This study aims to examine anger control strategies by exploring the cognitive process of anger control among mothers with children with developmental disabilities. A semi-structured interview was conducted with 23 mothers of children with developmental disabilities aged 4 to 10 years, who are placed in a youth nursing home. Interview data were analyzed based on the qualitative grounded theory approach. The result revealed that the mothers were primarily using two strategies, namely, (a) focusing on the reason underlying the child's behavior and (b) being aware of the present moment to effectively control anger . Therefore, the mothers effectively controlled anger using these focus-shifting strategies. In addition, the result suggests that engagement in parent–child interaction can be improved by undergoing these intentional cognitive processes.

Pretend play benefits child development in various way one of which is self-regulation. Previous studies have examined the relationship between pretend play, specifically role play, and self-regulation of both inside and outside pretend play. However, no study has identified the differentiating characteristics of self-regulation in pretend play. In this study, role play as well as other types play of were observed among 32 four- to six-year-olds so as to compare self-regulatory behavior in role play and constructive and functional play from three perspectives: cognitive/emotional; planning, monitoring, control, and evaluation; and self-regulation, other-regulation, and shared-regulation. The results revealed that planning behavior in role play was significantly more frequent when compared to constructive and functional play. With regard to the other categories, no significant differences were found between role play and the other types of paly. These finding suggest that although children exhibit planning behavior more in role play than in constructive and functional play, they also demonstrate other categories of self-regulation in types of play besides role play.

This study used semi-structured interviews with 21 couples with a preschool child to ascertain the process of interaction by which couples share childcare and housework as a team. The data were examined using a modified grounded theory method. Initially, couples try to maintain a balance between them while having a family view in the early stages of child rearing. However, if something does not go as expected, couples might fall into a vicious circle of each wanting the other to understand. Eventually, couples overcome conflicts and gradually become a parent team. The couples' interaction has a positive side, including making efforts to maintain a balance between them and overcome conflicts, and a negative side, such as an unexpected event or wanting for the other to understand. When the positive side outweighs the negative side in the continuing conflict, couples successfully evolve into a parent team. Finally, we compared and contrasted the findings of this study with those of the previous literature.

The purpose of this study was to examine the association between autism spectrum disorder (ASD) traits and psychosocial maladjustment related to friendships and depression, mediated by motor abilities, among elementary and junior high school students. The participants comprised 5,084 general elementary and junior high school students and their parents. Path analysis revealed that the more ASD traits the participants suffered, the more motor ability difficulties they experienced. In addition, 26% of the association between ASD traits and depression in elementary school, and 25% and 16% of the association between ASD traits and friendship problems in elementary and junior high school, respectively were indirect effects mediated by motor abilities. No significant difference in the effect of gender and grade on these associations was found. One may deduce that motor abilities make a significant contribution to psychosocial maladjustment regardless of grade and gender.