Interaction Ritual Theory and Structural Symbolic Interactionism

This article develops a comparison between structural approaches to symbolic interaction, as described by Sheldon Stryker (1968, 1980, 2008) , and interaction ritual theory, elaborated by Randall Collins (1981, 1998, 2004) . The value of this comparison lies in both the similarities and differences between the perspectives: each is committed to developing empirically grounded, general knowledge and emphasizes interaction as an emergent unit of sociological analysis. However, their disparate intellectual heritages lead them to stake out different positions regarding the nature of interaction, the self, and social structure. We suggest that the differences between structural symbolic interaction and interaction ritual theory offer important areas for theoretical innovation, and we highlight a few directions that seem especially promising.     

Toddlers' Social‐emotional Competence in the Contexts of Maternal Emotion Socialization and Contingent Responsiveness in a Low‐income Sample

Early social‐emotional development occurs in the context of parenting, particularly via processes such as maternal emotion socialization and parent–child interactions. Results from structural equation modeling indicated that maternal contingent responsiveness partially mediated the relationship between maternal emotion socialization of toddlers (N = 119, ages 12–36 months) and toddlers' social‐emotional competence. Effect size was strongest for the direct path between maternal emotion socialization and toddler social–emotional competence. Toddler age and maternal demographic risk status (covariates) predicted toddler competence. Study results extend the previous literature on early competencies by focusing on toddlers rather than preschool‐aged children and by employing a contextual model in which both low‐income mothers' emotion socialization and their contingent responsiveness predicted toddlers' competencies.     

Woman to Woman (W2W): Adapting an HIV risk reduction intervention for older women

Woman to Woman (W2W) is a novel adaptation of the Sisters Informing Sisters about Topics on AIDS (SISTA) HIV prevention program. This article describes the process of adapting and piloting W2W based on recommendations from existing HIV prevention research. Six older women, all of whom had histories of homelessness and the majority of whom identified as African American, enrolled in the study, which piloted the adapted intervention and materials, evaluated the acceptability of the program, and assessed the measures related to the intervention. Participants described satisfaction with the program and had high rates of attendance; observations regarding the measures suggest the need to further develop assessments of HIV knowledge, condom use self-efficacy, and risk behaviors in this context.     

USING PATIENT NARRATIVES TO TEACH PSYCHOPATHOLOGY

Psychopathology courses are usually taught using a biomedical perspective and the Diagnostic and Statistical Manual of Mental Disorders IV (DSM IV) as the primary text. This can result in students developing little empathy for their patients and objectifying them as disorders rather than people with problems. Using narrative, music, and art in teaching psychopathology can balance the scientific, objective style of the DSM IV. Resources and suggestions for ways to humanize a psychopathology course are given.     

USE OF THE DSM IN MARRIAGE AND FAMILY THERAPY PROGRAMS: CURRENT PRACTICES AND ATTITUDES

The DSM has largely become the common language of behavioral health which its authors intended. Although family systems theory resulted in part from the study of major mental illness, it later became distanced from considerations of individual psychopathology. No studies have assessed current practices and views within the field of family therapy on teaching students the use of the DSM. Member training programs of the Education and Training Council of the American Association for Marriage and Family Therapy were surveyed regarding their practices in teaching the DSM. Seventy-nine of 177 surveys (45%) were returned. Ninety-one percent of these programs offered training in the DSM, and in 93% of those such training was mandatory. Written comments indicated that pragmatic concerns about students being able to speak a common language with other behavioral health providers were among the primary reasons for teaching the DSM.     

Screening for trauma exposure, and posttraumatic stress disorder and depression symptoms among mothers receiving child welfare preventive services

The role of parental trauma exposure and related mental health symptoms as risk factors for child maltreatment for parents involved with the child welfare (CW) system has received limited attention. In particular, little is known about the extent to which mothers receiving CW services to prevent maltreatment have experienced trauma and suffered trauma-related psychopathology. This study examined screening data collected from 127 mothers receiving CW preventive services. There were high levels of trauma exposure among screened mothers and their young children. Among mothers, 91.6% experienced at least one traumatic event (M = 2.60) and 92.2% reported their children had been exposed to one or more traumas (M = 4.85). Mothers reported high levels of trauma-related symptoms: 54.3% met probable criteria for posttraumatic stress disorder (PTSD) or depression (61.7%). Nearly half (48.8%) met criteria for co-morbid PTSD and depression. The large majority of the clients with trauma-related disorders were not receiving mental health services. Latina women had significantly more severe PTSD symptoms than African American women. Case planners reported that the screening process was useful and feasible. These findings underscore the feasibility and importance of trauma screening among parents receiving CW preventive services.     

Promising practices and strategies for using trauma-informed child welfare practice to improve foster care placement stability: a breakthrough series collaborative

This paper will provide information on a recent Breakthrough Series Collaborative (BSC) conducted by the National Child Traumatic Stress Network on Using Trauma-Informed Child Welfare Practice to Improve Foster Care Placement Stability. Information on this particular BSC will be provided, followed by initial findings gathered from an evaluation of the BSC and metrics gathered by each of the nine participating teams throughout the BSC process. Specific trauma-informed promising strategies adopted by teams are presented along with recommendations for next steps.     

The impact of initial factors on therapeutic alliance in individual and couples therapy

The study uses 457 clients to investigate the impact of initial client factors on the development of therapeutic alliance. Data were collected longitudinally over the early portion of treatment. Cases included both individual and couple clients, allowing for examination of differences by case type. The study used the Working Alliance Inventory-Shortened Version (Tracey & Kokotovic, 1989) to measure therapeutic alliance. Initial factors considered included age, differentiation levels, prior stress, and depression. Couple clients showed differences from individual clients, and the variability prompted further investigation into relationship satisfaction and commitment as factors influencing the development of therapeutic alliance. Results highlight the increased complexity of developing an alliance with couples, and recommendations are provided for clinicians.