Journal of Child and Family Studies最新文献

{"title":"The Multidimensional Assessment of Parenting Scale: Youth Report Form in Inpatient and Partial Hospital Settings.","authors":"Christina M Hogan, Emily Beckmann, Micaela Maron, Kelsey Sutton, April Highlander, Melissa Pielech, Jennifer C Wolff, Thamara Davis, Justin Parent","doi":"10.1007/s10826-025-03131-x","DOIUrl":"10.1007/s10826-025-03131-x","url":null,"abstract":"<p><p>The Multidimensional Assessment of Parenting Scale (MAPS) was developed to assess a wide range of behaviors across positive and negative domains of parenting. This study aims to expand the utility of the MAPS by evaluating a youth-report version which provides an additional perspective on parenting practices. The study evaluated the youth-report form of the MAPS (MAPS-Y) in a large clinical population (<i>N</i> = 628) ranging from middle childhood (8-12) to adolescence (13-17) who were admitted to partial and inpatient psychiatric units. Youth and their caregivers completed the parent and youth versions of the MAPS questionnaire, and measures of child and adolescent psychopathology, emotion regulation, family context, and adversity. Analyses of factor structure, reliability, agreement, and validity were performed. The study also examined a short form of the MAPS-Y for reliability and validity. CFA and model fit indices indicated that all items loaded as expected onto subscales and with good fit. Analyses support strong reliability. The factor structure of the youth-report form was invariant across developmental stages, included both positive and negative domains, and demonstrated strong psychometric properties. The MAPS-Y short form demonstrated strong validity and reliability. The youth-report form of the MAPS and its short form are appropriate for use among children and adolescents experiencing acute clinical symptoms. The MAPS youth-report form will allow for nuanced, in-depth assessment of the parenting behaviors beyond parent-report that are critical to treatment outcomes in youth.</p>","PeriodicalId":48362,"journal":{"name":"Journal of Child and Family Studies","volume":"34 8","pages":"2209-2219"},"PeriodicalIF":1.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12394287/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144974594","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":"Sex Differences in the Association Between Difficulties with Worry Regulation and Anxiety Symptoms in Black Children.","authors":"Elizabeth E McAfee, Emma C Lathan, Rebecca Lipschutz, Dominique L La Barrie, Yara Mekawi, Anais F Stenson, Tanja Jovanovic, Bekh Bradley, Abigail Powers","doi":"10.1007/s10826-025-03077-0","DOIUrl":"10.1007/s10826-025-03077-0","url":null,"abstract":"<p><p>Black children are at significant risk for anxiety through heightened exposure to poverty, trauma, and racial discrimination, and females are at higher risk for childhood onset than males. One potentially relevant factor is difficulties with worry regulation. This study seeks to understand how difficulties with worry regulation and sex differences may affect risk for anxiety in Black children. The present study examined relations between difficulties with worry regulation and anxiety symptoms by sex in a sample of 98 Black children (M_age = 10.08, SD_age = 1.48). Caregivers reported on child worry dysregulation (i.e exaggerated displays of worry), worry inhibition (i.e suppression of worry), and anxiety. Positive associations were found between caregiver-reported child worry dysregulation and anxiety symptoms (<i>r</i> = 0.41<i>, p</i> < 0.01) but not worry inhibition (<i>r</i> = 0.11<i>, p</i> = 0.37). The association between higher child worry dysregulation and higher child anxiety symptoms was moderated by child sex, (<i>B</i> = 5.00, <i>p</i> = 0.01), such that it was significant in girls but not in boys, independent of child trauma exposure and pubertal acceleration. Higher worry dysregulation was related to higher anxiety in girls but not boys. Trauma exposure also predicted higher child anxiety symptoms (<i>p</i> < 0.01). Worry dysregulation may be a helpful target for identifying girls at risk for anxiety disorders. Future research should examine additional factors that may relate to anxiety symptoms in Black male children, including other facets of emotion dysregulation, to further disentangle sex specific pathways of risk.</p>","PeriodicalId":48362,"journal":{"name":"Journal of Child and Family Studies","volume":"34 8","pages":"1973-1982"},"PeriodicalIF":1.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12394291/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144974578","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":"Poverty Reduction and Family Functioning: Results from an Experimental Study in Sub-Saharan Africa.","authors":"Leyla Karimli, Josephine Nabayinda, Portia B Nartey, Fred M Ssewamala","doi":"10.1007/s10826-024-02920-0","DOIUrl":"10.1007/s10826-024-02920-0","url":null,"abstract":"<p><p>The study tests the effect of poverty-reduction intervention on family functioning reported by AIDS-orphaned children in extended families in Southern Uganda by asking two questions: (1) based on children's reports, how does poverty reduction intervention affect family functioning? and (2) to what extent do these effects vary by a child's gender and orphanhood status? Informed by the social causation theory, family stress model, and asset theory, the study aims to address the existing knowledge gap on effects of poverty reduction interventions on family functioning in low-income families caring for AIDS orphaned children in Uganda. We ran multilevel regression models using longitudinal data collected in a cluster-randomized controlled trial from N = 1410 children (n = 621 boys and n = 789 girls) recruited from 48 rural primary schools in Uganda. Survey data was collected every 12 months over the course of 5 years. The average age of children at enrollment was 13 years. We found significant positive effects of the intervention on family cohesion, family communication, and child-caregiver relationship. Effects vary by child's gender and orphanhood category. Intervention improves family communication for boys, while improving family cohesion and quality of child-caregiver relationship for girls. Single maternal orphans reported improved family communication, while single paternal orphans reported improved child-caregiver relationship. Poverty reduction interventions are important to improve family functioning for low-income families. Variations by child's gender and orphanhood status have not been reported in previous studies, and our findings underscore the importance of continued research in this area.</p>","PeriodicalId":48362,"journal":{"name":"Journal of Child and Family Studies","volume":"33 10","pages":"3104-3118"},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12352544/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144876094","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}

{"title":"The Protective Role of Supportive Relationships in Mitigating Bullying Victimization and Psychological Distress in Adolescents","authors":"Karyn L. Healy, James G. Scott, Hannah J. Thomas","doi":"10.1007/s10826-024-02891-2","DOIUrl":"https://doi.org/10.1007/s10826-024-02891-2","url":null,"abstract":"<p>Supportive relationships have been hypothesized to protect against psychological distress in general and to reduce the impacts of adversity on distress. Bullying victimization by peers is a salient adverse experience for many adolescents. Being bullied increases the risk of psychological distress which in turn increases the risk of further bullying victimization. There is minimal previous research on whether and how supportive relationships protect adolescents from bullying victimization, psychological distress and the recursive relationships between victimization and distress. This study investigated the direct and moderating effects of supportive relationships with parents, peers, and teachers on later psychological distress and bullying victimization of adolescents. This longitudinal study involved 1425 Australian adolescents aged 12–18 years (mostly male, 74.3%), using questionnaires on bullying victimization, psychological distress, and supportive relationships at two-time points, 6 months apart. All types of supportive relationships reduced the risk of later psychological distress predicted from earlier psychological distress, suggesting a direct compensatory effect. Support from classmates and parents also protected adolescents against ongoing bullying victimization and mitigated the impact of bullying victimization on later psychological distress, consistent with a stress-buffering hypothesis. The pattern of results confirms the important role that supportive relationships play in protecting adolescents from psychological distress and bullying victimization. Persistent bullying victimization and later psychological distress are less likely to occur for victimized adolescents supported by parents and classmates. Strategies and programs that improve parental support may enhance the effectiveness of programs to prevent bullying and improve outcomes for victims.</p>","PeriodicalId":48362,"journal":{"name":"Journal of Child and Family Studies","volume":"16 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142193346","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}