Positive affect regulation in youth: Taking stock and moving forward

This article summarizes the four articles in the Social Development quartet focused on positive affect regulation in youth. Each article in the quartet shows that parents’ socialization of youth positive affect (e.g., encouraging, enhancing, savoring, or dampening responses) is associated with youth positive affect regulation and depressive symptoms. Further, three of the studies provide novel evidence for an indirect relationship whereby parental socialization predicts youth depressive symptoms through youth positive affect regulation. The studies include samples of youth across mid‐childhood and adolescence (7–18‐year‐olds) from three countries (the United States, Belgium, and India), and utilize several methods of assessing youth positive affect regulation or parental socialization (parent‐reported surveys, youth‐reported surveys, coded parent–child discussions). This integrative article also identifies several ways in which the study of youth positive affect regulation can be advanced. We address the conceptualization of positive affect regulation and the socialization of children's positive affect, constraints on the adaptiveness of upregulating positive emotions, methodological directions, potential moderated effects based on child characteristics such as sex or temperament, and the importance of studying outcomes beyond depression.     

FRACTURED RESISTANCES:

This article analyzes the arguments of two of the central positions in the debate over assimilationism in the gay and lesbian community as a means of exploring the meaning of resistance, opposition, struggle, and agency within the context of a dominant and generative field of power. Instead of debating which position is better or most effective, or which involves true resistance, we use Foucault's formulations to suggest that each represents but one among a multiplicity of strategies, all existing simultaneously in a field of power. Because this field is composed of a plurality of dissonant, multi-layered, multidimensional relations of power, we argue that no single form of resistance can be identified and uniquely practiced. Instead, each struggle contributes its own partial modification to the overall transformation of the field of power, and simultaneously highlights the inconsistencies faced by agents who attempt to present a coherent identity in opposition to structures of domination.     

Bidirectional Linkages Between Emotion Recognition and Problem Behaviors in Elementary School Children

Cross-sectional studies support negative associations between children’s skills in recognizing emotional expressions and their problem behaviors. Few studies have examined these associations over time, however, precluding our understanding of the direction of effects. Emotion recognition difficulties may contribute to the development of problem behaviors; additionally, problem behaviors may constrain the development of emotion recognition skill. The present study tested the bidirectional linkages between children’s emotion recognition and teacher-reported problem behaviors in 1st and 3rd grade. Specifically, emotion recognition, hyperactivity, internalizing behaviors, and externalizing behaviors were assessed in 117 children in 1st grade and in 3rd grade. Results from fully cross-lagged path models revealed divergent developmental patterns: Controlling for concurrent levels of problem behaviors and first-grade receptive language skills, lower emotion recognition in 1st grade significantly predicted greater internalizing behaviors, but not hyperactivity or externalizing behaviors, in 3rd grade. Moreover, greater hyperactivity in 1st grade marginally predicted lower emotion recognition in 3rd grade, but internalizing and externalizing behaviors were not predictive of emotion recognition over time. Together, these findings extend previous research to identify specific developmental pathways, whereby emotion recognition difficulties contribute to the development of internalizing behaviors, and early hyperactivity may contribute to the development of emotion recognition difficulties, thus highlighting the importance of examining these processes and their mutual development over time.     

Interaction Effects of the Amount of Practice, Preferred Cane Technique, and Type of Cane Technique Used on Drop-off Detection Performance

This study examined the interaction effects of the amount of practice and the cane technique used in drop-off detection with a sample of 32 adults who were blind. The advantage of the constant contact technique over the two-point touch technique was significantly greater for the less experienced cane users than for the more experienced ones.     

Characteristics Associated with Housing Loss Among Youth in a Rapid Rehousing Program

Child and Adolescent Social Work Journal - Housing First programs, such as rapid rehousing, are a well-established approach to addressing homelessness among adults, yet there remains a lack of...     

Queue hurdle Coxian phase-type model for two-stage process of population-based cancer screening

Statistical Methods & Applications - The quality assurance of two-stage population-based cancer screening program is determined by arrival rate (attending screening), positive rate (determined...