Julie C. Dunsmore
Virginia Tech
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Featured researches published by Julie C. Dunsmore.
Social Development | 2001
Amy G. Halberstadt; Susanne A. Denham; Julie C. Dunsmore
A theoretical model for affective social competence is described. Affective social competence (ASC) is comprised of three integrated and dynamic components: sending affective messages, receiving affective messages, and experiencing affect. Central and interconnected abilities within each component include awareness and identification of affect, working within a complex and constantly changing social context, and management and regulation. The dynamic integration of the components is emphasized and potential mediating factors are outlined. The model is placed within the context of previous research and theory related to affective social competence; how the model advances future research is also explicated for each component. Research with special populations of children is described to highlight the importance of affective social competence in social relationships and the promise of the ASC model for future research and practice.
Journal of Consulting and Clinical Psychology | 1992
Francis J. Keefe; Julie C. Dunsmore; Rachel E. Burnett
Behavioral and cognitive-behavioral approaches to chronic pain are receiving increasing attention from researchers and clinicians. This article reviews and highlights recent research advances and future research directions. Assessment research reviewed includes studies examining the social context of pain, the relationship of chronic pain to depression, cognitive variables affecting pain, and comprehensive assessment measures. Treatment outcome studies reviewed are those evaluating the effects of behavioral and cognitive-behavioral treatments for chronic pain. These studies focus on comparisons of behavioral treatment with control conditions, comparisons of two behavioral treatments, and prevention of chronic pain. Future directions for assessment and treatment research are outlined.
Monographs of The Society for Research in Child Development | 2012
Alison E. Parker; Amy G. Halberstadt; Julie C. Dunsmore; Greg Townley; Alfred J. Bryant; Julie A. Thompson; Karen S. Beale
We conducted a qualitative study to explore parental beliefs about emotions in the family across three cultures (African American, European American, and Lumbee American Indian), using the underutilized yet powerful methodology of focus groups. The main goal of this monograph is to understand parents’ beliefs about the role of emotions in the family and how cultural or ethnic background may influence those beliefs. Based on philosophical traditions and previous research, three dimensions of parental beliefs were predicted: Value of Emotion, Socialization of Emotion, and Controllability of Emotion. We expected new themes to emerge during the focus groups.Twelve focus groups were conducted with 87 parents from the three cultural groups mentioned above. Groups met for two sessions scheduled 2 weeks apart. Focus group discussions were led by same-ethnicity moderators. Aninductive analysis was conducted; key themes and subthemes were identified.All three theoretically derived dimensions were well represented in each focus group. Cultural similarities in themes within these dimensions included children’s appropriate expression of negative emotions, role of emotion in the home, children’s capacity for controlling emotions, and parents’ role in socialization of emotion. Cultural variations included concern about parents’ expression of negative emotion, children’s modulation of positive emotion, the role emotions play in behavior, and choice in emotional experience. Two new dimensions also emerged: Relational Nature of Emotions and Changeability of Emotions. Cultural similarities in themes within these dimensions included emphasis on emotional connections with children, emotional contagion in families, developmental change in children’s emotions, and intergenerational change in emotion socialization. Cultural variation included discussion of emotions as guides for action and children’s emotional privacy. Dimensions and the themes and subthemes within them are presented with supporting evidence and sources. Implications of parental beliefs for emotion socialization theory and future research, as well as limitations, are discussed.
Journal of Early Childhood Research | 2011
Pamela W. Garner; Julie C. Dunsmore
Sixty-five mothers reported on their toddlers’ attention regulation and negative emotional intensity and provided information about the toddlers’ empathy and aggression. Toddler concerned attention was also observed during a laboratory session as was mothers’ discourse about mental states. Toddlers reported to have better attention regulation and lower negative emotional intensity were reported to be less physically aggressive. Mothers who made more references to needs, intentions, and desires had toddlers who were lower in both aggression- and empathy-related behavior as assessed with maternal report and observation.
Early Education and Development | 2015
Rachel Miller; Julie C. Dunsmore; Cynthia L. Smith
Research Findings: We examined relations of effortful control with parent emotion socialization practices and child social behavior using a person-centered approach in children ages 18 months to 5 years. A total of 76 parents (66 mothers, 10 fathers) completed questionnaires at screening and 6-month follow-up. There were no age differences in change in effortful control. K-means cluster analysis identified 2 clusters for parent emotion socialization: low-involvement parents (lower levels on emotion coaching/dismissing and positive/negative expressivity) and high-involvement parents (higher levels on all such practices). Parent socialization profile was indirectly associated with childrens positive social behaviors through childrens change in effortful control. These associations did not extend to aggressive behavior. Children with parents who actively engage in a variety of emotion socialization practices may increase more in regulatory capacities and engage in more positive social behavior. Practice or Policy: The present study suggests the importance of using a variety of socialization strategies with young children to foster adaptive regulatory and social behaviors.
International Journal of Behavioral Development | 2011
Pa Her; Julie C. Dunsmore
We assessed linkages between parents’ beliefs and their children’s self-construals with 60 7th and 8th graders. Early adolescents completed an open-ended, Self-Guide Questionnaire and an independent and interdependent reaction-time measure. The self-guide responses were coded for independent and interdependent traits. Parents reported beliefs about the danger of emotions and parental guidance of emotions. When parents were high in beliefs about danger of emotions, and about parental guidance, early adolescents more rapidly responded to traits, especially interdependent traits. When parents were low in beliefs about both danger of emotions and parental guidance, daughters, but not sons, included fewer independent and interdependent traits in their self-construals. Girls responded faster to interdependent traits and included more interdependent and fewer independent traits in their self-construals than boys.
Aps Journal | 1992
Francis J. Keefe; Julie C. Dunsmore
T he commentaries by Turk and Matyas, Merskey, and Craig on our focus article “Pain Behavior: Concepts and Controversies” raise a number of important issues. Each of these authors has made a major impact on the way pain behavior is conceptualized and measured, and we are delighted to have an opportunity to respond to their commentaries. In this article, we will address a number of points of agreement and disagreement. Turk and Matyas argue persuasively for the importance of functional analysis on pain behavior assessment. Their main point is that those conducting behavioral observations need to be more behavioral in their approach. Although this criticism is somewhat surprising (given that we are usually criticized for being too behavioral), we wholeheartedly agree. As we have noted elsewhere,3 research on pain behavior needs to move beyond the static analysis of behavior to emphasize the study of those variables controlling that behavior. As Turk and Matyas note, to date, research on functional analysis has tended to focus largely on the importance of social reinforcement in controlling pain behavior. We have previously identified other important research directions in the functional analysis of pain behavior.3 These include: (1) the development of ways to classify problematic pain behaviors based on the factors that control them; (2) the intensive analysis of sequences of antecedentspain behavior consequences; (3) sampling pain behavior in more naturalistic home or work settings; (4) observing pain behavior during the specific tasks the patient identifies as problematic, and; (5) expanding the scope of functional analysis to encompass both pain behaviors and well behaviors. Turk and Matyas maintain that current operational definitions of pain behavior focus on specific target behaviors at the expense of considering those variables that serve to control the behavior. There are several problems with this position. First, an operational definition of pain behavior is an important step in analyzing behavior. Once behavior is operationally defined it can be measured in a reliable fashion and also can serve as a target for a functional analysis designed to pinpoint the variables that control behavior. In a sense, an operational definition is a sine qua non in pain behavior assessment. Although one can criticize the way that pain behavior has been operationally defined, observational studies of pain behavior must specify which behaviors are to be recorded and what aspect of the behavior (e.g., its frequency, duration, intensity) is to be coded. Second, use of an operational definition of pain behavior does not mean that one ignores the variables that might explain or control that behavior. Researchers studying pain behavior, in fact, are not interested in simply cataloguing the frequency of a variety of pain behaviors. Rather, their focus tends to be on how the behaviors they have observed relate to a variables such as demographic (age, gender), medical (physical findings), and psychological variables (depression, coping skills) (e.g., reference 4). Third, there is a caveat in behavioral observation research that states that operational definitions should focus only on the observable characteristics of behavior.2 Asking observers to make judgments of the patient’s intent in engaging in pain behavior (to avoid pain, cope with pain, and obtain assistance or attention) is impractical and likely to lead to unreliable coding. Although From ‘the Duke University Medical Center and tDuke University, Durham, North Carolina.
The Journal of Positive Psychology | 2016
Jordan A. Booker; Julie C. Dunsmore
The objective of this cross-sectional study was to examine multidimensional profiles of wisdom among emerging adults. We expected individuals who displayed deeper perspective across multiple dimensions of wisdom to also report greatest adjustment in reports of empathy, gratitude, and forgiveness. Two hundred and sixty-three undergraduate students reported dispositional empathy, gratitude, and forgiveness. Participants also responded to situational vignettes concerning gratitude and forgiveness. Wisdom was measured by coding written advice to hypothetical dilemmas. Cluster analyses supported four wisdom profiles: ‘Procedure-Focused,’ emphasizing methods for addressing challenges; ‘Fact-Focused,’ accentuating factual knowledge; ‘Shallow Perspective,’ showing less perspective across all dimensions; and ‘Deep Perspective,’ showing greater perspective across all dimensions. Participants in the ‘Shallow Perspective’ profile reported less empathy than those in the ‘Deep Perspective’ and ‘Procedure-Focused’ profiles. There were no differences in gratitude and forgiveness across clusters. Results suggest that emerging adults who have more fully developed perspectives about life challenges show greater interpersonal strengths.
Emotion | 2017
Angela Scarpa; Richard A. Ashley; Jonathan C. Waldron; Yu Zhou; Deanna M. Swain; Julie C. Dunsmore; Martha Ann Bell
Physiological linkage (PL) refers to coordinated physiological responses among interacting partners (Feldman, 2012a), thought to offer mammals evolutionary advantages by promoting survival through social groups. Although PL has been observed in dyads who are familiar or have close relationships (e.g., parent-infant interactions, romantic couples), less is known with regard to PL in stranger dyads. The current study used dynamic linear time series modeling to assess cardiac interbeat interval linkage in 26 same-gender stranger dyads (17 female and 9 male dyads; 18–22 years old) while they spoke or wrote about emotional or neutral life events. The estimated coefficients in bivariate regression models indicated small but statistically significant PL effects for both male and female dyads. The PL effect was stronger for female dyads, extending to a lag of 4 seconds. For male dyads, the effect was statistically significant but weaker than for female dyads, extending only to a lag of 1 second. No statistically significant differences in PL were noted for type of task (i.e., baseline, writing, speaking, listening) or with differing task emotional content. Frequency domain analysis based on the estimated dynamic models yielded similar results. Our results suggest that PL can be detected among strangers in this setting and appears to be stronger and longer-lasting in women. Our findings are discussed in terms of the importance of biological synchrony in humans, gender differences, and possible implications for objective measurement of social reciprocity at a physiological level.
Journal of Genetic Psychology | 2014
Corrie B. Whitmore; Julie C. Dunsmore
ABSTRACT Interpersonal trust is a vital component of social relationships. In this study the roles of parental attachment, perceived similarity of trustee to self, and social exchange processes in trust development were investigated longitudinally with randomly assigned, same-sex undergraduate roommates during emerging adulthood. A total of 214 first-year students completed weekly self-report measures during the first 5 weeks of the fall semester. Perceived similarity measured the second week and social exchange with roommates across the 5 weeks predicted participants’ trust in their roommate, with social exchange mediating the relation between perceived similarity and trust. Results highlight interrelations of social exchange and trust in established relationships.