Preliminary support for the use of a hierarchical mapping technique to examine attachment networks

In 2 studies, we investigated the validity and usefulness of a bull's eye hierarchical mapping measure to examine the content and structure of attachment networks. The bull's eye identified network differences between people of different attachment styles and between different ages. Attachment networks varied in the number of members and their hierarchical organization as a function of attachment style. Secure individuals included a higher number of secure relationships in their networks and placed them closer to the core self than their insecure relationships, as well as closer than did dismissing‐avoidant individuals. The bull's eye also allowed for the observation of meaningful interrelations between network members. Study 2 utilized a cross‐sectional design by which we observed network fluidity from mid‐ to late‐adolescence in addition to attachment style differences. One important finding was that late‐adolescents placed their friends closer to the core self than did midadolescents, reflecting increased use of peers as close attachment figures.     

Using Hope in the Counseling Process

This article presents a framework for the development of hope in the counseling relationship. Although hope has often been viewed as an impediment to growth, the authors believe that realistic hope is an effective tool in a counseling relationship. The authors also examine the role of the counselor in the formulation of hope.     

Between Hypatia and Beauvoir: Philosophy as Discourse

Two studies of women in philosophy, Michéle Le Doeuff's biography of Simone de Beauvoir Hipparchia's Choice (1991) and Fritz Mauthner's historical novel Hypatia (1892), question what kind of power and authority are available to philosophers. Mauthner's philosophy of language expands on Le Doeuff to outline how philosophy acts parallel to other sociohistorical discourses, relying on public consensus and on the negotiation of stereotypes to create a viable speaking subject for the female philosopher.     

Effects of relationship education on emerging adults' relationship beliefs and behaviors

In this multisite study, we used a randomized controlled trial to examine how a relationship education intervention affected emerging adults' maladaptive relationship beliefs, mutuality, relationship decision making, relationship quality, and psychological distress. In addition, we explored whether one intervention modality (i.e., facilitated group discussion) was more/less effective than another (i.e., self‐facilitated online) and whether there were differential effects for participants in a relationship. We found that the facilitated group evidenced a decline in maladaptive relationship beliefs and an improvement in deliberate decision making. Moreover, facilitated group participants in a relationship reported higher levels of mutuality. Contrary to our hypothesis, there were no changes in relationship quality or psychological distress. Implications for the content and delivery of relationship education for emerging adults are discussed.     

"You" and "I" need to talk about "us": Linguistic patterns in marital interactions

Links between pronoun use, relationship satisfaction, and observed behavior were examined during 2 problem-solving interactions in which 134 distressed and 48 nondistressed couples participated. Results supported hypotheses that distressed and nondistressed couples would use pronouns at significantly different rates, and that rates would also differ for partners depending on whose topic was being discussed. Actor–partner interdependence models (APIMs; D. A. Kenny, 1996 ) revealed actor and partner effects of pronoun use on satisfaction and observed positivity and negativity. Interestingly, I-focus pronouns were found to be linked with satisfaction in distressed partners and dis satisfaction in nondistressed partners. The pattern of findings was otherwise largely consistent across topics and levels of distress. These findings have implications for both future research and clinical interventions.     

COMMUNICATION EFFICIENCY OF MIDDLE- AND LOWER-SES DYADS

This study investigated the efficiency of communication between children from different social-class backgrounds. Eight same-sex pairs of fifth graders—half boys and half girls—were formed into dyadic groupings by combining lower- and middle-SES children into the four possible speaker-listener combinations. Task success depended on the efficiency of the verbal communication between the pair. The listener was allowed to give feedback in one condition and not allowed to speak in the other condition. Significant SES-combination effects in communication efficiency were typically not found. Unexpected sex main effects showed general superiority of the girls in both conditions. The results suggest that lower-SES children's relative ability to communicate is highly dependent on the nature of the task.