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This article explores the potential relevance of chaos theory in understanding development and change in romantic relationships. Chaos theory implies that relationship development may not be linear, that relationships may quickly and spontaneously shift to different states and relational patterns, and that predicting their future state may be problematic. Furthermore, chaos theory generates several methodological and statistical issues for relationship studies. The application of chaos theory may increase the understanding of relation- ships as it stimulates a renewed emphasis on relationships as process, a moving from concern with predictability to emerging patterns, seeing variability as normal, and the recognition of the need for multiple perspectives and methods in studying relational development.

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Postmodern feminist theory provides a valuable perspective for designing and teaching human sexuality courses. The utility of this approach is explained and strategies for helping students understand a constructivist framework presented. The theory is put into action, and the following course goals are addressed: (a) shift from a problem-oriented to a strengths approach, (b) provide information and skills that are relevant and useful, (c) expand students' thinking about diversity, and (d) help students maximize their own sexual health and minimize exploitation of themselves and others. The article concludes with a discussion of pedagogical and ethical challenges of teaching from a postmodern feminist perspective.

Possible selves theory (Markus & Nurius, 1986) suggests that future‐oriented expectations, fears, and strategies are constrained by feedback in one's sociocultural context. The current paper represents a preliminary look into the relationship between support in one's immediate context and the development of strategies for the achievement of desired future selves. Youthful offenders (N = 543) were surveyed in secured treatment facilities in Alaska, Idaho, Nevada, and Oregon. Program belonging was a consistent predictor of strategy generation among both males and females, and attributional support from a staff person was significant among males. The findings support further examination of interpersonal interactions as they relate to future‐oriented planning and point to a need for further investigation into the development of concrete strategies.