The impact of the transition to cohabitation on relationship functioning: cross-sectional and longitudinal findings

Most Americans now live together before they marry but little is known about how the transition from dating to cohabiting affects relationships. In two studies, we compared dating and cohabiting relationships in terms of commitment and several indices of relationship quality. In Study 1, we used a nationally representative sample of 1,294 unmarried individuals in opposite sex relationships who completed surveys by mail. Findings showed that cohabiting relationships were characterized by more commitment, lower satisfaction, more negative communication, and more physical aggression than dating (noncohabiting) relationships; controlling for selection factors mitigated some of these differences. Study 2 used a subsample of the Study 1 sample to longitudinally examine how transitioning from dating to cohabiting changes a relationship on the same dimensions. Six waves of mailed surveys spanning 20 months were employed. Findings of Study 2 indicated that individuals experienced declines in most indices of relationship quality as well as in interpersonal commitment after cohabitation began, though the frequency of sex increased temporarily. Constraints to stay together substantially increased with cohabitation and over time. Implications of these findings for future research are discussed.     

The effects of marriage education for army couples with a history of infidelity

While existing literature has begun to explore risk factors which may predict differential response to marriage education, a history of couple infidelity has not been examined to determine whether infidelity moderates the impacts of marriage education. The current study evaluated self-report marital satisfaction and communication skills in a sample of 662 married Army couples randomly assigned to marriage education (i.e., PREP) or a no-treatment control group and assessed prior to intervention, post intervention, and at 1 year after intervention. Of these, 23.4% couples reported a history of infidelity in their marriage. Multilevel modeling analyses indicated that having a history of infidelity significantly moderated the impact of PREP for marital satisfaction, with a trend for a similar effect on communication skills. However, couples with a history of infidelity assigned to PREP did not reach the same levels of marital satisfaction after intervention seen in the group of couples without infidelity assigned to PREP, although they did show comparable scores on communication skills after intervention. Implications of these findings for relationship education with couples with a history of infidelity are discussed.     

Anti-semitism and Psychiatry: Recognition,Prevention, and Interventions,edited by H. Steven Moffic,J. R. Peteet,A. Hankir,and M.V. Seeman,Springer Nature Switzerland AG,Cham, Switzerland, 2020, 368 pp.

The American Journal of Psychoanalysis -     

Participating in Research: Attitudes within the African American Church

We assessed associations between pastor and congregant characteristics and congregant attitudes about research participation among African American churches. Respondents shared their attitudes regarding how willing, ready, and confident they were about research participation. The outcome measure, the index of research preparedness, summed responses across the domains of willingness, readiness, and confidence. Pastor age and pastor educational attainment were independently associated with a congregants’ higher index of research preparedness. Young and educated pastors were significantly associated with congregant attitudes about participation preparedness, a finding that highlights the importance of the pastor regarding congregant research participation decisions.     

How Evangelicals from Two Churches in the American Southwest Frame Their Relationship with the Environment

In this article, we analyze the ways in which Evangelicals frame a rhetoric of environmental concern and environmental apathy, with a larger focus on the latter. Heeding calls to further explore within-Evangelical differences, we compare environmental narratives of 20 leaders and laity of a predominantly white Southern Baptist congregation and 20 leaders and laity from an African American Baptist church, both located in a Southwestern American city. We find, especially on the topic of climate change, that most Evangelicals in our study readily evince environmental apathy, which we explore in depth. In particular, we find a belief in a rigid hierarchy of God, humans, and then the environment; a belief in the sovereignty of God; and evangelical eschatological beliefs help generate narratives of environmental apathy. There are different environmental narratives, between the two congregations, that are framed in terms of political affiliation and socioeconomic status. But we find little evidence to suggest that religious beliefs foster different environmental attitudes across the two congregations. We conclude with future research directions and implications for those who wish to foster environmental concern among Evangelicals.     

Top-Down,Bottom-Up,and Around the Jungle Gym: A Social Exchange and Networks Approach to Engaging Afterschool Programs in Implementing Evidence-Based Practices

This paper uses concepts from social networks and social exchange theories to describe the implementation of evidence-based practices in afterschool programs. The members of the LEGACY Together Afterschool Project team have been involved in conducting collaborative research to migrate a behavioral strategy that has been documented to reduce disruptive behaviors in classroom settings to a new setting—that of afterschool programs. We adapted the Paxis Institute’s version of the Good Behavior Game to afterschool settings which differ from in-school settings, including more fluid attendance, multiple age groupings, diverse activities that may take place simultaneously, and differences in staff training and experience (Barrish et al. in J Appl Behav Anal 2(2):119–124, 1969; Embry et al. in The Pax Good Behavior Game. Hazelden, Center City, 2003; Hynes et al. in J Child Serv 4(3):4–20, 2009; Kellam et al. in Drug Alcohol Depend 95:S5–S28, 2008; Tingstrom et al. in Behav Modif 30(2):225–253, 2006). This paper presents the experiences of the three adult groups involved in the implementation process who give first-person accounts of implementation: (1) university-based scientist-practitioners, (2) community partners who trained and provided technical assistance/coaching, and (3) an afterschool program administrator. We introduce here the AIMS model used to frame the implementation process conceptualized by this town–gown collaborative team. AIMS builds upon previous work in implementation science using four phases in which the three collaborators have overlapping roles: approach/engagement, implementation, monitoring, and sustainability. Within all four phases principles of Social Exchange Theory and Social Network Theory are highlighted.