Describes the impact of a one month Interim college course at Kendall College, Evanston, Illinois designed to promote development in the area of feminine ego identity. (RJ)

Uses scores on the I (inner support) scale of Personal Orientation Inventory correlated with term grade point average, to clarify relationship between the two and to comment on previous research by Leib and Snyder. Findings support their conclusions of no direct relationship but rather a secondary one through separate relationships with other…

Women superintendents (N=82) provided information concerning their personal and career development. Results showed subjects reflected a more traditional orientation during childhood, youth, and early career development and appeared to have integrated masculine modes of behavior as they advanced to higher levels of authority and responsibility.…

Traditional theories of personality development are critically examined, emphasizing their applications to Mexican Americans. A preliminary framework for an interactional model of multiculturalism and personality development which can synthesize and integrate the effects of Chicano culture on the development of personality is proposed and…

Hypothesized that women who were more profeminist in their attitudes toward women's roles would score significantly higher on a measure of identity achievement than women whose attitudes were more traditional. Measures were administered to a random sample of 300 female college students. Results strongly supported the hypothesis. (Author)

Factor analyzed the Family Environment Scale (FES) subscale scores of 204 families and correlated them with family demographic characteristics. The obtained factor structure showed two major factors similar to "control" and "acceptance-rejection" dimensions in previous research. Results support the FES as part of multimethod…

Discusses three alternative life styles to monogamous marriage: swinging, open marriage, and group marriage. Includes brief reviews of both the critique of monogamous marriage as not fulfilling intimacy needs, and research on individuals in alternative life styles as displaying potentially normal behavior. (Author)

Discusses the application of Jungian analytical psychology to education. The author outlines Jung's concepts which relate to the foundations of education, personality development, cognitive processes, motivation, and curriculum theory. (AM)

Described the adult development of 23 police officers. Found that subjects passed through a series of psychosocial stages and that stress and stress management were an important part of this process. Training and administrative implications are discussed. (JAC)

Administered three personality scales, designed to measure similar dimensions in different age ranges, to pre-adolescent, adolescent, and young adult samples. Results indicated considerable stability in the personality correlates of self-esteem at these ages. Anxiety and extraversion appeared consistently as significant correlates. (Author/JAC)

Describes research with 12- to 18-month-old infants (N=108) determining whether the quality of an infant's attachment to his/her primary caregiver could predict the nature of his/her emerging personality. (CS)

The portable rod-and-frame test was used to measure the level of psychological differentation for 100 behavior-problem, father-absent children, ages 8-16. A significant interaction was noted between the reason for the father's absence (death vs divorce/desertion) and the child's age when the father left home. (Author/SJL)

Investigates two questions of interest to persons who treat children with psychological difficulties: (1) What is attachment theory? and (2) Does it have relevance when working with disturbed children and their families? (Author/DB)

Discusses implications of recent evidence for genetic influences on personality development and psychopathology. Presents a model of the childhood origins of psychopathology that incorporates genetics and gives special emphasis to the role of parental conflict in the previously neglected middle childhood years. (Author/GC)