Promoting healthy outcomes among youth with multiple risks: Innovative approaches

Adolescent behavior problems such as substance use, antisocial behavior problems, and mental health problems have extremely high social costs and lead to overburdened mental health and juvenile justice systems in the United States and Europe. The prevalence of these problems is substantial, and at-risk youth often present with a combination of concerns. An understanding of risk and protective factors at multiple levels, including the child, family, peer, school, and community, has influenced intervention development. At the individual and family levels, the most effective and cost-effective programs work intensively with youth and their families or use individual and group cognitive-behavioral approaches. However, there is a paucity of careful studies of effective policies and programs in the juvenile justice system. Research is needed that focuses on adoption, financing, implementation, and sustainable use of evidence-based programs in public service systems. In addition, the field needs to understand better for whom current programs are most effective to create the next generation of more effective and efficient programs

Mindful Parenting, Parenting Cognitions, and Parent-Youth Communication: Bidirectional Linkages and Mediational Processes

Objectives: Mindful parenting and parenting cognitions likely have important linkages to each other and to parent-child communication, but these linkages have not been tested. In this article, we test the bidirectional linkages between mindful parenting and parenting cognitions (sense of competence, parent-centered attributions) and the underlying mediational processes that link them to parent-child communication (parental solicitation and youth disclosure). Methods: Longitudinal, autoregressive cross-lagged models were run within a longitudinal sample of rural and suburban early adolescents and their mothers (n = 421; mean adolescent age = 12.14, 46% male, 73% white). Results: Significant bidirectional linkages were found between mindful parenting and parenting cognitions across Time 1 and Time 2. Greater mindful parenting at Time 1 was associated with more positive parenting cognitions (e.g., greater perceptions of parental competence and fewer negative parent-centered attributions or self-blame) at Time 2. More positive parenting cognitions at Time 1 were also associated with greater levels of mindful parenting at Time 2. Mindful parenting at Time 2 mediated the association between parenting cognitions (both parent-centered attributions and sense of competence) at Time 1 and parental solicitation at Time 3. Conclusions: Mindful parenting and parenting cognitions influence each other over time. Parenting cognitions can affect parental solicitation via increases in mindful parenting. The discussion focuses on potential underlying processes

A Dyadic Approach to Understanding the Relationship of Maternal Knowledge of Youths' Activities to Youths' Problem Behavior Among Rural Adolescents

Most studies that explore parental knowledge of youths' activities utilize parents' and youths' reports separately. Using a sample of 938 rural early adolescents (53% female; 84% White), we explore congruence between mothers' and youths' perceptions of maternal knowledge and its association with youth problem behaviors (delinquency, substance use, and attitudes towards substances). Maternal overestimation of knowledge (compared to youths' ratings) was positively associated with delinquency and negatively associated with healthy drug attitudes. Significant differences in problem behaviors were found between four groups created based on mothers' and youths' level of knowledge (High Youth and Mother, High Youth/Low Mother, Low Youth/High Mother, and Low Youth and Mother). The High Youth and Mother group demonstrated less substance use and healthier drug attitudes than the Low Youth and Mother group. The Low Youth/High Mother group had significantly higher levels of substance use and delinquency than the High Youth and Mother group. Intervention implications are discussed

Factors influencing the development of school bonding among middle school students

The goal of this research is to examine the trajectory of school bonding over the middle school period and how factors such as gender, substance use, antisocial peers, delinquent behavior, and academic achievement affect this developmental process. Data from four waves of measurement of 2,902 adolescents are analyzed using hierarchical growth curve modeling. Results suggest that school bonding decreases in a nonlinear fashion from Grades 6 to 8. However, school bonding development varies based on interindividual differences. Boys have lower initial levels and greater decreases in school bonding than girls. Student deviant behavior, having antisocial peers, and low academic achievement are associated with lower levels of school bonding at Grade 6. Low grades and an increase in substance use are associated with a steeper decrease of school bonding over time. Increases in substance use and being male are also associated with a curvilinear pattern of school bonding. Implications for interventions are discussed

Unpacking the Effect of Parental Monitoring on Early Adolescent Problem Behavior: Mediation by Parental Knowledge and Moderation by Parent–Youth Warmth

This study explores the monitoring process longitudinally among a sample of rural early adolescents and addresses two research questions: (a) Does maternal knowledge mediate the relationship between three aspects of the parental monitoring process and adolescent problem behavior: active parent monitoring efforts, youth disclosure, and parental supervision? (b) Are these meditational pathways moderated by the affective quality of the parent–child relationship? Parent efforts to monitor youth and youth disclosure in the Fall of Grade 6 predicted substance use and delinquency in Grade 8. These relations were mediated by increases in maternal knowledge assessed in the Spring of Grade 6, suggesting that the protective effects of these constructs are partially indirect. Supervision was not significantly related to maternal knowledge or problem behavior. Parent efforts to monitor were more strongly related to maternal knowledge in families with high levels of positive affect than in families with low levels of positive affect

The Timing of School Transitions and Early Adolescent Problem Behavior

This longitudinal study investigates whether rural adolescents who transition to a new school in sixth grade have higher levels of risky behavior than adolescents who transition in seventh grade. Our findings indicate that later school transitions had little effect on problem behavior between sixth and ninth grades. Cross-sectional analyses found a small number of temporary effects of transition timing on problem behavior: Spending an additional year in elementary school was associated with higher levels of deviant behavior in the Fall of Grade 6 and higher levels of antisocial peer associations in Grade 8. However, transition effects were not consistent across waves and latent growth curve models found no effects of transition timing on the trajectory of problem behavior. We discuss policy implications and compare our findings with other research on transition timing

The reciprocal relation between children’s attachment representations and their cognitive ability

This study explores reciprocal relations between children’s attachment representations and their cognitive ability. Previous literature has mainly focused on the prediction of cognitive abilities from attachment, rarely on the reverse prediction. This was explored in the current research. Attachment representations were assessed with the Attachment Story Completion Task (Bretherton, Ridgeway, & Cassidy, 1990); the IQ was measured with the WPPSI-III (Wechsler, 2004). Data were collected twice, at a two-year interval, from about 400 preschoolers. Reasoning IQ was found to influence the development of secure attachment representations, while attachment security and disorganization influenced later verbal IQ. The implications of the findings for both clinical and research purposes are discussed in the light of the interactions between cognitive abilities and attachment representations

A new well-balanced non-oscillatory central scheme for the shallow water equations on rectangular meshes

This paper is concerned with the development of high-order well-balanced central schemes to solve the shallow water equations in two spatial dimensions. A Runge Kutta scheme is applied for time discretization. A Gaussian quadrature rule is used to evaluate time integrals and a three-degree polynomial which calculates point-values or flux values. A new procedure has been defined to evaluate the flux integrals and to approach the 2D source term integrals in order to verify the exact C-property, using the water surface elevation instead of the water depth as a variable. Numerical experiments have confirmed the high-resolution properties of our numerical scheme in 2D test problems.This work was partially funded by the "Programa de Apoyo a la Investigacion y Desarrollo" (PAID-06-10) and (PAID-05-12) of the Universidad Politecnica de Valencia. Angel Balaguer-Beser thanks the support of the Spanish Ministry of Education and Science in the framework of the Projects CGL2009-14220-C02-01 and CGL2010-19591. The authors express their gratitude to the anonymous reviewers for their helpful comments.Capilla Romá, MT.; Balaguer Beser, ÁA. (2013). A new well-balanced non-oscillatory central scheme for the shallow water equations on rectangular meshes. Journal of Computational and Applied Mathematics. 252:62-74. https://doi.org/10.1016/j.cam.2013.01.014S627425

Histopathology of Cerebral Microinfarcts and Microbleeds in Spontaneous Intracerebral Hemorrhage

In patients with spontaneous intracerebral hemorrhage caused by different vasculopathies, cerebral microinfarcts have the same aspect on MRI and the same applies to cerebral microbleeds. It is unclear what pathological changes underlie these cerebral microinfarcts and cerebral microbleeds. In the current study, we explored the histopathological substrate of these lesions by investigating the brain tissue of 20 patients (median age at death 77 years) who died from ICH (9 lobar, 11 non-lobar) with a combination of post-mortem 7-T MRI and histopathological analysis. We identified 132 CMIs and 204 CMBs in 15 patients on MRI, with higher numbers of CMIs in lobar ICH patients and similar numbers of CMBs. On histopathology, CMIs and CMBs were in lobar ICH more often located in the superficial than in the deep layers of the cortex, and in non-lobar ICH more often in the deeper layers. We found a tendency towards more severe CAA scores in lobar ICH patients. Other histopathological characteristics were comparable between lobar and non-lobar ICH patients. Although CMIs and CMBs were found in different segments of the cortex in lobar ICH compared to non-lobar ICH patients, otherwise similar histopathological features of cortical CMIs and CMBs distant from the ICH suggest shared pathophysiological mechanisms in lobar and non-lobar ICH caused by different vasculopathies

Diffusion of School-Based Prevention Programs in Two Urban Districts: Adaptations, Rationales, and Suggestions for Change

The diffusion of school-based preventive interventions involves the balancing of high-fidelity implementation of empirically-supported programs with flexibility to permit local stakeholders to target the specific needs of their youth. There has been little systematic research that directly seeks to integrate research- and community-driven approaches to diffusion. The present study provides a primarily qualitative investigation of the initial roll-out of two empirically-supported substance and violence prevention programs in two urban school districts that serve a high proportion of low-income, ethnic minority youth. The predominant ethnic group in most of our study schools was Asian American, followed by smaller numbers of Latinos, African Americans, and European Americans. We examined the adaptations made by experienced health teachers as they implemented the programs, the elicitation of suggested adaptations to the curricula from student and teacher stakeholders, and the evaluation of the consistency of these suggested adaptations with the core components of the programs. Data sources include extensive classroom observations of curricula delivery and interviews with students, teachers, and program developers. All health teachers made adaptations, primarily with respect to instructional format, integration of real-life experiences into the curriculum, and supplementation with additional resources; pedagogical and class management issues were cited as the rationale for these changes. Students and teachers were equally likely to propose adaptations that met with the program developers’ approval with respect to program theory and implementation logistics. Tensions between teaching practice and prevention science—as well as implications for future research and practice in school-based prevention—are considered