Videotape Recording

The purpose of this analysis was to examine whether nurses' listening behavior, especially the coordination of their nonverbal involvement activities with those of their patients, communicates information about patient-nurse relationships. Participants were 126 college women who responded to a 30-item instrument measuring relational information that was communicated to them by nurses' behavior in videotaped segments of interactions between a patient/actress and 12 nurses. Participants' responses to two consecutive interaction segments were selected for this analysis.

This study examined the role of emotion and relationship satisfaction in shaping attributions about a partner's intentions in couple interactions. Using video recall, participants (N = 156 couples) reported on their own and their partner's intentions and emotions during affective moments of a discussion about an upsetting event. Links were found between relationship satisfaction and factor-analytically derived intention and attribution scales. Attributions about a partner's intentions were weakly to moderately correlated with the partner's self-reported intentions.

The developmental trajectories of specific forms of maternal touch during natural caregiving were examined across the first year in relation to the development of mother-infant reciprocal communication. One hundred and thirty-one mothers and infants in four groups aged 3, 6, 9, and 12 months were observed in a cross-sectional design at home during natural caregiving and mother-child play sessions. Microanalytic coding of the caregiving sessions considered nine forms of maternal touch, which were aggregated into three global touch categories: affectionate, stimulating, and instrumental.

This study examines the association between adolescents' relational schemas and their subjective understanding of interactions in the context of male-female romantic relationships. We employed an innovative multimodal methodology: the video-recall system [Welsh, D. P., & Dickson, J. W. (2005). Video-recall procedures for examining subjective understanding in observational data. Journal of Family Psychology, 19(1), 62-71], which includes both adolescent participants' perspectives, as well as those of trained coders.

Fifty-three college-aged same- and mixed-sex romantic couples (83% White, 63% female, mean age, 20.8) engaged in a video recall task in which they rated their own and their partners' behaviors and emotions. Females reported feeling more connected to partners and reported fewer negative behaviors than males. Females with male partners reported the highest feelings of connection and the fewest negative behaviors. Males with male partners reported the lowest connection and most negative behaviors.

BACKGROUND: Parents experience high levels of distress during their child's stem cell transplant that can decrease the ability to support their child and effectively communicate with healthcare providers. Because parents are a primary source of support, their perspectives are very important when evaluating supportive care interventions for their adolescents/young adults.

Two approaches for educating college students about the need for organ donors were compared. The experimental group (N = 162) watched a video-taped dramatization of an organ procurement coordinator asking the family members of a recently deceased loved one if they would donate their loved one's organs. Contained in this videotape was demographic information about three adults who needed an organ transplant. The control group (N = 169) saw the same videotape minus the demographic information.

CONTEXT: Understanding students' perceptions of and responses to lapses in professionalism is important to shaping students' professional development. OBJECTIVE: Utilize realistic, standardized professional dilemmas to obtain insight into students' reasoning and motivations in "real time." DESIGN: Qualitative study using 5 videotaped scenarios (each depicting a student placed in a situation which requires action in response to a professional dilemma) and individual interviews, in which students were questioned about what they would do next and why.

PROBLEM STATEMENT AND BACKGROUND: The evaluation of professionalism often relies on the observation and interpretation of students' behaviors; however, little research is available regarding faculty's interpretations of these behaviors. METHOD: Interviews were conducted with 30 faculty, who were asked to respond to five videotaped scenarios in which students are placed in professionally challenging situations. Behaviors were catalogued by person and by scenario. RESULTS: There was little agreement between faculty about what students should and should not do in each scenario.