Developmental Changes in the Relation between Youth Disclosure and Parenting Behavior: A Cohort-sequential Analysis.

To address a gap in the literature regarding the development of youth disclosure across the transition to adolescence, the current research uses a cohort-sequential approach to study youth disclosure from middle childhood through adolescence. Longitudinal data from three cohorts of parents were utilized (N = 1359; children at T1 were in grades 2 [M = 8.00 years, SD = 0.

"People Think It's Easy Because I Smile, But It's Not Easy": The Lived Experiences of Six African American Single Mothers.

Grounded in Resilience Theory (Masten et al., 1990; Walsh, 1996; Walsh, 2002; Walsh, 2003) with a specific focus on parental resilience (Gavidia-Payne et al., 2015), this qualitative phenomenological study explored the lived experiences of low-income ( families.

Sources of social support and gender in perceived stress and individual adjustment among Latina/o college-attending emerging adults.

Objectives: We explored the role of particular sources of social support (friends, romantic partners, family) as moderators and mediators in the associations between perceived stress and individual well-being (loneliness, depressive symptoms, and self-rated physical health). We also tested the possible moderating effect of gender to ascertain whether women and men are differentially impacted by social support's diverse sources.

Method: Participants were 163 Latina/o emerging adults attending college (85% women; = 20.

Loneliness, Stress, and Social Support in Young Adulthood: Does the Source of Support Matter?

Social support protects individuals against adversity throughout the lifespan, and is especially salient during times of intense social change, such as during the transition to adulthood. Focusing on three relationship-specific sources of social support (family, friends, and romantic partners), the current study examined the stress-buffering function of social support against loneliness and whether the association between social support and loneliness with stress held constant would vary by its source. The role of gender in these associations was also considered.

Educational aspiration-expectation discrepancies: relation to socioeconomic and academic risk-related factors.

This study examines whether disconnection between educational aspirations and expectations is associated with socioeconomic status, academic performance, academic risk-related behaviors and related psychosocial factors in an ethnically and economically diverse sample of early adolescents from a public middle school (N = 761). Results suggest that students who aspire to achieve more than they expect to achieve also are likely to have more economically disadvantaged backgrounds and poorer academic performance. These students also show a variety of academic and social risks.

Adolescents' aggressive and prosocial behavior: associations with jealousy and social anxiety.

The authors examined how relational aggression, physical aggression, and proactive prosocial behavior were associated with jealousy and social anxiety in a diverse sample of 60 middle school students. After the authors controlled for gender and race, jealousy predicted relational aggression and proactive prosocial behavior, but it did not predict physical aggression. Additionally, social anxiety predicted proactive prosocial behavior.

Developmental issues in school-based aggression prevention from a social-cognitive perspective.

Contemporary research on the development and prevention of aggressive behavior in childhood and adolescence emphasizes the importance of social-cognitive factors such as perceptual biases, problem-solving skills, and social-moral beliefs in the maintenance of aggression. Indeed, school-based social-cognitive intervention approaches have been identified as best practices by the Centers for Disease Control and Prevention. However, because child age is an important covariate of both intervention effectiveness and social-cognitive ability, school-based prevention program designers should keep in mind a number of issues identified through developmental research.

Do preschool children understand what it means to "diet," and do they do it?

Objective: The current study determined what preschool children understand about dieting and the extent to which they report engaging in dieting behaviors.

Method: Forty-two children (mean age = 5.2 years) were interviewed about their understanding of the word "diet" and about food restraint behaviors.

Parents, peers, and problem behavior: a longitudinal investigation of the impact of relationship perceptions and characteristics on the development of adolescent problem behavior.

This study examined longitudinal relations among adolescents' family relationships, peer relationships, and problem behavior. Participants were 1,357 African American and European American adolescents who were interviewed at 3 time points: 7th grade (mean age = 12.7 years), the summer after 8th grade (mean age = 14.

Body size stigmatization in preschool children: the role of control attributions.

Objective: The current study assessed preschool-age children's control attributions for weight and the relationship of these attributions to attitudes and behavioral intentions toward children of different body sizes.

Methods: Forty-two children (mean age = 5.2 years) were interviewed about the adjectives they attributed to figures of different sizes, their preference for size in playmates, and their beliefs about children's ability to control their own weight.

Adolescents' outcome expectancies about relational aggression within acquaintanceships, friendships, and dating relationships.

Adolescents' (N = 292) relational aggression and outcome expectancies for relational aggression in three different relationship contexts (acquaintanceship, friendship, and dating) were assessed. With respect to each type of relationship, adolescents were questioned about the emotional and dyadic consequences of relational aggression, and about whether the victim of relational aggression would retaliate. It was also of interest to assess whether adolescents' personal involvement in relational aggression was associated with these judgments.

Exposure to "low-level" aggression in school: associations with aggressive behavior, future expectations, and perceived safety.

Examined associations with witnessing and being victimized by "low-level" aggressive acts (e.g., pushing, gossip) and three indicators of psychosocial functioning in a sample of 771 elementary school students from one urban and one suburban school district.