Deception research has recently begun to examine its occurrence within parent-child relationships. The use and consequence of parental deception on the parent-child relationship remains unclear. The current study examined the effects of parental lies on the parent-child relationship. Questionnaires were provided to 276 participants that asked them to indicate their satisfaction with their parents, what kinds of lies parents have told, the seriousness of the lies, and how the lies affected their relationship. Findings revealed a negative correlation between parental deception and satisfaction, and parents were rated most likely to use white lies than any other types. The implications of the use of deception within parent-child relationships are discussed.

While the influence of socioeconomic status and financial balance on conflict in female-male relationships has been widely examined, less is known about these phenomena in male-male relationships. This study consists of qualitative individual in-depth interviews with 20 self-identified gay/bisexual men to examine perceptions of financial roles within relationships, and the influence on relationship control and conflict. For some participants, financial roles were static, while others experienced dynamic roles across and within relationships. Some participants characterised financial imbalance using gendered constructs, ascribing masculine and feminine terms to financial roles. Overall, financial inequalities resulted in perception of power imbalance and conflict.

Romantic kissing is vastly understudied in scientific research, with only one study systematically examining romantic kissing motives and associated gender differences. The current study explored motives for romantic kissing in greater detail by examining whether gender, age, relationship status, sexual attitudes, and personality predicted variations in adults’ romantic kissing motives. Hierarchical multiple regression analyses (N = 461) revealed that those with more permissive sexual attitudes, higher levels of extraversion, those currently in committed relationships and those younger in age were most likely to endorse relational/sexual motives for romantic kissing. Goal attainment/insecurity motives were most frequently endorsed by men and those with more permissive sexual attitudes, higher levels of extraversion, lower levels of agreeableness, and lower levels of conscientiousness. Results emphasise the importance of a variety of variables in understanding motives for romantic kissing.

Attachment theory is considered an explanatory framework for understanding non-suicidal self-injury. Despite theoretical postulations, few studies have examined links between romantic attachment and its interconnected systems (the caregiving and sexual systems) and self-injury. This study investigated whether self-injurious thoughts and behaviours could be predicted by the functioning of the three systems. Two-hundred and sixty-three young adults participated in the study. Results revealed that participants endorsing self-injurious thoughts experience greater attachment anxiety and avoidance, controlling and compulsive romantic caregiving behaviours, and lower sexual satisfaction than participants with no thoughts. Conversely, findings indicate that the behavioural systems did not predict self-injurious behaviours. Such findings suggest that dimensions of the three interrelated behavioural systems hold unique roles in understanding young adult self-injurious thoughts, and that the constructs that predict self-injurious thoughts may differ from those that predict self-injurious behaviours.

A meta-analysis of 20 manuscripts reporting on 21 unique studies (N = 19,623) was conducted to investigate the magnitude of the association between adolescent romantic relationship quality (RRQ), romantic relationship breakups (RRB) and mental health outcomes (i.e., depression, suicide ideation, deliberate self-harm, and suicide attempt). Potential moderators of these relationships were also explored. The sample included U.S. and non-U.S. adolescents (13–17 years old), and young adults (18–29 years old). Results indicated statistically significant but modest relationships between both RRQ and RRB and mental health, with the first showing a stronger association. There was some evidence suggesting this relationship may be stronger for women, but no evidence it differed as a function of nationality or age. Additional research is needed to address the distinction between clinical and non-clinical populations on specific outcomes and to further explore the role of mental health outcomes as related to romantic relationship quality and breakups. Implications for practice include the need for (a) services to individuals emotionally affected by romantic relationships, (b) relationship quality psycho-education, and (c) screenings of individuals at risk due to low romantic relationship quality or recent relationship breakup.

The effect of a relationship separation on wellbeing is substantial. However, without divorce parameters, individuals in dating or cohabiting relationships may struggle to access support mechanisms. A systematic review was conducted to identify controlled trials of interventions targeting individuals who have experienced a non-marital relationship separation, to supplement the divorce literature. The aim of the review was to assess the impact of these interventions on mental health. Five articles were identified through PsycINFO, PsycARTICLES and Medline databases. Overall, two of the trials reported a significant improvement in specific mental health outcomes at post-test and/or follow-up. Of the two trials demonstrating efficacy in mental health outcomes, one used a weekly, forgiveness-based group intervention and the other was a writing-based, self-initiated intervention. A lack of trials testing theory-driven interventions for relationship separation is of particular concern. Limitations of the existing literature and corresponding directions for future research are discussed.

Adaptation to the reconstructed past is central to understanding negative emotion and its management, but research is scarce on negative emotion in romantic conflict narratives. Addressing this gap, we studied negative emotion in romantic conflict narratives as a function of gender and associations with self-reports of conflict strategies. In 145 emerging adults (54% women) from the United States, we assessed angry and sad emotion words and vocal pitch (an index of emotional arousal) during romantic conflict narratives, and self-rated anger and sadness immediately following these narratives. Results showed that self-rated anger and sadness were higher for women than men, but the use of angry and sad words and pitch did not differ by gender. For men, pitch and sad words were related to reports of less problem solving and aggression. For women, negative emotion ratings were related to less problem solving and more withdrawal. Our findings suggest that reflecting back on past romantic conflicts is a task that involves the regulation of negative emotions and that such emotions are related to conflict approaches.

The use of social media is rapidly increasing, and one of the major discussions of the 21st century revolves around how the use of these applications will impact on the social relationships of users. To contribute to this discussion, we present a brief narrative review highlighting the advantages and disadvantages of social media use on three key aspects of social connectedness: social capital, sense of community, and loneliness. The results indicate that using social media can increase social capital, lead to the formation of friendships and communities, and reduce loneliness. However, some social media site users may experience weakening friendships, online ostracism, and heightened loneliness. Therefore, we argue that the use of social media has contradictory effects on social connectedness. Moreover, the direction of these outcomes is contingent upon who is using the site and how they are using it. Based on these arguments, possible directions for future research are discussed. It is recommended that discourse be continued relating to the association between online social behaviour and connectedness, as this will enable researchers to establish whether the positive outcomes of social media use outweigh the negative.

This article reviews current knowledge about how the tendency to reflect on personal experience is related to the tendency to take another's perspective. While it is well established that self-reflection leads to a greater understanding of one's own emotions, cognitions, and behaviours, the extent to which it is associated with understanding others is less well understood, despite the implications of this for the development of more effective interventions to improve empathy. The types of self-reflection that are used in clinical and psychotherapeutic interventions are used to illustrate the possibilities here, and ways in which clinicians may increase their own self-reflection are also considered.

Research on resilience has shown that resilient individuals possess a variety of internal characteristics (e.g., hardiness and reflectiveness) and a mixture of external characteristics (e.g., social contact and relationship recruiting) that interact to promote resilience. This research examined the relationship between social support of friends, social support of family, and resiliency to further understand the impact of social contact on psychological health and wellbeing. Study 1 showed that in the face of self-reported difficult life circumstances, friend support (but not family support) predicts most aspects of psychological wellbeing. Similarly, Study 2 found that previous reports of friend (but not family) support predicted positive affect for participants in a simulated achievement rejection experimental condition. Taken together, these studies suggest that among adults, perceived social support from friends may be more impactful than social support from family.

The current study explored positive relational qualities — love, need satisfaction, sexual satisfaction— to better understand what might be alluring to on-again/off-again (cyclical) partners given that they typically report lower relational quality and functioning than non-cyclical partners (i.e., those who have not broken up and renewed). A sample of 558 young adults in current romantic relationships (27.6% in cyclical relationships) reported on Sternberg's (1997) three love components (intimacy, passion, and commitment), relationship need satisfaction (e.g., companionship, emotional involvement), and their sexual satisfaction. Results supported the bulk of research showing cyclical partners report lower relational quality — cyclical partners reported less love, need satisfaction, and sexual satisfaction. A pattern of findings regarding passion and need satisfaction regarding sexual and physical intimacy, however, suggests that cyclical partners might value the physical component of relationships more, and further, that passion might be more strongly related to global satisfaction as compared to non-cyclical partners. Overall, the value of this study is not in what differences were found but in ruling out certain explanations of what perpetuates cycling in young adult relationships. The current findings suggest the reasons individuals return to less satisfying relationships is complex and might require novel theoretical models.

Close relationships play a crucial role in physical and psychological well-being. However, the mechanisms through which relationship factors may enable individuals to maintain overall health have not been widely explored. The primary objective of this study was to examine the mediating role of emotion regulation and sleep in the link between romantic relationship attachment and health. Additionally, differences in sleep patterns and emotion regulation across romantic relationship attachment styles were explored. The survey inquired about the quality and quantity of sleep, attachment quality, emotion regulatory factors, and overall health. The participants included 172 undergraduate students (17–30 years) at a midwestern U.S. university. Romantic relationship attachment security was associated with better sleep, better emotion regulatory strategies, and health. Sleep and emotion regulatory strategies mediated the association between attachment and sleep patterns in a three-path mediation. Findings show greater disruptions in sleep patterns and emotion regulatory factors across attachment styles (i.e., secure, preoccupied, dismissive, and fearful attachment). The findings have implications for sleep disorder intervention programs that emphasise better emotion regulatory strategies and promote healthy relationship patterns.

This study looked at lay theories of how people with personality disorders (PDs) are perceived to cope with their interpersonal relationships. In all, 213 participants read 14 vignettes derived from Oldham's and Morris's (2000) book describing DSM III personality disorders for a popular audience. Participants were invited to do six ratings, including how happy each person in each vignette appeared to be and how successful at establishing long-term relationships. Effect sizes for each question across the 14 vignettes were small to medium. The six ratings factored into a single social adjustment scale, and there were many differences across the PDs on this measure. Those with dependent PD were judged as most successful in their social relationships while those who were schizoid PD were judged as least successful. A similar analysis using the three higher order clusters showed significant differences: Cluster C disordered people were judged as better adjusted than Cluster A people. Limitations of the methodology and implications are discussed.

The goal of this study was to elicit and analyse teachers’ reflections on the benefits of the implementation of the SEL program in Latvia, both in regard to benefits for the students and in regard to benefits for themselves. The school-wide Latvia SEL program was initiated during the 2012–13 academic year and to date has been implemented in 41 Latvian schools. In order to ascertain the teachers’ views on issues of program effectiveness, seven focus groups were organised consisting of teachers who had participated in the SEL program implementation. Thematic analysis of the focus group discussions indicated that the teachers appreciate various benefits of the SEL program, but among the most prominent themes were those concerning improved relationships, both student-student and student-teacher relationships. The views expressed by the teachers align with previous studies implying the significance of the teachers’ own social and emotional competencies in facilitating quality maintenance of the program.

This study examines how different roles in school bullying (e.g., bullies, victims, defenders) vary in cognitive and affective empathy and moral disengagement. Findings from this study revealed that levels of empathy and moral disengagement differed significantly among bullying groups for 702 6th, 7th, and 8th grade students in the United States. An analysis of variance showed differential patterns between bullying groups and outcome variables (i.e., cognitive and affective empathy and moral disengagement). In addition, the correlation between moral disengagement and empathy was statistically significant and negative. Affective empathy and cognitive empathy both significantly predicted moral disengagement; with every one unit increase in moral disengagement, affective empathy decreased by .38 and cognitive empathy decreased by .39. Students who scored higher in moral disengagement tended to score lower in empathy. The current findings confirm and extend the literature on the relation between moral disengagement, empathy, prosociality, and victimising behaviour. This information can inform school-wide and targeted intervention efforts.

The aim of this research is to gather preliminary information from a range of countries to develop an international perspective on Social and Emotional Learning (SEL). Currently, there is no cohesive international statement on the minimum requirements to provide SEL in schools. By bringing together a range of international perspectives it is intended that clarity will be provided from which new approaches and initiatives can be developed and researched. International researchers familiar with SEL programs in their country were asked to answer five questions about the context and processes used to teach SEL in specific countries to begin an understanding and synthesis of best practice. These questions relate to: (1) sociocultural contexts of school systems, (2) the range of SEL programs presented in each country and what is common about these programs, (3) the effectiveness of prominent SEL programs, (4) the facilitators and barriers that exist to effectively present SEL programs within the country, and (5) recommendations for the future of SEL programs. A synthesis is followed by a discussion of the future of SEL and how the SEL Interest Group may make a contribution to the current state of the literature, curriculum, pedagogy, and research that informs SEL in schools.

Claims that adult attachment differences across cultures are associated with individual differences in individualism and collectivism have seldom been evaluated. This study investigates how individualism and collectivism may relate to adult attachment orientations (anxiety and avoidance) and whether they moderate the attachment–psychological health link. In samples of young adults from Western (Australians, n = 143) and Eastern (Singaporeans, n = 146) locations, individual differences in individualism and collectivism were significantly associated with attachment avoidance but not anxiety. As predicted, attachment anxiety predicted worse negative symptoms more strongly among individuals higher in collectivism across cultures. However, individualism and collectivism did not moderate the relation between avoidance and negative symptoms. Results suggest there are other factors leading to the differential moderating effect of individualism and collectivism in the attachment–wellbeing link across cultures. The current study highlights the need to look beyond cultural stereotypes in clinical practice.

Multilevel meta-analytic techniques were used to examine the overall relationship between self-reported gender-role dimensions (psychological femininity and psychological masculinity) and self-reported relationship satisfaction. Twenty-six studies (43 effect sizes) were included in the femininity-relationship satisfaction meta-analysis, and 26 studies (43 effect sizes) were included in the masculinity-relationship satisfaction meta-analysis. Femininity revealed a stronger association with relationship satisfaction than masculinity: there was a medium relationship (r = .28) between femininity and relationship satisfaction and a small relationship (r = .13) between masculinity and relationship satisfaction. Sex/gender was not a moderator in either meta-analysis. Publication biases were not detected. Implications and recommendations are discussed.

This article discusses the role of culture in children's emotional development and learning. Cultural orientation regarding self and relationships with others shapes cultural models of emotion regulation and expression. While independent cultures support open expression of emotions, interdependent cultures value the modulation of emotions. Children learn culture-appropriate ways of emotion regulation through socialisation in the family, acquisition of language, exposure to cultural products (e.g., children's books), and school activities. This article offers recommendations on how to design culture-grounded socio-emotional programs that take into account cultural values, indigenous content, and emotion regulation strategies contingent with culture-specific adaptive goals.

We manipulated perspective taking and measured romantic intimates’ attention to their partners’ context. Participants read a letter supposedly from their romantic partner describing the partner's precarious situation (e.g., stress and financial issues) and either imagined their partner's difficult situation (n = 87) or remained objective and detached (n = 85). Afterwards, they drew a picture of their romantic partner in the situation (drawing task) and wrote about the thoughts they had while reading the letter (writing task). As predicted, when adopting their romantic partner's perspective (vs. remaining detached), geographically close intimates focused more on their partner's context, whereas long-distance intimates relied on self-anchoring processes to produce knowledge about their partner's feelings and thoughts in that specific situation. We discuss theoretical, clinical, and therapeutic implications of the findings for the study of differential perspective-taking processes and mechanisms in long-distance and geographically close relationships.