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This study examined whether individual differences in personality (development) from adolescence to emerging adulthood were associated with burnout and happiness in emerging adulthood. At Time 1 (2009; Mage = 15.7 years), Time 2 (2012), and Time 3 (2015), Belgian participants ( N = 329; 43.1% boys) reported on the personality dimensions of extraversion, agreeableness/benevolence, conscientiousness, emotional stability, and openness/imagination. Burnout (exhaustion, disengagement) and happiness (life satisfaction, overall affect) were measured through self-reports at Time 4 (2018). For each personality dimension, except benevolence, higher levels were associated with fewer burnout symptoms. Initial levels of all personality dimensions were related to more happiness. Shallower decreases in extraversion, emotional stability, and stronger increases in imagination were related to fewer burnout symptoms and more happiness. Results indicate the importance of studying personality development as a determinant of later well-being, above and beyond effects of initial levels. Findings offer new insights into the field of personality, occupational, and positive psychology.

Coping, personality, and identity are three well-known constructs within the field of psychology. Yet, findings regarding how these constructs relate to each other have been inconsistent. The present study employs network analysis to investigate coping, adaptive and maladaptive personality, and identity and how they are related, using data from the Flemish Study on Parenting, Personality, and Development (FSPPD; Prinzie et al., 2003; 1999–current). Young adults (N = 457; 47% male), aged between 17–23 years old, completed a survey on coping, adaptive and maladaptive personality, and identity. Results indicate clear associations between coping and both adaptive and maladaptive personality within the network, suggesting coping and personality are distinct, yet highly related constructs whereas identity proved largely unrelated. Potential implications and suggestions for future research are discussed.

Secure residential youth care facilities try to optimize their help by offering gender-specific treatment, in an attempt to achieve positive behavioral change in adolescents. In this study, we examined behavioral change in a sample of 239 Dutch adolescents (M age = 15.59 years, SD = 1.36 years, 54.9% girls) in secure residential care. Pretest, posttest and follow-up measurements were carried out for behavioral problems, PTSD symptoms, emotion regulation, perceived competence and family problems. Comparisons were made between girls in gender-specific care, and girls and boys in regular care. Missing data analyses revealed the dataset contained many missing values. Analyses were performed at group level, using MANCOVA, ANCOVA’s and bootstrapped planned contrast, and at case level, using the Reliable Change Index. At group level, results revealed higher effectiveness of gender-specific care for girls compared to regular care for girls, only in diminishing externalizing behavioral problems. Overall, there were more similarities than differences in the effectiveness of gender-specific versus regular help. At individual level, 0–58% of the adolescents improved during their stay in secure residential care. However, most adolescents showed no change (25–88%) or even deterioration (0–39%). These results strongly emphasize the need for alternative interventions.

In this person-centered study, we identified different profiles of resilience and vulnerability in emerging adulthood in response to previously experienced stressful life events. Additionally, we examined whether mothers’ and fathers’ parenting and participants’ personality traits in adolescence predicted these profiles. Data from the Flemish Study on Parenting, Personality, and Development (N = 346 families) were used. At T1 (2004; Mage = 11 years), T2 (2007), and T3 (2009), mothers and fathers reported on their parenting and their child’s personality. At T4 (2018; Mage = 25 years), emerging adults retrospectively self-reported the occurrence and impact of 22 stressful life events and rated current behavior problems and subjective well-being. Latent profile analysis revealed three profiles: Competent (71%; low stress, low behavior problems, high subjective well-being), Vulnerable (21%; average stress, high behavior problems, low subjective well-being), and Resilient (9%; high stress, average behavior problems, average subjective well-being). Emerging adults in the Resilient profile had experienced higher levels of maternal positive parenting and were less emotionally stable and conscientious than those in the Competent profile. Furthermore, emerging adults in the Vulnerable profile were less emotionally stable than their peers in the Competent profile. These findings reveal new insights into the heterogeneous patterns of emerging adults’ adaptation following stressful life events.

This longitudinal study assessed the impact of the COVID-19 pandemic on children with autism spectrum disorder (ASD; n = 62; Mage = 13 years) by measuring emotional and behavioral problems before and during the pandemic, and by comparing this change to a matched sample of children without ASD (n = 213; Mage = 16 years). Moreover, we examined whether indicators of parental well-being promoted resilience of children with ASD. Results showed that the mean change in problems did not differ between children with and without ASD. Importantly, some children showed an increase in problems, while others showed resilience. Parental well-being indicators were not related to resilience among children with ASD. The interindividual variability in responses, particularly among children with ASD, highlights the need for personalized support.

Eerder onderzoek laat zien dat jongeren schoolvoorlichting over kindermishandeling als een belangrijk preventiemiddel zien. In dit kwalitatieve onderzoek namen we semigestructureerde interviews af bij 13 jongvolwassenen met een verleden van mishandeling of verwaarlozing om te achterhalen wat zij vinden van schoolvoorlichting over kindermishandeling en welke onderdelen hierin belangrijk zijn. In de interviews werd ook gevraagd naar het belang van 12 veelvoorkomende componenten van voorlichtingsprogramma’s, afkomstig uit eerder literatuuronderzoek. Alle jongeren vonden het belangrijk dat kinderen op school voorlichting krijgen over kindermishandeling. Voorlichting kan het bewustzijn van kinderen vergroten, zodat zij mishandeling sneller herkennen, en ervoor zorgen dat kinderen eerder gaan praten en dat zij weten bij wie ze terecht kunnen voor hulp. De jongeren vonden het belangrijk dat kinderen door voorlichtingsprogramma’s leren dat mishandeling nooit de schuld is van het kind zelf. Daarnaast vonden zij het leren om weg te gaan uit een onveilige situatie en naar hulp te zoeken, het versterken van sociaal-emotionele vaardigheden, het vergroten van kennis over mishandeling, het leren herkennen van risicovolle situaties, en het versterken van het zelfvertrouwen van kinderen essentiële componenten van schoolvoorlichting. Volgens de jongeren is een belangrijke voorwaarde voor schoolvoorlichting dat voldoende nazorg beschikbaar is. Op basis van de resultaten worden aanbevelingen gedaan, zowel voor de verdere ontwikkeling en implementatie van voorlichtingsprogramma’s als voor toekomstig onderzoek. Bijsluiter voor de praktijk Om kindermishandeling te voorkomen zijn schoolprogramma’s ontwikkeld die zich richten op het voorlichten van kinderen over mishandeling. Kinderen, ouders en leraren zien dergelijke programma’s als een belangrijk preventiemiddel. Wij onderzochten middels interviews wat jongeren die slachtoffer waren van kindermishandeling vinden van dergelijke programma’s, en welke programmacomponenten zij als essentieel beschouwen. Uit de interviews bleek dat jongeren de schoolprogramma’s essentieel vinden, omdat deze vorm van voorlichting bijdraagt aan het vergroten van het bewustzijn van kinderen over kindermishandeling en daarmee het sneller herkennen van mishandeling. Jongeren vinden het vooral belangrijk dat kinderen die deelnemen aan voorlichtingsprogramma’s leren dat mishandeling nooit de schuld is van het kind zelf. Abstract Research showed that school-based child abuse prevention programs are considered as one of the most important strategies for preventing child abuse by adolescents and parents. In this qualitative study we conducted semi-structured interviews with 13 young adults that were a victim of child abuse, to examine how they think about school-based child abuse prevention programs and which program elements they perceive as essential. During the interviews the young adults were also asked about the importance of 12 common program components of school-based prevention programs, derived from a previous literature review. The young adults agreed that it is important to educate children about child abuse at school, as school-based prevention programs may increase children’s awareness, their ability to recognize abuse, knowledge on where to find help and child abuse disclosure. Teaching children that they are never to blame for child abuse was considered one of the most important components of school-based programs, next to learning children to escape from unsafe situations and to find help, increasing children’s social-emotional skills, promoting child abuse related knowledge, recognizing risky situations, and increasing children’s self-esteem. The young adults considered providing sufficient aftercare an important condition for implementing school-based programs. We discuss the implications of the current results for the development and implementation of school-based child abuse programs, as well as for future research. Keywords: school-based programs, child abuse, prevention, child abuse survivors, young adults ---redactioneel--- Redactioneel door Hans Koot Educatieve schoolprogramma’s over kindermishandeling hebben duidelijke en stevige effecten op de kennis van kinderen en hun beschermende vaardigheden, zo blijkt uit internationaal onderzoek. Dat geldt zowel voor programma’s gericht op algemene kindermishandeling als voor die gericht op seksueel misbruik. Programma’s werken vooral goed als ze lang worden volgehouden en gericht zijn op vaardigheden en werken langer als er boostersessies worden gebruikt. Leerkrachten, ouders en kinderen zijn over het algemeen positief over dergelijke programma’s, al vinden sommige schoolleiders dat hiermee wel erg veel op het bordje van de leerkracht komt. Ook in Nederland worden dergelijke programma’s aangeboden en laten ze positieve effecten zien, al zijn ze nog niet allemaal op effectiviteit onderzocht. En, het is onbekend of dergelijke programma’s ook effectief kindermishandeling voorkómen. Maar bovendien is er nog weinig bekend over hoe dit soort programma’s aansluit bij de beleving van kinderen die zelf mishandeld of verwaarloosd worden en over de optimale vormgeving van dit soort programma’s. Het doel van het hier gepubliceerde onderzoek was er dan ook om na te gaan wat ervaringsdeskundigen vinden van schoolvoorlichting over kindermishandeling en welke onderdelen van voorlichtingsprogramma’s zij essentieel vinden. Daartoe werden semigestructureerde interviews afgenomen bij 13 (jong)volwassenen in de leeftijd van 19 tot 36 jaar. De deelnemers hadden allemaal een verleden van kindermishandeling of verwaarlozing. Alle geïnterviewden vonden het belangrijk dat kinderen op school voorlichting krijgen over kindermishandeling. In hun ogen kan deze het bewustzijn van kinderen vergroten, zodat zij mishandeling sneller herkennen, ervoor zorgen dat kinderen eerder gaan praten en dat zij weten bij wie ze terecht kunnen voor hulp. Essentiële componenten van schoolvoorlichting vonden ze dat kinderen leren om weg te gaan uit een onveilige situatie en hulp te zoeken, hun sociaal-emotionele vaardigheden versterken, kennis over mishandeling vergroten, risicovolle situaties leren herkennen, en hun zelfvertrouwen leren versterken. De jongeren vonden het vooral ook belangrijk dat kinderen van voorlichtingsprogramma’s leren dat mishandeling nooit de schuld is van het kind zelf. Opvallend genoeg is dat nu juist een element wat ook uit de effectevaluatie van de programma’s zelf als belangrijk naar voren komt. Een belangrijk advies van ervaringsdeskundigen dus, op te volgen door zoveel mogelijk scholen, met als toevoeging dat het belangrijk is met erkende programma’s te werken en de nazorg voor de kinderen goed te organiseren.

Funder: NWO: Nederlandse organisatie voor Wetenschappelijk Onderzoek; Id: http://dx.doi.org/10.13039/501100003246, Funder: ZonMw; Id: http://dx.doi.org/10.13039/501100001826, Funder: Ministry of Youth and Families, Funder: Fulbright U.S. Student Program, Funder: Erasmus Medisch Centrum; Id: http://dx.doi.org/10.13039/501100003061, Funder: Erasmus Universiteit Rotterdam; Id: http://dx.doi.org/10.13039/501100001828, Funder: Ministerie van Volksgezondheid, Welzijn en Sport; Id: http://dx.doi.org/10.13039/501100002999, This preregistered study examined whether child temperament and executive functions moderated the longitudinal association between early life stress (ELS) and behavior problems. In a Dutch population‐based cohort (n = 2803), parents reported on multiple stressors (age 0–6 years), child temperament (age 5), and executive functions (age 4), and teachers rated child internalizing and externalizing problems (age 7). Results showed that greater ELS was related to higher levels of internalizing and externalizing problems, with betas reflecting small effects. Lower surgency buffered the positive association of ELS with externalizing problems, while better shifting capacities weakened the positive association between ELS and internalizing problems. Other child characteristics did not act as moderators. Findings underscore the importance of examining multiple protective factors simultaneously.

To investigate the effectiveness of interventions aiming to improve hot and cold executive functions (EFs) in children and adolescents with acquired brain injury (ABI) and to examine whether characteristics of the intervention, participants, etiology of ABI (Traumatic-brain-injury [TBI] or non-TBI), time of assessment, or study quality moderate intervention effects. Whereas cold EFs refer to purely cognitive EFs, hot EFs refer to the affective aspects of these cognitive skills. A total of 970 participants from 23 randomized-controlled-trial studies (112 effect sizes [ES]) were included. A three-level random effects approach (studies, ES, individual participants) was used. Moderation analyses were conducted through meta-regressions. The three-level random effects model showed a better fit than the two-level model. Almost all individual studies showed non-significant ES across outcomes but in combination interventions were effective (Cohen’s d = 0.38, CI 0.16 ~ 0.61). Lower methodological quality, inclusion of participants with non-TBI, and parental participation predicted larger ES. Participants’ age, time of assessment, number of sessions, and focus on hot or cold EFs were not related to ES. We found no evidence of publication bias. Interventions are effective with small to medium ES according to conventional criteria. Intervention effects do not seem to fade away with time. Parent participation in the intervention is important to improve EFs. The efficacy of interventions seems larger when non-TBI is part of the etiology of ABI. Variation between studies is relevant for tracing the effective intervention characteristics. Most studies are conducted in adolescence, and studies in early childhood are needed.

Intimate relationships, both romantic relationships and friendships, are of special importance for identity development in emerging adulthood. In the current study, we investigated longitudinal associations between Big Five personality traits and relationship quality (romantic relationships and friendships) and whether these associations are mediated by identity. A sample of emerging adults ( N = 372, 55% women) completed self-report questionnaires on personality and identity in 2015 ( Mage = 21.90 years, SD = 1.16) and on quality of friendships and romantic relationships 3 years later. By using MPlus, we tested the multivariate mediating effect of identity dimensions in the relationship among Big Five personality and quality of relationships. No mediation of identity dimensions was found. Extraversion predicted higher friendship quality 3 years later and exploration in depth was positively associated with friendship quality. Regarding romantic relationship quality, no significant direct or indirect effects were found. However, personality predicted multiple identity dimensions.

This study examined the family emotional climate as assessed by Five Minute Speech Samples and the relation with parenting stress and parenting behaviors among parents of children (6–17 years, 64.7% boys) with autism spectrum disorder, cerebral palsy, Down syndrome, and without any known disability (n = 447). The large majority of parents (79%) showed low levels of Expressed Emotion, an indicator of a positive family climate. In all groups, more Emotional Over-involvement, more Criticism and fewer expressions of Warmth were associated with higher levels of parenting stress. Across groups, Emotional Over-involvement was related to more autonomy-supportive parenting, Criticism to more psychologically controlling and overreactive parenting, and Warmth was associated with more responsive and less psychologically controlling and overreactive parenting.

Parenting stress of mothers has frequently been linked to negative child outcomes. According to Abidin’s stress model, this relationship may be explained by dysfunctional parenting behaviors. In this study, we scrutinized the effects of both mothers and fathers in the pathway from parenting stress through parenting behaviors to subsequent adolescent behavior problems. We expected the association between parenting stress and adolescent behavior problems to be partially mediated by maternal and paternal parenting behaviors. Further, we expected crossover effects, i.e., that parenting stress of one parent was related to the parenting behavior of the other parent. We applied a 3-wave longitudinal design using data from 441 adolescents (52% girls) and their parents (419 fathers; 436 mothers). Parents reported on parenting stress (adolescent age range = 10.9–16.3 years). Adolescents reported on perceived parental overreactivity and warmth (age range = 12.9–18.3) and their own internalizing and externalizing problems (age range = 15.9–21.3). Despite cross-sectional significant associations between parenting stress, parenting behavior, and adolescent behavior problems, we found no evidence of longitudinal linkages. One exception was maternal parenting stress, which positively predicted later adolescent externalizing problems. Consequently, the mediating role of parenting behaviors was not supported. We found no crossover effects in the pathway from parenting stress to parenting behaviors. The discrepancies between our longitudinal and cross-sectional findings raise questions about the actual impact that parents have on their children’s outcome. Though, targeting mothers’ parenting stress may help to reduce adolescent externalizing problems and its ramifications at least to some extent.

Despite the benefits swift academic progress holds for many stakeholders, there is scarce literature on how academic progress may be improved by changes to assessment policies. Therefore, we investigated academic progress of first-year students after an alteration of characteristics of the assessment policies in three large course programmes: business administration (n = 2048) changed the stakes; medicine (n = 1630) changed the stakes and performance standard; psychology (n = 1076) changed the stakes, performance standard and resit standard. Results indicate that students’ academic progress was sensitive to the characteristics of the assessment policy in all three course programmes. The changes in progress could be explained by differences in performance, as well as by differences in selection for progress by the different policies. Implications are that assessment policies seem effective in shaping student progress, although one size does not fit all.

This longitudinal study assessed the impact of the COVID-19 pandemic on children with autism spectrum disorder (ASD; n = 62; Mage = 13 years) by measuring emotional and behavioral problems before and during the pandemic, and by comparing this change to a matched sample of children without ASD (n = 213; Mage = 16 years). Moreover, we examined whether indicators of parental well-being promoted resilience of children with ASD. Results showed that the mean change in problems did not differ between children with and without ASD. Importantly, some children showed an increase in problems, while others showed resilience. Parental well-being indicators were not related to resilience among children with ASD. The interindividual variability in responses, particularly among children with ASD, highlights the need for personalized support.

Ample quantitative studies have shown that parents raising children with neurodevelopmental disabilities are prone to experience more stress and challenges in their parenthood. Notwithstanding the strength of this line of research, qualitative studies are crucial to grasp the complex reality of these parenting experiences. This qualitative study adopted the Self-Determination Theory to analyze parents’ described experiences, appraising both challenges and opportunities in parents’ psychological need for autonomy, relatedness, and competence. A multi-group comparative design is adopted to examine similarities and differences in the perspectives of 160 parents raising an adolescent with autism spectrum disorder, cerebral palsy, Down syndrome, or without a disability (M age child = 13.09 years, 67.5% boys). Parents’ perspectives were examined through speech samples probing parents to talk spontaneously about their child, their relationship with the child, and their parental experiences. Forty samples in each group were randomly chosen from a larger dataset and were analyzed using deductive thematic analysis. Parents of children with a disability described more need-frustrating but also more autonomy-satisfying experiences compared to parents of children without a disability. Parents of children with autism spectrum disorder reported the most challenges concerning their relatedness with their child and their own parental competence. Parents raising a child with cerebral palsy expressed the most worries about their child’s future and continuity of care. Parents of a child with Down syndrome described the most need-satisfying experiences in their family life. This study offers a more balanced view on the realm of parenting a child with a neurodevelopmental disability.

The aim of the current meta-analysis was to aggregate concurrent and longitudinal empirical research on associations between the interparental relationship and both children's maladjustment (i.e., externalizing and internalizing symptoms) and children's responses to interparental conflict (i.e., emotional, behavioral, cognitive, and physiological). Based on major theoretical frameworks, we distinguished between six dimensions of the interparental relationship: relationship quality, conflict frequency, hostile, disengaged, and unconstructive forms of conflict, and child-related conflict. A final selection of 169 studies for child maladjustment and 61 studies for child responses to conflict were included. The findings revealed by the expansive and fine-grained approach of this meta-analysis support and challenge theoretical hypotheses about the relative predictive value of dimensions of the interparental relationship for children's functioning. Although hostility was specifically more strongly associated with children's externalizing behavior and emotional responses to conflict, disengaged and unconstructive conflict behavior posed similar risks for the other domains of child functioning. In addition, relationship quality, conflict frequency, and child-related conflict warrant more attention in theoretical frameworks, as these dimensions posed similar risks to child functioning as the different forms of conflict. Moreover, most associations between the interparental relationship and child functioning endured over time. Also, developmental and gender differences appeared to depend on the specific forms of interparental conflict and the domain of child functioning. In sum, the results support the growing consensus that prevention and intervention programs aimed at children's mental health could benefit from an alternative or additional focus on the interparental relationship. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

In this person-centered study, we identified different profiles of resilience and vulnerability in emerging adulthood in response to previously experienced stressful life events. Additionally, we examined whether mothers’ and fathers’ parenting and participants’ personality traits in adolescence predicted these profiles. Data from the Flemish Study on Parenting, Personality, and Development (N = 346 families) were used. At T1 (2004; Mage = 11 years), T2 (2007), and T3 (2009), mothers and fathers reported on their parenting and their child’s personality. At T4 (2018; Mage = 25 years), emerging adults retrospectively self-reported the occurrence and impact of 22 stressful life events and rated current behavior problems and subjective well-being. Latent profile analysis revealed three profiles: Competent (71%; low stress, low behavior problems, high subjective well-being), Vulnerable (21%; average stress, high behavior problems, low subjective well-being), and Resilient (9%; high stress, average behavior problems, average subjective well-being). Emerging adults in the Resilient profile had experienced higher levels of maternal positive parenting and were less emotionally stable and conscientious than those in the Competent profile. Furthermore, emerging adults in the Vulnerable profile were less emotionally stable than their peers in the Competent profile. These findings reveal new insights into the heterogeneous patterns of emerging adults’ adaptation following stressful life events.

Background Children with autism have difficulties in understanding relationships, yet little is known about the levels of autistic traits with regard to peer relationships. This study examined the association between autistic traits and peer relationships. Additionally, we examined whether the expected negative association is more pronounced in children with a lower non-verbal IQ and in those who exhibit more externalizing problems. Method Data were collected in a large prospective birth cohort of the Generation R Study (Rotterdam, the Netherlands) for which nearly 10,000 pregnant mothers were recruited between 2002 and 2006. Follow up data collection is still currently ongoing. Information on peer relationships was collected with PEERS application, an interactive computerized task (M = 7.8 years). Autistic traits were assessed among general primary school children by using the Social Responsiveness Scale (M = 6.1 years). Information was available for 1580 children. Result Higher levels of autistic traits predicted lower peer acceptance and higher peer rejection. The interaction of autistic traits with externalizing problems (but not with non-verbal IQ or sex) was significant: only among children with low externalizing problems, a higher level of autistic traits predicted less peer acceptance and more peer rejection. Among children exhibiting high externalizing problems, a poor peer acceptance and high level of rejection is seen independently of the level of autistic traits. Conclusion We conclude that autistic traits—including traits that do not classify as severe enough for a clinical diagnosis—as well as externalizing problems negatively impact young children’s peer relationships. This suggests that children with these traits may benefit from careful monitoring and interventions focused at improving peer relationships.

Background Self-efficacy, individuals’ beliefs regarding their capacities to perform actions or control (potentially stressful or novel) events, is thought to be important for various life domains. Little however is known about its early precursors. This study examined the predictive effects of childhood personality and parental behaviors (i.e., overreactive discipline and warmth) for general self-efficacy in young adulthood. Furthermore, it was examined whether personality and parenting behaviors interacted and whether these interactions supported the diathesis-stress or differential susceptibility model. These aims were examined in an 11-year prospective study of 336 participants (Mage at T1 = 10.83 years, range = 9–12 years, 53.9% girls). Personality and parental behaviors were reported at T1 by both mothers and fathers, whereas self-efficacy was self-reported at T2 11 years later. Hypotheses were tested in Mplus using multilevel structural equation modeling. Results Results revealed that (only) emotional stability, and not parenting, predicted higher self-efficacy 11 years later. Benevolence functioned as a susceptibility marker in the association between overreactivity and self-efficacy. Conclusions The results show that childhood emotional stability is an important long-term predictor of self-efficacy, even into emerging adulthood. Moreover, the integration of individual differences in models of parenting effects may further improve our understanding of early adults’ adjustment.

Caregiving capacities may be an important link between multi-problem circumstances and adverse child development. This study aims to assess caregiving capacities and their correlations in highly vulnerable, multi-problem families in Rotterdam, the Netherlands. Caregiving capacity (overall, emotional and instrumental) was prospectively assessed in 83 highly vulnerable women using video-observations of daily caregiving tasks, six week postpartum. Supporting data were collected at three time points: at inclusion, six weeks after inclusion and six weeks postpartum, and these included psychological symptoms, self-sufficiency, problematic life domains, home environment, income, depression, anxiety and stress. Pregnancy- and delivery-related information was collected from obstetric care professionals. Maternal caregiving scores averaged below adequate quality. Mothers living in an unsafe home environment (B = 0.62) and mothers with more problematic life domains (≤3 domains, B = 0.32) showed significantly higher instrumental caregiving capacities. Other variables were not related to caregiving capacities. Caregiving capacity in this highly vulnerable population was below adequate quality. However, in most cases there was no significant association between caregiving and the variables related to vulnerability. This means that a potential association between vulnerability and caregiving capacities might be driven by the interaction between several problems, rather than the type or number of problems.

Erworben im Rahmen der Schweizer Nationallizenzen (http://www.nationallizenzen.ch), Previous studies have shown that specific personality dimensions, -e.g., the Big Five-, consistently intercorrelate, such that they form a general factor of personality (GFP). It has been hypothesized that the GFP reflects social effectiveness. Similarly, in the clinical domain, overlap between various psychopathological symptoms has also been reported, leading to a general factor of Psychopathology, or p factor. The aim of this study was to test the overlap between the higher order factors in personality and psychopathology, and how they relate to daily life functioning and communication style. We tested a sample of 165 outpatients of a psychological therapy institute, using a multi-source approach that included self-reports and other ratings. The outpatients’ self-reports of personality, general psychological problems, and interpersonal problems were available. Psychotherapists rated the outpatients’ functioning in daily life with the well-known Global Assessment of Functioning (GAF) scale. A spouse or friend also rated the impact of the patient’s communication/social behavior. Patients with lower GFP scores and higher scores on general psychopathology, displayed more distress and daily functioning deficits (i.e., lower GAF scores) and, in terms of communication styles, were also rated as being less dominant, less in control socially, and more submissive and aggressive. We proposed that part of the overlap between the general factors (GFP, psychopathology factors) may relate to a lower general life functioning and less social effectiveness.

Objective: This study aimed to contrast differential susceptibility and diathesis–stress models in examining adolescents' Big Five personality dimensions as moderators of longitudinal associations between interparental stress and (mal)adaptation in emerging adulthood (i.e., self-efficacy, externalizing and internalizing behavior). Method: Data from the large longitudinal Flemish Study on Parenting, Personality and Development were used (475 families, adolescents' Mage = 15.82, SDage = 1.15), with both parents reporting on their interparental stress and mothers reporting on the adolescent's personality and in 2009, and emerging adults reporting on their own (mal)adaptive functioning in 2009 and 2015 and their personality in 2015. Results: Multivariate models showed that extraversion, benevolence, emotional stability and imagination were uniquely related to (mal)adaptation across the 6-year interval. In general, our results exhibited no consistent moderating role for adolescents' personality. Only for girls, high levels of extraversion functioned as a “susceptibility maker” in associations between father's interparental stress and self-efficacy, and, low levels of emotional stability functioned as a “vulnerability marker” in associations between parents' interparental stress and self-efficacy. Conclusions: The interaction effects as well as their (restricted) generalizability across gender should be replicated before drawing firm conclusions. Adolescents' personality characteristics were important predictors of (mal)adaptation during the transition into emerging adulthood.

Het belang van de ouderlijke partnerrelatie voor de ontwikkeling van het kind is al langer bekend. Het doel van deze meta-analyse was het samenvoegen van cross-sectioneel en longitudinaal empirisch onderzoek naar het verband tussen de ouderlijke partnerrelatie en het maladaptief functioneren van kinderen (d.w.z. externaliserende en internaliserende problemen) en de reacties van kinderen op ouderlijk conflict (d.w.z. emotioneel, gedragsmatig, cognitief en fysiologisch). Op basis van verschillende theoretische modellen maakten we daarbij een onderscheid tussen zes dimensies van de ouderlijke partnerrelatie: kwaliteit van de relatie, frequentie van conflicten, agressief conflictgedrag, teruggetrokken conflictgedrag, constructief conflictgedrag en kind-gerelateerd conflict. Uiteindelijk is in de meta-analyse een selectie van 169 studies opgenomen naar het maladaptief functioneren van kinderen en een selectie van 61 studies naar de reacties van kinderen op conflict. De bevindingen die uit deze meta-analyse naar voren kwamen, ondersteunden de theoretische hypotheses over de relatieve voorspellende waarde van de dimensies van de ouderlijke partnerrelatie voor het functioneren van kinderen, maar betwisten deze tegelijkertijd ook. Hoewel agressief conflictgedrag specifiek sterker samenhing met externaliserend gedrag en emotionele reacties op conflict van kinderen, bleken teruggetrokken- en niet-constructief conflictgedrag een even groot risico te vormen voor de andere functioneringsdomeinen van kinderen. Daarnaast zou er in de theoretische modellen meer aandacht moeten zijn voor de kwaliteit van de ouderlijke parnerrelatie, de frequentie van de conflicten en kind-gerelateerd conflict; omdat deze dimensies dezelfde risico’s vormen voor het functioneren van kinderen als de drie soorten conflictgedraging. Bovendien bleven de meeste verbanden tussen de ouderlijke partnerrelatie en het functioneren van kinderen gelijk over langere tijd. Daarnaast bleken leeftijds- en genderverschillen af te hangen van de specifieke vormen van ouderlijk conflict en het functioneringsdomein van kinderen. Samenvattend ondersteunen de resultaten de groeiende consensus dat preventie- en interventieprogramma’s voor de geestelijke gezondheid van kinderen kunnen profiteren van meer of andersoortige aandacht voor de ouderlijke partnerrelatie.

Disability data are essential for policy. Yet, the predominant use of disability prevalence for service planning reflects dichotomous counting, increasingly less compatible with current disability thinking. Difficulties relate to variations in rates, the lack of matching with needs, and the use of prevalence to compare disability situations. From the perspective of Primary Health Care (PHC), we explore methods for disability counting regarding the usefulness of prevalences in identifying persons with disabilities and meeting their needs with local service implementation. First, we analyze the methods and results of six national cross-sectional studies in Ecuador. Then, we present a case about an exploratory needs-driven method for disability counting in a local PHC setting. The analysis of variations in rates focuses the attention on reasons for and risks of a priori exclusion of persons with disabilities from services. Longitudinal disability counting as a collateral result of meeting needs in the PHC setting yields local disability data worthy of further exploration. Thinking about disability counting from a PHC scope in a developing country prompted reflection on the comparison of prevalences to evaluate disability situations. Findings invite further exploration of the needs-driven counting method, its contributions to planning local services, and complementarity with cross-sectional disability counting.

This study examined the family emotional climate as assessed by Five Minute Speech Samples and the relation with parenting stress and parenting behaviors among parents of children (6-17 years, 64.7% boys) with autism spectrum disorder, cerebral palsy, Down syndrome, and without any known disability (n = 447). The large majority of parents (79%) showed low levels of Expressed Emotion, an indicator of a positive family climate. In all groups, more Emotional Over-involvement, more Criticism and fewer expressions of Warmth were associated with higher levels of parenting stress. Across groups, Emotional Over-involvement was related to more autonomy-supportive parenting, Criticism to more psychologically controlling and overreactive parenting, and Warmth was associated with more responsive and less psychologically controlling and overreactive parenting.

Grounded on Belsky's process model and family systems theories and using an actor-partner interdependency modeling (APIM) approach (Belsky & Jaffee, 2006; Cox & Paley, 2003), the current study was the first to examine whether Big Five personality characteristics and depressive symptoms of parents and their partners are related to adolescent-perceived parenting behavior directly and indirectly via interparental stress experienced by both parents. Longitudinal data (Time 1: 2001; Time 2: 2007; and Time 3: 2009) from a large community sample of Flemish families was used (N = 455; Time 1 children: Mage = 7.10 years). Results revealed that, for both parents, more agreeableness and autonomy predicted more parental warmth, and more depressive symptoms and lower agreeableness predicted more overreactive discipline (i.e., actor effects). Both parents' depressive symptoms predicted their own interparental stress (i.e., actor effects). Regarding partner-effects, paternal overreactive discipline was shaped by mother's extraversion and experienced interparental stress, and paternal warmth was affected by mother's experienced interparental stress in addition to fathers' own psychological resources. In contrast, maternal parenting was affected by their own psychological resources only. Although no consistent mediating role of interparental stress was found, one small dyadic indirect effect indicated that maternal depressive symptoms were related to more paternal overreactive discipline via heightened levels of interparental stress experienced by both parents. These results provide new support for the idea of interdependency between parents and specifically support the fathering vulnerability hypothesis. Tentatively, this study informs clinical practice by showing that family interventions aiming to improve parenting should pay attention to specific personality characteristics affecting parenting behavior and adopt a dyadic approach including both parents, especially when targeting paternal parenting. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Objectives: Raising a child with cerebral palsy (CP) has been shown to strongly affect parents’ well-being and is often described as challenging or complex. Although quantitative studies have shown that these parents are at risk for increased levels of stress, a more comprehensive and in-depth insight into their experiences is needed in order to better understand these parents and to effectively support them. By relying on a self-determination theory perspective, this qualitative study puts the basic psychological needs for autonomy, relatedness, and competence forward as a structuring framework to explore both possibilities for need-satisfying experiences as well as risks for need-frustrating experiences when raising an adolescent with CP. Methods: Nine parents of adolescents with CP, aged 10 to 18 years, participated in an in-depth interview concerning their need-related experiences in raising their son or daughter with CP. The data were analyzed with deductive thematic analysis. Results: Parents’ experiences were classified into five themes and nine subthemes. Next to the need-related themes, the themes “accepting the diagnosis” and “uncertainty about the future” were also identified as essential to capture parents’ experiences. Conclusions: Although raising an adolescent with CP entails threats for parents’ need for autonomy, relatedness, and competence, it can also offer opportunities to feel closely connected with others and to feel effective when achieving unexpected goals. In order to fully capture parents’ experiences, we also need to take into account their acceptance of the diagnosis and their worries about the future.

This study aimed to gain more insight in the sources of daily parenting among mothers of children with autism spectrum disorder (ASD). Specifically, we examined associations between daily variations in child behavior, mothers’ psychological needs, and mothers’ controlling and autonomy-supportive parenting. Moreover, the study examined the potential mediating role of daily vitality and stress within these associations. In total 41 mothers (Mage = 41.84 years) of children with ASD (Mage = 10.92 years, range 7–15) participated in a 7-day diary study. Multilevel structural equation modeling revealed that both daily child behavior (i.e., externalizing problems and prosocial behavior) and mothers’ psychological needs relate to day-to-day variation in parenting behavior. Daily stress and vitality played an intervening role in most of these associations.

Growing up in complex reality: the unique contribution of pedagogical science in the Netherlands The inception of the discipline of pedagogical science in the Netherlands was exactly one hundred years ago in 2018. After a brief description of the history of pedagogy, several domains of the current field of pedagogy, in particular child and family studies and clinical child and family studies are highlighted. Next, the interrelations between pedagogy, psychology and psychiatry using the bio-psycho-social model and the socio-ecological model are described. Pedagogical science is an empirically-normative, performance-centered, and integrative science that unites the broad spectrum of behavioural sciences. With this unique combination, pedagogical science helps to answer scientific, clinical, and societal questions to help children reach their full potential.

In deze studie werd onderzocht in hoeverre het verband tussen depressieve klachten en emotionele stabiliteit bij moeders enerzijds en teruggetrokken/depressieve en angstig/depressieve problemen bij adolescenten anderzijds verklaard wordt door opvoeding. Participanten waren 478 moeders met hun zoon of dochter (Mlft = 13,57 jaar, SDlft = 1,15 jaar). Moeders rapporteerden over depressieve klachten, emotionele stabiliteit, overbescherming en overreactiviteit in de opvoeding en internaliserende problemen bij hun adolescent. Alleen depressieve klachten bij moeders waren gerelateerd aan hogere scores voor teruggetrokken/depressieve en angstig/depressieve problemen bij kinderen. Depressieve klachten en emotionele stabiliteit waren beide gerelateerd aan overbescherming en overreactiviteit. De relatie tussen emotionele stabiliteit van moeders en angstig/depressieve problemen bij de adolescent werd gedeeltelijk gemedieerd door overbescherming. Kinderen van moeders met depressieve klachten hadden hogere scores op teruggetrokken/depressieve en angstig/depressieve problemen. Emotionele stabiliteit van de moeder is gerelateerd aan angstig/depressief gedrag van de adolescent via overbescherming.

BackgroundHome visiting programs are widely endorsed for preventing child maltreatment. Yet, knowledge is lacking on what and how individual program components are related to the effectiveness of these programs.ObjectiveThe aim of this meta-analysis was to increase this knowledge by summarizing findings on effects of home visiting programs on child maltreatment and by examining potential moderators of this effect, including a range of program components and delivery techniques.MethodsA literature search yielded 77 studies (N=48,761) examining the effectiveness of home visiting programs, producing 174 effect sizes. In total, 35 different program components and delivery techniques were coded.ResultsA small but significant overall effect was found (d=0.135, 95 % CI (0.084, 0.187), pConclusionsIn general, home visiting programs can prevent child maltreatment only to a small extent. However, implementing specific components and techniques can improve program effectiveness.

In this article, we present a curricular perspective that can be used to understand students’ focus on assessment in higher education. We propose that the degree of alignment between the objectives and assessment of the curriculum plays a crucial role in students’ motivation. In case of perfect alignment, all objectives have an equitable probability of being assessed. Thus, all learning contributes to performance equitably. Consequently, the motivation to perform and the motivation to learn should result in the same learning behaviour and performance. However, in reality, a certain degree of cognitive and operant misalignment of the assessment with the objectives is present. Hence, some objectives will not need to be mastered in order to pass certain assessments. Consequently, a distinction arises between assessed and unassessed learning, and only the assessed learning contributes to performance. Thus, the probability of performing well on assessments is higher when students focus their effort on the assessed learning only, instead of dividing their effort between the assessed and unassessed learning. Therefore, students who are motivated to perform have a motivation that fits in a misaligned curriculum. The article concludes with implications of this curricular fit perspective for assessment practices, as well as for motivational research.

Education and healthcare professionals are crucial in detecting and reporting child abuse and neglect. However, signs of child abuse are often undetected, and professionals tend to underreport their suspicions of abuse and neglect. This qualitative study aimed to examine experiences, attitudes, perspectives, and decision-making skills of healthcare and education professionals with regard to identifying and reporting child abuse and to gain insight into how detection and reporting can be improved. Semi-structured interviews were conducted with 49 Dutch professionals working in child health care, mental health care, primary schools, and secondary schools. The I-Change model was used as a theoretical framework to organize the results. Many professionals believe they miss child abuse signs in their daily work, partially due to a lack of focus on child abuse. Further, professionals indicated having insufficient knowledge of child abuse, and lack communication skills to detect or discuss signs indicative of child abuse in conversations with parents or children. As for risk assessment, professionals barely use structured instruments even though these are regarded as very helpful in the decision-making process. Finally, professionals experience deficits in the cooperation with child welfare organizations, and in particular with Child Protective Services (CPS). Various directions for improvement were discussed to overcome barriers in child abuse detection and reporting, including developing tools for detecting and assessing the risk of child abuse and improving communication and information transfer between organizations.

Because parents of children with cerebral palsy encounter many challenges, the quality of their parenting varies substantially across time. To understand how and why their parenting behaviors change across time, we examined the contributions of child behavior and parents’ psychological needs to explanations of yearly variation in responsive, autonomy-supportive, and psychologically controlling parenting. We also explored whether parents’ motivation to take care of their child explained why some parents engage in better-quality parenting than others. Parents ( N = 117) of children with cerebral palsy ( Mage = 10.98 years) participated in a three-wave longitudinal study. Multilevel analyses indicated that yearly variations in parents’ need satisfaction and frustration related to yearly fluctuations in, respectively, autonomy-supportive and psychologically controlling parenting. Child behaviors had few unique effects on parenting. Parents’ autonomous motivation was associated with better overall quality of parenting. We discuss implications for practice and directions for future research.

This multi-sample study investigated the main and interactive effects of parenting (responsiveness, overreactivity) and young adolescents' personality traits (negative-affectivity: irritability and anxiety; and orienting-sensitivity) on behaviour problems during adolescence. Data from two samples (N1 = 222; girls 45.5%; Mean age = 11.54 years; N2 = 252; girls 50.4%; Mean age = 10.85 years) were analysed using a multivariate approach. Parenting and young adolescents' personality traits were assessed at Time-1 and behaviour problems were assessed 2 to 3 years later. Mothers rated their overreactive parenting practices with the Parenting-Scale (both samples); parental responsiveness was measured with the Louvain-Adolescent-Perceived-Parenting-Scale (sample-1) and the Parenting-Practices-Questionnaire (sample-2). Adolescents reported on their behaviour problems with the overlapping items of the Brief-Problem-Monitor (sample-1) and the Youth-Self-Report (sample-2). Young adolescents' personality traits were measured with the Hierarchical-Personality-Inventory-for-Children rated by mothers in sample-1 and by fathers in sample-2. No evidence supporting diathesis stress or differential susceptibility was found. Analyses revealed one interaction suggesting that adolescents with high irritability (≥1.4 SD; 9%) with more overreactive mothers presented less internalizing behaviour, when their mothers used less overreactive parenting they showed more internalizing behaviour. High-anxiety predicted internalizing behaviour. High-irritability and low-anxiety predicted externalizing behaviour. High-irritability and orienting sensitivity predicted attention problems. No main effects of parenting on behaviour problems were observed.

This two-year longitudinal study addressed the joint contribution of parent-rated parenting behaviors and child personality on psychosocial outcomes in 118 families of children with Cerebral Palsy (M age Time 1 = 10.9 years old, 64.4% boys). Latent change modeling revealed intra-individual changes in children’s psychosocial development as internalizing and externalizing behaviors increased from the first to the second assessment and psychosocial strengths increased from the second to the third assessment, whereas externally controlling and autonomy-supportive parenting behavior remained stable over time. Externally controlling parenting related to higher levels of, and increases in behavioral problems, with these associations being most pronounced among children low on Extraversion, Conscientiousness, or Imagination. Autonomy-supportive parenting related to higher levels of psychosocial strengths, with this association being most pronounced among children high on Emotional Stability.