Richard S. Mohn

Narcissistic traits, though often viewed negatively, can serve as protective mechanisms, shielding individuals from harmful self-attributions and enhancing performance in competitive environments. Consequently, different environmental contexts are likely to predict varying levels of narcissism. In mating contexts, for example, these traits may be adaptive, with gender differences expected due to differing reproductive fitness pressures on men and women. The present research investigated gender and ethnic identity differences in narcissistic traits. Across four studies conducted with participants from the United States, men consistently reported higher levels of extraverted and antagonistic narcissism, whereas women exhibited higher levels of neurotic narcissism. Black participants reported higher levels of extraverted and antagonistic narcissism compared to White participants, aligning with prior research that suggests narcissistic traits may act as protective responses to systemic discrimination. An unexpected finding emerged regarding communal narcissism, where Black participants consistently scored higher than their White counterparts, suggesting that marginalized groups may express narcissism through prosocial or communal behaviors. The studies provided evidence supporting the measurement invariance of narcissistic traits across gender and ethnic identity groups. This suggests that the tools and methods used to measure these traits function equivalently across these groups. The findings offer valuable insights into the connections between demographic factors and narcissistic traits, contributing to a more nuanced understanding of how narcissism manifests in different populations.

Gender stereotypes may negatively affect perceptions of women professionals' credibility, including forensic experts. This study investigated the impact of behavior-based and appearance-based factors on women expert witness's credibility. Jury-eligible adults were shown one of 16 conditions depicting a woman expert which varied based on combinations of three primary independent variables: (1) attire, (2) cosmetic use, and (3) posture. Expert attractiveness and participants' sexist attitudes served as covariates. Results revealed that women experts were seen as marginally more credible when wearing a skirt suit with a closed posture stance than when wearing a pant suit with a closed posture. Secondary analyses indicated expert attractiveness and participant sexist attitudes accounted for the most variability in credibility scores. Credibility of women expert witnesses may be impacted by irrelevant peripheral cues. Findings can inform discussions aimed at mitigating extraneous factors that inadvertently undermine the reception of women expert witness testimony.

Existing measures of reasons for limiting alcohol use are over 30 years old or don’t distinguish between limiting drinking/abstinence and limiting heavy drinking. The present study describes the de...

The present study evaluated the roles of drinking motives (i.e. social, enhancement, coping, conformity) and alcohol protective behavioral strategy (PBS) subtypes (i.e. serious harm reduction [SHR], stopping/limiting drinking [SLD], manner of drinking [MOD]) as mediators of the relationship between posttraumatic stress symptoms and alcohol-related outcomes (i.e. hazardous drinking, negative consequences) in college students, as well as whether these relationships were invariant by gender. Participants were 492 (50.8% men) college students who reported consuming alcohol at least once in the past 30 days and experiencing at least one potentially traumatic event during their lifetime. Students completed measures of posttraumatic stress symptoms, drinking motives, PBS, hazardous drinking, and alcohol-related negative consequences through an online survey. The positive relationship between posttraumatic stress symptoms and hazardous drinking was partially mediated by coping and enhancement motives independently and sequentially mediated by social motives and two types of PBS (i.e. SHR, SLD) as well as enhancement motives and SHR. Further, the positive relationship between posttraumatic stress symptoms and negative consequences was partially mediated by coping motives, as well as sequentially by enhancement and conformity motives through SHR. Invariance testing revealed that the models were not statistically different across gender. Results suggest types of drinking motives and PBS function differentially in the relationships between posttraumatic stress symptoms and alcohol-related outcomes.

College male alcohol use continues to be a topic of interest due to its prevalence and the nature of consequences reported by this group. Research concerned with prevention and intervention efforts has focused on alcohol protective behavioral strategies (PBS) and the subtypes (i.e., manner of drinking, stopping/limiting drinking, and serious harm reduction), as a promising approach to reduce harm associated with drinking. Past research indicates college males are less likely than their female peers to use PBS. Currently, little research has explored whether explicit drinking identity may be associated with college males’ relative lack of PBS use. The current study examined the indirect association of explicit drinking identity with alcohol outcomes through the relation with PBS subtypes. This study utilized a national sample of 599 college males (M = 22.52, SD = 2.02) who completed measures of drinking identity, PBS use, and alcohol outcomes (i.e., negative consequences and hazardous use). Results indicated a positive association between drinking identity and alcohol outcomes (i.e., hazardous alcohol use and alcohol-related negative consequences). The relationship between drinking identity and hazardous alcohol use was partially explained by less use of serious harm reduction-PBS strategies. Research and clinical practice implications are discussed.

Kindergarten through second-grade elementary schools that best serve students with dyslexia have principals who are knowledgeable about dyslexia and understand the best practices for providing intervention for students with dyslexia. In this study, three styles of leadership were examined to understand the implication that leadership has on intervention for dyslexia: transformational, instructional, and integrated leadership. However, many students in elementary schools have difficulty learning to read despite good leadership by the principal, with 5–20% of students being diagnosed with dyslexia. While these students need phonetic, multisensory intervention to build necessary reading skills, this study found that many principals lack knowledge of this specialized instruction. The purpose of this research was to explore variables that determine the school-based level of appropriate intervention for students with dyslexia. A questionnaire assessing leadership skills, knowledge, and beliefs about dyslexia, preparation in reading disorders and/or dyslexia received from degree programs and professional development, and services provided to students with dyslexia was given to K-2 principals serving in schools across the United States. Results indicated that regardless of leadership style, principals who have greater knowledge and more correct beliefs about dyslexia provide more appropriate school-based services for students with dyslexia. Eight detailed K-2 principal/practitioner recommendations are included based upon this key finding.

Online distance education creates increased opportunities for continuing education and advanced training for allied health professionals living in underserved and geographically isolated areas. The purpose of this article was to explore attitudes on barriers and benefits of distance education technology among underrepresented minority allied health students. It also addressed potential issues to geographic isolation that may contribute to the shortage of adequately trained health professionals in the Mississippi Delta. Community college students, faculty, and staff of Mississippi Delta allied health programs were interviewed about their experience, barriers and benefits to participation, and self efficacy with distance education. Four focus groups meetings with 34 participants were conducted to understand perceptions of community college students and professionals about distance education. Exposure to and experience with online and distance learning format, frequent Internet usage, and plans to matriculate to a four-year university are significant factors when examining attitudes on barriers and benefits. Faculty and staff perceive that community college students would be more confident during discussions in an online environment; that an online class will reduce out-of-pocket educational expenses; and online learning will save time by making all course materials accessible from one webpage. Attitudes on benefits to distance education should be evaluated to assess whether distance education programs meet the needs of the students in underserved areas.