Cindy Miller-Perrin

Parental Physical and Psychological Aggression: Psychological Symptoms in Young Adults.

OBJECTIVEnThe purpose of the present study was to evaluate the relationship between various levels of parent-child physical violence and psychological symptoms reported by college students, while controlling for demographic variables, severity and frequency of violence, and co-occurrence of parental psychological aggression.nnnMETHODnParticipants included 298 college students ranging in age from 18 to 27 years. Participants completed a demographic information form, the Brief Symptom Inventory (BSI), and the Parent-Child Conflict Tactics Scale (CTSPC).nnnRESULTSnResults of analysis of variance and multivariate analysis of variance indicated that individuals in the child physical abuse group obtained higher BSI scores compared to individuals in the corporal punishment and no violence groups. Few differences were observed between mild and severe corporal punishment groups. Multiple regression analyses indicated that when frequency of corporal punishment, child physical abuse, and psychological aggression, along with demographic variables, were considered simultaneously, psychological aggression was the most unique predictor of BSI scores.nnnCONCLUSIONSnThe findings suggest that severe forms of physical violence were associated with long-term psychological symptoms. When demographic variables and the frequency of several parent aggression variables were considered simultaneously, however, psychological aggression was most predictive of psychological outcome. These findings suggest that messages communicated to a child via psychological aggression may be more important in contributing to psychological outcome than the actual occurrence of physical violence toward the child.nnnPRACTICE IMPLICATIONSnThe current study supports the premise that severe physical aggression experienced in childhood is associated with serious psychological consequences in adulthood. In contrast, individuals who experienced less severe forms of parent-child violence, such as corporal aggression, exhibited similar symptom levels to those reporting no parent-child violence. When severe physical aggression, corporal aggression, and psychological aggression were considered simultaneously, however, psychological aggression emerged as the most unique predictor of psychological outcome. Researchers and clinicians who work with adults reporting childhood histories of severe parent-child violence should be aware of the importance of parent-child psychological aggression in contributing to psychological outcome.

Coverage of child maltreatment in abnormal psychology textbooks: reviewing the adequacy of the content

Abnormal psychology courses introduce undergraduate students to the range, causes, and treatments of psychological disorders. These courses present important opportunities to instruct students about disorders and treatments associated with childhood maltreatment (CM) as well as its prevalence. Little research has examined the adequacy with which abnormal psychology textbooks present information about CM. The present study reviewed the CM content of 10 abnormal psychology textbooks. The content was assessed in terms of the number of times CM was mentioned, the number of psychological disorders linked to CM, and the number of CM-related research citations. In addition, the authors conducted a content analysis to examine the significance, depth of detail, and organizational structure of the information provided within the sections of text addressing CM. There were significant differences in scores and the accuracy of coverage of CM across textbooks. Most of the textbooks lack key information on CM. The information presented in many textbooks is not consistent with current research and is overly focused on controversies. These findings are concerning because research has linked many psychological disorders and problematic outcomes to CM, but this information is not adequately conveyed to students via abnormal psychology textbooks. The authors make recommendations for improving the coverage of CM in abnormal psychology textbooks.

An Analysis of Child Maltreatment Content in Introductory Psychology Textbooks

The purpose of this study was to examine the extent to which introductory psychology textbooks cover child maltreatment and to evaluate how appropriately the information was presented. We randomly selected 15 introductory psychology textbooks from Koenig et al.’s (2004) Compendium of Introductory Psychology Texts. Three analyses included a subject index review, a content review, and a content analysis review. Although all of the textbooks covered the topic of child maltreatment in some fashion, they varied considerably in the specific forms of child maltreatment that they addressed. Furthermore, content that addressed child maltreatment consistently lacked appropriate emphasis and clear definitions. The results are discussed to enhance understanding regarding the most appropriate information on child maltreatment to include in introductory psychology textbooks.

Changing Attitudes about Spanking Using Alternative Biblical Interpretations.

Social scientists are generally in agreement that spanking is not an especially effective method of discipline and is associated with a variety of behavioral and mental health problems in children. Interventions that have focused on disseminating this empirical research have met with some success in changing pro-spanking attitudes. However, given the strong connection between conservative Christian religious orientation and pro-spanking attitudes and behaviors, many conservative Christians may not be compelled by the empirical research. The current study examined the effectiveness of two interventions: an empirical research intervention that focused on the empirical evidence of the ineffectiveness and potential harm of spanking, and a religion intervention that provided a progressive interpretation of biblical passages that are sometimes used by Christians to justify spanking. A sample of 121 college students (87% female; 34% male; Mage = 20) attending a private, Christian, liberal arts university were randomly assigned to one of three intervention conditions: 1) Research Only, 2) Research and Religion, and 3) Control. Four weeks prior to the intervention sessions, students completed a demographic form and the Attitudes Toward Spanking (ATS) scale. Following the intervention, students completed the ATS scale a second time. Repeated measures ANOVA indicated a significant Time × Condition interaction for ATS scores, indicating that ATS scores decreased in both the Research Only condition (Mpre = 40.56, Mpost = 37.03) and the Research and Religion condition (Mpre = 41.23; Mpost = 33.29) but not the Control condition (Mpre = 40.17; Mpost = 40.78), F(2, 78) = 10.03, p = .001. Subsequent analyses indicated that ATS scores in both intervention conditions decreased compared to the control condition and that a greater decrease in favorable attitudes toward spanking was observed for the Research and Religion condition compared to the Research Only condition.

Validation of the Attitudes Regarding Bisexuality Scale: Correlations With Ratings of a Positive Media Image of Bisexual Men and Women

An important limitation of past research concerning discrimination toward nonheterosexual groups has been the lack of differentiation between attitudes toward homosexuality versus bisexuality. The current researchers addressed this limitation by validating a scale measuring attitudes toward bisexuality, the Attitudes Regarding Bisexuality Scale (ARBS). Two studies validated the male and female subscales of the measure. Participants included 57 individuals for the first study and 38 for the second, all of whom were recruited using an online clearinghouse. Three surveys were given to participants to assess how ARBS scores correlated with character ratings of a bisexual media figure. Results showed that ARBS scores covaried with the ratings: low ARBS scores were associated with less favorable ratings, even when assessing the most positive bisexual representation recalled. Internal consistency estimates were also evaluated and determined to be strong.

The Relationship Between Religiosity and Friendship Quality

The aim of the present study was to examine a possible relationship between religiousness and friendship quality through relational theory. We hypothesized that higher levels of religiousness would be positively correlated with friendship quality. Young adults (n = 118) from a small, Christian university participated in an online survey. We observed a main effect for religiousness of the participant and religiousness of the best friend being associated with greater support and depth in friendship, as well as an interaction between participants’ religiousness and best friends’ religiousness in regard to friendship support. The results indicated that participants’ best friends’ religiousness was a significant, positive predictor of support in friendships (r2 = .08). In addition, an interaction was observed between participants’ religiousness and their best friends’ religiousness in predicting support (r2 = .05). For participants low in religiousness, having a friend with higher levels of religiousness was associated with more support and depth in friendship, but for participants high in religiousness, having a friend with higher levels of religiousness was not associated with friendship qualities. Because friendship is instrumental in young adults’ development, it is important to evaluate religiousness as a possible factor that can positively impact friendships at this life stage. https://doi.org/10.24839/2325-7342.JN22.2.114

Parent and Child Knowledge and Attitudes Toward Mental Illness: A Pilot Study

The present study examined the relationship between children and their parents with regard to their knowledge and attitudes toward mental illness. Previous literature suggested that children may have an incomplete knowledge of mental illness and may perceive it negatively, but was inconclusive as to where children are learning about mental illness. We hypothesized that parents and children would have similar perceptions of mental illness, indicating parental influence on the socialization of their children’s views about mental illness. Data were gathered from 24 pairs of students and parents from a middle school and high school. All parent and child participants completed both a knowledge and attitude assessment, and responses of parents were compared to responses of children. The results showed that children tended to have incomplete knowledge of mental illness and that parents and children had significantly different knowledge and attitudes toward mental illness, t(23) = 3.57, p = .002 and t(23) = -2.96, p = .007, respectively. Correlational analyses indicated that parental attitudes in particular may be related to their children’s knowledge and attitudes (r’s ranging from .02–.69). Future research should include a larger, more diverse sample to examine additional age and sex differences. Mental illness is a serious issue that affects many individuals including both adults and children. According to the National Institute of Mental Health and the Substance Abuse and Mental Health Administration (SAMHA), the 12-month prevalence rate for all psychological disorders, excluding developmental, childhood, and substance-related disorders, in U.S. adults is 18.6% (SAMHA, 2013). The lifetime prevalence rate for any psychological disorder including substancerelated disorders, but excluding developmental disorders, in U.S. adolescents is 46.3% (Merikangas et al., 2010). Although the high prevalence might suggest that people are more aware and accepting of mental illness, research has suggested that people tend to stigmatize mental illness (Corrigan, 2000). Unfortunately, many negative attitudes toward mental illness have been expressed even at young ages (see Wahl, 2002, for a review). Understanding the way that children see the world and its people is important because their perceptions develop into their adult attitudes, which can then be perpetuated to future generations. Current literature has suggested that, although some children have a good understanding of mental illness and its correlates and causes, other children may not fully understand the causes, symptoms, treatments, and long-term prognoses of mental illness. For example, after hearing a speaker talk about mental illness, adolescents and children appeared to grasp the causes and treatments of mental illness (Bailey, 1999; DeSocio, Stember, & Schrinsky, 2006). However, children who were not formally spoken to about mental illness showed some coherent knowledge of the causes of mental illness, but they did not fully understand the symptomology (Wahl, Susin, Lax, Kaplan, & Zatina, 2012) or how to treat mental illness (Roberts, Beidleman, & Wurtele, 1981; Wahl et al., 2012). Knowledge of mental illness and its treatment may vary by demographic factors such as age, education, and socioeconomic status. When compared