Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Gottfredson and Hirschi's (1990) self-control theory has inspired extensive new research, with most studies supporting its central prediction that low self-control significantly affects crime and deviance. The theory includes other predictions, however, that have received much less scrutiny. Included among these is the stability thesis—the argument that self-control is developed early in childhood as a result of parental socialization, and that individual differences emerging then persist over time. The purpose of this study is to provide a rigorous test of the stability thesis. First, we examine the extent of stability and change in self-control for a national sample of U.S. children age 7 to 15. We go beyond earlier studies by using a group-based modeling approach (Nagin, 2005) to consider that self-control may not develop in a uniform pattern for all individuals in the sample. Second, we consider whether parenting continues to affect self-control during adolescence—a period after the point at which self-control differences should be fixed. The analysis reveals evidence that both supports and contradicts the theory. Supporting the theory is the roughly 60 percent of respondents who have high levels of self-control from as early as age 7, and exhibit almost perfect stability (in both an absolute and relative sense) through age 15. Contradicting the theory, however, is a smaller portion of respondents (roughly 20 percent) who experienced substantial absolute and relative change in self-control even after the age of 10. Moreover, parental socialization continued to affect self-control during adolescence, even after accounting for both prior self-control and exposure to parental socialization.

Publication Type: School Poster
Abstract: In December 2002, the UIC COP adopted abilities-based education, e.g., interpersonal skills, communication skills, for the professional curriculum to nurture and develop these attributes in each of its graduates. In response, a professional development seminar series was conceptualized and implemented in Spring 2003 and evaluated [AJPE 2004;68(3):Article 64] by a limited number of faculty. Subsequently, the objective of this study was to assess the development of self efficacy in professional skills and abilities of enrolled students in the development seminar series as they matriculated through the curriculum spanning semesters two through six of their on-campus degree program. In April 2005, enrolled students from the Classes of 2005, 2006, 2007, and 2008 were administered a retrospective 13-question self efficacy questionnaire along with six course outcomes questions. A Rasch Rating Scale Model was used to convert raw student scores to measures on an interval scale suitable for conducting a parametric statistical analysis. Forty four students (i.e., 90%) showed statistically significant improvement in self efficacy after participating in the series. Statistical analysis demonstrated that the series helped improve students’ self efficacy in their professional skills, regardless of how many semesters they were enrolled. Post-hoc pairwise comparison with the Scheffe Test demonstrated no significant differences in mean course outcome measures between any pairs of the four classes. The average course outcome measure of the classes of 2005, 2006, and 2008 was significantly higher, however, than the course outcome measure of the class of 2007.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This paper is part of a larger project—a qualitative case study of diversity discourse at “City University,” a predominantly white, private, urban, comprehensive university where a critical mass of students, faculty, and administrators are committed to diversity and social justice issues. The paper focuses on how CU undergraduates narrate their self development during college. Using narrative analysis, the author finds that CU students recount a broadening of their worldview—a familiar story at any liberal arts institution. But CU students also integrate into their narratives the voices of people who differ from themselves in terms of race, class, gender, and sexuality. The patterns in their narratives include: exposure to different people as an insufficient condition for hearing the other’s voice; stories about epiphanal moments during which one “puts oneself in another’s shoes;” constructions of those moments in terms of experiential and embodied knowledge rather than abstract and theoretical knowledge; and new understandings of self from the other’s point of view. The author argues that these narratives both draw on CU’s particular discursive environment and contribute to it. The findings should be of interest to educators and scholars who want to deepen their understanding of student learning about diversity issues.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: In 2006, Judge Chuck Weller was shot through his office window. Nine judges who work with Weller were interviewed using the framework of Constructivist Self-Development Theory (CSDT), which proposes that trauma interferes with safety, esteem, intimacy, trust and control needs. CSDT has been used to study trauma victims and counselors, but not judges. Every judge experienced distortions in at least one CSDT need; each need was distorted in at least five judges. Distortions were generally mild/moderate, although few had extreme distortions in safety needs. Judges relied on past experiences (e.g., as prosecutors) and distanced themselves from Weller to cope.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Childhood is a time that is marked by change, wonder, and development. The purpose of this research is to explore what function imaginary friends might have for the formation of the self during the time of early childhood. Specifically, I would like to see if the presence of an imaginary friend has any effect on the child’s grasp of role and their developing identity, which are two key components of the self. Attributes were measured by use of Likert scale responses and recollections. Data were collected by distributing surveys to students requesting information on presence of a childhood imaginary friend, play habits as a child, perceived character traits (both of childhood and now), and demographic information. The results showed that there is no significant difference in the sense of self and ability to function in society between children with imaginary friends and those who did not have one.