This study used dinnertime observational data to investigate parental praise in Chinese-immigrant and European-American families. Three process models of praise with distinctive communicative content were uncovered. Two models focus on adherence to parental expectations, which promote the development of an interdependent self (interdependence-promoting praise). One focuses on child's self-initiated behaviors and supports the development of an independent self (independence-supportive praise). Consistent with past findings, independence-supportive praise is widely distributed in European-American families. Although interdependence-promoting praise has been overlooked in previous research, it is commonly found in Chinese-immigrant families. The findings are discussed in terms of their implications for the development of culturally inclusive models of praise.

This study used a mixed methodology to investigate reliability, validity, and analysis level with Chinese immigrant observational data. European-American and Chinese coders quantitatively rated 755 minutes of Chinese immigrant parent-toddler dinner interactions on parental sensitivity, intrusiveness, detachment, negative affect, positive affect, and parents' confidence. They also gave qualitative coding rationales for their quantitative ratings. Analysis of quantitative ratings indicated systematic differences associated with coder ethnicity. Such differences could threaten the reliability between coders with different ethnicities. Analysis of qualitative rationales revealed different cultural links between concepts and behavior cues, which could challenge the crosscultural validity of a macro-level coding system. When a coding system is incongruous with coders' cultural schemata, even after intensive training, the effect of culture cannot be eliminated. Implications of these findings for observational cultural research are discussed.

Family life practitioners are increasingly being called upon to help families meet work-life challenges. This article describes the grassroots beginnings, program development, and formative evaluation findings for 1 module of a Cooperative Extension work-life management program. Although the curriculum module is based on theory and research, it emphasizes practical strategies. A total of 101 employed parents participated. An intervention group received the curriculum and materials, whereas a comparison group did not. Pretest and posttest comparisons provide initial support for the success of the curriculum in encouraging effective work-life management practices among employed parents. Directions for further program revision and evaluation are discussed.