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De Nutte L, De Haene L, Derluyn I. Interconnections between children's upbringing, camps, and post-war villages: caregivers' lived experiences in northern Uganda. DISASTERS 2024; 48:e12624. [PMID: 38441334 DOI: 10.1111/disa.12624] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2024]
Abstract
Since the end of the Second World War in 1945, the erection of camps within and across state borders has become the most common response to the influx of displaced persons. Based on empirical evidence from northern Uganda, this paper aims to provide answers to two main questions: (i) how does the camp influence and frame the upbringing of children?; and (ii) how do caregivers shape and adjust upbringing within this setting and when they return to their 'former homes' ? Interviews and focus-group discussions were conducted with 48 caregivers living in Kitgum District, northern Uganda. Deductive thematic analysis was employed to structure participants' accounts of past and present interconnections between upbringing and (previous) encampment. By paying close attention to their (counter-)narratives, people's agency and coping are emphasised through the simultaneous forging of new interconnections (that is, discontinuities) and holding on to old interconnections (that is, continuities) between upbringing, the camp, and the post-war village.
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Affiliation(s)
- Leen De Nutte
- PhD Researcher, Department of Social Work and Social Pedagogy, Universiteit Gent, Belgium
- Researcher, Centre for Children in Vulnerable Situations, Belgium
| | - Lucia De Haene
- Associate Professor, Parenting and Special Education Research Unit, Katholieke Universiteit Leuven, Belgium
- Co-Director, Centre for Children in Vulnerable Situations, Belgium
| | - Ilse Derluyn
- Co-Director, Centre for Children in Vulnerable Situations, Belgium
- Full Professor, Department of Social Work and Social Pedagogy, Universiteit Gent, Belgium
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Song JH, Cho SI, Trommsdorff G, Cole P, Niraula S, Mishra R. Being sensitive in their own way: parental ethnotheories of caregiver sensitivity and child emotion regulation across five countries. Front Psychol 2023; 14:1283748. [PMID: 38187435 PMCID: PMC10766705 DOI: 10.3389/fpsyg.2023.1283748] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2023] [Accepted: 12/06/2023] [Indexed: 01/09/2024] Open
Abstract
Caregiver sensitivity builds a basis for children's sense of security and effective emotion regulation during their development. Applying a cross-cultural lens, caregiver sensitivity can be divided into two subtypes, reactive and proactive, and its prevalence and meaning may differ across cultures. Guided by the theoretical frameworks of developmental niche and parental ethnotheories, the current study examines culture-specific meanings of caregiver sensitivity across five countries: India, Nepal, Korea, the United States of America (USA), and Germany. We examine the prevalence of maternal reactive and proactive sensitivity, children's emotional lability and regulation, and how mothers' sensitivity types are related to children's emotional characteristics. Participants included 472 mothers from the five countries with children aged between 6 and 7 years. Mothers reported their sensitivity preference in multiple vignettes and completed an emotion regulation checklist to report their children's emotional lability and regulation. A set of analyses of covariance (ANCOVAs) found cultural differences in mothers' preference for proactive and reactive sensitivity. Mothers in India and Nepal reported the highest preference for proactive sensitivity followed by Korea and the USA, while German mothers reported the lowest preference for proactive sensitivity. Consequent regression analyses revealed varying associations between proactive sensitivity and child emotional characteristics in all five countries either directly or as moderated by child sex. These results evidence that parental ethnotheories are part of the developmental niche embedded in a larger cultural context. Findings on the differential links between the types of sensitivity and child emotion regulation provide cultural models of parental emotion socialization and children's emotional functioning.
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Affiliation(s)
- Ju-Hyun Song
- Department of Child and Family Studies, Yonsei University, Seoul, Republic of Korea
| | - Sook In Cho
- Korea Institute of Child Care and Education, Seoul, Republic of Korea
| | | | - Pamela Cole
- Department of Psychology, Pennsylvania State University, University Park, PA, United States
| | - Shanta Niraula
- Central Department of Psychology, Tribhuvan University, Kirtipur, Nepal
| | - Ramesh Mishra
- Department of Psychology, Banaras Hindu University, Varanasi, India
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Dávila AFA, Palacio MEM, Valle CDG. Impact of Coaching on the Development of Personal and Social Competences among Secondary School Students. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1025. [PMID: 37371257 DOI: 10.3390/children10061025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/02/2023] [Revised: 05/25/2023] [Accepted: 05/27/2023] [Indexed: 06/29/2023]
Abstract
In this study, the impact of school coaching in Spain on the dimensions that comprise the effective personality construct and the development of those dimensions among secondary school students is analyzed. Differences relating to the variables of gender, course year/age, and the state/private sector of each educational center are specified. A longitudinal study employing a quasi-experimental methodology was conducted with a sample of 310 students in attendance at 6 educational centers within the Community of Madrid, Spain; the study cohort comprised 156 (50.3%) male students and 154 (49.7%) female students. The effective personality questionnaire in secondary education was used for the pre- and post-intervention evaluations, as well as to conduct an open survey once the program had ended. The students who attended the six-session intervention expressed high degrees of satisfaction. Despite the brevity of each session (45-60 min), a slight non-significant improvement was observed in the experimental group relative to the control group in the dimensions that were studied (p > 0.05). Regarding gender, the program worked better with male rather than with female students. It was also more effective within state-aided than in state schools.
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Hoenicka MAK, López-de-la-Nieta O, Martínez Rubio JL, Shinohara K, Neoh MJY, Dimitriou D, Esposito G, Iandolo G. Parental bonding in retrospect and adult attachment style: A comparative study between Spanish, Italian and Japanese cultures. PLoS One 2022; 17:e0278185. [PMID: 36454730 PMCID: PMC9714759 DOI: 10.1371/journal.pone.0278185] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2022] [Accepted: 11/11/2022] [Indexed: 12/05/2022] Open
Abstract
Attachment is an innate human relational mechanism that develops progressively from early childhood, influences individuals' representations and behaviors, shapes relationships, and affects the social and cultural environment. Parental bonding refers to the ability of parents to be emotionally and behaviorally available to the child during infancy. Attachment style refers to the individual's relational attitude in close relationships that influences adult love, bonding, handling relationships, and social exploration. The role of intergenerational, cultural and developmental factors influencing the relationship between the attachment style in adulthood and the parental bonding style recalled during childhood has been debated. This study explores the relationships between recalled parental bonding, adult attachment style, and cultural background in a sample of Spanish, Italian, and Japanese adults using a cross-sectional and cross-cultural design. For this purpose, the validated versions of the Experience in Close Relationship Scale and the Parental Bonding Instrument were administered to a non-clinical population of three hundred and five participants in the three countries. Results show that the most frequent adult attachment style is the secure style, followed by the dismissing-avoidant, the preoccupied, and the fearful-avoidant style. The dismissing-avoidant style was the most frequent insecure attachment style in the Japanese sample whereas the preoccupied style was the most frequent insecure attachment style in the Italians and Spaniards. Japanese are more anchored to the memory of maternal and paternal overprotection, which is related to more avoidance in actual close relationships. Spaniard's current relationships are mildly independent of recalled parental bonding, showing an association between lower current avoidance to primary parental care. In the Italian sample, there is no significant relationship between current adult close relationships and recalled parental bonding. These results suggest that different cultural models influence adult attachment representations differently, in terms of the weight placed on attachment-related avoidance, attachment-related anxiety, care, and overprotection in infant and adult relationships.
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Affiliation(s)
| | - Oscar López-de-la-Nieta
- Department of Psychology, School of Biomedical Sciences, European University of Madrid, Madrid, Spain
- Clinical Research & Diagnosis Division, SerenaMente Psychology & Consulting Service, Pinto, Madrid, Spain
| | - José Luis Martínez Rubio
- Department of Psychology, School of Biomedical Sciences, European University of Madrid, Madrid, Spain
| | - Kazuyuki Shinohara
- Department of Neurobiology & Behavior, School of Biomedical Sciences, Nagasaki University, Nagasaki, Japan
| | - Michelle Jin Yee Neoh
- Psychology Program, School of Social Sciences, Nanyang Technological University, Singapore, Singapore
| | - Dagmara Dimitriou
- Sleep Education and Research Laboratory, University College London Institute of Education, London, United Kingdom
| | - Gianluca Esposito
- Affiliative Behaviour and Physiology Lab, Department of Psychology and Cognitive Science, University of Trento, Rovereto, Italy
| | - Giuseppe Iandolo
- Department of Psychology, School of Biomedical Sciences, European University of Madrid, Madrid, Spain
- Observation and Functional Diagnosis Division, PSISE Clinical and Developmental Psychological Service, Madrid, Spain
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Trommsdorff G. Must We Abandon Context and Meaning to Avoid Bias in Cultural Parenting Research? Commentary on “Parenting Culture(s): Ideal-Parent Beliefs Across 37 Countries”. JOURNAL OF CROSS-CULTURAL PSYCHOLOGY 2022. [DOI: 10.1177/00220221221138907] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Lin GX, Mikolajczak M, Keller H, Akgun E, Arikan G, Aunola K, Barham E, Besson E, Blanchard MA, Boujut E, Brianda ME, Brytek-Matera A, César F, Chen BB, Dorard G, dos Santos Elias LC, Dunsmuir S, Egorova N, Escobar MJ, Favez N, Fontaine AM, Foran H, Furutani K, Gannagé M, Gaspar M, Godbout L, Goldenberg A, Gross JJ, Gurza MA, Hatta O, Heeren A, Helmy M, Huynh MT, Kaneza E, Kawamoto T, Kellou N, Kpassagou BL, Lazarevic L, Le Vigouroux S, Lebert-Charron A, Leme V, MacCann C, Manrique-Millones D, Medjahdi O, Millones Rivalles RB, Miranda Orrego MI, Miscioscia M, Mousavi SF, Moutassem-Mimouni B, Murphy H, Ndayizigiye A, Ngnombouowo TJ, Olderbak S, Ornawka S, Cádiz DO, Pérez-Díaz PA, Petrides K, Prikhidko A, Salinas-Quiroz F, Santelices MP, Schrooyen C, Silva P, Simonelli A, Sorkkila M, Stănculescu E, Starchenkova E, Szczygieł D, Tapia J, Tremblay M, Tri TMT, Üstündağ-Budak AM, Valdés Pacheco M, van Bakel H, Verhofstadt L, Wendland J, Yotanyamaneewong S, Roskam I. Parenting Culture(s): Ideal-Parent Beliefs Across 37 Countries. JOURNAL OF CROSS-CULTURAL PSYCHOLOGY 2022. [DOI: 10.1177/00220221221123043] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
What is it to be “an ideal parent”? Does the answer differ across countries and social classes? To answer these questions in a way that minimizes bias and ethnocentrism, we used open-ended questions to explore ideal-parent beliefs among 8,357 mothers and 3,517 fathers from 37 countries. Leximancer Semantic Network Analysis was utilized to first determine parenting culture zones (i.e., countries with shared ideal-parent beliefs) and then extract the predominant themes and concepts in each culture zone. The results yielded specific types of ideal-parent beliefs in five parenting culture zones: being “responsible and children/family-focused” for Asian parents, being “responsible and proper demeanor-focused” for African parents, and being “loving and responsible” for Hispanic-Italian parents. Although the most important themes and concepts were the same in the final two zones—being “loving and patient,” there were subtle differences: English-speaking, European Union, and Russian parents emphasized “being caring,” while French-speaking parents valued “listening” or being “present.” Ideal-parent beliefs also differed by education levels within culture zones, but no general pattern was discerned across culture zones. These findings suggest that the country in which parents were born cannot fully explain their differences in ideal-parent beliefs and that differences arising from social class or education level cannot be dismissed. Future research should consider how these differences affect the validity of the measurements in question and how they can be incorporated into parenting intervention research within and across cultures.
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Affiliation(s)
| | | | - Heidi Keller
- Osnabrück University, Germany
- The Hebrew University of Jerusalem, Israel
| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | - Mai Helmy
- Sultan Qaboos University, Muscat, Oman
- Menoufia University, Egypt
| | | | - Emérence Kaneza
- Clinique de l’Education et de la Psychothérapie, Bujumbura, Burundi
| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | - Paola Silva
- Universidad de la República, Montevideo, Uruguay
| | | | | | | | | | - Dorota Szczygieł
- SWPS University of Social Sciences and Humanities, Warsaw, Poland
| | | | | | - Thi Minh Thuy Tri
- University of Social Sciences and Humanities, Vietnam National University of Ho Chi Minh City, Vietnam
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Abstract
This paper reports my own perceptions of the history of research on culture and cognitive development, in the approximate period 1960 to 2000. I review in particular my own efforts to test Piaget’s theory cross-culturally, but also include other lines of research such as research inspired by Vygotsky and research on child rearing/socialization potentially linked to cognitive development. I briefly mention a research program in Bali, Indonesia, India, and Nepal on the geocentric spatial frame of reference that allowed us to disentangle a variety of eco-cultural and linguistic variables that determine the preference for this geocentric cognitive style. I also recall the “integrated framework” that I proposed in 2003 to combine the models proposed by several authors and which serves to integrate all the findings. The main conclusion is that cognitive processes are universal but that there are cultural differences in cognitive styles and pathways of development. I also discuss why the field has lost momentum, whether it is because all the questions have been answered or because new topics and research methods have evolved.
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Magnusson DM, Shwayder I, Murphy NJ, Ollerenshaw L, Ebendick M, Auer-Bennett E. Creation of a Community-Driven Decision Support Tool for Caregivers of Children With Developmental Concerns. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2022; 31:1084-1094. [PMID: 34731583 PMCID: PMC9567309 DOI: 10.1044/2021_ajslp-21-00072] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/06/2021] [Revised: 05/10/2021] [Accepted: 08/16/2021] [Indexed: 05/04/2023]
Abstract
PURPOSE Despite increasing standardization of developmental screening and referral processes, significant early intervention service disparities exist. The aims of this article are to: (a) describe methods used to develop a decision support tool for caregivers of children with developmental concerns, (b) summarize key aspects of the tool, and (c) share preliminary results regarding the tool's acceptability and usability among key stakeholders. METHOD Content and design of the decision support tool was guided by a systematic process outlined by the International Patient Decision Aid Standards (IPDAS) Collaborative. Three focus group interviews were conducted with caregivers (n = 7), early childhood professionals (n = 28), and a mix of caregivers and professionals (N = 20) to assess caregiver decisional needs. In accordance with the IPDAS, a prototype of the decision support tool was iteratively cocreated by a subset of caregivers (n = 7) and early child health professionals (n = 5). RESULTS The decision support tool leverages images and plain language text to guide caregivers and professionals along key steps of the early identification to service use pathway. Participants identified four themes central to shared decision making: trust, cultural humility and respect, strength-based conversations, and information-sharing. End-users found the tool to be acceptable and useful. CONCLUSIONS The decision support tool described offers an individualized approach for exploring beliefs about child development and developmental delay, considering service options within the context of the family's values, priorities, and preferences, and outlining next steps. Additional research regarding the tool's effectiveness in optimizing shared decision-making and reducing service use disparities is warranted.
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Affiliation(s)
- Dawn M. Magnusson
- Physical Therapy Program, University of Colorado Anschutz Medical Campus, Aurora
| | - Irena Shwayder
- Assuring Better Child Health and Development, Denver, CO
| | - Natalie J. Murphy
- Physical Therapy Program, University of Colorado Anschutz Medical Campus, Aurora
| | - Lindsay Ollerenshaw
- Physical Therapy Program, University of Colorado Anschutz Medical Campus, Aurora
| | - Michele Ebendick
- Maternal Child Health Program, Tri-County Health Department, Englewood, CO
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Transemic processes in psychology and beyond: From the general to the specific and back again. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03083-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Bryant GA. Vocal communication across cultures: theoretical and methodological issues. Philos Trans R Soc Lond B Biol Sci 2022; 377:20200387. [PMID: 34775828 PMCID: PMC8591381 DOI: 10.1098/rstb.2020.0387] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2021] [Accepted: 08/03/2021] [Indexed: 11/12/2022] Open
Abstract
The study of human vocal communication has been conducted primarily in Western, educated, industrialized, rich, democratic (WEIRD) societies. Recently, cross-cultural investigations in several domains of voice research have been expanding into more diverse populations. Theoretically, it is important to understand how universals and cultural variations interact in vocal production and perception, but cross-cultural voice research presents many methodological challenges. Experimental methods typically used in WEIRD societies are often not possible to implement in many populations such as rural, small-scale societies. Moreover, theoretical and methodological issues are often unnecessarily intertwined. Here, I focus on three areas of cross-cultural voice modulation research: (i) vocal signalling of formidability and dominance, (ii) vocal emotions, and (iii) production and perception of infant-directed speech. Research in these specific areas illustrates challenges that apply more generally across the human behavioural sciences but also reveals promise as we develop our understanding of the evolution of human communication. This article is part of the theme issue 'Voice modulation: from origin and mechanism to social impact (Part II)'.
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Affiliation(s)
- Gregory A. Bryant
- Department of Communication, Center for Behavior, Evolution, and Culture, University of California, Los Angeles, 2225 Rolfe Hall, Los Angeles, CA 90095-1563, USA
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Pandya N, Jensen LA, Bhangaokar R. Moral reasoning among children in India: The intersection of culture, development, and social class. APPLIED DEVELOPMENTAL SCIENCE 2021. [DOI: 10.1080/10888691.2021.2007770] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Super CM, Harkness S. Research on parental burnout across cultures: Steps toward global understanding. New Dir Child Adolesc Dev 2020; 2020:185-192. [PMID: 33350573 DOI: 10.1002/cad.20389] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Abstract
In this commentary we first examine psychometric issues in the ambitious enterprise of cross-cultural application of the Parental Burnout Assessment (PBA). The present reports span a wide range of cultural places. Overall, the PBA presents good face validity and a strong replication of factor structure; future multi-group confirmatory factor analysis will enable quantitative comparisons not currently possible. Content validity is not fully addressed in these reports, so nuanced differences in the nature of parental burnout remain an interesting possibility. Variation the PBA's correlations with other measures, such as education and household type, suggests cultural mediation in the causes and dynamics of parental burnout. In the second part of our commentary, we address more directly whether parental burnout is influenced by the sociocultural context in which it is manifest. We propose that future research will benefit from more precise description of the particular cultural community involved, including the settings, customs, and ethnotheories of parenting. Gaining a global understanding of parental burnout, in other words, rests on building firmer and more differentiated pictures at the local level. The papers in this volume nevertheless present an important step forward in what promises to be an exciting journey of discovery.
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Affiliation(s)
- Charles M Super
- Department of Human Development and Family Science, and Center for the Study of Culture, Health, and Human Development, University of Connecticut, Storrs, Connecticut
| | - Sara Harkness
- Department of Human Development and Family Science, and Center for the Study of Culture, Health, and Human Development, University of Connecticut, Storrs, Connecticut
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Barbot B. Transition & Development Vol. 2. New Dir Child Adolesc Dev 2020; 2020:5-6. [PMID: 33113282 DOI: 10.1002/cad.20382] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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