ObjectiveThe goal was to examine direct and indirect associations between racial discrimination and parenting among African American mothers and fathers.BackgroundExperiences of racial discrimination are common among African Americans, with well‐documented effects on individual functioning. Greater attention to associations between racial discrimination and family functioning, including parenting, is needed, as are tests of whether these associations might arise indirectly through depressive symptoms.MethodData from 346 African American families were used to examine correlations between racial discrimination and nurturant involved parenting, consistent discipline, and educational involvement among mothers and fathers, and to examine indirect effect models testing linkages through depressive symptoms.ResultsThere was minimal evidence of significant direct (bivariate) associations between racial discrimination and parenting. There were, however, significant negative indirect effects from racial discrimination to nurturant involved parenting and to consistent discipline through depressive symptoms for mothers and fathers.ConclusionHigher levels of racial discrimination were associated with lower levels of nurturant involved parenting and consistent discipline through higher depressive symptoms.ImplicationsConceptual models describing the effects of racial discrimination on families should integrate indirect effects through individual functioning. Interventions focused on supporting African American parents should address the harmful effects of racial discrimination on individual and family well‐being.

A curious childhood phenomenon that has received relatively little attention in developmental literature is the imaginary companion (IC). Increased recognition of the importance of imaginative play and a desire to stimulate children’s early cognitive development makes ICs a particularly relevant topic. The significant prevalence of ICs in the population has permitted a modest yet diverse range of research investigating the functions, correlates, and implications of ICs for the children that create them. This literature review summarizes some of this research in order to describe the functions and forms that ICs may take, as well as social and personality characteristics of children with ICs. It also examines the role that ICs may serve in cognitive and social development, particularly with respect to children’s acquisition of Theory of Mind. Finally, this article addresses ways to integrate ICs into other aspects of children’s lives, gaps in the existing literature, and potential directions for future research in the field.

Objective: Most of the transition literature has examined adolescents and young adults with special health care needs, though many youth will eventually transition to adult health care providers, regardless of medical complexity. This study addressed this gap by examining transition needs and experiences specifically within a college student sample of emerging adults without complex medical needs. Methods: One hundred eight college students (Mage = 20.93 years, SD = 1.14) completed interviews and questionnaires regarding transition. The most difficult and easiest aspects of health care self-management were thematically coded. Differences in questionnaires were assessed across sources of transition education. Results: Fifty-two percent of college students reported receiving education about managing health care from medical providers versus 95% from caregivers. Notably, 57% desired more support. Those receiving medical provider education reported higher responsibility. Students reported most difficulty managing health insurance. Results were similar across racial and ethnic groups and genders. Conclusions: Gaps in transition preparation include low rates of medical provider education and support regarding health insurance. College students receiving education from medical providers reported greater health care responsibility. Provider-led transition education is needed for college students without complex medical needs.