Harsh parenting, child behavior problems, and the dynamic coupling of parents’ and children’s positive behaviors.
We examined self-reported maternal and paternal harsh parenting (HP) and its effect on the moment-to-moment dynamic coupling of maternal autonomy support and children’s positive, autonomous behavior. This positive behavior coupling was measured via hidden Markov models as the likelihood of transitions into specific positive dyadic states in real time. We also examined whether positive behavior coupling, in turn, predicted later HP and child behavior problems. Children (N = 96; age = 3.5 years at Time 1) and mothers completed structured clean-up and puzzle tasks in the laboratory. Mothers’ and fathers’ HP was associated with children’s being less likely to respond positively to maternal autonomy support; mothers’ HP was also associated with mothers’ being less likely to respond positively to children’s autonomous behavior. When mothers responded to children’s autonomous behavior with greater autonomy support, children showed fewer externalizing and internalizing problems over time and mothers showed less HP over time. These results were unique to the dynamic coupling of maternal autonomy support and children’s autonomous behavior: The overall amount of these positive behaviors did not similarly predict reduced problems. Findings suggest that HP in the family system compromises the coregulation of positive behavior between mother and child and that improving mothers’ and children’s abilities to respond optimally ...
U.S. Department of Education. 04/05/2018 This one-hour webinar from Readiness and Emergency Management for Schools (REMS) discusses how K-12 schools and school districts can better prepare for food-related emergencies, as well as the role of food services in larger recovery efforts. Presenters discuss how to protect the K-12 school community from intentional and accidental food-related threats and hazards; how the U.S. Department of Agriculture can support preparedness efforts; and action steps to take to be ready for an emergency or disaster, as well as response and recovery considerations. (Video or Multimedia)
U.S. Department of Education. 01/19/2018 This one-hour webinar from Readiness and Emergency Management for Schools (REMS) discusses how to manage donations and volunteers before, during, and after emergency events that impact school district, school, and campus communities (public and non-public). Presenters describe operational considerations for managing donations and volunteers from the federal and local perspective, and share lessons learned from Hurricanes Harvey and Irma, and the 2011 tornado that impacted the Joplin School District. (Video or Multimedia)
U.S. Department of Education. 09/22/2017 This one-hour webinar from Readiness and Emergency Management for Schools (REMS) discusses how K-12 schools and institutions of higher education (IHEs) can better plan to mitigate the effects of emergency events and create more resilient sites. Presenters describe key considerations for mitigation; describe how school and IHE mitigation and resiliency plans integrate with those at the local and state level; and share practical examples of how schools and an IHE have made their campuses more resilient to emergencies. (Video or Multimedia)
U.S. Department of Education. 09/2017 This three-module course from Readiness and Emergency Management for Schools (REMS) has been designed to help define large events and the special vulnerabilities they pose to schools, understand planning considerations unique to large events, update the other annexes in an emergency operations plan (EOP) to account for large events, conduct staff and stakeholder training and exercises related to large events, and use data and techniques (e.g., after action reports) to revise and maintain an EOP. (Video or Multimedia) Site requires free registration.
And who says DOs can't get into Academic Medicine??? Profile Jennifer Zepf - Seton Hall University
Have any of you (or are any of you planning on) dropping a decent amount of money sometime during residency on a nice car? Can you save up money or take out a private loan to do this after intern year, or do I have to wait until I'm an attending to spend this sort of money on a whip? I don't want to wait that long! #yolo
Many Canadian universities use number grades for their students and in the past, AADSAS used each school's conversion format to allow students to enter equivalent numerical grades. This year, AADSAS updated their application and asked students to enter a percentage grade instead - update:... New AADSAS conversion scale for Canadians?
Luckily, I was accepted at Tufts University last month. Thinking it would be my only acceptance and wasn't sure what would happen next year if I reapplied, I accepted the offer. I am very excited about moving to Boston and living there for a period of time. I am originally from Cleveland and just recently interviewed at Case Western earlier this month. Today I received an initial offer of acceptance. With both schools being close in tuition cost, but Boston's cost of living being... Tufts Vs Case Western
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I've tried searching for the answer to this question on here (probably not as thoroughly as I should have) but I didn't find the answer I was looking for. How do nonscience majors find research outside of summer research programs? Is ANY kind of research okay or does it have to be a certain kind of research?