Supporting second language acquisition of bilingual preschool children through professionalization of caregivers in specialized preschool programs.

The aim of the present study was to investigate the effectiveness of a training program on language support strategies and dialogic reading for caregivers working in specialized preschool programs. These programs serve children without a regular childcare place who grow up with one or more languages other than German as the environmental language. Recent studies investigating the development of children attending these programs found only moderate improvements in German receptive language skills, while language support quality of the programs was rated as average. We assessed receptive second language competencies in vocabulary and grammar of n = 48 children and language support competencies of n = 15 caregivers using an interventional pre-posttest design. Receptive vocabulary skills of children supported by trained caregivers (intervention group) were compared to children supported by untrained caregivers (control group, n = 43). We found that both children's and caregivers' competencies increased from pre- to posttest, whereas the control group's receptive vocabulary skills did not increase noticeably. The caregivers' language support competencies influenced the increase of children's receptive grammar but not vocabulary skills. The comparison between the intervention group and control group consistently showed no effect of group membership on children's receptive vocabulary acquisition over time. Since the control group data came from a secondary analysis, only receptive vocabulary skills could be compared. The preliminary results of our study suggest that a caregivers' training on language support strategies and dialogic reading in everyday educational situations support bilingual children's grammar acquisition.

Socio-emotional adjustment throughout the COVID-19 pandemic: A longitudinal study of elementary school-aged children from low-income neighbourhoods.

Children's socio-emotional adjustment during the COVID-19 pandemic could depend on their pre-pandemic risk of heightened socio-emotional distress and available resources. In a sample of elementary school-aged children from low-income neighbourhoods in Germany, we examined children's socio-emotional adjustment throughout two pandemic-related school closing periods of 5 months each and explored possible determinants of their adjustment. On three occasions before and after school closing, home-room teachers reported on the distress of 365 children (Mage  = 8.45, 53% female) and provided information on their family backgrounds and internal resources. We studied child pre-pandemic risk of low socio-emotional adjustment based on low basic care by families and group membership (i.e., recently arrived refugee, deprived Roma family). We studied child resources regarding families' home learning support during school closings and selected internal resources of the children (German reading skills, academic ability). Results showed that children's distress did not increase throughout the school closings. Instead, their distress remained at constant levels or even decreased. On pre-pandemic risk, only low basic care was linked to higher levels of distress and worse trajectories. On child resources, home learning support, academic ability, and German reading skills were inconsistently linked to less distress and better trajectories depending on the school closing period. Our findings suggest better-than-expected socio-emotional adjustment of children from low-income neighbourhoods during the COVID-19 pandemic.

Sexual and Gender Minorities Facing the Coronavirus Pandemic: A Systematic Review of the Distinctive Psychosocial and Health-Related Impact.

Sexual and gender minorities (SGM) constitute vulnerable groups in many countries. Thus, they might be affected to a different extent than heterosexual and cisgender individuals by the Coronavirus pandemic. This systematic review aimed to summarize the state of international research on the mental and physical health-related as well as socioeconomic effects of the Coronavirus pandemic on SGM individuals. Following the PRISMA protocol, we identified 35 publications, including different article formats. We considered minority stress theory and intersectionality in synthesizing the reviewed literature. Our key finding implicates that both minority- and pandemic-specific adversities have increased the vulnerabilities of SGM individuals during the Coronavirus pandemic. Minority-specific stressors include discrimination experiences, poorer mental and physical health, and fewer socioeconomic resources. Pandemic-specific challenges such as the deferral and delay of medication or school closing have exposed certain SGM subgroups (transgender individuals, young SGM) to particularly high risk. Moreover, the reviewed evidence suggests distinctive interactive effects of minority-specific stressors with pandemic-specific challenges (e.g., being forced to stay close to rejecting others during lockdown periods). A significant share of the included literature was US-based, while research from other countries remained scarce. The specific mechanisms still deserve to be better understood to protect SGM in future crises, especially during pandemics.

Longitudinal interrelations between nonword repetition and vocabulary from age three to five: Evidence for within-child processes?

The relation between nonword repetition and vocabulary has been the focus of a theoretical controversy for several decades. The point of contention is whether the ability underlying nonword repetition drives vocabulary growth or vice versa. The present study examines longitudinal interrelations between nonword repetition and vocabulary from age 3 to 5 with random intercept cross-lagged panel models (RI-CLPMs). RI-CLPMs have the advantage of separating within-child dynamic processes from more stable differences between children, including time-stable unmeasured confounders. For n = 260 monolingual German-speaking children assessed at three time points with a lag of eleven months, RI-CLPM and, for comparison purposes, "classical" cross-lagged panel models (CLPMs) were estimated. The ill-fitting CLPMs in which cross-lagged effects combine within-child processes and stable differences between children yielded evidence consistent with reciprocal effects between nonword repetition and vocabulary (without covariates) or from nonword repetition to vocabulary (with covariates). Adding a random intercept markedly improved model fit. All within-child cross-lagged effects in the RI-CLPM were nonsignificant. Thus, the results provided no evidence consistent with within-child processes such as nonword repetition affecting vocabulary or vice versa for preschool-age children. Instead, results are more consistent with, for example, third variable explanations, within-child processes fading out by age 3 or occurring on a time frame that is not captured with a lag of approximately 1 year. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Exploring hair steroid concentrations in asylum seekers, internally displaced refugees, and immigrants.

The study of physiology in response to war and forced displacement can yield insight into the origin of stress-related mental health disorders. Previous studies found alterations in hair cortisol concentrations (HCC) in refugees. However, the direction of this alteration in HCC, as well as the association between HCC and psychological stress, remain unclear. Mixed findings can potentially be explained by the lack of contextual factors that have been taken into account. In this explorative study, we investigated HCCs in three female refugee samples (N = 89) in different contexts. Samples were i) asylum seekers from Syria, who sought protection in Germany two years ago (n = 37), ii) internally displaced persons (IDPs), who fled a genocide and lived in conditions of onging insecurity in Iraq (n = 14), and iii) Kurdish immigrants and former asylum seekers, who resettled to Germany 18 years ago and were used as reference group (n = 38). HCC was assessed in the scalp-nearest 6 cm of hair (2*3 cm segments). Data on mental and physical health, exposure to traumatic events, and time between immigration and HCC assessments were collected. Syrian asylum seekers had lower HCC than immigrant controls (η2 = .06). PTSD symptoms and perceived stress were associated with elevated cortisol levels in IDPs (r = .66 and r = .56), while time since immigration was associated with cortisol levels only in immigrant controls (r = .38). We discuss our findings with regard to the importance of contextual factors, particularly time since displacement and on-going insecurity, when studying physiological reactions in refugees.Lay summaryFemale Syrian asylum seekers had lower levels of hair cortisol concentration than Kurdish immigrants in Germany. Hair cortisol concentration was associated with post-traumatic stress symptoms only in internally displaced women who were exposed to ongoing stress and insecurity in Iraq.

Pre-school Teachers' Stereotypes and Self-Efficacy are Linked to Perceptions of Behavior Problems in Newly Arrived Refugee Children.

Introduction: Since 2015, increased numbers of refugee families with pre-school-aged children have arrived in Germany. In pre-schools, teachers' professional competence for teaching those children and adapting to their socio-emotional needs has become increasingly important. Previous research linked teachers' stereotypes and cultural beliefs to their self-efficacy and enthusiasm when teaching immigrant children. This study investigated the links between domains of pre-school teachers' professional competence (i.e., negative stereotypes, multicultural beliefs, self-efficacy, and enthusiasm when teaching newly arrived refugee children), and examined whether teachers' professional competence was linked to their perceptions of newly arrived refugee children's behavior problems. Method: In a cross-sectional self-report survey, N = 147 German pre-school teachers reported on their professional competence and completed the Strengths and Difficulties Questionnaire (SDQ) for a selected refugee child from their pre-school group. We used regression modeling to link teachers' negative stereotypes and multicultural beliefs to their self-efficacy and enthusiasm for teaching refugee children. Next, we examined the links between teachers' beliefs, values, and motivational orientations to their ratings on the SDQ subscales. Last, we linked demographic data on teachers and children to teachers' professional competence and SDQ ratings. Results: Teachers with more negative stereotypes toward newly arrived refugee children and less agreement with multicultural beliefs reported lower self-efficacy and enthusiasm for teaching newly arrived refugee children. Teachers with more negative stereotypes perceived more hyperactivity/inattention and total difficulties. Teachers with higher self-efficacy perceived less hyperactivity/inattention, less total difficulties, and more prosocial behavior. Additionally, teachers who had more experience with refugee children reported more negative stereotypes and higher agreement with multicultural beliefs. Teachers having more overall work experience perceived more total difficulties. Boys were perceived to display more externalizing behavior problems, less prosocial behavior, and more total difficulties. Older children were perceived as displaying more prosocial behavior and children from African countries were perceived as displaying more conduct problems. Discussion: Our findings suggest that pre-school teachers' stereotypes and self-efficacy might be related to perception biases concerning newly arrived refugee children's externalizing behavior problems. Implications for the professional development of pre-school teachers and teacher-informant diagnostics of refugee children's socio-emotional needs are discussed.

Refugee mother-child dyads' hair cortisol, post-traumatic stress, and affectionate parenting.

Refugees are a special population who experience adversity before, during and after forced displacement. Hence, many of them show post-traumatic stress symptoms (PTSS). PTSS can be transmitted from the mother to the child and are associated with alterations in cortisol responses. Positive parenting practices, such as maternal affection, counteracts psychopathology in early childhood. The aim of this explorative study was to investigate how children's cortisol is associated with mothers' cortisol after forced displacement, and whether or not an association depends on maternal affection. A total of 42 Arabic-speaking mother-child dyads, who came to Germany as refugees from Syria or Iraq within the past four years, participated in the present cross-sectional study. All children were below the age of 5 years. We assessed children's and mothers' hair cortisol concentration (HCC) and PTSS. Additionally, we observed and objectively rated maternal affection during mother-child interactions. The association between mothers' and children's HCC, as well as their associations with maternal affection, depended on the difference between children's and mothers' HCC. Furthermore, this HCC difference significantly predicted children's PTSS. Hence, in order to understand the mechanisms underlying children's PTSS, it is essential to consider maternal variables and differential effects within samples. We discussed possible explanations for those findings.

Mental Health Needs of Refugee Children in Specialized Early Education and Care Programs in Germany.

Refugee children are at risk to develop mental health problems, which have rarely been investigated in educational contexts. We conducted three studies in childcare programs for refugees in Germany. Children's behavior was assessed by educators on site (n = 84) and online (n = 50) using a two-stage-cluster sampling and on site (n = 107) using complete samples. In Study 1 and 2, children showed elevated attention problems ranging from medium to large effect sizes, r = 0.2 and r = 0.5, respectively, and aggressive behavior problems ranging from small to large effect sizes, r = 0.1 and r = 0.5, respectively, when compared to norm data. In Study 3, children showed elevated peer-problems, r = 0.5. Future research needs to investigate whether these problems are a consequence of adapting to a novel context or a precursor of a psychopathology caused by risk factors in the context of forced displacement.

Evaluation of a family-oriented parenting intervention for methamphetamine-involved mothers and fathers - The SHIFT Parent Training.

INTRODUCTION: A large number of people who use crystal methamphetamine in Germany are parents of young children. In the context of methamphetamine use, family situations and parenting are frequently impacted, and children are at risk of developing behavioral or emotional difficulties. SHIFT Parent Training was developed as a parenting intervention targeted specifically to the needs of methamphetamine-involved parents. The eight-session group training is delivered in substance use treatment settings and aims to foster abstinence and improve parenting skills and resilience within the families. METHODS: The primary goal of this pilot study was to assess the initial effectiveness and acceptance of the SHIFT intervention. The quasi-experimental study design included pre-, post- and 6-month follow-up measurements. Sixty-eight methamphetamine-involved parents participated in all stages of the study. Substance use, parenting practices, and family functioning and resilience were primary effectiveness outcome measures. Additionally, acceptance was assessed by participants' and professionals' feedback. RESULTS: Substance use problems were significantly lower in the intervention condition at the 6-month follow-up. Positive parenting of mothers and fathers also increased in the intervention group directly after participation. Both the intervention and control groups showed significant improvements in family functioning, parenting stress and children's behavioral issues. Participants and facilitators reported that they were highly satisfied with the program. CONCLUSION: Our findings suggest that SHIFT Parent Training is an effective intervention and is well-accepted among parents and health professionals. The program improves relevant aspects of substance use-related issues and parenting and therefore poses a valuable addition to support services for methamphetamine-involved families.

Methamphetamine Use in German Families: Parental Substance Use, Parent-Child Interaction and Risks for Children Involved.

BACKGROUND: With an immense increase in methamphetamine use in Germany in the past decade, large sections of the drug-using community have been identified as parents of young children. OBJECTIVE: With the fast-emerging issue of psychosocial and familial consequences of methamphetamine use, this study focused on gaining an insight into substance use, parenthood, and parenting by German methamphetamine users, with special emphasis on the psychological outcomes for the children involved. METHODS: We conducted 24 qualitative interviews with parents (16 mothers and eight fathers), who were in outpatient treatment for their Crystal Meth use and were currently abstinent from using drugs. Personal information on parenting, drug use, and effects on the children was supplemented by standardized parents' reports on the children's behavioral patterns. RESULTS: Parenting was described as challenging and often emotionally neglectful, impulsive, and inconsistent. The interview results further indicated an inter-relatedness of substance use and the parental role. Overall, children of methamphetamine users appeared to be at an increased risk of pre-and postnatal substance exposure and great psychosocial distress, especially evident in externalizing behavior such as hyperactivity and behavioral problems. CONCLUSION: Results demonstrate the complex problems of methamphetamine-involved parents and suggest the need for a close cooperation between addiction treatment and child welfare services in providing appropriate psychological and educational support for parents and children.

No evidence for effects of Turkish immigrant children's bilingualism on executive functions.

Recent research has increasingly questioned the bilingual advantage for executive functions (EF). We used structural equation modeling in a large sample of Turkish immigrant and German monolingual children (N = 337; aged 5-15 years) to test associations between bilingualism and EF. Our data showed no significant group differences between Turkish immigrant and German children's EF skills while taking into account maternal education, child gender, age, and working memory (i.e., digit span backwards). Moreover, neither Turkish immigrant children's proficiency in either language nor their home language environment predicted EF. Our findings offer important new evidence in light of the ongoing debate about the existence of a bilingual advantage for EF.

Socio-Economic Status and Psychological Well-Being in a Sample of Turkish Immigrant Mothers in Germany.

This study analyzes the relation of socio-economic status and psychological well-being in a sample of 327 Turkish immigrant mothers in Germany. We assessed maternal psychological well-being with the CES-D-10, the Satisfaction with Life Scale, and selected items of the Hassles Scale referring to daily hassles. Mothers' SES was assessed by means of household income and maternal education. The sample has a predominantly low to very low household income. A cluster analysis on maternal education and household income identified three SES-groups: A low-income cluster, a low-education cluster, and a third cluster of mothers who were slightly more advantaged in terms of household income and education. When applying the 10-point criterion of the CES-D-10, the three clusters differed regarding depression. About 40% of the mothers with lowest income and lowest education were depressed, compared to 28% of the more-advantaged cluster. The clusters further differed with respect to daily hassles and life-satisfaction. A higher SES was associated with less daily hassles, a higher life satisfaction, and less depression. This replicates findings of other studies regarding the relation of SES and psychological well-being. A follow-up assessment for about 60% of the mothers after 1 year revealed no changes in the well-being scales for each SES cluster, and a significant multivariate effect of the SES clusters. This suggests that SES is a long-term influential factor on psychological well-being. We discuss our findings in terms of the importance to integrate Turkish immigrant mother into the Germany society and in terms of the importance of maternal psychological well-being for children's positive development.

Challenges and Solutions Perceived by Educators in an Early Childcare Program for Refugee Children.

Immigration to Germany peaked in 2016. More than 105,000 refugees below the age of 7 years arrived within 12 months. Since then, Germany and other host nations have been in need of strategies to cover the emerging demand for childcare services. The German federal state North-Rhine Westphalia has funded a specialized early childhood education and care (ECEC) program for recently arrived refugees. The present study investigated challenges and possible solutions in this specialized ECEC. In a pilot study, inductive content analysis of n1 = 28 semi-structured interviews with early childhood educators revealed 19 distinct challenges and four generic categories for solutions (provide clear and predictable structures, involve and support parents, ensure adequate structural features of the childcare group, convey trust and feelings of competence). For the main study, identified challenges were transcribed into items for a closed-format questionnaire, which was distributed to a second sample of educators (n2 = 96). Challenges perceived as most difficult concerned language barriers and communication with parents. An exploratory factor analysis of the challenges questionnaire yielded four underlying domains (interpersonal stress, feasibility and attendance, cultural and communication barriers, structural features of a childcare group). Our study provides a first basis to adapt childcare settings for refugees, and to guide staff training for this special group. We discuss evidence in regard to understanding how ECEC programs can successfully promote refugee children's psychosocial adaptation and educational outcomes.

Factor Analysis of the Classroom Assessment Scoring System Replicates the Three Domain Structure and Reveals no Support for the Bifactor Model in German Preschools.

The quality of early childhood education and care (ECEC) is important for children's development. One instrument that was developed to assess an aspect of ECEC quality is the Classroom Assessment Scoring System for pre-kindergarten children (CLASS Pre-K). We examined the factorial validity of the instrument using data from 177 German preschool classrooms. The three-factor teaching through interaction model (Hamre et al., 2013) was contrasted to a one-factor, a two-factor, and a bifactor model as proposed by Hamre et al. (2014). Our results indicated that the three-factor structure with the domains of emotional support, classroom organization, and instructional support fit the data best. The fit of the teaching through interaction model was satisfying after adding a cross-loading of the dimension language modeling on emotional support, and two correlated residuals. Evidence of convergent and discriminant validity are provided. In terms of factor structure and pattern score comparisons, the results were similar to previous United States and German studies. The discussion concerns the justifiability of the factor model revisions and draws directions for further research. We concluded that our study offers further evidence of the applicability of the CLASS Pre-K for the assessment of teacher-child interaction quality in the German context.

Exploring Mental Health Status and Syndrome Patterns Among Young Refugee Children in Germany.

Refugee children share a large number of pre-, peri-, and post-migration risk factors, which make them vulnerable for developing mental health concerns. Within the last few years, a large number of families with young children have sought refuge in Germany. However, children's mental health status in Germany is mostly unclear. A central aim of developmental psychopathology is to understand how risk factors lead to the emergence of mental health concerns. One approach to investigating this association is the study of specificity, which describes the idea that specific risk factors are related to specific psychological outcomes. The aim of our study was to assess the mental health status of young refugee children in Germany, and to explore a potential refugee-specific mental health pattern. In two studies, we assessed mental health outcomes of 93 children from Syria or Iraq, aged 1.5-5 years, who recently arrived in Germany. The results were compared to U.S. norm data of typically developing children, and to norm data of a clinical sample in order to explore mental health patterns. In the first study (n = 35), we used standardized screening tools for parents (CBCL 1.5-5). In the second study (n = 58), mental health states of refugee children were assessed by caretakers (CTRF 1.5-5). In comparison to U.S. norm data of normally developing children, refugee parents reported more mental health concerns for their children, especially on syndrome scales of internalizing difficulties. A comparison to U.S. clinical reference data showed a specific mental health pattern, characterized by increased levels of anxiety/depression, attention problems, and withdrawal behavior. Caretakers, too, reported more mental health problems compared to typically developing children, albeit to a smaller extent. However, a comparison to clinically-referred children only led to partial confirmation of a specific mental health pattern. Our studies offer important insights into the mental health status and pattern of young refugee children, which is essential for preventing the onset of psychopathology and for offering tailored interventions.

Expressive Morphological Skills of Dual Language Learning and Monolingual German Children: Exploring Links to Duration of Preschool Attendance, Classroom Quality, and Classroom Composition.

A growing body of research has been documenting environmental factors that support preschoolers' vocabulary skills. However, less is known about how environmental factors are related to morphological skills of dual language learners (DLLs) and single language learners (SLLs). We examined connections with preschool experiences by investigating the effects of duration of preschool attendance, classroom quality, and classroom composition variables (percentage of DLLs and percentage of children from families with a low socio-economic status) on preschoolers' expressive morphological skills. Several multilevel regression models were estimated using cross-sectional data from 835 children (n = 255 DLLs) aged 30-47 months. These children were nested in 169 preschool classrooms in Germany. As a control task, we also investigated children's phonological processing abilities, for which we found, as expected, no differences between DLLs and SLLs. Our main finding was that DLL children scored lower in expressive morphological skills than their German monolingual peers, but this difference was considerably smaller in classrooms that scored high in instructive teacher-child interactions (measured by the Classroom Assessment Scoring System for pre-kindergarten children; CLASS Pre-K). Taken together, these results support the notion that supportive teacher-child instructive interactions have a positive impact on the development of DLLs' morphological skills.

Balanced Cultural Identities Promote Cognitive Flexibility among Immigrant Children.

The acculturation complexity model suggests that immersion into dissonant cultures promotes cognitive skills in biculturals (Tadmor and Tetlock, 2006). In the present study, we examined links between identity acculturation and executive functioning (EF). Turkish-German immigrant origin children (N = 225; M = 11 years, SD = 1.6 years, 99 males) were given questions about their identification with Turks and Germans to capture bicultural involvement and a Dot Task (using Hearts and Flowers) to measure EF. Results showed that Turkish-German bicultural children who endorse both cultures with equal strength did not have a cognitive advantage in working memory and inhibition compared to their peers who more clearly preferred one culture over the other. However, bicultural children who endorse both cultures with equal strength performed significantly better on a switching task that required cognitive flexibility. The study highlights the potential cognitive benefits associated with biculturalism.

Low ethnic identity exploration undermines positive interethnic relations: A study among Turkish immigrant-origin youth.

OBJECTIVE: This longitudinal study investigates whether immigrant-origin youths' ethnic identity exploration moderates the link between ethnic identity commitment and positive interethnic relations, operationalized as cross-ethnic friendships. METHOD: Turkish-German 4th graders (9-12 years old, n = 73) and 7th graders (13-15 years old, n = 67) reported on their cross-ethnic friendships at Time 1 and approximately 10 months later at Time 2. Commitment and exploration were measured at Time 1 with age appropriate versions of the Multigroup Ethnic Identity Measure. RESULTS: About 40% of the children's friendships were cross-ethnic and the amount of cross-ethnic friendships did not change from Time 1 to Time 2. Ethnic identity commitment and exploration were unrelated to cross-ethnic friendships in both age groups. Yet, among the 7th graders, exploration moderated the link between commitment and cross-ethnic friendships: when exploration was low, a higher level of commitment was associated with fewer cross-ethnic friendships. These associations were not significant among 4th-grade children. CONCLUSION: We conclude that by the age of 13 years, ethnic identity exploration can improve interethnic relations. (PsycINFO Database Record

[Involvement of Turkish Immigrant Fathers Elevates Children's Well-Being]. / Engagement türkischstämmiger Väter im Familien- und Erziehungsalltag fördert das subjektive Wohlbefinden von Kindern.

This study examined paternal involvement in parenting, the association between parents' perception of mutual support, and the relation to their children's well-being before (t1) and after the transition to first grade (t2). Participants were first and second generation immigrant families from Turkey (n = 134). In addition, German families (n = 45) were included for the comparison of paternal involvement. The percentage of highly involved fathers was higher in the German sub-sample (54 %) than in the Turkish sub-sample (38 %), but we found no influence of parents' education, household income, employment status, or children's gender. First generation fathers were more likely to be highly involved than second generation fathers. Analyses of the longitudinal data revealed that mothers with highly involved fathers were more likely to report higher marital support. This pattern was less clear for fathers. Children with highly involved fathers reported significantly higher well-being at t1. For t2, a moderator analysis revealed a positive effect on children's well-being only for those fathers who were both highly involved and reported the highest fathering self-efficacy. Among other variables, we controlled for children's well-being at t1, their health status, fathers' work hours and mothers' marital satisfaction.