Relations between Parenting, Family Context, and Emotion Regulation in the Development of Psychopathology in Young Maltreated Children

Emotion regulation has been recognized as a fundamental process in early socioemotional development; however, investigation into the relations between parenting styles, practices, and emotion regulation in maltreating families has been severely lacking in the literature. The current study observationally examined the relations between specific parenting practices, parenting styles, and maltreated children\u27s emotion regulation examining the same child with both a maltreating and non-maltreating caregiver. The findings of this study indicate that parenting practices within both maltreating and non-maltreating caregivers affect child emotion regulation and emotionality. Positive, supportive parenting increases child effortful control and positive affect while decreasing anger. Alternately, negative, controlling parenting increases child anger and decreases effortful control and positive affect. Furthermore, a harsh, controlling parenting style along with negative parenting practices increases child negativity among maltreating dyads, whereas, with non-maltreating caregivers, positive parenting practices are more related to positive emotionality in children within a warm and supportive emotional climate. Across maltreating and non-maltreating caregivers, findings indicated that positive parenting behaviors combined with a warm parenting style increase emotional regulation in maltreated children. Taken together the findings of this study indicated that the family emotional climate, including factors such as parental warmth and hostility, marital satisfaction, and social support, can affect the relations between maltreatment, parenting, and child emotional regulation and may even mitigate the negative effects on adjustment. Intervention and prevention work aimed at increasing maltreated children’s emotional regulation abilities should build strengths within families by teaching positive parenting behaviors and working to create a warmer, more supportive family emotional climate as early in development as possible

Relations between Parenting, Family Context, and Emotion Regulation in the Development of Psychopathology in Young Maltreated Children

Emotion regulation has been recognized as a fundamental process in early socioemotional development; however, investigation into the relations between parenting styles, practices, and emotion regulation in maltreating families has been severely lacking in the literature. The current study observationally examined the relations between specific parenting practices, parenting styles, and maltreated children\u27s emotion regulation examining the same child with both a maltreating and non-maltreating caregiver. The findings of this study indicate that parenting practices within both maltreating and non-maltreating caregivers affect child emotion regulation and emotionality. Positive, supportive parenting increases child effortful control and positive affect while decreasing anger. Alternately, negative, controlling parenting increases child anger and decreases effortful control and positive affect. Furthermore, a harsh, controlling parenting style along with negative parenting practices increases child negativity among maltreating dyads, whereas, with non-maltreating caregivers, positive parenting practices are more related to positive emotionality in children within a warm and supportive emotional climate. Across maltreating and non-maltreating caregivers, findings indicated that positive parenting behaviors combined with a warm parenting style increase emotional regulation in maltreated children. Taken together the findings of this study indicated that the family emotional climate, including factors such as parental warmth and hostility, marital satisfaction, and social support, can affect the relations between maltreatment, parenting, and child emotional regulation and may even mitigate the negative effects on adjustment. Intervention and prevention work aimed at increasing maltreated children’s emotional regulation abilities should build strengths within families by teaching positive parenting behaviors and working to create a warmer, more supportive family emotional climate as early in development as possible

Parental Determinants of Emotion Regulation in a Maltreated Sample

The current investigation examines the relationship between parenting, emotion regulation, and symptoms of psychopathology in maltreating and non-maltreating parent-child dyads. The participants in this study were 114 children (67 maltreated and 57 non-maltreated) from ages 1 to 4. Child affect and effortful control along with parent affect were observed during a parentchild interaction procedure. Symptoms of psychopathology were measured using the Child Behavior Checklist. The maltreated children in this study exhibited more irritability/anger, affect lability, and internalizing symptomatology, along with less positive affect than their non-maltreated peers. These data also suggest that parental affect is related to internalizing symptomatology; but this relationship is stronger for the maltreated group. Contrary to expectations emotion regulation did not fully mediate the relationship between parenting and psychopathology. Clusters of maladaptive affect, angry and labile , emerged in the maltreated group along with a more resilient group characterized by positive affect, positive parental affect, and lower levels of psychopathology

An investigation of assessment and feedback practices in fully asynchronous online undergraduate mathematics courses

Research suggests it is difficult to learn mathematics in the fully asynchronous online (FAO) instructional modality, yet little is known about associated teaching and assessment practices. In this study, we investigate FAO mathematics assessment and feedback practices in particular consideration of both claims and findings that these practices have a powerful influence on learning. A survey questionnaire was constructed and completed by 70 FAO undergraduate mathematics instructors, mostly from the USA, who were each asked to detail their assessment and feedback practices in a single FAO mathematics course. Alongside these questions, participants also answered the 16-item version of the Approaches to Teaching Inventory. In addition, a novel feedback framework was also created and used to examine how feedback practices may be related to participants' approaches to teaching. Results show that assessment and feedback practices are varied and complex: in particular, we found there was not a simple emphasis on summative assessment instruments, nor a concomitant expectation these would always be invigilated. Though richer assessment feedback appears to be emphasized, evidence suggests this feedback may not be primarily directed at advancing student learning. Moreover, we found evidence of a reliance on computer--human interactions (e.g. via computer-assisted assessment systems) and further evidence of a decline in human interactions, suggesting a dynamic that is both consistent with current online learning theory and claims FAO mathematics courses are becoming commodified. Several avenues for further research are suggested

Mathematics lecturing in the digital age

In this article, we consider the transformation of tertiary mathematics lecture practice. We undertake a focused examination of the related research with two goals in mind. First, we document this research, reviewing the findings of key studies and noting that reflective pieces on individual practice as well as surveys are more prevalent than empirical studies. Second, we investigate issues related to the transformation of lecture practice by the emergence of e-lectures. We discuss the latter in terms of claims about the efficiencies offered by new technologies and contrast these with possible disadvantages in terms of student engagement in a learning community. Overall findings indicate that while survey results appear to trumpet the value of e-lecture provision, empirical study results appear to call that value into question. Two explanatory theoretical frameworks are presented. Issues concerning the instructional context (e.g. the nature of mathematical thinking), inherent complexities and recommendations for implementation are discussed

The Institution of Well-Being: Embodying a Culture of Flourishing at the Shawnee Institute

We apply principles of positive organizational psychology to a hospitality inn and resort that seeks to focus on “positive hospitality” – the provision of immersive positive education and well-being to guests and employees alike. The Shawnee Institute aspires to serve as a bridge, linking the science of well-being with organizations across the globe. Integrating well-being throughout the Institute’s employees is desired to boost both employee and visitor experiences and distinguish the Institute from other resorts in the region as a destination, and as an employer. We propose an approach to the broad engagement with organizational well-being, discussing the role of cultural change and the needs of both full-time and seasonal employees. We recommend the use of the psychological capital framework to measure and improve well-being across all employees, and provide an implementation plan that includes immersive education for managers, a holistic appreciative inquiry kick-off for all employees, and well-being implementation exercises for on-boarding new employees. This work can assist other organizations, particularly those in the hospitality industry, that seek to improve the well-being of a diverse employee base

Simulation of feedback loops in engineering design

Feedback loops are a key characteristic of engineering design processes that increase complexity, time to market, and costs. However, some feedback loops, due to design iteration, have a positive impact on design outcomes (i.e., the quality of the final design), so are worth the time and costs incurred. Other loops, resulting from rework, also have a positive impact on the final design but their impact on current projects, in terms of their urgency and so interruption, is high. Thus, overall, and drawing on socio-technical systems literature, some feedback loops are virtuous circles with a positive impact whereas others are vicious circles with a negative impact. In this paper, we report early work exploring these interplays between rework and design iteration through the development of process simulation models

New OH Zeeman measurements of magnetic field strengths in molecular clouds

We present the results of a new survey of 23 molecular clouds for the Zeeman effect in OH undertaken with the ATNF Parkes 64-m radio telescope and the NRAO Green Bank 43-m radio telescope. The Zeeman effect was clearly detected in the cloud associated with the HII region RCW 38, with a field strength of 38+/-3 micro-Gauss, and possibly detected in a cloud associated with the HII region RCW 57, with a field strength of -203+/-24 micro-Gauss. The remaining 21 measurements give formal upper limits to the magnetic field strength, with typical 1-sigma sensitivities <20 micro-Gauss. For 22 of the molecular clouds we are also able to determine thecolumn density of the gas in which we have made a sensitive search for the Zeeman effect. We combine these results with previous Zeeman studies of 29 molecular clouds, most of which were compiled by Crutcher (1999), for a comparsion of theoretical models with the data. This comparison implies that if the clouds can be modeled as initially spherical with uniform magnetic fields and densities that evolve to their final equilibrium state assuming flux-freezing then the typical cloud is magnetically supercritical, as was found by Crutcher (1999). If the clouds can be modeled as highly flattened sheets threaded by uniform perpendicular fields, then the typical cloud is approximately magnetically critical, in agreement with Shu et al. (1999), but only if the true values of the field for the non-detections are close to the 3-sigma upper limits. If instead these values are significantly lower (for example, similar to the 1-sigma limits), then the typical cloud is generally magnetically supercritical.Comment: 39 pages, 7 figures. Accepted for publication in Ap

Interferencias lingüísticas del Kichwa y el Español

&nbsp;&nbsp;&nbsp;&nbsp; El idioma se desarrolla con la sociedad por lo que en&nbsp; esta investigación se analiza&nbsp; las interferencias lingüísticas del kichwa en el&nbsp; español, por lo que se pretende dar a conocer como se producen estos cambios en las diferentes expresiones mediante el&nbsp; encuentro de lenguas o culturas en su diario vivir. Se utilizó una investigación cualitativa la cual permitió tomar muestras del habla cotidiana&nbsp; y otras técnicas que permitieron llegar a los resultados esperados como definir que el hablante utiliza con mucha frecuencia interferencias léxicas junto con los vocablos “guagua”, “guambra carishina” y “chuchaqui”, evidentemente procedentes del Kichwa. Por último, el “andar diciendo” que incurre en una interferencia sintáctica, semántica y pragmática, ya que innecesariamente expresa una acción en curso, quedaría mejor “vayan a decir”, con lo cual se evitaría el uso del gerundio, el cual modifica el significado y sentido práctico de una oración. &nbsp;&nbsp;&nbsp;&nbsp; Palabras clave: sociedad, interferencias lingüísticas, cambios, encuentro de lenguas, expresiones