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AimTo examine individual variability between perceived physical features and hormones of pubertal maturation in 9-10-year-old children as a function of sociodemographic characteristics.MethodsCross-sectional metrics of puberty were utilized from the baseline assessment of the Adolescent Brain Cognitive Development (ABCD) Study-a multi-site sample of 9-10 year-olds (n = 11,875)-and included perceived physical features via the pubertal development scale (PDS) and child salivary hormone levels (dehydroepiandrosterone and testosterone in all, and estradiol in females). Multi-level models examined the relationships among sociodemographic measures, physical features, and hormone levels. A group factor analysis (GFA) was implemented to extract latent variables of pubertal maturation that integrated both measures of perceived physical features and hormone levels.ResultsPDS summary scores indicated more males (70%) than females (31%) were prepubertal. Perceived physical features and hormone levels were significantly associated with child's weight status and income, such that more mature scores were observed among children that were overweight/obese or from households with low-income. Results from the GFA identified two latent factors that described individual differences in pubertal maturation among both females and males, with factor 1 driven by higher hormone levels, and factor 2 driven by perceived physical maturation. The correspondence between latent factor 1 scores (hormones) and latent factor 2 scores (perceived physical maturation) revealed synchronous and asynchronous relationships between hormones and concomitant physical features in this large young adolescent sample.ConclusionsSociodemographic measures were associated with both objective hormone and self-report physical measures of pubertal maturation in a large, diverse sample of 9-10 year-olds. The latent variables of pubertal maturation described a complex interplay between perceived physical changes and hormone levels that hallmark sexual maturation, which future studies can examine in relation to trajectories of brain maturation, risk/resilience to substance use, and other mental health outcomes.

There are significant barriers in engaging pregnant and postpartum women that are considered high-risk (e.g., those experiencing substance use and/or substance use disorders (SUD)) into longitudinal research studies. To improve recruitment and retention of this population in studies spanning from the prenatal period to middle childhood, it is imperative to determine ways to improve key research engagement factors. The current manuscript uses a qualitative approach to determine important factors related to recruiting, enrolling, and retaining high-risk pregnant and postpartum women. The current sample included 41 high-risk women who participated in focus groups or individual interviews. All interviews were analyzed to identify broad themes related to engaging high-risk pregnant and parenting women in a 10-year longitudinal research project. Themes were organized into key engagement factors related to the following: (1) recruitment strategies, (2) enrollment, and (3) retention of high-risk pregnant and parenting women in longitudinal research studies. Results indicated recruitment strategies related to ideal recruitment locations, material, and who should share research study information with high-risk participants. Related to enrollment, key areas disclosed focused on enrollment decision-making, factors that create interest in joining a research project, and barriers to joining a longitudinal research study. With regard to retention, themes focused on supports needed to stay in research, barriers to staying in research, and best ways to stay in contact with high-risk participants. Overall, the current qualitative data provide preliminary data that enhance the understanding of a continuum of factors that impact engagement of high-risk pregnant and postpartum women in longitudinal research with current results indicating the need to prioritize recruitment, enrollment, and retention strategies in order to effectively engage vulnerable populations in research.

AimTo examine individual variability between perceived physical features and hormones of pubertal maturation in 9-10-year-old children as a function of sociodemographic characteristics.MethodsCross-sectional metrics of puberty were utilized from the baseline assessment of the Adolescent Brain Cognitive Development (ABCD) Study-a multi-site sample of 9-10 year-olds (n = 11,875)-and included perceived physical features via the pubertal development scale (PDS) and child salivary hormone levels (dehydroepiandrosterone and testosterone in all, and estradiol in females). Multi-level models examined the relationships among sociodemographic measures, physical features, and hormone levels. A group factor analysis (GFA) was implemented to extract latent variables of pubertal maturation that integrated both measures of perceived physical features and hormone levels.ResultsPDS summary scores indicated more males (70%) than females (31%) were prepubertal. Perceived physical features and hormone levels were significantly associated with child's weight status and income, such that more mature scores were observed among children that were overweight/obese or from households with low-income. Results from the GFA identified two latent factors that described individual differences in pubertal maturation among both females and males, with factor 1 driven by higher hormone levels, and factor 2 driven by perceived physical maturation. The correspondence between latent factor 1 scores (hormones) and latent factor 2 scores (perceived physical maturation) revealed synchronous and asynchronous relationships between hormones and concomitant physical features in this large young adolescent sample.ConclusionsSociodemographic measures were associated with both objective hormone and self-report physical measures of pubertal maturation in a large, diverse sample of 9-10 year-olds. The latent variables of pubertal maturation described a complex interplay between perceived physical changes and hormone levels that hallmark sexual maturation, which future studies can examine in relation to trajectories of brain maturation, risk/resilience to substance use, and other mental health outcomes.

This study used a machine learning framework in conjunction with a large battery of measures from 9,718 school-age children (ages 9-11) from the Adolescent Brain Cognitive Development[superscript SM] (ABCD) Study to identify factors associated with fluid cognitive functioning (FCF), or the capacity to learn, solve problems, and adapt to novel situations. The identified algorithm explained 14.74% of the variance in FCF, replicating previously reported socioeconomic and mental health contributors to FCF, and adding novel and potentially modifiable contributors, including extracurricular involvement, screen media activity, and sleep duration. Pragmatic interventions targeting these contributors may enhance cognitive performance and protect against their negative impact on FCF in children.

This commentary brings together thoughts on the papers in this special issue and integrates research on adolescent development, resilence, and positive youth experiences that promote character development. We apply the Protective and Compensatory Experieces (PACEs) framework to the papers in the special issue. We also discuss future directions for research and interventions promoting positive youth development and characters strengths. [ABSTRACT FROM AUTHOR]

We present results of a randomized control trial of a two-generation English as a Second Language (ESL) program in which all families participated in Head Start while treatment parents also enrolled in a high dosage, family-focused ESL curriculum with supportive services. Examining 197 parent-child dyads among Spanish- (89%) and Zomi-speaking (11%) immigrant families, we found improvements in participant parents' English reading skills and engagement with their child's teacher after one year. Parents with low levels of English proficiency (57%) at program start reported more positive parenting skills and lower levels of psychological distress whereas parents with more advanced English proficiency (43%) reported more parenting stress and higher levels of psychological distress. We did not find main effects on children's language and cognitive skills. We conclude by discussing policy implications of a two-generation approach for immigrant families. [ABSTRACT FROM AUTHOR]

This study explored whether parents' ability to regulate their behaviour and attention, assessed as components of everyday executive function (EF), was influenced by their past adverse experiences -- such as abuse, neglect, and family dysfunction -- and in turn, influenced current relationships with their children. The sample included 73 parent-child dyads from children enrolled in three Midwestern early childhood centres serving low-income children and families. Parents reported on their adverse childhood experiences, EF, and rated their relationship with their child. Findings indicate that more parental adverse childhood experiences were associated with higher ratings of parent-child conflict. This association was indirectly linked through parents' EF. Interventions aimed at parent-child relationships can benefit from addressing parents' past experiences and associated influences on parents' EF.

Objectives To examine the relationship between maternal stress, work status, concern about child weight, and the use of restrictive feeding practices among mothers of preschool children. Methods 285 mothers of 2-to-5-year-old children completed an on-line survey. Questions included demographics, items from the Depression Anxiety Stress Scale, and the Child Feeding Questionnaire. Linear regression and ANOVA examined the relationship between maternal stress, work hours, concern about child weight, and the use of restrictive practices for one 2-to-5-year-old child living within the home. Results Mothers were 32.6 ± 5.2 years of age and spent 39.7 ± 12.0 h/week at work. Seventy-one percent worked full time. Children were 3.4 ± 1.0 years of age and 51% male. Stress (3.41 ± 0.77, p [less than or equal to] 0.001) and concern about child weight (3.41 ± 0.77, p [less than or equal to] 0.00) were associated with the use of restrictive feeding practices. Mothers with severe/extremely severe stress used restriction more than mothers with normal stress, respectively (3.63 ± 0.80, 3.30 ± 0.81, p = 0.03). No difference was found among mothers with mild/moderate stress (3.50 ± 0.63, p = 0.06). There was no association between work hours (p = 0.50) or work status (p = 0.91) and the use of restrictive feeding practices. Conclusions Maternal stress and concern about child weight were associated with the use of restrictive feeding practices. Considering the current rates of childhood obesity in the United States, understanding factors that influence a child's food environment is advantageous and can help improve maternal and child health., Author(s): Katheryn Swyden [sup.1] , Susan B. Sisson [sup.1] , Amanda S. Morris [sup.2] , Karina Lora [sup.1] [sup.3] , Ashley E. Weedn [sup.4] , Kristen A. Copeland [sup.5] , [...]

Stability and change in mother-adolescent conflict reactions (CRs) and the prediction of CRs from adolescents' earlier behavior problems (and vice versa) were examined with 131 mothers and their adolescents (63 boys). Dyads engaged in a 6-min conflict discussion twice, 2 years apart ["M" age was 13 at Time 1 (T1)]. Non-verbal expressive and verbal CRs during the conflict discussion were coded. Mothers, fathers, and teachers reported on adolescents' problem behaviors. There was inter-individual (rank-order) stability for adolescents' CRs whereas mothers' reactions were less stable. Mean levels of mothers' negativity, anger, and positive reactions and adolescents' negativity declined with time. Mothers' CRs, more often than adolescents' CRs, predicted and were predicted by adolescents’ problem behaviors in zero-order correlations. In structural equation models with the stability of the constructs accounted for, adolescents' externalizing problems at T1 predicted higher maternal anger at Time 2 (T2). Mothers' anger and positive CRs at T1 predicted fewer T2 adolescents' internalizing problems. Stability and change in CRs are discussed. (Contains 5 tables, 2 figures, and 3 notes.)

This study used a machine learning framework in conjunction with a large battery of measures from 9,718 school‐age children (ages 9–11) from the Adolescent Brain Cognitive DevelopmentSM (ABCD) Study to identify factors associated with fluid cognitive functioning (FCF), or the capacity to learn, solve problems, and adapt to novel situations. The identified algorithm explained 14.74% of the variance in FCF, replicating previously reported socioeconomic and mental health contributors to FCF, and adding novel and potentially modifiable contributors, including extracurricular involvement, screen media activity, and sleep duration. Pragmatic interventions targeting these contributors may enhance cognitive performance and protect against their negative impact on FCF in children. [ABSTRACT FROM AUTHOR]

This study explored whether parents' ability to regulate their behaviour and attention, assessed as components of everyday executive function (EF), was influenced by their past adverse experiences – such as abuse, neglect, and family dysfunction – and in turn, influenced current relationships with their children. The sample included 73 parent–child dyads from children enrolled in three Midwestern early childhood centres serving low-income children and families. Parents reported on their adverse childhood experiences, EF, and rated their relationship with their child. Findings indicate that more parental adverse childhood experiences were associated with higher ratings of parent–child conflict. This association was indirectly linked through parents' EF. Interventions aimed at parent–child relationships can benefit from addressing parents' past experiences and associated influences on parents' EF. [ABSTRACT FROM AUTHOR]

Children's responses to peer victimisation are thought to influence the duration of victimisation, yet research has not clearly indicated the best ways for young people to respond. In the current study, students (n = 403, mean age of nine years, 11 months, 55% female, 53% Caucasian) reported on their peer victimisation experiences and responses at the beginning and end of a school year. Teachers also reported on students' victimisation experiences. Cross-lagged path analysis indicated a reciprocal association between externalising responses and victimisation. Victimisation early in the school year also resulted in increased internalising responses. Findings also suggest that coping responses are more reliably linked to subsequent victimisation rates in young people who are not yet experiencing high levels of victimisation. [ABSTRACT FROM AUTHOR]

This study used a machine learning framework in conjunction with a large battery of measures from 9,718 school‐age children (ages 9–11) from the Adolescent Brain Cognitive DevelopmentSM (ABCD) Study to identify factors associated with fluid cognitive functioning (FCF), or the capacity to learn, solve problems, and adapt to novel situations. The identified algorithm explained 14.74% of the variance in FCF, replicating previously reported socioeconomic and mental health contributors to FCF, and adding novel and potentially modifiable contributors, including extracurricular involvement, screen media activity, and sleep duration. Pragmatic interventions targeting these contributors may enhance cognitive performance and protect against their negative impact on FCF in children. [ABSTRACT FROM AUTHOR]