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Author: Petra A. Duran Publisher: ISBN: Category : Hispanic American teenage mothers Languages : en Pages : 118
Book Description
Previous research on the relation between maternal behavior and child outcomes has focused on samples of European American and African American adolescent mothers, and no study has examined the relation between maternal behavior and cognitive and language functioning among adolescents of Latina origin. The current study added to the literature by examining the relations between individual maternal behaviors and child cognitive and language functioning in a sample of 170 Latina adolescent mothers (of primarily Puerto Rican origin) and their toddlers. Toddlers' mean cognitive and language composite scores were within normal limits, but there was substantial variability in scores. In addition, there was a high percent of children who scored below 1 SD of the mean, which is consistent with studies of poor children and children of minority and adolescent mothers. Consistent with the literature, a few associations between maternal behavior and child functioning emerged. Specifically, maternal sensitivity, intrusiveness, positive affect, repertoire and vocalizations related to child language scores. Only maternal vocalizations marginally related to cognitive scores. Results also showed that sensitivity-nonintrusiveness, positive affect, and repertoire continued to relate to language scores even when socio-demographic risk factors were considered. Moreover, when examining maternal behavior, results showed that children's age and gender, maternal economic strain and child's father educational level continued to relate to language scores. Results are discussed in light of Attachment and Socio-Cultural theories of development and socio-economic issues. Implications for intervention strategies are also discussed.
Author: Petra A. Duran Publisher: ISBN: Category : Hispanic American teenage mothers Languages : en Pages : 118
Book Description
Previous research on the relation between maternal behavior and child outcomes has focused on samples of European American and African American adolescent mothers, and no study has examined the relation between maternal behavior and cognitive and language functioning among adolescents of Latina origin. The current study added to the literature by examining the relations between individual maternal behaviors and child cognitive and language functioning in a sample of 170 Latina adolescent mothers (of primarily Puerto Rican origin) and their toddlers. Toddlers' mean cognitive and language composite scores were within normal limits, but there was substantial variability in scores. In addition, there was a high percent of children who scored below 1 SD of the mean, which is consistent with studies of poor children and children of minority and adolescent mothers. Consistent with the literature, a few associations between maternal behavior and child functioning emerged. Specifically, maternal sensitivity, intrusiveness, positive affect, repertoire and vocalizations related to child language scores. Only maternal vocalizations marginally related to cognitive scores. Results also showed that sensitivity-nonintrusiveness, positive affect, and repertoire continued to relate to language scores even when socio-demographic risk factors were considered. Moreover, when examining maternal behavior, results showed that children's age and gender, maternal economic strain and child's father educational level continued to relate to language scores. Results are discussed in light of Attachment and Socio-Cultural theories of development and socio-economic issues. Implications for intervention strategies are also discussed.
Author: Petra A. Duran Publisher: ISBN: Category : Hispanic American teenage mothers Languages : en Pages : 112
Book Description
Adolescent mothers and their children are at an increased risk for compromised development. In particular, children of adolescent mothers face delays in language development, which poses further risks to their overall functioning. Research indicates that parenting stress and the quality of maternal behaviors are key areas of difficulty for adolescent mothers, and these difficulties have each been associated with poor language functioning in the larger literature. Notably, Abidin's parenting stress theory proposes direct links between parenting stress, child language functioning and parenting behavior, as well as an indirect relation through parenting. However, there is a lack of studies examining how these variables work together to influence language development, especially among minority and adolescent mothers. To the author's knowledge, no study has investigated the meditational effect between parenting stress and language development in these populations. Therefore, we know little about how parenting stress and specific parenting behaviors relate to each other or to child outcomes in adolescent families of Latino origin. The current study sought to add to the literature by using a within group design to examine if Abidin's parenting stress model extends to a sample of Latina adolescent mothers and their 18-month-old children. The current study also explored the differential roles of child and parent domain stress, as well as the relative roles of sensitivity and cognitive-growth fostering parenting behavior to inform intervention and prevention efforts for Latina adolescent mothers and their children. Findings showed some support for Abidin's parenting stress model. Results were consistent with theory in that child domain stress related to a parenting behavior composite. However, there were no significant relations from stress in the child and parent domain to language functioning, as well as from stress in the parent domain to parenting behaviors. Notably, the relations from child and parent stress domains to parenting behavior were significantly different, indicating that child domain stress had a unique effect on parenting behavior. Consistent with the literature, relations between parenting and children's language functioning emerged. Specifically, maternal cognitive-growth fostering and sensitivity behaviors have differential effects on language functioning in which only cognitive-growth fostering behaviors significantly related to language scores. Importantly, consistent with Abidin's model, cognitive-growth fostering behavior mediated the relation between parenting stress and language. Results are discussed considering limitations, implications for prevention and treatment programs, and future research directions.
Author: Lauren E. Wood Publisher: ISBN: Category : Acculturation Languages : en Pages : 71
Book Description
Specific parenting behaviors have distinct associations with children's functioning. Mothers' guiding and controlling behaviors influence the development of a child's compliance, a reflection of the child's self-regulatory abilities. Maternal strategies involving collaboration and guidance are often associated with an internalized, committed compliance, and maternal strategies demonstrating high directiveness and control are frequently related to defiance in children (Braungart-Rieker et al., 1997). However, these findings are largely based on samples of European American, adult mothers, whose parenting practices and environmental contexts differ from Latina mothers and adolescent mothers. Due to differences in cultural values, unique mother-child behavior associations are expected in samples of Latinas, as a more directive parenting style tends not to be associated with negative child outcomes as it often is for European American mothers (Ispa et al., 2004). The goal of the current study was to examine associations between maternal behaviors and child compliance and defiance behaviors with the prediction that associations between maternal control and child defiance would differ by mothers' reported orientations to both Latino (enculturation) and American (acculturation) culture. This study included 146 Latina, adolescent mothers and their 24-month-old children. Behavioral codes extracted from a toy clean-up task measured mother and child behaviors (Kochanska & Aksan, 1995), and enculturation and acculturation were measured with a maternal self-report questionnaire. The current study found a positive association between maternal gentle guidance and child committed compliance, with no significant differences by cultural orientation. Importantly, more frequent use of control was related to more child defiance for mothers reporting high levels of acculturation but not for those reporting low levels of enculturation.
Author: Valerie Maholmes, Ph.D., CAS Publisher: OUP USA ISBN: 0199769109 Category : Psychology Languages : en Pages : 750
Book Description
Comprehensive and integrative, The Oxford Handbook of Poverty and Child Development describes the contextual and social ecology of children living in poverty and illuminates the biological and behavioral interactions that either promote optimal development or that place children at risk of having poor developmental outcomes.
Author: Erin Nicole Smith Publisher: ISBN: Category : Children of depressed persons Languages : en Pages : 140
Book Description
Literature and research with adult mothers indicate a transactional relation between maternal depressive symptoms and child behavior. Evidence also indicates that gender may moderate this relation, such that males may be more vulnerable to their mothers' depression early in life and may display higher levels of externalizing behavior than females. However, little research to date has investigated these relations in samples of adolescent mothers, specifically Latina adolescent mothers, and none, to the author's knowledge, have investigated the transactional nature of the relation. Latina adolescent mothers are important to study as they have the highest birthrate in the U. S. compared to other ethnic groups. Adolescent mothers also face negative risk factors that influence their own psychological adjustment; and their children already face high risk for negative outcomes. One potential protective factor for children of adolescent mothers is mothers' romantic partners whose involvement in child care has been shown to buffer children against the negative effects of maternal depressive symptoms and other maternal risk factors. Investigating these relations is imperative to inform intervention and prevention efforts for Latina adolescent mothers and their children. Using a sample of primarily Puerto Rican adolescent mothers and their toddlers for which data were collected at two time points, 6 months apart; the current study used a path analysis framework to test hypothesized models. First, the longitudinal, transactional relations between maternal depressive symptoms and two child behavior variables - internalizing and externalizing problems - were examined. Second, the current study examined the direct and moderating effects of gender in order to better understand the nature of the relation between maternal depressive symptoms and child behavior in our sample. Lastly, the potential protective effect of partner child care involvement was investigated to test whether it positively impacts children in the face of maternal depressive symptoms. Results were consistent with theory and research in that maternal depressive symptoms uniquely predicted changes in both child internalizing and externalizing behavior scores over 6 months when controlling for concurrent relations between the variables. Additionally, maternal depressive symptoms, child internalizing, and child externalizing each showed temporal stability in the current sample. However, transactional models were not significant as neither child internalizing nor child externalizing significantly predicted changes in maternal depressive symptoms over time. Neither child gender nor partner child care involvement moderated the relation between maternal depressive symptoms and child internalizing or externalizing behavior problems. In contrast to previous research and normative data, gender differences were found for child externalizing behavior problems such that males had significantly higher mean scores than females at Time 2. Results are discussed considering limitations, implications for prevention and treatment programs, and future research directions.
Author: Marc H. Bornstein Publisher: Routledge ISBN: 0429677782 Category : Family & Relationships Languages : en Pages : 662
Book Description
This highly anticipated third edition of the Handbook of Parenting brings together an array of field-leading experts who have worked in different ways toward understanding the many diverse aspects of parenting. Contributors to the Handbook look to the most recent research and thinking to shed light on topics every parent, professional, and policymaker wonders about. Parenting is a perennially "hot" topic. After all, everyone who has ever lived has been parented, and the vast majority of people become parents themselves. No wonder bookstores house shelves of "how-to" parenting books, and magazine racks in pharmacies and airports overflow with periodicals that feature parenting advice. However, almost none of these is evidence-based. The Handbook of Parenting is. Period. Each chapter has been written to be read and absorbed in a single sitting, and includes historical considerations of the topic, a discussion of central issues and theory, a review of classical and modern research, and forecasts of future directions of theory and research. Together, the five volumes in the Handbook cover Children and Parenting, the Biology and Ecology of Parenting, Being and Becoming a Parent, Social Conditions and Applied Parenting, and the Practice of Parenting. Volume 4, Social Conditions and Applied Parenting, describes socially defined groups of parents and social conditions that promote variation in parenting. The chapters in Part I, on Social and Cultural Conditions of Parenting, start with a relational developmental systems perspective on parenting and move to considerations of ethnic and minority parenting among Latino and Latin Americans, African Americans, Asians and Asian Americans, Indigenous parents, and immigrant parents. The section concludes with considerations of disabilities, employment, and poverty on parenting. Parents are ordinarily the most consistent and caring people in children’s lives. However, parenting does not always go right or well. Information, education, and support programs can remedy potential ills. The chapters in Part II, on Applied Issues in Parenting, begin with how parenting is measured and follow with examinations of maternal deprivation, attachment, and acceptance/rejection in parenting. Serious challenges to parenting—some common, such as stress and depression, and some less common, such as substance abuse, psychopathology, maltreatment, and incarceration—are addressed as are parenting interventions intended to redress these trials.
Author: Stephanie G. Silberman Publisher: ISBN: Category : Hispanic American teenage mothers Languages : en Pages : 102
Book Description
Social support and parenting research with adolescent mothers has principally focused on samples of African American and European American mothers and support provided by the parenting adolescent's own mother. There are gaps in the available empirical evidence regarding support provided by other members of the adolescent mother's network and parenting by Latina mothers. The current study explores the number of friends and types of friend social support (emotional, socializing, child care) in a sample of Latina adolescent mothers (N=168). Friend social support types were examined as separate predictors of maternal behaviors displayed during a social play interaction, above and beyond the effect of grandmother support. Friends were found to be a considerable source of support, as 61% of mothers reported some type of support from friends. Mothers reporting greater emotional support from friends displayed more maternal sensitivity and cognitive growth fostering behavior. In contrast, mothers indicating greater friend socializing support displayed less cognitive growth fostering behavior. Child care assistance from friends was related to the display of more detachment and less cognitive growth fostering behavior for younger, but not for older adolescent mothers. These findings emphasize the importance of assessing the types of friend support as separate measures in an ecological context that takes into account mother's individual and developmental characteristics.
Author: Aimee Tovah Hammer Publisher: ISBN: Category : Hispanic American teenage mothers Languages : en Pages : 96
Book Description
Research on parenting has placed an increasing emphasis on bidirectional processes of parent-child interactions to more fully describe the quality of the parent-child relationship. A frequently examined bidirectional process is dyadic synchrony; an interactional style characterized by harmonious and mutually responsive behavioral and emotional exchanges. Despite the positive implications of dyadic synchrony, few studies have examined how both maternal behaviors and child characteristics contribute to this interactional style. Moreover, a majority of the research examining correlates of dyadic synchrony has been done with European American and low-risk families. Latina adolescent mothers are of particular interest, because they face higher levels of cumulative risk (e.g., low socioeconomic status, lack of knowledge about parenting and child development), yet are underrepresented in the literature. The current study tested how maternal sensitivity and child characteristics together contribute to dyadic synchrony displayed by young Latina mothers and their toddlers. Results indicated that although there were no gender differences in the level of dyadic synchrony, this interaction style likely has different precursors and correlates for girls and boys. Specifically, maternal sensitivity appears to be important for the sample as whole, child temperament appeared to be important for mother-daughter interaction quality. Implications for future research and parent-child interventions are discussed.
Author: Jordan F. Weith Publisher: ISBN: Category : Language acquisition Languages : en Pages : 65
Book Description
Latino children of adolescent mothers are at risk for early language deficits, which can lead to long-term difficulties in school (Keown et al., 2001; Rescorla & Achenbach, 2002). Mother-child teaching interactions provide an important opportunity for children to develop language skills (Hohm et al., 2007; Tamis-LeMonda, C. S., Rodriguez, 2008). Most research on maternal teaching and child language outcomes has been conducted with European American adult mothers and has focused on individual teaching behaviors (Tamis-Lemonda et al., 2012). Although some studies have been conducted with Latina mothers, most have not considered within-group differences in teaching based on maternal cultural orientation (acculturation and enculturation) or examined links to children's language skills. The first goal of the current study was to identify teaching styles used by young Puerto Rican mothers and examine whether these styles were related to mothers' cultural orientation to both American (acculturation) and Latino (enculturation) cultures. The second goal was to test how these maternal teaching styles related to toddler language development. This study included 122 Puerto Rican, adolescent mothers and their toddlers. Maternal teaching behaviors were observed during a structured teaching task when children were 18 months old. Mothers also self-reported on their levels of U.S. acculturation and Puerto Rican enculturation. Language development was assessed using a standardized measure at 18 and 24-months. Using a person-centered approach, we identified three distinct teaching styles that differed in their association with cultural orientation and language development: (a) mixed directive, (b) verbally directive, (c) mixed nondirective. We found that overall, across cultural orientation levels, mothers used a combination of verbal and nonverbal behaviors, however, they differed in their use of directive and nondirective behaviors. Mothers in the mixed nondirective cluster were the least enculturated and their children had the highest language skills. Our findings highlight the importance of considering within-group differences when examining maternal teaching style and are informative in developing interventions aimed at improving early language skills in Latino children.
Author: Petra A. Duran
Author: Petra A. Duran
Author: Petra A. Duran
Author: Lauren E. Wood
Author: Valerie Maholmes, Ph.D., CAS
Author: Erin Nicole Smith
Author: Justin Le Quattlebaum
Author: Marc H. Bornstein
Author: Stephanie G. Silberman
Author: Aimee Tovah Hammer
Author: Jordan F. Weith