Shared family meals have important implications for child health and wellbeing, however, mealtimes with children on the autism spectrum are often characterized by stress and problematic behavior. A better understanding of the underlying processes can elucidate the mealtimes challenges that families with children on the spectrum face as well as how families overcome those challenges in order to promote family health and wellbeing. Through a grounded theory analysis of mealtime observations, parent interviews, and child interviews with 16 families in the United States, we identified a theory of A Dialectic of Control and Acceptance. Integral to the role of mealtimes is for parents to express love through control and acceptance, however, these parallel processes are in tension with one another. How parents negotiate this tension dictates the degree to which their expectations are well aligned with their children's strengths and challenges and are able to provide effective support.

Family-based nature activities (FBNA) are associated with improved health and family functioning, yet little research has explored how and why families spend time together outside. This study used a routine and rituals framework to explore engagement in FBNA, individual health and familial benefits, and situational and developmental constraints that influence participation. Twenty-six mothers and daughters (ages 10-12) participated in semi-structured interviews. Thematic analysis was used to analyze the data. Participation in FBNA encouraged mothers and daughters to be physically active and experience a variety of psychological benefits, including relaxation, less stress, and improved mood. The opportunity to spend time together was the most important benefit reported because it encouraged family communication, and participants reported they got along better outdoors. Weather and lack of time influenced frequency of participation, and daughters matured developmental capabilities and growing need for independence highlighted how nature-activities within families need to evolve as children age.

Families with children on the autism spectrum are often viewed in terms of their deficits rather than their strengths. Family meals are portrayed as sources of stress and struggle for parents and children. In this study, we take a resilience perspective to challenge underlying assumptions and get a more accurate picture of the nature of shared family meals. In-depth interviews were conducted and mealtimes were video recorded with 16 families for this thematic analysis. We identified four themes as being particularly salient to the mealtime experience: (1) schools and homework, (2) managing eating, (3) chores, and (4) intimate conversations. Our results elucidate the context of mealtimes as a site where parents struggle, yet negotiate, the challenges of everyday family life.

This study drew on the relational turbulence model to investigate how the interpersonal dynamics of military couples predict parents' reports of the reintegration difficulty of military children upon homecoming after deployment. Longitudinal data were collected from 118 military couples once per month for 3 consecutive months after reunion. Military couples reported on their depressive symptoms, characteristics of their romantic relationship, and the reintegration difficulty of their oldest child. Results of dyadic growth curve models indicated that the mean levels of parents' depressive symptoms (H1), relationship uncertainty (H2), and interference from a partner (H3) were positively associated with parents' reports of military children's reintegration difficulty. These findings suggest that the relational turbulence model has utility for illuminating the reintegration difficulty of military children during the postdeployment transition.

This study explored 1) mothers' and middle-childhood daughters' attention after exposure to two different environments, and 2) their quality of family cohesion. Twenty-seven mother-daughter dyads participated in two counterbalanced experimental conditions—a 20-minute walk at an arboretum and a mall—followed by a family interaction task. Before and after each walk, we measured attention using digit span backwards and measured family cohesion using direct observational coding methods. Results showed that exposure to nature restored individual attention, especially for mothers; was perceived as more fun, relaxing, and interesting; and contributed to greater dyadic cohesion.

The emotional cycle of deployment model proposes that military couples face both obstacles and opportunities across the trajectory of deployment. Guided by the model, we seek to address gaps in the literature by investigating how 236 recently reunited service members and at-home partners (N = 118 couples) describe their experiences during deployment and reunion. Results of content analyses revealed a variety of changes to communication during deployment (RQ1), challenges of reunion (RQ2), benefits of deployment (RQ3), and advice for reintegration (RQ4). These findings bolster and extend the emotional cycle of deployment model; they also have practical utility for helping military couples navigate deployment and reunion.

Time spent in nature has been recognized as beneficial for individuals, but the benefits of nature engagement for families remain significantly underresearched and lack theoretical underpinnings. We draw from the family studies, family leisure, and environmental psychology literature to suggest a new theoretical approach-integrating attention restoration theory and a routines and rituals perspective to study family-based nature activities. Attention restoration theory shows how certain types of behavioral settings have different effects on restored attention, which may influence interactions between family members, and a family routines and rituals perspective predicts greater developmental benefits from certain types of ritualized activities over onetime experiences. We argue that participation in family-based nature activities can serve as a pathway for positive family functioning more so than other types of leisure contexts.

Professionals from a variety of fields are called upon to understand the needs of individuals with autism, advocate for services, and provide sexuality education, however few have formal training. This study examined a process to build capacity for individuals with autism to receive human sexuality education through training professionals via a 1 day workshop and providing ongoing education online. To better understand both the context for professionals and the outcomes of the training we examined the reasons participants attended, their work climate surrounding issues of human sexuality education for individuals with autism, the extent to which the training changed instructional behavior and perceptions of readiness, and the differential effectiveness of follow-up education based on online delivery modality (Facebook update or email message). Participants were interested in attending a training on human sexuality education even if they had no intention to teach this topic. In general, the climate among attendees was positive for teaching human sexuality education both in terms of their own values and their perceptions of support by others. The workshop and follow-up online education were effective for increasing instructional behavior and feelings of readiness.

Reintegration following deployment is a pivotal time for returning service members and at-home partners. We test logic derived from the relational turbulence model about depressive symptoms, relational uncertainty, and interference from a partner as predictors of people's appraisals of turmoil during the post-deployment transition. Participants were 118 military couples who completed an online questionnaire once per month for the first 3 months after homecoming. Multilevel models predicting people's appraisals of turmoil revealed (a) actor and partner effects of depressive symptoms, (b) actor effects of relational uncertainty, and (c) actor effects of interference from a partner that were apparent beyond people's appraisals of turmoil during the previous month. These findings advance both theory and practice.

The deployment of a family member can be very distressing for military children, but it also can supply opportunities for growth. This study addresses calls for research on the changes, challenges, and opportunities facing youth during a family member's tour of duty. It uses the relational turbulence model to frame research questions about how children experience a family member's deployment. Participants were 33 military youth ranging from 10 to 13 years of age who completed one-on-one, semistructured interviews. They reported several changes to family life (Research Question 1), challenges of deployment (Research Question 2), and opportunities of deployment (Research Question 3). The results contribute to the literature by advancing theory, by providing insight into children's experiences in their own words, and by suggesting practical guidelines for helping youth navigate a family member's deployment.

We conducted a process monitoring evaluation of the electronic delivery system of Just in Time Parenting (JITP), an age-paced newsletter for parents, to evaluate program implementation. A visitor-tracking website statistics program (Google Analytics) revealed the number of visitors, geographic location in which they accessed newsletters, and how visitors got to the site. A commercial email marking platform (Bronto) revealed the number of confirmed subscribers, the states in which they lived, and the number of subscribers who opened the emails and clicked on the link to read the newsletters. Implications center on areas for improvement for JITP and online program improvement.

The return home of a service member from tour of duty can be stressful for military families (Bowling & Sherman, 2008), but surprisingly little is known about how military youth communicatively experience a parent's homecoming (MacDermid Wadsworth, 2010). This study draws on the emotional cycle of deployment model (Pincus, House, Christenson, & Adler, 2001) to examine the reunion period in military youth's own words. Individual interviews were conducted with 31 military youth (age range = 10 to 13 years old). Participants identified four changes to family life (RQ1), including spending time together, experiencing emotional tranquility, returning to patterns in place before deployment, and having difficulty reintegrating the service member into everyday routines. Some military youth reported that the reunion matched their expectations (RQ2), but others noted that the reunion fell short of their expectations or that they did not expect the returning service member to be so tired or so irritable. Participants also described four issues of uncertainty (RQ3), including questions about the service member's activities during deployment, reasons for joining and deploying, family life, and the possibility of future deployments. The article concludes by examining the theoretical and pragmatic implications of the findings.

Although many practitioners have turned to the Internet as a viable means of reaching youth with their programs, there is little research on how and when youth engage with online educational resources. The present study employed a grounded theory design to gain an understanding of how practitioners can develop online programs that engage youth. Participants completed face-to-face interviews (n = 27) and reviewed two online programs that addressed relationship education (n = 22), which provided the foundation for the analysis of how youth’s preferences for online program characteristics are linked to their online program exposure and ongoing participation. The analysis resulted in a four stage model of engaging youth in online programs, with a focus on the types of content, or topics (i.e., work/careers, social skills), technological tools (i.e., social networking platforms, videos), and delivery style (i.e., entertaining, opportunities to give/receive feedback) preferred by older adolescents. Implications center on the types of content (e.g., work/careers, social skills, relationships, media literacy) and delivery modes (e.g., the different instructional pathways for the various topics covered) that practitioners should consider. Additionally, future research that quantitatively examines the four-stage model and individuality among youth, or qualitatively allows youth to be a part of the program development and evaluation process is discussed.