The relation of children's everyday nonsocial peer play behavior to their emotionality, regulation, and social functioning

The relations of children's nonsocial behavior to their emotionality, regulation, and social functioning were examined in a short-term longitudinal study. Parents (primarily mothers) and teachers rated children's effortful regulation, emotionality, asocial behaviors, problem behaviors, and social acceptance, and children's nonsocial play behaviors were observed for two semesters. Peers also rated likability. Children's observed reticent activities were related to adults' ratings of high regulation, low externalizing problems, and high asocial behavior, as well as to low anger and low positive emotion. On the other hand, solitary play was associated with low positive emotion and low regulation over time and with high asocial behavior and high peer exclusion. Peer rejection mediated the relation of internalizing emotions (anxiety, low positive emotion) and regulation to solitary play later in the school year, and asocial play mediated the relation of internalizing emotions to both solitary and reticent play behavior.     

Incidence of critical events in professional practice: a statewide survey of psychotherapy providers

The goal was to tabulate the incidences of clients' suicide, attack by a client, and sexual contact with clients in an Alaskan sample of masters and doctoral-level psychotherapy providers (excluding psychiatrists) and to assess which, if any, demographic or professional characteristics were associated with each critical event. Results from 151 respondents (response rate 43.5%) indicated that 42.7% of providers had experienced at least one client's suicide, 28% had been physically attacked by a client, 4% reported having had sexual contact with a then current client, and 6% reported sexual contact with a former client. Areas for research are outlined, specifically the importance of using methods other than surveys and exploring variables other than standard demographic data.     

Community‐Based Participatory Research With Black Churches

Black Americans are more likely than other racial/ethnic groups to rely on spiritual and religious resources for mental health support. As such, counselors must seek unique ways to reach and understand Black communities. This article provides an overview of Black Americans' help‐seeking behaviors, the significance and culture of the Black Church, and a framework for counselors and counseling researchers to form effective partnerships to conduct community‐based participatory research initiatives that will produce empirical outcomes and promote culturally responsive mental health and wellness programming in Black communities.     

Parents’ Understanding of Adopted Children’s Ways of Being,Belonging, and Becoming

Internationally-adopted children experience a range of challenges as they cope with the demands of everyday functioning and strive to develop a healthy identity. Research shows that family context such as parenting practices impact the level of adoptees' adjustment and their eventual identity development. In this study, we examined the process of how relationships are built between Ethiopia adoptees and their adoptive families within the new family setting. Using data obtained through semi-structured interviews, a brief survey, and focus group discussion from 25 North American families who adopted 35 Ethiopia children, we conducted a systematic content analysis to examine parents' way of being, way of understanding, and way of intervening. Based on results of this study, we provide a framework that explains the dynamic of Ethiopian adoptees' existence and belonging from pre- to post-adoption in the adoptive family. Implications for future research regarding the need for multiculturally competent parenting practices and family level strategies to reduce barriers to the child and parent relationship are addressed.     

Re‐examination of Oostenbroek et al. (2016): evidence for neonatal imitation of tongue protrusion

The meaning, mechanism, and function of imitation in early infancy have been actively discussed since Meltzoff and Moore's (1977) report of facial and manual imitation by human neonates. Oostenbroek et al. (2016) claim to challenge the existence of early imitation and to counter all interpretations so far offered. Such claims, if true, would have implications for theories of social‐cognitive development. Here we identify 11 flaws in Oostenbroek et al.'s experimental design that biased the results toward null effects. We requested and obtained the authors’ raw data. Contrary to the authors’ conclusions, new analyses reveal significant tongue‐protrusion imitation at all four ages tested (1, 3, 6, and 9 weeks old). We explain how the authors missed this pattern and offer five recommendations for designing future experiments. Infant imitation raises fundamental issues about action representation, social learning, and brain–behavior relations. The debate about the origins and development of imitation reflects its importance to theories of developmental science.     

Prayer Coping,Disclosure of Trauma,and Mental Health Symptoms Among Recently Deployed United States Veterans of the Iraq and Afghanistan Conflicts

U.S. military veterans of the Iraq and Afghanistan conflicts are at risk for developing adverse mental health symptoms. This study was conducted to examine the associations between prayer coping, attitudes toward trauma disclosure, and mental health symptoms (posttraumatic stress disorder [PTSD] and depression) among 110 U.S. veterans who had returned from deployments in Operation Enduring Freedom and Operation Iraqi Freedom within the previous 6 months. Bivariate analyses revealed that prayer coping was positively correlated with an urge to talk about potentially traumatic experiences. When controlling for combat exposure, social support, and disclosure attitudes, multivariate regression analyses indicated that two of the prayer functions—praying for assistance and for calm and focus—were each uniquely linked with less PTSD and depressive symptomatology. In addition, a reliance on avoidant prayer was uniquely correlated with greater depressive symptomatology. These findings support emerging ideas about prayer as a form of trauma disclosure and highlight the relevance of this approach to coping for veterans as they readjust to civilian life.     

A Window in Time: A Response to “Disorders of Temporality and The Subjective Experience of Time: Unresponsive Objects and the Vacuity of the Future” by Stephen Seligman

This response to Stephen Seligman’s “Disorders of Temporality and The Subjective Experience of Time: Unresponsive Objects and the Vacuity of the Future” considers Seligman’s ideas in the context of field theory. Seligman’s notion of becoming a self in time is elaborated through the concept, derived from field theory, of how time assumes an “essential ambiguity” that may facilitate analytic change and psychological development. This response suggests further that such “essential ambiguity” in relation to time opens both the patient and analyst up to a variety of complex, bidirectional influences, such as unconsciously mediated intergenerational transmissions of trauma. In addition, this response explores Seligman’s ideas associated with an analyst’s moment-to-moment recognitions and a patient’s corresponding development of a self in time in terms of their implications for analytic participation and analytic self-care.     

Effects of a Workplace Intervention on Parent–Child Relationships

This study tested whether effects of a workplace intervention, aimed at promoting employees’ schedule control and supervisor support for personal and family life, had implications for parent–adolescent relationships; we also tested whether parent–child relationships differed as a function of how many intervention program sessions participants attended. Data came from a group randomized trial of a workplace intervention, delivered in the information technology division of a Fortune 500 company. Analyses focused on 125 parent–adolescent dyads that completed baseline and 12-month follow-up home interviews. Results revealed no main effects of the intervention, but children of employees who attended 75 % or more program sessions reported more time with their parent and more parent education involvement compared to adolescents whose parents attended <75 % of sessions, and they tended to report more time with parent and more parental solicitation of information about their experiences compared to adolescents whose parents were randomly assigned to the usual practice condition.