Training outpatient boys to conform with social ecology of popular peers: Effects on parent and teacher ratings

Examined the contributions of child and parental factors to abuse potential in 132 mothers of young children with and without disabilities. In addition to the Child Abuse Potential Inventory (CAPI), mothers completed measures of psychopathology, social resources, and child characteristics (adaptability, hyperactivity, and maternal attitude toward the child). Results indicate a significant contribution of child characteristics over and above that explained by demographic and parent factors. Presence of a disability was not a significant predictor of abuse potential once other child and parent variables were taken into account. Mothers with low levels of social resources had elevated scores on the CAP1 when negative child characteristics were reported, in contrast to mothers with high levels of social resources.     

Characterizing interactions between anxious mothers and their children

The present study assessed interactions between anxious mothers and their children, using observational techniques to elucidate potential mechanisms of anxiety transmission. Results revealed that anxious mothers were less warm and positive in their interactions with their children, less granting of autonomy, and more critical and catastrophizing in comparison with normal control mothers. Maternal anxiety status appeared to be the primary predictor of maternal warmth during interactions. Child anxiety status was most predictive of maternal granting of autonomy behavior. Maternal behaviors exhibited during interactions were the most salient predictors of child anxiety, contributing more than maternal psychopathology or ongoing strain to the development of child anxiety. Interventions focusing on family interactions that take into account the contributions of both members of the dyad may be more effective in curbing transmission than interventions that solely address maternal or child symptomatology.     

Experimental restriction of sleep opportunity in children: effects on teacher ratings

STUDY OBJECTIVE: To determine the effects of experimental restriction of sleep opportunity on teacher ratings of academic performance and behavior in healthy normal children. DESIGN: Home-based, within-subjects design in which participants followed 3 week-long sleep schedules-Baseline (self-selected), Optimized, and Restricted-while attending school, with order of conditions counter-balanced (Optimized and Restricted). PARTICIPANTS: Seventy-four children (39 boys; aged 6 to 12 years, mean = 10) screened for medical and psychological health. MEASUREMENTS AND RESULTS: Teachers masked to assigned hours of sleep completed paper-and-pencil questionnaires at the end of each study condition. Questionnaire items were selected from several published measures. Summary scores included Academic Problems, Hyperactive-Impulsive Behaviors, Internalizing, Oppositional-Aggressive, Sleepiness, Total Attention Problems, and Mean Severity of Attention Problems. Main effects of sleep condition were found forAcademic Problems, Sleepiness, Total Attention Problems, and Mean Severity of Attention Problems. Restricting sleep increased ratings of Academic Problems (medium effect) relative to both Baseline (P < .01, eta(p)2 = .11) and Optimized (P < .05, eta(p)2 = .10) conditions and increased the Mean Severity of Attention Problems (medium effect) relative to Baseline (P < .01, eta(p)2 = .12). CONCLUSIONS: These findings provide experimental support for widely held beliefs about the importance of sufficient time-in-bed for academic functioning in children. Reducing sleep opportunity had a direct effect on academic performance, as rated by teachers, even among healthy students with no history of behavioral problems or academic difficulty. Findings also support insufficient sleep as a direct source of variability in the manifestation of attention problems but not hyperactivity.     

The interaction between young people with atypical gender identity organization and their peers

This exploratory study involved the qualitative analysis of the responses of eight children with atypical gender identity organization to open-ended questions about their experiences of secondary school. The aim was to develop an understanding of these young people's interaction with their peers. It became apparent that all but one of the participants had been bullied. In this context, participants reported difficulties in developing friendships, although each participant received support from at least one of their peers. Given the hostile school environment participants did not necessarily talk to these individuals about their experiences in relation to their gender identity. The clinical implications for working with young people on a developing gender identity, and the impact on their mental health, are considered.     

Relationships with mother, teacher, and peers: unique and joint effects on young children's self-concept

This study tested the unique and joint effects of three significant relationships in young children's social lives, namely their relationships with mother, teacher, and peers, on three dimensions of self-concept (general, academic, and social). A sample of 113 children participated. Mother-child attachment quality was observed in preschool. In first grade, teacher ratings of teacher-child relationship quality, peer ratings of peer acceptance, and child reports of self-concept were administered. The results revealed domain-specific links between social relationships and self-concept dimensions. Specifically, academic self-concept related to teacher-child relationship quality, social self-concept to peer acceptance, and general self-concept to the quality of attachment to mother. Moreover, an indirect effect was revealed of earlier mother-child attachment quality on the academic dimension of self through its effect on current adult-child relationships in school. This way, the study uncovered the pathways through which significant social relationships shape the formation of young children's self-concept.     

Parent ratings of children's depression,anxiety, and aggression: A cross-sample analysis of agreement and differences with child and teacher ratings

Parent ratings of depression, anxiety, and aggression in elementary school and impatient 8- to 12-year-olds were evaluated by examining their correspondence and discrepancies with parallel child and teacher ratings. Parent-child and parent-teacher correspondence was significantly better for elementary school than inpatient children on depression and anxiety. Parents and teachers reported similar levels of symptoms on all traits for elementary school children, yet parents reported significantly more symptoms than teachers in the inpatient sample. The level or severity of anxiety symptoms that parents reported in inpatient children was similar to that reported by children, yet inpatient children reported significantly less depression and aggression than parents. Elementary school children reported significantly more symptoms on all traits than parents. Age, sex, and sample differences in discrepancies were examined. © 1996 John Wiley & Sons, Inc.     

Factors related to correspondence between teacher ratings of elementary student depression and student self-ratings.

Fourth through sixth graders (n = 418) completed the Children's Depression Inventory (CDI; Kovacs, 1980). Each teacher (n = 31) rated 6 students with high, low, or medium CDI scores (n = 181) using the CDI items (teacher-CDI) and a single global rating. Remaining students received the global rating only. Sixteen teachers were randomly assigned to receive instruction on childhood depression. Contrary to earlier studies, moderate correspondence was found for both measures. Familiarity was related to correspondence, whereas confidence and student gender were unrelated to correspondence. Instruction improved knowledge, but not correspondence. School-related behaviors yielded the highest correspondence. The teacher-CDI displayed high test-retest reliability.     

Behavioral differences in the interactions between Type A and B mothers and their children

Fifty-seven women participating in a study of family reorganization following parental separation were grouped as Type A or B on the basis of the Jenkins Activity Survey. They were observed interacting with their children during two tasks, one of which elicited more directive and involved interaction than the other. Type A mothers were particularly directive, especially when interacting with sons and during the task-oriented condition. Although children's behavior was coded and analyzed as a function of mothers' Type A or B status, few differences in children's behavior were found.     

A psychometric and behavioral comparison of delinquents who were abused as children with their non-abused peers.

Investigated responses of abused and non-abused juvenile delinquents to Bell's Adjustment Inventory and Gough's California Psychological Inventory, and information with regard to several related behavioral measures. The Ss were 52 institutionalized adolescent males and females. Results indicated that the abused Ss scored significantly higher than the non-abused group on the Home Adjustment Scale (indicative of poorer adjustment) and significantly lower than the non-abused group on the Flexibility, Tolerance, and Socialization Scales. Subsequent analysis showed a significant interaction effect on the behavioral measure with regard to the number of runaway attempts; abused males made significantly more attempts than abused females and non-abused males and females.     

Teenage mothers and their peers: a research challenge.

Recent reports have highlighted the adverse health experience of teenage mothers. The question of how these mothers' perceptions of their own health status and social networks differ from those of their nulliparous peers is explored in this pilot study, which highlights some practical problems associated with research in this important field.     

The development of decoding of emotions in children with externalizing behavioral disturbances and their normally developing peers.

This investigation examined children's capacity to decode verbal and nonverbal emotional stimuli. Children with externalizing behavioral symptoms were compared to two types of controls, including chronically ill and normally developing children. Children were requested to identify whether video scenes were happy, angry, sad, or neutral, across four different modalities including verbal, prosody, facial, and combined. Findings were that chronological age was a significant predictor of children's ability to decode emotions with older children having better developed abilities than their younger peers. Verbal intelligence also was found to be a significant predictor of the ability to decode facial expressions and combined scenes. Although the data did not support the original hypotheses that children with externalizing behavior disorders would be less accurate than controls in the decoding of emotions, findings did support a developmental progression of decoding accuracy. Recommendations within the limitations of the study design are provided which support a developmental framework in children's acquisition of the decoding of emotions.     

Macrophages in ovarian cancer and their interactions with monoclonal antibody therapies

The unmet clinical need for effective treatments in ovarian cancer has yet to be addressed using monoclonal antibodies (mAbs), which have largely failed to overcome tumour-associated immunosuppression, restrict cancer growth, and significantly improve survival. In recent years, experimental mAb design has moved away from solely targeting ovarian tumours and instead sought to modulate the wider tumour microenvironment (TME). Tumour-associated macrophages (TAMs) may represent an attractive therapeutic target for mAbs in ovarian cancer due to their high abundance and close proximity to tumour cells and their active involvement in facilitating several pro-tumoural processes. Moreover, the expression of several antibody crystallisable fragment (Fc) receptors and broad phenotypic plasticity of TAMs provide opportunities to modulate TAM polarisation using mAbs to promote anti-tumoural phenotypes. In this review, we discuss the role of TAMs in ovarian cancer TME and the emerging strategies to target the contributions of these cells in tumour progression through the rationale design of mAbs.     

Adjustment of children and their mothers with breast cancer

OBJECTIVE: To examine the adjustment of children of mothers with both active and nonactive breast cancers in comparison with a healthy community control sample. METHODS: Participants included 80 mothers and their children. Half of the mothers had breast cancer or a history of breast cancer. Children in both groups ranged in age from 8 to 19 years. Assessments included measures of maternal stressors and resources, maternal and child adjustment and posttraumatic stress, and maternal coping and illness uncertainty reported by both mothers and their children. RESULTS: Few differences were found between the groups, although there was a trend for girls of mothers with breast cancer to have a higher frequency of depressive symptoms. Children of mothers who perceived support from friends and family had fewer depressive symptoms, after we controlled for child gender. CONCLUSIONS: The social support perceived by mothers with breast cancer may serve as a protective factor for their children's psychological adjustment.     

Patterns and correlates of agreement between parent, teacher, and male adolescent ratings of externalizing and internalizing problems

The authors examined how well 394 triads of male youths, caregivers, and teachers agreed about youth problems reported on the Achenbach checklists. Dyadic agreement was measured through difference scores (subtracting the raw score of youth self-report from the caregiver's or teacher's score for shared items), q correlations between pairs of raters across items, and D2 (generalized distance between item profiles) for both externalizing and internalizing items. Teachers reported fewer internalizing and externalizing problems than did caregivers or youths. Teacher-youth disagreement was higher for African American than European American males about externalizing criteria. Caregiver depression and stress (but not paternal antisocial behavior or maternal substance abuse) correlated with higher disagreement with other informants about all criteria. These factors appear to increase disagreement about the level of problems but not about specific symptom patterns.     

Determinants of endotoxin levels in living environments of farmers'' children and their peers from rural areas

BACKGROUND: Lower frequencies of asthma and hayfever have been observed in children with contact to livestock. At school age, the amount of endotoxin measured in the dust of children's mattresses is inversely related to the occurrence of atopic asthma, hayfever and atopic sensitization both in children from farming and non-farming households. OBJECTIVE: The aim of the present study was to investigate which home and lifestyle characteristics of farm and non-farm families contribute to endotoxin levels measured in different indoor home environments. METHODS: In the framework of the Allergy and Endotoxin (ALEX) Study, endotoxin was measured in dust samples from the living room floor and the child's mattress of 319 farmers' families and 493 non-farming families, and in settled dust from stables. Endotoxin content of all dust samples was determined by a kinetic Limulus assay (Limulus-Amebocyte-Lysate test). Information about the child's activities on farms, home characteristics and cleaning behaviours was obtained from parental questionnaires. RESULTS: Endotoxin levels in stables did not predict the amount of endotoxin measured in floors or mattresses. However, a dose-dependent association between the child's activity on the farm and indoor home endotoxin levels was observed, both in farm and non-farm children. In non-farm children pet keeping and the frequency of floor cleaning were additionally associated with endotoxin levels, whereas in farm children parental farm activities, study area, time since last cleaning, the mattress type as well as younger age of the children contributed to increased microbial exposure. CONCLUSION: These results demonstrate that regular contact to farm animals increases indoor home endotoxin concentrations, both in farm and non-farm children, and might thus explain the protective effect of contact to livestock on atopic outcomes. To assess children's individual exposure to a microbial environment, measures of mattress dust exposure are needed as stable endotoxin concentrations were not associated with indoor home levels.