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1.
Background
Studies clearly indicate that parenting practices relate to child externalizing behaviors, although the mechanisms underlying this relation are less well understood. There has been limited evaluation of child routines and self-regulation in relation to these variables, and no known studies have evaluated all of these variables simultaneously.Objective
This study examined child routines and self-regulation as serial mediators of the relations between positive and negative parenting practices (separately) and child externalizing problems among preschool children.Methods
Participants included 146 maternal caregivers of preschool children who completed measures of their parenting practices and of their child’s daily routines, self-regulation, and externalizing behaviors.Results
Results demonstrated that both child routines and self-regulation are significant mechanisms through which negative and positive parenting practices relate to externalizing problems in preschoolers, although the temporal sequencing was only upheld with respect to negative parenting. Our findings offer preliminary evidence that child routines may play a critical role in self-regulation development among preschool children, which, in turn, is inversely associated with externalizing behaviors.Conclusion
Although further study is needed, these findings suggest that child routines and self-regulation development may be key components to incorporate clinically and evaluate empirically among intervention programs designed to prevent early development of behavior problems in preschool children.2.
Elizabeth P. Casline Jeffrey Pella Di Zheng Ofer Harel Kelly L. Drake Golda S. Ginsburg 《Child & youth care forum》2018,47(4):443-462
Background
Parenting behaviors have consistently been shown to be associated with elevated anxiety symptoms and disorders in children. However, this literature is limited as most studies have focused on global rather than specific parenting behaviors, failed to consistently account for the influence of parental anxiety, and omitted examining whether changes in parenting behaviors mediate intervention outcomes.Objective
This study addressed these limitations by examining five specific parental responses to children’s avoidance behavior during fear-provoking situations in relation to their child’s anxiety and as a mediator of outcomes in the context of a child anxiety prevention intervention. Parental responses included Positive Reinforcement, Punishment, Use of Force, Reinforcement of Dependence, and Positive Modeling.Methods
Anxious parents (N = 136) and their non-anxious children (mean age 8.69; 55.9% female; 84.6% Caucasian) who participated in the Child Anxiety Prevention Study served as participants; independent evaluators conducted diagnostic interviews at baseline, post-intervention, and at 6- and 12-month follow-ups. Parental responses were assessed using the parent-report version of the adapted Child Development Questionnaire.Results
At baseline parental use of Punishment, Force, and Positive Reinforcement were positively associated with child anxiety severity, after controlling for parental anxiety. The intervention, compared to the control condition, led to significant reductions in Reinforcement of Dependence at each time point and these changes mediated the intervention’s impact on child anxiety.Conclusions
Findings highlight the value of examining specific parental responses to children’s avoidance of feared situations and confirm that reducing parental accommodation is important to child anxiety prevention.3.
Nicole N. Lønfeldt Barbara H. Esbjørn Nicoline Normann Sonja Breinholst Sarah E. Francis 《Child & youth care forum》2017,46(4):577-599
Background
Recent research suggests that adults and children with anxiety disorders have a particular set of metacognitive beliefs and strategies. Knowing whether parents’ metacognitions, beliefs and behaviors are associated with their children’s metacognitions is important for understanding how anxiety-related metacognitions and clinical anxiety develop.Objective
We hypothesized that there are positive relationships between mother and corresponding child anxiety-related metacognitions even after controlling for maternal depression, anxiety and stress symptoms. We also hypothesized that maternal beliefs about child anxiety and maternal controlling behavior would be positively related to child metacognitions and would account for any associations between mother and child metacognitions.Methods
The study employed a cross-sectional design in a community sample of 7–12 year old children and their mothers. Mothers and children completed questionnaires to assess anxiety-related metacognitions and an interaction task to assess mothers’ overinvolvement. Mothers also completed questionnaires regarding their beliefs about child anxiety and controlling rearing behavior. We examined correlations between variables before investigating which maternal variables made unique contributions to the variation in children’s metacognitions in a series of multiple regressions and mediation analyses.Results
Mothers’ positive worry beliefs and cognitive confidence contributed a modest amount of unique variance in the corresponding beliefs in children. Mothers’ and children’s metacognitions were positively associated.Conclusions
The unique contributions of mothers’ anxiety-related metacognitions on children’s anxiety-related metacognitions found in our study indicate that a metacognitive-parental intervention for preventing and treating child anxiety is worth investigation. Our findings place anxious metacognitions in a developmental context.4.
Paola Di Blasio Elena Camisasca Sarah Miragoli Chiara Ionio Luca Milani 《Child & youth care forum》2017,46(5):685-701
Background
The research carried out in the last years outlined that childbirth could be considered as a sufficient stressor for the insurgence of posttraumatic stress (PTS) symptoms with important consequences for the child care.Objectives
In a longitudinal perspective, this study focused on PTS symptoms after childbirth to understand their impact on maternal parenting stress and children’s adjustment. First, we investigated whether childbirth-related PTS symptoms, at 87 h and 3 months postpartum, were associated with parenting stress and children’s adjustment at 18 months. Second, we explored, at 18 months, the predictive effects of postpartum PTS symptoms on children’s adjustment and verified the mediational effect of parenting stress this association.Methods
Eighty-eight women participated and completed the following questionnaires: PPQ (for assessing maternal PTS symptoms at 87 h, 3 and 18 months postpartum), PSI-SF (for maternal parenting stress at 18 months) and CBCL (for children’s adjustment at 18 months).Results
Findings outlined that more PTS symptoms at 3 months are associated with greater levels of parental distress and they predicted children’s adjustment at 18 months. Moreover, maternal parenting stress explained the predictive effects of childbirth-related PTS symptoms on children’s adjustment. More precisely parental distress partially mediated the association between PTS symptoms and children’s internalizing behaviors, while the perception of the difficult child fully mediated the effects of PTS symptoms on externalizing behaviors.Conclusion
This study was consistent with the idea that women may experience childbirth-related chronic distress and child adjustment was connected to different sources of parenting stress.5.
Christine N. Lippard Karen M. La Paro Heather L. Rouse Danielle A. Crosby 《Child & youth care forum》2018,47(1):1-21
Background
Children’s early classroom experiences, particularly their interpersonal interactions with teachers, have implications for their academic achievement and classroom behavior. Teacher–child relationships and classroom interactions are both important aspects of children’s early classroom experiences, but they are not typically considered together in studies of early childhood classrooms. The bioecological model suggests that both uniquely impact children’s development.Objective
The objective of this study was to examine the joint impact of individual teacher–child relationships reported by the teacher and observed classroom interactions to identify associations between these and children’s outcomes.Methods
Using the Early Childhood Longitudinal Study—Birth cohort, multiple regression was employed to test the hypothesis that teacher–child relationships and classroom interactions are uniquely related to children’s classroom behavior and academic achievement. Further, a moderation model was tested to examine the moderating impact of teacher–child relationships on the association between classroom interactions and children’s outcomes.Results
Teacher–child relationships were related to children’s concurrent academic achievement and classroom behavior, and to children’s classroom behavior assessed one year later. No main effects of classroom interactions were identified; however, teacher–child relationships moderated the associations between classroom interactions and children’s preschool classroom behavior.Conclusions
Findings suggest that teacher–child relationships are important for children’s development in classrooms, even after accounting for classroom interactions. Professional development for teachers and measurement in classroom research should address teacher–child relationships in addition to classroom interactions.6.
Background
Providing enriched learning environments is important to stimulating children’s development in early childhood. Early child-care policymakers in many states in the US have adopted Quality Rating and Improvement Systems (QRIS) as a way to verify quality of child care and to support children’s school readiness.Objective
The purpose of this study was to examine associations between QRIS, a statewide government-funded early childhood care and education policy which integrates structural quality of child-care, and children’s cognitive skills.Methods
A sample of randomly selected 313 children (mean age = 54.9 months, SD = 6.7) from 36 QRIS-participating early child-care programs was included in this study.Results
Multilevel analysis with a latent variable (i.e., observed cognitive skills consisting of vocabulary, phonological awareness, and mathematical skills) revealed that children in the highest level of QRIS programs demonstrated better cognitive skills after controlling for child demographics, and home and neighborhood environments. In addition, QRIS moderated a negative association between family socioeconomic risk and children’s cognitive skills.Conclusions
The results suggest that policymakers may expect positive returns on QRIS investments in terms of children’s early cognitive achievements that support their school readiness in later life.7.
Gabrielle Coppola Maria Grazia Foschino Barbaro Antonietta Curci Michele Simeone Alessandro Costantini Marvita Goffredo Alessandra Latrofa Daria Di Liso Wendy K. Silverman 《Child & youth care forum》2018,47(6):845-861
Background
The clinical relevance of Anxiety Sensitivity (AS) is well established, as well as the association between parents’ and children’s AS. However, there is little data data on the indirect relation between parents’ AS and children’s anxiety and somatic-hypochondriac symptoms through children’s AS, and the few findings available are inconsistent.Objective
The study examined, in a community sample, whether children’s AS was associated to their anxiety and somatic-hypochondriac symptoms, and tested whether children’s AS mediated the link between parents’ AS and children’s anxiety and somatic-hypochondriac symptoms.Methods
A total of 392 children and one of their parents completed a battery of questionnaires.Results
Children’s AS mediated the links between parents’ AS and children’s anxiety and somatic-hypochondriac symptoms. These pathways were moderated by the child’s age, in that they were significant for older children (ages 11–17 years old), but not for younger ones (ages 8–10 years old).Conclusions
The findings advance understanding of how parental AS might be implicated in children’s AS and clinical symptoms.8.
Nicole Gardner-Neblett Steven J. Holochwost Kathleen Cranley Gallagher Iheoma U. Iruka Samuel L. Odom Elizabeth Pungello Bruno 《Child & youth care forum》2017,46(4):473-493
Background
Although shared book reading is seen as an effective way to support children’s early literacy and language development, less is known about the factors associated with toddlers’ engagement with books.Objective
The goal of the current study was to examine younger and older toddlers’ engagement with books during one-on-one reading with a teacher in an interactive versus non-interactive manner and during independent exploration.Method
Using single-case design, the study examined how engagement among toddlers (N = 6) in a childcare classroom varied under different book reading/exploration conditions.Results
Results indicated that overall engagement was greater when teachers read interactively compared to when children explored books on their own, with this effect differing for younger versus older toddlers.Conclusions
Understanding how teachers reading to younger and older toddlers is associated with children’s engagement with books compared to children’s engagement when exploring books on their own can inform early care and education reading practices with toddlers. Implications for book reading with toddlers in group childcare are discussed.9.
Marleen M. E. M. van Doorn Denise Bodden Mélou Jansen Ronald M. Rapee Isabela Granic 《Child & youth care forum》2018,47(4):481-498
Background
Informant discrepancies between mother and child have challenged the assessment, classification, and treatment of childhood anxiety. Despite numerous studies on this matter, the implications and consequences for research and clinical practice remain unclear.Objective
The present study aimed to obtain meaningful clinical information about informant discrepancies by examining mother–child agreement for anxiety subtypes, and by exploring mother–child discrepancies in relation to independent observer ratings of behavioral anxiety.Method
The screen for child anxiety related emotional disorders was administered to 79 mothers and clinically referred anxious children aged 7–13 years. Mother–child dyads were observed during an anxiety-provoking task and independent observers rated children’s observed anxiety.Results
The findings indicated a high level of mother–child disagreement on reports of anxiety. There was variability in levels of agreement between subtypes of anxiety, with significantly stronger mother–child agreement for separation compared to other forms of anxiety. Observed proximity between the mother and child was positively associated with child-reported separation anxiety and children’s observed anxious voice was negatively associated with child-reported panic disorder.Conclusions
The results highlight the need to incorporate a multi-informant assessment of childhood anxiety in clinical practice and research, in particular for subtypes of anxiety problems that are characterized by less observable and more internally experienced components.10.
Kimberly A. Greder Cheng Peng Kimberly D. Doudna Susan L. Sarver 《Child & youth care forum》2017,46(5):703-720
Background
Exposure to multiple stressors and lack of access to resources place rural children at high risk for adverse consequences. Family Stress Model guided this study to examine relations between two stressors- food insecurity and maternal depressive symptoms, and behavior problems among younger and older rural children.Objective
To test associations between food insecurity, maternal depressive symptoms, and behavior problems among younger and older rural low-income children.Methods
Cross-sectional data from 370 low-income rural families across 13 states was analyzed using structural equation modeling and multiple group analyses. Mothers’ education level, household income, marital/partner status, and participation in SNAP served as covariates.Results
Among younger children, maternal depressive symptoms partially mediated the relation between food insecurity and child externalizing behaviors, while among older children, maternal depressive symptoms completely mediated the relation between food insecurity and child internalizing and externalizing behaviors.Conclusions
Stress manifested directly from, or indirectly through, maternal depressive symptoms and from food insecurity was related to behavior problems among younger and older rural children; however, the relations varied by age of children. Programs and policies that prevent or lessen both food insecurity and maternal depression may help to lessen problem behaviors among on rural children. Longitudinal studies are needed to rigorously examine causation and directionality among food insecurity, maternal depression and rural child behavior problems, while accounting for influences of child, caregiver and family characteristics.11.
RaeHyuck Lee JongSerl Chun Ick-Joong Chung Hyunah Kang Choong Rai Nho Seokjin Woo 《Child & youth care forum》2017,46(3):335-356
Background
There are many appealing reasons to support kinship foster care as an alternative to other types of out-of-home care. In South Korea, however, less is known about whether or not kinship foster care is beneficial for children’s development, and nothing is known about how kinship foster care compares with other types of out-of-home care in terms of its associations with children’s developmental outcomes.Objective
This study aimed to examine the associations between kinship foster care and children’s school adjustment, which were separately compared with institutional and group home care.Methods
This study used data from a nationally representative sample of 414 children in out-of-home care in South Korea and employed propensity score weighting to address selection bias.Results
The main analyses revealed that the children in kinship foster care showed more bonding to school and less misbehavior at school than the children in institutional care. Children in grandparent foster care also showed more bonding to school than those in group home care. Interaction analyses suggested that the associations between specific types of kinship foster care and children’s school adjustment varied by the child’s gender and the presence of a biological father.Conclusions
Implications for research, policy, and practice to improve the healthy development of children in out-of-home care were discussed based upon the results.12.
Background
The childcare environment offers a wide array of developmental opportunities for children. Providing children with a feeling of security to explore this environment is one of the most fundamental goals of childcare.Objective
In the current study the effectiveness of Video-feedback Intervention to promote Positive Parenting-Child Care (VIPP-CC) was tested on children’s wellbeing in home-based childcare in a randomized controlled trial.Methods
Forty-seven children and their caregivers were randomly assigned to the intervention group or control group. Children’s wellbeing, caregiver sensitivity, and global childcare quality were observed during a pretest and a posttest.Results
We did not find an overall intervention effect on child wellbeing, but a significant interaction effect with months spent with a trusted caregiver was present. Children who were less familiar with the caregiver showed an increase in wellbeing scores in both the intervention and control group, but for the group of children who were more familiar with the caregiver, wellbeing increased only in the intervention group.Conclusions
Although there was no overall effect of the VIPP-CC on children’s wellbeing, the VIPP-CC seems effective in children who have been cared for by the same trusted caregiver for a longer period of time.13.
Early Steps to School Success (ESSS): Examining Pathways Linking Home Visiting and Language Outcomes
Iheoma U. Iruka Deborah Brown Judith Jerald Kimberly Blitch 《Child & youth care forum》2018,47(2):283-301
Background
Improving the home environment and parenting practices to support children’s early development and learning is a key focus of many. Home visiting is one potential strategy to improve the home environment and parenting; however, more data about current programmatic efforts is needed, especially for children with multiple risks living in low-wealth communities.Objective
Secondary analysis was conducted using the Early Steps to School Success home visiting program data to examine the pathway through which home visiting participation is associated with children’s early language outcomes and whether this pathway varies by quantity of risk factors.Methods
In addition to conducting regression analyses, multiple group path analyses were done to examine the indirect relationship between home visiting participation and children’s early language outcomes through the home environment and literacy practices, and variation of this relationship by risks.Results
Participation in home visiting was indirectly associated with children’s receptive language through a responsive and language-rich home environment.Conclusion
Home visiting is one strategy to improve the quality of home environment and parenting practices, especially for children experiencing multiple risks.14.
Background
Knowledge of caregiver perspectives of their psychosocial resources and needs during the post inpatient psychiatric hospitalization is limited. Examining caregivers’ perspectives of the transition period may be a critical step in improving the transition success of children with emotional and behavioral disorders. Using quantitative and qualitative methods, we investigated the psychosocial resources and needs of caregivers after a child inpatient hospitalization.Objective
This study sought to examine the psychosocial resources of caregivers of children leaving intensive psychiatric care and participating in a post-inpatient transition program, and to describe their reported needs at home and school.Methods
Forty-four caregivers were recruited from the child and adolescent psychiatric inpatient units of two hospitals (one urban, one suburban). We utilized a partially mixed concurrent equal status design for mixed-methods analysis. Qualitative data were analyzed using consensual qualitative research methodology.Results
Caregivers reported high levels of strain, child symptomatology, and low levels of empowerment and social support. Their satisfaction with school and mental health services were mixed. Caregivers identified a need for increased knowledge of behavior management strategies, improved caregiver/child relationship, more emotional support, and increased access to services for their children. Areas of concern in the school setting included social–emotional functioning, learning, access to school services, and advocacy.Conclusion
These findings expand our knowledge of caregivers’ psychosocial resources and needs during their children’s inpatient psychiatric hospitalization and subsequent transition to home and school. As research in this area develops, we suggest that incorporating caregivers’ needs into transition planning may result in more effective and acceptable interventions for families.15.
Background
Work family balance (WFB) is an individual’s perception of the fit between work and family roles. Among employed parents of typically developing children WFB has been demonstrated to impact work functioning and physical and psychological health. Emerging from this mature field of research are examinations of WFB among parents of children with disabilities.Objective
Our objective was to identify research to conduct a review and examine the expectation that individual and organizational factors impact WFB among employed parents of children with disabilities. Also, we identify existing research gaps in the literature, discuss how existing policies may need to be altered to better assist employed parents of children with disabilities, and identify ways practitioners can better assist these families.Methods
We searched PsycInfo, EBSCO Host Web, and Proquest Central for English-language articles and dissertations. To obtain additional studies, we searched identified studies’ reference lists. We used the same databases to search for studies published by authors who have already published on WFB among parents of children with disabilities. Fifty-four studies examining WFB among employed parents of children with disabilities were identified.Results
Individual factors that had an impact on WFB were child age, number of children, childcare availability, relationship status, perception of one’s work role, and type and severity of the child’s disability. Organizational factors that had an impact on WFB were supervisory support, workplace policies, and organizational culture.Conclusions
The extant research of WFB among employed parents of children with disabilities indicates that numerous variables impact these individuals’ WFB.16.
Purpose
The factors responsible for the production of isoflavone metabolites have not yet been identified. We aimed to examine the relationships of equol production between mother and child in a birth cohort in Japan.Methods
Subjects were a part of the participants in a longitudinal study on pregnant women and their offspring. When children were 5–7 years old, mothers and children were asked to reply to a questionnaire on lifestyles and a 3-day child’s dietary record. Mothers and children were given a bar-shaped soy snack (Soyjoy®) daily on two consecutive days (soy challenge). The snack contained 14 mg of overall soy isoflavones as the sum of aglycones and the glucosides for mothers and 7.5 mg for children. On the morning of day 0 and 3, they were asked to mail their first-void urines. Urinary isoflavone metabolites of 159 mother–child pairs were measured by a high-performance liquid chromatography method.Results
Equol producers were 35.5 % among mothers and 13.8 % among children. Equol producer status of a child was neither associated with dietary intake nor with urinary levels of daidzein and genistein. After multiple adjustments for potential confounders, the estimated relative risk of equol producer was 2.75 (95 % confidence interval 1.00, 7.52) among children whose mother was an equol producer, compared with children whose mother was a non-producer.Conclusion
Child’s equol production was associated with the mother’s equol producer status. The effects of maternal factors on child’s equol production should be studied further.17.
Sarah N. Lang Chryso Mouzourou Lieny Jeon Cynthia K. Buettner Eunhye Hur 《Child & youth care forum》2017,46(1):69-90
Background
Young children’s social and emotional competence is a key predictor of their current and future academic and social success. Although preschool teachers are critical socializing agent of children’s social and emotional development, we know little about factors associated with preschool teachers’ social and emotional responsiveness.Objective
This study examined how preschool teachers’ educational training and regularity of receiving observational feedback were associated with teachers’ social and emotional responsiveness, as mediated by more personal characteristics such as teachers’ child-centered beliefs and motivation for professional development.Method
We investigated direct and indirect associations using a national survey of 1129 preschool teachers in the United States.Results
We found that teachers with an associate degree, compared to those without, were more likely to respond negatively to children’s emotional displays. Taking child development or early education coursework was associated with less negative social guidance. Receiving regular observational feedback was associated with greater encouragement of expressing emotion and with less negative social guidance. We also found significant indirect associations. For example, teachers who received regular observational feedback had greater motivation for professional development, which in turn, predicted more positive social guidance and emotional responsiveness.Conclusions
More stringent educational criteria for preschool educators and ongoing observational feedback may support teachers’ optimal social and emotional responsiveness. In addition, educational training should incorporate child-centered theory and practices and observational feedback should include information specific to professional development resources.18.
Stephanie Vanclooster Charlotte Benoot Johan Bilsen Lieve Peremans Anna Jansen 《Child & youth care forum》2018,47(4):583-612
Background
Reintegration into school is a decisive time for children who have been absent from school due to health problems, such as survivors of brain tumours and other types of acquired brain injury or cancer in childhood. Parents, school staff and healthcare providers are important stakeholders during this phase of transition.Objective
To study the perspectives of parents, school personnel and healthcare providers on communication and collaboration following the child’s return to school, to gain insight into their experiences, and to develop recommendations for each stakeholder.Method
We reviewed the literature on school reintegration in accordance with the configurative approach for research synthesis. Search and selection processes ended in 22 articles published between January 2000 and September 2015, consisting of quantitative, qualitative or mixed methods research. Data analysis resulted in themes with emphasis on communication and collaboration.Results
Knowledge about the child’s condition, education and support are the main topics of consultation between parents, school personnel and healthcare providers. Based on their experiences, practices of communication and collaboration are variable and mostly inadequate. They report clear and complementary needs and expectations on how to effectively work together. Especially the need for a school liaison as connection between family, education and healthcare is commonly discussed.Conclusion
The often suboptimal communication and collaboration between parents, school personnel and healthcare providers needs more coordination and consistency, starting from the child’s return to school. In addition, all stakeholders should be aware of related factors that facilitate or hinder the child’s reintegration process.19.
20.
Ying Guo Shuyan Sun Cynthia Puranik Allison Breit-Smith 《Child & youth care forum》2018,47(3):421-442