The purpose of this study was to explore how family distance regulation and other family demographic factors influence parenting behavior and family routines, which, in turn, influences the child's school engagement. The data from the project came from a larger study conducted in a large Northwestern urban area and included both two‐parent and single‐parent families. These two family structures were compared in order to emphasize that it is the foundational family process of family distance regulation that supports other parenting practices as well as chronic stress that leads to school engagement regardless of the number of parents in the household. Implications for practice and the results of this study in relation to previous literature are discussed.

This article examines the reciprocal relationships between parental disciplinary practices and child emotion regulation in the first 3 years of life. Using three‐wave cross‐lagged panel models, more salient effects are found from parent to child than from child to parent at the very first stage. The stronger parent–child effects hold for both corrective and harsh disciplinary practices. Furthermore, the results indicate significant gender differences in the bidirectionality across time: for girls a parent–child–parent association is found in which corrective discipline significantly predicts child emotion regulation and child emotion regulation in turn predicts corrective discipline, whereas for boys, only a child–parent link emerges such that emotion regulation at time 2 is associated with corrective discipline at time 3. These findings portray the early transactional characteristics of parental disciplinary action and child emotion development as well as the gender‐differentiated effects in reciprocity.

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Providing spiritual care to patients can result in improved health outcomes and health-related quality of life.  However, healthcare professionals feel largely unprepared to address spiritual health. The objective of this study was to determine the impact of an interprofessional witness training session on student spiritual health and perceived confidence and competence in sharing their faith with patients.  An all-day, interprofessional workshop to assist students in assessing their own spiritual health, identifying opportunities to address patient spiritual health, and sharing their faith ethically was incorporated.  Nursing, pharmacy, allied health/kinesiology, psychology, and pre-med students attended and completed assessments related to the student outcomes pre-workshop, post-workshop, and at 3, 6, and 9 months post-workshop.  Significant improvements in perceived confidence and competence were observed initially and longitudinally.  Baseline student spiritual health was high; only participation in Christian activities significantly improved in the assessment of their spiritual health.  Further study is necessary to fully understand the impact of this training on student spiritual health.  Nonetheless, incorporation of this training can better prepare students to engage in spiritual care of patients and share their own faith with others ethically, as opportunities arise.

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