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We evaluate the potential relevance of virtue ethics to the training and practice of professional psychologists, and we contrast them with principle ethics. Typically, principles are used to facilitate the selection of socially and historically acceptable answers to the question "What shall I do?" when confronted by ethical dilemmas. Virtue ethics, however, generally focus on the question "Who shall I be?" Strengths and weaknesses of each approach are presented. The impact of each is discussed with respect to informed consent and the therapeutic construct "genuineness." We conclude that virtue ethics are an essential component of responsible ethical training and practice.

In the assessment of family cohesion and adaptability, researchers typically overlook the possibility that different components of the family may be more cohesive or adaptable than others. This potential problem is often compounded by monomethodism, reliance on a single source of information. Using a multitrait-multimethod approach, we obtained three measures of cohesion and adaptability in three component dyads of relatively healthy families. Mothers, fathers, and college students reported about cohesion and adaptability in the mother-student, father-student, and mother-father relationships. Using confirmatory factor analysis, we found significant differences in the convergent validities of mothers', fathers', and students' reports. Furthermore, significant differences emerged among the correlations between mother-father, mother-student, and father-student cohesion (and adaptability), which suggests that noteworthy differences exist between family subsystems on these constructs. Implications for assessment strategies in marital and family counseling are discussed.

Emotion regulation (ER) was assessed during a negative mood induction in 79 preschoolers who varied in degree of behavior problems. Facial expressivity during the induction was used to identify 3 ER groups: inexpressive, modulated expressive, and highly expressive. Group differences in ER were significantly related to heart rate and skin conductance. Inexpressive preschoolers had the highest heart rate, lowest vagal tone, and smallest autonomic nervous system (ANS) change during the induction. Highly expressive preschoolers had the slowest heart rate, highest vagal tone, and largest ANS change. The inexpressive and highly expressive groups had more externalizing symptoms than the modulated group at preschool age and at follow-up at the end of 1st grade. Inexpressive preschoolers appeared to have more depressed and anxious symptoms at follow-up.

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