Purpose The purpose of the study is to explain what affect customers’ relationship commitment to non-profits organizations. Methodology This study employs the quantitative approach with the help of webbased survey. Findings Relationship commitment has two direct antecedents, namely trust and relationship benefits. Communication between organization and customers has an indirect effect on relationship commitment which is partially mediated by trust. The relationships between constructs are controlled by the length of the membership in the organization. Research limitations/implications The study has several managerial implications. Thus, the established associations between relationships constructs adopted from for-profit industries do not fully explain the drivers of customers’ relationship commitment in the non-profit sector. The special attention should be payed to establishing the successful two-ways communication with the customers in order to facilitate commitment. Theoretically-wise, the study re-examines the earlier established model in the new context and by doing so introduces the new model which is relevant for the context of customers of non-profit organizations. The study however has some limitation such as an application of convenience sample, a limited availability of the survey, a possible language barrier. Originality/value The study proposes the new model which explains commitment and its antecedents in the context of customers’ relationship with non-profit organizations. Keywords Commitment, non-profit organizations, relationship marketing, quantitative study

Master of Science / School of Family Studies and Human Services / Jared A. Durtschi / Depression is a pervasive mental health concern; thus, it is important to identify modifiable risk factors associated with reducing depressive symptoms across time. Using 1,946 married and cohabiting German couples assessed annually across 4 years from the Panel Analysis of Intimate Relationships and Family Dynamics (Pairfam) study, we tested if shifts across time in sexual satisfaction and relationship satisfaction were linked with expected shifts in trajectories of depressive symptoms using dyadic time-varying covariate growth models. For both men and women, higher sexual and relationship satisfaction scores across time were significantly associated with decreasing their own depressive symptom trajectories across time, but only relationship satisfaction was linked with a shift in their partners’ trajectories of depressive symptoms. Potential clinical implications from these results include the treatment of depressive symptoms by making changes across time in their own relationship satisfaction and sexual satisfaction.

Annually, nearly 7 million women and 5.5 million men experience some form of intimate partner violence, which has serious health impacts. IPV has also been shown to limit the impact of early childhood home visiting interventions. Given the positive impacts of home visiting, reducing IPV in that setting could alleviate the negative impacts of IPV and improve mother and child outcomes as well. The analysis performed are from data from a randomized trial of an intimate partner violence intervention that was embedded into the Nurse Family Partnership, an evidence-based home visiting program. The intervention focused on identifying IPV, and for women without severe IPV, improving relationship skills including communication patterns and conflict resolution. The goal of this analysis is to examine how changes in partner and history of IPV moderate the relationship skills outcomes. This study aims to fill the gap in knowledge regarding the relationship between a home visiting intervention and relationship skill outcomes in women enrolled in the home visiting program, the Nurse Family Partnership. The purpose of the study is to discover whether the relationship skills differ in participants with stable vs. unstable partnerships and with those who experienced IPV before the start of the study. Women were randomized to NFP as usual (n=105) or NFP+, which included NFP plus the IPV intervention (n=133). Participants were surveyed at baseline, and at one and two-year follow-up with 81% retention over 2 years. Standardized assessment tools assessed relationship quality, communication, problem solving, partner support, relationship decision making, and psychological maltreatment. Marginal modeling was conducted to examine whether the intervention accounted for any change in relationship variables and whether the impact is moderated by history of IPV and changes in partnership. Multilevel modeling of the outcome variables showed some main effects of time such that conflict resolution improves for the intervention group (p<0.05). There is one clinically significant three-way interaction showing reduced relationship danger in the intervention for women with a history of IPV (p<0.06). There were no significant interactions for the partnership change moderator.

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Within research regarding superior-subordinate conflict there is noticeable variation. Scientists have found different answers to the question: what causes superior-subordinate conflicts in the workplace. A literature-study was conducted to examine the different scientific studies in the area and try to find a conclusion to what causes the variation and how it affects how one views the social phenomena that is superior-subordinate conflicts. The results indicate that (1) depending on theoretical standpoint the responsibility for the conflict is shifted. (2) Depending on methodical preference the conflict is more or less likely to be viewed as collectively created. In addition to this a Marxian perspective was added in an analytical discussion. Showing that using this theoretical standpoint conflicts can be portrayed as something positive.

This exploratory study examined the effectiveness of child teacher relationship training (CTRT) with at-risk preschool children exhibiting disruptive behavior. The participants included a total of 23 Head Start teachers and their aides, and children identified by their teachers as exhibiting clinical or borderline levels of externalizing behavior problems. Teacher participants included 22 females and 1 male; demographics were reported as 56% Hispanic ethnicity, 17% Black American, and 22% European American. Child participants included 15 males and 5 females; demographics were reported as 60% Hispanic, 30% Black American, and 10% European American. A 2 by 3 (Group x Repeated Measures) split plot ANOVA was used to analyze the data. According to teacher reports using the Teacher Report Form (C-TRF) and blinded raters’ reports using the Direct Observation Form (DOF) to assess disruptive behaviors, children whose teachers received the CTRT intervention demonstrated statistically significant decreases (p < .05) in externalizing behaviors on the C-TRF and total problems on the DOF from pre- to mid- to post-test, compared to children whose teachers participated in the active control group. The CTRT intervention demonstrated large treatment effects on both measures (C-TRF: ?p2 =.173; DOF: ?p2=.164) when compared to CD, revealing the practical significance of the findings on reducing disruptive behaviors. According to independent raters on the DOF, 90% of children receiving the CTRT intervention moved from clinical levels of behavioral concern to more normative levels of functioning following treatment, establishing the clinical significance of CTRT as an early mental health intervention for preschool children in Head start exhibiting disruptive behavior.

The purpose of the current study was to investigate the factor structure of the Spouse Observation Checklist-Revised using attachment theory as an organizational framework. The study used archival data from a community sample of 92 heterosexual childless couples married 1-5 years and 4 lesbian couples (N = 192). Separate exploratory factor analysis on the Perception of Self-Behavior and Perception of Partner-Behavior items revealed symmetrical 4-factor structures with factors reflecting emotional support, physical intimacy, instrumental support, and disengagement. Separate analyses examined associations of the four identified factors with the Experiences in Close Relationships Scale and the Dyadic Adjustment Scale to begin to place the SOC-R within a nomological network.

This study investigated the impact of child teacher relationship training (CTRT) on teachers’ ability to provide emotional support in the classroom, teachers’ use of relationship-building skills, and teachers’ level of stress related to the student-child relationship. Teachers and aides from one Head Start school were randomly assigned to the experimental group CTRT (n = 11) or an active control Conscious Discipline group (CD; n = 12). Overall, 21 females, 11 (CTRT) and 11 (CD), and one male (CD) participated in the study. Participating teachers and aides identified themselves as the following: 13 Hispanic/Latino, 5 Black American, and 5 European American. Teachers and aides identified children with clinical levels of disruptive behavior problems for the purpose of selecting children of focus for the study. The children’s mean age was 3.63 for CTRT group and 3.36 for CD group. Overall, 9 females, 2 (CTRT) and 7 (CD), and 10 males, 6 (CTRT) and 4 (CD) participated in the study. Teachers reported children’s ethnicity: 13 Hispanic/Latino, 5 African American, and 1 other. A two-factor (Treatment x Group) repeated measures split plot ANOVA was utilized to analyze the data with an alpha level of .05. According to objective raters blinded to the study using the Classroom Assessment Scoring System (CLASS) and the Child Teacher Relationship Skills Checklist (CTRT-SC) and teacher reports using Index of Teaching Stress (ITS), results revealed a statistically significant interaction effect for the experimental teachers’ use of child-teacher relationship skills (CTRT-SC: p = .036), a non-statistically significant interaction effect for the experimental teachers’ ability to provide emotional support (CLASS: p = .50), and a non-statistically significant interaction effect on teacher stress (ITS: p = .997). Partial eta squared effect sizes were calculated to determine the practical significance of the findings. Compared to the active control, CTRT demonstrated large treatment effects over time on the CTRT-SC (?p2 = .19) and the CLASS (?p2 = .16). Study findings provide support for CTRT as an effective intervention for increasing Head Start teachers’ ability to provide emotional and relational support to at-risk students.

While many studies have investigated grandparenthood from the point of view of the grandparent, few have considered this issue from the perspective of the grandchild. In this respect, a number of variables (i.e., grandchild age and gender, parents' marital status, and grandparents' age, gender, education, kinship position, residential proximity to and frequency of visiting with grandchildren, perceived influence on the grandchild, style of grandparenting, and relationship with the parents) were investigated as determinants of the quality of the grandparent-grandchild relationship in a sample of 171 adolescents and young adults. It was found that different sets of variables operated for different grandparents to predict the quality of their relationships with grandchildren.

This study examined the effectiveness of an intervention designed to increase self forgiveness for women who have recently experienced a romantic relationship breakup. Of particular interest were the interactions between adult attachment style, treatment condition, and time. The current study examined how the following variables differ between attachment style groups and how they change over time with respect to treatment condition: aspects of the former relationship, emotional responses to personal transgressions within the relationship, general negative and positive affect, dispositional forgivingness, positive and negative attitudes toward self, feelings of unforgiveness toward self and ex-partner, and feelings of forgiveness of self and ex-partner. Data were collected over a period of four weeks from 74 undergraduate women who had experienced a breakup within the two months prior to beginning the study. Results found that there were some initial differences in dependent variables between attachment style categories, which were controlled for when examining interaction effects between attachment, treatment condition, and time. Results indicated that attachment did not affect participants’ responses to the self-forgiveness intervention. However, there were significant interactions between treatment condition and time. Results are discussed in terms of previous research. Limitations of the current study are discussed and suggestions for future research are presented.