Testing an intergenerational cascade model of adolescent family and individual functioning, young adult Romantic competence, and third-generation child adjustment: Developmental processes and PROSPER intervention effects

Research has consistently supported the significance of parental attachment in behavioral development during adolescence. Based on the attachment theory and the engine of well-being model, the current study examined the mediating effect of hope in the relation between parental attachment and social problem-solving skills in Chinese early adolescents (N = 745, 6th to 8th grade, age range 11 to 15 years, mean = 12.76, SD = 0.74). Data were collected across two time points, with six months between each time. After confirming the measurement model, the structural equation modeling analysis results showed that hope fully mediated the relation between maternal and paternal attachment, respectively, and social problem-solving skills. The findings are consistent with previous research conducted in the United States showing the mediating role of hope in the relation between family resources and adolescents’ positive goal-directed behavior. These findings also support the application of the attachment theory and the engine of well-being model in Chinese culture and possibly Eastern culture in general. Implications for school psychologists and other mental health professionals to help parents understand how they influence adolescents’ social problem-solving skills (via hope), especially in the Eastern cultural context, are discussed.

BackgroundThis study evaluated two risk pathways that may account for increases in child internalizing and externalizing problems during the COVID‐19 pandemic: one pathway operating through pre‐existing family vulnerability and a second pathway operating through disruption in family functioning occurring in response to the pandemic. We assessed family disruption and family functioning with measures of key family‐level and parenting dimensions, including family cohesion, conflict and routines, and parents’ harsh discipline, lax discipline and warmth. In all models, pre‐pandemic parent emotional distress, financial strain and child maladjustment were included as covariates.MethodsThe sample included 204 families, comprised of parents who had children (M Age = 4.17; 45.1% girls). Parents (M Age = 27.43) completed the first survey prior to COVID‐19 onset in the United States, a second survey after COVID‐19 onset in May 2020 and a third survey two weeks later.ResultsAnalyses were conducted in a model‐building fashion, first computing structural equation models for each family and parenting dimension separately, then advancing significant dimensions into one integrated model for the family‐level factors and a second model for parenting quality factors. Results provided more support for the family disruption hypothesis across all tests. In the family‐level domain, decreases in family cohesion and increases in family conflict each uniquely predicted subsequent child maladjustment. In the parenting domain, increases in harsh discipline and lax discipline each uniquely predicted subsequent child maladjustment. Family routines and parental warmth were not associated with child adjustment. However, parents’ emotional distress prior to the pandemic exhibited a robust association with children’s internalizing problems.ConclusionsThese findings indicate that efforts to support families in adapting to unique conditions of the pandemic will yield the greatest effect for child adjustment. Specifically, interventions should include efforts to help families maintain cohesion and manage conflict, and help parents minimize increases in harsh and lax discipline.

Objectives: Many children are exposed to their peers being bullied, which negatively impacts individuals and the society as a whole. We investigated the effects of elementary school children’s emotional empathy and social problem-solving skills on their defending behaviors. We evaluated the direct and indirect effects of these personal characteristics, mediated through their perceived peer acceptance among classmates. Gender differences were also tested.Methods: The study participants were 386 fourth- and fifth-graders (<i>M</i> = 10.4 yrs.) from six elementary schools in the metropolitan Seoul area of South Korea. Children’s perceived social acceptance, emotional empathy, and problem-solving skills were measured using self-reported questionnaires. Defending behavior was measured using peer nomination. To analyze the data, descriptive statistics and structural equation modeling were conducted using SPSS 21.0 and MPLUS 6.12.Results: Bystanders‘ emotional empathy and social problem-solving skills had significant effects on defending behaviors. Social problem-solving skills directly affected defending behaviors of boys and girls. Girls’ peer acceptance mediated both emotional empathy and social problem-solving skills for defending behaviors, while no mediation effect was found in boys.Conclusion: For children, feeling accepted by classmates is important for defending bullied peers. For girls, peer acceptance magnifies their socio-emotional and socio-cognitive skills, empowering them to defend the bullied peers. However, for boys, having competent socio-cognitive skills alone is sufficient. Based on this study’s findings, it is recommended that interventions are needed to enhance bystanders’ emotional empathy and social problem-solving skills, and thereby, empowering them to be competent defenders against school bullying.

Introduction: Entering College is an important transition from adolescence to young adulthood, with significant changes in habits and learning methods. These changes can cause social anxiety, especially in competitive fields of study such as medical education. Similar results were found in interviews with first-year medical students at Hasanuddin University, who faced the pressure of adaptation and learning materials. Therefore, social problem-solving skills are needed so that students do not experience social anxiety. Social problem-solving skills are one form of coping that can help adolescents adapt to a new environment. Social problem-solving skills, as one form of coping strategy, are very important for students in dealing with various daily problems and have the potential to cause stress (daily life stressors of problems), especially in the first year of college. This study aimed to examine the magnitude of the influence of social problem-solving skills training on reducing social anxiety in first-year students at Hasanuddin University, Faculty of Medicine.Methods: This study used a quasi-experimental method with a Pretest-Posttest Control Group Design. The respondents in this study were 250 first-year students at the Faculty of Medicine, Hasanuddin University, Makassar. The sample selection in this study was carried out using a purposive sampling method; the experimental and control groups were selected and then categorized into experimental and control groups with low and medium scores on social problem solving skills and high and medium scores on social anxiety as one of the subject criteria. The instrument used in the research was the social anxiety scale developed by Liebowitz. The statistical test was an independent sample t-test using IBM Statistics SPSS 26 edition.Results: The results indicated that training in social problem-solving skills influenced the reduction of social anxiety in first-year medical students. The higher the student's social problem-solving skills, the lower the level of social anxiety, with a mean value for the experimental group pretest of 55.4 and posttest of 46.92. However, for the control group, the mean values of pretest and posttest were 34.0 and 36.6, respectively. The SD values of the experimental group pretest and posttest were 14.84 and 14.69, while for the control group; the SD values of pretest and posttest were 17.2 and 17.9, respectively. While the lower the student's social problem-solving skills, the higher the level of social anxiety, with a p-value (sig. (2-tailed) of 0.001 or p<0.001).Conclusion: Social problem-solving skill training gives a significant impact in reducing anxiety in first-year medical students.

We examined whether parents' content and style when discussing past positive and negative emotional experiences with their children were concurrently and predictively linked to prekindergarteners' social skills. Sixty-five low-income Spanish-speaking parent–child dyads discussed a past positive and negative emotional experience at the beginning of prekindergarten. Narratives were coded for parents' elaborative style and emotion resolution, cause, and attribution. Children's emotional and cognitive-processing words were also coded. Children's social problem-solving skills and prosocial behaviors were assessed at the beginning and at the end of prekindergarten. Concurrently, children's social problem-solving skills were related to parents' elaborative style when discussing positive emotional experiences and children's use of cognitive-processing words when discussing negative emotional experiences. Predictively, children whose parents offered resolutions when discussing negative emotional experiences at the beginning of prekindergarten had better social problem-solving skills at the end of prekindergarten. Parents who talked about causes or attributed emotions when discussing past emotional experiences did not necessarily have children with better social skills. Findings suggest that parents' scaffolding when discussing past positive and negative emotional experiences offers opportunities for prekindergarteners to develop social abilities crucial for school readiness.

Social skills are also important for adolescents in identifying and managing their internal conflicts and feelings, which in turn helps in emotional and stress management. This study aims to examine the importance of social and religious skills in adolescents and their relationship with their living environment, with a particular focus on adolescents in Ogogasang Village, Dondo Sub-district, Tolitoli District. Social and religious skills are two important aspects of adolescent development that affect various aspects of their lives, including social interaction, academic achievement and psychological well-being. This research used a descriptive qualitative method with a case study approach to explore an in-depth understanding of the phenomenon under study. Data were collected through in-depth interviews, observations, and document analysis. The results showed that adolescents who have good social and religious skills tend to have more harmonious relationships with family and peers, and show better adaptation in their social environment. A supportive living environment also plays a significant role in the development of these skills. In conclusion, social and religious skills play a crucial role in the lives of adolescents, and their development deserves special attention from parents, educators and society. The implications of this study show the importance of an integrated approach in developing social and religious skills. Social skills are also important for adolescents in identifying and managing their internal conflicts and feelings, which in turn helps in emotional and stress management. This study aims to examine the importance of social and religious skills in adolescents and their relationship with their living environment, with a particular focus on adolescents in Ogogasang Village, Dondo Sub-district, Tolitoli District. Social and religious skills are two important aspects of adolescent development that affect various aspects of their lives, including social interaction, academic achievement and psychological well-being. This research used a descriptive qualitative method with a case study approach to explore an in-depth understanding of the phenomenon under study. Data were collected through in-depth interviews, observations, and document analysis. The results showed that adolescents who have good social and religious skills tend to have more harmonious relationships with family and peers, and show better adaptation in their social environment. A supportive living environment also plays a significant role in the development of these skills. In conclusion, social and religious skills play a crucial role in the lives of adolescents, and their development deserves special attention from parents, educators and society. The implications of this study show the importance of an integrated approach in developing social and religious skills.

[EMBARGOED UNTIL 8/1/2024] Relationships do not occur in a vacuum, but within an environment of historical, cultural, social, and political contexts, which have important implications for relationship formation and decisions (Landor &amp; Barr, 2018). Failure to consider the systematic implications of race and racism within the romantic and peer group literature impedes the understanding of intimate connections, particularly as it relates to interracial contact. Utilizing a sample of African Americans, the current study aims to address gaps in the literature regarding the lasting impact of racial discrimination on intergroup contact, the interaction between skin tone and racial discrimination on intergroup contact, and the mitigating or exacerbating effects of racial socialization. This study conceptualizes intergroup contact as interracial romantic relationships and close friendships. It is hypothesized that (1) higher levels of racial discrimination in adolescence will be associated with higher odds of being in an intraracial romantic relationship in young adulthood, (2) individuals reporting higher levels of racial discrimination in adolescence and having a darker skin tone will have higher odds of being in an intraracial romantic relationship in young adulthood, (3) racial socialization in adolescence will moderate the effects of racial discrimination in adolescence on romantic relationship type (interracial/intraracial) in young adulthood, (4) higher levels of racial discrimination in adolescence will be associated with higher composition of African American friends in young adulthood, (5) individuals reporting higher levels of racial discrimination in adolescence and having a darker skin tone, will have a higher composition of African American friends in young adulthood, and (6) individuals with higher levels of racial discrimination and higher levels of racial socialization in adolescence will have higher composition of African American friends in young adulthood. Based on the results, the hypotheses were partially supported. There were significant associations between racial discrimination in adolescence and romantic relationship type (interracial/intraracial), where an increase in discrimination increased the odds of being in an intraracial relationship in young adulthood. There were no significant associations between racial discrimination in adolescence and friend group composition in young adulthood. Furthermore, the hypotheses that skin tone and racial socialization would moderate the effects of racial discrimination in adolescence on friend group composition and relationship type (interracial/intraracial) in young adulthood were not supported. These findings illustrate the interpersonal implications of racial discrimination, an area that has been largely understudied. Additionally, the study added to the literature by examining the predictors of intergroup contact in a longitudinal sample, allowing for the examination of casual effects. Moreover, the current study recognized the potential for skin tone and racial socialization to exacerbate the effects of racial discrimination and the likely importance of these variables in the intergroup contact literature. These additions to the literature allow for continued expansion of the understanding of intergroup contact and racial boundaries between groups.

IntroductionSocial competence is one of the primary components of mental health development. This study examines the associations between adolescent competence and its components, and adulthood adaptive functioning and internalizing and externalizing problems. MethodsAs part of a longitudinal study that begun in Finland in 1989, 191 mothers, 126 fathers and their 192 16–17-year-old adolescent children completed a standardized questionnaire, the Child Behavior Checklist or the Youth Self Report, to analyse the adolescents’ total competence and its subscales (activity, social skills and school performance). Ten years later, the former adolescents completed the corresponding Adult Self Report questionnaire to assess adaptive functioning as well as internalizing and externalizing symptoms. ResultsBetter total competence or social skills in adolescence were associated with a good level of adaptive functioning and a low level of internalizing symptoms in young adulthood. Better scores in school performance subscale according to the parents’ reports were associated with a low level of externalizing symptoms in young adulthood. Together with total competence and social skills, concurrent partner relationship status was associated with optimal outcomes. ConclusionThis study supports earlier findings that better social competence in adolescence is associated with fewer internalizing problems in young adulthood, and indicates a longitudinal association between adolescent competence and adult adaptive functioning. It is important to study whether interventions supporting adolescents’ competence could promote mental health in their subsequent development into young adulthood.

This study investigated the relation between stressful life events and adjustment in elementary school children, with particular emphasis on the potential main and stress-buffering effects of social support and social problem-solving skills. Third through fifth graders (N = 361) completed social support and social problem-solving measures. Their parents provided ratings of stress in the child's environment and ratings of the child's behavioral adjustment. Teachers provided ratings of the children's behavioral and academic adjustment. Hierarchical multiple regressions revealed significant stress-buffering effects for social support and problem-solving skills on teacher-rated behavior problems, that is, higher levels of social support and problem-solving skills moderated the relation between stressful life events and behavior problems. A similar stress-buffering effect was found for problem-solving skills on grade-point average and parent-rated behavior problems. In terms of children's competent behaviors, analyses supported a main effect model of social support and problem-solving. Possible processes accounting for the main and stress-buffering effects are discussed.

Narcolepsy often begins during adolescence and young adulthood, which are crucial periods for social development. The symptoms of narcolepsy likely impact social interactions, but little research has assessed the effects of narcolepsy on social relationships. The current study investigated the impact of narcolepsy on friendships and romantic and sexual relationships. Young adults (18-39 years) with narcolepsy were recruited through national narcolepsy patient organizations. Participants (n = 254) completed an online survey assessing their friendships and romantic and sexual relationships, including communication about their social relationships with medical providers. All participants (mean age = 28.8 years; 87% female, 92% White/Caucasian) reported that narcolepsy made their social life more challenging. They reported receiving more support from significant others, compared to family or friends (P < .05). Most (80%) indicated that narcolepsy currently impacted their sex life. Only a few participants reported that their providers asked about their social and sex lives, though they wanted providers to ask. Narcolepsy impacts social functioning in young adults. Many individuals with narcolepsy prioritize single, meaningful, romantic relationships as developing and sustaining new relationships may be challenging. In addition, narcolepsy symptoms impact sexual functioning. Though many participants wanted to discuss their social and sex lives with providers, only a few providers ask. Treatment of narcolepsy in young adulthood should include supporting individuals regarding the impact on social, romantic, and sexual health. Davidson RD, Biddle K, Nassan M, Scammell TE, Zhou ES. The impact of narcolepsy on social relationships in young adults. J Clin Sleep Med. 2022;18(12):2751-2761.

Young children’s social-emotional competence is predictive of their later success in school. Social problem-solving is a key component of social-emotional competence. While there is research to suggest we can effectively support young children in developing social problem-solving skills, further work is needed to advance our understanding of how to operationalize, measure, and provide interventions on social problem-solving skills. It is particularly important to understand how to support social problem-solving skills in children with disabilities and diverse functional repertoires. We outline critical issues related to operationalizing, measuring, and teaching social problem-solving and propose 19 recommendations for addressing these critical issues. We suggest future directions for research in social problem-solving centering around four key questions.

V. Capasso D. Bakstein An Introduction to Continuous-Time Stochastic Processes: Theory, Models and Applications in Finance Biology and Medicine 2005 Birkhauser 0-8176-3234-4 343 pp.

Maternal use of physical and non-physical forms of discipline and preschoolers’ social and literacy skills in 25 African countries

The purpose of this research is to examine the effect of social skills education on social skills, social and emotional adaptations and problem-solving skills of children who emigrated from Syria. The research was designed in quasi-experimental design with a pretest-posttest group. The study group of the research consists of experiment (9 female, 9 male) and control (7 female, 9 male) group totally 34 60-69 month old preschool period children who attend a preschool in the central district of Kilis. Social Skills Evaluation Scale (at the age of 4-6), Marmara Socio-Emotional Adaptation Scale and Wally Child Social Problem–Solving Detective Game Test were used. As a result of this research it was determined that Social Skills Education Program had a positive influence on social problem solving skills, social and emotional adaptations and social skills of children who emigrated from Syria.

The relationship of different learning environments (traditional versus constructivist/collaborative) to students’ psychological sense of community in the classroom was examined in this study. In addition to students’ sense of community, students’ social skills and social behavior were also examined. Measures of students’ psychological sense of community in the classroom, social problem-solving skills, one’s own social behavior, and social behavior of the class were collected. Results from this study suggest that constructivist/collaborative learning environments support students’ psychological sense of community in the classroom and social problemsolving skills better than traditional learning environments, and that psychological sense of community in the classroom is an important factor in students’ social skills and social behavior in the classroom setting.