This article presents a description of how an interdisciplinary network of academic researchers, community-based programs, parents, and state agencies have joined together to design, test, and scale a suite of innovative intervention strategies rooted in new knowledge about the biology of adversity. Through a process of cocreation, collective…

This study examined whether children’s difficulties with stage-salient tasks served as an explanatory mechanism in the pathway between their insecurity in the interparental relationship and their disruptive behavior problems. Using a multimethod, multi-informant design, 201 two-year-old children and their mothers participated in 3 annual…

One hundred and ten English-speaking children schooled in French were followed from kindergarten to Grade 2 (M[subscript age]: T1 = 5;6, T2 = 6;4, T3 = 6;11, T4 = 7;11). The findings provided strong support for the Home Literacy Model (Sénéchal, M., 2002) because in this sample the home language was independent of the language of instruction. The…

This third-generation, longitudinal study evaluated a family investment perspective on family socioeconomic status (SES), parental investments in children, and child development. The theoretical framework was tested for first-generation parents (G1), their children (G2), and the children of the second generation (G3). G1 SES was expected to…

The effects of geographic variations in cost of living and family income on children's academic achievement and social competence in first grade (mean age = 86.9 months) were examined, mediated through material hardship, parental investments, family stress, and school resources. Using data from the Early Childhood Longitudinal Study-Kindergarten…

This study examined the role of adolescent perceptions of parental behavior and disrupted parenting in the continuity of antisocial behavior across generations. Participants included 430 adolescents and their biological parents assessed during the period from the 9th to 12th grades (9th grade age in years: M=15.09, SD=0.43). Structural equation…

This review draws together research by developmentalists on parents' ideas about parenting and development, and research in social psychology on attitudes, schemas, and social categorization. (PCB)

Estimates confluence model of intellectual development for a within-family sample of 321 children from 101 transracial adoptive families. Mental ages of children and their parents and birth or adoption intervals were used in a nonlinear least-squares estimation procedure to obtain children's predicted mental ages. Results suggest efficiency of the…

Constructs a model for understanding possible relationships between parents' personal social networks and their children's development. (JMB)

Compared conceptual models examining the role of improved parent-child relationships in the relations between mentoring partnerships and academic outcomes of adolescent applicants to Big Brothers Big Sisters programs. Found that mentoring led to reduced unexcused absences and improved perceived scholastic competence. Mentoring effects were…

Examined low interrater agreement by decomposing common and unique variance among parent, adolescent, and observer reports of parental warmth and negativity into genetic and environmental factors. Model-fitting analyses findings generally supported predictions for warmth and negativity at Family and Individual levels. At the Social level, genetic…

Examined relationships between family financial resources, academic competence, and socioemotional adjustment during early adolescence. Subjects were 90 African American youths and their married parents in the rural South. Found that parents with greater financial resources were less depressed and more optimistic, and their children were better…

Examined the effects of parental stress on adolescent adjustment in independent rural and urban samples of intact families with at least one early adolescent male child. Findings showed that parental stress was related to adjustment through stress-related parental depression that, in turn, correlated with disrupted discipline practices. (MDM)

Used contextual and transactional approach to examine age and gender differences in experience and consequences of life stress in clinic-referred 8- to 18-year olds. Found that adolescent girls experienced highest interpersonal stress, self-generated within parent-child and peer relationships. Preadolescent girls experienced highest independent…

Used structural equational modeling to examine the combined influence and predictive ability of family characteristics on maternal and paternal involvement in early intervention programs. Found that coping was a significant predictor of maternal and paternal involvement as well as a mediator variable between family functioning and parental…