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The Infant Mental Health Journal is committed to ending systemic racism and promoting diversity, equity, and inclusion in academic publishing. IMHJ unequivocally denounces all forms of racism and white supremacy, including systemic racism in academic publishing. We commit to investigating and working to terminate the ways in which systemic racism has become normalized in academic publishing, including examining our practices and processes at IMHJ. We invite you to join us in intentional, anti-racist work through your scholarship. As part of this effort, IMHJ has updated the author guidelines to include new information regarding how authors can express the ways in which they are engaging with intention in diverse, anti-racist research. These guidelines are available under the author guidelines section on the IMHJ website (https://onlinelibrary.wiley.com/journal/10970355). As a second immediate response relative to promoting diverse, equitable, and inclusive research, IMHJ is releasing the following Call to Action, focusing on centering Blackness in infant and early childhood mental health research. This call is designed as a first step in our efforts, and IMHJ looks forward to coming initiatives aimed at disrupting systemic racism in infant and early childhood mental health research for the many scholars studying and working with diverse populations marginalized by racism and systemic inequities.La Revista de Salud Mental Infantil está comprometida a terminar el racismo sistémico y promover la diversidad, la equidad y la inclusividad en las publicaciones académicas. La Revista IMHJ censura categóricamente toda forma de racismo y supremacía de la raza blanca, incluyendo el racismo sistémico en publicaciones académicas. Estamos comprometidos a investigar y trabajar para erradicar los medios por los cuales el racismo sistémico se ha convertido en la norma en las publicaciones académicas, incluyendo el examinar nuestras prácticas y procesos dentro de la Revista IMHJ. Les invitamos a que se nos unan en nuestro esfuerzo intencional, antirracista, por medio de sus investigaciones profesionales. Como parte de este esfuerzo, la Revista IMHJ ha actualizado los parámetros para los autores para incluir nueva información acerca de cómo los autores pueden expresar de qué maneras están trabajando con intención en investigaciones diversas, antirracistas. Estos parámetros se encuentran disponibles bajo la sección de parámetros de autor en la página electrónica de la Revista IMHJ (https://onlinelibrary.wiley.com/journal/10970355). Como una segunda respuesta inmediata en relación con el fomento de la investigación diversa, igualitaria e incluyente, la Revista IMHJ presenta esta Llamada a la Acción, la cual se enfoca en centralizar la Negritud en la investigación de salud mental en infantes y la temprana niñez. Esta llamada está diseñada como un primer paso en nuestros esfuerzos y la Revista IMHJ anticipa próximas iniciativas dedicadas a poner fin al racismo sistémico en la investigación sobre salud mental en infantes y la temprana niñez para los muchos investigadores profesionales que estudian y trabajan con grupos diversos de población marginalizados por el racismo y las desigualdades sistémicas.Le Infant Mental Health Journal s'engage à mettre fin au racisme endémique et à promouvoir la diversité, l’équité, et l'inclusion dans les publications académiques. L'IMHJ dénonce sans équivoque toutes les formes de racisme et de suprématie de la race blanche, y compris le racisme systémique dans les publications académiques. Nous nous engageons à déterminer comment le racisme systémique s'est normalisé dans les publications académiques et nous nous engageons à travailler à éradiquer cette normalisation ainsi qu’à examiner et à disséquer les pratiques et les processus de l'IMHJ. Nous vous invitons à nous rejoindre dans ce travail intentionnel, délibéré et anti-raciste à travers vos recherches. Dans cette optique l'IMHJ a mis à jour les directives pour les auteurs afin d'inclure plus d'informations sur la manière dont les auteurs peuvent exprimer les façons dont ils s'engagent délibérément dans des recherches diverses et anti-racistes. Ces directives sont disponibles dans la section « directives pour auteurs » dans le site de IMHJ (https://onlinelibrary.wiley.com/journal/10970355). De plus, en tant que deuxième réaction immédiate liée à la promotion de recherches diverses, équitables et inclusives, l'IMHJ rend publique l'Appel à l'Action suivant, mettant l'accent sur la nécessité de centrer la condition noire dans les recherches sur la santé mentale du nourrisson et de la petite enfance. Cet appel est le premier pas de nos efforts et l'IMHJ attend avec intérêt les initiatives à venir se donnant pour but de contrecarrer le racisme systémique dans les recherches sur la santé mentale du nourrisson et de la petite enfance pour les nombreux chercheurs étudiant et travaillant avec des populations diverses marginalisées par le racisme et les inéquités systémiques.Aufruf zum Handeln: Schwarzsein in den Mittelpunkt rücken und den strukturellen Rassismus in der Forschung zur psychischen Gesundheit von Kindern und in der akademischen Publizistik durchbrechen Das Infant Mental Health Journal setzt sich für das Ende von strukturellem Rassismus und für die Förderung von Vielfalt, Gleichberechtigung und Inklusion im akademischen Publikationswesen ein. Das IMHJ prangert unmissverständlich alle Formen von Rassismus und weißer Vorherrschaft an, einschließlich des strukturellen Rassismus im akademischen Verlagswesen. Wir verpflichten uns, die Art und Weise, in der struktureller Rassismus im akademischen Verlagswesen normalisiert wurde, zu untersuchen und daran zu arbeiten, ihn zu beenden. Dies schließt die Überprüfung unserer Praktiken und Prozesse beim IMHJ ein. Wir laden Sie ein, sich uns mit ihrer Forschung bei der bewussten, antirassistischen Arbeit anzuschließen. Als Teil dieser Bemühungen hat das IMHJ die Autor:innenrichtlinien aktualisiert. Es wurden neue Informationen darüber aufgenommen, wie Autor:innen zum Ausdruck bringen können, wie sie sich explizit für eine vielfältige, antirassistische Forschung einsetzen. Diese Richtlinien sind auf der IMHJ-Website unter dem Abschnitt Autor:innenrichtlinien zu finden (https://emea01.safelinks.protection.outlook.com/?url = https%3A%2F%2Fonlinelibrary.wiley. com%2Fjournal%2F10970355data = 04%7C01%7C%7C04fcb2ce91b44348abfe08d9958a88dd%7C84df9e7fe9f640afb435aaaaaaaaaaaa%7C1%7C0%7C637705244491301364%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000sdata = kPRKcHYbAwvFHz1JT4QOX4igY7VelpdZoRcynlhJI4w%3Dreserved = 0). Als zweite unmittelbare Reaktion bzgl. der Förderung einer vielfältigen, gerechten und inklusiven Forschung veröffentlicht das IMHJ den folgenden Aufruf zum Handeln, der Schwarzsein in den Mittelpunkt der Forschung zur psychischen Gesundheit von Säuglingen und Kleinkindern rücken will. Dieser Aufruf soll ein erster Schritt in unseren Bemühungen sein. Das IMHJ freut sich auf kommende Initiativen, die darauf abzielen, den strukturellen Rassismus in der Forschung zur psychischen Gesundheit von Säuglingen und Kleinkindern für die vielen Wissenschaftler:innen zu durchbrechen, die mit verschiedenen Bevölkerungsgruppen arbeiten, die durch Rassismus und strukturelle Ungleichheiten marginalisiert werden.行動喚起:乳幼児精神保健研究及び学術出版において、Blacknessを中心に置き、制度的人種差別を止める 乳幼児精神保健ジャーナル(IMHJ)は、学術出版において、制度的人種差別を終わりにし、多様性・公平性・包括性を促進することに全力を注ぐ。IMHJ は明確に、学術出版における制度的人種差別を含めた、あらゆる形態の人種差別と白人至上主義を非難する。我々は、IMHJでの実践と過程を調査することを含め、制度的人種差別が学術出版において常態となることを終結させるために、調査し取り組むことに全力を注ぐ。是非、あなた方も研究を通じて、意図的で反人種差別の取り組みに参加してほしい。この取り組みの一環として、IMHJは著者が意図をもって、多様性と反人種差別の研究に取り組んでいることを表現できる仕方に関する新しい情報を含めるために著者ガイドラインを更新した。これらのガイドラインは、IMHJのホームページ(https://urldefense.com/v3/__https://onlinelibrary.wiley.com/journal/10970355)**f__;44Gu6JGX6ICF44Ks44Kk44OJ44Op44Kk44Oz44Gu44K7!!HXCxUKc!ht5w9WS1VrQQFy9SI4HWUAtrMwPyYhW_DVUgwdRcA6WwVEqIKIONvSQ97ePUYa1R$ クションの下から入手できる。多様性、公平かつ包括的な研究の促進に関連する２番目の即時対応として、IMHJは、乳幼児精神保健の研究においてBlacknessを中心に置くことに焦点を当て、後述の行動喚起を公表している。この喚起は、我々の取り組みの第一歩としてデザインされている。そしてIMHJは、人種差別と制度的不平等によって阻害された多様な人々と共に研究し活動している多くの研究者にとって、乳幼児精神保健研究における制度的人種差別を止めることを目的とした新機軸となることを期待する。.摘 要:《婴儿心理健康杂志》致力于结束系统性种族主义, 促进学术出版的多样性、公平性和包容性。IMHJ明确谴责所有形式的种族主义和白人至上主义, 包括学术出版中的系统性种族主义。我们致力于调查并努力终止学术出版中系统性种族主义的常态化, 包括审查我们在IMHJ的做法和流程。我们邀请您通过学术研究加入我们有意识的反种族主义工作。作为这项工作的一部分, IMHJ更新了作者指南, 纳入了有关作者如何表达他们主动参与各种反种族主义研究的新信息。这些指南可在IMHJ网站的作者指南部分找到 (https://onlinelibrary.wiley.com/journal/10970355 )。作为促进多样性、公平性和包容性研究的第二个直接回应, IMHJ发布以下行动呼吁:重点关注婴幼儿心理健康研究中“以黑人为中心”的问题。这一呼吁是我们努力的第一步, 对于那些与因种族主义和系统性不平等而被边缘化的不同人群学习工作共事的学者来说, IMHJ期待着未来推出更多旨在消除婴幼儿心理健康研究中系统性种族主义的举措。.دعوة للعمل: تسليط الضوء على قضايا السود ووقفالعنصرية المنهجية في أبحاث الصحة النفسية للرضع والنشر الأكاديمي الملخص جريدة الصحة النفسية للأمهات والرضع ملتزمة بإنهاء العنصرية النظامية وتعزيز التنوع والمساواه والشمول في النشر الأكاديمي.وتدين الجريدة بشكل قاطع جميع أشكال العنصرية واستعلاء البيض ، بما في ذلك العنصرية الممنهجة في النشر الأكاديمي. نلتزم بالتحقيق والعمل على إنهاء الطرق التي أصبحت بها العنصرية الممنهجة من الأمور البديهية في النشر الأكاديمي ، بما في ذلك فحص ممارساتنا وعملياتنا في الجريدة. ندعوكم للانضمام إلينا في العمل الذي يستهدف مناهضة العنصرية من خلال أعمالكم البحثية. كجزء من هذا الجهد ، قامت الجريدة بتحديث إرشادات المؤلفين لتشمل معلومات جديدة تتعلق بكيفية تعبير المؤلفين عن الطرق التي يستطيعون بها أن يساهموا في بحث متنوع مناهض للعنصرية. تتوفر هذه الإرشادات ضمن قسم إرشادات المؤلف على موقع الجريدة على الانترنت. (https://urldefense.com/v3/__https://onlinelibrary.wiley.com/journal/10970355__;!!HXCxUKc!hyF7qF-DmF3dFfiOpsPozODIYhPA-gI6zgEstSsNmHtjzYL7TjBEIwLMRX6bxSGA$) وكاستجابة فورية ثانية فيما يتعلق بترويج البحوث المتنوعة والعادلة والشاملة ، تطلق جريدة الصحة النفسية للأطفال والرضع هذه الدعوة للعمل ، مع التوجه لتسليط الضوء على قضايا السود في أبحاث الصحة النفسية للرضع والأطفال في مرحلة الطفولة المبكرة. تم تصميم هذه الدعوة كخطوة أولى في جهودنا ، وتتطلع الجريدة إلى المبادرات القادمة التي تهدف إلى تعطيل العنصرية المنهجية في أبحاث الصحة النفسية للرضع والأطفال في مرحلة الطفولة المبكرة للعديد من الباحثين الذين يدرسون ويعملون مع مجموعات سكانية متنوعة مهمشة بسبب العنصرية وعدم المساواة المنهجية.

OBJECTIVE To examine associations between risks and resources in predicting college students' depressive symptoms at the beginning of one semester and change over the semester. Participants: Participants were undergraduate students taking human development courses at one of 11 universities in the U.S. (N = 854). Methods: Survey data were collected at the beginning and end of the semester. Results: Experiencing more direct abusive or neglectful adverse childhood experiences (ACEs), and attachment preoccupation were associated with higher depressive symptoms at the beginning of the semester. Conversely, greater mindful awareness and attachment security were associated with lower initial depressive symptoms. Experiences of ACEs were associated with increases in depressive symptoms, as were higher levels of attachment dismissiveness. Greater mindful acceptance was associated with decreases in depressive symptoms. In most analyses, resources did not moderate the associations between ACEs and depressive symptoms. Conclusions: Results may inform instructors and counselors in supporting students' well-being.

The Building Early Emotional Skills (BEES) parenting program is designed to promote parent-child relationships and more optimal social-emotional development by addressing four sequentially built skills in parenting infants/toddlers: (1) building parental awareness of emotions in self and child; (2) listening and interacting sensitively; (3) identifying and labeling emotions; and (4) intentionally supporting early self-regulation skills. BEES used an 8-session format delivered in online or face-to-face platforms (N = 264 female caregivers; n = 214 online, n = 50 face-to-face). Linear mixed modeling for pre-to-post changes showed significant increases in knowledge, emotion coaching beliefs, acceptance of negative emotions, and self-reported emotionally supportive responses to emotions; and, significant decreases in rejection of emotions, emotionally unsupportive responses, and parenting distress. Results suggested no differences in rate of change by program delivery type. Caregivers with more depressive symptoms showed greater improvement in their parenting distress. The BEES program may be a tool to support early positive parenting.

Background Individual differences in eating behaviors among young children are well-established, but the extent to which behaviors aggregate within individuals to form distinct eating behavior profiles remains unknown. Our objectives were to identify eating behavior profiles among preschool-aged children and evaluate associations with temperament and weight. Methods A secondary, cross-sectional analysis of baseline data from 2 cohort studies was conducted involving 1004 children aged 3–4 years and their parents with low-income backgrounds. Children’s eating behaviors and temperament were assessed by parental report. Body mass index z-scores and weight status were calculated using measured heights and weights. Latent profile analysis (LPA) was used to generate profiles and bivariate analyses were used to evaluate associations with temperament and weight status. Results LPA revealed the presence of 3 eating behavior profiles among children. Children with High Food Approach profiles (21.2%) had lower temperamental inhibitory control and the highest percent of children with obesity relative to the other profiles. Children with High Food Avoidant profiles (35.6%) had lower temperamental impulsivity and lower BMI z-scores relative to the other profiles, whereas children with Moderate Eating profiles (intermediary levels of all behaviors; 43.2%) had higher temperamental inhibitory control and lower anger/frustration, than other profiles. Conclusions Young children’s eating behaviors appear to aggregate within individuals to form empirically distinct profiles reflecting food approach, food avoidance, and moderate approaches to eating that are differentiated by aspects of temperament and weight. Future work should seek to understand the extent to which health promotion and obesity prevention approaches should be tailored to take into account children’s fundamental dispositions towards eating.

Maternal mind-mindedness is a characteristic of supportive parenting and contributes to many positive social–emotional outcomes in early childhood. However, there is limited knowledge of mind-mindedness among parents experiencing parenting stress from low-income settings. This is a critical gap in evidence given the robust role of supportive parenting in children’s development and the capacity of home-based interventions to improve children’s outcomes through enhancing supportive parenting. This study examined: (1) maternal mind-mindedness, operationalized as mothers’ appropriate mind-related comments (MRC), across toddlerhood in mothers of toddlers who participated in infant mental health (IMH) based Early Head Start (EHS) services; and (2) whether parenting stress moderated EHS program effects on appropriate MRC over time. Data from a primarily White midwestern site in the United States were collected at study enrollment and when toddlers were 14-, 24-, and 36-months of age (N = 152; mothers Mage = 22.4 years, SD = 5.1; toddlers Mage = 14.4 months, SD = 1.3; 51% females). Data included parent-completed questionnaires and observed parent–child interactions, which were coded for MRC. Although there were no main effects of EHS programming on mothers’ appropriate MRC over time, multilevel growth curve modeling indicated that parenting stress moderated EHS effects on mothers’ appropriate MRC over time. Among mothers with greater parenting stress, those who received IMH-based EHS services demonstrated greater proportions of MRC over time as compared to mothers with greater stress in the control group. IMH-based parenting interventions that target parenting stress may promote appropriate MRC in low-income populations during toddlerhood.

Background Parental mindfulness may be a novel intervention target for child obesity prevention. Objective To examine associations between maternal mindfulness and child body mass index z-score (BMIz). Methods In a secondary data analysis of pre-intervention data from a randomized controlled trial, we assessed survey and anthropometric data from English-speaking mother/child dyads enrolled in Head Start in south central Michigan (n=105). Surveys included demographic information, child dietary intake, family meal frequency, and the Philadelphia Mindfulness Questionnaire. Multivariable linear regression examined associations between maternal mindfulness and child BMIz, child intake of fruits and vegetables, and frequency of family meals. Results Children were M=53.7 (SD 7.5) months old, and mothers were M=31.6 (SD 8.3) years old. The sample of children was 39% white, 26% black, 14% Hispanic, and 35% of children were overweight or obese. Mean maternal BMI was 32.0 (SD 8.3). Greater mindfulness was associated with child BMIz (β=-0.02 (SE 0.01), p=.027) adjusting for child race/ethnicity, household food security, maternal education, maternal age, and maternal BMI. Mindfulness was not associated with child fruit intake, child vegetable intake or frequency of family meals. The results were consistent with alternative outcomes of BMI percentile (p=.016) and BMI at the trend level (p=.0595) at the trend level. Conclusions Greater maternal mindfulness was associated with lower child BMIz. Future work should consider mechanisms of association. Pediatric providers might consider supporting maternal mindfulness as one element of multicomponent strategies for child obesity prevention.

Background With one in eight preschoolers classified as obese in the USA, childhood obesity remains a significant public health issue. This study examined rural–urban differences in low-income preschoolers’ body mass index z-scores (BMIz), eating behaviors, dietary quality, physical activity (PA) and screen time. Methods Pre-intervention data from 572 preschooler-parent dyads participating in a randomized, controlled obesity prevention trial in the Midwest USA were analyzed. We examined the associations among living in rural versus urban areas, child BMIz and child obesity-related behaviors, including eating behaviors, dietary quality, PA and screen time. Results Rural children had higher BMIz, more emotional overeating behaviors and more time spent playing outdoors compared with urban children. We found no associations between children living in rural versus urban areas and dietary quality and screen time. Conclusions The study found that rural–urban differences in BMIz may start as early as 3–4 years of age, if not earlier. To reverse the weight-related health disparities between rural and urban low-income preschoolers, structural changes in rural locations and family supports around coping skills may be needed.

To determine the effect of a bundled intervention (home meal delivery and provision of cooking/serving resources) on preschoolers' body mass index z-score (BMIz), dietary quality, and family meal frequency.Participants (299 families; mean child age 4.4 years, 47% male, 55% White, 18% Black, 27% Hispanic or other race and ethnicity, and 25% were overweight or obese) were randomized to a control group or to provision of cooking/serving resources plus home meal delivery for 12 weeks (meals provided by Meals on Wheels [MOW cohort, n = 83] or a commercial service [COM cohort, n = 216]). Outcomes were child dietary quality, family meal frequency, and child BMIz.The intervention increased dinnertime intake of red and orange vegetables in the full sample (MOW cohort+COM cohort) (0.10 pre- to 0.15 cup equivalents (CE) post-in the intervention group vs 0.10 pre- to 0.09 post- in the control group; P = .01) and the COM cohort (0.11 pre- to 0.17 CE post- vs 0.11 pre- to 0.09 post-; P = .002), and typical daily dietary intake of fruit and fruit juice in the MOW cohort (1.50 CE pre- to 1.66 post- vs 1.48 pre- to 1.19 post-; P = .05). The intervention did not change meal frequency or BMIz.Short-term home meal delivery with provision of cooking/serving resources improved dietary quality among preschool-aged children but did not change meal frequency or BMIz. Expansion of Meals on Wheels programs to preschool-aged children may be a promising intervention to improve dietary quality. Family meals, when already frequent, are not further increased by reducing the burden of meal preparation.

We aimed to test main, additive, interactive effects, and feasibility of all possible combinations of six intervention components implemented for 8 weeks (Cooking/Serving Resources; Meal Delivery; Ingredient Delivery; Community Kitchen; Nutrition Education; Cooking Demonstrations). Primary outcomes were family meal frequency and preschoolers' dietary quality; secondary outcomes included family meal preparation type, meal preparation barriers, family functioning, and kitchen inventory adequacy. All possible intervention combinations were tested using a randomized factorial trial design in the first phase of a Multiphase Optimization Strategy (MOST). Feasibility was assessed via attendance, delivery logs, and satisfaction. Parent-reported data collection included: socio-demographics, frequency and type of family meals; preschooler dietary intake; perceived barriers to meal planning and preparation; assessment of family functioning; and a kitchen inventory of materials generally needed for meal preparation. Participants (n = 499) were recruited at two Head Start agencies in mid-Michigan with data collection and delivery of some intervention components in participants' homes. Promising intervention bundles were identified by evaluating pre-to post-intervention effect sizes. The combination of Cooking/Serving Resources and Meal Delivery increased family meal frequency (Cohen's d = 0.17), cooking dinner from scratch (d = 0.21), prioritization of family meals (d = 0.23), and kitchen inventory (d = 0.46) and decreased use/consumption of ready-made (d = -0.18) and fast foods (d = -0.23). Effects on diet quality were in the expected direction but effect sizes were negligible. Community Kitchen, Nutrition Education, and Cooking Demonstration showed poor feasibility due to low attendance while Ingredient Delivery was infeasible due to staffing challenges related to its labor intensity. Additionally, although not one of our pre-specified outcomes, Cooking/Serving Resources (RR = 0.74) and Meal Delivery (RR = 0.73) each decreased food insecurity. Cooking/Serving Resources combined with Meal Delivery showed promise as a strategy for increasing family meal frequency.

Although 3-year-olds in the United States may attend prekindergarten prior to formal school entry in kindergarten, few investigations focus on the socioemotional foundations of classroom learning at age 3 and their relationship to later achievement. This study examined the relationship between age 3 readiness for group-based learning, modeled as the latent constructs, effortful control and social communication, and age 5 classroom adjustment and pre-academic outcomes. Data from the Early Head Start Research and Evaluation Project in the United States ( n = 797) included observations, direct assessment, and examiner and teacher report. Children’s effortful control predicted classroom adjustment and their social communication predicted pre-academic outcomes. Readiness for group-based learning provides a way to describe key constructs of early skill development and a framework to support children’s classroom learning. Implications include promoting parents’ and educators’ capacities to support early developmental foundations for later adjustment and learning by fostering infants’ and toddlers’ effortful control and social communication. Efforts to support these skills simultaneously across diverse experiences in the home and classroom by focusing on children’s individual needs may prove advantageous.

This study examined changes in parental reflective functioning (PRF) among mothers enrolled in Infant Mental Health-Home Visiting (IMH-HV) and explored whether parental risk, treatment dosage or therapist experience predicted change in PRF. Participants included 75 mothers and their children who were enrolled in IMH-HV delivered by Community Mental Health therapists. Results indicated significant improvements in PRF from baseline to 12-months. Maternal demographic and psychosocial risk, therapist experience and treatment dosage were not directly associated with changes in PRF. However, Mothers who received more treatment sessions from therapists with six or more years of experience demonstrated the greatest improvements in PRF, while mothers who received more treatment sessions from therapists who had been practicing IMH for less than 15 months showed a decline in PRF. Therapists working with very high-risk families may need specific training and ongoing reflective supervision over a period of years to promote improvement in PRF.

OBJECTIVE Disparities in childhood obesity necessitate identification of risk-protective and risk- augmenting factors for young children experiencing socioeconomic adversity born with perinatal risk. Temperamental reactivity is a biological marker of susceptibility to environmental characteristics. This study tested whether temperamental reactivity moderated the relation between socioeconomic risk and children's body mass index (BMI). METHOD This study examined 100 Head Start preschoolers (Mage = 4.07 years, SD = 0.56) with perinatal risk, defined as preterm birth (PT

Little research has examined teachers' classroom social-emotional practices, including how teachers' warmth and their more explicit emotion socialization practices may be associated with children's social-emotional competencies in different but complementary ways. Likewise, there is scant knowledge on how the effects of the classroom climate may vary by child characteristics. We examined the moderating roles of child gender and temperament in the associations between two aspects of the classroom climate, Head Start teachers' warmth and their explicit emotion socialization practices, and preschoolers' (N = 611) social-emotional competencies, including emotion recognition, self-regulation, and positive social behaviors. While no three-way interactions (teachers' warmth and teachers' emotion socialization practices × child gender × temperament) were significantly associated with outcomes, a two-way interaction between teachers' emotion socialization practices and temperament was significant. Specifically, teachers' emotion socialization practices in the fall were associated with greater self-regulation for all children in the spring, including children with more reactive temperaments although effects were most robust for children with the least reactive temperaments. Implications for teacher practices are discussed.

The current study evaluated the effectiveness of a home-based psychotherapeutic Infant Mental Health Home Visiting (IMH-HV) intervention for enhancing parenting sensitivity; a secondary aim was to evaluate whether the use of video feedback was associated with greater treatment response. Participants were N = 78 mothers and their children (age at entry ranged from prebirth to 24-month old (M = 9.8, SD = 8.4), who were initiating IMH-HV services with community mental health-based therapists (N = 51). Dyads were assessed during extended home visits via standardized interviews and observational and questionnaire methods within the first month of treatment (baseline), and again 6 and 12 months thereafter. Following each of these extended home visits, study evaluators completed a standard Q-sort to capture observations of maternal sensitivity during the visit. Therapists completed fidelity checklists used to derive the total number of IMH-HV sessions received (i.e., dosage) and frequency with which therapists provided video feedback. Results indicated a dose-response relationship between number of sessions and maternal sensitivity, and that video review with parents independently contributed to improved maternal sensitivity. Discussion focuses on the effectiveness of this community-based psychotherapeutic home visiting model for enhancing parenting, as well as the value of video feedback as a specific therapeutic strategy.

BACKGROUND Behaviour problems and obesity are related but research findings have been inconclusive regarding the direction of effects. OBJECTIVES This study examined the cross-lagged associations between behaviour problems, body mass index (BMI) and obesity in preschoolers, and whether sex modified these associations. METHODS Repeated measures of teacher-reported externalizing (EXT) and internalizing behaviour problems (clinically significant T scores were >90th percentile), BMI z-scores (BMI-Z) and obesity status (BMI ≥95th for age and sex) were assessed in the fall (T1) and spring (T2) of the school year in Head Start preschoolers (N = 423). Associations were examined with cross-lagged modelling. RESULTS Prospective paths from T1 clinically significant EXT to both T2 BMI-Z (β = .05) and obesity (β = .18) were significant. There was no evidence that T1 BMI-Z or obesity preceded T2 behaviour problems. However, sex-specific models indicated that T1 BMI-Z was prospectively associated with higher T2 EXT for boys (β = .13), but not girls. T1 EXT was predictive of subsequent BMI-Z (β = .09) and obesity (β = .33) at T2 for girls only. CONCLUSION Findings suggest that behaviour problems, particularly externalizing behaviours, are prospectively related to childhood obesity, and early prevention methods should reflect sex-specific modifications.

Although dispositional mindfulness has recently been linked to high quality teaching practices, there is limited work on how mindfulness is related to caregiving beliefs and practices with infants and toddlers. Based on survey responses from 618 preservice students enrolled in child development/early education classes at nine US universities, we examined associations between mindfulness and students’ beliefs, knowledge, and practices with infants and toddlers. Preservice students with greater self-reported mindfulness reported stronger beliefs about reflective practices and more mindful interactions with others, particularly interactions characterized by intentional kindness, greater child development knowledge, and more developmentally supportive responses to infants’/toddlers’ needs during common challenging situations. Results underscore the associations between mindfulness and developmentally supportive beliefs and practices and highlight burgeoning research on the role of mindfulness in high-quality early childhood teaching. Results also suggest the potential value of incorporating mindfulness training as part of professional development efforts related to early childhood teacher training.

Routines in the family are a potential source of resilience for at-risk children and support children's emerging emotion regulation. Meanwhile, inadequate sleep has been linked with deficits in cognitive processes to attend to environmental stimuli and with poor emotion regulation for children. The detrimental effects of poor sleep are potentially worse in low-income children. The aim of the current study was to examine the moderating role of sleep in the association between family routines and emotion regulation in toddlers in poverty. We analyzed data of 130 toddlers (24-31 months; 58% boys) from low-income, primarily African American families. Mothers completed questionnaires about child routines (Child Routines Questionnaire; CRQ; Wittig, 2005).To measure emotion regulation, toddlers completed an observed behavioral task meant to elicit frustration (Lab-TAB-Locomotor Version; Goldsmith & Rothbart, 1991). As hypothesized, adequate sleep (> 11 hr) fully moderated the association between routines and observed emotion regulation. There was no effect of routines on emotion regulation for toddlers with inadequate amounts of sleep. Analyses controlled for toddler respiratory sinus arrhythmia (RSA) as well as maternal emotion dysregulation (the Emotional Dysregulation Scale; EDS; Westen, Muderrisoglu, Fowler, Shedler, & Koren, 1997). These results emphasize the importance of sufficient sleep in at-risk toddlers. Furthermore, the results suggest that the effectiveness of family interventions focusing on family health to increase toddler emotion regulation could be improved by incorporating sleep interventions/routines. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

This study examined the effects of destructive and constructive interparental conflict on unsupportive parental emotion socialization behaviors (N = 166 parents of toddlers). Both mothers and fathe...

Objective Assessment of pediatric behavior problems often requires rating scales from multiple reporters in different settings (eg, home and school); however, concordance between reporters may be low. Pediatricians must reconcile differences to inform treatment. We sought to examine characteristics predicting parent–teacher concordance on ratings of preschoolers' behavior problems. Methods Data from 562 preschoolers were used from the Growing Healthy study, an obesity prevention trial in Head Start programs (2011–2015). Parents and teachers completed the Eyberg Child Behavior Inventory (ECBI)/Student Behavior Inventory (SBI) and the Social Competence and Behavior–Evaluation (SCBE). Outcome variables were: parent–teacher concordance (teacher minus parent score on each subscale of ECBI/SBI and SCBE); teacher reports problem behavior, parent does not (children rated in the top quintile of challenging behavior by teacher but not parent); and parent reports problem behavior, teacher does not (children rated in the top quintile of challenging behavior by parent but not teacher). Multiple linear and logistic regression models were created for each subscale outcome, including the following covariates: child sex, child race/ethnicity, parent age, parent education, family structure, parent depressive symptoms, and parenting self-efficacy, and time of school year. Results Lower concordance was associated with child female sex, and child black or Hispanic race/ethnicity; parent older age, lower education, more depressive symptoms, and greater self-efficacy; and beginning of school year. Conclusions Low parent–teacher concordance may reflect different perceptions of child behavior. Pediatricians could consider parent depressive symptoms, culture, and implicit bias when interpreting differences in behavior ratings by parents and teachers.

Objective Excessive screen media exposure in childhood is associated with parent-reported self-regulation difficulties. No studies have used laboratory-based or teacher-reported measures of child self-regulatory behaviors. This study examines cross-sectional associations between preschooler screen media exposure and multiple measures of self-regulatory behaviors. Methods Preintervention data were used from 541 preschoolers in the Growing Healthy study, an obesity prevention trial (2011-2015). Screen media exposure was measured by daily screen media exposure (hr/d), television (TV) in the bedroom, frequency of background TV, and TV with meals (1 = rarely/never, 4 = frequently). Child self-regulatory behaviors were measured by the following: child ability to delay gratification, a standardized waiting paradigm; teacher-reported Social Competence and Behavior Evaluation; and parent-reported difficult temperament on the Child Behavior Questionnaire (CBQ). Multivariate regression analyses modeled screen media exposure predicting each self-regulatory measure, adjusting for child age, sex, parent age, education, marital status, income-to-needs ratio, number of adults in household, parent depressive symptoms, and sensitivity. Results Children were aged 4.1 years (SD = 0.5), parents were aged 29.6 years (SD = 6.8), 48% had high school education or less, and 67% were married. Daily screen media exposure and background TV were associated with weaker observed self-regulation (β: -10.30 seconds for each hr/d media, -12.63 seconds for 1-point increase, respectively). Background TV and TV with meals were associated with greater parent-reported difficult temperament (β: 0.04 and 0.05 CBQ, respectively, for 1-point increase). Conclusion Greater screen media exposure had small but significant associations with weaker observed and parent-reported, but not teacher-reported, self-regulatory behaviors. Longitudinal studies are needed to determine the directionality of associations.

Background Picky eating is common in children. Few studies have examined predictors of picky eating, and the association of picky eating with weight status and dietary quality is inconsistent in the literature. We aimed to identify predictors of picky eating and to test the association of picky eating with child body mass index z-score (BMIz), dietary quality, and micronutrient intake. Methods This was a cross-sectional analysis of baseline data from a randomized controlled trial to prevent obesity among 506 preschoolers attending Head Start. Parents completed questionnaires to assess picky eating and child temperament. Three 24-hour dietary recalls were collected to assess dietary intake. Multivariate regression models assessed child, parent, and family predictors of picky eating; additional models tested adjusted associations of picky eating with child BMIz, dietary quality (measured using the Healthy Eating Index-2010), and micronutrient intake. Results Picky eating was predicted by male sex, older child age, and more difficult temperament but not race/ethnicity, maternal body mass index, maternal depressive symptoms, household food insecurity, or single parent home. Picky eating was not associated with child BMIz or micronutrient deficiencies; it was inversely associated with total Healthy Eating Index-2010 score and servings of whole fruit, total vegetables, greens and beans, and total protein foods. Conclusions Pediatric providers should support parents in expanding the number of healthy foods the child eats to improve dietary quality, but reassure parents that picky eating is not associated with children's weight status or micronutrient deficiencies.

Little research has examined associations between multiple indicators of parental mentalization and children’s regulatory capacities. This study aimed (1) to examine the validity of a latent mentalization-related parenting construct and (2) to examine the relationship between the mentalization-related parenting construct and toddler’s self-regulation, controlling for maternal depression, emotion disapproving beliefs, warmth, cumulative demographic risk, and child's gender. Mentalization-related parenting behaviors (MRPBs) included maternal use of mental state words, use of emotion bridging (linking emotions and behaviors in child and others), and representational mind-mindedness. Self-regulation was indicated by toddlers’ coping behaviors, effortful control, and delay of gratification. Data were collected for 95 mother–child dyads from low-income families at two time points and included observation of a book share task (Time 1), Early Head Start home visitor assessments of toddlers’ coping behaviors (Time 2), parent ratings of toddlers’ effortful control (Time 2), and direct assessment of toddlers’ delay of gratification (Time 2). Results of confirmatory factor analyses provided evidence for latent mentalization-related parenting (Time 1) and self-regulation (Time 2) constructs. Structural equation models revealed that maternal mentalization-related parenting (Time 1) was related to toddlers’ self-regulation 6 months later (Time 2). Maternal depression and emotion disapproving beliefs were negatively related to mentalization-related parenting. The study’s findings suggest that toddlers’ self-regulatory skills may be supported by maternal efforts to mentalize.

Background Childhood maltreatment and harsh parenting can have lasting effects on young children’s development, and home visiting interventions provide critical opportunities to mitigate this risk. Objective This study aimed to examine associations between participation in the Michigan Model of Infant Mental Health Home Visiting (IMH-HV) and both harsh parenting and child abuse potential. Participants and Setting Participants were 76 mothers and their infants/toddlers (M age = 9.9 months at baseline) receiving IMH-HV with Community Mental Health Service Provider agencies in Michigan. Methods Data were collected at baseline (shortly after initiation of services), and 3, 6, 9, and 12 months post baseline assessment. Mothers provided demographic information and completed several questionnaire measures including the Brief Child Abuse Potential Inventory (BCAP). Harsh parenting was rated by a trained research assistant using subscales from the Home Observation of Measurement of the Environment (HOME). Treatment dosage was collected from IMH-HV clinicians. Results Mothers with higher numbers of IMH-HV visits showed lower levels of observed harsh parenting over the three time points in the study (estimate = 0.050, p = 0.002) and higher cumulative societal factors associated with oppression (SFAO) predicted higher harsh parenting over the three time points. A higher number of IMH-HV visits also predicted lower child abuse potential across the time points of the study (estimate = −0.78, p = 0.043), controlling for SFAO. Conclusions Participation in the Michigan Model of IMH-HV, delivered in the community, is associated with reductions in both harsh parenting and child abuse potential.

Children living in households that have recently become food insecure may be particularly vulnerable to adverse weight and dietary changes, but longitudinal studies examining these associations are lacking. Using data from 501 Head Start preschoolers from Michigan (48% male) who were followed during one school year as a part of a randomized obesity prevention trial, we examined changes in children's adiposity indices and dietary quality according to changes in household food insecurity. Household food insecurity change status was categorized as persistently food secure, became food secure, persistently food insecure, or became food insecure. Linear mixed effects models were used to estimate relative changes in BMI-for-age z scores (BAZ), triceps skinfolds-for-age z scores (TAZ), or diet quality (assessed with the 2010 Healthy Eating Index) over the school year according to food insecurity category. We found that girls from households that became food insecure over the year had a 0.21 unit higher gain in BAZ than girls from households that were persistently food secure, after adjustment for potential confounders (95% CI 0.02 to 0.39, P = 0.03). Girls from households that became food secure had improvements in dietary quality over the year compared to girls from persistently food insecure households (adjusted difference in Healthy Eating Index score change = 9.1 points; 95% CI 3.0 to 15.0; p = 0.003). There were no statistically significant associations with changes in TAZ. Among boys, there were no associations between changes in household food insecurity and changes in BAZ, TAZ, or dietary quality. In summary, we found that BMI and diet quality changes of Head Start preschool girls were correlated with short-term changes in household food insecurity. Continued research efforts should focus on identifying the most effective ways to promote the health of children in food insecure households, especially those who may have recently transitioned or are transitioning into food insecurity.

Using a moment-to-moment multilevel approach, we examined the relative effectiveness of (a) toddlers' lagged (i.e., previous-interval) regulatory strategies and toddlers' lagged expression of negative emotion, as moderated by maternal affect, and (b) maternal lagged regulatory strategies, on toddlers' current-interval (1) expression of negative emotion, and, (2) ability to delay gratification during a wait task. Two-level random coefficient models, with twelve repeated-measurement occasions (10 s-intervals) of observed behaviors (N = 1571) nested within 134 mother-toddler dyads from low-income families (67 girls; Mage = 25.77 months, SDage = 1.60) were examined. Cross-level interactions revealed that maternal positive affect buffered severity of toddlers' expression of negative emotion between lagged and current-intervals, while maternal negative affect disrupted toddlers' effective utilization of lagged regulatory strategies on current-interval expression of negative emotion. However, regardless of maternal affect, toddlers who displayed higher expression of negative emotion and utilized more regulatory strategies in lagged-intervals displayed greater delay of gratification in current-intervals. Also, as mothers displayed greater minimization of toddlers' emotional distress, higher physical restraint, and used fewer distractions, toddlers displayed more intense expression of negative emotion in subsequent intervals. Similarly, as mothers used higher physical restraint and fewer distractions, toddlers were less able to wait in subsequent intervals. Results illustrate the disruptive roles of maternal negative affect and unsupportive regulatory strategies on toddlers' emotion and behavior regulation. Together, these findings point to targeting maternal positive affect in combination with supportive regulatory strategies to promote toddlers' transition from external- to internal-regulation.

The aim of this study was to examine how variations in children's temperamental reactivity and mothers' parenting stress relate to parenting behavior. A sample of 3,001 mother-child dyads was assessed when children were 14, 24, 36, and 54 months. Latent profile analysis identified a group of temperamentally "easy" children whose mothers experienced little parenting stress, along with two groups of highly reactive children differentiated by mothers' stress levels. Maternal negative regard over time was highest in the group of reactive children with highly stressed mothers. Mothers in this group also perceived more child behavior problems and had less knowledge of child development. Results are discussed relative to Person × Environment interactions and the complex interplay between parent and child characteristics. [ABSTRACT FROM AUTHOR]

Objective While obesity prevention efforts emphasize the importance of healthy family meals, few studies have addressed instrumental barriers to family meals as an obesity prevention strategy. Therefore, our study objectives are to: Phase 1 - test the additive effects of six intervention components reflecting differing levels of supports for family mealtimes; identify components associated with family meals and dietary outcomes in a Screening Phase and Phase 2 - evaluate the identified components as an intervention in a randomized controlled trial in a Confirming Phase. Description Phase 1 (n = 499 children from Head Start/parents) analyses indicated that the provision of healthy meals and cookware/dinnerware sets was most robustly associated with mealtime frequency and dietary quality. In Phase 2, participants in the treatment condition receive two prepared meals delivered weekly by Meals on Wheels for 12 weeks and a comprehensive set of cookware/dinnerware. We have enrolled 58 pilot parent-child dyads (Mage parents = 31.12 years, SD = 7.97; Mage children = 4.21 years, SD = 0.52) who reflect a racially diverse, low-income sample. 75% of parents/27% of children are overweight/obese and 57% of families were food insecure at enrollment. Recruitment for an additional 250 children/parents is underway. Evaluation Given the small pilot, we utilized descriptive analyses of pre-post changes in mean scores, with Cohen's d compared to the control condition noted. The pilot intervention showed pre-post increases in the frequency of eating meals together (d = 0.13), increases in efficacy in mealtime planning (d = 0.27) and decreases in time barriers regarding meal preparation (d = -0.36). Children's body mass index z-score decreased in the treatment and control groups. Conclusion and Implications Preliminary pilot results suggest the provision of healthy, prepared meals may be related to greater frequency of family meals eaten together and improvements in perceived barriers to planning and preparing meals. At the conclusion of Phase 2, study results are expected to inform policy (e.g. where limited resources may be best allocated) and interventions (e.g. supports most effective in promoting family meals).

Informed by a family systems framework, this study utilizes the actor-partner-interdependence model to examine how parents’ mental health, including depressive symptoms and parenting stress, predict their own (actor effects) and their partners’ (partner effects) reports of their children’s behavior problems among 730 low-income families. Further, we examine whether mothers’ and fathers’ mental health in early childhood predicts children’s teacher-reported social development in fifth grade. Both mothers’ and fathers’ depressive symptoms and parenting stress were associated with their own (actor effects) ratings of child behavior problems when children were 3 years (M = 37.16 months, SD = 1.53); parenting stress exerted a larger effect than depressive symptoms. Further, ratings of child behavior were predicted by partners’ parenting stress for fathers but not for mothers. Greater parent depression symptoms in early childhood was associated with higher fifth graders’ hyperactivity, and fathers’ greater depressive symptoms was associated with lower fifth graders’ cooperation. Results indicate that the mental health of both parents predicts child social skills and problem behaviors, both in early childhood and later development.

Research Findings: Adults’ attitudes about attachment relationships are central to how they perceive and respond to children. However, little is known about how attachment styles are related to teachers’ attitudes toward and interactions with infants and toddlers. From a survey of 207 students taking early childhood (EC) courses at 4 U.S. universities, we report relations among students’ attachment styles and their (a) career goals, (b) attitudes about caring for and educating infants and young children, and (c) interaction skills for responding in developmentally supportive ways. Overall, attachment security was positively associated with career goals focused on working with younger children, knowledge about infant/toddler development, attitudes that acknowledge the importance of adult support in children’s development, and developmentally supportive interaction skills. Students who scored high on attachment fearfulness minimized the importance of adults in children’s lives, minimized the importa...

There is some evidence linking maternal depression, harsh parenting, and children's internal representations of attachment, yet, longitudinal examinations of these relationships and differences in the developmental pathways between boys and girls are lacking. Moderated mediation growth curves were employed to examine harsh parenting as a mechanism underlying the link between maternal depression and children's dysregulated representations using a nationally-representative, economically-vulnerable sample of mothers and their children (n = 575; 49% boys, 51% girls). Dysregulation representations were measured using the MacArthur Story Stem Battery at five years of age (M = 5.14, SD = 0.29). Harsh parenting mediated the association between early maternal depression and dysregulated representations for girls. Though initial harsh parenting was a significant mediator for boys, a stronger direct effect of maternal depression to dysregulated representations emerged over time. Results are discussed in terms of their implications for intervention efforts aimed at promoting early supportive parenting.

This study examined whether children's representations of parenting (perceptions of authoritative discipline and empathy) moderated the association between harsh punishment—including corporal punishment (CP) and verbal punishment (VP)—and children's emotion regulation at the age of five years. Participants were 559 low-income mother-child dyads. Maternal self-reports and home observations were used to measure punishment. Children's representations were assessed using the MacArthur Story Stem Battery. Children's emotion regulation was assessed by observer rating via the Leiter International Performance Scale–Revised. Hierarchical multiple regressions revealed that children's authoritative disciplinary representations moderated the effects of both VP and CP on children's emotion regulation. Empathic representations moderated the effects of VP only on children's emotion regulation. The current findings highlight the role of children's internal representations as potential protective factors in the context of harsher forms of punishment.

Infant Mental Health based interventions aim to promote the healthy development of infants and toddlers through promoting healthy family functioning to foster supportive relationships between the young child and his or her important caregivers. This study examined impacts of an Infant Mental Health home-based Early Head Start (IMH-HB EHS) program on family functioning. The sample includes 152 low-income families in the Midwestern United States, expectant or parenting a child younger than 1 year of age, who were randomly assigned to receive IMH-HB EHS services (n = 75) or to a comparison condition (n = 77). Mothers who received IMH-HB EHS services reported healthier psychological and family functioning, outcomes that are consistent with the IMH focus, when their children were between the ages of 3 and 7 years of age. Specifically, mothers in the IMH-HB EHS group reported healthier family functioning and relationships, better coping skills needed to advocate for their families, and less stress in the parenting role versus those in the comparison condition. The study also examined support seeking coping, some of which changed differently over time based on program group assignment. Overall, findings suggest that the gains families achieve from participating in IMH-HB EHS services are maintained after services cease.

Late toddlerhood is a time of tremendous growth during which toddlers both contribute to and learn from important relationships, such as those with parents, siblings, and caregivers. Developmental growth in self-awareness and identity; the expression of emotion, language, and communication skills; emerging self-regulation skills; and budding social interests serve as the undergirding for toddlers’ burgeoning abilities to engage with and learn from the world around them. These emerging social-emotional competencies are supported by parents’ and caregivers’ practices in the context of secure relationships within family and early childcare environments. The behaviors that promote young children’s social-emotional competencies are called “emotion socialization practices.” In recent years, our understanding of how adults’ capacities to engage in emotion socialization with toddlers and young children and the effects of these practices on young children’s development have widely expanded, providing important information about how to support toddlers’ competencies. The purposes of this chapter are to outline key developmental milestones unique to social-emotional development in late toddlerhood and to examine the ways in which family and early childcare contexts and adults’ emotion socialization practices promote toddlers’ social-emotional competencies. We also examine characteristics associated with adults’ emotion socialization practices, including methods for assessing adults’ practices in the context of adult-child relationships, in order to develop effective interventions and support programs for parents, caregivers, and the toddlers for whom they care.

As part of a curriculum-development project, focus groups were implemented with Early Head Start staff and with parents of infants and toddlers enrolled in Early Head Start. Focus groups were designed to identify staff and parent beliefs about early emotional development. Three major themes were identified that crossed the staff and parent focus groups: (a) Infants' and toddlers' abilities to have emotions and to be aware of others' emotions; (b) roles of parents as advocates, teachers, and disciplinarians; and (c) parental reflectivity about their own experiences as influences on their parenting. The findings suggest that parents participating in Early Head Start have some knowledge about basic emotions and the developmental nature of emotions, but may easily misinterpret emotional displays only as attempts at manipulation rather than as valid expressions of feelings; expectations for gender-appropriate emotional expressiveness begin early; more empowered parents may view themselves as role models and teachers for their children; and more reflective parents are better prepared to engage in the sensitive interactions needed to guide young children's growing awareness of their own and others' emotions. Implications for parenting education and program planning utilizing an infant mental health perspective are discussed.

Le but de cette etude etait d'examiner la maniere dont le soutien parental et le sexe des enfants sont lies a la regulation de l'emotion des jeunes enfants au fil du temps chez les meres noires americaines de milieu defavorise et leurs enfants (n = 803). Les donnees pour cette etude ont ete recueillies dans le contexte d'un projet de recherche et d'evaluation du programme americain Early Head Start (le projet est appele EHSRE), un programme destine a aider les enfants americains de milieu defavorise. A partir d'un modele de courbe de croissance latente les resultats ont indique que le soutien parental predisait les capacites des jeunes enfants a reguler l'emotion, en moyenne (interceptions), et les taux de croissance du soutien parental a predit les taux de croissance dans la regulation de l'emotion au fil du temps (pente), au dela des effets du statut de risque parental initial, du sexe de l'enfant, des effets des traitements du Early Head Start, et de l'emotionalite du nourrisson. Cependant, le soutien parental au fil du temps n'a pas predit de maniere differentielle la regulation des jeunes enfants au fil du temps pour les garcons, compare aux filles. Les resultats suggerent que le soutien parental peut representer une forme subtile de socialisation de l'emotion en offrant un contexte dans lequel les jeunes enfants peuvent mieux utiliser leurs meres comme resource efficace pour la gestion des emotions. Les professionnels devraient, avec les parents, mettre l'accent sur le role des interactions parent-enfant en tant que contexte pour le developpement. Le manque de differences selon le sexe suggere que le parentage differentiel envers les garcons et les filles, evident dans les recherches avec des enfants plus âges, n'est pas encore present dans la toute jeune enfance. Le fait de reconnaitre tres tot des similarites dans le parentage quelque soit le groupe racial et d'etre sensible aux differences qui peuvent emerger plus tard permettra aux professionnels d'offrir un contexte culturellement respecteux.

State- and local-level mental health administrators and practitioners can work collaboratively to provide effective early childhood mental health consultation (ECMHC) services that address the growing need in communities to promote healthy socioemotional functioning in infants and young children and prevent longer term mental health challenges. This article describes one state's model of ECMHC, the Child Care Expulsion Prevention Program (CCEP), as well as preliminary evaluation findings on consultants' fidelity to the developed approach to service within 31 counties in Michigan. The CCEP approach is flexible, yet adheres to six cornerstones which are essential to effectively and consistently carrying out services across local projects, including the provision of relationship-based programmatic and child/family-centered consultation, hiring and supporting high-quality consultants through professional development and reflective supervision, ongoing provision of state-level technical assistance, use of evidence-based practices, and collaboration with other early childhood service providers. In addition to the overview of CCEP's approach and effectiveness, lessons learned are provided to guide those engaged in policy development, practice, and applied research pertaining to ECMHC. Abstracts translated in Spanish, French, German, and Japanese can be found on the abstract page of each article on Wiley Online Library at http://wileyonlinelibrary.com/journal/imhj.

OBJECTIVES: To determine the effect of an intervention to improve emotional and behavioral self-regulation in combination with an obesity-prevention program on the prevalence of obesity and obesity-related behaviors in preschoolers. METHODS: This was a cluster-randomized intervention trial in Head Start (HS) classrooms conducted in each of 4 academic years from 2011 to 2015. Participants (697 children; 49% boys; mean age: 4.1 ± 0.5 years; 48% white, 30% African American, 12% Hispanic) were randomly assigned by classroom to 1 of 3 intervention arms: (1) HS + Preschool Obesity Prevention Series (POPS) + Incredible Years Series (IYS) (HS enhanced by the POPS [program targeting evidence-based obesity-prevention behaviors] and the IYS [program to improve children’s self-regulation]), (2) HS+POPS, or (3) HS. Primary outcomes were changes in prevalence of obesity, overweight/obesity, BMI z score, and teacher-reported child emotional and behavioral self-regulation; secondary outcomes were dietary intake, outdoor play, screen time, and parent nutrition knowledge and nutrition self-efficacy. RESULTS: HS+POPS+IYS improved teacher-reported self-regulation compared with HS+POPS (P < .001) and HS (P < .001), but there was no effect on the prevalence of obesity (16.4% preintervention to 14.3% postintervention in HS+POPS+IYS versus 17.3% to 14.4% in HS+POPS [P = .54] versus 12.2% to 13.0% in HS [P = .33]). There was no effect of HS+POPS compared with HS alone (P = .16). There was no effect on other outcomes except for sugar-sweetened beverage intake (HS+POPS+IYS resulted in a greater decline than HS; P = .005). CONCLUSIONS: An intervention for parents and children to improve HS preschoolers’ emotional and behavioral self-regulation in combination with an obesity-prevention curriculum did not reduce obesity prevalence or most obesity-related behaviors.

Background High intake of added sugar and sodium is a public health concern for preschool-aged children living in the US. Externalizing behavior may predict higher consumption of added sugar and/or sodium; however, previous studies have mostly been cross-sectional. The aim was to evaluate whether externalizing behavior is prospectively related to added sugar and intake in a sex-specific manner among preschoolers. Methods This was a secondary analysis of 524 preschool children (48% male) from Michigan who participated in an obesity prevention trial that occurred during one school year from 2011 to 2015. Teacher-assessed externalizing behaviors and three 24-h dietary recalls were completed at baseline and follow-up. We used linear mixed effects regression to evaluate the association between externalizing behavior at baseline and added sugar (% of total Calories) and sodium intake (mg/1000 Calories) at follow-up. In adjusted analysis, we included baseline income-to-needs ratio, child race/ethnicity, and baseline overweight status. All models were adjusted for total energy intake and accounted for clustering by classroom. Results Baseline externalizing behavior was positively associated with added sugar intake at follow-up among boys; after adjustment for confounders, every 5 points lower externalizing T-score (corresponding to higher externalizing behavior) was associated with a 0.6 higher percentage of added sugar per total Calories (95% CI 0.2 to 1.1; P value = 0.004). In contrast, girls with higher levels of externalizing behavior had lower consumption of added sugars; after confounder adjustment, every 5 points lower externalizing T-score was related to 0.6 lower percentage intake (95% CI -1.0 to −0.1; P value = 0.01). Baseline externalizing behavior was inversely associated with sodium intake at follow-up among boys. After potential confounder adjustment, for every 5 points lower externalizing behavior T-score, there was a 22 mg/1000 Cal lower sodium intake (95% CI -45 to 1; P value = 0.06). In contrast, after adjustment for confounders, every 5 points lower externalizing T-score among girls was related to 24 mg/1000 Cal higher sodium intake (95% CI 1 to 46; P value = 0.04). Conclusions Externalizing behavior among preschool-aged children was prospectively related to added sugar and sodium intake in a sex-dependent manner. Trial registration NCT01398358 Registered 19 July 2011. Electronic supplementary material The online version of this article (10.1186/s12966-017-0591-y) contains supplementary material, which is available to authorized users.

Background Early child weight gain predicts adolescent and adult obesity, underscoring the need to determine early risk factors affecting weight status and how risk factors might be mitigated. Socioeconomic status, food insecurity, caregiver depressive symptomology, single parenthood, and dysfunctional parenting each have been linked to early childhood weight status. However, the associations between these risk factors and children's weight status may be moderated by caregiver feeding styles (CFS). Examining modifiable factors buffering risk could provide key information to guide early obesity intervention efforts. Methods This analysis used baseline data from the Growing Healthy project that recruited caregivers/child dyads (N = 626) from Michigan Head Start programs. Caregivers were primarily non-Hispanic white (62%) and African American (30%). After using latent class analysis to identify classes of familial psychosocial risk, CFS was tested as a moderator of the association between familial psychosocial risk class and child body mass index (BMI) z-score. Results Latent class analysis identified three familial psychosocial risk classes: (1) poor, food insecure and depressed families; (2) poor, single parent families; and (3) low risk families. Interactive effects for uninvolved feeding styles and risk group indicated that children in poor, food insecure, and depressed families had higher BMI z-scores compared to children in the low risk group. Authoritative feeding styles in low risk and poor, food insecure, and depressed families showed lower child BMI z-scores relative to poor, single parent families with authoritative feeding styles. Conclusions Uninvolved feeding styles intensified the risk and an authoritative feeding style muted the risk conferred by living in a poor, food-insecure, and depressed family. Interventions that promote responsive feeding practices could help decrease the associations of familial psychosocial risks with early child weight outcomes.