SENSITIVITY AND TEACHING BY DYSPHORIC AND NONDYSPHORIC WOMEN IN STRUCTURED VERSUS UNSTRUCTURED SITUATIONS

This study compared the sensitivity and teaching strategies of dysphoric and nondysphoric women working with unfamiliar 5- and 6-year-olds. Interactions of 20 dysphoric and 20 nondysphoric mothers and an unfamiliar child were observed during 2 classification tasks and 3 unstructured activities staged as breaks. Nondysphoric women were more sensitive to children's level of understanding than dysphoric women and were more likely to use a variety of teaching strategies. Dyads with nondysphoric women were also more likely to share decision making than dyads with dysphoric women. These differences between dysphoric and nondysphoric women were significant only in the structured classification tasks. The findings indicate that in some situations dysphoric and nondysphoric women vary in their sensitivity to children's cues and in the teaching strategies they use with children.