Attachment and Affect between Mothers with Depression and their Children: Longitudinal Outcomes of Child Parent Psychotherapy

The present investigation examined the longitudinal effects of Child-Parent Psychotherapy (CPP) for toddlers and their mothers with depression on: a) maternal affective expression, b) child affective expression, and c) mother-child cohesion. Mothers with depression (M_age?=?31.7 years; 92.8% White, 3.5% Black, 2.1% Hispanic, 2.3% other) and their toddlers were randomized to receive CPP (DI; n?=?66) or to a control group (DC; n?=?64). Mothers without depression and their toddlers (NC; n?=?68) were recruited as an additional comparison group. Dyads were assessed at baseline (T1; 20 months old), post-intervention (T2; 36 months old), and follow-up (T3; 9 years old). Data from a mother-child conflict task was coded as a measure of observed outcome variables. Change in post-intervention attachment security assessed via the Strange Situation was evaluated as a mediator between intervention condition and maternal and child affective expression and dyadic cohesion at T3. Change to secure attachment post-intervention significantly mediated the association between intervention condition and T3 maternal warmth and child anger/problem behavior. Toddlers of mothers with depression who received CPP showed higher rates of change to secure attachment compared to those in both the DC and NC groups. Dyads who changed to secure attachment at T2 displayed higher levels of maternal warmth at T3 and lower levels of child anger and problem behavior at T3. Implications for the use of CPP as a preventive intervention and the importance of attachment as a mediator of long-term outcomes are discussed.

     

Maternal Power Assertive Discipline and Children’s Adjustment in High-Risk Families: A Social Domain Theory Approach

Journal of Child and Family Studies - The goal of the present study was to examine associations between maternal use of power assertive parenting across different discipline contexts and...     

Longitudinal associations among child maltreatment, social functioning, and cortisol regulation

Child maltreatment increases the risk for impaired social functioning and cortisol regulation. However, the longitudinal interplay among these factors is still unclear. This study aimed to shed light on the effect of maltreatment on social functioning and cortisol regulation over time. The sample consisted of 236 children (mean age 7.64 years, SD = 1.36; 125 maltreated children and 111 nonmaltreated children, 128 boys and 108 girls) who attended a week-long summer camp for 2 consecutive years. Saliva was collected during 5 days at 9:00 a.m. and 4:00 p.m. Means of morning and afternoon cortisol levels and cortisol change (difference between morning and afternoon levels, controlled for morning levels) were used to group the children into low-, medium-, and high-cortisol groups. Prosocial, disruptive/aggressive, and withdrawn behaviors were assessed using information from peers and counselors. Maltreated children showed less prosocial and more disruptive/aggressive and withdrawn behavior. Results of structural equation modeling analyses indicated that there were indirect effects of maltreatment on Year 2 morning cortisol via prosocial and disruptive/aggressive behavior: Lower levels of prosocial behavior and higher levels of disruptive/aggressive behavior were related to lower morning cortisol levels 1 year later. Withdrawn behavior was related to higher afternoon cortisol values 1 year later. Results of this study suggest that maltreated children are more likely to experience difficulties in social functioning, which in turn is related to cortisol regulation 1 year later. This altered hypothalamic-pituitary-adrenocortical (HPA) axis functioning may put children at risk for later psychopathology.     

Differential expression of social dominance as a function of age and maltreatment experience

Recent perspectives on social dominance in normative populations have suggested a developmental progression from using primarily coercive strategies to incorporation of more socially competent strategies to attain material and social resources. Parental influences on the resource control strategies children use have been proposed but not investigated empirically. The present study examined age- and gender-related differences in dominance strategies in 470 children from high-risk neighborhoods who were between 6 and 13 years of age, approximately half of whom had experienced maltreatment. A Q-sort measure of social dominance was developed and received preliminary support. Consistent with predictions from resource control theory, age-related differences in dominance-related behavior were demonstrated in both nonmaltreated and maltreated children. Maltreated children were more likely than nonmaltreated children to be identified as dominant bullies at any age. Dominance and bullying were not more likely to be associated for children who had experienced physical and sexual abuse relative to those who were neglected or emotionally maltreated. Results are discussed in terms of the influence of maltreatment on the social development of children, and intervention approaches for limiting these deleterious effects are recommended.     

Blending Theory with Practice: Implementing Kindergarten Transition Using the Interactive Systems Framework

The Interactive Systems Framework (ISF; Wandersman et al. in Am J Commu Psychol 41(3–4):171–181, 2008) was used to implement a kindergarten transition demonstration project collaboratively developed by elementary and early education providers, community‐based family and housing services, parents, and a University intermediary and technical assistance group. First person accounts from stakeholders at all levels provide a complementary and broad perspective on the project's implementation. The practice model blended existing research on kindergarten transition and parent involvement with feedback from stakeholders to create a community‐specific program designed to help all children make a smooth entry into kindergarten. During implementation, evidence‐based approaches needed to be adjusted to fit the specific needs of each community. Using the ISF as a guide, next steps and lessons learned include increasing leadership through a district‐wide plan that is still flexible within each school community, increasing information and supports to individual schools, and improving data collection for continuous program improvement. Special Issue: Advances in Bridging Research and Practice Using the Interactive System Framework for Dissemination and Implementation; Guest Editors: Abraham Wandersman, Paul Flaspohler, Catherine A. Lesesne, Richard Puddy; Action Editor: Emilie Phillips Smith     

Anxiety in Children with Mood Disorders: A Treatment Help or Hindrance?

This study examined the role of comorbid anxiety in treatment outcome for children with mood disorders (N = 165; age 8–11) participating in Multi-Family Psychoeducational Psychotherapy (MF-PEP). Assessments occurred at baseline, 6, 12, and 18 months for two randomly assigned groups: immediate treatment and 1-year wait-list. Most children (69%) had comorbid anxiety disorders. Baseline comorbid anxiety, as reported on the Children’s Interview for Psychiatric Syndromes (ChIPS), was associated with higher Children’s Depression Rating Scale- Revised (CDRS-R) scores but not Young Mania Rating Scale (YMRS) scores. Higher levels of anxiety symptoms were associated with lower Children’s Global Assessment Scale (C-GAS) scores. Participation in MF-PEP did not significantly reduce anxiety symptoms (p = 0.62). However, presence of comorbid anxiety did not impede reduction in depressive (CDRS-R, p = 0.74) or manic (YMRS scores, p = 0.94) symptoms following MF-PEP. More baseline anxiety symptoms were associated with greater improvement in C-GAS scores post-treatment (p = 0.02). Implications are discussed.     

Finding Female Fulfillment: Intersecting Role-Based and Morality-Based Identities of Motherhood, Feminism, and Generativity as Predictors of Women’s Self Satisfaction and Life Satisfaction

Focused on 113 U.S. mothers of college-aged daughters, we extend the existent role-based identity literature to address role- and morality-based identities and their ties to women’s fulfillment. Specifically, women’s identities as mothers, feminists, and generative individuals were assessed for their associations with each other, as well as their unique and combined associations with women’s self satisfaction and life satisfaction. Across the results, generativity yielded the greatest significance. Women with higher generativity identity report having higher self satisfaction and life satisfaction; women who were highly committed to mothering have stronger associations between generativity and life satisfaction. Women with strong generativity identities also tend to identify themselves as feminists. Feminist and mothering identity were not related to one another nor directly tied to satisfaction with one’s self nor life. Implications are discussed regarding continued assessment of role- and morality-based identity intersections as well as to the functions and limitations of the three identities and their assessment featured herein.     

Cluster subtypes within the precontemplation stage of change for sun protection behavior

The aim of this study is to identify replicable cluster subtypes within the precontemplation stage of change for sun protection. Secondary data analysis of baseline data from a sample of participants in a home-based expert system intervention was performed. Three random samples were selected from participants in the precontemplation stage (N = 570). Cluster analyses were performed using the scales of pros, cons, and self-efficacy. Interpretability of pattern, pseudo F-test, and dendograms were used to determine the number of clusters. A four-cluster solution replicated across subsamples. Significant differences between clusters on the nine processes of change and on behavioral measures were found. Cluster solutions were robust, interpretable and with good initial external validity. They replicated patterns found for other behaviors, demonstrating long-term predictability and providing basis for tailored interventions.     

Amplifying and Attenuating Inequity in Collaborative Learning: Toward an Analytical Framework

Abstract

Research on collaborative learning has focused on its potential to foster successful problem solving. Less attention, though, has been given to issues of equity. In this article, we investigate how inequity can become amplified and attenuated within collaborative learning through small interactional moves that accumulate to produce broader patterns of equity or inequity. Our theoretical perspective utilizes Boaler’s notion of relational equity and introduces what we term participatory equity. Research was conducted in a computer science course co-taught by the authors and taken by upper-elementary students. Data sources include audio recordings of students’ collaborative interactions, ethnographic field notes, student work, and student surveys. This article focuses on a single student, Jason, and his dyadic interactions, and builds upon our previous analyses of his interactions with four higher-performing partners. Findings reveal how the interplay between classroom structures and student enactments shaped two types of inequity during collaborative learning. We conclude by discussing implications for theorizing and analyzing equity and inequity, as well as pedagogical considerations for structuring collaborative learning to attenuate inequity.     

Measurement Skills in Low-Income Elementary School Students: Exploring the Nature of Gender Differences

In this research, we examined overall performance and gender differences in measurement skills in elementary-school students from low-income families. In Study 1, accuracy and error patterns were analyzed in a large sample of fourth-graders; in Study 2 error patterns and strategy usage were examined with a smaller sample of fourth-graders. Study 1 showed no main effect of gender on students’ performance. Instead, as predicted, the direction of gender difference varied as a function of problem type: boys outperformed girls on spatial/conceptual measurement, whereas girls outperformed boys on formula-based measurement, as well as on a test of computation skills. Study 2 revealed both similarities and differences in the way boys and girls approached measurement problems. Girls appeared to have specific difficulty with spatial/conceptual problems where objects and measurement units were not pictorially presented. When recording their solutions, girls generally wrote down calculations while boys made drawings. Overall, the students performed poorly in measurement; strategy analysis allowed for examination of common weaknesses, indicating possible ways of improving performance of underserved groups.