Two studies arc reported, the second basically a replication of the first, the purpose of which was to measure the impact upon a mental patient of believing others have become aware of his psychiatric history. The procedure entailed telling the patient the interest was in determining if another person would behave the same toward mental patients and controls. Half of the 5s were told the other person (always the same confederate) knew they were patients and the remainder that he believed them to be nonpatients. Believing others were aware of their status caused patients to feel less appreciated, to find a task more difficult, to perform more poorly, and they were perceived as more tense, anxious, and poorly adjusted by an observer. Some implications of the study are considered and suggestions for future research are made.

This investigation evaluated the construct validity of the Psychopathic Personality Inventory (PPI; Lilienfeld & Andrews, 1996), a self-report measure designed to assess psychopathy. One hundred and two incarcerated females were administered the Kaufman Brief Intelligence Test (K-BIT), an oral alcohol and drug screening measure, a demographic interview, the Minnesota Multiphasic Personality Inventory-2 (MMPI-2), the Psychopathy Checklist-Revised (PCL-R), and the PPI. There were significant correlations among the PPI, MMPI-2 scales, and the PCL-R. In addition, the correlations between the PPI and the separate PCL-R factors were not significantly different from each other, indicating that the PPI is assessing both facets of the psychopathy construct to some extent. A high correlation between the PPI and the DSM-IV criteria, which assesses adult antisocial behaviors, revealed adequate concurrent validity. Nonsignificant or negligible correlations between the PPI and the MMPI-2 scales provided some support for discriminant validity. The results are discussed with respect to the clinical and forensic utility of the PPI, the limitations of the study, and the need for further research.

A simulation design with multiple contrast groups was used to test the effectiveness of two instruments, the Structured Interview of Reported Symptoms (SIRS) and the Georgia Court Competency Test--Mississippi State Hospital (GCCT-MSH) in detecting malingering of competency to stand trial. Thirty simulators were compared with 23 incompetent defendants, 25 competent defendants, 30 offender controls, and 7 suspected malingerers on both instruments. Results revealed that the simulators and suspected malingerers scored significantly higher on all of the SIRS primary scales and significantly lower on the GCCT-MSH than the three comparison groups. The SIRS had an overall hit rate of 97.8% using three or more primary scales as the criterion for malingering. Information concerning the simulator's strategies of deception is presented.

The present study explores the impact of physical abnormalities on interpersonal relationships and investigates 1 technique available to the stigmatized to influence that impact. This technique is to indicate that the abnormality may be freely discussed or that it is a forbidden topic. The 60 male undergraduate 5s were introduced to an ostensibly naive student who was in reality a confederate and appeared either as an amputee in a wheelchair or as only slightly crippled. The shocks they were induced to administer the confederate were less painful when he was severely than when he was slightly crippled. It was concluded that all stigmata do not have the same interpersonal consequences and that the most marked effects occur for behaviors of which Ss have little awareness.

The initial outcomes and current directions of a research and treatment program focusing upon Structured Learning Therapy (SLT) are the concerns of this paper. SLT is a psychoeducational approach used successfully in the past with psychiatric and other clients and is now designed to teach prosocial behaviors to aggressive adolescents. Evaluations of such training efforts to date have been largely positive. However, still more favorable skill development outcomes should follow from differential implementation of SLT in which trainee-trainer-treatment matches are prescriptively arrived at and in which major attention is devoted to transfer of training techniques designed to maximize real-life utilization of training gains. The present article describes SLT and its usage with aggressive adolescents, and details guidelines by which prescriptiveness and transfer enhancement may be implemented.