Psychology at the Intersection of Work and Family: Recommendations for Employers, Working Families, and Policymakers.

Demographic data show that major changes have been occurring in the everyday lives of families over the last generation, with the majority of mothers of young children in the workforce and an increasing number of men and women assuming caregiving responsibilities for older relatives. Thus, the 2 primary identities of most adults, defined by their multiple family and work roles, need to be coordinated in ways that promote positive family outcomes, returns on investments for employers, and societal values. Despite changes in the workforce, the world of work is still largely organized for a family model that is increasingly rare--one with a stay-at-home caregiver. Recommendations based on psychological and other social science research are offered to align the needs of working families and employers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

中西称呼语的文化差异及互译

阐述了中西称呼语的差异,分析其社会和民族心理根源,探讨跨文化交际中称呼语翻译的规律.     

Intergenerational Family Conflict and Coping Among Hmong American College Students.

Problem solving and social support, as different styles of coping with intergenerational family conflict, were examined among 86 Hmong American college students. Problem solving and social support were hypothesized to differentially moderate the effects of family conflict on psychological adjustment. Furthermore, the effects of attributions of blame on the adjustment of Hmong American college students were examined. Results indicate that social support buffered and problem solving enhanced the negative effects of family conflict on symptoms of distress but not on affect. Additionally, there were significant interaction effects between family conflict and self-blame on distress. Specifically, students who were more likely to blame themselves reported higher levels of distress. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predicting Individual Differences in Attention, Memory, and Planning in First Graders From Experiences at Home, Child Care, and School.

This study adds to the growing literature linking children's experiences in the environment to individual differences in their developing skills in attention, memory, and planning. The authors asked about the extent to which stimulating and sensitive care in the family and in the child-care or school environments would predict these cognitive outcomes. The authors also questioned the primacy of experiences in the first 3 years of life. Data from a sample of 700 first graders whose experiences in the home and in child care or school were evaluated since early infancy revealed that the cumulative quality of the child-rearing environment was related to attention and memory but not to planning and that the quality of the family environment was more strongly associated with outcomes than was the quality of child care and of school. The quality of both children's early (6 through 36 months) and later (54 months and first grade) environments predicted performance on the attention and memory tasks. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predictors of Resilience in Maltreated and Nonmaltreated Latino Children.

To date, few studies have sought to investigate the effects of child maltreatment and processes influencing maladaptation and resilience in Latino children. In the current investigation, multiple aspects of functioning, personal resources, and relationship features were examined in school-age maltreated and nonmaltreated Latino children. Maltreated Latino children were found to have fewer areas of resilient functioning. Ego-resiliency and ego-control, as personal resources, and the ability to form a positive relationship with an adult figure outside of the immediate family predicted resilience. However, certain aspects of interpersonal functioning were differentially related to resilience for maltreated and nonmaltreated Latino children. These findings have implications for understanding how resilience can be promoted in maltreated and nonmaltreated Latino children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Using Diary Methods to Study Marital and Family Processes.

Diary methods allow researchers to study marital and family processes within the context of daily life in a way that is not possible with more traditional methods. The authors review applications of diary designs in marital and family research and detail the types of research questions that can uniquely be asked of dyadic/family diary data. Technological developments for the use of electronic palm-top devices for implementing diary methods are also reviewed. Additionally, the authors discuss specific issues relevant to the analysis of diary data that come from dyads or families. Last, the authors raise unresolved issues and directions for future research in the use of diary methods for studying marital and family processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Maternal influences on daughters' restrained eating behavior.

This study examined whether mothers' preoccupation with their own weight and eating was linked to daughters' restrained eating behavior. Participants included 173 non-Hispanic, White mother-daughter dyads, measured longitudinally when daughters were ages 5, 7, 9, and 11. Mothers who were preoccupied with their own weight and eating reported higher levels of restricting daughters' intake and encouraging daughters to lose weight over time. Mothers' encouragement of daughters' weight loss was linked to daughters' restrained eating behavior; this relationship was partially mediated by daughters' perception of maternal pressure to lose weight. These findings suggest that mothers' preoccupation with weight and eating, via attempts to influence daughters' weight and eating, may place daughters at risk for developing problematic eating behaviors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A Clinical Trial to Test the Feasibility of a Telehealth Psychoeducational Intervention for Persons With Schizophrenia and Their Families: Intervention and 3-Month Findings.

Objective: To evaluate the feasibility of a telehealth psychoeducation intervention for persons with schizophrenia and their family members. Study Design: Randomized controlled trial. Participants: 30 persons with schizophrenia and 21 family members or other informal support persons. Interventions: Web-based psychoeducation program that provided online group therapy and education. Main Outcome Measures: Measures for persons with schizophrenia included perceived stress and perceived social support; for family members, they included disease-related distress and perceived social support. Results: At 3 months, participants with schizophrenia in the intervention group reported lower perceived stress (p = .04) and showed a trend for a higher perceived level of social support (p = .06). Conclusions: The findings demonstrate the feasibility and impact of providing telehealth-based psychosocial treatments, including online therapy groups, to persons with schizophrenia and their families. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evidence-based parent and family interventions in school psychology: Overview and procedures.

This special issue, entitled "Evidence-Based Parent and Family Interventions in School Psychology," examines the data that support the use of interventions as methods for changing children's school-related behavior and learning problems. Taken together, the articles reflect the work of the Parent and Family Intervention domain of the Evidence-Based Interventions in School Psychology Task Force. Across the articles in this special issue, the categories of coding criteria in the Manual were used to organize the presentation of results. Six review articles on the evidence base for parent and family intervention appear next; these are followed by commentary from distinguished scholars and a brief reflective comment from the special issue editors. Parent intervention is the exclusive focus of the reviews of parent education and parent consultation. Two reviews focus on the home-school relationship including the articles on parent involvement and home-school collaboration. Two reviews include both parent and family treatments: early childhood family-focused interventions and parent training and family systems interventions. Commentary was sought from the current co-chairs of the Task Force, an expert in evidence-based practice in child clinical psychology, a researcher in family-school linkages and parent consultation, and a methodologist. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Evidence-based family-school interventions with preschool children.

Fifteen studies of family-school interventions with preschool children conducted between 1980 and 2002, and published in peer-reviewed journals, were reviewed and evaluated according to the criteria developed by the Task Force on Evidence-Based Intervention in School Psychology (Division 16 and Society for the Study of School Psychology Task Force, 2003). Results indicate that family-school interventions with preschool children have taken many forms, have targeted a variety of problems and behaviors, and have generally shown positive effects. Efficacious interventions included parent and teacher training, parent education, and behavioral family therapy. Recommendations for future research include increased methodological rigor, replication and extension of current studies, and the completion of longer-term, follow-up investigations to determine whether gains that are made post-treatment are maintained over time. (PsycINFO Database Record (c) 2011 APA, all rights reserved)