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Introduction: The SARS-CoV-2 pandemic
Published in Marc H. Bornstein, Psychological Insights for Understanding COVID-19 and Families, Parents, and Children, 2020
Parents are therefore tasked with many responsibilities in rearing their children to become competent, well-functioning mature adult members of their social group. Parents influence children via their genetic endowment (but there is precious little that can be done about that after assortative mating) and via the environments they create for children and the experiences they provide children. Developmental science shows that environments and experiences influence children’s growth at all levels … from cells to cradle to culture. Effective parenting parses into two lots: parents’ cognitions (their thoughts, attitudes, knowledge, etc. about parenthood and childhood, children and child development) and parents’ practices (the actual environments and experiences parents create for children). In the realm of early child development, parents engage children in diverse overlapping, but individually identifiable, caregiving practices. Box 1.1 outlines the several caregiving responsibilities of parents and their intersections with the COVID-19 pandemic.
Overview of Contributions by Yoshihisa Kashima, Theodore M. Singelis & Uichol Kim, Heidi Keller & Patricia M. Greenfield, Fons J. R. van de Vijver & Kwok Leung, Sara Harkness, & Zeynep Aycan
Published in Walter J. Lonner, Dale L. Dinnel, Deborah K. Forgays, Susanna A. Hayes, Merging Past, Present, and Future in Cross-Cultural Psychology, 2020
Cigdem Kagitcibasi, Ype H. Poortinga
The limited number of topics implied restrictions on the selection of thematic issues. Of the two slots still available we designated one to social psychology and one to ontogenetic development. Although cross-cultural research can be said to span the whole of psychology, studies on social behavior form the largest part of our literature. It seemed evident to us that indigenous research had to be represented, as well as the more traditional approaches in which cross-cultural differences in social behavior are mainly examined in function of ecocultural and sociocultural antecedents. The inclusion of ontogenetic development was based on our expectation that culture as the context of behavior, and development as the emergence of differentiation in behavior, will become integrated in future cross-cultural psychology, more than has been the case so far. Also, developmental science provides analytic grounds for studying how and why certain behavioral patterns emerge in certain sociocultural contexts and how changes in these patterns come about.
Can kinship be designed and still be normal?
Published in Waltraud Ernst, Histories of the Normal and the Abnormal, 2006
The premise of their normalising campaign was that adoption was abnormal and had to be approached therapeutically. Systematic concern with identifying and adjusting abnormalities, including (perhaps especially) those that consistently escaped the conscious notice of the parties to adoption themselves, was a defining characteristic of therapeutic technique and philosophy. Therapeutic adoption called for thorough personality studies, copious documentation, objective measurements, repeated investigations, and a dose of scrupulously non-judgemental ‘interpretation’ that heralded adoption’s arrival as a full-fledged subject of casework and counselling.30 The historical origins of therapeutic adoption can be traced to the child study and parent education movements, the tradition of maternalist reform, foundation-supported developmental science, and the spread of psychoanalysis in American culture.31
Alcohol Use Severity among Hispanic Emerging Adults: Examining Intragroup Marginalization, Bicultural Self-Efficacy, and the Role of Gender within a Stress and Coping Framework
Published in Behavioral Medicine, 2023
Miguel Ángel Cano, Mario De La Rosa, Seth J. Schwartz, Christopher P. Salas-Wright, Brian T. H. Keum, Christina S. Lee, Miguel Pinedo, Cory L. Cobb, Craig A. Field, Mariana Sanchez, Linda G. Castillo, Priscilla Martinez, Elma I. Lorenzo-Blanco, Brandy Piña-Watson, Marcel A. de Dios
Epidemiological research in the United States (U.S.) has repeatedly found that alcohol is the most commonly used substance among emerging adults, a developmental stage that roughly spans the ages of 18 to 25 years.1,2 Compared to adolescents and older adults, emerging adults are the age-group most likely to engage in alcohol risk behaviors (e.g., binge drinking, heavy drinking).3 These trends are concerning because alcohol is involved in the top three leading causes of death (e.g., unintentional injury, homicide, suicide) among emerging adults.4 Fields of developmental science propose that emerging adults are more likely to consume alcohol and engage in alcohol risk behaviors because this developmental stage is considered difficult and highly stressful due to transitional life changes, experiencing greater autonomy and high levels of instability, and taking on new and challenging developmental tasks.5–6
Contemporary Applications of Attachment Theory: A Review of The Cultural Nature of Attachment: Contextualizing Relationships and Development
Published in Psychiatry, 2023
Christin M. Ogle, Stephen J. Cozza
Despite its broad application, attachment theory has notable limitations, including the narrow cultural context in which it was developed. In their recently edited volume entitled The Cultural Nature of Attachment: Contextualizing Relationships and Development, Heidi Keller and Kim Bard provide a compelling case for the need to update attachment theory to create a more inclusive theory that reflects the many empirical advances and societal changes that have unfolded since Bowlby’s seminal work. For instance, since the introduction of Bowlby’s theory, a multitude of advances in developmental science and allied fields have fundamentally changed our understanding of child development, including children’s innate capacity for learning and their ability to adapt to diverse environments. The cultural context in which Bowlby developed his theory has also undergone notable changes that likely impact societal values, beliefs, and behaviors related to child rearing. These changes include increases in dual-career families, differences in the distribution of caregiving in two parent households, and greater use of out-of-home childcare arrangements for young children. Keller and Bard argue that attachment theory must be revised and expanded into a culturally-informed model of attachment that reflects these recent empirical advances and societal changes in order to optimally advance research, treatment efforts, and related public policy.
Adverse childhood experiences and complex health concerns among child welfare-involved children
Published in Children's Health Care, 2019
Julie S. McCrae, Kimberly Bender, Samantha M. Brown, Jon D. Phillips, Shauna Rienks
To test the reliability of the ACEs framework across the developmental continuum, the authors grouped children into four developmental stages based on developmental science (Child Development Institute, n.d.). With some adjustments made to correspond to the measures available for each age in the NSCAW study, the developmental groups will be referred to as: infants (0–23 months), preschool age (2–5 years old), elementary school age (6–10 years old), and adolescents (11–18 years old; this grouping, in particular, was adjusted to include pre-adolescents based on the available measures in the NSCAW as well as pre-adolescents’ greater physical and school-based similarity to teenagers than to elementary school children).