Associations between childhood adversity and daily suppression and avoidance in response to stress in adulthood: can neurobiological sensitivity help explain this relationship?

Background and objectives: Although it has been postulated that psychological responses to stress in adulthood are grounded in childhood experiences in the family environment, evidence has been inconsistent. This study tested whether two putative measures of neurobiological sensitivity (vagal flexibility and attentional capacity) moderated the relation between women’s reported exposure to a risky childhood environment and current engagement in suppressive or avoidant coping in response to daily stress.

Design and methods: Adult women (N?=?158) recruited for a study of stress, coping, and aging reported on early adversity (EA) in their childhood family environment and completed a week-long daily diary in which they described their most stressful event of the day and indicated the degree to which they used suppression or avoidance in response to that event. In addition, women completed a visual tracking task during which heart rate variability and attentional capacity were assessed.

Results: Multilevel mixed modeling analyses revealed that greater EA predicted greater suppression and avoidance only among women with higher attentional capacity. Similarly, greater EA predicted greater use of suppression, but only among women with greater vagal flexibility.

Conclusion: Childhood adversity may predispose individuals with high neurobiological sensitivity to a lifetime of maladaptive coping.     

Parent and Teacher Agreement of Behavior Problems in Youth Diagnosed With and Without Autism Spectrum Disorders

The prevalence and severity of behavioral problems in youth with autism spectrum disorders (ASD) may be context dependent leading to discrepant informants’ reports and complicating case conceptualizations and treatment goals. This study examines the inter-rater agreement of parents and teachers on behavioral problems of 58 youth with ASD and 42 youth without an ASD diagnosis. Parents and teachers of 26 youth with ASD (M?=?4.08, SD?=?1.02) and 21 youth with non-ASD diagnoses (M?=?4.38, SD?=?0.80), ages 2–5 years, and 32 youth with ASD (M?=?7.47, SD?=?1.44), and 21 youth with non-ASD diagnoses (M?=?7.71, SD?=?1.23), ages 6–10, completed the Child Behavior Checklist and Teacher Report Form. Compared to youth with a non-ASD diagnosis (ages 2–5 years), youth with ASD also had poor to moderate agreement across subscales with the exception of comparable substantial agreement on Externalizing Behavior (ICC?=?0.73 and ICC?=?0.63, respectively) and Aggressive Behavior subscales (ICC?=?0.72 and ICC?=?0.69, respectively). Compared to youth with a non-ASD diagnosis (ages 6–10 years), youth with ASD similarly had poor agreement across subscales with the exception of moderate agreement on Anxious/Depressed subscale (ICC?=?0.41 and ICC?=?0.06, respectively). These results suggest that the severity and prevalence of behavior problems in youth may depend on the context and reporter of the symptoms.     

Baby FaceTime: can toddlers learn from online video chat?

There is abundant evidence for the ‘video deficit’: children under 2 years old learn better in person than from video. We evaluated whether these findings applied to video chat by testing whether children aged 12–25 months could form relationships with and learn from on‐screen partners. We manipulated social contingency: children experienced either real‐time FaceTime conversations or pre‐recorded Videos as the partner taught novel words, actions and patterns. Children were attentive and responsive in both conditions, but only children in the FaceTime group responded to the partner in a temporally synced manner. After one week, children in the FaceTime condition (but not the Video condition) preferred and recognized their Partner, learned more novel patterns, and the oldest children learned more novel words. Results extend previous studies to demonstrate that children under 2 years show social and cognitive learning from video chat because it retains social contingency. A video abstract of this article can be viewed at: https://youtu.be/rTXaAYd5adA     

The Psychosocial Construction of Parenting: An Examination of Parenting Goals and Narratives in Relation to Well-Being

In two studies, we examined the implications psychosocial constructions of parenting hold for an understanding of well-being. In studies 1 (N = 504) and 2 (N = 98) participants provided a list of personal goals and narratives about the experience of becoming parents, respectively. In both studies, measures of well-being were also completed. Goals were categorized on the basis of whether they contained reference to parenting as well as agentic and communal motivation, whereas stories were coded for themes of exploration and resolution. In Study 1, the proportion of parenting goals related positively with well-being, although this effect was rendered non-significant after accounting for the communal motivation of parenting goals. In Study 2, themes of exploration and resolution in parents’ narratives positively predicted well-being. Collectively, these results provide intimation of parenting’s “meaningfulness” within the current socio-cultural context.     

Supporting Counselors After a Client Suicide: Creative Supervision Techniques

Many professional counselors will experience the loss of a client to suicide. The effects of this loss are explored in this article. The supervisor’s role in supporting a supervisee after a client’s suicide is presented. Additionally, creative interventions that can be used by supervisors to support supervisees after the loss of a client are provided. These creative techniques are theoretically grounded within the cognitive behavioral, solution-focused, and narrative paradigms.     

A Multisurface Interpersonal Circumplex Assessment of Rejection Sensitivity

Individuals high in rejection sensitivity (RS) are at risk for experiencing high levels of interpersonal distress, yet little is known about the interpersonal profiles associated with RS. This investigation examined the interpersonal problems, sensitivities, and values associated with RS in 2 samples: 763 multicultural undergraduate students (Study 1) and 365 community adults (Study 2). In Study 1, high anxious RS was associated with socially avoidant interpersonal problems, whereas low anxious RS was associated with vindictive interpersonal problems. In Study 2, we assessed both anxious and angry expectations of rejection. Circumplex profile analyses showed that the high anxious RS group reported socially avoidant interpersonal problems, sensitivities to remoteness in others, and valuing connections with others, whereas the high angry RS group reported vindictive interpersonal problems, sensitivities to submissiveness in others, and valuing detached interpersonal behavior. Low anxious RS was related to domineering interpersonal problems, sensitivity to attention-seeking behavior, and valuing detached interpersonal behavior, whereas low angry RS was related to submissive interpersonal problems, sensitivity to attention-seeking behavior, and valuing receiving approval from others. Overall, results suggest that there are distinct interpersonal profiles associated with varying levels and types of RS.     

Self-Esteem in Adult Prison Population: The Development and Validation of the Self-Esteem Measure for Prisoners (SEM-P)

The main aim of the current study was to develop and validate the Self-Esteem Measure for Prisoners (SEM-P), composed of personal and prison self-esteem, among a systematically selected sample of prisoners (N = 1,794). Confirmatory factor analyses revealed that the SEM-P was best captured with the bifactor conceptualization reflecting two grouping factors (personal and prison self-esteem) and one general factor. Although factor loadings were stronger for the general factor, the two grouping factors evidenced good differential predictive validity. The SEM-P is a reliable and valid measure of self-esteem among inmates because it considers the importance of prison culture for self-evaluations.     

Visuospatial working memory in school-aged children exposed in utero to cocaine.

OBJECTIVE: Among the neurocognitive impairments reported as associated with prenatal cocaine exposure, slower response time, and less efficient learning in school-aged children are common to findings from several laboratories. This study presents performance data on a spatial working memory task in 75 prenatally cocaine exposed (CE) and 55 nondrug-exposed (NDE) 8- to 10-year-old children. METHODS: Children were administered a novel neuropsychological measure of immediate- and short-term memory for visuospatial information, the Groton Maze Learning Test (GMLT), a computer-based hidden maze learning test that consists of a "timed chase test" (a simple measure of visuomotor speed), eight learning trials followed by a delayed recall trial after an 8-minute delay and a reverse learning trial. Performance is expressed as correct moves per second and number of errors per trial. RESULTS: Across all trials, the cocaine-exposed group showed significantly slower correct moves per second and made significantly more errors. There were no significant main effects for amounts of alcohol, tobacco, or marijuana exposure. After an 8-minute delay and compared to the eighth trial, cocaine-exposed children showed less consolidation in learning compared to nonexposed children. When asked to complete the maze in reverse, cocaine-exposed children showed a greater decrement in performance (decreased correct moves per second and increased errors) compared to the eighth learning trial. CONCLUSIONS: Children exposed in utero to cocaine exhibit a possible impairment in procedural learning and diminished efficiency in creating and accessing an internal spatial map to master the hidden maze.     

Negotiating Interracial Interactions: Costs, Consequences, and Possibilities

ABSTRACT— The United States is becoming increasingly diverse, yet interracial contact continues to be awkward, if not stressful, for many. Indeed, recent research suggests that individuals often exit interracial interactions feeling drained both cognitively and emotionally. This article reviews research examining how interracial encounters give rise to these outcomes, zeroing in on the mediating role of self-regulation and the moderating influence of prejudice concerns. Given that interracial contact may be the most promising avenue to prejudice reduction, it is important to examine factors that undermine positive interracial contact experiences, as well as those that facilitate them.