Suchergebnisse

AbstractEvidence indicates that being overly dependent on the teacher places children's academic and socioemotional development at risk. However, little is known about what predicts dependency on the teacher or how the quality of interactions occurring within the classroom peer system may impact how children relate to their teacher the following school year. The current study tested the proposition that peer victimization may result in negative perceptions of classmates (i.e., peer beliefs), leading to overreliance on teachers. Data were collected from 365 children in the fall and spring of their third/fourth grade year and the fall of their fourth/fifth grade year (195 girls; Mage = 8.92 years; 86.8% white). Peer‐reports of peer victimization and self‐reports of peer beliefs were collected at each wave of the study. Teacher‐reports of dependency were collected in the fall of the first and second years of the study. Path analyses showed that for boys peer victimization directly predicted higher levels of dependency on the next year's teacher, and, for boys and girls, peer victimization indirectly predicted dependency through lower levels of prosocial peer beliefs. Supplemental analyses assessing teacher‐child conflict and closeness confirmed that findings were unique to dependency. These results underscore how children's perceptions of their classmates may contribute to dependency in their relationships with teachers and highlight the need for further research into the transactional and cumulative impact of difficulties within peer and teacher relationships.

Prenatal and childhood exposures have been shown to impact lung development, lung function trajectory, and incidence and prevalence of respiratory disease. Early life may serve as a window of susceptibility to such exposures, with the potential to influence lifelong respiratory health. Risk factors encountered in early life with potentially durable impact on lung health include prematurity, respiratory viral illness, allergen sensitization and exposure, tobacco use and exposure, indoor and outdoor pollution, diet, and obesity. These exposures vary in the extent to which they are modifiable, and interventions aimed at reducing harmful exposures range from individual-level behavior modification to policy initiatives implemented to promote population health. For many exposures, including tobacco-related exposures, multilevel interventions are needed. Future research is needed to provide insight as to early-life interventions to promote optimal lung growth and prevent development of chronic respiratory disease. Clinicians should play an active role, assisting individual patients in avoiding known detrimental exposures including maternal smoking during pregnancy and initiation of active smoking. Clinicians can be empowered by evidence to support policies promoting reduction of population-level risk factors, such as restriction on electronic cigarette sales and legislation to uphold air quality standards, to encourage attainment of maximal lung function and reduce risk of chronic lung disease.

AbstractThroughout his career, John Schulenberg challenged us to understand adolescent development as the confluence of distal and proximal experiences along with critical transitions. Heeding this call, we examined whether chronic childhood peer victimization predicted adolescents' depressive symptoms via early‐emerging depression growth trajectories, continued victimization into adolescence, and stress‐amplification at the middle school transition. Self‐reported depressive symptoms and teacher‐reported and self‐reported peer victimization were obtained from 636 youth (338 girls; Mage = 7.96 years, 66.7% White, 21.7% Black, 11.6% other) in the 2nd–9th grades. Latent growth curve analyses revealed that, by 7th grade, chronic childhood peer victimization was associated with depressive symptoms only through an indirect association with peer victimization in adolescence, underscoring how interrelated historical and ongoing interpersonal stressors contribute to adolescent psychopathology.