Late adolescence : a period of transition in intimate dating relationships

What is healthy psychological development for late adolescents? Although Developmental theorists have identified romantic relationships as an especially significant context for adolescent development, there has been little empirical investigation of the importance placed on such relationships. This study sought to answer questions about the patterns and dynamics of romantic relationships in late adolescents. The specific questions addressed in this study are; (1) Is there a relationship between the number of dating partners of late adolescents and their well being? And (2) Do late adolescent males and females look to different sources for intimacy? Self-report measures of depression,intimacy in friendships, and intimacy in romantic relationships were gathered. The Sample for this study was drawn from an initial pool of 514 college students. The results showed a relationship between late adolescents’ dating structure and their reports of wellbeing, such that those adolescents involved in a monogamous romantic relationship reported significantly less depression compared with adolescents in other dating structures. The results did not support that males and females depend upon different sources for their intimacy. Findings are discussed in relation to developmental theory and the impact of dating structure and process on healthy development

Teaching and counseling late-adolescents : similar processes, but unique roles

The primary objective of this study is to empirically examine the similarities in the initial processes of teaching and counseling. A Fit model was proposed such that teachers and counselors make different initial interventions based upon their students\u27 levels of development. Data were collected at a college university from 62 and 150 students, in the counseling and teaching conditions, respectively. Results revealed that counselors can initially fit their clients, whereas the relationship for teaching was unclear. The discussion focuses on implications for counselors and teachers and future research that may address the links between these processes

The listening talker: A review of human and algorithmic context-induced modifications of speech

International audienceSpeech output technology is finding widespread application, including in scenarios where intelligibility might be compromised - at least for some listeners - by adverse conditions. Unlike most current algorithms, talkers continually adapt their speech patterns as a response to the immediate context of spoken communication, where the type of interlocutor and the environment are the dominant situational factors influencing speech production. Observations of talker behaviour can motivate the design of more robust speech output algorithms. Starting with a listener-oriented categorisation of possible goals for speech modification, this review article summarises the extensive set of behavioural findings related to human speech modification, identifies which factors appear to be beneficial, and goes on to examine previous computational attempts to improve intelligibility in noise. The review concludes by tabulating 46 speech modifications, many of which have yet to be perceptually or algorithmically evaluated. Consequently, the review provides a roadmap for future work in improving the robustness of speech output

Sex and sexuality: a reflection of society as seen through theatre

honors thesisCollege of Fine ArtsTheatreSydney Cheek-O'DonnellMy honors thesis at the University of Utah consists of two parts: a performance, and a paper. Both focus on the idea of the arbitrary definition of sex and sexuality. Sex is defined as: "sexual activity, including specifically sexual intercourse." Sexuality is defined as: "a capacity for sexual feelings" or, "a person's sexual orientation or preference." But what does this actually mean? What is considered sexual activity, or a sexual feeling? How does one know when one is experiencing this, and more importantly, how does one know when a line is being crossed? Everyone has a different opinion of what is right and wrong when it comes to sexual behavior. As a young girl, the world of sexuality was frightening to me; but as I have gotten older, I have learned that sex is not necessarily a bad thing. There is a whole world built around it, and it seems to almost fuel human nature. There are so many different aspects and styles, that it seems, to me, impossible to define sex and sexuality so simply. Through a series of monologues spoken from a variety of viewpoints (male, female, child, victim, virgin, experienced, etc) I hope to shed light on the idea that what constitutes "sex" is subjective and depends upon both experience and nature. The monologues will be drawn from various sources, including The Vagina Monologues, The Penis Monologues, Spring Awakening, Dogface, Venus in Fur, The Little Dog Laughed, and, Cloud Nine. Transitions between the monologues will consist of definitions of terms, and statistics about sex. In addition, I will conduct a close reading of each monologue, comparing their perspectives on sex and sexuality to determine patterns in points of view and, more importantly, the points at which a shared understanding of these concepts break down The aim here is to deconstruct the idea - through performance and analysis - that there are singular definitions of sex and sexuality. The piece was performed in Studio 115 on May 7th , 2013. It was filmed for submission and archival purposes

Objectivity in Evaluations for Assisted Suicide: Appreciating the Role of Relational and Intrapsychic Components

Recent literature has emphasized the important role psychologists can play in evaluating patients’ competency and decision-making processes in cases of assisted suicide. It is often assumed that psychologists will be objective when conducting evaluations or that current training standards will neutralize potential sources of bias. Yet, providing service to patients who are seeking an assisted suicide may give rise to a number of relational and intrapsychic issues that could influence the evaluation process and its outcomes. In this commentary, we argue that psychologists should not be involved in cases of assisted suicide until they are adequately trained to be cognizant of the psychodynamic issues, particularly their own countertransference, that are likely to emerge within this unique clinical situation. We offer suggestions for augmenting previously recommended training procedures to account for these issues

The Economist as Dean: An Investigation of the Academic Training of Business School Deans

This paper finds that the American Assembly of Collegiate Schools of Business-accredited business school deans in the United States are trained as economists at a disproportionately high rate. This paper searches for the reasons behind this seemingly contrarian finding. The research finds no evidence that economist deans differ significantly in background or personal characteristics from the non-economist deans. Demand- and supply-side theories to explain this finding are presented along with interviews with a sample of the business school deans.

Ethical Challenges in the Undergraduate Context: Navigating the Ethical Landscape

Although the American Psychological Association (APA) (Guidelines for the Undergraduate Major, 2007) recommends that students learn about the APA Ethics Code (Goal 2, Point 1, Subpoint e), most undergraduate programs do not offer a course in ethics (Stoloff et al., 2010), and only limited training, usually in the context of research methods or experimental psychology is provided. Most texts in these courses include a historical account of some of the most egregious ethical violations in humansubjects research, how these incidents spurred the development of legal regulations and ethical codes of conduct, and how research should be ethically conducted. Quite often, students may be directed to a web tutorial (e.g., www.citiprogram.org) for additional training, certification, and background information. In fact, student researchers must receive training in ethics if they are to be involved, in any capacity, in research. Although training in research ethics is extremely important and relevant, the APA’s Ethical Principles of Psychologists and Code of Conduct (hereafter referred to as the Ethics Code; APA, 2010) provides guidance for the broader set of professional activities of a psychologist. The purpose of this article is to look beyond regulatory guidelines and address the two ethical arenas that we consider more likely to affect undergraduate students, namely authorship and boundaries

Ethical Challenges in the Undergraduate Context: Navigating the Ethical Landscape

The article discusses the U.S American Psychological Association\u27s (APA) Ethics Code and its principles. It informs about unfair discrimination based on age, gender or race which is addressed by the first principle while sexual harassment of students is addressed by the second principle and the third principle addresses avoiding harm to students. It is also inferred that violation to these ethical principles can lead to the expulsion of student, APA member and doctoral psychologists

Embedded Assessment: A Measure of Student Learning and Teaching Effectiveness

Evidence of student learning has increasingly become the focus of external constituents, yet methods of documenting student learning outcomes are considered expensive, onerous, or both. This article provides a brief review of the limitations associated with traditional student opinions or course evaluations as evidence of teaching effectiveness, and it suggests a second strategy for evaluating student learning. In addition, we propose a model for using existing assessments to provide evidence of student learning and teaching effectiveness