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Recognizing culturally salient aspects of socialization practices and understanding how these practices support culturally valued aspects of development is an integral component in conducting anti‐racist research and validating the lived experiences of minoritized families. With this aim, we explored how Active Direction, an observational rating of an African American approach to parenting measured during mother–child interactions at age 2.5 (n = 172), supported social skills and emotion regulation for children living in a Southwestern metropolitan area of the United States concurrently, in kindergarten (n = 109), and in 1st grade (n = 108). Descriptive findings indicated few significant associations between Active Direction and socials skills or emotion regulation. Exploratory analyses, which included traditional parenting behavior measures of Sensitivity and Intrusiveness, also indicated limited significant relations between any measure of parenting and child skills. However, moderation analyses indicated that high levels of Active Direction attenuated the effects of sensitivity on aspects of child social skills. The lack of significant findings across the current study highlight how extant measures—of child social skills and parentings behaviors—are not performing as expected within these African American families. [ABSTRACT FROM AUTHOR]

In Hegel’s philosophy, the child is not only a living individual with a natural soul in the subjective spirit, but also an ethical carrier with a juridical personality and a moral subject in the objective spirit, as well as a symbol of the spirit of the nations or the individual sovereign state that enters into the universal spirit through the history of the world. As a potential rational being, the child is both the object of spiritual Bildung and the beginning of the free spirit. Hegel’s philosophy not only highlights the need for childhood education to make the transition from the natural spirit to the free spirit, but also argues that childhood education is a universal realization of the construction of the individual in the spiritual realm. In the creation of his philosophical system, Hegel uses Sittlichkeit to distinguish between Erziehung and Bildung, and establishes that the concept of childhood education is the process of spiritual Bildung of the individual. Erziehung as an institution of civil society becomes the intermediary link of spiritual Bildung. In short, the childhood education in Hegel’s philosophy realizes the change of subject from “divine Bildung” to “spiritual Bildung” in the principle of individuality established by the spirit of Christianity, and thus Hegel’s work becomes a great work of modern ethics. [ABSTRACT FROM AUTHOR]

The text is about health education for children and young people thus fostering their healthy script-development. The text also deals with health education for adults. It uses various concepts and exercises to show how the body can be part of this process. The goal is the promotion of growth and development, thus achieving self-determination and independence. The section on Annedore Prengel's research outlines how beneficial or detrimental the stroke culture is in German schools. Competent parenting is introduced with Clarke's and Dawson's model of supplying structure as well as care. It becomes clear that TA education is dialogically oriented. Different ways of health education using models of TA are presented: the change triangle by Clarke, catharsis/stress relief due to strokes, an OK attitude and the permission to enjoy life, as well as the model of functional fluency as a means of strengthening positive interactions. One of the major issues of the article is to enrich the work with TA models with an affirmative attitude towards the body and the joy of life. [ABSTRACT FROM AUTHOR]

Pierina Boranga's Considerations on the Nature-Child-Relationship Pierina Boranga has spent her entire working life teaching natural science subjects in primary schools. She has, however, not been awarded the level of recognition, she actually should have been given and, instead, has found her place in the shadow of others. Taking a look at her diary entries reveals the level of intensive, independent intellectual efforts she has made during her early teaching period, in order to provide children with a sustainable understanding of how to deal with subjects in the field of natural science. [ABSTRACT FROM AUTHOR]

The article "Freedom without external determination? Maturity from the beginning? The discomfort with education in discourses about education, participation, and children's rights" discusses the issue of education and autonomy. It argues that the rejection of the concept of education neglects fundamental pedagogical problems. Various pedagogical theories on the relationship between education and autonomy are discussed, with maturity being considered the goal of education. It emphasizes that education is a necessary prerequisite for autonomy and that the transition to maturity is a demanding educational process. It also discusses whether children should have complete autonomy and equal rights, and provides examples that show that this can be problematic. The text emphasizes the importance of children's participation and the goal of a democratic relationship between children and adults. It points out that reflecting on the limits and contradictions of participatory education is necessary and that the rights of the child must also be respected when interfering with autonomy. It argues that guardianship in education is necessary, but under conditions of uncertainty about the appropriateness and effects of actions. [Extracted from the article]

The study examines two paradigms of pedagogy and their response to the end of culture. The first paradigm considers education as tradition, while the second paradigm accepts the interruption of culture and views education as a cooperative practice between children and educators. The study uses a phenomenological method to describe and analyze the characteristics of education. It is argued that despite the decline of societies and cultural formations, the pedagogical task remains and hope can serve as a foundation for educational practice. [Extracted from the article]

The main question is whether Individual Psychology formulates an explicit theory of education (Bildung) and whether implicit conceptions of education manifest themselves in its theory and practice. reference to Dietrich Benner, the first step is a systematic clarification of the concepts of education (Erziehung and Bildung) and of their relationship to Individual Psychology. After that, essential aspects of modern educational thinking – from the Enlightenment to the 20th century – are exemplarily confronted with Individual Psychology, and some areas of individual psychological practice are questioned on their educational content. Finally, the example of Manès Sperber is given to illustrate that Individual Psychology can inspire educational thinking anchored in culture and psychology. The conclusion is that the often-postulated educational affinity of Individual Psychology is confirmed and that essential individual psychological categories can be allocated to formal education. Nevertheless, there is no canon of education and no coherent theory of education based on Individual Psychology. To develop such a theory would be a task for the future. [ABSTRACT FROM AUTHOR]

This article seeks to explicate the discourse on education in the 莊子 by reviewing several related cases presented in the text. Not only will this article show that this discourse is compatible with value pluralism, it will also demonstrate that these cases embody the idea of spontaneity and self-transformation. This analysis moreover sheds light on the principles and functions of "teaching without words." Through a reinterpretation of the phrase 用心若鏡 (using one's mind like a mirror), this article elaborates upon the text's advocacy of an open and tranquil state of mind, and focuses on how the analogy of a mirror can be adopted to indicate self-reflection in its pedagogical dimension. By exploring the definitions and implications of terms like 兩行 and 心齋, while also supplementing the lost passages in the "Attribute of Virtue Complete" section of the text, this article highlights the significance of emotions in interpersonal interactions, which are related to self-survey and action in nonaction. A perfect man can gain trust from others without harming or denying them. A steadfast heart can serve as a mirror as it allows the perfect man to set himself as a reference and guide others to focus on their emotions so that they too can achieve a tranquil state of mind. With such guidance, one could then use the perfect man to contemplate oneself. A motivation to transform oneself is thus generated. [ABSTRACT FROM AUTHOR]

Guidance literature deals with awide range of topics. Studies on the range of topics and numerous individual examples have been available for quite some time. However, a more detailed analysis of the articulation processes in advice literature, based on educational theory, has yet to be conducted. Using three case studies, this article elaborates different forms of articulation in guidance literature based on sources and thus answers the question of how this articulation takes shape in concrete terms. In a first step, the basic assumptions of educational theory are outlined in order to tie the article back to the current discussion of educational theory in the field of guidebooks. In three short case studies, the individual strategies are then elaborated in a second step, in order to systematize the strategies again in a third step and to point out the remaining task of reading and systematizing guidebooks from an educational theory perspective as well. [ABSTRACT FROM AUTHOR]

The article discusses the sociality and everydayness of education from a theoretical and phenomenological perspective. An ontology of showing is developed, in which the world and the self are shown as social others. Using examples from classroom research, it is shown that showing the world occurs in an intentional relationship to the world that eludes pedagogical representation. The text emphasizes that education is a social practice that takes place in various contexts and relies on transmission and tradition. It is also pointed out that showing objects in education creates a relationship between intention and withdrawal, and that the world should be shown in its ontological difference. [Extracted from the article]

The article examines feminist perspectives on education and discusses the possibilities and limitations of feminist education. It refers to Chimamanda Ngozi Adichie's 2017 manifesto, in which she proposes ideas for a feminist education for girls. The text addresses the subjectivity of mothers and the gender order in society. It argues that traditional gender roles place women in a subordinate position and restrict their autonomy. The article discusses various feminist theoretical approaches to the issues of care and women's dependence. It emphasizes that gender position is not solely determined by the body, but is the result of individual and societal experiences. It also points out that feminist education should address both female and male responsibility. Despite some progress in terms of legal rights, there is still a worldwide gender-specific division of labor and devaluation of female-dominated fields. The article concludes with the question of what a feminist education could look like today and emphasizes the importance of comprehensive recognition of care in society. [Extracted from the article]

Education as Operation. A Critical Theory The article examines how education can be determined in general and universal terms in the face of modernity and postmodernity. In doing so, the theory of operative pedagogy is taken up and linked with motifs of a critical way of thinking. The thesis is that the operative core of education today can only be formulated with the inclusion of a critical examination of power and domination in society. This leads to the development of education as a multi-perspective steering of learning processes. [ABSTRACT FROM AUTHOR]

The article "Education as a fundamental concept of pedagogy" emphasizes the importance of education as a fundamental concept of pedagogy. Education is defined as a human practice that consists of two different but interconnected operations: showing and learning. Pedagogy as a discipline and profession can distinguish itself from other human sciences through the concept of education and make a specific contribution to understanding human beings. There are different views on education, ranging from a negative and paternalistic perspective to an emphasis on the autonomy and significance of education. Pedagogy has the task of promoting the becoming of a person and being human in the context of learning and education throughout the entire lifespan. [Extracted from the article]

The article examines the pedagogical art theory of László Moholy-Nagy, a Hungarian artist and educator who combines various motifs such as reform pedagogical, Marxist, anarchist, scientific, and neo-humanistic approaches. Moholy-Nagy views art as a means of positively organizing individual and societal life. He sees the body as a collection of functional apparatuses that can be influenced by art. Art should not only influence consciousness but also the cells and organ systems of the body. Moholy-Nagy believes that the transformation of the body through art enables individuals to build a livable future. [Extracted from the article]

The article "Tolerance and the question of its teachability" deals with the question of whether tolerance can be taught in pedagogy. Tolerance is considered one of the core values in pluralistic and multicultural societies, but it is also associated with paradoxes. The article examines the historical development of the concept of tolerance and analyzes it systematically and philosophically. Various conceptions of tolerance and their pedagogical implementation are discussed. The article emphasizes that tolerance as an educational goal in a pluralistic, multicultural, and liberal society is a cross-cutting task and that pedagogical action is based on the principle of validity, in which validity claims are examined and accepted or rejected. [Extracted from the article]

Background: There are many children's books about sleep. They are usually part of the bedtime ritual. However, the age- and sleep-related adequacy and design has not yet been researched. Methods: In an extensive literature review, age-specific children's books were identified and evaluated according to theory-based criteria (language, subject matter, sleep hygiene, approaches, exercises, picture design) by different experts following a training process. Results: We found 608 books for children aged 0 to 12 years; 64 books for children aged 0 or 1 year, 289 books for children aged 2 to 3 years, 128 books for children aged 4 years and older, and 13 books for children aged 6 years and older. In particular, the sleep-specific aspects and background as well as solution strategies for possible sleep problems are often described very inadequately or even incorrectly. Discussion: Although there are many children's books about sleep, many of them are not competently written and designed. This should be taken into account when choosing and recommending books. Otherwise, one possibility of establishing effective methods for families to prevent sleep-related problems would not be used sufficiently. [ABSTRACT FROM AUTHOR]

Diabetes mellitus type I is a chronic disease, often diagnosed in childhood and associated with an increased risk of diabetes-related emotional and behavioral problems. This cross-sectional study investigated whether the quantity of parent-child time spent together is associated with fewer emotional and behavioral problems of the child. We hypothesized that parent-child time is a protective factor if the time spent together is experienced as satisfactory and without diabetes-related conflicts. A group of 83 families participated in the study. Parents and children independently completed questionnaires about child emotional and behavioral problems, parent-child time, and diabetes-related conflicts. More parent-child time was correlated with fewer child behavioral problems from the parents' perspective. Structural equation models showed that child-reported diabetes-related conflicts moderated the link between parent-child time and child-reported emotional problems as well as between parent-child time and parent-reported child behavioral problems. In addition, we found a moderation effect for parental satisfaction for the link between parent-child time and behavioral problems from the parents' perspective. The results suggest that children benefit most from parent-child time in families where fewer diabetes-related conflicts occur. Practical implications for parent counselling and systemic family therapy are discussed. [ABSTRACT FROM AUTHOR]

Parental parenting skills, such as those taught in parenting training courses, are an important approach to preventing childhood behavioral problems. In particular, teaching parenting skills early on seems to be meaningful. This is especially important for the group of burdened parents and families who benefit from low-threshold offers in the early family phase. Furthermore, teaching parental parenting skills is also relevant in the context of psychotherapeutic treatment. Despite the effectiveness of parent training courses, they are often not offered or used, especially by parents with infants, or are only occasionally integrated into treatment within the framework of psychotherapy. This qualitative study identifies the need for support for N = 20 mothers with children under 3 years of age as well as the general conditions and contents of a – from a mother's point of view – helpful parenting training. The results show that both "midwifery knowledge" (e.g., advice on the postpartum period, nutrition, sleep, health, and development of the child) and "parenting knowledge" (e.g., questions dealing with problematic child behavior, parent teamwork) should be included in training courses at the knowledge and action level. In particular, the framework conditions of a parent training course seem to be decisive for its utilization. Furthermore, the results show that mothers with small children appear to be a receptive group for such interventions, which should be given greater consideration in care, especially from a preventive perspective. [ABSTRACT FROM AUTHOR]

The article provides an overview of the educational experiences of young adults with and without migration background (n=1090) on basis of a quantitative questionnaire survey. Young people without migration background describe in comparison parental education as less strict and are more satisfied with it. But, if socio-economic variables are controlled – especially the mothers' educational background – there are only differences between persons without migration background and young people who immigrated themselves (1st generation of immigrants). Between young people without migration background and those who were already born in Germany (2nd and 3rd generation) there are no differences in the rating. [ABSTRACT FROM AUTHOR]

Reproductive justice advocates emphasize the rights of women to choose to have children, to decide the conditions under which they give birth, and to parent their children with support, safety, and dignity. This article examines what a reproductive justice perspective contributes to infant mental health work with teenage mothers and their families. It explores the historical framing of teenage pregnancy in which young mothers are the cause of a variety of social problems and in which the primary policy and practice approach is pregnancy prevention. The article offers alternative framings of teenage childbearing, based on reproductive justice principles, which focus on social conditions surrounding teenage parenthood and the meaning of motherhood in the lives of young women. These alternative frames shift the practice agenda to eradicating unjust social conditions and providing supports for young women in their roles as parents. The article then describes ways in which two infant mental health programs have incorporated reproductive justice principles into their work with young families: Chicago's community doula model and Florida's Young Parents Project for court‐involved teenage parents. Finally, the article extracts a set of principles deriving from a reproductive justice perspective that are relevant to infant mental health work with young families. [ABSTRACT FROM AUTHOR]

Parenting preterm infants is a unique experience distinct from parenting full‐term infants, characterized by a delayed transition to parenthood and limited caregiving opportunities. This study explored mothers' and fathers' lived experiences of parenting during infancy in the context of preterm birth. Semistructured qualitative interviews were conducted with 13 parents (6 fathers, 7 mothers) of preterm infants. Data were analyzed using interpretative phenomenological analysis. Four superordinate themes emerged: (a) An unnatural disaster: The traumatic nature of preterm birth, (b) The immediate aftermath: Disconnected and displaced, (c) Breaking the ice: Moving from frozen to melted, and (d) Aftershocks: Transitioning home. Both parents experienced preterm birth as traumatic. Similarities and differences in mothers' and fathers' experiences were identified. Preterm birth posed challenges for nurturant and social caregiving and resulted in anxiety, hypervigilance, and overprotective parenting behavior. The results highlight the need for trauma‐informed care and further research developing and testing empirically based interventions. [ABSTRACT FROM AUTHOR]

This article describes an infant–toddler court team in Michigan, the community‐based participatory research approach to the implementation evaluation, and the resulting changes in parenting. Like other court teams, Michigan's Baby Court is led by a science‐informed jurist, and all service providers are knowledgeable about the developmental needs of young children and engage in collaborative communication throughout the case. Relationship‐based treatment in the form of infant mental health home‐visiting was provided to families. Sixteen parents participated in pre‐ and posttest evaluation visits to assess changes in parents' reflective functioning and interactions with their child. Findings suggest improvements in parents' responsiveness, positive affect, and reflective functioning, with moderate effects. Higher risk parents demonstrated significant changes in reflective functioning, as compared to those at lower risk. These findings add to and support the limited literature on the effectiveness of infant–toddler court teams, which include relationship‐based and trauma‐informed services. [ABSTRACT FROM AUTHOR]

Toddlerhood is a sensitive period in the development of self‐regulation, a set of adaptive skills that are fundamental to mental health and partly shaped by parenting. Healthy sleep is known to be critical for self‐regulation; yet, the degree to which child sleep alters interactive child–parent processes remains understudied. This study examines associations between observed parenting and toddler self‐regulation, with toddler sleep as a moderator of this association. Toddlers in low‐income families (N = 171) and their mothers were videotaped during free play and a self‐regulation challenge task; videos were coded for mothers' behavior and affect (free play) and toddlers' self‐regulation (challenge task). Mothers reported their child's nighttime sleep duration via questionnaire. Results revealed significant Sleep × Maternal Negative Affect and Sleep × Maternal Negative Control interactions. Children who did not experience negative parenting had good self‐regulation regardless of their nighttime sleep duration. For children who did experience negative parenting, self‐regulation was intact among those who obtained more nighttime sleep, but significantly poorer among children who were getting less nighttime sleep. Thus, among children who were reported to obtain less nighttime sleep, there were more robust associations between negative parenting and poorer self‐regulation than among toddlers who were reported to obtain more sleep. [ABSTRACT FROM AUTHOR]

We sought to understand social representations of effective parenting and parenting self‐efficacy among female HIV‐affected caregivers in rural Eastern Uganda. We conducted in‐depth interviews (n = 21) to describe parenting experiences and caregivers' perceptions of their own parenting abilities and to create vignettes for use in directed focus groups. We carried out open focus groups (n = 2) to gain social perspectives on parenting, and directed focus groups (n = 2) concentrated on parenting self‐efficacy. Analysis involved memoing and inductive and deductive coding of transcripts. Caregivers' perceptions of their own parenting were grounded in parenting values such as providing children with basic needs, having well‐behaved children, and having good relationships with children. Caregivers' perceptions were influenced by challenges, including single parenthood, living with HIV, limited family resources, and mental health problems. When facing challenges, caregivers relied on social support and faith as well as their own parenting confidence. Caregivers' perceptions of their parenting abilities were influenced by how they felt others perceived them, their satisfaction in the parenting role, their perseverance despite challenges, and the extent to which they had a vision for their family. Our findings contextualize parenting self‐efficacy within parenting values, challenges, and social perceptions among HIV‐affected caregivers in rural Uganda. [ABSTRACT FROM AUTHOR]

Numerous studies have shown that children's temperamental characteristics impact the quality and quantity of parent–child interactions. However, these studies have largely focused on middle‐class samples, have not compared multiple domains of parenting across mothers and fathers, and have not considered the possibility of nonlinear associations between temperament and parenting. The present study addresses these gaps by examining the potentially nonlinear role of two temperamental characteristics—negative emotionality and sociability—in predicting the quality and quantity of low‐income mothers' and fathers' parenting. Data were drawn from the Early Head Start Research and Evaluation Project, a study of low‐income children and families. Results indicated that whereas parenting quality was somewhat impaired when children were temperamentally vulnerable (low sociability, high negativity), parents increased parenting quantity with the same vulnerable children. There was some evidence that parents were most reactive to children who scored either very high or very low on negative emotionality and sociability in both parenting domains. Patterns also suggest that mothers were more reactive to sociability, and fathers to negative emotionality. [ABSTRACT FROM AUTHOR]

Clinicians working with Early Head Start (EHS) families consider family well‐being and positive parent–child relationships as foundational to school readiness. Understanding the links between risk factors and these dimensions of family engagement can inform clinical decision‐making, as risk assessments are used to tailoring program services. The current study examined the associations between high risk, or potential, for child physical abuse and both parenting quality and children's emotion regulation (ER) during toddlerhood; EHS participation was examined as a buffer. The sample included EHS‐eligible mothers of infants (N = 80) drawn from one site of the EHS Research and Evaluation Project. Associations were tested between mothers' potential for child physical abuse, measured during infancy, and observed maternal sensitivity, positive regard, harshness, and children's ER skills at child ages 1 and 2 years. Results indicated that high potential for child physical abuse was associated with lower positive regard at age 1 and lower ER skills at age 2. EHS participation operated as a buffer on each of these associations. Implications for screening for child physical abuse potential and the constructs it represents in clinical settings as well as how EHS can promote family engagement are discussed. [ABSTRACT FROM AUTHOR]

Psychopathy is a disorder that occurs primarily in males. Offenders with psychopathic traits are responsible for a disproportionate amount of crime in society, particularly violent crime. Early childhood is a time when individual differences in empathy and guilt—key indicators of the construct of psychopathy—are first evident. A growing number of longitudinal studies have begun to investigate how factors in infancy and early childhood predict psychopathic‐like traits in later childhood, adolescence, and adulthood. These studies have suggested that parenting styles during infancy (parental sensitivity, maternal harsh intrusion, commenting on the emotional state of the child) as well as attachment styles are predictive of later psychopathic‐like traits. In addition, child characteristics such as temperament and the functioning of biological systems such as the autonomic nervous system and hypothalamic–pituitary–adrenal axis are predictive. Overall, studies have suggested that at least some of the origins of psychopathic traits are present in infancy and early childhood, which is consistent with the perspective of psychopathy as a neurodevelopmental disorder. A recent evolutionary‐developmental model provides hypotheses regarding how psychopathy may develop and why it is more common in males than females. This model, and its implications for intervention, is discussed in the context of the longitudinal studies that have been conducted on psychopathy. [ABSTRACT FROM AUTHOR]

Preventive parenting interventions can experience challenges in maximizing dosage, or the amount of intervention received by parents. This study examined the associations of baseline mother, father, and very preterm infant (VPT; <32 weeks) characteristics with satisfactory intervention attendance of the family within a randomized controlled trial of Baby Triple P for Preterm Infants (Colditz et al., 2015). Mothers (n = 160) and fathers (n = 115) completed questionnaires prior to the randomization of family units (n = 160) to receive the intervention. Satisfactory session attendance (seven or eight sessions of eight in total) was achieved by 114 families (71.25%). In the logistic model for mothers, satisfactory attendance of the family was more likely when infants were extremely low birth weight (ELBW), odds ratio (OR) = 2.81, 95% confidence interval (CI) [1.16, 6.80], when the mother had a university, OR = 11.38, 95% CI [4.03, 32.19], or trade‐certificate‐level education, OR = 4.97, 95% CI [1.93, 12.84], or when she was not under financial stress, OR = 3.53, 95% CI [1.34, 9.28]. A similar pattern of results was found in the model for fathers. Session attendance of preventive parenting interventions for VPT infants may be improved by increasing the engagement of parents with infants not born ELBW, who have lower education, or are experiencing financial stress. [ABSTRACT FROM AUTHOR]

ABSTRACT: The Tribal Maternal, Infant, and Early Childhood Home Visiting (Tribal MIECHV) Program provides federal grants to tribes, tribal consortia, tribal organizations, and urban Indian organizations to implement evidence‐based home‐visiting services for American Indian and Alaska Native (AI/AN) families. To date, only one evidence‐based home‐visiting program has been developed for use in AI/AN communities. The purpose of this article is to describe the steps that four Tribal MIECHV Programs took to assess community needs, select a home‐visiting model, and culturally adapt the model for use in AI/AN communities. In these four unique Tribal MIECHV Program settings, each program employed a rigorous needs‐assessment process and developed cultural modifications in accordance with community strengths and needs. Adaptations occurred in consultation with model developers, with consideration of the conceptual rationale for the program, while grounding new content in indigenous cultures. Research is needed to improve measurement of home‐visiting outcomes in tribal and urban AI/AN settings, develop culturally grounded home‐visiting interventions, and assess the effectiveness of home visiting in AI/AN communities. [ABSTRACT FROM AUTHOR]

Der Artikel befasst sich vor dem religionspädagogischen Diskurs zur oftmals beklagten nachlassenden Religiosität von Kindern und Jugendlichen zum einen mit den Zusammenhängen zwischen Religiosität und Wertorientierungen und den erlebten (religiösen) Erziehungszielen im Elternhaus auf Basis der Daten des Religionsmonitors. Zum anderen rekonstruiert der Beitrag auf Basis der Daten der Eltern des World Values Surveys Zusammenhänge zwischen Wertorientierungen, Religiosität und Erziehungszielen, die Menschen für ihre eigenen Kinder wünschen. In der deutschen Stichprobe des Religionsmonitors (n = 2003) kristallisieren sich hohe und statistisch signifikante Korrelationen zwischen religiösen Überzeugungen und Wertorientierungen und erlebten Erziehungszielen in der Kindheit heraus. In der deutschen Stichprobe des World Values Survey (n = 1525) fanden sich zudem hohe, statistisch signifikante Korrelationen zwischen religiösen Überzeugungen sowie Wertorientierungen und den für die eigenen Kinder gewünschten Erziehungszielen. Die Wertestruktur der Befragten findet jeweils sowohl ihre Entsprechung in den selbst erlebten Erziehungszielen im Elternhaus als auch in den präferierten Erziehungszielen für die eigenen Kindern. Der Beitrag differenziert somit die Erziehungskontexte in Anlehnung an die Wertetheorie nach Schwartz (Offenheit, Selbststärkung, Bewahrung, Selbstüberwindung) und belegt, dass bestimmte Erziehungsmilieus in besonderem Maße mit Religiosität und Werten in Zusammenhang stehen. In einem abschließenden Fazit werden die sich daraus ergebenden religionspädagogischen Implikationen dargestellt. [ABSTRACT FROM AUTHOR]

ABSTRACT: The process of mental health intervention implementation with vulnerable populations is not well‐described in the literature. The authors worked as a community‐partnered team to adapt and pilot an empirically supported intervention program for mothers of infants and toddlers in an outpatient mental health clinic that primarily serves a low‐income community. We used qualitative ethnographic methods to document the adaption of an evidence‐based intervention, Mothering from the Inside Out, and the pilot implementation in a community mental health clinic. Seventeen mothers and their identified 0‐ to 84‐month‐old children were enrolled in the study. Key lessons from this implementation include (a) the importance of formative work to build community relationships and effectively adapt the intervention to meet the needs of the therapists and their clients, (b) the importance of designing plans for training and reflective supervision that fit within the flow of the clinic and can tolerate disruptions, and (c) that use of an interdisciplinary approach is feasible with the development of a plan for communication and the support of a trained reflective clinical supervisor. These key lessons advance the scientific knowledge available to healthcare managers and researchers who are looking to adapt mental health clinical interventions previously tested in clinical trials to implementation in community settings. [ABSTRACT FROM AUTHOR]

Background: Even in western developed countries, the probability of survival after out-of-hospital cardiac arrest (OHCA) is only 6-10%. In order to improve survival after OHCA, early initiation of cardiopulmonary resuscitation (CPR) by laypersons is essential. Introduction of CPR training in schoolchildren seems to be effective to increase lay-CPR rates.Objective: The objective of the present investigation was to elucidate educational aspects of teaching schoolchildren in CPR and to summarize campaigns related to a comprehensive establishment of lay-CPR worldwide.Materials and Methods: A literature research in PubMed was performed, the cutoff date was 27 February 2017. Overall, 192 abstracts were analyzed; 51 articles were considered relevant and included in the manuscript. An additional keyword research in Google revealed >230,000 entries, and 20 of those were included in the present manuscript.Results: A minimum age of 12-13 years is required to achieve a comparable quality of CPR to adult basic life support (BLS). Key issues are (i) the correct detection of a cardiac arrest, (ii) a correctly performed call for help, (iii) thoracic compressions and (iv) if applicable, the initiation of adequate mouth-to-mouth ventilation. Practical training showed a significantly higher CPR quality compared to theoretical training only or to the use of instruction or online videos only. Worldwide implementation of a 2-h BLS training per year in children from the age of 12 or younger is recommended by the "Kids Save Lives"- statement since 2015. In Germany, implementation at the level of the federal states has progressed to different degrees. [ABSTRACT FROM AUTHOR]

ABSTRACT Parenting group success begins with attendance. Using archival pilot data from 99 mothers who enrolled in the Mom Power ( MP) parenting intervention, this study sought to understand the factors that influenced participant engagement and retention. MP is a group-based, early intervention program grounded in attachment theory that utilizes motivational interviewing as a core component to enhance program engagement. Study aims were to qualitatively describe the reasons why mothers were interested in participating in the program, including what they hoped to gain from the experience, and to quantitatively examine the extent to which attendance was associated with demographic, experiential, and psychosocial factors. The qualitative analysis of intake interviews revealed that mothers expected the MP intervention to provide a warm environment for themselves and their children as well as to support and enhance their parenting, and 95% revealed their hopes that the intervention would help them grow and develop as women. Attendance rates were relatively high, with 62% of mothers missing less than one group session. Quantitative analyses using multiple regression to test associations of demographic, experiential, and psychosocial factors with attendance rates were not significant. Results suggest that motivational interviewing may be an important component in promoting participant engagement efforts in parenting interventions. [ABSTRACT FROM AUTHOR]

ABSTRACT Implementation of evidence-based interventions in 'real-world' settings is enhanced when front-line staff view the intervention as acceptable, appropriate, and feasible. This qualitative study addresses Early Head Start (EHS) home visitors' perceptions and experiences of an evidence-based parenting intervention, the Attachment and Biobehavioral Catch-up program (M. Dozier, O. Lindhiem, & J. Ackerman, 2005), when added to EHS services as usual within the context of a research-practice partnership. Thematic analysis of in-depth, qualitative interviews indicates that home visitors experienced the intervention as positive and helpful for EHS families. Some challenges included scheduling and uncertainty regarding the goals of the intervention. Concerns over participation in the research centered on information exchange, confidentiality, and time limitations. [ABSTRACT FROM AUTHOR]

ABSTRACT This article presents the findings of a qualitative study of maternal perceptions of parenting following participation in Legacy for ChildrenTM ( Legacy), an evidence-based parenting program for low-income mothers of young children and infants. To further examine previous findings and better understand participant experiences, we analyzed semistructured focus-group discussions with predominantly Hispanic and Black, non-Hispanic Legacy mothers at two sites ( n = 166) using thematic analysis and grounded theory techniques. The qualitative study presented here investigated how mothers view their parenting following participation in Legacy, allowing participants to describe their experience with the program in their own words, thus capturing an 'insider' perspective. Mothers at both sites communicated knowledge and use of positive parenting practices targeted by the goals of Legacy; some site-specific differences emerged related to these parenting practices. These findings align with the interpretation of quantitative results from the randomized controlled trials and further demonstrate the significance of the Legacy program in promoting positive parenting for mothers living in poverty. This study emphasizes the importance of understanding real-world context regarding program efficacy and the benefit of using qualitative research to understand participant experiences. [ABSTRACT FROM AUTHOR]

ABSTRACT Guided by a bridging model of pathways leading to low-income boys' early starting and persistent trajectories of antisocial behavior, the current article reviews evidence supporting the model from early childhood through early adulthood. Using primarily a cohort of 310 low-income boys of families recruited from Women, Infants, and Children Nutrition Supplement centers in a large metropolitan area followed from infancy to early adulthood and a smaller cohort of boys and girls followed through early childhood, we provide evidence supporting the critical role of parenting, maternal depression, and other proximal family risk factors in early childhood that are prospectively linked to trajectories of parent-reported conduct problems in early and middle childhood, youth-reported antisocial behavior during adolescence and early adulthood, and court-reported violent offending in adolescence. The findings are discussed in terms of the need to identify at-risk boys in early childhood and methods and platforms for engaging families in healthcare settings not previously used to implement preventive mental health services. [ABSTRACT FROM AUTHOR]

ABSTRACT Using the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) data set (U.S. Department of Education Institute of Education Sciences, National Center for Education Statistics, 2001), this study examined child, family, and community factors in the early years (infant and toddler years) to predict the cognitive and language outcomes for preschool-age Black boys in relation to Black girls and White boys. Findings indicate that Black children face many challenges, with Black boys experiencing less sensitive parenting as compared to their peers. We live in a highly complex, racialized environment. While there are universal indicators that predict children's preschool outcomes such as strong social positioning and positive parenting, there are, in addition, some indicators that are more beneficial for Black boys' early development, including a stable, less urban home environment with parents engaging in 'tough love.' [ABSTRACT FROM AUTHOR]

ABSTRACT The expression of physical aggression is normative in early child development; it peaks in the second year of life, with steep declines for most children by the third and fourth years as children learn alternatives to aggression. Some children, however, fail to demonstrate declines in aggressive acts, and many of these are boys. The current review uses a dynamic systems (DS) approach to identify early individual and contextual factors that may dynamically influence trajectories of aggression as a characteristic way of engaging within communities and relationships. Within the DS framework, we focus on the parent-infant relationship as central to the development of adaptive emotion-regulation capacities of the infant and young child. Biological sex differences that may influence this early relationship are highlighted, as is the influence of contextual processes such as family violence. Clinical implications suggested by both the empirical and theoretical literatures are then described. [ABSTRACT FROM AUTHOR]

ABSTRACT This qualitative pilot study examined first-generation Latina mothers' experiences of supplementing home-based Early Head Start (EHS) services with the evidence-based Attachment and Biobehavioral Catch-up (ABC; M. Dozier, O. Lindheim, & J. Ackerman, 2005) program. Ten low-income, first-generation Latina mothers with infants and toddlers enrolled in home-based EHS were provided 10 ABC home visits by a supplemental parent coach. Following delivery of ABC, mothers participated in in-depth, semistructured, qualitative interviews about their experiences. Interview themes included positive experiences of both EHS and the ABC, a high value placed on receiving both programs, and cultural relevance of the ABC program for Latino families. Participants offered several suggestions for improved program delivery. Study findings suggest that a model of EHS supplemented by ABC delivered to the Latino community is feasible, valuable to participants, and culturally relevant. Considerations for sustainability of this supplemental model are discussed. [ABSTRACT FROM AUTHOR]

ABSTRACT Using an intensive short-term longitudinal design, this study first examined whether there were significant differences in maternal sensitivity and intrusiveness after completion of Attachment and Biobehavioral Catch-up (ABC; Dozier & the Infant-Caregiver Project Lab, 2013) when compared to a control condition. The second aim was to explore the rate and shape of change in parenting behaviors. Participants were 24 mothers and their biological children, who were randomly assigned to ABC ( n = 13) or a control condition ( n = 11). A structured play assessment with each mother and her child was video-recorded prior to randomization into the study, before each intervention session, and at a follow-up visit. A total of 270 videos were coded for sensitivity and intrusiveness. Hierarchical linear growth models were used to estimate the total change in parenting qualities across the 10 intervention sessions when comparing ABC to a control condition. Piecewise hierarchical linear growth models were used to investigate patterns of change across the intervention for mothers within ABC. Mothers in the ABC condition showed greater increases in sensitivity and decreases in intrusiveness than mothers in the control condition. There was evidence for nonlinear patterns of change in sensitivity and intrusiveness among mothers in ABC. These results support the effectiveness of ABC in changing sensitivity quickly. [ABSTRACT FROM AUTHOR]

The available literature on the influence of Jungian thought on the theory and practice of education leaves the impression that although the work of Carl Jung and analytical psychology have much to offer the field of education, the Jungian influence has so far been slight. While this has certainly been true, the last decade or so has nevertheless witnessed an increased scholarly interest in exploring how analytical psychology may inform and inspire the field of education. As an explanation for this burgeoning interest in Jung, several of the contemporary contributors mention that analytical psychology has the potential of functioning as a counterbalance to the tendencies in Western societies to focus on measurable learning targets and increasingly standardized measures of teaching and assessment. It seems pertinent then to gain an overview of how analytical psychology has so far inspired the field of education and how it may fruitfully continue do so in the future. To this end this paper is structured chronologically, starting with the different phases of Jung's own engagement with the field of education and ending with later post-Jungian applications of his concepts and ideas to education. [ABSTRACT FROM AUTHOR]

ABSTRACT Parenting self-efficacy (PSE) includes parents' self-perceptions regarding their capabilities in performing the numerous and changing tasks associated with parenting a specific child (i.e., domain-specific PSE) as well as their self-perceptions in the parenting role overall (i.e., domain-general PSE). Prior literature has demonstrated PSE's relations with numerous constructs significant to mental health and the parent-infant relationship. Prior measures of PSE have been limited by focusing on only domain-specific or domain-general PSE, ignoring the importance of infant development to PSE, and other psychometric limitations. This article presents sound psychometric data for a new measure of PSE, the Assessment of Parenting Tool (APT). The APT includes task-level items on the Domain-Specific subscale (APT-DS) for each age-referenced version of the measure as well as a domain-general subscale that taps overall PSE within the first 24 months' postpartum. Initial construct validity of the measure is established, particularly for parents of infants aged 3 months and older. A stable, three-factor structure for the domain-general subscale includes 'coping with being a parent,' 'attuned parenting,' and 'self-perceived model parenting.' Future directions for the APT, including a revised checklist format for the domain-specific subscale, are included. [ABSTRACT FROM AUTHOR]

ABSTRACT The sleep-cycle development of infants is influenced by familial and sociocultural conditions, but there is a lack of knowledge on how parental regulation of infant sleep is related to the specific life situation of a family. This article describes a context-sensitive study of parental regulation of infant sleep that includes the whole 24-hr day, parents' intentions, and familial and sociocultural conditions. The results are based on a longitudinal qualitative study in Norway of 51 families. Parents were interviewed in the infants' first year of life and approximately 18 months later. An interpretive analysis in four steps was conducted, informed by cultural psychological perspectives on development. The parents were found to perform five types of regulatory actions: facilitating sleep, letting sleep, letting be awake, keeping awake, and waking. These actions were performed continuously throughout the 24-hr day, each to different extents and at different hours in individual families, forming a regulation cycle. We describe patterns and variations in regulation cycles, changes over time as increased social synchronization, and how the regulation cycle is embedded in familial and sociocultural conditions. Finally, implications for clinical practice are discussed. [ABSTRACT FROM AUTHOR]

ABSTRACT Home-visiting programs aiming to improve early child development have demonstrated positive outcomes, but processes within home visits to individual families are rarely documented. We examined family-level variations in the home-visiting process ( N = 71) from extant video recordings of home visits in two Early Head Start programs, using an observational measure of research-based quality indicators of home-visiting practices and family engagement, the Home Visit Rating Scales (HOVRS). HOVRS scores, showing good interrater agreement and internal consistency, were significantly associated with parent- and staff-reported positive characteristics of home visiting as well as with parenting and child language outcomes tested at program exit. When home-visiting processes were higher quality during the program, home visit content was more focused on child development, families were more involved in the overall program, and most important, scores on measures of the parenting environment and children's vocabulary were higher at the end of the program. Results showed that home visit quality was indirectly associated with child language outcomes through parenting outcomes. Observation ratings of home visit quality could be useful for guiding program improvement, supporting professional development, and increasing our understanding of the links between home-visiting processes and outcomes. [ABSTRACT FROM AUTHOR]

ABSTRACT Severe disruptions in the caregiving system can lead to disorganized caregiving characterized by maternal helplessness and fear. Such caregivers abdicate their caregiving role and fail to provide protection to the child. The measurement of disorganized caregiving has historically been limited to lengthy, labor-intensive interviews, indicating a need for other feasible tools to assess this important construct. Furthermore, few studies have investigated correlates of disorganized caregiving. Participants included 120 diverse, primarily economically disadvantaged women who were part of a longitudinal study examining psychosocial risk factors before and after the birth of a child. Participants completed the Caregiving Helplessness Questionnaire (CHQ; C. George & J. Solomon, 2011) along with measures assessing maternal mental health, trauma exposure, parenting stress, and infant socioemotional adjustment. Results indicated that caregiver helplessness and fear, based on the CHQ, were positively associated with maternal depression, parenting stress, and perceptions of infant socioemotional problems. Importantly, results also revealed significant associations between current maternal trauma experiences and mothers' reports of helplessness and fear. Findings from the present study indicate that the CHQ may be a valid screening tool for disorganized caregiving among mothers of infants. In addition, a number of maternal experiences may be related to disorganized caregiving following the birth of a child. [ABSTRACT FROM AUTHOR]

The Dekasegi phenomenon started in Brazil and Latin America in the 1980s and refers to Japanese descendants who migrated to Japan in search of employment. Recently, many families have returned to Brazil, along with their children. This research aimed to investigate the difficulties of those people in adapting or readapting to the Brazilian culture, particularly in the school environment. A clinical investigation method and interviews with parents and their children were used to that end. The findings show factors that contribute to worsen the difficulties of children in adapting to their new environment. [ABSTRACT FROM AUTHOR]

Hintergrund: Der folgende Fallbericht beschreibt die Oxytocinbehandlung einer traumatisierten Patientin, die darunter litt, keinen Körperkontakt mit ihren Kindern zu tolerieren. Nach erfolgreichem Abschluss ihrer Traumatherapie blieb die Intoleranz für Körperkontakt weiterhin bestehen. Fallbericht: Das Oxytocin wurde eingesetzt, um die Akzeptanz von Körperkontakt bei der Mutter zu unterstützen und einen Löschungs- und Gegenkonditionierungsprozess zu initiieren, der zusätzlich durch die Kinder positiv verstärkt würde. Die Hypothese war, dass die Intoleranz für Körperkontakt nicht mehr traumabezogen war, sondern ein Rest, der auf der Basis klassischer Konditionierung weiterbestand, ohne irgendeine aktuelle Funktion. Der Effekt des Oxytocins trat fast sofort nach Anwendung ein und steigerte die Toleranz für Körperkontakt von 10 s (vor der Intervention) auf eine Stunde und mehr (mit Oxytocin). Die Patientin beschrieb den Effekt als angenehm und entspannend. Nach 3 Wochen wurde der Einsatz von Oxytocin beendet, und wie vorausgesagt steigerte sich die Akzeptanz von Körperkontakt kontinuierlich weiter und blieb mindestens 22 Monate stabil. Schlussfolgerungen: Dies zeigt, dass der Einsatz von Oxytocin die Mutter-Kind-Interaktion schnell und nachhaltig verbessern kann. Weitere Studien sollten untersuchen, ob der Einsatz von Oxytocin eine effektive Möglichkeit sein könnte, physischem Missbrauch von Kindern vorzubeugen und die Eltern-Kind-Beziehung zu verbessern. [ABSTRACT FROM AUTHOR]

Sándor Karácsony (1891-1952) was an original, creative and influential representative of Hungarian pedagogical, linguistic and philosophical thinking. As a secondary school teacher and a university professor he established a new school of thought with a lasting impact. The principle underlying his philosophy was that in education, in scientific research, and in all areas of life 'the other person' must be taken into account if we are to achieve valid results. In the 1970s and 1980s his former disciples and co-workers achieved significant results in various fields of science and education, such as mathematics, biology, linguistics, psychology and ethnography by applying and further developing his ideas, and many of them have also been responsible for new schools of scientific thought. Karácsony's pedagogical thinking is very much alive even today. Representatives of the third and fourth generations of teachers who are familiar with Karácsony's ideas believe that education takes place as a joint achievement of teacher and student if the two partners have respect for each other's autonomy, and on this basis they relate to the ideals and values of the school. After 1990 his disciples and their co-workers created several social organisations dedicated to the task of making his work known again to those concerned. A part of this work was re-editing his ten-volume educational theory based on interpersonal logic and interpersonal psychology, and in the past 23 years holding conferences to present his pedagogical principles, which continue to be valid even today, to teachers, students and parents. [ABSTRACT FROM AUTHOR]