Attachment Style Predicts Jealous Reactions to Viewing Touch Between a Romantic Partner and Close Friend: Implications for Internet Social Communication

Using vignettes and online photos, this study explored the relationship between touch intimacy, biological sex, attachment, and the experience of jealous emotions in the context of seeing one’s partner touch a close, opposite-sex friend. Results indicated that hypothetical scenarios elicited significant emotional responses and increases in touch intimacy (as depicted in digital photos) heightened these responses. Males indicated more sexual arousal when seeing their partners interacting with a friend, while females indicated more sadness, fear, and envy. In terms of attachment, preoccupied individuals expressed the most anger and fear, dismissives and secures expressed the least envy and embarrassment, dismissives expressed the least fear, and fearfuls expressed the most sexual arousal. The two forms of touch (face touch and lower back touch) elicited stronger jealous emotions (anger, sadness, fear, and embarrassment) than no touch. Lastly, in regards to lower back touch, fearfully attached males responded with the most fear, females with the most anger, sadness, fear, and envy, and fearfully attached individuals the least amount of fear. This occurred despite the fact that face touch was characterized as more intimate than lower back touch; our results suggest that this form of touch may have been perceived as sexual. We relate our findings to the context of viewing digital photos on social networking websites.     

Teacher–child relationships in the context of poverty: the role of frequent school mobility

Children's relationships with their teachers are critical for classroom-based learning, but children growing up in poverty may be at risk for lower-quality relationships with teachers. Little is known about how changing schools, one poverty-related risk, affects teacher–child relationships. Using growth curve models that control for a host of other poverty-related risks, this study explores the association between children changing schools frequently (defined as three or more school moves) between preschool and third grade and the quality of their relationships with their teachers over these five years in a low-income, ethnic-minority sample. Children who frequently moved schools were reported to be less close to their teachers in third grade and experienced steeper declines in closeness than children who did not change schools frequently. Moreover, the effects of frequent school mobility at third grade were robust to other poverty-related risks, including residential mobility, parental education risk, family income, and single-parent households. Changing schools was unrelated to children's conflict with teachers. We discuss these findings in the context of policies that support students’ transitions when changing schools.     

Family and Nonfamily Role Configurations in Two British Cohorts

The aim of this paper is to examine variations in the combination of social roles during times of social change. We specify a latent class approach to examine role configurations for individuals in their early 30s, establishing a typology of how work‐ and family‐related roles combine within individuals born 12 years apart and examine their antecedents. Drawing on data collected for two British Birth Cohorts born in 1958 (N = 10,706) and 1970 (N = 11,005), we provide empirical evidence of both consistency and change in life course patterns. Findings are discussed in terms of destandardization, differentiation, and individualization of the life course in times of social change and their implications for family research within a life course perspective.     

Can Infants Use a Nonhuman Agent's Gaze Direction to Establish Word–Object Relations?

Adopting a procedure developed with human speakers, we examined infants' ability to follow a nonhuman agent's gaze direction and subsequently to use its gaze to learn new words. When a programmable robot acted as the speaker (Experiment 1), infants followed its gaze toward the word referent whether or not it coincided with their own focus of attention, but failed to learn a new word. When the speaker was human, infants correctly mapped the words (Experiment 2). Furthermore, when the robot interacted contingently, this did not facilitate infants' word mapping (Experiment 3). These findings suggest that gaze following upon hearing a novel word is not sufficient to learn the referent of the word when the speaker is nonhuman.     

Toward increasing avian diversity: urban wildscapes programs

Residential development in urban and suburban settings is a major cause of habitat change affecting avian communities. The effects from land-clearing prior to initiation of construction followed by landscaping focused on traditional aesthetics has reduced habitat diversity at multiple levels. These residential developments generally emphasize the use of ornamental, nonindigenous vegetation with little to no concern for native species and natural vegetation parameters. As a result, avian community composition and diversity is changed. We compared avian communities at three sites in Bexar County, Texas; two residential neighborhoods in the city of San Antonio and an unincorporated undeveloped site, Government Canyon State Natural Area. The residential neighborhoods were a Texas Parks and Wildlife Department certified wildscapes development and a traditionally developed neighborhood. Bird abundance and species richness in the neighborhoods were greater than at Government Canyon State Natural Area (P < 0.01), but no differences existed between the neighborhoods. Bird diversity was greatest at the wildscapes neighborhood (P < 0.01). Further, bird diversity did not differ between the traditional neighborhood and the natural area. Evenness differed among sites (P = 0.006) with the natural area having the greatest value. Bird diversity measures correlated with woody plant density and vertical cover (r = 0.358 to 0.673, P < 0.05) at residential sites. Residential areas incorporating natural landscapes into their design attracted a greater variety of birds than traditionally landscaped residential areas.     

Homeless Microaggressions: Implications for Education,Research, and Practice

ABSTRACT

Homeless individuals, often marginalized, are a group not yet explored in the microaggressions literature. However, research indicates that homeless individuals experience discrimination in a variety of contexts by well-meaning providers. This article outlines several microaggressive themes based on the current literature. The themes posited here include the following: Sub-human Status; Invisibility; Aesthetically Unappealing; Criminal Status/Dangerous; Assumption of Mental Illness; Assumption of Substance Abuse; Laziness; and Intellectual Inferiority. The manifestations and messages conveyed within each theme are discussed. Implications for social work education/training, research, and practice based on the themes are delineated.     

Differences Between African Americans and Non-Hispanic Whites Utilization of Clergy for Counseling with Serious Personal Problems

There is a paradox in research on African Americans and non-Hispanic whites in the utilization of clergy. Research finds that African Americans have higher levels of religious service attendance and higher levels of contact with clergy. Research also finds that despite this, African Americans are less likely than non-Hispanic whites to seek out assistance from clergy for psychiatric disorders including depression and anxiety. The goal of this paper was to investigate race differences in the use of clergy for counseling for serious personal problems. It uses the National Survey of American Life. We find that non-Hispanic whites were more likely than African Americans to use clergy for a serious personal problem. The significant difference between African Americans and non-Hispanic whites appeared to be mediated by the fact that African Americans were more likely to have seen clergy in a religious setting and non-Hispanic whites were more likely to have seen clergy in other settings including hospitals.     

Age Changes in Prosocial Responding and Moral Reasoning in Adolescence and Early Adulthood

Age changes' measures of prosocial responding and reasoning were examined. Participants' reports of helping, empathy‐related responding, and prosocial moral reasoning were obtained in adolescence (from age 15–16 years) and into adulthood (to age 25–26 years). Perspective taking and approval/interpersonal oriented/stereotypic prosocial moral reasoning increased from adolescence into adulthood, whereas personal distress declined. Helping declined and then increased (a cubic trend). Prosocial moral judgment composite scores (and self‐reflective empathic reasoning) generally increased from late adolescence into the early 20s (age 17–18 to 21–22) but either leveled off or declined slightly thereafter (i.e., showed linear and cubic trends); rudimentary needs‐oriented reasoning showed the reverse pattern of change. The increase in self‐reflective empathic moral reasoning was for females only. Thus, perspective taking and some aspects of prosocial moral reasoning—capacities with a strong sociocognitive basis—showed the clearest increases with age, whereas simple prosocial proclivities (i.e., helping, sympathy) did not increase with age.