Motivated by the struggles of couples seeking to create intimate and enduring partnerships, this study develops a structured self-help format for enhancement of couple relationships that can also be used as an adjunct to formal therapy. Couples and their counselors are guided in an exploration of two interwoven areas of concern: the Inner Child--and--the effects of gender conditioning. To provide a theoretical basis for the creation of the practical instrument, a review was conducted of selected works from three major subject areas: the Inner Child, Gender Difference, and Couple Relationships. This research into psychological and self-help literature resulted in the synthesis and elaboration of a concept of the gendered Inner Child. The identification of specific gender with what has usually been a gender-less concept contributes a systemic dimension to the multi-leveled child within. "Systemic" here refers to the inclusion of both intra- and inter-personal psychological dynamics and consideration of the impact of social context and conditioning on problems and their possible solutions. The concept of the Inner Child has already been a highly effective vehicle for individual healing through many different approaches because of its ability to be utilized in the service of all four forces in psychology--psychodynamic, cognitive-behavioral, existential-humanistic, and transpersonal. With the addition of the systemic dimension, more of individual reality can be meaningfully addressed, and its potential for use with couples can be more fully explored. The Couples Workbook is a practical application of the theoretical construct, to help couples differentiate the gendered Inner Child within themselves as a means of countering the effects of both childhood wounds and sexist conditioning on their intimate relationships. Consisting of sections of text interspersed with questions, exercises, and guided meditations, The Couples Workbook integrates Stone Center Self-in-Relation theory, the work of Riane Eisler and an emphasis on mindfulness to help couples move from "Dominator" to "Partnership" modes of relationship. A questionnaire administered to experienced couples therapists elicited evaluations of the potential usefulness of the Workbook in professional practice. Responses indicated possible wide applicability.

<p> This study examined peer victimization, specifically indirect peer victimization and cyber victimization, in a sample of 311 college fraternity and sorority students at a large, public university in the southwestern United States. Of specific focus was the relationship between peer victimization&mdash;both within fraternity and sorority groups and between fraternity and sorority groups and outside members&mdash;and co-occurring psychological stress (i.e., anxiety, depression, stress). The potential mediating roles of group identity and campus connectedness were also examined. This study utilized the social psychological theory of Social Identity Theory to predict the relationships between the aforementioned variables. Results indicated that a majority of college fraternity and sorority students (58%) have experienced at least one instance of indirect peer victimization since being initiated into their respective organization. Collectively, the majority of respondents reported low levels of peer victimization and high levels of group identity and campus connectedness. As hypothesized, peer victimization was significantly and positively correlated with stress. In addition, higher ratings of within-group peer victimization were related to lower ratings of group identity. However, ratings of between-group peer victimization were not significantly related to ratings of group identity, which did not support the hypothesis that there would be a significant and positive correlation between the two. </p><p> It was also found that campus connectedness mediated the relationship between peer victimization and Stress. Specifically, campus connectedness served as a protective factor from stress. Alternately, group identity did not protect against stress. Lastly, a specific subgroup of participants was identified as experiencing significantly high levels of peer victimization. Participants designated as "Victims" were significantly more likely to report ethnic minority status, be male, and be a fifth-year college student. Moreover, these students reported significantly higher levels of stress, and lower levels of group identity and campus connectedness. The implications of these findings for university and educational settings are discussed.</p>