The Influence of Discrepancies in Adolescent-Parent Perceptions of the Family on Adolescent Outcomes in Transracially Adoptive Families

Transracial adoption creates a family in which the adoptive parent or parents are of a different race, culture, or ethnicity than the child, most often Caucasian adoptive parents and racial minority children (Vandivere, Malm, & Radel, 2009). Concerns about the influence of the racial differences within the family on child development and the competency of white parents to successfully raise racial minority children have led to an examination of how the family environment facilitates adoptee development. One aspect of the family environment researchers have focused on is the extent to which adolescents' views of their family differ from their parents'. Transracial adoption provides a compelling familial context to explore the role of discrepancy in adolescent-parent perceptions of the family on adolescent development because not only do the age and familial role of the child and parent differ, but so do the biology and race. Guided by developmental theories (Duvall, 1977) and the Circumplex Model of Marital and Family Systems (Olson, Russell, & Sprenkle, 1979), this study examined the extent to which transracially adopted adolescents and their parents differ in their perceptions of family cohesion and conflict, and explored both the linear and curvilinear relationships between perceptual discrepancy and adolescent outcomes. The role of parental awareness of race was also investigated. The study utilized data collected as part of a national research study on transracial adoption. Seventy transracially adopted adolescents and one of their parents completed an online survey. Findings indicate transracially adopted adolescents and their parents tend to agree on the level of cohesion and conflict in their family. Moderate discrepancies in adolescent-parent perceptions of conflict were found to be related to higher adolescent self-esteem and less internalizing behaviors. However, adolescent development was not related to whether they and their parents had a shared perception of cohesion. The unique role of family cohesion in transracially adoptive families to counteract visible differences among members and solidify the family unit is discussed. Findings highlight the complexity of individuation in the context of transracial adoption, and present implications for adoption professionals, transracially adoptive families, and future investigation of adolescent development in transracial adoption

The Impact of Couple Therapy for Abusive Behavior on Partners' Negative Attributions about Each Other, Relationship Satisfaction, Communication Behavior, and Psychological Abuse

Treatments for abusive behavior commonly include cognitive restructuring to modify negative attributions. Little is known about the extent to which interventions modify attributions, and whether cognitive changes are associated with behavioral and relationship satisfaction change. This study investigated the degrees to which cognitive-behavioral couple therapy (CBCT) and a usual treatment (UT) result in therapeutic changes in couples experiencing psychological and/or mild to moderate levels of physical abuse. A sample of community couples seeking assistance for relationship problems at a university-based clinic were randomly assigned to CBCT or UT. Twenty-four couples in CBCT and 26 couples in UT completed 10 weekly 90-minute sessions. This study involved analyses of pre- and post-therapy measures of psychological abuse, relationship satisfaction, communication, and negative attributions. Findings indicated that both conditions decreased psychological abuse and negative attributions, and increased relationship satisfaction. CBCT decreased negative communication. Couples therapy is an effective treatment modality for this specialized population

A Survey Tool for Assessing Student Expectations Early in a Semester

Quality learning is fostered when faculty members are aware of and address student expectations for course learning activities and assessments. However, faculty often have difficulty identifying and addressing student expectations given variations in students’ backgrounds, experiences, and beliefs about education. Prior research has described significant discrepancies between student and faculty expectations that result from cultural backgrounds (1), technological expertise (2), and ‘teaching dimensions’ as described by Trudeau and Barnes (4). Such studies illustrate the need for tools to identify and index student expectations, which can be used to facilitate a dialogue between instructor and students. Here we present the results of our work to develop, refine, and deploy such a tool.<span style="color: black; font-family: 'Times New Roman'; font-size: x-small;"></span

Expectations of Computing and Other STEM students: A Comparison for Different Class Levels, or (CSE &# x2260; STEM-CSE) &# x007C; course level

Students begin each new course with a set of expectations. These expectations are formed from their experiences in their major, class level, culture, skills, etc. However, faculty and the students are often not on the same page with respect to expectations even though faculty provide students with course syllabi. It is crucial for faculty to understand students\u27 expectations to maximize students\u27 learning, satisfaction, and success. Furthermore, it would promote classroom transparency. There would be no hidden unstated expectations; disappointments during the course can potentially be minimized. We present the results of a survey focused on understanding student expectations. Specifically, we focus on examining the differences in expectations of the students of Computer Science and Engineering (CSE) courses and non-computing STEM courses. We present our analysis and observations of the results using aggregate data for all students at all class levels. We observe various differences and similarities among the STEM fields. Identifying differences is crucial since many non-computing STEM majors are enrolled in computing courses, especially in the lower level courses. We provide a detailed comparison among sophomore and senior level courses in computing, biology and chemistry courses. We also compare sophomore and senior CSE courses. Finally, we discuss the importance of paying attention to all students\u27 needs and expectations. Armed with this knowledge, faculty members can increase transparency in the classroom, student satisfaction, and possibly student retention