Journal articles on the topic 'Abused children Family relationships Longitudinal studies'

AbstractThe effects of psychoactive substance abuse are not limited to the user, but extend to the entire family system, with children of substance abusers being particularly at risk. This meta-analysis attempted to quantify the longitudinal relationship between parental alcohol, tobacco, and drug use and child well-being, investigating variation across a range of substance and well-being indices and other potential moderators. We performed a literature search of peer-reviewed, English language, longitudinal observational studies that reported outcomes for children aged 0 to 18 years. In total, 56 studies, yielding 220 dependent effect sizes, met inclusion criteria. A multilevel random-effects model revealed a statistically significant, small detriment to child well-being for parental substance abuse over time (r = .15). Moderator analyses demonstrated that the effect was more pronounced for parental drug use (r = .25), compared with alcohol use (r = .13), tobacco use (r = .13), and alcohol use disorder (r = .14). Results highlight a need for future studies that better capture the effect of parental psychoactive substance abuse on the full breadth of childhood well-being outcomes and to integrate substance abuse into models that specify the precise conditions under which parental behavior determines child well-being.Registration: PROSPERO CRD42017076088

The effect of adverse childhood experiences (ACEs) on depression in adulthood has been identified in many studies; however, the underlying mechanisms remain unclear. To understand the moderating effect of ACEs on depression, a moderation analysis using the interaction effect model was performed based on data obtained from the China Health and Retirement Longitudinal Study. This study found that people with ACEs had significantly lower depression scores than those without ACEs, particularly in categories such as physical abuse, emotional neglect, sibling death, parental illness/disability, parental depression, hunger, violence, and bullying. In addition, the results indicated that contact with children moderated the relationship between ACEs and depression in adulthood. Increased levels of contact with children reduced the adverse effects of parental drug abuse and the experience of starvation, but not physical abuse. This study highlights the role of family support in eliminating health disparities, which can reduce the effects of ACEs on depression in adulthood.

Parent–child communication about sex and relationships can protect adolescents from risky sexual behaviors, but few studies investigate how family talk may change over the course of development from adolescence to emerging adulthood. This current study uses thematic analysis to explore continuity and change in perceived talk with parents about sex and relationships, following a United States sample of 15 adolescent participants over three time points: early adolescence (age 13–14), middle adolescence (age 15–16), and emerging adulthood (age 20–21). Analyses addressed participants’ experiences of talk with parents about sex and relationships (comfort, engagement) and the content of talk: dating and relationships, pregnancy and parenting, protection, STIs, and sexual behavior. Findings show that family communication about sex and relationships extends from early adolescence to emerging adulthood, but changes in content to reflect shifts in adolescent and emerging adult development. Further, while positive engagement and comfort with talk about sex remain relatively high over time, participants’ discomfort and negative engagement appear to increase, highlighting challenges for ongoing family communication. These findings suggest a meaningful, ongoing role for parents in family communication about sex and relationships as their children develop, and suggest some opportunities and challenges that parents may face through this process.

The increase in the number of women entering the migration chain has made a qualitative change in this process. Many studies, including ours, have revealed how women play an active role in decision-making and advocacy and in achieving their goals. This makes immigrant women more independent and enables them to shape the fate of themselves and their children. They maintain family ties but face greater risks. Their dependence makes them belittled in front of themselves and society, and they may be abused and beaten without being regarded as a violation of their rights. Culturally, the distribution of social (productive/reproductive) roles depends on the attribution of men’s and women’s personalities, resulting in inequality.

The most vulnerable member of the peasant household was reported to be the soldatka, the soldier's wife. The quintessential outsider in a community based on married couples, the soldatka suffered from the general coldness of the village toward single women. Stereotyped as abused, neglected, and without resources, she was seen as a loose woman who drank and the bearer of illegitimate children. We know little about her. Popular imagination has been informed largely by the soldatka's plaintive voice in folk "recruit" laments. Historians have paid scant attention to the marginal members of peasant society. Yet focusing on the weaker persons in the peasant household provides insight into little-known subjects: family antagonisms, interpersonal relationships, and the status of women.

Whereas US-based data have contributed to our understanding of family composition changes over the last decades, data on Canadian families are limited, and previous studies have stressed the need for in depth, longitudinal investigations. This article begins to fill this gap in the literature by providing a current and detailed portrait of family composition changes from 1996 to 2008 (Study 1). Additionally, we performed an analysis of the role of specific child, parent and family characteristics, in interaction with family composition and family transition, in predicting pre-school children’s behavioral outcomes (Study 2). Using nationally-representative Canadian data collected from the National Longitudinal Survey of Children and Youth (NLSCY), we focus our inquiry on a mean sample for 0–5-year-olds of 2,866 children at cycle 8 (2008). Results show increases in non-traditional family households over time, as well as significant relationships between child characteristics, household characteristics, and family processes in predicting three behavioral outcomes: emotional problems, hyperactivity/impulsivity, and physical aggression.

Abstract Background The relationship between psychotic symptoms and bullying has received limited attention to date. A systematic review by Cunningham, Hoy, & Shannon (2016) identified only ten studies that met their inclusion criteria for examining the relationship between childhood bullying and psychosis via a prospective research design. A meta-analysis of these studies suggested that being bullied does predict the later development of psychotic symptoms. The authors went on to say that a better understanding of the factors that mediate the bullying/psychosis relationship is needed. It is possible that prolonged exposure to social adversity and exclusion can lead to a state of “social defeat” which has also been found to increase the risk of psychosis (Johnston et al., 2011; Selten et al., 2013; Selten and Cantor-Graae, 2005). Being bullied in childhood has also been linked to depression in adulthood (Bowes et al. 2014), and social support from family and friends may also mediate the bullying victimisation-depression relationship. Methods The present study is a secondary data analysis of a prospective cohort study; namely, the Belfast Youth Development Study (BYDS). The BYDS followed a group of children longitudinally from ages 12–21 years. The participants are 2,087 individuals who took part in the Belfast Youth Development Study (BYDS) in 2011 (Wave 7). This longitudinal survey started in 2001 (Wave 1) when the sample members were aged 11 years. The sample were then surveyed again annually up until age 15 years (Waves 2–5), and post-compulsory schooling follow ups were carried out at 17 and 21 years (Waves 6 & 7). The secondary analysis will involve conducting path models. The first of which will be a bullying victimisation-psychosis mediation model; this will include a predictor (bullied, age 12 years), outcome (Psychosis, age 21 years), mediators (e.g. peer attachment, age 13 years; parental attachment. age 14 years), and covariates (gender, free school meals, depression, and frequency of cannabis use in the past year; cannabis abuse screening test). A bullying victimisation-depression mediation model will also be examined; this will include the same mediator and covariate variables. Results The results will be reported in the poster submission (analysis in progress). These will include measures of direct and indirect effect, as well as model fit statistics. Discussion Clinical implications in terms of prevention, assessment, and intervention for young people at risk of psychotic disorders will be discussed.

Singing and playing musical instruments is seen as beneficial for parent–child relationships. Using longitudinal data from the German Panel Analysis of Intimate Relationships and Family Dynamics (Pairfam) we investigate the role of specific facets of parent–child relationships as predictors of family musical activity, namely Intimacy, that is, the degree of mutual sharing of thoughts and feelings, Admiration, that is, positive affirmative attitudes, and Prosocial Behavior, that is, showing empathy and consideration for others. Study 1 included responses from a total of N = 1,339 parents (71% mothers) and N = 1,783 children (52% male), and Study 2 differentiates between specific subsamples of parent–child relations. Data were submitted to a series of regression models. Study 1 showed that higher values of Intimacy were associated with greater music activities for both parent and child even when general levels of music activities decreased over time. Study 2 addressed cases in which mothers and fathers independently assessed the same child. The results showed similar patterns of association for both parents and children across studies. In addition, mothers perceived higher levels of family music activities than did fathers. Finally, high levels of Intimacy were associated with increased family music activity against the general trend of decline. Taken together, a strong and consistent pattern of a positive relationship between, on the one hand, mutual parent–child perceptions of trust and confidence, that is, Intimacy, and on the other hand, music activity, was found. These results confirm and extend earlier work to suggest a certain role of the quality of family relationships in pursuing musical activities from childhood to adolescence.

AbstractParent–child relationships are critical in development, but much remains to be learned about the mechanisms of their impact. We examined the early parent–child relationship as a moderator of the developmental trajectory from children's affective and behavioral responses to transgressions to future antisocial, externalizing behavior problems in the Family Study (102 community mothers, fathers, and infants, followed through age 8) and the Play Study (186 low-income, diverse mothers and toddlers, followed for 10 months). The relationship quality was indexed by attachment security in the Family Study and maternal responsiveness in the Play Study. Responses to transgressions (tense discomfort and reparation) were observed in laboratory mishaps wherein children believed they had damaged a valued object. Antisocial outcomes were rated by parents. In both studies, early relationships moderated the future developmental trajectory: diminished tense discomfort predicted more antisocial outcomes, but only in insecure or unresponsive relationships. That risk was defused in secure or responsive relationships. Moderated mediation analyses in the Family Study indicated that the links between diminished tense discomfort and future antisocial behavior in insecure parent–child dyads were mediated by stronger discipline pressure from parents. By indirectly influencing future developmental sequelae, early relationships may increase or decrease the probability that the parent–child dyad will embark on a path toward antisocial outcomes.

Despite a growing body of research on later-life relationships, there are still only a limited number of explorative longitudinal studies that have investigated the factors responsible for the establishment of either a Living-Apart-Together (LAT) arrangement or a cohabitation relationship. Two waves of data collection by the Survey of Health, Ageing and Retirement in Europe (2014/2015-2017; N= 12,155; Mage=71.96; 76.3% women) were analyzed with a special focus on family, dwelling, and financial constraints. Those who were male, younger, and had more children were more likely to enter into a LAT arrangement or a cohabitation relationship than to remain unpartnered. More rooms and fewer years spent in the accommodation raised the odds to partner. LAT persons were slightly older than those in cohabitation relationships. No other factors influenced the form of living arrangement, which indicates that factors other than financial constraints and family responsibilities affect later-life LAT or cohabitation relationship formation.

When literature is examined, it is seen that generally there are descriptive studies examining the effects of young children with autism in a certain age or age range on their parents’ marital and family relationships as well as psychological conditions such as mourning, stress, anxiety, and depression. Longitudinal studies on the social experiences of parents of children with autism are scarce. It was observed that there was not a longitudinal study in Turkey, evaluating the emotional processes parents live through from the years when their children are diagnosed with autism until the university education, the changes they experience in family relations, the problems they encounter in their children’s education process, and the emotional-social support services they receive/do not receive. This study is a qualitative study that examines the 15–16 years of experience of autistic children’s parents by analyzing video interview records that were carried out using a semi-structured interview form. The results were examined under seven themes and five sub-themes, and the results that were obtained were in accordance with the literature.

Family social capital includes the social relationships, values, and norms shared by a family and is positively linked with children’s mental and physical health status. This cross-sectional study addresses a gap in the literature related to family social capital vis-à-vis weight-related behaviors and home environments of 557 mothers and their young children (ages 2 to 9 years). Mothers completed an online survey comprised of valid, reliable questionnaires assessing family relationships and weight-related behavioral and home environment measures. The measures that determined family social capital (i.e., supportive, engaged parenting behaviors; family cohesion; family conflict; and family meal frequency) yielded distinct tertile groups that differed significantly (p < 0.001) on every family social capital measure with large effect sizes. Analysis of variance with Tukey post-hoc test revealed greater family social capital was linked to significantly better maternal health, dietary intake, physical activity, and sleep behavior. Additionally, maternal modeling of healthy eating and physical activity, child feeding practices, and home environments was higher in groups with greater family social capital. Child mental and physical health, physical activity, and sleep quality were better in families with greater family social capital. Findings suggest greater family social capital is linked to healthier weight-related behaviors and home environments. Future intervention studies should incorporate strategies to build family social capital and compare longitudinal outcomes to traditional interventions to determine the relative value of family social capital on health behaviors.

This paper is based on a three-year longitudinal evaluation of a family-based placement and support program for children with disabilities and high support needs. Particular lessons emerged about the importance of partnerships: between caseworker and alternative family; the alternative family and the birth family; and the caseworker and the birth family.The evaluation used case studies, following ten children through the life of the study. A qualitative approach drew on people's experiences to understand individual perspectives and to identify patterns and themes to gain insight into the factors contributing to success.The study was informed by international literature, including: Maluccio et al (1983, 1986) and Smith (1995) in relation to permanency planning; Thoburn (1986, 1990, 1994) and Wedge (1986) in relation to hard-to-place children; and Argent and Kerrane (1997) who demonstrate that continuing contact between birth and alternative families can work well with support from workers.This article focuses on one part of the evaluation - the development of relationships. The relationship between the caseworker and the alternative family is a key to the success of the placement. In the best examples of good practice, the relationship is one of partnership, with both partners having the interests of the child as their central focus.The partnership is not evident in dealing with birth families. We note the strongest relationships are where birth families have an ongoing role in caring for their child. In some cases, the alternative family takes on a role of supporting the birth family's ongoing involvement with their child. The paper explores the different relationships and points to further possible areas of future research.

Background: the present research represents the first systematic review of the literature on the relation between happiness (i.e., subjective well-being, life satisfaction, positive affect) and family functioning in families with children aged 6–18 years. Method: relevant articles were systematically searched in three scientific databases (i.e., PsycInfo, Pubmed, and Web of Science) in June 2022. The databases were searched for original articles published after 1968 with the keywords “happiness” and “family functioning.” Results: of the 2683 records recovered, 124 original articles met the eligibility criteria and were included in the review. The articles were divided according to four emergent themes: (1) family dimensions and happiness; (2) global family functioning (i.e., family functioning, and family relationships), environmental variables, and happiness; (3) parental differences; (4) longitudinal studies. Conclusions: the results of the review provide evidence for a positive relation between happiness and family functioning, across different cultures and age groups: Family dimensions (e.g., cohesion, communication) were found to strongly predict children’s and adolescents’ happiness. Future studies should investigate the differences between fathers and mothers using multi-informant and mixed methods procedures and a longitudinal research approach. The implications of the findings for children’s positive development are discussed.

The 10-year study revealed that the effects of divorce on children are often long lasting. Children are especially affected because divorce occurs within their formative years. What they see and experience during the failing marriage becomes a part of their view of themselves and of society. Although the findings from the study are, in some respects, dismaying, what emerges clearly is that a successfully reestablished family or a successful remarriage can improve the quality of life for both adults and children. The divorce may resolve the family conflict and allow the children to preserve a relationship with both parents. Divorce may also be useful in putting some distance between a child and a disturbed parent. Under these conditions, children may show accelerated maturity and independence. They may also bring to young adulthood a morality that places high value on sustaining relationships and on love, fidelity, and compassion. The results of the longitudinal study, as well as those of the two joint custody studies, indicate that ongoing conflict between divorced parents has especially detrimental effects on the children and that children are particularly at risk when they have frequent and continuing access to both parents who are hostile and uncooperative with each other.

AbstractThe Minnesota Center for Twin and Family Research (MCTFR) comprises multiple longitudinal, community-representative investigations of twin and adoptive families that focus on psychological adjustment, personality, cognitive ability and brain function, with a special emphasis on substance use and related psychopathology. The MCTFR includes the Minnesota Twin Registry (MTR), a cohort of twins who have completed assessments in middle and older adulthood; the Minnesota Twin Family Study (MTFS) of twins assessed from childhood and adolescence into middle adulthood; the Enrichment Study (ES) of twins oversampled for high risk for substance-use disorders assessed from childhood into young adulthood; the Adolescent Brain (AdBrain) study, a neuroimaging study of adolescent twins; and the Siblings Interaction and Behavior Study (SIBS), a study of adoptive and nonadoptive families assessed from adolescence into young adulthood. Here we provide a brief overview of key features of these established studies and describe new MCTFR investigations that follow up and expand upon existing studies or recruit and assess new samples, including the MTR Study of Relationships, Personality, and Health (MTR-RPH); the Colorado-Minnesota (COMN) Marijuana Study; the Adolescent Brain Cognitive Development (ABCD) study; the Colorado Online Twins (CoTwins) study and the Children of Twins (CoT) study.

AbstractUnder high-risk conditions of genetic and family environmental origins, some children maintain a high level of adaptive behavior, whereas others develop serious problems. What distinguishes these children? Using measures systematically obtained in a 10-year longitudinal study, standard case studies were developed on 18 resilient children with healthy adaptation throughout development (psychiatric assessment) and on 26 troubled children with serious persistent problems. All children had family risks of affective illness in both parents and a highly chaotic and disturbed family life. Well children of well parents and well-functioning families were a comparison group. The children were preadolescent or adolescent at the time of most recent assessment. The ill and well families had similar demographic characteristics. Resilient and control children were very similar on most measures. Troubled children as a group had lower scores on the Wechsler Intelligence Scale for Children–Revised, were more often shy, had poor academic achievement, and had a history of poor peer relationships. Resilient children elicited more positive reactions from teachers, were more likely to be the favored child in the family, and had more positive self-perceptions. Profiles of each child showed competing processes of vulnerability and coping. Children used a wide range of methods for coping with parental and family pathology. Resilience appeared variably robust or fragile depending on the combinations of risks and supportive factors present and the styles of coping with stress.

Abstract STUDY QUESTION What are children’s perspectives of the quality of their relationships with their parents and their own psychological well-being in families created using egg donation? SUMMARY ANSWER Children’s scores indicated good parent–child relationship quality and high levels of psychological well-being, with children in families created using egg donation rating their relationships with their mothers as higher in warmth/enjoyment than children in a comparison group of families created using IVF. WHAT IS KNOWN ALREADY Little is known about how children in families created through egg donation view their family relationships and their own psychological well-being. Research with 7-and-10-year-olds in anonymous egg donation families has indicated good parent–child relationship quality from children’s perspectives, but studies have not involved younger children or those conceived following identity-release egg donation. STUDY DESIGN, SIZE, DURATION This study included 50 children who had been born through egg donation and a comparison group of 43 children conceived through IVF with the parents’ own gametes. Data were collected between April 2018 and December 2019. The sample forms part of a larger longitudinal study examining family functioning in families created through fertility treatment. PARTICIPANTS/MATERIALS, SETTING, METHODS Children were aged 5 years old and had been born into families with different-sex couple parents. All families were visited at home. Children were administered the Berkeley Puppet Interview, a standardized assessment of parent–child relationship quality and psychological well-being. MAIN RESULTS AND THE ROLE OF CHANCE Children in egg donation families rated their relationships with their mothers as higher in warmth and enjoyment than did children in IVF families. No differences were found between the two family types in children’s ratings of the father–child relationship, or in children’s ratings of their own psychological well-being. LIMITATIONS, REASONS FOR CAUTION It is possible that children who did not consent to take part in the research had less positive perceptions of their family and themselves than children who participated. WIDER IMPLICATIONS OF THE FINDINGS The findings are relevant to UK clinics offering identity-release egg donation, to parents who have used egg donation to create their family and to individuals and couples considering their fertility treatment options. That children in egg donation families were more similar than different to children in IVF families in their self-concept and perception of their family relationships should prove reassuring. STUDY FUNDING/COMPETING INTEREST(S) This research was supported by a Wellcome Trust Collaborative Award [208013/Z/17]. The authors have no conflicts of interest to declare. TRIAL REGISTRATION NUMBER N/A.

Domestic violence is passed from one generation to the next, and it affects not only the victim but also the psychological states of the witnesses, and especially the psychosocial development of children. Studies have reported that those who have been the victim of or witnessing violence during their childhood will use violence to a greater extent as adults in their own families. This research examines the relationships between a history of childhood physical abuse, likelihood of psychiatric diagnoses, and potential for being a perpetrator of childhood physical abuse in adulthood among women who received psychiatric treatment and in the healthy population from Turkey. Estimates of the prevalence of childhood physical abuse vary depending on definition and setting. The frequency of witnessing and undergoing physical abuse within the family during childhood is much higher in the psychiatrically disordered group than the healthy controls. Childhood physical abuse history is one of the major risk factors for being an abuser in adulthood. The best indicator of physically abusing one’s own children was found to be as physical abuse during the childhood period rather than psychiatric diagnosis. There is a large body of research indicating that adults who have been abused as children are more likely to abuse their own children than adults without this history. This is an important study from the point of view that consequences of violence can span generations. Further studies with different risk factor and populations will help to identify different dimensions of the problem.

This article seeks to trouble the concept of “family” for young people who have been in out-of-home care, by reflecting on the continuing significance (and troubles) of family relationships beyond childhood. The analysis draws on two cross-national studies in Europe: Beyond Contact, which examined policies and systems for work with families of children in care, and Against All Odds?, a qualitative longitudinal study of young adults who have been in care. Policy discourses that reify and instrumentalize the concept of family—for example, through the language of “contact,” “reunification,” and “permanence”—neglect the complex temporality of “family” for young people who have been in care, negotiated and practiced across time and in multiple (and changing) care contexts, and forming part of complex, dynamic and relational identities, and understandings of “belonging” for young adults who have been in care.

Two articles that contribute to the literature on psychosocial predictors of youths’ physical activity motivation and behavior were chosen for commentary. The first article by Fenner and colleagues showed that a family-based intervention was effective at increasing overweight adolescents’ self-determined motivation for physical activity and healthy eating and their quality of life. Significant study contributions include a multidisciplinary team of researchers, multiple pre and post intervention assessments, and a longitudinal test of mechanisms of change. Findings contribute to understanding how to provide overweight adolescents with support and choices at a critical developmental period to ultimately foster lifelong healthy behaviors. The second article by Garn and colleagues examined longitudinal relationships between physical self-perceptions and physical activity among children. Important study contributions include use of accelerometers to assess physical activity and tests of bidirectional relationships. The sample of young children aged 8–11 years also contributes to the literature. Results highlight body acceptance as an important mechanism of focus to foster children’s physical activity behavior. Overall, the highlighted studies show that parental support and positive self-perceptions are important to consider in supporting youths’ active lifestyles.

A small proportion of children experience social-emotional difficulties from early childhood onwards. Longitudinal studies with nationally representative samples are needed to identify the prevalence and the characteristics of children and families persistently experiencing these difficulties. Secondary analysis of data collected on over 7500 Irish children and with the Strengths and Difficulties Questionnaire as the primary indicator, found that 6% of children when they were five year olds and 8% when they were nine-years, had above threshold scores that warranted further investigation. A smaller proportion—2.9% had elevated scores at both ages. Logistic regression analyses found that children with one or more developmental disabilities were up to six times more likely to have sustained difficulties. There were also significant associations with the lower education attainment of primary caregivers and the socio-economic deprivation of families. Primary caregivers and teachers reported higher conflict in their relationships with these children. Although the number of Irish children presenting with continuing social-emotional difficulties is small, they can present an ongoing and future societal cost in terms of the impact on family relations and demands placed on educational, health and social services. This study identified the children and families who are at greatest risk and for whom targeted early intervention services could be provided.

To examine the relationships between young adults’ goal contents, their life situation, experienced life events, and subjective well-being, 256 university students filled in the Little’s Personal Project Analysis (PPA), the revised Beck’s Depression Inventory (BDI), Rosenberg’s Self-esteem Scale (RSE), and a background questionnaire at the beginning of their studies. One year later, they also completed a life event scale (LES). Two years later, they again filled in the PPA, BDI, RSE, LES, and a background questionnaire. The results showed that an earlier life situation such as being married and having children was associated with interest in family-related goals, which again predicted subsequent transitions in this life domain. Moreover, goals that concern major age-graded developmental tasks, such as a future family, were found to predict high subjective well-being. In turn, high subjective well-being also predicted interest in these types of goals. By way of contrast, low self-esteem predicted interest in self-related goals, which again were associated with low well-being later on.

Objective: Studies using life course perspective, longitudinal data, and path analysis on the relationships between exclusive breastfeeding (EBF), complementary feeding (CF), low birthweight (LBW), and wasting are lacking. This study aimed to investigate the relationships between EBF, CF, LBW, and wasting, while controlling for some confounding factors.Methods: This was a case–control study conducted in Purworejo, Central Java, Indonesia. A total sample of 160 children 2–5 years of age were selected by fixed disease sampling, consisting of 28 wasted and 132 normal weight children. The dependent variable was wasting. The independent variables were EBF, CF, LBW, maternal middle upper-arm circumference at pregnancy, and family income at pregnancy. Sources of data were maternal and child health record and pre-tested questionnaire. The data were analyzed by path analysis using Stata 13.Results: A path model was created based on life course perspective and longitudinal sample data. Wasting was directly and significantly affected by CF (b=−3.65; 95% CI=−5.72 – −1.59; p<0.001). The direct association between wasting and EBF was not significant (b=0.37; 95% CI=−0.76–1.49; p=0.521), while the indirect association between wasting and EBF through CF was significant (b=2.17; 95% CI=1.42–2.93; p<0.001). Wasting was directly and significantly associated with LBW (b=1.49; 95% 0.39–2.58; p=0.008). Family income at pregnancy indirectly and significantly affected the risk of wasting both through LBW and middle upper-arm circumference at pregnancy.Conclusion: EBF and CF jointly predict the risk of wasting. Only if EBF is followed by CF, it can reduce the risk of wasting in children under five. LBW is a significant predictor of wasting.

For families with children during the COVID-19 pandemic, it is crucial to explore how both youth and parents view their roles with regard to the shared caretaking of pets. While most human–animal interaction studies examine adult or early childhood samples, our focus was on adolescent development. We present findings from a U.S. based mixed-method study of adolescent surveys and parent interviews regarding pet care responsibility. As part of an ongoing longitudinal study, we analyzed survey data from 567 pet-owning adolescents and a subset of 356 dog owning adolescents aged 10–17 as well as 31 in-depth interviews with parents of adolescents from the same study. Higher reported pet caretaking responsibilities was significantly associated with a preference for spending time with pets when stressed and improved family relationships during the COVID-19 pandemic for both pet owners and dog owners. For dog owners only, increased levels of responsibility for the pet was significantly associated with a higher likelihood of identifying as a pet owner. Qualitative findings showcase the range of parental expectations and adolescent initiative around pet caretaking. Our study highlights the continued importance of pet companionship during the adolescent years as they develop their identities as responsible pet owners.

Utilizing a national longitudinal sample from China Family Panel Studies (2018), this study examined how family socioeconomic status (SES) is related to young children’s learning behaviors through parental expectation, parental involvement and home learning environment. A total of 1348 children aged 3–5 years were included. Mediation analysis was conducted to test the hypotheses. The results identified a significant relationship between family SES and home learning environment and parental involvement, whereas family SES was only partially related to parental academic expectations. There were no statistically significant relationships between SES and children’s learning behaviors. Moreover, no indirect effects were found between parental expectation, home learning environment, and children’s learning behaviors. However, parental involvement had an indirect effect on children’s learning behaviors. The present study highlights the need to consider the role of parental involvement in supporting the development of young children’s learning behaviors. The findings and discussions raise implications for researchers and practitioners to provide parental involvement support programs for Chinese families from diverse SES backgrounds.

Objectives. Studies that examine children's poverty and health at one point in time do not account for some children experiencing poverty briefly and others living in poverty for much of their lives. The objective of this study was to determine how duration of poverty and child race are related to child health. Methods. To assess these relationships, we analyzed data from the Panel Study of Income Dynamics and its Child Development Supplement. Ordinary least squares regression was used to estimate bivariate and multivariate models predicting caregiver-rated child health. The regression models assessed the statistical effect of the proportion of childhood in poverty and child race on child health, controlling for child sex, age, parental education, whether the household includes two parents, and family poverty in the last year. Results. Increasing proportion of childhood in poverty is associated with worse health status. In addition, African American children are more likely than white children to have lower-rated health status. The analysis does not support the hypothesis that poverty more strongly affects the health of African American children. Conclusions. Increasing exposure to family poverty negatively affects child health. Future research would benefit from more studies that utilize longitudinal measures of childhood poverty. We suggest that public policies to reduce childhood poverty exposure would improve child health.

The aim of this mixed-methods study was to investigate attrition at the age 10-year follow-up in a study of vulnerable children and their families living with low income following a two-generation preschool program in Calgary, Alberta, Canada. Quantitative factors associated with attrition included: (a) food bank use; (b) unstable housing; (c) child welfare involvement; (d) unpartnered status; and (e) caregiver noncompletion of high school. Qualitative themes related to attrition included: (a) income and employment; (b) health; (c) unstable housing; (d) change of guardianship; (e) domestic violence; (f) work and time management challenges; and (g) negative caregiver–child relationships. Triangulation of quantitative and qualitative results occurred using Maslow’s Hierarchy of Needs; families with unmet physiological, safety, belongingness and love needs, and esteem needs were more likely to attrite. Attrition in longitudinal studies with vulnerable families is complex, affected by frequently changing life circumstances, and struggles to access necessities of life. Strategies for retaining vulnerable families in longitudinal research are offered.

AbstractFor the past quarter century, scientists at the Center for Family Research at the University of Georgia have conducted research designed to promote understanding of normative developmental trajectories among low socioeconomic status African American children, youths, and young adults. In this paper, we describe a recent expansion of this research program using longitudinal, epidemiological studies and randomized prevention trials to test hypotheses about the origins of disease among rural African American youths. The contributions of economic hardship, downward mobility, neighborhood poverty, and racial discrimination to allostatic load and epigenetic aging are illustrated. The health benefits of supportive family relationships in protecting youths from these challenges are also illustrated. A cautionary set of studies is presented showing that some psychosocially resilient youths demonstrate high allostatic loads and accelerated epigenetic aging, suggesting that, for some, “resilience is just skin deep.” Finally, we end on an optimistic note by demonstrating that family-centered prevention programs can have health benefits by reducing inflammation, helping to preserve telomere length, and inhibiting epigenetic aging.

Background: Overparenting is an emerging parenting style in which parents over-protect their children from difficulties and challenges by intruding into their lives and providing extensive assistance to them. Unfortunately, longitudinal studies related to overparenting were severely lacking, particularly on its impacts on early adolescents. Moreover, studies examining the mediational pathways through which overparenting is associated with adolescent anxiety are scant. This study examined the mediating role of parent-child conflict (father-child and mother-child) in the relationship between overparenting (paternal and maternal) and adolescent anxiety over time. Method: Based on a three-wave longitudinal data of 1074 Chinese early adolescents in Hong Kong, the relationships among paternal and maternal overparenting, father- and mother-child conflict, and adolescent anxiety were assessed. Results: Mother-child conflict mediated the relationship between maternal overparenting and adolescent anxiety over time. Besides, a reverse association of prior adolescent anxiety with subsequent maternal overparenting via mother-child conflict was also identified. In addition, adolescent gender and family intactness did not moderate the relationships among overparenting, parent-child conflict, and adolescent anxiety. Discussion: This present study identified that the bidirectional relationship between maternal overparenting and adolescent anxiety via mother-child conflict over time, which sheds new light on the study of overparenting on adolescent well-being in the Chinese communities.

Abstract Social isolation and frailty are global public health issues that may lead to poor health outcomes. We tested the two following hypotheses: 1) changes in social isolation and frailty are associated with adverse health outcomes over two years, 2) the associations between social isolation and health vary across different levels of frailty. We estimated a series of latent growth models to test our hypotheses using data from the FRéLE longitudinal study among 1643 Canadian community-dwelling older adults aged 65 years and over. Missing data were handled by pattern mixture models with the assumption of missing not at random. We measured social isolation through social participation, social networks, and social support from different social ties. We assessed frailty using Fried’s criteria. Our results revealed that higher frailty at baseline was associated with a higher rate of comorbidity, depression, and cognitive decline over two years. Less social participation at baseline was associated with comorbidity, depression, and changes in cognitive decline. Less social support from friends, children, partner, and family at baseline was associated with comorbidity, cognitive decline, and changes in depression. Fewer contacts with grandchildren were related to cognitive decline over time. The associations of receiving less support from partner with depression and participating less in social activities with comorbidity, depression, and cognitive decline were higher among frail or prefrail than robust older adults over time. This longitudinal study suggests that intimate connectedness and social participation may ameliorate health status in frail older populations, highlighting the importance of age-friendly city policies.

Abstract Objectives Parental (maternal and paternal) weight before and after pregnancy has been associated with an increased risk of obesity in the offspring. However, less is known on the longitudinal association between parental and child growth trajectories across early childhood. This work aims to describe parental and child body mass index (BMI) trajectory patterns from birth until adolescence and assess their association. Methods We analyzed 1537 single-child families participating in the Applied Research Group for Kids (TARGet Kids! ) cohort (ON, Canada). Children and their parents had repeated measurements of weight and length or height from child's birth to 13 years during scheduled visits with their primary care physician. These measurements were used to calculate BMI for parents and age and sex adjusted BMI z-scores (zBMI) for children based on the World Health Organization. Latent class mixed modeling was used to identify children and parental growth patterns. A loglinear analysis was conducted to study the tri-party interaction between child, maternal, paternal longitudinal patterns. Jaccard distance was used to assess cluster similarity. Results We identified two distinct patterns in children (normal, increasing obesity), mothers (normal, increasing obesity), and fathers (overweight, obesity). The three-way loglinear analysis indicated that the tri-party interaction between children, maternal and paternal growth patterns interaction was significant (χ2 (1) = 15.1, p &lt; .001). 92.1% of children in the normal pattern had mothers in the normal pattern and fathers in the overweight pattern. Cluster similarity was 63% for mothers and children, but 12.5% between fathers and children, with most children from the increasing obesity group with a father in the overweight group. Conclusions There is a significant tri-party association between children, maternal and paternal BMI patterns from birth to adolescence. Future studies should aim in studying eating and other health behaviors associated with these relationships at the family level. Funding Sources Joannah and Brian Lawson Center for Child Nutrition, Ontario Graduate Scholarship, Canadian Institutes of Health Research.

Background ADHD is one of the most prevalent mental health disorders among children and adolescents. Household socio-economic status (SES) in early childhood is inversely related to ADHD later in childhood or adolescence. We conducted a systematic review to examine psychological, social and behavioural factors that mediate these relationships (PROSPERO Registration number: CRD42020182832). Methods and findings We searched Medline, EMBASE, PsychINFo, and Web of Science from inception until May 2020. Both authors independently reviewed abstracts and identified papers for inclusion. We sought primary observational studies (cohort, cross-sectional and case control studies) of general population-based samples of children and adolescents aged 18 and under that investigated potential mediators of the relationships between SES and ADHD. Studies based upon non-general population-based samples, twins or biochemical/physiological changes were excluded. Direct and indirect effects derived from standard validated mediation analysis were extracted for potential mediators. We assessed risk of bias using a modified NIH tool and synthesised quantitative data without meta-analysis according to the (SWiM) protocol because of heterogeneity between included studies. Family adversity, paternal and maternal ADHD symptoms, Home Learning Environment, breastfeeding duration and a combined fine motor and language score at age 2 may lie on the SES-ADHD pathway. Evidence concerning the influence of maternal depression/anxiety and adverse parenting was inconsistent across studies. There was no evidence that mother’s health-related behaviour, family characteristics, child’s consumption of fizzy drinks or other developmental characteristics at birth/during infancy lie on the SES-ADHD pathway. Publication bias may have been introduced by our decision not to search grey literature, not to approach study authors and limit the search to the English language. Conclusions Evidence for mediation of the SES-ADHD pathway in childhood/adolescence is under-researched. Maternal mental health, family adversity, parenting and health-related behaviours warrant further research based on longitudinal data and employing the most advanced mediation analysis methods.

The aim of this cross-sectional study was to assess physical conditions related to health status and establish relationships with influencing factors such as family structure, educational level, and parental professional occupation in the infant stage of three to five years in a rural setting. The sample included 205 children between 3 and 5 years of age from rural areas (<10,000 inhabitants) from the region of Castilla-La Mancha (Spain). Fitness level was measured using the PREFIT battery; influencing factors were assessed with a family information questionnaire. The results showed significant differences in all the analyzed variables of physical condition and between genders at each of the educational levels except for body mass index. Boys performed better than girls on cardio-respiratory fitness tests, muscle strength in both hands, speed-agility, and longitudinal jump tests for boys aged three, while girls performed the test better at four years. The type of family structure was not correlated with any of the variables of physical condition; a lower level of education of the father and mother and the professional occupation of the mother were correlated with a higher body mass index. As a main conclusion, physical condition related to health seems to be affected by influencing factors such as educational level and family professional occupation, especially of the mother, but the type of family structure does not have as much influence. There are few studies in children from three to five years of age in exclusively rural areas, so the data in this study provides relevant and innovative information, while opening research to cater to this population group.

Childhood excess weight and family food insecurity are food-system related public health problems that exist in Canada. Since both relate to issues of food accessibility, availability and utilization, which have elements of “place”, they may share common risk factors in the local environment that are amenable to intervention. In this area of research, the literature derives mostly from an American context, and there is a dearth of high-quality evidence, specifically from longitudinal studies. The main objectives of this thesis were to examine the adjusted associations between the place factors: material deprivation, social deprivation, social cohesion, disorder, and living location, with change in child body mass index (BMI) Z score and with change in family food insecurity status in a Canadian cohort of children. The Quebec Longitudinal Study of Child Development was used to meet the main objectives of this thesis. Response data from 6 collection cycles (4–10 years of age) were used in 3 main analyses. The first analysis examined change in child BMI Z score as a function of the place factors using mixed models regression. The second analysis examined change in child BMI Z score as a function of place factors using group-based trajectory modeling. The third and final analysis examined change in family food insecurity status as a function of the place factors using generalized estimating equations. Social deprivation, social cohesion and disorder were strongly and positively associated with family food insecurity, increasing the odds by 45%–76%. These place factors, on the other hand, were not consistently associated with child weight status. Material deprivation was not important for either outcome, except for a slight positive association in the mixed models analysis of child weight status. Living location was not important in explaining family food insecurity. On the other hand, it was associated with child weight status in both analyses, but the nature of the relationship is still unclear. Results do not suggest that addressing similar place factors may alleviate both child excess weight and family food insecurity. More high-quality longitudinal and experimental studies are needed to clarify relationships between the local environment and child weight status and family food insecurity.

Abstract This paper focuses on whether stronger relationships with parents early in the family lifecycle results in adult children providing more support to them 45 years later, and whether this association is contingent on parents’ remaining years of life. We test time-to-death of parents as an indicator of vulnerability, an easy to ascertain and potentially powerful predictor of support. Data derived from the Longitudinal Study of Generations, a panel of three-generation families, originally fielded in 1971 and continuing to 2016. Focusing on the youngest generation (mean age = 19 in 1971), the analytic sample consists of 356 child-father relationships 473 child-mother relationships. We examined trajectories of instrumental support provided to parents over four waves between 1997 and 2016 as a function of each parent’s remaining years of life (mortality data from the National Death Index). We also examined variation in those trajectories based on frequency of shared activities and intensity of emotional closeness in 1971. Ordinal multi-level growth curve analysis revealed that proximity to death was a significant predictor of instrumental support provided over time. Only in child-father relationships did greater emotional closeness, as expressed in 1971, produce stronger associations between remaining years of life and provision of instrumental support. Findings are discussed in terms of understanding intergenerational dynamics that unfold over many decades and the utility of time-to-death as an alternative metric for assessing vulnerability. This research is timely in light of growing uncertainty about the family as a reliable source of care in later life, particularly for older men.

Abstract Enduring social ties with family and friends hold important implications for health and well-being across adulthood. Social relationships are simultaneously sources of support and strain, and both positive and negative aspects of relationships change daily and over time. This symposium explores continuity and change in relationship strains (i.e., conflicts, support needs) experienced in the context of enduring social relationships, particularly in response to anticipated and emerging needs for support in later life. First, Meinertz, Gilligan, and Suitor use qualitative data from spousal dyads to compare mothers’ and fathers’ explanations of which adult child they prefer as their future caregiver. Next, using longitudinal data across two waves, Bui, Kim, and Fingerman investigate how different types of past support exchanges between parents and adult children are associated with older parents’ care receipt and expectations. Third, Koumoutzis, Cichy, and Kinney explore the association between change in parental disability and adult children’s intergenerational ambivalence (i.e., both positive and negative sentiments), including the extent to which adult children’s stress and reward appraisals mediate the link between parental disability and ambivalence. Kyungmin and colleagues explore how older adults (age 62-76) felt burden in their relationship with their very old parents (age 81-101) and what factors are associated with feelings of burden across two cultural contexts, the U.S. and Korea. Lastly, using ecological momentary assessment, Birditt and colleagues examine longitudinal trajectories of negative ties (i.e., irritating, demanding) and the links between daily positive and negative social interactions and emotional well-being.

Abstract Intergenerational relationships are important sources of informal social support for older people to maintain their emotional well-being. Previous research has extensively investigated the relationship between intergenerational support and older adult’s psychological well-being. However, the existing research has not adequately examined intergenerational ambivalence – mixed or contradictory feelings toward a family member in another generation or explored the mechanism that links intergenerational ambivalence and psychological well-being. Further, most studies are cross-sectional, which prevents us from establishing causality. This study utilized data from 2006, 2008, 2010, 2012, 2014, and 2016 waves of Health and Retirement Study (HRS), a national representative sample of U.S. adults aged 50 and more (N= 8,017). Structural equation models were used to examine the longitudinal relationship between intergenerational ambivalence, loneliness, depression, and life satisfaction. The final model indicated very good fit (χ2 = 113.31, p &lt; .0001, CFI = 0.97, RMSEA = .05). The results revealed that ambivalence in older parent-adult child relationships predicted higher subsequent loneliness (β = 0.21, p &lt; .0001), which in turn predicted depressive symptoms (β = 0.25, p &lt;.0001) and life satisfaction (β = -0.30, p &lt; .0001). The results demonstrated that loneliness mediated the relationship between intergenerational ambivalence and depression, and life satisfaction. Multiple group analysis was performed to test whether the study relationships varied by gender. Gender differences were found. Findings have implications for prevention and intervention initiatives targeting improving relationships between parents and children, thereby protecting against mental problems.

Abstract Background Mental health issues are of increasing burden within the adolescent CF population, with known impacts from sleep disturbance. There are limited studies examining mediators of this relationship. We aimed to investigate the relationship between sleep quality and mood in adolescents with CF alongside a range potential mediating factors including socioeconomic and family influences in adolescents. Study Design Adolescents with CF aged 10–18 and their parents at a Victorian tertiary paediatric CF centre were eligible. Adolescents-parent pairs cross sectionally completed age appropriate online questionnaires assessing sleep (Pediatric Daytime Sleepiness Scale, Sleep Disturbance Scale for Children), mood (Global Anxiety Disorder-7, Patient Health Questionnaire-9, Beck’s Depression Inventory, Brigid Jordan CF screen), health-related quality of life (CF Questionnaire-Revised), family dynamics (Family Assessment Device, Family Management Measure), CF respiratory symptoms (CF Respiratory Symptom Score), and treatment adherence. Socioeconomic status and impacts from pandemic lockdowns were also surveyed. Progress to date 45 CF adolescents-parent pairs have been recruited. Questionnaires have been distributed and awaiting return of results for analysis. Intended outcome and impact We anticipate demonstrating the known association between impaired sleep quality and elevated mood scores. We will also make commentary on associations with a range of social factors (family dynamics, socioeconomic status) as well as parental mental health. Discussion will also include impacts on treatment adherence, HRQOL and respiratory symptom scores. Results from this pilot will inform the upcoming AREST CF prospective longitudinal study where the bidirectional relationships between factors studied can be further explored.

Abstract Since the coronavirus disease outbreak, older adults have been isolated from family, as in-person contact declined, and many turned to digital contact to stay in touch. This form of contact, consisting of texting, email, and social media, is labeled digital solidarity. A key advantage of digital communication over in-person contact is that it requires less investment of time and no geographic proximity. However, it is unclear whether digital solidarity represents a separate dimension of intergenerational solidarity, and whether it compensates for low in-person contact. In this paper, we examined traditional and digital types of intergenerational communication between older parents and adult children, and their associations with older adults’ perceived quality of communication and closeness with children. We used the 2016 wave of the Longitudinal Study of Generations to generate a sample of 580 older parents who reported on relationships with 1,489 adult children. Adopting a three-step latent class approach, we identified four classes of intergenerational communication: all-type contact, no contact, digital contact, and traditional contact. Older adults in both no contact and digital contact classes were less likely to report being emotionally close with their adult children when compared to those in the traditional contact class. No difference in perceived quality of communication was found between contact classes. Our findings indicate that digital solidarity is a distinct dimension of intergenerational solidarity and can compensate for reduced in-person contact with children. Discussion centers on the implications of these results for pandemic times and a replication using recently collected data from 2021-22.

Consistent with inclusive fitness theory, evolutionary biologists predict that individuals care more for their biological than their social children and hence that biological children assess the relationships to their parents better than stepchildren. To test this assumption, we use data from the U.S. National Longitudinal Study of Adolescent Health (Add Health). Unlike many other studies that have been conducted so far, this survey allows us to analyze the consequences of the dynamic between social and biological parent-child relationships within the same families. We use comparisons of sibling pairs and fixed-effects regression to achieve the within-family comparison. Both the descriptive and multivariate regression results confirm that – even after controlling for other relevant influences – biological parenthood matters with regard to children’s relationship assessments (perceived parental care and closeness of the parent-child relationship) and in both the relationships to resident fathers and mothers. In the discussion, we comment on the possible integration of the evolutionary and sociological perspectives and close with some recommendations for future data collection that could allow researchers to analyze the relative impact of biological and social influences on parent-child relationships on a more fine-grained level. Zusammenfassung Abgeleitet aus der Theorie der Verwandtenselektion sagen Evolutionsbiologen vorher, dass Individuen gegenüber ihren biologischen Kindern mehr Fürsorge zeigen sollten als gegenüber Kindern, zu denen eine soziale Elternschaft besteht. Entsprechend wird erwartet, dass biologische Kinder die Beziehungen zu ihren Eltern besser einschätzen als Stiefkinder. Zur Überprüfung dieser Hypothese ziehen wir die Daten der U.S. National Longitudinal Study of Adolescent Health (Add Health) heran. Diese Studie erlaubt es, im Gegensatz zu vielen anderen Datenquellen, die Konsequenzen der innerfamilialen Dynamik sozialer und biologischer Eltern-Kind-Beziehungen zu untersuchen. Um diesen Vergleich innerhalb der Familien zu ermöglichen, untersuchen wir Geschwisterdyaden und führen eine fixed-effects-Regression durch. Die Resultate der deskriptiven und der multivariaten Analysen bestätigen, dass der Status biologischer Elternschaft auch dann die Beziehungs-einschätzungen der Jugendlichen (wahrgenommene elterliche Fürsorge und emotionale Nähe) vorhersagt, wenn für andere relevante Einflussfaktoren kontrolliert wird – sowohl in Bezug auf die väterliche als auch auf die mütterliche Beziehung. In der Diskussion kommentieren wir das Ergebnis im Hinblick auf eine mögliche Integration evolutionsbiologischer und soziologischer Forschungsperspektiven und schließen mit einigen Empfehlungen für die zukünftige empirische Datenerhebung ab. Eine Umsetzung dieser Empfehlungen könnte es interessierten Forscherinnen und Forschern in Zukunft ermöglichen, die relative Bedeutung biologischer und sozialer Einflüsse auf die Eltern detaillierter zu untersuchen.

Women's empowerment considered vital in child nutrition and being considered important throughout the first 1000 days of life. Inadequate access to food and child feeding practices are the root causes of nutritional problems in children. Mothers play an essential role in parenting, particularly when it comes to child feeding. However, there are no systematic review available in regarding the correlation between women's empowerment and child nutrition. The aims of this study is to review the correlation between women's empowerment and nutritional status in children, more research should use a longitudinal study design to conduct pathway and lifecycle analysis in appropriate populations to clarify the relationship between women's empowerment and nutritional status in children. We included English materials published between Science Direct, Pubmed, Research Gate and Google Scholar was used to find studies related to women's empowerment and children's nutritional status between 2016- 2021. 1025 studies were generated using tittle and abstract. We scanned the whole text of 538 of them, as well as 25 other research that the authors were aware of. Only 8 papers met our criteria for inclusion. Within three categories of empowerment, information was extracted and synthesized: resources, agency, and achievement. Accessing and distributing resources for household childcare is a challenge. Agency is a process of women's empowerment that includes mobility, decision-making, authority, motivation, skill, knowledge, and mother's role, all of which can help mothers improve their children's nutrition. The well-being of family members, nutritional status, and anthropometric rise as age progresses are all benefits of women's empowerment. Women's empowerment was found to be connected with nutritional status WAZ, HAZ, WHZ, and child anthropometry in general, however the data were inconsistent. These inconsistencies were most likely caused by population features, situations, or methods/ conceptualizations of women's empowerment, as well as the specific domains researched. This study also found that different categories of women's empowerment may have varied relationships with child nutrition. Future study should focus on harmonizing definitions of women's empowerment, as well as determining which essential dimensions it should contain and how it should be quantified. In order to determine which policies and programs enhance women's empowerment and, as a result, foster child nutritional well-being, rigorous evaluation work is also required.

The purpose of the study was to assess the experiences of caregivers of children with HIV and AIDS at a Children’s opportunistic infections clinic in Zimbabwe. The main objectives of the study were to determine the kind of relationships existing between the caregivers and the children, to establish the caregivers’ level of knowledge of HIV and AIDS, the treatment modalities involved, to assess the caregivers’ levels of adherence to ART, to establish the caregivers’ support systems and to find out the problems faced by caregivers during their care giving roles. A mixed method approach was employed. A sample of ten caregivers, comprising 4 biological mothers, 3 female relatives, 1 male relative, 1 foster parent and 1 child caregiver was drawn from a population of 423 caregivers of children with HIV and AIDS. who had defaulted treatment and/or missed review dates. The main findings of the study were that, most of the caregivers were the children’s biological mothers and female relatives, and they had known the children since birth. It was found that, prior to the initiation of ART, all the participants were trained to care for the children and were given guidelines on nutrition and drug therapy. Furthermore, all the participants showed knowledge of HIV and AIDS, its prevention and management. While participants mentioned that they received social support from family and friends, it was noted that the burden of care still fell hard on them as they were the ones who stayed with the children and had to be physically available to give care. The challenges faced by caregivers in adhering to ART were found to be financial constraints, living remotely from health care centers, transport problems, contradictory cultural beliefs and stigma. Recommendations included increasing staff compliment, step up sensitization campaigns through Health education programmes and disseminate research findings to stakeholders. Funds permitting, two year longitudinal studies be undertaken in Zimbabwe to ascertain ART adherence.

The influence of family, school and peers on students' emotional social development is very important as a starting point for the design of school activities that will also improve student development in an integral way. The Star of the Week program was developed with the aim of helping students apply the knowledge, attitudes, and skills needed to socialize and understand and manage emotions. This study uses the Thiagarajan model stages, namely define, design, develop, and disseminate (4D). The results of the validity test from the experts show that this program has workable value with 91.1% material aspects, 90% emotional development aspects and 92% presentation aspects. For the practicality test results through teacher questionnaires obtained scores of 90%, and 88.67% through teacher observations of children who are in the high practical category. 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Districtwide Initiative to Improve Tier 1 With Evidence-Based Classroom Lessons. Professional School Counseling, 22(1b), 2156759X1983443. https://doi.org/10.1177/2156759x19834438 Moberly, D. A., Waddle, J. L., & Duff, R. E. (2014). Journal of Early Childhood Teacher Education The use of rewards and punishment in early childhood classrooms The use of rewards and punishment in early childhood classrooms. Journal of Early Childhood Teacher Education, 37–41. https://doi.org/10.1080/1090102050250410 Moore, J. E., Cooper, B. R., Domitrovich, C. E., Morgan, N. R., Cleveland, M. J., Shah, H., Jacobson, L., & Greenberg, M. T. (2015). The effects of exposure to an enhanced preschool program on the social-emotional functioning of at-risk children. Early Childhood Research Quarterly, 32, 127–138. https://doi.org/10.1016/j.ecresq.2015.03.004 Morris, A. S., & Williamson, A. C. (2019). Building early social and emotional relationships with infants and toddlers: Integrating research and practice. Building Early Social and Emotional Relationships with Infants and Toddlers: Integrating Research and Practice, 1–351. https://doi.org/10.1007/978-3-030-03110-7 Morrison, G. S. (2012). Dasar-dasar Pendidikan Anak Usia Dini (PAUD). Indeks. Nix, R. L., Bierman, K. L., Domitrovich, C. E., & Gill, S. (2013). Promoting Children’s Social-Emotional Skills in Preschool Can Enhance Academic and Behavioral Functioning in Kindergarten: Findings from Head Start REDI. Early Educ Dev, 24(7), 1–7. https://doi.org/10.1080/10409289.2013.825565.Promoting Nurmalitasari, F. (2015). Perkembangan Sosial Emosi pada Anak Usia Prasekolah. Buletin Psikologi, 23(2), 103. https://doi.org/https://doi.org/10.22146/bpsi.10567 Ramani, G. B., Brownell, C. A., & Campbell, S. B. (2010). Positive and negative peer interaction in 3- and 4-year-olds in relation to regulation and dysregulation. In Journal of Genetic Psychology (Vol. 171, Issue 3). https://doi.org/10.1080/00221320903300353 Santrock, J. W. (2012). Perkembangan Masa Hidup. Erlangga. Shearer, R. J. B., Domínguez, X., Ell, E. R., Rouse, H. L., & Fantuzzo, J. W. (2010). Relation Between Behavioral Disorders Problems in Classroom Social and Learning Situations and Peer Social Competence in Head Start and kindergarten. Journal of Emotional and Behavioral Disorders, 18(4), 195–210. https://doi.org/https://doi.org/10.1177/1063426609351172 Uslu, F., & Gizir, S. (2017). School belonging of adolescents: The role of teacher–student relationships, peer relationships and family involvement. Kuram ve Uygulamada Egitim Bilimleri, 17(1), 63–82. https://doi.org/10.12738/estp.2017.1.0104 Wang, C., Hatzigianni, M., Shahaeian, A., Murray, E., & Harrison, L. J. (2016). The combined effects of teacher-child and peer relationships on children’s social-emotional adjustment. Journal of School Psychology, 59, 1–11. https://doi.org/10.1016/j.jsp.2016.09.003 Wang, Y., Palonen, T., Hurme, T. R., & Kinos, J. (2019). Do you want to play with me today? Friendship stability among preschool children. European Early Childhood Education Research Journal, 27(2), 170–184. https://doi.org/10.1080/1350293X.2019.1579545 Watanabe, N., Denham, S. A., Jones, N. M., Kobayashi, T., Bassett, H. H., & Ferrier, D. E. (2019). Working Toward Cross-Cultural Adaptation: Preliminary Psychometric Evaluation of the Affect Knowledge Test in Japanese Preschoolers. SAGE Open, 9(2), 2–4. https://doi.org/10.1177/2158244019846688 Westrupp, E. M., Reilly, S., McKean, C., Law, J., Mensah, F., & Nicholson, J. M. (2020). Vocabulary Development and Trajectories of Behavioral and Emotional Difficulties Via Academic Ability and Peer Problems. Child Development, 91(2), e365–e382. https://doi.org/10.1111/cdev.13219 Wilson, L. M., & Corpus, D. A. (2001). The Effects of Reward Systems on Academic Performance. Middle School Journal, 33(1), 56–60. https://doi.org/10.1080/00940771.2001.11495578 Yang, W., Datu, J. A. D., Lin, X., Lau, M. M., & Li, H. (2019). Can Early Childhood Curriculum Enhance Social-Emotional Competence in Low-Income Children? A Meta-Analysis of the Educational Effects. Early Education and Development,30(1), 36–59. https://doi.org/10.1080/10409289.2018.1539557

The year 2014 was considered as the twentieth anniversary year of the family and in a sense acknowledges the important role of the family in society. Families are central to communities and one could almost consider the family-community connection to be a loop. In other words, when families are functioning well communities fare very well, which then relates back to families. But how are we to understand this important role of the family? Families are defined in different ways. According to Braithwaite and Baxter [1] “a family is a social group of two or more persons characterized by ongoing interdependence, with long term commitments that stem from blood, law and affection”. Chambers [2] believes that families are not a fixed concept but can rather be described beyond blood lines into a socially constructed concept. In South Africa, in terms of family policy, the family is defined “as a public group of people that is directly related (by blood), related by adoption or fostering or through marriage” [3]. In describing a family, there are often two very broad terms used which are functional and dysfunctional families. These descriptions are often determined by the processes or functions/practices between and amongst family members. Family functioning includes the manner in which family members relate to and with one another including how they search for goals, activities the family engages in together and separately, and acceptance of family practices. Furthermore, when a family is functioning well, family members hardly develop psychological problems, they perform tasks together, are able to deal with problems, and have understandable restrictions [4]. These are well functioning families, but families also do not function very well and these families could be considered as unhealthy and dysfunctional, often described as at-risk [5]. Both terms have consequences especially for future adults. In describing a family, there are often two very broad terms used which are functional and dysfunctional families. These descriptions are often determined by the processes or functions/practices between and amongst family members. Family functioning includes the manner in which family members relate to and with one another including how they search for goals, activities the family engages in together and separately, and acceptance of family practices. Furthermore, when a family is functioning well, family members hardly develop psychological problems, they perform tasks together, are able to deal with problems, and have understandable restrictions [4]. These are well functioning families, but families also do not function very well and these families could be considered as unhealthy and dysfunctional, often described as at-risk [5]. Both terms have consequences especially for future adults.the control and responsibility rests with the family. In this special issue, six articles highlight issues in the family which have consequences for family members and the community, either overtly or covertly. The article of Frantz, Sixaba & Smith focuses on family structure and the effects on health risk behavior of young people in Africa. This article highlights the plight of orphans living with caregivers, the definitive relationship between sexual risk behavior and family structure and provides the evidence that sexual risk behaviors loops back to HIV/AIDS in African countries. In this article gender, race and culture play a role in the relationship. In the article by Ryan, Roman & Okwany parental monitoring and communication are explored as important in the prevention, delay and reduction of substance abuse and risky sexual activity. These studies suggest that culture acts as a buffer against adolescent risk behaviors and that the mental health of parents is also important in the monitoring and communication with their adolescents. The Jacobs & Jacobs study focuses on mothers who are alcoholics and provides family narrations of secrecy, shame and silence but also highlights coping and recovery for alcoholics. Londt, Davids & Wilson used Social Learning Theory as a lens to understand the role of the family in the chronic denial of imprisoned sex offenders. These imprisoned sex offenders were raised in single-parent households with absent fathers, domestic violence substance abuse, unsatisfactory support and compromised parenting styles were prevalent. In the Mukasano, Schenck & van der Merwe article, a qualitative study explores parents’ experiences of their adolescents engaging in mobile texting. Parents find themselves having to monitor and negotiate rules and expectations with their adolescents. The study emphasizes the importance of communication and trust, respect and preparing for the disengagement process between members. Furthermore, substances are abused, physical, sexual and emotional abuse are present and children lack support and care. Within these families, there is the daily challenge of meeting the needs of family members. This could be due to the socio-economic circumstances of the family which in turn deprives family members of necessary resources and other social support. As a result, this undermines the ability of family members to perform expected functions and consequently results in the exposure to risk. Subsequently, at-risk families need additional support in order to cope with the myriad of challenges they face. This support may be in the form of other family members, community members or from government. Additionally, this support could also strengthen the family. Families should be seen as the entry point for service delivery and the subsequent building and development of communities [3]. Therefore, family relations, which are good and strong are important for the wellbeing of the individual, family and community [7]. In other words, family wellbeing is a concept that goes beyond economic wealth and includes physical and emotional health as well as safety and good quality relationships [7]. Similarly, family well-being and family functioning assume that families work best and contribute to society when there is a balance between the economic and non-economic factors [8] but it is very complex because family wellbeing is a multi-dimensional concept with different dimensions. These include providing financial support, good housing or access to services [9]. How does family well-being then relate to community development? The creation, development and growth of communities is dependent on families. For example, when families are not doing well, the family members will act out that is outside of the family. This acting out often occurs within the community and could be the engaging in antisocial behavior, substance abuse, violence, etc. These behaviours subsequently break down communities instead of building them up. The same could be said for the effects of family wellbeing. Tsey et al. [10] found that family wellbeing is an enabler for people to take control and responsibility of their own situations but more importantly, once they are able to do this, there is a ripple effect on increasing harmony and capacity to address issues within the wider community. Clearly, there is a relationship between family wellbeing and the overt and covert development of communities but parent and child. The final article of Jooste & Maritz is an exploration of the perceptions of healthcare professionals and family members regarding youth’s experiences of trauma. This article found that when youth experience trauma, there is a ripple effect onto other family members and the larger community which resulted in the entire system feeling helpless and depleted of resources to cope.

The age period of 0-8 years is the most important moment for every human being to develop all the developmental features supported by parents at home and teachers / tutors at the Early Childhood Education Institute (ECE). In parenting, six main aspects must be known and applied by each parent. Lack of education, nutritional knowledge, care and care, and aspects of clean-living habits in the family can have an impact on children's growth and development processes. This study aims to develop a module 6 aspects of child development for parental guidance. This study uses a research and development approach to test the effectiveness of the posttest design. Respondents in this study are parents who have children up to 5 years and early childhood educators. The findings show that from these six main aspects, it seems that parents and ECE tutors do not yet understand the ECE concept. In another perspective, there is still a lack of knowledge about these 6 main aspects which require training and parenting modules to develop the 6 aspects of child development. Keywords: Early Childhood Education, Child Development Aspect, Parenting Training Module References: Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Asdi Mahasatya. Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., … Bhutta, Z. A. (2017). Nurturing care: promoting early childhood development. The Lancet, 389(10064), 91–102. https://doi.org/10.1016/S0140-6736(16)31390-3 Coore Desai, C., Reece, J. A., & Shakespeare-Pellington, S. (2017). The prevention of violence in childhood through parenting programmes: a global review. Psychology, Health and Medicine, 22(February), 166–186. https://doi.org/10.1080/13548506.2016.1271952 Darling-Churchill, K. E., & Lippman, L. (2016). Early childhood social and emotional development: Advancing the field of measurement. Journal of Applied Developmental Psychology, 45, 1–7. https://doi.org/10.1016/j.appdev.2016.02.002 Davis, S., Votruba-Drzal, E., & Silk, J. S. (2015). Trajectories of Internalizing Symptoms From Early Childhood to Adolescence: Associations With Temperament and Parenting. Social Development, 24(3), 501–520. https://doi.org/10.1111/sode.12105 Đorđić, V., Tubić, T., & Jakšić, D. (2016). The Relationship between Physical, Motor, and Intellectual Development of Preschool Children. Procedia - Social and Behavioral Sciences, 233(May), 3–7. https://doi.org/10.1016/j.sbspro.2016.10.114 Eisenberg, N., Taylor, Z. E., Widaman, K. F., & Spinrad, T. L. (2015). Externalizing symptoms, effortful control, and intrusive parenting: A test of bidirectional longitudinal relations during early childhood. Development and Psychopathology, 27(4), 953–968. https://doi.org/10.1017/S0954579415000620 Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational Research: An Introduction (4th ed.). New York: Longman Inc. Gardner, F., Montgomery, P., & Knerr, W. (2016). Transporting Evidence-Based Parenting Programs for Child Problem Behavior (Age 3–10) Between Countries: Systematic Review and Meta-Analysis. Journal of Clinical Child and Adolescent Psychology, 45(6), 749–762. https://doi.org/10.1080/15374416.2015.1015134 Gilmer, C., Buchan, J. L., Letourneau, N., Bennett, C. T., Shanker, S. G., Fenwick, A., & Smith-Chant, B. (2016). Parent education interventions designed to support the transition to parenthood: A realist review. International Journal of Nursing Studies, 59, 118–133. https://doi.org/10.1016/j.ijnurstu.2016.03.015 Grindal, T., Bowne, J. B., Yoshikawa, H., Schindler, H. S., Duncan, G. J., Magnuson, K., & Shonkoff, J. P. (2016a). The added impact of parenting education in early childhood education programs: A meta-analysis. Children and Youth Services Review, 70, 238–249. https://doi.org/10.1016/j.childyouth.2016.09.018 Guyer, A. E., Jarcho, J. M., Pérez-Edgar, K., Degnan, K. A., Pine, D. S., Fox, N. A., & Nelson, E. E. (2015). Temperament and Parenting Styles in Early Childhood Differentially Influence Neural Response to Peer Evaluation in Adolescence. Journal of Abnormal Child Psychology, 43(5), 863–874. https://doi.org/10.1007/s10802-015-9973-2 Jones, D. E., Feinberg, M. E., Hostetler, M. L., Roettger, M. E., Paul, I. M., & Ehrenthal, D. B. (2018). Family and Child Outcomes 2 Years After a Transition to Parenthood Intervention. Family Relations, 67(2), 270–286. https://doi.org/10.1111/fare.12309 Jürges, H., Schwarz, A., Cahan, S., & Abdeen, Z. (2019). Child mental health and cognitive development: evidence from the West Bank. Empirica, 46(3), 423–442. https://doi.org/10.1007/s10663-019-09438-5 Kalland, M., Fagerlund, Å., Von Koskull, M., & Pajulo, M. (2016). Families First: The development of a new mentalization-based group intervention for first-Time parents to promote child development and family health. Primary Health Care Research and Development, 17(1), 3–17. https://doi.org/10.1017/S146342361500016X Knauer, H. A., Ozer, E. J., Dow, W. H., & Fernald, L. C. H. (2019). Parenting quality at two developmental periods in early childhood and their association with child development. Early Childhood Research Quarterly, 47, 396–404. https://doi.org/10.1016/j.ecresq.2018.08.009 Kopala-Sibley, D. C., Cyr, M., Finsaas, M. C., Orawe, J., Huang, A., Tottenham, N., & Klein, D. N. (2018). Early Childhood Parenting Predicts Late Childhood Brain Functional Connectivity During Emotion Perception and Reward Processing. Child Development, 00(0), 1–19. https://doi.org/10.1111/cdev.13126 Kurniah, N., Andreswari, D., & Kusumah, R. G. T. (2019). Achievement of Development on Early Childhood Based on National Education Standard. 295(ICETeP 2018), 351–354. https://doi.org/10.2991/icetep-18.2019.82 Leijten, P., Raaijmakers, M. A. J., Orobio de Castro, B., van den Ban, E., & Matthys, W. (2017). Effectiveness of the Incredible Years Parenting Program for Families with Socioeconomically Disadvantaged and Ethnic Minority Backgrounds. Journal of Clinical Child and Adolescent Psychology, 46(1), 59–73. https://doi.org/10.1080/15374416.2015.1038823 Lomanowska, A. M., Boivin, M., Hertzman, C., & Fleming, A. S. (2017). Parenting begets parenting: A neurobiological perspective on early adversity and the transmission of parenting styles across generations. Neuroscience, 342, 120–139. https://doi.org/10.1016/j.neuroscience.2015.09.029 Lucassen, N., Kok, R., Bakermans-Kranenburg, M. J., Van Ijzendoorn, M. H., Jaddoe, V. W. V., Hofman, A., … Tiemeier, H. (2015). Executive functions in early childhood: The role of maternal and paternal parenting practices. British Journal of Developmental Psychology, 33(4), 489–505. https://doi.org/10.1111/bjdp.12112 Molchanov, S. V. (2013). The Moral Development in Childhood. Procedia - Social and Behavioral Sciences, 86, 615–620. https://doi.org/10.1016/j.sbspro.2013.08.623 Morris, A. S., & Williamson, A. C. (2019). Building early social and emotional relationships with infants and toddlers: Integrating research and practice. Building Early Social and Emotional Relationships with Infants and Toddlers: Integrating Research and Practice, 1–351. https://doi.org/10.1007/978-3-030-03110-7 Parhomenko, K. (2014). Diagnostic Methods of Socio – Emotional Competence in Children. Procedia - Social and Behavioral Sciences, 146, 329–333. https://doi.org/10.1016/j.sbspro.2014.08.142 Rutherford, H. J. V., Wallace, N. S., Laurent, H. K., & Mayes, L. C. (2015). Emotion regulation in parenthood. Developmental Review, 36, 1–14. https://doi.org/10.1016/j.dr.2014.12.008 Sheedy, A., & Gambrel, L. E. (2019). Coparenting Negotiation During the Transition to Parenthood: A Qualitative Study of Couples’ Experiences as New Parents. American Journal of Family Therapy, 47(2), 67–86. https://doi.org/10.1080/01926187.2019.1586593 Sitnick, S. L., Shaw, D. S., Gill, A., Dishion, T., Winter, C., Waller, R., … Wilson, M. (2015). Parenting and the Family Check-Up: Changes in Observed Parent-Child Interaction Following Early Childhood Intervention. Journal of Clinical Child and Adolescent Psychology, 44(6), 970–984. https://doi.org/10.1080/15374416.2014.940623 Sulik, M. J., Blair, C., Mills-Koonce, R., Berry, D., & Greenberg, M. (2015). Early Parenting and the Development of Externalizing Behavior Problems: Longitudinal Mediation Through Children’s Executive Function. Child Development, 86(5), 1588–1603. https://doi.org/10.1111/cdev.12386 Theise, R., Huang, K. Y., Kamboukos, D., Doctoroff, G. L., Dawson-McClure, S., Palamar, J. J., & Brotman, L. M. (2014). Moderators of Intervention Effects on Parenting Practices in a Randomized Controlled Trial in Early Childhood. Journal of Clinical Child and Adolescent Psychology, 43(3), 501–509. https://doi.org/10.1080/15374416.2013.833095 UNDP. (2018). Human Development Indices and Indicators. 2018 Statistical Update. United Nations Development Programme, 27(4), 123. Retrieved from http://hdr.undp.org/sites/default/files/2018_human_development_statistical_update.pdf%0Ahttp://www.hdr.undp.org/sites/default/files/2018_human_development_statistical_update.pdf%0Ahttp://hdr.undp.org/en/2018-update

Various self-regulated learning (SRL) problems often occur in early childhood during the transition from pre-school to elementary school. The ability to self-regulated learning is im- portant for school readiness and success throughout life, requiring the ability of parents to encourage the development of these abilities. The purpose of this study is to develop childcare strategies on self-regulation, such as children's ability to regulate metacognition, motivation and behavior to re- duce problems. Research produces certain products and tests their effectiveness. Respondents in- volved parents from 18 districts in 9 cities in the technique of data analysis using quantitative and qualitative approaches. The results showed differences in the average scores of children's independ- ent learning both before and after parents learned and applied the contents of the manual book. The result of the effectiveness test is sig = 0,000 <α = 0.05. So, H0 is rejected, and the results of the chi- square test sig = 0,000 <0.05, then H0 is rejected. In conclusion, parenting strategies using manuals so that parents can improve competencies such as parents' knowledge, attitudes and skills, and prove effective in increasing children's independent learning. Keywords: Early Childhood, Parenting strategy, Self-regulated learning References Bandura, A. (1977). Social learning theory. Englewood Cliffs: Prentice-Hall. Ben-Eliyahu, A. (2019). Academic Emotional Learning: A Critical Component of Self-Regulated Learning in the Emotional Learning Cycle. Educational Psychologist, 54(2), 84–105. https://doi.org/10.1080/00461520.2019.1582345 Bergen, D., & Davis, D. (2011). Influences of Technology-Related Playful Activity and Thought on Moral Development. American Journal of Play, 4(1), 80–99. Retrieved from http://eric.ed.gov/?id=EJ985549 Bjorklund, F, D. (2012). Children’s Thinking: Cognitive Development and Individual Differences. USA: Wadsworth, Cengage Learning. Borg, W. R., & Gall, M. D. (1989). Educational research. New York: Longman. Bronson, M. B. (2000). Self-regulation in early childhood. New York: The Guilford Press. Carlton, M. P., & Winsler, A. (1998). Fostering intrinsic motivation in early childhood classrooms. Early Childhood Education Journal, 25(3), 159–166. https://doi.org/10.1023/A:1025601110383 Daniel, G. R., Wang, C., & Berthelsen, D. (2016). Early school-based parent involvement, children’s self-regulated learning and academic achievement: An Australian longitudinal study. Early Childhood Research Quarterly, 36, 168–177. https://doi.org/10.1016/j.ecresq.2015.12.016 Dick, W., & Carey, L. (2009). The Systematic Design of Instruction. New Jersey: Pearson Education. Jacob, L., Dörrenbächer, S., & Perels, F. (2019). A pilot study of the online assessment of self- regulated learning in preschool children: Development of a direct, quantitative measurement tool. International Electronic Journal of Elementary Education, 12(2), 115–126. https://doi.org/10.26822/iejee.2019257655 Jeong, J., & Frye, D. (2020). Self-regulated learning: Is understanding learning a first step? Early Childhood Research Quarterly, 50, 17–27. https://doi.org/10.1016/j.ecresq.2018.12.007 Jittaseno, P., & Varma S, P. (2017). Influence of Parenting Styles on Self-Regulated Learning Behavior Mediated By Self-Efficacy and Intrinsic Value. University of Thailand Journals, (March), 44–62. https://doi.org/https://www.researchgate.net/publication/315458200 Morawska, A., Dittman, C. K., & Rusby, J. C. (2019). Promoting Self-Regulation in Young Children: The Role of Parenting Interventions. Clinical Child and Family Psychology Review, 22(1), 43–51. https://doi.org/10.1007/s10567-019-00281-5 Oppong, E., Shore, B. M., & Muis, K. R. (2019). Clarifying the Connections Among Giftedness, Metacognition, Self-Regulation, and Self-Regulated Learning: Implications for Theory and Practice. Gifted Child Quarterly, 63(2), 102–119. https://doi.org/10.1177/0016986218814008 Ormrod, J. E. (2009). Psikologi Pendidikan Membantu Siswa Tumbuh dan Berkembang (6th editio). Jakarta: Erlangga. Perels, F., Merget-kullmann, M., Wende, M., Schmitz, B., & Buchbinder, C. (2009). The British Psychological Society Improving self-regulated learning of preschool children : Evaluation of training for kindergarten teachers. British Journal of Educational Psychology, 79, 311– 327. https://doi.org/10.1348/000709908X322875 Sanders, M. R., Turner, K. M. T., & Metzler, C. W. (2019). Applying Self-Regulation Principles in the Delivery of Parenting Interventions. Clinical Child and Family Psychology Review, 22(1), 24–42. https://doi.org/10.1007/s10567-019-00287-z Schunk, H. ., & Pintrich, P. R. (2008). Motivational In Education: Theory, Research, and Application. Ohio: Pearson. Seroussi, D. E., & Yaffe, Y. (2020). Links Between Israeli College Students’ Self-Regulated Learning and Their Recollections of Their Parents’ Parenting Styles. SAGE Open, 10(1). https://doi.org/10.1177/2158244019899096 Sugiyono. (2013). Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif dan R & D. Bandung. Thomas, V., De Backer, F., Peeters, J., & Lombaerts, K. (2019). Parental involvement and adolescent school achievement: the mediational role of self-regulated learning. Learning Environments Research, 22(3), 345–363. https://doi.org/10.1007/s10984-019-09278-x Thomas, V., Muls, J., De Backer, F., & Lombaerts, K. (2019). Exploring self-regulated learning during middle school: views of parents and students on parents’ educational support at home. Journal of Family Studies, 9400. https://doi.org/10.1080/13229400.2018.1562359 Tiniakou, E. (2017). Patterns of parenting in the life histories of highly self-regulated learners (Universiteit Twente). Retrieved from http://essay.utwente.nl/73234/ Tiniakou, E., Hirschler, T., Endedijk, M. D., & Margaryan, A. (2018). Becoming self-regulated: Patterns of parenting in the lives of professionals who are highly self-regulated learners. Journal of Self-Regulation and Regulation, 4(0), 7–42. https://doi.org/10.11588/JOSAR.2018.0.49364 Tobias, S., & Everson, H. (2000). Assessing Metacognitive Knowledge Monitoring. Report No. 96-01. College Entrance Examination Board, (96). Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED562584&site=ehost -live Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1(1), 3–14. https://doi.org/10.1007/s11409-006-6893-0 Venitz, L., & Perels, F. (2019). Promoting self-regulated learning of preschoolers through indirect intervention: a two-level approach. 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During physical distancing, children do not meet their peers to play or talk together. Peer relationships have a crucial influence on all child development, especially for social skills or behaviour during early childhood. This study aims to determine changes in children's social behaviour during physical distancing during the Covid-19 pandemic. This research method is a descriptive quantitative study designed with the percentage value was used as a score for measuring the results of parental observations of children concerning the child's social behaviour instrument. Quota sampling (150 parents) was used to reach participants from various cities in Indonesia to see cultural differences. Data on children's social behaviour was obtained using the Preschool and Kindergarten Behaviour Scale (PKBS) tests. The data were then analysed using descriptive statistics. The results show that there are changes in children's social behaviour during physical distancing. Children who are less independent (58.9%) are the biggest decline in social behaviour reported by parents, while the one who changes the least is cleaning up the mess that has been made (38.7%). The implication of the results of this study is that parents should continue to pay attention to their children's social behaviour by providing opportunities for children to interact with peers in the house while still paying attention to health protocols. Keywords: Early Childhood, Social Behaviour, Physical Distancing References: Aksoy, P., & Baran, G. (2010). Review of studies aimed at bringing social skills for children in preschool period. Procedia - Social and Behavioural Sciences, 9, 663–669. https://doi.org/10.1016/j.sbspro.2010.12.214 Al-Tammemi, A. B. (2020). The Battle Against COVID-19 in Jordan: An Early Overview of the Jordanian Experience. Frontiers in Public Health, 8(May), 1–6. https://doi.org/10.3389/fpubh.2020.00188 Arkorful, V., & Abaidoo, N. (2015). 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BackgroundAdverse childhood experiences (ACEs) tend to cluster together in daily life, and most studies focus on the level of depression at certain points, but the dynamic process of depression is often neglected. Thus, research is urgently needed to explore the relationship between ACEs pattern and trajectory of depressive symptom levels at multiple time points in order to provides early targeted interventions to those who are most at risk.ObjectiveWe aimed to explore patterns of ACEs, including types and timing, associated with depression trajectories in college students.MethodsA school-based health survey was used to collect data as part of a longitudinal study in two medical college in Anhui province, China. Questionnaires were issued to 3,662 participants aged 17–22 and recorded details of ACEs (types and timing) and depression. Latent class analysis (LCA) was used to identify “patterns” of ACEs type and timing. Depressive symptom trajectories employed latent class growth analysis (LCGA). Multiple logistic regressions were employed to evaluate the relationships between ACEs patterns and depressive symptom trajectories.ResultsWe identified five ACEs patterns: “High neglect/emotional abuse/community violence,” “High neglect/emotional abuse,” “High neglect/family dysfunction,” “High neglect,” “Low ACEs.” We traced three depression trajectories: “High depressive symptom” “Moderate depressive symptom,” “Low depressive symptom.” “High neglect/emotional abuse/community violence,” “High neglect/emotional abuse” and “High neglect/family dysfunction” demonstrated a high risk for “High depressive symptom” and “Moderate depressive symptom.” “High neglect” showed a high risk for “Moderate depressive symptom” but not for “High depressive symptom” (P &lt; 0.05).ConclusionsThe findings address the need for a comprehensive consideration of exposure to childhood adversity associated with the risk of depression in young adults through identifying more problematic ACEs patterns amongst exposed children.

Objectives Childhood abuse has been linked to problematic familial relationships in adulthood; however, it remains unclear what factors buffer the association. Mindfulness research has demonstrated promise in improving relationships among adults abused during childhood, but research has focused on couples, with fewer studies examining familial relationships. Methods Using a data sample of 2430 adults from the Midlife Development in the United States, the current study examined mindfulness as a moderator of childhood abuse and familial support and strain in adults. Results Analysis of hierarchical regression revealed that mindfulness was a moderator of childhood abuse and family strain over a 10-year period in women, but not men. However, mindfulness did not moderate childhood abuse and support. Discussion This examination of mindfulness in the context of familial relationships may help women more successfully manage negative familial interactions. Results indicate mindfulness-based interventions may be helpful in improving familial relationships among adults abused by family members in childhood.