Parenting and emotional well-being of adoptive school-aged children: The mediating role of attachment

This study focuses on the processes of adoptive parenting that affect children's emotional well-being. It aims to analyze the role of children's attachment as a mediator of the relationship between both parenting styles and parenting stress and children's positive and negative affect in adoptive families of school-aged children. The study included 322 Portuguese participants, divided into one group of adoptive parents (n = 135) and one comparison group of non-adoptive parents (n = 187); target-children were aged between 6 and 12 years. Self-report questionnaires were used to analyze the dimensions under study (parenting styles, parenting stress, children's attachment and children's emotional well-being). After conducting a preliminary analysis to identify potential differences between the adoptive and the non-adoptive parents, a mediation model was tested using the path analysis procedure. A baseline model was established, followed by a multi-group analysis in order to explore the model's invariance across the groups. Children's attachment mediated the relationship between parenting (styles and stress) and children's positive and negative affect. The multi-group analysis revealed that, for the adoptive group, both secure and anxious/ambivalent attachment mediated the association between parenting stress and negative affect; for the non-adoptive group, secure attachment was found to mediate the link between emotional warmth and positive affect. For both groups, the relationship between parenting stress and positive affect was mediated by secure attachment. Results pointed to the relevance of children's attachment in the association of parenting styles and parenting stress with children's emotional well-being. Moreover, differences concerning the mediation model emerged across the two groups, revealing that children's negative outcomes were better explained in the adoptive group. The results reinforce the importance of supporting adoptive parents after the adoption process.     

Remaining home: Well-being outcomes and co-occurring parental substance use following a maltreatment investigation in middle childhood

PurposeThe purpose of the study is to understand differences in child well-being related to parental substance use among children ages 6–12 who were investigated for maltreatment but not removed from their homes. Children with a substance-using parent in the home are compared to those without a substance-using parent in the home.MethodsLongitudinal data from waves 1 and 3 of the second National Study of Child and Adolescent Well-Being (NSCAW II) are used. NSCAW II is a national sample of families with children and youth aged birth to 17.5 investigated by child protective services (CPS). A subset of the data (analyzed with domain analysis methods) is used for this study (n = 575). Eight well-being outcomes from four domains (cognitive development, physical health, psychological/behavioral development and social/emotional competence) are analyzed.FindingsWe hypothesized that (among children investigated for maltreatment and not removed from home) children whose parents used substances would exhibit lower mean levels of well-being at thirty-six months follow-up compared to those whose parents did not use. Unexpectedly, we found no significant differences in well-being levels between children with parents in the home using substances and those without.ConclusionsChildren with substance-using parents may be able to remain at home over an extended period after investigation, while maintaining well-being levels similar to children at home with parents not using substances. If an effective safety plan can be put in place, this option may provide a path to maintaining safety, permanency and well-being for such children without placement in out-of-home care.     

The role of parental involvement in trajectories of aggression in children from 24 months to Pre-Kindergarten using growth curve models

The significant contribution of parental involvement in children's education to children's educational success is well supported. Yet less frequently studied is the influence of parental involvement on children's social-emotional development. Given that problem behaviors are negatively associated with child outcomes and that parental involvement is widely accepted as a conduit through which children's educational outcomes can be enhanced, it is important to examine this relationship.In this study, we examine the effect of early parental involvement on the social-emotional development of children. Using data from the Early Head Start Research and Evaluation study (EHSRE), we examine the within individual and between-individual differences in trajectories of aggression among children (N = 1586) ages 24 months through Prekindergarten. Contrary to hypotheses, after controlling for significant covariates (i.e., race, gender, poverty, mother's education, and adult male in the household), parental involvement was not related to aggression at 24 months. In addition, change in aggression did not vary by level of parental involvement. Implications and directions for future research are discussed.     

Cost effectiveness of a school readiness intervention for foster children

ObjectiveMany young children in foster care suffer from emotional and behavior problems due to neglect and abuse. These problems can lead to difficulties in school, and functioning in school is linked to long-term health and development. Early intervention to reduce emotional and behavioral issues can help children successfully transition to school, which can improve long-term outcomes. However, communities need information on relative costs and benefits associated with programs to make informed choices. The objective of this study was to assess cost effectiveness, over 12 months, of the Kids in Transition to School (KITS) intervention compared to usual services available to children in a foster care control group (FCC).MethodRandomized controlled trial of 192 children in foster care entering kindergarten who were randomized to KITS (n = 102) or FCC (n = 90). KITS includes school readiness groups and parent training over 4 months. Main outcomes were days free from internalizing symptoms (IFD), days free from externalizing behavior (EFD), intervention costs, public agency costs, and incremental cost effectiveness.ResultsKITS significantly increased IFD and EFD compared to FCC. Average total cost of the intervention was $932 per family. The intervention did not significantly impact usual services. Average incremental cost effectiveness was $64 per IFD and $63 per EFD.ConclusionsThe cost of KITS is comparable to, or less than, similar programs, and the intervention is likely to provide significant emotional and behavioral benefit and improvement in school readiness for young children in foster care.     

Parents' persistence and certification in a two-generation education and training program

Two-generation programs provide education and training services for parents while their children attend early childhood education programs. This study examines the rates of persistence and certification of parents in one of the only two-generation interventions in the country under study, CareerAdvance®, which offers training in the healthcare sector to parents while their children attend Head Start (n = 92). Results indicate that 16 months after enrolling in CareerAdvance®, 76% of participants attained at least one workforce-applicable certificate of the program and 59% were still in the program. The majority of parents who left the program during the 16 months had attained a certificate (68%). Parents with high levels of material hardship were more likely to attain a certificate and stay enrolled in the program, and parents with higher levels of psychological distress were less likely to attain a certificate in the same time period. Implications for future two-generation programming are discussed.     

Association between social support and child abuse potential among Japanese mothers

Child abuse is a global public health problem and a serious social issue in Japan. Social support is beneficial for parents faced with childrearing challenges. The aim of this study was to clarify the association between social support and child abuse potential. A cross-sectional study was conducted using a structured questionnaire. The target population was mothers of children at nine public nursery schools. Bivariate and multiple linear regression analysis were performed to examine the effects of socio-demographic, social support and psychological distress factors on child abuse potential. Among 309 mothers, 29 (9.4%) had a high child abuse potential score. Bivariate analysis indicated that mothers with a higher child abuse potential score were more likely to be divorced or unmarried (P < 0.001); living in single-female-parent households (P < 0.001); have low perceived economic status (P < 0.001); have a low level of child care support (P = 0.01); have a low Multidimensional Scale of Perceived Social Support (MSPSS) score (P < 0.001); and/or a high General Health Questionnaire-12 score (GHQ-12) (P < 0.001). Important predictors of child abuse potential among the mothers surveyed included living in single-female-parent households, having low perceived economic status, low MSPSS score, and high GHQ-12 score. Improving approaches that help mothers build social support relationships and ease them into child rearing in a psychologically healthy condition is recommended to prevent child abuse.     

Effects of parental monitoring on aggressive behavior among youth in the United States and South Korea: A cross-national study

ObjectiveThis cross-national study examined the direct and indirect effects of parental monitoring on aggressive behavior among separate samples of 10th grade youth in the US (N = 3784) and South Korea (N = 3079).MethodsData from two national probability studies—Monitoring the Future (MTF) for US youth and Korea Youth Panel Study (KYPS) for South Korean youth—were used. Both studies incorporated school-based, multi-stage, stratified, and randomized clustered sampling methods.ResultsPath analyses results indicated that while parental monitoring was directly and negatively related to aggressive behavior among US youth, it had no direct effect among South Korean youth. We also found significant indirect effects of parental monitoring on youth aggression through cigarette use, alcohol use, and self-esteem among both groups. Both US and South Korean youth who perceived increased monitoring from their parents reported less cigarette and alcohol use and higher self-esteem, which in turn reduced the likelihood of aggressive behavior.ConclusionsThis study serves as an example of conducting cross-national research using existing data to investigate significant issues related to youth well-being. Although there are cultural differences between US and South Korean youth, parental monitoring is still important in deterring both groups of youth from engaging in aggressive behavior.     

Mental health outcomes among child welfare investigated children: In-home versus out-of-home care

BackgroundChild welfare has increasingly focused on alternatives to out-of-home (OOH) placement. In-home services, such as parent training, have increased and more maltreated children remain in-home. Yet, little is known about the effect on mental health of maintaining vulnerable children in-home vs placement in stable OOH care.ObjectiveTo evaluate and compare difference in mental health among children investigated by child welfare and who remained in-home vs. those who were placed in stable OOH care.Design/methodsWe examined a cohort of children (aged 1.5–18 years) from a nationally representative sample of children investigated by child welfare using the National Survey of Child and Adolescent Well-Being II (NSCAW II). We compared changes in mental health functioning over 18 months for children who remained in-home with parent training versus those placed in stable OOH care.ResultsAmong the 749 children in our sample, baseline characteristics of children who remained in-home with parent training and those placed in stable OOH care were similar. Among school-aged children placed in stable OOH care, mental health problems decreased from 26% to 13% (p = .003). This differed significantly from school-aged children who remained in home, for whom mental health problems increased (50% decrease stable OOH care vs. 23% increase in home; p = .007). Among pre-school aged children, mental health problems increased in both settings, particularly stable out-of-home care (p = .008).ConclusionsFor school aged children with a history of maltreatment, mental health outcomes improve following stable OOH placement, yet worsen when remaining in-home with parents. Pediatricians should be watchful for mental health problems among children who remain home after maltreatment and should advocate for high-quality stable OOH care when it is necessary. Child welfare may need to monitor the outcomes of children remaining at home more closely and provide more intensive preventive and treatment services to families.     

A program based on Social Cognitive Theory and Smith's model of health and illness and its effect on maternal self-efficacy and child behavior

PurposeThis study was conducted in order to determine the effect of a program based on Social Cognitive Theory and Smith's Model of Health and Illness on the self-efficacy, self-esteem and attitudes of mothers and on the emotional and behavioral problems and competence levels of their children.MethodThis quasi-experimental study used a control group and a pretest-posttest design. The sample was composed of 77 mothers (experimental group, n = 39; control group, n = 38) who had low self-efficacy and self-esteem and whose children had problematic behavior. The mothers in the experimental group underwent a 10-session program over a period of 10 weeks. This program included activities to help them build trust in themselves and their surroundings, induce positive thinking, increase their childcare knowledge and skills, establish an effective interaction with their children, set realistic and positive goals, cope with stress, experience the feeling of success and become motivated. Data were collected by using the Demographic Information Form, the self-efficacy for Parenting Task Index-Toddler Scale, the Rosenberg Self-Esteem Scale, the Parent Attitude Scale and the Brief Infant-Toddler Social & Emotional Assessment. Data were collected before the start of the program, immediately after its completion and three months afterwards.ResultsIt was found that, at the end of the program and after the following three months, the self-efficacy, self-esteem and democratic attitude scores of the experimental group mothers and the competency scores of their children had significantly increased compared to their pre-program scores. The problem domain scores of their children had decreased and a statistically significant difference was detected in favor of the experimental group. In both the experimental and the control group, a weak negative correlation was found between the self-efficacy and democratic attitude scores of the mothers and the problem domain scores of their children.ConclusionThe total 12-hour program created a positive change, even among the mothers with low self-efficacy, low self-esteem and low education and income levels who had problematic children. Therefore, healthcare professionals may find it beneficial to offer this program to all mothers having 2- and 3-year-old children.     

The outcome of institutional youth care compared to non-institutional youth care for children of primary school age and early adolescence: A multi-level meta-analysis

ObjectiveThe outcome of institutional youth care for children is heavily debated. This multilevel meta-analysis aims to address the outcome of institutional youth care compared to non-institutional youth care for children of primary school age and early adolescence in economically developed countries. A gain of knowledge in this area may help the decision for referral of children to institutional youth care or other types of care (e.g., foster care or community-based care), and improve outcomes for children in youth care.MethodsOf 19 controlled studies (15.526 participants), 63 effect sizes of behaviour problems (externalizing, internalizing, and total), skills (social and cognitive) and delinquency were computed based on comparisons between institutional Evidence-Based Treatment (EBT), institutional Care As Usual (CAU), non-institutional EBT, and non-institutional CAU.ResultsInstitutional CAU showed a small-to-medium negative significant effect compared to non-institutional CAU (d = − 0.342). Furthermore, children in institutional care showed slightly more delinquent behaviour compared to children in non-institutional care (d = − 0.329). Significant moderating effects were also found for study design, year of publication and sex of the child.ConclusionsChildren receiving non-institutional CAU (mostly foster care) had slightly better outcomes than children in institutional CAU (regular group care). No differences were found between institutional and non-institutional care when institutional treatment was evidence-based. More research is needed on the conditions that make established treatment methods work in institutional care for (young) children.     

Effectiveness of brief intervention and case management for children and adolescents with mental health difficulties

ObjectiveTo compare the effectiveness of a Brief Intervention (BI) and Treatment As Usual (TAU) in a sample of children and adolescents seeking mental health treatment from a Child and Youth Mental Health Service (CYMHS). BI comprised up to six sessions of psychological therapy from trainee psychologists, and TAU involves case management incorporating assessment and psychological treatment (e.g., individual, parent, family therapy), plus linkage to other services.MethodA matched subjects design was used to evaluate the BI (n = 79) and TAU (n = 79) treatment conditions. Participants were matched according to age, gender, and baseline symptom scores on the Health of the Nations Outcome Scale for Children and Adolescents (HoNOSCA), which was completed at pre- and post-treatment. The HoNOSCA is a clinician-rated measure of symptoms experienced in the previous two weeks.ResultsBI and TAU both significantly reduced mental health symptoms, with no significant difference between treatments overall, on Externalising or Emotional problems subscales, or on the percentage of most problematic items for participants.ConclusionsBI was as effective as TAU in reducing mental health symptoms in some children and adolescents. BI however is briefer, and could form part of a Stepped Care model for CYMHS. Further research is required to establish the most effective elements of BI in reducing mental health symptoms.     

Parental and peer attachment and adolescents' behaviors: The mediating role of psychological suzhi in a longitudinal study

We examined whether psychological suzhi mediated the associations between attachment (paternal, maternal, and peer) and young adolescents' behavior (internalizing, externalizing, and prosocial) in a longitudinal study. Psychological suzhi reflects the positive psychological traits that facilitate adolescents' positive adaptation to the school and social environment. Five hundred and ninety-five junior high school students (48% male; aged 11–15 years, M = 12.86 years, SD = 0.71) completed measures of attachment and psychological suzhi at Times 1 and 2 (a six-month interval), while students' parents completed measures of adolescents' behavior at Time 3 (another six months later). We observed significant longitudinal correlations between attachment, psychological suzhi, and behavior. Prospective analyses using bootstrapping demonstrated significant indirect effects of attachment on adolescent behavior via psychological suzhi. These findings highlighted the importance of attachment and psychological suzhi as protective factors in the developmental course of early adolescents' behavior.     

Children's subjective well-being in rural communities of South Korea and the United States

The study examined subjective well-being of 10- to 12-year-old children from rural South Korea (n = 489) and rural United States (n = 1286) using the Children's Worlds Survey within the framework of the ecological, relationship-based model of children's subjective well-being. Applying Structural Equation Modeling to the analysis, a large proportion of the variance was explained and children's subjective well-being was predicted in both countries by microsystem factors of family relationships, parent involvement, and school quality, and individual factors of age (younger), and gender (male). Additional microsystem factors predicting subjective well-being were neighborhood quality in South Korea, and peer relationships in the United States, which may reflect contextual influences of collectivistic (South Korea) and individualistic (United States) macrosystems.     

The characteristics of delinquent behavior and predictive factors in Japanese children's homes

The purpose of this study was to examine the risk factors of delinquent behavior in children's homes in Japan and the co-occurrence of externalizing problem behavior and internalizing problem behavior. Eight hundred and nine children (436 boys, 373 girls were recruited from such homes. Childcare workers from these homes completed sets of questionnaires. Our results found significant relationships between delinquent behavior and gender [odds ratio (OR) = 1.66; 95% confidence interval (CI), 1.16–2.38], age (OR = 1.25; 95% CI, 1.16–1.35), parent–child conflict (OR = 2.79; 95% CI, 1.45–5.36), neglect (OR = 1.43; 95% CI, 1.03–2.11), and aggressive behavior (OR = 1.10; 95% CI, 1.08–1.12). Results also showed externalizing problem behaviors and internalizing problem behaviors were associated with age (OR = 1.23; 95% CI, 1.08–1.41), thought problems (OR = 1.37; 95% CI, 1.17–1.59), attention problems (OR = 1.12; 95% CI, 1.02–1.23), and physical abuse (OR = 3.09; 95% CI, 1.64–5.83). Our study clarifies the predictive factors for delinquency and related internalizing behavior symptoms and externalizing behavior problems. These results indicate that children in children's homes have various problems and require multilevel intervention. Our findings may be used to improve current policies governing children's homes.     

Perspectives on disclosure among children living with HIV in India

BackgroundFollowing the widespread uptake of anti-retroviral therapy (ART), young children living with HIV are entering adolescence and beyond, necessitating disclosure of HIV status. However, few studies have described children's experiences following disclosure.MethodsWe assessed disclosure status among children attending HIV clinics at two tertiary-care centers in southern India. Children who had disclosure were administered a pre-tested questionnaire assessing their knowledge about HIV, ART, experiences following disclosure, perceived stigma and ideas about their future. The association of the children's responses with social desirability bias was examined using a modified social desirability scale.ResultsTwenty-four caregiver-child dyads participated in this study. They constituted a subset of children who had been told of their HIV diagnosis from a larger study of 247 dyads. Mean age at disclosure was 10.9 ± 2.5 years. Medical personnel were responsible for disclosure to 14 children, parents/caregivers to 3 children, both medical and care personnel together to 4 children and other relatives to remaining 3 children. Disclosure was met with acceptance by one-third of the children. Despite disclosure, five children did not know how HIV spreads, and three were unaware about how infection could be prevented. Notwithstanding their positive status, 20 children felt that they were treated well at school and by their immediate relatives, although 11 children mentioned that they needed to hide while taking ART. Social desirability bias did not play a role in the responses given by these children.ConclusionsThe rate of disclosure of HIV status among children living with HIV in India was low, even among older children. Most children accepted their status, but knowledge about HIV and ART was inadequate. Disclosure was predominantly performed by medical personnel, rather than the primary caregiver. Incorporating disclosure into the care process for older children is likely to be beneficial, and should be recognized as an iterative process with a need for incorporating cultural sensitivities and a comprehensive approach to health education.     

Prevalence of parental alienation drawn from a representative poll

The current work is the first known representative poll of adults (N = 610) aimed at determining the prevalence of parental alienation. Parental alienation describes actions that a parent takes to intentionally, or unintentionally, distance a child (or children) from the other parent (Darnell, 1998). Results revealed that 13.4% of parents (or 9.03% of the entire sample) have been alienated from one or more of their children. Our findings suggest that tens of millions of adults and their children may be impacted by parental alienation, which is much higher than previous estimates. Furthermore, findings show evidence of parental alienation across all socio-economic and demographic indicators. However, when compared to Census estimates of different demographic groups in the U.S. population, targeted parents were over-represented among Blacks/African Americans and Native Americans, and those with only a high school diploma level education. The sheer magnitude of parental alienation uncovered in this study indicates the need for more attention to be paid to this important and pervasive problem.     

Social competence in Russian post-institutionalized children: A comparison of adopted and non-adopted children

The study examined the social skills of 92 Russian children (males = 64) adopted by Italian families. The children, aged between 8 and 14 years, were compared with a control group of children who grew up with the biological family. Evaluation by both parents and children of the children's social competence were investigated. The results showed that, according to the parents' reports, the adopted children had more problems in social functioning than peers in the control group, along with a greater propensity to use maladaptive behaviors such as Oppositive Behavior, Rule-Breaking Behavior, Aggressive Behavior and Externalization. By contrast, according to the children's assessments, the adopted children were less aggressive and used prosocial behaviors to a greater extent than children raised in the biological family. The views of the parents and the children about the children's aggressive behavior were mutually conflicting.Finally, the influence of adoption related variables on the social competence of children was examined. Contrary to our expectations, there were no significant relationships between social competence and age of adoption, the duration of institutionalization and the time spent in the adoptive family.     

Empowering children with safety-skills: An evaluation of the Kidpower Everyday Safety-Skills Program

Changes in child safety knowledge concerning bullying, boundary-setting, and help-seeking were evaluated after participation in the Kidpower Everyday Safety Skills Program (ESSP), a workshop designed to increase children's knowledge of safe choices. The program consisted of an in-school workshop, weekly follow-up sessions, and homework assignments over 10 weeks and included skills-training, parental involvement, and opportunities to practice safety skills. Third-grade students (n = 128) participated in pre- and post-tests of safety skills, and were compared to a comparison group (n = 110) that did not participate in the program. Findings indicate that students who participated had increases in safety knowledge (maintained over 3 months) greater than the comparison group. Additional assessments indicate that the program was implemented with high fidelity and both teachers and students found the program successful. Children's understanding of the competency areas boundary-setting, stranger safety, help-seeking, and maintaining calmness and confidence improved.     

The effectiveness of a parenting education program based on respected parents & respected children for mothers of preschool-aged children

The purpose of this study was to evaluate the effectiveness of the Respected Parents & Respected Children (RPRC) parenting education program for mothers of preschool-aged children in South Korea. A total of 99 mothers were assigned to an intervention group (n = 54) or a control group (n = 45). Mothers in the intervention group received 16 weekly sessions of the parenting education program and then were compared with mothers who did not take part in the program. Questionnaires were used to assess parenting characteristics (i.e., maternal depression and anger, parenting behavior, co-parenting, parenting efficacy, and parenting stress) at baseline (pre-test), immediately after the termination of the program (post-test), and 8 months after the end of the program (follow-up test). Maternal rejection/restrictions, dissatisfaction, and parental distress of the intervention group decreased and efficacy as parents improved after taking part in the program, and these effects were sustained at follow-up. Our findings support the effectiveness of the RPRC parenting education program in changing parenting strategies and satisfaction and emphasize the need for preventive interventions for parents with young children.