New Directions for Child and Adolescent Development最新文献

{"title":"Admissibility of attachment theory, research and assessments in child custody decision-making? Yes and No!","authors":"Tommie Forslund,&nbsp;Mårten Hammarlund,&nbsp;Pehr Granqvist","doi":"10.1002/cad.20447","DOIUrl":"https://doi.org/10.1002/cad.20447","url":null,"abstract":"<p><p>Attachment theory, research, and assessments have become increasingly applied to settle child custody cases. We discuss such applications in relation to admissibility criteria for scientific evidence and testimony proposed by Faigman et al. (2014). We argue that attachment theory and research can provide valid \"framework evidence\"; group-based attachment research has yielded general principles suitable as a frame of reference for pertinent court decisions. In particular, child custody decision-making should generally be guided by research indicating that children benefit from attachment networks. In contrast, assessments of attachment quality fall short of providing valid \"diagnostic evidence\"; information that a specific individual/dyad is a \"true\" instance of a general group-level principle. In particular, such assessments do not yield valid information about whether a particular caregiver has better caregiving skills than another caregiver and will better support child development. We conclude that attachment theory and research should be admissible for framework but not for diagnostic testimony.</p>","PeriodicalId":47745,"journal":{"name":"New Directions for Child and Adolescent Development","volume":"2021 180","pages":"125-140"},"PeriodicalIF":2.8,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39645738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Configurations of mother-child and father-child attachment as predictors of internalizing and externalizing behavioral problems: An individual participant data (IPD) meta-analysis.","authors":"Or Dagan,&nbsp;Carlo Schuengel,&nbsp;Marije L Verhage,&nbsp;Marinus H van IJzendoorn,&nbsp;Abraham Sagi-Schwartz,&nbsp;Sheri Madigan,&nbsp;Robbie Duschinsky,&nbsp;Glenn I Roisman,&nbsp;Kristin Bernard,&nbsp;Marian Bakermans-Kranenburg,&nbsp;Jean-François Bureau,&nbsp;Brenda L Volling,&nbsp;Maria S Wong,&nbsp;Cristina Colonnesi,&nbsp;Geoffrey L Brown,&nbsp;Rina D Eiden,&nbsp;R M Pasco Fearon,&nbsp;Mirjam Oosterman,&nbsp;Ora Aviezer,&nbsp;E Mark Cummings","doi":"10.1002/cad.20450","DOIUrl":"https://doi.org/10.1002/cad.20450","url":null,"abstract":"<p><p>An unsettled question in attachment theory and research is the extent to which children's attachment patterns with mothers and fathers jointly predict developmental outcomes. In this study, we used individual participant data (IPD) meta-analysis to assess whether early attachment networks with mothers and fathers are associated with children's internalizing and externalizing behavioral problems. Following a pre-registered protocol, data from 9 studies and 1,097 children (mean age: 28.67 months) with attachment classifications to both mothers and fathers were included in analyses. We used a linear mixed effects analysis to assess differences in children's internalizing and externalizing behavioral problems as assessed via the average of both maternal and paternal reports based on whether children had two, one, or no insecure (or disorganized) attachments. Results indicated that children with an insecure attachment relationship with one or both parents were at higher risk for elevated internalizing behavioral problems compared with children who were securely attached to both parents. Children whose attachment relationships with both parents were classified as disorganized had more externalizing behavioral problems compared to children with either one or no disorganized attachment relationship with their parents. Across attachment classification networks and behavioral problems, findings suggest (a) an increased vulnerability to behavioral problems when children have insecure or disorganized attachment to both parents, and (b) that mother-child and father-child attachment relationships may not differ in the roles they play in children's development of internalizing and externalizing behavioral problems.</p>","PeriodicalId":47745,"journal":{"name":"New Directions for Child and Adolescent Development","volume":"2021 180","pages":"67-94"},"PeriodicalIF":2.8,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39891941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The association between moral identity and moral decisions in adolescents.","authors":"Neele Schipper,&nbsp;Ute Koglin","doi":"10.1002/cad.20429","DOIUrl":"https://doi.org/10.1002/cad.20429","url":null,"abstract":"<p><p>The present study explores moral identity, moral emotion attribution, moral responsibility, acceptability, and moral decisions in adolescents. We hypothesized that moral identity predicts moral decisions in adolescents. Furthermore, we hypothesized that moral emotions mediate the relationship between moral identity and moral decisions and moral identity and moral responsibility/acceptability. A total of 749 adolescents were recruited. Questions regarding moral identity, moral emotion attribution, moral responsibility, acceptability, and moral decisions were answered by the participants. SPSS and AMOS wereused to analyze the data obtained.The results showed that moral identity was related positively to moral decisions and negatively to moral emotion attribution in adolescents. Mediation analysis showed that moral emotions were a significant mediator between moral identity and moral decisions. The findings indicate that moral identity plays an essential role in the moral decision-making processes in adolescents.</p>","PeriodicalId":47745,"journal":{"name":"New Directions for Child and Adolescent Development","volume":"2021 179","pages":"111-125"},"PeriodicalIF":2.8,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cad.20429","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39383785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Empathy, cognitive functioning, and prosocial behavior in mentored children.","authors":"Tina Braun,&nbsp;Timo von Oertzen","doi":"10.1002/cad.20409","DOIUrl":"https://doi.org/10.1002/cad.20409","url":null,"abstract":"<p><p>Assessing the effect mentors have on their mentees is methodologically challenging: most programs merely provide relatively short mentoring durations (typically in the range of 1 year), age ranges are usually rather small, and examining dyads with anything other than questionnaires has proven to be challenging in the past. Thus, although some excellent causal studies do exist, in general causal research is limited in the field and studies are opened up to social desirability. Using a controlled laboratory setting, the current study investigates the causal effect of a mentor's presence on the mentee's empathic accuracy, cognitive functioning, and prosocial behavior. The sample is characterized by a wide age range for mentees and long mentoring durations. Results support the hypothesis that mentees' performance is improved in all three domains when their mentor is present as compared to when their mentor is absent. Furthermore, mentoring duration was positively associated with the mentee's cognitive functioning when controlling for the mentee's age. The current findings extend our knowledge of the benefits of youth mentoring programs and demonstrate the necessity to include laboratory research when investigating mentoring dyads.</p>","PeriodicalId":47745,"journal":{"name":"New Directions for Child and Adolescent Development","volume":"2021 179","pages":"41-57"},"PeriodicalIF":2.8,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cad.20409","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25574632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editorial-Directions 2021.","authors":"Baptiste Barbot","doi":"10.1002/cad.20452","DOIUrl":"https://doi.org/10.1002/cad.20452","url":null,"abstract":"","PeriodicalId":47745,"journal":{"name":"New Directions for Child and Adolescent Development","volume":"2021 179","pages":"5-6"},"PeriodicalIF":2.8,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39644794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Positive and negative risk taking in adolescence: Age patterns and relations to social environment.","authors":"Joanna Fryt,&nbsp;Monika Szczygieł,&nbsp;Natasha Duell","doi":"10.1002/cad.20431","DOIUrl":"https://doi.org/10.1002/cad.20431","url":null,"abstract":"<p><p>Despite empirical and epidemiological research indicating that risk taking propensity increases across adolescence, it is unknown whether this is true for positive risk taking. Additionally, adolescents' decisions are heavily influenced by their social environment, but it is unclear to what extent social influences are associated with positive risk taking. The present study compared age patterns between self-reported positive and negative (health and antisocial) risk taking. Self-reported peers' risk taking, risk perception and perceived social support were also examined as correlates of positive and negative risk taking. 338 adolescents and young adults (217 females) ages 12-25 years (M = 18.99; SD = 3.37) took part in the study. Positive risk taking was slightly higher among young adults than early adolescents, whereas the reverse pattern was found for antisocial risk taking. Health risk taking took the form of an inverted-U, peaking in young adulthood. In adolescents, positive risk taking was associated with peers' positive risk taking and lower perceived support from family. Negative risk taking was associated with peers' negative risk taking, higher risk perception and lower perceived support from family. Results suggest subtle age differences in positive risk taking among adolescents and early adults and indicate that adolescents' engagement in positive risk taking is associated with peers' behavior.</p>","PeriodicalId":47745,"journal":{"name":"New Directions for Child and Adolescent Development","volume":"2021 179","pages":"127-146"},"PeriodicalIF":2.8,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cad.20431","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39383788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"School life satisfaction and peer connectedness of intellectually gifted adolescents in France: Is there a labeling effect?","authors":"Jacques-Henri Guignard,&nbsp;Fabien Bacro,&nbsp;Philippe Guimard","doi":"10.1002/cad.20448","DOIUrl":"https://doi.org/10.1002/cad.20448","url":null,"abstract":"Intellectual giftedness is commonly associated with a high level of intellectual functioning, an identification process whereby individuals are labeled as gifted, and adjustments in schools such as grade skipping. During adolescence, all these factors are prone to reduce peer connectedness and school life satisfaction. The aim of the present study was to disentangle the effects of these factors in a sample of 492 sixth and 10th graders. We identified three subsamples based on different characteristics associated with giftedness: students previously identified as gifted (n = 66), students who scored in the top 10% on a general intelligence test (n = 49), and students who had skipped a grade (n = 57). Comparative analysis showed that none of these subsamples differed from their respective control groups on school life satisfaction. Students labeled as gifted reported a lower level of peer connectedness, and the latter's contribution to school life satisfaction was significantly stronger within this subsample. These results underscore the importance of social integration for adolescents identified as intellectually gifted and exclude grade skipping as a risk factor. Moreover, high intellectual level does not seem to impact either school life satisfaction or peer connectedness.","PeriodicalId":47745,"journal":{"name":"New Directions for Child and Adolescent Development","volume":"2021 179","pages":"59-74"},"PeriodicalIF":2.8,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39746593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effects of group art therapy on adolescents' self-concept and peer relationship: A mixed-method study.","authors":"Chuan-Yung Huang,&nbsp;Hui Su,&nbsp;Siew-May Cheng,&nbsp;Chee-Seng Tan","doi":"10.1002/cad.20435","DOIUrl":"https://doi.org/10.1002/cad.20435","url":null,"abstract":"<p><p>This study examined the effects of group art therapy on self-concept and peer relationships among adolescents using a mixed-method approach. Twelve recruited adolescents from a high school in Northern Taiwan attended weekly 2-h group art therapy sessions for 8 weeks. Through a discovery-oriented approach incorporating focus group interviews and individual interviews, qualitative results revealed that the participants started getting to know themselves better and were able to explore their inner selves while noticing their own emotions. Their self-concept also became more positive along with reduced negative self-concept, increased positive self-concept, and clearer visions towards future goals. Furthermore, the therapy modified adolescents' negative peer relationships by reducing their social anxiety and adjusting their complicated experiences. Participants were found to experience trustable, allied, and compassionate positive peer relationships while having reduced loneliness and improved social skills at the same time. Besides, the participants answered self-concept and peer relationship scales at pre- and post-interventions as well as a 12-month follow-up thereafter. Friedman test on the longitudinal data showed participants reporting consistently higher self-concept and peer relationship at post-intervention and 12-month follow-up than at the pre-intervention stage. Taken together, the findings duly support art therapy in boosting adolescents' self-concept and peer relationships.</p>","PeriodicalId":47745,"journal":{"name":"New Directions for Child and Adolescent Development","volume":"2021 179","pages":"75-92"},"PeriodicalIF":2.8,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39445534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Hyperactive/impulsive symptoms and autistic trait in institutionalized children with maltreatment experience.","authors":"Junko Imai,&nbsp;Daimei Sasayama,&nbsp;Rie Kuge,&nbsp;Hideo Honda,&nbsp;Shinsuke Washizuka","doi":"10.1002/cad.20445","DOIUrl":"https://doi.org/10.1002/cad.20445","url":null,"abstract":"<p><p>The present study examined how maltreatment experience was associated with autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) symptoms in children under institutional care. The key caregivers of children and adolescents aged 6 to 18 years who were under institutional care in Nagano prefecture, Japan were asked to answer the background questionnaire, ADHD-Rating Scale, and the Japanese children's version of the Autism-Spectrum Quotient. A total of 378 valid responses were obtained, of which 222 reported maltreatment experience prior to institutionalization. Both hyperactive/impulsive and inattentive scores were significantly higher in the maltreated group. Maltreatment experience was significantly associated with the presence of hyperactive/impulsive symptoms (p = 0.003) and inattentive symptoms (p = 0.027). Particularly, those who had experienced physical abuse were significantly more likely to have hyperactive/impulsive symptoms (p = 0.012) and autistic trait (p = 0.002). Thorough assessment of neurodevelopmental symptoms should be performed when placing children with maltreatment experience into institutional care.</p>","PeriodicalId":47745,"journal":{"name":"New Directions for Child and Adolescent Development","volume":"2021 179","pages":"29-39"},"PeriodicalIF":2.8,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39706266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The feasibility of implementing autism intervention methods in formal education settings welcoming refugee and asylum-seeking children: A systematic review of the literature.","authors":"Julie Larran,&nbsp;Isabell Schuster,&nbsp;Sascha Hein","doi":"10.1002/cad.20449","DOIUrl":"https://doi.org/10.1002/cad.20449","url":null,"abstract":"<p><p>Given the significant amount of time that refugee and asylum-seeking children (RASC) spend in schools, these institutions play an important role in their lives and represent an ideal environment in which to help them to adapt to their host society. The present study aimed to draw attention to the possibility of transferring intervention methods designed for children with ASD to formal education settings welcoming newly arrived RASC to support their adaptation to their new school environment. For this purpose, a systematic review was undertaken to assess the feasibility of implementing three specific ASD intervention methods (i.e., TEACCH, PECS, and PMI) in schools welcoming RASC. While the review did not reveal previous attempts to implement and evaluate ASD intervention methods with newcomer RASC, 21 records were uncovered providing preliminary evidence in support of this idea. Hypothesized strengths and limitations, as well as considerations about implementation, are discussed.</p>","PeriodicalId":47745,"journal":{"name":"New Directions for Child and Adolescent Development","volume":"2021 179","pages":"7-28"},"PeriodicalIF":2.8,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39738360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}