Association of “Macho Man” Sexual Attitudes and Behavioral Risks in Urban Adolescents

We examined whether sexual attitudes of adolescents were related to their self-reported sexual risk behavior by analyzing survey data from 1,052 boys and girls aged 14 to 17 years from a low income, urban community. Sexual behavior norms that may increase sexually transmitted infection/HIV risks in youth were sanctioned more by males and by sexually experienced youth, but their attitudes were unassociated with either their age or race/ethnicity. Endorsement was correlated with greater intention to have sexual intercourse among all youth. Among sexually experienced participants, it was associated with earlier sexual debut, more partners, and less intention to use condoms but not with the number of unprotected sexual episodes in the prior six months. Sexual attitudes of youth may conflict with initiation and maintenance of safer sex practices, making them vulnerable to HIV and other sexually transmitted infections. Risk reduction interventions for adolescents should address this.     

HIV and aids: Toward increased awareness and understanding of prevention and education research using meta‐analysis

This essay is a review of four projects that use meta‐analysis to summarize existing research on four behavioral issues for HIV/AIDS education and prevention. The first project considers the importance of behavioral routines to promote safer sex behavior and the need to consider how the gender of the participant impact on those discussions. The second project examines four issues (disclosure, social support, risk behavior, and childbearing) for those testing positive for HIV. The third project examines the impact that the announcement of Earvin “Magic”; Johnson on behaviors and attitudes of adults and children. The final project examines the difference in knowledge for one subgroup of U.S. society (Hispanics) compared to either White European or African Americans. The summaries of ongoing projects illustrate the importance of meta‐analysis as a means to aggregate existing research.     

Designing deaf babies and the question of disability

This article explores the recent controversy surrounding a Deaf lesbian couple's deliberate attempt at finding a Deaf donor to increase their chances of having a d/Deaf baby. Many have criticized the Deaf couple for harming their child; Deaf advocates have responded that the couple's decision reflects a natural cultural desire. This article seeks to explore how the medical model of disability implicitly used on both sides of the debate has obscured important points. Once this controversy takes into consideration the social construction of disability, the ethical defense of seeking a deaf child gains further support. This leads to the ironic claim that seeking a deaf child could actually mitigate the conditions of disability within the family.     

今天有什么值得我爱吗?

平凡的生活中蕴含着生命的真理。理想与现实也不总是那么接近。我们往往忽视了身边最宝贵的东西,却对一些不切实际的东西津津乐道。阅读此篇,学会关爱你身边的一切。     

Nontraditional Students' Service Needs and Social Support Resources: A Pilot Study

In response to a mail survey, 53 nontraditional undergraduates provided information about their reasons for reentering college, the likelihood of using services for nontraditional students, and sources of social support. Participants reported career, self‐improvement, and family issues as primary reasons for reentry. They reported they would be likely or very likely to use campus services, especially career counseling. More than 60% reported strong social support from family and friends.     

US teachers' and school counsellors' strategies for handling school bullying incidents

A sample of 735 US teachers and school counsellors completed an online survey asking how likely they would be to use various strategies to respond to a hypothetical bullying incident. Analyses examined their use of five strategies: Ignoring the incident, Working with the bully, Working with the victim, Enlisting other adults, and Disciplining the bully. Differences in mean scores based on these strategies were found by gender of participant, the presence or absence of school anti‐bullying policies and programmes, and previous anti‐bullying training. Teachers and school counsellors differed on four of the five scale scores. Qualitative comment data add to the findings. Implications of the findings are discussed.