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Many consumers are caregivers and, as part of caregiving, frequently make food choices for their dependents. This research examines how food choices made for children influence the healthiness of parents' subsequent self-choices. Whereas prior work focuses on choices for the self (others) as based on self-needs (other-needs), the authors theorize when and why self-choices involve consideration of other-needs. Five studies, including a nursery school field study, test the effect of choosing healthy food for a child on the healthiness of parents' self-choices, focusing on the role of anticipating potentially sharing self-choices with one's child. Potential sharing increased parents' likelihood of making an unhealthy subsequent self-choice if they first made a healthy choice for their child. This effect was driven by parents' present-focused parenting concerns about whether one's child would eat and enjoy healthy options chosen for them. This effect was mitigated when parents instead had future-focused parenting concerns. Additionally, this effect was mitigated after making an initial choice for the child that was (1) unhealthy or (2) healthy but relatively liked by the child. This research contributes to understanding how choices for others shape choices for the self and offers important marketing and policy implications. [ABSTRACT FROM AUTHOR]

Background: This study examined the after-school activities of Japanese elementary school children in which little information is available for understanding the process by which participation in organized activities leads to the decrease in children's independent mobility. Methods: One thousand eight hundred and twenty-four mothers of elementary school children participated in an online survey. The mothers responded to the questions on the number of lessons (or cram schools) their children attended weekdays, as well as their children's behavior after classes, and parents providing transportation when their children go out to play. Results: The proportion of children attending lessons and/or cram schools increased as their grades progressed. A significant interaction existed between the degree of parental transportation and grade in terms of whether or not the children attended lessons and/or cram schools. Parental involvement included pick up or drop-off for a large percentage of younger children without lessons, whereas the degree of parental involvement was greater for older children attending lessons. In other words, parents of children without attending lessons or cram schools tended to allow children to engage in independent activities when they reached the higher grades, whereas parents of children who frequently attended lessons and cram schools tended to remain involved in transporting their children, even when they reached the higher grades. Conclusions: The results suggested that the participation of children in organized activities leads to a routine of parental pickup and/or drop-off, which renders difficult the facilitation of opportunities for children to independently participate in play activities. [ABSTRACT FROM AUTHOR]

Purpose: Studying physical activity in toddlers using accelerometers is challenging due to noncompliance with wear time (WT) and activity log (AL) instructions. The aims of this study are to examine relationships between WT and AL completion and (1) demographic and socioeconomic variables, (2) parenting style, and (3) whether sedentary time differs by AL completion. Methods: Secondary analysis was performed using baseline data from a community wellness program randomized controlled trial for parents with toddlers (12–35 mo). Parents had toddlers wear ActiGraph wGT3x accelerometers and completed ALs. Valid days included ≥600-minute WT. Analysis of variance and chi-square analyses were used. Results: The sample (n = 50) comprised racial and ethnically diverse toddlers (mean age = 27 mo, 58% male) and parents (mean age = 31.7 y, 84% female). Twenty-eight families (56%) returned valid accelerometer data with ALs. Participants in relationships were more likely to complete ALs (P <.05). Toddler sedentary time did not differ between those with ALs and those without. Conclusions: We found varied compliance with WT instructions and AL completion. Returned AL quality was poor, presenting challenges in correctly characterizing low-activity counts to improve internal validity of WT and physical activity measures. Support from marital partners may be important for adherence to study protocols. [ABSTRACT FROM AUTHOR]

Physical literacy development in early childhood, viewed by many as the foundation for lifelong physical activity engagement, is significantly influenced by parents. Our aim was to explore parents' understanding of physical literacy and gain insight into their perspectives on physical literacy promotion. We recruited 18 parents of children between 5 and 8 years old in Australia. Using semistructured interviews and thematic analysis, we identified several key issues regarding parents' understanding and implementation of physical literacy. Parents expressed interest in improving their implementation of physical literacy practices and had (often unintentionally) provided support for physical literacy subcomponents in the past. However, they described difficulties prioritizing physical literacy above other parental demands and expressed conflicting perceptions regarding where the responsibility should lie for developing their child's physical literacy (e.g., at home or at school). To ensure that the physical literacy "message" reaches parents, we encourage physical literacy promoters to consider the target (e.g., responsibility, priorities, and awareness) of their promotional strategies. Further investigation into the influence of sociocultural and economic factors on parents' understanding and application of physical literacy is warranted. [ABSTRACT FROM AUTHOR]

Childhood obesity is a major problem worldwide and a key contributor to adult obesity. This research explores caregivers' lay beliefs and food parenting practices, and their long-term, intergenerational effects on their children's food consumption and physiology. First, a cross-cultural survey reveals the link between parents' belief that tasty food is unhealthy and the use of extrinsic rewards to encourage their children to eat healthily, with adverse downstream consequences for the children's body mass indices. Next, two studies demonstrate the mechanism by which this strategy backfires, as providing extrinsic rewards ironically increases children's unhealthy food consumption, which in turn leads to an increase in their body mass indices. The final two studies demonstrate potential solutions for public policy and health practitioners, either by manipulating "unhealthy = tasty" beliefs directly or by breaking the association between these food beliefs and the use of extrinsic rewards through an intervention. [ABSTRACT FROM AUTHOR]

This study explored how parenting may be described by Generation Z parents in parenting their Generation Alpha children. It explored the challenges and coping strategies of three resident Generation Z married couples in the City of Koronadal, South Cotabato, who have Generation Alpha children. This research featured a qualitative case study method, specifically a single case approach, as it aimed to provide an in-depth understanding of the phenomenon within the case boundaries, which is a rigorous, transferrable understanding of the phenomenon. The results revealed that lenient, adaptive, and empathic approaches were the major characteristics that described Generation Z parenting. Meanwhile, problems with parenting, screen time discipline, guidance and discipline, and economic hardship were all issues that Generation Z parents dealt with. To cope, parents of Generation Z used techniques including valuing physical, social interaction, seeking solace in prayer and optimism, being adept at time management, adjusting through parental adaptation, and coming to terms with responsible parenting. Ultimately, the results offer a glance into the varied elements of Generation Z parenting, addressing both their parenting and the challenges they encounter, along with their helpful coping mechanisms. [ABSTRACT FROM AUTHOR]

This study aimed to unveil the teachers' challenges in the implementation of Homeroom Guidance Program. It also looked into the similarities and differences among the participants in terms of challenges, copings and insights. This qualitative multiple case study explored the challenges, coping strategies and insights of six class advisers randomly selected for the study. Results revealed that based on the experiences of the participants, language barrier, limited parental involvement and lack of support and motivation from the administration were the challenges encountered in the implementation. But despite these challenges, some teachers managed to cope by becoming resourceful to reach out for support and collaboration with stakeholders and to persevere for the program. As for the insights gained by the participants, most of them emphasized the acceptance for positive change and for continuous improvement and embracing the holistic impact of the homeroom guidance program. This study may serve as a guide to researchers and educational leaders to have a deeper understanding about the challenging journey of teachers in shaping the course of future studies, fostering a continuous and informed discourse and proper monitoring on the evolving landscape of homeroom guidance in education for its effective implementation. [ABSTRACT FROM AUTHOR]

This study investigated the relationship between reading readiness and academic performance by assessing the reading readiness status of Grade IV-VI learners at Salvador Elementary School during the 2023-2024 school year. The research utilized the results of the Philippine Informal Reading Inventory (Phil IRI) to develop a reading enhancement program. The study aimed to profile learner demographics--including age, gender, parental educational attainment, socioeconomic status, availability of reading materials at home and school and allocated reading time. Additionally, it sought to evaluate learner readiness in decoding, word recognition, fluency, and comprehension, determine the overall reading readiness level based on Phil IRI results, and investigate the relationship between reading competencies and Phil IRI outcomes. Findings revealed a diverse learner demographic, predominantly aged 10 years, with a balanced gender distribution. Parental educational attainment was mostly high school level, reflecting a mixed socioeconomic background. While homes generally provided conducive reading materials, allocated reading time varied. Learners demonstrated proficiency in decoding, word recognition, fluency, and comprehension, with Phil IRI assessments indicating similar readiness levels but with varying competency strengths. The study identified a positive relationship between reading competencies and Phil IRI outcomes, emphasizing the role of oral reading skills in performance. Despite findings not reaching statistical significance, the study highlighted the complex factors influencing reading readiness and recommended targeted interventions to enhance literacy outcomes, increase parental involvement, ensure equitable access to reading materials, and tailor instructional strategies to individual learner needs. [ABSTRACT FROM AUTHOR]

Parenting styles encompass negative and positive approaches, potentially affecting adolescents' brain reward and emotion regulation systems. However, the association between parenting style and brain networks remains unknown. This study investigates the link between parenting style and functional connectivity (FC) within the reward and emotion regulation brain networks, using resting-state functional magnetic resonance imaging (rs-fMRI). A total of forty-two middle-aged adolescents (26 males; 16 females) with no neurological or psychiatric symptoms participated in this study. We assessed parenting behaviors and extracted reward/emotion regulation FC from rs-fMRI. We examined the association between FC and parenting style, identified through principal component analysis. Correlation analysis investigated these links while controlling for sex. We delineated both positive (love-autonomy) and negative (hostility-control) parenting styles, accounting for 79 % of the explained variance in parenting behaviors. The negative parenting style displayed connections with FC within the reward system, particularly in the left nucleus accumbens (NAc), showcasing links to multiple frontal regions. Furthermore, it correlated with the social reward network, specifically the insula-NAc FC in bilateral hemispheres. Conversely, the positive parenting style exhibited an association with FC between the hippocampus and right lateral prefrontal cortex. Our findings support negative parenting's association with an immature reward system and suggest positive parenting's potential to enhance emotion regulation in brain function. These observations highlight two distinct parenting styles, including single-parenting behaviors. Thus, we advance understanding of each style's unique contributions to adolescent reward- and emotion regulation-related brain network development. • We identified positive (love-autonomy) and negative (hostility-control) parenting style components. • Negative style component was related to functional connectivity in the reward system during adolescence. • Positive style component was associated with brain network of emotion regulation. • Advanced insights into the differential roles of parenting style in brain functions during adolescence. [ABSTRACT FROM AUTHOR]

The literature on the trajectories of NSSI behavior during the pandemic is scarce and mainly short-term. Furthermore, studies have not explored the buffering mechanisms that may have altered risk trajectories during this vulnerable period. This study aims to analyze the univariate change of NSSI during adolescence and to examine the alteration of the univariate growth due to the time-varying effect of COVID-19-related stress, parenting dimensions (i.e., positive and negative parenting), and their interaction. Participants included 830 Italian adolescents (44.2 % females; M age = 14.52; SD = 0.80), who participated in at least one time point of data collection, from a three-wave longitudinal study (T1: from December 2019 to January 2020; T2: December 2020; T3: December 2021). The Latent Growth Curve Analyses show a linear increase in NSSI over time. In regards to time-varying, at T1, the results highlight that higher levels of negative parenting are associated with higher levels of NSSI at the same time point. Instead, at T2, results show that pandemic stress is associated with higher levels of NSSI at T2. Regarding the interaction effect, positive parenting significantly buffered the effect of COVID-19 stress on NSSI at both T2 and T3. Only some dimensions of parenting style (i.e., positive and negative parenting) are included. This study attempts to deepen the trajectory of NSSI behavior during the two years of the pandemic and examine the changes caused by the time-varying effects, thus providing suggestions for designing programs to prevent engagement in NSSI. • There was a significant increase in NSSI during the pandemic among adolescents. • Time-varying effects of COVID-19-related stress, parenting dimensions, and their interaction. • Positive parenting buffered the effect of stress on NSSI engagement. • High levels of positive parenting were a protective factor during the pandemic. • Low levels of positive parenting were associated with higher NSSI two years after the pandemic. [ABSTRACT FROM AUTHOR]

Several studies in economics and finance show that parenthood can affect economic behaviour. Here, we provide a large-sample (N = 2,008) experimental analysis of whether parents are less likely to cheat for monetary benefits than non-parents. We expect that parenting children could increase the psychological costs of lying (both in self- and social-image domains), and thus lead to less cheating by parents than non-parents. Our experimental findings from a private die rolling task show, however, that parents and non-parents lie to a similar extent. In a further treatment, we remind parents of their parent-identity before the lying task and find that when parents are reminded of their children, they lie slightly but not significantly less than without a reminder. [ABSTRACT FROM AUTHOR]

This quantitative research study aimed to examine the role of well-being in students' perceived parental autonomy support and academic achievement. The study collected data through questionnaires to assess students' perceptions in these areas. The findings indicated that both mothers and fathers were perceived to provide relatively low levels of autonomy support with a higher perception of psychological control. Despite students' overall academic success, a substantial proportion reported low levels of well-being. The study showed a significantly positive correlation between the perceived parental autonomy support of mothers and fathers (p = <.001). Additionally, significantly weak positive correlations were found between perceived maternal autonomy support and well-being (p < 0.043), highlighting the crucial role of the mother's involvement in promoting student well-being. However, no significant correlations were found between parental autonomy support and academic achievement for either mothers (p = 0.963) or fathers (p = 0.948), indicating the need for further investigation into the role of maternal support in academic success. Overall, the study highlights the significance of parental autonomy support, well-being, and academic achievement in students' lives. Providing students with resources and support services to improve their well-being is crucial in creating a positive learning environment that fosters engagement, motivation, and goal-setting. A comprehensive and multifaceted approach is recommended to create a supportive and conducive environment for students' overall development and academic success. [ABSTRACT FROM AUTHOR]

Background: Although a child‐ and family‐centred care (CFCC) philosophy has been emphasized and adopted for decades in paediatric critical care settings in several countries, numerous issues from parents' perspectives regarding the philosophy remain unresolved. To facilitate the full translation of CFCC into clinical practice, health care professionals need an in‐depth understanding of family experiences. Real‐life mothering experiences, including maternal roles and identities, remain largely unknown at paediatric intensive care units (PICUs) in the Republic of Korea, where family visitation, presence, and participation are restricted. Aim: To explore mothering experiences at a PICU where family visitation is strictly constrained, and to identify maternal needs and values. Study Design: We conducted a qualitative descriptive study of eight individual in‐depth interviews with seven mothers of hospitalized children. Qualitative data were analysed using inductive thematic analysis. Findings: Five major themes, along with four subthemes, emerged: (1) shifts in maternal roles and responsibilities, (2) shifts in interpersonal relationships, (3) desire for CFCC in the PICU, (4) practising self‐defined mothering roles, and (5) reconstructing maternal identities. The themes revealed the experiences of becoming mothers of a child in a constrained PICU. Ultimately, mothers demanded that the unit improve its physical and cultural environments through, for example, liberalized family visitation and participation in the care of their children. Conclusions: Nursing professionals should lead the charge for humanizing a restrictive PICU in the Republic of Korea by ensuring a safe and open environment and mothering continuity based on child‐ and family‐centred holistic care. Relevance to Clinical Practice: Effective interventions must be developed and tested to globally establish and fully implement strong evidence‐based CFCC in PICUs; constant co‐commitment among children, families, health care professionals, and institutions is also necessary. [ABSTRACT FROM AUTHOR]

In the first few months of life, infants display intriguing individual differences in how they react to novel stimuli in their environment. Infant "negative reactive" tendencies have been robustly linked to resting brain activity profiles that confer risk for maladaptive socioemotional outcomes. The present study examines whether and how caregiver behavior in early infancy may interact with infant negative reactivity to alter the extent to which such tendencies predict risk-related brain activity profiles. In the present study, 51 mothers (all White; age M = 32 years, SD = 3; 70.8% monthly household income >3,400 U.S. dollars) and their infants (39.2% female at birth) participated. We measured infant negative reactivity and maternal contingent responsiveness to infant's gaze during mother–infant interactions at age 4 months. At 10–11 months, we assessed infants' resting electroencephalographic (EEG) 6–9 Hz frontal asymmetry (a marker of risk for maladaptive regulatory behaviors and withdrawal), infant fearful withdrawal, and infant empathic behavior. We found that maternal contingent responsiveness to 4-month-old infant's gaze in naturalistic interactions moderated the relation between 4-month infant negative reactivity and 11-month resting EEG asymmetry. Results suggest that maternal contingent responsiveness alters the extent to which early reactive tendencies end up "embedded" in infant brain activity profiles. Exploratory analyses revealed that the interaction between maternal contingent responsiveness and infant reactivity predicting infant resting EEG asymmetry, in turn predicted infants' fearful withdrawal and empathic behaviors also assessed at 10–11 months. Findings demonstrate the critical buffering role of maternal contingent responsive behaviors in reducing potential maladaptive neural and socioemotional outcomes. Public Significance Statements: We demonstrate that early infant reactive tendencies and maternal contingent responsive behaviors interact as early as 4-months of age to shape the infant's brain across the first year. Findings suggest this interaction between infant reactive tendencies and maternal behaviors may further support the emergence of early empathy and prevent psychopathology risk. Critically, we identify an early "environmental buffer" in maternal behavior that serves to mitigate risk, well before the onset of psychopathology. Our findings underscore the importance of early prevention and inform its planning. [ABSTRACT FROM AUTHOR]

Behavioral inhibition (BI) is a temperamental characterized in early childhood by intense wariness and negative affect toward novelty, and is linked to children's emotional symptoms and peer problems. How children behave or respond toward diverse social contexts can influence the relation between BI and social adjustment. This study investigated the effect of children's affiliative and antagonistic behavior in cooperative and competitive contexts on the relation between early BI and social adjustment using a longitudinal design. Children's BI (at age 2) was assessed via laboratory observations. Affiliative and antagonistic behaviors (at age 4) were coded during a dyadic truck game in the cooperative and competitive contexts. Children's emotional symptoms and peer problems (at age 4) were assessed using parental reports. These results suggest that high affiliative behavior in the cooperative context was linked to a reduced level of peer problems in inhibited children. Interestingly, highly antagonistic behavior in the competitive context was linked to a reduced level of emotional symptoms in inhibited children. These findings extend our understanding of the role social behavior plays in the social adjustment of behaviorally inhibited children by highlighting the contribution of socially appropriate behaviors in social contexts. Public Significance Statement: This study suggests that affiliative behavior in a cooperative context and antagonistic behavior in a competitive context can have protective effects on the social adjustment of temperamentally inhibited children. These findings highlight the importance of inspecting children's specific behavior in diverse social contexts. [ABSTRACT FROM AUTHOR]

Background: Self‐harm in children and young people is increasing. Parents are vital in supporting young people; however, parents may experience distress linked to the self‐harm. Previous reviews have highlighted the emotional impact and need for information and support, however, have not elucidated the relationships between these themes, nor examined the quantitative data examining parents' well‐being. Methods: We conducted a mixed methods review, with qualitative meta‐synthesis focusing on links between themes and quantitative synthesis of parental well‐being findings, including pooled means. PsycInfo, Medline, EMBASE, AMED, CINHAL and Web of Science were searched to identify relevant records. References of included studies were also searched. Every abstract was screened by two authors. Data were extracted by one author and checked by another. Results: We identified 39 reports of 32 studies: 16 with qualitative data and 17 with quantitative data (one had both). Qualitative findings showed how parents' emotions were associated to their knowledge and beliefs about self‐harm. Parents' emotions often evidenced the need to self‐care, but emotions of guilt reduced engagement in self‐care. How parents supported their young person was linked to their knowledge, and the management of their own emotions, and influenced if they could engage in self‐care. Quantitative findings were mixed, however suggested poor general mental health amongst these parents. Conclusions: Further good quality quantitative studies are needed, with measurement of psychological mechanisms that may underpin parental distress. Current evidence supports peer‐support and interventions that go beyond information provision to address the connected factors of knowledge, emotion, self‐care, and parenting behaviours. [ABSTRACT FROM AUTHOR]

Feeding problems in early childhood are common and affect parental behaviour with more use of maladaptive feeding strategies. Although multi‐family therapy is well known as an effective intervention for adolescents and adults with eating disorders/problems, the use of multi‐family therapy for toddlers with feeding problems is rather rare. In this paper we describe how we adapted the evidence‐based goals of multi‐family therapy to a specific format for parents and toddlers and how we used it in our clinical work. We explain the importance of creating a supportive culture in which parents may develop effective feeding strategies. We describe how we used non‐verbal techniques in multi‐family therapy as a tool for growth for both toddlers and parents. We end with some retrospective reflections and directions for future therapy and research. [ABSTRACT FROM AUTHOR]

Child criminal exploitation is a form of child abuse, linked to youth gang involvement and with long‐lasting serious consequences for communities. Multisystemic therapy (MST) is a systemic intervention for antisocial behaviour with an extensive evidence base but there is limited research focussing on gang involved or criminally exploited young people. Through semi‐structured interviews, this study qualitatively explored young people at risk of exploitation (n = 4) and their caregivers (n = 6) experience of MST across three sites in England. Four themes emerged through thematic analysis: changes experienced; improved caregiver‐young person relationship; facilitators of change; and barriers to change. The process of MST facilitated behaviour change and supported development of support networks for caregivers and engagement with prosocial young peers. Barriers to change included young people's association with negative adults and frequent peer relationship changes. Further exploration of the complex associations between negative adults and young people at risk of exploitation is recommended. [ABSTRACT FROM AUTHOR]

Borderline Personality Disorder (BPD) is a distressing mental illness that is overrepresented in adolescents and youth and which was previously thought difficult to treat. Families and carers of those with BPD can also experience high levels of distress and burden and can struggle in their support of those with BPD. The Families and Carers Training and Support (FACTS) program is an innovative skills and education program for family members and carers of someone with BPD informed by mentalisation‐based treatment (MBT) principles. To address a gap in the research, the present study aimed to see what effect, if any, a carer‐focused intervention has on the young people with BPD themselves. To assess this, interviews were conducted with eight young people whose family members participated in the program. Overall, the young people felt there had been positive changes during and after their family members' participation in the program. They felt the communication with their family members improved; they also felt more understood and that they had more space and freedom in the home and that the tension in the household decreased. Additionally, several young people felt they would have liked to be more involved in the process and to take part in the program alongside their family members. The findings indicate that interventions focusing on building understanding and self‐awareness in carers of those BPD can be important in ameliorating the challenging impact of BPD on young people and their families. [ABSTRACT FROM AUTHOR]

Purpose: A scoping review of randomized controlled trials (RCTs) of parenting and family-based interventions that aim to reduce severe and persistent conduct problems among 10–17 year-olds. The review also examined feasibility for conducting a network meta-analysis of common therapy elements measured by RCTs. Materials and methods: The review adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA- ScR). Searches were conducted in ERIC, PsycINFO, and MEDLINE without limits on publication year, language or publication country. Study methodological quality was assessed using the Joanna Briggs Institute (JBI) Critical Appraisal Checklist for RCTs. Results: Twenty-five eligible RCTs were identified. The studies trialed nine interventions, with Multisystemic Therapy (MST) being the most evaluated (N = 10), followed by Functional Family Therapy (FFT, N = 4), and Treatment Foster Care Oregon (TFCO, N = 3). Only 10 of the 25 RCTs revealed treatment effect on conduct problems, including 6 of 9 MST, 1 of 4 FFT and all 3 TFCO trials. Discussion: Surprisingly few RCTs of parenting and family-based interventions have been carried out exclusively with this population. Available data suggests that MST and FFT have uncertain effectiveness for reducing severe and persistent conduct problems. While the quality of the reviewed studies was generally high, only two reported substantive data on common therapy elements. Conclusion: There is need for more RCTs of parenting and family-based interventions delivered for older children and adolescents with severe and persistent conduct problems. Future RCTs should systematically measure common therapy elements with a view to advancing intervention science. [ABSTRACT FROM AUTHOR]

The family environment is essential but underused for promoting sexual and reproductive health protective behaviors (SHPB). However, previous literature had no consistent findings regarding how families can efficiently provide sex education and what aspects of family communication may facilitate SHPB. Based on family communication patterns theory (FCPT) and new research that segments family conformity orientation into four sub-dimensions (i.e., respecting parental authority, experiencing parental control, adopting parents' values, and questioning parents' beliefs), we explored the roles that family communication patterns (FCP) and parents' (direct and indirect) sexual communication play in influencing adult daughters' intentions to engage in SHPB. Using survey data from 234 female participants, path analysis suggested that daughters' SHPB intentions were associated with more direct and indirect sexual communication, higher conversation orientation, higher parental control, and less adoption of parental values. Also, parents' direct sexual communication mediated the impact of conversation orientation on SHPB intentions. Additionally, parents' indirect sexual communication mediated the path from parental value adoption to SHPB intentions, mitigating the negative direct impact of parental value adoption. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Persuasive messages can motivate parent support for physical activity (PA). Many PA messages targeting parents are not necessarily inclusive of parents of children with disabilities (CWD). Guided by the theory of planned behavior and multi-process action control model, the relative effects of PA messages were examined among parents of CWD. Parents (N = 135) were randomized to view one of four PA messages. Parent support for PA and various psychosocial antecedents were assessed before and after message viewing, along with message preference. Baseline parent support for PA acted as a moderator on the effects of messages. Effects of messages did not differ between message conditions. Overall message effects were observed for attitudes, subjective norms and planning. Parent support for PA increased only among parents with low baseline parent support and the inclusive message was most preferred. This study can inform the development of PA messages targeting this population. [ABSTRACT FROM AUTHOR]

Introduction Exposure to secondhand smoke (SHS) risks children's health. However, biomarkers are rarely used to study SHS exposure among children in low- and middle-income countries. Aims and Methods We analyzed cross-sectional data collected between March and November 2022 for a cluster-randomized controlled trial investigating a Smoke-Free Intervention in 2769 children aged 9–15 in 74 schools (34 in Dhaka, Bangladesh, and 40 in Karachi, Pakistan). Children's saliva was tested for the concentration of cotinine—a highly sensitive and specific biomarker for SHS exposure. Based on their reports, children's homes were categorized as Nonsmoking Homes (NSH) when residents were nonsmokers; Smoke-free Homes (SFH) when residents and visitors smoked outdoors only; and Smoke-permitted Homes (SPH) when either residents or visitors smoked indoors. We compared cotinine concentrations across these home types and the two cities using a proportional odds model. Results Overall, 95.7% of children (92% in Dhaka; and 99.4% in Karachi) had cotinine levels between 0.1 and 12 ng/mL, indicating SHS exposure. Median cotinine levels were higher in Karachi (0.58 ng/mL, IQR 0.37 to 0.93) than in Dhaka (0.27 ng/mL, IQR 0.16 to 0.49). Median cotinine concentration was also higher among children living in SPH than those in either NSH or SFH; with absolute differences of approximately 0.1–0.3 and 0.05 ng/mL, respectively. Conclusions The level of SHS exposure in Dhaka and Karachi indicates widespread and unrestricted smoking. Smoking restrictions in households and enforcement of smoking bans are urgently needed. Implications The high levels of SHS exposure in children living in SFH suggest parental behavior to hide their smoking and/or exposure in private vehicles or public spaces. It is important to advocate for SFH and cars to protect children from SHS exposure. However, these initiatives alone may not be enough. There is a need to enforce smoking bans in enclosed public places and transportation, as well as extend these bans to playgrounds, parks, fairgrounds, and other public spaces that children frequently visit. It is essential to complement smoking restrictions with tobacco cessation advice and support in these settings. [ABSTRACT FROM AUTHOR]

School refusal behaviors in adolescents have deleterious immediate and long-term consequences and are associated with mental ill-health such as anxiety and depression. Understanding factors that place youth at higher risk of school refusal behavior may assist in developing effective management approaches. We investigated parental and adolescent factors that may be associated with school refusal behaviors by specifically focusing on the role of parental and adolescent emotion dysregulation, their anxiety and depression, and parental rearing style. First, we hypothesized that adolescents with school refusal behaviors, as well as their parents, will report higher levels of emotion dysregulation, anxiety, and depression compared to their counterparts without school refusal behaviors. Furthermore, we hypothesized that multivariate models testing the role of parental and child factors concurrently will show that parental (emotion dysregulation, anxiety and depression, and rearing styles) and adolescent (emotion dysregulation, anxiety, and depression) factors are associated with school refusal behaviors. One hundred and six adolescents aged 12 to 18 years and their parents completed an online questionnaire measuring both parental and adolescent emotion dysregulation, anxiety, depression, parental rearing styles, and adolescents' school refusal behaviors. Adolescents with school refusal behaviors reported greater anxiety and depression, with their parents showing greater emotion dysregulation. Multivariate analyses showed that parental emotion dysregulation and adolescent age were associated with school refusal behaviors independently. Future management for school refusal behaviors should consider age-tailored approaches by incorporating training for parental emotion regulation skills. [ABSTRACT FROM AUTHOR]

Background: Parent‐mediated intervention (PMI) is a potentially scalable approach for tailored interventions in neurogenetic conditions like Down syndrome (DS). Because PMIs require ongoing parent engagement, they must be developed in alignment with the needs of intended users. The present study examined caregiver opinions and preferences to inform the development of syndrome‐informed interventions for children with DS. Method: Parents of children with DS (n = 34) participated in focus groups discussing PMI. Interviews were transcribed and a thematic analysis was applied to code the data. Results: Three themes were identified: advantages of PMI, disadvantages of PMI and preferred features of PMI. To align with parent preferences, future PMIs for children with DS should require a brief time commitment, blend intervention activities into daily routines and include family members in activities. Conclusions: Findings have implications for developing novel interventions to support early development in children with DS and other neurogenetic conditions. [ABSTRACT FROM AUTHOR]

Heatwaves are becoming more common due to climate change. Species can respond to this thermal stress through rapid behavioural changes. For example, parental care can increase reproductive success by buffering against thermal stress, but the ability to provide parental care may also be influenced by prior exposure to high temperatures. However, the effects of heatwaves in parents' early development on parental care they provide in adulthood have not yet been tested. Here, we addressed this knowledge gap using the burying beetle Nicrophorus vespilloides , an ectotherm model system with facultative biparental care. We compared the parental behaviour, reproductive success and offspring fitness of parents that had been exposed to a heatwave (3 days at 25 °C) early in the pupae stage in their development and parents that had been reared at a constant temperature. Females from the heatwave treatment were more likely to provide care than those in the control treatment, with no difference in reproductive success or offspring fitness between thermal treatments. Our findings suggest that heatwaves during the pupae development stage can potentially have long-term impacts on the likelihood of providing parental care later in life. • Females experiencing heatwaves as pupae were more likely to provide parental care. • Direct but not indirect parental care was impacted by heatwaves. • There was no impact of heatwaves on reproductive success or offspring fitness. [ABSTRACT FROM AUTHOR]

The scientific study of love underscores the importance of dyadic reciprocity in laying the foundation for infants' social development. While research establishes links between early reciprocity and children's social capacities, some infants appear to benefit from reciprocity more than others. A central feature of reciprocity is its contingent structure, that is, the extent to which maternal behaviors are temporally associated with and contingent upon infants' dynamically changing cues. As such, infants' sensitivity to social contingencies may define the extent to which an infant benefits from maternal reciprocity. The current study examined the role of infants' sensitivity to social contingency (SC) in moderating associations between early maternal reciprocity and subsequent infants' social behavior. The study followed 157 children (47% females), across the first year of life (4, 10, and 12 months) and at preschool age (48 months). Infants' SC at 4 and 10 months moderated the link between early maternal reciprocity and infants' prosocial behavior observed at 12 months. SC at 10 months moderated the link between early reciprocity and reported peer problems at 48 months. Maternal reciprocity predicted more helping behavior in infancy and fewer peer problems at preschool, but only for infants who displayed high SC. Findings highlight the contingent nature of reciprocal mother‐infant interactions revealing that an infant's sensitivity to breaks in social‐contingency moderates the developmental benefit of reciprocity. Future research is necessary to directly test the underlying mechanisms of these processes and better understand the individual characteristics of infants' sensitivity to social contingency and its' role in typical and atypical development. Research Highlights: Individual differences in infants' sensitivity to breaks in social contingencies may moderate the extent to which infants benefit from contingent reciprocal maternal behavior (i.e., maternal reciprocity).Maternal reciprocity predicted more helping behavior in infancy and fewer peer problems at preschool, but only for infants who displayed high sensitivity to breaks in social contingency.Findings highlight the contingent nature of reciprocal mother‐infant interactions revealing that infants' sensitivity to breaks in social‐contingency moderates the developmental benefit of reciprocity.Findings emphasize the need to develop measurement methods and direct empirical attention to the important yet understudied individual characteristic of infants' sensitivity to social contingency and its role in shaping social development. [ABSTRACT FROM AUTHOR]

Learning safe versus dangerous cues is crucial for survival. During development, parents can influence fear learning by buffering their children's stress response and increasing exploration of potentially aversive stimuli. Rodent findings suggest that these behavioral effects are mediated through parental presence modulation of the amygdala and medial prefrontal cortex (mPFC). Here, we investigated whether similar parental modulation of amygdala and mPFC during fear learning occurs in humans. Using a within‐subjects design, behavioral (final N = 48, 6–17 years, mean = 11.61, SD = 2.84, 60% females/40% males) and neuroimaging data (final N = 39, 6–17 years, mean = 12.03, SD = 2.98, 59% females/41% males) were acquired during a classical fear conditioning task, which included a CS+ followed by an aversive noise (US; 75% reinforcement rate) and a CS−. Conditioning occurred once in physical contact with the participant's parent and once alone (order counterbalanced). Region of interest analyses examined the unconditioned stress response by BOLD activation to the US (vs. implicit baseline) and learning by activation to the CS+ (vs. CS−). Results showed that during US presentation, parental presence reduced the centromedial amygdala activity, suggesting buffering of the unconditioned stress response. In response to learned stimuli, parental presence reduced mPFC activity to the CS+ (relative to the CS−), although this result did not survive multiple comparisons' correction. These preliminary findings indicate that parents modulate amygdala and mPFC activity during exposure to unconditioned and conditioned fear stimuli, potentially providing insight into the neural mechanisms by which parents act as a social buffer during fear learning. Research Highlights: This study used a within‐participant experimental design to investigate how parental presence (vs. absence) affects youth's neural responses in a classical fear conditioning task.Parental presence reduced the youth's centromedial amygdala activation to the unconditioned stimulus (US), suggesting parental buffering of the neural unconditioned response (UR).Parental presence reduced the youth's mPFC activation to a conditioned threat cue (CS+) compared to a safety cue (CS−), suggesting possible parental modulation of fear learning. [ABSTRACT FROM AUTHOR]

Infancy is a sensitive period of development, during which experiences of parental care are particularly important for shaping the developing brain. In a longitudinal study of N = 95 mothers and infants, we examined links between caregiving behavior (maternal sensitivity observed during a mother–infant free‐play) and infants' neural response to emotion (happy, angry, and fearful faces) at 5 and 7 months of age. Neural activity was assessed using functional Near‐Infrared Spectroscopy (fNIRS) in the dorsolateral prefrontal cortex (dlPFC), a region involved in cognitive control and emotion regulation. Maternal sensitivity was positively correlated with infants' neural responses to happy faces in the bilateral dlPFC and was associated with relative increases in such responses from 5 to 7 months. Multilevel analyses revealed caregiving‐related individual differences in infants' neural responses to happy compared to fearful faces in the bilateral dlPFC, as well as other brain regions. We suggest that variability in dlPFC responses to emotion in the developing brain may be one correlate of early experiences of caregiving, with implications for social‐emotional functioning and self‐regulation. Research Highlights: Infancy is a sensitive period of brain development, during which experiences with caregivers are especially important.This study examined links between sensitive maternal care and infants' neural responses to emotion at 5–7 months of age, using functional near‐infrared spectroscopy (fNIRS).Experiences of sensitive care were associated with infants' neural responses to emotion—particularly happy faces—in the dorsolateral prefrontal cortex. [ABSTRACT FROM AUTHOR]

Studies from high‐income populations have shown that stimulating, supportive communicative input from parents promote children's cognitive and language development. However, fewer studies have identified specific features of input supporting the healthy development of children growing up in low‐ or middle‐income countries. The current study proposes and tests a multi‐dimensional framework for understanding whether and how caregiver communicative input mediates the associations between socio‐economic conditions and early development. We also examine how caregiver conceptual scaffolding and autonomy support uniquely and synergistically explain variation in child outcomes. Participants were 71 Bangladeshi families with five‐year‐olds who were exposed to a range of biological and psychosocial hazards from birth. Caregiver‐child interactions during snack sharing and semi‐structured play were coded for caregiver conceptual scaffolding, autonomy support, and child engagement. Findings indicate that the two dimensions of input were correlated, suggesting that caregivers who provided richer conceptual scaffolds were simultaneously more supportive of children's autonomy. Notably, conceptual scaffolding and autonomy support each mediated associations between maternal education and child verbal intelligence quotient (IQ) scores. Further, caregivers who supported greater autonomy in their children had children who participated in conversations more actively, and these children in turn had higher performance IQ scores. When considered simultaneously, conceptual scaffolding was associated with verbal IQ over and above autonomy support, whereas autonomy support related to child engagement, controlling for conceptual scaffolding. These findings shed new light on how environmental factors may support early development, contributing to the design of family‐centered, culturally authentic interventions. A video abstract of this article can be viewed at https://youtu.be/9v%5f8sIv7ako Research Highlights: Studies from high‐income countries have identified factors mitigating the impacts of socio‐economic risks on development. Such research is scarce in low‐ and middle‐income countries.The present study conceptualized and evaluated caregiver communicative input in Bangladeshi families along two interrelated yet distinct dimensions: conceptual scaffolding and autonomy support.Conceptual scaffolding and autonomy support individually mediated associations between maternal education and child verbal IQ, shedding light on protective factors in families living in poverty.Parents providing richer conceptual scaffolds were simultaneously more supportive of children's autonomy. However, the two dimensions each related to cognition and language through unique pathways. [ABSTRACT FROM AUTHOR]

This article explores the conceptualization of cultural responsivity in Australian child protection through the critical Whiteness theory lens. Critical discourse analysis was deployed to examine the cultural responsivity concept in two statutory child protection documents from New South Wales (NSW), Australia. Interrogating the underlying assumptions present in the texts, the study demonstrated a narrow categorization of who is deemed 'culturally diverse' and a problematic conceptualization of cultural responsivity. We argue that these texts maintain Whiteness as the unexamined cultural norm and can reinforce the 'Othering' effect and racial disproportionality in the child protection system. We conclude with a call to practitioners to remain critical of the widely accepted concepts that inform their practice, such as cultural responsivity to avoid reinforcing racial inequality through their practice. [ABSTRACT FROM AUTHOR]

This scoping review describes the available research on the experiences of Somali immigrant parents acculturating within Western countries including the U.S., Canada, South Africa, England, and Scandinavia. A total of 19 studies were identified that focused on Somali immigrant families, discussed parenting, and were written in English. Ten were published in peer-reviewed journals including in social work, mental health, and nursing. The other studies were reported in a book chapter and eight graduate-level theses. The studies were qualitative, and identified several themes related to parental strengths and stressors as they acculturated to Western countries. Stressors included conflicts between Western and Islamic values within racist contexts, shifting from communal to nuclear family parenting, and changes in family dynamics. Strengths included strong ties to spirituality, a deep commitment to family, and a strong love of and pride in their cultural identity. Implications for practice, policy, and research are discussed. [ABSTRACT FROM AUTHOR]

Parents often struggle with discipline as well as how best to support their children's social and emotional growth. Unfortunately, many pediatricians, nurses, teachers, and other professionals involved in the lives of young children and their families lack the formal training and/or time to address parenting questions and concerns. And, although evidence‐based parenting programs do exist, their impact is limited by low rates of uptake. Logistical barriers to implementation and workforce shortages limit their availability, and even when available, families often face numerous obstacles to enrolling in and completing programs. From a public health perspective, lack of accessibility and low exposure rates severely limit their potential for reducing the prevalence of behavioral and emotional problems and for promoting psychological wellbeing. [ABSTRACT FROM AUTHOR]

In the current paper, we examined the dimensional structure of parenting using a bifactor model of observed parenting domains during infancy. We validated our parenting dimensions by examining correlations with indicators of family well‐being and child development. Data come from a longitudinal cohort that recruited a diverse sample of mothers (56.5% White) and their newborn child (50.7% males). Parenting was assessed using multiple indicators at an average of 18 months (N = 397). Bifactor modelling revealed a general latent dimension of sensitivity and two unique dimensions indexing emotional input and cognitive input. We found a pattern of shared and unique correlations of the three parenting dimensions with family and child well‐being. The most robust correlations were with the general sensitivity dimension, which we argue cuts across parentings behaviors and is fundamental to development. [ABSTRACT FROM AUTHOR]

We investigated the influence of family alliance on infants' vagal tone. Physiological studies have shown that the quality of mother–infant interactions can influence infants' vagal tone, which is an important indicator of emotion regulation. Although research has shown that family‐level relationships have a unique impact on child development, little is known about the association between the quality of mother–father–infant interactions and infants' physiological regulation during a family interaction task. We hypothesized that infants in families with a greater family alliance, that is, degree of coordination reached by parents when completing a task, will have higher vagal tone than will infants in families with a lower family alliance. We also hypothesized that this association would be mediated by the amount of intrusive and withdrawn parental behaviors and by the impact of these behaviors on the infant during mother–father–infant interactions. This study included 82 parents with their 3‐month‐old infants. Results showed that family alliance was associated with infants' vagal tone during triadic interactions and that the impact of intrusive/withdrawn parental behaviors on the interaction partially mediated this association. [ABSTRACT FROM AUTHOR]

The current study examined whether age and parental reports of children's problematic lying, behavioural inhibition system (BIS) activity, and reward responsiveness predicted children's antisocial lie‐telling. Children from mostly middle and upper‐class Canadian families (ages 3–12, M = 6.23, SD = 2.52) participated in a modified Temptation Resistance Paradigm (TRP), where they were given opportunities to tell a self‐protective lie (to conceal a transgression) and an instrumental lie (to obtain a reward). Parents completed measures of their children's problematic lying tendencies, BIS activity, and reward responsiveness. Age and parent‐reported problematic lying and BIS activity were significant predictors of lie‐telling behaviour in the TRP. Instrumental liars were younger than dual liars (those who told both types of lies) and truth‐tellers. Truth‐tellers had lower parent‐reported problematic lying than instrumental and dual liars but not self‐protective liars. Dual liars had lower parent‐reported BIS activity than truth‐tellers; there were no differences among truth‐tellers, self‐protective liars, and instrumental liars. This study contributes to our understanding of the role of temperamental factors in children's lie‐telling propensity and the predictive utility of parent‐reported predictors for children's antisocial lie‐telling propensity. Our findings indicate that parents can identify and potentially address their children's problematic lying using their knowledge about their children's temperamental traits. [ABSTRACT FROM AUTHOR]

The present study aimed to examine the longitudinal relationship between social inhibition and behavior problems in preschoolers, as well as the potential moderating role of maternal parenting styles (authoritative, authoritarian, and permissive) in this relationship. A total of 196 preschoolers aged 3–4 years (MT1 = 3.460, SD =.594) and their mothers participated in the study, which involved two‐time points. Specifically, teachers assessed preschoolers' social inhibition at the first time point (November 2018). After 1 year (November 2019), mothers reported parenting styles and preschoolers' behavior problems. The results revealed that higher levels of social inhibition were positively associated with increased behavior problems in preschoolers. Furthermore, it was found that a high maternal authoritative parenting style buffered the positive association between social inhibition and preschoolers' behavior problems. However, maternal authoritarian and permissive parenting styles did not act as moderators. These findings emphasized the importance of maternal authoritative parenting style for behavior problems in preschoolers with social inhibition. [ABSTRACT FROM AUTHOR]

Aims: To explore the potential of administrative data in assessment of the association between parental socioeconomic position (SEP) and children's violent victimization by biological parents. Methods: A longitudinal register-linkage study based on child–mother and child–father data, including all children born in Finland between 1991 and 2017. The data included 1,535,428 children, 796,335 biological mothers, and 775,966 fathers. We used logistic regression with person-years as observations and cluster-robust standard errors to predict children's violent victimization in 2009–2018 and assessed effect modification by child's age and gender. Results: For the SEP indicators, lower maternal education (adjusted odds ratio (OR) 2.90, secondary education OR 1.99) and lower paternal education (OR 2.24, secondary education OR 1.59) were risk factors for violent victimization. Parental social assistance receipt (OR 2.4) and non-employment (OR 1.8–1.9) increased the risk of victimization to maternal and paternal violence. Income was associated with victimization in a gradient-like manner, with ORs ranging from 1.14 to 1.98 among mothers and from 1.29 to 2.56 among fathers. Children with low parental SEP were at the highest risk of parental violence, particularly paternal violence, at ages 3−8 years. Conclusions: All indicators of low SEP increased the risk of children experiencing both maternal and paternal physical violence, especially at ages 3–8 years. Longitudinal register data—because of large samples, no nonresponse or self-report bias, and the possibility to analyze violence committed by mother and father and age-groups separately—have great potential for comprehensive research on the risk factors of parental violence that are difficult to reliably assess with other types of data. [ABSTRACT FROM AUTHOR]

Assisting adolescents in cultivating a positive self-concept and leading fulfilling lives is paramount. Supported by longitudinal data from 512 Chinese adolescents, the researchers investigated not only the reciprocal associations between two types of self-concept—academic and physical abilities—and life satisfaction but also the roles of perceived parenting qualities in impacting these dynamics. Results revealed the following: (a) academic (but not physical ability) self-concept had a reciprocal relationship with life satisfaction; (b) perceived parental warmth (rather than autonomy support), rejection, and psychological control significantly predicted self-concept and life satisfaction and have the potential to steer adolescents into a virtuous or vicious cycle in terms of evaluating themselves and their lives. Findings offer valuable insights for fostering self-concept and life satisfaction among adolescents within the framework of parenting qualities and the cultural and social milieu of adolescent growth. [ABSTRACT FROM AUTHOR]

Up to date, the systemic mechanisms that explain the intergenerational transmission of familial dysfunction remain theoretically and empirically unclear. Hence, this study examines the intergenerational transmission of relational and intrapersonal dysfunction and their collective effect on the psychological adjustment of third-generation children through the lens of Bowen family systems theory. Lithuanian parents (N = 348; M age = 40.66; range 26–59) of children aged six to ten years cross-sectionally reported on their differentiation of self (DoS), emotional and relational dynamics within their family-of-origin and nuclear family, and the psychological adjustment of their child of greatest concern. Structural equation modeling and mediation analyses findings offered empirical support to Bowen theory, highlighting that family-of-origin dysfunction is associated with nuclear family intrapersonal and relational dysfunction, and ultimately with third-generation's psychological maladjustment. Results demonstrated that a poor family-of-origin emotional system appears to contribute, via triangulation processes, to reduced DoS in adult children. The reduced DoS appears to perpetuate intergenerational triangulation, and to negatively impact couple relationship and co-parenting functioning within the nuclear family. In contrast to triangulation, couple dysfunction was found to predict poorer psychological adjustment in third-generation offspring. This study advances family systems theory by (i) examining the prominent role of triangulation and DoS within the intergenerational transmission process, (ii) highlighting the potential differential impact of a negative nuclear family emotional system on children through triangulation, and (iii) clarifying the potential role of spousal relationship satisfaction and co-parenting in mediating the relationship between parental DoS and offspring's psychological adjustment. [ABSTRACT FROM AUTHOR]

Although bidirectional associations between parenting and adolescents' social and emotional outcomes have been investigated, how parental warmth and harsh parenting as two different parenting dimensions, adolescents' prosocial behaviors, and emotional problems were longitudinally and bidirectionally related at between- and within-person levels remains unclear. With a three-wave longitudinal design, the present study examined these associations by employing the random-intercept cross-lagged panel model. Data from 606 Chinese adolescents (Mage = 13.80 years, SD = 0.52, at T1; 45.7% girls) were collected at six-month intervals over one year, and participants completed questionnaires assessing their perception of parenting, prosocial behaviors, and emotional problems online. The results indicated that parental warmth and harsh parenting were significantly associated with adolescents' prosocial behaviors and emotional problems at the between-person level. At the within-person level, adolescents' more prosocial behaviors at T1 predicted later within-person decreases in their emotional problems at T2, which in turn predicted subsequent increased prosocial behaviors and more parental warmth at T3. Additionally, a higher level of harsh parenting at T2 unidirectionally predicted more adolescents' emotional problems at T3. These findings highlighted the developmental cascade processes among adolescents' prosocial behaviors, emotional problems, and parenting and the importance of fostering adolescents' prosocial behaviors in reducing their emotional problems and then promoting subsequent psychosocial adjustment and parent-child bonding. [ABSTRACT FROM AUTHOR]

Although previous research has investigated the impact of parents and peers on test anxiety in secondary or tertiary education, little is known about younger students, especially during the transition to secondary school. Additionally, it is unclear whether these social factors affect girls' and boys' test anxiety differently. Therefore, the current study examined the role of perceived peer integration into the new class context, perceived parental control, and autonomy support on girls' and boys' test anxiety (worry and emotionality) during the transition to secondary school. Data from 1770 students (Mage = 10.47, SD = 0.56; 51% females) were analyzed before (4th grade) and after the transition (5th grade) using a multigroup (girls vs. boys) structural equation model. Both facets of test anxiety decreased from 4th to 5th grade. Perceived peer integration into the new class was only relevant for girls' test anxiety, while parental control predicted post-transition test anxiety for boys. The results suggest that the perceived social environment is an important factor in helping students cope with the demands of the transition to secondary school. [ABSTRACT FROM AUTHOR]

Aim: The current study investigated the prospective relationships between parental monitoring, family conflict, and screen time across six screen time modalities in early adolescents in the USA. Methods: We utilised prospective cohort data of children (ages 10–14 years) from the Adolescent Brain Cognitive Development (ABCD) Study (years baseline to Year 2 of follow‐up; 2016–2020; N = 10 757). Adjusted coefficients (B) and 95% confidence intervals (CIs) were estimated using mixed‐effect models with robust standard errors. Results: A higher parental monitoring score was associated with less total screen time (B = −0.37, 95% CI −0.58, −0.16), with the strongest associations being with video games and YouTube videos. Conversely, a higher family conflict score was associated with more total screen time (B = 0.08, 95% CI 0.03, 0.12), with the strongest associations being with YouTube videos, video games, and watching television shows/movies in Years 1 and 2. Conclusion: The current study found that greater parental monitoring was associated with less screen time, while greater family conflict was linked to more screen time. These results may inform strategies to reduce screen time in adolescence, such as improving communication between parents and their children to strengthen family relationships. [ABSTRACT FROM AUTHOR]

Parents (N = 599) of 6-month-old to 10-year-old children were given a handbook intervention that educates about healthy discipline in a pediatric clinic serving low-income families in Nashville, Tennessee. A research assistant spent approximately 1 minute introducing the intervention. A total of 440 parents (73.4%) responded to a follow-up survey 2 to 4 months later. Most parents (88%) who completed the follow-up survey had read at least part of the handbook. Of parents who received the handbook, 63% reported that the handbook helped them discipline their children. Half of parents reported specific changes they made because of the handbook. The most frequently reported changes were more talking/explaining/communicating (25%), more redirecting (7.8%), more patience/listening (6.0%), less anger/yelling (10.8%), and less spanking (7.5%). 42% of parents reported that they shared the handbook with other caregivers, friends, relatives, and children. A brief clinic intervention improves parents' discipline practices and reaches other caregivers. [ABSTRACT FROM AUTHOR]

Purpose: Pivotal response treatment (PRT) is a well-established intervention addressing core symptoms of autism spectrum disorder (ASD), with parent involvement as a key component. The current study aimed to examine the effects of PRT parent training on parent fidelity and provide descriptive analyses of parent-child interactions before and after parent training. It also probed parental acceptance and satisfaction with the program. Methods: A concurrent multiple baseline design across participants was used to evaluate the effectiveness of the parent training program. Four parents (range 32–47 years old) and their children with ASD participated in the study. The intervention comprised 12 one-on-one parent training sessions over six consecutive weeks. The visual analysis and effect size calculation (Tau-U) were used to evaluate functional relationship between independent and dependent variables. The descriptive analysis was used to analyze parent–child interaction data. Results: The findings reveal that all parents learned and maintained PRT with a high level of fidelity, they also enhanced awareness to create more opportunities for interactions during free play, and the parents were very satisfied with the program. The results also indicate that the six-week parent training program is effective in teaching parents to implement PRT with their children. Conclusion: These results suggest that the parent training program may be a promising treatment model that is effective, efficient, and cost-effective. Implications for future research and practice are then discussed. [ABSTRACT FROM AUTHOR]

Synchronous positive affect (SPA) is a key element of parent-child interaction quality which is related to favorable developmental outcomes. Children with autism spectrum disorder (ASD) and their parents tend to show less SPA compared to other populations. The current study explored changes in SPA made by parents and their children with ASD following the Preschool-Based Early Start Denver Model (PB-ESDM) intervention. Thirty children receiving PB-ESDM and 23 receiving treatment-as-usual (TAU) were assessed pre- and post- intervention using microanalysis of video-recorded parent-child interactions, in which SPA was quantified. Results showed a significant increase in SPA among children receiving PB-ESDM who had lower pre-treatment adaptive functioning. These findings suggest that SPA may serve as a sensitive treatment outcome measure for children with poorer adaptive functioning, who often struggle to show significant changes on standardized measures. The study's modest sample and non-randomized design are noted as limitations. [ABSTRACT FROM AUTHOR]

Fertility rates have significantly declined in advanced, industrialized nations. The factors contributing to these swift demographic changes are diverse, but it is evident that women are opting for fewer children, delaying childbirth, and a growing number of individuals are choosing not to have children. Most studies on voluntary childlessness depict it as a growing phenomenon in Western societies and predict that the voluntary childless population will continue to increase. To explore this trend, examining individuals' and couples' fertility choices within the context of evolving parenting culture proves insightful. This study explores the concept of modern parenthood by interviewing 12 Icelandic voluntarily childfree individuals and five couples by examining the decision-making process associated with choosing not to have a child and exploring its connection to prevailing parenting norms. The Icelandic context provides an interesting research backdrop, given its emphasis on gender equality, diverse family structures, and policies that support both parents' participation in work and childcare. The results indicate that women perceive the role of motherhood as mentally and emotionally draining, complex, and requiring significant personal sacrifices. This suggests that narratives of intensive mothering can directly influence and inform decisions on fertility in the Icelandic context where becoming a parent is seen as a choice, which can even stand in the way of personal fulfilment and autonomy. While the interviewees acknowledge the unequal responsibilities and duties of mothers and fathers, they do not question the individualism and intensity that characterize modern parenthood. [ABSTRACT FROM AUTHOR]