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Lee K. Effects of formal center-based care and positive parenting practices on children in foster care. CHILD ABUSE & NEGLECT 2022:105946. [PMID: 36435641 DOI: 10.1016/j.chiabu.2022.105946] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/08/2021] [Revised: 09/30/2022] [Accepted: 11/02/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND The current study examined whether children in foster care have better cognitive and social-emotional outcomes at kindergarten age when they enroll in formal center-based care and when they receive positive parenting practices at home. OBJECTIVE Two primary questions were addressed: (1) Do children in foster care who attended formal center-based care (including Head Start) have higher cognitive and socio-emotional outcomes than children in foster care who did not attend formal center-based care? (2) Does positive parenting practice promote better cognitive and socio-emotional outcomes? PARTICIPANTS AND SETTING Based on the Early Childhood Longitudinal Study-K: 2011 data, 299 children in foster care were selected. METHODS Regression analyses were conducted on children's cognitive and social-emotional scores by types of children's childcare arrangements (formal vs informal care) and positive parenting practices. Active parental involvement was measured based on how frequently parents read books with their children, and authoritarian parenting discipline was measured based on whether parents spanked their children. RESULTS Children in foster care who enrolled in formal center-based childcare at pre-school age have higher cognitive and socio-emotional scores at kindergarten age. Positive parenting practice also promotes children's outcomes. Children in foster care who are both enrolled in formal center-based care and experience positive parenting practice had the most positive outcomes. CONCLUSIONS Parents raising children in foster care should be informed about the positive impacts of certain parenting practices on their children. Foster parents should be connected to available community resources, including formal-center-based preschool programs and required to continuously attend parenting classes to sustain positive impact of parenting practice on foster children.
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Affiliation(s)
- Kyunghee Lee
- School of Social Work, Michigan State University, United States of America.
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Wiggers M, Paas F. Harsh Physical Discipline and Externalizing Behaviors in Children: A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:14385. [PMID: 36361265 PMCID: PMC9656315 DOI: 10.3390/ijerph192114385] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/12/2022] [Revised: 10/31/2022] [Accepted: 11/01/2022] [Indexed: 06/16/2023]
Abstract
There is growing debate in the parenting literature as to whether using physical punishment to discipline children is an effective strategy or leads to the development of aggressive behaviors and other antisocial attributes. The aim of the current literature review is to examine the association between harsh physical discipline and the development of externalizing behaviors in children, as well as the suggested moderators of this relationship. Secondly, the findings regarding the effects of harsh physical discipline on children's educational outcomes are reviewed. Articles were selected from relevant databases while maintaining an inclusion and exclusion criteria, with a total of 22 articles included in this review. Strong associations between parental corporal punishment and a range of child behaviors were indicated by the literature, and cultural normativeness was implicated as a moderator of these effects. Results regarding the role of parental warmth as a moderator did not provide a firm conclusion. Finally, the findings suggest that when a child is subjected to physical discipline in the home, their life at school may be adversely affected by impaired cognitive performance, peer isolation, and behavioral problems. The primary limitation of the studies reviewed is the use of self-report data and correlational analyses, ruling out the possibility of inferring causal relations. Nonetheless, the results indicate the necessity of encouraging parents and caregivers to avoid physical punishment as a disciplinary tactic while providing them with the tools to explore alternative practices.
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Affiliation(s)
- Marthe Wiggers
- Department of Psychology, Education & Child Studies, Erasmus University Rotterdam, 3062 PA Rotterdam, The Netherlands
| | - Fred Paas
- Department of Psychology, Education & Child Studies, Erasmus University Rotterdam, 3062 PA Rotterdam, The Netherlands
- School of Education/Early Start, University of Wollongong, Keiraville, NSW 2522, Australia
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Berzenski SR, Yates TM. The development of empathy in child maltreatment contexts. CHILD ABUSE & NEGLECT 2022; 133:105827. [PMID: 35987049 DOI: 10.1016/j.chiabu.2022.105827] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/27/2021] [Revised: 06/21/2022] [Accepted: 08/07/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Despite robust associations between child maltreatment experiences and emotional development, a paucity of research examines the influence of child maltreatment on empathy development, and still fewer studies differentiate these effects across maltreatment subtypes. OBJECTIVE The present study examined the development of children's empathy from ages six to eight, as predicted by maltreatment, and as moderated by children's attachment representations. PARTICIPANTS AND SETTING Participants were a community sample of 250 children followed longitudinally and assessed in a laboratory setting with their primary caregivers. METHOD Child maltreatment experiences from birth to age six were assessed by semi-structured interviews with caregivers, which were rated according to widely-used child maltreatment coding protocols, and by caregiver and child self-report measures. Child empathy was assessed at ages six and eight by caregiver-report. Attachment representations were observed in children using the MacArthur Story Stem Battery. RESULTS Child emotional abuse (β = -0.150, p = .012) and child neglect (β = -0.137, p = .016) predicted decreased empathy at age eight, whereas child physical abuse (β = 0.132, p = .027) and child exposure to domestic violence (β = 0.164, p = .004) predicted increased empathy at age eight. Further, children's negative representations of mother figures moderated the positive association between child physical abuse and empathy (β = -0.177, p = .005), such that the association became weaker as negative representations increased. CONCLUSIONS These results highlight the nuanced ways in which child maltreatment experiences of different subtypes contribute to the development of empathy in school-aged children.
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Garner PW, Toney T. The relations between maternal mental state talk and preschoolers’ behavioral adaptation and school readiness: moderation by emotion situation knowledge. SOCIAL DEVELOPMENT 2020. [DOI: 10.1111/sode.12477] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Pamela W. Garner
- School of Integrative Studies George Mason University Fairfax VA USA
| | - Tamera Toney
- School of Integrative Studies George Mason University Fairfax VA USA
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Alteration of Emotion Knowledge and Its Relationship with Emotion Regulation and Psychopathological Behavior in Children with Cerebral Palsy. J Autism Dev Disord 2020; 51:1238-1248. [DOI: 10.1007/s10803-020-04605-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
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Sege RD, Siegel BS, Flaherty EG, Gavril AR, Idzerda SM, Laskey A“T, Legano LA, Leventhal JM, Lukefahr JL, Yogman MW, Baum R, Gambon TB, Lavin A, Mattson G, Montiel-Esparza R, Wissow LS. Effective Discipline to Raise Healthy Children. Pediatrics 2018; 142:peds.2018-3112. [PMID: 30397164 DOI: 10.1542/peds.2018-3112] [Citation(s) in RCA: 77] [Impact Index Per Article: 12.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Abstract
Pediatricians are a source of advice for parents and guardians concerning the management of child behavior, including discipline strategies that are used to teach appropriate behavior and protect their children and others from the adverse effects of challenging behavior. Aversive disciplinary strategies, including all forms of corporal punishment and yelling at or shaming children, are minimally effective in the short-term and not effective in the long-term. With new evidence, researchers link corporal punishment to an increased risk of negative behavioral, cognitive, psychosocial, and emotional outcomes for children. In this Policy Statement, the American Academy of Pediatrics provides guidance for pediatricians and other child health care providers on educating parents about positive and effective parenting strategies of discipline for children at each stage of development as well as references to educational materials. This statement supports the need for adults to avoid physical punishment and verbal abuse of children.
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Affiliation(s)
- Robert D. Sege
- Center for Community Engaged Medicine, Institute for Clinical Research and Health Policy Studies, Tufts Medical Center, Boston, Massachusetts; and
| | - Benjamin S. Siegel
- Departments of Pediatrics and
- Psychiatry, Boston Medical Center and School of Medicine, Boston University, Boston, Massachusetts
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Barajas-Gonzalez RG, Calzada E, Huang KY, Covas M, Castillo CM, Brotman L. Parent Spanking and Verbal Punishment, and Young Child Internalizing and Externalizing Behaviors in Latino Immigrant Families: Test of Moderation by Context and Culture. PARENTING, SCIENCE AND PRACTICE 2018; 18:219-242. [PMID: 38130402 PMCID: PMC10735234 DOI: 10.1080/15295192.2018.1524242] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/23/2023]
Abstract
Objective This study examined the prevalence and correlates of spanking and verbal punishment in a community sample of Latino immigrant families with young children, as well as the association of spanking and verbal punishment with child internalizing and externalizing problems 1 year later. Parenting context (e.g., warmth) and cultural context (e.g., the cultural value of respeto) are considered as potential moderators. Design Parenting and cultural socialization practices were assessed via parent self-report in sample of 633 Mexican and Dominican immigrant families with young children (M age = 4.43 years). Parent and teacher assessments of child internalizing and externalizing were also collected at baseline and 12 months later. Results At Time 1, male child gender was positively correlated with concurrent spanking; familial social support and U.S. American cultural knowledge were negatively correlated with mothers' spanking. Verbal punishment at Time 1 was associated with externalizing problems at Time 2 among both Mexican and Dominican American children, and this relation was not moderated. Additionally, verbal punishment was associated with Time 2 child internalizing problems among Mexican American children. There were no significant associations between spanking and later child internalizing or externalizing behaviors. Conclusion It is important that researchers examine both physical and verbal discipline strategies to understand their unique influences on Latino child outcomes, as well as contextual influences that may elucidate the use and long-term effects of spanking and verbal punishment on Latino children at different developmental stages.
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Affiliation(s)
- R Gabriela Barajas-Gonzalez
- Center for Early Childhood Health and Development, Department of Population Health (CEHD), NYU School of Medicine, 227 East 30 Street, NY, NY 10016.
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Bat Or M, Papadaki A, Shalev O, Kourkoutas E. Associations Between Perception of Parental Behavior and "Person Picking an Apple From a Tree" Drawings Among Children With and Without Special Educational Needs (SEN). Front Psychol 2018; 9:1613. [PMID: 30233459 PMCID: PMC6131657 DOI: 10.3389/fpsyg.2018.01613] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2018] [Accepted: 08/13/2018] [Indexed: 11/13/2022] Open
Abstract
The present study examines and compares associations between perceptions of parental acceptance/rejection in 191 Greek school age children (84 inclusion class students and 107 typical class students, age range 10-12), and their "Person Picking an Apple from a Tree" (PPAT) drawings. Perception of parental behavior was measured by the "Parental Acceptance-Rejection Questionnaire" (Rohner and Khaleque, 2005). Drawing content was analyzed quantitatively according to a reliable rating system called the Symbolic Content in PPAT drawings (SC-PPAT: Bat Or et al., 2014, 2017). We employed k-means cluster analysis and obtained three relatively discrete PPAT scripts. Drawing content elements and scripts were found to be associated with children's perceptions of parental behavior; these associations were found mainly among children with special educational needs (SEN) and boys. Results are discussed in terms of children's subjective experience, clinical implications, and future research directions.
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Affiliation(s)
- Michal Bat Or
- The Graduate School of Creative Arts Therapies, University of Haifa, Haifa, Israel
| | - Andriani Papadaki
- Special Education and Psychology, University of Crete, Rethymno, Greece
| | - Or Shalev
- The Graduate School of Creative Arts Therapies, University of Haifa, Haifa, Israel
| | - Elias Kourkoutas
- Special Education and Psychology, University of Crete, Rethymno, Greece
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Chan JY, Harlow AJ, Kinsey R, Gerstein LH, Fung ALC. The examination of authoritarian parenting styles, specific forms of peer-victimization, and reactive aggression in Hong Kong Youth. SCHOOL PSYCHOLOGY INTERNATIONAL 2018. [DOI: 10.1177/0143034318777781] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This study utilized a hierarchical regression model to explore the relationship between reactive aggression, forms of peer victimization, and authoritarian parenting styles. Participants included 1,021 Hong Kong youth and their parents ( N = 1,021), drawn from ten primary schools throughout the municipality. Children completed the Reactive and Proactive Aggression Questionnaire and the Multidimensional Peer Victimization Scale, while parents completed the Parental Styles Dimensions Questionnaire. Results indicated that authoritarian parenting, parental use of verbal hostility, verbal victimization by peers, social manipulation, and attacks on property by peers, all significantly contributed to the variance in reactive aggression. Conversely, physical attacks by peers, physical coercion by parents, and non-reasoning parenting styles were not found to significantly contribute to the regression model. Additionally, gender was found to predict reactive aggression with boys reporting higher scores than girls. The implications of these findings for future research, as well as the limitations of this study are discussed.
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Baron A, Malmberg LE. A vicious or auspicious cycle: The reciprocal relation between harsh parental discipline and children’s self-regulation. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2017. [DOI: 10.1080/17405629.2017.1399875] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Alex Baron
- Department of Education, University of Oxford, Oxford, UK
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Serrano-Villar M, Huang KY, Calzada EJ. Social Support, Parenting, and Social Emotional Development in Young Mexican and Dominican American Children. Child Psychiatry Hum Dev 2017; 48:597-609. [PMID: 27696243 DOI: 10.1007/s10578-016-0685-9] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
This study focused on social support and its association with child developmental outcomes, indirectly through parenting practices, in families of 4-5 year old Latino children. Data were collected from mothers and teachers of 610 Mexican American (MA) and Dominican American (DA) children. Mothers reported on perceived social support, parenting practices and children's problem and adaptive behavior functioning at home, and teachers reported on mothers' parent involvement and children's problem and adaptive behavior functioning in the classroom. Results showed that support received from family was higher than support received from school networks for both ethnic groups. Moreover, familial support was associated with child behavior, mediated by positive parenting practices, whereas support from school networks was not associated with child outcomes. During early childhood, social support from family members may be an important protective factor that can promote positive behavioral functioning among Latino children.
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Affiliation(s)
- Maria Serrano-Villar
- Child Study Center, New York University School of Medicine, One Park Avenue, New York, NY, 10016, USA.
| | - Keng-Yen Huang
- Center for Early Childhood Health and Development (CEHD), New York University Langone Medical Center, New York, NY, USA
| | - Esther J Calzada
- Austin School of Social Work, University of Texas, Austin, TX, USA
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Mendez M, Durtschi J, Neppl TK, Stith SM. Corporal punishment and externalizing behaviors in toddlers: The moderating role of positive and harsh parenting. JOURNAL OF FAMILY PSYCHOLOGY : JFP : JOURNAL OF THE DIVISION OF FAMILY PSYCHOLOGY OF THE AMERICAN PSYCHOLOGICAL ASSOCIATION (DIVISION 43) 2016; 30:887-895. [PMID: 26866839 PMCID: PMC4981569 DOI: 10.1037/fam0000187] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
This study investigated whether corporal punishment when the child was 2 years old predicted child externalizing behaviors a year later, and whether or not this association was moderated by parents' observed behavior toward their child. Data came from 218 couples and their firstborn child. The frequency of fathers' corporal punishment when the child was 2 years old predicted child externalizing behaviors a year later, while controlling for initial levels of child externalizing behaviors. Also, observed positive and harsh parenting moderated the relationship between corporal punishment and child externalizing behaviors. These results highlight the importance of continuing to examine the effects of a commonly used form of discipline (i.e., corporal punishment) and the parental climate in which it is used. (PsycINFO Database Record
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Affiliation(s)
- Marcos Mendez
- Department of Family Studies and Human Services, Kansas State University
| | - Jared Durtschi
- Department of Family Studies and Human Services, Kansas State University
| | - Tricia K Neppl
- Department of Human Development and Family Studies, Iowa State University
| | - Sandra M Stith
- Department of Family Studies and Human Services, Kansas State University
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Análisis comparativo de predictores potenciales de prácticas disciplinarias severas con preescolares, antes y después de un entrenamiento para padres. ACTA COLOMBIANA DE PSICOLOGIA 2015. [DOI: 10.14718/acp.2015.18.2.12] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022] Open
Abstract
El objetivo de este estudio consistió en determinar si un entrenamiento en pautas de crianza dirigido a padres con niños de tres a cinco años de edad modificaría las prácticas disciplinarias severas, así como algunos predictores potenciales de esas prácticas, como son el coraje-agresión y el estrés de los padres, al igual que el estrés en la interacción entre padres e hijos, y los problemas de conducta y el estrés de los niños. Sesenta padres (41 mamás y 19 papás) contestaron los cuestionarios correspondientes. La muestra se dividió al azar en grupo experimental (GE: expuesto a un entrenamiento en crianza) y grupo control (GC: sin entrenamiento). Los padres contestaron los mismos cuestionarios diez semanas después. Un análisis de regresión jerárquica (ARJ) con la muestra total mostró que el estrés en la interacción y las conductas problema fueron las principales variables predictoras de las prácticas disciplinarias (p < .01). En la segunda evaluación, los resultados indicaron la modificación significativa de las prácticas disciplinarias y de todas las variables del estudio en el GE, pero no en el GC; además, nuevos ARJ con el GC y con el GE indicaron la importancia del coraje-agresión parental como variable predictora de las prácticas disciplinarias. Los resultados se discuten en términos de la importancia de la modificación de las prácticas disciplinarias severas y sus efectos negativos en los niños, así como del uso adecuado de técnicas cognitivo-conductuales para modificar positivamente las relaciones negativas entre los padres y el niño.
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Gibson JE, Werner SS, Sweeney A. EVALUATING AN ABBREVIATED VERSION OF THE PATHS CURRICULUM IMPLEMENTED BY SCHOOL MENTAL HEALTH CLINICIANS. PSYCHOLOGY IN THE SCHOOLS 2015. [DOI: 10.1002/pits.21844] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
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