Attachment,Entitlement, and the Impostor Phenomenon in Female Graduate Students

This study examined the utility of attachment and entitlement as predictors of the impostor phenomenon in female graduate students. Findings suggested that individuals with high levels of self‐reliance/self‐assurance entitlement are able to associate positive feedback with stable internal attributes. Those with anxious attachment and narcissistic expectations/self‐promotion entitlement, however, were unable to openly accept positive feedback because of perceived deficits in self‐worth. Implications are discussed for addressing these issues with female college counseling clients.     

Does Cartoon Violence Beget Aggressive Behavior in Real Life? An Opposing View

A commonly accepted belief is that the violence depicted in television programs, particularly cartoons, has a negative impact on young children’s behavior. However, young children may be less inclined to emulate violent actions seen on television than currently thought. Research indicates that young children have limited comprehension of television content but relatively sophisticated moral reasoning. Children’s understanding of the immorality of violence on television and the distinction between reality and make-believe may mediate these effects, as may the comic aspect of cartoons they view. We review current research concerning the effects of cartoon violence on children’s moral understanding and behavior to with the goal of helping early childhood educators and parents make informed decisions about children’s television viewing.     

Enchanted Modernity,Anglicanism and the Occult in Early Twentieth-Century Oxford: Annie Moberly,Eleanor Jourdain and their ‘Adventure’

In August 1901, two respectable, unmarried Edwardian ladies travelled backwards in time. On a sightseeing trip to the Court of Versailles, Annie Moberly and Eleanor Jourdain were transported back to 1792 where they encountered the soon-to-be-executed Queen Marie Antoinette. In 1911 they recounted their experiences in An Adventure, a book that was widely reviewed and ran to many editions. Throughout these episodes and their telling Moberly and Jourdain held the positions of Principal and Vice Principal of St Hugh’s Hall, one of Oxford’s newly established colleges for women. Later historians and members of St Hugh’s tended to dismiss them as ‘potty’ or attempted to protect their reputations as pioneers of women’s education from (what was subsequently perceived to be) the embarrassment of An Adventure. This article revisits Moberly and Jourdain’s “Adventure”, historicising rather than pathologising or seeking to explain it away. Alongside the sceptical responses, there were many who believed Moberly and Jourdain, and the two women did not lose social or professional standing as a result of telling their story. In trying to understand why this should have been the case, the article draws upon two bodies of recent scholarship. Firstly, it examines An Adventure in light of work that has rejected older formulations of modernity as necessarily ‘disenchanted’, and instead argues for the blurring of boundaries between occult and scientific discourses. In many ways, the case of An Adventure exemplifies and furthers this thesis, showing how it was possible for two educated, professional, “modern” women to believe they had entered into “an act of memory” by Marie Antoinette that transported them backwards in time. Yet, while most scholarship interested in the relationship between modernity and enchantment focuses on the relationship between science and heterodox/occult religions, An Adventure brings another element to the discussion: orthodox Christianity, and the Anglican Church in particular. Moberly and Jourdain came from clerical families and were devout adherents of the Church of England. Their “Adventure” also, therefore, speaks to recent histories of Christianity in modern Britain, which have argued against an overly polarised and oppositional understanding of the relationship between Christianity and the occult, or Christianity and secular science, pointing to the churches’ capacity for adaptation and incorporation. The article traces the reception of An Adventure as a way to explore further the basis upon which such claims could be both made and judged as credible in a rapidly modernising early twentieth-century Oxford. While highlighting the interconnections between the occult, Anglicanism and secular/scientific scholarship, the article argues that people at the time nevertheless carefully policed the boundaries of “legitimate” and “illegitimate” belief systems, a process informed by both gender and class.     

Parents' and Kindergarten Teachers' Beliefs About the Effects of Child Care

Parents' and kindergarten teachers' beliefs about the effects of child care on children's adjustment to school were investigated. Using a standardized behavioral rating scale, both groups were asked to rate two hypothetical children just entering kindergarten; one with full-day child care experience and one who had only experienced care in the home by a parent or relative. There was an interaction between the experience of the believer and their ratings of the two hypothetical children. Parents who had used child care for their own children rated the 'day care child' most positively. Parents who had kept their own children at home rated the 'home care child' most positively. Kindergarten teachers rated both hypothetical children equally, but more negatively than parents. Implications of the findings are discussed.