Lisa A. Newland

Fathers’ role as attachment figures: an interview with Sir Richard Bowlby

Sir Richard Bowlby, son of John Bowlby, has carried on his father’s work by lecturing and writing on the topic of attachment theory. He has initiated and maintained international connections with researchers, practitioners and agencies in the field of child development, and has produced training videos to more widely disseminate information about attachment theory to professionals working with children and families. In this interview, conducted in London in February of 2009, Richard responded to questions regarding the father’s role as an attachment figure, highlighting new theoretical directions and current research. He also addressed cultural influences on fathering and attachment, and offered suggestions for researchers and practitioners.

New directions in father attachment

Taylor and Francis GECD_A_441642.sgm 10.1080/03004430903414646 E rly Childhood Development and Care 0300-4430 (pri t)/1476-8275 (o line) Original Article 2 1 & Francis 8 00Janu ry 20 0 This collection of studies, representing 15 empirical and theoretical reports from researchers and practitioners in eight countries, is the first of its kind to be organised around the singular theme of attachment to fathers. Reports are organised within two primary strands: (1) the conceptualisation and measurement of the child–father relationship in infancy and early childhood, with a particular focus on attachment processes, and (2) the examination of predictors and outcomes of child–father attachment within an array of systems, from individual to family to community settings. We provide a brief theoretical overview for each strand followed by an introduction to the reports included in each section.

Predicting preschoolers’ attachment security from parenting behaviours, parents’ attachment relationships and their use of social support

Associations between preschoolers’ attachment security, parenting behaviours (i.e. parent–child involvement, parenting consistency and co‐parenting consistency) and parenting context (i.e. parents’ internal working models (IWMs) and use of social support) were examined in a sample of 235 culturally diverse families. The authors predicted that parenting behaviours would mediate associations between children’s attachment security and less proximal parenting context. Mothers and fathers completed questionnaires regarding their parenting behaviours, IWMs of adult relationships, their use of social support and an attachment Q‐List to assess their children’s attachment security. Parenting behaviours mediated the relationship between parenting context and children’s attachment security. Findings support an ecological view of children’s attachment security within a multilayered system.

Parent and child perspectives on mothering and fathering: the influence of ecocultural niches

This mixed-methods study examined differences in parent involvement, perceptions, practices, and context by parent gender, nationality, and education level. Mothers, fathers, and their school-age children participated at two sites: the Midwestern USA (n = 99) and urban Central Taiwan (n = 100). Parents completed questionnaires regarding their parenting context, perceptions, and involvement practices. Children completed a parenting dimensions measure and a qualitative semi-structured interview. Findings revealed differences in mothering and fathering across nearly all beliefs and involvement activities, as well as differences in parenting stress and use of social support. There were broad differences by nationality in parent beliefs and involvement. Differences by parent education level suggest that parents with a low level of education are less involved and have lower levels of motivation for involvement. Responses from child interviews clarified some of these differences and identified childrens unique perspectives regarding parent involvement. These findings suggest that fathers and mothers support childrens development in unique and complementary ways, but that parenting is embedded within ecocultural niches which are impacted by the cultural and socioeconomic context.

Remote patient monitoring acceptance trends among older adults residing in a frontier state

We examine remote patient monitoring acceptance for older adults in a frontier state.Family and friends may influence technology acceptance-promoting behaviors.Monitoring technology could translate into higher levels of patient engagement.Our methodology is promising for geographically isolated populations. This pilot study aims to present a methodological approach for investigating remote patient monitoring system acceptance trends for older adults residing in a frontier state. For this purpose, extended Technology Acceptance Model (TAM) variables, which included subjective norm, perceived usefulness, perceived ease of use, and behavioral intention were investigated using growth curve methods and modern resampling techniques. Results revealed our methodological and analytical approach shows promise for investigating technology acceptance over time on subjects where little literature exists and where recruiting adequate sample sizes for statistical power purposes may be challenging. Results of the data analysis showed there was a significant and reliable linear trend on subjective norm. Time did not predict perceived usefulness, perceived ease of use, or behavioral intention, indicating the levels of these factors were high and stable over the course of the study. Older adults accepted remote patient monitoring, and family and friends may influence technology acceptance promoting behaviors. The longer participants used the technology, the more they perceived those important to them would want them to use it. Attention to social influence to optimize the implementation of in-home health monitoring among this population is warranted. Recommendations for future research are provided.

Subjective Well-Being for Children in a Rural Community

ABSTRACT. This study examined indicators of rural childrens subjective well-being and the prediction of well-being indicators from person variables as well as home, life, neighborhood, school, and peer-group contexts. Seventh-grade children (Mage = 13 years, age range = 12–14 years) in a rural Midwestern U.S. community (N = 149) completed an adapted version of an international survey measuring childrens subjective well-being and ecological contexts in childhood and adolescence. Indicators of childrens subjective well-being (including life satisfaction, mental health, and self-image) were significantly correlated with all home, life, neighborhood, school, and peer contexts except life stress. Regression and bootstrap analyses suggest that the strongest predictors of both life satisfaction and mental health were school satisfaction and family, teacher, and peer relationships. The strongest predictors of self-image were gender, number of residences, school satisfaction, and teacher and peer relationships. Findings suggest that a model of subjective well-being that accounts for relational factors, as well as person and other environmental factors, is potentially useful for understanding childrens subjective well-being. Results are discussed in the context of ecological, relationship-based interventions from early childhood through school-age years. Future studies should test this model with samples diverse in child age, culture, and geographical locations.

Supportive family contexts: promoting child well-being and resilience

Prevention and intervention programmes for children at risk aim to improve child well-being and resilience. They do so using both direct and indirect strategies, intervening with children but also considering broader contextual factors (such as family dynamics). Childrens subjective well-being comprises five main components (physical health, mental health, self-regulation, social competence, and cognitive competence) and is predicted by person, relationship, and contextual factors. Childrens resilience, or ability to beat the odds under adverse conditions, is predicted by similar protective factors. Family well-being (FWB) is one of the strongest and most consistent predictors of child well-being and resilience. Aspects of FWB (including adult health and well-being, family self-sufficiency, and family resiliency) have been shown to impact child well-being through positive parent–child interactions. However, risk factors (including poverty and living in geographic locales with limited resources or high levels of neighbourhood violence) can threaten both family and child well-being. Strategies are offered for promoting FWB as a means of supporting resilience and well-being in children at risk for violence, abuse, or neglect.

Implications of mothering and fathering for children's development

Theory and current research on parenting suggest that responsive parent involvement promotes optimal developmental outcomes for children (Bradley, Corwyn, Burchinal, McAdoo, & Coll, 2001; Coyl, Newland, & Freeman, 2010; Flouri & Buchanan, 2003, 2004; Kiernan & Huerta, 2008; NICHD, 2004; Tamis-LeMonda, Shannon, Cabrera, & Lamb, 2004). Mothers and fathers may be involved in similar and unique ways, engaging in complementary parenting roles within the family system (Grossmann, Grossmann, Kindler, & Zimmermann, 2008; Lamb, 1997; Newland & Coyl, 2010; Newland, Coyl, & Freeman, 2008; Newland, Freeman, & Coyl, 2011; Paquette, 2004; Paquette & Bigras, 2010; Pleck & Masciadrelli, 2004). Research indicates that mother–child relationships are often characterised by didactic and caregiving interactions in which maternal warmth and sensitivity are associated with positive child outcomes, while father–child interactions are more commonly characterised by playful interchanges that include teasing, rough-and-tumble play, and encouragement of risk taking (Ainsworth & Bowlby, 1991; Bianchi, Robinson, & Milkie, 2006; Bowlby, 1969/1982; Bretherton, Lambert, & Golby, 2005; Dumont & Paquette, 2008; Fletcher, 2011; Grossmann et al., 2002; Kazura, 2000; Lamb, 1976, 1997; Livingston & Parker, 2011; Milkie, Kendig, Nomaguchi, & Denny, 2010; Newland & Coyl, 2010; Paquette, 2004; Parke & O’Leary, 1976; Roopnarine & Mounts, 1985; Yeung, Sandberg, DavisKean, & Hofferth, 2001). These interactions vary depending on child gender and age, as well as family dynamics, including co-parenting practices, couple relationship quality, parental perspectives on gender roles, and family contextual or eco-cultural influences (Caldera & Lindsey, 2006; Carlson, Pilkauskas, McLanahan, & BrooksGunn, 2011; Cowan, Cowan, & Mehta, 2009; Freeman, Newland, & Coyl, 2008; Lamb, Pleck, Charnov, & Levine, 1987; McHale & Rasmussen, 1998; Mehall, Spinrad, Eisenberg, & Gaertner, 2009; Newland, Coyl, & Chen, 2010; Raley & Bianchi, 2006; Yoshida, 2012). This collection of research studies is focused on the similarities and differences in mother–child and father–child interactions, and the ways in which these interaction patterns influence children’s development across social, emotional, and cognitive/ language domains from infancy through middle childhood. It includes academic and practitioner-oriented papers from researchers working with diverse children and families around the world. These studies are organised by developmental periods, focusing on mother–child and father–child interactions in infancy/toddlerhood, the preschool, and the school-age periods. The first six studies in this collection focus on mother and father roles and involvement practices with infants and toddlers, beginning with Rebecca Giallo, Karli Treyvaud, Amanda Cooklin, and Catherine Wade’s investigation of mother and father involvement practices with children up to age four in a large Australian sample. The authors explore the influence of child, parent, and family factors on involvement strategies, the mediating effect of parental self-efficacy, and differences in the patterns of

A comparison of risk and protective factors related to depressive symptoms among American Indian and caucasian older adults

Despite efforts to reduce health disparities, many American Indian and Alaska Native (AI/AN) populations, including older adults, experience elevated levels of depression and associated suicide. Although adverse childhood experiences (ACEs) and social support are well-documented risk and protective factors for depression in the general population, little is known about AI/AN populations, especially older adults. The purpose of this study was to examine factors related to depression among a sample of AI older adults in the Midwest. Data were collected using a self-administered survey completed by 479 AI and Caucasian respondents over the age of 50. The survey included standardized measures such as the Geriatric Depression Scale-Short Form, ACE Questionnaire, and Multidimensional Scale of Perceived Social Support. Hierarchical multivariate regression analyses were conducted to evaluate the main hypotheses of the study. Results indicate that two dimensions of ACEs (childhood neglect and household dysfunction) were positively associated with depressive symptoms; social support was negatively associated with depressive symptoms. Perceived health and living alone were also significant predictors of depressive symptoms. ACEs may play a significant role in depression among AI/AN populations across the life course and into old age. Social support offers a promising mechanism to bolster resilience among AI/AN older adults.

Depression Literacy Among American Indian Older Adults

Older American Indians experience high rates of depression and other psychological disorders, yet little research exist on the depression literacy of this group. Depression literacy is fundamental for individuals seeking help for depression in a timely and appropriate manner. In the present study the authors examine levels and predictors of knowledge of depression symptoms in a sample of rural older American Indians (N = 227) living in the Midwestern United States. Data from self-administered questionnaires indicate limited knowledge of depression and negative attitudes toward seeking help for mental health problems. Additional findings and implications for social work practice and policy are discussed.