A cluster analysis of responses from more than 1500 college students to 53 potentially angering driving-related situations yielded a 33-item driving anger scale (alpha reliability = .90) with six reliable subscales involving hostile gestures, illegal driving, police presence, slow driving, discourtesy, and traffic obstructions. Subscales all correlated positively, suggesting a general dimension of driving anger as well as anger related to specific driving-related situations. Men were more angered by police presence and slow driving whereas women were more angered by illegal behavior and traffic obstructions, but differences compensated so there were no gender differences on total score. A 14-item short form (alpha reliability = .80) was developed from scores more highly correlated (r = .95) with scores on the long form. Driving anger may have potential value for research on accident prevention and health psychology.
The fundamental theorem of primary socialization theory is that normative and deviant behaviors are learned social behaviors, products of the interaction of social, psychological, and cultural characteristics, and that norms for social behaviors, including drug use, are learned predominantly in the context of interactions with the primary socialization sources. During adolescence, learning of social behaviors is frequently dominated by interactions with peer clusters. There are a number of additional postulates: 1) The strength of the bonds between the youth and the primary socialization sources is a major factor in determining how effectively norms are transmitted. 2) Any socialization link can transmit deviant norms, but healthy family and school systems are more likely to transmit prosocial norms. 3) Peer clusters can transmit either prosocial or deviant norms, but the major source of deviant norms is usually peer clusters. 4) Weak family/child and/ or school/child bonds increase the chances that the youth will bond with a deviant peer cluster and will engage in deviant behaviors. 5) Weak peer bonds can also ultimately increase the changes of bonding with deviant peers. Primary socialization theory is consistent with current research, has strong implications for improving prevention and treatment, and suggests specific hypotheses for further research.
sCommunities are at many different stages of readiness for implementing programs, and this readiness is to be a major factor in determining whether a local program can be effectively implemented and supported by the community. The Community Readiness Model was developed to meet research needs, (e.g., matching treatment and control communities for an experimental intervention) as well as to provide a practical tool to help communities mobile for change. The model defines nine stages of community readiness ranging from "no awareness" of the problem to "professionalization" in the response to the problem within the community. Assessment of the stage of readiness is accomplished using key informant interviews, with questions on six different dimensions related to a community's readiness to mobilize to address a specific issue. Based on experiences in working directly with communities, strategies for successful effort implementation have been developed for each stage of readiness. Once a community has achieved a stage of readiness where local efforts can be initiated, community teams can be trained in use of the community readiness model. These teams can then develop specific, culturally appropriate efforts
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