Bidirectional Associations Between Coparenting Relations and Family Member Anxiety: A Review and Conceptual Model

Research into anxiety has largely ignored the dynamics of family systems in anxiety development. Coparenting refers to the quality of coordination between individuals responsible for the upbringing of children and links different subsystems within the family, such as the child, the marital relationship, and the parents. This review discusses the potential mechanisms and empirical findings regarding the bidirectional relations of parent and child anxiety with coparenting. The majority of studies point to bidirectional associations between greater coparenting difficulties and higher levels of anxiety. For example, the few available studies suggest that paternal and perhaps maternal anxiety is linked to lower coparental support. Also, research supports the existence of inverse links between coparenting quality and child anxiety. A child’s reactive temperament appears to have adverse effects on particularly coparenting of fathers. A conceptual model is proposed that integrates the role of parental and child anxiety, parenting, and coparenting, to guide future research and the development of clinical interventions. Future research should distinguish between fathers’ and mothers’ coparenting behaviors, include parental anxiety, and investigate the coparental relationship longitudinally. Clinicians should be aware of the reciprocal relations between child anxiety and coparenting quality, and families presenting for treatment who report child (or parent) anxiety should be assessed for difficulties in coparenting. Clinical approaches to bolster coparenting quality are called for.     

Monozygotic twins with schizoform psychosis and hypothalamic-induced hypogonadotropic hypogonadism

It is reported about an uniovular male pair of twins which has been permanently hospitalized because of an intermittently progressing schizoform psychosis. A hypothalamically conditioned hypogonadotropic hypogonadism provable beyond that substantiates the possibility of the common causal genetic embodiment of both the clinical pictures which is disputed in literature.     

Dissociating averageness and attractiveness: attractive faces are not always average

Although the averageness hypothesis of facial attractiveness proposes that the attractiveness of faces is mostly a consequence of their averageness, 1 study has shown that caricaturing highly attractive faces makes them mathematically less average but more attractive. Here the authors systematically test the averageness hypothesis in 5 experiments using both rating and visual adaptation paradigms. Visual adaptation has previously been shown to increase both preferences for previously viewed face types (i.e., attractiveness) and their perceived normality (i.e., averageness). The authors used a visual adaptation procedure to test whether facial attractiveness is dependent upon faces' proximity to average (averageness hypothesis) or their location relative to average along an attractiveness dimension in face space (contrast hypothesis). While the typical pattern of change due to visual adaptation was found for judgments of normality, judgments of attractiveness resulted in a very different pattern. The results of these 5 experiments conclusively support the proposal that there are specific nonaverage characteristics that are particularly attractive. The authors discuss important implications for the interpretation of studies using a visual adaptation paradigm to investigate attractiveness.     

The Preventing Relational Aggression in Schools Everyday Program: A Preliminary Evaluation of Acceptability and Impact

Despite recent research suggesting that relationally aggressive behaviors occur frequently and may lead to physically aggressive actions within urban school settings, there has been little prior research to develop and evaluate relational aggression prevention efforts within the urban schools. The current article describes the development and preliminary evaluation of the Preventing Relational Aggression in Schools Everyday (PRAISE) Program. PRAISE is a 20-session classroom-based universal prevention program, designed to be appropriate and responsive to the needs of youth within the urban school context. Results suggest strong acceptability for the program and feasibility of implementation. Further, the program was especially beneficial for girls. For instance, girls in classrooms randomly assigned to the PRAISE Program demonstrated higher levels of knowledge for social information processing and anger management techniques and lower levels of relational aggression following treatment as compared to similar girls randomly assigned to a no-treatment control condition. Further, relationally aggressive girls exhibited similar benefits from the program (greater knowledge and lower levels of relational aggression) plus lower levels of overt aggression following treatment as compared to relationally aggressive girls within the control classrooms. In contrast, the program was not associated with improvements for boys across most measures. The significance and implications of the findings for research and practice are discussed.