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Maternal-Fetal Attachment: Does it predict parenting outcomes?
Title
Maternal-Fetal Attachment: Does it predict parenting outcomes?
Creator
Desai, Shivani S.
Date
2018
Description
Maternal-fetal attachment (MFA) predicts critical aspects of the caregiver-child relationship, including parental sensitivity and engagement....
Show moreMaternal-fetal attachment (MFA) predicts critical aspects of the caregiver-child relationship, including parental sensitivity and engagement. However, little is known about the relation between MFA and specific parenting beliefs and attitudes that contribute to these positive parenting behaviors, such as parenting sense of competence and parenting stress. The aim of this longitudinal study was to examine if MFA predicts specific domains of parenting sense of competence and parenting stress when children are two years of age. Participants included 53 mainly Caucasian women with a mean age of 33.9 years. MFA was assessed during pregnancy (mean gestational age = 27.02 weeks) using the Maternal Fetal Attachment Questionnaire. Parenting sense of competence and stress were assessed when the children were 2 years of age with the Parenting Sense of Competence questionnaire and the Parenting Stress Index questionnaire. Results of regression analyses indicated that higher levels of MFA significantly predicted higher levels of parenting satisfaction, a domain of parenting sense of competence. They also indicated that higher levels of MFA predicted lower levels of two domains of parenting stress, including stress associated with attachment and role restriction. These findings suggest that prenatal attachment is important to assess during pregnancy, as it may predict future parenting beliefs and attitudes, including sense of competence and stress.
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SPECIFICITY OF DEFICITS IN EXECUTIVE FUNCTIONING IN YOUTH WITH NONVERBAL LEARNING DISABILITY, ATTENTION DEFICIT HYPERACTIVITY DISORDER AND READING DISORDER
Title
SPECIFICITY OF DEFICITS IN EXECUTIVE FUNCTIONING IN YOUTH WITH NONVERBAL LEARNING DISABILITY, ATTENTION DEFICIT HYPERACTIVITY DISORDER AND READING DISORDER
Creator
McCue, Kimberly Ann
Date
2021
Description
Nonverbal Learning Disability (NLD) has been the focus of four decades of neuropsychological research. However, it has yet to be included as a...
Show moreNonverbal Learning Disability (NLD) has been the focus of four decades of neuropsychological research. However, it has yet to be included as a diagnostic category in the Diagnostic and Statistical Manual of Mental Disorders (i.e., currently in its fifth edition, DSM-5, American Psychiatric Association, 2013). Many of the characteristics associated with Nonverbal Learning Disorder (NLD) are similar to those found in other more established disorders such as Attention-Deficit/Hyperactivity Disorder (ADHD), Specific Learning Disorders (SLD), and Autism Spectrum Disorder (ASD). Recent research in neuropsychology and other fields has contributed to a greater understanding of the cognitive profiles of NLD, ADHD, and Reading Disorder (RD). However, the neurological underpinnings of deficits in executive functioning specific to NLD versus ADHD and RD have yet to be fully elucidated. Ongoing research has failed to distinguish NLD from other childhood disorders, including ADHD, based on specific structural or functional neurological deficits. The current study examined the specificity of deficits in executive functioning in youth with nonverbal learning disability, attention deficit hyperactivity disorder and reading disorder. In addition, the study examined the degree to which the Rey Complex Figure Test subscales and Processing Speed Index (PSI) and Working Memory Index (WMI) scores (WISC-IV or WISC-III) could discriminate between the NLD group from ADHD and RD groups. Data for the present study were collected from a population served by the Pediatric Neuropsychological Service at The University of Chicago Medicine. Children who had been referred for neuropsychological assessment and whose comprehensive battery included a WISC measure (WISC-III or WISC-IV) and RCFT measurements were included. All data were archival, i.e., gleaned from the Service database; data from 202 participants was retrieved, including youth who underwent neuropsychological evaluation between 2003 and 2016. The present study hypothesized differences between NLD, ADHD, and RD diagnostic groups on visuo-spatial planning/organization, visuo-spatial working memory, long-term visuo-spatial recall, visuo-spatial recognition, verbal working memory, and processing speed. In summary, of the six executive function domains examined, two domains showed significant underperformance for the NLD group, two domains showed a non-significant trend of underperformance for the NLD group and two domains did not show significant differences between diagnostic groups.
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ARE SUPPORTIVE FOSTER CAREGIVERS ASSOCIATED WITH IMPROVED FOSTER CARE ALUMNI OUTCOMES? A LONGITUDINAL EXAMINATION OF THE EFFECT OF SUPPORTIVE FOSTER CAREGIVERS ON MENTAL HEALTH OUTCOMES IN A NATIONALLY REPRESENTATIVE SAMPLE
Title
ARE SUPPORTIVE FOSTER CAREGIVERS ASSOCIATED WITH IMPROVED FOSTER CARE ALUMNI OUTCOMES? A LONGITUDINAL EXAMINATION OF THE EFFECT OF SUPPORTIVE FOSTER CAREGIVERS ON MENTAL HEALTH OUTCOMES IN A NATIONALLY REPRESENTATIVE SAMPLE
Creator
Dunn, Megan Reeves
Date
2021
Description
Foster youth are a vulnerable population associated with poor health outcomes, but relatively little research has identified factors that may...
Show moreFoster youth are a vulnerable population associated with poor health outcomes, but relatively little research has identified factors that may mitigate adverse outcomes for these youth. The present study augments previous research by utilizing a nationally representative, longitudinal study (The National Longitudinal Study of Adolescent to Adult Health or Add Health) to investigate whether foster youth in the United States face significantly different mental and behavioral health outcomes compared with same-age peers, and second, whether presence of a supportive foster caregiver may predict better mental and behavioral health outcomes in the foster youth subsample. Using data from Waves III and IV of the Add Health study (N = 12,288 participants, of which n = 282 were foster youth), analyses examined whether foster status and higher caregiver support was related to rates of depression symptoms, suicidal ideation, marijuana use, and alcohol use. Surprisingly, there were few differences between those with and without a foster history; higher frequency of marijuana use among foster youth was the only significant difference. However, analyses in the foster youth subsample indicated that the presence of a supportive caregiver was associated with lower rates of depression symptoms and lower endorsement of suicidal ideation, demonstrating caregiver support as a possible protective factor for foster youth. Future research must continue to explore potential benefits of caregiver support, as it may inform policy that can improve long-term outcomes for foster youth.
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Relations Between Inhibitory Control, Teacher Support, and Externalizing Behaviors in Elementary School Children
Title
Relations Between Inhibitory Control, Teacher Support, and Externalizing Behaviors in Elementary School Children
Creator
Kurian, Jennifer
Date
2021
Description
The aim of this study was to examine the relation between child hot and cool inhibitory control (IC) at the beginning of the school year and...
Show moreThe aim of this study was to examine the relation between child hot and cool inhibitory control (IC) at the beginning of the school year and externalizing behaviors at the end of the year, and to determine if teacher support moderates this relation in early elementary school. Participants included a diverse sample of 138 children in grades 1 (n = 62) and 2 (n = 76), with a mean age of 7.2 years (SD = 10.1 months), about half of whom were male. Hot IC was assessed with the Puzzle Box Task and cool IC with the Happy-Sad Stroop Task. Teacher support was rated by independent observers using the Adapted Teaching Style Rating Scale. A composite teacher-report score based on ratings on subscales from two measures, the Strengths and Weaknesses of Attention Deficit Hyperactive Disorder Symptoms and Normal Behavior and the Strengths and Difficulties Questionnaire, was used to assess externalizing behavior at both time points. Results of hierarchical regression analyses revealed that, contrary to expectation, neither hot nor cool IC significantly predicted child externalizing behavior at the end of the school year. A moderation analysis also failed to show a significant moderating effect for teacher support. The only variable that significantly predicted externalizing behavior at the end of the year was externalizing behavior at the beginning of the year. There were significant concurrent associations between hot IC and externalizing behaviors at both the beginning and end of the school year. These findings suggest that externalizing behaviors in early elementary school are relatively stable. Thus, early and comprehensive intervention may be critical for implementing prevention strategies designed to increase self-regulation and thereby decrease externalizing behaviors after formal school entry.
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