Attitudes among South African university staff and students towards disclosing secondary genetic findings.

The present study represents an initial step in understanding diverse academic perspectives on the disclosure of secondary findings (SFs) from genetic research conducted in Africa. Using an online survey completed by 674 university students and academic staff in South Africa, we elicited attitudes towards the return of SFs. Latent class analysis (LCA) was performed to classify sub-groups of participants according to their overall attitudes to returning SFs.

Infants' Social Experiences in Three African Sociocultural Contexts.

This study introduces a peri-urban context of poverty to the study of child development in Africa in contrast to the more typical assessments in middle-class and rural contexts. Spot observations were used to assess universal caregiving behaviors toward seventy-six 3-month-old infants. Results show that middle-class infants experienced distal parenting behaviors instantiated by mothers, whereas rural children experienced proximal parenting practices in interactions with others.

Longitudinal Association between Child Emotion Regulation and Aggression, and the Role of Parenting: A Comparison of Three Cultures.

Background: The ability to regulate emotions is a key developmental achievement acquired during social interactions and associated with better behavioral and social outcomes. We examined the influence of culture on child emotion regulation (ER) and aggression and on early parenting practices, and the role of parenting in child ER.

Methods: We assessed 48 mother-infant dyads from three cultures (1 UK, 2 South African) at infant age of 3 months for maternal sensitivity during face-to-face interactions and responses to infant distress during daily life, and at 2 years for child ER strategies and maternally reported aggression.