Research has traditionally focused on the development of symptoms in those who experienced trauma directly but has overlooked the impact of trauma on victims' families.
Most research focuses on the negative impact of trauma on relationships; however, it is possible that trauma may also have some positive relationship effects. Interviews of trauma-exposed couples were coded for themes of the effect of trauma on their relationships.
Since September 11, 2001, over 2 million U.S. service members have been deployed to Iraq or Afghanistan, resulting in hundreds of thousands of military-connected children (MCC) having experienced a parental deployment.
Schools can be an effective setting to deliver interventions to promote well-being among children. One such intervention for military-connected children, Staying Strong with Schools, was tested for its effectiveness in a civilian school.
In recent decades, psychologists have been actively involved in the development and evaluation of parenting programs and are now turning their attention to the implementation of these evidence-based programs in real-world contexts.
Evidence-based parenting intervention programs have ample research to support their effectiveness; however, these programs are not being widely used in community settings.
In a longitudinal study with 125 early adopted adolescents, we examined continuity of attachment from infancy to adolescence and the role of parental sensitive support in explaining continuity or discontinuity of attachment.
Secure attachment is important for parent-child relationships and children's development. To better understand the continuity of attachment, researchers followed 125 early adopted adolescents from one to 14 years old.
This study uses a positive youth development (PYD) approach to explore whether differences in youths' conceptions of spirituality were linked to patterns of difference regarding 6 domains of PYD.
Spirituality among youth has repeatedly been shown to be associated with positive youth development, conceptualized as including components of competence, confidence, character, connection, caring, and contribution.