Maternal Depressive Symptomatology and Parenting Behavior: Exploration of Possible Mediators

Possible mediators of the relation between maternal depressive symptomatology and parenting behavior were examined for 96 children with ADHD and their mothers drawn from the Multimodal Treatment Study of Children with ADHD (MTA) as part of an add-on investigation conducted by two of the six MTA sites. General cognitions (i.e., maternal locus of control and self-esteem) and parenting-specific factors (i.e., maternal parenting efficacy and parenting stress) were examined as possible mediators. Findings provide initial support that maternal parenting stress, as well as maternal locus of control and self-esteem mediate the relation between maternal depressive symptomatology and parenting behavior. This provides support for the argument that some families of children with ADHD may benefit from an expanded version of parent management training that includes sessions directly targeting affective and cognitive factors in parents, similar to treatment programs used to treat childhood conduct problems.     

Parenting,Family Loneliness,and Peer Functioning in Boys with Attention-Deficit/Hyperactivity Disorder

The goal of the present study was to consider the associations between family functioning (parenting and family loneliness) and peer functioning in a sample of boys with ADHD (N = 110) and their mothers (N = 108) and fathers (N = 53). Results indicated that higher paternal warmth was associated with more peer acceptance, less peer rejection, and less problematic social behavior, but only for boys who reported low levels of family loneliness. In addition, more paternal power assertion was related to less peer acceptance, but only for boys who reported low levels of family loneliness. Maternal warmth and power assertion were not significantly related to boys' peer functioning. We discuss these findings in the context of the processes by which parenting may affect the peer relationships of these children.     

Socioeconomic status and school grades: Placing their association in broader context in a sample of biological and adoptive families

SES has long interested researchers investigating school achievement. Its effects are often addressed by studying predictors of achievement in economically disadvantaged samples living primarily in biological families, confounding genetic and environmental influences. Little is known about SES's purely environmental effects. We measured them in 617 adoptive and biological families, adjusting for sample restriction of SES range. Controlling for gender, parenting, parental expectations for educational attainment (PEEA), IQ, engagement in school, and genetic and shared environmental influences on sibling pairs, SES still made a small but significant nonshared environmental contribution to school grades. IQ, PEEA, and SES had collinear associations with school grades, as did engagement and parenting. The associations of IQ and engagement with school grades were largely independent of each other. The link between PEEA and IQ was stronger in adoptive than biological offspring. We discuss the implications of these findings.     

Intrinsic and extrinsic factors associated with night waking in 9-month-old infants

This study examined relations between infant night waking and both daytime behaviors reflective of poor behavioral and emotional regulation (intrinsic factors) and parent behaviors that may contribute to infant night waking (extrinsic factors) in 41 infants. Mothers completed questionnaires and an infant sleep and crying diary. More time awake at night was related to separation distress, frequent daytime crying, dysregulation, co-sleeping with parents, breast feeding, and being put to bed asleep. More frequent waking was related to separation distress, frequent daytime crying, co-sleeping, and breast feeding. The combination of intrinsic and extrinsic factors predicted night waking better than behaviors from one category alone. Implications for parenting are discussed.     

Cross-ethnic Applicability of the Gender-based Attitudes Toward Marriage and Child Rearing Scales

The reliability and validity of Hoffman and Kloska’s (1995) Gender-based Attitudes toward Marital Roles (GATMR) and Gender-based Attitudes toward Child Rearing (GATCR) were assessed for a sample of Mexican American mothers and fathers (n = 167) of fifth-grade children in a large metropolitan area in the southwestern United States. Factor analysis was conducted, and the results suggest that the 6-item GATMR is conceptually distinct and reliable for this ethnic group. Correlation of GATMR scores for mothers and fathers with divisions of family labor suggest good validity. A 5-item revised GATCR demonstrated modest reliability and good construct validity. The value of these scales for work with Mexican American families is noted. Theoretical implications for gender socialization are explored, and suggestions for further research are offered. This research was supported by Grant # MH 54154-01A2 from the National Institute of Mental Health.     

Parental Dysphoria and Children’s Adjustment: Marital Conflict Styles,Children’s Emotional Security,and Parenting as Mediators of Risk

Dimensions of martial conflict, children's emotional security regarding interparental conflict, and parenting style were examined as mediators between parental dysphoria and child adjustment. A community sample of 262 children, ages 8–16, participated with their parents. Behavioral observations were made of parents’ interactions during marital conflict resolution tasks, which children later observed to assess their emotional security. Questionnaires assessed parents’ dysphoria, parenting, and children's adjustment. Structural equation modeling indicated that parental dysphoria was linked with child adjustment through specific and distinct mediating family processes, including marital conflict and parenting. Children's emotional security in the context of particular marital conflict styles also mediated relations between parental dysphoria and child adjustment problems, with similar pathways found for mothers and fathers. These pathways remained significant even after significant parenting contributions were considered.     

African American adolescent mothers and grandmothers: A multigenerational approach to parenting

This study is an adaptation and extension of Apfel and Seitz’s (Family Relations, 40(4), 421–429, 1991) models of adolescent parenting and adolescent-grandmother relationships to a sample of 148 African American, first-time adolescent mothers and their 6-month-old infants. The Parental Supplemental model, in which adolescent mothers and grandmothers shared caregiving, described 63% of Apfel and Seitz’s (1991) sample and 66% of the current sample. Shared caregiving was not associated with conflict in the adolescent mother–grandmother relationship. Adolescent mothers who had caregiving responsibilities and a supportive adolescent-grandmother relationship also reported competence in their parenting role. Findings provide support for Apfel and Seitz’s Parental Apprentice model, in which young mothers gain competence through direct caregiving experience in the context of a supportive relationship.     

Application of Variability of Practice Hypothesis in Alzheimer Patients

This study examined the effects of constant versus variable practice on learning a simple motor task in eight patients diagnosed with Alzheimer's Disease (AD). According to the variability of practice hypothesis, variations in practice of a motor skill result in superior learning as evidenced by better ability to transfer the skill. Eight AD patients were matched for Mini-Mental State Exam and baseline scores and then randomly assigned to a constant or variable practice group. Then, the participants were trained in hitting a tennis ball with a small racquet against a horizontal target (practice task) over 12 sessions. Finally, they were asked to aim at a vertical target (transfer task). All participants showed improvement on the practice task. On the transfer task, three of four participants in the variable practice group outperformed their matched counterparts, suggesting learning benefits of variable practice.