The role of coparents in african american single-mother families: The indirect effect of coparent identity on youth psychosocial adjustment.

The majority (67%) of African American youth live in single-parent households, a shift in the family structure that has been linked to increased risk for both internalizing and externalizing problems behaviors. Although the majority of single mothers endorse the assistance of another adult or family member in childrearing, relatively little is known about who is engaged in this non-marital coparenting role (i.e., grandmother, father/social father, aunt, and female family friend) and how it relates to coparenting quality, maternal parenting, and youth psychosocial outcomes (i.e., internalizing and externalizing problems). This question, which is critical to the advancement of family-focused programming for youth in these families, is addressed in this study. The participants examined in the current study were 159 African American single-mother child dyads. Adolescents' maternal grandmothers constituted the largest proportion of coparents in the sample (37.2%), followed by the mothers' female family friends (22.5%), adolescents' maternal aunts (12.7%), and adolescents' fathers/social fathers (11%). Differences emerged among groups of coparents in support and conflict with the mother. Specifically, grandmothers, aunts, and female family friends provided significantly more instrumental support than fathers. Furthermore, grandmothers and fathers had more conflict with the mother, both generally and specifically in front of the child, than aunts or female family friends. In turn, these differences were associated directly and indirectly through maternal parenting with internalizing and externalizing problems. Clinical implications and future directions are discussed

Physiological reactivity and different forms of aggression in girls:Moderating roles of rejection sensitivity and peer rejection

Associations between physiological reactivity to exclusion (i.e., heart rate [HRR], respiratory sinus arrhythmia [RSAR], and skin conductance [SCR]) and relational and physical aggression were assessed. It was hypothesized that blunted "fight or flight" responses to stress (i.e., blunted HRR, SCR, and RSA withdrawal) would be associated with relational aggression, whereas heightened "fight or flight" responses (i.e., heightened HRR, SCR, and RSA withdrawal) would be associated with physical aggression. In addition, it was hypothesized that heightened "fight or flight" responses would interact with social and cognitive risk factors in the prediction of physical aggression. Data were collected at an all-girls residential summer camp (mean age = 12.47 years; N = 119). Overall, findings indicated that blunted "fight or flight" was associated with relational aggression whereas heightened "fight or flight" was associated with physical aggression, particularly in the context of high social and cognitive risk. These findings contribute to our understanding of the relationship between physiological reactivity and different forms of aggression in girls. (C) 2010 Elsevier B.V. All rights reserved

The association between valuing popularity and relational aggression:The moderating effects of actual popularity and physiological reactivity to exclusion

The association between having a reputation for valuing popularity and relational aggression was assessed in a sample of 126 female children and adolescents (mean age = 12.43 years) at a 54-day residential summer camp for girls. Having a reputation for valuing popularity was positively related to relational aggression. This association was moderated by both popularity and physiological reactivity to social exclusion (i.e., respiratory sinus arrhythmia reactivity [RSAR] and heart rate reactivity [HRR]). Popular girls with a reputation for valuing popularity were at greater risk for engaging in relational aggression when they also exhibited blunted reactivity to social exclusion. Conversely, girls who had a reputation for valuing popularity but were not popular (i.e., the "wannabes") were at risk for engaging in relational aggression when they exhibited heightened reactivity to exclusion. (C) 2011 Elsevier Inc. All rights reserved

The role of coparents in african american single-mother families: The indirect effect of coparent identity on youth psychosocial adjustment.

The majority (67%) of African American youth live in single-parent households, a shift in the family structure that has been linked to increased risk for both internalizing and externalizing problems behaviors. Although the majority of single mothers endorse the assistance of another adult or family member in childrearing, relatively little is known about who is engaged in this non-marital coparenting role (i.e., grandmother, father/social father, aunt, and female family friend) and how it relates to coparenting quality, maternal parenting, and youth psychosocial outcomes (i.e., internalizing and externalizing problems). This question, which is critical to the advancement of family-focused programming for youth in these families, is addressed in this study. The participants examined in the current study were 159 African American single-mother child dyads. Adolescents' maternal grandmothers constituted the largest proportion of coparents in the sample (37.2%), followed by the mothers' female family friends (22.5%), adolescents' maternal aunts (12.7%), and adolescents' fathers/social fathers (11%). Differences emerged among groups of coparents in support and conflict with the mother. Specifically, grandmothers, aunts, and female family friends provided significantly more instrumental support than fathers. Furthermore, grandmothers and fathers had more conflict with the mother, both generally and specifically in front of the child, than aunts or female family friends. In turn, these differences were associated directly and indirectly through maternal parenting with internalizing and externalizing problems. Clinical implications and future directions are discussed

Biosocial Interactions Between Relational Victimization and Physiological Stress Reactivity in Relation to Anxious/Depressive Symptoms and Cognitive Biases in Adolescent Girls

The purpose of the current investigation was to examine if autonomic nervous system reactivity moderated the association between relational victimization and two established outcomes of peer maltreatment, anxious/depressive symptoms and anxious rejection sensitivity. A total of 119 female (Mage = 12.47, SDage = 1.96) attendees of a residential summer camp participated. Participants’ skin conductance and respiratory sinus arrhythmia were assessed during a laboratory stress protocol. Counselors reported on participants’ relational victimization and anxious/depressive symptoms. Anxious rejection sensitivity was measured via self-report. Relational victimization was positively associated with both anxious/depressive symptoms and anxious rejection sensitivity among girls who exhibited reciprocal sympathetic nervous system (SNS) activation (i.e., high SNS reactivity and parasympathetic nervous system [PNS] withdrawal). Relational victimization was also positively associated with anxious/depressive symptoms among girls who exhibited reciprocal PNS activation (i.e., low SNS reactivity and PNS activation), although this effect was smaller in magnitude than findings for girls who exhibited reciprocal SNS activation. Results underscore the biosocial interactions between relational victimization and physiological reactivity in the prediction of anxious/depressive symptoms and anxious rejection sensitivity

A Randomized Trial Examining the Effects of Aerobic Physical Activity on Attention-Deficit/Hyperactivity Disorder Symptoms in Young Children

The goal of this study was to compare the effects of before school physical activity (PA) and sedentary classroom-based (SC) interventions on the symptoms, behavior, moodiness, and peer functioning of young children (M age = 6.83) at risk for attention-deficit/hyperactivity disorder (ADHD-risk; n = 94) and typically developing children (TD; n = 108). Children were randomly assigned to either PA or SC and participated in the assigned intervention 31 min per day, each school day, over the course of 12 weeks. Parent and teacher ratings of ADHD symptoms (inattention, hyperactivity/impulsivity), oppositional behavior, moodiness, behavior toward peers, and reputation with peers, were used as dependent variables. Primary analyses indicate that the PA intervention was more effective than the SC intervention at reducing inattention and moodiness in the home context. Less conservative follow-up analyses within ADHD status and intervention groups suggest that a PA intervention may reduce impairment associated with ADHD-risk in both home and school domains; interpretive caution is warranted, however, given the liberal approach to these analyses. Unexpectedly, these findings also indicate the potential utility of a before school SC intervention as a tool for managing ADHD symptoms. Inclusion of a no treatment control group in future studies will enable further understanding of PA as an alternative management strategy for ADHD symptoms