Children's Behavioral Adjustment Research Articles

A longitudinal study of socioeconomic status, family processes, and child adjustment from preschool until early elementary school: the role of social competence

ObjectiveUsing a short-term longitudinal design, this study examined the concurrent and longitudinal relationships among familial socioeconomic status (SES; i.e., family income and maternal and paternal education levels), marital conflict (i.e., constructive and destructive marital conflict), parenting practices (i.e., positive and negative parenting practices), child social competence (i.e., social skills), and child behavioral adjustment (i.e., internalizing and externalizing problems) in a comprehensive model.MethodsThe sample included a total of 1604 preschoolers aged 5 years at Time 1 and first graders aged 6 years at Time 2 (51.5% male). Parents completed a self-reported questionnaire regarding their SES, marital conflict, parenting practices, and their children’s behavioral adjustment. Teachers also evaluated the children’s social competence.ResultsThe path analysis results revealed that Time 1 family income and maternal and paternal education levels were respectively related to Time 1 social skills and Time 2 internalizing and externalizing problems, both directly and indirectly, through their influence on destructive and constructive marital conflict, as well as negative and positive parenting practices. Notably, after controlling for Time 1 behavioral problems as mediating mechanisms in the link between family factors (i.e., SES, marital conflict, and parenting practices) and behavioral adjustment, Time 1 social skills significantly and inversely influenced both the internalization and externalization of problems at Time 2.ConclusionsThe merit of examining SES, marital conflict, and parenting practices as multidimensional constructs is discussed in relation to an understanding of processes and pathways within families that affect child mental health functioning. The results suggest social competence, which is influenced by the multidimensional constructs of family factors, may prove protective in reducing the risk of child maladjustment, especially for children who are socioeconomically disadvantaged.

The Effectiveness of Parenting Programs

Parenting practices predict important outcomes for children, and parenting programmes are potentially effective means of supporting parents to promote optimal parenting for pre-adolescent children. The aim of this review was to evaluate the effectiveness of parenting programmes by summarising findings of relevant systematic reviews published in the Campbell Library. Six Campbell systematic reviews evaluated the effectiveness of a range of parenting programmes in the primary and secondary prevention of behavioural problems (among children aged 0 – 3 years), early onset conduct disorder (among children aged 3 – 12 years), outcomes for parents and children with ADHD, outcomes for particular groups of parents and children (i.e., with intellectual disabilities and teenagers), and the psychosocial functioning of parents. The findings of these reviews show that parenting programmes can be effective in improving the emotional and behavioural adjustment of children in the first 12 years of life, in addition to enhancing the psychosocial wellbeing of their parents. The findings also suggest that further research is needed to assess effectiveness of programmes for specific subgroups of parents (e.g., fathers, teenagers, parents with intellectual disabilities) and to assess the long-term effectiveness of parenting programmes.

Group‐based parent training programmes for improving emotional and behavioural adjustment in children

International Journal of Nursing PracticeVolume 23, Issue 6 e12540 COCHRANE NURSING CARE NETWORK Group-based parent training programmes for improving emotional and behavioural adjustment in children Kate Rowan-Robinson RN, BN, GradDipSexol, MACN, Corresponding Author Kate Rowan-Robinson RN, BN, GradDipSexol, MACN Nurse Manager kate.rowan-robinson@sonichealthplus.com.au National Nurse Manager, Sonic Health Plus, WA Head Office, Western Australia, AustraliaEmail: kate.rowan-robinson@sonichealthplus.com.auSearch for more papers by this author Kate Rowan-Robinson RN, BN, GradDipSexol, MACN, Corresponding Author Kate Rowan-Robinson RN, BN, GradDipSexol, MACN Nurse Manager kate.rowan-robinson@sonichealthplus.com.au National Nurse Manager, Sonic Health Plus, WA Head Office, Western Australia, AustraliaEmail: kate.rowan-robinson@sonichealthplus.com.auSearch for more papers by this author First published: 17 May 2017 https://doi.org/10.1111/ijn.12540Citations: 1Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume23, Issue6December 2017e12540 RelatedInformation

Randomized controlled trial of Triple P for parents of children with asthma or eczema: Effects on parenting and child behavior.

Parents play an important role in children's illness management, in promoting child adjustment and reducing behavior problems. Little research has focused on the evaluation of parenting interventions in the context of childhood chronic illness. The aim of this study was to test the efficacy of a brief, group parenting intervention (Healthy Living Triple P) in improving parenting skills and parent adjustment, and reducing child behavioral and emotional difficulties in the context of childhood asthma and eczema. One hundred seven parents of children with a diagnosis of asthma and/or eczema were randomly assigned to intervention (n = 52) or care as usual (CAU; n = 55). Parents completed self-report measures of their child's behavioral and emotional adjustment, their own parenting, and their own level of adjustment at pre- and postintervention and at 6-month follow-up. Parent-child interactions were observed and coded at each time point. The intervention consisted of 2 group sessions of 2 hr each delivered by trained, accredited practitioners. Attrition was low, with T2 and T3 assessment completed by 84.6% and 80.8% of intervention families and 92.7% and 81.8% of CAU families, respectively. Intention-to-treat analyses indicated that overall parent-reported ineffective parenting as well as parental overreactivity reduced as a result of intervention. Parent report of child behavior problems also decreased, but there were no changes in children's emotional adjustment. No changes in observed parent or child behavior were found. Stress reduced for parents in the intervention group compared to the CAU group, but there were no changes in parental anxiety or depression. Effects showed evidence of reliable and clinical change and were maintained at 6-month follow-up. The intervention shows promise as an addition to clinical services for children with asthma and eczema and may have broader application to other chronic health conditions. (PsycINFO Database Record

Predicting changes in adaptive functioning and behavioral adjustment following treatment for a pediatric brain tumor: A report from the Brain Radiation Investigative Study Consortium

Children are at risk for behavioral and adaptive difficulties following pediatric brain tumor. This study explored whether familial/demographic, developmental, diagnostic, or treatment-related variables best predict posttreatment behavioral and adaptive functioning. Participants included 40 children (mean age=12.76years, SD=4.01) posttreatment (mean time since diagnosis=1.99years, SD=0.21) for pediatric brain tumor. Parents rated children's behavioral adjustment and adaptive functioning and provided demographic and developmental histories. Diagnostic and treatment-related information was abstracted from medical records. Ratings of adaptive and behavioral functioning approximately 2years postdiagnosis were within the average range, although the percentage of children exceeding clinical cutoffs for impairment in adaptive skills exceeded expectation, particularly practical skills. Premorbid behavior problems and tumor size predicted posttreatment adaptive functioning. After accounting for adaptive functioning near diagnosis, premorbid behavior problems predicted declines in adaptive functioning 2years postdiagnosis. After accounting for adjustment near diagnosis, no variables predicted declines in behavioral adjustment. Children may be vulnerable to reduced adaptive functioning following pediatric brain tumor treatment, especially in practical skills. Assessing prediagnosis functioning and diagnostic and treatment-related variables may improve our ability to predict those at greatest risk, although those factors may be less helpful in identifying children likely to develop behavioral difficulties. Screening of these factors in tertiary care and long-term follow-up settings may improve identification of those at greatest need for support services.

One or many? Which and how many parenting variables should be targeted in interventions to reduce children's externalizing behavior?

This research compared the efficacy of two parenting interventions that vary according to the number and the nature of variables in reducing preschoolers' externalizing behavior (EB). The goal was to identify which parenting intervention format (one-variable versus two-variable) caused higher behavioral adjustment in children. The first was a one-variable intervention manipulating parental self-efficacy beliefs. The second was a two-variable intervention manipulating both parents' self-efficacy beliefs and emotion coaching practices. The two interventions shared exactly the same design, consisting of eight parent group sessions. Effect on children's EB and observed behaviors were evaluated through a multi-method assessment at three points (pre-test, post-test and follow-up). The results highlighted that compared to the waitlist condition, the two intervention formats tended to cause a significant reduction in children's EB reported by their parent. However, the one-variable intervention was found to lead to a greater decrease in children's EB at follow-up. The opposite was reported for children's observed behavior, which was improved to a greater extent in the two-variable intervention at post-test and follow-up. The results illustrated that interventions' format cannot be considered as purely interchangeable since their impact on children's behavior modification is different. The results are discussed for their research and clinical implications.

Initial Validation of the Parent-Report Child Adjustment and Parent Efficacy Scale (CAPES) in a Chinese Cultural Context.

This study aimed to validate a parent-report measure of child adjustment and parenting efficacy (Child Adjustment and Parent Efficacy Scale [CAPES]) in a Chinese cultural context. Six hundred and fifty Chinese parents in China participated in the study and completed a set of questionnaires including the CAPES, the Strengths and Difficulties Questionnaire (SDQ), the Parenting Sense of Competence Scale (PSOC), and the Parenting and Family Adjustment Scales (PAFAS). The factorial, convergent, and concurrent validity as well as internal consistency were evaluated. The results provided support for a new 2-factor structure of child behavioral and emotional adjustment. The 1-factor structure of parenting efficacy was confirmed. The three constructs obtained satisfactory internal consistency. Moreover, the CAPES scores correlated significantly with the SDQ, PSOC, and PAFAS in the expected pattern, which indicated its excellent convergent and concurrent validity. Therefore, it is a promising measure, due to its brevity and comprehensiveness, with the first indications of satisfactory internal consistency and validity among Chinese parents. However, a revision of the instrument is needed to avoid the ordering effects of positive and negative items, and further hypothesis-driven research is also needed to validate the (revised) instrument in different Chinese samples.

Parent emotion socialization and children's socioemotional adjustment: when is supportiveness no longer supportive?

AbstractParents' supportive emotion socialization behaviors promote children's socioemotional competence in early childhood, but the nature of parents' supportiveness may change over time, as children continue to develop their emotion‐related abilities and enter contexts that require more complex and nuanced social skills and greater autonomy. To test whether associations between parents' supportiveness of children's negative emotions and children's socioemotional adjustment vary with child age, 81 parents of 3‐ to 6‐year‐old children completed questionnaires assessing their responses to children's negative emotions and their children's emotion regulation, lability, social competence, and behavioral adjustment. As predicted, child age moderated the associations between parents' supportiveness and children's socioemotional adjustment. For younger children, parents' supportiveness predicted better emotion regulation and less anxiety/internalizing and anger/externalizing problems. However, for older children, these associations were reversed, suggesting that socialization strategies which were supportive for younger children may fail to foster socioemotional competence among 5‐ to 6‐year‐old children. These results suggest the importance of considering emotion socialization as a dynamic, developmental process, and that parents' socialization of children's emotions might need to change in response to children's developing emotional competencies and social demands.

Preschool self regulation predicts later mental health and educational achievement in very preterm and typically developing children

Objective: To examine the extent to which preschool emotional and behavioral regulatory difficulties were associated with an increased risk of later mental health and educational problems. Of particular interest was whether early regulatory abilities contributed to later risk once baseline child behavioral adjustment and cognitive function were taken into account. Method: Data were drawn from a prospective longitudinal study of 223 children born very preterm (VPT; <32 weeks gestation, n = 110) and full term (37–40 weeks gestation). At corrected ages 2 and 4 years, children’s regulatory abilities were assessed using (1) direct observation of child behavior, (2) a modified version of the Emotion Regulation Checklist, and (3) tester ratings of child behavior during neuropsychological testing. At age 9 years, mental health and educational achievement were assessed using the Development and Well-being Assessment interview and the Woodcock Johnson-III Tests of Achievement. Results: VPT-born children had poorer emotional and behavioral regulation across all measures and time points. They also had higher rates of DSM-IV mental health disorder and educational delay at age 9. Across both study groups, poorer self regulation was associated with an increased risk of ADHD, conduct disorder, anxiety disorders and any disorder net of preschool child behavior problems and social risk. In contrast, only associations between early regulation and later language and any educational delay remained significant after adjustment for preschool cognitive functioning and family social risk. Conclusion: Early assessment of regulation in addition to behavioral screening may improve the early identification of preschool children at mental health risk.

A pilot study of art therapy for children with special educational needs in Hong Kong

A pilot study explored the effectiveness of art therapy in improving the self-motivation and emotional and behavioral adjustment of children with special educational needs in Hong Kong. Six children aged between 6 and 10 participated in an art therapy group for 14 weekly sessions. Results from a range of standardized tests administered before and after the session block indicated that the art therapy group had little impact on the children’s sense of autonomy, competence, and relatedness in their learning. However, in-session observations showed that the art therapy facilitated the fulfilment of these three areas, and parental reports via interview indicated that art therapy had improved the emotional and behavioral adjustment of their children. Issues in facilitating art therapy groups for children with special education needs are discussed.

Group-based parent training programmes for improving emotional and behavioural adjustment in young children.

Emotional and behavioural problems in children are common. Research suggests that parenting has an important role to play in helping children to become well-adjusted, and that the first few months and years are especially important. Parenting programmes may have a role to play in improving the emotional and behavioural adjustment of infants and toddlers, and this review examined their effectiveness with parents and carers of young children. 1. To establish whether group-based parenting programmes are effective in improving the emotional and behavioural adjustment of young children (maximum mean age of three years and 11 months); and2. To assess whether parenting programmes are effective in the primary prevention of emotional and behavioural problems. In July 2015 we searched CENTRAL (the Cochrane Library), Ovid MEDLINE, Embase (Ovid), and 10 other databases. We also searched two trial registers and handsearched reference lists of included studies and relevant systematic reviews. Two reviewers independently assessed the records retrieved by the search. We included randomised controlled trials (RCTs) and quasi-RCTs of group-based parenting programmes that had used at least one standardised instrument to measure emotional and behavioural adjustment in children. One reviewer extracted data and a second reviewer checked the extracted data. We presented the results for each outcome in each study as standardised mean differences (SMDs) with 95% confidence intervals (CIs). Where appropriate, we combined the results in a meta-analysis using a random-effects model. We used the GRADE (Grades of Recommendations, Assessment, Development, and Evaluation) approach to assess the overall quality of the body of evidence for each outcome. We identified 22 RCTs and two quasi-RCTs evaluating the effectiveness of group-based parenting programmes in improving the emotional and behavioural adjustment of children aged up to three years and 11 months (maximum mean age three years 11 months).The total number of participants in the studies were 3161 parents and their young children. Eight studies were conducted in the USA, five in the UK, four in Canada, five in Australia, one in Mexico, and one in Peru. All of the included studies were of behavioural, cognitive-behavioural or videotape modelling parenting programmes.We judged 50% (or more) of the included studies to be at low risk for selection bias, detection bias (observer-reported outcomes), attrition bias, selective reporting bias, and other bias. As it is not possible to blind participants and personnel to the type of intervention in these trials, we judged all studies to have high risk of performance bias. Also, there was a high risk of detection bias in the 20 studies that included parent-reported outcomes.The results provide evidence that group-based parenting programmes reduce overall emotional and behavioural problems (SMD -0.81, 95% CI -1.37 to -0.25; 5 studies, 280 participants, low quality evidence) based on total parent-reported data assessed at postintervention. This result was not, however, maintained when two quasi-RCTs were removed as part of a sensitivity analysis (SMD -0.67, 95% CI -1.43 to 0.09; 3 studies, 221 participants). The results of data from subscales show evidence of reduced total externalising problems (SMD -0.23, 95% CI -0.46 to -0.01; 8 studies, 989 participants, moderate quality evidence). Single study results show very low quality evidence of reductions in externalising problems hyperactivity-inattention subscale (SMD -1.34; 95% CI -2.37 to -0.31; 19 participants), low quality evidence of no effect on total internalising problems (SMD 0.34; 95% CI -0.12 to 0.81; 73 participants), and very low quality evidence of an increase in social skills (SMD 3.59; 95% CI 2.42 to 4.76; 32 participants), based on parent-reported data assessed at postintervention. Results for secondary outcomes, which were also measured using subscales, show an impact on parent-child interaction in terms of reduced negative behaviour (SMD -0.22, 95% CI -0.39 to -0.06; 7 studies, 941 participants, moderate quality evidence), and improved positive behaviour (SMD 0.48, 95% CI 0.17 to 0.79; 4 studies, 173 participants, moderate quality evidence) as rated by independent observers postintervention. No further meta-analyses were possible. Results of subgroup analyses show no evidence for treatment duration (seven weeks or less versus more than eight weeks) and inconclusive evidence for prevention versus treatment interventions. The findings of this review, which relate to the broad group of universal and at-risk (targeted) children and parents, provide tentative support for the use of group-based parenting programmes to improve the overall emotional and behavioural adjustment of children with a maximum mean age of three years and 11 months, in the short-term. There is, however, a need for more research regarding the role that these programmes might play in the primary prevention of both emotional and behavioural problems, and their long-term effectiveness.

Predicting trajectories of behavioral adjustment in children diagnosed with acute lymphoblastic leukemia.

PurposePrevious research showed that children with cancer are at risk for developing behavioral adjustment problems after successful treatment; however, the course of adjustment remains unclear. This study focuses on adjustment trajectories of children during treatment for acute lymphoblastic leukemia (ALL) and aims to distinguish subgroups of patients showing different trajectories during active treatment, and to identify sociodemographic, medical, and psychosocial predictors of the distinct adjustment trajectories.MethodsIn a multicenter longitudinal study, 108 parents of a child (response rate 80 %) diagnosed with ALL were assessed during induction treatment (T0), after induction/consolidation treatment (T1), and after end of treatment (T2). Trajectories of child behavioral adjustment (Child Behavior Checklist; CBCL) were tested with latent class growth modeling (LCGM) analyses.ResultsFor internalizing behavior, a three-trajectory model was found: a group that experienced no problems (60 %), a group that experienced only initial problems (30 %), and a group that experienced chronic problems (10 %). For externalizing behavior, a three-trajectory model was also found: a group that experienced no problems (83 %), a group that experienced chronic problems (12 %), and a group that experienced increasing problems (5 %). Only parenting stress and baseline QoL (cancer related) were found to contribute uniquely to adjustment trajectories.ConclusionsThe majority of the children (77 %) showed no or transient behavioral problems during the entire treatment as reported by parents. A substantial group (23 %) shows maladaptive trajectories of internalizing behavioral problems and/or externalizing behavioral problems. Screening for risk factors for developing problems might be helpful in early identification of these children.Electronic supplementary materialThe online version of this article (doi:10.1007/s00520-016-3289-9) contains supplementary material, which is available to authorized users.

When a Non-resident Worker is a Non-resident Parent: Investigating the Family Impact of Fly-In, Fly-Out Work Practices in Australia

Non-resident work practices, which involve prolonged separations from family, long-distance commuting between home and remote work sites and long work hours across compressed rosters, are now commonplace in Australia. This study examined the impact of these work arrangements, often termed Fly-In/Fly-Out (FIFO), on children and families, and to identify family-related and employment-related factors that influence child and family outcomes. Anonymous online surveys containing measures of family and couple relationship quality, child behavioral and emotional adjustment, parenting and personal adjustment were completed by 232 partners of FIFO workers, 46 FIFO workers, and a comparison group of community parents (N = 294 mothers, N = 36 fathers). There were no differences between FIFO partners and community parents on family or couple relationship quality, parenting competence and child behavioral or emotional difficulties. FIFO partners reported higher levels of personal emotional problems and greater usage of harsh discipline practices than community mothers, while FIFO workers reported greater work to family conflict and alcohol use than community fathers. Regression analyses on the FIFO partners sample indicated that child and family functioning were best predicted by family factors, including harsh parenting and parental emotional adjustment. Implications of the findings for the design and provision of family-based support for FIFO families are discussed.

Depression Trajectories of Antenatally Depressed and Nondepressed Young Mothers: Implications for Child Socioemotional Development

ObjectivesThis study explores the longitudinal trajectories of depressive symptoms in young mothers and investigate the consequences of maternal depression for children's birth outcomes and behavioral adjustment. HypothesisAntenatal depression puts children of young mothers at risk for adjustment difficulties by adversely impacting birth outcomes and maternal symptoms after birth. MethodsData were drawn from a three-wave randomized, controlled trial of a statewide home visiting program for young primiparous women. A subsample of women (n = 400) who were prenatal at intake was used in the analysis. Mothers were divided into an antenatally depressed group (ADG; 40%) and a healthy group (HG) based on their symptoms at intake. Mothers reported depressive symptoms at intake and 12- and 24-month follow-up, and filled out a checklist of child behavior problems at 24 months follow-up. Perinatal and birth outcomes were derived from the Electronic Birth Certificate collected by the State Department of Public Health at discharge from the hospital. ResultsADG and HG had similar pregnancy characteristics and birth outcomes, but ADG reported more child behavioral problems. Multigroup latent growth curve analysis provided evidence for distinct depression trajectories. A mediation hypothesis was not supported. In both groups, steeper increase in symptoms over time predicted more mother-reported child behavioral problems. ConclusionsFindings are consistent with studies linking antenatal depression with post-birth symptoms, underscoring the importance of prenatal screening for depression.

Perceived Parent-Child Relations, Conduct Problems, and Clinical Improvement Following the Treatment of Oppositional Defiant Disorder.

Our objective in this study was to examine the moderating influence of parent-child relationship quality (as viewed by the child) on associations between conduct problems and treatment responses for children with oppositional defiant disorder (ODD). To date, few studies have considered children's perceptions of relationship quality with parents in clinical contexts even though extant studies show the importance of this factor in children's behavioral adjustment in non-clinical settings. In this study, 123 children (ages 7 - 14 years, 61.8% male, 83.7% white) who fulfilled DSM-IV criteria for ODD received one of two psychosocial treatments: Parent Management Training or Collaborative & Proactive Solutions. In an earlier study, both treatments were found to be effective and equivalent in treatment outcomes (Ollendick et al., in press). In the current study, pre-treatment maternal reports of conduct problems and pre-treatment child reports of relations with parents were used to predict outcomes in ODD symptoms and their severity following treatment. Elevated reports of children's conduct problems were associated with attenuated reductions in both ODD symptoms and their severity. Perceived relationship quality with parents moderated the ties between conduct problems and outcomes in ODD severity but not the number of symptoms. Mother reports of elevated conduct problems predicted attenuated treatment response only when children viewed relationship quality with their parents as poorer. When children viewed the relationship as higher quality, they did not show an attenuated treatment response, regardless of reported conduct problems. The current findings underscore the importance of children's perspectives in treatment response and reductions in externalizing child behaviors.

Factors impacting the quality of peer relationships of youth with Tourette's syndrome.

BackgroundTourette’s syndrome (TS) is a poorly understood neurodevelopmental disorder consistently associated with impaired peer relationships. This research aimed to investigate the relationship between TS and the ability of diagnosed youth to form secure attachment relationships with peers. A quantitative study examined differences between youth with TS and typically developing peers in social functioning, relationship problems and attachment security. Qualitative studies sought to identify factors that enhanced or impeded the ability to form secure peer relationships, including the impact of tic severity, comorbidity and personality traits. All research was conducted from the parental perspective.MethodsThe research consisted of a controlled, survey-based qualitative and quantitative study (Study One) of parents of youth with TS (n = 86) and control group peers (n = 108), and a qualitative telephone interview-based study of TS group parents (Study Two, n = 22). Quantitative assessment of social functioning, peer problems and peer attachment security was conducted using the Paediatric Quality of Life inventory, the Strengths and Difficulties Questionnaire and the Attachment Questionnaire for Children. Qualitative data relating to personality was classified using the Five Factor Model.ResultsResults revealed significantly higher rates of insecure peer attachment, problems in peer relationships, difficulty making friends, stigmatisation and lower levels of social functioning for the TS group. Significant between-group differences in number and type of factors impacting peer relationships were also determined with ‘personality’ emerging as the most prevalent factor. Whilst Extraversion and Agreeableness facilitated friendships for both groups, higher rates of Neuroticism were barriers to friendship for individuals with TS. The TS group also identified multiple ‘non-personality’ factors impacting peer relationships, including TS and comorbid symptom severity, the child’s psychological and behavioural adjustment to their disorder, coping strategies and the behaviour and attitudes of peers.DiscussionOur findings suggest that, whilst Extraversion and Agreeableness facilitated friendships for both groups, higher rates of Neuroticism were barriers to friendship for individuals with TS. Notwithstanding the fact that these findings are based on parental report and not the perceptions of youth themselves, this study may help clinicians to identify youth at increased risk of developing insecure peer relationships and guide the development of targeted supports.ConclusionsThe findings from the study may help clinicians, parents and individuals with TS to better understand and cope with the difficulties experienced in interactions with peers.Electronic supplementary materialThe online version of this article (doi:10.1186/s40359-015-0090-3) contains supplementary material, which is available to authorized users.

Sharing information with children conceived using in vitro fertilisation: the effect of parents’ privacy orientation

Objective: To examine the moderating effect of parents’ approach to sharing information with children on the outcomes of information-sharing about in vitro fertilisation (IVF) conception. Background: Mental health professionals encourage parents to share information about IVF conception with their children, but limited research is available on associations among information-sharing, parent–child relationship quality and child adjustment. Predictions based on Communication Privacy Management Theory suggest that how parents share private information with children will moderate the association between sharing information about a child’s IVF conception and parent–child relationship quality and indirectly affect child adjustment. Method: Study hypotheses were tested using a sample of 175 families with 246 6- to 12-year-old children conceived using IVF. Path models hypothesised associations among information-sharing, parent privacy orientation, parent–child relationship satisfaction and child behavioural and emotional adjustment. Results: The results supported the proposed process. Among parents with an ‘open’ privacy orientation, IVF information-sharing with children positively related to parent–child relationship quality (r = .19, p = .03). This association was negative when parents had a ‘restricted’ privacy orientation (r = –.34, p = .01). In turn, relationship quality affected child adjustment. Conclusion: Children conceived using IVF report wanting to know about their conception method and infertility counsellors often recommend information-sharing. These findings support the need to better understand IVF information-sharing processes, and parents who favour a ‘restricted’ privacy orientation may require additional support to promote open communication with children about their IVF conception.

Oxidative Stress, Motor Abilities, and Behavioral Adjustment in Children Treated for Acute Lymphoblastic Leukemia.

To examine associations among oxidative stress, fine and visual-motor abilities, and behavioral adjustment in children receiving chemotherapy for acute lymphoblastic leukemia (ALL) . A prospective, repeated-measures design . Two pediatric oncology settings in the southwestern United States. 89 children with ALL were followed from diagnosis to the end of chemotherapy. Serial cerebrospinal fluid samples were collected during scheduled lumbar punctures and analyzed for oxidative stress biomarkers. Children completed fine motor dexterity, visual processing speed, and visual-motor integration measures at three time points. Parents completed child behavior ratings at the same times. Oxidative stress, fine motor dexterity, visual processing, visual-motor integration, and behavioral adjustment . Children with ALL had below-average fine motor dexterity, visual processing speed, and visual-motor integration following the induction phase of ALL therapy. By end of therapy, visual processing speed normalized, and fine motor dexterity and visual-motor integration remained below average. Oxidative stress measures correlated with fine motor dexterity and visual-motor integration. Decreased motor functioning was associated with increased hyperactivity and anxiety . Oxidative stress occurs following chemo-therapy for childhood ALL and is related to impaired fine motor skills and visual symptoms . Early intervention should be considered to prevent fine motor and visual-spatial deficits, as well as behavioral problems.

Erratum to: Effectiveness of Group Positive Parenting Program (Triple P) in Changing Child Behavior, Parenting Style, and Parental Adjustment: An Intervention Study in Japan

Erratum to: Effectiveness of Group Positive Parenting Program (Triple P) in Changing Child Behavior, Parenting Style, and Parental Adjustment: An Intervention Study in Japan

The effects of exposure to an enhanced preschool program on the social-emotional functioning of at-risk children

Social and emotional skills facilitate school readiness, yet evaluations of preschool programs typically focus on the cognitive benefits of early education and rarely examine the impact of preschool on “non-cognitive” outcomes. This study used propensity score matching to create two groups of preschool participants to compare how preschool duration was associated with children's emotion knowledge, social competence, and behavioral adjustment at kindergarten. Subjects were drawn from an evaluation study of a comprehensive public preschool program that included an evidence-based social-emotional curriculum. Compared to children who participated in one year of the preschool program, children who attended for two years were rated by teachers as exhibiting greater levels of social competence over time from the first year of preschool to kindergarten. At kindergarten, children who attended the program for two years demonstrated higher levels of emotion knowledge. Implications of the results for preschool interventions are discussed.