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1
Kline, Rex B., David Lachar, Christian P. Gruber, and David C. Boersma. "Identification of Special Education Needs With the Personality Inventory for Children (PIC): A Profile-Matching Strategy." Assessment 1, no. 3 (September 1994): 301–13. http://dx.doi.org/10.1177/107319119400100310.
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In earlier studies we developed a hierarchical classification model for the Personality Inventory for Children (PIC)—a parent-informant questionnaire of child adjustment status–intended for use in school settings. In the present study, we constructed and evaluated a profile-matching classification model that extends the usefulness of the PIC as a screening measure in school assessments. This model allows psychologists to determine the similarity of PIC profiles to the mean profile of children in regular classrooms and to the mean profiles of children who are learning disabled, emotionally-behaviorally disturbed, or mentally impaired. The overall accuracy of the profile-matching model was reasonable, and classification of children's PIC profiles by this model did not differ by race. We also present a case example that illustrates the application of the PIC in a school-related evaluation.
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O’Connor, Cliodhna, Johnny Downs, Hitesh Shetty, and Fiona McNicholas. "Diagnostic trajectories in child and adolescent mental health services: exploring the prevalence and patterns of diagnostic adjustments in an electronic mental health case register." European Child & Adolescent Psychiatry 29, no. 8 (November 2, 2019): 1111–23. http://dx.doi.org/10.1007/s00787-019-01428-z.
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Abstract Community-based epidemiological studies show transitions between psychiatric disorders are common during child development. However, little research has explored the prevalence or patterns of the diagnostic adjustments that occur in child and adolescent mental health services (CAMHS). Understanding diagnostic trajectories is necessary to inform theory development in developmental psychopathology and clinical judgements regarding risk and prognosis. In this study, data from CAMHS clinical records were extracted from a British mental health case register (N = 12,543). Analysis calculated the proportion of children whose clinical records showed a longitudinal diagnostic adjustment (i.e. addition of a subsequent diagnosis of a different diagnostic class, at > 30 days’ distance from their first diagnosis). Regression analyses investigated typical diagnostic sequences and their relationships with socio-demographic variables, service use and standardised measures of mental health. Analysis found that 19.3% of CAMHS attendees had undergone a longitudinal diagnostic adjustment. Ethnicity, diagnostic class and symptom profiles significantly influenced the likelihood of a diagnostic adjustment. Affective and anxiety/stress-related disorders longitudinally predicted each other, as did hyperkinetic and conduct disorders, and hyperkinetic and pervasive developmental disorders. Results suggest that approximately one in five young service users have their original psychiatric diagnosis revised or supplemented during their time in CAMHS. By revealing the most common diagnostic sequences, this study enables policy makers to anticipate future service needs and clinicians to make informed projections about their patients’ likely trajectories. Further research is required to understand how young people experience diagnostic adjustments and their psychological and pragmatic implications.
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Ali, Sumbleen, Nazma Khatun, Abdul Khaleque, and Ronald P. Rohner. "They Love Me Not: A Meta-Analysis of Relations Between Parental Undifferentiated Rejection And Offspring’s Psychological Maladjustment." Journal of Cross-Cultural Psychology 50, no. 2 (December 6, 2018): 185–99. http://dx.doi.org/10.1177/0022022118815599.
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Extensive cross-cultural evidence supports the conclusion that children and adults everywhere understand themselves to be cared about (accepted) or not cared about (rejected) by the people most important to them (e.g., parents) in four ways. These four ways include the perception of warmth/affection (or coldness/lack of affection), hostility/aggression, indifference/neglect, and undifferentiated rejection. In addition, extensive cross-cultural evidence supports the conclusion that psychological adjustment of children and adults everywhere tends to be affected in the same way when they feel their attachment figures do not care about or love them (i.e., reject them). About 11 prior meta-analyses have documented these conclusions about the relationship between psychological maladjustment and the experiences of parental coldness/lack of affection, hostility/aggression, and indifference/neglect, among offspring. However, the cross-cultural link between psychological maladjustment and undifferentiated rejection has not heretofore been explored via meta-analysis. That is the purpose of this study. It examined relations among children’s current perceptions and adults’ remembrances of parental undifferentiated rejection in childhood, and offspring’s psychological adjustment. The meta-analysis was based on 102 studies (89 published and 13 unpublished) from 17 countries involving 24,003 respondents. Results showed that both maternal and paternal undifferentiated rejection correlated significantly in all countries with overall psychological maladjustment of both children and adults. However, maternal undifferentiated rejection had a significantly stronger relationship with both children’s and adults’ psychological maladjustment than did perceived paternal undifferentiated rejection. Perceived maternal undifferentiated rejection also had a significantly stronger relationship with children’s psychological maladjustment than with adults’ psychological maladjustment.
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Reef, Joni, and Anja Dirkzwager. "Experienced Severity of Imprisonment Among Fathers and Non-Fathers." Journal of Child and Family Studies 29, no. 6 (November 30, 2019): 1659–68. http://dx.doi.org/10.1007/s10826-019-01670-8.
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Abstract Objectives Even though 90% of the prison population is male, fatherhood among prisoners is an overlooked topic. Previous studies suggest that experienced severity of detention is different between fathers and non-fathers in prison because there is a unique deprivation strain related to fatherhood. There are criminological arguments and arguments in the legal context why we need more knowledge on the experience of detention by incarcerated fathers. Methods We studied longitudinal data of 785 males in pre-trial detention in the Netherlands from the nationwide Prison Project study population: 329 fathers were compared with 456 non-fathers for experienced severity, adjustment patterns (i.e. mental distress and misconduct), and deprivations strains. Results We found differences between fathers and non-fathers, both in adjustment and deprivation strains. Fathers reported less adjustment problems and different deprivation strains than non-fathers. Missing children during pre-trial detention was associated with depressive behavior (β = 0.158, p < 0.005) and anxiety among fathers (β = 0.128, p < 0.05). Conclusions Our results underline the importance of designing interventions for fathers in prison and educating sentencers about this topic. Proportional sentencing of fathers in the criminal justice system could only be validated as long as sufficient attention will be paid to their unique deprivation strain, which is, missing their children. During pre-trial detention, care for the child-father relation may not only lead to father’s emotional wellbeing during pre-trial detention, but may also lead to strengthened family bonds and children’s wellbeing on the long term.
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Stams, Geert-Jan J. M., Femmie Juffer, and Marinus H. van IJzendoorn. "Maternal sensitivity, infant attachment, and temperament in early childhood predict adjustment in middle childhood: The case of adopted children and their biologically unrelated parents." Developmental Psychology 38, no. 5 (2002): 806–21. http://dx.doi.org/10.1037/0012-1649.38.5.806.
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Stringham, Edward M. "The Reacculturation of Missionary Families: A Dynamic Theory." Journal of Psychology and Theology 21, no. 1 (March 1993): 66–73. http://dx.doi.org/10.1177/009164719302100108.
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Case descriptions and a grounded theory of missionary reacculturation were generated incorporating the perspectives of individual members and the dynamics of three missionary family systems. Repatriated subjects reported grieving over loss of reinforcing events associated with their lives overseas and altered frames of cultural reference. Adult subjects reported greater awareness of management stresses that had accentuated problems related to vocational adjustment and family life cycle stage. Reentry of families was associated with decline in family cohesiveness, greater dependence of wives on husbands’ emotional support, and interpersonal tensions resulting from childrens’ readoptation to the home culture. This study positions for the first time in the literature on missionary reacculturation four theoretical conclusions which require empirical validation: (a) a history of dysfunctional family-of-origin relationships is predictive of reentry transition difficulties for women, (b) concurrent transitions in other life dimensions after reentry are complicated by stresses associated with completing the intercultural cycle, (c) favorable sojourn outcomes facilitate adaptive grieving processes, and (d) couples whose marriages develop symmetrical power distributions following repatriation benefit to a greater extent from mutual support than couples whose relationships assume more asymmetrical distributions.
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Hermenau, Katharin, Katharina Goessmann, Niels Peter Rygaard, Markus A. Landolt, and Tobias Hecker. "Fostering Child Development by Improving Care Quality: A Systematic Review of the Effectiveness of Structural Interventions and Caregiver Trainings in Institutional Care." Trauma, Violence, & Abuse 18, no. 5 (April 12, 2016): 544–61. http://dx.doi.org/10.1177/1524838016641918.
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Quality of child care has been shown to have a crucial impact on children’s development and psychological adjustment, particularly for orphans with a history of maltreatment and trauma. However, adequate care for orphans is often impacted by unfavorable caregiver–child ratios and poorly trained, overburdened personnel, especially in institutional care in countries with limited resources and large numbers of orphans. This systematic review investigated the effects of structural interventions and caregiver trainings on child development in institutional environments. The 24 intervention studies included in this systematic review reported beneficial effects on the children’s emotional, social, and cognitive development. Yet, few studies focused on effects of interventions on the child–caregiver relationship or the general institutional environment. Moreover, our review revealed that interventions aimed at improving institutional care settings have largely neglected violence and abuse prevention. Unfortunately, our findings are partially limited by constraints of study design and methodology. In sum, this systematic review sheds light on obstacles and possibilities for the improvement in institutional care. There must be greater efforts at preventing violence, abuse, and neglect of children living in institutional care. Therefore, we advocate for combining attachment theory-based models with maltreatment prevention approaches and then testing them using rigorous scientific standards. By using approaches grounded in the evidence, it could be possible to enable more children to grow up in supportive and nonviolent environments.
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Liu, Pan, Katie R. Kryski, Heather J. Smith, Marc F. Joanisse, and Elizabeth P. Hayden. "Transactional relations between early child temperament, structured parenting, and child outcomes: A three-wave longitudinal study." Development and Psychopathology 32, no. 3 (July 12, 2019): 923–33. http://dx.doi.org/10.1017/s0954579419000841.
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AbstractWhile child self-regulation is shaped by the environment (e.g., the parents’ caregiving behaviors), children also play an active role in influencing the care they receive, indicating that children's individual differences should be integrated in models relating early care to children's development. We assessed 409 children's observed temperamental behavioral inhibition (BI), effortful control (EC), and the primary caregiver's parenting at child ages 3 and 5. Parents reported on child behavior problems at child ages 3, 5, and 8. Mediation analyses were conducted to examine relations between child temperament and parenting in predicting child problems. BI at age 3 was positively associated with structured parenting at age 5, which was negatively related to child internalizing and attention-academic problems at age 8. In contrast, parenting at child age 3 did not predict child BI or EC at age 5, nor did age 3 EC predict parenting at age 5. Findings indicate that child behavior may shape the development of caregiving and, in turn, long-term child adjustment, suggesting that studies of caregiving and child outcomes should consider the role of child temperament toward developing more informative models of child–environment interplay.
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Fergusson, David, and John Horwood. "Adoption and Adjustment in Adolescence." Adoption & Fostering 22, no. 1 (April 1998): 24–30. http://dx.doi.org/10.1177/030857599802200105.
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David Fergusson and L John Horwood examine findings from a longitudinal study of the outcomes of adoption in a birth cohort of 1,262 New Zealand children studied from birth to the age of 16 years. This study suggested that children who entered adoptive families were advantaged throughout childhood in a number of areas including childhood experiences, standards of health care, family material conditions, family stability and mother/child interaction. However, the environmental advantages experienced by children who entered adoptive families were not directly reflected in the pattern of adolescent adjustment of this group. In particular, children placed in adoptive families had rates of externalising behaviours (including conduct disorders, juvenile offending and substance use behaviours) that were significantly higher than children reared in two-parent birth families but somewhat lower than those of children who entered single-parent families at birth.
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Suryana, Dadan, Fitriana Sari Khairma, Novi Engla Sari, Lina, Farida Mayar, and Sri Satria. "Star of The Week Programs Based on Peer Relationship for Children Social Emotional Development." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 288–302. http://dx.doi.org/10.21009/jpud.142.07.
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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. The results of the program effectiveness test showed a value of 89.08% on children's social-emotional development, because it showed an increase in values before and after the intervention. The implication of further research is that it is hoped that various kinds of learning methods will develop aspects of child development based on cooperation and peer relationships.
Keywords: Early Childhood, Peer Relationships, Star of the Week Program, Social Emotional
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Zhang, Huiping, Huazhen Zhou, and Tao Tao. "Bullying Behaviors and Psychosocial Adjustment Among School-Aged Children in China." Journal of Interpersonal Violence 34, no. 11 (June 17, 2018): 2363–75. http://dx.doi.org/10.1177/0886260518780777.
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Bullying behaviors have been studied extensively in Western countries; however, no national data exist regarding this issue in contemporary China. Using a sample of 14,536 children in Grades 6, 8, and 10 from public schools in 11 provinces or autonomous regions in rural and urban China, our study assesses the prevalence of bullying behaviors among school-aged children in China and examines the correlation between bullying and psychosocial adjustment. Results indicate that 6.3% of children reported having been bullied in the last 3 months, 2.5% of children admitted to bullying other students, and 2.2% said they were bullied and bullied others in that same time frame. More boys than girls reported bullying others and being victims of bullying. The frequency of bullying is higher in Grades 6 and 8 than in Grade 10. Rural children are more often involved in bullying than their urban counterparts. Perpetrating and being a victim of bullying are associated with poorer psychosocial adjustment, although different patterns are observed among bullies, those bullied, and those who bully others and have been bullied. Health care professionals should be sensitive to bullying behaviors when identifying students with psychosocial maladjustment. Moreover, programs designed to prevent and intervene in school bullying would benefit from a holistic approach.
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Martín, Eduardo, and María del Carmen Muñoz de Bustillo. "School Adjustment of Children in Residential Care: a Multi-Source Analysis." Spanish journal of psychology 12, no. 2 (November 2009): 462–70. http://dx.doi.org/10.1017/s1138741600001840.
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School adjustment is one the greatest challenges in residential child care programs. This study has two aims: to analyze school adjustment compared to a normative population, and to carry out a multi-source analysis (child, classmates, and teacher) of this adjustment. A total of 50 classrooms containing 60 children from residential care units were studied. The “Método de asignación de atributos perceptivos” (Allocation of perceptive attributes; Díaz-Aguado, 2006), the “Test Autoevaluativo Multifactorial de Adaptación Infantil” (TAMAI [Multifactor Self-assessment Test of Child Adjustment]; Hernández, 1996) and the “Protocolo de valoración para el profesorado (Evaluation Protocol for Teachers; Fernández del Valle, 1998) were applied. The main results indicate that, compared with their classmates, children in residential care are perceived as more controversial and less integrated at school, although no differences were observed in problems of isolation. The multi-source analysis shows that there is agreement among the different sources when the externalized and visible aspects are evaluated. These results are discussed in connection with the practices that are being developed in residential child care programs.
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Hoagwood, Kimberly. "Blame and Adjustment Among Women Sexually Abused as Children." Women & Therapy 9, no. 4 (June 26, 1990): 89–110. http://dx.doi.org/10.1300/j015v09n04_07.
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Pilarinos, Vassiliki, and C. R. Solomon. "Parenting Styles and Adjustment in Gifted Children." Gifted Child Quarterly 61, no. 1 (October 28, 2016): 87–98. http://dx.doi.org/10.1177/0016986216675351.
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The present study examined the relationship between parenting styles and the psychosocial adjustment of 48 children aged 7 to 11 years, each of whom had been identified as gifted on the basis of a score of 130 or above on the Wechsler Intelligence Scale for Children–Fourth Edition. Parenting styles and child psychosocial adjustment were measured using self-report questionnaires. Nineteen of the 48 gifted children in the sample (39.6%) were described by their parents as having peer social problems, descriptions that were not consistent with results obtained from the children and their teachers. Mothers also reported more child conduct problems than did the teachers. No associations were found between parenting styles and social problems with peers. Although the findings supported existing research on fathers’ parenting styles, some of the relationships between mothers’ parenting style and gifted child outcomes were not consistent with previous studies on parenting styles.
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Babalis, Thomas, Yiota Xanthakou, Christina Papa, and Olympia Tsolou. "Preschool age children, divorce and adjustment: a case study in Greek kindergarten." Electronic Journal of Research in Education Psychology 9, no. 25 (December 2, 2017): 1403. http://dx.doi.org/10.25115/ejrep.v9i25.1624.
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Introducción. El objetivo de esta investigación, realizada en 2010, es el estudio comparativo del ajuste psicosocial de los niños en edad preescolar de familias divorciadas y nucleares, en la guardería.Método. La muestra del estudio consistió de 60 estudiantes (edad media = 5,21), 30 niños en edad preescolar de padres divorciados y 30 niños en edad preescolar de familias nucleares que están matriculados en guarderías públicas. Los maestros preescolar de los alumnos fueron entrevistados y respondieron a las preguntas con respecto a la adaptación escolar de los niños. Por otra parte, los niños dibujaron una familia imaginaria en el marco de la Prueba de la Familia.Resultados. Los resultados demostraron que ambos grupos no difieren en cuanto a la adaptación escolar, las habilidades sociales y el rendimiento escolar en general, sino que aparecieron correlaciones significativas entre la calidad de las relaciones interpersonales y el rendimiento escolar, y la forma de la familia y la aparición de problemas emocionales y / o problemas de comportamiento. En último lugar, el análisis de los dibujos de los niños a mano, mostraron diferenciación significativa entre de los dos grupos de la muestra.Discusión. Los resultados del presente estudio confirman el valor de dibujo para niños y en especial de la prueba de la familia como una herramienta de diagnóstico y de evaluación de la potencia de las relaciones intrafamiliares y las representaciones que el niño ha formado sobre su familia. La guardería contemporánea, que apunta al desarrollo cognitivo, social y emocional de los niños, debe apoyar a estos niños, que, en esta edad tierna, se enfrentan a situaciones difíciles en la vida. Se requieren el trabajo constante y el esfuerzo para mejorar el trabajo de los maestros de preescolar, el desarollo de programas educativos preescolares y la prestación de ayuda a tantos niños como sea posible, independientemente de las condiciones y circunstancias. El jardín de la infancia y la escuela primaria podrían ofrecer “capacidades más bien que inhabilidades” para los niños de todas las clases sociales y contexto familiar, ya que no podemos olvidar que la adaptación de los niños y el éxito en la escuela están estrechamente relacionadas con su bienestar social y emocional.
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Moore, James T., and Randall M. Christenson. "Significance of Premorbid Adjustment and Psychotherapy in Selected Case Studies." International Journal of Aging and Human Development 26, no. 2 (March 1988): 117–28. http://dx.doi.org/10.2190/h8fc-ykct-78bb-ur0j.
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Although psychiatric symptoms are common among elderly individuals, these symptoms are seldom treated by psychotherapy. This article proposes a model to help explain genesis of psychiatric symptoms in late life. The model, which is illustrated by case examples, suggests psychotherapeutic strategies and helps define methods of assessing therapeutic outcomes. The model emphasizes the importance of losses, premorbid adjustment, and mediating factors in determining whether stresses result in adaptation or symptom formation.
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Plimpton, Edward H., Randy O. Frost, Brianna C. Abbey, and Whitney Dorer. "Compulsive Hoarding in Children: Six Case Studies." International Journal of Cognitive Therapy 2, no. 1 (March 2009): 88–104. http://dx.doi.org/10.1521/ijct.2009.2.1.88.
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Liu, Xiaoshi, Rui Fu, Dan Li, Junsheng Liu, and Xinyin Chen. "Self- and Group-Orientations and Adjustment in Urban and Rural Chinese Children." Journal of Cross-Cultural Psychology 49, no. 9 (August 29, 2018): 1440–56. http://dx.doi.org/10.1177/0022022118795294.
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This study examined self- and group-orientations and their associations with social and psychological adjustment among children in urban and rural China. We expected that self-orientation would be more strongly associated with adjustment in urban children than in rural children whereas group-orientation would be more strongly associated with adjustment in rural children than in urban children. Data on self- and group-orientations and indexes of adjustment were collected for students in urban and rural elementary schools ( N = 990, Mage = 11 years) from multiple sources including teacher ratings, self-reports, and school records. The results showed that self-orientation was positively associated with academic achievement (β = .27, t = 5.20, p < .001) and negatively associated with emotional problems (βs = −.12 to −.20, ts = −2.34 to −3.93, ps = .007 to < .001) in urban children; the associations were weaker or nonsignificant in rural children (βs = −.04 to .12, ts = −.83 to 2.54, ps = .405 to .011). Group-orientation was associated with social standing, academic achievement, and psychological well-being more strongly in rural children (βs = −.35 to .36, ts = −7.32 to 7.63, ps = .048 to < .001) than in urban children (βs = −.19 to .20, ts = −.3.75 to 3.77, ps = .432 to < .001). These results indicate different implications of self- and group-orientations for adjustment in urban and rural children in contemporary China.
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Galambos, Nancy L., and James Garbarino. "Adjustment of Unsupervised Children in a Rural Setting." Journal of Genetic Psychology 146, no. 2 (June 1985): 227–31. http://dx.doi.org/10.1080/00221325.1985.9914450.
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Islamiyah, Roudlotul, and Suparno. "Teacher Knowledge in Early Childhood Gender Education." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (December 6, 2019): 327–40. http://dx.doi.org/10.21009/jpud.132.09.
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The industrial development era 4.0, many threats lurk children in the form of bad influence through books, videos, or other media and become a challenge for parents and teachers. Gender education and the introduction of personal identity are important given early on. This study aims to determine the effect of teacher knowledge on the implementation of gender education in early childhood. This research uses quantitative survey research methods with a simple linear regression design for data analysis. The respondents were 34 early childhood education teachers. The results show the data with the conclusion that the calculated value> t table and p-value (sig) of 0.001 (<0.05) which means that there is a significant influence on teacher knowledge about early childhood gender education. Research suggests about how to improve gender education in early childhood education and create learning modules for early childhood teacher guidance.
Keywords: Early gender education, Teacher knowledge about gender education
References:
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Silvern, Louise E., and Phyllis A. Katz. "Gender roles and adjustment in elementary-school children: A multidimensional approach." Sex Roles 14, no. 3-4 (February 1986): 181–202. http://dx.doi.org/10.1007/bf00288248.
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Thomsen, Tamara, Cathleen Kappes, Laura Schwerdt, Johanna Sander, and Charlotte Poller. "Modelling goal adjustment in social relationships: Two experimental studies with children and adults." British Journal of Developmental Psychology 35, no. 2 (October 23, 2016): 267–87. http://dx.doi.org/10.1111/bjdp.12162.
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Dimitrova, Radosveta, Athanasios Chasiotis, and Fons van de Vijver. "Adjustment Outcomes of Immigrant Children and Youth in Europe." European Psychologist 21, no. 2 (April 2016): 150–62. http://dx.doi.org/10.1027/1016-9040/a000246.
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Abstract. Compared to natives, immigrants have been reported to display either more (migration morbidity) or fewer (immigrant paradox) adjustment problems. We examined these two perspectives using a meta-analysis from 51 studies (N = 224,197), reporting internalizing, externalizing, and academic outcomes among immigrant children and youth in Europe. Overall, migration morbidity was better supported than the immigrant paradox. Migration morbidity was supported for (a) externalizing outcomes in Northern Europe and adolescent samples; (b) academic outcomes for low SES and fewer girls across samples; (c) internalizing outcomes in Western Europe and preadolescent samples. Cultural diversity and long-term residence of immigrants are favorable factors for the paradox in externalizing outcomes, whereas immigrant family reunion was predictive for the paradox in internalizing and academic outcomes. Implications for future research and policy are discussed.
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Luthar, Suniya S., and Shawn J. Latendresse. "Children of the Affluent." Current Directions in Psychological Science 14, no. 1 (February 2005): 49–53. http://dx.doi.org/10.1111/j.0963-7214.2005.00333.x.
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Growing up in the culture of affluence can connote various psychosocial risks. Studies have shown that upper-class children can manifest elevated disturbance in several areas—such as substance use, anxiety, and depression—and that two sets of factors seem to be implicated, that is, excessive pressures to achieve and isolation from parents (both literal and emotional). Whereas stereotypically, affluent youth and poor youth are respectively thought of as being at “low risk” and “high risk,” comparative studies have revealed more similarities than differences in their adjustment patterns and socialization processes. In the years ahead, psychologists must correct the long-standing neglect of a group of youngsters treated, thus far, as not needing their attention. Family wealth does not automatically confer either wisdom in parenting or equanimity of spirit; whereas children rendered atypical by virtue of their parents' wealth are undoubtedly privileged in many respects, there is also, clearly, the potential for some nontrivial threats to their psychological well-being.
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Insani, Asri, Yufiarti, and Elindra Yetti. "Parental Involvement and Mothers' Employment on Children's Independence During Covid-19 Pandemics." JPUD - Jurnal Pendidikan Usia Dini 15, no. 1 (April 30, 2021): 22–40. http://dx.doi.org/10.21009/jpud.151.02.
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The pandemic that occurred this year created conditions that changed the activities of parents and children, the role of parents working outside the home often led to a lack of parental involvement in child development, especially the development of independence. The conditions of the Covid-19 pandemic have caused parents and children to be in one place at the same time. This study aims to determine the effect of parental involvement and maternal employment status on the independence of children aged 7-8 years in the Covid-19 pandemic situation. This quantitative research uses a comparative causal ex-post facto design, with groups of working mothers and groups of non-working mothers. The sample of each group was 60 people who were randomly selected. The findings of the study with the calculation of the two-way ANOVA test obtained the value of Fo = 4.616> F table = 3.92 or with p-value = 0.034 <α = 0.05, indicating that there is an interaction between parental involvement and maternal employment status on children's independence, and Based on the results of hypothesis testing, there is no effect of parental involvement and mother's work status on the independence of the child even though there are differences in the average results of children's independence.
Keywords: Children's Independence, Parental Involvement and Mothers' Employment
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Benda, Brent B., and Frederick A. Diblasio. "Clergy Marriages: A Multivariate Model of Marital Adjustment." Journal of Psychology and Theology 20, no. 4 (December 1992): 367–75. http://dx.doi.org/10.1177/009164719202000404.
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This was a study of marital adjustment among clergy who had attended a Presbyterian seminary and their spouses (N= 247). The proposed explanatory model that was tested was composed of earner status (dual or single earner families), role orientation, perceived stress related to work, perceived stress from family, perceived stress from the combination of work and family, and gender. Hierarchical regression procedures revealed that the model explained 15% of the total variance in marital adjustment (control variables explained 2% of this variance). In order of predictiveness, the relevant factors were: (a) perceived stress from work and family, (b) number of children age 5 and younger, (c) perceived stress from family, and (d) earner status. Implications of these findings are discussed.
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Huff, Jennifer L. "Parental Attachment, Reverse Culture Shock, Perceived Social Support, and College Adjustment of Missionary Children." Journal of Psychology and Theology 29, no. 3 (September 2001): 246–64. http://dx.doi.org/10.1177/009164710102900307.
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Zemp, Martina, Guy Bodenmann, and Edward Mark Cummings. "The Significance of Interparental Conflict for Children." European Psychologist 21, no. 2 (April 2016): 99–108. http://dx.doi.org/10.1027/1016-9040/a000245.
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Abstract. This review summarizes research and theory on the impact of interparental conflict for child well-being. Drawing from this literature the primary focus of many family programs on parenting seems unconvincing. Contemporary approaches increasingly acknowledge the importance of addressing the interparental relationship to reduce and/or prevent behavior problems in children. However, studies examining the impact of enhancing the parents’ relationship for children are still in their infancy. Yet, this emerging line of research indicates that couple-focused interventions alone or adjunct to parenting programs may be a potent means of increasing child adjustment. The potential of couple-focused interventions to support children’s adjustment and practical implications of such approaches are discussed. Future directions are suggested that urgently need to be addressed to advance this promising area of family psychology.
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Goodfellow, Stephanie, and Stephen Nowicki. "Social Adjustment, Academic Adjustment, and the Ability to Identify Emotion in Facial Expressions of 7-Year-Old Children." Journal of Genetic Psychology 170, no. 3 (September 30, 2009): 234–43. http://dx.doi.org/10.1080/00221320903218281.
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Khaleque, Abdul, and Ronald P. Rohner. "Pancultural Associations Between Perceived Parental Acceptance and Psychological Adjustment of Children and Adults." Journal of Cross-Cultural Psychology 43, no. 5 (April 28, 2011): 784–800. http://dx.doi.org/10.1177/0022022111406120.
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Moreno Méndez, Jaime Humberto, José Pedro Espada Sánchez, and María Inmaculada Gómez Becerra. "Role of parenting styles in internalizing, externalizing, and adjustment problems in children." Salud mental 43, no. 2 (March 9, 2020): 73–84. http://dx.doi.org/10.17711/sm.0185-3325.2020.011.
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Introduction. Different studies have reported the relationship of parenting styles with adjustment problems in children. However, it has not been specified which aspects of parenting styles play a central role in the manifestation of such psychological problems. Objective. To increase the knowledge about the role of which parental educational styles are associated with internalizing, externalizing, and adjustment problems in Colombian children. Method. Through structural equations, the fit of the proposed model was verified. Participants were 422 parents and children aged between 8 and 12 years, enrolled in public schools in Bogota, Colombia. The Parental Educational Styles Questionnaire, the Child Behavior Checklist, and the Parent Format and Self-assessment Multifactorial Adjustment test were applied. Results. Family dynamics and parental practices have effects on internalizing, externalizing, and general maladjustment problems. Parental roles and practices show indirect effects on general maladjustment through externalizing problems. Discussion and conclusion. The models tested show that conflicts at home, parental overload, impulsivity, permissive, ambiguous/non-consistent styles, and dysfunctional reaction to disobedience play a role in the manifestation of internalizing, externalizing, and adjustment problems in children.
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Roosa, Mark W., Freda F. Liu, Marisela Torres, Nancy A. Gonzales, George P. Knight, and Delia Saenz. "Sampling and recruitment in studies of cultural influences on adjustment: A case study with Mexican Americans." Journal of Family Psychology 22, no. 2 (2008): 293–302. http://dx.doi.org/10.1037/0893-3200.22.2.293.
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Camisasca, Elena, Sarah Miragoli, and Paola Di Blasio. "Is the Relationship Between Marital Adjustment and Parenting Stress Mediated or Moderated by Parenting Alliance?" Europe’s Journal of Psychology 10, no. 2 (May 28, 2014): 235–54. http://dx.doi.org/10.5964/ejop.v10i2.724.
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The purpose of this study was to explore the mediating and moderating effects of parenting alliance on the relationship between marital adjustment, as represented by the dimensions dyadic consensus, dyadic satisfaction, dyadic cohesion, and affectional expression, and maternal and paternal stress. Self-report data were gathered from 236 Italian families (236 mothers:M= 40.9;SD= 4.4 and 236 fathers:M= 42.9;SD= 4.8) of children aged 6–11 years (M= 8.6;SD= 1.7). A set of regression analyses were conducted to examine whether parenting alliance mediates or moderates the relationship between marital adjustment and parenting stress. Regression analyses were consistent with a model of coparenting as a mediator but not as a moderator of the relationship between marital adjustment and parenting stress. In the case of mothers, parenting alliance mediates the relationships between two dimensions of marital adjustment (dyadic consensus and dyadic cohesion) on parenting stress; in the case of fathers, parenting alliance serves as a mediator of the relationship between the marital adjustment (in terms of dyadic satisfaction) and parenting stress. Implications for future research and interventions are discussed.
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Harman, Marsha J., and Consuelo Arbona. "Psychological Adjustment Among Hispanic Adult Children of Alcoholics: An Exploratory Study." Hispanic Journal of Behavioral Sciences 13, no. 1 (February 1991): 105–12. http://dx.doi.org/10.1177/07399863910131008.
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Lynch, Denis J., Lorraine Fay, Jeanne Funk, and Rollin Nagel. "Siblings of children with mental retardation: Family characteristics and adjustment." Journal of Child and Family Studies 2, no. 2 (June 1993): 87–96. http://dx.doi.org/10.1007/bf01350645.
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Spiegler, Olivia, Katharina Sonnenberg, Ina Fassbender, Katharina Kohl, and Birgit Leyendecker. "Ethnic and National Identity Development and School Adjustment: A Longitudinal Study With Turkish Immigrant-Origin Children." Journal of Cross-Cultural Psychology 49, no. 7 (April 19, 2018): 1009–26. http://dx.doi.org/10.1177/0022022118769773.
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We examined developmental trajectories of ethnic and national identity during early adolescence and linked subgroups of identity change to ethnic minority children’s school adjustment. Our longitudinal data on Turkish immigrant-origin children in Germany ( N = 146; MT1 = 10.42 years, 46.6% male) covered three waves of annual measurement. A person-oriented approach using growth mixture modeling revealed two different classes (subgroups) of identity change: Class 1 comprised children with a high and stable Turkish identity, and Class 2 comprised children with a medium and increasing Turkish identity. German identity was medium and stable in both classes. Results further showed generally high levels of school adjustment in both classes but lower levels of school motivation and teacher support among children in Class 2. Our findings point toward heterogeneity in ethnic minority children’s identity development during early adolescence and support the “ethnic identity as a resource” hypothesis.
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Downey, Geraldine, and Elaine Walker. "Social cognition and adjustment in children at risk for psychopathology." Developmental Psychology 25, no. 5 (1989): 835–45. http://dx.doi.org/10.1037/0012-1649.25.5.835.
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Chen, Xinyin, Kenneth H. Rubin, and Zhen-yun Li. "Social functioning and adjustment in Chinese children: A longitudinal study." Developmental Psychology 31, no. 4 (July 1995): 531–39. http://dx.doi.org/10.1037/0012-1649.31.4.531.
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Westhues, Anne, and Joyce S. Cohen. "A Comparison of the Adjustment of Adolescent and Young Adult Inter-country Adoptees and their Siblings." International Journal of Behavioral Development 20, no. 1 (January 1997): 47–65. http://dx.doi.org/10.1080/016502597385432.
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Results of studies to determine how well children, who have been adopted internationally, have adjusted are inconclusive. Little is known about the adjustment of adolescents (12-17 years of age) in relation to young adults (18-25 years of age). This study compares the adjustment by age and by gender for 86 adolescent inter-country adoptees with that of 33 of their adolescent siblings raised in the same family. Also examined is the adjustment of 49 young adult adoptees (18-25 years of age) in comparison with 65 of their young adult siblings.
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Chung, Sara, Qing Zhou, Catherine Anicama, Carol Rivera, and Yuuko Uchikoshi. "Language Proficiency, Parenting Styles, and Socioemotional Adjustment of Young Dual Language Learners." Journal of Cross-Cultural Psychology 50, no. 7 (August 2019): 896–914. http://dx.doi.org/10.1177/0022022119867394.
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Dual language learners (DLLs) make up 32% of all children in the United States. Past research showed that proficiency in a heritage language (HL) was associated with better psychological adjustment in school-aged children and adolescents, but the associations of HL and English (EL) proficiency with preschool-aged DLLs’ socioemotional adjustment remain understudied. This study included a sample of low-income Mexican and Chinese immigrant families with preschool-aged DLLs ( N = 90). Children’s HL and EL proficiencies were assessed using language tests. Parents rated their own cultural orientations, parenting styles, and children’s socioemotional adjustment. Children’s expressed anger/frustration and sadness were observed from an emotion-evoking task. Path analyses were conducted to test (a) the unique relations of children’s HL and EL proficiency and parents’ American and heritage cultural orientations to parenting styles, and (b) the relations of parenting styles to children’s adjustment. Results showed that children’s expressive HL proficiency and parents’ American and heritage cultural orientations were positively associated with authoritative parenting, which in turn was associated with children’s lower externalizing problems and higher prosocial behaviors. Children’s expressive EL was negatively associated with parents’ use of authoritarian parenting, and both expressive and receptive HL were negatively associated with children’s expressed sadness. These results indicate that children’s HL development and parents’ host and heritage cultural orientations are associated with socioemotional benefits for young DLLs growing up in low-income immigrant families.
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Hoffman, Michael A., Rachel Levy-Shiff, and Varda Ushpiz. "Gender differences in the relation between stressful life events and adjustment among school-aged children." Sex Roles 29, no. 7-8 (October 1993): 441–55. http://dx.doi.org/10.1007/bf00289320.
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Kalantari, Mehrdad, William Yule, and Frances Gardner. "Protective factors and behavioral adjustment in preschool children of Iranian Martyrs." Journal of Child and Family Studies 2, no. 2 (June 1993): 97–108. http://dx.doi.org/10.1007/bf01350646.
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Rhule, Dana M., Robert J. McMahon, Susan J. Spieker, and Jeffrey A. Munson. "Positive Adjustment and Associated Protective Factors in Children of Adolescent Mothers." Journal of Child and Family Studies 15, no. 2 (March 24, 2006): 224–44. http://dx.doi.org/10.1007/s10826-005-9015-8.
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Hoza, Betsy, Brooke S. G. Molina, William M. Bukowski, and Lorrie K. Sippola. "Peer variables as predictors of later childhood adjustment." Development and Psychopathology 7, no. 4 (1995): 787–802. http://dx.doi.org/10.1017/s0954579400006842.
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AbstractThis study examined the relation between children's peer relationships and teacher-rated psychological adjustment. A number of shortcomings in the peer literature were addressed by: (a) employing carefully delineated peer variables (passive isolation, rejected isolation, aggressive-disruptive, peer preference, mutual friendship); (b) employing a data analytic strategy that permitted simultaneous examination of main effects of and interactions among peer variables; (c) using an outcome measure that is well-normed for children and widely used in studies of adjustment; and (d) controlling for outcome measures' autocorrelations across time points. For 236 school children in the third, fourth, and fifth grades, concurrent associations were examined between these peer variables and internalizing and externalizing problems. Longitudinal associations were examined over a period of 2 years. In so doing, we found that passive isolation was a risk factor for internalizing problems, and rejected isolation was marginally predictive of externalizing problems. Furthermore, we found complex moderating effects of mutual friendship, such that children who were not isolated may derive benefits from having a close mutual friend, but the results were not clear for children with poor peer-group relationships. Much additional research is needed to further clarify these findings.
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Chen, Xinyin, Kenneth H. Rubin, and Dan Li. "Relation between academic achievement and social adjustment: Evidence from Chinese children." Developmental Psychology 33, no. 3 (1997): 518–25. http://dx.doi.org/10.1037/0012-1649.33.3.518.
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Giray, Cagla, and Gail M. Ferguson. "Perceived Parental Remote Acculturation Gaps Among Divorced Coparents and Children’s Adjustment in Turkey." Journal of Cross-Cultural Psychology 49, no. 10 (July 2, 2018): 1573–95. http://dx.doi.org/10.1177/0022022118783255.
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The possibility of differential remote acculturation to a distant culture is yet another chasm that divorced coparents must bridge as they raise their children in globalizing urban settings. This study explored the association between parental remote acculturation and perceived parental remote acculturation gaps in two acculturation domains (behavior, identity), in relation to children’s adjustment in Turkish divorced families. Altogether, 177 urban divorced mothers in Turkey reported their own and their ex-partners’ remote acculturation to U.S. and Turkish cultures, and their joint children’s internalizing (social withdrawal, anxiety) and externalizing (aggression) behaviors. Perceived remote acculturation gaps were operationalized with match:mismatch and interaction methods. Sequential regression analyses accounting for parental conflict resolution revealed that mothers’ perceptions of fathers’ American identity was positively associated with children’s social withdrawal. Regarding perceived acculturation gaps, one particular cross-dimension pairing—strongly U.S.-identified “AmeriTurk” mothers paired with strongly Turkish-identified fathers—predicted lower internalizing problems. Although having an Americanized father might confer some risk for children in divorced families in Turkey, having an “AmeriTurk” mother and traditional Turkish father may be protective, suggesting the benefit of integration as a family-level remote acculturation strategy. Taken together, parental remote acculturation and perceived remote acculturation gaps in identity (not behavior) predicted the socioemotional (not behavioral) adjustment of children above and beyond parental discord. Findings highlight the family repercussions of remote acculturation in Eurasia, underscore the importance of multidomain acculturation measurement, confirm the superior sensitivity of the interaction method, and extend its application to assessing cross-dimension pairings as a new type of acculturation gap.
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Jones, Deborah J., Sarah Foster, Greg Forehand, and Cara O’Connell. "Neighborhood Violence and Psychosocial Adjustment in Low-Income Urban African American Children: Physical Symptoms as a Marker of Child Adjustment." Journal of Child and Family Studies 14, no. 2 (June 2005): 237–49. http://dx.doi.org/10.1007/s10826-005-5051-7.
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Gerritsen, Jan. "The Effect of Tomatis Therapy on Children with Autism: Eleven Case Studies." International Journal of Listening 24, no. 1 (January 5, 2010): 50–68. http://dx.doi.org/10.1080/10904010903466378.
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Sankar‐DeLeeuw, Naomi. "Case studies of gifted kindergarten children part II:The parents and teachers." Roeper Review 29, no. 2 (December 2006): 93–99. http://dx.doi.org/10.1080/02783190709554392.
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