What about the baby? Infancy and parenting in the COVID-19 pandemic

This article reviews the evolution of a newborn through the first year of life and the potential impacts of COVID-19 on the infant, parent, and the parent-infant relationship. Babies grow in the context of relationships, and the quality of those relationships affects the physiological and psychological organization of the baby. Precisely because each baby is a being with unique biology, temperament, and ways of experiencing, feeling, and learning, much is to be discovered and understood about them. The baby's wordless communications require their parents to intuit, infer, hypothesize, and experiment as parents come to know the needs of their baby. As we walk alongside parents who struggle to come to know their infant-even as the infant is coming to know them-we are required to have conceptual knowledge of how a newborn becomes a fully awakened infant. Under typical conditions, the birth of a firstborn baby presents a caregiving challenge and developmental opportunity for the emerging parent. Environmental context can serve to support or interfere in the success of the adjustment. This paper will explore some theoretical underpinnings that contribute to infant and parent well-being and the possible impact of being born during the COVID-19 pandemic. Also considered will be the undue burden of families bearing the weight of economic inequities, oppression, and structurally supported racism. This article will explore the influence of parental perception, the development of attachment relationships, and how that is influenced by and influences infant communication. Finally, it will suggest ways that psychotherapists seeing individuals who are parents can hold the infant in mind as they work to understand and respond to their adult clients navigating the impacts of this pandemic. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Opinions of Parents on the Use of Technology for Their Children During the Covid-19

This study aimed to examine the views of parents of young children on their children's use of technology during COVID-19. The participants of this research, in which a case study was used, consisted of 10 mothers and 10 fathers living in a province in the inner Aegean region of Turkey. The interview form prepared by the researcher was used as a data collection tool. The data obtained from this research were analysed using content analysis. The research data were gathered under the following four themes: family guidance, technology use in the family, effects on the development of the child, and technology education. The findings showed that parents had positive opinions about the use of technological tools and technology education during COVID-19. In addition, it was concluded that parents needed support on how to guide their children in this process. It was determined that while some parents tried to be positive models for their children, they showed different approaches with their spouses. To them, technolog) affected their children's behavior and attention/interest levels negatively.

Invited discussant comments during the UCL-Penn Global Covid Study webinar 'Family Life: Stress, Relationship Conflict and Child Adjustment'.

The main objective of this article is to comment on the findings presented during the UCL-Penn Global Covid Study webinar, 'Family Life: Stress, Relationship Conflict and Child Adjustment' by Portnoy and colleagues. The study examined the ways in which family stress conflict has been affected by the coronavirus (Covid-19) pandemic. Informed by the transactional models of parent-child behaviour, the authors are specifically interested in exploring the effect of child adjustment on parental outcomes. The study, currently under consideration for publication, found that child emotional and conduct problems predicted changes in parental depression and stress during the early stages of the Covid-19 pandemic. Child hyperactivity predicted parental stress, but not depression. None of the child behaviour problems (emotional problems, conduct problems and hyperactivity) predicted parental relational conflict. This article discusses reasons why the study under consideration did not find a significant effect on relational conflict and posts questions that can be addressed in future studies.

Gender, Parenthood, and Employment During COVID-19: An Immigrant-Native Born Comparison in Canada

La pandémie de COVID-19 a bouleversé notre façon de vivre et de travailler. Au Canada, le fossé entre les sexes en matiere d'emploi chez les parents de jeunes enfants s'est considérablement enforcé pendant la pandémie. Les études antérieures, cependant, examinent les parents au Canada sans distinction de leur statut d'immigrant, bien que les parents immigrants et les parents nés au Canada puissent avoir des expériences travail-famille différentes. Dans cette étude, nous examinons comment le croisement des statuts de parent et d'immigrant a influencé l'évolution des écarts d'emploi entre les sexes pendant la pandémie. En nous servant des micro-données de l'enquete sur la main-d'œuvre (EMŒ) de mars 2019 â février 2021, nous examinons la probabilité d'emploi selon le sexe, le statut parental et le statut d'immigrant. Si l'on compare la période de fermeture des écoles (mars â aoÛt 2020) aux mėmes mois de 2019 (avant la pandémie), les femmes immigrées, quel que soit leur statut parental, ont connu des baisses d'emploi plus importantes que leurs homologues masculins et que les non-immigrants, et le fossé entre les sexes s'est le plus creusé chez les immigrants récents ayant des enfants d'âge scolaire. Lorsque les écoles ont progressivement rouvert (de septembre 2020 â février 2021), l'emploi s'est rétabli plus rapidement pour les meres récemment immigrées que pour celles établies. Dans l'ensemble, nos résultats montrent que, parmi les parents de jeunes enfants, l'écart croissant entre les sexes en matiere d'emploi pendant la pandémie était concentré parmi les immigrants, les meres immigrantes étant désavantagées de maniere disproportionnée. Cette étude met en lumiere la façon dont la pandémie a exacerbé les inégalités intersectionnelles fondées sur le sexe, la parentalité et le statut d'immigrant.Alternate abstract:The COVID-19 pandemic has upended how we live and work. In Canada, the gender gap In employment among parents with young children widened substantially during the pandemic. Previous studies, however, examine parents in Canada without distinguishing them by immigrant status, although immigrant versus Canadian-born parents may have distinct work-family experiences. In this study, we investigate how the intersection of parental and immigrant statuses influenced change in gender employment gaps during the pandemic. Drawing on Labor Force Survey (LFS) microdata from March 2019 to February 2021, we examine the probability of employment by gender, parental status, and immigrant status. When comparing the school closure period (March to August 2020) relative to the same months in 2019 (pre-pandemic), immigrant women, irrespective of parental status, witnessed larger declines in employment than their male counterparts and nonimmigrants, and the gender gap widened the most among recent immigrants with school-aged children. When schools gradually reopened (September 2020 to February 2021), employment recovered faster for recent than established immigrant mothers. Overall, our findings show that among parents of young children, the growing gender gap in employment during the pandemic was concentrated among immigrants, with immigrant mothers disproportionately disadvantaged. This study illuminates how the pandemic exacerbated intersectional inequalities based on gender, parenthood, and immigrant status.

School climate and culture impact on middle school students and their attendance

Numerous studies have been conducted on the impact school climate and culture has on student achievement, but little has been studied on how climate and culture impacts student attendance. This study focuses specifically on the teacher-student relationship, parent engagement, and school safety and how these three areas of emphasis affect student attendance. When students feel disconnected, parents are unengaged, and safety concerns are present within the school setting, attendance barriers are created for students. This mixed-methods explanatory approach provided researchers the opportunity to survey all middle school students and interview 10 individual students per grade level for further investigation into what barriers are present at Rural #0535 Middle School. Although the results from the student body were generally favorable, there were pockets of concern in each of the three areas that indicate the reasons why students are absent from school. With the impact of the COVID-19 pandemic, as well as chronic absenteeism, school leaders must identify ways to address the concerns identified within the investigations. Once identified, school administrators can begin to eliminate the obstacles that are hindering students from attending school. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Parenting and child mental health during the COVID-19 pandemic: An online study with Portuguese and British Families

COVID-19 and the subsequent public health response created many additional stresses for families. We examined parental behaviour during the COVID-19 pandemic in two European Countries and explored the association between parents' behaviour and children's anxiety and quality of life. Caregivers of children and adolescents (N = 442;86.7% mothers) between 6 and 16 years old (M = 10, SD = 2.85) participated in an online cross-sectional survey in Portugal and the United Kingdom. Results show that higher children's anxiety and lower quality of life were associated with higher levels of unrealistic parental demands, lower parental self-care, and higher parental emotional dysregulation. Encouragement of children's emotion expression and management of exposure to COVID-19 information was negatively associated with children's anxiety. Promotion of routines, support of children's emotion modulation and promotion of children's healthy lifestyles were positively associated with children's quality of life. The predictors differed according to country and age group. These results highlight the importance of specific parenting behaviours on children's mental health during COVID-19. The need to moderate unrealistic demands and attend to parental self-care to reduce parental emotional dysregulation is important. (PsycInfo Database Record (c) 2022 APA, all rights reserved) Abstract (Spanish) COVID-19 y la subsiguiente respuesta de salud publica crearon muchas tensiones adicionales para las familias. Examinamos el comportamiento de los padres durante la pandemia de COVID-19 en dos paises europeos y exploramos la asociacion entre el comportamiento de los padres y la ansiedad y la calidad de vida del nino. Cuidadores de ninos y adolescentes (N = 442;86.7% madres) entre 6 y 16 anos (M = 10, DT = 2,85) participaran en una online encuesta en Portugal y en el Reino Unido. En los resultados se observa que la mayor ansiedad y una menor calidad de vida de los ninos se asociaron con niveles mas altos de demandas parentales poco realistas, menor autocuidado y mayor desregulacion emocional de los padres. El estimulo a la expresion de las emociones de los ninos y el manejo de la exposicion a la informacion de COVID-19 se asocio negativamente con la ansiedad de los ninos. La promocion de rutinas, el apoyo a la modulacion de las emociones de los ninos y la promocion de estilos de vida saludables de los ninos se asociaron positivamente con la calidad de vida de los ninos. Los predictores difirieron segun el pais y el grupo de edad. Estos resultados resaltan la importancia de comportamientos parentales especificos en la salud mental de los ninos durante el COVID-19. La necesidad de moderar las demandas poco realistas y prestar atencion al autocuidado de los padres para reducir la desregulacion emocional de los padres es importante. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Relationships between working-class, first-generation college students and their parent(s)/guardian(s): A phenomenological study on the impacts of middle-class socialization

This constructionist phenomenological dissertation study explored stories from nine working-class, first-generation college students, specifically how middle-class socialization on a four-year university campus located in the Mountain West region of the United States impacts the relationships with their parent(s)/guardian(s). My primary research question was: How does attending college at a 4-year public university influence first-generation, working-class students' relationships with the ir parent(s)/guardian(s)? My sub-research questions were: What role does middle-class socialization that occurs on a 4-year public university campus play in impacting this relationship? And what role does online learning/remote learning during this COVID-19 period play in impacting this relationship? I used Yosso's (2005) Community Cultural Wealth theory and Hurst's (2010) Loyalist, Renegade, and Double Agent study as the two main theoretical frameworks for this study. For data collection, I use semi-structured interviews, a researcher diary, and a panel of experts from the research site. My data analysis revealed eight significant shared stories amongst the participants. This manuscript style dissertation offers a deep dive into two of the findings, space and work ethic. Space was revealed as a class-influenced value. Space showed up as geographical space between family, privacy, such as having a private bedroom, and consistently sharing space with family to do chores together. Additionally, being a strong worker to be valued by both the student and their parent(s)/guardian(s), but difficult to demonstrate through coursework. The working-class parent(s)/guardian(s) defined working hard as physical labor. It was difficult for their student to demonstrate that they are working hard when their work does not require physical exertion. My conclusion chapter includes a brief description of the remaining six shared stories: Being successful in college to make sure their parent(s)'/guardian(s)' sacrifices were worth it, particularly if the parent/guardian immigrated to the United States;starting to value mental health;religious parent(s)/guardian(s) being nervous about their child being away from the church;transitioning from a strict household to an environment that encourages freedom of choice;transitioning from a high school where most of the students are of color to a predominantly white institution;and lastly, I found it significant that every participant was able to identify a specific program or service on campus that helped them be successful. Reflection questions and programmatic recommendations for higher education professionals are provided in the two manuscripts. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The impact of intensive, group-format parent-child interaction therapy on positive parenting skills and oppositional behavior of young children

Disruptive behavior disorders affect 10.75% of children and cause significant problems throughout life (Alizadeh et al., 2019;APA, 2013;Azeredo et al., 2018;Frick & Loney, 1999;Kofler et al., 2015;Leadbeater & Ames, 2016;Liu et al., 2017). The defiant behavior that is a common symptom of these disorders has shown to occur at higher rates when the child's parent uses a more harsh, negative, or neglectful parenting style (Brown et al., 2017;Giannotta & Rydell, 2016;Ghosh et al., 2017;Lavigne et al., 2016;Lin et al., 2019;Tung & Lee, 2014). To treat children's defiant behavior, Parent-Child Interaction Therapy (PCIT) addresses ineffective parenting styles by teaching parents positive parenting skills (Eyberg & Funderburk, 2011). While PCIT has been shown to be effective in reducing oppositional behavior for children between the ages of three and seven years old, many families are unable to access individual PCIT due to its resource-heavy nature (i.e. price, time commitment, technology requirement) (Barkley, 1986;Chen & Fortson, 2015;Kazdin, 2008;Kazdin et al., 1997;Lanier et al., 2011;Lyon & Budd, 2010;Matos et al., 2006). Alternative forms of PCIT like group PCIT, intensive PCIT and brief group PCIT have addressed some of these limitations of individual PCIT but no alternative form has addressed each limitation. The current study sought to address prior limitations by exploring whether an alternative form of remote PCIT, Intensive Group-Format PCIT (IG-PCIT), would be as effective in addressing children's oppositional behavior and parents' positive parenting skill acquisition as remote standard, individual PCIT and remote group PCIT. The current study consisted of 36 child-parent dyads. Participants were quasirandomly placed in the remote IG-PCIT condition (16 participants), the remote individual PCIT condition (10 participants), or the remote group PCIT condition (nine participants). The individual PCIT condition offered PCIT remotely and individually over a 12-week span. The group PCIT condition offered PCIT in a remote group format over the span of 12 weeks. The IG-PCIT condition consisted of four remote weekly group sessions. Due to the COVID-19 pandemic, all conditions were held virtually. The researcher of the current study found that remote IG-PCIT, remote group PCIT, and remote individual PCIT significantly reduced child externalizing behavior and parenting stress from pre- to post-treatment overall, but both areas did not significantly reduce for each individual dyad. The reductions were also maintained at the three months follow up. It was found that all three treatment conditions did significantly improve positive parenting skills (i.e. reflections, labelled praises, and behavior descriptions) and directive parenting skills (i.e. questions, commands, and negative talk) and these improvements were maintained at the three months follow up. The current researcher found that the remote IG-PCIT condition was as effective in improving child externalizing behaviors, parenting stress, and parenting skill use as the remote group PCIT and the remote individual PCIT conditions. No significant relationships between change in positive parenting skills and change in parenting stress or child externalizing behavior were found. The highest attrition rates were found in the remote individual PCIT condition. Lastly, high levels of treatment satisfaction for all three treatment conditions were reported. The researcher of the current study interpreted these results to suggest that all three remote conditions, IG-PCIT, group PCIT, and individual PCIT, can effectively improve child externalizing behavior, parenting stress, and parenting skill use. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Evaluating online education for gifted students: Parents' views

Due to the effects of a worldwide outbreak of COVID-19, as in many countries, students in Turkey started to have online education since March 2020. Factors such as their motivation and need for learning, and higher cognitive arousal would make it more difficult for gifted students to become away from schools. In this context, this research aimed to examine the experiences of gifted students during the online education process from their parents' viewpoint. The data, obtained from 15 parents via telephone interviews, were analyzed by descriptive interpretive approach, one of the qualitative research methods. The validity and reliability of the data were ensured. According to the results, seven categories emerged: reflections on education, advantages, disadvantages, psychological impacts, solutions, observed emotions, and suggestions. The results were discussed in terms of gifted students' characteristics, previous online education practices, and suggestions for future use of online education for gifted children after the pandemic period. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Drawings + Talk: Capturing the Multimodal Authoring of Emergent Bilinguals through Culturally Responsive Teaching

Hao and Brown explore how a teacher-researcher team created a virtual learning space that embraced culturally relevant/responsive literacy practices and supported multimodal authoring practices for emergent bilingual children during COVID-19. The extenuating circumstances of the pandemic closed many heritage language schools, and there was a need to continue literacy learning for Chinese American children. These factors caused to rethink the best ways to maintain culturally responsive and relevant literacy instruction with young learners in a distance-learning format given the power of this approach to move children toward academic success, cultural competence, and an ability to navigate critical consciousness. Their central question was: How did emergent bilingual children make meaning of stories during a virtual book club driven by culturally responsive literacy practices and a multimodal approach to authoring? In this case, they invited eight children and their parents from Ling's Chinese class to join a virtual book club that met once a week to participate in multimodal authoring surrounding read-alouds of texts connected to Chinese culture and language.

Parents' Perceptions of Barriers and Facilitators to Their Children's Multilingual Language Development Before and After the COVID-19 Pandemic

Les étudiants multilingues, selon le cadre déficitaire des "apprenants de langue seconde," sont désavantagés par rapport â leurs pairs unilingues. Ce cadre ne reconnaît pas les atouts qui accompagnent le développement de la langue â la maison, appelés la richesse culturelle de la communauté ("Community Cultural Wealth": Yosso 2005). Dans cette étude, nous avons posé la question suivante : qu'est-ce que les parents d'enfants multilingues considerent comme des obstacles et des facilitateurs pour soutenir le développement langagier de leurs enfants avant et pendant le COVID-19 ? Six entrevues semi-structurées ont été menées en ligne avec des parents d'enfants ágés de 3 â 5 ans parlant une langue autre que l'anglais â la maison. Ces entrevues ont été enregistrées, transcrites et analysées â l'aide de la méthode qualitative d'analyse de contenu, en utilisant un codage inductif et déductif pour identifier les themes. Nous avons organisé ces themes selon le modele bioécologique de Bronfenbrenner (1979). Les résultats ont révélé que la plupart des obstacles et des facilitateurs au développement multilingue des enfants se situent au niveau du microsysteme de la famille. Les themes étaient liés aux attitudes et aux connaissances, â la maîtrise de l'anglais, â l'exposition, aux ressources et aux expériences des parents. De plus, nous avons constaté que la COVID-19 avait surtout un impact négatif sur l'enfant, le mlcrosystéme et l'exosysteme. Nous discutons de la maniére dont ces obstacles et ces facilitateurs sont liés â la richesse culturelle communautaire. Dans l'avenir, cette étude pourra contribuer â aborder la façon dont les systémes ont marginalisé les familles au sein de nos communautés et â promouvoir les connaissances et le capital culturel qu'offrent ces familles.Alternate :Multilingual students, according to the deficit framework of "English language learners," are at a disadvantage compared to their monolingual peers. This framework fails to recognize the assets that accompany home language development, referred to as Community Cultural Wealth (Yosso 2005). In this study, we asked what do parents of multilingual children identify as barriers and facilitators to supporting their children's language development before and during COVID-19? Six semi-structured interviews were conducted online with parents of children between 3 and 5 years old who spoke a language other than English at home. These interviews were recorded, transcribed, and analyzed using the qualitative method of directed content analysis, employing both inductive and deductive coding to identify themes. We organized these themes according to Bronfenbrenner's (1979) Bioecological Model. Results revealed most barriers and facilitators to children's multilingual development are at the microsystem level of the family. The themes were related to attitudes and knowledge, English fluency, exposure, resources, and parents' experiences. Additionally, we found that COVID-19 mostly negatively impacted the child, microsystem, and exosystem. We discuss how these barriers and facilitators are related to the different Capitals of Community Cultural Wealth. Moving forward, this study can contribute to addressing how systems have marginalized families within our community and elevate the knowledge and cultural capital these families offer.

Applying the framework method to qualitative psychological research: Methodological overview and worked example

This article is presented in two parts. First, an overview of the Framework Method is given, a contemporary method of qualitative analysis for psychological research. The method's background, distinguishing features, seven steps of data analysis, and suitability to psychological research are discussed. Second, to demonstrate how the method can be applied to a psychological study, a worked example of the analytical steps is detailed. This article aims to (a) demonstrate the utility and appropriateness of the Framework Method for qualitative research in the psychological sciences and (b) support researchers who might consider using this method by providing a worked example to illustrate how this method can be utilized in psychological research. The Framework Method has been widely used in social and public policy-based research, and more recently, health research, but rarely in psychology. It differs from other qualitative approaches due to its emphasis on matrix-based data summary and display, which supports the systematic generation of themes. The Framework Method will be applied to data collected from participants in Australia. The study described in the worked example explored the impact of COVID-19 on parent-adolescent relationships. Across seven steps, the authors explain how data were analyzed, which are followed by a reflective discussion on the use of the method, including strengths and limitations. This article will provide a methodological overview and worked example of the Framework Method for the psychological sciences. It will support psychological researchers to better understand and consider adopting this method in their qualitative research. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Rural parent and elementary school student resilience to COVID-19: Disability status and parental predictors of change

Little is known about how the COVID-19 pandemic relates to child and parent functioning in a rural population. The present study investigated how disability status and parent factors related to resilience in a rural population before and after the shift to remote instruction. Parents of elementary-aged children in a rural area of the U.S. completed an online questionnaire, rating their own functioning and their child's academic, cognitive, and socioemotional functioning (1) retrospectively thinking back to a month before the pandemic, and (2) at the time of the survey, approximately four months after the onset of pandemic changes. Parents of children with disabilities perceived stronger child resilience through the pandemic transition than parents of children without disabilities. Additionally, parents who better maintained their work-life balance and support through the pandemic transition reported stronger resilience in their children. These results highlight the importance of supporting all children and parents during difficult transitions (e.g., providing additional resources so that parents can maintain similar levels of balance and support through the transition), including those students who have experienced less adversity pre-transition.

Telehealth provision of parent-child interaction therapy during the COVID-19 pandemic: A case report

Objective: To present a case report detailing the trajectory of a caregiver-targeted intervention-Parent-Child Interaction Therapy (PCIT)-delivered via telehealth to a five-year-old pediatric brain cancer survivor with externalizing behaviors during the COVID-19 pandemic. Method: The patient's medical and developmental history are presented. The patient's case conceptualization and intervention rationale are discussed. The course of the patient's PCIT treatment is described. Results: After 10 PCIT sessions following an intake session, the frequency of the patient's externalizing behaviors was reduced, and the patient's mother reported feeling more competent and less distressed. At a six-month follow-up, the patient's mother reported maintenance of treatment gains. Conclusions: Telehealth-delivered PCIT shows promise as a parent-directed intervention that can reduce parental distress and the frequency of externalizing behaviors in young children. The intervention was seen by a medically complex patient's family as feasible and acceptable for meeting their behavioral health needs during a public health emergency. Further research into PCIT's implementation possibilities may help to bridge present treatment gaps for young children with externalizing behaviors across a variety of settings. (PsycInfo Database Record (c) 2023 APA, all rights reserved) Impact Statement This case study describes the processes and outcomes of a caregiver-directed therapy-Parent-Child Interaction Therapy (PCIT)-delivered remotely to a mother and her child, a five-year-old pediatric brain cancer survivor. The positive outcomes in this case support that telehealth-delivered PCIT is effective for medically complex patients. This case highlights how parent-targeted telehealth interventions can address barriers to health care-accessibility. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Beyond "Learning Loss:” Literacy Teacher Noticing in a Post-Pandemic World

A resounding emphasis on learning loss has pervaded popular discourse and academic research as children return to in-person instruction after COVID-related schooling interruptions, most notably including remote schooling. This paper examines how this emphasis links to persistent deficit-oriented views of children as lacking literacy and language. It proposes an expanded, anti-deficit conception of teacher noticing based upon four domains that deserve more visibility especially at this time in the literacy classroom: children's emotions, children's funds of knowledge, children's relationships, and children's purposes. It provides examples of how teachers might adopt deliberate noticing practices that attend to these domains.

First-gen families: How first-generation college students experience family relationships

As the share of young adults enrolled in four-year colleges has increased, first-generation college students have become a population of particular interest. First-generation college students, those whose parents have not attained a bachelor's degree, experience unique challenges and rewards throughout their journeys in higher education. Research on college students and their families has primarily focused on how families contribute to the reproduction of advantage or disadvantage, but recent work on first-generation college students has shifted the lens of analysis by re-centering the experiences of first-gen students and their families from their own perspectives. Drawing on longitudinal interviews with first-generation college students at a large land-grant institution in the Midwestern United States, this dissertation contributes to this literature by exploring how these relationships change throughout college, how the COVID-19 pandemic impacted first-gens' relationships with their families, and what the parent-child tie is expected to look like in the future.First, I examine how first-generation college students' relationships with their parents change over the first year of college, using interviews with 52 first-gen students and a small comparison group of 10 continuing-gen students. To my knowledge, this is the first study on college students' perceptions of the changing parent-child relationship that focuses specifically on first-generation college students. Contrary to previous research that concludes that parent-child relationships tend to remain stable or to improve throughout the college years, I find that there is much more variation in the perception of the relationship evolution for first-gen students, and identify four overarching categories of perceptions of change in the parent-child tie: positive, negative, changed but neutral, and no change. Second, employing the framework of habitus - tendencies toward thinking, acting, and feeling - I explore the narratives of three first-gen college students who were forced to reckon with their new habituses they've developed throughout college in the context of where their old habituses were formed, when the COVID-19 pandemic reached the U.S. in March of 2020 and they were sent home from campus to live with their parents. These students experience a cleft habitus - feeling split between an old habitus and new habitus as a result of upward social mobility - and this distress was heightened and exaggerated by the suddenness of the onset of the pandemic and consequent move back home. Third, I explore how first-gen college students foresee their relationships with their parents in the future (n=39), with a particular focus on tensions these students expect to arise given their expectedly more advantaged futures. For students who anticipate tension with their parents over their upward mobility, three overarching themes emerge: (1) jealousy and resentment;(2) changing worldviews;and (3) parents lack understanding. Employing the framework of the conflict-solidarity-ambivalence model, I conclude that the expectation for conflict must be undergirded by some form of intergenerational solidarity, given that these students expect to continue their relationships with their parents despite predicted conflict - indicating expected ambivalent intergenerational ties.Taken together, these findings contribute to our understanding of the complicated role of parents and family in first-generation college students' lives. By focusing on students' perceptions of their relationships with their parents, I illustrate the importance of students' narratives to their development as emerging adults. The research in this dissertation has implications for family sociology, higher education research, and university policies more broadly. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Facilitating parent-child interaction in home visiting: Staff experiences and supervisory support

The infant and early childhood home visiting field intends to mitigate the detrimental effects of poverty on young children's development by using a two-generational approach that supports both children and their caregivers. One of the central goals of home visiting is promoting positive parent-child interaction. A best practice for home visitors in working to achieve this goal is the facilitation of parent-child interaction, or parent-child coaching, which provides parents an opportunity to learn through modeling, practice, feedback, and reflection. The limited research on parent-child coaching in the home visiting field has found that home visits often lose focus on this topic area. However, very little is known about staff experiences with coaching in the home and what supports they receive in this area (i.e., supervision and ongoing professional learning). This study used an explanatory, sequential mixed-methods approach to explore staff's beliefs, attitudes, and experiences with coaching and their existing and desired training and support in this area. Forty-one home visitors and supervisors from Early Head Start (EHS) and Healthy Families America (HFA) programs throughout Maryland completed online surveys, and 15 completed virtual interviews. Surveys revealed a high self-reported frequency of coaching in home visits, and interviews revealed beliefs and attitudes consistent with a family-centered, parent empowerment approach to supporting parent-child interaction. Interviews also revealed nuances in coaching frequency, with variation due primarily to family stressors, family attitudes and expectations, and most notably, disruptions to home visits during the COVID-19 pandemic. Home visiting staff generally reported feeling satisfied with the training they've received in parent-child coaching (or supervising this activity), and home visitors reported feeling well-supported by their supervisors, with some room for improvement in the quality of professional coaching. Limitations are discussed with regard to small sample size, lack of observational data, and complications in data collection and interpretation due to the ongoing pandemic. This study, however, makes an important contribution to the limited literature and can inform training developers and program administrators on how to best support their staff in achieving this key program goal and, ultimately, improving family outcomes. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

School and home as study spaces: Attitudes of teachers, parents, and students to e-learning during the COVID-19 period: The case of Israel

During the period of the Coronavirus disease (COVID-19), the boundaries between the home and the school as study spaces were blurred. School studies entered the home, with the parents present and observing their children's e-lessons and the teachers' teaching methods. The purpose of the current study was to explore the explicit and implicit attitudes of the lesson partners: teachers, parents, and students, to e-learning. The study explores whether and to what degree the attitudes of teachers, students, and parents to e-teaching are compatible, and what are the implications for the future. The study shows that although in recent years the relationships between parents and the school and between teachers and students have waned, with regard to the separation of authorities between the home and school, the period of the COVID-19 crisis clarified the need to enhance the relationship and cooperation between the home and the school as two meaningful study spaces for independent learners. The research findings raise the paradox that not only does technology not increase the distance rather it has the potential to strengthen the relationships between parents, teachers, and the school. The study points to the need to prepare holistic guidance sessions and professional development courses. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Differences in Early Childhood Caries Status on Parental Stress Levels and Socioeconomic Status in Makassar City, Indonesia, During the COVID-19 Pandemic

Abstract Objective: To analyze the differences in early childhood caries status on parental stress levels and socioeconomic status in Makassar City, Indonesia, during the COVID-19 pandemic. Material and Methods: This type of analytical observational study with a cross-sectional design was conducted in North Rantepao, Toraja City, South Sulawesi Province, Indonesia. The research subjects of this study were parents who met the criteria, were willing to participate in the study, and had children aged 6-17 years. The questionnaire instrument with the criteria for assessing children's dental and oral health was assessed based on parents' perceptions. Each item is rated on a scale from 1 (never) to 5 (always). Then the total score was divided into three categories, namely low (score 3-6), moderate (score 7-10), and high (score 11-15). Comparative test analysis using Chi-Square test. Results: Parents with high-stress levels had more children with poor oral health. There is a significant difference according to the level of stress and socioeconomic status of the parents. Conclusion: There is a significant difference between caries status in early childhood based on socioeconomic status and parental stress level (AU).

"Mature Enough to Handle it?”: Gendered Parental Interventions in and Adolescents' Reactions to Technology Use During the Pandemic

This study investigated how teenagers reacted to parental regulation of technology. Using longitudinal dyadic interviews with 24 teenagers and their 21 parents in two predominantly white middle-class communities, we explored how teenagers used technology during the COVID-19 pandemic and the differential consequences parental interventions had for teens' well-being and confidence with technology. Parents' narratives and actions about technology use were deeply gendered. Boys felt confident about their self-regulation of technology, and parents did not substantially limit boys' technology use during the pandemic. Girls were less confident about their ability to self-regulate and either worked with their mothers to manage technology, distrusted parents who monitored them, or lacked access to virtual hangout spaces such as video games and social media. The findings illustrate how parent-teen dynamics around adolescent technology use can produce short-term gendered inequalities in teenagers' well-being and result in long-term disadvantages for girls. [ FROM AUTHOR]