Mother–child and teacher–child relationships and their influences on Chinese only and non-only children's early social behaviors: The moderator role of urban–rural status

Investigations regarding the differences between Chinese only and non-only children primarily examine children's social behaviors, which are closely related to their early relationships with mothers and teachers. In recent years, the number of non-only children born in urban areas has increased because of the softening of the One-Child Policy, which leads to the distribution of non-only children shifting from being primarily in rural areas to being in both urban and rural areas. The present study investigates the current characteristics and influences of mother–child and teacher–child relationships on Chinese only and non-only children's early social behaviors from the perspective of urban and rural differences. Data were obtained from 126 rural only children, 94 rural non-only children, 168 urban only children and 155 urban non-only children from 38 semi-urban kindergartens in Beijing, China. Hierarchical multiple regression analyses found that mother–child closeness positively predicted children's social skills particularly in non-only children, whereas mother–child conflict positively predicted internalizing behavior problems in all four groups. Teacher–child conflict negatively predicted children's social skills most strongly in urban only children. Teacher–child conflict aggravated rural only children's, urban only children's and non-only children's internalizing and externalizing behavior problems, but mother–child closeness buffered rural only children's externalizing behavior problems. Findings underscore the importance for mothers to improve closeness, especially with rural only children, and for teachers to avoid conflict with both urban only and non-only children, as well as with rural only children.     

Teacher and center stability and school readiness among low-income, ethnically diverse children in subsidized, center-based child care

Given large numbers of children attending center-based child care and considerable teacher and child mobility, it is important to study correlates and outcomes of children experiencing a change in their primary teacher/caregiver and/or a change to a different child care center. The present study investigated teacher and center stability in a group of 3238 urban, ethnically diverse, low-income, four-year-olds receiving subsidies to attend center-based child care. Children were individually assessed for cognitive and language development at the beginning and end of the pre-kindergarten year. Parents and teachers rated children on their socio-emotional skills and behavior at both time points. Children who experienced a change in their primary caregiver from the beginning to the end of the school year (41% of the sample) showed less growth in initiative for learning and attachment/closeness with adults over time, and scored lower on most indices of school readiness compared to those that had a stable caregiver. Children who moved to a different center during the year scored lower on teacher-reported initiative and attachment. African American children who switched centers were particularly at-risk for poorer outcomes, and boys who experienced a change in primary teacher, in particular, showed slower growth in cognitive development.     

Stress in Parents and Late Elementary Age Children in Divorced and Intact Families and Child Adjustment

The cumulative effect of stressful life events on 40 children in the 4th to 6th grades who were in matched pairs from intact and divorced families were investigated. Children's adjustment was assessed by parent report, teacher report and fantasy material from an abbreviated Thematic Apperception Test. In comparison to children from intact families, children of divorce were rates as less well adjusted by parents and teachers (as expected), and they had a greater number of rejection themes in fantasy. There was no interaction between stress levels and marital status in predicting child adjustment. Higher parental stress was related to parent ratings of internalizing and externalizing symptoms in the child, and to teacher rated externalizing symptoms in the child. Higher numbers of stressful life events that were primarily child oriented were related to higher teacher ratins of anxiety, social withdrawal and internalizing symptoms. Thus, the source of stress leads to different types of maladjustment.     

Evaluating the benefit from the help of the parent–teacher association to child performance

The contribution of parental involvement in the parent–teacher association (PTA) to schoolchildren's performance is an issue for evaluation research. To resolve the issue, it is reasonable to differentiate people who benefit and others who do not benefit from the involvement. Such differentiation relied on survey data from 289 pairs of Hong Kong Chinese parents and their children between Grade 4 and Grade 9. It revealed that only 28.8% of the parent–child pairs had their child performance benefiting from the help of parent–teacher associations (in terms of a standardized effect of .2). Factors predictive of this minority subgroup were the child's grade and having a single parent. These factors tend to identify the need for help from parent–teacher associations, which can be a consideration for planning effective help from the associations.     

African American Children's Adjustment: The Roles of Maternal and Teacher Depressive Symptoms

This study examined the unique and interactive roles of mother and teacher depressive symptoms in child adjustment in 277 African American single mother‐headed families, as well as whether the associations differed depending on the age and gender of the child. Findings revealed a significant association between maternal depressive symptoms and child depressive symptoms in girls, but not boys. Moreover, the combination of higher levels of both mother and teacher depressive symptoms was associated with the highest level of child depressive symptoms and, for younger children, externalizing symptoms. The importance of considering the multiple social contexts in which children interact is discussed.     

Children's Perceptions of Their Relationships with Coresiding and Non-Coresiding Fathers

In this study the perceptions of children who reside with their fathers and children who live apart from their fathers are compared on a number of relationship qualities. Residential status significantly affected the likelihood of a father being named as some- one who was important in thc life of the child, as well as the likeli- hood of the father being named as someone the child went to for help with a reccnt srressful event. However, for those fathers who were named by their children, the child's perception of the general quality of the relationship and the amount of social support it provided did not differ by residential status. In addition, noncoresiding fathers were seen as filling the functional roles of teacher, supporter, and challeng- er at a higher level than co-residing faUiers. It appears that residential status may reduce the child's access to his or her father, but that those fathers who maintain contact remain important, functional people in their children's lives and important sources of support in times of stress. The need to change the common rception that noncoresid- ing fathers are unimportant in the lives o P" their children is discussed.     

International Transitions: Generating Subjective Sense and Subjective Configuration in Relation to the Development of Identity

This article provides an in-depth examination of the emerging identity of a 5-year-old child during her international transition from Saudi Arabia to Malaysia. Observations of the child’s everyday life at home and school, alongside interviews with the child’s mother and teacher, enabled an understanding of the dynamic relation between past, current, and future events. The process of forming a new friendship foregrounded shared motives, emotions, and actions that ameliorated a transitional crisis and supported the child during this international transition.     

Authority as coercion:when authority figures abuse their positions to perpetrate child sexual abuse

ABSTRACT. This article discusses child sexual abuse by a person in a position of authority, such as the child's teacher, guardian, relative, sports coach, or other person with authority over a child because of his/her particular position. The article tracks the recent trend toward recognizing position of authority in both state legislation and judicial precedent. Understanding the confusion and intimidation surrounding a child's experiences as a result of being sexually abused by a person in a position of authority often explains why children often fail to report or delay in reporting such abuse. Thus, existence of a perpetrator's position of authority in a particular case of child sexual abuse should influence a court's rulings on the elements of sexual abuse or assault in particular state statutes, as well as what evidence should be admissible. Ultimately, the author concludes that all states should recognize position of authority in their child abuse statutes, that such statutes should be interpreted broadly by the courts, and, finally, that evidence of the defendant's prior acts of sexual abuse should almost always be admissible at trial.     

Effects of Post-Divorce Relationships on Child Adjustment

This study examined how parent-child and interparent relationships affect child adjustment after at least two years of parental separation. Fifteen mother-custodial divorced families and 15 intact families with children from 9-12 years of age completed child adjustment and family relationship assessments. Each child's teacher completed an assessment of school adjustment. No significant difference was found between divorced and intact family groups on the quality of parent-child relationships or child adjustment, even when there is a conflictual interparent relationship.     

Evaluating child welfare training in public agencies: status and prospects

Although staff training in public child welfare agencies is thought to be a critical component of effective practice, little is known about the delivery and effectiveness of training interventions. Few evaluations are published in the literature and it is uncertain how much evaluation activity is being conducted and utilized. This study collected data from 48 public child welfare agencies in the United States regarding the conduct of training evaluation and the utilization of training data. The data are discussed within the context of planning the next steps for public agencies’ efforts in training evaluation.     

Postdivorce Parent–Child Contact and Child Well‐being: The Importance of Predivorce Parental Involvement

Frequent parent–child contact after divorce is generally assumed to be in children's best interests, but findings are mixed. This study extends the small body of research about the conditions under which parent–child contact is more beneficial or less beneficial by examining the role of predivorce parental involvement. It is argued that the more a parent was involved in child rearing in the past, the more important postdivorce parent–child contact is for child well‐being. Data from the Netherlands (N = 3,694) show that when children live with the parent who was not the primary caretaker, child well‐being is lower. Similarly, the more the father used to be involved in child rearing, the more beneficial nonresident father–child contact is for children. These findings suggest that it is not so much the frequency of contact per se that matters for child well‐being but, rather, the extent to which postdivorce residence arrangements reflect predivorce parenting arrangements.     

Preservice Teachers’ Sources of Information on Mandatory Reporting of Child Sexual Abuse

Teachers in many countries are mandated by law, professional codes, or education authorities to report child abuse and neglect, including child sexual abuse. However, teachers may not receive adequate preparation for such sensitive interventions, as preservice teacher education degrees provide very few or no compulsory courses on child protection and crucially related, lifelong health and well-being issues. So, where do preservice teachers source their information regarding the mandatory reporting of such abuse? This research examines preservice teachers’ professional university education for their sources of information about mandatory reporting and child sexual abuse. A sample cohort of 56 final 4th-year university bachelor of education (primary school) student teachers in Australia identified the sources they used regarding 10 important aspects of child protection. The results suggest that most did not learn about mandatory reporting or child sexual abuse, and others cited sparse and sporadic public media as their primary information source. These findings, building on previous evidence about inadequate or nonexistent preservice mandatory intervention courses in primary teacher education, may guide the design of appropriate training responses enhancing educational professionals’ knowledge, competencies, skills, and efficacies as mandatory reporters of child sexual abuse.     

Single mothers,the role of fathers,and the risk for child maltreatment

Single motherhood has long been linked to the risk for child maltreatment. However, little is known about the role of fathers in buffering mothers' risk for child maltreatment. Using data from the Fragile Families and Child Wellbeing Study, this paper investigates (1) the ways in which non-resident fathers' economic contributions and involvement in parenting may moderate associations between mothers' transitions to being single and the risk for child maltreatment, and (2) whether these processes vary by race/ethnicity. Results indicate that mothers' transitions to being single are not strongly associated with the risk for child abuse. However, mothers' transitions to being single are associated with an increase in the risk for child neglect, and this is moderated by non-resident father involvement. Last, Black but not other mothers' transitions to being single are associated with the risk for child abuse, and are largely not moderated by non-resident father involvement.     

Predictors of Frequency of Sexual Health Communication: Perceptions from Early Adolescent Youth in Rural Arkansas

Parent–child communication about sex-related themes can shape adolescents’ attitudes and beliefs, and have the potential to contribute to their decision either to engage in or abstain from sexual activity. Despite the burgeoning literature in this area, few studies have examined the issue as it pertains specifically to rural early adolescent youth. The current investigation addresses this gap by examining whether familial, situational, and sociodemographic factors were associated with youth’ perceptions of frequency of communication with parents about multiple sex-related topics among a rural population (N?=?252). Multiple regression results suggest that being a female, being a youth of color, level of closeness with father and spending enough time with one’s father predicted increased frequency of sex-related communication between parent and child. Our findings show that situational and sociodemographic differences play a significant role in predicting frequency levels of sex communication. Intervention efforts aimed at rural early adolescent youth should be planned with such differences in mind.     

Social Fathers and Child Well‐Being

Many young children born to unwed parents currently live with their biological mothers and their mothers’ new partners (social fathers). This study uses data from the Fragile Families and Child Well‐Being Study (N = 1,350) to assess whether involvement by resident social fathers is as beneficial for child well‐being as involvement by resident biological fathers and whether the involvement of the child’s nonresident biological father alters the relationship between resident social father engagement and child outcomes. Results indicate that involvement by resident social fathers is as beneficial for child well‐being as involvement by resident biological fathers and that frequent contact with the child’s nonresident biological father does not diminish the positive association between residential social father involvement and child well‐being.     

Commitments to Fathering and the Well‐Being and Social Participation of New,Disadvantaged Fathers

This study uses data on 2,494 new fathers from the Fragile Families Study to analyze why and how the arrival of a new child may influence fathers’ well‐being and social participation. Our regression results indicate that changes in commitments to fathering are positively associated with changes in well‐being, religious participation, and hours in paid labor. The one exception is that increases in fathers’ engagement activities with their new child are negatively associated with changes in their hours in paid labor. The findings suggest that increases in commitments to fathering after the arrival of a new child are generally beneficial for fathers. In addition, greater commitments to fathering seem likely to benefit mothers, children, and society at large.     

A study of the cycle of abuse among child molesters

The current study was designed to determine whether there is support for the cycle of abuse theory among child molesters. A group of 147 sex offenders on probation were used in this study. The victims of 32 of these offenders were under the age of 10, and 19 of these offenders reported a history of childhood sexual abuse. Results indicate that being abused as a child is related to being a child molester. It was also found that the MMPI-2 did not predict the status of the subjects in regard to being abused as a child and having a victim under 10-years-old.     

Academic and Behavioral Outcomes Among the Children of Young Mothers

In this article, we use newly available data from the National Longitudinal Survey of Youth to investigate the effects of early motherhood on academic and behavioral outcomes for children born to early child bearers. We find that early motherhood's strong negative correlation with children's test scores and positive correlation with children's grade repetition is almost entirely explained by prebirth individual and family background factors of teen mothers themselves. However, early childbearing is associated indirectly with reduced children's test scores through its linkage to family size (and thus to child birth order). We find a different pattern in predicting fighting, truancy, early sexual activity, and other problem behaviors among adolescent and young adult offspring. For these behaviors, maternal age at first birth remains an important risk factor even after controlling for a wide range of background factors and maternal characteristics. These results highlight the diverse pathways through which teen parenting might influence subsequent child well‐being and social performance.     

Within‐ and Between‐Family Associations of Marital Functioning and Child Well‐being

This study clarifies within‐family and between‐family links between marital functioning and child well‐being. Expanding on existing prospective research, this study tests whether changes in parents' marital functioning are associated with corresponding changes in their children's well‐being, independent from associations that exist when comparing different families. Participants (N = 1,033) were members of married, opposite‐sex couples with children who participated in five waves of a larger study of marriage in the U.S. Army. Spouses' constructive communication, verbal conflict, and marital satisfaction each showed between‐family associations with parent‐reported child internalizing and externalizing problems. In contrast, within‐family associations were significant only for parents' communication behaviors. That is, parents who reported lower levels of marital satisfaction also reported lower child well‐being, whereas change in parents' communication was associated with change in child well‐being over time. Isolating within‐family effects is important for understanding marital and child functioning and for identifying potential targets for effective intervention.