Internal and External Resources and the Adjustment of Parents of Premature Infants.

Studies have shown premature birth and infant hospitalization to be associated with increased levels of parental distress. Internal and external psychological resources have been found to mitigate distress among persons coping with stressful medical events. The current study evaluated psychological resources and distress in 87 parents (57 mothers and 30 fathers) to whom an infant was born prematurely and hospitalized in the NICU of a large tertiary medical center. Parents were administered standardized measures of internal (problem-solving skills) and external (total spousal support, adequacy of spousal support) psychological resources and of psychological distress (depression, posttraumatic symptoms, and mood). Findings indicated that higher levels of problem-solving skills and more adequate spousal support, but not total spousal support, were related to lower levels of parental distress. Adequacy of spousal support and parents' problem-solving skills accounted for 18% of the variance in overall mood and 13.8% of the variance in posttraumatic stress symptoms. A significant two-way interaction was found between adequacy of spousal support and problem-solving skills such that individuals with better problem-solving skills reported better overall mood independent of the adequacy of spousal support they receive. However, for individuals with poor problem-solving skills, the adequacy of the spousal support they receive was a significant factor in determining their overall mood. The theoretical and clinical implications of these findings are discussed in terms of the accessibility of these resources to assessment and their potential for change via existing intervention approaches.

Parents' and Teachers' Perceptions of Abnormal Attention Span of Elementary School-Age Children.

BACKGROUND: To determine teacher and parental perception of minimal expected sustained attention span during various daily tasks among elementary school children. METHODS: 54 parents and 47 teachers completed the attention span questionnaire (AtSQ) that was developed for this study. The AtSQ consists of 15 academic and leisure tasks that require a child's sustained attention. The study focused on third and fourth graders in Israel. RESULTS: There was a high degree of variability among teachers and parents in their responses to the AtSQ. The expected attention span of children as judged by parents was higher and more varied compared to teachers, and higher for girls than for boys. CONCLUSIONS: Our results indicate poor agreement in cutoff values for sustained attention span between teachers and parents and within each group.

Virtual peacemakers: mimicry increases empathy in simulated contact with virtual outgroup members.

This research examined virtual-human interactions as a new form of simulated contact between members of groups in conflict. A virtual human representing an outgroup member (a Palestinian) interacted with 60 Jewish Israeli participants in an experimental study. We manipulated postural mimicry by the virtual interaction partner during a conversation about a sensitive conflict issue. Mimicry increased empathy toward the Palestinians, irrespective of participants' feelings toward the Palestinians prior to the experiment. Further, mimicked participants who reported a priori negative feelings toward Palestinians expressed more sympathy toward their Palestinian virtual interaction partner, rated themselves as closer to him, and perceived the interaction as more harmonious compared to participants in a counter-mimicry condition. The results underscore the impact of mimicry on intergroup interactions, especially on individuals who harbor negative feelings toward the outgroup. The use of virtual-human interactions in obtaining this effect reveals the still widely unexplored potential of technology-enhanced conflict resolution.