Scripted Reality: How Observers Make Sense of a Non-consensual Sexual Encounter

Research on third party reactions to (transgressive) sexual encounters has frequently bypassed the question of how observers categorize such encounters as normal sexual experience, sexual violence, or potentially as something else. In the present study, we investigated the ways in which participants made sense of a nonconsensual sexual encounter between a man (i.e., the initiating party) and either a male or a female student (i.e., the targeted party). We specifically focused on how participants utilized sexual scripts and gender stereotypes to describe what happened and as a means of attributing responsibility to the actors. Using the Articulated Thoughts in Simulated Situations (ATSS) technique, 52 Dutch participants (26 men and 26 women) responded aloud to a vignette. Data were analyzed using discourse analysis as employed in discursive psychology. The findings demonstrated that participants constructed the event described in the vignette as normal while depicting the targeted party as abnormal and accountable. Participants strategically employed sexual scripts and gender stereotypes to describe the event as predictable and not serious and the initiating party’s actions as in little need of explanation. The targeted party was positioned as detached from this “objective reality” and was held accountable for neither following nor sufficiently breaking with the script. In consequence, the event was rendered nonthreatening. Our results illustrated the ways in which predominant discourses influence interpretations of encounters as transgressive or “just” sex, having important implications for those who seek to share their experiences of sexual violation.

Cognitive-Affective Change Mechanisms in Personalized Normative Feedback via the Articulated Thoughts in Simulated Situations Paradigm

The research explored explanatory mechanisms of change for a personalized normative feedback (PNF) intervention, through an adapted application of the Articulated Thoughts in Simulated Situation (ATSS) cognitive think-aloud paradigm. A sample of 70 (51% female) U.S. adjudicated students were randomly assigned to one of three conditions: a PNF-ATSS condition, a PNF-Only condition (without ATSS), and an active Control+ATSS condition which received psychoeducation about alcohol use. Students in both the PNF-Only and PNF-ATSS conditions reported significant reductions in their misperceived peer drinking norms and alcohol-related consequences at the 30-day follow-up, relative to students in the control condition. Participants in the PNF-ATSS condition drank significantly fewer drinks per week at follow-up than participants in the PNF-Only condition, but not less than participants in the control condition. Significant indirect effects were found for the ATSS codes of participants’ neutrality and believability toward PNF content. This study presents a proof of concept for an adapted ATSS think-aloud methodology as a clinical science intervention tool to specify the cognitive-affective processes of change linked to complex intervention for particular problems, persons, and contexts.

Coparenting of fathers in residential substance use treatment

Purpose Few studies have examined coparenting characteristics and experiences of fathers who use substances and are aggressive with their partners. The purpose of this paper is to use quantitative and qualitative measures to increase knowledge of coparenting of fathers with co-occurring substance use disorders and histories of intimate partner violence (IPV) to inform intervention efforts with this population. Design/methodology/approach Baseline interviews were used from 62 fathers in a residential treatment center who participated in a longitudinal research study about interventions for substance-misusing fathers. Coparenting-related themes were identified through qualitatively analyzing transcripts of fathers’ responses to the Articulated Thoughts in Simulated Situations (ATSS) task. Fathers completed the Coparenting Relationship Scale (CRS), Conflict Tactics Scale Revised and the Child Trauma Questionnaire. Correlations were examined to determine if themes generated from the ATSS task were associated with IPV severity or coparenting relationship. Findings Qualitative analysis of transcripts revealed six themes: hostility, dismissiveness, non-confrontational, child-focused, feeling undermined and being active or non-active in the ATSS task. Qualitative themes were not significantly correlated with self-reported coparenting on the CRS except coded dismissive responses were positively associated with self-reported undermining by their coparent. Self-reported physical and psychological aggression were significantly positively associated with self-reported coparent undermining but were not significantly associated with qualitative themes. Originality/value This study is the first to use qualitative analysis of responses to coparenting situations to understand ways fathers in substance misuse treatment with histories of IPV think about coparenting to guide interventions.

Accessing and Understanding the Tacit Dimensions of Assessment

Despite the pervasive use of marking criteria across higher education, their clarity, precision and objectivity are arguably spurious and context bound, with a concern that many assessors may be marking for elements not represented in the marking criteria. The existence and nature of such implicit, or tacit, influences on assessment were explored in this small study, through an initial online questionnaire (N = 20) followed by a verbal protocol with eight psychology assessors. The protocol involved thinking aloud whilst marking and providing feedback on an undergraduate essay. Assessors' articulated thoughts were recorded, transcribed and subjected to detailed coding. Findings indicated that novice and experienced markers attended to similar features in the essay and that these features were identifiable in published marking criteria. However, there was considerable variation in the marks awarded (from 55 to 65). The paper discusses possible explanations for how marks are formulated and considers the implications for processes of calibration and benchmarking amongst novice markers.