Parent-Child Interaction Therapy With Physically Abusive Parents: Efficacy for Reducing Future Abuse Reports.

A randomized trial was conducted to test the efficacy and sufficiency of parent-child interaction therapy (PCIT) in preventing re-reports of physical abuse among abusive parents. Physically abusive parents (N=110) were randomly assigned to one of three intervention conditions: (a) PCIT, (b) PCIT plus individualized enhanced services, or (c) a standard community-based parenting group. Participants had multiple past child welfare reports, severe parent-to-child violence, low household income, and significant levels of depression, substance abuse, and antisocial behavior. At a median follow-up of 850 days, 19% of parents assigned to PCIT had a re-report for physical abuse compared with 49% of parents assigned to the standard community group. Additional enhanced services did not improve the efficacy of PCIT. The relative superiority of PCIT was mediated by greater reduction in negative parent-child interactions, consistent with the PCIT change model. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Parental licensure": Rejoinder.

Responds to comments by R. E. Redding (see record 2002-08415-038) and by the American Association of Spinal Cord Injury Psychologists and Social Workers et al (see record 2002-08415-039) on the present author's original article (see American Psychologist, 2001, Vol 56, 885-894) which advocated parental licensing, a process requiring prospective parents to meet legislatively defined criteria before they could conceive or adopt children. Redding argued the unconstitutionality of this proposal, and the American Association of Spinal Cord Injury Psychologists and Social Workers et al took issue with Lykken's statement that persons "incapacitated by physical or mental disorder" be required to submit to a special dispensation by the family court to be licensed. The author responds that other legal scholars support the proposal of parental licensure, while they note that under the current judiciary, such measures would confront many obstacles. The author also explains his use of "incapacitated" with reference to the disabled with the intent to reflect the inability to perform basic and necessary parental functions as a consequence of mental or physical disease. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Maternal Power Assertion in Discipline and Moral Discourse Contexts: Commonalities, Differences, and Implications for Children's Moral Conduct and Cognition.

Parental power assertion is traditionally studied in the behavioral domain--discipline triggered by the child's immediate misbehavior--but rarely in the cognitive domain--parent-child discussions of the child's past misbehavior. Maternal power assertion was observed in "do" and "don't" discipline contexts from 14 to 45 months and in the context of mother-child discourse about a recent misbehavior at 56 months. Mothers' use of power cohered across the "do," "don't," and discourse contexts, but its implications were domain specific. Power assertion in the "don't" discipline context predicted behavioral outcomes (more moral conduct at 56 and 73 months, less antisocial conduct at 73 months) but not cognitive outcomes (moral cognition at 56 and 73 months). Power assertion in the discourse context predicted less mature moral cognition but not moral or antisocial conduct. Mothers' high Neuroticism predicted more power assertion in all three contexts. Child effects were examined. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Internalization of interpersonal process in time-limited dynamic psychotherapy": Erratum.

Reports an error in "Internalization of interpersonal process in time-limited dynamic psychotherapy" by R. Steven Harrist, Stephen M. Quintana, Hans H. Strupp and William P. Henry (Psychotherapy: Theory, Research, Practice, Training, 1994[Spr], Vol 31[1], 49-57). This article contained, as Figure 1, an SASB model. The authorship and copyrights for the model were not acknowledged. The following acknowledgement should have been included: "Adapted from Benjamin (1984). Principles of Prediction using Structural Analysis of Social Behavior (SASB). In R. A. Zucker, J. Aronoff, and A. J. Rabin (Eds.), Personality and the Prediction of Behavior (pp. 121- 174). New York: Academic." An apology is offered to the author, Dr. Lorna Smith Benjamin. The particular version used in the article was developed in collaboration with Clinton W. McLemore. (The following abstract of the original article appeared in record 1994-46214-001.) Investigated the internalization of positive aspects of therapist–patient (TP) interactions among 70 patients and their 16 therapists who participated in a 5-yr study (H. H. Strupp et al, unpublished) of time-limited dynamic psychotherapy. Patients sought help for anxiety, depression, or other problems with a clear interpersonal component and qualified for an Axis I or Axis II diagnosis on the DSM-III. Instruments included the Structural Analysis of Social Behavior and outcome measures of depression, anxiety, and psychological functioning. Patients' intrapsychic functioning became more similar to interpersonal activity in the TP relationship over the course of psychotherapy. Intrapsychic movement toward interpersonal activity in the TP relationship was associated with positive outcome on measures of depression, anxiety, and on independent clinician ratings of patient psychological functioning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parental correlates of children's peer relations: An empirical test of a tripartite model.

In recognition of the multiple pathways through which family and peer systems are linked, this short-term longitudinal study tested a tripartite model of family-peer relationships. One hundred fifty-nine fourth-grade children (82 boys, 77 girls) and their parents participated in a study of the links between parent behaviors and children's peer relations both concurrently and 1 year later. A multimethod approach--including observations of parent?child interactions, parent report, child report, and teacher and peer ratings--was used to evaluate a tripartite model of family-peer relations. Results indicate that parent?child interaction, parent advice giving, and parental provision of opportunities by both mothers and fathers predict children's social competence and, in turn, social acceptance 1 year later. Suggestions for future research and practical implications are noted, and limitations of the study are acknowledged. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Parental "Acceptance-Rejection Syndrome": Universal Correlates of Perceived Rejection.

This article reviews theory, methods, and evidence supporting the concept of a relational diagnosis here called the parental acceptance-rejection syndrome. This syndrome is composed of 2 complementary sets of factors. First, 4 classes of behaviors appear universally to convey the symbolic message that "my parent (or other attachment figure)...loves me (or does not love me--i.e., rejects me)." These classes of behavior include perceived warmth-affection (or its opposite, coldness-lack of affection), hostility-aggression, indifference-neglect, and undifferentiated rejection. Second, the psychological adjustment of children and adults (defined by a constellation of 7 specific personality dispositions) tends universally to vary directly with the extent to which individuals perceive themselves to be accepted or rejected in their relationship with the people most important to them. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceived Parental Differential Treatment in Middle Adulthood: Curvilinear Relations With Individuals' Experienced Relationship Quality to Sibling and Parents.

Guided by predictions from equity theory and the self-esteem maintenance model, links between perceptions of current parental differential treatment and the perceiver's experienced relationship quality with sibling and parents were analyzed in a sample of 1,020 adult (middle-aged) offspring. Participants rated how often they and a sibling receive parental recognition, nurture, and demands for filial responsibility. In addition, they indicated their emotions and behaviors toward sibling and parents. Data analyses showed that an individual's experienced relationship with sibling was best when both were treated equally and diminished with increasing favoritism or disfavoritism. Experienced relationship with parents was best when participants were favored a bit; the relationship worsened when participants were disfavored and worsened only slightly when they were extremely favored. Results are discussed regarding mediating processes and implications for practical applications. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parental attachment, parental control, and early development of alcohol use: A longitudinal study.

The authors explored the predictive influence of both parental attachment and parental control on early onset of alcohol consumption in adolescence by use of a longitudinal sample of 1,012 young adolescents. Whether the relationship between parental control and adolescents' drinking is moderated by parental attachment was also examined. Consistent with other studies, attachment and strict control were cross-sectionally related to adolescents' alcohol use at all 3 measurements. However, the longitudinal results of structural equation modeling analyses suggest that a good attachment relationship between parent and child does not prevent adolescents from drinking. In addition, strict control was related to lower engagement in alcohol use. Furthermore, with regard to the moderating effect, parental attachment did not moderate longitudinally the association between parental control and an early development of alcohol use. Implications for further research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parental discipline and affection and children's prosocial behavior: Genetic and environmental links.

The authors investigated genetic and environmental contributions to the relationships between children's (N = 9,319 twin pairs) prosocial behavior and parental positivity and negativity toward them. Children's prosocial behavior was rated by parents at ages 3, 4, and 7 and by teachers at age 7. At each age, parents described their feelings and discipline toward each twin. Parental positivity was indexed by positive feelings and positive, noncoercive discipline, and parental negativity was indexed by negative feelings and coercive, punitive discipline. Genetics and the environment both contributed to individual differences in prosocial behavior and in parenting. At all ages, parental positivity correlated positively, and parental negativity correlated negatively with prosocial behavior. Genetic factors largely mediated the negative correlation between prosocial behavior and parental negativity. Shared environmental effects contributed mainly to the positive relationship between prosocial behavior and parental positivity. This pattern was found both cross-sectionally and longitudinally. The findings point to the importance of children's characteristics and of the parent-child relationship in family processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Family Interaction with Schizophrenics and Their Siblings: Erratum.

Reports an error in the original article by S. Sharan (Journal of Abnormal Psychology, 1966, Vol 71[5], 345-353). Footnote 1 on page 345 should read as follows: "Now at Tel-Aviv University, Israel. This article was based on a dissertation submitted to the Graduate School of Education, Yeshiva University, in partial fulfillment of the requirements for the degree of Doctor of Philosophy." (The following abstract of this article originally appeared in record 1966-13385-001.) 24 families, each including both parents, a schizophrenic, and a nonschizophrenic adolescent, were subdivided into a parent-patient and a parent-nonpatient triad and asked to solve collectively the questions from the Comprehension and Similarities subtests of the Wechsler-Bellevue Intelligence Scale. The groups' recorded discussions were compared for problem-solving efficiency, mutual support patterns, and parent-child sex-role alignments. Contrary to predictions, the 2 triads displayed equal efficiency; parents supported both children equally; fathers and mothers were equally dominant. Patients were more supportive of their parents than were siblings, while parental discord was more prominent in patient than in nonpatient groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Reputation, halo, and ratings of counseling programs": Erratum.

Reports an error in the original article by R. W. Thoreson et al (Journal of Counseling Psychology, 1975[Sep], Vol 22[5], 446-450). On page 448, an error appears in Table 1. George Peabody College for Teachers, Nashville, Tennessee, is incorrectly listed as George Peabody University. It should also have an asterisk to indicate that the program was an APA-approved program in counseling psychology at the time the data for the study were collected. Peabody continues to have an accredited program under a new category called "Programs in Combined Scientific-Professional Psychology," which is characterized by a combination of "clinical, counseling, and school psychology." (The following abstract of this article originally appeared in record 1975-31894-001.) Tested the hypothesis that previous ratings of programs in psychology reflect both an experimental psychology and general institutional halo bias. A questionnaire similar to one used in an earlier study of graduate programs by H. D. Roose and C. J. Andersen (1970) was used to survey the responses of 598 professionals in the field of counseling psychology. Respondents were furnished with a listing of 70 doctoral programs in counseling psychology and other closely related programs and were asked to rate each of the programs. It was found that applied programs in counseling psychology received ratings that differed from overall ratings of psychology in general. Programs ranked as strong, good, and adequate are listed. Ratings were related to institutional halo, program age, rater knowledge of program, geographic location, and approved status by the American Psychological Association. Implications for program evaluation are discussed, and users of reputational ratings are cautioned about the need for supplemental information. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Child health psychology": Erratum.

Reports an error in "Child health psychology" by Dennis Drotar, Suzanne Bennett Johnson, Ron Iannotti, Norman Krasnegor, Karen A. Matthews, Barbara G. Melamed, Sharon Millstein, Rolf A. Peterson, Debbie Popiel and Donald K. Routh (Health Psychology, 1989, Vol 8[6], 781-784). The name of the author, Sharon Millstein, should be Susan Millstein. It appears correctly in this record. (The following abstract of the original article appeared in record 2008-09118-001.) The term child health psychology refers to the field of research on the behavioral aspects of children's health and illness. At this time we need to continue the work of the child health psychology special interest group and to draw into the Division of Health Psychology a much larger number of developmental psychologists, who need to be informed about the relevance of their scientific training to child health issues. We call the Division's attention and that of granting agencies such as the National Institute of Child Health and Human Development to the following high-priority child health research issues: adherence to pediatric medical regimens; child health promotion; family influences on child and adolescent health and disease; and stress and coping in childhood illness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's Achievement in Early Elementary School: Longitudinal Effects of Parental Involvement, Expectations, and Quality of Assistance.

In this prospective, longitudinal study, the authors examined the relations among parental behaviors, parental expectations, and children's academic achievement. Participants were 187 low-income children and their mothers, studied from birth of the child through 3rd grade. Mothers' quality of instruction prior to school entry had significant direct effects on IQ and indirect effects on achievement in 1st and 3rd grades. Parental expectations in 3rd grade had significant direct effects on parental involvement in 3rd grade. Children's achievement in 1st grade had significant direct effects on parental involvement and expectations in 3rd grade. Parental involvement in 3rd grade had a significant direct effect on achievement in 3rd grade. Results suggest that early parenting factors are important for children's academic achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differing Conceptions of Moral Exemplarity: Just, Brave, and Caring.

People's conceptions of different types of moral exemplarity were examined in an attempt to augment the current emphasis on moral rationality with a fuller understanding of moral personality. In Study 1 (with 805 adults), a free-listing procedure was used to generate the attributes of 3 types of moral exemplars (just, brave, and caring). In Study 2 (with 401 undergraduates), prototypicality- and personality-rating procedures were used to generate a personality profile for each type of moral exemplar and to examine the relations among them. In Study 3 (with 240 undergraduates), a similarity-sorting procedure was used to identify the typologies implicit in people's understanding of these different types of moral exemplarity. The findings indicate that moral excellence can be exemplified in rather divergent ways and that understanding of moral functioning would be enhanced by attention to this wider range of moral virtues. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Commentary: Some focus and process considerations regarding effects of parental depression on children.

Six main questions are considered: How does depression affect parent-child interaction? Are the effects of parental depression uniform? Do they stem specifically from depressions as such? Do the risks derive from alterations in parent-child interaction? Which psychological functions in the child are affected? and Why do children differ in their responses to parental depression? The main challenges include the need (a) to study aspects of parenting that extend beyond styles of immediate interaction, (b) to differentiate varieties of parental psychopathology, (c) to consider the extent to which effects on children derive from parental depression per se rather than associated risk factors, (d) to differentiate between varied types of psychological dysfunction in the children, (e) to consider genetic as well as environmental transmission, (f) to examine mediating risk and protective mechanisms, and (g) to investigate the processes involved in individual differences in children's responses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Transmission and transaction: Predicting adolescents' internalization of parental religious values.

Data in this study supported a model of internalization that included both transmission and transactional variables. Two sets of hierarchical linear regression models were conducted on data collected from the fathers, mothers, and adolescents (10–12 yrs old) in 171 intact Caucasian families. One set predicted adolescent religious behavior; the other predicted the importance of religion to child. Transmission variables (parental religious behavior and parental desire for child to be religious) predicted the most variance in all models. Dyadic discussions of faith (transactional) predicted significant variance in all models. Child gender had a direct effect only on adolescent religious behavior. A significant 3-way interaction occurred between child gender, parental desire for child to be religious, and dyadic discussions when predicting importance of religion to child, with child and parent gender dyads interacting in a complex manner. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Role playing and interpersonal-conflict reduction": Erratum.

Reports an error in the original article by Arthur C. Bohart (Journal of Counseling Psychology, 1977[Jan], Vol 24[1], 15-24). On page 18, there is an error in the degrees of freedom for the F test for planned comparisons. The value given for the second degree of freedom is 72. Depending upon the specific comparison concerned, the actual degrees of freedom varied between 37 and 39. Please note that all of the significance levels are correct as originally reported. (The following abstract of this article originally appeared in record 1977-13150-001.) 80 female undergraduates attempted to resolve personal anger conflicts by participating in short counseling-analog sessions. Each S used 1 of 4 procedures: role play, discharge, intellectual analysis, or control. It was hypothesized that role play, which provides opportunity for both intellectual insight and emotional experience, would be more effective than discharge, which de-emphasizes insight, and intellectual analysis, which de-emphasizes emotional experience. E. T. Gendlin's (1969) focusing scale, a measure of the degree to which people can use their emotional experience facilitatively, was also administered. It was predicted that high-focusing role-play Ss would show the most reduction of anger and conflict (Activation-Deactivation Adjective Check List). On the whole, role play was the most effective procedure for reducing anger, hostile attitudes, and behavioral aggression. None of the predictions on focusing were borne out. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Committed compliance, moral self, and internalization: A mediational model.

Previous research has established that children's committed, eager, willing compliance with maternal control promotes moral internalization, whereas their opposition interferes with internalization; but the causal mechanism responsible for those links is unknown. A mediational model is tested in which committed compliance and opposition are seen as influencing the child's emerging view of self on moral dimensions, and this "moral self," in turn, regulates moral conduct. Committed compliance and opposition were observed in naturalistic mother-child discipline contexts involving "do" and "don't" demands at 14, 22, 33, and 45 months. An interactive interview and observations were used to measure the moral self and internalization at 56 months (N=74). The mediational model, involving committed compliance and opposition in the "don't" demand context, was supported, but only for boys. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Is the nature-nurture debate on the verge of extinction?": Erratum.

Reports an error in the original article by D. A. Bors (Canadian Psychology, 1994[Jul], Vol 35(2), 231–243). Several mistakes appeared in 1 section of the article. Corrected pages 234 and 235 are reprinted in this issue. (The following abstract of this article originally appeared in record 1995-08940-001.) Presents 4 arguments in opposition to the position that the nature-nurture debate is no longer as contentious as it once was. First, the nature-nurture controversy, conceived of as an attempt to assign relative weightings of importance to genotype and environment in relation to psychological phenomena, is no closer to being settled today than it was at any point in the past. Second, though of considerable consequence for psychological theory and practice, the mapping of the human genome will not assist in the settlement of the nature-nurture debate. Third, heritability studies are of little value to psychologists and cannot help in the resolution of the debate. Fourth, the nature-nurture controversy is not a scientific issue. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)