Interpersonal Conflicts of Women in Nursing Homes: An Administrative Perspective

Older women may respond to conflicts by suppressing anger. Suppressed anger is associated with depression and hypertension. Research on the everyday conflicts of community-dwelling older women has begun to emerge. Such information is not available for women in nursing homes, and is necessary for developing interventions that can help protect women in nursing homes against anger-related illness. Nursing home administrators were surveyed to evaluate women's health promotion programming in general, and the incidence of and institutional response to conflicts of women residents. About 74% of residents were women; yet, women's health promotion programs were rare (offered in 1 out of 25 facilities, or 4%). Ninety percent of administrators identified depression as the most significant women's health problem, but tended to see it as warranting medical rather than programmatic attention. Eighty percent identified strained interpersonal relationships as a significant health problem for women, requiring programmatic attention. In particular, administrators identified the need for programming to help women residents resolve conflicts with roommates and family members. Formal mechanisms for managing conflicts of residents did not exist in sample nursing homes.     

Interpersonal Negotiation Strategies in a Sample of Older Women

Suppressed anger resulting from poorly resolved interpersonal conflicts can increase morbidity. The current generation of older women may be particularly susceptible to morbidity caused by anger inhibition due to socialization to be submissive in interpersonal conflicts. For purposes of disease prevention, we asked 35 older women to describe an interpersonal conflict experienced recently, and how they responded to it. Data coding was based on Selman's model of interpersonal negotiation strategies, which has been used to assess the conflicts of children, adolescents, and young adults, but not older adults. We found that many participants used strategies in which they expressed their point of view in order to persuade the other person. Of those who were expressive, however, many ended up submitting to the other person's demands nonetheless. Thus, overall, most participants used submissive strategies. Conflicts with strangers and acquaintances were frequently reported, and reports included comments about feeling vulnerable. Stereotypic beliefs about age and health also emerged in reports, and seemed related to submissive responses. Our findings suggest that older women would benefit from training in constructive strategies for resolving interpersonal conflicts. Training efforts should reflect the ways in which stereotypic beliefs about age, health, and vulnerability may interfere with constructive strategy choice, and should emphasize the health benefits of constructively dealing with conflict.     

The Quality of Home Environment in Brazil: An Ecological Model

Based on Bronfenbrenner's (1999) ecological perspective, a longitudinal, prospective model of individual differences in the quality of home environment (Home Observation for Measurement of the Environment—HOME) was tested in a sample of 179 Brazilian children and their families. Perinatal measures of family socioeconomic status (SES) and child birth weight had direct effects on HOME at preschool age. As either family SES or child birth weight increased, HOME also increased through diminished emotional distress in the mother a month following childbirth. SES had a negative effect on number of children in the household, which in turn had a long-term negative impact on HOME. Compared to mothers who had reported not to plan their pregnancy, those who did were more likely to have fewer children, to report more spouse support during childbearing, and to show less emotional distress a month after childbirth, all of which also influenced HOME at preschool age. These findings are discussed in light of the broader socio-ecological Brazilian context, with direct implications to clinical practice aimed at improving the quality of home environment.     

Who gets mad,sad, scared or happy at discipline? Emotion attributions explain child externalizing behaviour

Few studies have linked parental discipline with children's emotional experiences, and not much data explore children's emotional attributions to discipline linked to externalizing behaviour. With a sample from Brazil, this study examines which emotions children most aptly attribute to a protagonist facing spanking, time-out or inductive discipline for norm violations. We hypothesized that anger, sadness, and fear would have higher attribution rates at spanking or time-out, relative to inductive discipline and that happiness would have higher attribution rates at induction relative to the other discipline modalities. We expected these findings to be more pronounced in older children. Based on emotional functions, we also tested the role of neutrality and happiness attributions to discipline in children's externalizing behaviour. A two-way MANOVA, with discipline and child age as explanatory variables, showed that children attributed more anger at time-out or spanking than at induction, and more happiness and neutrality at induction than at either time-out or spanking. Older children attributed significantly more sadness and less fear or neutrality. Hierarchical regressions showed that child externalizing behaviour was negatively related to happy attributions in discipline independently of child emotion situation knowledge or demographics. The results are interpreted in light of a functional view of emotions.     

Nocturnal homing in the tropical amblypygid Phrynus pseudoparvulus (Class Arachnida,Order Amblypygi)

Arthropods are renowned for their navigational capabilities, with numerous examples known from insects and crustaceans. Early studies of amblypygids (Class Arachnida, Order Amblypygi) also suggest complex nocturnal navigation, despite their apparent lack of visual adaptations to the low-light conditions of a tropical understory. In a series of two studies, we use the tropical amblypygid, Phrynus pseudoparvulus, to assess their nocturnal homing ability. Our first experiment displaced and tracked resident and nonresident individuals. Resident individuals, displaced up to 4.5 m from their home refuges and released onto their home tree, were more likely to return to their previously occupied refuge than were nonresident individuals that were collected from trees outside the study area and released at the same locations. In a follow-up study, we displaced amblypygids longer distances (6–8.7 m) from their home trees and tracked them by telemetry. These individuals returned to home trees, typically within 1–3 nights, often via indirect paths. Taken together, our results provide evidence that P. pseudoparvulus are able to navigate home, often taking indirect routes, and can do so through a mechanism other than path integration.     

Brief Report: Promoting Postformal Thinking on the Job: A Protocol for Interpersonal Conflict Resolution Training

In this paper, we discuss the relevance of training in the constructive resolution of interpersonal conflicts that occur at work. Research indicates that such conflicts may be a source of stress for adults, particularly young adults who have just entered the workforce. We present a training protocol in constructive conflict resolution that has been adapted for application to work-related conflicts. Most conflict resolution training protocols for use in the workplace focus on resolving company-wide problems. We do not know of any that focus on individual conflicts between employees, while emphasizing skills that may offer some benefits for the development of postformal thinking. Postformal thinking has been postulated as relevant to becoming an expert in one’s chosen profession. We present this protocol to stimulate ideas on how to further develop and refine training efforts for working adults in conflict resolution.     

From personal sexuality bias to the life orientation classroom: bridging the gap with cultural intelligence

The emotive nature of teaching sexuality and culture is widely acknowledged. However, a working model to promote the teaching of sexuality with sensitivity to both learner needs and community social norms is required. This paper proposes to position cultural intelligence as a means to promote the active, as opposed to reactive, nature of teaching sexuality within a multicultural environment. Specifically, cultural intelligence's components of knowledge, mindfulness and behaviour seem particularly pertinent to a pedagogy which aligns with the active change of modern sexualities.     

Child abuse and neglect: Effects on Bayley Scale Scores

Compared to controls, children who were diagnosed as victims of Nonaccidental Trauma or Failure to Thrive had depressed Bayley Scale Mental Index scores, p < .002and p < .0001, respecitvely. Failure-to-Thrive children also had depressed Bayley Scale Motor Index scores, p < .0001. Nonaccidental-Trauma children had Mental and Motor Scale range scores, as determined by differences between basal and ceiling items on the Mental and Motor scales, that were a function of measured Mental and Motor Index Scores. Specifically, Nonaccidental-Trauma children with lower Mental Index scores had higher Mental Scale range scores than Nonaccidental-Trauma children with higher Mental Index scores, p < .003. Control children had Mental Scale range scores that did not differ between the high-low Mental Index score conditions. On the Motor Scale, range scores of Nonaccidental-Trauma children in the highlow Motor Index score conditions did not differ. However, children with higher Motor Index scores had higher Motor Scale range scores than control children with lower Motor Index scores, p < .02. In addition, the Infant Behavior Record of the Bayley Scales revealed behavior ratings of Nonaccidental-Trauma and Failure-to-Thrive children that differed from Mental and Motor Scale scores on several dimensions. These differences may reflect differential effects of the Nonaccidental-Trauma and Failureto-Thrive conditions.This study was supported in part by Department of Health, Education and Welfare, Office of Child Development Grant OCD-CB-371. We wish to acknowledge the advice and encouragement of Roger V. Cadol, director, Developmental Evaluation Center of Denver General Hospital, and Michael J. Fitch, director, Child Study Project. A portion of this article was read at the American Association on Mental Deficiency Region IV Conference, Albuquerque, New Mexico, October 2, 1975.     

The Moderation Role of Self‐perceived Maternal Empathy in Observed Mother–Child Collaborative Problem Solving

Based on L. S. Vygotsky's sociocultural theory, previous scaffolding studies have examined some factors associated with adjustment of parental support during collaborative problem solving. However, a factor that remains unexplored in the literature is the potential relationship between parental empathy and parental support in collaborative problem solving. The present study addresses this question through the observation of 45 preschool children and their mothers cooperating in a problem‐solving task with two levels of difficulty. Teachers rated the children's fine motor skills, and sampled mothers reported their empathy levels towards their children. Consistent with the notion of scaffolding, negative correlations were found between observed maternal verbal support (cognitive, autonomy, and emotional) and child age, and between observed maternal cognitive support and teacher reports of child motor skills. An analysis of covariance revealed significant empathy‐by‐difficulty interactions for physical and cognitive support after controlling for the effect of child motor skills. Implications of these findings are discussed in terms of the role of child motor skills and the importance of parental empathy in collaborative problem solving. Copyright © 2016 John Wiley & Sons, Ltd.