@article{CalvanoWarschburger2022,
  author    = {Calvano, Claudia and Warschburger, Petra},
  title     = {Treatment for pediatric functional abdominal pain},
  series = {Journal of pediatric psychology},
  volume    = {47},
  journal   = {Journal of pediatric psychology},
  number    = {4},
  publisher = {Oxford Univ. Press},
  address   = {Oxford},
  issn      = {0146-8693},
  doi       = {10.1093/jpepsy/jsac011},
  pages     = {483 -- 496},
  year      = {2022},
  abstract  = {Objective While cross-sectional studies underline that child and parent factors in pediatric chronic pain are reciprocally related, so far, little is known on their prospective relationship, especially in treatment contexts. This study aims to analyze directions of influence between child and parental outcomes using data from an intervention study. Methods The sample covered 109 families with children aged 7-13 years diagnosed with functional abdominal pain (FAP). Child outcomes included pain and impairment, and parental outcomes covered caregiver-specific distress including both parental personal time burden (i.e., less time available for personal needs) and emotional burden due to child's pain (i.e., increased worries). Cross-lagged panel analyses examined the directions of the relations between child and parental outcomes across time (pretreatment T1, post-treatment T2, and 3-month follow-up and 12-month follow-up T3/T4). Results First, a significant improvement over time in all measures was observed. Cross-lagged effects were found for less parental personal time burden at T2, predicting both less pain (beta = -0.254, p = .004) and less impairment (beta = -0.150, p = .039) at T3. Higher baseline pain was predictive for higher parental emotional burden after treatment (beta = -0.130, p = .049) and, reversely, for less emotional burden at 12-month follow-up (beta = 0.261, p = .004). Conclusions Addressing parental personal time burden in FAP treatment might possibly support the improvement on the child level. Replication of results in larger samples is warranted to gain more insight into the directions of influence and, in that way, to optimize treatment for pediatric FAP.},
  language  = {en}
}
@article{HoferichterKulakowHufenbach2021,
  author    = {Hoferichter, Frances and Kulakow, Stefan and Hufenbach, Miriam Catrin},
  title     = {Support from parents, peers, and teachers is differently associated with middle school students' well-being},
  series = {Frontiers in psychology},
  volume    = {12},
  journal   = {Frontiers in psychology},
  publisher = {Frontiers Media},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2021.758226},
  pages     = {12},
  year      = {2021},
  abstract  = {Parents, peers, and teachers provide a powerful context for school students' well-being. However, a detailed and systematic analysis of how parental, peer, and teacher support relate to students' well-being, measured by the dimensions self-worth, psychological and physical well-being, is still missing. To address this research gap, the following study investigates 733 adolescent German students from grades 7 and 8 (M-age = 13.97, SD = 0.41, 52\% girls) with respect to their perceived supportive relationships at home and within the school context. The study considers gender, socioeconomic status, and school form as potential confounders. The results of the structural equation model, analyzed with the statistical software R, indicate that perceived teacher support was positively related to students' self-worth and physical well-being, while peer support was related to psychological well-being. Students who perceived their parents as supportive reported higher well-being with respect to all three dimensions investigated.},
  language  = {en}
}