Does marriage and relationship education work? A meta-analytic study.

In this meta-analytic study, the authors examined the efficacy of marriage and relationship education (MRE) on 2 common outcomes: relationship quality and communication skills. A thorough search produced 86 codable reports that yielded 117 studies and more than 500 effect sizes. The effect sizes for relationship quality for experimental studies ranged from d = .30 to .36, while the communication skills effect sizes ranged from d = .43 to .45. Quasi-experimental studies generated smaller effect sizes, but these appeared to be due to pretest group differences. Moderate-dosage programs produced larger effect sizes than did low-dosage programs. For communication skills, published studies had larger effects than those of unpublished studies at follow-up; there were no publication differences for relationship quality. There was no evidence of a gender difference. Unfortunately, a lack of racial/ethnic and economic diversity in the samples prevented reliable conclusions about the effectiveness of MRE for disadvantaged couples, a crucial deficit in the body of research. In addition, intervention outcomes important to policy makers, such as relationship stability and aggression, rarely have been addressed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predicting expressed emotion: A study with families of obsessive–compulsive and agoraphobic outpatients.

The authors used structural equation modeling to examine expressed emotion (EE) in relatives of outpatients with panic disorder with agoraphobia (n?=?42) or obsessive–compulsive disorder (n?=?60). EE was examined as a function of patients' illness and personality and as a function of characteristics of relatives themselves. EE was operationalized in terms of hostility on the Camberwell Family Interview (C. E. Vaughn & J. P. Leff, 1976) and patients' ratings of their relatives' criticism (perceived criticism). Key findings include the identification of a characteristic of the relative (self-reported angry thoughts, feelings, and behaviors) that is directly linked to both hostility toward the patient and to perceived criticism, as well as a direct path between relatives' low rates of observed problem solving and their hostility toward the patient. Patient Pathology predicted perceived criticism but not observer-rated hostility. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The mother–coparent relationship and youth adjustment: A study of African American single-mother families.

African American youth from single-mother homes are at increased risk for a range of adjustment difficulties. The family is a central context in which to study youth adjustment; however, much of the work on African American youth has focused on family conflict and maladjustment, with less attention to the supportive aspects of family relationships or their potential links with positive outcomes. This study examined the associations between conflictual and supportive aspects of the relationships that single mothers have with their nonmarital coparents and both positive and negative outcomes among 268 African American youth from single-mother homes. Findings revealed that mother–coparent support was associated with child competence, and mother–coparent conflict was associated with child maladjustment. In addition, positive parenting fully mediated these relations between mother–coparent relationship and child outcomes. Clinical implications and future directions are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Too engaged? A conservation of resources view of the relationship between work engagement and work interference with family.

In a number of studies, researchers interested in positive organizational behavior have sought to better understand the favorable aspects of work engagement—a pervasive state of emotional attachment and motivation toward work. In this study, however, we investigate a potentially negative outcome of engagement. Drawing upon conservation of resources theory, we hypothesize that engagement will be associated with higher work interference with family due to the resources engaged employees may expend when they engage in extrarole work behavior such as organizational citizenship behaviors (OCBs). We further propose that conscientiousness, as a personal resource, serves to buffer the relationship between OCB and work interference with family. Examining multisource data, collected at multiple points in time, from 3 diverse samples (total N = 844), we find that state engagement is associated with higher levels of work interference with family and that this relationship is mediated by the performance of OCBs. The findings also indicate that engaged employees who are highly conscientious experience lower levels of work interference with family than engaged employees who are less conscientious. The implications of our study and directions for future research are also discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Who is most at risk for school removal? A multilevel discrete-time survival analysis of individual- and context-level influences.

The focus of this study was to prospectively investigate the effect of aggressive behavior and of classroom behavioral context, as measured in the fall of 1st grade, on the timing of 1st school removal across Grades 1–7 in a sample of predominately urban minority youths from Baltimore, Maryland. Using a multilevel discrete-time survival framework, we found that demographic characteristics of the students as well as early individual- and classroom-level of aggression contribute to the onset of school removal. Although early individual aggression was positively associated with the risk of school removal, initially higher levels of classroom aggression corresponded to lower risk of school removal. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Was Lars sexually assaulted? A study in the reliability of witnesses and of experts.

A 5-year-old boy reported that he had been sexually assaulted by a neighborhood window cleaner. 2 court-appointed "experts" using divergent methods of approach came up with divergent findings. Detailed interviews and the case history are presented in this article and lead to a resolution of the disagreement and a reconstruction of the incident with the conclusion that Lars was not sexually assaulted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The early development of object knowledge: A study of infants’ visual anticipations during action observation.

This study examined the developing object knowledge of infants through their visual anticipation of action targets during action observation. Infants (6, 8, 12, 14, and 16 months) and adults watched short movies of a person using 3 different everyday objects. Participants were presented with objects being brought either to a correct or to an incorrect target location (e.g., cup to mouth, phone to ear vs. cup to ear, brush to mouth). When observing the action sequences, infants as well as adults showed anticipatory fixations to the target areas of the displayed actions. For all infant age-groups, there were differences in anticipation frequency between functional and nonfunctional object–target combinations. Adults exhibited no effect of object–target combination, possibly because they quickly learned and flexibly anticipated the target area of observed actions, even when they watched objects being brought to incorrect target areas. Infants, however, had difficulties anticipating to incorrect target locations for familiar objects. Together, these findings suggest that by 6 months of age, infants have acquired solid knowledge about objects and the actions associated with them. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A longitudinal study of the role of negative affectivity on the work stressor–strain process.

A significant proportion of previous research in the occupational stress area has tended to treat the personality variable negative affectivity (NA) as a nuisance variable. This perspective has led researchers to routinely control for the effects of NA. However, P. E. Spector, D. Zapf, P. Y. Chen, and M. Frese (2000) have proposed a number of different mechanisms by which NA could have substantive effects. The current research used a longitudinal framework to test several competing mechanisms proposed by Spector et al. (specifically, the perception, hyperresponsivity, and causality mechanisms) on the relationship between work stressors and psychological well-being. Customs workers and dentists constituted the longitudinal sample (N = 345). Results provided strong support for the perception mechanism, indicating that the effects of NA on psychological health were partially mediated by work stressors. The authors discuss the theoretical and practical relevance of the perception mechanism to occupational health. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A school-randomized clinical trial of an integrated social–emotional learning and literacy intervention: Impacts after 1 school year.

Objective: To report experimental impacts of a universal, integrated school-based intervention in social–emotional learning and literacy development on change over 1 school year in 3rd-grade children's social–emotional, behavioral, and academic outcomes. Method: This study employed a school-randomized, experimental design and included 942 3rd-grade children (49% boys; 45.6% Hispanic/Latino, 41.1% Black/African American, 4.7% non-Hispanic White, and 8.6% other racial/ethnic groups, including Asian, Pacific Islander, Native American) in 18 New York City public elementary schools. Data on children's social–cognitive processes (e.g., hostile attribution biases), behavioral symptomatology (e.g., conduct problems), and literacy skills and academic achievement (e.g., reading achievement) were collected in the fall and spring of 1 school year. Results: There were main effects of the 4Rs Program after 1 year on only 2 of the 13 outcomes examined. These include children's self-reports of hostile attributional biases (Cohen's d = 0.20) and depression (d = 0.24). As expected based on program and developmental theory, there were impacts of the intervention for those children identified by teachers at baseline with the highest levels of aggression (d = 0.32–0.59) on 4 other outcomes: children's self-reports of aggressive fantasies, teacher reports of academic skills, reading achievement scaled scores, and children's attendance. Conclusions: This report of effects of the 4Rs intervention on individual children across domains of functioning after 1 school year represents an important first step in establishing a better understanding of what is achievable by a schoolwide intervention such as the 4Rs in its earliest stages of unfolding. The first-year impacts, combined with our knowledge of sustained and expanded effects after a second year, provide evidence that this intervention may be initiating positive developmental cascades both in the general population of students and among those at highest behavioral risk. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of attachment to family, school, and peers in adolescents’ use of alcohol: A longitudinal study of within-person and between-persons effects.

A great deal of time and money has been spent to understand why adolescents abuse alcohol. Some of the most fruitful work considers the social context navigated by adolescents, including family, school, and peer contexts. However, most of this work focuses on differences between adolescents in these contexts. The present study adds to the literature by considering within-person changes in these contexts and examines the extent to which these changes are related to alcohol use. Significant changes in all 3 contexts were observed, and these changes were significantly related to alcohol use. The significant influence of intrapersonal variability highlights the importance of attending not only to chronic, between-individual issues facing at-risk youths but emergent and transient issues that may temporarily heighten alcohol use risk. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

What's the latest? II. Cultural age deadlines for educational and work transitions

The age-normative framework has gained widespread acceptance among students of the life course since the pioneering work of Bernice Neugarten had her colleagues in the 1960s. Investigators have begun to call for new research in this area to determine how these schedules operate in contemporary American society, how they might vary by life sphere, and how they might operate differently for men and women or along other important social divisions. Building on interviews with a random sample of 319 adults in the Chicago metropolitan area, we turn our attention to cultural age "deadlines" for a series of general transitions related to education and work. While a rough, "normal biography" of educational and work life existed in the minds of our respondents, the deadlines attached to that biography were flexible guidelines for how those trajectories might unfold, not rigid, normative principles. We relate these findings to complementary evidence on family transitions, and we consider our findings in light of two lively scholarly debates. One debate concerns the degree to which various life spheres (e.g., family, education, and work) are more or less structured by age, and the other debate concerns the degree to which men's lives are more or less structured by age compared to women's lives.     

Are community studies of psychological trauma's impact accurate? A study among Jews and Palestinians.

We evaluated the accuracy of posttraumatic stress disorder (PTSD) and major depression (MD) diagnoses using brief assessment instruments conducted by phone. PTSD and MD were assessed by telephone interview in a randomly selected sample of Jewish and Palestinian residents of Jerusalem (N = 150) during a period of marked threat of terrorism and war. We utilized the PTSD Symptom Scale Interview Format (Foa, Riggs, Dancu, & Rothbaum, 1993) and the Patient Health Questionnaire—9 (PHQ–9; Kroenke, Spitzer, & Williams, 2001). We then conducted in-depth, in-person interviews within 2 weeks, assessing PTSD and MD using the Composite International Diagnostic Interview (CIDI; Kessler et al., 2004). The prevalence of PTSD and MD diagnosis ascertained by the 2 assessment modalities was similar. Indices of classification accuracy for the phone interview, using the in-person interview as the standard, ranged from modest to high. Brief phone and in-depth in-person measures of PTSD and MD also correlated similarly with other demographic, stress, and coping factors, suggesting convergent validity. Brief phone interviews appear useful for estimating the prevalence of psychological disorders in mass casualty contexts and may have a critical role in both epidemiologic work and guiding public health interventions. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Cultural similarities and differences in group work: Pilot study of a U.S.–Chinese group comparison.

This pilot study representing collaborative cross-cultural research was conducted to compare cross-cultural similarities and differences between 2 comparable task groups by using the 8-step learning through discussion (LTD; W. F. Hill, 1969) method. One LTD group was conducted in the United States with U.S. members; the other LTD group was conducted in China with Chinese members. The same scholarly article on career needs of Chinese middle school students provided the discussion input (M. H. France, Y. Jin, K. Huang, F. Si, & W. Zhang, 1991). Videotapes of each group were made for comparative review by the researchers, providing for analysis of similarities and differences in verbal interaction, nonverbal interaction, leader role, and content themes. Implications of the results and suggestions for U.S. group leaders in working with Chinese task groups are provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A psychometric analysis of the Positive and Negative Affect Schedule for Children–Parent Version in a school sample.

The current study was the 1st to examine the psychometric properties of the Positive and Negative Affect Schedule for Children–Parent Version (PANAS-C-P) using a large school-based sample of children and adolescents ages 8 to 18 (N = 606). Confirmatory factor analysis supported a 2-factor (correlated) model of positive affect (PA) and negative affect (NA). The PANAS-C-P scale scores also demonstrated acceptable internal consistency and convergent and divergent validity. The PANAS-C-P PA and NA scale scores also related to measures of anxiety and depression in a manner consistent with the tripartite model. Scale means and standard deviations were reported by grade and sex to provide normative data for the PANAS-C-P scales. Results from the present study provide initial support for the PANAS-C-P as a parent-reported perspective of youth PA and NA among school-based youths. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Teachers’ stressors and strains: A longitudinal study of their relationships.

[Correction Notice: An erratum for this article was reported in Vol 17(1) of International Journal of Stress Management (see record 2010-02418-002). In the article, “Teachers’ Stressors and Strains: A Longitudinal Study of Their Relationships” by Arie Shirom, Amalya Oliver, and Esther Stein (International Journal of Stress Management, 2009, Vol. 16, No. 4, pp. 312-332), the two co-authors’ affiliations were incorrectly listed. The co-authors’ correct affiliations are as follows: Amalya Oliver, Hebrew University of Jerusalem and Esther Stein, Beit Berl Educational College.] The authors tested the hypothesized unidirectional or bidirectional effects of 5 types of teachers’ work-related stressors on each of the 4 types of psychological strain: somatic complaints, burnout, and intrinsic and extrinsic job dissatisfaction. The authors used structural regression analyses to analyze the responses of a representative sample of 404 high school teachers who had completed both our T1 (beginning of school year) and T2 (end of school year) questionnaires. The authors found support for the expected unidirectional effects of the T1 work-related stressors on the respondents’ T2 somatic complaints (with baseline somatic complaints controlled for), and also for the expected unidirectional effects of T1 intrinsic and extrinsic job dissatisfaction on the T2 values of the five types of stressors (with baseline stressors controlled for). Only partial support was found for the expected bidirectional relationships between the stressors and teachers’ burnout. The authors suggest that the directionality across time of the relationships between stressors and strains may depend on the intrinsic properties of the strain under consideration. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Exploring urban students’ constructions about school, work, race, and ethnicity.

This qualitative study is an exploration of 32 urban high school students’ narratives about the connection between school, work, and societal expectations of their future success related to their racial and ethnic background. The sample varied along 2 contextual dimensions: participation in a psychoeducational intervention (Tools for Tomorrow) and developmental status (i.e., half the sample were 9th-grade students and the other half were 12th-grade students). Using consensual qualitative research, the narratives revealed 3 major domains: future orientation; students’ perceptions of society’s expectations based on race and ethnicity; and students’ perception of the role of their race and ethnicity in future success. Results reveal that the majority of students endorse a connection between school and work, believe that society holds low expectations for them based on their racial and ethnic background, and cannot predict their future success based on their background. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Family–school connections and the transitions of low-income youths and english language learners from middle school to high school.

The theoretical and policy focus on parental involvement in education has evolved into a consideration of 2-way connections between families and schools. Working from a social capital perspective emphasizing the importance of information in periods and domains of uncertainty, the author tested a specific application of this reconceptualization in this study. Multilevel models of the National Education Longitudinal Study (n = 17,899) revealed that youths started high school in higher level math when parents, middle school personnel, and high school personnel were in contact with each other and when middle school personnel bridged middle school and high school. The observed effects of other family–school patterns on math and of all family–school patterns on science were driven by selection, including the personal characteristics that select adolescents into different family–school configurations. Multiple forms of family–school communication were related to reduced income and language disparities in math and science coursework, regardless of their associations with coursework in the general population. (PsycINFO Database Record (c) 2010 APA, all rights reserved)