Journal of Child and Family Studies最新文献

{"title":"Prenatal Superstorm Sandy stress and postnatal affectionless control as a conjoint risk for child psychopathology.","authors":"Sarah O'Neill, Patricia M Pehme, Barbara Kinsella-Kammerer, Christine Ginalis, Wai M Wong, Melissa Blum, Ahmed D Shereen, Yoko Nomura","doi":"10.1007/s10826-025-03046-7","DOIUrl":"https://doi.org/10.1007/s10826-025-03046-7","url":null,"abstract":"<p><p>The current study investigates the conjoint effect of prenatal Superstorm Sandy stress (SS) and postnatal parenting, as measured by affectionless control (AC), in determining the risk of early childhood psychopathology. The study included 154 children (45.5% males) longitudinally tracked from ages 2-5 years. Maternal AC was assessed using the Parental Bonding Instrument. The prevalence of child diagnostic outcomes (DSM-IV anxiety disorders, phobias, and disruptive behavior disorders) was ascertained by trained clinical interviewers using maternal responses to the Preschool Age Psychiatric Assessment. Children were stratified into four groups by SS and AC status to identify synergistic effects on psychopathology exceeding the risks expected in an additive model. Children exposed to both SS and AC had over 5-fold increased risk of any anxiety disorder, a 12-fold increased risk for disruptive behavior disorders, and a nearly 5-fold increased risk of any disorder relative to the reference group of children with neither exposure. The risks of anxiety, disruptive behavior, and any disorders were synergistically greater than the sum of independent effects of the two stressors, as evident in the synergy index. Evaluation of synergistically increased risks for childhood disorders will help to identify high-risk children, which in turn could inform design of multi-level interventions to mitigate child psychopathology.</p>","PeriodicalId":48362,"journal":{"name":"Journal of Child and Family Studies","volume":"34 4","pages":"1005-1017"},"PeriodicalIF":1.6,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12043322/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144041176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Humanistic Therapy for Young People: Client-Perceived Helpful Aspects, Hindering Aspects, and Processes of Change.","authors":"Mick Cooper, Stephanie Smith, Amy Louise Sumner, Jon Eilenberg, Jasmine Childs-Fegredo, Siobhan Kelly, Praveen Subramanian, Joanna Holmes, Michael Barkham, Peter Bower, Karen Cromarty, Charlie Duncan, Susan Hughes, Peter Pearce, Tiffany Rameswari, Gemma Ryan, David Saxon, Megan Rose Stafford","doi":"10.1007/s10826-024-02955-3","DOIUrl":"10.1007/s10826-024-02955-3","url":null,"abstract":"<p><p>This qualitative study aimed to establish aspects of humanistic therapy that young people (13-16 years old) perceived as helpful and hindering, and to test a novel method for identifying perceived processes of change. A \"medium q\" thematic analysis was conducted followed by a coding-based \"process of change analysis.\" Participants were 50 young people in London schools who experienced moderate or severe emotional symptoms and had participated in up to 10 sessions of a school-based humanistic intervention. Participants were predominantly female and ethnically heterogeneous. Therapist qualities most often perceived as helpful were affiliative in nature. Unhelpful therapist activities were silences and a lack of input. Young people described feeling free to talk and open up. Helpful outcomes included feeling unburdened, gaining insight, and improving relationships. \"Getting things off their chest,\" \"Advice and guidance,\" \"Modeling relationships,\" and \"insights to behavior change\" were identified as specific processes of change in over 50% of young people. Approximately one-third felt hindered by a lack of therapist input, silences, or not feeling able to open up or trust. These findings indicate the potential value of an active, \"process guiding\" stance in humanistic therapy. Our process of change analysis has potential for identifying perceived change mechanisms in therapy. This work was supported by the Economic and Social Research Council [grant reference ES/M011933/1]. Anonymized qualitative interview transcripts are available on request to the First Author/Chief Investigator. Quantitative, participant-level data for the ETHOS study (with data dictionary), and related documents (e.g., parental consent form), are available via the ReShare UK Data Service (reshare.ukdataservice.ac.uk/853764/). Access requires ReShare registration.</p>","PeriodicalId":48362,"journal":{"name":"Journal of Child and Family Studies","volume":"34 3","pages":"686-705"},"PeriodicalIF":1.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11961482/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143781693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Feasibility and Acceptability of Formats in a Comparative Effectiveness Trial of a Preventive Parenting Program.","authors":"Gretchen Buchanan, Tori Simenec, Qiyue Cai, Abigail Gewirtz","doi":"10.1007/s10826-025-03016-z","DOIUrl":"10.1007/s10826-025-03016-z","url":null,"abstract":"<p><p>Parenting can be challenging, and military parents face additional family stressors related to relocations and deployments. ADAPT4U is an evidence-based preventive parenting program specifically designed for military parents of school-aged children. This study examines the feasibility and acceptability of in-person group and telehealth versions of the program. We used quantitative and qualitative data in a concurrent embedded design. Quantitative data were analyzed using SPSS with regressions and ANOVAs. Qualitative data were thematically coded by multiple authors and then a consensus process was undertaken. Both conditions were highly satisfactory for participants, with in-person group rated slightly higher. Families were more likely to attend telehealth than group, both at all and for at least 50% of sessions. Telehealth participants rated more highly: helpfulness, the facilitator was understanding and responsive, and they would participate in a future parenting program based on their experience. Qualitative results reflected positive experiences both with the content and facilitators, and concerns or recommendations that often were directly addressed by the other format (e.g., suggestions by in-person group participants for a telehealth format). Consistent themes across formats included wanting children to be involved in the program and more follow-up after the end of the program. The ADAPT4U program is highly acceptable to participants, and providing multiple format options (in-person group and individual telehealth) will likely make it more feasible for parents to participate in a way that works best for them.</p>","PeriodicalId":48362,"journal":{"name":"Journal of Child and Family Studies","volume":"34 2","pages":"381-395"},"PeriodicalIF":1.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11850420/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143517104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Moderating Effects of Parenting Stress and COVID-19 Pandemic Impacts on Relations Between Harsh Discipline and Child Behavior Problems.","authors":"Kivilcim Degirmencioglu, Jianing Sun, Klaudia I Kulawska, Fanwen Zhang, Catherine M Diercks, Erika Lunkenheimer","doi":"10.1007/s10826-025-03068-1","DOIUrl":"10.1007/s10826-025-03068-1","url":null,"abstract":"<p><p>The present study examined the dual moderating effects of parenting stress and negative COVID-19 pandemic impacts on the link between parental harsh discipline and child behavior problems. Mothers and children aged 2-6 years (<i>M</i> = 49.68 months, 51.03% female; <i>N</i> = 339) in the United States participated online via Amazon Mechanical Turk during the COVID-19 pandemic (Summer or Winter 2020). Mothers reported on harsh discipline, parenting stress, negative COVID-19 impacts, and children's internalizing and externalizing problems. As hypothesized, results showed a significant three-way interaction effect such that parenting stress and negative COVID-19 impacts exacerbated the positive relation between harsh discipline and child behavior problems, however, only for internalizing problems. Children had the highest levels of internalizing problems when harsh discipline, parenting stress, and negative COVID-19 impacts were higher; additionally, parenting stress still exacerbated the positive relation between harsh discipline and internalizing when pandemic impacts were lower. For externalizing problems, two-way interaction results revealed that positive relations between harsh discipline and externalizing were weaker when pandemic impacts were higher, suggesting that pandemic stressors altered these well-established effects. Findings suggested that proximal familial risks and broader environmental risks interact in complex ways to influence children's mental health difficulties, and that interventions to reduce parenting stress may ameliorate children's internalizing problems, especially when additional environmental stressors are present.</p>","PeriodicalId":48362,"journal":{"name":"Journal of Child and Family Studies","volume":"34 5","pages":"1390-1404"},"PeriodicalIF":1.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12126339/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144209947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Child's Perspective on the School-Based Mindfulness Programme, Paws b.","authors":"Katie Crompton, Alessandra Fasulo, Daphne Kaklamanou, Eszter Somogyi","doi":"10.1007/s10826-025-03047-6","DOIUrl":"10.1007/s10826-025-03047-6","url":null,"abstract":"<p><p>School-based mindfulness programmes (SBMPs) are becoming widely used in primary schools, however findings regarding their effectiveness are controversial. Understanding how children describe and interpret the experience of taking part in these programmes may hold the key for improving their effectiveness. In this study we sought to gather children's views about a 12-lesson SBMP called Paws b. A week after the completion of the SBMP in five classes of two primary schools, during Personal Social and Health Education (PSHE) lessons, we conducted four focus groups with 8- and 9-year-olds. We randomly selected two girls and two boys from each class to form each focus group. The discussion was led by a different researcher that had not been associated with the delivery of the lessons. A reflexive thematic analysis was conducted on the transcribed data. We identified three major themes in children's discussions: (1) Mindfulness as instrumental for self-regulation, (2) Continued practice can lead to positive changes, and (3) Embedded memories from Paws b. The themes indicate that children remembered key practices and information, and used them in daily life. They enjoyed the training although not always from the beginning, observed changes in themselves and in their classmates and understood mechanisms through which mindfulness training can have positive effects. Implications of these findings are discussed in relation to both the content of this specific SBPM and the way in which the course was delivered.</p>","PeriodicalId":48362,"journal":{"name":"Journal of Child and Family Studies","volume":"34 5","pages":"1307-1321"},"PeriodicalIF":1.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12126353/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144209948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Maternal Literacy Skills and Children's Kindergarten Outcomes in Rural Communities with Low Incomes: The Moderating Role of Hours in Child Care.","authors":"Elizabeth B Miller, Erin Roby, Mary Bratsch-Hines, Clancy B Blair","doi":"10.1007/s10826-024-02960-6","DOIUrl":"10.1007/s10826-024-02960-6","url":null,"abstract":"<p><p>Based on theoretical premises of ecological systems theory and the compensatory hypothesis, a subset of data from the Family Life Project (<i>N</i> = 773), a population-based study of rural families with low incomes, were used to test for associations between maternal literacy in infancy and children's academic outcomes and teacher-reported problem behaviors in kindergarten. A second aim tested whether increased time in child care averaged from 6-36 months moderated such relations. Results indicated that maternal literacy was significantly positively related to academic outcomes (<i>ES</i> = .17-.23) and significantly negatively related to children's problem behaviors (<i>ES</i> = -.15) in kindergarten. Child care hours were not significantly related to any outcome. Significant interactions were found between maternal literacy and hours in child care on both children's academic skills and problem behaviors. Specifically, for mothers with lower literacy levels, significant dose-response relationships were detected between increased time in child care and children's higher academic scores and reduced problem behaviors (<i>ES</i> = .07-.09). Implications for maternal literacy and child care access among rural families are discussed.</p>","PeriodicalId":48362,"journal":{"name":"Journal of Child and Family Studies","volume":"33 12","pages":"3889-3903"},"PeriodicalIF":1.6,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11664632/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142886424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Archival Study of the Relationship Between Treatment Duration, Functioning, and Out-of-Home Placement for Youth with Serious Emotional Disturbance in a State-Wide Intensive In-Home Family Treatment Program","authors":"C. Wayne Jones, Steve Simms, Jesse Troy, Scott Suhring, Dan Warner, Tara Byers","doi":"10.1007/s10826-024-02906-y","DOIUrl":"https://doi.org/10.1007/s10826-024-02906-y","url":null,"abstract":"<p>The main aim of this study was to evaluate the effectiveness of Pennsylvania’s state-wide intensive in-home treatment for youth with serious emotional disturbance (SED), EcoSystemic Structural Family Therapy-Family Based Mental Health Services (ESFT-FBMHS). Despite its long history of implementation, the program remains empirically under-evaluated. In this archival study, out-of-home placement and youth functioning outcomes were compared across four tiers of length of stay. Given the high-risk population treated in ESFT-FBMHS, it was hypothesized that the families and youth who completed the full duration of treatment (169–224 days) would have better outcomes than those who stopped treatment after 168 days or less. We utilized an ex post facto quantitative research design analyzing archived medical claims data of 2251 youth treated between 2018 and 2022 to assess out-of-home placement rates and analyzed archived data from six domains of the Child and Adolescent Needs and Strengths (CANS; Problem Presentation, Risk Behaviors, Functioning, Child Safety, Caregiver Needs, and Child Strengths) to assess changes in youth functioning post-discharge (90 and 180 days). An analysis using generalized estimating equations (GEE), controlling for potential confounding variables such as demographics and clinical features, suggest that length of stay in ESFT-FBMHS was significantly associated with out-of-home placement and youth improvement on the CANS at both 90- and 180-days post-discharge. As a group, youth with SED who did not complete the full duration of the program had 2–3 times the odds of out-of-home placement at 90 days post-discharge and 1–3 times the odds at 180 days post-discharge as compared to program completers. CANS scores showed improvement in 40.1% of youth who completed the program as compared to only 11.7%–18.2% for those who did not. The results of this study suggest that ESFT-FBMHS is effective for youth with SED as a group and can improve youth functioning and reduce out-of-home placement.</p>","PeriodicalId":48362,"journal":{"name":"Journal of Child and Family Studies","volume":"17 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142256169","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":"Sibling-Mediated Early Start Denver Model Support for Young Autistic Children","authors":"H. Waddington, E. Wilson, L. van Noorden, A. C. Macaskill, A. Carnett, G. Vivanti","doi":"10.1007/s10826-024-02914-y","DOIUrl":"https://doi.org/10.1007/s10826-024-02914-y","url":null,"abstract":"<p>Young autistic children and their siblings often need support to play and engage with each other. The inclusion of older siblings in the provision of support may improve outcomes for autistic children and strengthen the sibling relationship. This study evaluated the inclusion of older siblings in the delivery of Early Start Denver Model (ESDM) support to autistic children aged between 3 and 4 years. It used a non-concurrent multiple baseline across participants design to evaluate the effects of sibling-mediated ESDM for four young autistic children and their older, non-autistic siblings. For most dyads, there were improvements in autistic child engagement and in sibling initiations during the sibling-mediated ESDM, which were generally maintained at follow-up. There was some improvement in sibling responses and minimal improvement in autistic child imitation and functional utterances. Sibling initiations and responses were generally positively correlated with autistic child engagement, functional utterances, and imitation. The parents of children in all four dyads found the sibling-mediated ESDM to be acceptable. These preliminary results suggest that sibling-mediated ESDM may be beneficial for improving the interaction between autistic children and their non-autistic siblings while benefits for teaching additional child skills might be more limited.</p>","PeriodicalId":48362,"journal":{"name":"Journal of Child and Family Studies","volume":"203 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142256172","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":"How the COVID-19 Pandemic Influenced Veteran Parents’ Harsh Parenting: Do Parental PTSD and Parental Role Matter?","authors":"Xiafei Wang, Choyang L. Sherpa, Lisette R. Piera-Tyree, Brooks B. Gump, Kenneth J. Marfilius, Jennifer C. Genovese, Carrie J. Smith, Jacqueline Allen","doi":"10.1007/s10826-024-02910-2","DOIUrl":"https://doi.org/10.1007/s10826-024-02910-2","url":null,"abstract":"<p>Prior studies show a heightened risk of child maltreatment during the COVID-19 pandemic because of financial difficulties and parenting stress, but little is known about what happened to the veteran families. This study aimed to examine the influences of the COVID-19 pandemic on veteran parents’ harsh parenting – creating a potential for child maltreatment. Further, we explored the potential moderating effects of parental PTSD and parental role on the association between COVID-19 impacts and veteran harsh parenting. We recruited 509 veteran parents from Qualtrics online research panel and assessed the impacts of the COVID-19 pandemic (e.g., perceived threat, financial and psychological impacts) on the participants, parental PTSD, and parents’ past year prevalence of corporal punishment and psychological aggression. We used M<i>plus</i> 8.8 to build main models, two-way moderation models, and three-way moderation models. There was a significant association between COVID-19 pandemic impacts and harsh parenting (Corporal punishment: <i>β</i> = 0.09, <i>p</i> &lt; 0.05; Psychological aggression: <i>β</i> = 0.10, <i>p</i> &lt; 0.05), while parental PTSD was a significant moderator (Corporal punishment: <i>β</i> = 0.10, <i>p</i> &lt; 0.05; Psychological aggression: <i>β</i> = 0.08, <i>p</i> &lt; 0.05). Parents with higher levels of PTSD were more vulnerable to the negative influences of COVID-19 on their harsh parenting. However, the association between COVID-19 pandemic impacts and harsh parenting did not differ by parental role. Our study findings contribute to the current knowledge of veteran families during the COVID-19 pandemic and provide implications for both Veteran Affairs services and child protective services.</p>","PeriodicalId":48362,"journal":{"name":"Journal of Child and Family Studies","volume":"41 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142269425","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":"Video Games, Violence Justification and Child-to-Parent Violence","authors":"Miriam Junco-Guerrero, Ana Ruiz-Fernández, David Cantón-Cortés","doi":"10.1007/s10826-024-02864-5","DOIUrl":"https://doi.org/10.1007/s10826-024-02864-5","url":null,"abstract":"<p>During the past decade, video games have become the main industrial entertainment sector, although research on the effects of violence in video games on juvenile aggressiveness has raised concerns that they may pose a significant social risk. The objective of this study was to analyze the relationship of exposure to violent video games, pathological video-gaming, and justification of violence with the perpetration of Child-to-Parent Violence (CPV) against the mother and the father, controlling for the sex, educational level, and violent TV exposure of the participant. The sample consisted of 439 students from Compulsory Secondary Education, (238 boys and 201 girls), aged between 13 and 18. Exposure to video games was assessed through an author-elaborated questionnaire, violence justification, and pathological video-gaming were evaluated with the Exposure to Violence Questionnaire and the Assessment of Pathological Computer-Gaming, respectively, and CPV was assessed through the Child-to-Parent Aggression Questionnaire. Hierarchical multiple regression analyses showed that pathological video-gaming and, specially, justification of violence, were related to the perpetration of CPV against both mothers and fathers. However, a relationship of exposure to violent video games and violence on TV with the perpetration of CPV was not found. These results suggest a potential new target for CPV prevention, as well as for the treatment of juvenile offenders.</p>","PeriodicalId":48362,"journal":{"name":"Journal of Child and Family Studies","volume":"10 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142193344","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}