Search

Home-based involvement refers to caregivers' active efforts to create learning opportunities for their children at home and in the community. Across child development, home-based involvement is a positive influence on children's social-emotional and academic functioning. Findings have suggested that home-based involvement tends to decline during elementary and middle school, but the extent to which home-based involvement changes over time during the transition to early elementary school is less clear. Dyadic adjustment is the quality of the relationship between two partners. Grounded in family systems theory, the spillover hypothesis suggests that dyadic adjustment is an important influence on home-based involvement. However, there is limited research on the extent to which dyadic adjustment predicts home-based involvement. The present study used latent growth curve analysis to examine the trajectory of home-based involvement during the transition to early elementary school, as well as the extent to which dyadic adjustment predicts home-based involvement during this transition. Participants were 157 primary caregivers of children in kindergarten through second grade. Results suggest that home-based involvement has a negative, linear trajectory between kindergarten and second grade, and that dyadic adjustment predicts higher levels of home-based involvement at kindergarten, first grade, and second grade. Implications of study findings for research and practice are discussed, with a focus on preventive interventions that aim to promote dyadic adjustment and home-based involvement during the transition to early elementary school.

Objective: Suicide rates among African American adolescents have increased exponentially in recent years. The socioecological stressors that can increase suicide risk for African American adolescents, in conjunction with unique suicide risk manifestations within this group, require culturally sensitive preventive interventions. This study examines the efficacy of the Adapted-Coping With Stress course (A-CWS), a culturally tailored preventive intervention, to reduce suicidal ideation in African American adolescents, utilizing a randomized controlled design. Method: Participants included 410 ninth-grade students in a large Midwestern city; most students identified as Black/African American. Participants were randomly assigned to either the A-CWS intervention or standard care control condition. All participants were assessed at baseline, immediately postintervention, and 6 and 12 months postintervention. Results: Treatment effects were examined using latent growth models comparing suicidal ideation trajectories in control and intervention conditions. Analyses were conducted using both intention-to-treat and treatment-as-received samples (i.e., intervention condition participants who attended at least 80% of sessions). In both intention-to-treat and treatment-as-received analyses, there was a significant treatment effect: Individuals in the A-CWS intervention condition with higher baseline ideation evidenced a superior reduction in suicidal ideation over the course of the study, relative to their counterparts in the standard care control condition. Conclusion: Findings indicate that the A-CWS preventive intervention is efficacious in reducing suicidal ideation among African American adolescents with higher levels of baseline suicidal ideation and that effects sustain over time, with the strongest effect evidenced 12 months postintervention. What is the public health significance of this article?: This study indicates that the Adapted-Coping With Stress course, a culturally tailored suicide prevention program for African American adolescents, is associated with reductions in suicidal ideation among African American adolescents with higher levels of pretreatment ideation. Effects were most pronounced 12 months after participating in the intervention. [ABSTRACT FROM AUTHOR]