Positive Developmental Outcomes Research Articles

What predicts children’s perceptions of intergroup connections within the classroom?: A social networks-based approach

Intergroup connections play a role in fostering positive developmental outcomes. Scholarship has been limited in exploring children’s perceptions of such relationships. We apply cognitive social structures and network assortativity coefficients to capture third through eighth grade children’s perceptions of intergroup connections related to gender, socio-economic status, and race/ethnicity within their classroom networks. Of the 99 participants, 35.4% were African American/Black, 27.3% were Latino(a), and 26.3% were White. Additionally, 77.8% of students were eligible for free/reduced lunch. Regression analyses revealed that grade level and prosocial behaviors were associated with children’s perceptions of network assortativity based on gender. Findings indicated that free lunch status, perceived popularity, and peer-nominated prosocial behavior predicted children’s perceptions of network assortativity based on socio-economic status. There was also a relationship between grade level and children’s perceptions of network assortativity based on race/ethnicity. Results hold implications for understanding developmental perceptions of intergroup connections, as well as peer-based interventions.

Variations in infants' physical and social environments shape spontaneous locomotion.

Independent locomotion is associated with a range of positive developmental outcomes, but unlike cognitive, linguistic, and social skills, acquiring motor skills requires infants to generate their own input for learning. We tested factors that shape infants' spontaneous locomotion by observing forty 12- to 22-month-olds (19 girls, 21 boys) during free play. Infants were recruited from the New York City area, and caregivers reported that 25 infants were White, six were Asian, four were Black, and five had multiple races; four were Hispanic or Latino. All infants played in four conditions: two environmental conditions (gross-motor toys, fine-motor toys) crossed with two social conditions (alone, together with a caregiver). Infants moved more in the gross-motor toy conditions than in the fine-motor toy conditions. However, the effect of playing with a caregiver differed by toy condition. In the gross-motor toy conditions, playing with a caregiver did not affect how much infants moved, but in the fine-motor toy conditions, playing with a caregiver further depressed infant locomotion. Infants with more walking experience moved more with gross-motor toys but not with fine-motor toys. Differences in the amount of locomotion between conditions were related to how infants used toys and the interactions between infants and caregivers. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Parent Education in Bangladeshi Families with Young Children of Diverse Abilities: Implementation of the Learning Through Play Calendar

ABSTRACT Despite increasing demands, the uptake of parenting education programs in developing countries is limited. This study evaluated the effectiveness of a Learning Through Play (LTP) informed, illustration-based parent educational training program designed for low-literacy populations in Bangladesh to promote early childhood development. A quasi-experimental design was employed, involving parents of typically developing children and children with special needs aged 0–6 years. Results showed significant enhancements in parenting knowledge, skills, and attitudes in both groups, with larger effects on knowledge and attitudes among parents of special needs children. The findings underscore the potential of LTP Calendar-based educational training programs as cost-effective, culturally sensitive, and accessible strategies for enhancing positive parenting practices and child development outcomes in economically disadvantaged settings. Future research should focus on cultural sensitivity evaluation, sample size expansion, and long-term impact assessment to further validate and extend these findings.

Promoting Positive Development Among Racially and Ethnically Marginalized Youth: Advancing a Novel Model of Natural Mentoring.

Racism and other forms of oppression threaten the well-being of racially and ethnically marginalized youth. Models of risk and resilience for marginalized youth have stressed the importance of addressing contextual and structural risk while emphasizing promotive factors such as cultural capital within their communities. Increasingly, research has focused on collective antiracist action as a form of coping with structural oppression. Importantly, supportive intergenerational relationships that develop within youths' everyday contexts may play a key role in catalyzing and reinforcing youths' engagement in antiracist action. This review advances a novel model for understanding how supportive nonparental adults from youths' everyday lives (i.e., natural mentors) influence youths' positive developmental outcomes and participation in antiracist action and how collective antiracist action, in turn, fosters liberation and racial justice. The creation of a more just and equitable society contributes to positive development among racially and ethnically marginalized youth. Expected final online publication date for the Annual Review of Clinical Psychology, Volume 20 is May 2024. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

Language brokering profiles of Mexican-origin adolescents in immigrant communities: Social-cultural contributors and developmental outcomes.

This study examines social-cultural contributors and developmental outcomes of language brokers. From 2012 to 2020, three waves of data were collected from 604 Mexican-origin adolescent language brokers (Mage = 12.92, SD = 0.92, 54% girls). The study (1) identified four distinct subgroups of language brokers (efficacious, conservative, nonchalant, and burdened) who translated for mothers and fathers, after incorporating objective bilingual proficiency along with multiple dimensions of language brokering; (2) showed that early adolescents' Mexican, rather than U.S., cultural values and orientation were related to later language brokering profiles; and (3) showed that the efficacious group was the most resilient while burdened was the most vulnerable to developmental problems. Preservation of Mexican culture may facilitate language brokering experiences related to more positive developmental outcomes.

Caregiver behaviors associated with positive youth development among bereaved children

Grounded in Multidimensional Grief Theory, this study examined the cross-sectional associations between child-reported caregiver grief facilitation behaviors (ongoing connection, grief expression, existential continuity and support, grief inhibition/avoidance) and positive youth development outcomes (future orientation, gratitude, social responsibility) in treatment-seeking bereaved children ages 7 to 18 (N = 170; 54.1% girls; 35.9% Hispanic/Latinx, 24.9% White, 17.8% Black) from the United States. Results indicate that higher levels of perceived caregiver existential continuity and support (behaviors theorized to promote the continuity of child routines and reassurance of a positive future after experiencing a death) were associated with greater future orientation and social responsibility values among participants. Findings suggest that in the wake of a death, structured and supportive caregiver responses may be related to children’s positive outlook on their future and commitment to others.

Routines and child development: A systematic review

AbstractResearch has shown the importance of routines for optimal child development. A systematic review can offer a detailed overview of the evidence linking routines to child outcomes, particularly in high‐risk settings. This review aimed to elucidate the association between daily routines and child development and to pinpoint the protective role of routines in high‐risk environments. A search of PubMed and PsycINFO databases yielded literature from 1950 to June 2020. Out of 4297 initial hits, 170 studies met the selection criteria. Findings mainly indicate that routines are associated with positive developmental outcomes in children, covering cognitive, self‐regulation, social–emotional, academic skills, and overall mental and physical health. The results also underline the protective power of routines in challenging environments. The study suggests possible mechanisms through which routines influence child outcomes and recommends avenues for future research, supporting evidence‐based strategies to encourage parental use of routines.

Early Mobility and Crawling: Beliefs and Practices of Pediatric Physical Therapists in the United States.

To characterize beliefs of pediatric physical therapists (PTs) in the United States regarding the role of crawling in infant development and clinical practice. Pediatric PTs reported their beliefs about early mobility and crawling, clinical approaches related to early mobility and crawling, and agreement with the removal of crawling from the Centers for Disease Control and Prevention (CDC)'s updated developmental milestone checklists in an online survey. Analyses examined associations between information sources and beliefs, between beliefs and clinical approaches, and between beliefs and CDC update opinions. Most participants believed that crawling was important (92%) and linked to a variety of positive developmental outcomes (71%-99%) and disagreed with its removal from the CDC checklists (79%). Beliefs were linked with clinical approaches focused on promoting crawling and discouraging other forms of mobility. Further research is needed to determine whether pediatric PTs' beliefs and clinical practices are supported by evidence.

The Impact of Parental Marital Relationships on Children's Multi-domain Development Outcomes

Marital relationship is the core relationship of family relationship, which has a very important impact on the stability of the family and the development of children. Previous studies have found that good parental marital relationships favor positive developmental outcomes for children, whereas poorer one lead to poorer developmental outcomes. This study aims to delve into the impact of parental marital relationships on children's individual development. Through detailed analysis of existing research and case studies, we will focus on exploring the profound effects of parental marital relationships on children's social skills, academic performance, and sexual behavior. The paper emphasizes the importance of stable family environments and healthy marital relationships for the proper growth of children and discusses possible intervention measures. The results of this study can improve people's understanding of the impact of marital relationships on children's development outcomes, and also provide empirical support for interventions to improve children's multi-domain development outcomes by improving parents' marital relationships.

Exploring Developmental Pathways: An In-depth Analysis of Bronfenbrenner's Bioecological Model

This research paper provides a comprehensive analysis of Bronfenbrenner's bioecological model of developmental processes, aiming to unravel the complex pathways that shape human development. The study explores the theoretical foundations, practical implications, and limitations of the model through a critical examination of relevant literature and empirical research. The paper begins with an introduction highlighting the significance of studying developmental processes and provides an overview of Bronfenbrenner's bioecological model. It emphasizes the model's holistic and contextual approach, emphasizing the dynamic interaction between individuals and their ecological systems. The theoretical foundations of the model are explored in detail, focusing on the microsystem, mesosystem, exosystem, macrosystem, and chronosystem. Each system is analyzed to understand its role in shaping development and its influence on individuals' interactions with their immediate and broader environments. The methodology section outlines the research approach and methods used to gather and synthesize relevant literature and empirical evidence. The subsequent sections examine each ecological system in-depth, starting with the microsystem. Case studies and empirical evidence are presented to illustrate the microsystem's influences, particularly in the context of family, peers, and school. The mesosystem is then explored, focusing on the interconnections and interactions between microsystems. The analysis examines how these interrelationships impact development and highlights the significance of studying the mesosystem in understanding individuals' experiences and outcomes. Moving to the exosystem, the paper delves into the external influences on development, including societal and institutional factors. The examination of these influences sheds light on how broader systems affect individuals' developmental trajectories. The macrosystem section emphasizes the cultural and societal influences on development. It discusses the role of cultural norms, values, and ideologies and considers the historical and socio-economic context in shaping individuals' experiences and opportunities. The chronosystem section explores the temporal dimension of development, analyzing the effects of historical events and life transitions. Longitudinal studies and research on developmental trajectories are incorporated to understand how individuals' experiences evolve over time. Critiques and limitations of the bioecological model are then discussed, acknowledging debates and criticisms surrounding the model. The analysis also identifies limitations and suggests areas for further research, such as longitudinal studies and intersectionality within the model. Practical implications and applications of the bioecological model are examined, highlighting how it informs interventions and policies. The paper discusses its applicability in various cultural and social contexts and presents case studies and practical examples of implementing the model in practice. The conclusion summarizes the key findings and insights from the analysis, emphasizing the significance and relevance of studying developmental processes through the bioecological model. Suggestions for future research and implications for practice are provided, encouraging continued exploration and application of the model. Overall, this research paper offers a comprehensive analysis of Bronfenbrenner's bioecological model, shedding light on the intricate developmental pathways that individuals navigate. By unraveling the interplay between individuals and their ecological systems, this analysis contributes to our understanding of human development and informs research, practice, and policy initiatives aimed at promoting positive developmental outcomes.

Examination of promotive and protective effects on early adolescent prosocial behavior through a bioecological lens.

Prosocial behavior during childhood has been associated with numerous positive developmental and behavioral outcomes in adolescence and adulthood. Prosocial behavior, which includes cooperation and helping others, develops within a bioecological context. Considering it through such a lens enhances the understanding of the roles of different bioecological factors in its development. Using data from a longitudinal study of adopted children and children reared with their biological parents, this paper examined if positive aspects of a child's bioecological system at age 7 predict prosocial behavior in early adolescence (age 11), and whether these bioecological factors could offset risk due to biological family psychopathology and/or maternal prenatal substance use. The analyses incorporated variables from different levels of Bronfenbrenner's bioecological model (the individual, microsystem, exosystem, and macrosystem) and examined the promotive, and potentially protective, effect of each contextual factor, while also considering their interplay with biological family psychopathology and prenatal substance use. Results from linear regression models indicated that the microsystem variable of parental warmth at age 7 had a promotive effect on age 11 prosocial behavior. Further, in addition to its main effect, parental warmth was protective against maternal substance use during pregnancy when children were raised with their biological parent (s). Household type (biological family) and biological family internalizing psychopathology were the only other significant predictors in the model, with each associated with lower prosocial behavior at age 11. Study results extend prior work on the benefits of parental warmth on child outcomes by employing a strength-based, bioecological approach to the development of prosocial behavior during early adolescence and examining "for whom" the effects of parental warmth are most protective.

A participatory framework for bridging the conceptual and talent gaps in supply chain management education

AbstractThis article argues that current Supply Chain Management (SCM) education and training is inadequate to meet the human capital needs of industry. To bridge this gap, we propose the development and deployment of SCM educational programs that provide learning opportunities earlier in students’ educational journeys. We argue that such programs should be based on self‐directed learning of SCM knowledge, business concepts/skills, and their real‐life application with help from industry partners. We present a case study of a four‐way partnership SCM educational program for high schoolers, which utilizes a project‐based learning method. Survey data and focus group discussion revealed positive developmental learning outcomes, the program's uniqueness, and challenges such as lack of awareness, expertise, and industry partners. We evaluate the efficacy of this four‐way partnership among industry, government agencies, universities, and high schools and discuss the importance of “champions” for each partner. Our findings offer a scalable educational model that leverages multi‐stakeholder engagement to address the SCM talent and educational conceptual gap.

“They didn’t ask us!” School Counselor Perception of Involvement in Superintendent Decision Making During Crisis Schooling

Mental health and social-emotional development are fundamental to positive developmental outcomes. Students faced with the collective trauma of the COVID-19 pandemic and the resulting rapid closure of school buildings in the spring of 2020 encountered unprecedented challenges to their physical and mental health. Structural barriers, coupled with a disproportionate shortfall of mental health professionals in rural settings, meant that rural students were at heightened risk of suffering negative psychological consequences. School districts emerged as a high-leverage source of institutional support, providing a variety of services to sustain the well-being of students and families. Superintendents were charged with reimagining the role of their schools in providing for these needs. This study used crisis decision theory as a framework to understand superintendent decision-making around mental health and social-emotional learning (SEL). Given their high degree of expertise around students’ mental health and social-emotional needs, school counselors might have been expected to serve as expert resources for superintendents during crisis decision-making around psychological needs. This statewide quantitative study sought to understand the role Maine school counselors played in the district-level response to crisis schooling as it pertained to students’ mental health and social-emotional development across geospatial contexts. Our data shows that school counselors’ perception of their involvement in superintendent decision-making was lowest where it was needed most: in rural school districts. This points toward inequitable opportunities for rural students to obtain the mental health and SEL support they needed during crisis schooling, threatening their future well-being and positive psychological development.

O.6.2-6 Life skills development and transfer in community sports programs

Abstract Purpose Participating in community sports programs can contribute to positive developmental outcomes, such as the development and transfer of life skills. However, studies specifically focusing on which life skills are developed and whether these skills are indeed transferred to other life domains among socially vulnerable adults, are still lacking. Therefore, the aim of this study was to investigate life skills development and transfer among socially vulnerable adults as a result of pariticpating in in community sports programs. Methods This study builds on a life-course approach. Data were collected through semi-structured interviews with a total of 13 program participants and three social sports coaches. Additionally, four focus group discussions were organized in which a total of four program coordinators, five social sports coaches and six social workers participated. By employing multiple methods and data sources, data triangulation was achieved. Data were analyzed using thematic analysis. Results We found that program participants developed cognitive, emotional, and social life skills. Examples of cognitive life skills were planning and time management, taking initiative, critical thinking, self-awareness, and self-direction. Examples of emotional life skills were coping skills, empathy, and staying mentally positive. Examples of social skills were expressing feelings, assertiveness, leadership, respect, and teamwork. Although the views of the program participants, their coaches and the results from the focus group discussions showed overlap, differences in which life skills were developed and/or transferred by program participants were also found. For example, the development and transfer of planning and time management was mentioned by several social sports coaches and during the focus group discussions, however, this was not always mentioned by the program participants. Conclusions Adults in a socially vulnerable position (can) develop cognitive, emotional and social life skills by participating in community sports programs. Moreover, the transfer of these life skills to other life domains like home and work was demonstrated. These findings are an important step towards better understanding the societal impact of community sports programs serving socially vulnerable adults.

Supporting professional development in the early years: A strategic approach

High quality provision in the Early Years provides the best opportunity for positive developmental and later life outcomes for children. This article provides an overview of some of the recent changes and challenges within the Early Years sector, particularly in relation to practitioners accessing professional development opportunities. It outlines a strategic response supported by Glasgow Educational Psychology Service (GEPS) to help address this through the development and implementation of online learning modules. Evaluation and impact data is discussed, and implications for practice and next steps are considered.

Piloting, testing and scaling parental training: a multi-partnership approach in Côte d'Ivoire.

Early Childhood Development is high on the policy agenda in Côte d'Ivoire, where the government has identified it as part of its overall approach to improve human capital outcomes. This paper describes a multi-partner approach to piloting, monitoring, adaption, testing and scaling of parental training for ECD. It discusses the learnings from the pilots, and present early evaluation results from two RCTs, focusing on parental participation in trainings and acceptability of messages, with the objective to inform national scaling strategies. As such, this paper illustrates how "MEL systems contributed to ensuring that positive early childhood development (ECD) outcomes were improved as interventions were seeking to achieve scale," one of the research questions outlined in the call description for the special issue. The paper further provides a real-world example of "How MEL systems can support contributions and buy-in from a variety of stakeholders as ECD interventions (seek to) achieve impacts at scale (e.g., through the public system)? Five training approaches to improve caregivers' knowledge and practices around nutrition, preventive health, stimulation, and disciplining were piloted at small scale between 2018 and 2020. An intensive process evaluation was embedded to identify strengths and weaknesses, adapt through an iterative phase, and ultimately make recommendations for their scale up against 11 defined criteria. In early 2021, the two most promising approaches were scaled through two clustered randomized control trials to more than 150 villages each. A cost-effectiveness study was designed in consultation with government stakeholders, centered around targeting different caregivers and decision makers in the household and the extended family and on enhancing community interactions around ECD. The evaluation of the five pilots identified one model recommended to be scaled, and one other model to scale after further adaptations. Monitoring and evaluation data from the two models at scale show high levels of participation and acceptability of core messages. Experimental variations involving community champions and fathers increase participation. The iterative and multi-partner process led to two models of parenting training that have wide acceptability. Future work will analyze impacts on cognitive and socio-emotional outcomes, together with cost analysis.

General practitioners’ perspectives regarding early developmental surveillance for autism within the australian primary healthcare setting: a qualitative study

BackgroundSignificant challenges remain in the early identification of child developmental disabilities in the community. Implementing supports and services early in the life course has been shown to promote positive developmental outcomes for children at high likelihood of developmental disabilities, including autism. As part of a cluster randomised controlled trial, this study seeks to examine and compare the perspectives and experiences of Australian general practitioners (GPs) in relation to a digital developmental surveillance program for autism and usual care pathway, in general practice clinics.MethodsA qualitative research methodology with semi-structured interviews and thematic inductive analysis underpinned by grounded theory was utilised. All GPs from South Western Sydney (NSW) and Melbourne (Victoria) who participated in the main program (“GP Surveillance for Autism”) were invited to the interview. GPs who provided consent were interviewed either over online or in-person meeting. Interviews were audio-recorded, transcribed, and coded using NVivo12 software. Inductive interpretive approach was adopted and data were analysed thematically.ResultsTwenty-three GPs across the two sites (NSW: n = 11; Victoria: n = 12) agreed to be interviewed; data saturation had reached following this number of participants. Inductive thematic coding and analysis yielded eight major themes and highlighted common enablers such as the role of GPs in early identification and subsequent supports, enhanced communication between clinicians/professionals, relationship-building with patients, and having standardised screening tools. Specific facilitators to the feasibility and acceptability of a digital screening program for the early identification of developmental disabilities, including the early signs of autism, and encouraging research and education for GPs. However, several practical and socioeconomic barriers were identified, in addition to limited knowledge and uptake of child developmental screening tools as well as COVID-19 lockdown impacts. Common and specific recommendations involve supporting GPs in developmental/paediatrics training, streamlined screening process, and funding and resources in the primary healthcare services.ConclusionsThe study highlighted the need for practice and policy changes, including further training of GPs alongside sufficient time to complete developmental checks and appropriate financial remuneration through a Medicare billing item. Further research is needed on implementation and scale up of a national surveillance program for early identification of developmental disabilities, including autism.

Translation and preliminary validation of the Brazilian family resources scale in a sample of parents of children with congenital Zika virus syndrome.

Family-centered rehabilitative care optimizes outcomes for children with significant developmental disabilities. Family-centered services involve assessing family resources that promote positive developmental outcomes for children. Little is known regarding family resources in the context of caring for a child with developmental disabilities in Brazil due to an absence of validated measures. This study describes the translation and cultural adaptation of the Family Resource Scale and explored the measurement quality of the resulting measure (the Brazilian-Family Resource Scale, or B-FRS). A rigorous serial translation process that emphasized linguistic accuracy as well as cultural adaptation was utilized. The resulting 27-item B-FRS was theoretically related and reflected the contextual intent of the original measure. A four-factor scoring approach yielded acceptable internal consistency estimates for the subscales and total scale score. Overall, low levels of family resources were reported by caregivers of children with Congenital Zika Syndrome. Low family resources were associated with parental depressive and stress-related symptoms. Confirmatory factor analysis of the B-FRS in a larger sample is recommended. Practitioners in Brazil should broadly consider family needs and resources to provide family-centered care that is effective for the child and engages the family in a way that highlights their strengths and promotes positive developmental trajectories.

Mind-mindedness in a high-risk sample: Differential benefits for developmental outcomes based on child maltreatment.

Mind-mindedness is associated with positive developmental outcomes. However, much of the literature uses mostly White, middle to high socioeconomic status (SES) samples despite evidence that the benefits of mind-mindedness may vary based on degree of social risk. Additionally, few studies have examined relations between mind-mindedness and language development. The current study investigates whether mind-mindedness predicts children's language development and behavioral functioning and if family history of childhood maltreatment moderates the relation of mind-mindedness to these outcomes. Participants were 98 mothers (49.0% Black, 24.5% White, 13.3% Latina, 7.2% multiracial; 81.6% low SES per Hollingshead classifications) and their children (49 boys, 49 girls) from the Rochester, New York area recruited at Time 1 (Mage = 13.34 months) and followed up twice (Mages = 27.51 [Time 2] and 39.31 months [Time 3]). Mother-child dyads participated in videotaped free play interactions at Times 1 and 2. Using transcripts of these interactions, we coded mind-mindedness at Times 1 and 2 and children's internal state language at Time 2. Mothers reported on children's behavioral functioning at Time 3. Findings revealed that Time 2 mind-mindedness predicted fewer Time 3 behavioral difficulties in children from maltreating families but did not predict behavioral difficulties in children from nonmaltreating families. Additionally, Time 1 mind-mindedness predicted children's Time 2 use of decontextualized internal state language. Findings highlight the importance of examining mind-mindedness in higher risk populations and how mind-mindedness can be leveraged as a protective factor to prevent future maladjustment in children at risk for adverse outcomes. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Motivations, program support, and personal growth: Mentors perspectives on the reciprocal benefits of cross-racial mentoring relationships with black youth

Community-based mentoring (CBM) programs are popular interventions for promoting positive youth development outcomes for Black youth, however, many youth mentoring relationships in CBM programs (e.g., Big Brothers Big Sisters) are characterized by cross-racial matches. There is scarce research describing how mentors’ motivations and life experiences influence interactions with their mentee, the program components that supported them as mentors, and the perceived benefits they attribute to participating in cross-racial mentoring relationship. Using a constructivist grounded theory approach, 28 interviews were conducted with current and former mentors from six different Big Brothers Big Sisters community-based mentoring programs across the United States. The findings highlight specific factors that motivate individuals to volunteer their time as a mentor, mentoring program components mentors found helpful throughout the relationship, and the benefits they receive from engaging in a cross-racial mentoring relationship with Black youth.