Pub Date : 2022-04-09DOI: 10.1080/10888691.2022.2061490
Stephanie Nisle, Yolanda Anyon
Abstract This study explores the association between school-level poverty rates and young peoples’ perceptions of student empowerment, drawing on survey and administrative data from a large urban district. Participants included 29,318 diverse youth in grades 6-12 from 211 schools. We used multilevel linear regression models to estimate the relationships between school poverty rates and students’ reports of positive relationships, equitable roles, and a sense of community. Results indicated that youth attending schools with higher poverty rates were less likely to report empowering school climates than their peers from schools serving more affluent students. We also found a strong correlation between school-level poverty rates and student racial composition. Findings suggest that young people who attend racially segregated schools with concentrated poverty would likely benefit from greater opportunities for relationship building, power-sharing, and community building. Such efforts may also strengthen other domains of youth development, including academic achievement and positive identity.
{"title":"An exploration of the relationship between school poverty rates and students’ perceptions of empowerment: student-staff relationships, equitable roles, & classroom sense of community","authors":"Stephanie Nisle, Yolanda Anyon","doi":"10.1080/10888691.2022.2061490","DOIUrl":"https://doi.org/10.1080/10888691.2022.2061490","url":null,"abstract":"Abstract This study explores the association between school-level poverty rates and young peoples’ perceptions of student empowerment, drawing on survey and administrative data from a large urban district. Participants included 29,318 diverse youth in grades 6-12 from 211 schools. We used multilevel linear regression models to estimate the relationships between school poverty rates and students’ reports of positive relationships, equitable roles, and a sense of community. Results indicated that youth attending schools with higher poverty rates were less likely to report empowering school climates than their peers from schools serving more affluent students. We also found a strong correlation between school-level poverty rates and student racial composition. Findings suggest that young people who attend racially segregated schools with concentrated poverty would likely benefit from greater opportunities for relationship building, power-sharing, and community building. Such efforts may also strengthen other domains of youth development, including academic achievement and positive identity.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"269 - 284"},"PeriodicalIF":3.8,"publicationDate":"2022-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48701422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-07DOI: 10.1080/10888691.2022.2058507
Ida Foster, V. Talwar, A. Crossman
Abstract Children (N = 114, ages 7–13) witnessed a transgressor steal money from a wallet and then asked them to lie about the theft when interviewed by a novel interviewer. During the interview, children were asked to either describe various experienced events (Narrative Practice Rapport-building condition) or participate in an interactive activity designed to focus on the relational aspects of rapport-building including mutual attentiveness, positivity, and coordination between child and interviewer (Interactional Rapport-building condition). Children also completed a measure of rapport to indicate their subjective level of rapport with the interviewer. Older children in the Interactional Rapport-building condition were significantly more likely to be truthful, disclose the transgression earlier, and give more details. Findings provide an initial, exploratory understanding of how the rapport-building phase in eyewitness interviews may play an important role in children’s disclosure decision-making and may be another area to study to promote more truthful disclosures.
{"title":"The role of rapport in eliciting children’s truthful reports","authors":"Ida Foster, V. Talwar, A. Crossman","doi":"10.1080/10888691.2022.2058507","DOIUrl":"https://doi.org/10.1080/10888691.2022.2058507","url":null,"abstract":"Abstract Children (N = 114, ages 7–13) witnessed a transgressor steal money from a wallet and then asked them to lie about the theft when interviewed by a novel interviewer. During the interview, children were asked to either describe various experienced events (Narrative Practice Rapport-building condition) or participate in an interactive activity designed to focus on the relational aspects of rapport-building including mutual attentiveness, positivity, and coordination between child and interviewer (Interactional Rapport-building condition). Children also completed a measure of rapport to indicate their subjective level of rapport with the interviewer. Older children in the Interactional Rapport-building condition were significantly more likely to be truthful, disclose the transgression earlier, and give more details. Findings provide an initial, exploratory understanding of how the rapport-building phase in eyewitness interviews may play an important role in children’s disclosure decision-making and may be another area to study to promote more truthful disclosures.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"221 - 237"},"PeriodicalIF":3.8,"publicationDate":"2022-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41732585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-04DOI: 10.1080/10888691.2022.2056462
Rachel O. Rubin, Sara K. Johnson, Kirsten M. Christensen, J. Rhodes
Abstract Residential summer camps, one of the most popular organized programs for children in the United States, may promote several aspects of positive youth development. These positive outcomes may stem in part from camp counselors, who often forge close relationships with youth, but few studies have examined these relationships. To facilitate this research, we developed a camper-reported camper-counselor relationship quality scale. In Study 1, scale items were created and/or adapted and evaluated through expert ratings and cognitive interviews. Exploratory factor analyses using data from 318 campers (ages 7–15) from Jewish overnight camps supported the hypothesized three-factor structure. In Study 2, confirmatory factory analyses of data from a second group of 324 campers from similar camps confirmed the three-factor structure and showed preliminary evidence of concurrent validity; camper Jewish identity scores and age were positively associated with camper-counselor relationship quality. Implications for practice and continued research and validation are discussed.
{"title":"Development and initial validation of a camper-counselor relationship scale","authors":"Rachel O. Rubin, Sara K. Johnson, Kirsten M. Christensen, J. Rhodes","doi":"10.1080/10888691.2022.2056462","DOIUrl":"https://doi.org/10.1080/10888691.2022.2056462","url":null,"abstract":"Abstract Residential summer camps, one of the most popular organized programs for children in the United States, may promote several aspects of positive youth development. These positive outcomes may stem in part from camp counselors, who often forge close relationships with youth, but few studies have examined these relationships. To facilitate this research, we developed a camper-reported camper-counselor relationship quality scale. In Study 1, scale items were created and/or adapted and evaluated through expert ratings and cognitive interviews. Exploratory factor analyses using data from 318 campers (ages 7–15) from Jewish overnight camps supported the hypothesized three-factor structure. In Study 2, confirmatory factory analyses of data from a second group of 324 campers from similar camps confirmed the three-factor structure and showed preliminary evidence of concurrent validity; camper Jewish identity scores and age were positively associated with camper-counselor relationship quality. Implications for practice and continued research and validation are discussed.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"205 - 220"},"PeriodicalIF":3.8,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49201385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-25DOI: 10.1080/10888691.2022.2051510
Luisa A. Ribeiro, H. Zachrisson, A. Nærde, M. V. Wang, R. Brandlistuen, Giampiero Passaretta
Abstract Socioeconomic disparities in early language are widespread and have long-lasting effects. The aim of this study is to investigate when social gaps in language problems arise and how they change across the first years of schooling. We address this question in two large longitudinal Norwegian datasets: the Behavior Outlook Norwegian Developmental Study (BONDS) and the Norwegian Mother, Father and Child Cohort Study (MoBa). Despite some slight differences across the two samples, we found that children from higher social backgrounds are less likely to have language difficulties starting from age 18 months and up to age 8 (grade 2). Moreover, while early language problems are strongly predictive of later language, maternal education makes an additional contribution to explaining language difficulties at the beginning of school life. Social inequality in language development arises early, even in a country like Norway, with low unemployment and one of the most egalitarian societies in Europe.
{"title":"Socioeconomic disparities in early language development in two Norwegian samples","authors":"Luisa A. Ribeiro, H. Zachrisson, A. Nærde, M. V. Wang, R. Brandlistuen, Giampiero Passaretta","doi":"10.1080/10888691.2022.2051510","DOIUrl":"https://doi.org/10.1080/10888691.2022.2051510","url":null,"abstract":"Abstract Socioeconomic disparities in early language are widespread and have long-lasting effects. The aim of this study is to investigate when social gaps in language problems arise and how they change across the first years of schooling. We address this question in two large longitudinal Norwegian datasets: the Behavior Outlook Norwegian Developmental Study (BONDS) and the Norwegian Mother, Father and Child Cohort Study (MoBa). Despite some slight differences across the two samples, we found that children from higher social backgrounds are less likely to have language difficulties starting from age 18 months and up to age 8 (grade 2). Moreover, while early language problems are strongly predictive of later language, maternal education makes an additional contribution to explaining language difficulties at the beginning of school life. Social inequality in language development arises early, even in a country like Norway, with low unemployment and one of the most egalitarian societies in Europe.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"172 - 188"},"PeriodicalIF":3.8,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44613012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-03DOI: 10.1080/10888691.2022.2045201
Nestor Tulagan, Kayla Puente, S. Simpkins
Abstract Integrating situated expectancy-value and family systems theories, the current study tested the extent to which Latinx adolescents’ 9th-grade school-related science conversations with parents and older siblings/cousins positively predicted their 10th-grade science ability self-concepts and task values. We also tested whether these links were moderated by who primarily initiated the conversations (i.e., adolescents, family members, or both). We used two-wave, multi-reporter survey data from 104 Latinx families, consisting of triads of parents, older siblings/cousins, and adolescents (89% Mexican-descent, 40% female; M age = 14.53 years). Partially supporting our hypotheses, parent-adolescent school-related science conversations predicted adolescents’ 10th-grade science ability self-concepts. Moreover, the links between parent-adolescent conversations and science ability self-concepts and task values were positive and significant when parents more frequently initiated conversations than adolescents. Similar but weaker associations were found for sibling/cousin-adolescent school-related science conversations. These findings underscore the motivational benefits of family members initiating school-related science conversations with Latinx adolescents.
{"title":"Latinx adolescents’ school-related science conversations with family members: Associations with adolescents’ science expectancy-value beliefs in high school","authors":"Nestor Tulagan, Kayla Puente, S. Simpkins","doi":"10.1080/10888691.2022.2045201","DOIUrl":"https://doi.org/10.1080/10888691.2022.2045201","url":null,"abstract":"Abstract Integrating situated expectancy-value and family systems theories, the current study tested the extent to which Latinx adolescents’ 9th-grade school-related science conversations with parents and older siblings/cousins positively predicted their 10th-grade science ability self-concepts and task values. We also tested whether these links were moderated by who primarily initiated the conversations (i.e., adolescents, family members, or both). We used two-wave, multi-reporter survey data from 104 Latinx families, consisting of triads of parents, older siblings/cousins, and adolescents (89% Mexican-descent, 40% female; M age = 14.53 years). Partially supporting our hypotheses, parent-adolescent school-related science conversations predicted adolescents’ 10th-grade science ability self-concepts. Moreover, the links between parent-adolescent conversations and science ability self-concepts and task values were positive and significant when parents more frequently initiated conversations than adolescents. Similar but weaker associations were found for sibling/cousin-adolescent school-related science conversations. These findings underscore the motivational benefits of family members initiating school-related science conversations with Latinx adolescents.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"156 - 171"},"PeriodicalIF":3.8,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45753869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-26DOI: 10.1080/10888691.2022.2045200
Carolina Guedes, T. Ferreira, Teresa Leal, J. Cadima
Abstract This study aimed to examine the unique and joint contributions of behavioral and emotional self-regulation to key but understudied emergent literacy and early social skills, disentangling sex-differentiated paths. The participants were 231 Portuguese preschoolers (50% boys; M age = 59.5 months; SD = 8.5) enrolled in 47 classrooms. In the first assessment wave, the children’s behavioral self-regulation and receptive vocabulary were individually assessed. The teachers reported on children’s emotional self-regulation. In the second assessment wave, individual assessments on children’s expressive vocabulary, syntactic knowledge, oral-narrative production, and social problem-solving skills were conducted. The results showed that the children’s emergent literacy and early social skills were more related to their behavioral self-regulation than to their emotional self-regulation. Child sex moderated the links between behavioral self-regulation and oral-narrative production skills and the link between emotional self-regulation and early social skills. These findings may have important implications for planning early interventions for developing self-regulation skills.
{"title":"Unique and joint contributions of behavioral and emotional self-regulation to school readiness","authors":"Carolina Guedes, T. Ferreira, Teresa Leal, J. Cadima","doi":"10.1080/10888691.2022.2045200","DOIUrl":"https://doi.org/10.1080/10888691.2022.2045200","url":null,"abstract":"Abstract This study aimed to examine the unique and joint contributions of behavioral and emotional self-regulation to key but understudied emergent literacy and early social skills, disentangling sex-differentiated paths. The participants were 231 Portuguese preschoolers (50% boys; M age = 59.5 months; SD = 8.5) enrolled in 47 classrooms. In the first assessment wave, the children’s behavioral self-regulation and receptive vocabulary were individually assessed. The teachers reported on children’s emotional self-regulation. In the second assessment wave, individual assessments on children’s expressive vocabulary, syntactic knowledge, oral-narrative production, and social problem-solving skills were conducted. The results showed that the children’s emergent literacy and early social skills were more related to their behavioral self-regulation than to their emotional self-regulation. Child sex moderated the links between behavioral self-regulation and oral-narrative production skills and the link between emotional self-regulation and early social skills. These findings may have important implications for planning early interventions for developing self-regulation skills.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"136 - 155"},"PeriodicalIF":3.8,"publicationDate":"2022-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49168310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-21DOI: 10.1080/10888691.2022.2040361
B. Diaz, Sidney C May, S. Seider
Abstract This mixed-methods, longitudinal study utilized survey data from a sample of (primarily) Black and Latinx adolescents’ (n = 643) and qualitative interviews with a subset of adolescents (n = 39) to consider changes in adolescents’ beliefs about poverty and economic inequality throughout high school as well as the sources of their beliefs. Adolescents demonstrated significant, linear growth in their beliefs that poverty was caused by structural factors. This finding resonated with analyses of four waves of qualitative interviews in which a majority of participating adolescents shifted from citing individualistic causes to structural causes in their explanations of economic inequality and the opportunity structure in the United States. In explaining the sources of these beliefs, participating adolescents most frequently cited personal experiences, school-related experiences, and social media.
{"title":"Black and latinx adolescents’ developing understandings about poverty, inequality, and opportunity","authors":"B. Diaz, Sidney C May, S. Seider","doi":"10.1080/10888691.2022.2040361","DOIUrl":"https://doi.org/10.1080/10888691.2022.2040361","url":null,"abstract":"Abstract This mixed-methods, longitudinal study utilized survey data from a sample of (primarily) Black and Latinx adolescents’ (n = 643) and qualitative interviews with a subset of adolescents (n = 39) to consider changes in adolescents’ beliefs about poverty and economic inequality throughout high school as well as the sources of their beliefs. Adolescents demonstrated significant, linear growth in their beliefs that poverty was caused by structural factors. This finding resonated with analyses of four waves of qualitative interviews in which a majority of participating adolescents shifted from citing individualistic causes to structural causes in their explanations of economic inequality and the opportunity structure in the United States. In explaining the sources of these beliefs, participating adolescents most frequently cited personal experiences, school-related experiences, and social media.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"115 - 135"},"PeriodicalIF":3.8,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45664692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-01DOI: 10.1080/10888691.2022.2033120
Heather Malin
Abstract Purpose is an indicator of healthy human development and believed by some theorists and educators to be an important outcome of college. The aim of this study was to test the potential for assessing purpose using a person-centered analysis, thereby providing more individual-specific understanding of students’ purpose development, and second by analyzing the association between students’ purpose and experiences they are having in college. Confirmatory factor analysis (CFA) and latent class analysis (LCA) were conducted with a purpose survey that was administered to 2,261 college students. The LCA resulted in a five-class model that provided more nuanced information about students’ purpose than the CFA. Results of multinomial logistic regression of the five-class model on college experiences suggest associations between purpose and college experiences that should be investigated further.
{"title":"Engaging purpose in college: a person-centered approach to studying purpose in relation to college experiences","authors":"Heather Malin","doi":"10.1080/10888691.2022.2033120","DOIUrl":"https://doi.org/10.1080/10888691.2022.2033120","url":null,"abstract":"Abstract Purpose is an indicator of healthy human development and believed by some theorists and educators to be an important outcome of college. The aim of this study was to test the potential for assessing purpose using a person-centered analysis, thereby providing more individual-specific understanding of students’ purpose development, and second by analyzing the association between students’ purpose and experiences they are having in college. Confirmatory factor analysis (CFA) and latent class analysis (LCA) were conducted with a purpose survey that was administered to 2,261 college students. The LCA resulted in a five-class model that provided more nuanced information about students’ purpose than the CFA. Results of multinomial logistic regression of the five-class model on college experiences suggest associations between purpose and college experiences that should be investigated further.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"83 - 98"},"PeriodicalIF":3.8,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44102310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-18DOI: 10.1080/10888691.2021.2007767
S. Hardy, J. Hurst
Abstract The purpose of this study was to design and validate a measure of adolescent motivations to abstain from sex and alcohol, grounded in self-determination theory, and to examine the roles of controlled and autonomous abstinence motivations in predicting these two risk behaviors. The sample included 799 U.S. adolescents, 15-18 years old. The abstinence motivation measure included 10 items, with five items each for controlled and autonomous abstinence motivations. The measure demonstrated strong psychometrics properties and validity. Controlled and autonomous motivations to abstain from sex and alcohol both correlated negatively with sex and alcohol behaviors. However, in structural equation models only autonomous abstinence motivation for a specific behavior predicted that behavior. A mediation model also found that autonomous but not controlled abstinence motivations mediated relations between religious involvement and risk behaviors. This study generated a theoretical-based measure of adolescent abstinence motivation. Additionally, autonomous abstinence motivations more strongly and uniquely predicted sex and alcohol behaviors than controlled abstinence motivations.
{"title":"Adolescent motivations to abstain from sex and alcohol: a self-determination theory approach","authors":"S. Hardy, J. Hurst","doi":"10.1080/10888691.2021.2007767","DOIUrl":"https://doi.org/10.1080/10888691.2021.2007767","url":null,"abstract":"Abstract The purpose of this study was to design and validate a measure of adolescent motivations to abstain from sex and alcohol, grounded in self-determination theory, and to examine the roles of controlled and autonomous abstinence motivations in predicting these two risk behaviors. The sample included 799 U.S. adolescents, 15-18 years old. The abstinence motivation measure included 10 items, with five items each for controlled and autonomous abstinence motivations. The measure demonstrated strong psychometrics properties and validity. Controlled and autonomous motivations to abstain from sex and alcohol both correlated negatively with sex and alcohol behaviors. However, in structural equation models only autonomous abstinence motivation for a specific behavior predicted that behavior. A mediation model also found that autonomous but not controlled abstinence motivations mediated relations between religious involvement and risk behaviors. This study generated a theoretical-based measure of adolescent abstinence motivation. Additionally, autonomous abstinence motivations more strongly and uniquely predicted sex and alcohol behaviors than controlled abstinence motivations.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"26 1","pages":"799 - 812"},"PeriodicalIF":3.8,"publicationDate":"2022-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43727443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1080/10888691.2021.1963729
Hayden M Henderson, Hailey Konovalov, Shanna Williams, Thomas D Lyon
Forensic interviewers are encouraged to elicit a practice narrative from children in order to train them to answer free recall questions with narrative information. Although asking children about their last birthday has been recommended, concerns have been raised that many children will have nothing to report. This study asked 994 4- to 9-year-old maltreated and non-maltreated children to recall their last birthday. Although a fair number of children initially failed to recall information (9%), virtually all children recalled information with persistent encouragement (99%). Younger children and maltreated children were less responsive and spoke less, but nevertheless, 93% of the youngest children (4-year-olds) and 97% of maltreated children recalled information with persistent encouragement. The results suggest that children's failures to recall information about birthdays are predominantly attributable to a failure to provide additional support.
{"title":"The Utility of the Birthday Prompt in Narrative Practice with Maltreated and Non-maltreated 4- to 9-year-old Children.","authors":"Hayden M Henderson, Hailey Konovalov, Shanna Williams, Thomas D Lyon","doi":"10.1080/10888691.2021.1963729","DOIUrl":"https://doi.org/10.1080/10888691.2021.1963729","url":null,"abstract":"<p><p>Forensic interviewers are encouraged to elicit a practice narrative from children in order to train them to answer free recall questions with narrative information. Although asking children about their last birthday has been recommended, concerns have been raised that many children will have nothing to report. This study asked 994 4- to 9-year-old maltreated and non-maltreated children to recall their last birthday. Although a fair number of children initially failed to recall information (9%), virtually all children recalled information with persistent encouragement (99%). Younger children and maltreated children were less responsive and spoke less, but nevertheless, 93% of the youngest children (4-year-olds) and 97% of maltreated children recalled information with persistent encouragement. The results suggest that children's failures to recall information about birthdays are predominantly attributable to a failure to provide additional support.</p>","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"26 4","pages":"679-688"},"PeriodicalIF":3.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9635579/pdf/nihms-1821165.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10807863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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