Parental socialization of positive affect,adolescent positive affect regulation,and adolescent girls’ depression in India

An emerging body of research shows that parental socialization of positive affect (PA) is implicated in youth functioning, although most evidence comes from Western countries. In this study, focusing on adolescent girls in India, we examined associations among reports of parents’ responses to adolescent PA, adolescent PA regulation, and adolescent depression. A total of 238 adolescent girls (13–18 years) and one of their parents (54% mothers) were recruited. Participants completed questionnaires at the beginning of the school year (time 1) and five months later (time 2). At the bivariate level, parents’ dampening and adolescent girls’ dampening responses were each associated concurrently with adolescent depression at time 1. However, there were no significant direct associations between time 1 parents’ dampening or enhancing responses and time 2 adolescent girls’ depression (after controlling for time 1 depression). Using half‐longitudinal models, a significant indirect effect was found from parental dampening of PA to increased adolescent depression via adolescent girls’ own increased dampening. No indirect effect was found from parental enhancing to adolescent depression via adolescent girls’ increased positive rumination. These findings are the first to demonstrate the relevance of PA socialization for girls in a non‐Western culture.     

Social capital predictors of children's school status in Mexico

This study explores whether family and community social capital variables influence children's school status in Mexico. Additional predictors related to human and financial capital were included as control variables. Two hundred and four mothers were interviewed as part of a larger study on the impact of social capital on children's street work in Monterrey, Nuevo León, Mexico. Logistic regression results suggest that family and community protective factors associated with children's academic achievement include parental help with homework, mothers' academic aspirations, extended family support and mothers' social support networks. The author reports on family- and community-based predictors of children's school status and discusses the social work profession's role in strengthening families and communities to enhance children's academic achievement.     

Consistency and Change in Children's Tattling on their Siblings: Children's Perspectives on the Moral Rules and Procedures of Family Life

Children's tattling on their siblings was observed in 39 families when children were 2- and 4- and 4- and 6-years of age. Tattling was more frequent among older siblings, and increased across time, despite a corresponding decrease in sibling transgressions against one another and an increase in parents' negative reactions to tattling. Tattling was largely truthful, implicit in form, and more likely to concern transgressions of what parents also regarded as more important standards. Among 4- and 6-year-olds, tattling was related to children's negative behaviour to one another and equally likely when children faced ongoing conflict issues and when they merely wished to inform parents of sibling wrongdoing. Parents generally allowed their children to tattle on one another, rarely reprimanded tattlers, but responded to the information contained in the tattlers' reports. The parents' responses were related to the quality of their children's tattling, but the children's tattling was unrelated to the likelihood that parents would react either positively or negatively to it. Results are discussed in terms of the place of tattling within the family system, with emphasis on the children's understanding of the implications of their parents' involvement in their own disputes.     

'I can see parents being reluctant': perceptions of parental involvement using child and family teams in schools

The purpose of this study is to examine the attitudes beliefs, and perceptions of school and community personnel regarding parental involvement via the implementation of child and family team meetings. Interviews were conducted with 10 school and community personnel in a high school in a small county in the south-eastern region of the USA. Several themes emerged from the data, including the definition of parental involvement, parental work and life circumstances, and parental esteem and position within schools. Findings suggest that school and community personnel hold conflicting beliefs regarding parents' desire and ability to be involved in their children's schooling. Recommendations for social work practitioners' implementation of child and family team meetings in the school context are provided.     

Who Dislikes Whom, and For Whom Does It Matter: Predicting Aggression in Middle Childhood

This study investigated the role of mutual dislike dyads (MDDs) in the development of aggressive behavior across the middle childhood years. Of particular interest was whether involvement in MDDs predicted later aggression, and whether the magnitude of the association between MDDs and later aggression varied based on characteristics of target children and 'others' involved in their MDDs. Data were collected on a community sample of 453 children participating in an ongoing longitudinal study. Classroom peer nomination and rating-scale measures were collected in kindergarten through third grade; aggressive behavior problems were assessed via teacher ratings in the early elementary years (kindergarten and first grade) and late elementary years (fourth and fifth grade). MDD involvement in the middle elementary years (second and third grade) was associated with higher levels of aggression in the late elementary years among boys (but not girls), and these predictions held after controlling for group-level peer disliking in the middle elementary years, aggression in the early elementary years, and demographic variables. The association between MDD involvement and subsequent aggression was also qualified by the aggressiveness of others in children's MDDs: Having more MDDs predicted later aggression only among boys whose MDDs involved mostly non-aggressive others.     

扶上马再送一程:父母的帮助及其对子女赡养行为的影响

以往关于中国家庭代际关系的研究往往侧重于分析子女对父母的赡养,而很少讨论父母对成年子女的帮助,以及这种帮助对传统赡养关系的影响。本文在分析“中国老年社会追踪调查”在2012年的试调查数据后发现,现在中国父母正在从经济和小孩照料等方面向他们的成年子女提供各种形式的帮助,而且父母的帮助（特别是小孩照料）对是否能够得到子女赡养和赡养的水平均有显著影响。分城乡的比较研究发现,父母的帮助对子女赡养行为的影响在城市表现得更加明显,这在一定程度上说明,随着社会现代化程度的提高,中国家庭养老赖以维持的基础已经发生了改变。     

A Longitudinal Analysis of Personal Values Socialization: Correlates of a Moral Self- Ideal in Late Adolescence

There has been considerable study of the development of moral reasoning in adolescence within the cognitive–developmental paradigm, but less empirical attention to the development of moral valuing and motivation. In a two‐year longitudinal study, we examined the correlates of high‐school students’ endorsement of explicitly moral values as ideals for the self. Those who reported being involved in community helping activities at age 17 were subsequently more likely to increase their relative emphasis on the importance of prosocial moral values for themselves. As predicted, an authoritative family parenting style was associated with more parent–adolescent value agreement in general (regarding both moral and non‐moral values). Particularly for males, reports of greater parent monitoring and strictness were associated with more emphasis on moral values for the self. This relation between parental strictness and males’ self‐ideals was mediated over time by perceived stronger emphases on moral values by both parents and friends. These findings suggest the potential utility of studying moral motivation to help understand prosocial development in adolescence.     

Linguistic services and parental involvement among Latinos: A help or hindrance to involvement?

Despite being one of the most consistent predictors of achievement among youth, parental involvement among Latinos continues to be low. In an attempt to increase involvement among Latinos, schools have implemented programs that provide linguistic services for parents who face language and cultural barriers. In order to understand the effectiveness of these programs, a subset of data are used from the National Survey of Latinos: Education to examine the relationship between four linguistic services and parental involvement. Results demonstrate linguistic services play only a marginal role in parental involvement among Latinos, and in some instances, even decrease involvement. Consequently, there is minimal support for programs that provide linguistic services to Latino parents in schools, suggesting policymakers should revisit the impact these services have on the Latino parent community.     

Family meta‐emotion and the onset of major depressive disorder in adolescence: A prospective longitudinal study

Meta‐emotion philosophy refers to an organized set of thoughts, reactions, and feelings about one's emotions and the emotions of others (Gottman, Katz, & Hooven, 1997). This study investigated the prospective relationship between family meta‐emotion processes and adolescent‐onset major depressive disorder (MDD). Adolescents (N = 198, mean age 12.5 years) and one of their parents each completed the Meta‐Emotion Interview (Katz & Gottman, 1986), and adolescents were followed‐up at ages 15, 16.5, and 19 years to assess for MDD onset. In the Meta‐Emotion Interviews, parents and adolescents were asked about both their own, and the others', anger and sadness. Results showed that parent‐report of their own meta‐emotion philosophy of sadness prospectively predicted MDD onset in adolescence, as did adolescent‐report of low parental emotion coaching in relation to sadness, and adolescent self‐perceived emotional competence in relation to sadness. Adolescents' perceptions of family emotional environments characterized by high levels of parental anger expression and family conflict also prospectively predicted MDD onset. These findings highlight the continued importance of family emotional processes in adolescence, and provide insight into how parents' and adolescents' perceptions of emotional processes within the family, particularly in relation to sadness, may be prospectively associated with risk for adolescent onset MDD.     

Adolescent Females' Security with Parents Predicts the Quality of Peer Interaction.

This study examined the association between security with parents and the quality of interactions between adolescent best friends. Thirty-six girls and their best friends, between the ages of 15 and 18 years, were recruited to participate in the study. They were videotaped while discussing unresolved problems each adolescent had experienced in her life. Security with parents and peers, self-esteem, and locus of control were assessed with questionnaires. There were three main findings. Girls high in security with respect to their parents had higher positive interaction scores in the videotaped task, higher self-esteem, higher internality scores, and less feelings of unknown or powerful others control than those low in security. Dyads in which both girls were high in security with respect to their parents had higher total positive interaction scores than those dyads in which at least one girl was low in security. Best friends were significantly concordant with respect to security with parents and peers as well as their positive interaction scores during their own task and their friend's task. Findings are discussed with respect to attachment theory.     

'I made some mistakes . . . but I love them dearly' the views of parents of children in informal kinship care

In-depth semi-structured interviews with 30 parents of children living with relatives in informal kinship care arrangements revealed the parents' views of the reasons for the informal kinship care arrangements, quality of their relationships with the children and their caregivers, their current and future roles in their children's lives, feelings experienced when with and away from the children, positive and negative aspects of kinship care, future goals and dreams for their children, and their assessments of their own strengths and challenges. Results of these interviews suggest several implications for social work practice and research.     

Child Anger Regulation, Parental Responses to Children's Anger Displays, and Early Child Antisocial Behavior

The display and regulation of child anger in family interaction was coded in a sample of 240 boys and girls at child age 6, and coded using the Specific Affect Coding System. Child antisocial behavior was longitudinally assessed, beginning in kindergarten. Pooled‐ and family‐level analyses were used to assess hazard rates for child anger. Parents’ ability to modulate their own emotions and negative behavior, and children's ability to down‐regulate anger were associated with increased latency for child anger. Hazard for child anger increased as parents’ insensitive and negative responses toward the child cumulated during family interaction. Macro‐level, non‐hazard analyses indicated that chronic levels of child antisocial behavior were associated with the frequency of parental negative behavior, but not with the frequency of child anger. Micro‐level hazard analyses indicated that children's ability to regulate anger was related to chronic levels of child covert but not overt antisocial behavior.     

Individual Differences in Children's Understanding of the School

Following previous research (Buchanan-Barrow and Barrett, 1996) which investigated the developmental trends in children's understanding of the school, this paper reports a study which explored wider influences on children's thinking in an examination of individual differences within those broad trends. First, the role of socio-economic class, gender and birth-order were examined for possible relationship to the children's understanding. Second, the attitudes of children, parents and teachers towards their school were investigated in order to assess possible links with the children's thinking. Children, aged 5-11, from two primary schools, were interviewed, with separate questionnaires being completed by their parents and teachers. Although the findings suggested developmental trends associated with age, there were also clear indications of other patterns associated with all the social categories examined in this study. Furthermore, there was evidence of context-effects, with links between the children's attitudes and their understanding of the school and also between parental and children's attitudes. Given the extent and significance of the factors which emerged, children's social understanding would appear to be complex and liable to vary according to their social group memberships.     

激活优势:家长主义浪潮下家长参与的群体差异

基于对同一城区两个初中班级的跟踪调查，本文考察了中国家长参与的特征以及不同群体在适应上的差异。文章发现，通过资源激活、能力塑造和责任伦理，城区学校在新的教育情势下建构起有关家长参与的话语。家长参与在学校空间的公共事务上发育缓慢，在家庭空间的私人事务上却发展迅猛，不同群体之间差异较大。基于参与意识、参与能力和参与行为的差异，不同群体的家长参与表现为：外来务工群体被唤起教育失败者的经验，采用被动应对的策略；城市普通工薪群体激发出难以胜任的经验，采用模仿依循的策略；中产群体则激活出教育成功者的经验，采用主动建构的策略。由此，家校之间成为阶层运作的重要场域空间。     

Parent and Peer Restrictions of Opportunities Attenuate the Link between Low Self‐control and Antisocial Behavior

Focusing on parents and peers as restrictors of opportunities, this study tested whether restricted opportunities attenuate the link between low self‐control and antisocial behavior as hypothesized by the General Theory of Crime. Early adolescents (N = 180, M age = 12.04 years, 49.4 percent female, 49 percent European American, 45 percent African American) reported their levels of self‐control, antisocial peer involvement, unsupervised time, parental solicitation, family rules, and involvement in antisocial behavior. Low levels of antisocial peer involvement and high levels of parental supervision, solicitation, and family rules were conceptualized as restricted opportunities for antisocial behavior. Opportunity restrictions attenuated the association between low self‐control and antisocial behavior such that low self‐control was less strongly associated with antisocial behavior when youth experienced less antisocial peer involvement, less unsupervised time, more parental solicitation, and more family rules than when youth experienced more antisocial peer involvement, more unsupervised time, less parental solicitation, and fewer family rules. Results clarify and extend our understanding of the role of restricted opportunities for low self‐control youth in the General Theory of Crime.     

Motivating Participation: The Symbolic Effects of Latino Representation on Parent School Involvement*

Objective. Decades of research suggest that parental involvement is vital for positive student academic achievement and thus one often‐proposed solution to alleviate the poor educational outcomes of minority students is to increase their parents' participation in school. Building on a psychological motivation argument, I investigate how the symbolic effects of minority representation impact minority parent involvement. Method. I test my hypotheses with original survey data from 324 Latino parents in Chicago. Results. My analysis suggests that, as hypothesized in the symbolic representation literature, Latinos in positions of power within schools send important heuristic cues to Latino parents that change their orientations to participation and ultimately manifest as increased school involvement. Conclusions. These results support education policies that attempt to increase the minority presence in schools at the administrative and governance levels, and highlight the need for greater enforcement of current diversity requirements under NCLB.     

The Fighting Behavior of Asian–Pacific Males in Guam: Do High School Extracurricular Activities Matter?

Objective . We predicted that the social integrative effects resulting from participation in high school extracurricular activities would reduce the physical fighting behavior of Asian–Pacific males in Guam, a population that is known for excessively high levels of physical fighting. Methods . Using ordinary least squares multiple regression analysis we tested the hypothesis with a probability sample of Guam's Asian–Pacific high school students. Results . Controlling for age, ethnicity, gender, and a number of risk and protective factors, males who participated in extracurricular activities were found to be less likely than others to participate in physical fighting, and extracurricular activities buffered the effects of males' participation in physical fights. Conclusions . Males who participate in extracurricular activities are integrated into their school environment such that they are less likely to report participation in physical fights. The implications of our findings for theory and future research are discussed.     

结合案例分析游戏在儿童社会工作个案辅导中的运用

游戏是儿童表达想法和感受的重要媒介,在儿童的成长生活中占据着非常重要的地位。社会工作实务辅导有必要重视游戏对儿童的意义,将之融合进实务辅导之中。但目前我国社会工作专业领域中尚缺乏相关的理论和实践经验。本文结合自身实务经验,提出专业社工可在三个层面借鉴西方儿童游戏治疗理论的经验,指导个案辅导中的游戏运用,以期可以促进儿童个案社会工作实务的新发展。     

Do peer effects mediate the association between family socio‐economic status and educational achievement?

Differences in levels of academic achievement according to socio‐economic status (SES), and parental education in particular, have been a persistent feature of Australian education systems. Young people with highly educated parents are more likely than their peers with low‐educated parents to attain high levels of achievement at school. Students with low levels of achievement are less likely than their high achieving peers to complete Year 12 and are more likely to experience negative post‐school outcomes. The SES of the neighbourhood, and in particular, the school attended, has also been found to have an effect on levels of both academic achievement and attainment. For this paper, we conduct analyses of National Assessment Program – Literacy and Numeracy test scores for four cohorts of secondary school students attending government schools in the Australian Capital Territory to examine the associations between parental education, school attended and levels of educational achievement. Our findings show that students with university‐educated parents achieve at much higher levels than their peers with low‐educated parents and that attending a school with a higher proportion of students from educationally disadvantaged families has a negative effect on educational achievement.