SFL 210 outline

Self-control (resistance to temptation)
o accomplish the higher priority goals, individuals need to resist the momentarily salient yet lower priority temptations with which the more important goals are in conflict. Our analysis, then, assumes that temptations are defined within a given situation and with respect to the longer term goals at hand. For instance, a desire to go on a relaxing vacation is legitimate on some occasions but should be withheld on other times, when important deadlines at work are approaching. The relativity of goals within goal systems has some important implications for the nature of self-control, which, to be effective, should facilitate the pursuit of dynamic motivational states.”

There is, as the saying goes, often a price for success: In striving to attain our long-term dreams and ambitions, we often must forgo momentary pleasures and amusements. Psychologists have long recognized that these little sacrifices typically are not easy, as the lure of momentary temptations can be pervasive. How do we stay the course and finish a long paper when we could be watching must-see TV? How do we forgo a dinner with friends to stick with our workout schedule? As these examples demonstrate, everyday choice and behavior often involve a struggle between opposite behavioral tendencies. Whereas all goals represent desirable end states that individuals would ordinarily wish to approach, many important, long-term goals require that individuals give up other, relatively lower priority pursuits that might otherwise hinder the attainment of these enduring goals. We label such obstacles temptations, and, in line with previous conceptualizations, in the present analysis we assume that people come to avoid temptations and approach overarching goals through the processes of self-control Fishbach, Ayelet, Shah, James Y(2010 ). Self-Control in Action. Journal of personality and social psychology, 90, 820-832. Retrieved from http://sfx.lib.byu.edu/index.php


Distributive Justice (Vacanation distribution aka healthcare)
For instance, a desire to go on a relaxing vacation is legitimate on some occasions but should be withheld on other times, when important deadlines at work are approaching. The relativity of goals within goal systems has some important implications for the nature of self-control, which, to be effective, should facilitate the pursuit of dynamic motivational states. Stein, Mark S. (1958). Distributive Justice & disability utilitarianism against egalitarianism. New Haven: Yale University Press. Retrieved from http://sfx.lib.byu.edu/index.php

A simple stylized example illustrates both points
and serves to fix ideas for purposes of the argument to
come. Imagine that a population of ten million persons
faces a one in five chance of an epidemic outbreak
of an infectious disease. If an epidemic occurs
and nothing is done to combat the disease, two-anda-
half million persons will eventually become infected.
Suppose further that the disease may be contained
in two ways. First, quarantining the first one million
persons who are exposed will protect the remaining
nine million from exposure, although at a cost: 650
thousand of the quarantined persons will contract the
disease;'^ and all one million will bear the burdens of
confinement, which are l/lO the burden of suffering
the disease. Second, vaccinating the entire population
in advance of any outbreak can prevent infections
entirely, although the vaccinations are themselves
burdensome. They are expensive and painful and,
more importantly, involve significant medical side
effects. The per-person burden of vaccination is 1/40
as bad as suffering the actual disease. Markovits, Daniel (2005). Quarantines and distributive Justice. The Journal of Law, Medicine & Ethics, 33, 323-344. Retrieved from http://sfx.lib.byu.edu/index.php


Honesty (not cheating on a test)
Unfortunately, academic dishonesty in college is widespread. Though the percentage of undergraduate students reporting that they have cheated at least once during their college careers has remained consistent at about 80% over 30 years, the severity of cheating (e.g., percentages of students engaging in more "serious" cheating such as exam cheating) has increased substantially (Bowers, 1964; Brown & Emmett, 2001; McCabe & Klebe-Trevino, 1997; Spiller & Crown, 1995). In a recent study, Carpenter, Harding, Finelli, Montgomery, and Passow (2006) found that more than 96% of the engineering students reported engaging in at least one behavior they defined as either cheating or unethical while in college. It is not that these students did not understand what cheating was or even had difficulty establishing what behaviors were ethical; rather, the vast majority of students participating in the study were willing to engage in a behavior they recognized and defined as ethically wrong. Mayhew, Matthew J., Hubbard, Steven M., Finelli, Cynthia J., Harding, Trevor S ., Carpenter, Donald D. (2009). Using Structural Equation Modeling to Validate the Theory of Planned Behavior as a Model for Predicting Student Cheating. The Review of Higher Education, 32 (4), 441-468. Retrieved from http://sfx.lib.byu.edu/index.php

violations of good conduct result from a progressive moral failure that
causes them to become insensitive to or tolerant of low-level ethical violations. They
begin to feel they are doing what everyone else is doing, blaming others for their own
transgressions and fearing retaliation for confronting moral failure. Rogers, Laura (2010). Ethical dilemmas in education: standing up for honesty and integrity. Journal of moral education, 39 (2), 243 -248. Retrieved from http://sfx.lib.byu.edu/index.php


Ability to develop intimate friendships (hope of having a lasting marriage)
In the “State of Our Unions” project report (Whitehead & Popenoe, 2006), teens were
asked about their beliefs concerning marriage, family, and monogamy. The results suggested
that the great majority of them do want to get married some day and feel that marriage and
family life is “extremely important” (82% for females, and 70% for males). However, only 63%
8 of adolescent females and 57% of adolescent males think it is very likely that they will stay
married to the same person for their whole lives. Even more disturbing is the fact that only 32%
of high school senior females and 38% of high school senior males stated that they “agreed or
mostly agreed that most people will have fuller and happier lives is they choose legal marriage
rather than staying single or just living with someone” (Whitehead & Popenoe, 2006). Gutierrez, Lorinda A. (2007). The development of READY-A (Ready Inventory for Adolescents) : an assessment of adolescent relationship competence. Provo, Utah: Brigham Young University. Retrieved from http://sfx.lib.byu.edu/index.php

Friendship will motivate one to cross the room one day and say, "I'm sorry; I didn't mean that." It will not pretend perfection nor demand it. It will not insist that both respond exactly the same in every thought and feeling, but it will bring to the union honesty, integrity.
Hanks, Marion D. (1984). Marriage> Latter Day Saints General Conference. October. 47. Retrieved from http://sfx.lib.byu.edu/index.php


Turn About
Students of ‘interview’ behavior, and such two-arty conversation as approximates it in form, have concerned theselves with the distribution of talk among the parties, the distribution of silences, the sequences in which the talk shifted from one to another or was rtained by a single party, and the way such transfer or retention was coordinated. Sacks, Harvey, Schegoloff, Emanuel A., Jefferson, Gail (1974). Language: A Simplest Systematics for the Organization of Turn Taking for Conversation. Linguistic Society of America, 50 (4), 696-735. Retrieved from http://www.jstor.org

This is an organization of practices designed to allow routine achievement of what appears to be overwhelmingly the most common default “numerical” value of speakership in talk-in-interaction: one party talking at a time. This is a matter not so much of politeness as of the constitutive features of commonplace talk-in-interaction, as an enabling institution for orderly commerce between people. Schegloff, Emanuel A. (2000) Overlapping talk and the organization of turn-taking for conversation. Language in Society, 29, 1-63. Retrieved from http://www.jstor.org


Sharing/Giving
Sharing behavior demands the sacrifice
of material possessions by the sharer for
the benefit of others. In situations in which
limited resources are to be shared, interests
of the self and others are placed in direct
confiict. Birch (1986). Preschool Children's Food Sharing with Friends and Acquaintances. Child development, 57 (2), 387-395. Retrieved from http://sfx.lib.byu.edu/index.php

The assistant escorted each child individually to the trailer, explaining on the way that the child would view pictures with an adult who had also come to see the pictures. After introducing the child to the experimenter and confererate, the assistant excused herself, ostensibly to work in the back room. The experimenter then explained that she would show slides of pairs of pictures, and that the subject was to indicate with a pointer which of the two forms on each slide was the larger. She further explained that each correct answer would be rewarded with a token, that the tokens would be exchanged later for a prize, and that the more tokens one had, the better the prize would be. Thus, choosing the correct form was presented as the primary task at hand. Every child viewed eight slides, earned eight tokens, was directed to sign her name on a sheet of paper (this operation serving only to allow the experimenter time to depart from the trailer in the no surveillance condition), and to share or not share, as she chose. The child was also instructed to go into the back room when she finished, where the assistant would exchange her tokens and escort her back to the classroom. The sharing opportunity was always presented by the experimenter giving the following permissive instruction: But before you trade your tokens, you might want to put some of them into this can for
children at another school who won't have the chance to earn tokens. If the children are given enough tokens, we'll give them some prizes, too, but you don't have to give any if you don't want to. Modeling versus no modeling. After earning tokens, one-half of the subjects (modeling) observed the confederate act upon the sharing opportunity presented to her, as described above. Depositing four of her ostensibly earned tokens into the container, the confederate glanced at the subject and stated: "I think I'll give four tokens to the children—there, I gave four." She then left the trailer, and the children were immediately given the chance to donate. The remaining one-half of the subjects (no modeling) merely earned tokens and were presented with the opportunity to share. Prior to their potential donation, the confederate excused herself and departed from the trailer. Verbalization versus no verbalization. Half of the children in each modeling condition were exposed to the verbalization: "I think it would be good to give some tokens to the children. The right thing to do is to help others. Four would be a fair number to give; I think it would be ood to give four." In the modeling subgroup, the verbalization was given in conjunction with the confederate's verbal description of her modeled action. In the no modeling subgroup, the verbalization was spoken by the confederate immediately after the subjects had been presented with the sharing opportunity. The confederate then left the trailer before the subject acted. For the remaining one-half of the children, assigned to the no verbalization condition, the confederate departed from the trailer prior to the subjects' potential sharing, erely stating her intention to leave. Surveillance versus no surveillance. Half of the subjects in each of the four subgroups described above, when given the opportunity to donate, were directly but passively observed by the experimenter, who stood nearby (surveillance). For the remaining half, the experimenter presented the sharing opportunity, immediately announced that she had to leave for a while and therefore would not see the child again, and departed from the trailer (no surveillance). Poulos (2010). Influence of modeling, exhortative verbalization, and surveillance on children's sharing. Developmental psychology, 6 (3), 402-408

Handle conflict with others (art of compromising in situations)
Compromising (assertiveness and cooperativeness).
A compromising person finds a mutually acceptable solution that is agreeable to both parties. Compromising contains the same dimensions as collaborating but the dimensions are considered intermediate assertiveness and cooperativeness Morrison (2008). The relationship between emotional intelligence competencies and preferred conflict-handling styles. Journal of nursing management, 16 (8), 974 -83. Retrieved from http://sfx.lib.byu.edu/index.php

We defined conflict ending as the point at which the parents stopped interacting at the current time, and so parents' reports reflected discrete episodes rather than a general atmosphere in the home. Both fathers and mothers completed the home reports, but for ease of presentation, and because responses and the pattern of results were generally quite consistent across reporters (see Cummings et al., 2003), mothers' records are used exclusively in the current report.
Using a checklist format, mothers indicated (i.e., endorsed or did not endorse) what they and their spouses did to end each conflict interaction, including apologize, compromise, give in, agree to disagree, and withdraw. Mothers also rated the degree of their own and their spouses' angry, sad, fearful, and positive emotional expression, on 10-point scales ranging from 0 (none) to 9 (high). Their ratings of their emotions and behaviors during conflicts, which are described elsewhere (Cummings et al., 2003), were also included for selected analyses reported below. Mothers also rated the extent to which the problem was worked out, on a 10-point scale from 0 (none) to 9 (high).
Geoke, Morey (2010). Children and Marital Conflict Resolution. Journal of family psychology, 21(4), 744 -753. Retrieved from http://sfx.lib.byu.edu/index.php


Formation of a reciprocal relationship
Examines the reciprocal relationship between conceptual models of learning and nursing practice. Social mission of nursing; Formulations of conceptual model used in nursing practice; Development of patient classification systems guided by conceptual models. Fawcett (1992). Conceptual models and nursing practice: the reciprocal relationship. Journal of advanced nursing, 17(2), 224-228. Retrieved from http://sfx.lib.byu.edu/index.php

These point to all manner of connections and contacts between the two parties. Relations developed haphazardly and were unstructured. No set procedures regarding the transmission of information from policemen to journalists, and no routine system of briefing or press
officers existed in the period under review. The evidence shows, however, that these links gradually became more intensive, albeit not always congenial, as will be discussed below.
Required to be in the proximity of law enforcers who would feed them nformation, insights and good stories, journalists gradually developed a wide range of contacts with detectives. Some links were occasional and ad hoc, while others were long-standing. A small number of top journalists enjoyed social connections with leading politicians and senior officials, including those working for the police, whom they met in gentlemen’s clubs and other social venues and could tap for information The article examines the relationship between police detectives and journalists during the Victorian and Edwardian periods in England, particularly London. Topics include how both occupations evolved during the period, their struggle for respectability and recognition, the mutually-dependent relationship between journalists and detectives, negotiations on how police work would be reported in the press, frictions between the two professions, and how journalists assisted police or reacted to their lack of cooperation. Shpayer, Makov (2009). Journalists and Police Detectives in Victorian and Edwardian England: An Uneasy Reciprocal Relationship. Journal of social history, 42(4), 963 -987

Emotional Self-Regulation
Of these, emotional self-regulation is one of the most crucial. It reflects the ability to initiate behavioral and emotional changes during emotionally charged situations in order to meet goals and manage arousal and predicts current and later adjustment Dennis, Tracy (2010). Emotional Self-Regulation in Preschoolers. Developmental, 42 (1), 84 -97. Retrieved from http://sfx.lib.byu.edu/index.php

We add to existing research by examining emotional performance in job roles that require either the expression of positive emotions (e.g., customer service) or the expression of negative emotions (e.g., bill collection). We also extend existing emotional labor research by including a physiological measure (i.e., heart rate) in our study, allowing us to examine both the effects of emotional performance on individuals' reports of experienced stress and exhaustion and their cardiac responses to emotional performance. Although some existing laboratory research has linked emotional regulation to cardiac arousal, the role of personality in cardiac responses to emotional regulation has not been examined. Indeed, the use of physiological stress measures in organizational research has been criticized for ignoring both stable factors (e.g., personality traits) and transitory influences (e.g., emotional regulation demands; see Fried, Rowland, & Ferris, 1984). Because the link between stress and heart rate reported in the literature is modest (Blascovich & Tomaka, 1996, for a review) and the cardiac system is responsive to both challenges and threats (Blascovich, Mendes, Hunter, & Salomon, 1999), we include heart rate in our study on an exploratory basis. Bono, Joyce E. (Personality and Emotional Performance. Journal of occupational health psychology, 12(2), 177-192. Retrieved from http://sfx.lib.byu.edu/index.php