. A. Undergraduate education in psychology. Washington, DC: American Psychological Association, 1973. Mayer, R. E., Stiehl, C. C., & Greeno, J. G. Acquisition of understanding and skill in relation to subjects' preparation and meaningfulness of instruction. Journal of Educational Psychology, 1975, 67, 331 -350. psychology. Chicago: Scott, Foresman, 1961 Plass, H., Michael. J. J., & Michael, W. B. The factorial val~dity of the Torrance Tests of Creative Th~nking for a sample of 111 six-grade children. Educational and Psychological Measurement, 1974, 34, 41 3-414. Rhetts, J. E. Task, learner, and treatment variables in instructional des~gn. Journal of Educational Psychology, 1974, 66, 339-347. Robinson, J. E., &Gray, J. L. Cognitive style as avariable in school learning. Journal of Educational Psychology, 1974,66, 793-799. Ward, J. J. Hierarchical grouping to optimize an objective function. American Statistical Association Journal, 1963, 58, 236244. Wolfle, D., Buxton, C E., Cofer, C. N., Gustad, J. W , MacLeod, R. B., & McKeachie, W. J Improving undergradute instruction ~n psychology. New York. Macmillan, 1952

Honesty and Success in Self Modification Projects for a College Class.

espanolIntroduccion: La escala Transgression-Related Interpersonal Motivations (TRIM-18) es un instrumento disenado para evaluar perdon especifico compuesto por tres subescalas: evitacion, venganza y benevolencia En el presente estudio se examina la dimensionalidad de la version espanola del TRIM-18 (TRIM-18-S) Se presentan evidencias de fiabilidad y de validez de constructo de la interpretacion de las puntuaciones Metodo: Un total de 943 sujetos completaron el TRIM-18-S Una submuestra de 94 participantes completaron la escala otra vez dos semanas despues para el calculo de la estabilidad temporal, y 277 participantes completaron medidas adicionales de empatia, ira e informacion relacionada con el tipo de ofensor para el calculo de la validez de constructo Resultados: El TRIM-18-S mostro buenas propiedades psicometricas El analisis factorial confirmatorio revelo una estructura tridimensional Los valores del alfa de Cronbach variaron entre 80 y 90 Los valores obtenidos para la fiabilidad test-retest variaron entre74 y 84 Se hallaron evidencias de validez de constructo a partir de las correlaciones con el item unico de medida de perdon y con empatia, ira, cercania con el ofensor y tipo de relacion Conclusiones: La escala presenta propiedades psicometricas adecuadas para su uso en poblacion espanola EnglishIntroduction: The Transgression-Related Interpersonal Motivations Inventory (TRIM-18) is an instrument that assesses episodic forgiveness composed of three subscales: avoidance, revenge and benevolence In the present study we examined the dimensionality of the Spanish version of the TRIM-18 (TRIM-18-S) We provided evidences of estimated reliability and construct validity of the interpretation of the scores Method: A total of 943 participants completed the TRIM-18-S A subset of 94 participants completed the measure again to allow computation of two-week estimated temporal stability, and 277 participants completed additional measures of empathy, anger, and information regarding the relation with the offender to allow computations supporting construct validity Results: The TRIM-18-S showed good psychometric properties Confirmatory factor analysis revealed a three-factor structure Alphas ranged from 80 to 90 Two week estimated test-retest correlations ranged from 74 to 84 Construct validity was supported by correlations with a single-item measuring forgiveness and with empathy, state anger, and closeness and type of relationship Conclusions: The scale presents adequate psychometric properties for its potential use in Spanish population

/pdf/exploring-the-dimensionality-and-the-psychometric-properties-2d4r299yiw.pdf

Exploring the dimensionality and the psychometric properties of the TRIM-18 in the Spanish context

This quasi-experimental study investigated how effective a spiritually integrated, partner-interactive positive psychology intervention (PPI) was in promoting religious leaders’ humility and life satisfaction. Seventy-one Christian pastors and lay leaders self-selected to the waitlist-control (n = 30) or humility-PPI condition (n = 41). Humility-PPI participants completed a 16-exercise workbook with a partner. Intervention effectiveness was assessed using self- and other-report measures. Hypotheses were not supported, in that there was no evidence that intervention participants exhibited greater gains in life satisfaction or in trait, relational, spiritual, or intellectual humility, compared with control participants. Postintervention feedback suggested participants varied in their preferences for specific types of exercises (e.g., insight-oriented, reflective exercises vs. action-oriented, interactive exercises). Self- and other-report ratings showed increased correlation between self- and other-report measures at Time 2 on relational humility measures, thereby giving evidence that the intervention may have been effective in helping participants become more “accurate” in their perceptions of their own relational humility. There is a need for more research on humility PPIs, and the present study indicated primarily null results. More broadly, there is a need for research evaluating PPIs that (a) are tailored to participants’ characteristics or preferences, (b) use a partner-interactive format and a self- and other-report measurement approach, (c) are developed in collaboration with pastors and scientists, (d) are spiritually integrated, (e) are developed for use in faith communities, and (f) focus on leadership development.

Cultivating humility in religious leaders: The effectiveness of a spiritually integrated positive psychology intervention.

In response to questions posed to several respondents in this special issue, I describe a hope-focused approach to improving marriage, especially among Christians who marry. Hope involves maintaining a positive motivation to change (i.e., willpower), a variety of pathways to change (i.e., waypower), and perseverance (i.e., waitpower). I use these hope-focused principles to understand marriage and its future, to guide recommendations for public policy and preventive strategies, and to encourage helpers to continue to help couples. Despite cultural influences that challenge marriage as an institution, I remain hopeful that society and intervention specialists can still strengthen marriages. ********** Can you briefly describe what kind of work you're currently doing in support of Christian marriages? In 1996, God gave me a clear mission statement for the foreseeable future: to promote forgiveness in every willing heart, home, and homeland. I have had many research interests over the years. But I now believe that God wants me to focus on forgiveness. Since 1996, I have pursued this purpose. I have done other research (such as studying marriage and Christian values) in service of my prime mission. I recently completed a six-year longitudinal study funded by the John Templeton Foundation on interventions in early marriage (ended July 31, 2003). In the 1980's, I created an approach that has evolved into what is now call hope-focused marriage counseling (Worthington, 1989, 1999), or hope-focused relationship enhancement (Worthington et al., 1997). That approach has guided my practice, training, and research into marriage intervention. Colleagues and I demonstrated that a five-hour enrichment intervention could be effective (Worthington et al., 1997). I have done component analyses of that method over the years to find out which parts are most effective (Hammonds & Worthington, 1985; Ripley & Worthington, 2002; Worthington, Buston, & Hammonds, 1989; Worthington et al., 1995; Worthington & Ripley, 2002). The Templeton-funded research is another of those component analyses. A 9-hour intervention is delivered by a consultant to a couple. In one intervention, I use the parts of hope-focused marriage enrichment that concentrate on communication training and conflict-resolution training. Only brief mentions of intimacy and forgiveness are made. In the second intervention, consultants teach FREE (Forgiveness and Reconciliation through Experiencing Empathy). FREE is a 9-hour intervention that is framed as a way of creating more intimacy and maintaining intimacy if transgressions interrupt the marital flow. FREE includes training in both forgiveness and reconciliation. I described these principles in a recent book that was aimed at a mass-market audience (Worthington, 2001; see also Worthington & Drinkard, 2000) and another Christian version (Worthington, 2003). I have been blessed to continue to collaborate with excellent colleagues. We are studying how people forgive, reconcile, talk about transgressions, and experience forgiveness. We have also continued to study how to help people forgive more quickly and efficiently. I have become particularly interested in other ways besides forgiveness whereby Christians can deal with transgressions. These ways include forbearing, letting go of the transgression, turning judgment over to God, telling a different story about the transgression, or seeking justice through mutual apology, restitution, and repentance. Each of those alternatives is useful in marriage. Forgiveness frequently is a major issue. To succeed in marriage, partners must have hope for the future, learn and use communication, conflict resolution, closeness, and commitment skills in the present, and be able to deal with hurts, wounds, and offenses from the past. So forgiveness is a crucial part of marriage. In recent years, much of my research directly on marriage or marriage interventions has been in collaboration with Jennifer Ripley, Les Parrott, and Leslie Parrott. …

Everett L. Worthington

Papers

Honesty and Success in Self Modification Projects for a College Class.

Exploring the dimensionality and the psychometric properties of the TRIM-18 in the Spanish context

Cultivating humility in religious leaders: The effectiveness of a spiritually integrated positive psychology intervention.

Hope-Focused Marriage: Recommendations for Researchers, Clinicians, and Church Workers

The injustice gap.