Strategies for maintaining and ending casual, close and best friendships were investigated using a sample of ninety young adults, aged twenty to twenty-eight. As hypothesized, best friendships were regarded as more self-maintaining, more based on affection and less affected by a decrease in contact than close friendships, which in turn were more dependent on affection and interaction and less dependent on proximity than casual friendships. Best and close levels were more clearly differentiated for hypothetical cases of friendship than for actual ones. Life-stage and sex also affected friendship conceptions. The implications of the friendship level results for friendship research methodology are discussed.
Forty-two Down's syndrome (DS) children, aged 30 to 42 months, were seen in Ainsworth and Wittig's "strange situation" to assess the interrelationships among the affiliative; attachment, and fear/wariness behavioral systems. Results demonstrated that a stranger evokes affiliative behaviors in DS children but also elicits wariness and attachment behaviors. The emergence of these different behavioral systems, the sequence, and their intensity varied with the context and the behaviors of both stranger and mother. The finding that more than one behavioral system was activated suggests that an adequate description and explanation of social responsiveness must be sufficiently broad and integrative to encompass different but interrelated behavioral systems, with their respective functions and determinants. Despite certain quantitative and qualitative differences, behavioral systems appear to be similarly organized in DS and normal children. It is argued that the behavioral organization manifested by these retarded children both lends support to and extends Zigler's "developmental" position. These findings suggest that the DS group constitutes a legitimate target of research for elucidating the processes of normal and deviant development.
This article briefly reviews the history of the psychology department clinic and describes its current status, based on a recent survey of 63 psychology department clinics. Data regarding the organizational structures, functions, and priorities of psychology department clinics are presented. In addition, the modal psychology department clinic, as depicted by the data, is described. An assessment is made of the extent to which expectations regarding the clinic expressed at conferences on professional training of clinical psychologists are being fulfilled. The authors conclude that the psychology department clinic not only can survive in an academic setting but is strongly committed to its clinical training and service goals.Reservations are expressed about both the clinic's contribution to faculty professional growth in the clinical area and its role in facilitating integration of clinical and research activities of students and faculty. Directions for future research on the psychology department clinic are suggested.
This article presents some issues that emerged during one psychology department clinic's attempt to evaluate the delivery of psychological services and the clinic's role as a setting for practicum training and research activities of faculty and students. The general conclusions reached are the following: (a) Organizational structure and functional characteristics put limits on the application of particular evaluation strategies, (b) goal-attainment, decisiontheoretic, and systems approaches can profitably be combined for the purpose of understanding the departmental clinic, and (c) self-evaluation by the participants of the program rather than evaluation by an external, independent team may be the most productive approach.
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