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1.
OBJECTIVE: To investigate links between child sexual abuse (occurring before 13 years), later mental health, family organization, parenting behaviors, and adjustment in offspring. METHOD: The present study investigates a subsample of the Avon Longitudinal Study of Parents and Children an ongoing study of women and their families in the area of Avon, England. A sample of 8292 families met inclusion criteria for identifiable family type and completed self-report data on prior sexual assault. Further data were collected on life course variables, socioeconomic variables, psychological well-being, relationship quality, parent-child relationship quality, and children's adjustment. RESULTS: After adjustment for other childhood adversity, prior child sexual abuse was associated with a range of outcomes in adulthood, including current membership of a nontraditional family type (single mother and stepfather) poorer psychological well-being, teenage pregnancy, parenting behaviors, and adjustment problems in the victim's later offspring. The relationship of child sexual abuse with aspects of the parent-child relationship in later life and with the offspring's adjustment difficulties were mediated in part by mother's mental health--chiefly anxiety. CONCLUSION: Findings indicate that child sexual abuse has long-term repercussions for adult mental health, parenting relationships, and child adjustment in the succeeding generation. 相似文献
2.
Julie C. Rusby Laura Backen JonesRyann Crowley Keith Smolkowski 《Early childhood research quarterly》2013
This study investigates the reliability and validity of the Child Care Ecology Inventory (CCEI), a measure of the quality of family child care in the social domain. The CCEI focuses on research-based environmental features and caregiving practices for promoting positive social development in preschool-age children. A total of 198 family child care homes in the Northwest USA participated. Good scale reliabilities were found for the measures of the environment (Enrichment and Organization) and for caregivers’ practices (Monitoring, Positive Attention, Promoting Social Skills, and Teaching Rules) and interrater reliability was adequate for research purposes. The CCEI was associated with other commonly used measures of child care quality that assessed similar environmental and caregiving constructs. Linear regression models were run to determine the features of family child care quality that were concurrently associated with observed child behavior. The child–caregiver ratio, Environment Organization, and caregivers’ Teaching Rules were negatively associated with children's problem behavior (noncompliance and aggression). Caregivers’ provision of Planned Activities/Routines and Positive Attention were associated with positive child behavior. Results indicate that different aspects of quality are related to different aspects of children's social interactions and behaviors. 相似文献
3.
Margaret R. Burchinal Joanne E. Roberts Laura A. Nabors Donna M. Bryant 《Child development》1996,67(2):606-620
The relations between quality of center-based child care and infant cognitive and language development were examined in a sample of 79 African-American 12-month-old infants. Both structural and process measures of quality of child care were collected through interviews with the center director and observation of the infant classroom. Results indicated that quality of infant care positively correlated with scores on standardized assessments of cognitive development ( Bayley Scales of Infant Development ), language development (Sequenced Inventory of Communication Development), and communication skills (Communication and Symbolic Behavior Scales). In addition, quality of care in child care centers and at home was positively related. Analyses that adjusted for this association between quality of care at home and in child care suggested that the process measure of quality of child care independently related to the infant's cognitive development, and one structural measure, the infant-adult ratio, independently related to the infant's overall communication skills. Neither child nor family factors was found to moderate the association between child care quality and infant development. These findings, in conjunction with the growing child care literature, suggest that researchers and policymakers should focus on how quality of child care can be improved to enhance, not impair, infant development. 相似文献
4.
Catherine Mogharreban Ph.D. Marcia Nahikian-Nelms 《Early Childhood Education Journal》1996,24(1):29-32
This article discusses family-style meal service as a means to building autonomy and healthy eating behaviors in young children.
The authors discuss the development of food preferences, age-related developmental responses to food, and the importance of
socially mediated exposure to food as a way to increased food acceptance. Guidelines for implementing family-style mealtimes
in child care settings are outlined.
To think, “On a typical day in 1992, 1.9 million children ate at least one of their meals in a child care center or family
day care home”. (Briley, Roberts-Gray, & Simpson, 1994). 相似文献
5.
《Early childhood research quarterly》2005,20(2):164-184
Far less is known about predictors of quality for family child care homes than for child care centers. The current study of 120 randomly-selected family child care providers in four Midwestern states examined distal, state policy-level variables (family child care regulations and the concentration of children cared for who received public child care subsidies, referred to as subsidy density), and proximal, provider-level variables (providers’ level of education and reported annual training hours) as influences on global quality and caregiver sensitivity. More regulation, lower subsidy density, higher levels of provider education and more training hours were associated with higher global quality in family child care homes. Lower subsidy density and higher provider education were associated with more sensitive caregiving, but no effects on sensitivity were observed for regulation and training hours. An interaction effect indicated that regulation moderated the relation between education and sensitivity; education was especially important for sensitive caregiving among providers low in regulation. In addition, after including all predictor variables in the model, significant mean differences between states were noted. Findings demonstrate that both policy-level variables and provider characteristics influence quality in family child care homes, and further, that they may interact to affect observed child care quality. Implications for state child care policies are discussed with emphasis on implications for quality of care for low-income children whose tuition is paid by public child care subsidies. 相似文献
6.
正向行为支持是一种在对问题行为进行功能性评估的基础上制定相应策略,以求改善问题行为和提高生活质量的方法。将正向行为支持运用到大学生心理健康教育的实践当中,构建大学生心理健康教育的正向行为支持模式,是提升大学生心理健康教育实效性的有益尝试。 相似文献
7.
Linares LO Heeren T Bronfman E Zuckerman B Augustyn M Tronick E 《Child development》2001,72(2):639-652
This study examined how maternal distress mediates the link between exposure to community violence (CV) and the development of early child behavior problems. Research was conducted among 160 children, 3,0 to 5,11 in age, who resided in high-crime neighborhoods. Using structural equation modeling, latent variables were constructed to identify model components: maternal socioeconomic status (SES) and public assistance status, exposure to CV (maternal perceptions of local violence, social disorder, and fear of crime; and frequency of child cowitnessing violent events), family aggression (partner aggression toward mother and partner aggression toward child), maternal distress (global distress and posttraumatic stress disorder symptoms), and early child behavior problems (internalizing and externalizing). Bivariate correlations indicated that CV, maternal distress, and early child behavior problems were significantly intercorrelated. A series of structural equation models was specified to estimate the direct and indirect effect of CV on early child behavior problems. A direct model indicated a significant path from CV to early child behavior problems, after controlling for maternal SES and family aggression. The direct CV-early child behavior problems path diminished, however, when maternal distress was included in the model, after controlling for maternal SES and family aggression. Results are consistent with a mediation model of the impact of maternal distress symptoms on the link between CV and early child behavior problems. 相似文献
8.
Grazyna Mendecka 《High Ability Studies》1995,6(1):91-99
Biographical surveys of 65 inventors employed in the mining industry were contrasted with those of a control group of men of similar age, education and period of employment who had failed to display inventiveness in their work. The following variables were taken into account: health and physical fitness; family life; financial status; educational status; origin and development of interests; work history. Among family variables certain characteristics of both parents were found to be decisive such as age, education, practising a profession, parental relationship and attitudes, atmosphere in the home created by parents as well as child rearing strategies. The empirical data showed that certain features of fathers who were inventors stimulated development of their sons' creativity, while some features of fathers of the control group children inhibited such trends in their children. 相似文献
9.
A pilot study of early childhood mental health consultation for children with behavioral problems in preschool 总被引：2，自引：0，他引：2
This study reports the findings of a pilot demonstration project called Together for Kids, which used a mental health consultation model to address the needs of young children with challenging behaviors who are identified in preschool classrooms. The study was conducted in four preschool programs and one Head Start program serving children ages 3–5, including both private-pay families and those using public subsidies. Rates of significant behavior problems as assessed by preschool teachers using a standardized scale were high, with 34% of all children enrolled in preschool classrooms in these sites over a 3-year period identified at-risk of externalizing or internalizing problems. Classroom teachers, as well as individual children and families identified as at-risk, were provided services, including, classroom observation and teacher training, individual child assessment and therapy, family assessment and support, and referrals for other family needs. Analysis of outcomes for 47 children and families with externalizing behavior problems who received individualized consultation, compared to 89 control children, and analysis of outcomes of a matched group of 19 intervention and 19 control children, revealed that the intervention was associated with significant improvements in classroom aggressive and maladaptive behavior, and growth in adaptive behavior. Improvements in child behavior were associated with total hours of individual child services provided, and with improvements in child developmental skills. Significant reductions in the rate of children suspended or terminated from child care programs were also found. Implications for further development of models of early childhood mental health consultation are discussed. 相似文献
10.
This study examined how patterns of caregiving behavior differ between family and center providers over time, and to what extent caregivers’ attitudes and beliefs shape those caregiving patterns. Ninety-eight child care providers (59 family child care-based [family] and 39 center-based providers) self-reported their initial demographics, attitudes, and beliefs about children and caregiving. Their caregiving behavior in the child care setting was independently and reliably observed three times over the course of one year. When controlling for relevant demographic and structural variables, growth curve analyses revealed patterns of caregiving behavior that varied as a function of provider type and of the interaction between provider type and caregiver attitudes and beliefs. Center-based providers’ caregiving behavior was more heavily influenced by attitudes and beliefs and showed greater variability over time than family providers’ behavior. Implications for choosing child care and improving professional development are discussed. 相似文献
11.
健康促进是世界卫生组织倡导的一个全球性促进健康事业发展的运动.健康促进需要在全社会的参与下,多部门间的合作;并通过行为干预和各种环境的支持,达到增进各类人群的健康、提高生活质量.大众体育可以促进健康行为的形成.大众体育可以根据不同人群的特点满足各类不同的健康需求.整合卫生、体育等部门的资源是健康促进持续发展的基础. 相似文献
12.
Parent-Child Relationships, Family Problem-Solving Behavior, and Sibling Relationship Quality: The Moderating Role of Sibling Temperaments 总被引：1，自引：0，他引：1
In this study we sought to determine whether sibling temperaments moderated the associations of parent-child relationship quality and family problem-solving behavior with sibling relationship quality. Observational assessments of mother-child and father-child relationship quality, family problem-solving behavior, and sibling relationship quality were obtained from the families of 49 pairs of brothers and 46 pairs of sisters. Mean ages were 10-2 for older siblings and 7-6 for younger siblings. Parent-reported child temperament assessments were also obtained. The links among mother–older child relationship quality, father–older child relationship quality, and sibling relationship quality were moderated by the older sibling's temperament. The younger and older siblings' temperaments moderated the associations between the quality of the father–younger sibling and sibling relationships. The association between family problem-solving behavior and sibling relationship quality was not moderated by sibling temperaments. 相似文献
13.
Variables associated with disrupted placement in a select sample of abused and neglected children 总被引：1，自引：0，他引：1
The purpose of this study was to examine the placement history of 172 abused and/or neglected children who had been placed in a residential home for maltreated children. Data were collected on the child's placement history (i.e., number of placements, time in transition, and placement rate) and also on child and family characteristics. Pearson correlation coefficients were run between child and family variables and each of the three placement history variables. In addition, t-tests were also used as a method of analysis. Results indicated that children with the following characteristics or life circumstances experienced the more disruptive experience while in foster care: children having severe behavior problems; children who were very young when first removed from their natural home; and children having drug addicted and/or alcoholic parents. Implications of these findings indicate social workers and judges need to be alert to the potential for system abuse of children in foster placement, responsible long-term planning for any child in foster care is critical, and those involved in therapeutic treatment for abused/neglected children should be attentive to the child's placement history. 相似文献
14.
《Early childhood research quarterly》2000,15(1):5-39
A randomized experiment was conducted to test the effects of the Comprehensive Child Development Program (CCDP), a two-generation program that employed case management and home visiting to ensure multi-risk, low-income children and their parents a range of education, health, and social services to meet the complex needs of disadvantaged families. The evaluation of 21 CCDP projects, which followed 4,410 families for five years, found no statistically significant impact on CCDP families when they were compared with control families in either child outcomes (cognitive and socio-emotional development, and health) on parent outcomes (parenting, family economic self-sufficiency, or maternal life course). Since the intervention failed to change parenting behavior or family economic status, the two hypothesized pathways to affecting the well-being of the children, not unexpectedly there were no significant impacts of CCDP on children. The study suggests that the combination of case management and parenting education, delivered through home visits, is not an effective means of improving developmental outcomes for low-income children. 相似文献
15.
Child Care and Children's Peer Interaction at 24 and 36 Months: The NICHD Study of Early Child Care 总被引：3，自引：0，他引：3
《Child development》2001,72(5):1478-1500
Data from the National Institute of Child Health and Human Development Study of Early Child Care were examined to determine how children's experiences in child care were related to peer competence at 24 and 36 months of age, after controlling for the effects of family and child characteristics. Peer competence was assessed using mother and caregiver ratings as well as observations of children with their peers in child care, and at 36 months from observations of dyadic play with a familiar peer. Consistent, albeit modest, relations were found between child-care experiences in the first 3 years of life and children's peer competencies. Positive, responsive caregiver behavior was the feature of child care most consistently associated with positive, skilled peer interaction in child care. Children with more experience in child-care settings with other children present were observed to be more positive and skilled in their peer play in child care, although their caregivers rated them as more negative with playmates. Children who spent more hours in child care were rated by their caregivers as more negative in peer play, but their observed peer play was not related to the quantity of care. Child-care experiences were not associated with peer competence as rated by mothers or as observed in dyadic play with a friend. Maternal sensitivity and children's cognitive and language competence predicted peer competence across all settings and informants, suggesting that family and child-care contexts may play different, but complementary roles in the development of early emerging individual differences in peer interaction. 相似文献
16.
This paper investigates the relationship between attendance at pre-school school and children's outcomes into early adulthood. In particular, we are interested in: child cognitive development at ages 11, 14 and 16; intentions towards tertiary education; economic activity in early adulthood; a group of non-cognitive outcomes such as risky health behaviour; and personality traits. Using matching methods to control for a very rich set of child and family characteristics, we find evidence that pre-school childcare moderately improves results in cognitive tests at age 11 and 14, and 16. Positive effects are especially noticeable for girls and children from disadvantaged socio-economic backgrounds. Results for non-cognitive outcomes are weaker: we do not find any significant evidence of improvement in psychological well-being, petty crime involvement, or on almost all health behaviours. While the cognitive effects may well serve to reduce lifecycle inequalities there is no support here for other important social benefits. 相似文献
17.
Predicting Behavior Problems in Children with Epilepsy: Child Factors, Disease Factors, Family Stress, and Child-Mother Interaction 总被引：4，自引：0，他引：4
This study examines the relative role of parent-child relationships, family stress, and disease factors in predicting behavior problems in children with epilepsy. It extends existing literature on parent-child relationships and behavior problems by examining children with biological risk. Child-mother interaction was observed for 51 children with epilepsy ages 7–13 years and related to teacher- and parent-reported behavior problems. Child's self-reliance correlated with parent-reported problems; expression of affect related to teacher-reported externalizing problems. A child self-reliance factor accounted for behavior problems after partialing age, gender, IQ, epilepsy variables, and family stress. The term child gender × quality of mother-child interaction predicted teacher-reported externalizing problems, with mother-child interaction correlated with behavior problems for boys. Child-parent relationships predict the development of behavior problems over and above the influence of disease-related factors, even for children at considerable biological risk. 相似文献
18.
Lauran Doak 《Journal of Research in Special Educational Needs》2021,21(3):198-210
Augmentative and Alternative Communication (AAC) is a core component of special education for many children with learning disabilities and/or autism who have minimal or no speech. Much literature focuses on implementation of AAC in the classroom or therapy setting, but less is known about how AAC is used in the family home. Few studies are authored by an AAC parent/researcher with reflection on positionality, power and the advantages conferred by ‘insider’ status. This paper addresses this gap by exploring the perspectives of five families of minimally verbal children on the place of AAC in their child’s home communication. Semi-structured family interviews were transcribed and subjected to Thematic Analysis. Formal AAC practices such as Picture Exchange Communication System (PECS) and Makaton were found to play a limited role in the children’s home communication. Findings indicate three possible explanations: the emotional and relationship-building dimensions of family communication; the competing priorities of family life with a disabled child; and the child’s existing multimodal communication strategies including the use of household objects. These findings offer a preliminary starting point for understanding the emic perspectives of AAC families and reasons for their convergence/divergence with professional attitudes to AAC, and warrant further investigation in larger-scale studies. 相似文献
19.
家庭文化环境的营造对于孩子人文素质的提升有重要作用。优良的家庭文化环境应该从三个方面加以经营。其一,家庭人文藏书,可以提升孩子对人文素质的价值认同。其二,家庭文化装饰,可以提升孩子对人文素质的审美认同。其三,家庭人文话题,将会提升孩子对人文素质的现实认同。 相似文献
20.
由于父亲、母亲参与孩子游戏的类型不同,父亲、母亲提供给孩子的情绪情感体验不同,父亲、母亲与孩子建立的亲子关系不同,父亲、母亲对孩子的影响大小不同,在研究中发现父、母亲参与亲子游戏可以促进儿童的自我发现,可以提高孩子玩游戏的兴趣,促进他们良好情感情绪体验,为提升孩子的幸福感,在现实生活中父、母亲应该积极地主动地参与孩子的养育,多与孩子接触,促进孩子身心的健康发展。 相似文献