Age predicts likelihood for surgery for pediatric tbi: an analysis of 1745 hospitlizations from a Chinese Children's Hospital.

PURPOSE: We tested the role of age and sex in surgery following pediatric TBI hospitalization. METHODS: Records of 1745 children hospitalized at a pediatric neurotrauma center in China included age, sex, cause of injury, diagnosis of injury, days of hospitalization, in-house rehabilitation, Glasgow Coma Scale score, mortality, 6-month post-discharge Glasgow Outcome Scale score, and surgery intervention. The children were 0-13 years (M= 3.56 years; SD = 3.06), with 47.4% 0-2 years of age. RESULTS: The mortality rate was 1.49%. Logistic regression on 1027 children with epidural hematoma, subdural hematoma, intracerebral hemorrhage, and intraventricular hemorrhage showed that controlling for other variables, the odds for younger children to receive surgery was statistically lower for epidural hematomas (OR = 0.75; 95% CI = 0.68-0.82), subdural hematomas (OR = 0.59; 95% CI = 0.47-0.74), and intraventricular hemorrhage (OR = 0.52; 95% CI = 0.28-0.98). CONCLUSIONS: While severity of TBI and type of TBI were expected predictors for surgery, a younger age also predicted a significantly lower likelihood of surgery in our sample. Sex of the child was unrelated to surgical intervention.

History of pediatric TBI hospitalization and current child-parent relationship quality in China.

BACKGROUND: Long-term child-parent relationship quality following hospitalization for pediatric traumatic brain injury (TBI) remains poorly understood. OBJECTIVE: We tested whether current child-parent conflict and closeness were related to the children's history of TBI-related experiences and contemporary child/family characteristics. METHODS: The sample included 202 Chinese children (Boys: 60.4%) with a history of hospitalization for TBI. On average, the children were 11.2 years old (SD = 1.59) and sustained TBI at 8.5 years old (SD = 1.6). TBI-related data were obtained from hospital medical records. Parents provided data on child-parent closeness, child-parent conflict, and parental efficacy 2-4 years (M = 2.7, SD = 0.7) after discharge. RESULTS: Forty-nine children (24.3%) had mild TBI, 139 (68.8%) had moderate TBI, and 14 (6.9%) had severe TBI. Surgical intervention occurred among 128 (63.4%) of the 202 children. Contemporaneous child and family characteristics explained 19% of the variance, history of surgery, length of hospitalization, and recovery status explained another 7%, and the interaction between length of hospitalization and parental efficacy explained another 4% in child-parent conflict. Contemporaneous child and family characteristics explained 29% of the variance, and TBI-related variables explained another 2% in child-parent closeness. CONCLUSION: Post-TBI child-parent relationship was more associated with child/family characteristics than with TBI variables. Practitioners and families should be aware of the long-term challenges to child-parent relationship following hospitalization for pediatric TBI.

Comparing Chinese youth with American youth on adjustment: An illustration of measurement issues in cross-cultural research.

In this article, we used results from two studies to show the need to go beyond linguistic equivalence to establish construct validity and measurement invariance in cross-cultural research. Study 1 examined Rosenberg Self-Esteem (RSE; 10 items) data from 156 Mainland Chinese youth (M = 13.8 years, SD = .53) and 213 Chinese-American youth (M = 13.6 years, SD = 2.1) from high socioeconomic status (SES) families. The Chinese translation of the RSE has been widely used. Study 2 included 1060 Mainland Chinese youth (M = 15.6 years, SD = 2.3) and 412 racially diverse American youth (M = 16.0, SD = 2.9) from all SES backgrounds. Data were collected with the third and newest edition of the Behavioural Assessment System for Children-Self Report of Personality (BASC-3-SRP; 189 items). We translated and back-translated the BASC-3-SRP between English and Chinese to establish linguistic equivalence. All participants were females. Study 1 showed that the RSE had acceptable internal consistency but lacked construct validity. Study 2 showed that the original and the translated BASC-3-SRP had good internal consistency and construct validity, but nine of its 16 subscales lacked measurement invariance. These results highlight measurement issues facing international and cross-cultural research.

Mothers' feeding profiles among overweight, normal weight and underweight Chinese preschoolers.

We adopted a person-centered approach to identify maternal feeding profiles among urban Chinese mothers of preschoolers, including two previously unexamined culturally-emphasized practices, and examine the associations between these feeding profiles and child and parent characteristics. Participants included 167 mothers and their preschoolers residing in Shanghai, China. Mothers reported on their feeding beliefs and practices, perceptions of child's body shapes, child dietary intake, and family demographic information. The hierarchical clustering method revealed 3 feeding clusters: uninvolved feeding (35.3%), concerned and restrictive feeding (21.6%), and high-pressure feeding (43.1%). Child BMI, weight status, maternal length of staying in Shanghai, maternal perceptions of child actual body shape and ideal body shape, and child unhealthy dietary intake were significantly different across the three clusters. The person-centered approach allowed for the examination of various feeding beliefs and practices simultaneously and revealed patterns of maternal feeding in Chinese families with preschoolers. Our oversampling of underweight and overweight groups of children in the present study allowed for the derivation of feeding profiles across children in all weight status groups. Moreover, the examination of whether demographic, maternal body shape perceptions, and child dietary intake differed across the clusters of mothers provided a more complete picture of family context and processes that may underlie and contribute to mothers' feeding practices, and ultimately their children's weight.

Youth's school experience: Testing the role of symptoms of anxiety and co-occurring symptoms of depression.

Although symptoms of anxiety often coexist with symptoms of depression, little is known on how such coexistence affects youth's school experiences. OBJECTIVES: We tested how the two types of behaviors, when coexisting, were associated with youth's negative attitude toward teachers, school, and poor peer relations. METHOD: Data were collected from 203 ethnically and socioeconomically diverse youth (male: 24.6%; mean = 15.8 years, standard deviation = 2.4) with the 3rd edition of the Behavioral Assessment for Children: Self-Report of Personality. RESULTS: Scores for symptoms of depression alone explained negative attitude toward teachers (ß = .28; R2 = 17.88%), negative attitude toward school (ß = .27; R2 = 14.74%), and poor peer relations (ß = .42; R2 = 44.60%) as effectively as scores for both types of behaviors did. CONCLUSION: The coexistence of symptoms of anxiety and depression did not appear to impair youth's attitude toward teachers, school and peer relations more than symptoms of depression did alone.

Preschool-Age Chinese Children's Weight Status: WHO Classification, Parent Ratings, Child/Family Characteristics.

PURPOSE: We aimed to compare preschool-age Chinese children's weight status based on the WHO guidelines with parental ratings on their children's body type, and child/family demographic characteristics. METHOD: The sample included 171 preschool-age children (M=60.5months, SD=6.7; boys: 46.8%) randomly selected from 23 classrooms. Based on BMIs from their height and weight from physical examinations, the children were divided into three groups using the 2006 WHO guidelines: underweight (n=46), normal weight (n=65), and overweight (n=60). Data on the parental ratings of children's current body type, ideal body type and child/family demographic characteristics were collected with surveys. RESULTS: Parents' accurately classified 91.1% of the underweight children, 52.3% of the normal weight children, and 61.7% of the overweight children. In terms of ideal body shape for their children, parents typically wanted their children to have normal weight or to remain underweight. Most of the child and family demographic characteristics were not different across children who were underweight, had normal weight, and were overweight. CONCLUSION: Because parents tended to underestimate their children's weight status, it is important to increase Chinese parents' knowledge on what constitutes healthy weight, as well as the potential harm of overweight status for children's development. Training healthcare providers in kindergartens and pediatric clinics to work with parents to recognize unhealthy weight status in children is valuable.

Preadoption adversity and long-term clinical-range behavior problems in adopted Chinese girls.

In this study, we report findings on the role of preadoption adversity on long-term clinical-range problems in adopted Chinese girls. Four waves (2005, 2007, 2009 and 2011) of problem behavior data on 1,223 adopted Chinese girls (M = 4.86 years, SD = 2.82 in 2005) were collected from the adoptive mothers with the Child Behavior Checklist (CBCL). At Wave 1 (2005), data on the following indicators of preadoption adversity was collected: age at adoption, physical signs/symptoms (e.g., sores) of preadoption adversity, developmental delays at arrival, refusal/avoidance behaviors and crying/clinging behaviors toward adoptive parents during the first 3 weeks of adoption. We found that the percentage of clinical-range internalizing problems was 11.1%, 16.5%, 11.3%, and 16.1% at Wave 1, Wave 2, Wave 3, and Wave 4, respectively; the corresponding percentage of clinical-range externalizing problems was 8.4%, 10.5%, 8.4% and 9.9% respectively; and the corresponding percentage of clinical-range total CBCL problems was 9.3%, 13.0%, 9.8% and 12.6% respectively. Analyses with Mplus showed that controlling for demographic variables, indicators of preadoption adversity, except age at adoption, increased the odds for clinical-range behavior problems. Longitudinal path models revealed that controlling for demographic variables and the children's adjustment status in the previous wave, refusal/avoidance remained significant in predicting clinical-range internalizing, externalizing and total CBCL problems at Wave 2, delays at arrival and signs/symptoms were significant in predicting clinical-range internalizing problems at Wave 3. Overall, adoptees with clinical-range CBCL problems in earlier waves were 9-28 times as likely to show clinical-range CBCL problems in subsequent waves.

Twins and virtual twins: Do genetic (as well as experiential) factors affect developmental risks?

Factors underlying developmental delays and psychosocial risks are of interest to international adoption communities. The current study administered a Pre-Adoption Adversity (PAA) Questionnaire to mostly American parents raising (a) adopted Chinese twins or (b) same-age unrelated adopted siblings. A goal was to replicate earlier analyses of pre-adoption adversity/adjustment among adopted preschool-age Chinese girls. A second goal was to conduct genetic analyses of four content areas (Developmental Delays at Adoption, Initial Adaptation to Adoption, Crying/Clinging, and Refusal/Avoidance) derived from the PAA Questionnaire. A key finding was that age at adoption added less than other predictors to adoptees' externalizing and internalizing behaviors. Family factors (e.g., parental education) contributed significantly to behavioral outcomes among the adopted Chinese twins. Genetic effects were indicated for all four content areas, with shared environmental effects evident for Developmental Delays at Adoption and Crying/Clinging. Future investigators should consider incorporating genetically sensitive designs into developmental research programs.

Developmental delays at arrival, early intervention enrollment, and adopted Chinese girls' academic performance and internalizing problems in adolescence.

The author investigated the extent of developmental delays in girls adopted from China, their subsequent early intervention (EI) enrollment, and how the delays and EI were related to their academic performance and internalizing problems in adolescence. The sample included 180 adolescent girls (M = 13.4 years, SD = 2.0 years) who were adopted at 3-23.5 months (M = 11.5 months, SD = 3.7 months). Data on the adopted Chinese girls' delays at arrival and EI enrollment in physical therapy (PT) and speech-language therapy (SLT) were collected from the adoptive mothers at the Baseline; data on the adopted Chinese girls' present academic performance and internalizing problems were collected from the adoptive mothers and adopted girls at Wave 4 six years later. Data analyses revealed that 55% of the adoptees had moderate-to-severe delays when first arrived at the adoptive homes. Motor delays significantly increased the odds for PT (odds ratio [OR] = 3.98, 95% CI [2.18, 7.82], p <.001) and SLT (OR = 2.36, 95% CI [1.50-3.72, p <.001). Social-cognitive delays also significantly increased the odds for PT (OR = 1.90, 95% CI [1.36, 2.63], p <.001) and SLT (OR = 1.63, 95% CI [1.22, 2.17], p <.001). Motor delays were negatively associated with academic performance but positively associated with internalizing problems. General linear modeling showed that the adoptees who had developmental delays at arrival and subsequently enrolled in EI scored significantly lower on academic performance than their peers who had delays but did not enroll in EI, as well their peers who had no delays and did not enroll in EI. Implications of these findings are discussed.

COVID-19 school closures and Chinese children's school readiness: Results from the natural experimental data.

AIMS: To determine the associations between COVID-19 school closures and school readiness skills for Chinese kindergarteners. DESIGN: We utilized the natural experimental condition created by local COVID-19 outbreaks in 2022 (Study 1) to compare school readiness skills of children whose kindergartens were closed for 5 months (Group 1) with children whose kindergartens stayed open (Group 2). We further compared the school readiness skills of one pre-COVID-19 cohort (Cohort 2019) with one COVID-19 cohort (Cohort 2021) from a fifth kindergarten (Study 2). SAMPLES: For Study 1, Group 1 included 445 children and Group 2 included 584 children aged 4-6 years. For Study 2, Cohort 2019 included 156 children and Cohort 2021 included 228 children aged 3-6 years. MEASURES: For both studies, survey data on four school readiness skills were collected from parents. Additionally, Study 1 collected parental locus of control data from parents. RESULTS: Controlling for covariates, Study 1 revealed that Group 1 and Group 2 did not differ in terms of language and emergent literacy or approaches to learning. However, Group 1 scored lower than Group 2 on health and well-being and arts and imagination. Study 2 revealed that Cohort 2021 scored higher than Cohort 2019 on language and emergent literacy but lower on the other three skills. CONCLUSIONS: The associations of COVID-19 school closures with Chinese children's school readiness skills were not uniform, with a positive relation with language and emergent literacy and negative associations with health and well-being, approaches to learning, as well as arts and imagination.

Second-first language acquisition: analysis of expressive language skills in a sample of girls adopted from China.

In this study we investigated adopted Chinese girls' expressive English language outcomes in relation to their age at adoption, chronological age, length of exposure to English and developmental risk status at the time of adoption. Vocabulary and phrase utterance data on 318 girls were collected from the adoptive mothers using the Language Development Survey (LDS) (Achenbach & Rescorla, 2000). The girls, aged 18-35 months (M=26·2 months, SD=4·9 months), were adopted at ages ranging from 6·8 to 24 months (M=12·6 months, SD=3·1 months), and had been exposed to English for periods ranging from 1·6 to 27·6 months (M=13·7, SD=5·7). Findings suggest that vocabulary and mean length of phrase scores were negatively correlated with age at adoption but positively correlated with chronological age and length of exposure to English. Developmental risk status at the time of adoption was not correlated with language outcomes. The gap between their expressive language and that of same-age girls from the US normative sample was wider for children aged 18-23 months but was closed for children aged 30-35 months. About 16% of the children met the LDS criteria for delays in vocabulary and 17% met the LDS criteria for delays in mean length of phrase. Speech/language interventions were received by 33·3% of the children with delays in vocabulary and 25% with delays in phrase.

Screen Time and ADHD Behaviors in Chinese Children: Findings From Longitudinal and Cross-Sectional Data.

OBJECTIVE: Research suggests that screen exposure presents a risk for ADHD behaviors in young children. However, the operationalization of screen exposure remains murky and longitudinal data is scarce. In this paper, we examined the relations between better operationalized daily screen time and behaviors of inattention and behaviors of hyperactivity/impulsivity in three cohorts of community samples of young Chinese children. METHOD: Study 1 was longitudinal and included 111 children who were 3.6 years old (Range = 2.4-4.9; SD = 0.4) at Baseline and 4.8 years old (Range = 3.9-6.0; SD = 0.4) at Follow-Up. Study 2 was cross-sectional and included 172 children aged 4.9 years (Range = 3.0-7.1; SD = 1.0). Study 3 was also cross-sectional and included 313 children who were 6.9 years old (Range = 5.7-8.3; SD = 0.4). In each study, the parents reported how much time that their children spent daily on iPad/tablet, smart phone, and online games and watching TV in the previous week, and their children's behaviors of inattention (I/A) and hyperactivity/impulsivity (H/I). RESULTS: Regression analysis revealed that in Study 1, controlling for child demographics, mother's education, family SES, and corresponding I/A or H/I scores at Baseline, screen time at Baseline predicted I/A scores (ß = .27, p < .01) and H/I scores (ß = .32, p < .001) at Follow-Up. Similarly, controlling for covariates, screen time predicted I/A scores (ß = .25, p < .01) and H/I scores (ß = .25, p < .01) in Study 2; I/A scores (ß = 0.16, p < .01) and H/I scores (ß = .15, p < .05) in Study 3. CONCLUSION: Screen exposure was a risk for inattention and hyperactivity/impulsivity behaviors in urban Chinese children.

Child-parent relationship during the Wuhan COVID-19 lockdown: Role of changes in preschool children's daily routines.

Objective: We examined the impact of the strict lockdown on 130 preschool-age children's daily routines and how their routine changes from pre-lockdown were related to child-parent relationship quality during the lockdown. Background: To contain the spread of the COVID-19, the city of Wuhan underwent a strict 76-day lockdown, during which children's routines were drastically altered, yet families did not have a frame of reference to use to determine how changes in children's routines would be related to their family dynamics. Method: Parents provided survey data on the amount of time their children spent daily on learning, screen devices, play and exercise, and nighttime sleep before, during, and after the lockdown. The also described general family functioning, child-parent closeness, and child-parent conflict during the lockdown. Results: The lockdown led to changes in all four routines, but all returned to pre-lockdown level after the lockdown was lifted. Regression analyses showed that decrease in play and exercise time was related to less child-parent closeness, and decrease in learning time and increase in nighttime sleep time were related to more child-parent conflict. Conclusion: Findings suggested changes in the children's play and exercise time, learning time, and nighttime sleep time were related to negative child-parent relationship (i.e., less closeness or more conflict), but favorable general functioning was a protective factor. Implications: Our study highlighted family resilience in restoring the children's routines after the lockdown, as well as family vulnerability during the lockdown, as changes in three of the four routines examined were linked to negative child-parent relationship.

Inattention, hyperactivity/impulsivity, and academic competence: Findings from three cohorts.

BACKGROUND: Attention-deficit hyperactivity disorder (ADHD) is a risk for learning. Because ADHD commonly includes behaviours of inattention and behaviours of hyperactivity/impulsivity, how the two types of behaviours independently affect children's academic competence remains poorly understood. AIMS: To investigate the impact of behaviours of inattention and behaviours of hyperactivity/impulsivity on Chinese students' academic competence. SAMPLES: Parents of 167 preschoolers (Cohort 1), parents of 313 first graders (Cohort 2), and 1,003 high school students (Cohort 3). METHODS: The ADHD-RS-IV Preschool version (Cohort 1), ADHD-RS-IV Home version (Cohort 2), and BASC-SRP (Cohort 3) were used to measure behaviours of inattention and hyperactivity/impulsivity. Academic competence was operationalized as school readiness (Cohort 1), math and language arts scores at two time points provided by school (Cohort 2), and self-reported academic performance (Cohort 3). Multiple regressions were performed to investigate the relationship between academic performance and behaviours of inattention alone (Step 1), and behaviours of hyperactivity/impulsivity alone (Step 2), and behaviours of inattention together with behaviours of hyperactivity/impulsivity (Step 3). RESULTS: For each cohort, both types of behaviours were negatively correlated with academic competence. However, regression analyses showed that in Step 3, behaviours of hyperactivity/impulsivity either failed to predict academic competence or predicted better academic competence. Overall, behaviours of inattention alone accounted for a similar amount of variance in academic competence as did behaviours of inattention and hyperactivity/impulsivity combined. CONCLUSIONS: Behaviours of inattention presented a risk for academic competence but the effect of behaviours of hyperactivity/impulsivity varied. Implications for instructional strategies for behaviours of inattention were discussed.

Affective Representation of Early Relationships with Parents and Current Anxiety and Depression.

Research on the role of early relationships with parents on youth's anxiety and depression, especially in collectivist societies such as China, is limited. To fill this gap, we investigated the unique role of early relationship with mothers and fathers, respectively, in Chinese youth's anxiety and depression outcomes. The participants were 347 Chinese college students from 20 provinces. They first separately rated the frequency of experiencing 13 emotions (e.g., anger) from recalling early relationships with their mothers and fathers, then completed the Zung Self-Rating Anxiety Scale and the Zung Self-Rating Depression Scale. Logistic regression was performed to determine the unique contribution of early relationships with mothers and fathers, respectively, to the participants' clinical-level anxiety and depression. Based on the final model of our logistical regression, we found that an increase in negative affective representation of early relationship with the mother was associated with a higher likelihood of clinical level anxiety (OR = 3.58; 95% CI = 1.32-9.70), while an increase in positive affective representation of early relationship with the mother was associated with a lower likelihood of clinical-level depression (OR = 0.47; 95% CI = 0.25-0.87). Furthermore, an increase in negative affective representation of early relationship with the father was associated with a higher likelihood of clinical-level anxiety (OR = 3.36; 95% CI = 1.37-8.26) and depression (OR = 3.68; 95% CI = 1.59-8.52), above and beyond their affective representation of early relationship with the mother.

Two-Year Follow-up of Girls Adopted from China: Continuity and Change in Behavioural Adjustment.

BACKGROUND: To determine the developmental course of behavioural adjustment in 842 girls adopted from China. METHOD: Longitudinal data were collected with the Child Behaviour Checklist (CBCL/1.5-5 or CBCL/6-18) from the same parent with a two-year interval. In data analysis, the entire sample was first treated as a whole, then was divided into three age cohorts, including (1) children who were in preschool ages in both phases (Preschool Cohort) (n = 417, Mage = 2.5 years in Phase I), (2) children who crossed from preschool ages over to school ages (Transition Cohort) (n = 174, Mage = 4.8 years in Phase I), and (3) children who were in school ages in both phases (School-age Cohort) (n = 251, Mage = 8.5 years in Phase I). RESULTS: The data revealed a strong behavioural continuity (rs = .57-.75) from Phase I to Phase II. The whole sample experienced a significant increase in both average score and rate of suboptimal adjustment on the CBCL Internalising and Total Problem scale. For children with suboptimal adjustment in Phase I, the odds for them to remain in suboptimal range in Phase II were very high. Repeated measures ANOVA revealed that the three cohorts changed differently over 2 years.

The Perceptions of New Zealand Lawyers and Social Workers About Children Being Adopted by Gay Couples and Lesbian Couples.

Global trends increasingly appear to be legitimizing same-gender relationships, yet international research shows that despite statutory rights to marry-and by extension, adopt children-same-gender couples continue to experience difficulties when trying to adopt. Primary among these barriers are the persistent heteronormative beliefs, which strongly underpin the unfounded myths about parenting abilities of same-gender couples. Such biased beliefs are perpetuated by some adoption professionals who oppose placing children with lesbian or gay couples. In 2013, New Zealand passed the Marriage Equality Act, making it possible for same-gender couples to legally marry-and by extension, adopt. This provided an opportunity to investigate the perceptions of New Zealand professionals about children being placed with same-gender couples, in a country often perceived to be more tolerant of LGBT people. New Zealand social workers and lawyers (an under-studied group)-the professions most likely involved in adoption-were recruited via professional bodies. Because studying perceptions and beliefs on socially sensitive topics are highly susceptible to social desirability, we designed an instrument utilizing multiple methods to assess and corroborate participants' views about placing children for adoption with couples of the same gender. Administered online and anonymously, the survey included demographic questions, evaluation of negative-meaning and positive-meaning statements, and used a scenario describing a prospective adoptive couple whose gender was ambiguous, in the context of adopting children of varying needs. Overall, the study found that while New Zealand lawyers and social workers (N = 314) had generally favorable views of gay and lesbian adoption, they still reported a preference to see children adopted by heterosexual couples over same-gender couples, within which lesbian and gay couples were preferred equally. Moreover, being religious and politically conservative were characteristics associated with more negative views toward placing children with same-gender couples. We conclude that, despite winning the rights to marry (and adopt as couples), such legislative wins might be merely the first hurdle to be overcome; normalizing same-gender parenting is what needs to happen next. Our study adds to the research focused on adoption professionals in various countries, with the ultimate aim to inform practices and policies supportive of families headed by same-gender couples and formed through adoption.

The effect of increased family finance and dual-parental absence since infancy on Children's cognitive Abilities.

Existing research suggests that parental absence per se does not have a main effect on children's cognitive development. However, this body of research is confounded by decreased family finance resulted from parental absence. Further insights on children's cognitive development can be gained by studying situations where parental absence actually leads to higher family finance. China's rural left-behind children (LBC) are uniquely suited for this purpose because of their extended separation from parents who migrated to work for better family finance. The participants were 74 LBC (M = 9.99 years, SD = 2.66) whose parents both migrated away for work within six months of their births and 74 non-left-behind children (NLBC) (M = 10.03 years, SD = 2.58) of similar backgrounds but whose parents never migrated. We used the 4th Edition of the Wechsler Intelligence Scale for Children (WISC-IV) to individually collected data on the children's Verbal Comprehension (which includes Similarities, Vocabulary, and Comprehension subtests), Perceptual Reasoning (which includes Block Design, Picture Concepts and Matric Reasoning subtests), Working Memory (which includes Digit Span and Letter-Number Sequencing subtests), and Processing Speed (which includes Coding and Symbol Search subtests). We found that the LBC scored lower than the NLBC on the language Comprehension and Vocabulary subtests of the Verbal Comprehension Index (Cohen's d = 0.41; p = .01). Subsequent General Linear Modeling analyses revealed that for the Comprehension subtest: (1) dual-parental absence significantly and negatively predicted Comprehension scores and (2) monthly family income significantly and positively predicted Comprehension scores for the LBC but not for the NLBC. For Vocabulary subtest, only dual-parental absence was significant. Overall, these results offer a deeper understanding on the effect of dual parental absence and changes in family finance on different domains of children's cognitive development.

School-age adopted Chinese girls' behavioral adjustment, academic performance, and social skills: longitudinal results.

Longitudinal data on 177 school-age adopted Chinese girls (Time 1: mean age = 8.92 years, SD = 1.76; Time 2: mean age = 11.18 years, SD = 1.79) were analyzed to determine their long-term outcomes in behavioral adjustment, academic performance (measured with the Child Behavior Checklist/6-18), and social skills (measured with the Social Skills Rating System) and how these outcomes were related to preadoption adversity. More than 90% of the girls were adopted at 24 months or younger (M = 19.25, SD = 21.67). Results revealed that over a 2-year period, there was a moderate to strong stability in the children's behavioral adjustment and academic performance. However, there was a significant increase in the number of children with deviant internalizing problems. At both times, higher degrees of preadoption adversity were related to more internalizing problems and poorer academic performance. Children who were adopted at older ages had poorer academic performance. Children who were older had a lower level of assertion and a higher level of responsibility. Children's attention problems at Time 1 mediated the effect of preadoption adversity on academic performance at Time 2.

The relationship between licensed mental health counselors' political ideology and counseling theory preference.

Given the current political climate in the United States, it is ever more important to understand the role political ideology plays in the counseling profession. Our study examined the role of political ideologies in 467 licensed mental health counselors' preferred counseling theories in clinical practice. We found (a) most participants reported liberal political ideologies; (b) the participants preferred cognitive-behavior therapy (CBT), humanistic/constructivist/existentialist, and mindfulness-based theories over systemic, psychodynamic, and experiential theories; and (c) self-identification as conservative, registration with the Republican Party, and endorsement of Libertarian beliefs predicted a preference for CBT, self-identified liberal ideology predicted a preference for psychodynamic theory, and lower levels of libertarian beliefs predicted a preference for humanistic theories. Implications for research, practice, and education are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).