Effect of Therapist Coaching Statements on Parenting Skills in a Brief Parenting Intervention for Infants

Behavioral parenting interventions have been shown to decrease early childhood behavior problems by improving parenting skills. Few studies have examined the impact of therapist coaching statements on parenting skill acquisition, especially among ethnic minority families and non-English-speaking families. In this study, we examined therapists’ use of responsive and directive coaching statements during the first coaching session in a brief parenting intervention, the Infant Behavior Program (IBP), on changes in parenting skill acquisition. Participants were 24 mothers of 12- to 15-month-olds, with elevated levels of behavioral problems from primarily Latinx and low-income backgrounds. Mothers who heard more responsive coaching from their therapist showed greater increases in positive parenting skills. Spanish-speaking therapists used fewer responsive coaching statements and more commands, however, language spoken did not moderate the effect of these statements on changes in parenting skills. Responsive coaching statements in English and Spanish had a positive impact on parenting skill acquisition.

Punitive versus Medicalized Responses to Childhood Behavior Problems and High School Graduation

There are significant racial and socioeconomic disparities in the use of suspensions and therapy/medication for childhood behavior problems. These disparities exacerbate inequalities elsewhere, including academic achievement. In addition, the unequal distribution of child social control also raises the question of whether unobserved heterogeneity between suspended and medicated children may explain the benefits of therapy/medication as an approach to child social control. In this study, I use data from the National Longitudinal Survey of Youth 1979–Child and Young Adult Survey to examine the relationship between early suspension or therapy/medication and high school graduation. Results of logistic regression models show that suspended children have lower odds of graduation than non-suspended/non-medicated children and children who only received therapy/medication. However, results of sibling comparison models that better condition on unobserved factors associated with child social control and academic achievement yield no significant differences in the odds of high school graduation across medicated and suspended siblings.

Physical Abuse, Emotional Abuse, and Neglect and Childhood Behavior Problems: A Meta-Analysis of Studies in Mainland China

The relationship between three types of child maltreatment, including physical abuse, emotional abuse and neglect, and childhood behavior problems in Mainland China, has not been systematically examined. This meta-analysis reviewed findings from 42 studies conducted in 98,749 children in Mainland China and analyzed the pooled effect sizes of the associations between child maltreatment and childhood behavior problems, heterogeneity in study findings, and publication bias. In addition, this study explored cross-study similarities/differences by comparing the pooled estimates with findings from five existing meta-analyses. Equivalent small-to-moderate effect sizes emerged in the relationships between the three types of maltreatment and child externalizing and internalizing behaviors, except that emotional abuse related more to internalizing than externalizing behaviors. Considerable heterogeneity exists among the 42 studies. Weak evidence suggests that child gender and reporter of emotional abuse may moderate the strengths of the relationships between child maltreatment and behavior problems. No indication of publication bias emerged. Cross-study comparisons show that the pooled effect sizes in this meta-analysis are about equal to those reported in the five meta-analyses conducted in child and adult populations across the world. Findings urge relevant agencies in Mainland China to build an effective child protection system to prevent child maltreatment.