Parenting Style Differences in Overweight versus Non-Overweight Children and the Potential Moderating Effects of Socioeconomic Status and Ethnicity

This project sought to expand on the limited literature currently available on parenting styles and childhood overweight and to give a better understanding of the environmental correlates of childhood overweight. Since parenting occurs within the greater environment, other factors, including the family's SES and ethnicity, may play a role. Native American mothers were more permissive and their children were more overweight than their European American counterparts. More permissive mothers were more likely to have a child who was at-risk or overweight than less permissive mothers. More authoritarian mothers were less likely to have a child who was at-risk or overweight than less authoritarian mothers. Logistic regression analyses revealed that the interaction between permissive parenting style and SES was positive and significant. Permissiveness predicted higher levels of overweight at high SES and slightly lower level of overweight at low SES and the difference in overweight between these two levels was significant.Department of Human Development and Family Scienc

Parenting Styles and Patterns of Child Weight Across Time

There is a need for longitudinal analyses to identify key factors in the development of childhood obesity. This study sought to examine the links between parenting styles and child obesity across three waves (beginning of first grade, end of first grade, and end of second grade) and further examine the potential moderating factors of gender, socioeconomic status, and ethnicity among a sample of 356 children. Parenting style was assessed by the Parenting Styles and Dimensions Questionnaire. Child obesity was operationalized in two ways: (1) five distinct weight status groups into which children were classified at each wave and (2) nine weight trajectories which accounted for their weight statuses across waves. Quadratic growth modeling, a type of structural equation modeling (SEM) and multinomial logistic regression (MLR) were used to examine parenting styles' potential prediction of these different weight classifications.Findings and Conclusions: SEM results showed that high permissive parenting significantly predicted higher initial weight than both the average reference group and low permissive parenting. MLR results showed that permissive parenting predicted stability of higher weight across time; specifically, with each increase of one standard deviation in permissiveness, children were 3.5 times more likely to be between the 75th and 85th and 2 times more likely to be between the 85th and 95th BMI-for-Age percentile when compared to children below the 50th percentile. Additionally in SEM, children of high authoritarian parents began at a non-significantly lower weight relative to the average reference group and low authoritarian parents but increased their weightsignificantly, primarily from wave 1 to wave 2. Contrary to hypothesis, a significant interaction between mother ethnicity and authoritative parenting was found due only to the autonomy granting subscale. Children of Native American mothers with low levels of autonomy granting had the highest initial levels of weight when compared to the average reference group and high autonomy granting parents and increased close to the 85th BMI-for-Age percentile by wave 3. Children of Native American mothers who exhibited high levels of Autonomy Granting significantly increased in weight betweenwaves 1 and 2; however, their average weight did not increase into a risk range. Parenting style appears to play some role in the prediction of child weight longitudinally and this relation is moderated by the ethnicity of the child's mother.Department of Human Development and Family Scienc

15. The Impact of Teacher Fidelity on the Effectiveness of WISE and Early Childhood Health Outcomes

Food-related behaviors and attitudes of Early Childhood Educators (ECEs) have the potential to create a significant impact on students’ health outcomes. The We Inspire Smart Eating (WISE) intervention program trains ECEs in promoting fruit and vegetable consumption, encouraging preschoolers to adopt healthy eating habits. This study explores the impact of ECE fidelity and WISE effectiveness on preschoolers’ health. We hypothesize better post-intervention health outcomes for preschoolers with ECEs whose fidelity scores improved after WISE training and program implementation. Fidelity was measured monthly across an academic year by data collectors (DCs) during mealtime and food experiences at two Louisiana pre-schools. During, DCs scored ECEs on a scale of 1 being “Not at all” to 4 being “Very much” in three main categories: hands on exposure, mascot use, and role modeling. The first and the last three observations were grouped separately, and the average of each group calculated to convey changes in ECE fidelity performance. A univariate analysis of variance was computed to determine group differences in post-intervention Resonance Raman Spectroscopy (RRS) of preschoolers while controlling for pre-intervention RRS based on fidelity performance (decreased, no change, increased) of their ECEs. Preliminary studies suggest that there was a significant difference among the groups such that ECEs with increased fidelity performance had statistically significantly higher RRS scores post-intervention compared to ECEs with decreased or no change fidelity performance F (2,272) = 5.19, p = .006. A higher RRS score indicates greater fruit and vegetable consumption, suggesting that improved ECE fidelity impacts preschooler health outcomes

Downscaling Storm Surge Models for Engineering Applications

Source: ICHE Conference Archive - https://mdi-de.baw.de/icheArchiv

A Comparison of Early Childhood Health Indicators

The abstract for this presentation can be downloaded by clicking on the blue download button

Early Childhood Educators\u27 Self-Reported Food Insecurity Impact on Observed Classroom Food Environment

Peyton M. Percle is a research associate at the ENRICH Center, in the College of Applied and Natural Sciences at Louisiana Tech University. Emily A. Byley is a graduate student in the College of Education at Louisiana Tech University. Julie M. Rutledge is an Associate Professor in the School of Human Ecology, and the Director of ENRICH Center in the College of Applied and Natural Sciences, at Louisiana Tech University. Taren M. Swindle is an Assistant Professor at the University of Arkansas for Medical Sciences. The abstract for their presentation Early Childhood Educators\u27 Self-Reported Food Insecurity Impact on Observed Classroom Food Environment can be downloaded by clicking on the blue download button

Comparative Analysis of Deep Convective Cores between MC3E and TWP-ICE Cases: Impact of Aerosols

Deep convective clouds over land tend to have larger radar echo (bigger rain drops), larger microwave scattering (heavier riming), and more lightning flash rate (frequent ice-to-ice collision)

Quantitative iTRAQ-Based Proteomic Identification of Candidate Biomarkers for Diabetic Nephropathy in Plasma of Type 1 Diabetic Patients

# The Author(s) 2010. This article is published with open access at Springerlink.com Introduction As part of a clinical proteomics programme focused on diabetes and its complications, it was our goal to investigate the proteome of plasma in order to find improved candidate biomarkers to predict diabetic nephropathy. Methods Proteins derived from plasma from a crosssectiona

Hello, I am Julie Rutledge

Dr. Julie Rutledge is an associate professor in Human Development and Family Science and the director of the ENRICH Center

Engaging the Aging: Closing the 40-year Age Gap in a Gerontology Course through Service-Learning

A common concern in higher education regards students’ ability to critically think and finding ways to capture their interest to ensure they learn course material. This can be particularly challenging in a gerontology course as most of the students are 40 years younger than the population being studied. This presentation discusses how a service-learning project is used in a gerontology course to help students understand and apply course concepts to topics for which it is often difficult for many of them to relate. This helps them to better understand content they are learning through direct engagement and experiential reflection