Studies of the relationship between acculturation and various forms of adjustment yield divergent findings. Meta-analytic techniques were used to synthesize relevant studies. Samples from the 49 reports were used in more than one class; providing 111 samples for computation. Separate meta-analyses were computed for 11 acculturation and adjustment classes: extroversion (n = 5), self-esteem (n = 6), locus of control (n = 8), career (n = 8), addiction (n = 8), affective disorders (n = 9), field independence (n = 10), family conflict (n = 12), arniety/stress (n = 14), intelligence (n = 14), and psychosociallhealth (n = 17). Because the classes were heterogeneous, clustered homogeneous subgroupings were computed. The more substantial effects were indicated for the subgroupings within intelligence (z+ = .16, p < .01, n = 10), field independence (z+ = .54, p < .01, n = 7), and anxiety/stress (z+ = -.27, p < .01, n = 5) classes. Higher socioeconomic status samples evidence the greatest increases in adjustment with acculturation. The situation specific associations defined among acculturation, sample characteristics, and indices of adjustment were interpreted by integrating coping theory, a social inequality perspective, and acculturative stress models.
There is a growing body of empirical literature on Neuro-Linguistic Programming (NLP). A review of this literature by Sharpley (1984) failed to consider a number of methodological errors. In the present article the authors identify six categories of design and methodological errors contained in the 39 empirical studies of NLP documented through April 1984. These categories include (a) lack of understanding of the concepts of pattern recognition and inadequate control of context, (b) unfamiliarity with NLP as an approach to therapy, (e) lack of familiarity with the NLP "meta-model" of linguistic communication, (d) failure to consider the role of stimulus-response associations, (e) inadequate interviewer training and definitions of rapport, and (f) logical mistakes. Representative reports reflecting each category are discussed. Suggestions are offered for improving the quality of research on NLP.Neuro-Linguistic Programming (NLP) is a way of organizing and understanding the structure of subjective experience and is concerned with the ways in which people process information but not necessarily with the specific content of that information. Information is processed primarily in three modes: visual, auditory, and kinesthetic. The sensory modalities used in a given task and their sequence are critical to the performance of that task. Persons who are extremely skilled at a task will have radically different processing sequences than those who perform poorly on that same task. Understanding the structure by which the skilled person processes information, through the observation of eye scanning patterns and linguistic patterns, allows programs (similar to computer programs) to be codified, which can be taught to other persons (Dilts, Grinder, Handler, Cameron-Bandler, & DeLozier, 1980;Kinsbourne, 1974).Developed in 1975 by Richard Bandler, aA note of gratitude is extended to Amber E. Goldstein, whose knowledge and continual support made this.article possible. Acknowledgment is also given to Robert H. Dolliver for his editorial assistance in the preparation of this article.Requests for reprints should be sent to Bruce D.
Groups of 16 girls referred for evaluation and treatment of sexual abuse and 16 nonreferred girls between the ages of 5 and 8 years were compared on aggression, avoidance, private parts reference, and freeplay over two conditions: playing alone with anatomically correct dolls and telling a story about the dolls to an adult. Results indicated that sexually abused children displayed more sexually oriented behavior when alone but more avoidance of the dolls when interacting with an adult.
Investigated the relationship between family social climate characteristics and adolescent personality functioning. The High School Personality Questionnaire (HSPQ) was administered to 80 high school students. These students and their parents also completed the Family Environment Scale (FES). Results of a stepwise multiple regression analysis indicated that one or more HSPQ scales had significant associations with each FES scale. Significant variance in child behavior was attributed to family social system functioning; however, no single family variable accounted for a major portion of the variance to the exclusion of other factors. It was concluded that child behavior varies with total system functioning, more than with separate system factors.
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