Beyond positive or negative: variability in daily parent-adolescent interaction quality is associated with adolescent emotion dysregulation

Previous work on the contribution of family environments to adolescent emotion dysregulation has tended to focus on broad parenting characteristics (such as warmth); however, it is possible that day-to-day variability in parenting may also relate to emotion dysregulation. The current study sought to test whether inconsistency in the quality of daily parent-youth interactions related to multiple indices of emotion dysregulation in adolescents. Two-hundred-twenty-two adolescents (ages 13–16; 53% female) participated with one parent. Adolescents completed 14-days of diary reporting on the quality of interactions with their parent (negative/neutral/positive) and their emotion dysregulation experiences for each day. Analyses reveal that, beyond the effects of average interaction quality, adolescents with greater variability in the quality of their interactions with their parent reported greater average emotion dysregulation across the days of diary recording and demonstrated greater variability in their ratings of daily emotion dysregulation. Findings were not accounted for by parental warmth or hostility, parent-reported trait-level emotion regulation, or day-level associations between study variables. In these ways, greater variability – and not merely greater negativity – during interactions between parents and adolescents was related to adolescent emotion dysregulation, suggesting that consistency in parent–adolescent relationships may be an important dimension of psychosocial risk to consider within families.     

The postdiction superiority effect in metacomprehension of text

Metacomprehension accuracy for texts was greater after, rather than before, answering test questions about the texts-a postdiction superiority effect. Although postdiction superiority was found across successive sets of test questions and across successive texts, there was no improvement in metacomprehension accuracy after participants had taken more tests. Neither prediction nor postdiction gamma correlations with test performance improved with successive tests. Although the results are consistent with retrieval hypotheses, they contradict predictions made by test knowledge hypotheses, which state that increasing knowledge of the nature of the tests should increase metacomprehension accuracy.     

Information processing in everyday life: emotion-congruent bias in mothers' reports of parent-child interactions

The authors examined the role of emotions in mothers' perceptions of the parent-child relationship. Ninety-nine mothers completed a measure of trait affect and then interacted with their preschool children under low- and high-stress conditions. After each interaction session, mothers rated their mood states and positive and negative aspects of parent-child behavior. To control for differences in the quality of dyadic interaction, observers also rated behavior. Across sessions, mood was a more robust predictor of mothers' perceptions than was trait affect. When trait effects did occur, they were mediated by mood states. Results suggest that when emotionally congruent information processing occurs in real-life situations, emotions generated by the interactions play a preeminent role in the immediate interpretation of the exchange.     

Trust and understanding in the attorney-juvenile relationship

This study investigated whether court-experienced juveniles differ from court-experienced adults in their understanding of the defense counsel role and their trust in attorneys. Court-experienced juveniles and young adults, ages 12 to 20, were compared on measures of trust, attitudes toward authority, understanding about the role of defense counsel, trial-related knowledge, and the Trust in My Lawyer Scale. The findings showed that court-related knowledge is associated with both level of intellectual functioning and age and that court-related misunderstandings are associated with mistrust in attorneys. The findings did not support the assertion that there are significant differences between juveniles and young adults in their trust of their attorneys. Results regarding parental involvement, attorney characteristics, and interaction effects of race and intellectual functioning in relation to trust are also discussed.     

Measuring stress resilience and coping in vulnerable youth: the Social Competence Interview

A brief interview to measure stress coping capabilities was developed and tested in 4 samples of African American and White adolescents in low-income neighborhoods of 2 large U.S. cities. The Social Competence Interview (SCI) is a 10-min social stressor that assesses physiological and social-emotional responses to a recurring real-life problem. A new behavioral coding system using audiotapes permits reliable and valid assessment of components of social competence, including Interpersonal Skills (expressiveness, empathy), Goal-Oriented Strivings in coping (self defense, social acceptance, competitiveness, stimulation-pleasure, approval, self improvement), and Social Impact (high vs. low affiliation/control). High SCI expressiveness and self-defensive striving create a critical-aggressive social impact, which is correlated with increased hostility and anger.     

Effects of thematic structure on syntactic comprehension in aphasia

This study assessed aphasic subjects' sensitivity to the given-new structure within simple paragraphs and the extent to which narrative discourse is facilitative of syntactic processing in the absence of semantic constraints. Subjects were divided into four groups along the dimensions of comprehension level and fluency. Stimulus items consisted of reversible active and passive sentences that were presented in the following three conditions: isolation, at the end of paragraphs such that the given-new structure was respected, and at the end of paragraphs such that the given-new structure was violated. Fluency did not significantly influence performance but comprehension level did. The high-comprehension group presented no significant differences between contextual conditions. The low-comprehension group, however, favored both paragraph contexts over isolation with no difference occurring between contextual conditions. These results suggest that lower level aphasic subjects are able to utilize thematic, antecedent verbal information for comprehending sentences in connected discourse even when the discourse is not semantically predictive of the underlying meaning of these sentences. Whether the narrative respects or violates the given-new relationship may not be an important factor. The reasons for these findings are explored.     

Never ready: Addictions counselors dealing with client death

This study explored the experiences of addictions counselors who have undergone client death and the immediate and long-lasting impacts of client death on addictions counselors through the consensual qualitative research (CQR) method. We conducted semistructured interviews with 10 participants exploring their lived, in-depth, experiences in working with clients with addictive disorders with focus given to the death of clients and how they responded to the experience. Results from a data analysis process using the CQR method indicate eight domains: (a) professional ethics, (b) coping skills, (c) client care, (d) preparation for profession, (e) experience of addiction, (f) agency impact, (g) exploring the death experience, (h) recommendations, and 28 categories embedded in each of these domains. Implications for counselor education, training, and practice are discussed.     

Association of preference for modality to learning of rhythm patterns in music

This study examined the relationship between preferences for learning modality and the learning and short-term retention of musical rhythm patterns. 55 third graders completed the Swassing Barbe Modality Index. These students were also presented two-measure rhythm patterns through their visual, auditory, and kinesthetic modalities. Analysis indicated that children who preferred on the modality index one modality over others tended to prefer that same modality when learning simple musical rhythms.     

The validity of vigilance tasks in differential diagnosis of children referred for attention and learning problems

This study was conducted to evaluate the convergent and discriminant validity of vigilance measures of attention and impulsivity in children. One hundred children referred for evaluation of attention and learning problems were administered a battery of tests including two vigilance tasks, other laboratory measures of inattention and impulsivity, and parent and teacher ratings. It was predicted that vigilance task performance would correlate with teacher ratings and laboratory measures of inattention while correlations with ratings of aggressive behavior were predicted to be lower. Moderate correlations were obtained between the vigilance task scores and other laboratory measures of inattention and impulsivity. However, the vigilance scores did not correlate with teacher or parent ratings of behavior. A factor analysis, conducted to identify underlying dimensions of attention in the battery of tests, revealed strong source effects. The implications for use of vigilance measures in diagnosis are discussed.Portions of this paper were presented at the 1990 Learning Disabilities Association of America International Conference, Anaheim, California.