Mind-mindedness and preschool children?s behavioral difficulties: The moderating role of maternal parenting distress / Amy L. BIRD ; Michelle L. TOWNSEND ; Jacqueline BARNES in Development and Psychopathology, 35-4 (October 2023)  

Public ISBD [article]  inDevelopment and Psychopathology > 35-4 (October 2023) . - p.1584-1596 Titre : Mind-mindedness and preschool children?s behavioral difficulties: The moderating role of maternal parenting distress Type de document : Texte imprimé et/ou numérique Auteurs : Amy L. BIRD, Auteur ; Michelle L. TOWNSEND, Auteur ; Jacqueline BARNES, Auteur Article en page(s) : p.1584-1596 Langues : Anglais (eng) Mots-clés : externalizing difficulties  internalizing difficulties  maternal mind-mindedness  mother-child relationship  parenting distress Index. décimale : PER Périodiques Résumé : Mind-mindedness (MM) is a caregiver?s tendency to appreciate their infant?s internal mental states. This longitudinal study investigated whether maternal MM (10 months) was linked with children?s later behavioral problems (51 months) and the moderating role of maternal parenting distress (PD; 36 months) in a sample of 91 mother-infant dyads. Appropriate MM comments were coded from video-recorded, semi-structured play interactions between mothers and their infants; PD was obtained from maternal completion of the PD subscale of the Parenting Stress Index - Short Form (PSI-SF); and child internalizing and externalizing behavior problems were gathered from maternal report on the Strengths and Difficulties Questionnaire (SDQ). Moderated regression analyses revealed higher early appropriate MM was associated with significantly fewer internalizing emotional problems at 51 months among mothers with lower PD at 36 months, and higher early appropriate MM was associated with lower conduct problems at 51 months in mothers with higher PD at 36 months. Findings demonstrated the importance of considering nuanced contexts such as at-risk mothers and differential presentations of child difficulties in the analysis of the relationship between MM and child behavioral difficulties and the development of MM interventions. En ligne : https://dx.doi.org/10.1017/S0954579422000311 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 [article] Mind-mindedness and preschool children?s behavioral difficulties: The moderating role of maternal parenting distress [Texte imprimé et/ou numérique] / Amy L. BIRD, Auteur ; Michelle L. TOWNSEND, Auteur ; Jacqueline BARNES, Auteur . - p.1584-1596. Langues : Anglais (eng) in Development and Psychopathology > 35-4 (October 2023) . - p.1584-1596 Mots-clés : externalizing difficulties  internalizing difficulties  maternal mind-mindedness  mother-child relationship  parenting distress Index. décimale : PER Périodiques Résumé : Mind-mindedness (MM) is a caregiver?s tendency to appreciate their infant?s internal mental states. This longitudinal study investigated whether maternal MM (10 months) was linked with children?s later behavioral problems (51 months) and the moderating role of maternal parenting distress (PD; 36 months) in a sample of 91 mother-infant dyads. Appropriate MM comments were coded from video-recorded, semi-structured play interactions between mothers and their infants; PD was obtained from maternal completion of the PD subscale of the Parenting Stress Index - Short Form (PSI-SF); and child internalizing and externalizing behavior problems were gathered from maternal report on the Strengths and Difficulties Questionnaire (SDQ). Moderated regression analyses revealed higher early appropriate MM was associated with significantly fewer internalizing emotional problems at 51 months among mothers with lower PD at 36 months, and higher early appropriate MM was associated with lower conduct problems at 51 months in mothers with higher PD at 36 months. Findings demonstrated the importance of considering nuanced contexts such as at-risk mothers and differential presentations of child difficulties in the analysis of the relationship between MM and child behavioral difficulties and the development of MM interventions. En ligne : https://dx.doi.org/10.1017/S0954579422000311 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515

Variation in community intervention programmes and consequences for children and families: the example of Sure Start Local Programmes / Edward MELHUISH in Journal of Child Psychology and Psychiatry, 48-6 (June 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-6 (June 2007) . - p.543–551 Titre : Variation in community intervention programmes and consequences for children and families: the example of Sure Start Local Programmes Type de document : Texte imprimé et/ou numérique Auteurs : Edward MELHUISH, Auteur ; Jay BELSKY, Auteur ; Angela ANNING, Auteur ; Mog BALL, Auteur ; Jacqueline BARNES, Auteur ; Helena ROMANIUK, Auteur ; Alastair LEYLAND, Auteur ; NESS RESEARCH TEAM, Auteur Année de publication : 2007 Article en page(s) : p.543–551 Langues : Anglais (eng) Mots-clés : Child-development parenting community-interventions programme-implementation programme-effectiveness Sure-Start Index. décimale : PER Périodiques Résumé : An area-based initiative, Sure Start Local Programmes (SSLPs), was established by the UK government to reduce social exclusion through improving the well-being of children aged 0–3 years and their families in disadvantaged communities; a true community intervention in that all children under four and their families in specified areas served as targets of universal services. A national evaluation examined the links between variation in programme implementation and effectiveness. Methods: Data gathered from multiple sources produced measures of implementation in terms of proficiency, services and staffing. Measures of programme impact on child/parenting outcomes derived from multilevel models, controlling for child, family and area characteristics, were identified to demonstrate programme effectiveness. Results: Some modest linkage between programme implementation (e.g., proficiency, empowerment of parents and staff, identification of users) and effectiveness for child and parenting outcomes. Conclusions: Overall proficiency and specific aspects of implementation may influence effectiveness, which should guide the design of other child, family and community services. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01705.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Variation in community intervention programmes and consequences for children and families: the example of Sure Start Local Programmes [Texte imprimé et/ou numérique] / Edward MELHUISH, Auteur ; Jay BELSKY, Auteur ; Angela ANNING, Auteur ; Mog BALL, Auteur ; Jacqueline BARNES, Auteur ; Helena ROMANIUK, Auteur ; Alastair LEYLAND, Auteur ; NESS RESEARCH TEAM, Auteur . - 2007 . - p.543–551. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-6 (June 2007) . - p.543–551 Mots-clés : Child-development parenting community-interventions programme-implementation programme-effectiveness Sure-Start Index. décimale : PER Périodiques Résumé : An area-based initiative, Sure Start Local Programmes (SSLPs), was established by the UK government to reduce social exclusion through improving the well-being of children aged 0–3 years and their families in disadvantaged communities; a true community intervention in that all children under four and their families in specified areas served as targets of universal services. A national evaluation examined the links between variation in programme implementation and effectiveness. Methods: Data gathered from multiple sources produced measures of implementation in terms of proficiency, services and staffing. Measures of programme impact on child/parenting outcomes derived from multilevel models, controlling for child, family and area characteristics, were identified to demonstrate programme effectiveness. Results: Some modest linkage between programme implementation (e.g., proficiency, empowerment of parents and staff, identification of users) and effectiveness for child and parenting outcomes. Conclusions: Overall proficiency and specific aspects of implementation may influence effectiveness, which should guide the design of other child, family and community services. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01705.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

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