When Home Is Where the Harm Is: Family Betrayal and Posttraumatic Outcomes in Young Adulthood

Research on institutional betrayal has found that institutional wrongdoing that fails to prevent or respond supportively to victims of abuse adds to the burden of trauma. In this two-study investigation with young adult university students, we demonstrated parallels between institutional betrayal and ways that families can fail to prevent or respond supportively to child abuse perpetrated by a trusted other, a phenomenon we call family betrayal (FB). In Study 1, psychometric analysis of a new FB questionnaire provided evidence of its internal consistency, unidimensionality, and convergent and discriminant validity. The majority (approximately 72%) of young adults abused in childhood reported a history of FB, with an average of 4.26 FB events (SD = 4.45, range 0–14). Consistent with betrayal trauma theory, Study 2 revealed that FB was 4× more likely to occur in relation to childhood abuse by someone very close to the victim (vs. non-interpersonal victimization), with a particularly strong effect for female participants. FB history predicted significant delay to disclosure of a self-identified worst traumatic event (η_p² = .017) and significant increases in dissociation (?R² = .05) and posttraumatic stress (?R² = .07) symptoms in young adulthood. Moreover, with FB in the regression models, only FB—not child abuse nor recent interpersonal victimization—predicted dissociation and clinically significant elevations in posttraumatic stress. Findings suggest that FB is a prevalent phenomenon among young adults abused as children and that it explains unique, clinically significant variance in posttraumatic distress, warranting increased attention from trauma researchers and clinicians.     

Chameleonic obsessive job passion: demystifying the relationships between obsessive job passion and in-role and extra-role performance

In seeking to address the theoretical ambiguity regarding how and when obsessive job passion (OJP) leads to work performance, we integrate both self-verification and person–environment (P-E) fit perspectives to propose and test a moderated mediation model linking OJP to performance. We argue that OJP is indirectly related to co-worker-rated in-role and extra-role performance through self-verification, and these indirect links are conditioned by perceived demands–abilities (D-A) fit and needs–supplies (N-S) fit. Results from 190 healthcare professionals and their co-workers collected at three different time periods revealed the contrasting roles played by these two moderators. Individuals with higher OJP self-verify more when they perceive low D-A fit, but self-verify less when they perceive high N-S fit, whereas the opposite holds true for high D-A fit and low N-S fit. Contrary to predictions, negative relationships were found between self-verification and both types of performance. Specifically, OJP is associated with greater in- and extra-role performance (because of reduced self-verification) under high perceived D-A but low N-S fit, whereas the opposite results are observed under low perceived D-A and high N-S fit. The findings underscore the contingent nature of OJP and contribute to job passion, self-concept, and person–environment fit research.     

Distinct Pathways From Parental Beliefs and Practices to Children’s Numeric Skills

It is imperative to identify contextual factors contributing to the development of early math skills, considering their role in later academic achievement. To pursue this goal, the present study investigated the paths connecting parental beliefs and practices during the preschool years to children’s numeric skills at the end of kindergarten (N = 98). Results were consistent with theoretical predictions of specific relations between particular types of parental input and different aspects of number knowledge. Direct math learning activities mediated the relation between parental beliefs and children’s number identification skills. Daily activities involving quantitative components mediated the relation between parental beliefs and children’s numerical magnitude understanding. Both types of activities predicted arithmetic skills that integrate the basic aspects of symbolic number knowledge. These findings contribute to developmental theory by specifying how characteristics of children’s environments are related to particular aspects of their development, which is critical for informing intervention work to improve early math skills.     

Social justice advocacy among doctoral students in professional psychology programs

This study examined the relationships among multicultural competency, task-oriented coping, spirituality, political involvement, and experiences of discrimination on students’ engagement in social justice advocacy in a sample of 412 clinical, counseling, and school psychology doctoral students. Specifically, this study examined the mediating role of political involvement and task-oriented coping between the predictor variables and social justice advocacy. The results showed that the relationship between experiencing discrimination and social justice advocacy was only present when participants reported more political involvement and more task-oriented coping. The same was true for the relationship between spirituality and social justice advocacy; this relationship was only present when going through task-oriented coping. Further while there was a relationship between students’ multicultural knowledge and social justice advocacy, it was partly accounted for by political involvement. Similarly, the relationship between multicultural awareness and social justice advocacy was partly accounted for by task-oriented coping. Implications and recommendations for future research are addressed.     

Assessing Future Expectations of Low-Income Minority Young Men: Survival-Threats and Positive Expectations

Future expectations, a subset of overall orientation, represent youths’ most realistic appraisals of future outcomes, and has been demonstrated to be associated with a range of health risk behaviors and wellbeing. The current study extends previous measurement efforts to operationalize and measure future expectations by estimating a multidimensional model of future expectations encompassing both positive and survival-based expectations, and using longitudinal data to test the consistency of these constructs over time. The current work uses data from six waves of the Chicago Youth Development Study (n = 338), a sample of African American and Latino young men from low income neighborhoods in an urban center, to test a hypothesized multidimensional structure of future expectations across adolescence. Test retest confirmatory factor analyses from six waves of data covering the mean age range of 12–19 years reveal good model fit for the hypothesized multidimensional model of future expectations at each wave. Strong measurement invariance based on race/ethnicity is established for the multidimensional model. Implications for a latent construct approach to future expectations with low-income racial/ethnic minority young men are discussed.     

Intended persistence: comparing academic and creative challenges in high school

How do high school students approach academic and creative challenges? This study compares the content of academic and creative challenges for 190 high school students, and examines students’ intentions to persist. Students reported experiencing academic and creative challenges in different areas: academic challenges were described primarily in math/science and English, with themes related to time management and striving to improve, while creative challenges were described overwhelmingly in art and music and concerned problem solving difficulties. Students reported more interest and intention to persist in the creative than academic challenges. Interest was the strongest predictor of persistence across both academic and creative challenges. The divergent perceptions of creative and academic challenges suggest that capitalizing on the creative elements of academic assignments could boost student interest and subsequent persistence.     

Believing in a personal just world helps maintain well-being at work by coloring organizational justice perceptions

Justice is a core fundamental theme for individuals in organizations. This study suggests that believing the world is just where one gets what one deserves, and deserves what one gets, is an important personal resource that helps maintain well-being at work. Further, it suggests that personal belief in a just world, but not general belief in a just world, exerts its influence on well-being through increasing overall justice perceptions of the work environment. Using two waves of data drawn from a large random sample of working adults in Switzerland, results showed that personal belief in a just world at time 1 indeed augmented perceptions of overall organizational justice, and this in turn increased job satisfaction at time 2, that is, 1 year later. As expected, this effect was only evident for personal and not general belief in a just world, highlighting personal belief in a just world as an important yet largely overlooked resource for the work context, and suggesting the need to consider individual’s beliefs about justice as drivers of overall organizational justice perceptions.     

On the edge of language acquisition: inherent constraints on encoding multisyllabic sequences in the neonate brain

To understand language, humans must encode information from rapid, sequential streams of syllables – tracking their order and organizing them into words, phrases, and sentences. We used Near‐Infrared Spectroscopy (NIRS) to determine whether human neonates are born with the capacity to track the positions of syllables in multisyllabic sequences. After familiarization with a six‐syllable sequence, the neonate brain responded to the change (as shown by an increase in oxy‐hemoglobin) when the two edge syllables switched positions but not when two middle syllables switched positions (Experiment 1), indicating that they encoded the syllables at the edges of sequences better than those in the middle. Moreover, when a 25 ms pause was inserted between the middle syllables as a segmentation cue, neonates’ brains were sensitive to the change (Experiment 2), indicating that subtle cues in speech can signal a boundary, with enhanced encoding of the syllables located at the edges of that boundary. These findings suggest that neonates’ brains can encode information from multisyllabic sequences and that this encoding is constrained. Moreover, subtle segmentation cues in a sequence of syllables provide a mechanism with which to accurately encode positional information from longer sequences. Tracking the order of syllables is necessary to understand language and our results suggest that the foundations for this encoding are present at birth.     

Aggression,friendship, and reconciliation in Russian primary schoolchildren

Aggression and reconciliation were studied in a group of 6‐ to 7‐year‐old Russian schoolchildren using the matched control approach and the two methods used in primate ethology—the postconflict period–matched control period and the time rule methods. Aggression was found to be positively correlated with friendly behavior at the dyadic level. It is demonstrated that children, like nonhuman primates, tend to reconcile within 1 min after the conflict. Victims tend to redirect aggression at other individuals. No effect of gender on reconciliation was found. The reconciliation tendency is less expressed in friends than in children who are not friends. A new reconciliation measure is introduced, and an operational definition of friendship is suggested. Aggr. Behav. 25:125–139, 1999. © 1999 Wiley‐Liss, Inc.     

Videotaping as a therapeutic tool in psychodynamic infant– parent therapy

This paper describes an infant–parent therapy technique that involves the videotaping of the sessions, with subsequent reviewing and discussion with the mother. The technique has been designed as a part of psychodynamic therapeutic work with infant–parent dyads. It is based on a concept of the centrality of maternal past and current experience and associated representations in the pathogenesis of the relational pathology. Videotape replay provides an accelerated access to early maternal memories and promotes enlightening awareness of the links between maternal past experience and present behaviors with her child, which can lead to insight and therapeutic change. The technique advances the development of the therapeutic alliance and thus facilitates successful use of other dyadic treatment modalities that can be used along with psychodynamic therapy. It lessens maternal feelings of being criticized by a therapist and, therefore, can be helpful when the maternal ability to develop a trusting relationship with a therapist is of particular concern. Pertinent theoretical and practical issues are discussed. The method is illustrated by excerpts from therapeutic work with a six‐month‐old boy and his mother. © 2000 Michigan Association for Infant Mental Health.