(Mis-)Coordinating identities in the transition to parenthood: Investigating the co-development of partners’ parenting,domestic and provider identities before and after the birth of the first child

This research takes a socio-psychological perspective to studying the transition to parenthood, by longitudinally investigating how couples dyadically coordinate: (a) the changing centralities of parenting domestic and provider identities, and (b) the consequences of this for stress and relationship satisfaction. We collected longitudinal data from a Swiss community sample of 213 heterosexual, first-time parents, in approximately the 24th week of pregnancy (T1) and 2 years later (T2). Participants completed a sociogram task, sketching the centrality of parenting, domestic and provider identities, for themselves and their partner. We applied actor partner interdependence models to model changing identity centralities at T2, from the (coordination) of T1 identities, distinguishing effects due to one's partner and the individual. Results support identity coordination in couples, especially in the development of the domestic identity. This coordination also had longitudinal effects for couples’ well-being. Results emphasize the social forces that structure the self-concept, and their health consequences.     

The Mehrabian Achieving Tendency Scale (MATS): Reliability, validity and relationship to demographic characteristics

The Mehrabian Achieving Tendency Scale (MATS) assesses individual motivational characteristics that are associated with achievement (Mehrabian, 1993; 1994-1995). A survey of 130 males and 218 females was conducted to examine psychometric properties of the MATS in a sample of Australians between 18 and 75 years of age. MATS scores attained high reliabilities and were similar to American samples. MATS scores were positively and significantly correlated with the Schwartz Value Survey (1992) achievement values but were not correlated with benevolence values. The MATS had a single factor structure but marked differences in item loading patterns when compared with Mehrabian and Blum (1996). Education and occupation were significantly associated with variations in MATS but gender and age were not.     

Peer support critical elements and experiences in supporting the homeless: A qualitative study

Peer supporters are individuals with lived experience and are an integral part of health care systems, providing support to those affected by various phenomena such as homelessness and addictions. However, little is known about the critical elements that underpin peer support interventions. This qualitative study sought to understand the critical elements of intentional peer support with a homeless population, voiced by those who provide and/or receive this support. Twenty‐nine participants from 4 different homeless charities in England were interviewed about their experiences of providing/receiving peer support and what they felt were critical factors to its success. Participants defined peer support as an experience‐based relationship, built upon mutual understanding, empathy, and support. Thematic analysis was utilised to in developing 6 themes. Results identified peers' persistence in developing unique experience‐based relationships, providing social support, role modelling recovery, and peers' motivations were perceived as important factors involved in peer support. It was also found that peers described benefitting from helping, such as, undergoing transformative identity developments that helped them to escape homelessness. Through the retelling of their stories, they create meaning and restructure their autobiography, attributing experiences of homelessness as a catalyst for positive changes in their lives. Limitations and future research are discussed.     

Parents' Empathic Responses and Pain and Distress in Pediatric Patients

We investigated the relationship between parents' empathic responses prior to their children undergoing cancer treatment procedures and children's pain/distress during the procedures. We hypothesized: (1) parents' empathic distress would be positively associated with children's pain/distress, (2) parents' empathic concern would be negatively associated with children's pain/distress; and (3) parents' enduring dispositions and social support would be associated with their empathic responses. Parents completed: (1) measures of dispositions and perceived social support several weeks before their children underwent the procedures, and (2) state measures of empathic distress and empathic concern just before the procedures. Empathic distress was positively associated with children's pain; empathic concern was negatively associated with children's pain/distress. Predictions about dispositions and social support were also substantially confirmed.     

Integrative perspectives on acculturation

Comments on the original article, "Rethinking the concept of acculturation: Implications for theory and research," by S. J. Schwartz, J. B. Unger, B. L. Zamboanga, and J. Szapocznik (see record 2010-08987-001). Schwartz et al are to be commended for their attempts "to propose an expanded, multidimensional model of acculturation and of the demographic and contextual forces that can influence the acculturation process" (p. 238). In their article, they called attention to key factors such as the generational status of immigrants and their children; the role of location, particularly in ethnic enclaves; and the context of reception that immigrants enter, including the potential discrimination they may face. These variables are the crucial backdrop for the authors' call to "focus on the higher order construct of receiving-culture acquisition as well as on the individual dimensions of this higher order construct-practices, values, and identifications" (p. 246). As a sociologist trained in social psychology, I am pleased by their incorporation of some of the sociological literature on these processes. However, I was surprised by important gaps in their discussion of Portes and Rumbaut's (1996, 2006) work and by their neglect of one of the most widely used terms employed by sociologists to hypothesize outcomes for the very questions Schwartz et al were posing.     

The effects of multiple-exemplar self-instructional training on high school students' generalized conversational interactions

A multiple-baseline-across-students design was used to investigate the effects of multiple-exemplar self-instructional training on the acquisition and generalization of conversational interaction of 4 high school students with mental retardation. The multiple-exemplar component of the model consisted of (a) several peers without disabilities teaching the use of a self-instructional social skills strategy across diverse examples of conversational interactions and across two settings and (b) assessing the generalized effects of training across additional peers and one setting. Findings indicated that peers were effective in teaching the multiple-exemplar strategy and that peer training was associated with systematic increases in generalized conversational interactions with familiar and unfamiliar peers with and without disabilities in an additional setting. Social validation data indicated that following multiple-exemplar training, all participants' performances approximated those of general education students and was judged by others to have improved.