Coping With Remembrances of Parental Rejection in Childhood: Gender Differences and Associations With Intimate Partner Relationships

Grounded in interpersonal acceptance-rejection theory (IPARTheory), this exploratory study investigated a) major characteristics of affective copers and non-copers, b) the effects of acceptance by one parent insofar as it moderates rejection by the other parent, and c) the mediation effect of intimate partner relationships on the relation between remembered parental rejection and adults’ current psychological adjustment. The theory recognizes that the psychological adjustment of some adults who remember having been rejected by parents in childhood is not as seriously impaired as it is for the majority of individuals. These people are called affective copers in IPARTheory. The sample included 724 affective copers and 1121 non-copers, which are adults who remember having been rejected by their parents in childhood, and whose psychological adjustment is impaired in adulthood. Results of analyses revealed that for male affective copers, both maternal and paternal rejection were unique and significant predictors of adjustment, whereas for female copers, age and an interaction between remembrances of maternal and paternal rejection were significant predictors. For male non-copers, age, remembered parental rejection, and an interaction between maternal and paternal rejection were significant predictors of psychological adjustment. For female non-copers, in contrast, remembrances of both maternal and paternal rejection in childhood were significant predictors. Lastly, perceived partner acceptance-rejection mediated the relationship between remembered parental rejection in childhood and the psychological adjustment of non-copers, but not of affective copers. Results of this study inform the work of practitioners and prevention scientists working with adults who experienced serious rejection from their parents in childhood.     

Maturation constrains the effect of exposure in linking language and thought: evidence from healthy preterm infants

The power of human language rests upon its intricate links to human cognition. By 3 months of age, listening to language supports infants’ ability to form object categories, a building block of cognition. Moreover, infants display a systematic shift between 3 and 4 months – a shift from familiarity to novelty preferences – in their expression of this link between language and core cognitive processes. Here, we capitalize on this tightly‐timed developmental shift in fullterm infants to assess (a) whether it also appears in preterm infants and (b) whether it reflects infants’ maturational status or the duration of their postnatal experience. Healthy late preterm infants (N = 22) participated in an object categorization task while listening to language. Their performance, coupled with that of fullterm infants, reveals that this developmental shift is evident in preterm infants and unfolds on the same maturational timetable as in their fullterm counterparts.     

Doing better but feeling worse: an attributional account of achievement—self-esteem disparities in Asian American students

Asian American students often report lower self-esteem than their peers from other racial groups even though they are doing better academically. The current study attempted to explore this paradox from an attributional perspective. Academic achievement, self-esteem and attributions for academic failures (i.e., low ability and low effort) were examined in an ethnically diverse sample of 3546 White, Black, Latino, and Asian American 8th grade students (M_age?=?14.03 years) from California. Results showed that Asians had the highest grade point average but the lowest self-esteem among the four major racial/ethnic groups. Asians and Latinos also endorsed more low ability attributions than Whites and Blacks. The self-esteem gap between Asians and their White and Black peers was partly explained by more endorsement of low ability attributions. Implications for future research and interventions were discussed.     

Internet-based acceptance and commitment therapy for psychological distress experienced by people with hearing problems: a pilot randomized controlled trial

Psychological distress is common among people with hearing problems, but treatments that specifically target this aspect have been almost non-existent. In this pilot randomized controlled trial, an eight-week long Internet-based treatment, informed by Acceptance and Commitment Therapy, was administered to explore the feasibility and efficacy of such a treatment. Included participants were randomized to either treatment (n = 31) or wait-list control (n = 30) condition. All participants were measured prior to randomization and immediately after treatment ended using standardized self-report instruments measuring hearing-related emotional and social adjustment (Hearing Handicap Inventory for the Elderly – S, HHIE-S), quality of life (Quality of Life Inventory, QOLI), and symptoms of depression and anxiety (Patient health Questionnaire, PHQ-9 and Generalized Anxiety Disorder scale, GAD-7). Linear mixed effects regression analysis using the full intention-to-treat sample demonstrated that the treatment had superior outcomes on the main outcome measure as compared with the control group, Cohen’s d = 0.93, 95% CI [0.24, 1.63]. The benefits of treatment over control were also evident in scores of depression, Cohen’s d = 0.61, 95% CI [0.04, 1.19], and quality of life, Cohen’s d = 0.88, 95% CI [0.14, 1.61]. The results provide preliminary support for Internet-delivered acceptance and commitment therapy as a potentially effective treatment of psychological symptoms associated with hearing problems.     

How Does the Neighborhood “Come through the Door?” Concentrated Disadvantage,Residential Instability,and the Home Environment for Preschoolers

Living in a disadvantaged neighborhood is associated with heightened risk for poor school readiness and health outcomes in early childhood, and the home environment is thought to be a primary mechanism by which neighborhood context impacts preschoolers. This study examined the effects of neighborhood concentrated disadvantage and neighborhood residential instability on the home physical environment and home learning environment for preschoolers in economically disadvantaged families (N = 187). Using structural equation modeling, mothers' perceived neighborhood disorder and depressive symptoms were examined as mechanisms by which neighborhood context “comes through the door.” Mothers' neighborhood social embeddedness was also explored as a protective factor. Results showed that concentrated disadvantage was negatively associated with the quality of the home physical environment, and residential instability was negatively associated with the quality of the home learning environment. Concentrated disadvantage had an indirect effect on the home learning environment through mothers' perceived neighborhood disorder and depressive symptoms. The effects of concentrated disadvantage on the home environment were buffered by mothers' neighborhood social embeddedness. Study findings advance understanding of socioeconomic‐ and place‐based disparities in developmental outcomes and identify potential targets for interventions aimed at lessening effects of neighborhood disadvantage on families with young children.     

The internet and psychotherapy with adolescents and preadolescents: some thoughts about the countertransference

Technological advances in the computer and communication fields (the internet, social networks, virtual realities,) have created a world in which most of our patients, especially pre-adolescents and adolescents, are immersed. In this paper we think about the meaning of ‘digital natives’ communication in the framework of the therapeutic relationship and the resulting countertransference. Interactions through technology, we argue, significantly reduce the difference between being together and being separate and can make it very difficult to experience a feeling of authentic intimacy or loss. Furthermore, exploring the world through the web does not provide children with the opportunity to ask questions and give voice to their doubts: it is a one-direction communication. These elements need to be considered in the therapeutic relationship with pre-adolescents and adolescents. In this paper we present three cases in which the world of internet enters into the sessions and we illustrate the countertransference this arouses and how it needs to be worked through.     

A Historical and Theoretical Review of Cognitive Behavioral Therapies: From Structural Self-Knowledge to Functional Processes

This paper critically examines the historical conceptualization of cognitive behavioral psychotherapy approaches (CBT) as a direct clinical counterpart of the cognitive revolution. The main “second wave” cognitive psychotherapies, either standard cognitive therapy (CT) or constructivist, in spite of their differences, share a common conceptualization of psychopathological factors as superordinate structural cognitive content belonging to the self: self-beliefs, self-schemata, personality organizations and so on. On the other hand, rational emotive behavior therapy (REBT) is an exception given that in REBT self-knowledge is not the core psychopathological tenet, being rather a derivate mechanism. Moreover, in non clinical cognitive science cognition is conceived as a regulatory function that operates retroactively and not in a hierarchically super- ordered fashion centered on the self. A historical review suggests that in both CT and constructivist model the structuralistic model of self-centered cognition may have emerged for both cultural and scientific reasons: self-centered cognitive models may be more readily understandable to clinicians as they allow for a straightforward identification of operationalizable self-beliefs. The emergence of new “third wave” process-centered CBT approaches may represent a comeback to functionalism, where cognition is considered again a regulatory function and not a structure. In addition, REBT’s interest in dysfunctional evaluations not focused on the self presaged this clinical and scientific turning point toward functionalism.     

Sociodemographic risk and early environmental factors that contribute to resilience in executive control: A factor mixture model of 3-year-olds

Young children at sociodemographic risk generally demonstrate lower executive control (EC), although with substantial heterogeneity across children. Given this marked variability, there may be some at-risk children who display higher EC and may be buffered from or resilient to the effects of sociodemographic risk who can be studied to identify the contributory factors. In this study, factor mixture modelling was used to determine whether subgroups of 3-year-old children existed based on their observed performance on a battery of EC tasks. Results indicated 2 latent groups: One characterized by lower EC and the other by higher EC. Both sociodemographically at-risk and low-risk children were represented in each group, yielding 4 risk-status-by-EC groups, where at-risk higher EC children were termed the resilient group. Proximal household enrichment (e.g., exposure to learning materials, varied enriching experiences, academic and language stimulation, parental responsivity) distinguished the resilient group from lower performing children of similar risk status, whereas distal financial resources and proximal social network resources did not distinguish these two groups. Results suggest potential intervention targets to promote optimal EC development, particularly among children at risk.