Exploring Processes in Day-to-Day Parent–Adolescent Conflict and Angry Mood: Evidence for Circular Causality

Parent–adolescent conflict has been studied both as a precursor of long-term macrolevel developmental risks and as an outcome of microlevel, moment-to-moment interaction patterns. However, the family-level processes underlying the maintenance or regulation of conflict in daily life are largely overlooked. A meso-level understanding of parent–adolescent conflict offers important practical insights that have direct implications for interventions. The present study explores day-to-day reciprocal processes and carryover in parents’ and adolescents’ experiences of anger and conflict. Daily diary data provided by parent–adolescent dyads (N = 151) from two-caregiver households (adolescents: 61.59% female, mean age = 14.60 years) over 21 days were examined using a multivariate Poisson multilevel model to evaluate the circular causality principle in parents’ and adolescents’ daily conflict and anger. Findings offer empirical support for the theory, suggesting that parents’ and adolescents’ anger and conflict exist together in a feedback loop wherein conflict is both a consequence of past anger and also an antecedent of future anger, both within and across persons. Increased understanding of the daily interaction patterns and maintenance of parent–adolescent conflict can guide more informed, targeted, and well-timed interventions intended to ameliorate the consequences of problematic parent–adolescent conflict sequences.     

COVID-19 and Religious Ethics

The editors of the JRE solicited short essays on the COVID-19 pandemic from a group of scholars of religious ethics that reflected on how the field might help them make sense of the complex religious, cultural, ethical, and political implications of the pandemic, and on how the pandemic might shape the future of religious ethics.     

Talking about the silent fear: adolescents' experiences of violence in an urban high-rise community

The self-reported violent experiences of adolescents living in a public-subsidized urban high-rise building were examined. This effort was part of an interdisciplinary, community-university collaboration program called the HOME (High-rise On-site Multifamily Environments) Family Support Project. A survey of violent experiences and a one-on-one structured interview were conducted with 20 adolescent residents. Results of the quantitative and qualitative analyses revealed high degrees of exposure to violence among these adolescents, concerns for their personal safety, as well as insights into what they believe adults could and should be doing to address increasing levels of community violence. The implications of these results for conducting ecologically valid research on sensitive issues with adolescents and for family support program planning are discussed.     

Assessment of dysfunctional beliefs in borderline personality disorder

This study had two aims: to test the hypothesis that borderline personality disorder (BPD) patients hold numerous dysfunctional beliefs associated with a variety of Axis II disorders, and to construct a BPD belief scale which captures these beliefs. Beliefs were measured using the Personality Belief Questionnaire (PBQ) which is designed to assess beliefs associated with various personality disorders, although not specifically BPD. Eighty-four BPD patients and 204 patients with other personality disorders (OPD) were randomly split into two study samples. Fourteen PBQ items were found to discriminate BPD from OPD patients in both samples. These items came from the PBQ Dependent, Paranoid, Avoidant, and Histrionic scales and reflect themes of dependency, helplessness, distrust, fears of rejection/abandonment/losing emotional control, and extreme attention-seeking behavior. A BPD beliefs scale constructed from these items showed good internal consistency and diagnostic validity among the 288 study patients. The scale may be used to assist in diagnosis and cognitive therapy of BPD.     

Smiling and relative status in news photographs

To test the hypothesis that lower social status is associated with more smiling, the authors used newspaper photographs and their associated news stories as the basis for scoring the smiling and relative social status of the 2 individuals in each photograph. Independent raters judged smiling and 5 dimensions of relative status for 496 individuals in 248 newspaper photographs. There was no relation between status and smiling, although status and smiling were both related to other variables such as gender, age, and story valence. These findings add to a growing body of evidence that there is no generalized relation between smiling and status.     

Accurate and false recall in the Deese/Roediger and McDermott procedure: a methodological note on sex of participant

Research suggests that individuals may differ in their susceptibility to false memory in the Deese/Roediger and McDermott procedure. Prior studies of differences have focused on the effects of age, personality, personal past history of abuse, and neurological status on false memory susceptibility. This study examined whether sex might also differentially influence false memory. After listening to a series of word lists designed to elicit false recall of nonstudied associates, 50 male and 50 female college students free recalled the lists. Analysis showed no sex difference in accurate recall, false recall, or unrelated intrusions. A robust false memory effect was observed, but sex did not differentiate performance.     

Accountability as a deterrent to self-enhancement: the search for mechanisms

Although self-enhancement is linked to psychological benefits, it is also associated with personal and interpersonal liabilities (e.g., excessive risk taking, social exclusion). Hence, structuring social situations that prompt people to keep their self-enhancing beliefs in check can confer personal and interpersonal advantages. The authors examined whether accountability can serve this purpose. Accountability was defined as the expectation to explain, justify, and defend one's self-evaluations (grades on an essay) to another person ("audience"). Experiment 1 showed that accountability curtails self-enhancement. Experiment 2 ruled out audience concreteness and status as explanations for this effect. Experiment 3 demonstrated that accountability-induced self-enhancement reduction is due to identifiability. Experiment 4 documented that identifiability decreases self-enhancement because of evaluation expectancy and an accompanying focus on one's weaknesses.