Is Hooking Up Bad for Young Women?

Author(s):  
Elizabeth A. Armstrong ◽  
Laura Hamilton ◽  
Paula England
Keyword(s):  
Contexts ◽  
2010 ◽  
Vol 9 (3) ◽  
pp. 22-27 ◽  
Author(s):  
Elizabeth A. Armstrong ◽  
Laura Hamilton ◽  
Paula England
Keyword(s):  

2018 ◽  
Vol 35 (4) ◽  
pp. 532-556 ◽  
Author(s):  
David C. de Jong ◽  
Katie N. Adams ◽  
Harry T. Reis

Among young women, hookups have been found to lead to varied emotional responses. The authors tested three hypotheses to disentangle these contradictory findings in a weekly diary study. A trait-level motives hypothesis suggests that trait-level motives moderate emotional responses to hookups. A motive satisfaction hypothesis suggests that emotional responses to hooking up depend on satisfaction within hookups. A dual-effects hypothesis proposes the co-occurrence of positive and negative emotional responses. In this study, 203 college women reported trait-level motives for hooking up (e.g., pleasure/fun, intimacy, coping). Next, 5 weekly surveys asked about recent hookup experiences. These responses were compared to the same women’s emotions on weeks they did not hook up, thereby controlling for selection bias. All three hypotheses were supported. Pleasure/fun motives predicted more positive and less negative emotions; satisfaction of pleasure, intimacy, and affirmation motives resulted in more positive and less negative emotions; and simultaneous positive and negative reactions were common.


1993 ◽  
Vol 2 (3) ◽  
pp. 52-55 ◽  
Author(s):  
Michael Collins ◽  
Robert McDonald ◽  
Robert Stanley ◽  
Timothy Donovan ◽  
C. Frank Bonebrake

This report describes an unusual and persistent dysphonia in two young women who had taken a therapeutic regimen of isotretinoin for intractable acne. We report perceptual and instrumental data for their dysphonia, and pose a theoretical basis for the relationship of dysphonia to this drug. We also provide recommendations for reducing the risk of acquiring a dysphonia during the course of treatment with isotretinoin.


2010 ◽  
Vol 20 (1) ◽  
pp. 27-31
Author(s):  
Lyn Robertson

Abstract Learning to listen and speak are well-established preludes for reading, writing, and succeeding in mainstream educational settings. Intangibles beyond the ubiquitous test scores that typically serve as markers for progress in children with hearing loss are embedded in descriptions of the educational and social development of four young women. All were diagnosed with severe-to-profound or profound hearing loss as toddlers, and all were fitted with hearing aids and given listening and spoken language therapy. Compiling stories across the life span provides insights into what we can be doing in the lives of young children with hearing loss.


1962 ◽  
Vol 43 (5) ◽  
pp. 532-538 ◽  
Author(s):  
Clarence P. Alfrey ◽  
Lloyd G. Bartholomew ◽  
James C. Cain ◽  
Archie H. Baggbnstoss

2011 ◽  
Vol 45 (10) ◽  
pp. 15
Author(s):  
HEIDI SPLETE
Keyword(s):  

2011 ◽  
Vol 45 (3) ◽  
pp. 34
Author(s):  
JENNIFER MILOSAVLJEVIC
Keyword(s):  

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