I Am so Happy ‘Cause My Best Friend Makes Me Feel Unique: Friendship, Personal Sense of Uniqueness and Happiness

Decades of empirical research leave no doubt that friendship experiences are consistent correlates of happiness. Yet, little is known about how friendships are related to happiness. The present study examined personal sense of uniqueness as a mediator of the relationship between same-sex best friendship quality and happiness in three samples each employing a different measure of happiness (n = 2,429). Results provided support to the mediational model in every sample and showed that it was gender invariant. The findings suggest that one reason why the quality of friendships is related to happiness is because friendship experiences promote individuals’ feelings of uniqueness. The implications of the findings for friendship and happiness research are discussed and directions for future research are outlined.     

I am so Happy ’Cause Today I Found My Friend: Friendship and Personality as Predictors of Happiness

Relying on the theoretical model of [Lyubomirsky et al. 2005, Review of General Psychology, 9, pp. 111–131], the present study investigated the relationship between personality, number of friends, best friendship quality and happiness among 423 young adults (n = 300 women). The main interest was to examine whether friendship contributed to happiness while controlling for personality. Friendship variables accounted for 58% of the variance in happiness. Results revealed that friendship quality predicted happiness above and beyond the influence of personality and number of friends, but friendship conflict was not a significant predictor. Additional analyses revealed that the companionship and self-validation features of friendship quality were predictive of happiness while controlling for gender and personality. The findings were discussed in the light of theory and empirical research and suggestions were made for future research. An erratum to this article can be found at     

Friendship and romance across the U.S. political divide: Hindrance or help for outgroup political attitudes?

Consistent with the intergroup contact literature, cross-political relationships (e.g., friendships or romantic relationships between different partisans) may help reduce inter-political group prejudice. Given that unfavorable attitudes based on the political group membership are particularly heightened at present in the United States, we explored whether having cross-political friendships (Study 1) or romantic relationships (Study 2) predict more positive interpersonal or intergroup attitudes among American Democrats and Republicans. In Study 1, using a social network measure (N = 301), where participants reported on their closest friends, cross-political (versus same-political) friendship was associated with less positive interpersonal attitudes when this relationship was unsatisfying. Having any (versus no) or more (versus less) cross-political group friendships was not associated with holding more positive intergroup attitudes. In Study 2, cross-political romantic relationships were examined (N = 392). Having a cross- (versus same-) political romantic relationship was associated with relatively less positive attitudes toward the political outgroup via lower empathy when relationship satisfaction was low. Study findings highlight the potential limitations of the beneficial effects of intergroup contact.     

Mother Like Mothers and Work Like Fathers: U.S. Heterosexual College Students’ Assumptions About Who Should Meet Childcare and Housework Demands

Sex Roles - Many U.S. women report balancing competing demands for labor within the family and the workplace. Prior research has found that young adult heterosexual U.S. women are still...     

“I Will Fear no Evil,for I Am with Me”: Mentalization-Oriented Intervention with PTSD Patients. A Case Study

Post traumatic stress disorder (PTSD) patients are described as suffering from a collapse of mentalization—the inability to understand and interpret their own behavior and that of others as emanating from intentional mental states. The present paper proposes an integrative focused intervention, called “traumatic mentalization change”, to improve and strengthen the mentalization abilities of PTSD patients. With the assistance of the therapist, patients learn how to embed their present self-states within their retrieved memories of the traumatic event and thus to change their traumatic narrative. These present selfstate images enrich the patients’ narratives with the emotional needs that were missing during the traumatic event by addressing mistaken attributions regarding these memories. In this way, the traumatic narrative changes, and the devastating selffeelings experienced during the original traumatic event are reduced. We demonstrate this intervention with a case study of a veteran PTSD patient who suffered from PTSD for 10 years after being involved in a terrorist attack. The neuro-clinical and clinical implications are discussed.     

U.S. College Students’ Perception of Religion and Science: Conflict,Collaboration, or Independence? A Research Note

This research examines how undergraduates perceive the relationship between religion and science and the factors that shape those perceptions. Longitudinal data generated from the Spirituality in Higher Education Project representing a national sample of undergraduates is analyzed. The analysis finds that, despite the seeming predominance of a conflict‐oriented narrative, the majority of undergraduates do not view the relationship between these two institutions as one of conflict. Undergraduate students are also more likely to move away from a conflict perspective than to adopt one during their college years. However, there are significant differences across fields of study and levels of religiosity. Students in the education and business fields, for example, are most likely to adopt a pro‐religion conflict stance during college. Future research might examine the mechanisms that lead students in some fields towards or away from a conflict perspective.     

Race/ethnicity and sex in U.S. occupations, 1970–2010: Implications for research,practice, and policy

We used census data on the civilian non-institutional adult population to analyze trends in labor force participation by race/ethnicity and sex in U.S. occupations from 1970 to 2010 in decennial periods. We examined these data for the main effects and interactions of race/ethnicity and sex across the total labor market and within 35 detailed occupations. Results from a log-linear analysis revealed that, as a whole (across race/ethnicity), more women participated in the labor force from 1970 to 2010. The proportions of working racial/ethnic minorities to both the population and the people in the labor force increased across all decades except for Black men. Although White (Caucasian) men continuously comprised the largest racial/ethnic–sex group working across five decades in absolute numbers, their percentage of the total working population declined from 1970 (54%) to 2010 (37%). In our analyses of 35 occupations, significant sex differences within racial/ethnic groups emerged. Overall, with some exceptions, Asian men and women and White women were more likely to be absorbed into occupations typically associated with professional status whereas Black, Hispanic, and American Indian men and women were more likely to be absorbed into occupations typically associated with low skill, low wages, and low status. Implications for the role of psychologists in future research, practice, and policy are discussed.     

“I'm Having a Little Struggle With This,Can You Help Me Out?”: Examining Impacts and Processes of a Social Capital Intervention for First‐Generation College Students

Social capital plays a key role in college and career success, and research indicates that a dearth of on‐campus connections contributes to challenges first‐generation college students face in effectively navigating the college environment. This study investigates a novel intervention that focuses on the development of skills and attitudes to empower first‐generation college students to cultivate social capital and on‐campus connections during the transition to college. A mixed methods, explanatory design was used to evaluate impacts and processes of the intervention among first‐generation college students (n = 164) in the context of an ethnically diverse, urban, public university in the Northeast. Results indicated that students who participated in the intervention demonstrated improved attitudes and behaviors around seeking support in college, closer relationships with instructors, and higher GPAs at the end of their first year in college. These results suggest the potential benefits of a relatively scalable approach to supporting the needs of first‐generation college students.