Peer victimization and well-being as a function of same-ethnicity classmates and classroom social norms: Revisiting person × environment mismatch theory

Person × Environment mismatch theory has been applied to understanding how the classroom social ecology moderates associations between peer victimization and socioemotional well-being. In 2004, Bellmore et al. applied this theory to the ethnic composition and social climate of the classroom. The current study tested whether their findings replicate with a slightly younger, rural sample from the Southeastern United States, whether associations held longitudinally, and whether child ethnicity moderated effects. Participants were 4th-grade and 5th-grade students from 13 elementary schools (N = 1,448; Mage = 10.13 years; 701 girls; 37.9% Black, 4.40% Latina/o, 57.7% White). Measures included peer-reports of peer victimization, teacher-reports of loneliness, social withdrawal, and anxiety, and self-reports of prosocial peer treatment. Classroom social disorder was assessed using teacher-reports of aggressive behavior and peer victimization. Evidence that having a large percentage of same-ethnicity peers amplifies peer victimization-adjustment linkages was limited. Although the exact nature of identified interactive effects somewhat varied from Bellmore et al., findings similarly underscored the benefits of low social disorder and ethnically diverse classrooms. Together, these findings point to a need to understand the proximal sociostructural impact of ecological factors when studying the consequences of peer victimization. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

In utero and peripartum antiretroviral exposure as predictor of cognition in 6- to 10-year-old HIV-exposed Ugandan children - a prospective cohort study

OBJECTIVES

To quantify association between in utero/peripartum antiretroviral (IPA) exposure and cognition, i.e. executive function (EF) and socioemotional adjustment (SEA), in school-aged Ugandan children who were perinatally HIV-infected (CPHIV, n = 100) and children who were HIV-exposed but uninfected (CHEU, n = 101).

METHODS

Children were enrolled at age 6-10 years and followed for 12 months from March 2017 to December 2018. Caregiver-reported child EF and SEA competencies were assessed using validated questionnaires at baseline, 6 and 12 months. IPA type - combination antiretroviral therapy (cART), intrapartum single-dose nevirapine ± zidovudine (sdNVP ± ZDV), nevirapine + zidovudine + lamivudine (sdNVP + ZDV + 3TC) - or no IPA (reference) was verified via medical records. IPA-related standardized mean differences (SMDs) with corresponding 95% confidence intervals (CIs) in cognitive competencies were estimated from regression models with adjustment for caregiver sociodemographic and contextual factors. Models were fitted separately for CPHIV and CHEU.

RESULTS

Among CPHIV children, cART (SMD = -0.82, 95% CI: -1.37 to -0.28) and sdNVP ± ZDV (SMD = -0.41, 95% CI: -0.81 to -0.00) vs. no IPA predicted lower executive dysfunction over 12 months. Intrapartum sdNVP + ZDV + 3TC vs. no IPA predicted executive dysfunction (SMD = 0.80, 95% CI: 0.30-1.31), SEA problems (SMD = 0.63-0.76, 95% CI: 0.00-1.24) and lower adaptive skills (SMD = -0.36, 95% CI: -0.75-0.02) over 12 months among CHEU. Further adjustment for contextual factors attenuated associations, although most remained of moderate clinical importance (|SMD| > 0.33).

CONCLUSIONS

Among CPHIV children, cART and sdNVP ± ZDV IPA exposure predicted, on average, lower executive dysfunction 6-10 years later. However, peripartum sdNVP + ZDV + 3TC predicted executive and SEA dysfunction among CHEU 6-10 years later. These data underscore the need for more research into long-term effects of in utero ART to inform development of appropriate interventions so as to mitigate cognitive sequelae.

The relationship of emotion regulation and negative lability with socioemotional adjustment in institutionalized and non-institutionalized children

With this study, we aimed to investigate the contribution of emotion regulation and negative lability to socioemotional adjustment in institutionalized and non-institutionalized children. Ninety-two children aged 6 to 10 years (45 placed in residential care after abuse and 47 non-abused, living with their biological families) participated in this study. Emotion Regulation Questionnaire and Strengths and Difficulties Questionnaire were completed by the main caregivers of the institutions and by the elementary teacher, respectively, for the institutionalized and non-institutionalized groups. No differences were observed between institutionalized and non-institutionalized children in emotion regulation, negative lability, and socioemotional adjustment outcomes. Also, no sex and age effects were observed for both groups. Considering the institutionalized children, the length of institutionalization had a significant effect on negative lability, while no effects of the type of maltreatment on emotion regulation and negative lability were observed. Additionally, in institutionalized children, negative lability was negatively associated with peer relationship problems in socioemotional adjustment, whereas in the non-institutionalized children, no significant associations were verified between emotion regulation and negative lability with socioemotional adjustment outcomes. For institutionalized children, emotional lability seems to have a differential impact on specific maladaptive socioemotional outcomes, which emphasizes the importance of analysing these specific risk developmental pathways.

Language Proficiency, Parenting Styles, and Socioemotional Adjustment of Young Dual Language Learners

Dual language learners (DLLs) make up 32% of all children in the U.S. Past research showed that proficiency in a heritage language (HL) was associated with better psychological adjustment in school-aged children and adolescents, but the associations of HL and English (EL) proficiency to preschool-aged DLLs' socioemotional adjustment remain understudied. This study included a sample of low-income Mexican and Chinese immigrant families with preschool-aged DLLs (N = 90). Children's HL and EL proficiencies were assessed using language tests. Parents rated their own cultural orientations, parenting styles, and children's socioemotional adjustment. Children's expressed anger/frustration and sadness were observed from an emotion-evoking task. Path analyses were conducted to test: 1) the unique relations of children's HL and EL proficiency and parents' American and heritage cultural orientations to parenting styles, and 2) the relations of parenting styles to children's adjustment. Results showed that children's expressive HL proficiency and parents' American and heritage cultural orientations were positively associated with authoritative parenting, which in turn, was associated with children's lower externalizing problems and higher prosocial behaviors. Children's expressive EL was negatively associated with parents' use of authoritarian parenting, and both expressive and receptive HL were negatively associated with children's expressed sadness. These results indicate that children's HL development and parents' host and heritage cultural orientations are associated with socioemotional benefits for young DLLs growing up in low-income immigrant families.

Serum Vitamin D is Differentially Associated with Socioemotional Adjustment in Early School-Aged Ugandan Children According to Perinatal HIV Status and In Utero/Peripartum Antiretroviral Exposure History

An impact of vitamin D in neurocognitive function has been theorized but it remains unknown whether vitamin-D insufficiency (VDI) is associated with worse socio-emotional adjustment (SEA) in vulnerable early school-aged children. This study examines the thesis that deficits in SEA are related to VDI using longitudinal data from 254 children that are perinatally HIV-infected (PHIV), exposed-uninfected (HEU), or unexposed-uninfected (HUU). In utero/peripartum antiretroviral (IPA) exposure was established per medical record documentation of biological mother’s ART regimen in pregnancy. Four caregiver-reported age- and sex-standardized measures of SEA were obtained at months 0, 6, and 12 for dependent children aged 6–10 years: externalizing problems (EPC), internalizing problems (IPC), behavioral symptoms index (BSI), and adaptive skills index (ASI). VDI was highly prevalent (74%, n = 188), and its association with change in SEA measures over 12 months varied by HIV-status (VDI*HIV, all p-values < 0.03). There was further variation in relationship of vitamin-D to SEA by IPA among PHIV (for ASI, BSI, and EPC, vitamin-D*IPA, p-value ≤ 0.01) and HEU (for BSI and EPC, vitamin-D*IPA, p-value ≤ 0.04). Among HUU, BSI (β = −0.32, 95% CI: −0.50, −0.13), IPC (β = −0.28, 95% CI: −0.47, −0.09), and EPC (β = −0.20, 95% CI: −0.37, −0.02) all declined moderately per quartile increment in VD. Among PHIV, on the one hand higher vitamin D predicted ASI gains (moderate vs. low VD, β = 0.52, p = 0.002), but this protective association was absent for BSI, EPC, and IPC (β = 0.36–0.77, p < 0.05). In absence of IPA-exposure, increasing vitamin-D predicted declines in BSI and EPC (moderate vs. low Vitamin D, β = −0.56 to −0.71, p ≤ 0.02) among HEU. However, given IPA exposure among HEU, higher VDI predicted moderate elevation in BSI (β = 0.39, 95% CI: 0.00, 0.78) and IPC (β = 0.48, 95% CI: 0.05, 0.92). Interaction between VD and IPA exposure for SEA outcomes among HEU and PHIV children warrants further investigation. The vitamin-D associated SEA improvement among HUU and HEU without IPA exposure suggests vitamin-D supplementation may remediate behavioral and adaptive deficits in this groups.

Internal working models and adjustment of physically abused children: the mediating role of self-regulatory abilities

BACKGROUND

Abused children's internal working models (IWM) of relationships are known to relate to their socioemotional adjustment, but mechanisms through which negative representations increase vulnerability to maladjustment have not been explored. We sought to expand the understanding of individual differences in IWM of abused children and investigate the mediating role of self-regulation in links between IWM and adjustment.

METHODS

Cluster analysis was used to subgroup 74 physically abused children based on their IWM. Internal working models were identified by children's representations, as measured by a narrative story stem task. Self-regulation was assessed by teacher report and a behavioral task, and adjustment was measured by teacher report.

RESULTS

Cluster analyses indicated two subgroups of abused children with distinct patterns of IWMs. Cluster membership predicted internalizing and externalizing problems. Associations between cluster membership and adjustment were mediated by children's regulation, as measured by teacher reports of many aspects of regulation. There was no support for mediation when regulation was measured by a behavioral task that tapped more narrow facets of regulation.

CONCLUSIONS

Abused children exhibit clinically relevant individual differences in their IWMs; these models are linked to adjustment in the school setting, possibly through children's self-regulation.

Exposure to violence and socioemotional adjustment in low-income youth: an examination of protective factors

Using a sample of 391 low-income youth ages 13-17, this study investigated the potential moderating effects of school climate, participation in extracurricular activities, and positive parent-child relations on associations between exposure to violence (i.e., witnessing violence and violent victimization) and adolescent socioemotional adjustment (i.e., internalizing and externalizing problems). Exposure to violence was related to both internalizing and externalizing problems. High levels of participation in extracurricular activities and positive parent-child relations appeared to function as protective factors, weakening the positive association between exposure to violence and externalizing problems. Contrary to prediction, school climate did not moderate associations between exposure to violence and socioemotional adjustment. Further, none of the hypothesized protective factors moderated the association between exposure to violence and internalizing problems.