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1
HERNDON, RYAN W., and WILLIAM G. IACONO. "Psychiatric disorder in the children of antisocial parents." Psychological Medicine 35, no. 12 (July 26, 2005): 1815–24. http://dx.doi.org/10.1017/s0033291705005635.
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Background. Although parents with psychiatric disorders are likely to have children with psychiatric problems, the nature of disorder risk to offspring of antisocial parents has received limited attention.Method. We examined the prevalence of common externalizing and internalizing disorders in the pre-adolescent and late adolescent offspring of antisocial parents. Lifetime diagnoses for a sample of 11-year-old twins (958 males, 1042 females) and a sample of 17-year-old twins (1332 males, 1434 females), as well as their parents, were obtained through in-person interviews. Odds ratios were calculated for the effect of the parent's diagnosis on the child's diagnosis, controlling for the effect of the co-parent's diagnosis.Results. We found that parental antisociality places the child at increased risk for developing a range of externalizing and internalizing disorders. This increase is evident by pre-adolescence and extends to a wide range of disorders by late adolescence. Each parent has an effect net any effects of the co-parent.Conclusions. Antisocial parents have children who have an increased likelihood of developing a broad range of psychiatric disorders.
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Elci, Ebru, and Cigdem Kuloglu. "The effect of parental education levels on children’s rights knowledge levels and attitude." Contemporary Educational Researches Journal 9, no. 4 (November 30, 2019): 85–93. http://dx.doi.org/10.18844/cerj.v9i4.4419.
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The purpose of this study is to reveal the relationship between the attitudes of parents toward children’s rights and educational levels of their parents. The researcher’s universe consists of parents who live in Istanbul and has children between the ages of 6 and 14, and sampling consists of a total of 3100 parents (1550 mothers and 1550 fathers). The data of the study were collected with a Likert type Parent-Child Rights Attitude Scale consisting of 63 items. The scale evaluates the attitudes of the parents toward their children’s rights as two main attitudes, ‘Care and Protection’ and ‘Self-Determination’. In ‘Care and Protection’ attitude, there are two sub-dimensional structures as ‘Government Assurance and Support’ and ‘Care and Protection’. The ‘Self-Determination’ attitude has a single sub-dimensional structure. In the analysis of data, Statistical Package for the Social Sciences program was used beside necessary statistical techniques. The data obtained regarding the effect of parents' education levels on their attitudes toward children’s rights are presented in a tabular form with respective frequencies.
Keywords: Children’s rights, parent’s attitudes toward child rights, parent’s attitudes
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Bonab, Bagher Ghobari, Farzaneh Motamedi, and Fazlolah Zare. "Effect of Coping Strategies on Stress of Parent with Intellectual Disabilities Children." Asian Education Studies 2, no. 3 (September 19, 2017): 11. http://dx.doi.org/10.20849/aes.v2i3.187.
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Background: Raising a child with intellectual disability is stressful for the parent because it requires an intensive physical engagement as well as coping with emotional reactions to the child’s condition. Parents have different modes of adapting to stress and demands caused by the disorder. Method: The current descriptive research design is aimed to identify existing coping strategies of parents who have children with intellectual disabilities. This study included 60 parents with intellectual disabilities children (30 mothers and 30 fathers) that were selected by random sampling. Parent's coping strategies were assessed by Collaborative Coping Strategies in Challenging Life Events (Ghobary et al., 2003) and Questionnaire on Resources and Stress (Friedrich, short form: QRS–F) was used to examine the degree of parental stress. Result: The correlation and regression analysis was used. The most of parent were used kind of coping strategies for coping with stress. Recognition of coping strategies of the parents is important and useful for the development of therapeutic interventions aimed at facilitating family adaptation in families with a child with intellectual disabilities.
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Estes, Annette, Paul Yoder, John McEachin, Gerhard Hellemann, Jeffrey Munson, Jessica Greenson, Marie Rocha, Elizabeth Gardner, and Sally J. Rogers. "The effect of early autism intervention on parental sense of efficacy in a randomized trial depends on the initial level of parent stress." Autism 25, no. 7 (April 16, 2021): 1924–34. http://dx.doi.org/10.1177/13623613211005613.
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This study examined whether style or intensity of child-focused intervention had a secondary effect on parental sense of efficacy and whether these effects varied by baseline level of parent stress. We randomized 87 children with autism, age 13–30 months, into one of four conditions: 15 versus 25 intervention hours crossed with 12 months of Early Intensive Behavioral Intervention versus Early Start Denver Model. Baseline parent stress was the putative moderator. Parent sense of efficacy, collected at baseline and the end of treatment, was the dependent variable. Analyses used generalized linear mixed model with full information maximum likelihood estimation. We tested main effects and interactions involving time, treatment intensity and style, and baseline parent stress to test moderation effects. Changes in parent efficacy across 12 months were related to intervention intensity but not style; this effect was moderated by level of parent stress at baseline. Parents with higher stress at the beginning of a 1-year, home-based, comprehensive intervention program had a higher sense of parenting efficacy if their child received lower intensity intervention; parents with lower stress at baseline had a higher sense of efficacy if their child received higher intensity intervention. Lay abstract This is a study of the secondary effects of interventions for young children with autism on their parents. Specifically, we were interested in the impact on parent’s sense of efficacy, or how confident and competent a parent feels about themselves as a parent. We tested three ideas: (1) that the style of the intervention, whether it was more or less structured and whether the parent had a more or less formal role, would impact a parent’s sense of efficacy; (2) that the intensity of the intervention, how many hours per week the intervention was delivered, would impact parental efficacy; and (3) that the parent’s level of stress prior to intervention would impact how intensity and style effected efficacy. We randomly assigned 87 children with autism, age 13–30 months, into one of four conditions: 15 versus 25 intervention hours crossed with two different styles of intervention. We used statistical tests to examine these ideas. We found that parental efficacy was related to intervention intensity but not style. Parents with higher stress at the beginning of a 1-year, home-based, comprehensive intervention program had a higher sense of parenting efficacy if their child received lower intensity intervention; parents with lower stress at baseline had a higher sense of efficacy if their child received higher intensity intervention. If a parent can emerge from the process of diagnosis and early intervention with an increased sense that they can make a difference in their child’s life (i.e. increased sense of efficacy), it may set the stage for meeting the long-term demands of parenting a child with autism.
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Jariwala, Harsha Vijaykumar. "Effect of Perception Differences in Money Communication Between Parent-Adolescents on Financial Autonomy: An Experimental Study Using Financial Education Workshops." Applied Finance Letters 9, SI (November 18, 2020): 23–43. http://dx.doi.org/10.24135/afl.v9i2.241.
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This study evaluates the effect of parent-child money communication on financial autonomy of the adolescents by considering the gender of the parent as a controlled variable by utilizing pre- and post- survey based experimental research design. The sample consisted of 300 female parents and their children under adolescence stage of life. Assuming that claim is often made by parents regarding their frequent money communication with their children, their children were asked to rate their perception towards parent’s money communication with them. Later, their female parent (mother) were invited for financial education workshops series and asked to complete pre-survey before they attended the first financial education workshop. The follow-up survey was done for female parents and their adolescent children six months after completion of the financial education workshop series. In both the surveys, 300 responses were collected from female parents and adolescents on nineteen pairs of money communication, wherein parents were not told that their children were also asked to rate the matching pair of each item of parent money communication scale and vice versa. The financial autonomy was measured by using pre- and post- surveys, wherein only adolescents participated in the surveys. The results of paired t-test provides noticeable conclusion that financial education given to the parent positively enhances money communication among parent-adolescent by reducing the disparity in the responses collected from the parents and adolescents on each matched pairs separately and collectively and this reduced disparity leads to enhance the financial autonomy of the adolescents. The findings may help policy makers and financial educators to design and implement such workshops which may open lines of “money communication” between parents and children.
Key words: financial education workshops, parent-adolescent money communication, financial autonomy.
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Aurangjeb, AM, and T. Zaman. "Effect of Parents Education on Childs Oral Health." Bangladesh Journal of Dental Research & Education 3, no. 2 (October 16, 2013): 26–28. http://dx.doi.org/10.3329/bjdre.v3i2.16609.
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Children under the age of 12 years generally spend most of their time with their parents and guardians even when they attend schools. It has been found that young children's oral health maintenance and outcomes are influenced by their parent's knowledge and beliefs, and knowledge and beliefs are influenced by their educational background. This study was done to assess the relation between parents education and their childs oral health. Parents of children aged 3-12 years, attending The Dhaka Project School, Dokkhin Khan, Uttara, Dhaka were invited to participate in the study. A 17-item questionnaire covering socio-demographic characteristics, dietary practices and oral hygiene practices was distributed to their parents and a 8 item checklist was used during their visit to the school. Responses of the parents and findings of oral health of children were recorded. The sample comprised of 251 parents either mother or father, with the mean age of children being 5.65 years. Mean plaque index 1.60, calculus index 1.30, gingivitis index 1.11, decayed teeth index 1.69, missing teeth index 0.22 and filled teeth index was 0.07. Parents with higher educational qualification and information gained through dentist had a better knowledge about child's oral health. DOI: http://dx.doi.org/10.3329/bjdre.v3i2.16609 Bangladesh Journal of Dental Research & Education Vol.3(2) 2013: 26-28
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Morr Loftus, Mary Claire, and Veronica A. Droser. "Parent and Child Experiences of Parental Work–Family Conflict and Satisfaction with Work and Family." Journal of Family Issues 41, no. 9 (January 12, 2020): 1649–73. http://dx.doi.org/10.1177/0192513x19895043.
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This study examined the relationship between parent and young adult child perceptions of parental work–family conflict and work and family satisfaction. Data were collected from 112 parent–child dyads, and children perceived parents to experience significantly more strain-based work–family conflict than parents reported. Parent and child did not differ in ratings of five other dimensions of parent’s work–family and family–work conflict. Parent and child ratings of the parent’s experience of all three dimensions of work–family conflict and one of three dimensions of family–work conflict were positively correlated. Four actor–partner interdependence models using multilevel modeling tested dyadic effects of work–family or family–work conflict on work or family satisfaction. Negative actor effects were found for behavior-based work–family and family–work conflict and for strain-based family–work conflict on family satisfaction. Negative actor effects existed for behavior-based work–family and family–work conflict on work satisfaction, and behavior-based work–family conflict also had a negative partner effect on work satisfaction.
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Kobayashi, Mariko, Sue P. Heiney, Kaori Osawa, Miwa Ozawa, and Eisuke Matsushima. "Effect of a group intervention for children and their parents who have cancer." Palliative and Supportive Care 15, no. 5 (January 23, 2017): 575–86. http://dx.doi.org/10.1017/s1478951516001115.
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ABSTRACTObjective:Although support programs for children whose parents have cancer have been described and evaluated, formal research has not been conducted to document outcomes. We adapted a group intervention called CLIMB®, originally developed in the United States, and implemented it in Tokyo, Japan, for school-aged children and their parents with cancer. The purpose of this exploratory pilot study was to examine the feasibility, acceptability, and impact of the Japanese version of the CLIMB® Program on children's stress and parents' quality of life and psychosocial distress.Methods:We enrolled children and parents in six waves of replicate sets for the six-week group intervention. A total of 24 parents (23 mothers and 1 father) diagnosed with cancer and 38 school-aged children (27 girls and 11 boys) participated in our study. Intervention fidelity, including parent and child satisfaction with the program, was examined. The impact of the program was analyzed using a quasiexperimental within-subject design comparing pre- and posttest assessments of children and parents in separate analyses.Results:Both children and parents experienced high levels of satisfaction with the program. Children's posttraumatic stress symptoms related to a parent's illness decreased after the intervention as measured by the Posttraumatic Stress Disorder–Reaction Index. No difference was found in children's psychosocial stress. The Functional Assessment of Chronic Illness Therapy scores indicated that parents' quality of life improved after the intervention in all domains except for physical well-being. However, no differences were found in parents' psychological distress and posttraumatic stress symptoms.Significance of results:Our results suggest that the group intervention using the CLIMB® Program relieved children's posttraumatic stress symptoms and improved parents' quality of life. The intervention proved the feasibility of delivering the program using manuals and training. Further research is needed to provide more substantiation for the benefits of the program.
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Poulin, Nicole, and Brian L. Mishara. "A Comparison of Adult Attitudes Toward Their Parents' Sexuality and Their Parents' Attitudes." Canadian Journal on Aging / La Revue canadienne du vieillissement 13, no. 1 (1994): 96–103. http://dx.doi.org/10.1017/s0714980800006589.
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ABSTRACTThis study compared the attitudes of adult children toward the sexuality of their older parents with their parent's own attitudes toward sexuality. A 56-item questionnaire was given to 41 family pairs consisting of a parent over age 65 and his or her son or daughter. Questions were based upon previous studies and involved six point Likért ratings. In general, attitudes toward sexuality were positive among parents and their adult children. However, adult children had significantly more positive attitudes than their parents. This difference was primarily due to more positive attitudes toward physical aspects of sexual behaviours. Overall, the disapproval and negative attitudes of adult children reported in previous research were not found in this study. Adult children had positive attitudes, much more positive attitudes than their parents, possibly due to a cohort effect
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Cheng, Tyrone C., and Celia C. Lo. "Collaborative Alliance of Parent and Child Welfare Caseworker." Child Maltreatment 25, no. 2 (July 30, 2019): 152–61. http://dx.doi.org/10.1177/1077559519865616.
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This secondary analysis of data describing 3,035 parents, drawn from the National Survey of Child and Adolescent Well-Being II, identified factors fostering the collaborative alliance of parents and caseworkers within the child welfare system. We used generalized least squares random effects modeling for panel data. We sought associations between caseworker engagement as perceived by parent and parent’s interpersonal capacities, intrapersonal dynamics, problem severity, and racial/ethnic background, and between that perception and caseworker turnover. Parents in our sample had been substantiated for maltreatment of their children. Results showed that parent’s perceived caseworker engagement was associated positively with seven factors: parent’s social support, parent’s mental health, kinship care, out-of-home placement, parent’s African American ethnicity, parent’s Hispanic ethnicity, parent/caseworker shared ethnicity, and family income. Perceived engagement was associated negatively with caseworker turnover (i.e., number of caseworkers assigned, by turns, to parent’s case). Implications for practicing social work within the child welfare system are discussed.
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Schrodt, Paul. "Stepparents' and nonresidential parents' relational satisfaction as a function of coparental communication in stepfamilies." Journal of Social and Personal Relationships 28, no. 7 (February 28, 2011): 983–1004. http://dx.doi.org/10.1177/0265407510397990.
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Using interdependence theory, this study tested a series of actor–partner interdependence models of coparental communication and relational satisfaction among stepparents and nonresidential parents in stepfamilies. Participants included 40 residential stepparent/nonresidential parent dyads ( N = 80). Results revealed significant actor and partner effects for stepparents' and nonresidential parents' reports of supportive and antagonistic coparental communication and relational satisfaction. A second set of models examined stepparents' and nonresidential parents' coparental communication with the residential parent and revealed that nonresidential parents' supportive and antagonistic coparental communication predicted their own satisfaction with the stepparent, as well as the stepparent’s satisfaction with them (i.e., a partner effect). Importantly, the findings demonstrate the interdependence of coparenting relationships in stepfamilies, as nonresidential parents' coparental communication with their ex-spouses predicted meaningful variance in stepparents' satisfaction with the nonresidential parent.
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DIMBUENE, ZACHARIE TSALA. "FAMILIES' RESPONSE TO AIDS: NEW INSIGHTS INTO PARENTAL ROLES IN FOSTERING HIV/AIDS KNOWLEDGE." Journal of Biosocial Science 47, no. 06 (September 30, 2014): 762–79. http://dx.doi.org/10.1017/s0021932014000406.
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SummaryWorldwide, there is a consensus that parents must be involved in children's HIV/AIDS education. However, there is little evidence that speaks to this advocacy for improving adolescent health. This study developed and tested four hypotheses about (i) the relationship between parents' and adolescents' knowledge of HIV/AIDS transmission routes and prevention strategies conditional upon (ii) parents' gender, (iii) communication about sexuality, and (iv) the parent–adolescent education gap. The sample consisted of 306 parent–adolescent dyads from the 2002 Cameroon Family and Health Survey. Adolescents were aged 12–19 years. Overall, fifteen items about HIV/AIDS transmission routes and prevention strategies were analysed. Descriptive results showed that parents fared better than adolescents regardless of the AIDS fact considered. An exception was the correct use of condoms (parents 57% vs adolescents 61%). The generation gap probably explains this result: parents are more conservative, reluctant and distant from condoms compared with adolescents, who are more receptive and open to discussing sex with peers. Multivariate ordered logistic regressions showed a significant positive effect of parents' HIV/AIDS knowledge on adolescents' HIV/AIDS knowledge, thus supporting the main hypothesis of direct parental influences. Parent–adolescent communication about sexuality showed positive and significant effects on adolescents' HIV/AIDS knowledge, suggesting an ‘enhancing effect’ when combined with the effect of parents' HIV/AIDS knowledge. Against the background that parents in sub-Saharan Africa do not teach their children about sexuality, the study demonstrated that families can play an important role in HIV/AIDS education. These findings have major implications for HIV/AIDS interventions involving adolescents, parents or both, in fostering accurate HIV/AIDS knowledge among adolescents, which could lead to protective sexual behaviours.
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Löfgren, Hans Olov, Solveig Petersen, Karin Nilsson, Mehdi Ghazinour, and Bruno Hägglöf. "Effects of Parent Training Programmes on Parents’ Sense of Competence in a General Population Sample." Global Journal of Health Science 9, no. 7 (January 10, 2017): 24. http://dx.doi.org/10.5539/gjhs.v9n7p24.
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INTRODUCTION: This longitudinal case-controlled study examined the effects of universal parent-focused interventions on parents’ perceived competence in terms of parental efficacy and satisfaction.METHOD: The study sample consisted of parents from northern Sweden in the general population who participated in parent training programmes from 2010 to 2013, and a matched-comparison group. All parents had children aged 0–17. Sense of competence was measured by the Parenting Sense of Competence Scale at pre- and post-intervention and six months after the intervention.RESULTS: The intervention group showed a statistically significant improvement in parental competence compared to the comparison group over time. The intervention itself had a significant effect on parental satisfaction, but the efficacy effect was not sustained when taking into account potential confounders.CONCLUSIONS: Earlier studies indicate that parent training programmes enhance perceived parental competence amongst referred parents. The present study shows that parent training programmes applied in the general population may also enhance perceived parental satisfaction, suggesting that parent training programmes can be an important preventive strategy to enhance parental feelings of satisfaction in the wider population. The results suggest that parents who participate in parent training programmes might have a need to increase parental competence, based on lower scores than the comparison group, both before and after the intervention.
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Fefer, Sarah A., Meme Hieneman, Caitlin Virga, Ashley Thoma, and Marina Donnelly. "Evaluating the Effect of Positive Parent Contact on Elementary Students’ On-Task Behavior." Journal of Positive Behavior Interventions 22, no. 4 (March 3, 2020): 234–45. http://dx.doi.org/10.1177/1098300720908009.
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Family–school partnership has consistently been associated with positive student outcomes. Unfortunately, efforts to engage parents are often demanding, with limited planning around reinforcement needed to sustain participation. The study purpose was to evaluate a behavioral approach to enhance teacher–parent communication and improve student on-task classroom behavior. Positive Parent Contact (PPC) required teachers to recognize positive behavior of a student identified for additional behavioral supports and report positive incidents to parents through two weekly emails. A multiple-baseline design was used with five participant triads (teacher, student, and parent) from two elementary schools. Visual analysis and descriptive statistics showed increased on-task behavior based on observations conducted during challenging classroom routines. Non-overlap of all pairs’ effects ranged from .67 to .90, with a combined effect of .75 (Hedges g). Results suggest that PPC improved on-task classroom behavior, and reciprocal parent–teacher communication was enhanced. Parents and teachers reported that PPC was feasible and acceptable. Limitations and implications are discussed.
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Ankrum, Raymond J. "Socioeconomic Status and Its Effect on Teacher/Parental Communication in Schools." Journal of Education and Learning 5, no. 1 (January 21, 2016): 167. http://dx.doi.org/10.5539/jel.v5n1p167.
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<p>The power of communication and community engagement utilized by teachers to actively involve parents and guardians in the educational process of their children is essential to the growth of the students. An important component to student motivation is a teacher’s ability to leverage parental/guardian relationships. A teacher’s ability to form partnerships with parents to help motivate student achievement is an unmeasurable intangible. Teacher interactions with parents/guardians can make or break the student’s relationships with the teachers. Teachers should think of parents as thought-partners in providing rigorous, meaningful education to students. Parents should think of teachers as extended family to students. The partnership between parent and teacher should bridge the gap in the child’s education. Extraneous factors such as the Socio-economic status of families should never play a role in how teachers communicate with parents.</p>
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Brown, Michelle I., David Trembath, Marleen F. Westerveld, and Gail T. Gillon. "A Pilot Study of Early Storybook Reading With Babies With Hearing Loss." Journal of Speech, Language, and Hearing Research 62, no. 9 (September 20, 2019): 3397–412. http://dx.doi.org/10.1044/2019_jslhr-l-17-0305.
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Purpose This pilot study explored the effectiveness of an early storybook reading (ESR) intervention for parents with babies with hearing loss (HL) for improving (a) parents' book selection skills, (b) parent–child eye contact, and (c) parent–child turn-taking. Advancing research into ESR, this study examined whether the benefits from an ESR intervention reported for babies without HL were also observed in babies with HL. Method Four mother–baby dyads participated in a multiple baseline single-case experimental design across behaviors. Treatment effects for parents' book selection skills, parent–child eye contact, and parent–child turn-taking were examined using visual analysis and Tau-U analysis. Results Statistically significant increases, with large to very large effect sizes, were observed for all 4 participants for parent–child eye contact and parent–child turn-taking. Limited improvements with ceiling effects were observed for parents' book selection skills. Conclusion The findings provide preliminary evidence for the effectiveness of an ESR intervention for babies with HL for promoting parent–child interactions through eye contact and turn-taking.
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Schafer, Markus, and Haosen Sun. "There at Any Distance? Geographic Proximity and the Presence of Adult Children in Older People’s’ Confidant Networks." Innovation in Aging 4, Supplement_1 (December 1, 2020): 512. http://dx.doi.org/10.1093/geroni/igaa057.1653.
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Abstract Adult children are key members of their aging parents’ close social network, often providing emotional and advisory supports. Still, adult children are not a guaranteed presence in older people’s core discussion networks. Geographical distance is a leading explanation for why some children are excluded from the confidant network, but we hypothesize that certain parent- and dyadic-level factors make these intergenerational ties more resilient to distance. Using wave six of the Survey of Health, Ageing, and Retirement in Europe, we identified whether a living adult child was also a member of the parent’s egocentric confidant network. We modeled the effect of the child (Level 1) and parent (Level 2) characteristics on the exclusion of a child from the core network using hierarchical logit models. We found that fifty-eight percent of children were excluded from a parent’s network. Parents were more likely to exclude those who lived more than 25 km compared to children who lived within 5 km. The impact of distance was exacerbated among parents who were older, partnered, or had four or more children. Parents with higher education and good computer skills were less sensitive to longer distances when listing a child as a confidant. Finally, parents who had confidants outside of the nuclear family and who lived in Northern Europe were less likely to exclude a child over 100 km from their confidant network. Together, results indicate that a number of demographic factors and personal and social resources contribute to the elasticity of parent-child ties across long distances.
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Hermalinda, Hermalinda, Yeni Rustina, and Enie Novieastari. "Parents Experiences Using Alternative Medicine on Children Suffering Cancer in Jakarta." Jurnal NERS 10, no. 1 (April 1, 2015): 61. http://dx.doi.org/10.20473/jn.v10i12015.61-73.
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Introduction: Alternative medicine are very popular today as a therapy that are believed to treat cancer. A phenomenology study was carried out to identify the experince of parent’s in using alternative medicine for children with cancer. Method: The method of data collection was indepth interview to eigth parents and data was analyzed by Colaizii’s method. Themes of this research are the impact of illness to children, parent’s effort, description of alternative medicine, the effect of alternative medicine for children, meaning of using alternative medicine and parents expectation. Result: No benefit effect for children and detterence effect in using alternative medicine are current fi ndings in this research. Discussion: Healthcare professional should concerned about using alternative medicine in children and providing adequate information regarding effectiveness and adverse effects of alternative medicine. Keywords: parents experiences, alternative medicine, children with cancer
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NOMURA, Y., V. WARNER, and P. WICKRAMARATNE. "Parents concordant for major depressive disorder and the effect of psychopathology in offspring." Psychological Medicine 31, no. 7 (October 2001): 1211–22. http://dx.doi.org/10.1017/s0033291701004585.
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Background. Concordance for major depressive disorder (MDD) between parents could happen for different reasons. Regardless of the origin and the frequency of the concordance, the effect on offspring of having two parents affected with MDD may be serious. The sex of the affected parent and offspring may also be a important risk factor for MDD in offspring.Methods. We examined the increased risk of psychopathology among offspring of the four parental mating groups: both parents affected with MDD (N = 53); only mother affected (N = 31); only father affected (N = 65); and, neither parents affected (N = 33). Parents and offspring were assessed by direct interview, conducted blind and independently of each other.Results. Among the four parental mating groups, offspring of both parents affected had the highest risk of MDD, anxiety disorder and alcohol dependence, and the earliest age of onset for MDD. There were two exceptions: the highest risk of conduct disorder and of drug dependence was in the groups where only the father was affected and where only the mother was affected, respectively. Mother's MDD was a stronger predictor of MDD in male compared to female offspring. Father's MDD was a stronger predictor of MDD in female compared to male offspring.Conclusion. Having two parents with MDD increases the risk of psychiatric disorders in offspring. A clear dose–response relationship between the number of affected parents and psychiatric disorders in offspring was observed. The sex of the affected parent and of the offspring is important in determining the risk to offspring. For an examination of the risk to psychopathology in offspring, diagnosis status of both parents should be considered.
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SAVİ-ÇAKAR, Firdevs, and Kıvanç UZUN. "REFLECTIONS OF THE COVID-19 PANDEMIA PROCESS ON THE LIFE OF ADOLESCENTS AND THEIR PARENTS: AN ASSESSMENT FROM A PARENTAL PERSPECTIVE." IEDSR Association 6, no. 12 (March 29, 2021): 161–89. http://dx.doi.org/10.46872/pj.261.
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The purpose of this research is to evaluate the parents' perspective of the reflections of the Covid-19 pandemic on the lives of adolescents and their parents. The phenomenology model included in the research, qualitative research was used. The study was carried out in the provinces of 50 parents participating in the “We Are A Team Project” at Burdur Mehmet Akif Ersoy University. A semi-structured interview form was prepared from open-ended questions. The impact of the Covid-19 pandemic on parents, its effect on adolescents, its effect on the family, the need for support and expectations are collected under five general themes. The general theme of the Covid-19 pandemic effect on parents; The changes in the lives of the parents were examined under three sub-themes: parents' feelings and thoughts, and things that are beneficial for parents. The general theme of its effect on adolescents; Problems experienced by adolescents with pandemics, feelings and thoughts of adolescents, things that adolescents have the most difficulties and things that are beneficial for adolescents are examined under four sub-themes. The general theme of the effect on the family; The effects of an acquaintance with Covid-19 disease on the family, problems as a family and positive changes in the family were examined under four sub-themes. The theme of the parent's need for support towards himself or his family; During the pandemic process, it was examined under two sub-themes: whether any support was received and feeling the need for support. Based on the findings, it turned out that this process has negative effects on parents and adolescents in general, as well as some positive effects.
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Padilla, Christina M. "Beyond Just the Average Effect: Variation in Head Start Treatment Effects on Parenting Behavior." AERA Open 6, no. 4 (July 2020): 233285842096969. http://dx.doi.org/10.1177/2332858420969691.
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Parent engagement has been a cornerstone of Head Start since its inception in 1965. Prior studies have found evidence for small to moderate impacts of Head Start on parenting behaviors but have not considered the possibility that individual Head Start programs might vary meaningfully in their effectiveness at improving parenting outcomes. The present study uses the Head Start Impact Study to examine the average effect of random assignment to and participation in Head Start on parenting outcomes as well as variation in that effect across Head Start programs. Findings reveal that Head Start is effective on average at promoting parents’ daily reading and overall literacy and math activities with children but that effects vary significantly for parents’ literacy and math activities, with some programs much more and some much less effective than their local alternatives. Findings also demonstrate that Head Start has consistent near-zero impacts across centers on parents’ disciplinary interactions with children.
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Mazza, Cristina, Eleonora Ricci, Daniela Marchetti, Lilybeth Fontanesi, Serena Di Giandomenico, Maria Cristina Verrocchio, and Paolo Roma. "How Personality Relates to Distress in Parents during the Covid-19 Lockdown: The Mediating Role of Child’s Emotional and Behavioral Difficulties and the Moderating Effect of Living with Other People." International Journal of Environmental Research and Public Health 17, no. 17 (August 27, 2020): 6236. http://dx.doi.org/10.3390/ijerph17176236.
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Since the initiation of the COVID-19 lockdown, Italian parents have been forced to manage their children at home. The present study aimed at investigating the psychological distress of parents during the lockdown, identifying contributing factors. An online survey was administered to 833 participants from 3 to 15 April 2020. Mediation and moderated mediation models were run to explore the association between parent neuroticism and parent distress, mediated by child hyperactivity–inattention and child emotional symptoms, and the moderating effect of living only with child(ren) on the direct and indirect effects of parent neuroticism on parent distress. For parents living only with child(ren), high levels of psychological distress depended exclusively on their levels of neuroticism. For parents living with at least one other person in addition to child(ren), distress levels were also mediated by child behavioral and emotional difficulties. Motherhood emerged as a significant factor contributing to greater distress. Furthermore, parent psychological distress decreased in line with increased child age. The results confirm that neuroticism is an important risk factor for mental health. Preventive measures should be primarily target multicomponent families with younger children and directed towards parents who are already known to present emotional instability and to parents of children who have received local mental health assistance for behavioral and/or emotional difficulties.
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Gorman, Helen E., Kate J. Orr, Aileen Adam, and Ruedi G. Nager. "Effects of Incubation Conditions and Offspring Sex on Embryonic Development and Survival in the Zebra Finch (Taeniopygia Guttata)." Auk 122, no. 4 (October 1, 2005): 1239–48. http://dx.doi.org/10.1093/auk/122.4.1239.
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AbstractSuboptimal conditions during embryonic development can affect offspring fitness. Both egg quality and incubation behavior can affect hatching success, hatching mass, and subsequent offspring performance. These effects may differ between male and female offspring. We manipulated the prebreeding body condition of Zebra Finches (Taeniopygia guttata), using diets of different protein content. To separate possible effects on egg quality of parental body condition and incubation conditions, we did a cross-fostering experiment. We analyzed embryo survival and hatching mass with respect to body condition of the egg-laying parent, body condition of the incubating foster parent, and offspring sex. Embryos were not affected by the condition of the egg-laying parent. Eggs incubated by parents in better condition suffered less embryo mortality than those incubated by parents in poorer condition, but only when overall embryo mortality was low. Hatching mass was also affected by the incubating foster parent’s body condition. And hatchlings incubated by parents in good condition were heavier than those incubated by parents in poor condition. Female hatchlings from late-laid eggs were heavier, in comparison with the size of the egg from which they hatched, than female hatchlings from earlier-laid eggs. No such effect was found for males. Therefore, male and female embryos may differ in their sensitivity to suboptimal conditions during embryonic development. These results suggest that parental body condition during incubation can affect offspring fitness.Efectos de las Condiciones de Incubación y el Sexo de las Crías sobre el Desarrollo Embrional y la Supervivencia en Taeniopygia guttata
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Ogurlu, Uzeyir, and Suleyman Kahraman. "Irrational Beliefs of Gifted Children’s Parents in Turkey." Journal of Educational Issues 4, no. 1 (April 4, 2018): 90. http://dx.doi.org/10.5296/jei.v4i1.12633.
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This study examined the irrational beliefs of parents of gifted children. Ninety-nine parents of gifted children in Turkey participated in the study. Parent Irrational Beliefs Scale was used as a data collection tool. Mann-Whitney’s U and Kruskal-Wallis Tests were used to compare the scores. Results revealed that parents who had no training about giftedness had scored higher on parent irrational beliefs than did trained parents. In addition to training, education levels of parents had a significant effect on parent irrational beliefs. With regard to the gender of their gifted children, there were no significant differences in parent irrational beliefs scores. Parents’ explanation of their difficulties with their gifted children were related to irrational beliefs.
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Axford, Nick, David P. Farrington, Suzy Clarkson, Gretchen J. Bjornstad, Zoe Wrigley, and Judy Hutchings. "Involving parents in school-based programmes to prevent and reduce bullying: what effect does it have?" Journal of Children's Services 10, no. 3 (September 21, 2015): 242–51. http://dx.doi.org/10.1108/jcs-05-2015-0019.
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Purpose – The purpose of this paper is to describe how and why school-based programmes to prevent or reduce bullying involve parents, and what impact involving parents has on bullying. Design/methodology/approach – A review of relevant literature, in particular systematic reviews and meta-analyses. Findings – The logic of involving parents in school-based bullying prevention programmes is that this increases the likelihood of parents first, telling schools that their child is being bullied, which in turn enables the school to act appropriately, and second, being able to address bullying-related issues effectively at home. Parent involvement is associated with a reduction in bullying but further research is needed to determine if it is a causal factor. Programmes tend not to include a parenting education and support element, despite negative parenting behaviour being associated with children being a victim or a bully/victim. Practical implications – There is good reason to involve parents in school-based bullying prevention. Given the parenting risk factors for bullying perpetration and victimisation, bullying prevention programmes could also usefully offer parenting education and support. Originality/value – The paper focuses exclusively on the role of parents in school-based bullying prevention programmes. It articulates the logic of involving parents and summarises the impact of parent involvement.
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Setijaningsih, Triana, and Wiwin Matiningsih. "The Effect of Parenting Program Towards Knowledge and Attitude of Parents for Giving Fundamental Needs of Children in Early Age." Jurnal Ners dan Kebidanan (Journal of Ners and Midwifery) 1, no. 2 (August 1, 2014): 129–34. http://dx.doi.org/10.26699/jnk.v1i2.art.p129-134.
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Parenting Program is a program that allows the alignment between sustainability and education conducted in educational institutions and is done at home. The purpose of research was to analyze the effect of parenting program toward knowledge and attitude of parent for giving fundamental needs of children in early age. Method: Research was pre-post test Design. The population and sample was one of the parents PAUD Sabana Blitar that lead to inclusion criteria as many as 43 respondents with a purposive sampling technique. Data was analyzed by descriptive and inferential using the Wilcoxon signed rank test and McNemar test with SPSS 17 for window, the level of significance (p ≤ 0.05). Result: The result of research got the value of P = 0.000 (Wilcoxon signed rank test), which means there was effect of Parenting program toward parent’s knowledge, and P = 0.016 (McNemar Test) which means that there was effect of Parenting Program for parent’s attitude. Discussion: Parenting Program is perceived very beneficial by parents as a complement of parenting in PAUD and at home, it is necessary to proceed more intensive and varied.
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Walker, Doug, E. Deanne Brocato, Les Carlson, and Russell N. Laczniak. "Parents’ and children’s violent gameplay: role of co-playing." Journal of Consumer Marketing 35, no. 6 (September 10, 2018): 623–32. http://dx.doi.org/10.1108/jcm-10-2017-2397.
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Purpose The purpose of this study is to explore the role of co-playing as a moderator of the relation between parents’ and children’s play of violent video games. Design/methodology/approach The study uses dyadic parent/child survey data to estimate the conditional effects in the model, both direct and indirect. Findings The positive effect of parents’ violent video game play of children’s playing behaviors is attenuated by parent/child co-playing. Parents’ knowledge of the Entertainment Software Rating Board (ESRB) ratings leads to higher levels of co-playing, thereby indirectly attenuating violent video game play in children as driven by parents’ play. Research limitations/implications The paper extends the literature on consumer socialization and the impact of co-playing and identifies an antecedent for co-playing in this context. Practical implications The paper reveals that knowledge of the self-regulatory ESRB rules plays a valuable (indirect) role in mitigating violent video game play by children through an increase in co-playing, which attenuates the positive effect of parents’ play on children’s play. Originality/value The study incorporates data from both parents and children to investigate the relationship between parents and children’s violent video game play while empirically investigating the uncertainty in the literature concerning the moderating impact of co-playing.
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Roeters, A., T. van der Lippe, E. Kluwer, and W. Raub. "Parental work characteristics and time with children: The moderating effects of parent’s gender and children’s age." International Sociology 27, no. 6 (April 13, 2012): 846–63. http://dx.doi.org/10.1177/0268580911423049.
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This article investigates the association between work characteristics and parent–child interaction time. In addition to studying the commonly considered working hours, the authors investigated the effects of job demands and resources such as job insecurity, autonomy and non-standard hours. Moreover, they analysed whether these associations were different for fathers than for mothers and for parents with young vs adolescent children. The authors analysed self-collected data on 2593 Dutch parents and found that parents participated more in parent–child activities when they worked shorter hours, experienced more autonomy, could be reached by their children at work and worked during non-standard hours. Nevertheless, the work characteristics had little explanatory value additional to the working hours. The association between working hours and parent–child time was weaker for mothers and for parents with young children. Moreover, the beneficial effect of non-standard hours was stronger for mothers and autonomy more relevant for parents with adolescent children.
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Davidoff, Amy, Lisa Dubay, Genevieve Kenney, and Alshadye Yemane. "The Effect of Parents' Insurance Coverage on Access to Care for Low-Income Children." INQUIRY: The Journal of Health Care Organization, Provision, and Financing 40, no. 3 (August 2003): 254–68. http://dx.doi.org/10.5034/inquiryjrnl_40.3.254.
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This study examines the effects of having an uninsured parent on access to health care for low-income children. Using data from the 1999 National Survey of America's Families, we find that having an uninsured parent decreases the likelihood that a child will have any medical provider visit by 6.5 percentage points, and decreases the likelihood of a well-child visit by 6.7 percentage points. Estimates for low-income children who have insurance but have an uninsured parent indicate a 4.1 percentage-point reduction in the probability of having any medical provider visit, and a similar 4.2 percentage-point reduction in the probability of having a well-child visit relative to those with insured parents. The effects of having an uninsured parent are smaller in magnitude than the effects of a child being uninsured. Efforts to increase insurance coverage of parents, either by extending eligibility for public insurance or through other policy interventions, will have positive spillover effects on access to care for children. Although the magnitude of these effects is small relative to the direct effect of providing insurance to either the child or parent, they should be considered in analyses of costs and benefits of proposed policies.
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Lieberman-Betz, Rebecca G., Paul Yoder, Wendy L. Stone, Allison S. Nahmias, Alice S. Carter, Seniz Celimli-Aksoy, and Daniel S. Messinger. "An Illustration of Using Multiple Imputation Versus Listwise Deletion Analyses: The Effect of Hanen's “More Than Words” on Parenting Stress." American Journal on Intellectual and Developmental Disabilities 119, no. 5 (September 1, 2014): 472–86. http://dx.doi.org/10.1352/1944-7558-119.5.472.
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Abstract This investigation illustrates the effects of using different missing data analysis techniques to analyze effects of a parent-implemented treatment on stress in parents of toddlers with autism symptomatology. The analysis approaches yielded similar results when analyzing main effects of the intervention, but different findings for moderation effects. Using listwise deletion, the data supported an iatrogenic effect of Hanen's “More Than Words” on stress in parents with high levels of pretreatment depressive symptoms. Using multiple imputation, a significant moderated treatment effect with uninterpretable regions of significance did not support an iatrogenic effect of treatment on parenting stress. Results highlight the need for caution in interpreting analyses that do not involve validated methods of handling missing data.
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Sénéchal, Monique, and Laura Young. "The Effect of Family Literacy Interventions on Children’s Acquisition of Reading From Kindergarten to Grade 3: A Meta-Analytic Review." Review of Educational Research 78, no. 4 (December 2008): 880–907. http://dx.doi.org/10.3102/0034654308320319.
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This review focuses on intervention studies that tested whether parent–child reading activities would enhance children’s reading acquisition. The combined results for the 16 intervention studies, representing 1,340 families, were clear: Parent involvement has a positive effect on children’s reading acquisition. Further analyses revealed that interventions in which parents tutored their children using specific literacy activities produced larger effects than those in which parents listened to their children read books. The three studies in which parents read to their children did not result in significant reading gains. When deciding which type of intervention to implement, educators will have to weigh a variety of factors such as the differences in effectiveness across the different types of intervention, the amount of resources needed to implement the interventions, and the reading level of the children.
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Bodden, Denise H. M., and Denise Matthijssen. "A Pilot Study Examining the Effect of Acceptance and Commitment Therapy as Parent Counseling." Journal of Child and Family Studies 30, no. 4 (February 27, 2021): 978–88. http://dx.doi.org/10.1007/s10826-021-01926-2.
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AbstractThere is some scientific evidence to support the applicability and preliminary effects of ACT as a parent intervention but more research is needed. In this pilot research, Acceptance and Commitment Therapy (ACT) is provided as a parent counseling therapy in order to increase psychological flexibility which in turn helps parents to choose attuned parenting behavior, invest in a helpful parent-child relationship, deal with feelings of incompetence, and cope with their own psychopathology. ACT parent counseling is developed for parents of children (3–18 years old) with psychiatric problems. The mean age of the parents (n = 101) was 47.1 years (range = 30–66). A repeated measures design was used including pretreatment, posttreatment, and 6-month follow-up measurements. The main outcomes were ACT measures (psychological flexibility, parental psychological inflexibility, and cognitive fusion). Secondary outcomes included parenting behavior, the quality of the parent-child interaction, parental competence, parental psychopathology, and the satisfaction with the treatment program. This is the first study we know of that showed statistically significant improvements on parental psychological flexibility, parenting behavior (except behavioral control), parent-child relations, parental competence, and parental internalizing psychopathology directly after treatment. At 6-month follow-up, significantly less conflicts, more parental competence, and less parental psychopathology was found. However, the improvements were not clinically significant, as calculated with the RCI. No control group was used in this uncontrolled pilot study but preliminary findings indicate that ACT parent counseling can help parents to increase psychological flexibility in order to choose more flexible and effective parenting behavior.
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Russell, Cristel A., and L. J. Shrum. "The Cultivation of Parent and Child Materialism: A Parent–Child Dyadic Study." Human Communication Research 47, no. 3 (June 14, 2021): 284–308. http://dx.doi.org/10.1093/hcr/hqab004.
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Abstract Research has shown that television viewing cultivates a materialistic worldview in children. However, other socialization factors may also influence children’s materialism. The current research tests two socialization pathways of parental influence: (a) an indirect path in which parents pass on their own materialism to their children, and the parent’s materialism is at least partly the result of a parent cultivation effect (parent cultivation); (b) an indirect path in which parents pass on their television viewing behavior to their children, which in turn positively predicts the children’s level of materialism (child cultivation). The results of two studies (initial study plus direct replication, N = 818) of U.S. parent–child dyads with 14- to 17-year-old children support the first path but not the second: The relation between parent TV viewing and child materialism is mediated through parent materialism. Child TV viewing is positively correlated with child materialism, but is nonsignificant when parent materialism is controlled.
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Lee, Kyuho. "Personality Traits and Emotional Support Exchanges Among Oldest-Old Parents and Older-Adult Children in Korea." Innovation in Aging 4, Supplement_1 (December 1, 2020): 391–92. http://dx.doi.org/10.1093/geroni/igaa057.1261.
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Abstract Previous studies show that personality traits are predictors of individuals’ exchanges (i.e., giving, perceiving, and evoking) in social support in general relationships. Less attention has been paid, however, to the roles of personality traits in parent-child relation, especially in the very old parent-child dyads. Focusing on personality’s effects on the perception of received support, this study examines 1) whether personality traits are associated with a perception of received emotional support, 2) which personality traits work as a predictor of support perception, and 3) whether the similarity between parent and children exist in the patterns of personality-support relationships among Korean very old parent-child dyads. A total of 105 dyads of very old parents, 81 to 97 years old (M = 87.9, SD = 2.8), and their older-adult children, 65 to 72 years old (M = 65.9, SD = 1.2), participated in the study. The results of the actor-partner interdependence model reveal that less neurotic and more agreeable parents perceived more emotional support from children(actor-effects); parents with more agreeable children perceived more support from children(partner-effect). There was no actor- and partner effects of personality traits on the emotional support children perceived. Our findings show that children, as compared to their parents, are maybe less affected by parents’ personality traits reflected by parents’ interaction behaviors. We further provide explanations of each path from the personality traits to emotional support.
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Loewenstein, Kristy. "Parent Psychological Distress in the Neonatal Intensive Care Unit Within the Context of the Social Ecological Model: A Scoping Review." Journal of the American Psychiatric Nurses Association 24, no. 6 (March 26, 2018): 495–509. http://dx.doi.org/10.1177/1078390318765205.
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BACKGROUND: Neonatal intensive care unit (NICU) parents are at risk for psychological distress and impaired mental health, and statistics related to parent psychological distress vary. OBJECTIVE: To determine the scope of literature regarding the mental health and psychosocial well-being of parents in the NICU. DESIGN: A scoping review within the Arksey and O’Malley framework and the SEM was undertaken to answer, “What factors contribute to parent’s mental health in the NICU?” A systematic review of the literature was performed using the PRISMA methodology. RESULTS: Common socioeconomic factors and infant and parent characteristics may place parents at a greater risk for developing distress. History of mental illness, family cohesion, birth trauma, altered parenting role, gestational age, birth weight, and severity of prematurity/illness emerged as themes. CONCLUSION: Further research is required to provide a standard for the screening and assessment of parents’ mental health and psychosocial well-being during a NICU hospitalization. The experiences of nonbirth parents in the NICU should be explored to examine the effects of the hospitalization on all types of parents.
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Abdel Fattah, Azhar F., El-Shimaa M. Roushdy, Hammed A. Tukur, Islam M. Saadeldin, and Asmaa T. Y. Kishawy. "Comparing the Effect of Different Management and Rearing Systems on Pigeon Squab Welfare and Performance after the Loss of One or Both Parents." Animals 9, no. 4 (April 14, 2019): 165. http://dx.doi.org/10.3390/ani9040165.
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Pigeon squabs completely depend on their parents for care and nourishment. The loss of one or both parents affects squabs’ successful fledging. This study was carried out on young squabs to compare the effect of pigeon parent sex and different fostering methods on squab welfare (behavior and growth performance). Two experiments were carried out. In the first experiment, the squabs were divided into three groups. Group 1 (control) consisted of 10 parent pairs with 20 brooding squabs; group 2 consisted of 10 male parents with 20 brooding squabs; and group 3 consisted of 10 female parents with 20 brooding squabs. In the second experiment, the squabs were also divided into three groups. Group 1 (control) consisted of 10 parent pairs with 20 brooding squabs; group 2 consisted of 20 brooding squabs fostered by 10 foster parent pigeons (either male or female); and group 3 consisted of 20 brooding squabs fostered by the hand-rearing method. A significant improvement in growth performance, behavioral welfare (head waggle, squab note and squab wing shake); increased repetition of these behaviors indicates stress and discomfort), and survival rate was observed to be higher in the group brooded by both parents compared to the group brooded by either a male or a female parent. In addition, the group fostered by hand-rearing showed a significant improvement in growth performance, behavioral welfare, and survival rate compared to the group brooded by foster pigeon parents.
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Parth, Sandra, Maximilian Schickl, Lars Keller, and Johann Stoetter. "Quality Child–Parent Relationships and Their Impact on Intergenerational Learning and Multiplier Effects in Climate Change Education. Are We Bridging the Knowledge–Action Gap?" Sustainability 12, no. 17 (August 28, 2020): 7030. http://dx.doi.org/10.3390/su12177030.
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The science–education cooperative venture “Our Common Future: ‘eKidZ’—Teach Your Parents Well” explores intergenerational learning processes and the transfer of learning from the younger to the older generation. Students acting as multipliers and their multiplication effect on parents is part of the research setting: 20 high school students, in the role of researchers, investigated the question of whether children who participate in the Climate Change Education (CCE) program “k.i.d.Z.21” passed on their climate-change-related knowledge, attitudes and actions to their parents (n = 91), in comparison to a control group (n = 87). Due to the annual increase in student participants in the CCE project “k.i.d.Z.21” since 2012 (n = 2000), this article can build on the results of a questionnaire regarding the school year 2017/18 (n = 100–120). A Multivariate Analysis of Variance (MANOVA) showed that the “k.i.d.Z.21” project has a multi-faceted knock-on effect on parents, constituting a multiplier effect: increasing knowledge, and, above all, improvements to the child–parent relationship. Additionally, measurable positive effects in the frequency and quality of climate change communication between children and their parents have been observed (Spearman Rank Correlations), but a distinct lack of positive effects regarding changing climate-friendly attitudes or actions have been noted (Pearson Product–Moment Correlation). The importance of the child–parent relationship is a key factor in bridging the knowledge–action gap, and is reviewed in the context of CCE.
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Park, Myung-Bae, and Chhabi Lal Ranabhat. "Effect of parental smoking on their children’s urine cotinine level in Korea: A population-based study." PLOS ONE 16, no. 4 (April 15, 2021): e0248013. http://dx.doi.org/10.1371/journal.pone.0248013.
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Background Children may be exposed to tobacco products in multiple ways if their parents smoke. The risks of exposure to secondhand smoke (SHS) are well known. This study aimed to investigate the association between parental smoking and the children’s cotinine level in relation to restricting home smoking, in Korea. Methods Using the Korea National Health and Nutrition Health Examination Survey data from 2014 to 2017, we analyzed urine cotinine data of parents and their non-smoking children (n = 1,403), in whose homes parents prohibited smoking. We performed linear regression analysis by adjusting age, sex, house type, and household income to determine if parent smoking was related to the urine cotinine concentration of their children. In addition, analysis of covariance and Tukey’s post-hoc tests were performed according to parent smoking pattern. Finding Children’s urine cotinine concentrations were positively associated with those of their parents. Children of smoking parents had a significantly higher urine cotinine concentration than that in the group where both parents are non-smokers (diff = 0.933, P < .0001); mothers-only smoker group (diff = 0.511, P = 0.042); and fathers-only smoker group (diff = 0.712, P < .0001). In the fathers-only smoker group, the urine cotinine concentration was significantly higher than that in the group where both parents were non-smoker (diff = 0.221, P < .0001), but not significantly different compared to the mothers-only smoker group (diff = - -0.201, P = 0.388). Children living in apartments were more likely to be exposed to smoking substances. Conclusion This study showed a correlation between parents’ and children’s urine cotinine concentrations, supporting the occurrence of home smoking exposure due to the parents’ smoking habit in Korea. Although avoiding indoor home smoking can decrease the children’s exposure to tobacco, there is a need to identify other ways of smoking exposure and ensure appropriate monitoring and enforcement of banning smoking in the home.
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Hillier, Cathlene, and Janice Aurini. "What role does the ‘parent-effect’ play in child centered research? The case of photo-interviews of children’s home reading practices." Qualitative Research 18, no. 4 (September 6, 2017): 492–509. http://dx.doi.org/10.1177/1468794117728410.
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Drawing on a photo-interview study of home reading practices with 35 children (ages 5–8) we examine how the ‘parent-effect’ influences research with young children. Not surprisingly, we find that parents influence reading practices and access to literacy resources. However, it is also clear that children’s reliance on parents affects data collection. Children who have more help from parents produce better photographs and a clearer narrative about home reading practices, but parents’ use of impression management influence the images that children produce and sometimes the photo-interview that follows. Rather than compromising children’s agency or the purity of the data, we argue that the parent-effect can be used an indicator of cultural norms about parenting; it can shed light into the dynamics of the parent-child relationships; and it can illuminate the degree to which children exert ‘child capital’ over home reading practices and the social construction of family life.
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Lee, S., H. Ji-Hye, M. Duk-Soo, Y. Soyoung, P. Boram, and C. Seockhoon. "Sleep environment of preschool children effects on children's sleep disorder and parents’ mental health." European Psychiatry 41, S1 (April 2017): s854. http://dx.doi.org/10.1016/j.eurpsy.2017.01.1697.
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IntroductionIn Korean culture, co-sleeping of parents and children are quite common, which is different from the Western culture where solitary sleeping of children is preferred. In this study, we evaluate the sleep environment factors that effect on children sleep disorder, and parent's parenting stress and mental health.MethodsSurveys were conducted to 115 participating parents of preschool children sleeping behaviour lecture. Seventy-one completed surveys were analyzed for the study. The mean age of target children was 53 ± 23 months. Parents’ mental health was evaluated by using several forms such as Insomnia Severity Index, Korean-Parenting Stress Index short form, and The Patient Health Questionnaire-9. Children's sleeping environment and quality were assessed by Child Sleep Habit Questionnaire and Sleep environment survey.ResultsPearson correlation analysis (P < 0.05) was conducted to evaluate the relationship between the sleep disorder of children, and the parent's parenting stress and mental health. Analyzing the data through the partial least square path modeling, co-sharing would have negative effect; bed-sharing could have negative effect on the depressing emotion of parents (P = 0.065). Solitary sleeping of children could have positive effect on parent's mental health (P < 0.01).ConclusionPreschool children's sleeping disorder occurs more often in co-sleeping children with parents than solitary sleeping children. Parents’ parenting stress is related to the parent's age and depression, further related to the children sleeping disorder and their sleep environment. Although, it is difficult to generalize the exact cause, evaluation and improvement of children's sleep environment would help to reduce the parent's parenting stress.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Davidovitch, Nitza, and Roman Yavich. "Technology-Related Involvement: The Effect Of The MASHOV System On Parent Involvement In Israeli Junior Highs." Journal of International Education Research (JIER) 11, no. 4 (October 6, 2015): 243–52. http://dx.doi.org/10.19030/jier.v11i4.9458.
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The purpose of the study was to examine differences in parental involvement between two high schools that use the MASHOV program (an online learning management system) and one high school where parents receive updates regarding their children in other ways, with attention to parents' background variables: sex, income, and schooling. The study shows that the MASHOV has a positive impact on parental involvement – parents who use the MASHOV program consistently demonstrate a high and significant level of involvement compared to parents who do not have access to this program. Parent involvement was also found to have a positive effect on the child's academic achievements, where the higher the level of involvement the higher the evaluation of the student's achievements. Furthermore, a difference was found between parent involvement in the school by sex. Mothers received a higher score for involvement than fathers. No significant correlation was found between parents' schooling and involvement. The research findings show that the growing trend in recent years whereby computerized systems, and in particular the computerized MASHOV program used in high schools, are being integrated in many educational institutions in order to reach effective pedagogic management, is proving efficient and important.
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Zulfaya, Najah. "PEMANFAATAN WHATSAPP DALAM MENINGKATKAN PEMAHAMAN ORANGTUA MENGENAI KOMUNIKASI POSITIF DENGAN ANAKPEMANFAATAN WHATSAPP PEMANFAATAN WHATSAPP DALAM MENINGKATKAN PEMAHAMAN ORANGTUA MENGENAI KOMUNIKASI POSITIF DENGAN ANAK." Comm-Edu (Community Education Journal) 3, no. 3 (September 30, 2020): 290. http://dx.doi.org/10.22460/comm-edu.v3i3.4558.
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Parents are the first to take the responsibility of raising a child with the quality of love that boils down to the quality of communication. The problem is the role of a parent, because of his misunderstanding of communication problems with his own child. So the study is aimed at figuring out how to exploit whatsapp in improving the understanding of positive communication with children. The method used is qualitative descriptive, by data collection using a trundating method of observation, interview and documentation. Informant number three. Research location in kampong gunteng, cisponsor district. The findings suggest that as intelligent parents, therefore using the whatsapp to improve its understanding of positive communication is appropriate. What a child is like from a child's communication with his parents. Positive communication, then, has a profound effect on a parent's relationship with a happy child.
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Brix, Anders, and Wilfrid S. Kendall. "Simulation of cluster point processes without edge effects." Advances in Applied Probability 34, no. 02 (June 2002): 267–80. http://dx.doi.org/10.1017/s0001867800011551.
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The usual direct method of simulation for cluster processes requires the generation of the parent point process over a region larger than the actual observation window, since we have to allow for all possible parents giving rise to observed daughter points, and some of these parents may fall outwith the observation window. When there is no a priori bound on the distance between parent and child then we have to take care to control approximations arising from edge effects. In this paper, we present a simulation method which requires simulation only of those parent points actually giving rise to observed daughter points, thus avoiding edge effect approximation. The idea is to replace the cluster distribution by one which is conditioned to plant at least one daughter point in the observation window, and to modify the parent process to have an inhomogeneous intensity exactly balancing the effect of the conditioning. We furthermore show how the method extends to cases involving infinitely many potential parents, for example gamma-Poisson processes and shot-noise G-Cox processes, allowing us to avoid approximation due to truncation of the parent process.
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Brix, Anders, and Wilfrid S. Kendall. "Simulation of cluster point processes without edge effects." Advances in Applied Probability 34, no. 2 (June 2002): 267–80. http://dx.doi.org/10.1239/aap/1025131217.
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The usual direct method of simulation for cluster processes requires the generation of the parent point process over a region larger than the actual observation window, since we have to allow for all possible parents giving rise to observed daughter points, and some of these parents may fall outwith the observation window. When there is no a priori bound on the distance between parent and child then we have to take care to control approximations arising from edge effects. In this paper, we present a simulation method which requires simulation only of those parent points actually giving rise to observed daughter points, thus avoiding edge effect approximation. The idea is to replace the cluster distribution by one which is conditioned to plant at least one daughter point in the observation window, and to modify the parent process to have an inhomogeneous intensity exactly balancing the effect of the conditioning. We furthermore show how the method extends to cases involving infinitely many potential parents, for example gamma-Poisson processes and shot-noise G-Cox processes, allowing us to avoid approximation due to truncation of the parent process.
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Umberson, Debra, and Anne-Marie Ambert. "The Effect of Children on Parents." Journal of Marriage and the Family 54, no. 4 (November 1992): 1002. http://dx.doi.org/10.2307/353187.
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Sinclair, Leslie. "Parents Have Effect on Child’s Friends." Psychiatric News 47, no. 22 (November 16, 2012): 17e—28. http://dx.doi.org/10.1176/pn.47.22.psychnews_47_22_17-e.
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McGuire, S. "The Effect of Children on Parents." JAMA: The Journal of the American Medical Association 286, no. 23 (December 19, 2001): 3015—a—3016. http://dx.doi.org/10.1001/jama.286.23.3015-a.
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McPhail, Brian. "Religious Heterogamy and the Intergenerational Transmission of Religion: A Cross-National Analysis." Religions 10, no. 2 (February 14, 2019): 109. http://dx.doi.org/10.3390/rel10020109.
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This study examines the effect of religious heterogamy on the transmission of religion from one generation to the next. Using data from 37 countries in the 2008 Religion III Module of the International Social Survey Programme (ISSP), I conduct a cross-national analysis of the relationship between parents’ religious heterogamy and their adult childrens’ religious lives. By estimating fixed effects regression models, I adjust for national-level confounders to examine patterns of association between having interreligious parents during childhood and level of adult religiosity as measured by self-rated religiousness, belief in God, and frequencies of religious attendance and prayer. The results indicate that having religiously heterogamous parents or parents with dissimilar religious attendance patterns are both associated with lower overall religiosity in respondents. Parents’ religious attendance, however, mediates the relationship when each parent has a different religion. Having one unaffiliated parent is associated with lower religiosity regardless of parents’ levels of religious attendance. The negative impact of parents’ religious heterogamy on religious inheritance is independent of national-level factors and has implications for anticipating changes in the religious landscapes of societies characterized by religious diversity and growing numbers of interreligious marriages.
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Mouton, Bénédicte, Laurie Loop, Marie Stiévenart, and Isabelle Roskam. "Confident Parents for Easier Children: A Parental Self-Efficacy Program to Improve Young Children’s Behavior." Education Sciences 8, no. 3 (August 31, 2018): 134. http://dx.doi.org/10.3390/educsci8030134.
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This study presents the effects on children’s behavior of Confident Parents, a focused parenting program targeting parental self-efficacy. This parenting program aims to improve child behavior through the enhancement of parental self-efficacy. Confident Parents was experimentally tested on a total sample of 80 parents of three-to-six-year-old preschool aged children with moderate to clinical levels of externalizing behavior. Thirty-seven parents participated in the program, and were compared with a waitlist control group (n = 43). The intervention consisted of eight weekly group sessions. Effect sizes were evaluated through both observational and parent-report measures on the child’s behavior, as well as self-reported parental self-efficacy at pretest, post-test, and a four-month follow-up. Through a multi-level analysis, predictors of the change in the child’s behavior were identified. The moderating effect of socio-economic risk and externalizing behavior at baseline were also included in the analysis. Results show that Confident Parents improved the child’s behavior, both reported by parents and, to a lesser extent, when observed in interaction with the parent. Children with higher levels of behavior difficulty benefited more while those with socio-economic risk benefited less from this program. These results illustrate that focusing a parenting program on improving self-efficacy is effective to reduce externalizing behavior in children. This underdeveloped treatment target is worthy of investigation in parenting intervention research.
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Neuenschwander, Markus P. "Information and Trust in Parent-Teacher Cooperation – Connections with Educational Inequality." Central European Journal of Educational Research 2, no. 3 (November 30, 2020): 19–28. http://dx.doi.org/10.37441/cejer/2020/2/3/8526.
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There is an ongoing debate on how parents and the cooperation between parents and teachers contribute to educational inequality. In this study, the assumption that information and trust in parent–teacher cooperation mediate the effects of parent socioeconomic status (SES) on student achievement in mathematics and instruction language (German) was examined. The effects of information and trust on achievement were assumed to be mediated by parent self-efficacy expectation in German. The hypotheses were tested using a sample with 1001 students from 4th to 6th grade and their parents in Swiss primary schools using questionnaires and achievement tests at the beginning and the end of a school year. Results from structural equation models with longitudinal data showed that parent trust and parent self-efficacy expectation fully mediated the effect of SES and student achievement in language instruction but not in mathematics. Information did not correlate with SES nor with student achievement, but with trust. Parental trust in the cooperation with teachers affected achievement in both mathematics and German. The model combines the research on parental involvement with the research on educational inequality in school. Teachers need to establish trust in cooperation with low-SES parents to reduce educational inequality in school.