Children's Interpretations of Marital Conflict

An experimental study was devised to investigate the proposition that among children of latency age a process evolves of developing conceptual structures for interpreting and resolving interpersonal conflicts. The study was designed within a cognitive-developmental frame of reference drawn heavily from the theory of Jean Piaget. It was hypothesized that there would be developmental differences in the number of factors the children could consider simultaneously and the levels of abstraction they would utilize in conceptualizing and solving problems involving interpersonal conflicts of interest and in explaining their choices of preferred solutions. The three parts of the problem-solving process analyzed were the children's role-taking skills, solutions to the problem, and general reasoning. Implications for practice are discussed.     

Romantic partners’perceptions of social network attributes with the passage of time and relationship transitions

Data from five waves of a longitudinal study of romantic couples were analyzed to examine how the partners’perceptions of social network attributes (i.e., network approval for the relationship, network overlap, liking for partner's network) change with the passage of time and relationship transitions. The results indicated that perceptions of network approval, especially from the male partner's friends, tended to increase over time for the participants whose relationship remained intact throughout the longitudinal study. Furthermore, the transitions to engagement and to marriage were also associated with an increase in network approval from the male's friends. Individuals who experienced a breakup during the study reported more network approval than disapproval for the breakup. Finally, the likelihood of a breakup was significantly lower the more approval women reported from their friends and the more women expressed liking for their partner's family at Time 1 (these same associations were nonsignificant for men). These findings provide support for various social network perspectives, including social reactance (Lewis, 1973).     

Impact of a College Student Academic Mentoring Program on Perceived Parental and Teacher Educational Involvement

This article examines the hypothesis that academic mentoring of college students improves perceived parental and teacher educational involvement. College students were randomly assigned to a 1‐year academic mentoring program (protégés, n = 150) or a control group (n = 167) and completed questionnaires before, during, and after the intervention. Protégés perceived greater levels of parent and teacher educational involvement than did participants from the control group. However, the impact of the mentoring program on perceived parental involvement was found only among students who reported a secure relationship with their parents. Additional analyses suggest that some of these improvements were related to quality of the working alliance between mentors and protégés and to supportive behaviors exhibited by mentors during the intervention.     

Dynamics of perceived social network support for same‐sex versus mixed‐sex relationships

Individuals in mixed‐sex (n = 248) and same‐sex (n = 159) romantic relationships completed several online questions for each member of their social network, including the member's perceived support for their romantic relationship. Those in same‐sex relationships perceived less support for their relationship, but only from family members, not from friends. Levels of relationship support were lower among subjectively more distant network members than among closer network members. As hypothesized, associations between perceived support for the relationship and relationship, mental, and physical well‐being were weaker for those in same‐sex compared to mixed‐sex relationships. Principles of social network management and attributional ambiguity were used to explain the findings.     

Corpus Meum: Disintegrating Bodies and the Ideal of Integrity

This essay shows that Jean‐Luc Nancy's reconceptualization of corporeality in such texts as L'Intrus and Corpus can be an important ally to feminist theories of body. I introduce Nancy's ontology and argue that his rejection of the unified, integrated body of humanist discourses in favor of dis‐integrated bodies constituted by multiple alterities and his consequent reinterpretation of body as a “being‐exscribed” begin the task of thinking bodies beyond traditional dualisms and their ahistorical and rationalist frameworks. I then address three potential criticisms of Nancy's work and suggest that though there may be reasons to move cautiously in adopting the framework he provides, his work harbors resources directly beneficial to critiques of prevailing forms of gender normativity. Quel étrange moi! —Jean‐Luc Nancy, Corpus     

Substance Abuse and Child Abuse—Neglect: Implications for Direct-Service Providers

This study investigates the relationships between substance abuse and child abuse—neglect. It presents recommendations for program development and training for direct-service providers.     

Adult attachment styles and stressor severity as moderators of the coping sequence

This study examined the normative temporal sequence of the coping process and whether stressor severity or adult attachment styles moderated that sequence. Participants (N = 75) described a minor or a major stressor. They were given a stack of index cards, representing coping strategies from five different domains. They selected strategies they had employed and sorted them into the order used. Overall, support from partner was one of the first coping techniques used. Adult attachment styles moderated the coping sequence. For major stressors, dismissing attachment predicted later use of support seeking from partner and earlier use of distancing coping, while preoccupied attachment predicted earlier use of emotion‐focused coping.     

TOWARD A MESSAGE-CENTERED THEORY OF PERSUASION: THREE EMPIRICAL INVESTIGATIONS OF LANGUAGE INTENSITY1

Based on accumulated knowledge concerning the effects of language intensity on attitude change, a set of propositions were advanced that provide a skeletal theoretical framework. Based on the propositions, three separate studies were done to extend the predictive power of the formulation. Predicted interactions between sex of the source, situational anxiety, source credibility, and language intensity were obtained. There were also significant person perception changes as a result of the level of language intensity employed in the persuasive message. Discussion centered on the import of the new findings in formulating a message-centered theory of persuasion.     

Neurological Impress Method PLUS

The purpose of these two studies was to redirect interest to the Neurological Impress Method, a multisensory approach to reading instruction that occurs between a teacher and a student, which has been largely forgotten in mainstream and special education circles over the past decades. In addition to its emphasis on oral reading, we included a comprehension component that we call the plus (+) to NIM Plus. In our first study, third through sixth-grade below-level readers in a San Diego county school participated in NIM tutoring. On each of the three measures—oral reading fluency, silent reading fluency, and comprehension—students performed statistically better after the five-week (3.3 hours) NIM training than they had at the beginning of the training. In oral reading fluency, the students' scores significantly increased from an average of 96.7 words correct per minute to 112 words correct per minute (p < .0001). In silent reading fluency measure, students' scores increased from an average of 132 words per minute to 154 words per minute (p < .002). On the comprehension assessment, students' scores increased from an average of 3.2 questions correct to 4.5 correct (p < .001). In our second study, which was conducted in an urban San Diego school, similar results were found; the students scored significantly higher on all three measures. In this second study, however, we focused on “glimpses” into the reasons why NIM Plus was so effective. The tutors who provided the NIM Plus training reported that NIM Plus helped both teacher and student to focus on prior knowledge, making connections between and among texts and the world, and overall construction of comprehension. Our findings support the idea that the NIM Plus is adaptable and that it requires further investigation, in experimental settings, as well as in schools and clinics.