Narrative skills predict peer adjustment across elementary school years

The importance of peer adjustment in middle childhood coincides with developing social cognitive and discursive skills that include the ability to make personal narrative accounts. Authoring personal stories promotes attention to the sequence of events, the causal connections between events, the moral significance of what has happened, and the motives that drive human action: these skills may be critical for the establishment and maintenance of satisfying peer relationships during elementary school. This study extended previous research by considering whether narrative skills in written stories about peer interactions predicted peer adjustment. As part of an ongoing longitudinal study, 92 children wrote narratives about peer experiences and completed surveys on measures of peer adjustment for two school years. Cross‐lagged panel models indicated that chronological and thematic coherence and reports of moral concerns in narratives in the first year of the study contributed to lower peer disliking in the subsequent academic year. Reports of motives in Year 1 narratives contributed to lower levels of loneliness and peer victimization in Year 2. Writing personal narratives that are coherent and attentive to moral concerns and motives may be especially beneficial for children who have difficulty connecting with peers. We discuss implications for classroom practices.     

Modeling Longitudinal Obesity Data with Intermittent Missingness Using a New Latent Variable Model

We propose a latent variable model for informative missingness in longitudinal studies which is an extension of latent dropout class model. In our model, the value of the latent variable is affected by the missingness pattern and it is also used as a covariate in modeling the longitudinal response. So the latent variable links the longitudinal response and the missingness process. In our model, the latent variable is continuous instead of categorical and we assume that it is from a normal distribution. The EM algorithm is used to obtain the estimates of the parameter we are interested in and Gauss–Hermite quadrature is used to approximate the integration of the latent variable. The standard errors of the parameter estimates can be obtained from the bootstrap method or from the inverse of the Fisher information matrix of the final marginal likelihood. Comparisons are made to the mixed model and complete-case analysis in terms of a clinical trial dataset, which is Weight Gain Prevention among Women (WGPW) study. We use the generalized Pearson residuals to assess the fit of the proposed latent variable model.     

REVIEWS

Anderson, S., & Middleton, V. (2005). Explorations in privilege, oppression, and diversity .
Catherall, D. R., (Ed.). (2004). Handbook of stress, trauma and the family .
Sprenkle, D. H., & Piercy, F. P. (Eds.). (2005). Research methods in family therapy     

Reports of Conferences, Institutes, and Seminars

This quarter's column features reports from the New England Library Association Annual Conference; the Pennsylvania Library Association Annual Conference; the Potomac Technical Processing Librarians Annual Meeting; the Charleston Conference; the Brick and Click Libraries Symposium; a NISO Webinar entitled “The Case of the Disappearing Journal: Solving the Title Transfer and Online Display Mystery;” and the American Library Association Midwinter Meeting.     

Using an Initial Clinical Interview to Assess the Coparenting Relationship: Preliminary Examples From the Supporting Father Involvement Program

The current study uses an initial intake interview as an assessment tool in the Supporting Father Involvement (SFI) intervention and considers it from a family systems theoretical perspective. SFI includes a 32-hour group for parents with young children that aims to reduce child abuse and promote family well-being through a curriculum focused on enhancing positive father involvement and coparenting. For this study, the initial clinical interview assessed partners’ synchronies and dissonance in parenting, coparenting, and relationship satisfaction domains. Using thematic analysis, we qualitatively analyzed interviews with 15 committed, heterosexual couples, exploring themes that correspond with higher versus lower couple satisfaction measured by the Quality of Marital Satisfaction Index. Results showed a strong concordance between partners’ satisfaction scores, with fathers less satisfied than mothers. Thematic differences between higher and lower satisfaction parents centered on approach to discipline, coparenting communication, and quality of support systems. The importance of father involvement and fathers as “learning” parents and coparents were recurring themes for mothers and fathers, especially among higher satisfaction couples. Higher substance abuse and employment/financial stress were indicative of lower satisfaction couples. Discussion reflects on the utility of an initial clinical interview as an assessment and intervention planning tool and future directions for research.