abstract: The goal of this study is to contribute to the understanding of Mexican-American three- to five-year-old children’s effortful control (EC) and negative emotionality (NE) development by examining whether Mexican-American adolescent mothers’ parenting transacts with their three- to five-year-old children’s EC and NE and by exploring whether mothers’ familism acts as a protective factor. I hypothesized that mothers’ harshness and warmth would transact with EC and NE over time. I further hypothesized that mothers’ familism values would (a) positively predict mothers’ warmth and negatively predict mothers’ harshness, and (b) act as a buffer between low EC and high NE, and high harshness and low warmth. These hypotheses were tested within a sample of Mexican-American adolescent mother-child dyads (N = 204) and assessed longitudinally when children were 36, 48, and 60 months. Mothers were predominantly first generation (i.e., mothers’ parents were born in Mexico; 67%) and spoke English (65%). When children were 36 months, average family income (i.e., wages, public assistance, food stamps) was $24,715 (SD = $19,545) and mothers had started community college (13%) or completed high school/GED (30%), 11th grade (19%), 10th grade (8%), or less than 9th grade (14%). In this sample, transactions between harshness or warmth and EC or NE were not found, but a bidirectional association between NE and harshness was found. Familism marginally negatively predicted harshness, but not warmth. Familism moderated the relation between NE and harshness such that there was only a negative relation between NE and harshness when familism was high. However, familism did not moderate the relations between NE and warmth, or EC and harshness or warmth. The results of this study are discussed with respect to (a) current methodological limitations in the field, such as the need to test or develop parent-report measures of Mexican-American children’s temperament and value-driven socialization goals, (b) future avenues for research, such as person-centered studies of clusters of mothers’ values and how those relate to clusters of parenting behaviors, and (c) implications for interventions addressing parenting behavior of adolescent mothers. / Dissertation/Thesis / Doctoral Dissertation Family and Human Development 2018

abstract: Time adolescents spend in organized or informal skill based activities after school is associated with a variety of positive developmental outcomes. Little is known about how siblings might shape adolescents' motivation to participate in after-school activities. The current study applied the expectancy value model and ecological theory to understand if sibling behaviors were related to adolescents' after-school activities for 34 Mexican origin families. Qualitative and quantitative results suggested siblings engaged in five promoting behaviors (i.e., support, provider of information, role modeling, comparison, co-participation) and three inhibiting behaviors (i.e., babysitting, transportation, and negativity) towards adolescent activity participation. Furthermore, sibling behaviors differed by adolescent characteristics (i.e., cultural orientation, familism, and neighborhood) and sibling characteristics (i.e., gender, age). The results provide evidence of the various promoting and inhibiting socialization behaviors sibling might use to influence adolescents' activity motivation. / Dissertation/Thesis / M.S. Family and Human Development 2012

abstract: The purpose of this study was to investigate the role teacher-relational bullying schemas may have in influencing the likelihood of youth seeking teachers' assistance. The first goal of the study was to assess whether supportive and helpful teacher-responses to bullying schemas (TRBS) were associated with greater likelihood of involving teachers, and unhelpful TRBSs was related to lower likelihood of teacher seeking coping. The second goal was to examine possible differences in TRBS and likelihood of seeking help based on sex, grade, personal behavioral blame, personal aggression, and victimization. Towards these aims, data were gathered from 320 fourth and sixth grade students (152 boys; 168 girls) in the fall and spring of the academic year. MANOVA analyses revealed sex and grade differences, such as sixth grade boys were least likely to tell their teacher and most likely to blame their own behavior for being bullied than any other group. Results from a series of regression analyses found personal behavior blame and peer-directed aggression was related with less likelihood of telling. In addition, the association between parents or principal TRBS and telling the teacher was moderated by personal behavioral blame. Moreover, punishment predicted lower probability of telling concurrently and longitudinally. / Dissertation/Thesis / M.S. Family and Human Development 2013

abstract: The present study examined the behaviors of parents and children during a free play interaction in 20 children with high-functioning autism (HFA) and 20 matched, typically developing children. Observational coding was used to measure sensitive versus controlling parenting behaviors as well as children's responsivity and interest and investment in play. The study also documented whether the child or the parent primarily directed the play interaction. Finally, the study examined the influence of parenting stress on parents' behaviors during play. Group differences in behaviors were assessed along with associations between parent and child behaviors. Further, sequential analyses were conducted to identify whether parent behaviors temporally facilitated children's responses and interest during a play interaction. Results demonstrated group differences in parental sensitivity, parenting stress, child responsivity, and proportion of child-directed play. Parental sensitivity was also associated with child interest and investment as well as the proportion of child-directed play. Finally, sequential analyses demonstrated a temporal association between completely child-directed play and child interest and investment, and between parental sensitivity and child responsivity. These results extend the existing literature on the behaviors of children with autism and those of their parents within play settings, and have important implications for parent-focused play interventions. / Dissertation/Thesis / M.S. Family and Human Development 2013

<p> Higher education has experienced an increase in parent engagement in the lives of college students (Arnett, 2014). Recognizing the presence of families, researchers have investigated the relationship between parenting style and college success variables such as academic performance (Miller &amp; Speirs Neumeister, 2017), wellness (Coccia &amp; Darling, 2017), and transition (Love &amp; Thomas, 2014). In recent literature, studies have focused on grit and its relation to college success (Bowman et al., 2015; Duckworth et al., 2007); yet, research on the relationship between parenting style and grit is lacking. </p><p> This quantitative correlational study investigated the relationship between college student self-report of grit (Duckworth &amp; Quinn, 2009) and parenting style (Baumrind, 1971b). The study was guided by the following research questions: 1. Is there a relationship between parenting style and college student grit? To what extent and in what manner does parenting style explain the variance in grit? 2. Is there a relationship among parenting style, college student grit, and demographics? To what extent and in what manner does parenting style and demographics explain the variance in grit? </p><p> Data were collected from undergraduate students (N<i></i> = 974) through a questionnaire. The results revealed authoritative parenting was positively correlated (single <i>r</i> = .206, <i>p</i> = .003, <i>ES</i> = small/med; parent 1 <i>r</i> = .220, <i> p</i> &lt; .001, ES = small/med; parent 2 <i>r</i> = .177, <i> p</i> &lt; .001, ES = small/med) and permissive parenting was negatively correlated (single <i>r</i> = &ndash;.269, <i>p</i> &lt; .001, ES = small/med; parent 1 <i>r</i> = &ndash;.119, <i> p</i> = .003, ES = small; parent 2 <i>r</i> = &ndash;.151, <i> p</i> &lt; .001, ES = small/med) with grit. The regression models revealed less permissive parenting behavior and more authoritative parenting behavior explained the variability in grit for all parenting units (single <i> r</i>² = .102, <i>p</i> = .011, ES = small; parent 1 <i>r</i>² = .058, <i>p</i> = 0.009, ES = small; parent 2 <i>r</i>² = .050, <i>p </i> &lt; .001, ES = small). First- generation status, Hispanic, Black and non-Asian ethnicity were also significant in several models. </p><p> The resulting actions filled a gap in the literature finding a relationship between parenting style and college student grit. The results may help college administrators understand how parenting styles may relate to how students approach academic and career goals. The results may help K-12 administrators and Departments of Children and Families structure programming on how parenting style may support children for passion and perseverance towards long-term goals.</p><p>

<p> Latinas/os are one of the immigrant and ethnic groups with the lowest percentages of educational attainment (Lopez &amp; Fry, 2013) and financial mobility (Erisman &amp; Looney, 2007) in the United States. The purpose of this qualitative research study was to develop a better understanding of the perceptions and experiences of Latina/o parents who have college-age children who have moved away from home to college to pursue a higher education degree. While parents have been identified as an important influence for Latina/o student academic success in college; there is little knowledge about their experiences and perceptions related to education and the education of their children. What we know about parents of Latina/o students and their relationships with their college-age children has mainly been inferred from the voices of teachers, administrators, and students. A basic qualitative research design was used for this investigation. Ten 90-minute participant interviews were the main source of data collection. The conceptual framework was guided by a sociocultural approach (John-Steiner &amp; Mahn, 1996; Vygotsky, 1978; Wertsch, 1993), as well as the concepts of social capital (Bourdieu, 1986; Ceja, 2006; Stanton-Salazar, 1997; Stanton-Salazar &amp; Dornbusch, 1995), and autonomy development (Arnstein, 1980; Blos, 1979; Carney-Hall, 2008; Chickering, 1969; Chickering &amp; Reisser, 1993; Cullaty, 2011; Domenech Rodriguez, Donovick, &amp; Crowley, 2009; Fox, Spooner, Utterback, &amp; Barbieri, 1996; Kegan, 1982; Levinson, 1978; Rothbaum &amp; Trommsdorff, 2007; Taub, 1995; Taub &amp; McEwen, 1992). This conceptual framework was used to help develop the research questions and to analyze the data. </p><p> Two main themes emerged from the analysis of the data collected. First, the participants played a role as generational bridge builders for both educational attainment and financial mobility between their parents and their children. They were able to build upon their parents&rsquo; educational and financial accomplishments and they were purposeful about making sure their children would build upon their accomplishments. Second, this particular group of Latina/o participants were actively involved in their children&rsquo;s academic development and engaged in parental involvement practices that resemble typical middle-class parental involvement. When their children departed from home to attend college, the participants experienced feelings of emptiness and sadness for having one less family member in the home. They struggled with losing control over their children and with the autonomy that is typically given to children in the United States culture once they leave home to go to college. The findings of this study can help researchers and practitioners better understand Latina/o parents and college students and develop effective resources/interventions that contribute to Latina/o college student success. </p><p>

<p> This research explores Hmong parents&rsquo; choices and experiences in choosing district provided educational programs that provide instruction in Hmong language for their children. The study involved interviews with district employees who have created, implemented and/or teach in district provided Hmong language programs. These interviews were followed by focus group interviews with Hmong parents about the choices and experiences of district provided Hmong language programs. Findings were that administrators were deeply committed to providing Hmong language programs to serve students identity and to provide an additive model of bilingualism that promotes the students English language learning as well as mother tongue learning; Hmong parents are very worried about potential language loss of their children&rsquo;s Hmong language and they are actively looking for more Hmong language opportunities for their children; parents are very happy with Hmong language programs provided by district and want to see those programs expanded.</p><p>

<p> The purpose of this qualitative research was to explore how self-identified academically successful students perceived their nonresident African American fathers&rsquo; involvement in their education and to determine ways to encourage paternal participation in schools. Joyce Epstein&rsquo;s Six Types of Parental Involvement Typology was used as assess how the nonresident African American fathers were involved in their children&rsquo;s education. The research design used for this study was a basic interpretive qualitative approach. Participants in this study were students who attend or have previously graduated from a four-year university or college. There were 25 participants in the study. The students were 18&ndash;23 years of age. The data collection method for the study was in the form of a 60-minute in-depth interview with each participant. Semistructured interview questions were used to collect information for the study. </p><p> Data obtained from the interviews revealed eight themes: (a) encouragement, (b) breaking the cycle, (c) sports, (d) help with schoolwork, (e) offering advice, (f) financial assistance, (g) phone calls, and (h) helping others with similar struggles. The participants revealed that their fathers were not involved directly in their schools, as measured according to Epstein&rsquo;s six types of parent involvement, but rather the fathers were involved in indirect ways in accordance to Dewey&rsquo;s view on education. </p><p> Two of the themes were more participant based: (a) the need to break the cycle of paternal absence, so that their children would not grow up without knowing their fathers; and (b) the desire to be of some support and to offer assistance to others going through the same struggle of not having their fathers in their lives. </p><p> The findings revealed that the involvement of the nonresident African American fathers in this study did not conform to Epstein&rsquo;s parental involvement model, but rather their involvement was indirectly involved in their children&rsquo;s education. Physical absence of the father does not mean that he is not important, but rather that various factors may hinder his involvement with his children. Schools should make a conscious effort to foster relationships between fathers and their children. Nonresident African American fathers can make a difference.</p><p>

<p> The purpose of this study was to examine the effectiveness of a group art therapy intervention on psychological well-being of Korean mothers of children with disabilities. This study employed a quasi-experimental pre- and post-test research design with non-random assignment of participants to either the art therapy intervention group (AG) or the control group (CG). The present study quantitatively examined the effectiveness of the group art therapy intervention using four standardized measurements (Parental Distress sub-scale from Parenting Stress Index-Short Form, Perceived Stress Scale, Beck Depression Inventory-II, &amp; The Multidimensional Scale for Social Support) assessing parenting stress, perceived stress, depression, and perceived social support. In addition, the Draw-a-Person-in-the-Rain (the DAPR) assessment with numerical scoring system was used to assess the mothers&rsquo; stress. </p><p> A total of 44 participants from multiple regions across Korea were included, and mothers in AG (<i>n</i> = 22) participated in 6 sessions of 100 minutes in length. The results of the statistical analysis showed significant differences between the two groups in parenting stress, perceived stress, and depression with those in the AG reporting a greater decrease in parenting stress, perceived stress, and depression than those in the CG. In terms of perceived social support, no significant difference was found between the AG and the CG. The results of the DAPR-Stress scale showed that stress indicators on the post-drawing assessment decreased significantly compared to the pre-drawing assessment after participating in the art therapy intervention. Thus, the art-based projective drawing assessment (the DAPR) supported the quantitative results of the art therapy intervention on decreasing stress. Overall findings support the effectiveness of the group art therapy intervention in enhancing psychological well-being of Korean mothers of children with disabilities.</p><p>

BACKGROUND: Arizona has enacted some of the harshest state-level immigration policies restricting public benefits and services to immigrant families. The passage and enactment in 2010 of Arizona Senate Bill 1070 (SB1070), "Support Our Law Enforcement and Safe Neighborhoods Act", criminalized the act of hiring or harboring undocumented immigrants (Magaña 2013a). Particularly affected are children of mixed-status families where one or more children are U.S. citizens and entitled to public services. There is limited knowledge on the effects of immigration enforcement policies on immigrant access to health services in Tucson, Arizona (Hardy et al. 2012, Toomey et al. 2014). Of particular interest to scholars and policymakers is how the family unit navigates accessibility to care when one or several members have varied immigration statuses. OBJECTIVE: The purpose of this dissertation is to explore healthcare accessibility and the healthcare experiences of Latino mixed-status families in Arizona's political context. The overall goal of this research is to identify promoters and barriers to healthcare accessibility in Arizona's immigrant communities particularly mixed-status households. METHODS: To conduct this formative research a mixed methods approach was utilized consisting of three study aims: 1) semi-structured interviews (quantitative and qualitative) with members of immigrant families (n = 43) 2) the use of photovoice, a qualitative participatory research method, to understand healthcare experiences of immigrant youth under the Deferred Action for Childhood Arrival (referred to as DACAmented youth) (n = 7) and 3) dissemination of photovoice results through an exhibition and dialogue with the community and policymakers. RESULTS: The results by specific study aims demonstrate: 1) factors limiting access to healthcare relate to complexity of application requirements (57%); discrimination and fear (26%), and long wait times for application approvals and appointments (13%). Other reasons reported (26%) relate to cost of care, confusion over eligibility of care and misunderstanding regarding coverage. Promoters to care relate to affordability of care (43%); positive customer service (37%); colocation of services (20%) and assistance with applications (17%). Other findings relate to proximity of location, language availability, ease of appointments and employer based assistance with insurance, 2) DACAmented youth shared concerns related to the high costs of medical care, the complicated requirements to access care, limited healthcare options, discrimination and fear while also emphasizing their community's strength and resilience. Most importantly, DACAmented youth sought to be understood, asking that their humanity be acknowledged, and 3) public exhibits, presentations and meetings with policymakers provided additional lessons for both participants and researchers by illuminating the challenges that health practitioners face in delivery of care to mixed-status families (and particularly to undocumented individuals) in a politically restrictive environment and how this impacts perceptions of "deservingness" of care. CONCLUSIONS: The study results indicate that local response particularly safety net programs are vital and offer a platform to respond to the unique challenges that mixed-status families' face especially when family members are deported and/or detained. This study offers lessons and insights on how anti-immigrant and restrictive political environments impact health and how to engage immigrant populations in achieving health equity. Results not only have important implications and relevancy in Arizona but also over growing national fears of family separation and deportations under the Trump administration. Healthcare providers can benefit from the proposed recommendations in building bridges to care to address health equity in immigrant communities. RECOMMENDATIONS: In efforts to continue to address and expand access to care to mixed-status families recommendations include the expansion of safety net programs and training of healthcare professionals and frontline staff to address the unique needs of mixed-status families in the provision of care. Additionally there is a need for increased outreach to immigrant families to provide health literacy programming and know your health rights workshops to facilitate usage and assist in the navigation of healthcare programs to gain a better understanding of health systems. The inclusion of youth voices in participatory health research and health policy development is also at the core of this research. This recommendation would require health policymakers to work differently and to seek ways to engage and collaborate with youth on health matters. Ultimately continued advocacy for immigration reform and inclusivity in healthcare is at the heart of achieving health equity.