Previous research indicates that the behavioral profile of high-status children is not monolithic but varied. This study contributes to the existing research on high-status children by showing that they are also an emotionally diverse group in terms of their anticipated shame and guilt experiences. Children ( N = 163, aged 8–12 years) nominated classmates who were perceived as popular, socially preferred, respected, and overtly aggressive. Regarding anticipated shame and guilt experiences, children also related how much they would experience shame and guilt and display correlated behaviors after reading stories which varied the transgression type (intentional harm, unintentional harm, and incompetent behavior) and the transgression frequency (many times vs. once). We found that children who were perceived by other children to be both highly popular and high in another area of social status related to a communal goal orientation (social preference, respect, and nonaggression) anticipated significantly more shame and guilt feelings than children who were perceived to be only highly popular and children who were low in social status. Moreover, these children also anticipated using significantly more appeasement than apologetic strategies when they imagined acting incompetently many times; a pattern not in evidence with other children. These findings suggest that children who are viewed as both popular and communal are more sensitive to the ways transgressions could influence what they would feel and what they would do, compared to children who are viewed as popular but not communal and children who are neither popular nor communal.

This study examined whether children’s perceptions of maternal nonsupportive reactions to sadness (active discouragement and non-response) influenced children’s loneliness and classroom popularity indirectly through their effects on children’s sadness inhibition and self-perception of social competence. Participants were children in grades 3–6 from a university affiliated public elementary school (N = 175; 53 % females; 37 % racial/ethnic minority). Children reported on the frequency of their mother’s active discouragement and non-response of their sadness, as well their own sadness inhibition, self-perceived social competence, and loneliness. Classroom peers reported on children’s popularity. Results indicated that perceived maternal non-response to sadness was indirectly related to classroom popularity and loneliness through the effect on children’s self-perception of social competence. In contrast, perceived maternal active discouragement of sadness was indirectly related to children’s classroom popularity through the effect on children’s sadness inhibition. These results support the consideration of active discouragement and non-response as distinct constructs and indicate the likelihood of different pathways of influence in predicting emotional and social outcomes such as loneliness and classroom popularity.

Parent emotion coaching (i.e., child-reported parental responses to sadness and anger) was examined as a moderator of peer relations in the classroom (i.e., peer-rated sociability, number of mutual friends, and respect nominations) and self-perceptions of social competence (i.e., loneliness and optimism). Participants were 129 (44% boys; 66% Caucasian) fourth through sixth graders. If parents were perceived as low in emotion coaching, low sociability and low peer respect were associated with greater loneliness; low peer respect was also associated with low peer optimism when combined with low emotion coaching. Importantly, with high parent emotion coaching, there was no significant association between problematic peer relations and negative self-perceptions of social competence. Parent emotion coaching may buffer the effects of poor peer relations.

Children's ability to manage the expression of sadness is critical to their development and adjustment. Although parents have been the primary focus of research examining sadness socialization, many acknowledge the influence of other agents such as children's peers. The present research evaluated one type of emotion socialization-reactions to sadness-by two different socialization agents: mothers and best friends. The sample included 125 third-grade through fifth-grade children enrolled in classrooms for typically developing children who reported on their sadness management, their depressive symptoms, and their mother's and best friend's responses to their sadness. Results revealed that reactions to children's sadness made unique contributions to children's ability to manage sadness and were further related to children's depressive symptoms. Mothers' reactions appeared to be directly associated with children's depressive symptoms, and best-friend reactions were indirectly associated with depressive symptoms through emotion management. These results highlight the value of examining multiple emotion socialization agents in children's lives.

The term ‘emotion socialization’ conveys the essential idea that children learn to understand, express and self-regulate emotions in social contexts. Consistent with this view, researchers across disciplines tend to engage in three interrelated lines of discourse about emotion socialization. What are the processes by which children learn about emotions? What do children need to learn about emotions in order to be emotionally competent? How does the social context shape these processes and outcomes, at multiple levels of social complexity? This special issue focuses on the last of these questions, examining a range of social contexts in which emotion socialization occurs. The idea that children’s emotional wellbeing may be influenced by socialization is not new. The term ‘socialization of emotion’ appeared as early as 1928 in the psychological literature (Jastrow, 1928). But the systematic study of emotion socialization, and of children’s emotional competence as distinct from general competence, is a relatively recent development. In various fields there has been a shift away from more cognitive and biological views of emotion to a view of emotion as contextualized in the social world. Empirical studies on emotion socialization began appearing in psychology journals in the 1980s. The American Sociological Association established a section on Emotion (and another on Culture) in 1988, with the first sociological papers on emotion socialization appearing during that same decade (Thoits, 1989). The 1980s also saw an increased focus on emotion in cultural anthropology, with emotion seen as a social rather than individual experience, often mediated by language (Lutz & White, 1986). Interestingly, ideas about emotion socialization have received little attention in the field of education, with the exception of Hyson’s (1994) book and related papers on the ‘emotion-centered curriculum,’ and Ahn’s studies of teachers’ emotion-related beliefs and practices in the classroom (e.g. Ahn, 2005). The 1980s and 1990s also saw the popularization of the term ‘emotional intelligence’ and the development of conceptual models of skills thought to constitute this construct (e.g. Salovey & Mayer, 1989). In the past twenty or thirty years there has been a sharp increase in research on the topic of emotion socialization in many fields. The articles in this special issue are examples of the most recent research on emotion socialization, and in particular the social context of emotion socialization, from multiple disciplinary perspectives. The research was conducted in eight countries, using a range of methodologies. Having this diversity in conceptualization and analysis within a single journal issue has heuristic value in that readers are challenged to revisit their basic assumptions about how best to study and understand emotion socialization. The diversity also provides the opportunity to detect general patterns of results and understandings that transcend any one methodology or social context. As in any intellectual endeavor, we continue to search for rules and exceptions to rules, for universals and specifics. The articles in this special issue highlight several themes that underscore the possibilities for identifying commonalities across disciplines and social contexts. First, Rachael Stryker’s article on the socialization of attachment in Russian children’s homes, and Barbara McNeil’s article on using indigenous children’s literature to teach children about emotions, both highlight the importance of the historical, economic and political contexts in which socialization is enacted. Stryker examines shifts in caregivers’ practices during the uncertain period

Mediation orientation programs are an increasingly common resource for parents preparing to mediate custody and visitation disputes. In this paper, we review empirical studies on program effectiveness and describe a range of programs in the U.S. Most are brief and psychoeducational in nature, focusing on the mediation process and the effects of conflict on children. Programs typically provide information through reading materials, slides, and videos, either in a group setting or online. Few evaluate program effectiveness. We offer suggestions for program evaluation and introduce an assessment‐based framework for providing individualized services for parents. Key Points for the Family Court Community Few Mediation Orientation programs have been empirically evaluated. Useful research designs would include (1) assessing participants both before and after the program and (2) comparing program participants to non‐participants. The psychoeducational components of Mediation Orientation programs may need to be tailored for low‐ and high‐conflict couples.

Objective. The current study examined the use of stimulus control, self-monitoring, and reinforcement by youth, parents, and interventionists as related to weight management in lifestyle intervention programs. Design. Secondary analysis of an existing data set was used to integrate the results of 14 published, randomized treatment–control intervention trials for overweight youth aged 2 to 18 years. Main outcome measure. Between-group differences in weight-related outcomes, including weight, body mass index (BMI), and percentage overweight, measured at the end of treatment, were used to calculate effect sizes for each treatment–control comparison. Additionally, average effect sizes were calculated among sets of comparisons sharing similar approaches to implementing behavioral techniques. Results. Treatment programs that taught youth to use stimulus control, taught youth to self-monitor, and taught parents to use reinforcement, produced significantly larger effect sizes than programs that did not include these components. The beneficial effects of these specific behavioral techniques appeared to be amplified when used with multiple key individuals. Conclusion. This initial study quantitatively demonstrated significant benefits associated with teaching youth stimulus control and self-monitoring, and teaching parents reinforcement to shape health behaviors in lifestyle interventions for pediatric overweight. Furthermore, teaching youth and parents the same techniques may contribute to better weight-related outcomes. These findings and descriptive information on how techniques were described, taught, and delivered may guide future research efforts aimed at identifying and examining the most effective behavioral components to include in brief interventions.

To aid translation of childhood obesity interventions evidence into practice, research studies must report results in a way that better supports pragmatic decision making. The current review evaluated the extent to which information on key external validity dimensions, participants, settings, interventions, outcomes, and maintenance of effects, was included in research studies on behavioral treatments for childhood obesity.Peer-reviewed studies of behavioral childhood obesity treatments published between 1980 and 2008 were identified from (1) electronic searches of social science and medical databases; (2) research reviews of childhood obesity interventions; and (3) reference lists cited in these reviews. Included studies reported on a controlled obesity intervention trial, targeted overweight or obese children aged 2-18 years, included a primary or secondary anthropometric outcome, and targeted change in dietary intake or physical activity behaviors.1071 publications were identified and 77 met selection criteria. Studies were coded on established review criteria for external validity elements. All studies lacked full reporting of generalizability elements. Across criteria, the average reporting was 23.9% (range=0%-100%). Infrequently reported were setting-level selection criteria and representativeness, characteristics regarding intervention staff, implementation of the intervention content, costs, and program sustainability.Enhanced reporting of relevant and pragmatic information in behavioral investigations of childhood obesity interventions is needed to improve the ability to evaluate the applicability of results to practice implementation. Such evidence would improve translation of research to practice, provide additional explanation for variability in intervention outcomes, and provide insights into successful adaptations of interventions to local conditions.

CONTEXT:To aid translation of childhood obesity interventions evidence into practice, research studies must report results in a way that better supports pragmatic decision making. The current review evaluated the extent to which information on key external validity dimensions, participants, settings, interventions, outcomes, and maintenance of effects, was included in research studies on behavioral treatments for childhood obesity. EVIDENCE ACQUISITION:Peer-reviewed studies of behavioral childhood obesity treatments published between 1980 and 2008 were identified from (1) electronic searches of social science and medical databases; (2) research reviews of childhood obesity interventions; and (3) reference lists cited in these reviews. Included studies reported on a controlled obesity intervention trial, targeted overweight or obese children aged 2-18 years, included a primary or secondary anthropometric outcome, and targeted change in dietary intake or physical activity behaviors. EVIDENCE SYNTHESIS:1071 publications were identified and 77 met selection criteria. Studies were coded on established review criteria for external validity elements. All studies lacked full reporting of generalizability elements. Across criteria, the average reporting was 23.9% (range=0%-100%). Infrequently reported were setting-level selection criteria and representativeness, characteristics regarding intervention staff, implementation of the intervention content, costs, and program sustainability. CONCLUSIONS:Enhanced reporting of relevant and pragmatic information in behavioral investigations of childhood obesity interventions is needed to improve the ability to evaluate the applicability of results to practice implementation. Such evidence would improve translation of research to practice, provide additional explanation for variability in intervention outcomes, and provide insights into successful adaptations of interventions to local conditions.

The purpose of the present study was to examine whether adolescent perceptions of mothers' and fathers' contributions to interparental discord changed from early to middle adolescence and if the changes were related to adolescent negative mood. Data were drawn from the National Longitudinal Survey of Youth 1997. Adolescents who were in 7th grade at the Wave 1 assessment and lived with both biological parents during Waves 1-4 were included in this research (n=812; 55% boys; 69% White). Findings indicated that adolescents' perceptions of their mothers' and their fathers' contributions to interparental discord increased at similar rates from early to middle adolescence. The largest increases in adolescent perceptions of mothers' and fathers' contributions to interparental discord from 7th to 9th grades were associated with the largest increases in adolescent negative mood from 7th to 10th grades. Girls' perceptions of their fathers' contributions to interparental relationship problems increased at a steeper rate compared with boys. Findings are discussed in the context of the sensitization hypothesis.

Early childhood educators play an important role in helping children to understand and to express emotions. In this paper we highlight the small number of studies in the U.S. concerning the goals and strategies of early childhood educators with respect to emotion socialization, and provide personal observations of emotion socialization practices in two preschools in Hong Kong (PRC) and Memphis (USA). We then propose a conceptual model that integrates LeVine’s work in cultural anthropology with psychological research on emotion socialization. In this model, adults share a universal goal that children develop emotional competence (i.e., skills for emotion expression, knowledge, and regulation), and this goal is achieved through universal processes (namely, through adults’ responses to emotions, modeling, emotion conversations, and meta-emotion philosophies). However, these universal processes are enacted through practices that are culture-specific. This conceptual model provides a useful heuristic for examining early childhood educators’ emotion socialization practices across cultural contexts.

We examined caregiver awareness of the American Academy of Pediatrics' prone play recommendation, determined the primary sources of the recommendation, and examined why some infants are not provided "tummy time." Of caregivers, 25% were not aware of prone play recommendations, and one-fourth of that group was not aware of potential complications from limited tummy time. The primary sources of prone play information and potential complications were printed materials, then pediatricians. Of infants, 53% received < or = 30 min; 35% were intolerant of the prone position. This study indicates that many caregivers are not aware of tummy time and complications that can occur if it is not provided. Health care professionals, including therapists, must educate parents on the importance of prone play and provide information on how to increase infant tolerance for prone play time.

OBJECTIVE:Clear evidence suggests that lifestyle interventions can be helpful in the treatment of youth who are overweight, but translational research is needed to address the gap between treatment research and clinical care.DESIGN:This meta-analysis integrated the results of 66 treatment-control comparisons and 59 alternate treatment comparisons evaluating lifestyle interventions for children and adolescents who were overweight.MAIN OUTCOME MEASURES:Between-groups differences in weight-related outcomes and other health-related behaviors at the end of treatment.RESULTS:Lifestyle interventions were effective in a range of settings and with a range of participants. Even relatively brief programs had benefits apparent months after the end of treatment. A key component appeared to be the expectation that parents would be actively involved in treatment. Program benefits included not only better weight management but also better eating habits.CONCLUSION:The results suggest that lifestyle interventions can be effective under a wide range of conditions not limited to the highly controlled conditions of efficacy studies. Parent involvement is associated with significantly better results.

Objectives: To identify demographic predictors of caregivers who are more likely to position their infants prone for sleep; to determine caregivers' primary information sources regarding sleep position recommendations; and to determine the primary influence on choice of infant sleep position among caregivers who still place their infants in an at-risk sleep position when informed of the recommendations. Methods: Survey of caregivers of 205 infants from birth to 24 months at 2 rural and 2 urban private pediatric practices in Southwest Tennessee. Results: Income was a significant predictor (P < 0.05) of caregivers' awareness of sleep position recommendations. Awareness rates were 74% among respondents with an income of less than $20,000 and 98% among those earning above $80,000. The primary source of sleep position recommendations for lower income and African American respondents was hospital staff; higher income and European Americans reported printed materials as the primary source. Among respondents who were aware of the recommendations but noncompliant, 60% reported infant preference as the primary influence on choice of sleep position. Conclusions: Based on this study, particular emphasis needs to be placed on reaching out to lower income groups to disseminate the American Academy of Pediatrics (AAP) sleep positioning recommendations. The importance of positioning infants supine for sleep must be stressed before mother and baby are discharged from the hospital. Caregivers need to understand that many infants prefer to sleep on their stomachs, but there are ways to help babies adapt to supine sleeping.

The aim of this study was to explore health perceptions of preschool teachers, with a view to inform early childhood practices and teacher education. Pre-service student-teachers and in-service teachers (n = 200) who were voluntarily recruited completed a 24-item health attitude questionnaire. Factor analysis identified four dimensions of health attitudes, reflecting physical, psychosocial, mental and emotional domains. Inter-correlations among the factors suggested that early childhood educators in Hong Kong embrace a holistic view of health, although they consider physical and emotional health as more salient than the psychosocial and mental health dimensions. In comparisons of the perceptions of in-service teachers and student-teachers, students placed less emphasis on psychosocial health, but teachers placed more emphasis on physical health. The findings are discussed in terms of their implications for designing health education programmes for preschool teacher education.

Objective: The aim of this study was to assess the relation between family functioning and children's response to treatment for overweight in a primary care setting.Methods: Sixty predominantly African American (72%) parents of children who are overweight were recruited from a pediatric outpatient clinic to provide information about family functioning. Children's success in treatment was tracked through medical chart review.Results: Parents' baseline self-report of family adaptability was associated with child body mass index z-scores (zBMI) at 3-month follow-up, although this association was no longer significant once baseline child zBM1 was taken into account.Conclusions: Families with greater ability to adopt/implement changes may have children who do better in weight loss treatment. This preliminary study provides a model for integrating family systems ideas into pediatric overweight research and offers heuristic value as well as directions for future research in primary care settings. (C) 2010 Elsevier Inc. All rights reserved.

Parent involvement has been recognized as a promising component in the treatment of pediatric overweight. However, to what extent and how to involve parents remains unclear. Family systems models have been used to treat a range of childhood illnesses and may also provide a useful framework for understanding and treating pediatric overweight. The current review presents relevant literature on family systems and child health, discusses the current state of intervention efforts in pediatric overweight, and utilizes family systems ideas to offer suggestions for practice and directions for research regarding the role of parents in treatment.

Many family-based treatments for pediatric obesity teach specific parenting practices related to weight management. Although youth in these programs show increases in positive health behaviors and reductions in the extent to which they are overweight, most remain overweight after treatment. A recent trend is to create tailored programs for subgroups of families. We examine the possibility of tailoring based on family context, highlighting 3 aspects of family context that have been studied in relation to pediatric obesity: parenting style, family stress, and family emotional climate. We argue that family context may moderate treatment outcomes by altering the effective- ness of health-related parenting practices and discuss the implications of this argument for designing and evaluating tailored programs.

Weight concerns and weight control behaviors were evaluated among sixty 8-10 year-old African American girls and their parents/caregivers. Girls completed the McKnight Risk Factor Survey and parents completed a modified version regarding perceptions of their daughters' concerns and behaviors. Significant correlations between girls' and parents' were seen for Overconcern with Weight and Shape (r = .56) and Weight Control Behaviors (r = .33). Parents' correctly identified 72% of girls' responses for Overconcern with Weight and Shape, 60% for Binge, 85% for Purging and 58% for Weight Control Behaviors scales using clinical cutoffs. However, more stringent agreement coefficients indicated generally poor concordance between girls and parents. The modified McKnight may be useful for assessing awareness of these issues.