Exploring the Impact of Generational Trauma on Mother-Daughter Relationships with an Emphasis on the African American Community

In many communities the mother-daughter relationship is not only vital in the younger years but also in the teen and young adult years. Several studies have explored a mother’s influence on her daughter’s views of the self, others, and the world in general. The mother-daughter relationship does not only impact personal morals and values but also the types of relationships the daughters gravitate to. In the African American community, many of the mother-daughter relationships are known to be similar in nature and/or dynamics throughout generations. Relationships that are tainted or known as toxic also seem to cycle throughout several generations. The purpose of this phenomenological study is to explore the impact of generational trauma amongst a family on the mother-daughter relationship within the African American community. This study will also seek to explore if the mother-daughter relationship influences a daughter’s self-identity and relationships. This study will also evaluate if there is a connection between family trauma and self-identity and preferred relationships. The theories guiding this study will be the life span developmental theory which has origin in many eighteenth and nineteenth century writers especially Johann Nikolaus Tetens and Adolphe Quetelet, Murray Bowen’s family systems theory as well as Black Feminist Thought. There is a need for this research as many young women in the African American community are longing to break generational curses of complex mother-daughter relationships. Many young women in the African American community believe that their views and personal bias were created independently. However, these views may be attributed to inadequate education about one’s family. Some innate values and beliefs may be present within the family for generations and simply passed down through the mother-daughter relationship. This research also contributes by fulfilling the need for African American female scholars to not only research but also interpret the experiences of African American women

Association between childcare educators’ practices and preschoolers’ physical activity and dietary intake: a cross-sectional analysis

Abstract: Introduction Childcare educators may be role models for healthy eating and physical activity (PA) behaviours among young children. This study aimed to identify which childcare educators’ practices are associated with preschoolers’ dietary intake and PA levels. Methods This cross-sectional analysis included 723 preschoolers from 50 randomly selected childcare centres in two Canadian provinces. All data were collected in the fall of 2013 and 2014 and analysed in the fall of 2015. PA was assessed using Actical accelerometers during childcare hours for 5 consecutive days. Children’s dietary intake was measured at lunch on 2 consecutive days using weighed plate waste and digital photography. Childcare educators’ nutrition practices (modelling, nutrition education, satiety recognition, verbal encouragement and not using food as rewards) and PA practices (informal and formal PA promotion) were assessed by direct observation over the course of 2 days, using the Nutrition and Physical Activity Self-Assessment for Child Care tool. Associations between educators’ practices and preschoolers’ PA and dietary intake were examined using multilevel linear regressions. Results Overall, modelling of healthy eating was positively associated with children’s intake of sugar ([beta]=0.141, 95% CI 0.03 to 0.27), while calorie ([beta]=−0.456, 95% CI −1.46 to –0.02) and fibre intake ([beta]=−0.066, 95% CI −0.12 to –0.01) were negatively associated with providing nutrition education. Not using food as rewards was also negatively associated with fat intake ([beta]=−0.144, 95% CI −0.52 to –0.002). None of the educators’ PA practices were associated with children’s participation in PA. Conclusions Modelling healthy eating, providing nutrition education and not using food as rewards are associated with children’s dietary intake at lunch in childcare centres, highlighting the role that educators play in shaping preschoolers’ eating behaviours. Although PA practices were not associated with children’s PA levels, there is a need to reduce sedentary time in childcare centres

Chapter 11 Understanding the Social Care Crisis in England Through Older People’s Lived Experiences

The chapter’s focus is social care in England where responsibility for the organisation and funding of care has shifted from the state to the individual. It draws on a qualitative research project about the experiences of older people who are paying for their social car