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A forgiveness intervention with post-relationship psychologically abused women
Reed, Gayle L The University of Wisconsin - Madison 2004 해외박사(DDOD)
This study compared the outcomes of a forgiveness educational intervention to the outcomes of an alternative treatment (validation of anger, assertiveness, interpersonal skills) for women who had experienced spousal psychological abuse. There were 10 participants in the experimental (forgiveness education) group and 10 participants in the control (alternative education) group. Participants had all been divorced or permanently separated for at least two years from their former abusive spouse or partner. Ages ranged from 32 to 54 years, with a mean age of 44.95 (SD = 7.01). A matched, yoked, randomized, experimental-control group design was used. Participants were matched on age, duration of abusive relationship, time since permanent separation or divorce, current contact with the former abuser, and categories of psychological abuse. Each participant had weekly one-hour sessions (both forgiveness and alternative treatment) with the intervener based on a protocol specific to each treatment. The Enright Forgiveness Process Model was adapted to an intervention manual for this population as a protocol for the forgiveness intervention sessions. The treatments had a criterion ending with a mean intervention time of 7.95 months (SD = 2.61). One-tailed matched pairs t tests were used to compare the amount of change between experimental and control groups on eight dependent measures (Enright Forgiveness Inventory, Speilberger State and Trait Anxiety Inventories, Beck Depression Inventory, Ryff's Environmental Mastery Scale, Coopersmith's Self-Esteem Inventory, Reed's Finding Meaning in Suffering Measure, Post-traumatic Stress Disorder Checklist). Qualitative data was derived from two other measures (Identity Measure, Story Measure). The outcomes of this study demonstrate that the participants in the forgiveness educational intervention experienced significantly higher gains than the participants in the alternative treatment in terms of: (1) increases in forgiveness toward the former abuser, self-esteem, environmental mastery (of every day decisions), finding meaning in suffering (moral decisions in the face of difficulty), and an identity as a competent survivor; and (2) decreases in depression, trait anxiety, cognitive rehearsal of past abuse, symptoms of post-traumatic stress disorder, and in an identity as a victim of abuse. The experimental group demonstrated maintenance of these gains at follow-up (post-test two).
Actions speak louder than words: The role of adaptive contingency in language development
Reed, Jessica Michele Temple University 2015 해외박사(DDOD)
Sensitive and responsive parenting promotes adaptive outcomes for children. Within the domain of language development, responsiveness has been examined through the effects of temporal and semantic contingency on children's vocabularies. The term adaptive contingency can be used to characterize the process whereby dyads co-construct common ground, establishing a co-dependence of both timing and meaningfulness. This dissertation examined the role of adaptive contingency in early verb learning by examining the learning consequences when timing is manipulated but meaning is held constant (Study 1) and when meaningfulness is manipulated but timing is held constant (Study 2). In a previous study, toddlers learned novel action words when teaching was uninterrupted, but failed to do so when caregivers were interrupted while teaching by a cell phone call from the experimenter (Reed, Hirsh-Pasek, & Golinkoff, in preparation). Study 1 explored how the timing of interruptions differentially affects word learning. Experimenters blind to study hypotheses taught two-year old toddlers novel words, and learning was assessed via the Intermodal Preferential Looking Paradigm (IPLP). During the teaching period, experimenters responded to text messages, momentarily disrupting the teaching. The timing of these interruptions occurred (1) in the middle of an utterance, such that the label and demonstration of its action referent were decoupled, (2) before the "label + action referent" event occurred, or (3) after (the control condition). At test, only children in the after condition learned the novel words. Study 2 examined whether word learning would be disrupted when teaching interactions were interrupted by an event that breaks the shared focus (e.g., a cell phone call) but not when the interruption shifts the shared context (e.g., when a lighted display suddenly shines). Novel words were learned in one of three experimental conditions (light display to shift attention, cell phone call to break attention, no interruption control), and learning was again assessed via the IPLP. Only toddlers in the shift condition learned the novel words. This dissertation contributes to the growing recognition that the quality of interactions with caregivers affects children's language trajectories (e.g., rich and diverse vocabulary, Rowe, 2012; fluent and connected bouts of sustained joint attention, Hirsh-Pasek et al., in press). Utilizing ecologically valid interruptions, the two studies together illuminate how the social context can support or hinder early verb learning.