Association of maternal prenatal urinary fluoride levels with ADHD symptoms in childhood.

BACKGROUND: Health concerns about the potential impact of exposure to fluoride via drinking water (DW) on neuropsychological development include behavioral outcomes such as ADHD. OBJECTIVE: We aimed to examine the association between prenatal maternal urinary fluoride and symptoms associated with attention-deficit/hyperactivity disorder (ADHD) at the age of 8 and 11 years. METHOD: Data from 255 to 236 mother-child pairs from the "Infancia y Medio Ambiente" (INMA) birth cohort (Gipuzkoa; Spain) with maternal urinary F adjusted for creatinine (MUFcr) during pregnancy (first and third trimester) and child assessments of ADHD-like symptoms reported by Conners' Rating Scales-Revised at age of 8 and 11 years was available. Clinical approach was also used: cut off criteria (T > 66). Multiple linear regression models were fitted when outcomes were analyzed as continuous, and logistic regression models when the outcomes were analyzed with a categorical clinical approach. Covariates related to maternal characteristics, birth outcomes, childhood, quality of family context and biomarkers of neuro-toxicants were used. RESULTS: No association was found between MUFcr levels during pregnancy and cognitive problems-inattention, hyperactivity or ADHD index score of symptoms at 8 or 11 years. When results were analyzed from the perspective of a clinical approach, at the age of 11 years, there were significant inverse association between MUFcr and being categorized as a cognitive problems-inattention case. ORs were also indicative of a lower risk, although not significant, for ADHD index at age 11. Sensitivity analyses, taking into consideration quality of family context or the levels of other toxicants during pregnancy showed similar results. CONCLUSIONS: Higher levels of MUFcr in pregnant women were associated with a lower risk of cognitive problems-inattention at 11 years. These findings are inconsistent with those from previous studies and indicate the need for other population-based studies to confirm or overturn these results.

Cognitive predictors of language abilities in primary school children: A cascaded developmental view.

This study investigated the longitudinal relationship between children's domain-general cognitive constraints underlying phonological and sentence processing development in a big sample of typically developing children. 104 children were tested on non-linguistic processing speed, phonological skills (phonological short term memory, phonological knowledge, phonological working memory), and sentence processing abilities (sentence repetition and receptive grammar) in 1st grade (aged 6 to 6.5) and one year later. A cross-lagged structural equation model showed that non-linguistic processing speed was a concurrent predictor of phonological skills, and that phonology had a powerful effect on the child's sentence processing abilities concurrently and longitudinally, providing clear evidence for the role of domain-general processes in the developmental pathway of language. These findings support a cascaded cognitive view of language development and pose important challenges for evaluation and intervention strategies in childhood.

Do prepubertal hormones, 2D:4D index and psychosocial context jointly explain 11-year-old preadolescents' involvement in bullying?

BACKGROUND: Bullying is a type of aggressive behavior that occurs repeatedly and intentionally in school environments and where there is a power imbalance. The main objective of this study was to analyze the association that hormones and the psychosocial context jointly have with bullying behavior. METHOD: Participants were 302 11-year-old preadolescents from the Gipuzkoan cohort of the INMA Project. Bullying was assessed using the Olweus Bully/victim Questionnaire. Prenatal sexual hormones were assessed by calculating 2D:4D ratio and in order to measure prepubertal testosterone and cortisol levels saliva samples were collected within a week of each other. Additionally, various psychosocial factors were evaluated: executive function, family context, school environment and social context. To analyze our complex hypothesis, six metamodels were tested using structural equation modeling. RESULTS: In relation to victims, results showed that victimization was related to worse school environment' perception in boys, and higher stress and conflict in the family in girls. In the case of their involvement in bullying as a bully, lower salivary cortisol levels, worse school environment' perception and lower peers and social support was related to being more frequently involved as a bully in boys, while having more family stress and conflict was related with being a bully in girls. CONCLUSIONS: This approach makes it possible not only to explore the different biological and psychosocial factors affect bullying behavior, but also to explore associations between the predictor variables.

Family Context Assessment in Middle Childhood: A Tool Supporting Social, Educational, and Public Health Interventions.

Quality of the family context has an important role in the physical and mental health of children; that is why it is important to have reliable and updated tools. This study aims to design and validate a new tool, the Haezi Etxadi Family Assessment Scale 7-11 (HEFAS 7-11), to assess family context quality in middle childhood. A sample of two cohorts of 772 Spanish families with children aged between 7 and 11 (M = 9.39 years; SD = 1.57; 51.2% girls), participated in the study. Results showed good psychometric properties for the instrument and the confirmatory factor analysis showed a five individual subscales structure: 1. Promotion of Cognitive and Linguistic Development (α = 0.79); 2. Promotion of Socio Emotional Development (α = 0.83); 3. Organization of Physical Environment and Social Context (α = 0.73); 4. Parental Stress & Conflict (α = 0.75); and 5. Parental Profile Fostering Child Development (α = 0.80). The association between HEFAS 7-11 and Trial Making Test was also analyzed to determine the concurrent validity of the instrument. The new scale shows its potential in the fields of research, social and educational, to know those variables that need to be promoted under the approach of positive parenting from a public health perspective.

Emotional autonomy and adjustment among emerging adults: The moderating role of family relationships.

Emerging adults build their personal maturity within the family context; however, few studies focus on the role of emotional autonomy during this stage. The aim of this study was to analyze the relationship between emotional autonomy and adjustment during emerging adulthood, bearing in mind the possible moderating role of parental support in this relationship. Data were collected from 1,502 Spanish undergraduate students (903 women) aged between 18 and 29. Participants completed measures of emotional autonomy (EAS, Steinberg & Silverberg, 1986), family social support (MSPSS; Zimet, Dahlem, Zimet & Farley, 1988), psychological well-being (PWBS; Ryff, Lee, Essex & Schmutte, 1995) and psychological distress (DASS-21; Lovibond & Lovibond, 1995). The results indicate that emotional autonomy correlates negatively with family support and psychological well-being and positively with psychological distress. However, only when young people perceive a family context with low social support is gaining emotional distance from their parents associated with an increase in their psychological well-being. Our findings highlight the crucial role that the family environment plays in well-being during young adulthood, and reveal that the effect of emotional distancing from parents on adjustment depends on the quality of the family climate. Future research should seek to gain greater insight into emotional autonomy during emerging adulthood, taking into account cross-cultural diversity.

Preliminary validation of the Perceived Locus of Causality scale for academic motivation in the context of university studies (PLOC-U).

BACKGROUND: Research has shown that self-determination theory can be useful in the study of motivation in sport and other forms of physical activity. The Perceived Locus of Causality (PLOC) scale was originally designed to study both. AIM: The current research presents and validates the new PLOC-U scale to measure academic motivation in the university context. We tested levels of self-determination before and after academic examinations. Also, we analysed degree of internalization of extrinsic motivation in students' practical activities. SAMPLE: Two hundred and eighty-seven Spanish university students participated in the study. METHOD: Data were collected at two time points to check the reliability and stability of PLOC-U by a test-retest procedure. Confirmatory factor analysis was performed on the PLOC-U. Also convergent validity was tested against the Academic Motivation Scale (EME-E). RESULTS: Confirmatory factor analysis showed optimum fit and good reliability of PLOC-U. It also presented excellent convergent validity with the EME-E and good stability over time. Our findings did not show any significant correlation between self-determination and expected results before academic examinations, but it did so afterwards, revealing greater regulation by and integration of extrinsic motivation. The high score obtained for extrinsic motivation points to a greater regulation associated with an external contingency (rewards in the practical coursework). CONCLUSIONS: PLOC-U is a good instrument for the measurement of academic motivation and provides a new tool to analyse self-determination among university students.

Análisis de los Problemas y Necesidades Educativas de las Nuevas Estructuras Familiares / Analysis of the Problems and Educational Needs of New Family Structures

El objetivo de este trabajo es conocer cuales son las preocupaciones y demandas de apoyo de familias correspondientes a diversas estructuras familiares. Se entrevistaron a 214 familias pertenecientesa 6 diferentes estructuras familiares. Los resultados muestran que las familias se preocupan por la salud desus hijos y demandan criterios educativos para afrontar el proceso de crianza. Las familias monoparentales y reconstituidas inciden en el hecho de que sus hijos han vivido procesos de conflicto. Las familias adoptivas muestran preocupación por la normalidad del desarrollo psicológico de sus hijos y demandan formación de apoyo a la adopción. Las familias homoparentales resaltan la estigmatización social que puedansufrir sus hijos. Las familias de partos múltiples señalan la elevada necesidad de recursos humanos,educativos y económicos que requiere la crianza de sus hijos. Los datos obtenidos ponen de manifiesto lanecesidad del desarrollo de políticas educativas y preventivas dirigidas a las familias (AU)

The aim of this study is to identify the concerns and support needs of several family groups corresponding to different family structures. 214 families, matching 6 different family structures, were interviewed.The results show that families are worried about their children’s health and that educational criteria are required to deal with the child-rearing process. Single and step families are worried about the factthat their children have been through processes of conflict. Adoptive families have worry about the normal psychological development of their children and require specific training to deal with the adoption process.Gay and lesbian families are concerned about the social stigma that may fall on their children. Multiple-birthfamilies are worried about the high level of human, educational and economic resources needed to raise their children. Results highlight the need to develop educational and preventive policies aimed at families (AU)

Variables familiares asociadas a la conducta antisocial infantil: el papel desempeñado por el tipo de estructura familiar / No disponible

Este trabajo presenta un doble objetivo, conocer las posibles diferencias que puedenexistir entre diferentes tipos familiares en relación a las variables implicadas en la conductaantisocial, y determinar el papel desempeñado por la variable tipo de estructura familiaren el desarrollo de este tipo de conductas. La muestra estuvo constituida por un total de214 familias, de contextos normalizados, con menores de 3 a 10 años. La familias pertenecierona seis tipos de estructuras familiares en función a su composición: tradicionales,monoparentales, reconstituidas, de partos múltiples, homoparentales y adoptivas. Losresultados pusieron de manifiesto que ante contextos familiares normalizados existe unaamplia homogeneidad en relación a las variables asociadas a la manifestación de conductasantisociales infantiles entre los distintos tipos de estructuras familiares. Igualmente, losresultaron mostraron que, una vez controlado los efectos que pudieran estar ejerciendoterceras variables, no se encontraban diferencias significativas en cuanto a los nivelesde conducta antisocial infantil manifestado por los menores pertenecientes a diferentestipos familiares. Este último dato lleva a concluir que el tipo de estructura familiar en elque se desarrolle el menor no debe a priori ser entendido como un factor de riesgo parala conducta antisocial infantil(AU)

This paper has two mains aims: to examine differences in variables associated withantisocial behaviour between types of family structure, and to analyze the associationbetween family structure and antisocial behaviour. The sample consisted of 214 familiescomposed by parents and children aged from 3 to 10 years. Six different types offamily structure were considered in the study: traditional, single, step, adoptive, lesbianand gays and multiple births families. Results showed high homogeneity in variablesassociated with antisocial behaviour between types of family structure. Moreover,results indicated that when third-variable effects were controlled, antisocial behaviourdid not show significant relationship with the type of family structure. This last resultleads to the conclusion that it is not the family structure itself a risk factor to children’santisocial behaviour(AU)