The Influence of Family Factors on the Executive Functioning of Adult Children of Alcoholics in College*

Abstract: This study examined executive functioning in college aged adult children of alcoholics (ACOAs; n = 84) and non‐ACOAs (188). We examined whether characteristics of the family environment and family responsibility in one’s family of origin were associated with executive functioning above the contribution of ACOA status. ACOAs reported more difficulty regulating behavior related to executive functioning but comparable metacognitive abilities to non‐ACOAs. Family environment contributed to behavioral and metacognitive regulation above the contribution of group (ACOA/non‐ACOA). These findings suggest that ACOAs may be at greater risk for experiencing difficulty in higher order processes related to behavioral regulation. For both ACOA and non‐ACOA college students, one’s family of origin environment appears related to higher order processes, suggesting the need for interventions aimed at improving executive functioning for vulnerable students.     

Parents' Religious Coping Styles in the First Year After Their Child's Cystic Fibrosis Diagnosis

Parents of children diagnosed with cystic fibrosis described it as “devastating.” Given religion's importance to many Americans, parents may utilize religious coping. Relatively little is known about parents' use of religious coping to handle their child's illness. Interviews with 15 parents about their use of religion in the year following their child's cystic fibrosis diagnosis were coded for religious coping styles. Sixteen styles were identified. Positive religious coping styles were more frequent than negative styles (previously associated with poorer health outcomes), and occurred more frequently than in other studies. Religious coping styles used to make meaning, gain control, or seek comfort/intimacy with God were equally prevalent. The most common styles were: Pleading, Collaboration, Benevolent Religious Reappraisals, and Seeking Spiritual Support. Parents described active rather than passive coping styles. Religious coping involving religious others was rare. Clinical attention to negative religious coping may prevent it becoming chronic and negatively affecting health.     

School‐Related Parental Involvement and Adolescent Academic Achievement: The Role of Community Poverty

Although most current studies have established the importance of school‐related parental involvement to adolescents' academic achievement, they are limited in that they do not address macrolevel community influences on such an association. This may be due in part to the lack of community‐level data or the use of inappropriate statistical strategies that cannot account for the influence of factors at the community level. To address this limitation, in this study, the authors examined the influence of community poverty on the association between school‐related parental involvement and adolescents' academic achievement. Using a large, nationally representative sample, results from a multilevel model suggested that, compared to adolescents living in more affluent communities, the positive effect of school‐related parental involvement on adolescents' academic achievement was significantly weaker for adolescents living in poor communities. Such findings suggested the importance of community poverty in influencing the effectiveness of school‐related parental involvement on adolescents' academic achievement.     

Latino Fathers' Involvement in Their Children's Schools

Latinos make up the largest racial/ethnic minority group in the United States, yet we know very little about Latino fathers' involvement in their children's lives. This article adds school participation to conceptualizations of paternal involvement and contributes to an understanding of the role of immigrant acculturation in shaping Latino parenting practices. Drawing on nationally representative data, the author finds that U.S.‐born Latino fathers are just as likely as U.S.‐born White fathers to participate in children's school activities, after controlling for other covariates. The author also shows that indicators of immigrant acculturation account for some variation in parental school participation among Latino fathers. Findings point to recommendations for engaging Latino fathers in educational interventions that benefit their children and communities.     

Students' Perceived Parental School Behavior Expectations and Their Academic Performance: A Longitudinal Analysis

Self‐report data from 2,088 sixth‐grade students in 11 middle schools in North Carolina were combined with administrative data on their eighth‐grade end‐of‐the‐year achievement scores in math and reading to examine the influence of students' perceived parental school behavior expectations on their academic performance. Through use of multilevel modeling and control for the influence of students' demographics, trouble avoidance, and perceived support from adults and peers, we found that students' perceptions of their parents' expectations of their school behavior had a small but positive and statistically significant influence on their math and reading scores approximately 3 years later. Implications for the implementation of evidence‐based interventions in schools are discussed.     

Measuring School Functioning in Students With Chronic Fatigue Syndrome: A Systematic Review

BACKGROUND

It is often surmised that school functioning is significantly impacted in chronic fatigue syndrome (CFS); however, how this phenomenon manifests itself has rarely been characterized.

METHODS

This systematic review synthesized and critically appraised methods, constructs, and instruments used to assess school functioning in students with CFS. Searches were conducted in electronic databases (CINAHL, MEDLINE, PubMed, ERIC, and PsycINFO) to locate empirical studies that measured school functioning in children and adolescents with CFS.

RESULTS

A total of 36 papers met the inclusion criteria. By far the most commonly reported school functioning construct measured related to school attendance. This was followed by academic functioning, achievement motivation, and educational services received. Little consistency was found in the measurement of these constructs across studies.

CONCLUSIONS

The current review revealed that the school experiences of children and adolescents with CFS have rarely been characterized beyond school absenteeism. Improvements in current assessment methods are required to comprehensively understand the impact of CFS on school functioning. Completely understanding the multiple aspects of school functioning will help to inform targeted strategies to optimize educational outcomes for students with CFS.     

Parent Involvement in Family Support Programs: An Integrated Theory*

This article outlines a conceptual model of parental involvement in family support programs, anchored in ecological and family systems frameworks. After summarizing the current attrition literature, the article proposes that parental decisions to enroll and remain in support programs are shaped by a variety of factors at different “levels” of influence: individual characteristics of the parent and family, provider attributes, program characteristics, and neighborhood characteristics. The conclusion discusses the implications of this line of study for research, practice, and policy.     

Impact of Parental Involvement in Life-Support Decisions: A Qualitative Analysis of Parents' Adjustment Following Their Critically Ill Child's Death

A retrospective, qualitative, preliminary study examined if parental involvement in a life-support withdrawal (LSW) decision impacts the perceptions and adjustment of parents whose child died in a pediatric critical care unit. Participants were parents whose child died following an LSW decision (11 mothers, 7 fathers) and parents whose child died without an LSW decision (5 mothers, 4 fathers). At 6 to12 months after their child's death, the two groups of parents were interviewed and asked to reexamine their perceptions of the following categories: understanding of child's medical condition, staff communication, support, and feelings of closure. Content analysis of the interview data indicated that in comparison to parents whose child died without an LSW decision, a significantly greater number of parents whose child died following an LSW decision were certain about their child's future health; believed that their child's quality of life would have been unacceptable; and reported less dissatisfaction with time spent with their child, fewer negative changes in family functioning, and more positive changes in feelings toward staff.     

School Success,Possible Selves,and Parent School Involvement*

Abstract: Increased parent school involvement is associated with better academic outcomes; yet, proximal contributors to this effect remain understudied. We focus on one potential proximal contributor, youth’s positive and negative future self‐images or “possible selves,” reasoning that if parent school involvement fosters possible selves, then interventions aimed at enhancing youths’ possible selves should moderate the negative effect of low parent school involvement. We examine a 2‐year follow‐up of a randomized clinical trial of a possible self‐based intervention (N= 239), demonstrating with regression equations that the intervention moderated the association of low parent school involvement with worse grades and less school‐engaged behavior. Low parent school involvement negatively influenced achievement among control, not intervention youth, suggesting that school‐based, possible self‐focused interventions can moderate the undermining effect of low parent school involvement.     

Parents' views about pre‐school immunization: an interview study in southern England

Background National Health Service immunization statistics for England indicate that uptake of the first plus second dose of measles, mumps and rubella (MMR) vaccine, and pre‐school booster against diphtheria, tetanus, polio and pertussis, is lower than for the primary course alone. This qualitative study aimed to explore parents' views about pre‐school immunization and to identify possible reasons for lower pre‐school uptake compared with the primary course. Methods Semi‐structured interviews were conducted with 21 parents of children aged 2–5 years from 19 family units. The parents were recruited from nine playgroups and pre‐schools in three locations in southern England. Data collection and analysis were guided by a modified Grounded Theory approach. Results Although most parents believed pre‐school immunization to be important and most intended to immunise, a minority questioned whether it was necessary based on their understanding of the duration of protection provided by the primary course. Compared with primary immunization, parents typically received no information about pre‐school doses prior to their invitation to attend and had little or no contact with healthcare professionals. Other barriers included minor illness, apprehension about taking an older child for vaccinations and work or childcare commitments. Conclusions Parents reported uncertainties, anxieties and time constraints, all of which may contribute to poor attendance for pre‐school immunization. These findings have important implications for providing parents with timely information about boosters and the two‐dose MMR programme. They indicate the potential value of playgroup or pre‐school involvement and the need for improved communication with children about immunization.     

The Parent Child Development Centers and School Achievement: A Follow-Up

The long-term effectiveness of the Parent-Child Development Centers (PCDCs) as primary prevention programs was examined with follow-up data collected 6–13 years after program completion. Data were collected for 576 children who had been in the programs with the mothers (Birmingham, 153; New Orleans, 187; Houston, 244). Mothers and teachers were interviewed and school records were examined. Significant results were sparse. Houston program children had better achievement test results. Birmingham program children repeated grades less often. The largely negative results are interpreted as being a consequence of continuing poverty for the families involved.     

Acculturation and Latino Family Processes: How Cultural Involvement,Biculturalism, and Acculturation Gaps Influence Family Dynamics*

Abstract: This study investigated how adolescent and parent acculturation (culture‐of‐origin and U.S. cultural involvement, biculturalism, acculturation conflicts, and parent‐adolescent acculturation gaps) influenced family dynamics (family cohesion, adaptability, familism, and parent‐adolescent conflict) in a sample of 402 Latino families from North Carolina and Arizona. Multiple regression and hierarchical linear models suggested that culture‐of‐origin involvement and biculturalism were cultural assets related to positive outcomes, whereas acculturation conflict was inversely related to positive family dynamics and positively related to parent‐adolescent conflict. Parent‐adolescent acculturation gaps were inversely associated with family cohesion, adaptability, and familism but were unrelated to parent‐adolescent conflict. Limitations and implications for practice are discussed.     

We Can Handle This: Parents' Use of Religion in the First Year Following Their Child's Diagnosis with Cystic Fibrosis

The diagnosis of a child's life-shortening disease leads many American parents to utilize religious beliefs. Models relating religious constructs to health have been proposed. Still lacking are inductive models based on parent experience. The specific aims of this study were: 1. develop a grounded theory of parental use of religion in the year after diagnosis; 2. describe whether parents understand a relationship between their religious beliefs and their follow-through with their child's at-home treatment regimen. Fifteen parent interviews were analyzed using grounded theory method. Parents used religion to make meaning of their child's cystic fibrosis (CF) diagnosis. Parents imagined God as active, benevolent, and interventionist; found hope in their beliefs; felt supported by God; and related religion to their motivation to adhere to their child's treatment plan. Religious beliefs are clinically significant in working with many parents of children recently diagnosed with CF. Interventions that improve adherence to treatment may be enhanced by including religious aspects.