This study was an exploratory examination of the influence of mothers' teaching behaviors, strategies, and child-rearing attitudes on their children's ability to delay gratification. In an externally imposed delay of gratification situation, 30 mothers from a rural university community taught their children strategies that could help them refrain from touching a brightly wrapped present when the mothers left the room. Results showed that mothers of children who did not delay gratification exhibited teaching behaviors and child-rearing attitudes consistent with a permissive parenting style, whereas mothers of children who did delay gratification exhibited teaching behaviors and child-rearing attitudes consistent with an authoritative parenting style. The results of this study are discussed with respect to the development of children's self-control and self-regulatory abilities.

This focus of this paper is to present an overview of the current research which examines the language and literacy performance of African American children who speak African American Vernacular English (AAVE), as presented from a deficit versus difference perspective. Language and literacy and assessment and remediation of AAVE speakers are discussed in sections one and two. Section three of the paper provides theoretical and methodological suggestions to educational psychologists, speech pathologists and developmental psychologists investigating AAVE speakers, on ways to gain a better appreciation for, and understanding of, the intricacies associated with African American Vernacular English. The paper closes with a discussion of the litigation and controversies surrounding AAVE

The goal of this study is to examine the influence of maternal education level, context, and maternal beliefs on the teaching behaviors of African American mothers. In addition, the relationship between maternal teaching and children’s mastery of the information is explored. Fifty-one African American mothers were observed teaching their 4-year-old preschool children three memory tasks and were administered a three-part questionnaire to determine their metamemory beliefs, their assessment of their children’s memory competence, and the amount of time they engaged in memory activities with their children. The results of the MANOVA applied to the data reveal that maternal teaching varied significantly according to education level and context. Several of the maternal strategies are predictive of the preschoolers’mastery of the information as well. Explanation of the findings and directions for future research are discussed.

Forty middle-class American mothers and their preschool children were observed in a narrative activity which involved telling a story using the Berenstain Bears Play Set as a stimulus. The goal of the study was to examine the presence of story grammar elements in both maternal and preschool narratives. In addition, the study sought to explore the types of narrative eliciting strategies mothers employ to assist their children in recalling a story. Mothers were also queried about the school readiness and narrative activity that are available in their home environments. The results of the study indicate that there are distinct maternal story grammar styles and narrative eliciting styles which are at some level related to the preschoolers’ recall of stories and those styles enable preschoolers’ to practice school readiness skills. The findings also suggest that preschoolers’ in our study live in narrative rich environments, where mothers embed school readiness activities in narrative-like games. Suggestions for providing parents with strategies to increase their use of narratives as learning tools are discussed.

Practicai information about cuiturally appropriate interventions with children of incarcerated parents (ClPs) of color and their families is notably sparse. This study uses a cultural-ecological perspective to contextualize individual, family, and legal issues inherent in many intervention programs for CIPs of color. The authors highlight demographic trends, review research limitations, and discuss ways that therapeutic models can help counselors address their clients' needs. Recommendations are provided for future interventions with this underserved population. Keywords: children, parental incarceration, intervention, therapyLa información práctica sobre intervenciones culturalmente apropiadas con hijos de personas de color encarceladas (CIPs ) por sus siglas en inglés y sus familias es notablemente escasa. Este estudio usa una perspectiva cultural-ecológica para contextualizar los asuntos individuales, familiares y legales inherentes a muchos programas de intervención para CIPs. Los autores destacan las tendencias demográficas, las limitaciones en la investigación de reseñas, y discuten formas en las que los modelos terapéuticos pueden ayudar a los consejeros a abordar las necesidades de sus clientes. Se proporcionan recomendaciones para intervenciones futuras con esta población desatendida.Palabras clave: hijos, encarcelamiento de los padres, intervención, terapia T he United States has the highest incarceration rate in the world (The Sentencing Project, 2012). Given the growth in the nation's prison population, it is important to examine die potential impact of parental incarceration on children. Although the incarceration rates among ethnic minorities are disproportionately high, there is relatively little systematic research on therapeutic considerations and interventions that address concerns specific to children and families of color. The purpose of this article is threefold: (a) to present demographics pertaining to incarcerated parents and their minor children (i.e., children under the age of 18), (b) to discuss conceptual and methodological limitations in research on children of incarcerated parents (CIPs), and (c) to highlight theoretical and therapeutic models that may be used to create more effective interventions and programs for CIPs of color and their families.