This study examined whether mother-teacher, father-teacher, teacher-parent, and teacher-child relationships were linked to the socioemotional functioning of children (N = 42) aged 18-40 months. ...Results indicated that when mothers perceived their child's teacher more positively, fathers perceived the teacher more positively. In turn, teachers also perceived the parents more positively, which was related to their relationship with the child. Though teachers' perceptions of the parent were not directly related to their perceptions of children's socioemotional functioning, the link was mediated through the teacher-child relationship. However, mothers' perceptions of the teacher were not related to the teacher's relationship with the child nor the teacher's perception of the child's socioemotional functioning. Our findings stress the importance of building positive relationships between teachers and children's parents, and that these relationships contribute to teachers' relationships with children and children's socioemotional functioning.
BEIR VII develops the most up-to-date and comprehensive risk estimates for cancer and other health effects from exposure to low-level ionizing radiation. It is among the first reports of its kind to ...include detailed estimates for cancer incidence in addition to cancer mortality. In general, BEIR VII supports previously reported risk estimates for cancer and leukemia, but the availability of new and more extensive data have strengthened confidence in these estimates. A comprehensive review of available biological and biophysical data supports a "linear-no-threshold" (LNT) risk model?that the risk of cancer proceeds in a linear fashion at lower doses without a threshold and that the smallest dose has the potential to cause a small increase in risk to humans. The report is from the Board on Radiation Research Effects that is now part of the newly formed Nuclear and Radiation Studies Board.
This article synthesizes knowledge on the role of relationships and key macro- and micro-contexts -- poverty, racism, families, communities, schools, and peers - in supporting and/or undermining the ...healthy development of children and youth, using a relational developmental systems framework. Relationships with parents, siblings, peers, caregivers, and teachers are explored in the context of early care and childhood settings, schools, classrooms, and school-based interventions. Additional contextual factors include; chronic stress, institutionalized racism, stereotype threat, and racial identity. A companion article focuses on how the human brain develops, and the major constructs that define human development, the constructive nature of development, and the opportunities for resilience. Human development occurs through reciprocal coactions between the individual and their contexts and culture, with relationships as the key drivers. Relationships and contexts, along with how children appraise and interpret them, can be risks and assets for healthy learning and development, and their influence can be seen across generations and can produce intra- as well as intergenerational assets and risks. This knowledge about the individual's responsiveness to context and experience has both positive and negative implications across early childhood, adolescence and into adulthood. Sensitive periods for brain growth and development are considered within the contextual factors that influence development including; parental responsiveness and attunement, intentional skill development, mindfulness, reciprocal interactions, adversity, trauma, and enriching opportunities. The accumulated knowledge on human development and the power of context and culture can inform child-serving systems that support positive adaptations, resilience, learning, health, and well-being.
Research suggests that relationship satisfaction changes in systematic ways over the course of a relationship. In this preregistered study, we tested whether relationship satisfaction changes ...differently as a function of the eventual outcome of the relationship, that is, whether the relationship lasted, whether it was dissolved, and whether people began a new relationship after separation. Data came from a large longitudinal study (the Longitudinal Study of Generations), including 2,268 participants aged 16-90 years, who were assessed at up to seven waves across 20 years. We used multilevel models to examine change in relationship satisfaction within relationships (i.e., comparing continuing and dissolving relationships) and across relationships (i.e., comparing consecutive relationships of the same persons). The results indicated that satisfaction in dissolving (vs. continuing) relationships was lower and showed a more pronounced decrease over the course of the relationship. Individuals who began a new relationship after separation were more satisfied at the beginning of the new relationship compared to the beginning of the previous relationship. However, satisfaction declined within both relationships (i.e., the previous and the new relationship). Moderator analyses indicated that relationship satisfaction decreased more strongly when participants had children, were in a dissolving relationship of briefer duration, and when the time lag between the previous and current relationship had been shorter. Overall, the findings contribute to understanding change in satisfaction within and across relationships. The Discussion addresses the possibility that couples tend to separate when relationship satisfaction falls below a critical value. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
Children's relationships with adults (e.g. parents and teachers) and within-family relationships (e.g. parent-parent) are important drivers for the development of children's social competence. The ...current study examined the contributions of adult-child relationships (parent-child and teacher-child) and parent-parent relationships to preschool children's social competence. In addition, the moderating roles of teacher-child relationships between parent-child and parent-parent relationships, and children's social competence were examined. Participants were parents and teachers of 127 children (M = 54.65, SD = 9.22 months) from Turkey. Parents reported on parent-child and parent-parent relationships and teachers reported on teacher-child relationships and children's social competence. Hierarchical regression models accounting for the nesting structure of the data were run to test the hypotheses. Results showed that teacher-child closeness was positively and teacher-child conflict was negatively associated with children's social competence. Parent-child and parent-parent relationships were not associated with children's social competence. Teacher-child closeness moderated the association between parent-parent conflict and social competence. The findings highlight the importance of examining both parent-parent and teacher-child relationships in the prediction of children's social competence.
Some lay beliefs people hold are harmful to their romantic relationships because they reduce relationship satisfaction. Two studies were conducted in two different national settings (N = 253 in the ...UK and N = 132 in Hungary) to test the effects of three potential dysfunctional beliefs: an aversion to disagreement between the partners, an expectation that mindreading should happen, and a belief that relationships are formed due to destiny. When predicting two different indices of relationship satisfaction, consistently across both national settings, results revealed that an aversion to disagreement was negatively linked with relationship outcomes, whereas the other two beliefs were not. Findings are discussed in terms of their applied value: Those working with struggling couples will want to know which lay beliefs, out of several potentially dysfunctional beliefs, have the strongest negative effect on relationship outcomes because those should be tackled first in interventions.
With a mix of theory, practical advice, and clinical material, this resource for any clinician interested in applying the object relations model to their clinical or academic work. The book outlines ...object relations theory, leveraging clinical vignettes to underline the framework's applicability both in therapy and acute care settings.
The mainstream view holds that over time buyer–supplier relationships evolve through a number of phases. As a consequence, supplier development as a buyer–supplier relationship management practice ...should also be adapted to the life-cycle phase. Supplier development activities matching the buyer–supplier relationship life-cycle phase will lead to more favorable performance improvements. However, prior studies have neglected the relationship life-cycle perspective. This empirical study shows how the length of the buyer–supplier relationship can be used to improve the explanatory power of models investigating the performance outcomes of supplier development activities. The results show that supplier development is more effective in mature as opposed to initial and declining life-cycles phases.
Purpose
Contemporary scholars contend that the buyer–seller relationship is dynamic in nature, so it grows, matures and declines over time. However, most studies that adopt the dynamic perspective ...debates its conceptualization and how dynamic effects are captured. This scholarly discourse has led to multiple dynamic perspectives and resulted in fragmented and scattered literature on the subject. This study aims to synthesize the large body of research on dynamic perspectives in a systematic way.
Design/methodology/approach
This paper follows a systematic review approach to extract and review 192 research articles from four electronic databases: Web of Science, EBSCOhost Business, ScienceDirect and Emerald. Based on the inclusion criteria that the articles examine time-dependent relationship development in light of a generalizable dynamic perspective, 61 articles were selected for the final examination and reporting.
Findings
This review reveals that most research on the buyer–seller dynamic relationship follows at least one of four perspectives: the relationship lifecycle, relationship age, relationship velocity and the asymmetric–dynamic perspective. Each perspective offers a distinct conceptualization of relationship development and has certain advantages that enable researchers to capture information about relationships’ growth trajectory in a unique manner.
Practical implications
Firms need a set of diverse strategies for their customers, depending on the state of the relationships’ development, as strategies that pay off at initial levels may fail at later stages. This study helps managers select an appropriate dynamic perspective that best aligns with their customers’ stage of relationship development so they can devise customized relationship-management strategies.
Originality/value
To the best of the authors’ knowledge, this article is the first attempt to organize the discourse of a large body of research on dynamic perspectives, and therefore it helps academicians and practitioners to choose the dynamic perspective that best suits their objectives and research settings. This review documents key research areas that have been overlooked and highlights opportunities for future research.
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