Family Talk for substance use prevention

Intervention manual and training module for the Family Talk intervention.Family Talk is an intervention to prevent substance use initiation and progression among teen and young adult children of adults with substance use disorders. It has not yet been piloted or tested. This manual was developed with the input of experts with backgrounds in pediatrics, clinical psychology, prevention, and intervention research design and evaluation

Patterns of Mobile Device Use by Caregivers and Children During Meals in Fast Food Restaurants

En: Pediatrics, Vol. 133, No. 4, pp. e844-e849Background and Objectives: Mobile devices are a ubiquitous part of American life, yet how families use this technology has not been studied. We aimed to describe naturalistic patterns of mobile device use by caregivers and children to generate hypotheses about its effects on caregiver–child interaction. Methods: Using nonparticipant observational methods, we observed 55 caregivers eating with 1 or more young children in fast food restaurants in a single metropolitan area. Observers wrote detailed field notes, continuously describing all aspects of mobile device use and child and caregiver behavior during the meal. Field notes were then subjected to qualitative analysis using grounded theory methods to identify common themes of device use. Results: Forty caregivers used devices during their meal. The dominant theme salient to mobile device use and caregiver–child interaction was the degree of absorption in devices caregivers exhibited. Absorption was conceptualized as the extent to which primary engagement was with the device, rather than the child, and was determined by frequency, duration, and modality of device use; child response to caregiver use, which ranged from entertaining themselves to escalating bids for attention, and how caregivers managed this behavior; and separate versus shared use of devices. Highly absorbed caregivers often responded harshly to child misbehavior. Conclusions: We documented a range of patterns of mobile device use, characterized by varying degrees of absorption. These themes may be used as a foundation for coding schemes in quantitative studies exploring device use and child outcomes

Prevalence of maternal trauma exposure and association with teacher rating of child social skills in preschool

Thesis (M.S.M.) PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at [email protected]. Thank you.OBJECTIVE: To examine the association between maternal trauma exposure and children's social skills in preschool. METHODS: We nested a prospective cohort study within an ongoing randomized controlled trial of a maternal depression prevention intervention. Each participating mother had a three to five year-old child in Head Start. Maternal trauma history was assessed at baseline. Six months later, Head Start teachers (masked to both study arm and mothers' depression status) completed the Social Skills Rating system (SSRS) to assess children's social skills and problem behaviors. SSRS scores of children of mothers with and without a trauma history were compared using t-tests for bivariate comparisons. To evaluate for potential effect measure modification and confounding, we conducted a stratified analysis by the variables of interest. We evaluated for effect measure modification by comparing stratum-specific estimates to each other. we then evaluated for confounding by comparing the standardized to the crude estimates. Finally, we conducted a multivariate analysis, adjusting for potential confounders. RESULTS: Eighty-two mother-child pairs completed the baseline and follow-up evaluations. Sixty mothers (73%) reported a history of trauma. The most common traumatic exposures included emotional abuse (58%), the violent death of a close contact (53%), and physical assault (43%). In the bivariate analysis, children of mothers with a history of trauma had lower overall social skills scores when compared to children of mothers without trauma [101.48 (54th percentile) vs. 109.18 (66th percentile), p. 0.04]. When adjusted for multiple potential confounders, mean social skills scores were 10.01 points lower (95% CI -18.88, -1.14) for children of mothers with a history of trauma. There was no evidence of effect measure modification by study group assignment, ethnicity single parenthood, or depression score. CONCLUSIONS: Among urban Head Start mothers, trauma exposure is common and is associated with lower child social skills. Because social skills are a critical aspect of kindergarten readiness, specifically addressing maternal trauma in preschool programs that serve high-risk populations may be important.2031-01-0