Approaching American Culture Through Art and Poetry (An Exploration of Ten Themes)

My project consists of forty-five paintings, twenty-five postcard-size prints, twenty slides, three postcard-size photographs and thirty poems, each representing one or more of ten themes chosen as a basis for teaching about United States culture. These ten themes signify dominant concerns of Twentieth Century America and are arranged, in the following pages, with those works pertinent to the particular theme. This approach to culture is intended for use in an advanced ESL class, its purpose being to increase awareness of and promote discussions about our culture. Inscluded also are: a brief rationale for the project, a list of the criteria used in selecting the Art and Poetry, a definition of each theme and an explanation of how particular works fit with the theme, two study guides-one, a general method for analyzing any poem and painting, a second more specified guide concentrating on a single theme - and lastly, reference lists of all the material gathered, divided according to Poetry, Prints and Slides and stating the title, artist and year of each work

Child and Parent Psychopathology Predict COVID-19 Impact

Children appear to be a psychologically vulnerable population in global health crises; however, little is known about the role of pre-existing child and parental psychopathology in predicting impact on children and families during global stressors such as the COVID-19 pandemic. Mental health difficulties may worsen the impact of various stressors presented by a pandemic. In the present study, we hypothesized that greater parent-reported children’s internalizing behaviors during preschool age will predict worse impact during the COVID-19 pandemic during early school age, and that parental psychopathology will influence this association. Participants included 151 parents who completed assessments during Time 1 (when children were ages 3-5) and Time 2 (when children were ages 6-8/during COVID). We found significant associations between Time 1 child separation anxiety (r=.26,phttps://ir.library.louisville.edu/uars/1067/thumbnail.jp

Children’s Bedtime Difficulties and Parental Psychopathology Predict Children’s Sleep Problems Over Time

Parents play a critical role in preschool-aged children’s (aged 3-5) sleep health (Bell & Belsky, 2008) via facilitation of bedtime routines and other behaviors that influence children’s sleep problems (Coto et al., 2018). In addition, parental anxiety and depression may be related to children’s sleep problems (Roberts et al., 2020). Exploring longitudinal associations, as well as including both parent and coparent report, can help identify early indicators of children’s sleep problems over time. It was hypothesized that children’s bedtime difficulties and parents’ and coparents’ anxiety/depressive symptoms when children were ages 3-5 (Time 1) would predict children’s sleep problems when children were ages 6-8 (Time 2). Parents (N=368) completed measures of children’s bedtime behavior (Time 1), parental anxiety and depressive symptoms(Time 2), and children’s sleep problems (Time 1 and Time 2). Multiple regression analyses showed parental and co-parental depression, parental anxiety, and child bedtime behaviors at ages 3-5 significantly predicted child sleep problems at ages 6-8; these associations were significant even when accounting for Time 1 sleep problems and demographic covariates. No other associations or moderations were identified. As hypothesized, children’s bedtime difficulties and parents’ anxiety and depressive symptoms when children were ages 3-5 uniquely predicted children’s sleep problems at age 6-8. These findings highlight the importance of supporting families with preschool-aged children with sleep-promoting bedtime practices and treating parental anxiety and depression. Future research should further validate these findings by incorporating other sleep measures, such as actigraphy monitors, to evaluate whether these results are identified with more objective measures

Pediatric Providers’ Experiences Assessing Young Children’s Emotions and Behaviors

Introduction: Preschool-aged children experience anxiety and mood-related emotions (e.g., irritability, fears) and behaviors (e.g., tantrums) that are developmentally normative, but can overlap with psychopathology, making assessment challenging (Bufferd et al.,2016). Most children see pediatric medical providers annually, and providers can evaluate them. However, providers face challenges like limited training and time (Bean et al.,2000;Heneghan et al.,2008). Accurate and early identification of emotional and behavioral difficulties is critical to support young children’s mental health and prevent worsening problems. Methods: Participants included N=22 pediatricians who see 3-5-year-old children in their practice. Pediatricians completed an online survey about their experiences assessing young children’s anxiety and mood. Results: A one-way ANOVA showed no significant differences between years of mental health training received during medical school (F(2,18)=1.62,p=.226) or after medical school (F(2,18)=.097,p=.908) and the likelihood of providers starting discussions with caregivers about children’s anxiety and mood. Pediatricians’ training during medical school was negatively associated with the number of years since receiving degree (r=-.54,p\u3c.01). Pediatricians reported that parents/caregivers ask about their children’s mood-related behavior more often than anxiety or other difficulties. Discussion: We found that mental health training did not impact whether pediatricians initiated conversations about children’s mental health with caregivers. Although pediatricians report some mental health training, other factors such as assertiveness, time, and interest may affect their ability to have these discussions. Future research should investigate how mental health discussions between providers and families can be refined, especially about common problems like children’s mood, through further insight from caregivers, mental health practitioners, and teachers

Preschool Psychopathology: Continuity and Outcomes at Age 6

Relatively few studies have examined the continuity of preschool emotional and behavioral problems. Existing studies have typically focused on externalizing problems, included checklist measures that provided few details about symptoms, and used clinical samples that are subject to a variety of biases. Longitudinal studies are needed to elucidate the clinical significance and future implications of psychopathology in young children. This prospective study examined the stability of psychopathology in a large (N = 462) community sample of young children using a comprehensive diagnostic interview with parents. Specific emotional and behavioral symptoms were assessed at ages 3 and 6, and child, familial, and life stress variables were examined using multi-method assessment as possible predictors of continuity. The overall rates of disorders, level of comorbidity, and pattern of symptom covariation were relatively stable from age 3 to age 6. Rates of depression and attention-deficit hyperactivity disorder (ADHD) increased from age 3 to 6, whereas rates of generalized anxiety disorder (GAD) decreased. There was significant homotypic continuity between age 3 and age 6 for anxiety, ADHD, and oppositional defiant disorder (ODD), and heterotypic continuity between depression and anxiety, anxiety and ODD, and ADHD and ODD. Age 3 anxiety, maternal depression and anxiety, and early stressors predicted an increase in depressive symptoms from age 3 to age 6. Age 3 ODD, child temperamental dysphoria, and maternal anxiety predicted an increase in anxiety symptoms. Finally, early stressors predicted an increase in ODD symptoms. In addition, there was a significant linear association between the sum of predictors present and an increase in levels of symptoms, suggesting that risk accumulates to predict a worse course of psychopathology. This study supports the validity of emotional and behavioral problems in preschoolers and contributes to our understanding of the course and clinical significance of psychopathology in young children. These findings should encourage the continued development of prevention and early intervention efforts targeting both emotional and behavioral problems and their developmental sequelae. | 96 page

Young children have social worries too: validation of a brief parent report measure of social worries in children aged 4–8 years

This study investigated the psychometric properties of the Social Worries Anxiety Index for Young children (SWAIY), adapted from the Social Worries Questionnaire—Parent version (SWQ-P; Spence, 1995), as a measure of social anxiety in young children. 169 parents of children aged four to eight years from a community sample completed the SWAIY and a standardized measure of anxiety; the SWAIY was completed again two weeks later. Parents deemed the items appropriate and relevant to children of this age. The SWAIY demonstrated excellent ( > 0.80) internal consistency and a one-factor model. Test-retest reliability was strong (r = 0.87) and evidence of convergent validity (r > .50) was found. The study provides initial evidence for the validation of SWAIY as a measure of social anxiety in children aged four to eight years old. This questionnaire is ideal for investigating social anxiety over early childhood and the relationship between early social worries and later anxiety disorders

Shared cognition in childhood anxiety: interpretation bias in preschool children and their parents

Although interpretation bias has been associated with the development and/or maintenance of childhood anxiety, its origins remain unclear. The present study is the first to examine intergenerational transmission of this bias from parents to their preschool-aged children via the verbal information pathway. A community sample of fifty parent–child pairs was recruited. Parents completed measures of their own trait anxiety and interpretation bias, their child’s anxiety symptoms, and a written story-stem measure, to capture the way parents tell their children stories. Interpretation bias was assessed in preschool-aged children (aged between 2 years 7 months and 5 years 8 months) using an extended story-stem paradigm. Young children’s interpretation bias was not significantly associated with their own anxiety symptoms. Neither was there evidence for a significant association between parent and child interpretation bias. However, parents who reported they would tell their child one or more threatening story endings in the written story-stem task had significantly higher anxiety than those who did not include any threatening story endings. In turn, children whose parents did not include any threatening endings in their written stories had significantly lower threat interpretations on the child story-stem paradigm, compared to those with parents who included at least one threatening story ending. The results suggest that parental verbal information could play a role in the development of interpretation bias in young children

Preschool Irritability:Longitudinal Associations With Psychiatric Disorders at Age 6 and Parental Psychopathology

ObjectiveThere is increasing scientific and clinical attention to chronic irritability in youth. However, little is known about the predictive validity and clinical significance of chronic irritability during early childhood. This prospective, longitudinal study examined associations of chronic irritability with psychiatric disorders and parental psychopathology in a large community sample of preschoolers.MethodFour hundred sixty-two preschool-age children were assessed at 3 and 6 years of age. Child psychopathology was assessed at baseline (3 years) and follow-up (6 years) using a diagnostic interview, the Preschool Age Psychiatric Assessment, with parents. Items from the Preschool Age Psychiatric Assessment were used to create a dimensional measurement of chronic irritability. Parental psychopathology was assessed with a diagnostic interview at baseline.ResultsChronic irritability was concurrently associated with a wide range of psychiatric disorders and functional impairment at 3 and 6 years of age. Irritability at 3 years predicted depression, oppositional defiant disorder, and functional impairment at 6 years after controlling for baseline disorders. Irritability also was associated with parental depression and anxiety.ConclusionsFindings underscore the central role of irritability in early-emerging mental health problems. They are consistent with longitudinal studies in older youth indicating that chronic irritability predicts later depression and anxiety and support the importance of early detection and interventions targeting preschool irritability

A Longitudinal Investigation of Predictors of the Association Between Age 3 and Age 6 Behavioural Inhibition.

Children who exhibit elevated levels of the temperament trait behavioural inhibition (BI) across time may be at greatest risk for anxiety. However, little research has investigated the influence of other temperamental traits, particularly positive emotionality (PE), on the continuity of BI in childhood, nor whether parental overprotection influences associations between early and later child BI. To explore whether PE and overprotection shape associations between early and later BI, this longitudinal study of three-year-olds