Is maternal separation anxiety associated with school readiness?

Background. Increasing rates of maternal employment highlight the need for non-maternal child care for infants at an earlier age. Several studies have shown that employment induced maternal depression or psychological distress is associated with the child's socio-emotional and cognitive development. However, separation anxiety, a common phenomenon observed among employed mothers during early years, has seldom been studied. Therefore, the purpose of this study was to evaluate the role of maternal separation anxiety in the child's cognitive development.^ Methods. Data were obtained from Phase I (birth to 36 months) of the National Institute of Child Health and Human Development, Study of Early Child Care and Youth Development (NICHD SECCYD). Bivariate and multivariate analyses were performed to determine the association between separation anxiety groups and child outcomes. Multivariate analysis was also used to examine the mediating and/or moderating effect of sensitivity and moderating effect of difficult temperament.^ Results. Separation anxiety showed a negative association with the Bracken, attachment security, maternal sensitivity and psychological state. Children whose mothers never reported high levels of separation anxiety showed higher levels of school readiness and attachment security compared to those whose mothers experienced high levels of separation anxiety at least once. There was a significant interaction between separation anxiety and maternal sensitivity for the Bracken and attachment security indicating the moderating effect of sensitivity. Maternal sensitivity was also found to partially mediate the association between high levels of separation anxiety and school readiness or attachment security. However, the interaction between difficult temperament and separation anxiety was not significant for any of the child outcomes. ^ Conclusions. High levels of separation anxiety have a negative impact on school readiness, attachment security, maternal sensitivity and psychological state. In addition, mothers who experience high levels of separation anxiety but are sensitive during the mother-child interaction have children with high school readiness and attachment security compared to those who are less sensitive.^ Keywords. Maternal separation anxiety, School readiness. ^

Política pública en el desarrollo de la juventud rural

La política pública es fundamental para cumplir con el propósito de atender los problemas colectivos a través de la negociación colectiva. En el medio rural se expresa en toda su amplitud, como agenda de formulación, de ejecución y de evaluación ajena a los actores municipales. De esta forma, este artículo tiene como objetivo comprobar los procesos, condiciones y efectos que genera en la población que las recibe, las acepta y se adapta a ellas. Desde el enfoque territorial, se encontró que la política pública y algunos programas dirigidos a los jóvenes, se centran en la juventud urbana; mientras que los jóvenes rurales desconocen las políticas públicas y los programas que son creados o aplicados a ellos. Las instancias de gobierno municipal, registran una falta de atención a los jóvenes, por la escases de estructura administrativa y de recursos económicos, que profundizan la ausencia de coordinación y comunicación entre los tres niveles de gobierno y la sociedad civil; causando que la duplicidad de programas con recursos limitados e insuficientes se sumen a los demás factores que limitan la atención de los jóvenes de la Sierra Norte de Puebla.

Examining Adolescent Sport Dropout and Prolonged Engagement from a Developmental Perspective

This study examined youth sport dropout and prolonged engagement from a developmental perspective focusing on physical and psychosocial factors. Twenty-five dropout and 25 engaged adolescent swimmers, matched on key demographic variables, participated in a retrospective interview. Results indicated that dropouts were involved in fewer extra-curricular activities, less unstructured swimming play, and received less one-on-one coaching throughout development. Dropouts reached several developmental milestones (i.e., started training camps, started dry land training, and were top in club) earlier than engaged athletes. Dropouts were more likely to have had parents who were high-level athletes in their youth, were more likely to be the youngest in their training group, and were less likely to have a best friend at swimming. Findings are discussed in relation to past research; future directions and implications for researchers, sport programmers, coaches, and parents are suggested.

The handling of juveniles from offense to disposition,

Mode of access: Internet.

Families under stress; a report on the first year of a three year family consultation, service in public housing

Mode of access: Internet.

Grants; juvenile delinquency prevention and control act of 1968.

Period covered by report ends June 30.

The acceptance of emotionally disturbed children by psychiatric agencies

"Prepared for the Office of Juvenile Delinquency and Youth Development, Welfare Administration, Department of Health, Education and Welfare."

Occupational identity and the cognitions of children

"Initially supported by a grant for youth development activities from the Ford Foundation and completed with support from the National Institute for Mental Health (Grant M-1780)"

Evaluating the effects of initial participation in the group therapy process

Although the effectiveness of group therapy has been highlighted, the underlying mechanisms involved in the group process have been under studied. The purpose of this study is twofold. First, the current study utilized an outcome mediation model to examine whether initial level of participation in the intervention (Control/No intervention, non-participatory, participatory) predicted change in Identity Conflict Resolution (IDCR), Personal Expressiveness (PE) and Informational Identity Style (INFO) at posttest, and Internalizing (INT) and Externalizing (EXT) behaviors at post and follow-up assessment. Secondly, the current study examined whether relationships between variables varied as a result of group differences in initial participation. The study utilized an archival sample of 234 high school students, ages 14 to 18, who participated in the Changing Lives Program of the Youth Development Project (YDP) since 2003. Structural equation modeling (SEM) was used to examine differences in direct effects as a result of initial participation on an outcome meditational model. To further analyze this model, SEM was utilized to conduct a multi-group solution to examine whether group differences based on level of initial participation in the variables^

Identity as a moderator of guided -self change treatment outcomes with adolescents

Despite recent calls to examine the possible moderating effects of developmental variables on treatment outcomes with adolescents, most research has continued to focus on age as a main developmental variable. Building upon the theoretical notion that identity development is a central task of adolescence, this study investigated whether adolescents' response to an alcohol and other drug (AOD) use reduction intervention, Guided-Self Change (GSC), was influenced by their approach to self-defining questions and situations. While past research has established associations between maladaptive identity development and alcohol and other drug use, very little research attention has been given to the potential relationship that may exist between identity variables and AOD treatment response. Given GCS's promotion of self-reflective, self-exploring, and problem-focused coping skills as a way of addressing AOD problems, it was hypothesized that adolescents with positive identity development (i.e., greater identity coherence and adaptive identity processing styles) would respond more positively to GCS's change producing therapeutic techniques than their counterparts. This hypothesis was tested with an ethnically diverse sample of 134 adolescents between the ages of 14-18 years who were randomly assigned to either a GSC intervention or a comparison control group. Results revealed that identity development was significantly associated with AOD use, such that adolescents with diffused/avoidant styles and high levels of distress over identity-related issues used more alcohol at the baseline assessment than those with more positive identity development. Results also indicated that while identity distress or identity coherence did not moderate GSC treatment outcomes, high scores for a diffused/avoidant style did moderate treatment outcomes and thus proved to be a significant predictor of treatment response. These results indicate that identity development influences adolescents' alcohol use and that while use of certain approaches to self-defining questions does not predict treatment outcomes, high use for negative approaches does moderate intervention-related change. ^

BLACK, MALE, AND HIGH-ACHIEVING: AN EXAMINATION OF A RISK FACTOR AND CULTURAL RESOURCES FOR BLACK MALE ACADEMIC ACHIEVEMENT

Black boys are confronted with unique educational circumstances. They are often misdiagnosed and misplaced into special education programs (Bush-Daniels, 2008; Patton, 1998; Terman et al., 1996). Additionally, they are less likely to be enrolled in gifted and talented programs, even if their former achievements reflect their aptitude to succeed (Black Alliance for Educational Options, n.d.; Moore & Flowers, 2012). Given these statistics, a considerable emphasis has been placed on the causes and the consequences of low/under achievement for this population. As a result, the experiences of Black males who are achieving have been greatly neglected. Moreover, little is known about the factors that facilitate academic achievement among high-achieving Black boys. In an effort to bring the heterogenic nature of schooling experiences for Black boys to light, the present study examined the influence risk and protective factors had on the academic experiences of high-achieving Black boys. Grounded in the risk and resilience framework and the Integrative Model for the Study of Minority Youth Development, this study explored whether the high-achieving Black high school boys in this sample (n =88) reported experiencing discrimination (i.e. academic-based) and how this academic-based discrimination related to their 1) academic performance (i.e. GPA), 2) perceptions of math ability, and 3) race-based academic self-concept. In addition to exploring how academic-based discrimination was linked to academic achievement, this study examined how cultural resources such as racial socialization messages and racial identity related to academic achievement. Specifically, cultural socialization, preparation for bias, egalitarianism, private regard and public regard were evaluated alongside the three academic outcomes under study. Finally, the study explored whether aspects of racial socialization or racial identity buffered the effects of discrimination on any of the outcomes. Interestingly, the race/ethnicity of the student mattered for how students perceived their math ability. The risk factor academic-based discrimination was linked to academic performance. Cultural resources cultural socialization, preparation for bias, and private regard were linked to various academic outcomes of interest. There was only one significant moderating effect: a high private regard buffered the relationship between academic-based discrimination and race-based academic self-concept. Limitations and implications of this study are discussed.

Estudo dos efeitos da aplicação de um programa de promoção da resiliência e de competências sociais e emocionais com crianças em situação de risco da cidade de Tijuana

Artigo teórico: O presente artigo tem como objetivo permitir uma visão global sobre as circunstâncias que podem influenciar, positiva ou negativamente, a vida das crianças e apresentar programas desenhados para promover o seu correto desenvolvimento, mesmo em casos menos favoráveis. Para isto, são revistos os conceitos mais importantes associados às noções de risco, perigo, proteção e resiliência, sintetizadas as relações que estes estabelecem entre si e abordados quais os principais contextos nos quais o profissional pode intervir. Este trabalho foca-se principalmente nas crianças da cidade de Tijuana, pelo que é realizado um trabalho de comparação de estatísticas oficiais entre Portugal e México (quando aplicável, cingido ao estado da Baja Califórnia) de modo a contextualizar os diferentes perigos e proteções que as respetivas culturas providenciam. Para concluir, são apresentados alguns exemplos de intervenções recentes que visam promover a resiliência através de abordagens distintas e em contextos culturais diversos, de modo a deixar no leitor uma ideia das possibilidades e da importância da intervenção nesta área. Artigo teórico-prático: O presente artigo tem como objetivo avaliar o impacto de uma adaptação do programa “Ultrapassar Dificuldades e Vencer Desafios: Manual de Promoção da Resiliência na Adolescência” numa população de crianças em situação de risco, do 1.º ao 6.º ano de escolaridade, da cidade de Tijuana (Baja California, México). Foram realizadas intervenções com dois grupos de crianças que se encontravam em contexto familiar e com um grupo de crianças em contexto institucional. As sessões realizadas, que adaptaram o programa dando-lhe um enfoque psicomotor, compreenderam a duração total de 20 horas e foram realizadas nas instituições de ensino. A intervenção demonstrou ter alguns efeitos positivos ao nível da auto-perceção de competências relacionadas com a resiliência, bem como um efeito de diminuição de alguns fatores de riscos intra-individuais. Na ótica dos prestadores de cuidados, foram ainda encontrados resultados significativos ao nível da diminuição da hiperatividade, dos problemas de comportamento e do total de dificuldades (avaliados pelo instrumento Strenghts and Difficulties Questionnaire). Este programa apresenta assim resultados encorajadores, num contexto diferente ao que serviu de substrato para o desenho do programa, e reforça a noção de que as competências sociais e emocionais são vitais para o correto desenvolvimento infantil em qualquer cultura.

Adolescent’s subjective perceptions of chronic disease and related psychosocial factors: Highlights from an outpatient context study

Background: Adolescents with chronic disease (CD) can be more vulnerable to adverse psychosocial outcomes. This study aims: 1) to identify differences in psychosocial variables (health-related quality of life, psychosomatic complaints, resilience, self-regulation and social support) among adolescents who feel that CD affects or does not affect school/peers connectedness (measured by self-reported participation in school and social activities); and 2) to assess the extent to which psychosocial variables are associated with connectedness in school and peer domains. Methods: A cross-sectional study was conducted in 135 adolescents with CD (51.9% boys), average age of 14 ± 1. 5 years old (SD = 1.5). Socio-demographic, clinical, and psychosocial variables were assessed, using a self-reported questionnaire, which included the Chronic Conditions Short Questionnaire, KIDSCREEN-10 Index, Symptoms Check-List, Healthy Kids Resilience Assessment Module Scale, Adolescent Self-Regulatory Inventory, and Satisfaction with Social Support Scale. Descriptive statistics, GLM-Univariate ANCOVA and Logistic Regression were performed using the IBM Statistical Package for Social Sciences (SPSS), version 22.0. The significance level was set at p < 0.05. Results: Thirteen to eighteen percent of the adolescents felt that CD affected participation at school (PSCH) and participation in leisure time with friends (PLTF). These adolescents presented lower results for all psychosocial study variables, when compared with adolescents who did not feel affected in both areas of participation. From the studied psychosocial variables, the most important ones associated with PSCH (after controlling for age, gender, diagnosis, and education level of father/mother) were self-regulation and psychosomatic health. Concerning the PLTF, social support was the sole variable explaining such association. Conclusions: The present study pointed out the association between psychosocial variables; and living with a CD and school/peers connectedness. The need to focus on the assessment of the effects of a CD on adolescents’ lives and contexts is suggested, as well as on the identification of vulnerable adolescents. Such identification could help to facilitate the maximization of social participation of adolescents with CD, and to plan interventions centered on providing support and opportunities for a healthy youth development. For that purpose, a complex and multifactorial approach that includes clinicians, schools, family, and peers may be proposed.

Exploring the experiences of youth in a development program with integrated physical activity in Costa Rica

National governments, the United Nations, and other organizations have deemed sport and other means of physical activity such as recreation, games and play for development a useful means for addressing a wide range of problems in communities and more specifically, providing youth with an opportunity to experience the benefits of physical activity. There is a need for research that furthers our understanding of how participants experience these programs. Specifically, the purpose of this study, was to better understand the lived experiences of the participants in a YMCA camp program that integrated physical activity and play for the specific development of poor youth street workers. A phenomenological approach infonned by a critical perspective (Creswell, 2003; Rossman & Rallis, 2003) was used. The study took place through the Asociaci6n Cristiana de J6venes de Costa Rica (ACJ) in Central America. The focus was on a camp program and the lived experiences of six purposefully chosen, youth street workers between the ages of 13-17. Their experiences were explored through semi-structured interviews. Other data that fonn the study include: field notes, observations, a reflexive journal and document analysis. The findings that emerged from the data include main themes of relationships, poverty, personal change and empowennent. For many youth, the ACJ is a relatively safe place to play, to "detach," their minds, to "distract" and "disorient" themselves from their dysfunctional families, violent neighbourhood, the poverty they live in, and from the necessity of having to work in the street to supplement the family income. Although many studies have shown that programs that include physical activity, play and/or sport have a positive impact on youth with regard to healthy development and improvements in well-being, there has been little work done to address the voices and experiences of the youth that participate in these programs. Using an interpretive-critical approach, this study focused on the participants' personal backgrounds, their experiences within the program and their critical reflections on the program. This study draws from a phenomenological philosophy and method to report findings from participants in an ACJ program in Costa Rica. This research shows how these youth were given the opportunity to use the program and the ACJ property as a relatively safe place to play, to behave like the youth they are, to establish and maintain their friendship networks, and develop empathy and conflict resolution skills. The fmdings from this study reveal how by participating in the ACJ program they each described a personal change, wherein they felt empowered to learn they could positivel y control themselves and as a result positively affect their own futures. These fmdings contribute knowledge surrounding the lived experiences of youth in developmental programs that use physical activity.