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Expansion of the family to four generations has resulted in a new population of caregivers to elderly members: young adults. Our study provides both quantitative and qualitative findings on children and grandchildren (N ϭ 43), aged 40 years and younger, serving as the major source of support to an older relative(s). Intervention strategies for professionals in direct contact with this age group are outlined.

The role of children's aggression and three indices of social competence (peer-preferred behavior, teacher-preferred behavior, and school adjustment) in children's perceived relationships with their teachers was assessed. Participants were 1,432 third through fifth graders (688 males, 744 females) and their teachers. The results from hierarchical regression analyses showed statistically significant interaction effects. Poor school adjustment was associated with more negatively perceived child teacher relationships for boys than for girls. In addition, the perceived childteacher relationship among aggressive children was more favorable among those with high levels of school adjustment than among those who were poorly adjusted at school. Implications for school psychologists and teachers are discussed. © 2002 John Wiley & Sons, Inc.The child-teacher relationship is important because of the implications it has for children's school-related outcomes (Birch & Ladd, 1997;. Two important influences on the quality of the child-teacher relationship are children's aggression (Coie & Koeppl, 1990;Fry, 1983) and social competence (LaFreniere & Sroufe, 1985;Mitchell-Copeland, Denham, & DeMulder, 1997). Aggressive children and children with poor social competence are likely to have negative relationships with their teachers (Birch & Ladd, 1998;Fry, 1983;Walker, Irvin, Noell, & Singer, 1992), and are at risk for later engaging in delinquent behavior (Walker, Stiller, Severson, Feil, & Golly, 1998). The purpose of this paper is to expand on the literature by assessing the combined contribution of child aggression with each of three indices of social competence in children's perceptions of their relationships with their teachers. Review of Literature The Child-Teacher RelationshipNegative child-teacher relationships are associated with short-term and long-term negative outcomes for children. Birch and Ladd (1997) found that children with conflictual child-teacher relationships were less likely than others to display independent and self-directed behavior. They were also less inclined to like school, and more likely to avoid school. Long-term negative effects of poor child-teacher relationships were reported by Pianta and colleagues, who found that dysfunctional child-teacher relationships in kindergarten were related to low competence in the first grade (Pianta, 1994) and conflictual and overly dependent child-teacher relationships in second grade (Pianta, Steinberg, & Rollins, 1995).Positive child-teacher relationships, on the other hand, have an ameliorative effect on outcomes for children. Baker (1999) reported that third through fifth graders with supportive childteacher relationships were more satisfied with school than children who perceived less teacher support. Murray and Greenberg's (2001) study indicated that among fifth and sixth graders, one

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There is an emerging trend of young adults serving as primary caregivers to elderly relatives. However, existing studies have only addressed young adults' forecasted responses about how they might react if they were to assume the elder caregiver role. Research has yet to examine young adults in the actual caregiver role to older family members and the impact of this role on developmental tasks of early adulthood. In response, this study examines the impact of the elder caregiver role on accomplishing three major developmental tasks typical of young adulthood--differentiating from the family of origin, establishing intimate relationships, and career development. Fifty young adults providing daily care to elderly relatives were interviewed. The findings from both quantitative and qualitative data suggest that acquiring the caregiver role before age 40 has a definite impact on family life, intimate relationships, and career goals.

Achievement of a vocational identity is an important developmental task for individuals entering adulthood. The present study examined relationships between vocational identity statuses and time perspective in a sample of 165 emerging adults. Results of a canonical correlation analysis identified 2 interpretable variates. The 1st variate indicated that diffuse vocational identity status is associated with negative views of the past and lower orientation toward the future. The 2nd variate indicated that achieved vocational identity is associated with a largely hedonic view of the present, along with being mindful and less inclined to be fatalistic. These results suggest that differing views on time perspective accounts for some of the variation in different vocational identity statuses. Interventions based on time perspective may prove useful in helping individuals attain an achieved vocational identity. Future research should examine how time perspective relates to vocational identity status in individuals at later stages of career development.

Background and Objectives Few studies have simultaneously compared caregivers in all stages of the adult life course. This study examined age differences in associations among primary stressors (caregiver burden which includes hours of provided care and number of activities of daily living and instrumental activities of daily living performed), secondary stressors (financial and employment strains), and caregiver outcomes (emotional strain and physical strain). Research Design Using Pearlin’s Stress Process Model (1990) and the Caregiving in the United States 2015 dataset, 1,156 caregivers were identified (including 278 young adults aged 18–39 years, 464 midlife adults aged 40–59 years, and 414 older adults aged 60–80 years). Results Post hoc analyses revealed that compared to older adults, young adults reported less caregiver burden, less physical strain, and greater financial strain. Linear regression analyses revealed associations between caregiver burden and financial strain with emotional and physical strain for all respondents. Discussion and Implications Findings emphasize the need for age-specific interventions.

There is increased interest by parents in communicating with their children about political violence. However, limited attention in the scholarly literature has focused on parent—child communication about war and terrorism. In response, the purpose of this study is to assess, within their respective ecological contexts, American and Northern Irish children's ( n = 97) reported communication with their parents about war. The results provide support for the presence of developmental differences, with age being a stronger predictor than gender and country in the frequency and content of parent—child discussions about war. Children ages 7 to 11 are more likely than younger children to report talking to their parents about war, and they address more topics than do the younger children in their reports of what their parents said about war. The contents of the children's reported conversations with their parents are discussed, as are implications for parents, parenting educators, and researchers.