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Drawing from the tripartite sociocultural model of body image, the researchers examined whether direct messages and modeling from peers, parents, and media were concurrently and prospectively associated with appearance‐based rejection sensitivity (appearance‐RS) in young adolescents (Mage = 12.0 years). Appearance‐RS was higher among those who concurrently reported more appearance‐related teasing and pressure by peers, more parent teasing, and greater acceptance of media appearance ideals. In prospective analyses, greater increases in appearance‐RS over 1 year were found for adolescents who perceived higher levels of parental appearance‐related teasing and negative attitudes about their own appearance. Moderation analyses indicated the positive prospective association between parental negative appearance attitudes and appearance‐RS was found in younger but not older participants. Gender did not moderate associations.

Aim: The present study aims to evaluate oral health knowledge and habits of children with visual impairment by comparison with their sighted counterparts and also evaluates parental knowledge and involvement in children's oral hygiene routines. Methods: This observational and transversal study included the participation of 68 children (34 were visually impaired and 34 were sighted), from seven schools from Lisbon. The participants with visual impairment were age and gender-matched with their sighted counterparts to minimize variations in the analysis. In all, 52.9% of children were male, with average age of 11.15 (±3.413) years [6; 18]. The children and parents completed one survey each. Children were submitted to an oral examination to evaluate oral health. Results: Participants with visual impairment showed a non-significant increase in the decayed, missing, and filled teeth index (dmft), gingival, and oral hygiene indexes. Both groups' gingival state was mostly classified as excellent, and oral hygiene was mainly classified as excellent/good. More children with visual impairment (85.7%) needed help with teeth brushing ( p = .046) and were more likely to miss dentist check-ups more often ( p = .025). Also, sighted children and their parents demonstrated more knowledge about oral health. Conclusion: Children with visual impairment and their parents showed less favorable results, justifying the need to promote oral health education to this demographic.

AbstractUsing data from 600 parents of children aged 5 to 18, and a context‐oriented, developmental socialization conceptual framework, the interrelationships between parents' perceptions of themselves, their child, and their family relationships and the amount of parent–child discussion of 16 sexuality topics were explored. Canonical correlation analysis was used to demonstrate how circumstances and contexts influence the complexity of parent–child conversations for mother–daughter, mother–son, father–son, and father–daughter dyads. Results lend support to the conceptual framework used, as well as to previous studies of this topic area. The implications of these findings for parent–child relationships and for future research on parent–child communication about sexuality are discussed.

In this study, which is planned to observe the advancement of creativity in secondary school children in the sixth, seventh and eighth classes starting from the fifth class, the relational scanning model which is one of the describe approachs was used. This is as well lengthwise research. The population of the study contained of children attending the first grade of secondary schools in Yozgat (Turkey) city center in 2015–2016 academic year. The sample of the study contained of 154 children (78 girls, 76 boys) attending two fifth grade branches in three secondary schools selected from these secondary schools. In the sixth grade, the number of samples decreased to 147 (72 females, 75 males), 137 in the seventh grade (68 females, 69 males) and 132 (65 females, 67 males) in the eighth grade. The analyzes were performed on data collected from 132 children in the eighth grade. General Information Form and Torrance Tests of Creative Thinking (Figure Form A and Form B) were used as data collection tools. In the analysis of the data, descriptive statistics, frequency, analysis of variance for rehearced measurements and T-Test for unrelated measurements were performed. Hence of the study, it was seen that the creative thinking scores of the children in the fifth, sixth, seventh and eighth classes differed in all sub-dimension scores and total creativity scores. In the fluency sub-dimension, the scores obtained in the fifth grade and sixth, seventh and eighth classes differed in favor of the sixth, seventh and eighth classes, respectively. In the sixth grade, the difference between the scores received in the seventh and eighth classes advantage of the scores obtained in the seventh and eighth classes, respectively. Moreover, the difference between the scores obtained in the seventh class and the scores taken in the eighth class were found advantage of the scores obtained in the eighth grade. In the sub-dimension of originality, there was a difference between the scores obtained in the fifth grade and the scores obtained in the seventh and eighth classes, respectively, in favor of the scores obtained in the seventh and eighth grades. It was found that there was a differentiation between the scores obtained in the seventh grade, and the scores obtained in the eighth grade in the seventh and eighth classes, respectively. It is seen that there is a statistically significant difference between the scores obtained in the fifth, sixth and eighth grades in the abstraction of headings advantage of the scores obtained in the seventh grade. In the enrichment sub-dimension, it was found that the scores obtained in the fifth and sixth grades differed significantly from the scores obtained in the eighth grade in favor of the scores obtained in the fifth and sixth grades. In the sub-dimension of resistance to early closure, it was observed that there was a difference between the scores obtained in the fifth, sixth and eighth grades and the scores obtained in the seventh grade advantage of the scores obtained in the seventh grade. In the total creativity scores, there was a difference between the scores obtained in the fifth grade and the scores obtained in the sixth class advantage of the ratings obtained in the sixth grade. It was determined that the scores obtained in the fifth sixth and eighth grades differed significantly advantage of the scores obtained in the seventh class (p <.05). It was determined that the total creativity rating of the children participator in the survey in the sixth class and the early closure resistance subscale scores obtained in the eighth grade differed according to gender (p <.05).

"Services for Children of Incarcerated Parents" provides an overview of the history, design and outcomes of human service programs provided for children of prisoners in the United States. The article examines services based in correctional settings and services sited in the community, using examples from the core programs and projects conducted by the Center for Children of Incarcerated Parents from 1990 through 2010. An analysis of the utility of specific services to children and families, and the effectiveness of those services in improving child outcomes is provided.

Drawing on expectancy-value theory, this study examines children's motivational attributes and parental influences on how children spend their leisure time in middle childhood and adolescence. Specifically, the study examined if parent encouragement and beliefs (i.e., perceived importance of sports and perceived child ability) and child motivation (expectancy and value for sports) are predictive of sports participation over the course of middle childhood and adolescence. Parent and child reports are compared using data from the Childhood and Beyond (CAB) longitudinal study. Findings reveal that parent beliefs and encouragement and child motivation were positively associated with sports participation in middle childhood. Both parental influences and children's motivation measured in middle childhood were predictive of time spent participating in adolescence. However, only parent influences were predictive of whether the child continued to participate in sports in adolescence.

ABSTRACTThis paper presents findings from a prospective longitudinal study which set out to track the progress of 105 children and young people newly identified as having suffered, or being likely to suffer, significant harm through maltreatment or neglect. Baseline data were collected on these children in four English social services departments. Descriptive data on the services and child outcome data were analysed on all the children between 12 and 18 months later, and on 77 of the young people 8–9 years after concerns were first identified. Forty per cent of the children stayed at home with a parent throughout, while the majority of children experienced either some or considerable disruption to their lives. Fifty‐seven per cent experienced further maltreatment or neglect. Some children appear to have made good progress in spite of repeated moves, disruption and re‐abuse. The paper examines the pattern of services to children and parents. Factors are explored which appeared to either help or hinder the children's capacity to deal with the stresses and adversities faced over the 8 years. Implications for policy and practice are explored which may be more likely to promote positive outcomes for these high‐risk children.

AbstractIt is well known that parenthood can be particularly stressful. However, less is known about the stability of parenting stress across children's developmental periods. Certain correlates to parenting stress, such as coparenting support between parents, also appear to play a crucial role in childrearing. The current study aims to shed light on the longitudinal associations between parenting stress during the preschool and school years, along with the moderating effect of coparenting support in this association. Eighty‐two heterosexual couples who are parents completed the Parenting Stress Index at Time 1 and Time 2 and the Coparenting Relationship Scale at Time 2. Actor‐Partner path analyses revealed that greater parenting stress in each parent was related to their partner's greater parenting stress at each time point, but only to their own greater parenting stress 5 years later. The association between fathers' parenting stress at both time points was weaker in fathers who reported greater coparenting support from their partner. Helping parents reduce their parenting stress and learn to support each other effectively as coparents may be important parenting intervention avenues.