Since the Bender's growth in popularity as a tool for assessing organic brain damage, other factors have been shown to influence the accuracy of design reproductions. Mental deficiency, cultural background, early age and :ex are among those factors. Attempts to demonstrate the effect: of personality traits have been few, but supportive. Research into the influence of personality on Bender performance has largely been group comparison designs. The degree of overlap found among groups has reduced the degree of confidence with which the results can be applied to individual performance:. The present study used a correlational approach to determine how validly State and/or Trait Anxiety can be predicted from Bender records. Results indicated significantly more positive correlations than chance between 22 of the Bender deviations and deviations scored for severity and both the State and Trait Anxiety measures. This supported the hypothesis that Bender deviations are affected by the presence of anxiety. A factor analysis of the Bender records did not produce any robust factors, probably because of the high sample homogeneity with respect to their Bender performance. Alpha coefficients were increased from those obtained on the Deviation Total and Deviation Severity scales by selecting two subscales from each, based on the item-total coefficients of the deviations. Correlations consequently increased with State and Trait Anxiety on three of the four subscales. Lastly, a step-wise multiple regression procedure was applied to both the Deviation Total and Deviation Severity scale to obtain multiple Rs with :State and Trait Anxiety. Adding deviations continued to increase the multiple R of the lists through eight to thirteen steps. Corrections for the small sample size estimated the possible shrinkage of the multiple Rs. Discussion focused on finding no correlations between are, sex and Bender performance, as expected. It also stressed some of the procedural flaws and data assumptions, most noticeable of which was the need for a more reliable Bender scoring blank for further research. Finally, it was concluded that the results supported the hypothesis that Bender deviations are influenced by anxiety. However, the results further pointed out that Bender deviations, as presently defined, are affected by other factors as well. It was therefore cautioned that sender reproductions should be considered only a rough predictor of the presence and extent of anxiety in an individual.

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The purpose of the study was to conduct a phenomenological analysis of the experience of consensual unwanted sexual activity (CUSA). College men and women (N=10) in relationships ranging from casual to committed who were enrolled at a university in the southeastern United States were interviewed about experiences of CUSA. Interviews were conducted in person with participants who were asked to answer the following research question: “Describe a time in which you did not want to participate in some sexual activity, but you decided to anyway.” Interview transcripts were analyzed using phenomenological research methods in the context of an interpretive research group, as well as by the author alone (Pollio, Henley, & Thompson, 1997). Analysis of interview data rendered a unique structure of the experience of consensual unwanted sexual activity (CUSA). The structure of CUSA is characterized by themes of Focus, Expectation, and Outcome, which emerged as figural against the ground of the interpersonal relationship in which CUSA occurred. These three themes are interrelated parts of an experiential gestalt. When an individual engages in CUSA, there is a minimization of focus on the desires of the self, in favor of a focus on the desires of the other, often to the exclusion of one’s full presence in the interaction (Focus). Engaging in CUSA involves the use of social rules, gender roles, and standards for reciprocation (Expectation). An individual engages in CUSA to bring about various desired outcomes and/or to avoid undesired outcomes; however, engaging in CUSA often results in unexpected outcomes (Outcome). Findings suggest that CUSA may be experienced differently in committed relationships than in casual ones. In satisfied committed relationships, engaging in CUSA may be harmless or even adaptive, akin to other sacrifices made for the good of a relationship. In casual relationships, however, engaging in CUSA may result in negative outcomes such as regret and resentment. This study demonstrates the importance of context (the interpersonal relationship) to the experience of CUSA. Results suggest that the experience of CUSA might be gendered-- experienced similarly by men and women yet informed in complementary ways by rules dictating masculinity and femininity.

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This study was conducted to examine the relationship between human sexuality, online dating, and personality. The two sexual subcultures investigated were the hook-up culture (casual sexuality) and unconventional sexual subculture (such as fetishes). The first hypothesis was that one's casual sexuality would influence one’s online dating participation. The second hypothesis was that there would be gender differences between participation in casual sexuality and participation in unconventional sexuality. The third hypothesis was certain personality traits would influence whether they would participate both sexuality measures. The measures used for the survey were Online Dating Index, Brief Sexual Attitudes Scale, Big Five Inventory, and Alternative Sexuality Questionnaire. 87 University of Central Florida undergraduate students completed the study measures from a Qualtrics survey. 70 females, 16 males, and 1 transgendered person took the survey. Results showed that there were no gender differences when it came to participation in either sexuality measure. Certain personality traits did influence the participation in one or both sexuality cultures. And lastly, online dating did ultimately correlate with one's participation in the hook-up culture.

Educators perceive female bullies differently than male bullies. Despite evidence that bullying is a serious problem within schools in the United States, there is little research which focuses on how educators perceive differences and similarities of adolescent bullies based upon the gender of the bully. The purpose of this quantitative study was to examine how educators perceive male and female bullies when they are described as exhibiting identical behavior. Goffman's theory of frames formed the theoretical foundation for this study. The independent variable of this study was gender of bully, and the three dependent variables were internalizing behavior, externalizing behavior, and social skills. Seventy-nine educators read one of two scenarios, featuring either a male bully or a female bully and then completed the Clinical Assessment of Behavior - Teacher Rating Form to reflect how they perceived the personality of the bully depicted in the scenario. The data collected were statistically analyzed using Analysis of Variance, Chi-square tests of independence and regression analyses. The results showed that educators do perceive male and female bullying behavior differently. The female bully was seen as more pathological, displaying higher levels of internalizing and externalizing behaviors whereas the male bully was perceived as exhibiting normal levels of both internalizing and externalizing behavior. There was no difference in perceived social skills. Implications for positive social change are that the results could be used to sensitize teachers about the importance of considering gender issues when intervening in bullying incidents.