Family Relations and the Adjustment of Young Children of Mexican Descent: Do Family Cultural Values Moderate These Associations?

This study examined the role of family cultural values as moderators of the association between family relations and the adjustment of young children. Fifty‐five families of Mexican descent with young children enrolled in Head Start programs in the Southwest participated. Mothers provided information about closeness of the mother–child relationship, warmth in the sibling relationship, child behavior problems, and familism and simpatía, or two cultural values associated with families of Mexican origin. The children's preschool teachers provided information about child emotional adjustment and social functioning with peers six months later. Familism was found to act as a moderator, whereby warmth and closeness in family relationships coupled with the endorsement of a family cultural value that complements these relationship characteristics was associated with more optimal functioning in preschool classrooms. Results demonstrate the need to evaluate family cultural values or beliefs systems in conjunction with qualities of family relationships as determinants of children's developmental outcomes. Specifically, familism emerged as a family characteristic capable of promoting young children's adjustment within and beyond the family context.     

Imperfect Information and Training Quality

Abstract. This paper develops a theoretical model in which the level of training provided by a firm is not observed by workers. It is therefore not possible to have training wages completely contingent upon the level of training provided. Training wages will be too high. This, in turn, prevents firms from recouping the full benefits from training and leads to underinvestment. The more general the training, the more severe this underinvestment problem.     

High-risk children with challenging behaviour: changing directions for them and their families

This paper is about an evaluation of three centre-based projects established by a voluntary organization under the Scottish Government's Youth Crime Prevention Fund, to work with primary school-aged children displaying challenging and antisocial behaviour. Following a brief overview of what is known about effective interventions, the paper describes the projects' ways of working, including their remit and ethos. The core intervention chosen was the well-tested Webster-Stratton training programme, The Incredible Years . Wrap around services were also developed and staff modelled the projects' ethos, promoting children's participation and parents' empowerment. The evaluation is described, noting the limited time and resources at the disposal of the evaluation team. The evaluation team adopted a broad definition of evidence, using a range of measures to explore the processes of project development and service intervention, the meaning to the children and families who used the services, and the impact on children's behaviour and parents' levels of stress. The results were modest but encouraging. They suggested that the projects had provided valuable turning points for some of the children with out-of-control behaviour and their families. Finally, it is suggested that a better way to evaluate such projects could be to use complexity theory     

Struggling with Poverty: Implications for Theory and Policy of Increasing Research on Social Class-Based Stigma

Low-income people are stigmatized in a number of ways, including being negatively stereotyped and discriminated against both interpersonally and institutionally (see Lott & Bullock, 2007 for a comprehensive review). Yet psychologists have not focused much attention on social class in general, nor on social class-based stigma in particular. This article argues that by resolving three main problems in the literature (the achieved/ascribed discrepancy, the complexity of operationalizing social class, and the seeming lack of identification with one's social class), psychologists are in a unique position to use their knowledge to aid practitioners and policymakers in ameliorating the consequences of poverty. Thus, this article focuses on how better to incorporate social class into the stigma literature and how this research can be linked to social policy initiatives.     

The living arrangements of new unmarried mothers

We use data from the Fragile Families and Child Wellbeing Study to describe the living arrangements of new, unwed mothers and to examine the selection process that underlies choices of living arrangements. Our analysis goes beyond previous studies by examining a wide diversity of living arrangements for a homogenous sample of recent unwed mothers and by using information on both parents' demographic and human capital characteristics and the quality of their relationships. We find that about half the new unwed mothers are cohabiting at the time their children are born, and only 17% are living alone. We also find that mothers' choices of living arrangements are significantly related to parents' human capital, the quality of their relationship, and the cost of housing.     

Child sexual abuse evaluations: adherence to recommendations

Sixty-eight parents of children with alleged child sexual abuse (CSA) were surveyed 4 months after visiting an interdisciplinary CSA evaluation clinic in order to examine the extent to which recommendations were recalled and implemented. Of those parents for whom specific recommendations were provided, 9% recalled recommendations for medical follow-up, 79% recalled recommendations for child therapy, and 43% recalled recommendations for parental therapy. Families were more likely to receive and adhere to recommendations when there were behavioral problems and a strong indication of CSA. To improve communication with families, the reasons for recommendations must be clearly conveyed, and possible barriers to implementation should be anticipated and addressed. In addition, recommendations need to be realistic, and professionals need to facilitate the implementation of their treatment plan.     

A Biologically-Based Dose—Response Model for Developmental Toxicology

The methods currently used to evaluate the risk of developmental defects in humans from exposure to potential toxic agents do not reflect biological processes in extrapolating estimated risks to low doses and from test species to humans. We develop a mathematical model to describe aspects of the dynamic process of organogenesis, based on branching process models of cell kinetics. The biological information that can be incorporated into the model includes timing and rates of dynamic cell processes such as differentiation, migration, growth, and replication. The dose-response models produced can explain patterns of malformation rates as a function of both dose and time of exposure, resulting in improvements in risk assessment and understanding of the underlying mechanistic processes. To illustrate the use of the model, we apply it to the prediction of the effects of methylmercury on brain development in rats.