Gary D. Fireman

Children's Understanding and Experience of Mixed Emotions

Though some models of emotion contend that happiness and sadness are mutually exclusive in experience, recent findings suggest that adults can feel happy and sad at the same time in emotionally complex situations. Other research has shown that children develop a better conceptual understanding of mixed emotions as they grow older, but no research has examined childrens actual experience of mixed emotions. To examine developmental differences in the experience of mixed emotions, we showed children ages 5 to 12 scenes from an animated film that culminated with a father and daughters bittersweet farewell. In subsequent interviews, older children were more likely than younger children to report experiencing mixed emotions. These results suggest that in addition to having a better conceptual understanding of mixed emotions, older children are more likely than younger children to actually experience mixed emotions in emotionally complex situations.

The relation of student behavior, peer status, race, and gender to decisions about school discipline using CHAID decision trees and regression modeling

Peer nominations and demographic information were collected from a diverse sample of 1493 elementary school participants to examine behavior (overt and relational aggression, impulsivity, and prosociality), context (peer status), and demographic characteristics (race and gender) as predictors of teacher and administrator decisions about discipline. Exploratory results using classification tree analyses indicated students nominated as average or highly overtly aggressive were more likely to be disciplined than others. Among these students, race was the most significant predictor, with African American students more likely to be disciplined than Caucasians, Hispanics, or Others. Among the students nominated as low in overt aggression, a lack of prosocial behavior was the most significant predictor. Confirmatory analysis using hierarchical logistic regression supported the exploratory results. Similarities with other biased referral patterns, proactive classroom management strategies, and culturally sensitive recommendations are discussed.

Children's Understanding and Experience of Mixed Emotions: The Roles of Age, Gender, and Empathy

ABSTRACT. The present study examined the development of childrens ability report understanding and experiencing allocentric mixed emotions, and explored the relation of gender and empathic ability to these skills. Participants (128 elementary school-aged children [63 boys, 65 girls]) were shown a movie clip with bittersweet themes to elicit mixed emotions. Findings from this study are consistent with prior research (Larsen, To, & Fireman, 2007), supporting a developmental progression in childrens ability to both understand and report experiencing mixed emotions, with the two as distinct skills and children reporting understanding earlier than experiencing of emotions. Consistent with previous research, girls performed significantly better on the emotion experience task. Finally, results provided evidence that empathy partially mediates the relationship between age and reports of mixed emotion experience, but no evidence that empathy plays a role in mixed emotional understanding.

Long-term psychosocial consequences of peer victimization: From elementary to high school.

Prior research has demonstrated that victims of peer victimization show reduced psychological adjustment, social adjustment, and physical well-being compared with nonvictims. However, little research has addressed whether this maladjustment continues over the long term. This study examined adjustment in 72 high school students who had participated in a peer-nomination procedure assessing peer victimization when in elementary school (5 to 8 years earlier). Thirty-five high school students who had been peer nominated as overtly and/or relationally peer victimized were compared with 37 peers who were not nominated as victimized in elementary school. High school students completed self-report measures of psychological adjustment, social adjustment, physical well-being, and current overt and relational victimization. In addition, a retrospective self-report measure of peer victimization in elementary school was administered. Results revealed that, although current self-reported peer victimization was negatively related to adjustment, elementary-school peer-nomination measures of victimization were unrelated to high-school adjustment. Further, current self-reports of remembered victimization in elementary school were associated with lowered adjustment. These results indicate that current and past perceived peer victimization is negatively related to adjustment, but past experience of peer-identified victimization has a more complex relation to current adjustment.

The Understanding and Experience of Mixed Emotions in 3–5-Year-Old Children

ABSTRACT The term mixed emotions refers to the presence of two opposite-valence emotions toward a single target. Identifying when children begin to report experiencing and understanding mixed emotions is critical in identifying how skills such as adaptive functioning, coping strategies, environmental understanding, and socioemotional competence emerge. Prior research has shown that children as young as 5 years old can understand and experience mixed emotion, but perhaps appropriately sensitive methodologies can reveal these abilities in younger children. The present study evaluated 57 children between 3 and 5 years old for mixed emotion experience and understanding using an animated video clip in which a character experiences a mixed emotional episode. Ordinal logistic regression was utilized to examine the relation of gender, attention, and understanding of content to experience and understanding of mixed emotion. While only 12% of children reported experiencing mixed emotion while watching the clip, 49% of children—some as young as 3 years old—were able to recognize the mixed emotional experience of the character. Thus, mixed emotion understanding emerges earlier than previously identified and the expression of understanding may develop independently of the ability to report mixed emotion experience. These findings are discussed in relation to cognitive and developmental considerations.

The Relative Contribution of Affect Load and Affect Distress as Predictors of Disturbed Dreaming

This is the first study to empirically investigate the heuristic model of dysphoric dreaming proposed by Levin and Nielsen (2007). Participants indicated their incidence of nightmares (NMs) and bad dreams (BDs) over 21 days, and rated their subsequent distress in daily dream logs. Results support the contention that the 2 constructs identified in the model, affect load (AL) and affect distress (AD), underlie NM production and are active in both the waking and sleeping states. As predicted, AL accounted for more unique variance to the prediction of incidences of disturbed dreaming (DD), whereas AD accounted for more unique variance to the prediction of distress over NMs and BDs. Taken together, these findings are consistent with Levin and Nielsens (2007) model and bolster earlier findings that suggest that distress about DD remains a crucial component in the relation between DD frequency and waking psychopathology.

The Relationship Between Disturbed Dreaming and Somatic Distress: A Prospective Investigation

Despite an abundant literature on disturbed dreaming (DD) incidence and psychopathology, little is known about the pathogenesis of these dream disturbances. Recent work strongly suggests that DD distress may be the primary determinant of the relationship between DD and waking psychological impairment. This is the first empirical investigation of the possible role of somatic distress as a crucial pathway in this relationship. A total of 313 college undergraduates completed 3 measures of somatic distress (SCL-90-R Somatization scale, Somatic Interpretations Questionnaire and the Anxiety Sensitivity Index) and then monitored their DD incidence and distress for 21 consecutive days. It was predicted that high levels of somatic distress would be associated with heightened levels of both DD incidence and distress. Although the results were somewhat mixed, individuals who reported more incidents of both bad dreams and nightmares did indeed report higher levels of somatic distress. The results were largely consistent with our predictions and the findings are discussed with regard to recent modeling by Levin and Nielsen (2007) in identifying key cognitive diatheses for the development of DD.

Differences Between Non-Aggressive, Rejected Children and Popular Children During Peer Collaboration

This study examined the communication of non-aggressive, rejected (NAR) children and popular children during peer interaction. The participants were 80 fifth and sixth graders recruited from a larger sociometric sample (40 boys and 40 girls; 20 NAR children and 60 non-aggressive, popular children). Participants were assigned to 40 same-gender dyads: 20 NAR-Popular dyads and 20 Popular-Popular dyads, and each dyad was asked to collaborate on a social reasoning task. Results showed that when placed in a collaborative context with a popular peer, NAR children displayed a distinct pattern of social goals and self-efficacy, self-focused and disruptive patterns of communication, and emotional responses to the collaborative interaction. Differences between boys and girls were found for communication patterns, and a social status and gender interaction was found for emotional experience.

Semantic networks of interests in online non-suicidal self-injury communities

People who engage in non-suicidal self-injury (NSSI) often conceal their practices, which limits examination and understanding of their engagement. The goal of this research is to utilize data from public online social networks (namely, LiveJournal, a major blogging social networking site) to observe the NSSI population in a naturally occurring setting. Specifically, the focus of this paper is the interests publicly declared by LiveJournal users. In the course of study, we collected the self-declared interests of 25,000 users who are members of or participate in 139 NSSI-related communities. We constructed a family of semantic networks of interests based on their similarity. The semantic networks are structured and contain several dense clusters—semantic domains—that include NSSI-specific interests (such as self-injury and razor), references to music performers (such as evanescence), and general daily life and creativity related interests (such as poetry and friendship). Assuming users are genuine in their declarations, the clusters reveal distinct patterns of interest and may signal keys to NSSI.

Effects of Rumination and Worry on Sleep

Recent research suggests that the stress-sleep relationship is mediated by pre-sleep arousal (PSA) and that cognitive arousal has a stronger mediating effect than somatic arousal; however, this has not been directly tested. Using multilevel moderated mediation, we compared the effects of cognitive arousal and somatic arousal within the stress-sleep relationship. We also assessed whether two forms of repetitive negative thought-rumination and worry-are similarly involved in the stress-sleep relationship. Data was collected from 178 participants across the United States via an online platform. Participants completed baseline self-report surveys examining rumination tendencies and worry tendencies. Over the course of 2 weeks, participants completed daily questionnaires assessing daily stress, PSA, and sleep quality. Results indicated that indirect effects from stress to sleep quality via PSA were statistically significant at low and high levels of rumination and worry, and people at high levels of rumination and worry had stronger relationships between stress and PSA. Across all models, cognitive arousal consistently accounted for more of the variance in the stress-sleep relationship as compared to somatic arousal. Implications for the cognitive behavioral treatment of insomnia are discussed.