Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: Recent evidence suggests that physical punishment may be a type of adverse childhood experience (ACE; Ma et al., 2021) and a source of toxic stress that impacts the structure and function of children's brains (Gershoff, 2016). Accordingly, the American Academy of Pediatrics (AAP) recommends avoiding use of physical punishment, as well as other harsh discipline practices such as yelling, shaming, or humiliating children (Sege et al., 2018; see also Baron & Malmberg, 2019; Dede Yildirim & Roopnarine, 2019; Kwok et al., 2017). Rather, the AAP Committee on Psychosocial Aspects of Child and Family Health promotes use of positive discipline strategies including redirection, positive reinforcement for desired behaviors ... Read More PubDate: 2022-12-03T00:00:00-05:00
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: A substantial proportion of elementary-school-aged children want to be thinner (McCabe & Ricciardelli, 2003), with girls being more concerned about dieting and being overweight1 than boys (Phares et al., 2004; Ricciardelli & McCabe, 2007). Thin idealization emerges in early elementary-aged girls (Slater & Tiggemann, 2016). Starting around ages 5–8, girls show a desire for thinness (Paxton & Damiano, 2017). Girls between ages 7–12 consistently wish to be thinner, with studies indicating that 42%–52% display a desire to be thin (e.g., Clark & Tiggemann, 2006; Schur et al., 2000). Girls are especially susceptible to body-image concerns as they are socialized to desire and strive for beauty and thinness through ... Read More PubDate: 2022-12-03T00:00:00-05:00
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: Mothers often suffer psychological disorders in the perinatal period, with the most common being depression and anxiety. Postpartum depression has an incidence of 10%–15% (Reck et al., 2008), whereas anxiety has an incidence ranging 6%–27% (Britton, 2007), often (5%–6%) in comorbidity with postpartum depression (Matthey et al., 2003). Depression and anxiety are among the principal risk factors for mothers' poor parenting starting from the first year of the child's life, resulting in both short-term and long-term negative consequences for the child, including internalizing and externalizing disorders (Matijasevich et al., 2015). When mothers perceive some difficulties with their relationship with the infant and ... Read More PubDate: 2022-12-03T00:00:00-05:00
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: Parent–teacher conferences are considered an important bridge between home and school (e.g., Vickers et al., 2002). The large majority (90%) of parents of early elementary school children attend such conferences in the United States (Hanson & Pugliese, 2020). Several investigators have suggested that parents acquire important information about children's learning in school, as well as useful strategies for engaging children in schoolwork, at parent–teacher conferences (e.g., Hill & Taylor, 2004; Pomerantz & Grolnick, 2017). As a result, parents may feel more efficacious in supporting children's learning, leading them to be more involved in children's schooling, which can facilitate children's academic adjustment ... Read More PubDate: 2022-12-03T00:00:00-05:00
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