Showing papers on "Interpersonal relationship published in 2010"

Socioeconomic Status, Family Processes, and Individual Development.

Abstract: Research during the past decade shows that social class or socioeconomic status (SES) is related to satisfaction and stability in romantic unions, the quality of parent-child relationships, and a range of developmental outcomes for adults and children. This review focuses on evidence regarding potential mechanisms proposed to account for these associations. Research findings reported during the past decade demonstrate support for an interactionist model of the relationship between SES and family life, which incorporates assumptions from both the social causation and social selection perspectives. The review concludes with recommendations for future research on SES, family processes and individual development in terms of important theoretical and methodological issues yet to be addressed.

Social Relationships and Health Behavior Across the Life Course

Abstract: Sociological theory and research point to the importance of social relationships in affecting health behavior. This work tends to focus on specific stages of the life course, with a division between research on childhood/adolescent and adult populations. Yet recent advances demonstrate that early life course experiences shape health outcomes well into adulthood. We synthesize disparate bodies of research on social ties and health behavior throughout the life course, with attention to explaining how various social ties influence health behaviors at different life stages and how these processes accumulate and reverberate throughout the life course.

Millennials In the Workplace: A Communication Perspective on Millennials’ Organizational Relationships and Performance

Abstract: Stereotypes about Millennials, born between 1979 and 1994, depict them as self-centered, unmotivated, disrespectful, and disloyal, contributing to widespread concern about how communication with Millennials will affect organizations and how they will develop relationships with other organizational members. We review these purported characteristics, as well as Millennials’ more positive qualities—they work well in teams, are motivated to have an impact on their organizations, favor open and frequent communication with their supervisors, and are at ease with communication technologies. We discuss Millennials’ communicated values and expectations and their potential effect on coworkers, as well as how workplace interaction may change Millennials.

Loneliness, friendship quality and the social networks of adolescents with high‐functioning autism in an inclusive school setting

Abstract: By definition, children with autism have poor peer relationships despite age and ability. When children enter adolescence, social problems typically worsen and feelings of loneliness and isolation may emerge. Thus, the overarching goal of the current study is to examine the social–emotional relationships of adolescents with autism and their typically developing (TD) classmates. Participants included 20 adolescents, 7 adolescents with autism and 13 TD classmates. All participants were enrolled in a drama class at a regular education high school in the Los Angeles area. Results indicate that adolescents with autism experienced significantly more loneliness than their TD classmates, had significantly poorer friendship quality in companionship and helpfulness, and had significantly lower social network status than their TD classmates. In addition, 92.4% of TD adolescents had secondary or nuclear social network centrality, which means that those adolescents were significantly connected and recognised in their classroom social structure although 71.4% of the adolescents with autism were either isolated or peripheral in their classroom. These findings imply that although inclusion in regular classrooms may allow adolescents with autism to be involved in the social structure of their classroom, they experienced more loneliness, poorer friendship quality and social network status as compared with their classmates. These results suggest that, perhaps, more intensive social skills' interventions that focus on friendship development are needed in adolescents with autism.

Instructor–Student and Student–Student Rapport in the Classroom

Abstract: This study examined the relationships between instructors and their students, and between students, to determine their roles in building positive relationships and an overall positive classroom environment. Of particular interest was the examination of instructor rapport with students and rapport between students. Students (N=232) reported on their perceptions of interpersonal relationships in the classroom and on their perceived participation and learning. Results indicate that perceived rapport with instructors and classmates is related to perceptions of classroom connectedness. Instructor rapport, student rapport, and classroom connectedness enhanced student participation. Only instructor rapport consistently predicted participation, affective learning, and cognitive learning.

Approaches to and Outcomes of Dyadic Interview Analysis

Abstract: Qualitative studies on dyads have increased over the last two decades. However, emphasis has been on their thematic content, and very few methodological advances have occurred for conducting this type of research. For instance, literature exists about ways to collect dyadic data, but not how to analyze it. Our aim with this article is to discuss dyadic analysis using data from separate interviews, which is then analyzed on both individual and dyadic levels. We focus on the contrasts and overlaps between the partners’ versions as reflected in the text and subtext, and on the descriptive and interpretive levels, based on data from our recent study on second couplehood in old age. We examine how dyadic analysis assists in deriving themes related to the nature of couple relationships, which could otherwise not have been reached.

“Hooking Up” Among College Students: Demographic and Psychosocial Correlates

Abstract: This study investigated 832 college students’ experiences with hooking up, a term that refers to a range of physically intimate behavior (e.g., passionate kissing, oral sex, and intercourse) that occurs outside of a committed relationship. Specifically, we examined how five demographic variables (sex, ethnicity, parental income, parental divorce, and religiosity) and six psychosocial factors (e.g., attachment styles, alcohol use, psychological well-being, attitudes about hooking up, and perceptions of the family environment) related to whether individuals had hooked up in the past year. Results showed that similar proportions of men and women had hooked up but students of color were less likely to hook up than Caucasian students. More alcohol use, more favorable attitudes toward hooking up, and higher parental income were associated with a higher likelihood of having hooked up at least once in the past year. Positive, ambivalent, and negative emotional reactions to the hooking up experience(s) were also examined. Women were less likely to report that hooking up was a positive emotional experience than men. Young adults who reported negative and ambivalent emotional reactions to hooking up also reported lower psychological well-being and less favorable attitudes toward hooking up as compared to students who reported a positive hooking up experience. Based on these findings, suggestions for psychoeducational programming are offered. Additionally, directions for future research are provided.

The Psychology of Residential Mobility: Implications for the Self, Social Relationships, and Well-Being:

Abstract: Residential mobility is an increasingly important personal and societal issue in both the United States and the world in general. However, it has received relatively limited attention in psychological theorizing and research. This article demonstrates the importance of residential mobility in understanding the self, social relationships, and well-being. Recent research has shown that residential mobility (number of moves for an individual or percentage having moved recently for a neighborhood) is associated with the primacy of the personal over the collective self. It is also associated with "duty-free" friendships and group memberships rather than obligatory friendships and group memberships. Overall, residential mobility is associated with lower levels of well-being at the individual level of analysis. Finally, residential mobility is associated with personal forms of subjective well-being (based on self-esteem, the verification of the personal self) as opposed to interpersonal forms of subjective well-being (based on social support, the verification of the collective selves). In short, residential mobility is a powerful, parsimonious explanatory construct in the self, social relationships, and subjective well-being and may be a key to understanding the future of mind and behavior in the increasingly mobile world.

Social Network Theory and Educational Change.

Abstract: "Social Network Theory and Educational Change" offers a provocative and fascinating exploration of how social networks in schools can impede or facilitate the work of education reform Drawing on the work of leading scholars, the book comprises a series of studies examining networks among teachers and school leaders, contrasting formal and informal organizational structures, and exploring the mechanisms by which ideas, information, and influence flow from person to person and group to group The case studies provided in the book reflect a rich variety of approaches and methodologies, showcasing the range and power of this dynamic new mode of analysis An introductory chapter places social network theory in context and explains the basic tools and concepts, while a concluding chapter points toward new directions in the field Taken together, they make a powerful statement: that the success or failure of education reform ultimately is not solely the result of technical plans and blueprints, but of the relational ties that support or constrain the pace, depth, and direction of change This unique volume provides an invaluable introduction to an emerging and increasingly important field of education research

School/family/community Partnerships: Caring for the Children We Share: When Schools Form Partnerships with Families and the Community, the Children Benefit. These Guidelines for Building Partnerships Can Make It Happen

Abstract: The way schools care about children is reflected in the way schools care about the children's families. If educators view children simply as students, they are likely to see the family as separate from the school. That is, the family is expected to do its job and leave the education of children to the schools. If educators view students as children, they are likely to see both the family and the community as partners with the school in children's education and development. Partners recognize their shared interests in and responsibilities for children, and they work together to create better programs and opportunities for students. There are many reasons for developing school, family, and community partnerships. They can improve school programs and school climate, provide family services and support, increase parents' skills and leadership, connect families with others in the school and in the community, and help teachers with their work. However, the main reason to create such partnerships is to help all youngsters succeed in school and in later life. When parents, teachers, students, and others view one another as partners in education, a caring community forms around students and begins its work. What do successful partnership programs look like? How can practices be effectively designed and implemented? What are the results of better communications, interactions, and exchanges across these three important contexts? These questions have challenged research and practice, creating an interdisciplinary field of inquiry into school, family, and community partnerships with "caring" as a core concept. The field has been strengthened by supporting federal, state, and local policies. For example, the Goals 2000 legislation sets partnerships as a voluntary national goal for all schools; Title I specifies and mandates programs and practices of partnership in order for schools to qualify for or maintain funding. Many states and districts have developed or are preparing policies to guide schools in creating more systematic connections with families and communities. These policies reflect research results and the prior successes of leading educators who have shown that these goals are attainable. Underlying these policies and programs are a theory of how social organizations connect; a framework of the basic components of school, family, and community partnerships for children's learning; a growing literature on the positive and negative results of these connections for students, families, and schools; and an understanding of how to organize good programs. In this article I summarize the theory, framework, and guidelines that have assisted the schools in our research projects in building partnerships and that should help any elementary, middle, or high school to take similar steps. OVERLAPPING SPHERES OF INFLUENCE Schools make choices. They might conduct only a few communications and interactions with families and communities, keeping the three spheres of influence that directly affect student learning and development relatively separate. Or they might conduct many high-quality communications and interactions designed to bring all three spheres of influence closer together. With frequent interactions between schools, families, and communities, more students are more likely to receive common messages from various people about the importance of school, of working hard, of thinking creatively, of helping one another, and of staying in school. The external model of overlapping spheres of influence recognizes that the three major contexts in which students learn and grow--the family, the school, and the community--may be drawn together or pushed apart. In this model, there are some practices that schools, families, and communities conduct separately and some that they conduct jointly in order to influence children's learning and development. The internal model of the interaction of the three spheres of influence shows where and how complex and essential interpersonal relations and patterns of influence occur between individuals at home, at school, and in the community. …

Good News! Capitalizing on Positive Events in an Interpersonal Context

Abstract: Good things happen. In fact, positive events occur more often than negative events. In this chapter, we review research showing that people often turn to others to share their good news, a process called capitalization. These studies show that both the act of telling others about good events and the response of the person with whom the event was shared have personal and interpersonal consequences. We outline a theoretical foundation and propose a model of capitalization processes that includes mechanisms linking the act of telling others and their response to personal and interpersonal outcomes. This research has shown that when the close other responds in an active and constructive manner (and not in a passive or destructive manner), both the discloser and the relationship between the discloser and the responder profit. Personal benefits linked to capitalization processes include increased positive emotions, subjective well-being, and self-esteem, and decreased loneliness. Relationship benefits associated with capitalization processes include satisfaction, intimacy, commitment, trust, liking, closeness, and stability. We also review evidence for mechanisms involved in capitalization processes. Throughout this chapter, we discuss capitalization processes in the larger context of how people “cope” during good times and the value of having supportive partners in this process. Although research has consistently emphasized coping with negative events, our work suggests that positive events similarly provide both opportunities and challenges.

Relationships in reform: the role of teachers' social networks

Abstract: Purpose: Scholars have focused their attention on systemic reform as a way to support instructional coherence. These efforts are often layered on to existing social relationships between school staff that are rarely taken into account when enacting reform. Social network theory posits that the structure of social relationships may influence the direction, speed, and depth of organizational change and therefore may provide valuable insights in the social forces that may support or constrain reform efforts. This study aims to discuss this issue. Design/methodology/approach: This mixed‐methods exploratory case study examined five schools within one under‐performing school district as it enacted a system‐wide reform. Quantitative survey data were collected to assess social networks and teacher work perception of five schools enacting the reform. Qualitative data were gathered through individual interviews from educators within representative grade levels as a way to better understand the diffusion and implementation of the reform. Findings: Despite being enacted as a system‐wide reform effort, the results suggest significant variance within and between schools in terms of reform‐related social networks. These networks were significantly related to the uptake, depth, and spread of the change. Densely connected grade levels were also associated with more interactions focused on teaching and learning and an increased sense of grade level efficacy. Practical implications: The findings underline the importance of attending to relational linkages as a complementary strategy to the technical emphasis of reform efforts, as social networks were found to significantly facilitate or constrain reform efforts. Implications and recommendations are offered for leadership, policy and practice that may support the design and implementation of reforms, which may ultimately increase student performance. Originality/value: The study makes a unique contribution to the reform literature by drawing on social network theory as a way to understand efforts at reform. The work suggests that the informal social linkages on which reform is layered may support or constrain the depth of reform.

Are you happy for me? How sharing positive events with others provides personal and interpersonal benefits.

Abstract: Sharing good news with others is one way that people can savor those experiences while building personal and interpersonal resources. Although prior research has established the benefits of this process, called capitalization, there has been little research and no experiments to examine the underlying mechanisms. In this article, we report results from 4 experiments and 1 daily diary study conducted to examine 2 mechanisms relevant to capitalization: that sharing good news with others increases the perceived value of those events, especially when others respond enthusiastically, and that enthusiastic responses to shared good news promote the development of trust and a prosocial orientation toward the other. These studies found consistent support for these effects across both interactions with strangers and in everyday close relationships.

Through the eyes of love: reality and illusion in intimate relationships.

Abstract: This article reviews the research literature and theory concerned with accuracy of judgments in romantic relationships. We initially propose a model of cognition in (romantic) relationships that distinguishes between 2 forms of accuracy: mean-level bias and tracking accuracy. We then report the results of meta-analyses of research on heterosexual, romantic relationships, which used external benchmarks and reported levels of tracking accuracy (98 studies) and/or mean-level bias (48 studies). The results revealed robust overall effect sizes for both tracking accuracy (r = .47) and positive mean-level bias (r = .09). As expected, the effects were substantial and positive for tracking accuracy across 6 judgmental categories, whereas signed mean-level bias was negative for the interaction attributions (e.g., love, communication). The results showed, as expected, that these 2 forms of accuracy were independent-the 2 kinds of effect size derived from the same set of 38 studies were uncorrelated. As expected, gender, relationship length, and relationship evaluations moderated mean-level bias across studies but (unexpectedly) not for tracking accuracy. In the Discussion we evaluate the prior model in light of the findings, other research, moderating variables (such as self-esteem), the role of projection, the early stages of mate selection, metacognition, and the rationality and nature of motivated cognition. We conclude that our model, findings, and analyses help to resolve the apparent paradox that love is both riven with illusions and rooted in reality, and support both evolutionary and social psychological approaches to understanding cognition in romantic relationships.

Perceived Determinants of Mental Health for Bisexual People: A Qualitative Examination

Abstract: Objectives. We examined the determinants of mental health, as perceived by bisexual people, in order to begin understanding the disparities in the rates of mental health problems reported by bisexual people versus those reported by heterosexual people, and, in many studies, gay men and lesbians.Methods. Our community-based participatory action research project comprised focus groups and semistructured interviews with 55 bisexual people across the province of Ontario, Canada.Results. Perceived determinants of emotional well-being identified by participants could be classified as macrolevel (social structure), mesolevel (interpersonal), or microlevel (individual). In the context of this framework, monosexism and biphobia were perceived to exert a broad-reaching impact on participants' mental health.Conclusions. Like other marginalized populations, bisexual people perceive experiences of discrimination as important determinants of mental health problems. Additional research is required to examine the relatio...

What Does It Take to Stand Up for the Victim of Bullying?: The Interplay Between Personal and Social Factors

Abstract: The present study focused on the role of cognitive, emotional, and interpersonal factors in predicting defending of bullied peer. Specifically, the degree to which peer status moderates the effects of emotional and cognitive factors on defending behavior was tested. The sample included 489 students (257 girls) from grades 4 (mean age, 10.6 years) and 8 (mean age, 14.6 years) in Finland. The reputation of being a defender of victimized classmates was associated with a stronger sense of self-efficacy for defending and greater social status within the peer group. Moreover, perceived popularity moderated the effects of both self-efficacy and affective empathy on having a reputation of a defender. The findings are discussed in terms of their implications for interventions designed to reduce bullying.

Partnering across the Life Course: Sex, Relationships, and Mate Selection

Abstract: Marital delay, relationship dissolution and churning, and high divorce rates have extended the amount of time individuals in search of romantic relationships spend outside of marital unions. The scope of research on intimate partnering now includes studies of “hooking up,” Internet dating, visiting relationships, cohabitation, marriage following childbirth, and serial partnering, as well as more traditional research on transitions into marriage. Collectively, we know much more about relationship formation and development, but research often remains balkanized among scholars employing different theoretical approaches, methodologies, or disciplinary perspectives. The study of relationship behavior is also segmented into particular life stages, with little attention given to linkages between stages over the life course. Recommendations for future research are offered.

Passion for an activity and quality of interpersonal relationships: the mediating role of emotions.

Abstract: Our purpose in this research was to investigate the role of passion (Vallerand et al., 2003) for a given activity in the quality of interpersonal relationships experienced within the context of that activity in 4 studies. Study 1 demonstrated that a harmonious passion was positively associated with the quality of interpersonal relationships within the context of the passionate activity, whereas an obsessive passion was unrelated to it. Furthermore, in line with the broaden-and-build theory (Fredrickson, 2001), results also showed that positive emotions experienced at work fully mediated the relation between harmonious passion and quality of interpersonal relationships. Obsessive passion was not associated with positive emotions. Study 2 replicated the results from Study 1 while controlling for trait extraversion. Also, in Study 2, we examined the negative mediating role of negative emotions between obsessive passion and quality of interpersonal relationships. Finally, Studies 3 and 4 replicated the results of Study 2 with prospective designs and with objective ratings of interpersonal relationships quality. Implications for the dualistic model of passion and the broaden-and-build theory are discussed.

Childhood emotional abuse and the attachment system across the life cycle: What theory and research tell us.

Abstract: The purpose of this article is to review the theoretical and empirical literature regarding the normative development of the attachment system from infancy through adulthood, and then discuss deviations from the normal developmental pathways that occur in response to emotionally abusive parenting (e.g., strong rejection, intrusive or controlling, hostile, or frightening behavior). A theoretical model grounded in attachment theory is presented describing the development of maladaptive interaction patterns in adult romantic relationships. The model proposes that early emotional abuse engenders insecure attachment, which impairs emotional regulation, fosters negative views of self and others that support maladaptive coping responses, interferes with social functioning and the capacity for intimate adult attachments, contributes to poor mental health, and consequently shapes the quality of romantic relationships.

Reasoning about social conflicts improves into old age

Abstract: It is well documented that aging is associated with cognitive declines in many domains. Yet it is a common lay belief that some aspects of thinking improve into old age. Specifically, older people are believed to show better competencies for reasoning about social dilemmas and conflicts. Moreover, the idea of aging-related gains in wisdom is consistent with views of the aging mind in developmental psychology. However, to date research has provided little evidence corroborating this assumption. We addressed this question in two studies, using a representative community sample. We asked participants to read stories about intergroup conflicts and interpersonal conflicts and predict how these conflicts would unfold. We show that relative to young and middle-aged people, older people make more use of higher-order reasoning schemes that emphasize the need for multiple perspectives, allow for compromise, and recognize the limits of knowledge. Our coding scheme was validated by a group of professional counselors and wisdom researchers. Social reasoning improves with age despite a decline in fluid intelligence. The results suggest that it might be advisable to assign older individuals to key social roles involving legal decisions, counseling, and intergroup negotiations. Furthermore, given the abundance of research on negative effects of aging, this study may help to encourage clinicians to emphasize the inherent strengths associated with aging.

Spiritual Struggles and Psychological Distress: Is There a Dark Side of Religion?

Abstract: A growing literature examines the correlates and sequelae of spiritual struggles. Particular attention has been focused on three specific types of such struggles: (a) divine, or troubled relationships with God; (b) interpersonal, or negative social encounters in religious settings; and (c) intrapsychic, or chronic religious doubting. To date, however, this literature has focused primarily on one or another type, leaving open the possibility that these are highly correlated and may tap a single, underlying dimension. Further, because studies have relied mostly on small, specialized samples, it is not clear whether the associations between spiritual struggles and psychological functioning vary across key subgroups in the US population. Using data from the 1998 NORC General Social Survey we address these issues. Findings reveal strong and independent associations between each type of spiritual struggle and psychological distress, and they also show that these patterns are robust across most population subgroups, except for variations by age and marital status. Implications, study limitations, and directions for further research are identified.

Creating Good Relationships: Responsiveness, Relationship Quality, and Interpersonal Goals

Abstract: Perceived partner responsiveness is a core feature of close, satisfying relationships. But how does responsiveness originate? Can people create relationships characterized by high responsiveness and, consequently, higher quality relationships? The authors suggest that goals contribute to cycles of responsiveness between two people, improving relationship quality for both of them. The present studies examine (a) how interpersonal goals initiate responsiveness processes in close relationships, (b) the self-perpetuating nature of these processes, and (c) how responsiveness evolves dynamically over time through both intrapersonal projection and reciprocal interpersonal relationship processes. In a semester-long study of 115 roommate dyads, actors' compassionate and self-image goals predicted a cycle of responsiveness between roommates, occurring within weeks and across the semester. In a 3-week study of 65 roommate dyads, actors' goals again predicted cycles of responsiveness between roommates, which then contributed to both actors' and partners' relationship quality. Results suggest that both projection and reciprocation of responsiveness associated with compassionate goals create upward spirals of responsiveness that ultimately enhance relationship quality for both people.

Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands

Abstract: This study addresses the social participation of young students (Grades One to Three) with special needs in regular Dutch primary schools. More specifically, the focus lies on four key themes related to social participation: friendships/relationships, contacts/interactions, students’ social self‐perception, and acceptance by classmates. The outcomes of the study revealed that the majority of students with special needs have a satisfactory degree of social participation. However, compared with students without special needs, a relatively large portion of the students with special needs experience difficulties in their social participation. In general, students with special needs have a significantly lower number of friends and are members of a cohesive subgroup less often than their typical peers. In addition, students with special needs have fewer interactions with classmates, have more interactions with the teacher, and are less accepted than students without special needs. The social self‐perception of ...

Cancer-related communication, relationship intimacy, and psychological distress among couples coping with localized prostate cancer

Abstract: Introduction The present study evaluated intimacy as a mechanism for the effects of relationship-enhancing (self-disclosure, mutual constructive communication) and relationship-compromising communication (holding back, mutual avoidance, and demand-withdraw communication) on couples’ psychological distress.

Parent Engagement and School Readiness: Effects of the Getting Ready Intervention on Preschool Children’s Social–Emotional Competencies

Abstract: Research Findings: Parental engagement with children has been linked to a number of adaptive characteristics in preschool children, and relationships between families and professionals are an important contributor to school readiness. Furthermore, social-emotional competence is a key component of young children’s school readiness. This study reports the results of a randomized trial of a parent engagement intervention (Getting Ready) designed to facilitate school readiness among disadvantaged preschool children, with a particular focus on social-emotional outcomes. Two hundred and twenty children were involved over the 4-year study period. Statistically significant differences were observed between treatment and control participants in the rate of change over a 2-year period on teacher reports for certain interpersonal competencies (i.e., attachment, initiative, and anxiety/withdrawal). In contrast, no statistically significant differences between groups over a 2-year period were noted for behavioral concerns (anger/aggression, self-control, or behavioral problems) as a function of the Getting Ready intervention. Practice or Policy: The intervention appears to be particularly effective at building social-emotional competencies beyond the effects experienced as a function of participation in Head Start programming alone. Limitations and implications for future research are reviewed.

Sexual agreements among gay male couples.

Abstract: Many gay male couples make agreements about whether or not to permit sex with outside partners, yet little is known about the development and maintenance of these agreements, their impact on relationships, and whether they are an effective HIV prevention strategy. Using semi-structured, qualitative interviews, 39 gay male couples were asked about their sexual agreements and about other relationship dynamics that might affect their agreements. Analysis revealed a wide range of agreement types, all of which are presented along a continuum rather than as discrete categories. For couples with open agreements, most placed rules or conditions limiting when, where, how often, and with whom outside sex was permitted. Although motivations for having agreements varied, HIV prevention did not rank as a primary factor for any couple. Most couples had congruous agreements; however, a small number reported discrepancies which may increase HIV transmission risk. How couples handled breaks in their agreements also varied, depending on what condition was broken, whether it was disclosed, and the partner’s reaction. Additional results include differences in agreement type and motivations for having an agreement based on couple serostatus. Overall, agreements benefited couples by providing boundaries for the relationship, supporting a non-heteronormative identity, and fulfilling the sexual needs of the couple. Future prevention efforts involving gay couples must address the range of agreement types and the meanings couples ascribe to them, in addition to tempering safety messages with the relationship issues that are important to and faced by gay couples.

Mentalizing, motivation, and social mentalities: Theoretical considerations and implications for psychotherapy

Abstract: Background. Mentalization has recently been identified as a major process in the origins, maintenance, and recovery from various mental disorders. Aims. Questions arise however, as to the degree to which deficits in mentalization can be trait or state-like: whether they manifest themselves across all types of human interaction, or are they relationship dependent, such that different types of relationship (e.g., affiliative vs. competitive) can facilitate or compromise mentalizing? Findings. This paper suggests that mentalization has a complex evolutionary history, has various subtypes and functions, is highly regulated by the experience of threat or safeness within relationships, and can operate differently in different types of social relationship. Implications. Awareness of this enables therapists to pay particular attention to the social roles and types of relationships in which mentalization occurs, its specific focus and functions for specific types of relationships. Therapists can be mindful of the kind of specific events in social roles that activate threat and loss of mentalizing (e.g., abandonment threats, feeling controlled by ‘the other’, status loss, non-reciprocation).

Nonmarital romantic relationships and mental health in early adulthood: does the association differ for women and men?

Abstract: Although social scientists have long assumed that intimate social relationships are more closely associated with women's than men's mental health, recent research indicates that there are no gender differences in the advantages of marriage and disadvantages of unmarried statuses when males' and females' distinct expressions of emotional distress are considered. These findings have led to the conclusion that there has been a convergence in the importance of intimate relationships for men's and women's mental health. However, these patterns may not be evident for nonmarital romantic relationships among current cohorts of young adults. In this article, we examine the associations among several dimensions of these relationships and symptoms of both depression and substance abuse/dependence in a diverse sample of young adults in Miami, Florida. We find gender differences that vary across dimensions of relationships: While current involvements and recent breakups are more closely associated with women's than men's mental health, support and strain in an ongoing relationship are more closely associated with men's than women's emotional well-being. Our findings highlight the need to consider the period in the life course as well as experiences of specific cohorts of men and women when theorizing about gender differences in the importance of intimate relationships for mental health.