Experiencing and Learning About Emotions: A Longitudinal Analysis of Youth Program Participants

Organized youth programs provide a context where adolescents experience strong emotions and may develop new ways of thinking about and dealing with emotions. The current study examined youth’s reports of positive and negative emotions arising during the course of their work in different types of project-based programs; learning about emotions from different sources (e.g., from observing peers, interacting with adult staff, or engaging in self-reflection); and longitudinal associations between emotional experiences and learning. Quantitative data were collected at two time points from 319 youth (57% female; M age?=?15.8 years; 33% Latino, 29% Black, 32% White, 6% other) participating in 14 Midwestern programs focused on Leadership, Arts and Performance (Arts), and Science, Technology, Engineering, and Math (STEM). Overall, positive emotions occurred more frequently than negative emotions, but emotional experiences differed based on the focus of the program. There were few significant differences in emotional learning from various sources (self, peers, staff) across the three types of programs. Multiple regression models controlling for prior learning indicated that, consistent with theory, positive emotions predicted subsequent learning about emotions from all sources. In contrast, negative emotions predicted increased learning from peers but decreased learning from self, suggesting that experiencing negative (vs. positive) emotions may lead youth to attend to different sources of information. The study’s findings have implications for theory, research, and practice.     

Child Adjustment after Parental Separation: Variations by Gender,Age, and Maternal Experiences of Violence during Marriage

This study examined variations in children’s post-separation adjustment based on child characteristics (gender and age) and maternal experiences of intimate partner violence (IPV) during marriage. Mothers (N?=?147) recruited within 12 weeks of a divorce filing took part in two interviews three months apart. They reported on marital IPV at Time 1, and their children’s (47% female; ages 3–17) adjustment 3 months later at Time 2. Four aspects of child adjustment were assessed using a standardized measure (hyperactivity, emotional symptoms, conduct problems, peer problems). Mothers were classified as having experienced coercive controlling violence (CCV; 23.8%), situational couple violence (SCV; 27.9%), or no violence (48.3%) during marriage. Gender differences were found on one of the four child adjustment indicators: boys had higher levels of hyperactivity than girls. Among boys but not girls, hyperactivity scores varied based on age and IPV type. Implications for practitioners and researchers are discussed.

     

The EU in Somalia: Furthering Peacemaking and Reconciliation

Since the Transitional Federal Institutions were established after the 2002 Nairobi Conference, the situation in Somalia has seen two drastic about-turns – in opposite directions. In June 2006, starting out from Mogadishu, the Islamic Courts rapidly extended their control over most of south-central Somalia. Now, after the Ethiopean military intervention, the Transitional Government is trying to establish itself in the capital and to effectively exercise its formal authority for the first time. But the military defeat of the Courts has not solved the problems that initially made their success possible. Only reconciliation can create real stability and the European Union can contribute to achieving this. A peaceful and stable Horn of Africa is in the EU's interest, given the risks of it becoming a breeding ground for Al Qaeda-like organisations and a source of immigration. Somalia could also become a test case for solving the problems of a failed state by peaceful means, and an example of the EU's willingness and ability to have an effective dialogue with the Islamic world. Success in Somalia would strengthen the EU as a regional player with Arab and Muslim countries.     

The Differential Relations of Parent and Peer Attachment to Adolescent Adjustment

Whether or not close emotional relationships with parents and peers serve similar functions for adolescent adjustment is an issue of increasing interest. The present study was designed to examine the relations between parent and peer attachment and adolescent adjustment. Eighty-nine adolescents (M age = 16.1 years, SD = 1.8 years) completed self-report measures of parent and peer attachment, sympathy, academic efficacy, aggression, anxiety, and depression. Adolescents were divided into four groups on the basis of their parent and peer attachment scores: those high on both, those low on both, those high on peer but low on parent attachment, and those high on parent but low on peer attachment. Discriminant function analyses revealed that the groups differed only along one dimension, suggesting that parent and peer attachment served similar functions in terms of the adjustment indices measured. Adolescents high on both peer and parent attachment were the best adjusted (i.e., least aggressive and depressed, most sympathetic) and those low on both were the least well adjusted. Furthermore, those high on peer but low on parent attachment were better adjusted than those high on parent but low on peer attachment, suggesting that peer attachment may be relatively more influential on adolescent adjustment than parent attachment.     

“Taking care”: Maintaining the self and the home in early adolescence

This paper explores young adolescents' experience of basic daily tasks: personal maintenance (e.g., grooming and eating) and household maintenance (e.g., chores and errands). Quantity of time, companionship, and subjective states in these activities were examined during one week in the lives of 401 5th–9th graders with the Experience Sampling Method (Csikszentmihalyi and Larson, 1987). Our findings show that these tasks are particularly subject to sex typing. Girls engaged in grooming more often than boys, and this time increased in the higher grades, while boys showed no age effects. Boys did more outside chores while girls did more indoor chores. Girls were also more likely to carry out household tasks with family while boys did more chores alone. An examination of subjective states during household maintenance revealed that older girls reported a greater sense of motivation and choice than younger girls, but boys' experience did not differ. Experience of maintenance as socialization for adult activities is discussed.This research was supported by NIMH grant number MH38324, Stress in Daily Life During Early Adolescence, awarded to Reed Larson.Current research interests are the effects of maternal employment on children and adolescents, and the study of day care.Current research interests are family relationships in early adolescence, interpersonal conflict and the study of daily psychological experience.Current research interests are pubertal development, precursors of eating disorders, and the effects of maternal employment on young adolescents.     

“We were just talking ...”: Conversations in early adolescence

This paper explores young adolescents' experience of talk, examining changes in boys' and girls' patterns of communication with family and friends. The data consist of immediate self-reports provided by 401 5th–9th grade students during the course of one week of their normal lives. Results indicate that while time spent talking to friends increased dramatically across this age period, especially for girls, talk with family members remained stable. Analysis of topics of conversation suggests that older children turned to friends for discussions of age-related concerns while continuing to discuss daily issues with family members. Talk with friends did not appear to replace talk with family members but rather represented a new facet of the social world, supplementing existing family relationships.This research was supported by NIMH grant number MH38324, Stress in Daily Life During Early Adolescence, awarded to Reed Larson, and was carried out while the first author was a predoctoral fellow in the Clinical Research Training Program in Adolescence, jointly sponsored by The Center for the Study of Adolescence at Michael Reese Hospital and Medical Center, and the Committee on Human Development at The University of Chicago, funded by NIMH institutional training grant number 2 T32 MH14668-12.Current research interests are family relationships in early adolescence, interpersonal conflict, and the study of daily psychological experience.Current research interests are the effects of maternal employment on children and adolescents and the study of day care.     

Do Mothers and Teens Disagree About Sexual Communication? A Methodological Reappraisal

This study investigated whether parent–teen disagreement in reports of sexual discussions is due to methodological factors. Forty-four mothers and their 12- to 15-year-old daughters (n = 18) and sons (n = 26) completed parallel questionnaires including measures of communication about 18 different sexual topics during the teen's entire life and during the past year. Analyses examined whether congruence rates were influenced by the use of global as compared to specific items, assessment of conversations during the teen's entire life as compared to the past year, and use of forced-choice as opposed to continuous-response categories. Taken as a whole, results support the notion that methodological limitations are partly responsible for lack of congruence in parent–teen reports. Suggestions for methodological improvements in future research are discussed.