Romantic conflict narratives and associations with psychological relationship aggression in emerging adult couples

This cross-sectional study aimed to understand how emerging adult couples interpreted relationship conflicts, and whether such meaning making was associated with psychological relationship aggression and moderated by gender. We specified the I Cubed model of relationship aggression to examine how in the context of recounting relationship conflicts, the impellance factors of anger and break-up anxiety might increase and the inhibition factor of perspective taking might decrease the likelihood of relationship aggression. Each partner in 126 couples was interviewed separately about their unmet relationship needs. Narrative-based measures of impellance and inhibition were obtained as well as self-reported psychological relationship aggression and satisfaction. Although gender was not a moderator, there was some support for associations of impellance and inhibition factors with aggression. Extending prior work using couple observations and diary methods, we found that interpreting conflict events in terms of anger and perspective taking was related to relationship aggression while controlling for relationship satisfaction. Consistent with the I Cubed model, there were actor effects such that anger ratings were an impellance factor that increased and perspective taking was an inhibition factor that decreased the likelihood of aggression. Our findings suggest that narrating past conflicts related to unmet needs is a task that involves the management of anger associated with more relationship aggression. The efficacy of relationship education programs for emerging adult couples might be improved by focusing on skills to decrease anger and facilitate perspective taking.

“A Little Bit Closer”: A Mixed Method Analysis of the Effect of the COVID-19 Pandemic on the Lives of Adolescent Parents

Using a Family Stress Model framework, we used quantitative and qualitative methods to investigate the impact of the pandemic on Latinx pregnant and parenting adolescents and their families. Participants were 406 adolescents (ages 14–19) in the southwestern U.S. who participated in a school-based relationship education program for pregnant and parenting adolescents. In the quantitative analysis, we compared self-reported mental health (depressive symptoms, worry, parental stress), coparental relationships (conflict and communication), and parenting of adolescents who participated prior to the pandemic ( N = 357; 83.6% female; 84.7% Latinx) with those who participated during the pandemic ( N = 49; 74.6% female; 87.8% Latinx). Unexpectedly, the pandemic-period cohort reported fewer depressive symptoms, less parental stress, more frequent coparental communication, and more positive coparental communication and conflict management than the pre-pandemic cohort. For the qualitative analysis, we conducted focus groups and individual interviews with 21 adolescent parents (95.2% female; 90.5% Latinx) from the pandemic-period cohort and analyzed the data using thematic analysis. Participants reported many negative effects of the pandemic including increased economic and health stress, yet also discussed reduced pressure with school and more time with family members. These findings have important implications for enhancing the well-being of adolescent parents and their children after the pandemic.

Accelerating Progress Towards Eradicating Child Labor (SDG8.7) with Quality Education (SDG4): School Quality is Linked to Reduced Child Cocoa Labor in Côte D'Ivoire

Child labor disrupts education, but there is scant research on the reciprocal relationship: education disrupting child labor. We examined the link between school quality and child cocoa agricultural labor in a sample of 2168 fifth-grade children from forty-one primary-schools in rural Côte d’Ivoire. Children attending a higher quality school were less likely to work on a cocoa plantation. Specifically, quality infrastructure and teaching materials were associated with reduced cocoa labor, but not with domestic and economic work. Against the backdrop of a global focus on improving education quality, and 2021 being the International Year of Elimination of Child Labor, we suggest that investments in quality education may serve the dual purpose of reducing child labor alongside improving children’s learning outcomes.