Family wealth and parent–child relationships

This study examined associations between self-reported family wealth and parent–child relationships, by contrasting three theoretical perspectives on the shape of the association. The study utilized data from the Norwegian part of the “Health behaviour in school-aged children study (HBSC) 2013/2014”, with a sample of 3383 children aged 11–15 years old. The shape of associations between family wealth and parent–child communication were tested using regression spline models with knots at 1 SD below mean family wealth and at 1 SD above mean family wealth. The regression spline models showed that increasing family wealth was associated with easier family communication, clearer family communication, and higher family support. Results revealed that for boys, the association between family wealth and outcomes was stronger for the lower segment of family wealth, than in medium and high segments of family wealth. For girls, the gradient across level of wealth was monotone, with higher parent–child communication and higher family support at higher family wealth. To conclude, the results from this study suggest a nonlinear pattern of inequality in parent–child relationships across the range of family wealth.     

On a simple‐minded definition of creativity

In this study, 909 5th- and 6th-grade children were recruited as participants, and questionnaires were used to investigate the relationships between migration to urban settings and children's creative inclinations. The study was broken down to 2 parts. Study 1 compared scores on measures of creative inclinations among migrant, rural, and urban children, and further compared measures of creative inclinations among children with varying migration durations. Study 2 used path analysis to explore factors potentially mediating the effects of migration on children's creative inclinations. The results suggest that migration to urban settings is meaningfully related to creative inclinations, but the relationship seems more nuanced than initially hypothesized. When openness to new experiences, intelligence, and classroom climate were entered into the prediction equation, migration shows some indirect effects on creative inclinations. The results are discussed in terms of the significance of the study and the need for further research.     

In the spaces between – sustaining creativity in child psychotherapy

This paper gives an account of the developments in the intensive psychotherapy of a seven-year-old boy with global development delay. It also describes the adaptations to technique and the changes in the setting that were required to support the work, which was undertaken in a special school. The importance of the regularity of sessions in helping to establish object constancy; physical and mental boundaries in relation to me/not me; inside and outside is also explored. A central theme of the paper is how close observation can inform the understanding of the emotional states of disabled children, particularly those with little language. The paper draws links between the early communications of mothers and infants and the therapeutic relationship, with reference to music therapy. It describes banging as a form of communication and traces the development of banging into more coherent nursery rhymes arguing that this development is an internalisation of the rhythm of the therapy and of the growing understanding between the child and therapist.     

Using relationship-focused reflection to improve teacher–child relationships and teachers' student-specific self-efficacy

The present study evaluated whether LLInC (Leerkracht-Leerling Interactie Coaching in Dutch, or Teacher-Student Interaction Coaching), a teacher-based coaching-intervention, yielded improvements in dyadic affective teacher–child relationships in elementary school (Grades 2–6). Based on attachment theory, LLInC aims to foster more flexible and differentiated mental representations of teachers' relationships with individual children with whom they experience relationship difficulties. Using a quasi-experimental design, we compared an intervention group of teachers (n = 46 teachers and 92 children) receiving LLInC with a control group receiving no form of intervention (n = 32 teachers and 88 children). To investigate possible transfer effects, we asked teachers from the intervention group to report on their relationships and self-efficacy beliefs regarding two other children with whom they experienced relationship difficulties as well (n = 46 teachers and 81 children). Multilevel models were used to examine intervention effects on teachers' perceptions of relationship quality (i.e., Closeness, Conflict, Dependency), and teachers' student-specific self-efficacy beliefs for Behavior Management and Emotional Support. Teachers receiving LLInC reported short-term improvements in Closeness and self-efficacy beliefs for Emotional Support and decreases in Conflict as compared to control teachers. Similar improvements in Closeness and self-efficacy for Emotional Support were found for the intervention-transfer group as compared to control teachers. Also, teachers receiving LLInC had short-term and longer-term improvements in self-efficacy beliefs for Behavior Management as compared to control teachers. These improvements regarding Behavior Management were not found for the intervention-transfer group.     

Teacher–child relationships and academic achievement: A multilevel propensity score model approach

A robust body of research finds positive cross-sectional and longitudinal associations between teacher–child relationships and children's academic achievement in elementary school. Estimating the causal effect of teacher–child relationships on children's academic achievement, however, is challenged by selection bias at the individual and school level. To address these issues, we used two multilevel propensity score matching approaches to estimate the effect of high-quality teacher–child relationships in kindergarten on math and reading achievement during children's transition to first grade. Multi-informant data were collected on 324 low-income, Black and Hispanic students, and 112 kindergarten and first-grade teachers. Results revealed significant effects of high-quality teacher–child relationships in kindergarten on math achievement in first grade. No significant effects of teacher–child relationships were detected for reading achievement. Implications for intervention development and public policy are discussed.     

On motor creativity,age, and self‐concept in young learning disabled boys

In the beginning of the 21st century, creativity has been highly esteemed not only in the arts and sciences, but also in economy, politics, and individual welfare. Most theories and practical applications stem from individual sciences and frequently conclude with generalizations that cannot be derived from the specific scientific paradigm. It seems necessary to mark the limitations of individual scientific approaches and to detect where interdisciplinary perspectives are indispensable. This article is an attempt to investigate the interdependence and complementarity of neurobiological, psychological, and socio-cultural, as well as practical, aspects of creativity. It is shown that creativity is often a dialectical process apparent in psychological, cultural, and even neurobiological research. The dialectic of order and chaos seems to be a general concept that is conceived differently by the individual sciences and transports different meaning. However, it is shown that different scientific concepts also contain corresponding and complementary knowledge which amplifies scientific perspectives through interdisciplinary interpretation. The dialectics between coherence–incoherence, stabilization–destabilization, construction–deconstruction of cognitions, emotions, and actions are shown to be corresponding and complementary principles. The interdisciplinary interpretation of the findings of individual sciences leads to practical implications.     

The span of creativity among long‐lived historical artists

Three studies examined the relationship between age and creativity in terms of when the masterpieces of major historical artists were produced and when their total creative efforts declined. In Study 1, the lifelong output of 21 long‐lived painters (age = 79+) was tallied; in Study 2, the productivity of a new set of 24 long‐lived male and female artists was compared; and in Study 3, the ages at which masterpieces were produced by several sets of up to 100 relatively short‐ and long‐lived artists were examined. Masterpieces were done in the artists’ 40s and 50s, which is later than the often‐cited 30s. Productivity did not decline until the 50s or 60s, which is later than the 40s reported for musicians and writers. The results were discussed in terms of gender differences, group and individual analyses, interdisciplinary research relating psychology to the humanities, the importance of including old and very old subjects in studies of creative development, and an optimistic view of aging and cognition. The findings suggest that creativity in other kinds of artists, and nonartists in general, may be maximized later and longer than previously believed.     

Parent–child relationships during the divorce process; from attachment theory and intergenerational perspective

This study examined four possible predictors of parental satisfaction in the first year after divorce: Attachment style, parenting style, perception of own parents parenting, and the ex-spouses assessment of the quality of the parents parenting. Findings among 49 divorced couples showed that the mothers satisfaction was anchored in themselves and their behavior, fathers satisfaction in their perceptions of their mothers and ex-wives. Among mothers, the less dismissing their attachment style and the greater the centrality of the child in their parenting style, the more satisfaction they tended to report. Among fathers, greater satisfaction was predicted by more education, perception of their own mother as less overprotective, and their perception of their ex-wifes approval of the quality of their fathering.     

Individualism–collectivism and group creativity

Current research in organizational behavior suggests that organizations should adopt collectivistic values because they promote cooperation and productivity, while individualistic values should be avoided because they incite destructive conflict and opportunism. In this paper, we highlight one possible benefit of individualistic values that has not previously been considered. Because individualistic values can encourage uniqueness, such values might be useful when creativity is a desired outcome. Although we hypothesize that individualistic groups should be more creative than collectivistic groups, we also consider an important competing hypothesis: given that collectivistic groups are more responsive to norms, they might be more creative than individualistic groups when given explicit instructions to be creative. The results did not support this competing hypothesis and instead show that individualistic groups instructed to be creative are more creative than collectivistic groups given the same instructions. These results suggest that individualistic values may be beneficial, especially when creativity is a salient goal.     

Teacher–child relationships and behavioral adjustment: Transactional links for preschool boys at risk

In this short-term longitudinal study, transactional links between teacher–child relationships and behavioral adjustment were investigated in a sample of preschool boys (N = 175) at risk for developing externalizing problems. Teachers (N = 175) reported about the quality of the teacher–child relationship (i.e., Closeness, Conflict, and Dependency) and about children's behavioral adjustment (i.e., Externalizing Behavior, Internalizing Behavior, and Prosocial Behavior) at three occasions within one school year. Cross-lagged path-analytic models showed positive bidirectional associations between Conflict and both Externalizing and Internalizing Behavior from Time 1 to Time 2, but not from Time 2 to Time 3. In addition, there was a transactional sequence with more Conflict at Time 1 leading to less Prosocial Behavior at Time 2 which, in turn, predicted more Conflict at Time 3. Closeness was reciprocally and positively related to Prosocial Behavior over time, and was positively and unidirectionally predicted by Internalizing Behavior. Dependency showed positive reciprocal links with Internalizing Behavior over time, and negatively and unidirectionally predicted Prosocial Behavior. These findings suggest that interventions may be most effective if they adjust their focus and strategy depending on children's specific behavioral and relational needs.     

Recollections of parent–child relationships,attachment insecurity,and obsessive–compulsive beliefs

To adequately understand Obsessive Compulsive Disorder (OCD), it is important to understand the developmental origins of obsessive beliefs and corresponding compulsive acts. Prior work has shown that having cold, neglectful parents in childhood and/or insecure attachment styles are both linked to emotional disturbances. In this study, we explored the potential contributions of early parent–child relationships to attachment styles and the severity of obsessive–compulsive beliefs in adulthood. A sample of 397 college students completed online, self-report measures of retrospective parent–child relationships, adult attachment styles, and ongoing obsessive–compulsive symptoms. Analyses revealed that attachment anxiety partially mediated the association between parent–child relationships and obsessive beliefs; attachment avoidance failed to operate as a mediating mechanism. Our findings provide support for interpersonal approaches to obsessive–compulsive symptoms and disorder, with implications for the continuity of relationship dysfunction from childhood into adulthood.     

Measuring child temperament: Validation of a 3‐item Temperament Measure and 13‐item Impulsivity Scale

A 3-item Temperament Measure and a 13-item Impulsivity Scale were tested against the 36-item Children's Behaviour Questionnaire (CBQ). Overall, 229 caregivers completed the CBQ and the 3-item Temperament Measure based on the traits of Surgency, Negative Affectivity and Effortful Control as measured by the CBQ. Their children completed the Impulsivity Scale. Psychometrics of the CBQ and the Impulsivity Scale were examined, which were considered good in terms of internal consistency and factorial structure. The three temperament items correlated with the average scores on the corresponding CBQ factors. Furthermore, Surgency was highly related to Impulsivity. Findings provide evidence for the applicability of the Impulsivity and Temperament Measures for research.     

When and why creativity‐related conflict with coworkers can hamper creative employees' individual job performance

We examined when and why focal employees' creativity-related conflict with coworkers is related to their individual job performance. As hypothesized, a survey among 113 employees in 14 manufacturing work groups showed that creativity-related conflict with coworkers escalates into dysfunctional relationship conflict when focal employees have low rather than high trust in those coworkers. In its turn, relationship conflict with coworkers was found to be negatively associated with focal employees' individual job performance when they lack support from their supervisor. Finally, the indirect effect of creativity-related conflict on job performance through relationship conflict was found to be significant when both the first stage moderator of coworker trust and the second stage moderator of supervisory support were low rather than high.     

Mother–child joint writing in low SES: Sociocultural factors,maternal mediation,and emergent literacy

Emergent literacy was studied as related to sociocultural factors, particularly to maternal mediation of writing. Forty-one low socioeconomic status (SES) children, 5;5–6;0 years old, and their mothers participated. The child's emergent literacy was assessed by word writing and recognition, phonological awareness, and orthographic awareness. To assess mediation of writing, children were asked to write words and names, and their mothers were asked to help them. Maternal mediation was analyzed in terms of the steps in the encoding process that the mother intervened in, her reference to Hebrew orthography, and her mediation in printing letters. Child's literacy was found to be related to SES, maternal literacy, literacy tools at home, and maternal mediation. Hierarchical regressions indicated that child's literacy tools contributed to all emergent literacy skills, beyond SES and maternal literacy. The quality of mediation predicted word writing and recognition and phonological awareness after controlling for all sociocultural factors. A qualitative analysis illustrated the range of maternal mediation within or below the child's ZPD.     

An autobiographical segment from a cognitive‐developmental psychologist working on creativity

Gardner, Howard. To Open Minds: Chinese Clues to the Dilemma of Contemporary Education. New York: Basic Books, 1989, X + 326 pp., $21.95 hardcover, ISBN 0–465–08630–6     

Parent–child relationships and offspring’s positive mental wellbeing from adolescence to early older age

We examined parent-child relationship quality and positive mental well-being using Medical Research Council National Survey of Health and Development data. Well-being was measured at ages 13–15 (teacher-rated happiness), 36 (life satisfaction), 43 (satisfaction with home and family life) and 60–64 years (Diener Satisfaction With Life scale and Warwick Edinburgh Mental Well-being scale). The Parental Bonding Instrument captured perceived care and control from the father and mother to age 16, recalled by study members at age 43. Greater well-being was seen for offspring with higher combined parental care and lower combined parental psychological control (p < 0.05 at all ages). Controlling for maternal care and paternal and maternal behavioural and psychological control, childhood social class, parental separation, mother’s neuroticism and study member’s personality, higher well-being was consistently related to paternal care. This suggests that both mother–child and father–child relationships may have short and long-term consequences for positive mental well-being.     

Rephrasing the madness and creativity debate: What is the nature of the creativity construct?

This paper aims to reframe the debates about the association between creativity and mental illness. For centuries the link between the two has been debated, yet research has largely ignored the underlying nature of creativity in this context. The full understanding of the creativity construct, however, is essential to completely grasp its relationship with psychopathology. Three possible models for the creativity construct are proposed: the existence of different kinds of creativity each associated with specific types of psychopathology, creativity operating as a continuum, and creativity as a single entity. Support for each model is examined among the current literature. It is concluded that all three models are viable possibilities for the conceptualization of the creativity construct, each offering ample predictions and hypotheses for future research.     

Self-efficacy,parent–child relationships,and academic performance: a comparison of European American and Asian American college students

Parent–child relationships play an important role in successful academic outcomes. Previous research suggests that the association between parent–child relationships and offspring’s academic achievement may be mediated by offspring’s self-efficacy levels, although these relationships are not fully understood. Furthermore, the association between family support and academic outcomes is well-documented among European Americans, but not across cultures. Therefore, the present study examined how parent–child relationship quality relates to young adults’ academic achievement and self-efficacy among European Americans and Asian Americans. Participants were 258 undergraduate students (85 male, 173 female) who completed a survey. Overall, both parent–child relationships and self-efficacy were significantly associated with the offspring’s academic performance, and self-efficacy mediated the relationship between parent–child relationships and school outcomes. Ethnicity moderated these relationships: among European American students, quality of parent–child relationships was not associated with self-efficacy level whereas for Asian Americans, parent–child relationships were associated with self-efficacy. These findings suggest that European American college students’ self-efficacy levels are less dependent on parent–child relationship quality, but for Asian Americans college students it may be important for educators to facilitate communication and family support so students may continue to use family as a resource for self-efficacy levels.     

Different roles of shared and vertical leadership in promoting team creativity: Cultivating and synthesizing team members’ individual creativity

Drawing on the componential model of creativity (Amabile), we examined how shared leadership and a formally appointed leader's transformational leadership jointly cultivate team creativity in two studies. We conducted an experiment with a sample of 109 undergraduate students (32 teams) enrolled in a business plan competition (Study 1) and a field survey based on multisource, time-lagged data collected from 251 full-time employees working on 64 research and development teams (Study 2). The results from both studies revealed that shared leadership enhanced team members’ individual creative self-efficacy and individual creativity, which in turn improved team creativity. Moreover, the results from Study 2 showed that a formally appointed leader's use of different transformational leadership behaviors had different impacts on individual and team creativity. Individual-focused transformational leadership strengthened the positive effect of shared leadership on team members’ average individual creativity, whereas group-focused transformational leadership facilitated the translation of teams with high average individual creativity into teams with high levels of team creativity. The theoretical and practical implications of the findings are discussed.