The modular approach to therapy for youths with anxiety, depression, trauma, and conduct problems (MATCH): results from the Norwegian randomized-controlled trial.

Background: A randomized controlled trial was conducted to examine the effectiveness of the Modular Approach to Therapy for Youths with Anxiety, Depression, Trauma, and Conduct Problems (MATCH) for Norwegian youths referred to seven Child and Adolescent Psychiatric Outpatient Clinics. MATCH addresses comorbid problems that are common in children and youth, and its transdiagnostic design may therefore be more effective compared to standard treatments that often address single problems. MATCH has, however, never been evaluated in a Nordic context, and the present study aimed to fill this gap.

Duration of Breastfeeding and Supportive Paternal Caregiving in Early Childhood and the Potential Mediating Function of Maternal Caregiving.

Objective: Supportive paternal caregiving is influenced by contextual factors, including maternal caregiving behaviors. Although longer periods of breastfeeding have been found to be associated with higher levels of maternal supportive parenting, it remains unknown whether the benefits of breastfeeding also extend to fathers' supportive caregiving. This study tested the indirect relation between the duration of breastfeeding and paternal supportive parenting through maternal supportive parenting.

Compensatory effects of maternal and paternal supportive parenting in early childhood on children's school-age adjustment.

Both maternal and paternal supportive parenting (i.e., sensitivity, warmth, stimulation, and engagement) across early childhood have been found to be associated with multiple domains of children's positive socioemotional functioning.

Family concordance and gender differences in parent-child structured interaction at 12 months.

This observational study examined family concordance and gender differences in early parent-child interaction in the family supportive sociopolitical context of Norway. Mothers and fathers from 39 Norwegian families were observed on separate occasions with their 12-month-old children (20 girls and 19 boys). Data were recorded from observations using microsocial coding methodology based on social interaction learning theory.