Deborah South Richardson

Network Correlates of Social and Emotional Loneliness in Young and Older Adults

The purpose of this study was twofold: (a) to examine social network correlates of social and emotional loneliness to demonstrate that social and emotional loneliness are different constructs and (b) to investigate the possibility of age differences in the relationship between loneliness and social network characteristics. Results indicated that for both young and older adults, social and emotional loneliness were moderately correlated with one another and had differential network correlates. Likewise, for both age groups, emotional loneliness was related to the presence of a romantic partner in the network, although this relationship was stronger for the older adults. Correlates of social loneliness also differed between young and older adults. The presence of a close other and size of the network predicted social loneliness for young adults, whereas average closeness of the network predicted social loneliness for older adults.

The Myth of Female Passivity: Thirty Years of Revelations about Female Aggression.

This article reviews an extensive program of research that has examined gender differences in aggressive behavior. Early research in the aggression laboratory that was designed to explain why females were nonaggressive actually revealed that females did respond to provocation and that they could not accurately be depicted as passive individuals. Subsequent studies that examined both indirect and direct aggression revealed that women were at least as likely as men to employ indirect aggressive strategies and that the nature of relationship is a better determinant of aggressive action than gender. Directly relevant to the theme of this volume, the later research revealed that males and females reported equally high levels of direct aggression in interaction with romantic partners.

Psychological well-being and day-to-day social interaction among older adults

A sample of 113 healthy older adults used a variant of the Rochester Interaction Record to describe the social interactions they had each day for two weeks. They also completed various measures of psychological well-being including life satisfaction and loneliness. A series of multilevel random coefficient analyses found that life satisfaction scores were positively related to how enjoyable interactions were, how self-assured people felt when interacting, how much control they felt they had over interactions, how responsive others were to their needs, and how socially active they were. Analyses that took participants’ marital status into account suggested, however, that interaction outcomes and life satisfaction were related only for married participants, and that these relationships were primarily due to interaction outcomes with spouses.

Distinguishing among nondirect forms of aggression

This study explored the relationships and differences among two measures of indirect aggression [Bjorkqvist et al., 1994; Richardson and Green, 1997] and one of relational aggression [Crick and Grotpeter, 1995]. Over 300 students (mean age 22.8 years; 61.5% female) from two colleges in the Southeastern United States completed measures of indirect and relational aggression and related constructs (e.g., empathy, anger expression, direct aggression). Although there were subtle differences among the three measures with regard to their relationships with associated variables, overall the patterns of relationships were similar as well as distinct from the pattern for direct aggression. Factor analysis of scores for measures of aggression revealed that the indirect and relational measures composed a single factor of nondirect aggression, separate from direct aggression. Further factor analysis of all unique items from the nondirect scales found the overall construct of nondirect aggression to comprise six distinct factors. Implications for applications and further research are discussed.

Love Attitudes and Relationship Experience

ABSTRACT The present study examined the association of love attitudes with the initiation, maintenance, and dissolution of relationships. Respondents completed the Love Attitudes Scale and a questionnaire designed to measure experiences at each stage of relationship development. Ludus was relevant to all stages of relationship development; ludic attitudes were associated with absence of concern for partner loyalty, short and uncommitted relationships, and positive feelings about relationship dissolution. Pragma was associated primarily with relationship initiation (i.e., selection of an appropriate partner). Agape and Mania were most apparent during maintenance, as evidenced by relationships with indicators of involvement and loyalty. Agape, Mania, and Eros related to negative emotions at the point of relationship dissolution.

Everyday Aggression Takes Many Forms

Aggression can take a variety of forms; people hurt one another in a variety of ways. This article summarizes a research program that has examined several questions regarding how people harm one another in their day-to-day lives. The evidence shows that (a) the people that we interact with most frequently (e.g., family members, friends, romantic partners) are the most likely to make us angry; (b) we can hurt people by direct (e.g., physical or verbal attack) or nondirect action (e.g., spreading rumors, giving someone the silent treatment); and (c) the way we hurt people depends on our relationship with them. Whether the harm takes the form of words or blows, aggression is harmful to individuals and to relationships.Aggression can take a variety of forms; people hurt one another in a variety of ways. This article summarizes a research program that has examined several questions regarding how people harm one another in their day-to-day lives. The evidence shows that (a) the people that we interact with most frequently (e.g., family members, friends, romantic partners) are the most likely to make us angry; (b) we can hurt people by direct (e.g., physical or verbal attack) or nondirect action (e.g., spreading rumors, giving someone the silent treatment); and (c) the way we hurt people depends on our relationship with them. Whether the harm takes the form of words or blows, aggression is harmful to individuals and to relationships.

Measuring psychological flexibility in medical students and residents: a psychometric analysis

Purpose Psychological flexibility involves mindful awareness of our thoughts and feelings without allowing them to prohibit acting consistently with our values and may have important implications for patient-centered clinical care. Although psychological flexibility appears quite relevant to the training and development of health care providers, prior research has not evaluated measures of psychological flexibility in medical learners. Therefore, we investigated the validity of our learners’ responses to three measures related to psychological flexibility. Methods Fourth-year medical students and residents (n=275) completed three measures of overlapping aspects of psychological flexibility: (1) Acceptance and Action Questionnaire-II (AAQ-II); (2) Cognitive Fusion Questionnaire (CFQ); and (3) Mindful Attention and Awareness Questionnaire (MAAS). We evaluated five aspects of construct validity: content, response process, internal structure, relationship with other variables, and consequences. Results We found good internal consistency for responses on the AAQ (α=0.93), MAAS (α=0.92), and CFQ (α=0.95). Factor analyses demonstrated a reasonable fit to previously published factor structures. As expected, scores on all three measures were moderately correlated with one another and with a measure of life satisfaction (p<0.01). Conclusion Our findings provide preliminary evidence supporting validity of the psychological flexibility construct in a medical education sample. As psychological flexibility is a central concept underlying self-awareness, this work may have important implications for clinical training and practice.

Perceptions of Psychological and Physical Aggression Between Heterosexual Partners

The present research examines the impact of type of aggression (physical/ psychological) and type of dyad (male aggressor/ female victim and female aggressor/ male victim) on perceptions of a conflict scenario and its combatants. Participants read scenarios depicting a conflict between a married heterosexual couple and reported their impressions of the aggressiveness of the encounter and of the aggressor and victim. Physical aggression was evaluated more negatively (both in terms of the encounter and its combatants) than psychological aggression. Male to female violence was judged more harshly (both in terms of the aggressiveness of the encounter and impressions of the combatants) than female to male violence. Study 2 extended Study 1, assessing the relationship of experience with physical and psychological aggression on perceptions. The results from Study 1 were replicated. Contrary to predictions, experience with physical and psychological aggression did not consistently relate to perceptions of these types of aggression.

The Effect of Gender of Perpetrator and Victim on Perceptions of Psychological and Physical Intimate Partner Aggression

Most studies of third-party perceptions of intimate partner violence focus on heterosexual relationships and report that male-to-female aggression is perceived more negatively than female-to-male. Since gender of aggressor and gender of victim are consistently confounded in these portrayals, it is not clear whether the gender of the aggressor or the gender of the victim accounts for the effect. The present research manipulated gender of perpetrator and victim to unravel this confound. Two hundred and fifty one participants (166 females) read scenarios involving psychological or physical aggression between two males, two females, or a male and a female. Participants reported their perceptions of the encounter and the character and emotional reactions of the individual couple members. Physical aggression was evaluated more negatively than psychological aggression. Participants evaluated the encounter and the perpetrator and victim in a manner consistent with stereotypical gender roles, revealing more concern for female than male victims and greater denigration of male than female perpetrators. These results have implications for programs aimed at the reduction of intimate partner violence and the services and programs developed for perpetrators and victims.

Senior Student Goal Setting During Subinternship: A Mixed-Methods Study

Background: New developments in Subinternship curricula attempt to establish self-directed learning skills that will translate into the 1st year of residency. However, we know little about how well senior medical students’ self-directed learning goals match with what is expected of them in residency. Purposes: We designed a mixed-methods study to examine the goals set by senior students at Georgia Health Sciences University on Pediatric Subinternship and to determine how those goals relate to the 6 Accreditation Council for Graduate Medical Education (ACGME) competencies. Methods: We used an iterative process to categorize self-directed learning goals on Pediatric Subinternships (n = 188 goals generated by 57 senior students) by (a) the 6 ACGME competencies and (b) general or specific goals. We used tests of association and multivariate modeling to compare goal categories by clinical site and time of year. Results: There were 56.3% of goals addressing patient care. Professionalism and systems-based practice goals were rare. Of the goals, 72% were general, but goals written by students at the newborn nursery and neonatal intensive care unit sites were significantly more likely to be specific than goals written by students on the general inpatient subinternship. Conclusions: The overwhelming majority of senior medical student goals on a Pediatric Subinternship are general and related to patient care. Students may need assistance with developing more specific goals in all 6 competencies. Our findings suggest that understanding and incorporating students’ learning goals may be important for enhancing the potential effectiveness of transition-to-residence curricula.