You Wouldn’t Like Me When I’m Angry: A Daily Diary Study of Displaced Online Aggression in Dual-Earner Couples

Modern technologies can aid working processes as well as provide individuals with an opportunity to connect and form interpersonal relationships. However, they can also create a context for displaced aggression. In this study, we examine whether people experiencing work stressors may engage in online antisocial behavioral as a means of venting their negative emotions. Specifically, we investigate whether experiencing stressors at work fuels anger in the private context and whether this anger triggers subsequent displaced aggression in the form of antisocial online behavior (AOB) throughout the evening. Additionally, we examine the crossover of anger to AOB in couples in their private context. We conducted a diary study amongst 95 dual-earner couples, twice a day, during five consecutive working days. Results confirmed that men’s daily work stressors spilled over to their private context in the form of anger after work and AOB throughout the evening. No crossover effects were found from their partner. For women, a crossover effect was found of their partner’s work stressors and anger on their own AOB. These results demonstrate gender differences in displaced online aggression.     

Interpersonal responses among sibling dyads tested for BRCA1/BRCA2 gene mutations.

OBJECTIVE: The familial context plays an important role in psychosocial responses to genetic testing. The purpose of this study was to compare sibling pairs with different combinations of BRCA1/BRCA2 test results on measures of affect, interpersonal responses, and physiological reactions. DESIGN: Forty-nine sibling dyads with different combinations of BRCA1/BRCA2 test results (i.e., mixed, positive, negative) completed a questionnaire, and 35 of the dyads also participated in a laboratory-based discussion of genetic testing. MAIN OUTCOME MEASURES: The primary outcome variables included participant reports of supportive actions toward their sibling, state anger and anxiety, perceptions of sibling behavior, and electrodermal responses. RESULTS: Compared to positive and negative dyads, mixed pairs reported less friendly general support actions, noted more anger, and perceived their sibling to be less friendly and more dominant during the interactions. In comparisons between same-result (i.e., positive, negative) pairs, positive dyads reported more dominant support behaviors and perceived their sibling to be friendlier during the interactions. CONCLUSION: Data suggest that siblings who have different test results may experience more interpersonal strain than siblings who have the same test result. Future research on genetic testing and family relationships can expand upon these findings.     

Training Public Sector Clinicians in Competency-Based Clinical Supervision: Methods,Curriculum, and Lessons Learned

This article describes an initiative to train public sector clinicians in competency-based clinical supervision. It was delivered as an 18-session course taught online to clinicians employed in departments of behavioral health in nine Southern California counties. The curriculum was co-constructed by a team of clinical supervision scholars and leaders who then served as instructors. Each two-hour meeting addressed a specific topic for which a training video had been prepared, usually featuring a member of the training team who had expertise in that topic. The second part of each meeting focused on a class member’s supervision case presentation. Those presentations revealed 35 themes; the four most frequently occurring were: developing supervisees’ clinical competencies, addressing countertransference and parallel process, balancing clinical and administrative supervisory roles, and addressing record keeping/paperwork. Participants’ pre-to-post supervisory self-efficacy changes demonstrated a moderate effect size (Cohen’s d?=?.46) for the training, with the greatest pre- to post-training changes being in the use of technology, multicultural competencies (awareness of oppression, bias, and stereotyping in clinical work and in clinical supervision), and contracting. They reported that the strengths of the course included an inclusive learning environment and opportunities to reflect on and apply new knowledge and skills, though they also reported struggling with the assignments and the course platform software. Lessons learned reflected the use of technology in this online program, the importance of obtaining buy-in from agency decision makers and being prepared to address challenges related to the use of direct observation in supervision, gatekeeping, and enacting the simultaneous roles of administrative and clinical supervisor.

     

Correction to: Training Public Sector Clinicians in Competency-Based Clinical Supervision: Methods,Curriculum, and Lessons Learned

Journal of Contemporary Psychotherapy - A correction to this paper has been published: https://doi.org/10.1007/s10879-021-09504-9     

Therapist Utilization of Online Social Support for Parents of Premature Infants

Using a qualitative framework to capture the voices and stories of parents of premature infants, this study explored the role of online social support through the use of the March of Dimes, Share Your Story site. Given the growing trend of computer mediated communication usage in the lives of individuals and family members experiencing medical challenges, this study adds to the broad array of research on online social support, while specifically contributing to the limited literature on the parental experience of premature birth and online social support. The research also connects marriage and family therapists and other family practitioners to the role of online social support opportunities for families.     

Reinforcement sensitivity theory and symptoms of personality disorder: Specificity of the BIS in Cluster C and BAS in Cluster B

Gray’s reinforcement sensitivity theory, consisting of the behavioral inhibition (BIS) and behavioral activation (BAS), is frequently used to represent basic dimensions of psychopathology. However, notably few investigations have examined the link between the BIS/BAS and symptoms of personality disorder (PD). Although the Fight-Flight-Freeze System has emerged in the revised model as an important aspect of motivation, the BIS (linked to anxiety) and BAS (linked to impulsivity) have been the primary foci. The current investigation uses a dimensional measure of PD, the schedule for nonadaptive and adaptive personality (SNAP; Clark, 1993) applied to two independent samples of English-speaking participants: undergraduates (n = 276) and clinical patients (n = 47). Results were consistent across both samples, demonstrating that symptoms of Cluster B PDs are indicative of high BAS levels whereas symptoms of Cluster C PDs are characterized by high BIS levels.     

Modeling First Grade Reading Development

This study tested a hypothesized model examining reading proficiency across first grade. It addressed how alphabetics at the beginning of the year were mediated by applied and automated skills at the middle of the year to explain actualized reading at the end of the year. The alphabetic skills of 102 first graders were measured in October and the applied and automated skills measured in January. In May, actualized reading was measured. Using structural equation modeling, the model produced acceptable levels of model-fit across all indices. Reading fluency is an important developmental step in first grade that mediates foundational alphabetic skills.     

Heroes Don't Cheat: An Examination of Academic Dishonesty and Students' Views on Why Professors Don't Report Cheating

Some students do not cheat. Students high in measures of bravery, honesty, and empathy, our defining characteristics of heroism, report less past cheating than other students. These student heroes also reported that they would feel more guilt if they cheated and also reported less intent to cheat in the future than nonheroes. We find general consensus between students and professors as to reasons for the nonreporting of cheating, suggesting a general impression of insufficient evidence, lack of courage, and denial. Suggested interventions in academia are based in positive psychology and an understanding of academic heroes.