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HANDBOOK OF PARENTING
This highly anticipated third edition of the Handbook of Parenting brings together an array of field-leading
experts who have worked in different ways toward understanding the many diverse aspects of parenting.
Contributors to the Handbook look to the most recent research and thinking to shed light on topics
every parent, professional, and policymaker wonders about. Parenting is a perennially “hot” topic. After
all, everyone who has ever lived has been parented, and the vast majority of people become parents
themselves. No wonder bookstores house shelves of “how-to” parenting books, and magazine racks in
pharmacies and airports overflow with periodicals that feature parenting advice. However, almost none of
these is evidence-based. The Handbook of Parenting is. Period. Each chapter has been written to be read
and absorbed in a single sitting, and includes historical considerations of the topic, a discussion of central
issues and theory, a review of classical and modern research, and forecasts of future directions of theory
and research. Together, the five volumes in the Handbook cover Children and Parenting, the Biology and
Ecology of Parenting, Being and Becoming a Parent, Social Conditions and Applied Parenting, and the
Practice of Parenting.
Volume 4, Social Conditions and Applied Parenting, describes socially defined groups of parents and social
conditions that promote variation in parenting. The chapters in Part I, on Social and Cultural Conditions of
Parenting, start with a relational developmental systems perspective on parenting and move to considerations
of ethnic and minority parenting among Latino and Latin Americans, African Americans, Asians and Asian
Americans, Indigenous parents, and immigrant parents. The section concludes with considerations of
disabilities, employment, and poverty on parenting. Parents are ordinarily the most consistent and caring people
in children’s lives. However, parenting does not always go right or well. Information, education, and support
programs can remedy potential ills. The chapters in Part II, on Applied Issues in Parenting, begin with how
parenting is measured and follow with examinations of maternal deprivation, attachment, and acceptance/
rejection in parenting. Serious challenges to parenting—some common, such as stress and depression, and
some less common, such as substance abuse, psychopathology, maltreatment, and incarceration—are addressed
as are parenting interventions intended to redress these trials.
Marc H. Bornstein holds a BA from Columbia College, MS and PhD degrees from Yale University, and
honorary doctorates from the University of Padua and University of Trento. Bornstein is President of the
Society for Research in Child Development and has held faculty positions at Princeton University and New
York University as well as academic appointments in Munich, London, Paris, New York, Tokyo, Bamenda,
Seoul, Trento, Santiago, Bristol, and Oxford. Bornstein is author of several children’s books, videos, and
puzzles in The Child’s World and Baby Explorer series, Editor Emeritus of Child Development and founding
Editor of Parenting: Science and Practice, and consultant for governments, foundations, universities, publishers,
scientific journals, the media, and UNICEF. He has published widely in experimental, methodological,
comparative, developmental, and cultural science as well as neuroscience, pediatrics, and aesthetics.
HANDBOOK OF PARENTING
Volume 4: Social Conditions
and Applied Parenting
Third Edition
PART I
Social and Cultural Conditions of Parenting 1
vii
Contents
PART II
Applied Issues in Parenting 329
Index650
viii
PREFACE TO THE THIRD EDITION
Previous editions of the Handbook of Parenting have been called the “who’s who of the what’s what.”
This third edition of the Handbook appears at a time that is momentous in the history of parent-
ing. The family generally, and parenting specifically, are today in a greater state of flux, question, and
redefinition than perhaps ever before. We are witnessing the emergence of striking permutations on
the theme of parenting: blended families, lesbian and gay parents, teen versus fifties first-time moms
and dads, genetic versus social parents. One cannot but be awed on the biological front by technology
that now renders postmenopausal women capable of childbearing and with the possibility of parents
designing their babies. Similarly, on the sociological front, single parenthood is a modern-day fact of
life, adult child dependency is on the rise, and even in the face of rising institutional demands to take
increasing responsibility for their offspring, parents are ever less certain of their roles and responsibili-
ties. The Handbook of Parenting is concerned with all these facets of parenting . . . and more.
Most people become parents, and everyone who ever lived has had parents, still parenting remains
a mystifying subject. Who is ultimately responsible for parenting? Does parenting come naturally,
or must parenting be learned? How do parents conceive of parenting? Of childhood? What does it
mean to parent a preterm baby, twins, or a child on the autistic spectrum? To be an older parent, or
one who is divorced, disabled, or drug abusing? What do theories (psychoanalysis, personality theory,
attachment, and behavior genetics, for example) contribute to our understanding of parenting? What
are the goals parents have for themselves? For their children? What functions do parents’ cognitions
serve? What are the aims of parents’ practices? What accounts for parents believing or behaving in
similar ways? Why do so many attitudes and actions of parents differ so? How do children influence
their parents? How do personality, knowledge, and worldview affect parenting? How do social class,
culture, environment, and history shape parenthood? How can parents effectively relate to childcare,
schools, and their children’s pediatricians?
These are many of the questions addressed in this third edition of the Handbook of Parenting . . .
for this is an evidenced-based volume set on how to parent as much as it is one on what being a parent
is all about.
Put succinctly, parents create people. They are entrusted with preparing their offspring for the
physical, psychosocial, and economic conditions in which their children eventually will fare and
hopefully will flourish. Amidst the many influences on each next generation, parents are the “final
common pathway” to children’s development and stature, adjustment and success. Human social
inquiry—antedating even Athenian interest in Spartan childrearing practices—has always, as a matter
of course, included reports of parenting. Freud opined that childrearing is one of three “impossible
ix
Preface to the Third Edition
professions”—the other two being governing nations and psychoanalysis. One encounters as many
views as the number of people one asks about the relative merits of being an at-home or a working
mother, about what mix of daycare, family care, or parent care is best for a child, about whether good
parenting reflects intuition or experience.
The Handbook of Parenting concerns itself with different types of parents—mothers and fathers,
single, adolescent, and adoptive parents; with basic characteristics of parenting knowledge, beliefs,
and expectations about parenting—as well as the practice of parenting; with forces that shape
parenting—employment, social class, culture, environment, and history; with problems faced by
parents—handicap, marital difficulties, drug addiction; and with practical concerns of parenting—
how to promote children’s health, foster social adjustment and cognitive competence, and interact
with educational, legal, and religious institutions. Contributors to the Handbook of Parenting have
worked in different ways toward understanding all these diverse aspects of parenting, and all look to
the most recent research and thinking in the field to shed light on many topics every parent, profes-
sional, and policymaker wonders about.
Parenthood is a job whose primary object of attention and action is the child. But parenting
also has consequences for parents. Parenthood is giving and responsibility, and parenting has its own
intrinsic pleasures, privileges, and profits as well as frustrations, fears, and failures. Parenthood can
enhance psychological development, self-confidence, and sense of well-being, and parenthood also
affords opportunities to confront new challenges and to test and display diverse competencies. Par-
ents can derive considerable and continuing pleasure in their relationships and activities with their
children. But parenting is also fraught with small and large stresses and disappointments. The transi-
tion to parenthood is daunting, and the onrush of new stages of parenthood is relentless. In the final
analysis, however, parents receive a great deal “in kind” for the hard work of parenting—they can be
recipients of unconditional love, they can gain skills, and they can even pretend to immortality. This
third edition of the Handbook of Parenting reveals the many positives that accompany parenting and
offers resolutions for its many challenges.
The Handbook of Parenting encompasses the broad themes of who are parents, whom parents
parent, the scope of parenting and its many effects, the determinants of parenting, and the nature,
structure, and meaning of parenthood for parents. The third edition of the Handbook of Parenting is
divided into five volumes, each with two parts:
CHILDREN AND PARENTING is Volume 1 of the Handbook. Parenthood is, perhaps first
and foremost, a functional status in the life cycle: Parents issue as well as protect, nurture, and
teach their progeny even if human development is too subtle and dynamic to admit that paren-
tal caregiving alone determines the developmental course and outcome of ontogeny. Volume
1 of the Handbook of Parenting begins with chapters concerned with how children influence
parenting. Notable are their more obvious characteristics, like child age or developmental
stage; but more subtle ones, like child gender, physical state, temperament, mental ability, and
other individual differences factors, are also instrumental. The chapters in Part I, on Parenting
Across the Lifespan, discuss the unique rewards and special demands of parenting children of
different ages and stages—infants, toddlers, youngsters in middle childhood, and adolescents—
as well as the modern notion of parent-child relationships in emerging adulthood and adult-
hood and old age. The chapters in Part II, on Parenting Children of Varying Status, discuss
common issues associated with parenting children of different genders and temperaments as
well as unique situations of parenting adopted and foster children and children with a variety
of special needs, such as those with extreme talent, born preterm, who are socially withdrawn
or aggressive, or who fall on the autistic spectrum, manifest intellectual disabilities, or suffer a
chronic health condition.
x
Preface to the Third Edition
xi
Preface to the Third Edition
Parents stimulate children to engage and understand the environment and to enter the world
of learning. Parents provision, organize, and arrange their children’s home and local environ-
ments and the media to which children are exposed. Parents also manage child development
vis-à-vis childcare, school, the circles of medicine and law, as well as other social institutions
through their active citizenship. Volume 5 of the Handbook addresses the nuts-and-bolts of
parenting as well as the promotion of positive parenting practices. The chapters in Part I, on
Practical Parenting, review the ethics of parenting, parenting and the development of children’s
self-regulation, discipline, prosocial and moral development, and resilience as well as children’s
language, play, cognitive, and academic achievement and children’s peer relationships. Many
caregiving principles and practices have direct effects on children. Parents indirectly influence
children as well, for example, through relations they have with their local or larger commu-
nities. The chapters in Part II, on Parents and Social Institutions, explore parents and their
children’s childcare, activities, media, schools, and health care and examine relations between
parenthood and the law, public policy, and religion and spirituality.
Each chapter in the third edition of the Handbook of Parenting addresses a different but central
topic in parenting; each is rooted in current thinking and theory as well as classical and modern
research on a topic; each is written to be read and absorbed in a single sitting. Each chapter in this
new Handbook adheres to a standard organization, including an introduction to the chapter as a
whole, followed by historical considerations of the topic, a discussion of central issues and theory,
a review of classical and modern research, forecasts of future directions of theory and research, and a
set of evidence-based conclusions. Of course, each chapter considers contributors’ own convictions
and findings, but contributions to this third edition of the Handbook of Parenting attempt to present all
major points of view and central lines of inquiry and interpret them broadly. The Handbook of Parent-
ing is intended to be both comprehensive and state-of-the-art. To assert that parenting is complex is
to understate the obvious. As the expanded scope of this third edition of the Handbook of Parenting
also amply attests, parenting is naturally and intensely interdisciplinary.
The Handbook of Parenting is concerned principally with the nature and scope of parenting per
se and secondarily with child outcomes of parenting. Beyond an impressive range of information,
readers will find passim typologies of parenting (e.g., authoritarian-autocratic, indulgent-permissive,
indifferent-uninvolved, authoritative-reciprocal), theories of parenting (e.g., ecological, psychoana-
lytic, behavior genetic, ethological, behavioral, sociobiological), conditions of parenting (e.g., gender,
culture, content), recurrent themes in parenting studies (e.g., attachment, transaction, systems), and
even aphorisms (e.g., “A child should have strict discipline in order to develop a fine, strong charac-
ter,” “The child is father to the man”).
Each chapter in the Handbook of Parenting lays out the meanings and implications of a contribu-
tion and a perspective on parenting. Once upon a time, parenting was a seemingly simple thing:
Mothers mothered. Fathers fathered. Today, parenting has many motives, many meanings, and many
manifestations. Contemporary parenting is viewed as immensely time consuming and effortful. The
perfect mother or father or family is a figment of false cultural memory. Modern society recognizes
“subdivisions” of the call: genetic mother, gestational mother, biological mother, birth mother, social
mother. For some, the individual sacrifices that mark parenting arise for the sole and selfish purpose
of passing one’s genes on to succeeding generations. For others, a second child may be conceived to
save the life of a first child. A multitude of factors influences the unrelenting advance of events and
decisions that surround parenting—biopsychosocial, dyadic, contextual, historical. Recognizing this
complexity is important to informing people’s thinking about parenting, especially information-
hungry parents themselves. This third edition of the Handbook of Parenting explores all these motives,
meanings, and manifestations of parenting.
xii
Preface to the Third Edition
Each day, more than three-quarters of a million adults around the world experience the rewards
and challenges, as well as the joys and heartaches, of becoming parents. The human race succeeds
because of parenting. From the start, parenting is a “24/7” job. Parenting formally begins before
pregnancy and can continue throughout the life-span: Practically speaking for most, once a parent,
always a parent. Parenting is a subject about which people hold strong opinions and about which too
little solid information or considered reflection exists. Parenting has never come with a Handbook . . .
until now.
—Marc H. Bornstein
xiii
ABOUT THE EDITOR
Marc H. Bornstein holds a BA from Columbia College, MS and PhD degrees from Yale Univer-
sity, and honorary doctorates from the University of Padua and University of Trento. Bornstein was
a J.S. Guggenheim Foundation Fellow, and he received a Research Career Development Award from
the National Institute of Child Health and Human Development. He also received the C.S. Ford
Cross-Cultural Research Award from the Human Relations Area Files, the B.R. McCandless Young
Scientist Award and the G. Stanley Hall Award from the American Psychological Association, a
United States PHS Superior Service Award and an Award of Merit from the National Institutes of
Health, two Japan Society for the Promotion of Science Fellowships, four Awards for Excellence
from the American Mensa Education & Research Foundation, the Arnold Gesell Prize from the
Theodor Hellbrügge Foundation, the Distinguished Scientist Award from the International Society
for the Study of Behavioral Development, and both the Distinguished International Contributions
to Child Development Award and the Distinguished Scientific Contributions to Child Develop-
ment Award from the Society for Research in Child Development. Bornstein is President of the
Society for Research in Child Development and a past member of the SRCD Governing Council
and Executive Committee of the International Congress of Infancy Studies.
Bornstein has held faculty positions at Princeton University and New York University as well as
academic appointments as Visiting Scientist at the Max-Planck-Institut für Psychiatrie in Munich;
Visiting Fellow at University College London; Professeur Invité at the Laboratoire de Psychologie
Expérimentale in the Université René Descartes in Paris; Child Clinical Fellow at the Institute for
Behavior Therapy in New York; Visiting Professor at the University of Tokyo; Professeur Invité at
the Laboratoire de Psychologie du Développement et de l’Éducation de l’Enfant in the Sorbonne in
Paris; Visiting Fellow of the British Psychological Society; Visiting Scientist at the Human Develop-
ment Resource Centre in Bamenda, Cameroon; Visiting Scholar at the Institute of Psychology in
Seoul National University in Seoul, South Korea; Visiting Professor at the Faculty of Cognitive Sci-
ence in the University of Trento, Italy; Profesor Visitante at the Pontificia Universidad Católica de
Chile in Santiago, Chile; Institute for Advanced Studies Benjamin Meaker Visiting Professor, Uni-
versity of Bristol; Jacobs Foundation Scholar-in-Residence, Marbach, Germany; Honorary Fellow,
Department of Psychiatry, Oxford University; Adjunct Academic Member of the Council of the
Department of Cognitive Sciences, University of Trento, Italy; and International Research Fellow at
the Institute for Fiscal Studies, London.
xiv
About the Editor
Bornstein is coauthor of The Architecture of the Child Mind: g, Fs, and the Hierarchical Model of Intel-
ligence, Gender in Low- and Middle-Income Countries, Development in Infancy (5 editions), Development:
Infancy through Adolescence, Lifespan Development, Genitorialità: Fattori Biologici E Culturali Dell’essere
Genitori, and Perceiving Similarity and Comprehending Metaphor. He is general editor of The Crosscurrents
in Contemporary Psychology Series, including Psychological Development from Infancy, Comparative Methods
in Psychology, Psychology and Its Allied Disciplines (Vols. I–III), Sensitive Periods in Development, Interac-
tion in Human Development, Cultural Approaches to Parenting, Child Development and Behavioral Pediatrics,
and Well-Being: Positive Development Across the Life Course, and general editor of the Monographs in
Parenting series, including his own Socioeconomic Status, Parenting, and Child Development and Accultura-
tion and Parent-Child Relationships. He edited Maternal Responsiveness: Characteristics and Consequences,
the Handbook of Parenting (Vols. I–V, 3 editions), and the Handbook of Cultural Developmental Science
(Parts 1 and 2), and is Editor-in-Chief of the SAGE Encyclopedia of Lifespan Human Development.
He also coedited Developmental Science: An Advanced Textbook (7 editions), Stability and Continuity
in Mental Development, Contemporary Constructions of the Child, Early Child Development in the French
Tradition, The Role of Play in the Development of Thought, Acculturation and Parent-Child Relationships,
Immigrant Families in Contemporary Society, The Developing Infant Mind: Origins of the Social Brain, and
Ecological Settings and Processes in Developmental Systems (Volume 4 of the Handbook of Child Psychology
and Developmental Science). He is author of several children’s books, videos, and puzzles in The Child’s
World and Baby Explorer series. Bornstein is Editor Emeritus of Child Development and founding Edi-
tor of Parenting: Science and Practice. He has administered both federal and foundation grants, sits on
the editorial boards of several professional journals, is a member of scholarly societies in a variety
of disciplines, and consults for governments, foundations, universities, publishers, scientific journals,
the media, and UNICEF. He has published widely in experimental, methodological, comparative,
developmental, and cultural science as well as neuroscience, pediatrics, and aesthetics. Bornstein was
named to the Top 20 Authors for Productivity in Developmental Science by the American Educa-
tional Research Association.
xv
ABOUT THE CONTRIBUTORS
Tangeria R. Adams is a clinical psychology PhD student at the University of Rochester. She
obtained her BS in Psychology from Brooklyn College. Tangeria is a recipient of the Provost’s Tran-
sition to PhD Fellowship from the University of Rochester. Her research interests include depression
in underserved populations, the implementation of culturally appropriate interventions, and transac-
tional processes between maternal depression and child characteristics.
Yvonne Bohr is a clinical psychologist, Associate Professor of Psychology, and the former Director
of the LaMarsh Centre for Child and Youth Research in the Faculty of Health at York University
in Toronto. Bohr received her PhD at the University of Toronto. She has written on culture and
parenting and co-authored articles relating to Indigenous parenting. She currently directs a partici-
patory community mental health research program with Inuit youth in the territory of Nunavut.
Marc H. Bornstein is President of the Society for Research in Child Development. He holds a
BA from Columbia College, MS and PhD degrees from Yale University, and honorary doctorates
from the University of Padua and University of Trento. He has held faculty positions at Princeton
University and New York University as well as visiting academic appointments in Munich, London,
Paris, New York, Tokyo, Bamenda (Cameroon), Seoul, Trento, Santiago (Chile), Bristol, Oxford, and
the Institute for Fiscal Studies (London). He is Editor Emeritus of Child Development and founding
Editor of Parenting: Science and Practice. He has administered both Federal and Foundation grants,
sits on the editorial boards of several professional journals, is a member of scholarly societies in a
variety of disciplines, and consults for governments, foundations, universities, publishers, the media,
and UNICEF. Bornstein has published widely in experimental, methodological, comparative, devel-
opmental, and cultural science as well as neuroscience, pediatrics, and aesthetics.
Jeanne Brooks-Gunn is Virginia and Leonard Marx Professor of Child Development at Columbia
University’s Teachers College and College of Physicians and Surgeons. She is also Director of the
National Center of Children and Families. Brooks-Gunn was educated at Connecticut College,
Harvard University, and University of Pennsylvania. A developmental psychologist, she has written
books on gender roles, the acquisition of self, adolescents in later life, family poverty, and neighbor-
hood contexts. Brooks-Gunn is a member of the National Academy of Medicine and the National
Academy of Education.
xvi
About the Contributors
Laurie Chassin is Regents Professor of Psychology at Arizona State University. Chassin was edu-
cated at Brown University and Columbia University Teachers College. She is an associate editor of
Journal of Abnormal Psychology and a field editor of Journal of Studies on Alcohol and Drugs. She is a past
associate editor of Nicotine and Tobacco Research and Psychology of Addictive Behaviors. Her research
focuses on longitudinal studies of the life course and intergenerational transmission of substance use
disorders.
Shayna S. Coburn is Assistant Professor of Psychiatry and Behavioral Sciences at the George
Washington University School of Medicine and Health Sciences and licensed psychologist at Chil-
dren’s National Health System. Coburn earned her PhD at Arizona State University. Her areas of
interest include coping, resilience, and interpersonal communication in families experiencing stress-
ors such as chronic illness.
Linda R. Cote is Professor of Psychology at Marymount University. Cote was educated at the
Catholic University of America and Clark University and is affiliated with the Child and Family
Research Section of the National Institute of Child Health and Human Development. Her research
interests center on parenting and infant development in immigrant families. She is co-editor of Accul-
turation and Parent-Child Relationships.
Keith A. Crnic is Foundation Professor of Psychology at Arizona State University, where he was past
chair. Crnic was educated at the University of Southern California and the University of Washington
in Seattle. He previously held academic positions in Psychiatry and Behavioral Sciences at the Univer-
sity of Washington and in the Department of Psychology at Pennsylvania State University, where he
also served as department head and as director of the Child Study Center. His scholarly efforts have
focused on high risk contexts and stress in families of young children and parent-child relationships.
E. Mark Cummings is the William J. Shaw Family Professor of Psychology at the University of
Notre Dame and co-founder of the William J. Shaw Center for Children and Families. Cummings
was educated at Johns Hopkins University and UCLA. His research focuses on relations between
family processes and children’s normal development and risk for the development of psychopathol-
ogy. He has been associate editor of Child Development. Cummings is lead author of Children and
Marital Conflict, Developmental Psychopathology and Family Process, Marital Conflict and Children, and
Political Violence, Armed Conflict and Youth Adjustment.
Danielle Dallaire is Associate Professor of the Department of Psychology at the College of Wil-
liam & Mary. She holds a PhD in Developmental Psychology from Temple University. She researches
the effects of parental incarceration on young children’s social and emotional development.
Cindy DeCoste is Research Associate and the Project Director for the Moms ‘n’ Kids Program
in the Yale University School of Medicine Department of Psychiatry. DeCoste was educated at
Southern Connecticut State University and Saint Francis Xavier University in Canada. She has been
involved with the development, implementation, and evaluation of attachment-based and psychoe-
ducational parenting interventions for mothers receiving substance use and mental health services.
Hailey E. Dias is Research Coordinator with the Moms ‘n’ Kids Program in the Yale University
School of Medicine Department of Psychiatry and the APT Foundation of Greater New Haven.
Dias was educated at Quinnipiac University, where her research focused on evidence-based practice
and empirically supported treatments in clinical psychology.
xvii
About the Contributors
Theodore Dix is Associate Professor of Human Development and Family Sciences at the Univer-
sity of Texas at Austin. He received his PhD from Northwestern University and has held prior fac-
ulty appointments at SUNY–Stony Brook and Duke University. He is a fellow of both the American
Psychological Association and the Association for Psychological Science.
Greg J. Duncan is Distinguished Professor in the School of Education at the University of Cali-
fornia, Irvine. Duncan received his PhD in Economics and has worked at the University of Michi-
gan and Northwestern University. Duncan’s work has focused on the effects of increasing income
inequality on schools and children’s life chances. Duncan was president of the Society for Research
in Child Development, is an member of the National Academy of Sciences, and received SRCD’s
Award for Distinguished Contributions to Public Policy and Practice in Child Development.
Linda C. Halgunseth is Associate Professor in the Department of Human Development and Fam-
ily Studies at the University of Connecticut. She was educated at the University of Texas at Austin
and University of Missouri. She has been research associate in the Department of Human Develop-
ment and Family Studies at Pennsylvania State University, Research Coordinator at the National
Association for the Education of Young Children, and Director for Youth and Family Programs at
Centro Latino de Salúd, Educación, y Cultura. Halgunseth serves as chair of the Latino Caucus of the
Society for Research in Child Development. Her research focuses on parenting and children’s devel-
opment in Latino and African American families.
Wen-Jui Han is Professor in the Silver School of Social Work at New York University. Han holds
a BA in Sociology from National Taiwan University, an MSW from UCLA and MS from Columbia
University, and a PhD in Social Work from Columbia University. Her research interests are in the
area of childcare, parental employment, child and adolescent academic and health well-being, immi-
grants, and public policies. Han co-founded the NYU-ECNU Institute for Social Development at
NYU Shanghai.
Cecily R. Hardaway is Assistant Professor of African American Studies at the University of Mary-
land, College Park. She holds a BS in Human Development and Family Studies from Pennsylvania
State University and a PhD in Developmental Psychology from the University of North Carolina
at Chapel Hill. Hardaway’s program of research centers on understanding how socioeconomic status
influences child development and family processes.
Gwen K. Healey is Executive and Scientific Director of the Qaujigiartiit Health Research Centre
in Iqaluit, Nunavut, and Assistant Professor of Human Sciences at the Northern Ontario School
of Medicine. Healey was educated at Queen’s University, University of Calgary, and the Dalla Lana
School of Public Health at the University of Toronto. Healey’s interests center on Inuit health, fam-
ily perspectives, and ways knowing, and she is an instructor and lead evaluator for the Inunnguiniq
Childrearing Program in Nunavut, Canada. Healey co-founded the Qaujigiartiit Health Research
Centre.
Nina Philipsen Hetzner is Social Science Research Analyst with Business Strategy Consultants
working within the Office of Planning, Research, and Evaluation at the Administration for Children
and Families in Health and Human Services. Philipsen Hetzner holds a BA in Psychology from the
University of Texas at Austin, an MS in Child Development from Purdue University, and a PhD
in Developmental Psychology from Columbia University. Her research focuses on early care and
education, primarily the Head Start and Early Head Start programs. She was a Society for Research
in Child Development Policy Fellow, a research consultant with the New York City Department of
xviii
About the Contributors
Education on the development of the First Step NYC Leadership Institute, and a graduate fellow at
the National Center for Children and Families.
Lacey J. Hilliard is Research Assistant Professor at the Institute for Applied Research in Youth
Development in the Eliot-Pearson Department of Child Study and Human Development at Tufts
University. She completed her PhD in developmental psychology at Pennsylvania State University.
She is an associate editor of Applied Developmental Science.
Richard M. Lerner is the Bergstrom Chair in Applied Developmental Science and the Director
of the Institute for Applied Research in Youth Development at Tufts University. He has a PhD in
Developmental Psychology from the City University of New York and has authored or edited 80
books. Lerner was the founding editor of the Journal of Research on Adolescence and of Applied Devel-
opmental Science. A past fellow of the Center for Advanced Study in the Behavioral Sciences, he is a
fellow of the American Association for the Advancement of Science, the American Psychological
Association, and the Association for Psychological Science.
Gwynnyth Llewellyn is Professor of Family and Disability Studies, and Director of the Centre for
Disability Research and Policy; Head, WHO Collaborating Centre on Health Workforce Devel-
opment in Rehabilitation and Long Term Care; and Co-director, NHMRC Centre for Research
Excellence in Disability and Health at the University of Sydney, Australia. Llewellyn was educated
at the University of Sydney and the University of New England. She is past dean, Faculty of Health
Sciences University of Sydney, and chair, International Association for Scientific Study of Intellec-
tual and Developmental Disabilities, Special Interest Research Group on Parents and Parenting with
Intellectual Disabilities. She has edited the Australian Journal of Occupational Therapy, Journal of Intel-
lectual and Developmental Disability, and Journal of Applied Research in Intellectual Disability. Llewellyn is
senior editor of Parents With Intellectual Disabilities: Past, Present and Futures.
xix
About the Contributors
Vonnie C. McLoyd is the Ewart A.C. Thomas Collegiate Professor of Psychology at the Uni-
versity of Michigan–Ann Arbor, and was previously a Professor of Psychology at Duke University
and the University of North Carolina at Chapel Hill. She received a PhD in Developmental Psy-
chology from the University of Michigan. McLoyd is past president of the Society for Research
on Adolescence and has been associate editor of Child Development and American Psychologist. Her
research focuses on parenting and neighborhood factors as mediators linking economic stress and
African American children’s socioemotional adjustment, and processes that buffer adverse effects of
economic stress on parenting and children’s socioemotional adjustment. She has coedited several
volumes: Economic Stress: Effects on Family Life and Child Development; Studying Minority Adolescents:
Conceptual, Methodological, and Theoretical Issues; African American Family Life: Ecological and Cultural
Diversity; APA Handbook of Multicultural Psychology: Theory and Research (Vol 1) and Applications and
Training (Vol 2).
Anat Moed is Assistant Professor at Bar Ilan University’s School of Education. She was educated at
Ben Gurion University and the University of Texas at Austin. She studies emotion, parenting, and
their role in children’s development.
Nicole M. Muir is a PhD student in Forensic Psychology at Simon Fraser University in Burnaby,
Canada. She is a member of the Métis Nation. Muir completed her MA in Clinical Child Psychol-
ogy at Simon Fraser University. Her current research focuses on Indigenous youth involved in the
justice system.
Diane L. Putnick is a statistician with the Child and Family Research section of the Eunice Ken-
nedy Shriver National Institute of Child Health and Human Development. Putnick received her
PhD in Developmental Psychology from the George Washington University. She studies parenting
and child development across cultures. Putnick serves on the editorial board of Parenting: Science and
Practice and as consulting editor/advisor for Developmental Psychology and Family Process.
Ronald P. Rohner is Professor Emeritus of Human Development and Family Studies and Anthro-
pology at the University of Connecticut, Storrs. He is director of the Ronald and Nancy Rohner
Center for the Study of Interpersonal Acceptance and Rejection. He is also former president and
now executive director of the International Society for Interpersonal Acceptance and Rejection.
Rohner received his PhD from Stanford University and did his undergraduate work at the Univer-
sity of Oregon. He served as a Senior Scientist in the Boys Town Center for the Study of Youth
Development at the Catholic University of America in Washington, DC. Rohner is author of The
xx
About the Contributors
Warmth Dimension: Foundations of Parental Acceptance-Rejection Theory and They Love Me, They Love
Me Not: A Worldwide Study of the Effects of Parental Acceptance and Rejection.
W. Andrew Rothenberg is a PhD candidate in the Clinical Psychology and Neuroscience program
at the University of North Carolina at Chapel Hill completing his predoctoral psychology residency
at the University of Miami Miller School of Medicine. His research focuses on how parenting and
family processes affect the emergence of child psychopathology across time, culture, and generations.
Matthew J. Shepherd is Senior Lecturer in the Faculty of Education and Social Work, the Uni-
versity of Auckland. He received his PhD in Clinical Psychology from the University of Auckland
and his Social Work degree from Massey University. He is a registered clinical psychologist and a
registered social worker. Shepherd is a member of Ngāti Tama, a Māori tribe from Taranaki, New
Zealand.
Rhiannon L. Smith is Associate Professor at the University of Connecticut, Storrs. She earned her
PhD at the University of Missouri. She is a research faculty affiliate of the Ronald and Nancy Roh-
ner Center for the Study of Interpersonal Acceptance and Rejection and consulting editor for the
Journal of Research on Adolescence. She studies friendships and social-emotional adjustment in child-
hood and adolescence. Her research interests include social perspective-taking, empathetic distress,
gender, and friendship formation across differences such as cross-ethnic friendships.
Ariel Sternberg is a PhD student in the Clinical Psychology program at Arizona State University.
Her research focuses on the impact of family processes and parenting as they relate to the intergen-
erational transmission of substance use disorders.
Nancy E. Suchman is Associate Professor of Psychology and Director of the Moms ‘n’ Kids Pro-
gram in the Yale University School of Medicine Department of Psychiatry and the Yale Child Study
Center. Suchman was educated at Colorado State University, Syracuse University, and Cornell Uni-
versity. Her research has focused on the development and evaluation of attachment-based parenting
interventions for mothers involved with substance abuse, mental health, and child guidance services.
Suchman is the lead author of Parenting and Substance Abuse: Developmental Approaches to Intervention.
xxi
About the Contributors
Jennifer H. Suor is a Clinical Psychology PhD student at the University of Rochester. She obtained
her BA in Psychology from Vassar College. Her work examines the interplay between parenting and
child temperament in associations with child executive functions.
Sheree L. Toth is Executive Director of the Mt. Hope Family Center and Professor of Psychol-
ogy and Psychiatry at the University of Rochester. Toth received her PhD in Clinical Psychology
from Case Western Reserve University. Her research interests are broadly focused in the field of
developmental psychopathology. Toth serves as associate editor of Development and Psychopathology,
consulting editor of Journal of Clinical Child and Adolescent Psychology, and editorial board member of
Child Maltreatment and Journal of Child and Family Studies.
Qian Wang is Associate Professor at the Department of Psychology, the Chinese University of
Hong Kong, Hong Kong Special Administrative Region of China. She was educated at Peking Uni-
versity, China, and then received her PhD degree in Developmental Psychology from the University
of Illinois at Urbana–Champaign. Her major research interests include parenting, social and personal-
ity development, and cultural influences on parental socialization and child development. She serves
on the editorial board of Journal of Youth and Adolescence and Adolescent Research Review.
Kelly A. Warmuth is Assistant Professor of Psychology and Director of the Family and Develop-
ment Lab at Providence College. Warmuth received her BA from the University of Michigan before
receiving her MA and PhD from the University of Notre Dame. Utilizing the developmental psy-
chopathology perspective, her research focuses on marital conflict, parent-child attachment, parent-
ing, and child and adolescent aggression.
Donald K. Warne is Professor and Chair of the Department of Public Health at North Dakota
State University. He is a member of the Oglala Lakota Tribe from Pine Ridge, South Dakota, and
he received his MD from Stanford University and his MPH from Harvard University. Warne serves
on the National Board of Trustees for the March of Dimes and as the Senior Policy Advisor to the
Great Plains Tribal Chairmen’s Health Board.
Sandra Woodhouse is Research Psychologist at the Social, Genetic, and Developmental Psychiatry
Centre, Institute of Psychiatry, Psychology and Neuroscience, King’s College London. Woodhouse
gained her degree from the University of Wales, Swansea.
xxii
PART I
»Tarkoitan.»
»Hän on ollut kuin toinen isä pojalle aina siitä saakka, kun tämä
pikku apina syntyi.»
D.R.
Sunnuntai-aamuna.
Juuri saavuin virastosta. Avioliiton laillinen kuuluttaminen vie
pitemmän ajan kuin luulin. Tavallinen aika lienee kaksitoista päivää,
jolloin kuulutus kahtena sunnuntaina on naulattu ilmoitustaululle
viraston ulkopuolelle. Hyvin vakavissa ja kiireellisissä tapauksissa
saa ajan lyhennetyksi, mutta minä en löytänyt mitään syytä, jonka
nojalla voisimme maistraatin edessä vannoa, että tämä tapaus on
tärkeä kuin kuolema, ja siksi myönnyin tavalliseen järjestykseen,
toimitin heille tarvittavat yksityistiedot ja tänään on meidät ensi
kerran kuulutettu. Kaksitoista päivää vielä, oma armaani, niin olet
minun, minun, ja koko maailma saa sen tietää!»
Bonelli.»
III.
»Ei, ei! Istu, lapseni. Minä pyysin sinut tänne osoittaakseni sinulle,
että aikomasi avioliitto on vaikea, ehkäpä mahdoton.»
»Mitä tarkoitatte?»
Prefekti aloitti raporttinsa. Heti kun uusi laki oli kuninkaan käskystä
julistettu, oli hän lähettänyt kiertokirjeen kaikille pormestareille
maakunnassaan ilmoittaen, että poliisilla oli valta hajoittaa
yhdistykset ja estää kokoukset.
»Mutta mitä me voimme odottaa maaseutukaupungeilta, teidän
ylhäisyytenne, kun me emme pääkaupungissa tee mitään? Kaikkien
vallankumouksellisten seurojen päämies on Roomassa ja niiden
johtava henki on meidän seassamme. Kuunnelkaa tätä, teidän
ylhäisyytenne.»
»Ja sitten?»
»Tiedän.»
»Hyvä on!»
»Se on hyvä.»
»Ah!»
»Pelkään, ettei minulla ole muuta neuvoa. Mutta jos johtajien veri
vain kiihoittaa kansaa, niin kolmas laukaus…»
Minghelli kumarsi.
Roma.»
D.R.»
P.S. — Sinä olet kääntänyt Brunon, niin että hän nyt on valmis
kuolemaan puolestasi. Ja »pikku roomalainen poika» on
seitsemännessä taivaassa lahjojesi tähden ja sanoo menevänsä
heti Trinità dei Montille aloittamaan työtään.
IV.