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The authors compared behavioral and personality characteristics of children with reactive attachment disorder (RAD) with non-RAD children. Participants included parents of children with RAD (n = 21), parents of non-RAD children (n = 21), and some of the children (n = 20). The parents completed questionnaires regarding behavioral and personality characteristics of their children. Parents were also given the option of asking their children to participate in the study by completing self-report measures. Several significant findings were obtained. Children with RAD scored lower on empathy but higher on self-monitoring than non-RAD children. These differences were especially pronounced based on parent ratings and suggest that children with RAD may systematically report their personality traits in overly positive ways. Their scores also indicated considerably more behavioral problems than scores of the control children. Previous research has been generally qualitative in nature. The current research represents some of the first quantitative, empirical work documenting specific behaviors associated with the diagnosis of RAD. The findings of this study have implications for better understanding and dealing with reactive attachment disorder.

Two studies were designed to examine the impact of the false consensus effect on behavior (FCE;Ross, Greene, & House, 1977). False consensus is a form of social projection whereby individuals overestimate the degree to which others share their characteristics or beliefs. In a modified test of the theory of reasoned action, Study 1 demonstrated that the FCE independently predicts behavioral intentions regarding important social issues in a sample comprised of 205 college students. Further, results indicated that self-monitoring moderates the extent to which the FCE predicts behavioral intentions (specifically, as hypothesized, the FCE is a stronger predictor of behavior for high self-monitors). Because of the prevalence of the FCE among college students regarding potentially harmful social behaviors, Study 2 was designed to eliminate the FCE by differentially presenting students (N = 280) with alternative viewpoints regarding various issues. Presenting both sides of an argument using video-based stimuli effectively reduced the FCE. Recommendations for interventions that effectively promote beneficial social norms are discussed.

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