Relevant bibliographies by topics / Child development (childhood and adolescence)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Child development (childhood and adolescence)'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Child development (childhood and adolescence)"

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Brumariu, Laura E., Margaret Tresch Owen, Nazly Dyer, and Karlen Lyons-Ruth. "Developmental Pathways to BPD-Related Features in Adolescence: Infancy to Age 15." Journal of Personality Disorders 34, Supplement B (September 2020): 104–29. http://dx.doi.org/10.1521/pedi_2020_34_480.

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The self-damaging behaviors central to borderline personality disorder (BPD) become prominent in adolescence. Current developmental theories cite both early family processes and childhood dysregulation as contributors to BPD, but longitudinal data from infancy are rare. Using the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development database (SECCYD; N = 1,364), we examined path models to evaluate parent and child contributors from infancy/preschool, middle childhood, and adolescence to adolescent BPD-related features. In addition, person-centered latent class analyses (LCA) investigated whether adolescent BPD-related features were more strongly predicted by particular patterns of maladaptive parenting. Path modeling identified unique influences of maternal insensitivity and maternal depression on BPD-related features, first, through social-emotional dysregulation in middle childhood, and second, through continuity from infancy in maternal insensitivity and depression. LCA results indicated that early withdrawn parenting was particularly predictive of BPD-related features in adolescence. Results suggest multiple points of intervention to alter pathways toward adolescent borderline psychopathology.
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Bradette-Laplante, Maude, Yohann Courtemanche, Mireille Desrochers-Couture, Nadine Forget-Dubois, Richard E. Bélanger, Pierre Ayotte, Joseph L. Jacobson, Sandra W. Jacobson, and Gina Muckle. "Food insecurity and psychological distress in Inuit adolescents of Nunavik." Public Health Nutrition 23, no. 14 (May 27, 2020): 2615–25. http://dx.doi.org/10.1017/s1368980020000117.

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AbstractObjective:The present study aims at measuring the association between household food insecurity and psychological distress in adolescents in Inuit communities, concurrently and overtime from childhood to adolescence.Design:The study used measures of internalising behaviours (anxiety, withdrawn attitude, somatic complaints and depression) as indicators of psychological distress during adolescence, a concurrent measure of household food insecurity in adolescence and an assessment of longitudinal patterns of household food insecurity from childhood to adolescence. We collected descriptive information at birth, childhood and adolescence on potential confounders.Setting:Inuit communities of Nunavik in northern Quebec, CanadaParticipants:The study consisted of 212 participants from the Nunavik Child Development Study, who have been assessed at birth, childhood (mean age = 11 years, range = 9–13 years) and adolescence (mean age = 18 years, range = 16–21 years).Results:Concurrent severe household food insecurity in adolescence was associated with higher measures of psychological distress: depression (βstd = 0·26, P < 0·01) and withdrawn attitude (βstd = 0·20, P = 0·04). Persistent household food insecurity (both at childhood and adolescence) was associated with higher levels of adolescent depression (βstd = 0·18, P = 0·02) and anxiety (βstd = 0·17, P = 0·03).Conclusions:Adolescents from Nunavik living with higher food insecurity and those having experienced food insecurity in both childhood and adolescence were more likely to report symptoms of psychological distress. Considering the high level of distress experienced by young Inuit, existing initiatives to reduce food insecurity in Nunavik communities should be targeted to include children and adolescents.
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Handley, Elizabeth D., Fred A. Rogosch, and Dante Cicchetti. "Developmental pathways from child maltreatment to adolescent marijuana dependence: Examining moderation by FK506 binding protein 5 gene (FKBP5)." Development and Psychopathology 27, no. 4pt2 (November 2015): 1489–502. http://dx.doi.org/10.1017/s0954579415000899.

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AbstractThe current study examined the prospective association between child maltreatment and the development of substance use disorder in adolescence with the aim of investigating pathways underlying this relation, as well as genetic moderation of these developmental mechanisms. Specifically, we tested whether youth who experienced maltreatment prior to age 8 were at risk for the development of marijuana dependence in adolescence by way of a childhood externalizing pathway and a childhood internalizing pathway. Moreover, we tested whether variation in FK506 binding protein 5 gene (FKBP5) CATT haplotype moderated these pathways. The participants were 326 children (n=179 maltreated;n= 147 nonmaltreated) assessed across two waves of data collection (childhood: ages 7–9 and adolescence: ages 15–18). Results indicated that higher levels of child externalizing symptoms significantly mediated the effect of child maltreatment on adolescent marijuana dependence symptoms for individuals with one or two copies of theFKBP5CATT haplotype only. We did not find support for an internalizing pathway from child maltreatment to adolescent marijuana dependence, nor did we find evidence of moderation of the internalizing pathway byFKBP5haplotype variation. Findings extend previous research by demonstrating that whether a maltreated child will traverse an externalizing pathway toward substance use disorder in adolescence is dependent onFKBP5genetic variation.
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FRYE, RICHARD E., BENJAMIN MALMBERG, PAUL SWANK, KAREN SMITH, and SUSAN LANDRY. "Preterm birth and maternal responsiveness during childhood are associated with brain morphology in adolescence." Journal of the International Neuropsychological Society 16, no. 5 (July 8, 2010): 784–94. http://dx.doi.org/10.1017/s1355617710000585.

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AbstractAlthough supportive parenting has been shown to have positive effects on development, the neurobiological basis of supportive parenting has not been investigated. Thirty-three adolescents were systemically selected from a longitudinal study on child development based on maternal responsiveness during childhood, a measure of supportive parenting, and whether they were born term or preterm. We analyzed the effect of preterm birth on hemispheric and regional (frontal, temporal, parietal) cortical thickness and surface area using mixed-model analysis while also considering the effect of brain hemisphere (left vs. right). We then determined whether these factors were moderated by maternal responsiveness during childhood. Preterm birth was associated with regional and hemispheric differences in cortical thickness and surface area. Maternal responsiveness during childhood moderated hemispheric cortical thickness. Adolescence with mothers that were inconsistently responsive during childhood demonstrated greater overall cortical thickness and greater asymmetry in cortical thickness during adolescence as compared to adolescence with mothers who were consistently responsive or unresponsive during childhood. Maternal responsiveness and preterm birth did not interact. These data suggest that changes in brain morphology associated with preterm birth continue into adolescence and support the notion that the style of maternal-child interactions during childhood influence brain development into adolescence. (JINS, 2010, 16, 784–794.)
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Savin-Williams, Ritch C., and Kenneth M. Cohen. "Homoerotic development during childhood and adolescence." Child and Adolescent Psychiatric Clinics of North America 13, no. 3 (July 2004): 529–49. http://dx.doi.org/10.1016/j.chc.2004.02.005.

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Bureau, Jean-François, M. Ann Easterbrooks, and Karlen Lyons-Ruth. "Maternal depressive symptoms in infancy: Unique contribution to children's depressive symptoms in childhood and adolescence?" Development and Psychopathology 21, no. 2 (April 1, 2009): 519–37. http://dx.doi.org/10.1017/s0954579409000285.

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AbstractThis prospective 20-year study assessed associations between maternal depressive symptoms in infancy, childhood, and adolescence, and child and adolescent depressive symptoms in a sample of families at high psychosocial risk. Maternal symptomatology was assessed with the Center for Epidemiological Studies Depression Scale (CES-D) when children were infants (12 months), school-aged (age 8), and adolescents (age 19). Children's depressive symptoms were measured at age 8 (Dimensions of Depression Profile for Children and Adolescents) and age 19 (CES-D). Maternal depressive symptoms during infancy contributed to the prediction of child depressive symptoms at age 8, after controlling for concurrent maternal depressive symptoms, clinical risk in infancy, and gender. Clinical risk in infancy marginally contributed to the prediction model. Disorganization of attachment in infancy and maternal hostility were independent predictors of depressive symptoms at age 8 and did not mediate the relation between maternal and child depressive symptoms. Depressive symptoms in adolescence were predicted by gender, children's depressive symptoms at age 8, maternal depressive symptoms in adolescence, and maternal depressive symptoms in infancy. There was no moderating effect of gender. Adding to previous evidence on the importance of early maternal depression, maternal depressive symptoms during infancy were related to the development of depressive symptoms in childhood and adolescence even when other variables of potential relevance were controlled.
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Duprey, Erinn Bernstein, Assaf Oshri, and Sihong Liu. "Developmental pathways from child maltreatment to adolescent suicide-related behaviors: The internalizing and externalizing comorbidity hypothesis." Development and Psychopathology 32, no. 3 (August 13, 2019): 945–59. http://dx.doi.org/10.1017/s0954579419000919.

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AbstractChild maltreatment is a robust risk factor for suicidal ideation and behaviors during adolescence. Elevations in internalizing and externalizing symptomology have been identified as two distinct developmental pathways linking child maltreatment and adolescent risk for suicide. However, recent research suggests that the co-occurrence of internalizing and externalizing symptomology may form a distinct etiological pathway for adolescent risk behaviors. Using the Longitudinal Studies on Child Abuse and Neglect (LONGSCAN) sample (N = 1,314), the present study employed a person-centered approach to identify patterns of concurrent change in internalizing and externalizing psychopathology over five time points from early childhood to adolescence in relation to previous experiences of child maltreatment and subsequent suicidal ideation and behaviors. Results indicated four distinct bivariate externalizing and internalizing growth trajectories. Group membership in a heightened comorbid internalizing and externalizing symptom trajectory mediated the association between childhood abuse and adolescent suicidal ideation and suicidal behaviors. These findings suggest that the concurrent development of externalizing and internalizing symptoms in childhood and adolescence may constitute a unique developmental trajectory that confers risk for suicide-related outcomes.
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Reid, John B., and Gerald R. Patterson. "The development of antisocial behaviour patterns in childhood and adolescence." European Journal of Personality 3, no. 2 (June 1989): 107–19. http://dx.doi.org/10.1002/per.2410030205.

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A developmental model of antisocial behaviour is presented in this paper. Arguments and evidence are presented for the position that although many factors such as parent criminality, social and economic disadvantage, child temperament, and marital discord systematically affect the development of antisocial child behaviour, their influence is mediated by the extent to which they disrupt day‐to‐day parenting practices. Particularly, it is argued that irritable, ineffective discipline and poor parental monitoring are the most proximal determinants of the early development and maintenance of antisocial behaviour. The implications of this model for prevention and intervention in child conduct problems are discussed, using examples of promising clinical work that focuses on direct parent training.
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Sitnick, Stephanie L., Daniel S. Shaw, and Luke W. Hyde. "Precursors of adolescent substance use from early childhood and early adolescence: Testing a developmental cascade model." Development and Psychopathology 26, no. 1 (September 13, 2013): 125–40. http://dx.doi.org/10.1017/s0954579413000539.

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AbstractThis study examined developmentally salient risk and protective factors of adolescent substance use assessed during early childhood and early adolescence using a sample of 310 low-income boys. Child problem behavior and proximal family risk and protective factors (i.e., parenting and maternal depression) during early childhood, as well as child and family factors and peer deviant behavior during adolescence, were explored as potential precursors to later substance use during adolescence using structural equation modeling. Results revealed that early childhood risk and protective factors (i.e., child externalizing problems, mothers' depressive symptomatology, and nurturant parenting) were indirectly related to substance use at the age of 17 via risk and protective factors during early and middle adolescence (i.e., parental knowledge and externalizing problems). The implications of these findings for early prevention and intervention are discussed.
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Beltz, Adriene M., Robin P. Corley, Sally J. Wadsworth, Lisabeth F. DiLalla, and Sheri A. Berenbaum. "Does puberty affect the development of behavior problems as a mediator, moderator, or unique predictor?" Development and Psychopathology 32, no. 4 (November 18, 2019): 1473–85. http://dx.doi.org/10.1017/s095457941900141x.

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AbstractPubertal timing matters for psychological development. Early maturation in girls is linked to risk for depression and externalizing problems in adolescence and possibly adulthood, and early and late maturation in boys are linked to depression. It is unclear whether pubertal timing uniquely predicts problems; it might instead mediate the continuity of behavior problems from childhood to adolescence or create psychological risk specifically in youth with existing problems, thus moderating the link. We investigated these issues in 534 girls and 550 boys, measuring pubertal timing by a logistic model fit to annual self-report measures of development and, in girls, age at menarche. Prepuberty internalizing and externalizing behavior problems were reported by parents. Adolescent behavior problems were reported by parents and youth. As expected, behavior problems were moderately stable. Pubertal timing was not predicted by childhood problems, so it did not mediate the continuity of behavior problems from childhood to adolescence. Pubertal timing did not moderate links between early and later problems for girls. For boys, early maturation accentuated the link between childhood problems and adolescent substance use. Overall, the replicated links between puberty and behavior problems appear to reflect the unique effects of puberty and child behavior problems on the development of adolescent behavior problems.
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Dissertations / Theses on the topic "Child development (childhood and adolescence)"

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Dawson, Anneka Linsey. "Parents' gendered influences on child development in middle childhood and early adolescence." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/7441/.

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This thesis examined the influence of parents' gendered attitudes and behaviours on three different aspects of development in middle childhood and early adolescence through three papers. The first paper explored the longitudinal influence of parents' gender-role attitudes and division of household responsibilities on children's gender development. Results showed that parents' gender-role attitudes and division of household responsibilities were predictive of children's gendered personality traits, gender-role attitudes and feminine preferences for activities, but not their masculine preferences for activities. The second paper investigated the influence of parents' gender-role attitudes and division of household responsibilities on children's ability self-concepts. Parents' gendered attitudes and behaviours were not predictive of children's ability self-concepts. However, children's own gendered attitudes and behaviours were associated with these self-concepts. Children's higher feminine preferences predicted lower maths and sports self-concepts and higher English self-concepts. In addition, higher masculine preferences and personality traits predicted higher sports self-concepts. Finally, the third paper explored the influences of parents' gender-role attitudes and division of household responsibilities on sibling relationship quality, and marriage and parenting as mediators of this association, which is unique to the literature. Families with more egalitarian division of household responsibilities had more positive and less negative sibling relationships than traditional families. Using structural equation modelling, parenting, but not marriage was found to act as a mediator. Papers 1 and 2 used a longitudinal sample of 106 families with two siblings and their parents from the South East of England. Paper 3 used just the first wave of data from this study which included 124 families. This research highlights the importance of taking a family systems approach to examining child development, and emphasises the need to explore the father-child and sibling relationships in addition to the prevalent focus on mother-child relationships. In addition, multiple dimensions of gender were explored for parents and children rather than just examining sex differences. This added extra depth to the analysis and aided in understanding the complexity of these associations. The diverse nature of influences of parents' gendered attitudes and behaviours on these three areas allows comparisons to be made that contribute to the literature on parental influences and our understanding of child development in middle childhood and early adolescence.
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Shields, Brian. "Parenting and Child Behavior Problems throughout Middle Childhood and Adolescence: Examining Predictors of Parenting across Child Development." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/402494.

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Psychology
Ph.D.
Parenting behaviors have long been understood to play a key role in youth development across middle childhood and adolescence. However, questions remain regarding changes in parenting behavior profiles throughout these developmental periods as parents respond to the changing developmental needs of their children, and how these profiles are associated with parent, child, and contextual factors. Additionally, a further understanding of how these factors impact stability and/or change in parenting profiles over time is needed. To address these gaps, the current dissertation investigated stability and change in parenting behaviors during childhood and adolescence. Person-centered analyses were used to identify classes of caregivers who differed in frequency and quality of parenting behaviors across three time points (child ages 10-12, 12-14, and 16; Times 1, 2, and 3, respectively). Cross-sectional differences between classes on a number of parent, child, and contextual variables also were examined. Stability and transitions among parenting classes then were explored, and caregiver depression, youth temperamental positive mood, caregiver stress, and family relationship variables were examined as predictors of stability and transition among classes. Results revealed the presence of a Positive Parenting class at each time point. A Low Warmth/Low Communication class was observed at Time 1 only, and a Poor Supervision class was seen at Times 1 and 2. Additionally, an Adequate Parenting class and Consistent Discipline Only class were seen at Times 2 and 3. Classes differed on a number of variables, including caregiver depression, youth temperamental positive mood, youth externalizing behavior problems, and youth marijuana and hard drug use. Latent transition analyses revealed stability across each time point within the Positive Communication class, and within the Adequate Parenting class from Time 2 to Time 3. Transitions to other classes were consistent with developmentally expected changes in caregiver supervision and caregiver-child communication. Finally, child temperamental mood was the only significant predictor of transition between parenting classes, and only from Time 1 to Time 2. Results indicate that the quality and quantity of parenting behaviors differ depending on the age and related developmental stage of the child, and identified classes differ in terms of a number of child, caregiver, and broader contextual factors. These parenting behaviors and associated factors may be potential targets for enhanced and developmentally sensitive prevention and intervention efforts.
Temple University--Theses
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Feleke, Emmanuel. "Raising Children in the Digital Era: The Impact of Digital Technologies on Early Childhood Development." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2194.

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Abstract Understanding how modern technology plays a role in our children’s early development is especially crucial in this era of technological advancement. Never in human history have we seen such an exponential shift in the human experience than we have with the rise of the internet and the subsequent mass integration of technology into our daily lives. Put simply, times have changed, and our understanding of early childhood development must follow suit. This thesis explores the impact digital technologies have on the neurodevelopment of children, with regard to different critical periods in early childhood development. The apparent impacts on attention, memory, and focus, as well as the behavioral manifestations that result from these childhood interactions depend greatly on the critical period of neurodevelopment they occur. This thesis provides evidence and recommendations for parents and caretakers alike, advising parents on the perils associated with overexposure to sensory stimuli in infants, while demanding a more tailored approach technology mediation in adolescents, as the advent of social media presents its own unique perils and potentials for early neurodevelopment. Keywords: neurodevelopment, technology, infancy, adolescence
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Larsson, Henrik. "Genetic and environmental factors in the development of externalizing symptoms from childhood to adolescence /." Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-524-0/.

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Martin, Natasha, and n/a. "Mental-state and emotion understanding across childhood : individual differences and relations with social competence." University of Otago. Department of Psychology, 2009. http://adt.otago.ac.nz./public/adt-NZDU20090506.104410.

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Mental-state and emotion understanding are important constructs for successful interpretation of behaviour and interaction with others. While false-belief understanding has been the main focus of investigations into children�s mentalising over the past 30 years, we now have tasks available that allow assessment of a broader range and more advanced set of mentalising skills amongst older age groups of typically developing young people (Baron-Cohen, Jolliffe, Mortimore, & Robertson, 1997a; Baron-Cohen, O�Riordan, Stone, Jones, & Plaisted, 1999; Happé, 1994). A recent trend has seen a shift away from investigating when children attain these skills towards examining individual differences in their performance. This has included consideration of both the factors that contribute to (Carlson & Moses, 2001; Hughes & Dunn, 1997; Meins et al., 2002; Milligan, Astington, & Dack, 2007; Ruffman, Slade, & Crowe, 2002), and the factors that are influenced by (Astington & Jenkins, 2000; Cassidy, Werner, Rourke, Zubernis, & Balaraman, 2003; Diesendruck & Ben-Eliyahu, Repacholi, Slaughter, Pritchard, & Gibbs, 2003) individual differences in mental-state understanding. One of the interesting questions in this area is what are the subsequent benefits or harm that individual differences in mentalising and emotion skills hold for children�s social competence? The current study investigates young people�s growing socioemotional understanding and how it is related to their social abilities, both prosocial and antisocial. The aims were to provide information on the relations amongst advanced mental-state skills, to investigate how these skills were related to emotion understanding, and, further, to investigate how socioemotional skills were related to social competence. The current study also extended the literature by addressing these aims amongst older children. Two studies were conducted, involving children (4- to 7-years) seen on four occasions in a three-year longitudinal study, and adolescents (13- to 17-years) in a cross-sectional study. There were a number of key findings. Individual differences in children�s advanced mental-state understanding are relatively stable across time, and the relations which they show with emotion skills are more consistent when examining tasks that shared skill sets. Language plays an important mediating role in the relation between socioemotional skills, although this influence appears to decrease with age. Mental-state and emotion understanding are both important for children and adolescents� social competence. It seems that greater socioemotional abilities influence prosocial behaviours, and poorer socioemotional abilities influence antisocial behaviours. Overall, the current study provides evidence that socioemotional skills are overlapping but distinct constructs, that they show varied interactions in social settings, and that future investigations of how children come to understand and interact with others will be best served by careful consideration of appropriate measures and by including multiple aspects of children�s social cognition.
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Thompson, Ellen J. "Affective symptoms across the life course and the role of adverse childhood experiences." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/80790/.

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Radtke, Sarah Ryan. "The Interaction between Child Behavioral Inhibition and Parenting Behaviors across Development: Effects on Adolescent Psychopathology." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/98732.

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Psychopathology is highly prevalent during childhood and adolescence and contributes to a variety of negative outcomes. Attempts to identify etiological factors which contribute to the development of psychopathology in youth have considered the Goodness of Fit between children's temperaments and the behaviors exhibited by their parents (Chess and Thomas, 1999; Zuckerman, 1999). Many studies have demonstrated that the interaction of children's behavioral inhibition and certain parenting behaviors influences children's psychological outcomes. However, the ability to draw firm conclusions from these studies is severely limited by methodological weaknesses. In the current study, data were analyzed from 253 youth (46% male) who completed assessments at 2-years (N=167), 3-years (N=144), 4-years (N=134), 6-years (N=110), and 9-years of age (N=192), and during adolescence (N=78; mean age=14.08 years). Measures of child behavioral inhibition, maternal warmth and control, and child psychopathology were gathered at each time point. Cross-sectional and longitudinal analyses were conducted to explore the moderating effect of maternal warmth and control on the relationship between child shyness and child/adolescent internalizing and externalizing symptoms. With a few exceptions, child shyness significantly predicted child internalizing symptoms at each time point, while maternal warmth and control, and their interaction with child shyness, did not predict child internalizing or externalizing outcomes. Longitudinally, the slope of shyness across childhood significantly predicted adolescent internalizing symptoms. The moderating effect of maternal parenting on this relationship could not be explored due to sample size and missing data restrictions. Hierarchical regression analyses indicated that the interaction between child shyness (at each time point) and maternal warmth and control did not predict adolescent psychopathology. Cross-lagged structural equation models analyzed the longitudinal, bidirectional relationships between child shyness and maternal warmth and control. However, youth shyness and maternal warmth/control were not correlated at any time point, youth shyness did not predict future displays of maternal warmth/control, and maternal warmth/control did not impact future levels of youth shyness. Compared to previous studies, the current study's design and methodology had many strengths. However, the findings were largely inconsistent with hypotheses and previous work. Possible explanations for these findings, study limitations, and directions for future research are summarized.
Doctor of Philosophy
The presence of psychological disorders is common during childhood and adolescence and contributes to a variety of negative outcomes. Attempts to determine what is causing these disorders to develop in youth have considered how children's temperaments and the behaviors exhibited by their parents may or may not fit well together. Past research has demonstrated that the interaction of children's fearfulness or shyness and certain parenting behaviors influences children's psychological outcomes. However, the ability to draw firm conclusions from this past research is limited by weaknesses within studies and inconsistencies between them. The current study attempted to address some of these weaknesses and inconsistencies by exploring the relationships among child shyness, maternal displays of warmth and control, and psychological symptoms. A total of 253 children had already participated in one or more assessment sessions when they were 2, 3, 4, 6, and 9-years-old, and, for the current study, 78 of those children completed an assessment as adolescents (average age = 14-years-old). Similar to previous research, at most of the ages, child shyness predicted the likelihood that the children would experience internalizing symptoms (i.e., symptoms of anxiety and mood disorders). Additionally, the way children's shyness scores changed over time also predicted which adolescents would experience internalizing symptoms. However, contrary to previous research, maternal warmth and control did not predict child psychological symptoms. Furthermore, the results did not indicate that certain parenting behaviors were better or worse for children with differing levels of shyness. This study also explored whether child shyness and maternal parenting behaviors were related to one another over time. Results indicated that shyness levels predicted future levels of shyness, and maternal warmth/control predicted future levels of warmth/control. However, again contrary to the findings of previous studies, child shyness and maternal parenting did not predict one another. Because the study findings were largely inconsistent with what was expected, possible explanations for these findings, study limitations, and directions for future research are discussed.
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Karlsson, Jenny. "Alice’s Vacillation between Childhood and Adolescence in Lewis Carroll’s Alice’s Adventures in Wonderland." Thesis, Karlstads universitet, Avdelningen för språk, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-7296.

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In the novel Alice’s Adventures in Wonderland by Lewis Carroll, Alice, the protagonist, is supposed to be seven years of age. However, the reader can perceive her as older than that and get the impression that she has entered adolescence. Alice vacillates between being a child and striving to act like an adult in her various encounters in Wonderland. In this essay, I will examine Alice’s emotional and intellectual phases in her search for identity, and show the different levels according to developmental theory. Erik Erikson’s, Jean Piaget’s and John Dewey’s research together with other studies form the theoretical framework of this paper. I will demonstrate that while the book does not trace her development as such (i.e. it is not a typical Bildungsroman), it nevertheless highlights a child’s development by juxtaposing different developmental stages. The scientific and realistic functions of developmental theory may at first seem haphazard in the analysis of a literary character in a fantasy world. But, this essay illustrates Carroll’s professional familiarity with his child protagonist through the logic and consistency of his depiction of Alice.  Alice’s adventures in Wonderland reflect the child-adult conflict of Alice on her inner quest for identity. To her the first steps into adulthood, ie. adolescence, include not only psychological growth as in maturity but also physical growth; to grow is to grow up. Her dramatic alterations in size in Wonderland cause great turmoil and confusion as she senses an obligation to adapt her behavior.  Lewis Carroll knew his child protagonist well.
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Woodman, Ashley Cynthia. "Trajectories of Parenting Stress among Mothers and Fathers of Children with Developmental Disabilities: From Early Childhood through Adolescence." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2606.

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Thesis advisor: Penny Hauser-Cram
Parents of children with developmental disabilities (DD) face greater caregiving demands than other parents, which may lead to heightened levels of stress. The problematic behavior and functional limitations of the child with DD have been found to contribute to parenting stress (Baker et al., 2002; Beckman, 1991). Despite heightened demands, many parents successfully adapt to raising a child with DD. A goal of recent research has been to identify resources and supports that explain the considerable variability in parental adjustment (Neece & Baker, 2008). This dissertation examined trajectories of parenting stress among mothers (N=147) and fathers (N=110) of children with diverse developmental disabilities, from their child's early years (age 3) through adolescence (age 15). Using hierarchical linear modeling, stress was found to increase from early to middle childhood and subsequently decrease from middle childhood to adolescence. Characteristics of the child with DD were found to contribute to parents' stress, with higher behavior problems and lower functional skills predicting greater stress. Parent resources and supports were also found to relate to parenting stress. Greater social support, use of adaptive coping strategies, and more positive perceptions of the family climate predicted lower stress. An additional model was conducted using a modified hierarchical linear modeling approach to examine the role of child stressors and family resources and supports within parenting dyads. The findings of this study contribute to the limited literature on patterns of change in stress among parents, particularly fathers, of children with DD. Following these results, interventions for families of children with DD should aim to reduce child-related stressors and promote parent resources and supports
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental, and Educational Psychology
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Ewing, Donna. "The role of sleep problems and sleepiness in cognitive and behavioural processes of childhood anxiety." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/53492/.

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Sleep in children is important for the functioning of a range of cognitive processes, including memory, attention, arousal, executive functioning, and the processing of emotional experiences. This, in addition to the high comorbidity between sleep problems and anxiety, may suggest that sleep plays a role in the cognitive and behavioural processes associated with childhood anxiety. Although a body of research exists which considers the associations between sleep problems and anxiety, there is currently little research evidence available for the effect of children's sleepiness on anxiety, or for the effect of childhood sleep problems or sleepiness on anxiety related processes. To address this, this thesis begins with a meta-analysis exploring the efficacy of transdiagnostic cognitive-behavioural therapy (CBT) for the treatment of childhood anxiety (Paper 1). CBT is generally the treatment of choice for childhood anxiety, and targets the processes that the subsequent papers in this thesis consider in relation to children's sleepiness and sleep problems. Papers two to five consider the effect of sleepiness on a range of cognitive and behavioural processes, including vicariously learning and unlearning fear (Paper 2), ambiguity resolution (Paper 3), emotion recognition (Paper 4), and habituation and avoidance (Paper 5). The final paper considers sleep problems in relation to a CBT intervention for childhood anxiety (Paper 6). Overall, while sleep problems and usual sleepiness were found to be associated with childhood anxiety, current sleepiness was not. On the other hand, sleepiness (usual and current), and reduced sleep, affected children's behavioural processes when exposed to anxiety provoking stimuli, but were not found to affect children's anxietyrelated cognitive processes. Sleep problems interacted with vicarious learning processes, but not with ambiguity resolution or emotion recognition processes, or with change in anxiety symptoms following a CBT intervention for childhood anxiety. Implications for treatment and future research directions are discussed.
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Books on the topic "Child development (childhood and adolescence)"

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M, Newman Barbara, ed. Childhood and adolescence. Pacific Grove: Brooks/Cole Publishing, 1997.

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Shaffer, David R. Developmental psychology: Childhood and adolescence. 3rd ed. Pacific Grove, Calif: Brooks/Cole Pub. Co, 1992.

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A, Kuczaj Stan, ed. Developmental psychology: Childhood and adolescence. New York: Macmillan Pub. Co., 1991.

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Shaffer, David R. Developmental psychology: Childhood and adolescence. 3rd ed. Pacific Grove: Brooks/Cole Publishing Company, 1993.

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Steinberg, Laurence D. Infancy, childhood & adolescence: Development in context. New York: McGraw-Hill, 1991.

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Ozretich, Rachel A. Middle childhood and adolescent development. [Corvallis, Or.]: Oregon State University, Extension Service, 2001.

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Rathus, Spencer A. Childhood and adolescence: Voyages in development. 4th ed. Belmont, CA: Cengage Learning, 2011.

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Rathus, Spencer A. Childhood and adolescence: Voyages in development. 2nd ed. Belmont, CA: Thomson/Wadsworth, 2006.

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Developmental psychology: Childhood and adolescence. 3rd ed. Pacific Grove, Calif: Brooks/Cole Pub. Co., 1993.

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1955-, Willoughby Teena, Wood Eileen 1960-, Hensch S. A, Wark Gillian R, Trotter Kathy, and Swartwood Michie, eds. Developmental psychology: Childhood and adolescence. 2nd ed. Toronto: Thomson Nelson, 2005.

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Book chapters on the topic "Child development (childhood and adolescence)"

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Corbin, Jonathan C., Evan A. Wilhelms, Valerie F. Reyna, and Charles J. Brainerd. "Theory and Processes in Memory Development: Childhood to Adolescence." In Child Forensic Psychology, 65–94. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-29251-3_4.

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Joshi, Priti, and Subir Shukla. "Middle Childhood and Adolescence: Development and Learning." In Child Development and Education in the Twenty-First Century, 83–106. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9258-0_5.

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Catherall, Don. "The Impact of Lower Magnitude Stressors on Child and Adolescent Development: The Family Context." In Post-Traumatic Syndromes in Childhood and Adolescence, 61–76. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9780470669280.ch3.

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Golm, Dennis, and Jana Kreppner. "The Effect of Childhood Maltreatment on Brain Development." In Child and Adolescent Mental Health, 201–9. 3rd ed. Third edition. | New York, NY: Routledge, 2021.: CRC Press, 2021. http://dx.doi.org/10.4324/9781003083139-32.

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Yogman, Michael W., and Amelia M. Eppel. "The Role of Fathers in Child and Family Health." In Engaged Fatherhood for Men, Families and Gender Equality, 15–30. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75645-1_2.

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AbstractFathers’ involvement with their children has a substantial influence on both their children’s and their families’ health and development. Studied effects on child outcomes are reviewed within each phase of a child’s development (prenatal, infancy, childhood and adolescence). In addition, the impact of the physical and mental health of fathers on the health of their children is considered. This review advocates for policies enhancing father involvement, accessible and more extensive paternity leave, and increased attention to paternal postpartum depression by the medical community.
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Jack, Gordon, and Helen Donnellan. "Child development: adolescence." In Social Work with Children, 47–67. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-22662-4_4.

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Donnelly, Craig L., and Jesse C. Rhoads. "Anxiety Disorders in Childhood and Adolescence." In Clinical Child Psychiatry, 215–42. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781119962229.ch13.

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King, Robert A., Cynthia Pfeffer, G. Davis Gammon, and Donald J. Cohen. "Suicidality of Childhood and Adolescence." In Advances in Clinical Child Psychology, 297–325. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4613-9838-7_10.

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Cotton Bronk, Kendall. "Adolescence." In Encyclopedia of Child Behavior and Development, 45–48. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_59.

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Bark, Christine, and Franz Resch. "Neurobiology of Depression in Childhood and Adolescence." In Biological Child Psychiatry, 53–66. Basel: KARGER, 2008. http://dx.doi.org/10.1159/000118516.

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Conference papers on the topic "Child development (childhood and adolescence)"

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Poskrebysheva, Natalia N. "Personal Autonomy Development, Adolescents Separation Process In Different Types Of Child-Parent Relations." In ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.14.

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Guo, Xiaojuan, Zhen Jin, Kewei Chen, Danling Peng, and Yao Li. "Mapping brain development during childhood, adolescence and young adulthood." In SPIE Medical Imaging, edited by Xiaoping P. Hu and Anne V. Clough. SPIE, 2009. http://dx.doi.org/10.1117/12.810961.

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Nizaməddin qızı Qəhrəmanova, Qızxanım. "The problem of child development in analytical psychology." In IV REPUBLICAN CONFERENCE OF SCIENTIFIC SOURCES. http://aem.az/, 2021. http://dx.doi.org/10.36719/2663-4619/2021/02/04.

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Child psychology is one of the most studied areas of psychology. This field of science focuses on the development of cognitive, emotional and behavioral acts of children in prenatal development until adolescence, studies the dynamics of mental development. Child psychology deals not only with how children grow up, but also with the study of their development as individuals, as well as with the trends of social development. The study of child psychology has its own difficulties. At different times, the study of child psychology has aroused interest. For this reason, numerous psychological studies have been devoted to the development of the child's personality. Key words: child, personality, psychology, consciousness, unconsciousness
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Goltsova, Natalya V. "Prevention Of Threats To The Child`S Social Development In Antisocial Family." In ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.5.

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Georgoulas, Nikolaos. "Behavioral disorders in children." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.17201g.

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The child and adolescent psychopathology have been categorized into two broad classes, emotional (also called internalizing) and behavioral (externalizing) problems (disorders). In this paper, we describe the behavioral disorders in children. Behavioral problems are characterized by behaviors that are harmful and disruptive to others. Disruptive behavior disorders include attention deficit hyperactivity disorder (ADHD), conduct disorder and oppositional defiant disorder. These behavioral disorders, attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder and conduct disorder in childhood and adolescence period will be discussed in more detail.
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Georgoulas, Nikolaos. "Behavioral disorders in children." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.17201g.

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The child and adolescent psychopathology have been categorized into two broad classes, emotional (also called internalizing) and behavioral (externalizing) problems (disorders). In this paper, we describe the behavioral disorders in children. Behavioral problems are characterized by behaviors that are harmful and disruptive to others. Disruptive behavior disorders include attention deficit hyperactivity disorder (ADHD), conduct disorder and oppositional defiant disorder. These behavioral disorders, attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder and conduct disorder in childhood and adolescence period will be discussed in more detail.
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Puvanachandra, Prasanthi, Charles Ssemugabo, Bonny Balugaba, Anthony Mugeere, Abdul Bachani, Rebecca Ivers, Adnan Ali Hyder, Olive Kobusingye, and Margaret Peden. "5B.004 Preventing childhood injuries in Uganda – development of a child safety kit." In Virtual Pre-Conference Global Injury Prevention Showcase 2021 – Abstract Book. BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/injuryprev-2021-safety.127.

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Makashvili, Malkhaz, Megy Katcharava, Tamar Taliashvili, Natela Maglakelidze, Elene Maglakelidze, and Nana Garsevanishvili. "CORRELATION BETWEEN THE PARENT-CHILD EMOTIONAL ATTACHMENT AND THE VISUAL-CONSTRUCTIVE ABILITY IN EARLY CHILDHOOD." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2131.

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Schmeck, Klaus, and Susanne Schlüter-Müller. "DEVELOPMENT OF CHILD AND ADOLESCENT PSYCHIATRIC SERVICES IN CENTRAL EUROPE: HEALTH POLICY IMPLICATIONS OF THE SITUATION IN SWITZERLAND, GERMANY AND THE NETHERLANDS." In Child and Adolescence Psychiatry and Psychology in Bosnia and Herzegovina-State and Perspectives. Akademija nauka i umjetnosti Bosne i Hercegovine, 2017. http://dx.doi.org/10.5644/pi2017.173.03.

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Pereira, Ana Cristina, and Ewaldo Carvalho. "EVIDENCE OF THE INVOLVEMENT OF GESTURES IN CONCEPTUALIZATION PROCESSES IN CHILD SPEECH IN EARLY CHILDHOOD EDUCATION." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1190.

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Reports on the topic "Child development (childhood and adolescence)"

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Berlinski, Samuel, María Marta Ferreyra, Luca Flabbi, and Juan David Martin. Child Care Markets, Parental Labor Supply, and Child Development. Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002872.

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We develop and estimate a model of child care markets that endogenizes both demand and supply. On the demand side, families with a child make consumption, labor supply, and child-care decisions within a static, unitary household model. On the supply side, child care providers make entry, price, and quality decisions under monopolistic competition. Child development is a function of the time spent with each parent and at the child care center; these inputs vary in their impact. We estimate the structural parameters of the model using the 2003 Early Childhood Longitudinal Study, which contains information on parental employment and wages, child care choices, child development, and center quality. We use our estimates to evaluate the impact of several policies, including vouchers, cash transfers, quality regulations, and public provision. Among these, a combination of quality regulation and vouchers for working families leads to the greatest gains in average child development and to a large expansion in child care use and female labor supply, all at a relatively low fiscal cost.
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Donti, Olyvia, Andreas Konrad, Ioli Panidi, Petros Dinas, and Gregory Bogdanis. Is there a window of opportunity for flexibility development in youth? A systematic review with meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, September 2021. http://dx.doi.org/10.37766/inplasy2021.9.0032.

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Review question / Objective: To examine if there is a difference in the effect of stretching training on flexibility during childhood (6-11 years of age) and adolescence (12-18 years of age). Condition being studied: We are going to examine whether there is a greater response to stretching training (i.e. ‘window of opportunity’) during childhood, compared with adolescence. Information sources: Two review team members will independently screen the titles and abstracts of the retrieved publications to select the eligible publications. One review team member will act as a referee in case of disagreement between the review team members. We will also ensure that any retracted publications are identified and excluded from the selection outcome. Furthermore, we will locate the full texts that will not be immediately accessible, via emails to the lead authors and/journals of publication. A full list of the excluded publications will be provided in the final version of the systematic review.
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Encouraging early childhood stimulation from parents and caregivers to improve child development. J-PAL, April 2020. http://dx.doi.org/10.31485/pi.2269.2020.

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Which disorders precede the development of mood disorders in young people? ACAMH, December 2020. http://dx.doi.org/10.13056/acamh.14297.

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Mood disorders such as bipolar disorder (BPD) and major depressive disorder (MDD) typically emerge in childhood or adolescence. Now, researchers in Switzerland, the USA and Canada have investigated whether certain other mental health disorders precede the onset of mood disorders
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