Remembering the Good Times: The Influence of Relationship Nostalgia on Relationship Satisfaction Across Time

We conducted two studies to understand if reminiscing about early parts of a romantic relationship can increase positive affect and relationship satisfaction. In Study 1, we examined the psychometrics of an adapted relationship nostalgia measure, if relationship nostalgia changes positive affect, and if relationship nostalgia and relationship satisfaction are associated. In Study 2, we tested the longitudinal link between relationship nostalgia and relationship satisfaction. Rather than increasing positive affect, relationship nostalgia is associated with a movement toward emotional homeostasis. Additionally, relationship nostalgia is positively associated with relationship satisfaction at the same time point but in the short term, the association is negative—long term, this association disappears. Implications for using a relationship history in therapy are discussed.     

The Link Between the Marital Bond and Future Triadic Family Interactions

This study examined how the marital bond, as indexed through the Oral History Interview (OHI), is related to future triadic family interactions. Families (N = 108), with a 7–9‐year‐old child, participated in a longitudinal study (the Family Health Project) examining children's emotional development throughout the transition to adolescence. Parental cohesion and family cohesion, warmth, structure, and problem solving were assessed via behavioral observation during family problem‐solving discussions and parent‐child teaching interactions 18–24 months after the OHI. Results indicated that the marital bond was predictive of parental cohesion, family cohesion, warmth, and structure during teaching interactions. The marital bond was not significantly predictive of family problem solving or parental cohesion in problem‐solving interactions.     

Connecting the young and the young at heart: an intergenerational music program

Due to its universal appeal, music can bridge intergenerational gaps and improve overall quality of life. Many intergenerational programs have thus increasingly incorporated music into their design; however, the Hamilton Intergenerational Music Program (HIMP) is unique in that it focuses on general music participation as opposed to singing-only programming. Three elementary schools and long-term care homes were contacted and matched based on proximity to one another. Program facilitators ran four successive weeks of intergenerational music sessions. Activities included training the children how to interact with elderly participants, facilitating conversation with icebreakers, and performing music together. Qualitative feedback was gathered after each visit and comprised of observations from program facilitators and participants. Several benefits were observed following program visits such as the reduction of age-related stereotypes, improved participant morale, enhanced cognitive function, and development of meaningful relationships. While leaving the sessions, children recall positive interactions with the seniors, lament that their time together ended too quickly, and express excitement for the next session. The older adults articulate similar sentiments and ask children to return soon. With the countless lessons learned from the current program, much can be drawn to inform future expansion and implementation to other communities.     

Role of Expertise,Consensus, and Informational Valence in Children's Performance Judgments

Two experiments examined the role of expertise, consensus, and informational valence on children's acceptance of informant testimony about the quality of work produced by a target child. In Experiment 1, 96 4‐ to 5.9‐year‐olds and 6‐ to 8‐year‐olds were told about an expert who gave a positive or negative assessment of art or music that was contradicted by one layperson or a consensus of three laypersons. Generally, participants endorsed positive assessments as correct irrespective of expertise and consensus, but older children were more likely than younger children to want to learn from the expert in the future. To examine whether reluctance to accept expertise was due to the negative quality of the information, the expert in Experiment 2 simply stated that additional work was needed. Both age groups selected the expert as correct and reported wanting to learn from the expert in the future. Contributions to social learning models are discussed.     

An investigation of the link between gambling motives and social context of gambling in young adults

The current study examined the relationship between gambling motives and gambling in various social contexts using both retrospective and real-time assessment of gambling social context. Ninety-five young adults (79 males, 16 females; aged 19–24 years) who reported gambling at least 4 times in the past month participated. Scores on the Gambling Motives Questionnaire (GMQ; Stewart & Zack, 2008) were used as a measure of gambling motives (Enhancement, Social, Coping). Data on the social context of gambling (alone, with family, with friends, with strangers) were derived retrospectively from the Gambling Timeline Follow-Back (G-TLFB; Weinstock, Whelan, & Meyers, 2004) as well as in real time using experience sampling (ES) methods (Conner Christensen, Feldman Barrett, Bliss-Moreau, Lebo, & Kaschub, 2003). For both the G-TLFB and ES data, we conducted a series of multivariate regression analyses with the block of gambling motives predicting gambling behaviour in each social context. Across the two assessment methods, coping gambling motives positively predicted gambling alone, whereas social gambling motives negatively predicted gambling alone and positively predicted gambling with friends. These findings suggest that individuals who gamble for particular motives are more likely to do so in specific social contexts.     

Hiring Behavior Analysts: Free Gifts at a Booth Increase Verbal Contacts with a Recruiter,but Not Serious Job Inquiries

ABSTRACT

The job market for certified behavior analysts currently is excellent, which poses a serious challenge for organizations looking to hire such individuals. We evaluated whether the provision of small giveaways at a recruitment booth set up at two behavior-analysis conferences and at a university career fair influenced the relative number of attendees who verbally contacted a recruiter for an organization looking to hire certified and prospective behavior analysts. We also examined whether the provision of gifts influenced the relative number of attendees who left an e-mail address requesting further contact about possible employment. An alternating-treatments design was used to compare the giveaways and no-giveaways conditions. The giveaways items significantly increased the number of attendees who spoke with the recruiter, but not the number who requested further contact. These findings provide support for the use of giveaways items to generally attract attention to a recruiter, but further research is needed to determine whether their use increases applications for employment.     

Mothers' Union Statuses and Their Involvement in Young Children's Schooling

U.S. schools often expect the educational involvement of parents, which may be facilitated when parents have partners, especially a partner also invested in the child. As such, parental involvement at school and at home could be a channel of the diverging destinies of U.S. children from different families. This study applied fixed effects modeling to the Early Childhood Longitudinal Study–Kindergarten Cohort to examine the link between mothers' union statuses and their involvement behaviors. Being partnered appeared to benefit mothers' school and home involvement when children were in the primary grades, with little evidence of an additional benefit from that partnership being marital. A biological tie between the male partner and the child only seemed to matter for mothers' school involvement. These patterns did not vary by family income, maternal depression, or maternal employment, but they were stronger when children were just beginning schooling.     

Launching Medical Foster Home Programs: Key Components to Growing This Alternative to Nursing Home Placement

Objective: The objective of this research was to examine and explain elements that enhanced or thwarted program growth of the United States Veterans Health Administration Medical Foster Home program. Methods: This qualitative study was conducted nationally through individual interviews over the phone and in-person (n = 22) with coordinators (n = 15 at slow-growth programs; n = 6 at fast-growth programs), program support assistants (PSAs) (n = 1 at slow-growth program), and home-based primary care team members (n = 3), as well as three in-person focus groups (n = 28 total participants) with home-based primary care team members. All participants (N = 53) were involved with programs in existence for at least two years. Results: Facilitators and barriers that enhanced or thwarted program growth emerged around four themes: A full-time coordinator; Unmitigated home-based primary care team engagement; Pursuit and receipt of appropriate referrals; and Match between caregiver, home, and Veteran. Conclusions: To facilitate program growth, program leaders should consider themes identified and how to foster situations and shape policies that put themes into practice.