Presents an interview with psychologist and author Mary Field Belenky. Explores her collaborative work with three other authors in compiling findings on women's cognitive, intellectual, and ethical development. Identifies shortfalls in the traditional ways of looking at women. Notes greater recent attention paid to the teaching of writing. (SG)

Sixty-one entrepreneurs were interviewed concerning their reasons for starting their own businesses, advantages of entrepreneurship, risk taking, definitions of success, personal assets and liabilities, ideas for the future, dealing with competition, advice to potential entrepreneurs, socializing, and their hobbies and sports. (JDD)

Reports two experiments in which plain blocks of various sizes were presented in various spatial orientations to children three-eight years old in an attempt to establish how they represent three-dimensional spatial relations pictorially. Results showed that young children represented depth in the array vertically in the picture plane. (RH)

Findings highlight the importance of development-related control efforts and beliefs for achieving a subjectively favorable balance of developmental gains and losses and for maintaining an optimistic perspective in middle and later adulthood. Results are discussed with reference to a theoretical model of development-related control activities. (RH)

Relates personal experiences of a sociologist of Asian origin in an effort to illustrate problems inherent in the process of becoming accepted as an academic sociologist. Identifies important themes of marginality, credibility, and impression management. Points out ways in which the Asian sociologists can go about achieving credibility. (KO)

Describes a personal evolution into early childhood advocacy. The case study reaffirms that becoming an early childhood advocate requires individuals to care and to translate that care into actions which will help others to care. (RJC)

Explored how six humanistically oriented graduate students reconciled self and social responsibility. Results suggest that personal growth, meaningful work experiences, and social change values may be related. Generated questions for further empirical research. (Author/ABL)

Finds that 39 teenagers participating in Project USE, an adventure education program, showed significant increases in 7 of 12 self-actualization factors and in self-perception of personal change. Discusses the goals and basic format of Outward Bound training conducted by Project USE. Contains 26 references. (SV)

Interview responses of 72 fifth-, eighth-, and eleventh-graders revealed developmental changes in the scope and nature of perceived peer influence and in the extent to which peer group reactions have an impact on self-evaluations. Developmental changes in the apparent reference-group functions of peer groups for adolescent identity formation are…

Reviews research on effects of childhood sexual abuse in adulthood. Describes individualizing assessment of adults who have been abused and aspects of treatment illustrated by case studies. Concludes social workers need to expand definition of childhood sexual abuse. (ABL)

Criticizes the application of the statistical procedures of the population-genetic approach within evolutionary biology to the study of psychological development. Argues that the application of the statistical methods of population genetics--primarily the analysis of variance--to the causes of psychological development is bound to result in a…

Argues that Gottlieb rejects population sampling and statistical analyses of distributions as he proposes that his experimental brand of mechanistic science is the only legitimate approach to developmental research. Maintains that Gottlieb exaggerates developmental uncertainty, based on his own research with extreme environmental manipulations.…

Argues that a truly developmental behavior genetics will have to go beyond the traditional quantitative approach of population genetics in order to produce developmental explanatory content about differences and similarities in developmental outcomes. (MDM)

Living with cultural diversity does not require that we admire each other but that we afford each other, as members of a democratic society, the freedom to pursue a life of personal growth, joy, spontaneity, and resistance to fear and ignorance. Developing such an enlightened acceptance requires careful education. (MSE)

Connects the imagination with one's affective states as related to 8- to 15-year-old students' engagement in a story or narrative. Discusses particular characteristics of narratives that engage students' imagination during these years and characteristics that are imaginatively engaging but in which the narrative component is less prominent. (BB)