Bidirectional Spillover in the Family across the Transition to Parenthood

Although family systems theory posits reciprocal causality between subsystems of the family, such as intimate partner violence exacerbating harsh parenting and vice versa, longitudinal studies with cross‐lagged models have been used infrequently to test these principles. As guided by the spillover model, this study examined bidirectional associations between couple dysfunction, parent–child aggression risk, and child functioning across the transition to parenthood to determine whether and how disruptions in one subsystem relate to problems in other family subsystems. Participants were 201 first‐time mothers and 151 fathers from a diverse community sample, evaluated during pregnancy, and reassessed two more times through their child's first 18 months of life. Individual and dyadic path model results indicate bidirectional spillover effects between parent–child aggression risk and child functioning for both mothers and fathers, and spillover from parent–child aggression risk to couple dysfunction for mothers but not fathers. However, limited spillover effects were identified between couple functioning and child adjustment, in contrast to previous work. Findings suggest that spillover can happen reciprocally and early in the family, supporting transactional models of behavior and highlighting the need for early family level intervention.     

Exploring parent-athlete sport related communication outside of the sport environment with the Electronically Activated Recorder

ObjectivesThe purpose of the current study was to explore parent-athlete sport-related conversations as they naturally occurred in the private contexts that surround youth sport. A secondary aim was to understand whether male and female guardians communicate differently in sport, and whether these differences are shaped by the contexts in which they appear.DesignWe used the Electronically Activated Recorder (EAR) to gather snippets of parents' and athletes' daily social interactions in the contexts that surround youth sport. A total of 220 audio files were gathered in the car ride to and from competition, the ice hockey arena, and at their home base (i.e., family residence of local teams and hotels for out-of-town teams) over the course of a 3-day competitive ice hockey tournament. Conversations were inductively coded using reflexive thematic analysis through a critical realist lens.ResultsHigher order themes included (a) performance-related dialogue; (b) the opportunity to discuss other social agents, and (c) parental social support. Frequency analysis revealed more instances of negative evaluations and technical instruction from fathers, whereas positive encouragement was more prominent from mothers.ConclusionThese findings present novel insight into the nature of parent-athlete interactions outside of the immediate sport-competition environment. We encourage scholars to consider the EAR for future investigation of the youth sport environment.     

家庭仪式与大学生幸福感的关系：社会联结与自我控制的链式中介作用

研究探讨了家庭仪式对大学生幸福感的影响及其机制。基于自我控制理论,研究构建了以社会联结和自我控制为链式中介的家庭仪式影响幸福感的假设模型,并采用修订的家庭仪式问卷、社会联结量表、自我控制量表和幸福感量表对675名大学生进行了问卷调查。结果发现,家庭仪式与社会联结、自我控制、幸福感呈显著正相关,社会联结与自我控制在家庭仪式促进幸福感的关系中发挥链式中介作用。     

Universal Prevention Exposure as a Moderator of the Community Context: Findings from the PROSPER Project

This study examined how participation in a universal family skills‐building program may interact with community risks and resources to produce youth outcomes. Prior research has noted community‐level variability in risk and protective factors, but thus far no study has examined the role that participation on a community‐wide intervention may play in moderating the effects of community risks or resources. The study included 14 communities (seven in Iowa, seven in Pennsylvania) that implemented a family focused evidence‐based program as part of the PROSPER project. Community level variables included both risk factors (percent of low income families, the availability of alcohol and tobacco, norms regarding adolescent substance use, incidence of drug‐related crimes) and community resources (proactive school leadership, availability of youth‐serving organizations, and student involvement in youth activities). The proximal youth and family outcomes included youth perceptions of their parents’ management skills, parent–child activities, and family cohesion. Results indicated that the Strengthening Families Program:10–14 may have moderated the impact of the community risks and resources on community‐level youth outcomes; risk levels meaningfully associated with community‐level change in program participants, though these results varied somewhat by outcome. Generally, higher levels of resources also meaningfully associated with more positive change after participating in the family‐focused intervention. These results suggest that the effect of some evidence‐based programs may be even stronger in some communities than others; more research in this area is needed.     

Self-regulation in early childhood: the interplay between family risk,temperament and teacher–child interactions

Abstract

This study investigates the interplay between family risk and the quality of classroom interactions and their impact on self-regulation skills in two groups of children—children from socioeconomically disadvantaged backgrounds (at-risk) and non-risk children. Participants included 485 children (N = 93 classrooms)—233 (N = 47 classrooms) of which were from socioeconomically disadvantaged areas. Temperament was measured using teacher report. Trained observers rated classroom quality via live observations of a typical preschool day. Behavioral regulation was assessed using direct measures and emotional regulation was assessed using a teacher report. Analyses using multiple group structural equation modeling showed that at-risk children had lower levels of cool behavior regulation than non-risk children. In addition, classroom quality was positively linked to cool behavioral self-regulation. Moderating effects were additionally found between family risk and classroom quality on both hot behavioral regulation and emotional regulation. Classroom quality served as a protective factor for children exposed to more risk factors. Results showed complex associations between individual characteristics, classroom quality, and family risk, indicating a need to further explore the interplay among these variables.     

Family Science in the Context of the COVID-19 Pandemic: Solutions and New Directions

The coronavirus disease 2019 (COVID-19) pandemic has precipitated substantial global disruption and will continue to pose major challenges. In recognition of the challenges currently faced by family scientists, we share our perspectives about conducting family research in the context of the COVID-19 pandemic. There are two primary issues we address in this article. First, we present a range of potential solutions to challenges in research, resulting from the pandemic, and discuss strategies for preserving ongoing research efforts. We discuss approaches to scaling back existing protocols, share ideas for adapting laboratory-based measures for online administration (e.g., using video chat platforms), and suggest strategies for addressing missing data and reduced sample size due to lower participation rates and funding restrictions. We also discuss the importance of measuring COVID-19 relevant factors to use as controls or explore as moderators of primary hypotheses. Second, we discuss how the COVID-19 pandemic represents a scientifically important context for understanding how families adjust and adapt to change and adversity. Increased stress precipitated by the pandemic, varying from acute stress associated with job loss to more chronic and enduring stress, will undoubtedly take a toll. We discuss ways that family scientists can contribute to pandemic-related research to promote optimal family functioning and protect the health of family members.     

Lessons from the Transition to Relational Teletherapy During COVID-19

When the World Health Organization declared the coronavirus outbreak a pandemic, clinicians were challenged to maintain continuity of care. Teletherapy became the primary means of service delivery for many who had never or only sparingly used it. The Family Institute at Northwestern University, in response to encouraging findings with respect to the effectiveness of teletherapy and recognizing advantages with respect to access to care, launched our teletherapy services in 2018. As a relationship-based organization, we were keen to exploit the opportunity that teletherapy provides to integrate additional members of the client system into the treatment. Over these two plus years, we have learned a great deal. Our learning was greatly accelerated by our transition to a 100% teletherapy practice in the wake of the pandemic. Teletherapy is a different context. Intentionally managing the context’s constraints and exploiting its strengths is key to providing high-quality couple and family therapy. This step is often overlooked or resisted when teletherapy is an occasional add-on to a face-to-face practice.     

Discrimination and adolescents' academic and socioemotional adjustment: The moderating roles of family and peer cultural socialisation

Racial discrimination has detrimental effects on ethnic minority adolescents' development. Guided by the integrative model of minority children's competencies and the bioecological model, the current study examined how family and peer cultural socialization independently and conjointly buffered the detrimental effects of discrimination on ethnic minority adolescents' academic and socio emotional adjustment. Using short-term longitudinal data from 245 eighth graders (87% Latinx, 51% female), results suggested that the moderating roles of cultural socialisation operated differently for academic and socioemotional outcomes. Specifically, the three-way interaction results indicated that family and peer cultural socializations appeared to be protective for adolescents' school engagement in the face of discrimination. The significant two-way interaction results revealed that both peer and family cultural socialisation tended to be protective-reactive for socioemotional outcomes, wherein the benefits of cultural socialisation were realised under low-risk but not high-risk conditions for depressive symptoms. Our study provides a nuanced understanding of the moderating roles of cultural socialisation in the links between discrimination and adolescents' well-being, and it highlights the importance of considering cultural socialisation from multiple contexts in examining ethnic minority adolescents' adjustment.     

Feedback in Couple and Family Therapy: A Randomized Clinical Trial

Routine Outcome Monitoring (ROM) is recommended as a psychotherapy procedure to serve as clinical feedback in order to improve client treatment outcomes. ROM can work as a warning signal to the therapist if the client shows signs of no change or deterioration. This study has investigated whether any difference in outcome could be detected between those clients in couple and family therapy who used the Systemic Therapy Inventory of Change (STIC) feedback system (ROM condition) versus those who were offered treatment without the use of STIC (“treatment as usual” or TAU condition). A sample of 328 adults seeking couple and family therapy in Norway was randomly assigned to ROM versus TAU conditions. Outcome measures were The Outcome Questionnaire–45 and The Revised Dyadic Adjustment Scale. The results demonstrated no significant differences in outcomes between the ROM and TAU. Possible explanations of this result related to design and implementation issues are discussed.