Mother-child play and maltreatment: a longitudinal analysis of emerging social behavior from infancy to toddlerhood

Mother-child play of maltreating and nonmaltreating families was analyzed when infants were 12 months old (Time 1), and 2 years old (Time 2), as a context to examine children's developing cognitive and social skills. At Time 1, infants from abusing families demonstrated less independent and more imitative behavior during play than did infants from neglecting and nonmaltreating families, suggesting a delay in emerging social behaviors. In this longitudinal follow-up, mother-child play was reassessed 1 year later (N = 78), with a focus on children's engagement in nonplay and pretend play and on children's abilities to initiate social exchanges and respond to parental requests. Play and social behavior were coded from semistructured and unstructured play paradigms at both time points. Maternal attention-directing behavior and limit setting also was assessed. At Time 2, children from abusing, neglecting, and nonmaltreating families did not differ in cognitive play complexity. However, children from abusing families engaged in less child-initiated play than did children from neglecting and nonmaltreating families, demonstrating less socially competent behavior. Longitudinal analyses revealed child initiated play at Time 2 was negatively associated with abuse and with maternal physical attention directing behavior at Time 1. Child negative reactivity at Time 2 was positively associated with Time 1 maternal physical behavior and child imitation and with Time 2 maternal controlling behavior. Implications for early intervention efforts are emphasized.     

Mother-child separations among homeless and housed families receiving public assistance in New York City

We examined the incidence, characteristics, and predictors of separations of children from mothers in 543 poor families receiving public assistance, 251 of whom had experienced homelessness during the previous 5 years. Forty-four percent of the homeless mothers and 8% of housed mothers were separated from one or more children. A total of 249 children were separated from 110 homeless families and 34 children from 23 housed families. Children were placed with relatives and in foster care but were rarely returned to their mothers. Maternal drug dependence, domestic violence, and institutionalization predicted separations, but homelessness was the most important predictor, equivalent in size to 1.9 other risk factors. We infer that policies regarding child welfare and substance abuse treatment should be changed to reduce unnecessary placements. Studies of homeless children who remain with families may be biased if separated children are excluded.     

Psychosocial risk assessment among families receiving assistance from the social services

This study analyses the psychosocial risk profiles that better discriminate between three levels of risk: low, middle and high. We also examine to what extent the assessments of the level of risk made by professionals of social services are consistent with their decision of initiate a "risk declaration" expedient. For this purpose, 468 cases of families (245 two-parents and 223 one-parent) were examined through the Psychosocial Risk Profile of the Family. Discriminant analysis showed that social exclusion and family violence profiles discriminate between high and middle-low levels of risk in two-parent families. Negligence and family violence plus maternal inadequacy and children maladjustment discriminate between high and middle-low levels of risk in one-parent families. There is a high consistence between the assessment of psychosocial risk and the decision to initate a procedure of a "risk declaration" in both families, with a tendency to overestimate the middle risk in one-parent families.     

Effects of classroom age composition on the play and social behaviors of preschool children

Preschool children enrolled in same- and mixed-age day care classrooms were observed during free play to examine patterns of social and play behavior. In mixed-age rooms, there was more interactive-functional play, for both older and younger children, more dramatic play and negative interactions for younger children, and a tendency for older children to be onlookers. In the same-age rooms, there was more conversation and more parallel-functional interaction for both older and younger children. While previous research has emphasized the benefits of mixed-age rooms, the current research indicates that some costs may also be involved.     

Dimensions of acculturation: associations with health risk behaviors among college students from immigrant families

In the present study, we examined a bidimensional model of acculturation (which includes both heritage and U.S. practices, values, and identifications) in relation to hazardous alcohol use, illicit drug use, unsafe sexual behavior, and impaired driving. A sample of 3,251 first- and second-generation immigrant students from 30 U.S. colleges and universities completed measures of behavioral acculturation; cultural values (individualism, collectivism, and self-construal); ethnic and U.S. identity; and patterns of alcohol and drug use, engagement in potentially unsafe sexual activities, and driving while (or riding with a driver who was) intoxicated. Results indicate that heritage practices and collectivist values were generally protective against health risk behaviors, with collectivist values most strongly and consistently protective. Nonetheless, heritage identifications were positively associated with sexual risk taking for Hispanics. U.S. practices, values, and identifications were not consistently related to risk behavior participation. Results are discussed in terms of bidimensional approaches to acculturation, the immigrant paradox, and implications for counseling practice.     

Parent-identified problem preschoolers: Mother-child interaction during play at intake and 1-year follow-up

Parent-referred 2- and 3-year-olds and controls, participating in a longitudinal study of hyperactivity and related behavior problems, were observed with their mothers during play at an initial assessment and a 1-year follow-up. Mothers of problem children provided more redirection initially and made more negative control statements at follow-up than mothers of controls; problem youngsters tended to play more aggressively. Sex differences were prominent. Mothers of boys, regardless of referral status, were more directive at the initial assessment; their sons were less cooperative and somewhat more aggressive in their play. Maternal involvement in play decreased over time, possibly as a response to developmental changes in children's play. Group by time interactions indicated that mothers of control children provided fewer negative control statements at follow-up relative to mothers of problem children and to their own levels at the first assessment; mothers of problem youngsters redirected their children less than they had initially. Mothers of boys were also less directive at follow-up relative to their initial levels. Situational and developmental factors are discussed briefly.     

Learning achievement, social adjustment, and family conflict among Bedouin-Arab children from polygamous and monogamous families

A sample of 146 Bedouin-Arab pupils from polygamous and monogamous families participated in this study, which was conducted in a Bedouin-Arab village in the Negev, Israel. The authors compared learning achievement, social adjustment, and family conflict. Data revealed differences between the two groups: The children from monogamous families had higher levels of learning achievement than did the children from polygamous families; in addition, those from monogamous families adjusted to the school framework better than did those from polygamous families. The mean conflict rating of children from polygamous families was higher than that of their counterparts from monogamous families. The father's level of education tended to be inversely correlated with family size in terms of both number of children and number of wives.     

Infant crying,risk status and social support in families of preterm and term infants

Infant crying influences the caregiver and the broader caregiving environment. In this study, cry acoustics were recorded and acoustically analyzed from a sample of fullterm and preterm infants at 40 weeks gestational age, along with the medical risk and socioeconomic status (SES) of the family. Following factor analysis of the cry acoustics, cry factors, along with medical risk and SES were used to predict patterns of social support in the informal (family, friends) and formal (health care providers) social support networks at 44 weeks gestational age. One cry factor, temporal patterning, indicative of the influence of respiratory factors on the infant's cry, predicted a significant amount of variance in the amount of support from the informal network, beyond that predicted from medical risk and SES. Medical risk alone predicted the amount of contact with the formal network, and SES predicted satisfaction with help from the formal network. There were different patterns of relationship between cry acoustics and social support for families with term and preterm infants, indicating that caregivers may interpret and respond to different information in the acoustics of their infants' cries. These findings have implications for understanding how infant crying and behavior influence the caregiving environment and for the clinical management of early cry problems in families with infants differing in risk status. © 1998 John Wiley & Sons, Ltd.     

An integrated model for intervention with infants,preschool children,and their maltreating parents

Service delivery systems for maltreating parents need to be comprehensive, integrated, and coordinated in order to address the ecological, developmental, and psychotherapeutic needs of maltreating families. This article presents a center-based, intensive model of intervention for multiproblem, maltreating families. The program described addresses the needs of the entire family; incorporates the evaluation and treatment of the child's, as well as the parent's, development; and provides services in a multifamily group milieu. The following interventions are integrated in the treatment approach: (1) family milieu approach, (2) assistance with functioning of the “parental ego,” (3) traditional therapies, and (4) developmental-structuralist approach to parent-child interaction. Challenges encountered and solutions employed in working with maltreating families are discussed. A detailed case study is presented to illustrate the types of interventions used.     

Efficacy and social support as predictors of parenting stress among families in poverty

Using a sample of low‐income mothers enrolled in Early Head Start (n = 65), this study tested the hypothesis that parenting stress is affected by social support and self‐efficacy, in addition to family risk status and family income. Specifically, it was proposed that social support and self‐efficacy are psychological resources that are associated with lower parenting stress levels, and would moderate the impact of family income on parenting stress. A significant proportion of variance in parenting stress was explained by self‐efficacy, family risk, and the interaction of self‐efficacy and family income; family income alone was not a significant predictor of parenting stress levels. Mothers higher in self‐efficacy had lower levels of parenting stress, and income was less associated with parenting stress levels for mothers high in self‐efficacy. Social support was not associated with lower parenting stress levels, nor did social support moderate the effect of income on parenting stress. Family risk was also a strong and reliable predictor of parenting stress, suggesting that family circumstances are perhaps better predictors of parenting stress levels than income alone. These findings suggest that parenting stress among low‐income parents should be viewed as a function of psychological, as well as financial, resources.     

Diabetes-specific social learning variables and self-care behaviors among persons with type II diabetes

This study assessed the relationship between diabetes-specific social learning factors and diabetes self-care. Predictor variables were collected within the categories of knowledge (e.g., behavioral demonstrations, pencil-and-paper tests), beliefs/expectations (e.g., self-efficacy, self-motivation), skills (e.g., problem-solving and refusal skills), and environmental support (e.g., barriers to adherence, family support). Different results emerged across the three areas of the regimen assessed: diet, exercise, and glucose testing. Multiple-regression analyses revealed that the social learning variables consistently improved the prediction of self-care beyond that attributable to demographic variables but that the categories of social learning variables most closely related to self-care varied across regimen areas. These findings suggest that programs to enhance diabetes self-care could beneficially focus on life-style behaviors and employ strategies to increase regimen-related expectations and diabetes-specific social and problem-solving skills.     

Environmental and cognitive factors in social play

The impact of differing play environments, as well as cognitive and social egocentrism factors, on the social play of preschoolers was examined. Fifteen boys and thirteen girls (55 months of age) were allowed free access to two distinctly different environments containing play materials which were aimed at exercising either big or fine muscle coordination. The children's cognitive abilities and social egocentrism were also measured. The results indicate that the play environment strongly influenced the type of social play as well as the size of the play groups. Differences in cognitive level and social egocentrism influenced the children's choice of play environment, suggesting an organism-environment interaction in the children's social play. The results indicate that today's generation of children may not be less social in their play, as Barnes has suggested, but that differences between studies may be a consequence of differing play environments and not generational differences.     

Games fathers and mothers play with their infants

Both fathers and mothers successfully engaged their infants one to six months of age in interactive games in a laboratory play situation. Both parents played almost one game per minute with their infants. Mother played more conventional limb movement games and more distal, visual, attention maintaining games while fathers played more proximal, arousing, idiosyncratic limb movement games with their infants. Interactive games with parents even during the first six months of infancy provide differential experiences for the infant. These games may have developmental significance in selectively facilitating the acquisition of social and cognitive skills.     

Permanency planning and social service systems: A comparison of two families with prenatally substance exposed infants

An innovative program developed to work with families in which substance use during pregnancy leads to Child Protective Services involvement is introduced in this article. The Vulnerable Infants Program of Rhode Island (VIP‐RI) was established to facilitate permanency planning for substance‐exposed infants by focusing on the interface of social service systems with one another and with the families affected by perinatal substance use. Permanent placement within the time frame mandated by federal legislation places increased pressures on parents and the social service systems designed to provide them with assistance. The Vulnerable Infants Program of Rhode Island promotes collaboration, coordination, and communication among social service systems engaged with families of substance‐exposed infants. The Vulnerable Infants Program of Rhode Island works to increase the efficacy of social service systems in order to optimize the resources that are available to a family in their attempts at reunification with their infant. Case examples illustrate the complexities of the families of substance‐exposed infants, the breadth of social service systems that become involved with these families, and the vastly different placement outcomes that substance‐exposed infants may experience.     

Nonverbal behaviors and social evaluation1

Male and female observers watched videotapes of short interactions between previously unacquainted dyads of one sex or the other and then rated one target. An evaluation measure derived from the ratings was positively correlated with a majority of the diverse nonverbal behaviors coded from the videotapes. The significant correlations were all positive and all but one involved social behaviors directed toward the other person. In a multiple regression analysis, nod rate, short vocal back-channel rate, smile time, filled pause rate, and gaze time were sufficient to predict evaluations by either sex. Although no overall effects were found for sex of target, weights for behaviors varied with sex of observer in the second root of a canonical correlation analysis. Consistent with the findings of others, the amount of nonverbal activity, especially socially oriented activity, is related to favorableness of observers' evaluative impressions. The contribution of some behaviors varies with the sex of the observer.     

Social pretend play and social interaction in preschoolers

Social interaction was observed during social pretend play and nonpretend activities to determine whether positive and mature social behaviors were differentially associated with the pretend context. A within-subjects design and a semistructured play setting were used to control for individual differences, child and environmental effects. Thirty-seven 4- and 5-year-old children were observed in groups of four for 47.5 minutes, in a series of play sessions. Their interactions within social pretend play and social nonpretend activities were observed and compared. The results indicated that during pretend play, children's social interactions were more enjoyable, lasted longer, involved larger groups, and showed more play involvement and greater reciprocity. The results substantiate prior theoretical and empirical work which high- lights the educational significance of social pretend play in early childhoood. Social pretend play appears to provide a contextual framework within which mature social interaction can occur and social competencies may be acquired.     

The structure and validity of directional measures of appearance social comparison among emerging adults in China

We evaluated the structure and validity of the Upward Appearance Comparison Scale (UPACS) and Downward Appearance Comparison Scale (DACS) (O’Brien et al., 2009) in Chinese samples. In Study 1, principal component analysis on an initial sample (427 women, 123 men) and confirmatory factor analysis on another sample (447 women, 121 men) found that a 15-item, two component model had the best overall fit. Derived components had moderate correlations with most conceptually related measures and low correlations with less conceptually related indices. Study 2 participants (310 women, 201 men) completed the UPACS and DACS as well as measures of disordered eating, fatness concern, and negative affect; they were re-assessed one year later. Baseline UPACS scores predicted changes in disordered eating for women and fatness concerns for men, independent of initial disturbances, but DACS responses were not related to outcomes. Findings highlighted the potential utility of derived UPACS and DACS within a Chinese context.     

The relations between sex-typed play and preschoolers' social behavior

For decades toy choice has been a very popular measure of children's sex-role adoption. In the present study, the relations between choice of masculine, neutral, or feminine toys and other social behaviors (sex typed and non-sex typed) were examined. The social behaviors (socializing, requesting assistance, prosocial behaviors, aggressive/defensive behaviors) and toy choices of 33 preschool children were observed in their classrooms. Only two behaviors were found to be sex typed (socializing with peers and spontaneous prosocial behavior), and both of these behaviors were related to toy choice. Toy choice was also related to helping. Among boys, masculine toy choice was associated with requesting assistance from teachers. When toy choice was classified as masculine, androgynous, and feminine, only sociability toward peers was related to toy choice. The results are discussed in terms of their implications for the continued use of toy choice as a measure of sex-role adoption.The authors wish to express their gratitude to Rene Dodez for her assistance in data analysis and to the children and teachers at the Child Study Laboratory. We also appreciate the contributions of Drs. Laurie Chassin, Jerry Harris, Susan Somerville, Sharlene Wolchik, and Antonette Zeiss. This research was completed by the first author in partial fulfillment of the masters of arts degree at Arizona State University.