This intervention sought to improve first‐year college students' attitudes about rape. The Elaboration Likelihood Model (ELM) was used to examine men and women's attitude change processes. Both quantitative and qualitative methodologies were used to examine how men and women construed rape prevention messages. Results indicated numerous sex differences in the ways in which men and women experienced and changed during and after the rape prevention intervention. Women seemed to use more central‐route attitude change processes and showed more lasting change from the intervention at 2‐month follow‐up, whereas men seemed to attend more to peripheral cues of the speaker and demonstrated more transient attitude change.

The factor structure of the Trauma and Attachment Belief Scale was examined using a large extant database (N = 2,407). The data were semirandomly split into 2 subsamples. An initial 3-factor solution was explored on the first subsample and replicated in the second subsample. Principle Axis Factoring with Varimax rotation revealed 3 stable factors that were largely replicated in the analysis of the second half of the data.Edward M. Varra, PhD, is affiliated with the VA Puget Sound Health Care System.

This study identified a previously unexamined group of sexual abuse survivors (those from functional families) and addressed methodological flaws in previous research by examining differences among abused women from functional families, abused women from dysfunctional families, nonabused women from dysfunctional families, and nonabused women from functional families. Measures of depression, anxiety, and interpersonal problems were completed by participants along with a measure of overall distress across a cluster of symptoms associated with childhood sexual abuse. On all four measures, the abuseddysfunctional group reported the highest level of psychological distress. Conversely, the level of psychological distress reported by the abused-functional group did not differ from that of the nonabused-functional or nonabused-dysfunctional groups. Research and counseling implications are discussed.

This article describes an assignment using oral history readings to teach the history of counseling and counseling psychology. Student feedback and outcomes are discussed, as well as future research directions.

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