Jean-Pascal Lemelin

Boys are known to take more risks than girls, which may lead them to suffer more injuries than girls when exploring their physical surroundings. The aims of this study are to verify whether the father-child activation relationship has a greater effect than the mother-child activation relationship on preschoolers’ risk-taking, and whether both of these relationships are a greater predictor of risk-taking in boys than in girls. Activation relationships were assessed using a standardized observation procedure at 15 and 45 months old with each parent. Both parents completed a questionnaire on their child’s injury-risk behaviors during the preschool years. Both predictions were supported. Moreover, this longitudinal study found that preschoolers’ risk-taking was predicted by mother-child overactivation in both infancy and preschool, whereas preschoolers’ risk-taking was predicted by father-child overactivation in preschool alone, after controlling for parent-child overactivation relationships during infancy.

Introduction: Gender and sexual minority adolescents experience greater stress and report worse sleep outcomes compared to their cisgender and/or heterosexual peers. Understanding how minority stress and resilience factors are linked to sleep health provides levers for improving sleep within these populations.Methods: Using a cross‐sectional survey of LGBTQ+ adolescents in the US conducted in 2017 (n = 11,282; M_age = 15.6 years; 65% white), we compared gender/sex and sexuality subgroups’ trouble falling asleep and conducted linear regressions relating trouble falling asleep to minority stress (i.e., violent victimization, bias‐based victimization, and family rejection) and resilience (i.e., familial warmth, family acceptance, gender‐affirming environments, teacher support, trusted adult at school, and presence of a gender‐sexuality alliance [GSA]) factors for both gender and sexual minority adolescents.Results: We found small but significant differences in sleep across gender/sex categories, with gender minorities and youth assigned female at birth having worse sleep than cisgender sexual minorities and youth assigned male at birth, respectively. Further, violent LGBTQ+ victimization and gender expression‐based victimization were associated with more trouble falling asleep, and familial warmth was associated with less trouble falling asleep for both groups. For cisgender sexual minorities, family rejection and gender‐based victimization were also linked with worse sleep while presence of a GSA and a trusted adult at school were linked with better sleep. For gender minorities, gender‐segregated restroom use was also linked with better sleep.Conclusions: Victimization prevention, increased access to school supports, and improved family connectedness may help enhance LGBTQ+ youth sleep quality and overall health.

Although the comorbidity between conduct problems (CP) and depressive symptoms (DS) is associated with a host of negative outcomes, the factors, such as temperament, that might explain this comorbidity in school-aged boys and girls are poorly understood. This study compared elementary school children presenting co-occurring CP and DS to children with DS only, CP only, and those with low-level symptoms on temperament dimensions, and explored the moderating role of child sex in the associations. Participants are 487 children (M = 8.38 years, SD = 0.92, 52.2% girls) divided into four groups (CP + DS, DS only, CP only, control). Findings suggest that boys with CP and DS presented a lower level of fear than boys with DS and boys from the control group. They also presented higher levels of activity than boys with DS. Girls with CP and DS presented lower levels of fear than girls with DS, lower levels of approach and activity than girls with CP, and higher levels of shyness than girls from the control group. These findings suggest that temperament may discriminate children with comorbid CP and DS from those presenting only CP or DS.

Le jeu permet aux enfants d’apprendre et de se développer, et c’est décuplé lorsque l’adulte s’y engage (Pyle et Bigelow, 2015 ; Weisberg et coll., 2016). Cette étude vise à décrire l’engagement de la personne enseignante lors du jeu en maternelle 4 ans au Québec et à examiner sa relation avec certaines caractéristiques du jeu et des enfants y jouant. L’analyse de 43 captations vidéos de périodes de jeu montre que le personnel enseignant s’engage peu dans le jeu et que son rôle (Johnson et coll., 2005) varie en fonction du type de jeu (Smilansky, 1968) et du sexe des enfants. Cette étude montre l’importance de développer la compétence ludique des enseignant·e·s.