Developmental Psychology Commons^™

Patterns Of Classroom Organization In Classrooms Where Children Exhibit Higher And Lower Language Gains, Laura Cutler, Rachel E. Schachter, Clariebelle Gabas, Shayne B. Piasta, Kelly M. Purtell, Nathan P. Helsabeck

Department of Child, Youth, and Family Studies: Faculty Publications

Previous research suggests that the ways in which early childhood classrooms are organized may facilitate children’s language learning. However, different measures of classroom organization often yield inconsistent findings regarding child outcomes. In this study, we investigated multiple aspects of classroom organization across two time points in classrooms where children made varying language gains. Using a purposeful sample of 60 early childhood classrooms, 30 in which children made higher language gains and 30 in which children made lower language gains, we explored the organization of the physical classroom literacy environment, classroom management, classroom time, and classroom activities. Research Findings: Results indicated …

Historical Trauma: Literary And Testimonial Responses To Hiroshima, Mariam Ghonim

Theses and Dissertations

The concept of trauma is controversial in literature. While one may be able to come up with ways to describe trauma in fiction, representing historical trauma is a hard task for writers. Some argue that trauma can not be described through those who did not experience it, while others claim that, provided some elements are added, one can represent trauma to the reader. This thesis focuses on twentieth-century historical traumas related to a nuclear catastrophe and explores the different literary and testimonial responses to the catastrophic man-made event of Hiroshima (1945). In this thesis, Kathleen Burkinshaw’s historical fiction The Last …

Coparenting Support In The Context Of Difficult Children: Mother And Father Differences, Victoria J. Johnson, Dongho Choi, Lorey A. Wheeler, Patty X. Kuo

Department of Child, Youth, and Family Studies: Faculty Publications

While parenting children with difficult behaviors can intensify stress within the entire family system, families may lean on other familial relationships to mitigate that stress. The coparenting relationship is known to play a key role within the family system for child outcomes and familial interactions, but it is not clear whether it eases the stress and challenge of raising a difficult child, nor how that plays out differently for mothers versus fathers. Ninety-six couples (89.7% married) parenting young children (Mean age = 3.22 years) were included in this study. Using cross-sectional and aggregated daily response data, actor–partner interdependence models were …

Family Strengths Among Native American Families And Families Living In Poverty: Preventing Adverse Childhood Experiences, Natira Mullet, Emily A. Waterman, Katie Edwards, Briana Simon, Skyler Hopfauf, Ramona Herrington

Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications

Objective: The purpose of this study was to understand how youth, caregivers, and community professionals perceive family strengths and adverse childhood experiences (ACEs) in their community. Specifically, this study was focused on the protective role of caregivers and families, positive youth development, and how Native American families and families living in poverty support adolescents’ social–emotional development and help them thrive in the face of adversity.

Background: Research documents the concerning rates and negative outcomes of ACEs. However, very little research has examined the views of families and professionals on how to prevent ACES among these populations.

Method: Participants were youth …

Conservative And Cultural Clashes With Comprehensive Sexuality Education, Bryan Z. Anderson

Dissertations, Theses, and Capstone Projects

This thesis analyzes the multifaceted debate over the use of comprehensive sexuality education (CSE) in United States public schools, while also emphasizing the ways in which withholding CSE is a strategy to uphold the white supremacist patriarchy. The work begins by historically framing the evolution of sexuality education through the United States’ history. This leads to the current discourse around CSE and the ways in which it is the optimal support for American youth today. After setting this foundation, the thesis looks at conservative figures and groups who are seeking to prevent public school adoption of CSE standards, as well …

White Privilege And Teacher Perceptions Of Teacher-Child Relationship Quality, Kathleen Moritz Rudasill, Colin M. Mcginnis, Sheng-Lun Cheng, Dwayne Ray Cormier, Natalie A. Koziol

Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications

In this study, we investigated differences in teachers’ perceptions of the teacher-child relationship from kindergarten through second grade as a function of child race and gender from the perspective of critical race theory and the cultural synchrony hypothesis. Given the extensive evidence of White privilege and anti-Black racism in the US education system, we expected that teachers, particularly White teachers, would perceive their relationships with White children more positively than with Black children. Controlling for family SES and child gender, results supported this hypothesis. Black boys had the highest risk of being perceived by teachers as having poor relationships with …

Cultural Considerations For Working With Young Adults Who Have Experienced Childhood Trauma, Yasmine Rodriguez

Educational Specialist, 2020-current

Childhood trauma can create effects that show up throughout the lifespan. Young adulthood is the first stage of life after adolescence and involves working through more advanced developmental challenges. This offers an important reason to examine the possible outcomes early life has on young adulthood, especially for those who have experienced trauma. This knowledge can be pivotal in different professional sectors such as the mental health and educational fields. The work presented explores common childhood trauma experiences, signs of childhood trauma within both children and young adults, and cultural considerations. Recommendations such as possible interventions and training for professionals …

Socio-Emotional Resilience Among Older Adults During The Covid-19 Pandemic, Cindy J. Lahar, Angela L. Nadeau, Jayne Violette, Summer Roberts, Diana Reindl

Journal of the South Carolina Academy of Science

The detrimental impact of social isolation on health and well-being has been reported in older adults (Prohaska, et al., 2020). Yet findings also demonstrate that older adults have a motivational shift to prioritize emotionally meaningful goals and experiences (Carstensen, 1993; Sakaki, et al., 2019), prioritize emotional meaning in situations, focus on positive emotions and stimuli over negative feelings and live in the present rather than focus on future preparedness. Socioemotional selectivity theory (SST) (Carstensen, 1993; Carstensen, Fung & Charles, 2003) suggests that older adults have a limited sense of time left in life and shift their focus to meaningful and …

Opportunities For Learning And Social Interaction In Infant Sitting: Effects Of Sitting Support, Sitting Skill, And Gross Motor Delay, Kari S. Kretch, Emily C. Marcinowski, Hsu Lin-Ya, Natalie A. Koziol, Regina T. Harbourne, Michele A. Lobo, Stacey C. Dusing

Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications

The development of independent sitting changes everyday opportunities for learning and has cascading effects on cognitive and language development. Prior to independent sitting, infants experience the sitting position with physical support from caregivers. Why does supported sitting not provide the same input for learning that is experienced in independent sitting? This question is especially relevant for infants with gross motor delay, who require support in sitting for many months after typically developing infants sit independently. We observed infants with typical development (n = 34, ages 4–7 months) and infants with gross motor delay (n = 128, ages 7–16 …

Making Mistakes: Children’S Errors As Opportunities For Emergent Literacy Learning In Early Childhood, Clariebelle Gabas, Laura Cutler, Rachel E. Schachter

Department of Child, Youth, and Family Studies: Faculty Publications

Errors are a natural part of children’s knowledge building and learning experiences in early childhood (EC). Importantly, errors can be a powerful tool for tailoring instruction to children’s specific needs and supporting learning processes (Seifried & Wuttke, 2010). The leveraging of errors to support children’s emergent literacy learning became apparent to us when we examined data from a recent observational study of teachers’ practices in EC classrooms with children 3–5 years old. In our study of 400 classrooms, we identified the 30 classrooms in which children demonstrated the highest language gains and the 30 classrooms in which children demonstrated the …

Volume 18, Issue 1, Table Of Contents

Journal of Youth Development

No abstract provided.

The Lasting Benefits Of Multiyear Camp Programming For Youth From Low-Income Backgrounds, Victoria Povilaitis, Robert Warner, Katie Mcgregor Wheatley

Journal of Youth Development

Summer camps are a common youth development setting in North America; however, youth from lowincome backgrounds often cannot attend because of financial barriers. Subsequently, although a robust camp literature exists, little is known about the lasting benefits for youth from low-income backgrounds. Even less is known about how these outcomes may differ based on the number of years youth attend a multi-year camp. The purpose of this study was to examine the long-term outcomes camp alumni reported as attributable to camp and that remain important in their life today. Eighteen outcomes examined via a cross-sectional retrospective survey completed by 449 …

Editor's Note: A Season Of Change For The Journal Of Youth Development: Implications For Diversity, Equity, Inclusion, Assets, And Supports In The Jyd Publication Process, Barry A. Garst

Journal of Youth Development

No abstract provided.

Youth Science Learning As/For Community Participation: Examples From Youth Participatory Action Research, Steven M. Worker, Sally Neas, Dorina Espinoza, Car Mun Kok, Martin Smith

Journal of Youth Development

Youth development programs often provide young people with science learning experiences. We argue for reframing youth science learning from a focus on individual scientific literacy to an emphasis on collective scientific literacy—community science—to support young people in using science to address issues in their lives and communities. We provide examples from youth participatory action research (YPAR), one community science pedagogical approach. The YPAR model supports youth in deciding upon an environmental, economic, or social issue; designing and implementing research; and using their research findings to improve their community. We implemented YPAR with eight cohorts of youth over three years at …

Examining Youth Bicycle Programming Through The Empowerment- Based Youth Development Model, Thomas Clanton, Charles Chancellor, Harrison Pinckney, Venera Balidemaj

Journal of Youth Development

This study evaluates Momentum Bicycle Clubs (MBC) through the empowerment-based positive youth development framework (EMPYD). Data were collected through eight cross-sectional focus groups of MBC youth participants (ages 10-17). Sessions included three topics: the MBC program, the mentors, and the bicycle, all of which elucidated elements of an EMPYD program for analysis. The data were analyzed utilizing an interpretative phenomenological approach. The results of the focus groups revealed how MBC empowers its youth participants. MBC displayed characteristics of the EMPYD model by providing youth with opportunities to develop mastery and moral identity in addition to the 5Cs of positive youth …

Grief And Trauma-Informed Empowerment Summer Community Arts Curriculum: Qualitative Perceptions Of A Pilot Implementation, Chavez Phelps, Samantha Francois, Kyle Hucke

Journal of Youth Development

This article aims to illuminate the perceptions of a pilot grief- and trauma-informed empowerment arts summer program for adolescents who lived in an at-risk Southern, urban neighborhood identified by the city in question as having a high percentage of street violence. The study it is based on was grounded in qualitative techniques, which consisted of focus groups and interviews. All focus groups and interviews were analyzed for themes to determine common experiences among adolescent participants and instructors responsible for implementing the curriculum. Responses from 18 African American adolescents and four instructors were included in the data analysis. Themes from focus …

Journey To Praxis: Supporting Youth Activism, Rachael Lee Ficke Clemons

Journal of Youth Development

Drawing on the work of critical scholars, this study is guided by the idea that systems and structures are malleable, and young people can challenge the conditions and policies which inform their lives. Utilizing qualitative methods, I investigated how nine adult youth workers from three different non-profit organizations supported youth of color as they engaged in social justice activism. I found that participants shared fundamental strengths-based beliefs about youth and their communities; however, their processes of engagement in social justice activism were different at each organization. This paper outlines processes participants engaged to support youth of color on their journeys …

The Effects Of Family Size And Birth Order On Students' Social Emotional And Cognitive Development, Mary Watson

Honors Projects

This project sought to analyze and understand the differences in student’s cognitive and social emotional development based on their number of siblings (also referred to as family size) and birth order. To accomplish this, a 130-question survey was created and emailed to approximately 125 teachers. 27 survey responses were received, which is a response rate of approximately 21.6%. The response data was categorized by only child, oldest child, youngest child, child with one or two siblings, child with three or four siblings, and child with five or more siblings. Though the responses were varied, the data showed that oldest children …

Early Childhood Teachers’ Emergent Literacy Data Practices, Rachel E. Schachter, Gloria Yeomans-Maldonado, Shayne B. Piasta

Department of Child, Youth, and Family Studies: Faculty Publications

Despite a growing focus on access to and use of emergent literacy assessment in early childhood, little is known about early childhood teachers’ data practices and their associations with children’s emergent literacy skills. A questionnaire was used to confirm and elaborate findings from prior qualitative work (Schachter & Piasta, 2022) investigating U.S. teachers’ emergent literacy data practices. We focused on how teachers gathered data (data gathering), what they learned from those data (data knowledge), and how they used those data in their practice (data use) along with associations between the practices and children’s emergent literacy skills. Overall, teachers reported engaging …

Systematic Review Of Reflection Spectroscopy-Based Skin Carotenoid Assessment In Children, Saima Hasnin, Dipti Dev, Taren Swindle, Susan B. Sisson, Stephanie Jilcott Pitts, Tirna Purkait, Shari C. Clifton, Jocelyn Dixon, Virginia C. Stage

Department of Child, Youth, and Family Studies: Faculty Publications

Assessing children’s skin carotenoid score (SCS) using reflection spectroscopy (RS) is a non-invasive, widely used method to approximate fruit and vegetable consumption (FVC). The aims for the current review were to (1) identify distributions of SCS across demographic groups, (2) identify potential non-dietary correlates for RS-based SCS, (3) summarize the validity and reliability of RSbased SCS assessment, and (4) conduct meta-analyses of studies examining the correlation between RS-based SCS with FVC. A literature search in eight databases in June 2021 resulted in 4880 citations and peer-reviewed publications written in English that investigated children’s (2–10 years old) SCS using RS. We …

An Exploratory Study Of How Measuring Knowledge-In-Use Adds Value Beyond Static Knowledge Measures, Julie Dwyer, Rachel E. Schachter, Alessandra E. Ward

Department of Child, Youth, and Family Studies: Faculty Publications

Research-supported knowledge about how children develop language is considered foundational for high-quality instruction and as such, measuring and developing teachers’ knowledge has been emphasized across the field of early childhood. However, there is a critical gap in understanding how this static knowledge gained through pre-service and in-service experiences is connected to enacted practice. To address this, we compared teachers’ static knowledge regarding language development as assessed via a traditional paper and pencil measure with their knowledge used in-the-moment during language interactions with children via stimulated recall interviews. Ten educators from a variety of early childhood programs completed the surveys and …

The Often‑Circuitous Path To Affirming Mental Health Care For Transgender And Gender‑Diverse Adults, Natalie Holt, Debra Hope, Richard Mocarski, Nathan Woodruff

Trans Collaborations Academic Papers

Purpose of Review We describe recent research regarding access to affirming mental health services for transgender and gender-diverse (TGD) adults and explore new resources available for therapists to inform evidence-based practice with TGD clients.

Recent Findings Barriers and facilitators at all socioecological levels impact TGD adults’ mental health help-seeking. TGD adults often interface with mental health providers while accessing gender-affirming medical care, though new standards of care are likely to alter this typically common path to mental health services. Efforts to improve therapist education, such as therapy manuals, are increasingly available and a necessary step to increase the number of …

Syrian Refugee Women’S Maternal Mental Health Perceptions, Coping Strategies, And Help-Seeking Practices In Lebanon, Nada A. Alnaji, Julie A. Tippens, Wael Elrayes

Department of Child, Youth, and Family Studies: Faculty Publications

Introduction: Globally, 27 million female refugees of reproductive age are subjected to numerous socio-ecological factors that increase their risks of mental health issues, especially during the postpartum period. This study seeks to explore Syrian refugee mothers’ experiences and perceptions of postpartum depression.

Methods: We used a qualitative phenomenological approach to interview purposively sampled typical postpartum Syrian mothers living in informal camps in Lebanon to evaluate their maternal mental health perceptions, coping strategies, and help-seeking practices.

Results: Results revealed three major themes: conceptualizing maternal depression as extraordinary and ordinary, cultural perceptions of mental health help-seeking, and coping with negative emotions.

Discussions: …

Concern, Conflict, And Chaos: Nebraska Educator Experiences During The Pandemic, Amanda Witte, Amanda Prokasky, Courtney Boise, Renata T.M. Gomes, Gwen Nugent, Susan Sheridan

Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications

During the spring of 2020, Nebraska’s 983 public schools sat vacant, and Nebraska’s 329,290 Pre-Kindergarten to Grade 12 students were learning in environments other than school. Educators were expected to pivot quickly from traditional classroom instruction to remote experiences. Understanding the effects of the pandemic on educators is necessary to effectively meet their needs and the needs of students. The purpose of this study was to identify and describe the experiences of Nebraska’s urban and rural PreK–Grade 12 educators during the early stages of the COVID-19 pandemic. In surveys collected in July 2020, participants (i.e., superintendents, principals, and teachers) completed …

College Students’ Perceptions Of Alcohol’S Role In Disclosures Of Sexual Assault And Intimate Partner Violence, Emily A. Waterman, Lindsey M. Rodriguez, Sarah E. Ullman, Emily R. Dworkin, Katie Edwards

Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications

Objective: Much is known about how alcohol increases the risk of sexual assault or intimate partner violence victimization during college. This research qualitatively explores perceptions about how alcohol influences disclosures about these events to informal supports.

Participants: Participants included college students who received a disclosure wherein they or the survivor were drinking during the disclosure (n = 81).

Methods: Responses were coded with regard to who was drinking and whether the effect of drinking during the disclosure was perceived as positive, negative, mixed, or neutral/none.

Results: Participants perceived alcohol to have both positive (e.g., increasing the likelihood of discussing …

Appreciating And Promoting Resilience In Families, John W. Eagle, Susan M. Sheridan

Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications

Families comprise the primary context for a child’s development. As the composition of the family system continues to change, the adult caregivers’ role has become increasingly important in fostering healthy developmental trajectories for their children. Family relationships and interaction styles are central to developing competence and promoting adaptive educational, social, emotional, and behavioral functioning. Families give children an informal education (Turnbull et al., 2015), which is a prerequisite to successful experiences in the classroom (Adams & Christenson, 2000). Whereas the school environment sets up developmental tasks for students, the family serves as an important resource for the acquisition of these …

Nebraska Child Care Market Rate Survey Report 2023, Alexandra Daro, Greg W. Welch, Venessa Bryant

Buffet Early Childhood Institute Reports and Publications

The Child Care and Development Block Grant (CCDBG) Act of 2014 was reauthorized with renewed emphasis on the Child Care and Development Fund (CCDF) program, which seeks to provide equal access to quality child care for families. The CCDF program is necessary to ensure children from families with lower income have the opportunity to experience stable, high-quality early experiences while their parents experience a pathway to economic stability. A primary goal of the CCDF program is to ensure that families with lower income receive CCDF funds to help them access quality child care in the same manner as families that …

Profiles Of Well-Being Among Early Childhood Educators, Amy M. Roberts, Alexandra Daro, Kathleen C. Gallagher

Buffet Early Childhood Institute Reports and Publications

Research Findings: This study used a person-centered data analytic approach to identify distinct subgroups of early childhood educators (n= 133) based on their responses to multiple indicators of well-being (psychological, financial, and health indicators). Various fit indices established a two-class solution. Specifically, one group was characterized by more positive well-being and the other by less positive well-being. Subgroup differences were the greatest for indicators of psychological well-being, including self-care and self-compassion. In addition, educators with less than a bachelor’s degree, working as assistant teachers, receiving less pay, with more adverse childhood experiences, were overrepresented in the less positive …

Can Gesture Input Support Toddlers’ Fast Mapping?, Lori G. Foran, Brenda L. Beverly, John Shelley-Tremblay, Julie M. Estis

University Faculty and Staff Publications

Forty-eight toddlers participated in a word-learning task to assess gesture input on mapping nonce words to unfamiliar objects. Receptive fast mapping and expressive naming for target object-word pairs were tested in three conditions – with a point, with a shape gesture, and in a no-gesture, word-only condition. No statistically significant effect of gesture for receptive fast-mapping was found but age was a factor. Two year olds outperformed one year olds for both measures. Only one girl in the one-year-old group correctly named any items. There was a significant interaction between gesture and gender for expressive naming. Two-year old girls were …

Communication With Families: Understanding The Perspectives Of Early Childhood Teachers, Pearl Avari, Erin Hamel, Rachel E. Schachter, Holly Hatton-Bowers

Department of Child, Youth, and Family Studies: Faculty Publications

Communication between teachers and families in early childhood is a key aspect of successful teacher-family engagement. The goal of this exploratory study was to investigate how teachers communicated with families in early childhood classrooms and what they communicated about. This study of 31 teachers working with children birth to age five, primarily in the Midwestern U.S. examined how they described communication with families using semi-structured interviews. Findings indicated that teachers used multiple formats to communicate with families about children’s daily routines, developmental progress, and other relevant information. Teachers preferred in-person communication although challenges occurred due to classroom dynamics and the …