Considering the 'With Whom': Differences Between Event- and Signal-Contingent ESM Data of Person-Specific Social Interactions.

Experience sampling studies often aim to capture social interactions. A central methodological question in such studies is whether to use event- or signal-contingent sampling. The little existing research on this issue has not taken into account that social interactions occur with unique interaction partners (e.g., Anna or Tom). We analyze one week of social interaction data of 286 students from the University of Pittsburgh (60.8% male, mean age 19.2 years), taking into account the unique interaction partners of each student. Specifically, we investigate the differences between event- and signal contingent sampling in (1) the total number of unique interaction partners captured, as well as (2) the kinds of relationships, and (3) the quality of social interactions with these captured interaction partners. Apart from a larger quantity of interactions and unique interaction partners in the event-contingent sampling design, our analyses indicate subtle differences between the two designs when aiming to assess social interactions with more distant interaction partners, such as coworkers or strangers. Most importantly, in our analyses, specific interaction partners and social roles explained a considerable amount of variance in the quality of social interactions (up to 20.5%), suggesting that future research would benefit greatly from considering "with whom" individuals interact.

Modeling categorical time-to-event data: The example of social interaction dynamics captured with event-contingent experience sampling methods.

The depth of information collected in participants' daily lives with active (e.g., experience sampling surveys) and passive (e.g., smartphone sensors) ambulatory measurement methods is immense. When measuring participants' behaviors in daily life, the timing of particular events-such as social interactions-is often recorded. These data facilitate the investigation of new types of research questions about the timing of those events, including whether individuals' affective state is associated with the rate of social interactions (binary event occurrence) and what types of social interactions are likely to occur (multicategory event occurrences, e.g., interactions with friends or family). Although survival analysis methods have been used to analyze time-to-event data in longitudinal settings for several decades, these methods have not yet been incorporated into ambulatory assessment research. This article illustrates how multilevel and multistate survival analysis methods can be used to model the social interaction dynamics captured in intensive longitudinal data, specifically when individuals exhibit particular categories of behavior. We provide an introduction to these models and a tutorial on how the timing and type of social interactions can be modeled using the R statistical programming language. Using event-contingent reports (N = 150, Nevents = 64,112) obtained in an ambulatory study of interpersonal interactions, we further exemplify an empirical application case. In sum, this article demonstrates how survival models can advance the understanding of (social interaction) dynamics that unfold in daily life. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Feedback About a Person's Social Context - Personal Networks and Daily Social Interactions.

The social context of a person, meaning their social relationships and daily social interactions, is an important factor for understanding their mental health. However, personalised feedback approaches to psychotherapy do not consider this factor sufficiently yet. Therefore, we developed an interactive feedback prototype focusing specifically on a person's social relationships as captured with personal social networks (PSN) and daily social interactions as captured with experience sampling methodology (ESM). We describe the development of the prototype as well as two evaluation studies: Semi-structured interviews with students (N = 23) and a focus group discussion with five psychotherapy patients. Participants from both studies considered the prototype useful. The students considered participation in our study, which included social context assessment via PSN and ESM as well as a feedback session, insightful. However, it remains unclear how much insight the feedback procedure generated for the students beyond the insights they already gained from the assessments. The focus group patients indicated that in a clinical context, (social context) feedback may be especially useful to generate insight for the clinician and facilitate collaboration between patient and clinician. Furthermore, it became clear that the current feedback prototype requires explanations by a researcher or trained clinician and cannot function as a stand-alone intervention. As such, we discuss our feedback prototype as a starting point for future research and clinical implementation.

Peer victimization in single-grade and multigrade classrooms.

Although peer victimization mainly takes place within classrooms, little is known about the impact of the classroom context. To this end, we examined whether single-grade and multigrade classrooms (referring to classrooms with one and two grades in the same room) differ in victim-bully relationships in a sample of elementary school children (646 students; age 8-12 years; 50% boys). The occurrence of victim-bully relationships was similar in single-grade and multigrade classrooms formed for administrative reasons, but lower in multigrade classrooms formed for pedagogical reasons. Social network analyses did not provide evidence that peer victimization depended on age differences between children in any of the three classroom contexts. Moreover, in administrative multigrade classrooms, cross-grade victim-bully relationships were less likely than same-grade victim-bully relationships. The findings did not indicate that children in administrative multigrade classrooms are better or worse off in terms of victim-bully relationships than are children in single-grade classrooms.

Self, peer, and teacher reports of victim-aggressor networks in kindergartens.

This study investigated if and how children and teachers differ in their assessment of victim-aggressor relationships in kindergartens. Self-, peer, and teacher reports of victimization-aggression networks (who is victimized by whom) were investigated in 25 Swiss kindergartens with 402 5- to 7-years-old. It was examined whether child characteristics (sex and parent-reported internalizing and externalizing behavior) influence informant reports of victimization and/or aggression. Findings from statistical network models indicated higher concordance between self and peer reports than between one of these and teacher reports. Results further showed more agreement among informants on aggressors than on victims. Aggressors reported by self and peer reports were low on internalizing behavior, and aggressors reported by self and teacher reports were high on externalizing behavior; teacher-reported victims were also high on externalizing behavior. Internalizing behavior was unrelated to victimization. According to self and peer reports, boys as well as girls were victimized by boys and girls equally; teachers reported less cross-sex victimization than same-sex victimization. The different views of teachers and children on victim-aggressor relationships have implications for the identification of aggression in early childhood. Mutual sharing of information between children, their parents, peers, and teachers may contribute to signaling victims and aggressors in the early school years.

Defending one's friends, not one's enemies: A social network analysis of children's defending, friendship, and dislike relationships using XPNet.

Previous studies investigating to what extent students in elementary schools defend their victimized classmates typically treated defending as an individual characteristic. Defending should, however, be seen as a directed dyadic relationship between a victim and a defender, who are embedded multiple positive and negative relationships with each other and their classmates. Accordingly, in the present study defending was investigated using social network analysis. More specifically, it was investigated to what extent defending relationships co-occurred with friendship and dislike relationships involving not only the victim and the defender but also other classmates. Bivariate Exponential Random Graph Models (ERGMs) were used to analyze the defending-friendship and defending-dislike relationships in seven grade-three classrooms. As hypothesized, the results indicated that victimized students were likely to be defended by students who they perceive as friends or who perceive them as friends. Moreover, defending was likely to occur when the victim and (potential) defender had the same friends. Victimized students were unlikely to be defended by classmates whom they disliked or who had indicated to dislike them. Finally, defending was likely to occur between students who disliked the same classmates.

Psychometric properties of the Dresden Body Image Questionnaire: A multiple-group confirmatory factor analysis across sex and age in a Dutch non-clinical sample.

BACKGROUND: Body image has implications for psychosocial functioning and quality of life and its disturbance is reported in a broad range of psychiatric disorders. In view of the lack of instruments in Dutch measuring body image as a broad concept, we set out to make an instrument available that reflects the multidimensional character of this construct by including more dimensions than physical appearance. The Dresden Körperbildfragebogen (DBIQ, Dresden Body Image Questionnaire) particularly served this purpose. The DBIQ consists of 35 items and five subscales: body acceptance, sexual fulfillment, physical contact, vitality, and self-aggrandizement. The main objective of the present study was to evaluate the psychometric properties of the Dutch translation of the Dresden Body Image Questionnaire (DBIQ-NL) in a non-clinical sample. METHODS: The psychometric properties of the DBIQ-NL were examined in a non-clinical sample of 988 respondents aged between 18 and 65. We investigated the subscales' internal consistency and test-retest reliability. In order to establish construct validity we evaluated the association with a related construct, body cathexis, and with indices of self-esteem and psychological wellbeing. The factor structure of the DBIQ-NL was examined via confirmatory factor analysis (CFA). The equivalence of the measurement model across sex and age was evaluated by multiplegroup confirmatory factor analyses. RESULTS: Confirmatory factor analyses showed a structure in accordance with the original scale, where model fit was improved significantly by moving one item to another subscale. Multiple group confirmatory factor analysis across sex and age demonstrated partial strong invariance. Internal consistency was good with little overlap between the subscales. Temporal reliability and construct validity were satisfactory. CONCLUSION: Results indicate that the DBIQ-NL is a reliable and valid instrument for non-clinical subjects. This provides a sound basis for further investigation of the DBIQ-NL in a clinical sample.

Negative body experience in women with early childhood trauma: associations with trauma severity and dissociation.

Background: A crucial but often overlooked impact of early life exposure to trauma is its far-reaching effect on a person's relationship with their body. Several domains of body experience may be negatively influenced or damaged as a result of early childhood trauma. Objective: The aim of this study was to investigate disturbances in three domains of body experience: body attitude, body satisfaction, and body awareness. Furthermore, associations between domains of body experience and severity of trauma symptoms as well as frequency of dissociation were evaluated. Method: Body attitude was measured with the Dresden Body Image Questionnaire, body satisfaction with the Body Cathexis Scale, and body awareness with the Somatic Awareness Questionnaire in 50 female patients with complex trauma and compared with scores in a non-clinical female sample (n = 216). Patients in the clinical sample also filled out the Davidson Trauma Scale and the Dissociation Experience Scale. Results: In all measured domains, body experience was severely affected in patients with early childhood trauma. Compared with scores in the non-clinical group, effect sizes in Cohen's d were 2.7 for body attitude, 1.7 for body satisfaction, and 0.8 for body awareness. Associations between domains of body experience and severity of trauma symptoms were low, as were the associations with frequency of dissociative symptoms. Conclusions: Early childhood trauma in women is associated with impairments in self-reported body experience that warrant careful assessment in the treatment of women with psychiatric disorders.

Teacher characteristics and peer victimization in elementary schools: a classroom-level perspective.

The purpose of this study was to investigate whether there is an association between teacher characteristics and peer victimization in elementary schools. We used data of 3,385 elementary school students (M age = 9.8) and 139 of their teachers (M age = 43.9) and employed Poisson regression analyses to explain the classroom victimization rate. Results showed a higher victimization rate in the classrooms of teachers who attributed bullying to external factors-factors outside of their control. In addition, the results suggest that both teachers' perceived ability to handle bullying among students and teachers' own bullying history were positively associated with the classroom victimization rate. We also took into account classroom composition characteristics and found lower victimization rates in multi-grade classrooms and in classrooms with older students. The results support the notion of an association between teacher characteristics and peer victimization. Findings are discussed with regards to current literature and suggestions for future research are made.

Victims, bullies, and their defenders: a longitudinal study of the coevolution of positive and negative networks.

The complex interplay between bullying/victimization and defending was examined using a longitudinal social network approach (stochastic actor-based models). The (co)evolution of these relations within three elementary schools (Grades 2-5 at Time 1, ages 8-11, N = 354 children) was investigated across three time points within a year. Most bullies and defenders were in the same grade as the victims, although a substantial number of bullies and defenders were in other grades (most often one grade higher). Defenders were usually of the same gender as the victims, whereas most bullies were boys, with boys bullying both boys and girls. In line with goal-framing theory, multiplex network analyses provided evidence for the social support hypothesis (victims with the same bullies defended each other over time) as well as the retaliation hypothesis (defenders run the risk of becoming victimized by the bullies of the victims they defend). In addition, the analysis revealed that bullies with the same victims defended each other over time and that defenders of bullies initiated harassment of those bullies' victims. This study can be seen as a starting point in unraveling the relationship dynamics among bullying, victimization, and defending networks in schools.

War stress and late-life mortality in World War II male civilian resistance veterans.

The mental and physical health of 146 Dutch males exposed to severe war stress during their young adulthood were examined in 1986-1987 when they were at ages 61 to 66 years. The veterans' data were compared with a randomly selected population-based sample of same-aged males. In 2005, 70% of the war stress veterans had died, and only 35% of the comparison group. The baseline quality of life was significantly poorer in the war stress veterans than in the comparison group. Baseline variables explained 42% of the increased risk of mortality among war stress veterans. Smoking was the largest single contributor to mortality.

Let it be: expatriate couples' adjustment and the upside of avoiding conflicts.

This research examines the moderating effect of conflict avoidance on the relationship between conflict and psychological adjustment among 45 expatriate couples at two points in time. We propose a model based on the actor-partner interdependence model, which assumes both intrapersonal and interpersonal effects, to address simultaneously the effects of one's own and the other's avoidance behavior. We found substantial support for our model, especially for expatriate spouses. As expected, and only for expatriate spouses, avoidance moderated the conflict-adjustment relationship such that both one's own and one's counterpart's avoidance behavior diminished the negative effect of conflicts. Because these effects were observed only at T2 and psychological adjustment decreased from T1 to T2, our research suggests that the impact of expatriation-associated interaction particularly manifests itself in the long run.

Difference rather than delay in development of elementary visuomotor processes in children born preterm without cerebral palsy: a quasi-longitudinal study.

Follow-up studies of preterm children without serious neonatal medical complications have consistently found poor visuomotor and visuospatial skills. In the first round of current follow-up study, we found a deficit in elementary visuomotor processes in preterm children without Cerebral Palsy (CP). To determine whether the development of these processes was delayed or different, we carried out a quasi-longitudinal study in which kinematic characteristics of pointing movements in 7- to 11-year-old preterm born children without CP and in an age-matched full-term group were analyzed. Multi-level analysis suggested a difference rather than a delay in the preterm born group: we found a regression around 8 years of age in the control but not in the preterm group. To our knowledge, this study is the first to provide longitudinal data confirming this regression in the development of movement control in typically developing children. Our results are also consistent in suggesting that elementary visuomotor processes are less efficient in preterm born children without CP: their movements were either slower or less accurate. While these differences were subtle, they persisted until 11 years of age.

Perceived criticism: associations with perceiver characteristics and interpersonal behaviour.

Perceived Criticism (PC) evolved in the context of Expressed Emotion (EE) research and, like EE, predicts the course of various psychiatric disorders. However, little is known about PC's validity. We examined (in Study 1) to what extent PC reflects the perceiver's current depressive and marital complaints, whether PC measures reciprocal criticism that characterizes dyads rather than individuals, and (in Study 2) whether PC reflects actual interactive behaviour. Both studies compared a single-item with a multi-item measure of PC. In Study 1, general community couples completed self-reports of PC, depressed mood, and marital dissatisfaction, and expressed their feelings in a brief EE interview (Five Minute Speech Samples). Multilevel analyses suggested that PC was associated with both partners' expressions of criticism, and the perceiver's depressive and marital complaints. In Study 2, general community couples completed self-reports of PC and participated in a videotaped problem solving interaction. Interactions were coded with the Kategorien system für partnerschaftliche Interaktion (KPI). PC was related to the partner's verbal and nonverbal expression of criticism and the perceiver's expression of nonverbal negative behaviour. Overall, the pattern of findings fits in well with theoretical formulations regarding EE, and supports the usefulness of PC measures as practical alternatives for the assessment of EE.

MCMC estimation for the p(2) network regression model with crossed random effects.

The p(2) model is a statistical model for the analysis of binary relational data with covariates, as occur in social network studies. It can be characterized as a multinomial regression model with crossed random effects that reflect actor heterogeneity and dependence between the ties from and to the same actor in the network. Three Markov chain Monte Carlo (MCMC) estimation methods for the p(2) model are presented to improve iterative generalized least squares (IGLS) estimation developed earlier, two of which use random walk proposals. The third method, an independence chain sampler, and one of the random walk algorithms use normal approximations of the binary network data to generate proposals in the MCMC algorithms. A large-scale simulation study compares MCMC estimates with IGLS estimates for networks with 20 and 40 actors. It was found that the IGLS estimates have a smaller variance but are severely biased, while the MCMC estimates have a larger variance with a small bias. For networks with 20 actors, mean squared errors are generally comparable or smaller for the IGLS estimates. For networks with 40 actors, mean squared errors are the smallest for the MCMC estimates. Coverage rates of confidence intervals are good for the MCMC estimates but not for the IGLS estimates.

A Framework for the Comparison of Maximum Pseudo Likelihood and Maximum Likelihood Estimation of Exponential Family Random Graph Models.

The statistical modeling of social network data is difficult due to the complex dependence structure of the tie variables. Statistical exponential families of distributions provide a flexible way to model such dependence. They enable the statistical characteristics of the network to be encapsulated within an exponential family random graph (ERG) model. For a long time, however, likelihood-based estimation was only feasible for ERG models assuming dyad independence. For more realistic and complex models inference has been based on the pseudo-likelihood. Recent advances in computational methods have made likelihood-based inference practical, and comparison of the different estimators possible.In this paper, we present methodology to enable estimators of ERG model parameters to be compared. We use this methodology to compare the bias, standard errors, coverage rates and efficiency of maximum likelihood and maximum pseudo-likelihood estimators. We also propose an improved pseudo-likelihood estimation method aimed at reducing bias. The comparison is performed using simulated social network data based on two versions of an empirically realistic network model, the first representing Lazega's law firm data and the second a modified version with increased transitivity. The framework considers estimation of both the natural and the mean-value parameters.The results clearly show the superiority of the likelihood-based estimators over those based on pseudo-likelihood, with the bias-reduced pseudo-likelihood out-performing the general pseudo-likelihood. The use of the mean value parameterization provides insight into the differences between the estimators and when these differences will matter in practice.

Less efficient elementary visuomotor processes in 7- to 10-year-old preterm-born children without cerebral palsy: an indication of impaired dorsal stream processes.

Follow-up studies of preterm children without serious neurological complications have consistently found deficits in visuomotor skills. To determine whether these deficits may be related to impaired elementary visuomotor processes, we investigated movement programming and execution of simple pointing movements in 7- to 10-year-old preterm (<34 weeks g.a. and/or b.w. <1800 g) and full-term children. Such detailed analysis of simple pointing movements provides information on the extent to which processes associated with dorsal and/or cerebellar functions are impaired. Multi-level analysis showed that movement programming and execution were slowed in the 7-, 9-, and 10-year-old preterm groups. This indicates impaired dorsal visual stream functioning in preterm children, but do not rule out impaired cerebellar functioning. At 8 years of age, there were no differences between the two groups in movement execution time. This could have reflected a transition in the development of movement control in the control group, which has been associated in typically developing children with a decrease in motor speed. Interestingly, a similar decrease was not found in the preterm group at 8 years of age.

Mokken scale analysis of the UPDRS: dimensionality of the Motor Section revisited.

The dimensionality and reliability of the Motor Section of the Unified Parkinson Disease Rating Scale (UPDRS III) was studied with non-parametric Mokken scale analysis. UPDRS measures were obtained on 147 patients with PD (96 men, 51 women, mean age 61, range 35-80 yrs). Mokken scale analysis revealed a four-dimensional structure of the UPDRS III. Left-sided bradykinesia and rigidity appeared to co-occur with axial signs, gait disturbance, and speech/hypomimia, whereas right-sided bradykinesia and rigidity formed a second scale. Two further small scales were found consisting of right- and left-sided tremor. Results from the scale analysis reveal that all four subscales are strong. The reliability of the two tremor scales is low because they only contain three and four items, respectively.

Assessment of professional behaviour in undergraduate medical education: peer assessment enhances performance.

OBJECTIVES: To examine whether peer assessment can enhance scores on professional behaviour, with the expectation that students who assess peers score more highly on professional behaviour than students who do not assess peers. METHODS: Undergraduate medical students in their first and second trimesters were randomly assigned to conditions with or without peer assessment. Of the total group of 336 students, 278 students participated in the first trimester, distributed over 31 tutorial groups, 17 of which assessed peers. The second trimester involved 272 students distributed over 32 groups, 15 of which assessed peers. Professional behaviour was rated by tutors on 3 dimensions: Task Performance; Aspects of Communication, and Personal Performance. The rating scale ranged from 1 (poor) to 10 (excellent). Data were analysed using multivariate repeated measures multilevel analysis. RESULTS: Assessment scores were found to have generally increased in the second trimester, especially the personal performance scores of students who assessed peers. In addition, female students were found to have significantly higher scores than male students. CONCLUSIONS: In undergraduate medical education, peer assessment has a positive influence on professional behaviour. However, the results imply that peer assessment is only effective after students have become adjusted to the complex learning environment.

Psychoeducation for hypochondriasis: a comparison of a cognitive-behavioural approach and a problem-solving approach.

In this study, two 6-week psychoeducational courses for hypochondriasis are compared, one based on the cognitive-behavioural approach, and the other on the problem-solving approach. Effects of both courses on hypochondriacal complaints, depression, trait anxiety, and number of problems encountered in daily life, are measured pre-treatment, post-treatment, and at 1- and 6-month follow-up. Participants (N=48, of whom 4 dropped out), suffering from DSM-IV hypochondriasis, were randomized into one of the two course conditions. Results showed beneficial effects of both courses. Few differential treatment effects were found: in both conditions all effect measures decreased significantly over time (p<0.01). However, between- and inter-individual variability in decrease-patterns was of considerable size, leading to large deviations from the mean pattern. Acceptability and feasibility of both courses were rated highly by their respective participants. It is concluded that both courses can be considered equally beneficial and effective over time, with the effects evident immediately after treatment and maintained over the follow-up period.