Influence of parents' eating behaviors and child feeding practices on children's weight status

Objective : To investigate the effects of mothers’ and fathers’ eating behaviors, child feeding practices, and BMI on percentage body fat and BMI in their children. Research Methods and Procedures : Four hundred fifty‐eight parents (239 mothers, 219 fathers) were asked to complete two questionnaires: the Three‐Factor Eating Questionnaire and the Child Feeding Questionnaire, which measure dimensions of parent eating behavior and child feeding practices, respectively. Parent BMI was calculated from self‐reported height and weight; children's measures included BMI and percentage fat assessed by DXA. Regression analyses were used to analyze relationships between parents’ BMI and questionnaire scores and children's weight status. Results : One hundred forty‐three mothers and 68 fathers returned questionnaires, representing parents of 148 children 3 to 5 years old (78 boys). Children's weight was related to mothers’ BMI, but not fathers’. Girls had a greater BMI if either parent reported being overweight as a child, and both girls and boys were likely to be overweight if their mothers believed they had risky eating habits (fussiness, eating too much, etc.). Girls with fathers who were more controlling had a higher percentage fat; these fathers were also more concerned about their daughters’ future health. Discussion : Mothers exert a strong influence over their children's weight and seem to be more concerned about their children's eating behaviors; however, fathers play a role in imposing child feeding practices. Gender bias may be present in child feeding, as suggested by dissimilar effects of parent practices on the weight status of girls vs. boys. Fathers should be included in future studies analyzing parent feeding practices and children's weight outcome.     

Peer Victimization Experienced by Children and Adolescents Who Are Deaf or Hard of Hearing

Victimization is a relatively common, yet serious problem, with potentially severe consequences for children''s psychosocial and academic functioning. Children who are Deaf or Hard of Hearing (DHH) may be at a higher risk for victimization than hearing children. The aims of the present study were to compare DHH and hearing children on i) self-reported experiences of victimization and ii) associations between victimization, parental- and child variables. In total 188 children (mean age 11;11 years) from the Netherlands and Dutch-speaking part of Belgium participated in the study. No difference between DHH and hearing children were found on general experiences of victimization. However, differences between the groups were found on specific forms of experienced victimization and on the associations between victimization and parental variables. For DHH children, parental sensitivity and parents who challenge their DHH children to become competent in the practical, emotional, cognitive and social domain is associated with them being less victimized. For hearing children at this age these relations were reversed, absent or more complex. Finally, DHH children in special schools were more victimized than DHH children in regular schools. It can be concluded that parents can play an important role in reducing social problems experienced by DHH children and young adolescents.     

The Intensity of Victimization: Associations with Children's Psychosocial Well-Being and Social Standing in the Classroom

The association between experienced victimization and students'' psychological and social adjustment depends on the intensity of victimization. We examined how frequency and multiplicity of victimization, and the number of bullies involved, account for differences in students’ psychosocial well-being and social standing in the classroom. Multilevel analyses were conducted on the control group of an intervention study among students in grades 3–6 of Dutch elementary schools (N = 2859 students from 124 classes and 33 schools; ages 8–12; 49.6% boys). It was found that victims of frequent and multiple victimization, and victims who were victimized by several bullies, had higher levels of psychosocial adjustment problems than victims of less frequent and non-multiple victimization, and victims with only one bully. Moreover, these more severe victims turned out to be least accepted and most rejected among their classmates. The findings illustrate that it can be fruitful to use several measures of victimization so that (differences in) adjustment problems can be better understood. Moreover, the results suggest that it is important to find out who is victimized, in what ways, and by whom. Anti-bullying interventions should provide resources to do this.     

Parents' Socializing Behavior and Children's Participation in Math,Science, and Computer Out-of-School Activities

This study examined associations between multiple parental behaviors and children's participation in out-of-school math, science, and computer activities for children in 2nd (n = 125), 3rd (n = 123), and 5th grade (n = 200). Mothers and fathers reported how often they encouraged their children's activities, participated in activities with their child, provided activity-related materials, and participated in activities themselves, as well as how often their children participated in activities. The youth described how often they participated in math, science, and computer activities. Results indicate that parents' behavior is a strong, positive predictor of children's participation. Although there were significant mean level gender differences, relations between parents' behavior and children's participation were similar for boys and girls.     

Increased aggression and activity level in 3- to 11-year-old girls with congenital adrenal hyperplasia (CAH)

Experimental research in a wide range of mammals has documented powerful influences of androgen during early development on brain systems and behaviors that show sex differences. Clinical research in humans suggests similar influences of early androgen concentrations on some behaviors, including childhood play behavior and adult sexual orientation. However, findings have been inconsistent for some other behaviors that show sex differences, including aggression and activity level in children. This inconsistency may reflect small sample sizes and assessment limitations. In the present study, we assessed aggression and activity level in 3- to 11-year-old children with CAH (38 girls, 29 boys) and in their unaffected siblings (25 girls, 21 boys) using a questionnaire that mothers completed to indicate current aggressive behavior and activity level in their children. Data supported the hypotheses that: (1) unaffected boys are more aggressive and active than unaffected girls; (2) girls with CAH are more aggressive and active than their unaffected sisters; and (3) boys with and without CAH are similar to one another in aggression and activity level. These data suggest that early androgens have a masculinizing effect on both aggressive behavior and activity level in girls.     

Intergenerational Perceptions of Body Image in Hispanics: Role of BMI,Gender, and Acculturation

Objective: To assess role of BMI, gender, and acculturation on maternal and children's perception of body size, body ideal, and attractiveness. Research Methods and Procedures: Eighty mothers and their 6‐ to‐ 12‐year‐old children (41 boys, 39 girls) participated. Maternal and children's perceptions of body size (actual and ideal) and attractiveness were assessed through a pictorial instrument. Mother and child height and weight, demographic, and acculturation characteristics were also assessed. Results: Seventy‐nine percent of the mothers were overweight, and 32% of the boys and 34% of the girls were overweight or at‐risk for overweight. BMI influenced the children's selection of perceived ideal size. Overweight or at‐risk for overweight children were more likely to select thinner figures as the ideal size than non‐overweight children. Gender and acculturation differences concerning children's perceptions of body size and attractiveness were also found. Girls perceived the obese figure as being less attractive than did the boys. More acculturated children were likely to select thinner figures as more attractive than their less acculturated counterparts. Maternal acculturation was associated positively with the girls’ choice of thinner figures as an ideal body size, but not with the boys. Mothers viewed their daughters’ actual body size and BMI as ideal, although 34% of the girls were at‐risk for overweight. Mothers perceived average body size figures as more attractive for their sons. Discussion: Findings from this study provide empirical data about the role of BMI, gender, acculturation, and familial influences on children's perceptions of actual and ideal body sizes and attractiveness.     

Peer Influence on Adolescent Alcohol Use: The Moderating Role of Parental Support and Discipline

This study tested the moderating effects of parental social support and consistency of discipline on the relation between adolescents' affiliation with drug-use promoting peers and their subsequent alcohol use. Participants were a subsample (n = 300) of 454 children of alcoholics and matched community controls (ages 101/2-151/2 years). Results indicated that mothers' and fathers' social support and consistency of discipline buffered the effects of peer group affiliation on girls' alcohol use; however, both variables exacerbated peer effects on boys' alcohol use. For girls, results are consistent with the notion that parenting behaviors can serve as protective factors by promoting qualities that serve to resist peer group pressure. For boys, increases in support and discipline behaviors may be interpreted as threats to autonomy.     

Psychological status and weight-related distress in overweight or at-risk-for-overweight children

Objective: To associate psychological status, weight‐related distress, and weight status during childhood in overweight or at‐risk‐for‐overweight children. Research Methods and Procedures: We associated self‐report of depression, trait anxiety, and weight‐related distress (body size dissatisfaction and weight‐related peer teasing after controlling for the effects of weight) in 164 children (black 35%; age 11.9 ± 2.5 years; girls 51%) who were overweight or at‐high‐risk‐for‐overweight and were not seeking weight loss. Results: Overall, heavier children reported more psychological and weight‐related distress. Black children reported more anxiety and body size dissatisfaction than white children, despite equivalent weights. However, psychological distress was not significantly associated with weight in white children. Girls reported more weight‐related distress than boys. Depression was associated with weight‐related teasing in all predictive models, except in the model using only black subjects. Trait anxiety was associated with report of peer teasing when using all subjects. Depression was also significantly associated with children's report of body size dissatisfaction in models using all subjects, only girls, or white subjects, but not in analyses using only boys or black subjects. For boys peer teasing was associated with body size dissatisfaction. In models including only black children, depression and trait anxiety were not significantly associated with either report of peer teasing or body size dissatisfaction. Discussion: Regardless of race or sex, increasing weight is associated with emotional and weight‐related distress in children. However, associations of psychological status, weight, and weight‐related distress differ for girls and boys, and for black and white children.     

Interpretation of Dog Behavior by Children and Young Adults

This study investigates people's ability to interpret dog behavior. Inability to interpret dog behavior correctly may be a factor contributing to young children's higher likelihood of being bitten by dogs. Children (4- to 10-year-olds) and adults (total n = 550) watched videos of dogs displaying friendly, aggressive, and fearful behavior. They were asked to interpret the dogs' behaviors and to describe which features they had attended to in making their decision. Four- and 6-year-old children were unable to identify fearful dogs, while participants in all age groups were capable of identifying friendly and aggressive behavior (p < 0.001). Misinterpretations of fearful behavior were significantly associated with reports of attending to the dog's face rather than other features (χ² = 80.2, df = 1, p < 0.001). Four-year-olds were particularly likely to report looking at the dog's face and together with 6-year-olds they focused more on one feature rather than multiple features in order to make their decisions. The results show that younger children are less good at interpreting dog behavior, and that they are particularly poor at recognizing fear in dogs, while aggression is the most readily recognized behavior. Children's lower ability to interpret dog behavior seems to be due to the features they focus on. Younger children appear to focus on the dogs' most salient features and not the features that would allow them to correctly interpret the dogs' behavior. For example, 4- and 6-year-olds tended to report attending to the fearful dog's face rather than its tail and general posture. The results suggest it would be beneficial to include information about how to interpret dog behavior in dog-bite prevention programs.     

Behavioral effects of the presence of a dog in a classroom

Abstract

To test the idea that dogs have a positive influence on the social behavior of school children, one of three dogs was introduced alternately into a class at an elementary school in Vienna, attended by 24 children (mean age: 6.7 years). Most of the 14 boys and ten girls came from first-generation immigrant families. With parental consent, their behavior was videotaped for two hours every week, during “open teaching situations,” first during a one-month control period in the absence of dogs, followed by an experimental period of similar duration, when a dog was present in the classroom. Frequency and duration of all observable behaviors of individuals and their interactions were coded from these tapes. Although major individual differences were found in the children's interest in the dog and their behavioral responses, the group became socially more homogenous due to decreased behavioral extremes, such as aggressiveness and hyperactivity; also, formerly withdrawn individuals became socially more integrated. Effects were more pronounced in the boys than the girls. Even though the children spent considerable time watching and making contacting with the dog, they also paid more attention to the teacher. We conclude that the presence of a dog in a classroom could positively stimulate social cohesion in children and provide a relatively cheap and easy means of improving teaching conditions.     

Influence of gender and age in aggressive dream content of Spanish children and adolescents.

This study investigated the aggressive components of the dream content of 120 Spanish children and adolescents of 4 different age groups. The C. S. Hall and R. L. Van de Castle (1966) coding system was used to rate the number of dream characters and aggressions, and the content findings were analyzed via the indicators presented by G. W. Domhoff (1993, 1996, 2003). Results confirm the findings of previous studies of gender and age differences in dream content: Boys tend to have more aggressive dream content, which tends to decrease with age until reaching a pattern similar to the normative group; younger children, especially boys, tend to be victims of aggression more frequently than do older children. In addition, a data analysis procedure involving cumulative scoring of the aggression scale as well as nonparametric statistics yielded significant differences between boys and girls of the youngest group for severity of aggression. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prenatal androgen exposure and children's aggressive behavior and activity level

Some human behaviors, including aggression and activity level, differ on average for males and females. Here we report findings from two studies investigating possible relations between prenatal androgen and children's aggression and activity level. For study 1, aggression and activity level scores for 43 girls and 38 boys, aged 4 to 11 years, with congenital adrenal hyperplasia (CAH, a genetic condition causing increased adrenal androgen production beginning prenatally) were compared to those of similarly-aged, unaffected relatives (41 girls, 31 boys). Girls with CAH scored higher on aggression than unaffected girls, d = 0.69, and unaffected boys scored higher on activity level than unaffected girls, d = 0.50. No other group differences were significant. For study 2, the relationship of amniotic fluid testosterone to aggression and activity level was investigated in typically-developing children (48 girls, 44 boys), aged 3 to 5 years. Boys scored higher than girls on aggression, d = 0.41, and activity level, d = 0.50. However, amniotic fluid testosterone was not a significant predictor of aggression or activity level for either sex. The results of the two studies provide some support for an influence of prenatal androgen exposure on children's aggressive behavior, but not activity level. The within-sex variation in amniotic fluid testosterone may not be sufficient to allow reliable assessment of relations to aggression or activity level.     

Editors' Introduction: Pathways to Identity and Positive Development Among Muslim Youth in the West

The present study used a person-centered approach to examine patterns of conflict experience among 198 3rd–6th grade children. Peer reports of aggressive behavior, sociability, victimization, and an assessment of psychological mindedness in narrative accounts of conflict experiences were used. Three patterns were identified using mixture modeling: Managers, Avoiders, and Sustainers. Patterns differed with respect to narrative skills and social adjustment. Findings demonstrate the benefit of examining children's ability to tell their own stories in combination with peer perceptions of children's behavior. Discussion focuses on how children may rely on behavioral and narrative skills to develop different ways of responding to peer conflict in context, as well as on the application of findings in school settings.     

“Gift Giving” by Wild Bottle nose Dolphins (Tursiops sp.) to Humans at a Wild Dolphin Provisioning Program,Tangalooma, Australia

ABSTRACT

While there is increasing interest in the impact of animal interactions upon children's wellbeing and attitudes, there has been less attention paid to the specific characteristics of the animals that attract and engage children. We used a within-subjects design to explore how differences in animal features (such as their animacy, size, and texture) impacted upon pre-school children's social and emotional responses. This study examined pre-schoolers' interactions with two animal-like robots (Teksta and Scoozie), two insect types (stick insects and hissing cockroaches) and a dog (Teasel, a West Highland Terrier). Nineteen preschool participants aged 35–57 months were videoed while interacting with the experimenter, a peer, and each stimulus (presented individually). We used both verbal and nonverbal behaviors to evaluate interactions and emotional responses to the stimuli and found that these two measures could be incongruent, highlighting the need for systematic approaches to evaluating children's interactions with animals. We categorized the content of children's dialogues in relation to psychological and biological attributes of each stimulus and their distinctions between living and non-living stimuli; the majority of comments were biological, with psychological terms largely reserved for the dog and mammal-like robot only. Comments relating to living qualities revealed ambiguity towards attributes that denote differences between living and non-living creatures. We used a range of nonverbal measures, including willingness to approach and touch stimuli, rates of self-touching, facial expressions of emotion, and touch to others. Insects (hissing cockroaches and stick insects) received the most negative verbal and nonverbal responses. The mammal-like robot (rounded, fluffy body shape, large eyes, and sympathetic sounds) was viewed much more positively than its metallic counterpart, as was the real dog. We propose that these interactions provide information on how children perceive animals and a platform for the examination of human socio-emotional and cognitive development more generally. The children engaged in social referencing to the adult experimenter rather than familiar peers when uncertain about the stimuli presented, suggesting that caregivers have a primary role in shaping children's responses to animals.     

Association of Family Environment with Children's Television Viewing and with Low Level of Physical Activity

Objective: This study examined associations between the family environment and children's television (TV) viewing and likelihood of being low‐active. Research Methods and Procedures: In 2001, children were recruited from 19 primary schools in Melbourne, Australia. Parents completed a questionnaire about their child's TV viewing and the family environment. Children also completed a questionnaire and wore an accelerometer for 8 days. Movement counts were used to identify low‐active children (lowest quartile). Data were analyzed in May 2004. Results: The sample consisted of 878 children (mean age = 11.5 ± 0.6 yrs). Multiple logistic regression revealed that socioeconomic status [adjusted odds ratios (AOR) = 0.4 boys], frequency families watched TV together (AOR = 2.0 boys), mothers’ (AOR = 1.8 boys; AOR = 2.5 girls) and fathers’ (AOR = 2.6 boys; AOR = 2.8 girls) TV viewing, and rules prohibiting TV during mealtimes (AOR = 0.6 boys; AOR = 0.6 girls) related to children watching TV ≥2 h/d. Variables associated with low‐level physical activity included self‐reported enjoyment of Internet use (AOR = 1.7 boys) and preference for watching TV (AOR = 2.3 girls), perception that mother uses computer a lot (AOR = 1.9 boys) and likes using the computer (AOR = 0.6 girls), fathers’ reported computer/electronic games use (AOR = 1.7 girls), frequency families used computer together (AOR = 0.4 girls), rules that TV viewing must be supervised (AOR = 1.9 boys; AOR = 0.6 girls), and having pay TV (AOR = 0.6 boys) and electronic games at home (AOR = 2.6 boys). Discussion: These findings suggest that the relationships between the family environment and TV viewing and low‐level activity are complex and that these behaviors are distinct.     

Effects of rearing on aggression and subordination in papio monkeys

The objective of this study is to assess the effects of short-term maternal deprivation (birth to 12 weeks) followed by peer group rearing on the development of aggressive and subordinate behaviors in papio monkeys (superspecies – Papio cynocephalus). Nursery reared monkeys (34 males and 30 females) were compared with mother-peer reared monkeys (11 males and 12 females) in late infancy (6 to 12 months of age) and at the end of their juvenile stage (36 to 42 months of age) in social groups composed of 75% nursery reared subjects and 25% mother reared subjects. Focal animal data were analyzed with a repeated measure ANOVA model. In general, the nursery reared infants tended to be less aggressive than mother-peer reared infants and performed less dominance behaviors, such as displace. Significant sex differences were present in the performance of aggressive (♂ > ♀) and subordinate (♂ > ♀) behaviors. Significant age differences were observed, with infants having consistently higher rates of performance.     

Guest Editorial: Bildung-Psychology: The Substance and Structure of an Emerging Discipline

The present study examined (1) the ways investigative interviewers in forensic settings prepared children for substantive questioning, and (2) whether the techniques used and the amount of time spent in the pre-substantive phase were related to children's informativeness. Accuracy of the children's statements was not assessed. The sample included investigative interviews of a small sample of 75 alleged victims of sexual abuse in Malaysia, aged 5 to 15 years. Explanations of the conversational rules, purpose of the interview, and the children's roles as informants appeared to help the youngest children to be informative. The results also revealed possible limits to the potential benefits of rapport-building and suggest that interviewers should monitor the amount of time they spend preparing children for substantive questioning. Implications for addressing the limitations of the present research and directions for future research are discussed.     

Negative peer perceptions of obese children in the classroom environment

Objective: It is asserted that the more immediate and observable consequences of pediatric obesity are psychosocial in nature. This study examines the peer relations of clinically referred obese youth compared to demographically comparable nonoverweight peers within the classroom environment. Methods and Procedures: Peer‐, teacher‐, and self‐reports of behavioral reputation (Revised Class Play (RCP)), and peer reports of social acceptance, nonsocial attributes (attractiveness, athleticism, academic competence), and health interference (school absence, illness, fatigue) were obtained regarding 90 obese youth (BMI > 95th percentile; 8–16 years, 57% girls, 50% African American) and 76 nonoverweight demographically similar comparison classmates. Results: Relative to comparison peers, obese children were nominated significantly less often as a best friend and rated lower in peer acceptance, although the two groups did not differ in the number of reciprocated friendships. Obese youth were described by peer, teacher, and self‐report as more socially withdrawn and by peers as displaying less leadership and greater aggressive‐disruptive behavior. Peers also described obese youth as less physically attractive, less athletic, more sick, tired, and absent from school. Being seen as less attractive and less athletic by peers helped to explain differences in obese and nonoverweight youth's levels of peer acceptance. Discussion: Clinically referred obese youth are characterized by peer relations that differ from those of nonoverweight youth. The peer environment provides a rich context to understand the social consequences of pediatric obesity as well as factors that could be targeted in intervention to promote more positive health and psychosocial outcomes.     

Parental Perceptions of their Children's Involvement with Household Pets: A Test of a Specificity Model of Nurturance

ABSTRACT

To test hypotheses derived from a specificity model of the development of children's nurturance, parents of preschool, second-grade and fifth-grade children (n=707) reported the frequency of their children's play with and care of pets as well as play and care directed to younger siblings, non-family babies, and elderly persons. Parents also reported on their children's frequency of expressed interest in animals, babies, and nurture in general. As predicted, gender differences were found for frequency of time spent with babies but not with pets. Frequency of time with pets was related to expressed interest in animals but not in babies. Children who had pets but no younger siblings were reported to spend more time with pets than were children with both pets and younger siblings. Children without pets were reported to express interest in babies more often than did pet owning children.     

Is Parental Control over Children's Eating Associated with Childhood Obesity? Results from a Population‐Based Sample of Third Graders

Objective: Identifying parental behaviors that influence childhood obesity is critical for the development of effective prevention and treatment programs. Findings from a prior laboratory study suggest that parents who impose control over their children's eating may interfere with their children's ability to regulate intake, potentially resulting in overweight. These findings have been widely endorsed; however, the direct relationship between parental control of children's intake and their children's degree of overweight has not been shown in a generalized sample. Research Methods and Procedures: This study surveyed 792 third‐grade children with diverse ethnic and socioeconomic backgrounds from 13 public elementary schools. Parental control over children's intake was assessed through telephone interviews using a state‐of‐the‐art instrument, and children were measured for height, weight, and triceps skinfold thickness. Results: Counter to the hypothesis, parental control over children's intake was inversely associated with overweight in girls, as measured by body mass index, r = ?0.12, p < 0.05, and triceps skinfolds, r = ?0.11, p < 0.05. This weak relationship became only marginally significant when controlling for parents’ perceptions of their own weight, level of household education, and children's age. No relationship between parental control of children's intake and their children's degree of overweight was found in boys. Discussion: Previous observations of the influence of parental control over children's intake in middle‐class white families did not generalize to 8‐ to 9‐year‐olds in families with diverse socioeconomic and ethnic backgrounds. The present findings reveal a more complex relationship between parental behaviors and children's weight status.