Children's acceptance of a peer who is overweight: relations among gender, age and blame for weight status.

OBJECTIVE: To examine the role of blame as a mediator of the relationships between perceiver age and gender and children's acceptance of an overweight peer. DESIGN: Cross-sectional study of children's perceptions of their overweight peers using structural equation modeling. PARTICIPANTS: Two hundred and ninety-one children between the ages of 3 and 11 years. MEASUREMENTS: Children viewed a videotape of a same-sex peer, dressed to appear overweight, interacting with an adult. After viewing the videotape, children responded to items assessing their perceptions of the child's social and emotional traits and how much the child was to blame for being overweight.Results:Confirmatory factor analysis indicated that the traits loaded on a single factor, acceptance. RESULTS: of analyses for our structural equation model indicated that as blame increased, acceptance of the peer decreased. The relationships between gender and blame and gender and acceptance were not significant. Children were categorized into three age groups (3-4, 5-8 and 9-11 years) to examine the influence of age. Children between 5 and 8 years of age were less likely to blame the model compared with younger and older children. CONCLUSION: Preschoolers reported the lowest acceptance, indicating a need for intervention for children in this age range. Furthermore, it will be important to conduct longitudinal studies to determine the influence of interventions as the child passes through different developmental stages.

Preferential metabolism of linoleic acid by five-day-old barley shoots.

The degradation of exogenous radioactively labeled fatty acids by 5-day-old barley shoots was examined. [1-(14)C] Linoleic acid was observed to be degraded 7 times faster than [1-(14)C] oleic acid and 5 times faster than [1-(14)C] palmitic acid. The pathway of degradation was determined by identifying the water-soluble products and determined to be ß-oxidation. During a 15 min incubation, the barley shoots took up 0.91 nmol/g fresh wt of linoleic acid, of which 0.16 nmol/g fresh wt was incorporated into glutamic acid, 0.07 nmol/g fresh wt into succinic acid and 0.002 nmol/g fresh wt into carbohydrates. By 30 min, additional TCA cycle intermediates, especially malic acid, were detected. Palmitic acid and oleic acid were broken down to the same products. The rates of uptake and the distribution of label into lipids were determined. The uptake of label by the tissue was similar for all 3 fatty acid substrates. Label from linoleic, oleic and palmitic acids was found to be incorporated into similar lipids, primarily phosphatidylcholine (PC), and the extent of incorporation was comparable. Although all 3 fatty acid substrates were broken down by ß-oxidation, the reason for the more rapid degradation of linoleic acid was not established. It does not appear to be related to uptake of substrate or incorporation of label into lipids.

The relationship between gender, depression, and self-esteem in children who have witnessed domestic violence.

OBJECTIVE: To investigate whether there are measurable gender differences in self-esteem and depression in elementary school-age children who have witnessed domestic violence. METHOD: Forty-five elementary school-age children who were identified as having witnessed domestic violence, and their teachers were surveyed for self-esteem, depression, and classroom behaviors. The results were compared between males and females using linear regression modeling. RESULTS: No significant gender differences were found for self-esteem and depression. An interaction between gender and post-traumatic stress was found to play a significant role in the interpretation of the results. CONCLUSIONS: Results indicated that higher levels of symptoms indicative of post-traumatic stress were associated with greater numbers of depressive symptoms and lower self-esteem for boys who had witnessed domestic violence. The results appeared similar to previous work with children and their emotional reactions to divorce.

Overcoming challenges in outcome evaluations of school mental health programs.

Significant growth and improvement of school mental health programs has occurred in recent years. However, evaluation of outcomes for children receiving these services is needed to provide accountability data and ensure the sustainability of these programs. When designing studies, evaluators must overcome several challenges that may threaten the validity of their conclusions. In this paper, threats or challenges to the internal and external validity of results from evaluation studies are reviewed. Suggestions are provided for overcoming these challenges, in order to encourage future evaluation activities in this developing field and to document the impact of services for youth and their families.

Brief report: preschoolers' social preferences for interacting with peers with physical differences.

Investigated preschoolers' playmate preferences for line drawings of a physically normal child, one with a facial scar, one wearing a leg brace, and one sitting in a wheelchair for several contexts: classroom, eating, reading, television, and playground. Difference in preferences for age, gender, ethnic group, and context were investigated. No gender differences were found. African American children were more accepting of a child seated in a wheelchair than Caucasian children. Very young children had limited understanding of the impairments. Also, the children were less likely to express preferences for the children with orthopedic impairments for the playground context. Interventions involving typically developing children and peers with impairments in play that does not require motor activity may enhance the acceptance of children with orthopedic impairments.

Preschoolers' evaluations of physical disabilities: a consideration of attitudes and behavior.

Assessed preschoolers' attitudes about orthopedically handicapped individuals with a standard picture-ranking task. Children generally exhibited a functionally related preference for nonhandicapped individuals. One month later, the same children were videotaped reading and playing basketball with a female adult in a wheelchair or in a chair. Preferences for a normal play partner during reading or during sports on the picture-ranking task did not relate to frequency of social interactions. Liking preference for a normal play partner, in conjunction with gender of the child, predicted frequency of social interactions during both tasks regardless of examiner's handicap status. Thus, the adoption of a negative bias had a general influence; any potential behavioral biases, as reflective of preference biases, were undifferentiated and unfocused in these preschoolers.

Evaluation of expanded school mental health programs.

Expanded school mental health programs provide a full range of mental health services (assessment, treatment, case management, prevention) to youth in regular and special education, and typically involve close collaboration between schools and community agencies. A major challenge for these programs is documenting that provided services are of high quality and leading to enhanced outcomes for the youth and schools served by them. Dimensions of school mental health evaluations and a step-by-step process for conducting them are presented, using the example of a well established program in Baltimore. Challenges to such evaluation and strategies for overcoming challenges are also presented.

Quality of center child care and infant cognitive and language development.

The relations between quality of center-based child care and infant cognitive and language development were examined in a sample of 79 African-American 12-month-old infants. Both structural and process measures of quality of child care were collected through interviews with the center director and observation of the infant classroom. Results indicated that quality of infant care positively correlated with scores on standardized assessments of cognitive development (Bayley Scales of Infant Development), language development (Sequenced Inventory of Communication Development), and communication skills (Communication and Symbolic Behavior Scales). In addition, quality of care in child care centers and at home was positively related. Analyses that adjusted for this association between quality of care at home and in child care suggested that the process measure of quality of child care independently related to the infant's cognitive development, and one structural measure, the infant-adult ratio, independently related to the infant's overall communication skills. Neither child nor family factors was found to moderate the association between child care quality and infant development. These findings, in conjunction with the growing child care literature, suggest that researchers and policymakers should focus on how quality of child care can be improved to enhance, not impair, infant development.