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1.

Objectives

Over 4.5 million children each year are exposed to intimate partner violence (IPV). Furthermore, IPV rarely occurs without other forms of violence and aggression in the home. IPV is associated with mental health and parenting problems in mothers, and children experience a wide variety of short-term social adjustment and emotional difficulties, including behavioral problems. The current study investigated the influence of IPV exposure on children's aggressive behavior, and tested if this relation was mediated by poor maternal mental health, and, in turn, by maternal warmth and child maltreatment, and moderated by children's age and gender. Study findings highlight the indirect consequences of IPV in the home on children's aggressive behavior.

Methods

Secondary data analysis using structural equation modeling (SEM) was conducted with the National Survey of Child and Adolescent Well-Being (NSCAW). Children were between the ages of 3–8 (n = 1,161). Mothers reported past year frequency of phsycial assualt by their partner, frequency of child psychological and physical abuse, maternal mental health, and children's aggressive behavior problems. Maternal warmth was measured by observation.

Results

IPV was significantly related to poor maternal mental health. Poor maternal mental health was associated with more child aggressive behavior, lower maternal warmth, and more frequent child physical and psychological abuse. Psychological abuse and low maternal warmth were directly related to more aggressive behavior while IPV exposure and physical abuse were not directly associated with aggressive behavior. Neither age nor gender moderated the modeled paths.

Conclusions

Expanding knowledge about child outcomes is especially critical for children who were involved in investigations of child maltreatment by child protective services (CPS) in order to identify relevant risk factors that can lead to interventions. The results identified maternal mental health as an important variable in mediating the relationship between IPV exposure and aggressive behavior. One implication is for multicomponent family interventions that could be tailored toward helping the mother cope with such mental health issues while also addressing deficits in children's social behavior development.  相似文献   

2.
Abstracts

English: This study examined the effectiveness and efficiency of a three‐dimensional virtual reality simulation model designed to train kindergarten teachers in the understanding of kindergarten children's needs and perceptions. Statistical analysis of the data indicates that the kindergarten teachers who were trained through the virtual reality technology were significantly more understanding of children's needs and perceptions than those trained through the workshop method. Thus, in light of the results of the study, it is suggested that teacher trainers should favourably consider using virtual reality simulation models in the training of kindergarten teachers in order to maximize the effectiveness of the teacher‐training process.  相似文献   

3.
BackgroundInvestigations have found mothers’ adverse childhood experiences (ACEs) confer an intergenerational risk to their children's outcomes. However, mechanisms underlying this transmission have only been partially explained by maternal mental health. Adult attachment insecurity has been shown to mediate the association of ACEs and mental health outcomes, yet an extension of this research to children's behavioral problems has not been examined.ObjectiveTo examine the cascade from maternal ACEs to risk for child behavioral problems at five years of age, via mothers’ attachment insecurity and mental health.Participants and settingParticipants in the current study were 1994 mother-child dyads from a prospective longitudinal cohort collected from January 2011 to October 2014.MethodsMothers retrospectively reported their ACEs when children were 36 months of age. When children were 60 months of age, mothers completed measures of their attachment style, depression and anxiety symptoms, and their children's behavior problems.ResultsPath analysis demonstrated maternal ACEs were associated with children's internalizing problems indirectly via maternal attachment avoidance, attachment anxiety, and depression symptoms, but not directly (β = .05, 95% CI [−.001, .10]). Maternal ACEs indirectly predicted children's externalizing problems via maternal attachment avoidance, attachment anxiety, and depression. A direct effect was also observed from maternal ACEs to child externalizing problems (β = .06, 95% CI [.01, .11]).ConclusionsMaternal ACEs influenced children's risk for poor behavioral outcomes via direct and indirect intermediary pathways. Addressing maternal insecure attachment style and depression symptoms as intervention targets for mothers with histories of ACEs may help to mitigate the intergenerational transmission of risk.  相似文献   

4.
The use of mixed reality in science education has been increasing and as such it has become more important to understand how information is learned in these virtual environments. Spatial ability is important in many learning contexts, but especially in neuroanatomy education where learning the locations and spatial relationships between brain regions is paramount. It is currently unclear what role spatial ability plays in mixed reality learning environments, and whether it is different compared to traditional physical environments. To test this, a learning experiment was conducted where students learned neuroanatomy using both mixed reality and a physical plastic model of a brain (N = 27). Spatial ability was assessed and analyzed to determine its effect on performance across the two learning modalities. The results showed that spatial ability facilitated learning in mixed reality (β = 0.21, P = 0.003), but not when using a plastic model (β = 0.08, P = 0.318). A non-significant difference was observed between the modalities in terms of knowledge test performance (d = 0.39, P = 0.052); however, mixed reality was more engaging (d = 0.59, P = 0.005) and learners were more confident in the information they learned compared to using a physical model (d = 0.56, P = 0.007). Overall, these findings suggest that spatial ability is more relevant in virtual learning environments, where the ability to manipulate and interact with an object is diminished or abstracted through a virtual user interface.  相似文献   

5.
White children's effortful control (EC), parents' implicit racial attitudes, and their interaction were examined as predictors of children's prosocial behavior toward White versus Black recipients. Data were collected from 171 White children (55% male, Mage = 7.13 years, SD = 0.92) and their parent in 2017. Prosocial behavior toward White peers was predicted by children's higher EC. When predicting prosocial behavior toward Black peers and prosocial disparity (the difference between White and Black recipients), parents' implicit racial attitudes moderated the relation between children's EC and children's prosocial behavior. Specifically, children's EC was positively associated with prosocial behavior toward Black peers (and negatively related to inequity in prosocial behavior) only when parents exhibited less implicit racial bias.  相似文献   

6.
School‐wide positive behavior support (SWPBS) is a systemic approach for implementing a proactive schoolwide discipline and for improving students’ academic and behavioral outcomes by targeting the school’s organizational and social culture. With a multilevel approach, the present study evaluates the relative effectiveness of SWPBS on teachers’ perceptions of the student behavior (N = 3,295) across schools, teachers, and children using a multilevel approach. We assessed teacher perception of student problem behavior five times during a 3‐year implementation of SWPBS in 23 Dutch schools. Multilevel analyses not only revealed a small increase in perceived prosocial behavior and a small decrease in problems with peers, but also different effects across children, teachers, and schools. Effects were stronger for girls and for students with higher severity of perceived problems at baseline. At teachers’ level, higher mean baseline severity of perceived problems was associated with the reduced impact of SWPBS on perceived emotional problems and problems with peers. At the school level, effects were stronger for regular schools as compared with special needs schools.  相似文献   

7.
Despite global demand, the large-scale effects of social-emotional learning (SEL) programming in developing countries remain underexplored. Using a randomized control trial, this study examined the effectiveness of a school-wide SEL intervention—Programa Compasso (PC)—among 3,018 sociodemographically diverse, Portuguese-speaking children (Mage = 9.85 years) attending 90 public primary schools across Rio de Janeiro, Brazil in 2017. Average impacts of PC on children’s executive function, emotion knowledge, and behavior problems after one school year were null. Moderation analyses did, however, reveal evidence for positive impacts of PC on children’s labeling of emotional expressions and inhibitory control within low-homicide communities (d = 0.15 SDs), and null effects on these same outcomes in high-violence areas. Implementation and cultural considerations are discussed.  相似文献   

8.
Head Start teachers and their aides (n = 24) were assigned to either the experimental or active control treatment in this preliminary investigation on the effects of Child Teacher Relationship Training (CTRT) on 52 disadvantaged preschool children identified with behavioral problems. CTRT is based on the principles and procedures of Child Parent Relationship Therapy (CPRT), a structured, time‐limited approach that trains young children's caregivers to be active participants in an early mental health delivery system. Analysis of pre‐ to mid‐ to posttest findings revealed that, compared to the active control, CTRT demonstrated a large treatment effect on reducing children's externalized behavior problems; furthermore, the between‐group difference over time was statistically significant. The statistical, practical, and clinical significance of findings provide preliminary support for CTRT as a developmentally responsive school‐based intervention for at‐risk preschool children exhibiting clinical levels of behavioral problems. © 2010 Wiley Periodicals, Inc.  相似文献   

9.
Research Findings: The aim of the present study was to investigate the influence of individual and situational factors on nursery school children's conflict management strategies. This observational study of triadic interaction was carried out among 69 children whose mean age was 48 months. The video-recorded data were coded for the type of conflict, the conflict initiator, and the conflict management strategy (aggressive, prosocial, or avoidance strategy). The results of the study showed that individual factors such as gender, age, and teacher-reported behavioral problems were not related to children's conflict management strategies. Children's conflict behavior was, however, associated with the type of conflict and the conflict partner's strategy. Partner's gender had no effect in the present study. Practice or Policy: The study suggests that, in addition to individual factors, situational factors should be taken into account when exploring children's conflict management skills and planning interventions.  相似文献   

10.
Research Findings: Aggressive/rejected children are at risk for continuing conduct and school problems. Some limited research indicates that these children have attention problems. Previous research has linked attention problems with academic performance. The current study investigated group differences in attention skills and the role of these skills in children's academic performance. Kindergarten and 1st-grade children (n = 54, 52% female) were identified as either aggressive/rejected or low aggressive/popular by peer sociometric interviews. Attention was assessed with a novel computer task, the Children's Space Game, as well as parent and teacher report. Teachers reported on children's academic performance. Aggressive/rejected children had lower adult-reported attention skills and academic performance than low aggressive/popular children. Aggressive/rejected children also had lower skills on the computer task. Support was found for an additive model of the influence of children's status and attention skills on their academic performance even after controlling for maternal education and family income but no evidence was found that attention moderated the relation between children's status and their academic performance. Practice or Policy: Aggressive/rejected children appear at significant risk for attention problems and these problems predict their academic performance. Future research should investigate whether these children would benefit from additional support of their attention skills.  相似文献   

11.
The present article reports results of a real‐world effectiveness trial conducted in Denmark with six thousand four hundred eighty‐three 3‐ to 6‐year‐olds designed to improve children's language and preliteracy skills. Children in 144 child cares were assigned to a control condition or one of three planned variations of a 20‐week storybook‐based intervention: a base intervention and two enhanced versions featuring extended professional development for educators or a home‐based program for parents. Pre‐ to posttest comparisons revealed a significant impact of all three interventions for preliteracy skills (= .21–.27) but not language skills (d = .04–.16), with little differentiation among the three variations. Fidelity, indexed by number of lessons delivered, was a significant predictor of most outcomes. Implications for real‐world research and practice are considered.  相似文献   

12.
Many very young children attend early care and education programs, but current information about the quality of center-based care for toddlers is scarce. Using 2 observation instruments, the Infant/Toddler Environment Rating Scale–Revised (ITERS-R) and the Classroom Assessment Scoring System, Toddler Version (CLASS-Toddler), 93 child care classrooms for toddlers across the state of North Carolina, representing a range of quality, were assessed to determine overall quality, and associations between observed quality and teachers' ratings of child behavior problems and competence outcomes using the Brief Infant Toddler Social Emotional Assessment. Research Findings: Findings indicated that overall, toddler classrooms were rated as being of moderate quality. Associations between observed quality and teacher-reported child behavior problems and competence outcomes indicated that CLASS-Toddler ratings were positively associated with fewer behavior problems; specifically, children in classrooms with higher levels on the CLASS-Toddler domains of Emotional and Behavioral Support as well as Engaged Support for Learning were reported to have fewer behavior problems. Similarly, the ITERS-R subscales of Interaction and Listening and Talking were positively related to fewer reported behavior problems. Regression models showed that the CLASS-Toddler Emotional and Behavioral Support domain predicted differences in child behavior problems. Practice or Policy: Findings suggest the need for additional research related to very young children's experiences in center-based child care to examine associations between quality and child experiences and outcomes. Children's experiences over time need to be examined to understand how these early child care experiences are related to children's later school adjustment and performance. On a related note, professional development for teachers in toddler classrooms needs to be addressed in terms of preparing effective teachers for young children during the toddler developmental period.  相似文献   

13.
Little is known about how children's value priorities develop over time. This study identifies children's value priority profiles and follows their development during middle childhood. Australian children (N = 609; ages 5–12 at Time 1) reported their values over 2 years. Latent Transition Analysis indicated four profiles: Social-Focus, Self-Focus, Growth-Focus and Undifferentiated. Within person development was characterized by profile stability or transfer to the Social-Focus profile. Younger children were more likely to have an Undifferentiated profile (or Self-Focus among boys) than older ones. Girls were more likely to have a Social-Focus profile or transfer to it, and less likely to have a Self- or Growth-Focus profile than boys. Social-Focus profile membership over time predicted more prosocial and less aggressive behavior.  相似文献   

14.
Research Findings: The study examined children's recognition of emotion from faces and body poses, as well as gender differences in these recognition abilities. Preschool-aged children (N = 55) and their parents and teachers participated in the study. Preschool-aged children completed a web-based measure of emotion recognition skills that included 5 tasks (3 with faces and 2 with bodies). Parents and teachers reported on children's aggressive behaviors and social skills. Children's emotion accuracy on 2 of the 3 facial tasks and 1 of the body tasks was related to teacher reports of social skills. Some of these relations were moderated by child gender. In particular, the relationships between emotion recognition accuracy and reports of children's behavior were stronger for boys than girls. Practice or Policy: Identifying preschool-aged children's strengths and weaknesses in terms of the identification of emotion from faces and body poses may be helpful in guiding interventions with children who have problems with social and behavioral functioning that may be due in part to emotion knowledge deficits. Further developmental implications of these findings are discussed.  相似文献   

15.
The mechanical transmission of motion, which is observable in gears’ turning direction (TD) and turning speed (TS) can be understood as part of the core concept “force and motion”. Previous studies have suggested that most children before the age of nine have naïve concepts of gears’ TD and TS. However, these studies relied on children's explanation data and might have therefore underestimated young children's potential. Moreover, these studies did not examine whether preschoolers can overcome their naïve concepts through teaching. Recently, educators have proposed guided play as an educational approach that combines children's play with teacher guidance in a purposefully designed environment. We conducted two subsequent studies. In Study 1, we investigated the children's (naïve) concepts of gears’ TD and TS with a cross‐sectional approach using a nonverbal test procedure. This study comprised 248 children aged 5–10 years and 73 adults. The results showed that the proportion of children with adequate concepts increased with age. More specifically, 7‐ to 8‐year‐olds differed significantly from 5‐ to 6‐year‐olds, indicating a developmental shift around this age. However, naïve concepts of TS were more persistent with age than naïve concepts of TD. Altogether, the results indicated the potential to foster 5‐ to 6‐year‐olds’ concepts of both TD and TS in an intervention. Thus, in Study 2, we developed and tested a guided play intervention to foster 5‐ to 6‐year‐old children's concepts of TD and TS. We conducted a prepost‐intervention design with a guided play group (n = 19) and a free play group (n = 21). The results suggested stronger learning gains in the guided play group (dTD = 0.337, dTS = 0.758) than in the free play group (dTD = 0.224, dTS = 0.158).  相似文献   

16.
Research Findings: The purpose of the present study was to examine the relations among teacher–child relationship quality (close, conflictive, and dependent), children's social behavior, and peer likability in a sample of Italian preschool-age children (46 boys, 42 girls). Preschool teachers evaluated the quality of the teacher–child relationship and children's social behaviors (i.e., social competence, anger-aggression, and anxiety-withdrawal). Peer-rated likability was measured using a sociometric procedure. Results indicated that conflictual teacher–child relationships were related to high aggressive behavior, and dependent teacher–child relationships were positively associated with children's anxiety-withdrawal. Moreover, we found an indirect association between close teacher–child relationship quality and peer likability through children's social competence. Practice or Policy: The findings provide evidence that the teacher–child relationship is critical for children's social behaviors and that social competence is uniquely related to peer likability.  相似文献   

17.
This article examines the effects of one year of exposure to “Learning to Read in a Healing Classroom” (LRHC) on the reading and math skills of second- to fourth-grade children in the low-income and conflict-affected Democratic Republic of the Congo. LRHC consists of two primary components: teacher resource materials that infuse social-emotional learning principles into a reading curriculum and collaborative school-based teacher learning circles to exchange information about and solve problems in using the teacher resource materials. To test the impact of LRHC on children's reading and math skills, 40 school clusters containing 64 schools and 4,465 students were randomized to begin LRHC in 2011–2012 or to serve as wait-list controls. Hierarchical linear models (students nested in schools, nested in school clusters) were fitted. Results indicate marginally significant positive impacts on children's reading scores (dwt = .14) and geometry scores (dwt = .14) but not on their addition/subtraction scores. These results should be treated with caution given the reported significance level of p < .10. The intervention had the largest impacts on math scores for language minority children and in low-performing schools. Research, practice, and policy implications for education in low-income conflict-affected countries are discussed.  相似文献   

18.
In a preschool setting, the naturally occurring aggressive behavior of sixtyfour 4-year-old children was observed and recorded. Individual differences in gender, behavioral style, social competence, reciprocal friendship, and social clique membership were examined to understand how these variables might be related to children's aggressive behavior. Variations in children's aggressive behavior were found to be associated with behavior style and social competence with peers. Children within social cliques were relatively similar in the frequency of their observed aggressive behavior. The results suggest that efforts to decrease children's aggression might target groups of children rather than individuals.  相似文献   

19.
Children's prosocial behavior and personal distress are likely affected by children's temperament as well as parenting quality. In this study, we examined bidirectional relations from age 30 to 42 months between children's (N = 218) prosocial or self-focused (presumably distressed) reactions to a relative stranger's distress and both supportive emotion-related maternal reactions to children's emotions and children's shyness/inhibition. When controlling for 30-month prosocial behavior and personal distress behavior, maternal supportive (emotion-focused and problem-focused) reactions were positively related to prosocial behavior and marginally negatively related to children's personal distress behaviors and shyness/inhibition at 42 months. Thirty-month personal distress behavior predicted greater shyness/inhibition at 42 months, and 30-month shyness/inhibition was negatively related to prosocial behavior at 30 months.  相似文献   

20.
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