This study compared heterosexual and homosexual males’ androgyny and attitudes toward women. Twenty-two homosexual and 34 heterosexual, white, single, university males completed the short version Attitudes Toward Women Scale (AWS) (Spence, Helmreich and Stapp, 1973) and Bem’s Sex-Role Inventory (BSRI) (Bem, 1974).It was hypothesized that 1) Male homosexuals hold more liberal views toward women than male heterosexuals and, 2) Male homosexuals are more androgynous than male heterosexuals.A multivariate analysis of variance, on the AWS and BSRI, indicated a significant difference between the homosexual and heterosexual groups (p<.0002). In addition, univariate analysis showed the significant difference accounted for by responses to the AWS (p<.0001) and not by differences in BSRI scores (p, n.s.). Thus, Hypothesis 1 was supported and Hypothesis 2 rejected. Psychological and political implications of this investigation are discussed.

The purpose of this study was to explore the effects of conflict situations in secondary schools on the role of the secondary principals and the resulting impact the principals had on their own schools. The study examined and assessed changes of the role of the principal during or following periods of intensive student unrest. The research was planned to answer thirteen questions in four areas about the principal; and when the questions were tabulated or scored, they revealed the beliefs of those interviewed concerning the principal's attitude, his relationships, his self-image, his philosophy, his performance, and the nature of student conflict and its effect on the principal's role. Through personal interviews, the investigator collected data from the superintendent, the principal, three teachers, and three students from each of seven midwest secondary schools. The selected student population from each school consisted of an elected student government leader, an influential non-elected student leader who was a liberal or militant, and a non-militant regular high school student. The teacher population included a proadministration veteran; a relatively inexperienced teacher; and a militant, radical or liberal teacher who was anti-administration. From the perceptions of those interviewed about the effect of school conflict on the secondary principal's role, conclusions were drawn and recommendations were made to assist principals yet to face student unrest to better prepare themselves to prevent unrest or to be more effective in dealing with it when it occurs. Review of the data led to the following conclusions: Secondary principals are sincere and are committed to creating an educational climate whereby teachers can teach and students can learn; however, principals are frequently insensitive to signs of student unrest and are not appropriately prepared professionally or psychologically for student confrontation. They visualize their personal and professional relationships with students and teachers as far more effective than teachers and students judge them to be, and principals frequently are satisfied with a reduction in conflict while failing to stimulate and implement meaningful change to permanently reduce the chances for conflict to reoccur. Generally, teachers and principals have little understanding of the behavioral sciences and have had little opportunity for exposure to conflict from dissident students and parents prior to assuming their respective assignments. Further, they have not updated themselves in recent changes in the law and its applications to problems of student conflict. Student conflict has added to the complexity of the principal's responsibilities resulting in severe frustration to principals, teachers, and students due to the enormity of the problems and the principal's lack of skill in identifying solutions. Prior to conflict, students and teachers had viewed their principal as a respected school leader, but this high regard deteriorated as the school was subjected to conflict. Community resources rarely were used by schools to assist in solutions for unrest problems, and principals did not effectively involve staff and students in decision-making. Principals had had little access to recent or instant retrieval of information about their own student body and, thus, made decisions regarding grievances and conflict without having the facts. Principals were unsophisticated in the proper uses of repression to control unrest and were also unsophisticated in the necessary methods such as compromise, negotiation, and collaboration to avoid repression techniques. Principals recently have not viewed their role as an enjoyable one due to the additional responsibilities related to student unrest; they see the extra effort, additional pressures, and greater demand on their time as excessive and physically and emotionally exhausting.

The purpose of this study was to determine whether counselor personality characteristics as measured by the Minnesota Multiphasic Personality Inventory, (MMPI), influence the extent of client reported satisfaction in the cognitive and affective spheres of the counseling process as measured by the Inventory of Fulfillment of Client Expectancy, (IFCE). The objective of the study was to determine whether the MMPI has adequate discriminatory power to estimate potential counselor effectiveness based on some knowledge of counselor personality features. The underlying question which prompted this study was as follows: What personality characteristics distinguish between counselors who tend to facilitate client reported satisfaction and counselors who tend to achieve less client reported satisfaction in the cognitive and affective spheres of the counseling process?The method whereby this question was investigated included (1) obtaining MMPI profiles from 54 counselors (26 males, 28 females), and (2) acquiring IFCE satisfaction ratings from 173 volunteer clients (63 males, 110 females) who had received therapy from the participating counselors. The data were collected during the Spring quarter, 1974.The counselors in the five groups acquired a near equal combined composite mean score on the counselee reported satisfaction inventory in the cognitive and affective spheres of the counseling process. Consequently, discrimination between groups of counselors on the basis of counselee ratings was impossible.The statistical treatment of the data to determine the relationship between counselor personality features and client reported satisfaction included the Pearson product-moment correlation coefficient (r) and the multiple correlation (R). The necessary value of r for significance at the .05 level of confidence was .27, and the necessary value of R for significance at the .05 level was an F ratio of 4.03.The mean score for each of the 24 individual MMPI scales was subjected to exploratory correlation with the mean score for all the cognitive, affective, and composite items reported in the IFCE. An obtained r of .91 between cognitive and affective items resulted in the use of the composite client reported satisfaction ratings for determining correlation significance.The outcomes contained only minimal evidence of any significant relationship between the MMPI and the IFCE. The obtained correlations of significance between the MMPI scale scores and the IFCE composite scores included the ~ scale at .34 (representative of dependency needs within the personality) and the Re scale at -.30 (descriptive of assuming obligations and being dependable and trustworthy). Scale K approached significance with an r of -.25 (purportedly indicative of self-assurance). Multiple regression analysis based on combinations of MMPI scale scores was used for purposes of improving efficiency or accuracy of predicting IFCE composite ratings. The relationship between the Dy scale and IFCE composite ratings accounted for most of the variance in evidence between the two instruments.Two plausible conclusions based on the outcomes of this study with respect to counselor effectiveness may be possible assuming that the significance obtained on the Dy and Re scales, and the near significance on the K scale were not a chance difference.The combined composite mean score on the counselee rating inventory for both male and female counselors was considered relatively high at 3.99 on a five point Likert scale. The significant positive correlation obtained on the Dy scale in which the mean T score was considerablylow for both male and female counselors in the study tentatively suggests that as dependency needs within the personality structure of the counselor increase client reported satisfaction ratings will also increase and vice versa. The significant correlation between the Dy scale and composite IFCE ratings does not represent a wide span, however, as evidenced by the relatively high composite IFCE ratings and the considerably low mean T score on the Dy scale.The significant negative correlation obtained on the Re scale in which the mean T score was slightly elevated and a near significant negative correlation on the K scale in which the mean T score was considered high for both male and female counselors in the study tentatively implies that too ideal a model of personality adjustment on the part of the counselor with respect to handling social obligations or responsibilities, and demonstrating self-assurance within the therapy setting may possibly hinder client reported satisfaction within the counseling process.The MMPI profile findings of the counselor population were quite consistent with the outcomes reported in previous studies. Thus, the counselors participating in this study were considered to be in close approximation to counselors in previous reported research.

The research was an experimental investigation of the differential effects of various modeling conditions upon self-disclosing behavior. One purpose of the study was to determine whether or not modeling treatments can significantly influence self-disclosure. The second purpose was to evaluate what differences exist in self-disclosure among males and females. Two philosophical assumptions were implicit in the research. The first assumption was that self-disclosure is an essential ingredient for interpersonal adjustment. The second was that self-disclosure is a construct that can be operationally defined and measured. Both assumptions were supported with empirical research.Self-disclosure was defined as an interpersonal process in which a person communicates intimate information and personal feelings or actions to another person. The disclosed information may be past or present and involves a personal risk when the discloser reveals his or her private subjective experiences. The elements of self-disclosure were delineated and a theoretical framework for analyzing the parameters of self-disclosure was discussed. Four measurements were considered essential for obtaining an accurate assessment of self-disclosure. The depth ofdisclosure was evaluated by trained judges who rated audiotapes according to a Revealingness Scale. Duration was assessed by timing the length of each subject disclosure unit. The third measure was the difference on a pre-post "willingness to discuss" instrument. Finallya self-report instrument indicated the subjects' evaluation of their personal disclosures and their partners' disclosures.The population consisted of volunteer undergraduate students enrolled in Introductory Psychology courses at Ball State University. A stratified random sampling procedure was applied to select the subjects from among the volunteers. The subjects were randomly assigned to one of four treatment groups. Each group had eight males and 16 females yielding a total of 96 subjects. The four groups consisted of an intimate in vivo modeling condition, an intimate videotape modeling treatment, a superficial videotape modeling treatment and a control. Each videotape modeling condition consisted of two persons taking turns sharing with each other on intimate topics for about 18 minutes. The in vivo condition involved a model sharing with a subject intimately for about 15-18 minutes. Subjects were exposed to a modeling condition and then requested to pair with another subject and disclose personal information in a structured setting.Two multivariant null hypotheses were tested. The multivariant hypotheses included several sub hypotheses related to each dependent measure of disclosure. The first hypothesis stated that no significant difference in the overall F would exist between the vector of means for males and females. The second hypothesis stated that no significant difference in the overall F would exist between the vector of group means.Multivariate statistical analyses were applied to test the null hypotheses. No significant differences were found among the four groups on any of the disclosure parameters. Likewise, males and females did not differ in self-disclosure. Several a priori hypotheses were analyzed to compare the effectiveness of the modeling conditions. Treatment conditions did not have a differential effect on self-disclosure.Although the overall F was not significant, a significant difference was located through univariate analysis of the sub hypotheses. Male subjects differed from females on the pre-post "willingness to discuss" instrument. Females greatly increased their scores on the posttest, but the scores of the males decreased on the posttest. The difference was significant at the .05 level.The data was further analyzed to explore the relationship between religious commitment and self-disclosure. Three categories of religious commitment were included. Multivariate statistical analysis revealed that subjects indicating strong religious commitment were significantly different on the pre-post measure than subjects in the no religious commitment classification. Deeply religious students increased on the posttest scores while students with no religious commitment decreased. Subjects in the latter category initially perceived themselves as willing to disclose much personal information, but decreased after experiencing the dyadic interactions. The difference was significant at the .025 level.Recommendations and evaluation of the research findings were discussed. Considerations for further research on facilitating self-disclosure through dyadic models were delineated.

No description available.

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1975. / Bibliography: leaves 133-142. / ix, 142 leaves ill

Thesis (Ph. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 163-176).

Thesis (Ph.D.)--Ohio University, June, 2007. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ph. D.)--University of Melbourne, Dept. of Science and Maths Education, 1998. / Typescript (photocopy). Includes bibliographical references (leaves 205-220).

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2007 / Thesis submitted in partial fulfillment for the degree of Master of Social Work. Includes bibliographical references (leaves 68-71).