Perspective taking in conflict settings: Can perspective taking smooth tensions between Trump and Clinton supporters in the aftermath of 2016 U.S. presidential election?

Can perspective taking improve intergroup attitudes in conflict contexts? How does a context of conflict shape people's responses to perspective-taking tasks and their ultimate effectiveness? The present study addressed these questions by examining the effect of perspective taking (compared with a perspective giving and a control condition) on intergroup attitudes between Trump and Clinton supporters (N = 537) one month after the 2016 presidential election. Perspective taking had positive effects on some intergroup attitudes: It increased warmth toward the outgroup (thermometer ratings), outgroup tolerance, perceived similarities between groups, and marginally increased positive outgroup evaluation. This study also sheds light on the mechanisms that might reduce the effectiveness of perspective taking in conflict settings by assessing the content and the effects of the induced perspectives in response to perspective-taking task. About half of the induced perspective-taking narratives involved negative views of the other, which were associated with worse intergroup outcomes. In addition, higher perceived intensity of the conflict between Trump and Clinton supporters and more negative emotions about the election outcome predicted more induced negative perspectives as a response to the perspective-taking task. In turn, negative perspectives were associated with more negative intergroup attitudes. To sum up, while perspective taking had an overall positive impact on intergroup attitudes in this conflict setting, its impact seems to be contingent upon the content of induced perspective-taking narratives.     

Maternal Parenting and Toddler Temperament: Predictors of Early School Age Attention-Deficit/Hyperactivity Disorder-Related Behaviors

Research on Child and Adolescent Psychopathology - Detection of early risk for developing childhood attention-deficit/hyperactive disorder (ADHD) symptoms, inattention and hyperactivity, may be...     

Individual differences in musical training and executive functions: A latent variable approach

Learning and performing music draw on a host of cognitive abilities, and previous research has postulated that musicians might have advantages in related cognitive processes. One such aspect of cognition that may be related to musical training is executive functions (EFs), a set of top-down processes that regulate behavior and cognition according to task demands. Previous studies investigating the link between musical training and EFs have yielded mixed results and are difficult to compare. In part, this is because most studies have looked at only one specific cognitive process, and even studies looking at the same process have used different experimental tasks. Furthermore, most correlational studies have used different “musician” and “non-musician” categorizations for their comparisons, so generalizing the findings is difficult. The present study provides a more comprehensive assessment of how individual differences in musical training relate to latent measures of three separable aspects of EFs. We administered a well-validated EF battery containing multiple tasks tapping the EF components of inhibition, shifting, and working memory updating (Friedman et al. in Journal of Experimental Psychology: General, 137, 201–225, 2008), as well as a comprehensive, continuous measure of musical training and sophistication (Müllensiefen et al., in PLoS ONE, 9, e89642, 2014). Musical training correlated with some individual EF tasks involving inhibition and working memory updating, but not with individual tasks involving shifting. However, musical training only predicted the latent variable of working memory updating, but not the latent variables of inhibition or shifting after controlling for IQ, socioeconomic status, and handedness. Although these data are correlational, they nonetheless suggest that musical experience places particularly strong demands specifically on working memory updating processes.     

A Meta‐Analytic Structural Model of Dispositonal Affectivity and Emotional Labor

The exponential growth of the service economy has increased the attention that organizational researchers have paid to the concept of emotional labor. Although much progress has been made in the field, few studies have provided an integrated picture of how individual dispositions, perceived display rules, and emotional labor behaviors shape employee outcomes. To clarify and compare results across this growing body of literature, a quantitative review was developed, along with a theoretically derived path diagram of key emotional labor constructs. Evidence from our structural meta‐analytic model based on 116 primary studies demonstrates that examining affective dispositions and emotional labor constructs and the pattern of positive and negative results helps to clarify and add specificity to the literature. Results were consistent with the perspective that surface acting emotion regulation strategies have a pattern of negative relationships with work outcomes of job satisfaction and stress/exhaustion (but not with job performance), whereas deep acting emotion regulation strategies have a pattern of positive relationships with all of these work outcomes.     

Young Adult Educational and Vocational Outcomes of Children Diagnosed with ADHD

Decreased success at work and educational attainment by adulthood are of concern for children with ADHD given their widely documented academic difficulties; however there are few studies that have examined this empirically and even fewer that have studied predictors and individual variability of these outcomes. The current study compares young adults with and without a childhood diagnosis of ADHD on educational and occupational outcomes and the predictors of these outcomes. Participants were from the Pittsburgh ADHD Longitudinal Study (PALS), a prospective study with yearly data collection. Significant group differences were found for nearly all variables such that educational and occupational attainment was lower for adults with compared to adults without histories of childhood ADHD. Despite the mean difference, educational functioning was wide-ranging. High school academic achievement significantly predicted enrollment in post-high school education and academic and disciplinary problems mediated the relationship between childhood ADHD and post-high school education. Interestingly, ADHD diagnosis and disciplinary problems negatively predicted occupational status while enrollment in post-high school education was a positive predictor. Job loss was positively predicted by a higher rate of academic problems and diagnosis of ADHD. This study supports the need for interventions that target the child and adolescent predictors of later educational and occupational outcomes in addition to continuing treatment of ADHD in young adulthood targeting developmentally appropriate milestones, such as completing post-high school education and gaining and maintaining stable employment.     

Applying the Creating Lasting Family Connections Marriage Enhancement Program to Marriages Affected by Prison Reentry

Divorce proportions are currently high in the US and they are even higher among those who are incarcerated with substance abuse problems. Although much research has examined marital interventions, only two studies have examined marital interventions with prison populations. There is some empirical evidence that incarcerated couples benefit from traditional marital therapy (O'Farrell and Fals‐Stewart, 1999, Addictions: A comprehensive guidebook, New York, Oxford University Press). An adaptation of the evidence‐based Creating Lasting Family Connections program was implemented with 144 married couples, where one spouse was incarcerated, in a southern state with particularly high divorce and incarceration proportions. Results suggested that married men exposed to the program had larger improvements in some relationship skills relative to a convenience sample of men not so exposed. Both husbands and wives exposed to the program exhibited similar and significant increases in relationship skills. The results were comparable to a Prevention and Relationship Enhancement Program adaptation for inmates. The implications of the findings for prevention practitioners are discussed.     

Cognitive-Based Compassion Training: A Promising Prevention Strategy for At-Risk Adolescents

Compared to the general population, youth in foster care experience multiple psychosocial difficulties due to exceptionally high rates of maltreatment. Many youth in care receive psychological and/or psychotropic treatment but not all require or are willing to accept that level of intervention. For many, a “mental health” approach feels pathologizing. Nevertheless, these youth have suffered maltreatment and interventions to improve their ability to cope with past trauma and their often uncertain present are clearly needed. Cognitively-Based Compassion Training (CBCT) provides an alternative perspective on suffering and can be framed as a wellness intervention that is appropriate for all humans. The present study examined whether a 6-week CBCT intervention would improve psychosocial functioning among adolescents in foster care. Seventy adolescents were randomized to CBCT (twice weekly) or a wait-list condition. Youth were assessed at baseline and after 6 weeks. Groups did not differ on measures of psychosocial functioning following training; however practice frequency was associated with increased hopefulness and a trend for a decrease in generalized anxiety. Qualitative results indicated that participants found CBCT useful for dealing with daily life stressors. Adolescents in care were willing to engage in CBCT. The majority reported CBCT was very helpful and almost all reported they would recommend CBCT to a friend. Participants reported specific instances of using CBCT strategies to regulate emotion, manage stress, or to respond more compassionately towards others. Standardized self-report measures were not sensitive to qualitative reports of improved functioning, suggesting the need for measures more sensitive to the positive changes noted or longer training periods to demonstrate effects. Practical issues surrounding implementation of such programs in high-risk youth populations are identified. Recommendations are provided for further development.