Dorothy Flannagan's research while affiliated with University of Texas at San Antonio and other places

... Along with the growth in positive relationship qualities, the frequency of conflicts arising from unmet relationship needs increases (Gray et al., 2015;Johnson et al., 2015). Emerging adult romantic conflicts both large and small are related to the tendency to react with negative emotion and the pursuit of hostile goals and strategies (Flannagan et al., 2005;McDonald & Asher, 2013). Compared to younger and older age periods there is a higher prevalence of relationship aggression during emerging adulthood (Johnson et al., 2015;Lantagne & Furman, 2020). ...

... Studies show that there is a difference in parental response to emotional expression towards boys and girls. Parents tend to accept and even encourage an emotional conversation with girls, but not with boys (Adams, Kuebli, Boyle, & Fivush, 1995;Dunn, Bretherton, & Munn, 1987;Eisenberg, 1999;Flannagan & Perese, 1998), providing girls with more opportunities for emotional discourse than boys (Melzi & Fernández, 2001). Therefore, it can be assumed that boys might use the invitation to draw (as a nonverbal expression) to express their emotions regarding close relationships. ...

... For example, in two recent studies, urban Hispanic adolescents (age 15 on average) from educationally and economically disadvantaged backgrounds rated their friendships as more affectionate, reliable, and intimate, and their friendship quality higher than similar-background African-American and Asian-American adolescents (Way et al., 2001;Way & Greene, 2006). By contrast, another study found that acculturated, working and middle class Mexican-American youth (age 10 on average) did not differ from European-American peers with regard to various friendship characteristics (perceived friendship support, common activities, emotional attachment, and conflict) (Bradley, Flannagan, & Fuhrman, 2001). At the same time, the latter study noted greater differences between girls' and boys' emotional attachment in Mexican-American adolescents as compared to European-American adolescents, with girls in both groups reporting more attachment. ...

... While social work has done an admirable job of highlighting the necessity of family, community, and other social support relationships, the importance of friendships has been largely ignored in social work practice literature. This is lamentable since supportive friendships have been shown to be essential for psychosocial development (Clark & Ayers, 1991;Hartup, 1979Hartup, , 1983Hartup, & 1989Hutter, 2001;Linden, 2003;Roff, 1963), school and social functioning (Flannagan & Bradley, 1999), emotional health (Asher & Paquette, 2003), and lead to resiliency in many client populations (Berndt, 1989;Fraser, 1997;Miller & Fritz, 1998). As managed care and privatization have led to sharp decreases in the number and scope of services for many clients (Dorwart & Epstein, 1993;Dumont, 1996), social workers must rely on different types of natural social supports in helping restore clients to equilibrium and optimal functioning. ...

... Mothers were asked to choose an unshared past event (something that the child experienced without the mother present, e.g., sleep-over at grandma's house) and to talk about it with their child as they would normally do. We chose unshared events over other types of events (e.g., shared) because the unshared event was the most decontextualized event, as the mother was not there and did not know what happened (also see Flannagan, 1997;Peterson & McCabe, 1994; a similar distinction was made by Snow, 1983, regarding accounts and recounts). We videotaped the mother-child past-event conversation, transcribed it, and coded mothers' turns using the same 5-point scale described in quality of book-reading practices. ...

... Third, we considered that there might be variations in the topic of children's responses based on cultural values and beliefs that are associated with child-rearing goals and practices in different countries. To illustrate, studies have found variations in topics discussed by mothers and their kindergarten-age children between European American dyads and Hispanic dyads, with the European American dyads more likely to discuss child-peer comparisons [31]. Other research suggests that East-Asian dyads are more likely to talk about behavioral expectations and social norms, compared to a tendency to focus on thoughts and feelings in European-American dyads [32,33]. ...

... In the literature, African American parents reported less ADHD awareness, lower knowledge, and fewer cues to action from school and health care professionals (Bussing et al., 2007). In contrast, the study by Flannagan et al. (2002) found Mexican American mothers were more likely than Caucasian mothers to receive information from health care providers about ADHD. Therefore, the receipt of knowledge, or lack thereof, may influence how parents contextualize their child's ADHD symptoms. ...

... Furthermore, the extent of selflessness that is appropriate or expected may differ across relationships. Although the current research focused on romantic relationships, which are often expected to be highly communal and characterized by less selfish behavior [64,65], people often do not have those same expectations of romantic relationships that are short-term, non-exclusive, and/or primarily sexual [66,67]. People similarly tend to expect more selfishness from their friends, coworkers, classmates, neighbors, and acquaintances, compared to their committed romantic partners [64,65]. ...

... "They" aided children in producing inclusive imagery. Additionally, Conkright et al. (2000) explored the effects of pronoun type on children's recall and interpretation of stories. In their findings, the authors showed that the pronoun "they" was evenly interpreted as either generic or as a specific gender. ...

... Along with the potential for direct impacts on social and emotional insight, sex-specific social demands and sex-specific social experience may also impact social and emotional functioning, motivation, and engagement in other ways. When mothers talked to their children, there is typically a difference in the topics discussed between genders [46]. Talking to their sons, the conversations are usually more about learning and instruction, while talking to their daughters the conversations focus more on social interaction and emotions. ...