Children's Coping with Marital Conflict: The Role of Conflict Expression and Gender

This study compared boys’ and girls’ coping responses to videotaped representations of marital conflict that varied in conflict content, tactic, and the gender of the parent engaging in conflict behaviour. Participants were 398 children (208 boys, 190 girls) aged 12–13 years old living in the United Kingdom. Child‐related conflict exchanges characterized by hostile behaviour (e.g., physical aggression) elicited greater mediation efforts by children. Children were more likely to mediate father‐enacted conflict. Girls, relative to boys, endorsed more mediation to fathers’ physical aggression and mothers’ pursuit of an issue and were more avoiding of mothers’ physical aggression and threats to intactness of the family. Findings underscore the importance of considering parent and child gender in determining children’s coping efforts in the context of interparental conflict.     

社区归属感的自发与自觉

传统社会的归属感主要是在乡土社会中形成的,它建立在亲族血缘关系基础上。工业化、现代化和城市化的发展,使传统社会关系淡化,归属感所赖以形成的血缘关系逐渐消失,转变为业缘关系。同时,地缘关系的影响也在降低。影响社区归属感强弱的主要因素包括主观认知因素、个体特征因素、社区环境和社区质量因素、社会关系因素等方面。当前,加强社区环境和社区质量建设,满足居民的需求,提高居民的社区满意度,仍是增强社区归属感的重点。实现社区归属感由自发到自觉的转变,主要依靠社区服务和社区思想宣传工作。     

Patterns of Attachment and Emotional Competence in Middle Childhood

The study investigated the relationship between patterns of attachment and emotional competence at the beginning of middle childhood in a sample of 122 seven‐year‐olds. A new battery of tasks was developed in order to assess two facets of emotional competence (emotion recognition and knowledge of regulation strategies). Attachment was related to the choice of emotion regulation strategies in hypothetical situations; secure children produced the highest frequency of cognitive engagement strategies (e.g., reappraisal), and disorganized children the lowest. Insecure children produced more behavioral engagement strategies and fewer behavioral diversion ones. There was a minor effect of attachment on emotion recognition, with disorganized children scoring lower in the discrimination of facial expression. Consistent sex differences were also apparent in the direction of a female advantage in emotional competence: Girls scored higher in emotion recognition than boys, and in the regulation knowledge task, they produced fewer helpless answers and more cognitive engagement strategies.     

A Review of Adult Attachment Measures: Implications for Theory and Research

There has been increasing interest in adult attachment from both theoretical and empirical perspectives. Because the test of a theory is based on our ability to assess theoretical constructs, the review is organized around assessment techniques. Delineating the content, focus, assumptions, and correlates of different attachment measures highlights central issues and problems in conducting research in adult attachment. In this review, we present theoretical issues related to adult attachment, in particular, individual differences, working models, and the role of attachment in adult life. A summary of the measures commonly used in the study of adult attachment follows. The literature review is organized by measure, examining topics such as relations between childhood experiences and adult attachment status, and adult attachment and adult personality and functioning, parenting and partnership behavior. Studies which explore relations between measures are discussed before concluding with thoughts about future directions.     

Security of Attachment as a Predictor of Symbolic and Mentalising Abilities: A Longitudinal Study

The development of symbolic and mentalising abilities was examined in 33 children whose security of attachment had been assessed in infancy. It was found that securely attached children: (i) were better able to incorporate an experimenter's play suggestions into their sequences of symbolic play at 31 months; and (ii) performed better on a version of Wimmer and Perner's (1983) unexpected transfer task at age 4. There was also evidence of superior mentalising abilities among the secure group at age 5, despite no group differences being found in general cognitive ability. We suggest that these security-related differences might be related to mothers' propensity to treat their securely attached children as individuals with minds. In support of this hypothesis, mothers in the secure group adopted more sensitive tutoring strategies, and were more likely to describe their children in terms of their mental characteristics. Possible developmental pathways linking security of attachment in infancy with subsequent development were investigated using path analyses.     

Learning and interaction in groups with computers: when do ability and gender matter?

In the research reported in this article, we attempt to identify the background and process factors influencing the effectiveness of groupwork with computers in terms of mathematics learning. The research used a multi-site case study design in six schools and involved eight groups of six mixed-sex, mixed-ability pupils (aged 9–12) undertaking three research tasks – two using Logo and one a database. Our findings suggest that, contrary to other recent research, the pupil characteristics of gender and ability have no direct influence on progress in group tasks with computers. However, status effects – pupils' perceptions of gender and ability – do have an effect on the functioning of the group, which in turn can impede progress for all pupils concerned.     

Employment status, psychiatric disability and quality of life: comparison of men and women with schizophrenia in Malaysia

This study explores the association between employment opportunities, psychiatric disability and quality of life of male and female patients with schizophrenia. The data were collected from 100 male and 100 female patients and their primary caregivers through personal interviews. The Disability Assessment Schedule and the Quality of Life Interview were used to collect the data. The results of the present study indicate that a large number of both the men and women were unemployed, although they suffered from only mild psychotic symptoms and had no or only minimum psychiatric disability. However, in almost all areas and levels of psychiatric disability, a significantly higher number of men than women were employed. However, the subjective Quality of Life of the employed men was significantly lower than that of the unemployed. Keeping in mind these two results, the present study argues that there is minimal community recognition in Malaysia for the employment potential of people with schizophrenia. The study also argues that policy makers must legislate to create more appropriate workplaces for the mentally ill. People with schizophrenia are entitled to just and fair treatment, and workplaces should be made attractive to them.     

Emotion Socialization in the Context of Risk and Psychopathology: Mother and Father Socialization of Anger and Sadness in Adolescents with Depressive Disorder

This study examined parental emotion socialization processes associated with adolescent unipolar depressive disorder. Adolescent participants (N = 107; 42 boys) were selected either to meet criteria for current unipolar depressive disorder or to be psychologically healthy as defined by no lifetime history of psychopathology or mental health treatment and low levels of current depressive symptomatology. A multi‐source/method measurement strategy was used to assess mothers’ and fathers’ responses to adolescent sad and angry emotion. Each parent and adolescent completed questionnaire measures of parental emotion socialization behavior, and participated in meta‐emotion interviews and parent‐adolescent interactions. As hypothesized, parents of adolescents with depressive disorder engaged in fewer supportive responses and more unsupportive responses overall relative to parents of non‐depressed adolescents. Between group differences were more pronounced for families of boys, and for fathers relative to mothers. The findings indicate that parent emotion socialization is associated with adolescent depression and highlight the importance of including fathers in studies of emotion socialization, especially as it relates to depression.     

Dyadic Developmental Psychotherapy: an evidence-based treatment for children with complex trauma and disorders of attachment

Dyadic Developmental Psychotherapy (DDP) is a family therapy treatment based on Attachment Theory. It is an integration of several approaches, methods and techniques that have a strong evidence base. The approach was originally developed to treat children with disorders of attachment and has been shown to be effective. It has since been more broadly used to help families with a variety of difficulties, including complex trauma. This paper outlines the primary principles and components of DDP and the evidence to support the effectiveness of the components and, therefore, of DDP.     

Psychiatric nursing in the Netherlands and Great Britain: class,status and gender in the making of a profession

ABSTRACT

In most Western countries psychiatric nursing, from the late nineteenth century onwards, developed as a specialization under medical supervision and within one general training scheme for all nurses. In the Netherlands as well as in the United Kingdom (UK), this occupation, initiated by psychiatrists, more or less distanced itself from somatic nursing. A comparison of the twentieth-century development of psychiatric nursing in these two countries shows similarities in its basic conditions and some of the problems it faced, but also some remarkable differences, which are largely of a social nature. We argue that Dutch mental health nurses, in cooperation with asylum doctors rather than in opposition to them, succeeded in establishing a stronger professional identity than their British colleagues: earlier in time and to a greater extent they had opportunities to voice their views on their work and to define the social and didactic nature of their vocation. Our explanation of these national contrasts focuses on gender, class and social status, which had dissimilar effects in the two countries because of some fundamental differences in the hierarchies and religious affiliations of institutional psychiatry as well as in the more general class structure of the Netherlands and the UK.     

The value and rationale of gender‐specific intervention with at‐risk adolescent girls

Gender‐specific intervention (GSI) with at‐risk adolescent girls (ARAGs) is highly prevalent in Israel and elsewhere; professionals commonly consider GSI to be beneficial for ARAGs. However, despite the popularity of such programmes, there is little empirical support for their effectiveness and almost no critical examination of their theoretical rationale. The aim of this qualitative, naturalistic study was to explore how experienced professionals in this domain perceive the value and rationale of GSI with ARAGs, based on in‐depth, semistructured interviews with 15 female Israeli professionals. All of the interviewees claimed that overall, GSI is the “right” or most effective way to work with ARAGs. The discussion reviews the empirical support for participants' assumptions regarding the value of GSI for ARAGs and critically considers the potential drawbacks of GSI with ARAGs.     

Daily links between school problems and youth perceptions of interactions with parents: A diary study of school‐to‐home spillover

This study examined how academic and peer problems at school are linked to family interactions at home on the same day, using eight consecutive weeks of daily diary data collected from early adolescents (60% female; M age = 11.28, SD = 1.50), mothers and fathers in 47 families. On days when children reported more academic problems at school, they, but not their parents, reported less warmth and more conflict with mothers, and more conflict and less time spent around fathers. These effects were partially explained by same‐day child reports of higher negative mood. Peer problems were less consistently associated with parent‐child interactions over and above the effects of academic problems that day. A one‐time measure of parent‐child relationship quality moderated several daily associations, such that the same‐day link between school problems and child‐report of family interactions was stronger among children who were closer to their parents.     

Development of Empathy in Girls During the Second Year of Life: Associations with Parenting, Attachment, and Temperament

The development, antecedents, and concomitants of empathic concern in the second year of life were examined. Associations with parental sensitivity, children's fearfulness and attachment security were investigated. At 16 and at 22 months, 125 firstborn girls from middle‐class families were observed in their homes and in the laboratory. Empathic concern was assessed from the girls’ responses to simulated distress in their mothers and in an unfamiliar person. Temperamental fearfulness was observed when they were confronted with potentially scary items. Attachment security was assessed with the Strange Situation procedure, and parental sensitivity was measured in problem‐solving situations both at home and in the lab. From 16 to 22 months, empathic concern for the mother's distress increased, whereas empathy for the stranger decreased. A more fearful temperament and less attachment security predicted less empathic concern for the stranger's distress. Antecedent and concurrent measures of parenting showed disappointingly weak associations with empathic concern. Empathy for strangers in distress requires the regulation of negative emotions for which fearful and insecurely attached girls seem to be less well equipped.     

The attitudes and beliefs of the child protection workforce and why they matter to children who live with violence

In Australia, like other developed countries, there has been an increase in reports to child protection services about children experiencing domestic violence. While there is research on the importance of the skills and knowledge of the child protection workforce for this growing problem, little is available about practitioner attitudes and beliefs. This paper presents findings on research undertaken in New South Wales, which is the most populated state in Australia. The research considered the attitudes and beliefs of the statutory child protection workforce about domestic violence. It relied on a large-scale survey of 1041 child protection practitioners. In order to compare the attitudes and beliefs of child protection workforce with those of the general community, the survey replicated questions from the Australian National Community Attitudes towards Violence against Women Surveys. Overall, the attitudes and beliefs of the workforce more closely reflected contemporary theory and evidence about domestic violence than those of the community. The research also examined variations in the attitudes and beliefs of the child protection workforce according to practitioner characteristics, finding variations by gender. The implications for the fields of child protection and social work are discussed.     

“She was accused of colluding with the mother”; the training and support needs of parent‐and‐child foster carers: A qualitative study

Parent‐and‐child foster placements are used to accommodate parents with their children, either when the mother is a looked‐after child or as a setting for a parenting assessment. Despite this being a specialized role with significant potential for affecting outcomes for disadvantaged families, there is currently a lack of accessible learning opportunities for foster carers on the physical and mental well‐being of women with complex needs such as a history of domestic abuse, substance abuse, perinatal mental ill‐health, or having a learning disability. Parent‐and‐child carers experience some unique stresses and value the support of others with similar experiences; this kind of peer support is currently largely absent. This qualitative study has used ten focus groups with foster carers, eight interviews with mothers, and nine interviews with supervising social workers, to inform the development of an online learning resource and a social media‐based peer support network for parent‐and‐child foster carers.     

Adolescents with an entity theory of personality are more vigilant to social status and use relational aggression to maintain social status

The present research proposed that one social‐cognitive root of adolescents' willingness to use relational aggression to maintain social status in high school is an entity theory of personality, which is the belief that people's social status‐relevant traits are fixed and cannot change. Aggregated data from three studies (N = 882) showed that first‐year high school adolescents in the United States who endorsed more of an entity theory were more likely to show cognitive and motivational vigilance to social status, in terms of judgments on a novel social categorization task and reports of goals related to demonstrating social status to peers. Those with an entity theory then showed a greater willingness to use relational aggression, as measured by retrospective self‐reports, responses to a hypothetical scenario, and a choice task. Discussion centers on theoretical and translational implications of the model and of the novel measures.     

Mothers' Self-Reported Control of Their Preschool Children's Emotional Expressiveness: A Longitudinal Study of Associations with Infant–Mother Attachment and Children's Emotion Regulation

In the present longitudinal study we examined the associations between mothers’ self‐reported control of their preschoolers’ emotional expressiveness and two other key facets of early socioemotional development: the quality of the infant–mother attachment and children's emotion regulation. Seventy‐six white preschool‐aged children (46 boys and 30 girls) and their mothers participated. Principal assessments included the Parent Attitude Toward Child Expressiveness Scale (PACES; Saarni, 1985 ), the infant Strange Situation, and ‘Beat the Bell,’ a measure designed for this study to elicit children's emotional expression, sharing, and suppression in the presence of their mothers. Mothers’ control of their children's expressiveness was associated with both attachment and children's emotion regulation in theoretically predicted ways. First, mothers of children who had been classified insecure‐avoidant in the Strange Situation reported greater control of their children's negative expressiveness than other mothers, and mothers of children who had been classified insecure‐ambivalent reported less control of their children's negative expressiveness than other mothers. Second, mothers who reported greater control of their children's expressiveness had children who were less likely to express and share their feelings and more likely to suppress their anger in the ‘Beat the Bell’ emotion regulation assessment. Findings are discussed in terms of the role of maternal emotion socialization in children's early socioemotional development.     

Sexual Behaviors and Perceptions of HIV Risk in a Multiethnic U.S. Sample of Women Who Have Sex with Women

Abstract

This study investigated the sexual practices and perceptions of HIV risk in a national sample women who have sex with women (WSW). A multiethnic sample of 239 WSW aged 18–68?years attending GLBTQ pride events in three U.S. cities (Chicago, Atlanta, and Fort Lauderdale) completed an anonymous survey regarding their sexual behaviors, thoughts and perceptions of HIV risk. In the past 6?months, 18% of participants reported one or more male partners. Perception of HIV risk was associated with having more male partners (r?=?.244, p?r?=?.185, p?r?=?.191, p?r?=?.169, p?r?=?.208, p?相似文献   

Italian Preschoolers' Peer‐status Linkages with Sociability and Subtypes of Aggression and Victimization

Little is known about the behavior of preschool children belonging to peer sociometric status groups (popular, average, rejected, neglected, and controversial) in cultural contexts outside North America. This study examined the social interactions of Italian preschoolers. The sample consisted of 266 Italian preschoolers (mean age of 64 months). Physical and relational subtypes of aggression and victimization, as well as sociable behavior, were measured by peer nominations and teacher ratings. Peer nominations of acceptance and rejection (like and dislike nominations) were also collected in order to form the sociometric status groups. Results of confirmatory factor analyses showed that items developed with US preschoolers appeared to work fairly well in identifying behavioral constructs in Italian preschoolers. Findings generally supported previous research with American preschoolers. Sociometrically popular children were highest in sociability, and lowest in physical and relational aggression and victimization. The opposite pattern emerged for rejected status children. Neglected status children were generally not distinguished from average status children. Results also suggested that the enactment of relational aggression promotes greater social impact for some Italian children (controversial children), and this aggression also invites more conflict and victimization. However, the sociability of controversial children appears to buffer them from rejected group status.