Interparental Violence and Nonverbal Abilities

Nonverbal decoding and encoding abilities of undergraduates were examined as a function of their self-reported history of interparental violence. Students exposed to domestic violence showed decoding and encoding deficits. Results for decoding revealed an emotion-specific deficit for recognizing happiness but no evidence for an advantage in decoding anger and fear. In contrast, students from violent homes showed overall deficits in posed encoding of emotions. There was no evidence for an emotion-specific encoding bias in the pattern of false negatives and no evidence for suppression of general expressiveness. Hence, it appears that the encoding deficit of students from violent homes is a result of inappropriate encoding. Results are discussed in terms of past theoretical explanations for the influence of family environment on nonverbal abilities.     

Intimacy Is Sharing Hurt Feelings: A Comparison of Three Conflict Resolution Models

To check on the validity of three different methods of dealing with anger, 1) calm, rational discussion, 2) "fair fighting," and 3) sharing of hurt and of fear of hurt, two different studies were performed. In the first study a video-taped procedure was presented to 36 undergraduates. Their preferences indicated no support for the hypothesis of sex differences in dealing with conflict and some support to differential preferences for each of three methods. In the second study, three structured programs directly derived from the three theoretical positions were administered at random to 11 couples. Their reactions suggested some support for the position that intimacy may be found in sharing of hurt feelings. Theoretical issues and directions for future research are considered.     

The effect of nonverbal sensitivity on social interaction

This study examined the relation between decoding ability and quality of dyadic interaction of college roommate pairs. It was found that pairs with members who were both high in decoding (HH pairs) rated their interactions somewhat more positively than pairs in which one or both roommates were low (HL and LL pairs). This effect was more pronounced for ratings reflecting emotional sharing (e.g., gave and received support) than for ratings reflecting influence (e.g., initiated the interaction). For emotional sharing only, the difference between the HH pairs and the HL plus LL pairs was significant. The relative advantage of the HH pairs in emotional sharing and relative disadvantage in influence was more pronounced for males and less for females, suggesting a reversal of traditional sex-role behavior. When differences in decoding ability within roommate pairs were considered, the results showed that, in dyads with at least one good decoder (HH and HL pairs), the interaction was rated more positively by the roommate who was lower in decoding ability. The concept and measure of decoding ability and their implications for interaction and sex-role behavior were discussed.This research was supported in part by NIMH Grant # R01 MH 40498 to Miron Zuckerman.     

Age‐Related Changes in Demand‐Withdraw Communication Behaviors

Demand‐withdraw communication is a set of conflict‐related behaviors in which one partner blames or pressures while the other partner withdraws or avoids. The present study examined age‐related changes in these behaviors longitudinally over the course of later life stages. One hundred twenty‐seven middle‐aged and older long‐term married couples were observed at 3 time points across 13 years as they engaged in a conversation about an area of relationship conflict. Husbands' and wives' demand‐withdraw behaviors (i.e., blame, pressure, withdrawal, avoidance) were objectively rated by trained coders at each time point. Data were analyzed using dyad‐level latent growth curve models in a structural equation modeling framework. For both husbands and wives, the results showed a longitudinal pattern of increasing avoidance behavior over time and stability in all other demand and withdraw behaviors. This study supports the notion that there is an important developmental shift in the way that conflict is handled in later life.     

Exploring Epistemologies: The Debate Continues

ABSTRACT

Stigma is a significant barrier to recovery and full community inclusion for people with mental illnesses. Social work educators can play critical roles in addressing this stigma, yet little is known about their attitudes. Social work educators were surveyed about their general attitudes about people with mental illnesses, attitudes about practice with people with mental illnesses, and attitudes about students with mental illnesses. On average, educators’ general and practice attitudes were not negative. However, respondents did view a student with a mental illness differently from a “typical social work student.” Findings suggest that we, as social work educators, must raise our awareness and address our own attitudes to support students and uphold our social work values.     

Single subject research methods in rehabilitation

The article describes single-subject research designs as an efficient and cost-effective way to assess the impact of targeted interventions on individual behavior. The authors overview the basic tenets of single-subject research, provide examples of several types of single-subject designs, and describe the utility of single-subject designs in rehabilitation research.