Relevant bibliographies by topics / Parent and child. Child rearing. Attention in children

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Parent and child. Child rearing. Attention in children'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Parent and child. Child rearing. Attention in children"

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Hechtman, Lily. "Families of Children with Attention Deficit Hyperactivity Disorder: A Review." Canadian Journal of Psychiatry 41, no. 6 (1996): 350–60. http://dx.doi.org/10.1177/070674379604100605.

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Objectives: 1) To review the evidence of attention deficit hyperactivity disorder (ADHD) and other conditions in family members (siblings and parents) of children with ADHD and determine the importance of genetic and environmental factors in this condition. 2) To describe the prospective 10-year follow-up of 65 families with ADHD children and 43 families of matched normal controls. 3) To review various studies that have looked at parent–child interactions with ADHD children on and off stimulant medication, and such interactions over time. The paper thus provides an overview of family pathology
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Psychogiou, Lamprini, Dave M. Daley, Margaret J. Thompson, and Edmund J. S. Sonuga-Barke. "Do maternal attention-deficit/hyperactivity disorder symptoms exacerbate or ameliorate the negative effect of child attention-deficit/hyperactivity disorder symptoms on parenting?" Development and Psychopathology 20, no. 1 (2008): 121–37. http://dx.doi.org/10.1017/s0954579408000060.

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AbstractThe impact of similarity in parent and child characteristics on the quality of parenting is underresearched. The current study examined the interaction between mother and child attention-deficit/hyperactivity disorder (ADHD) symptoms on parenting. Two hypotheses were tested: the similarity-fit hypothesis, which predicted that parent and child similarity will improve parenting, and the similarity-misfit hypothesis, which predicted the opposite. Study 1 examined the associations between maternal and child ADHD symptoms and child-specific rearing attitudes of 95 mothers with school-aged c
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Powell, Douglas R., and Karen E. Diamond. "Approaches to Parent-Teacher Relationships in U.S. Early Childhood Programs during the Twentieth Century." Journal of Education 177, no. 3 (1995): 71–94. http://dx.doi.org/10.1177/002205749517700306.

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The nature of parent-teacher relationships in early childhood programs, including interventions for children with disabilities, is examined within a sociopolitical context across five eras of the twentieth century. Two general approaches are discerned: practices that view parents as learners in need of expert information and advice about child rearing, prevalent through the 1950s, and strategies involving parents as partners with educators in program decision-making, which began to surface in the 1960s. Attention is given to the influence of the Parent Teacher Association in the early 1900s as
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Tzuriel, David, and H. Carl Haywood. "Locus of Control and Child-Rearing Practices in Intrinsically Motivated and Extrinsically Motivated Children." Psychological Reports 57, no. 3 (1985): 887–94. http://dx.doi.org/10.2466/pr0.1985.57.3.887.

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A sample of 177 students from Grades 5 and 10 were given the Choice Motivator Scale, a measure of individual differences in motivational orientation, the Intellectual Achievement Responsibility Scale, and the Parent-Child Relation Questionnaire. A stepwise regression analysis with the latter two scales, age, and sex as predictors was employed with motivational orientation as a criterion variable. Four variables significantly predicted intrinsic motivation: Love-Reject (father), Attention (father), Locus of Control (successes), and Age. Intrinsically motivated children tended to perceive their
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Boss, Peter. "Physical punishment in child rearing: A background paper to the campaign for EPOCH (End Physical Punishment of Children) in Australia." Children Australia 20, no. 3 (1995): 27–32. http://dx.doi.org/10.1017/s1035077200004600.

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With attention focussed on child abuse and measures for child protection in many countries around the world, efforts have been made to understand something of the nature and dimensions that lie behind abuse. Now the time has come to look at domestic violence in its other manifestations - not only parent to child as in child abuse, but also husband to wife or cohabiter to cohabiter. What, however, has been missing from this widening of concerns has been a focus on parental behaviour toward their children which involves the use of physical punishment in child rearing but which may fall short of
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Payne, Julien D. "A Practitioner's Guide to The Economic Implications of Custody and Access under the Divorce Act and the Federal Child Support Guidelines." Revue générale de droit 32, no. 1 (2015): 1–36. http://dx.doi.org/10.7202/1028051ar.

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The following analysis provides a bird's eye view of the economic impact of custody and access dispositions on child support orders granted pursuant to sections 8 and 9 of the Federal Child Support Guidelines. It is written for the benefit of legal practitioners and judges in Québec and provides a succinct but relatively comprehensive review of child support orders under the federal guidelines in cases where each parent has custody of one or more of their children (Guidelines, section 8) or where each parent shares custody of or access to their children not less than forty per cent of the year
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Nazemi, Mahdi, and Abbas Ali Salehi. "Investigating the Custody in Shiite Jurisprudence and Civil Rights in France." Journal of Politics and Law 9, no. 7 (2016): 230. http://dx.doi.org/10.5539/jpl.v9n7p230.

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Custody in Islam is the procedure for child rearing, which effects his physical and material context. What kept custody of the child apart from other issues, is attention to the spiritual dimension of the child and considering the child needs. Child custody and disputes on it leads to be an important issue for parents in countries civil law. In civil rights it becomes as well as the important of religious orders and opinions of jurists, in this regard recommendations are provided on how to improve the supervision and laws of our country's children for a better life. Therefore, in this case, it
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Elias, Nelly, and Idit Sulkin. "Screen-Assisted Parenting: The Relationship Between Toddlers’ Screen Time and Parents’ Use of Media as a Parenting Tool." Journal of Family Issues 40, no. 18 (2019): 2801–22. http://dx.doi.org/10.1177/0192513x19864983.

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The amount of time that children spend using various screen devices and the factors predicting it have long been the subject of empirical inquiry because of the negative outcomes associated with extensive media exposure. Most research has focused on factors such as parents’ sociodemographic characteristics and their attitudes regarding media, with little attention to parents’ child-rearing needs and their screen-assisted practices. This oversight is indeed critical, as children’s media use takes place within the context of the parent–child relational dynamic. Furthermore, no substantive attemp
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Lee, Soo Jin, C. Robert Cloninger, Soo Hyun Park, and Han Chae. "The association of parental temperament and character on their children’s behavior problems." PeerJ 3 (December 1, 2015): e1464. http://dx.doi.org/10.7717/peerj.1464.

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Purpose.Parents have important roles in child rearing, but the influence of their personality on rearing practices and their impact on the behavior of children has received surprisingly little attention. The aim of the current study was to investigate the relationship between parents’ personality and children’s problem behaviors.Materials and Methods.Participants consisted of 190 preschool outpatients (104 boys, 86 girls) and their parents who visited traditional Korean pediatric clinics with minor physical symptoms as chief complaints. The personality profiles of the both parents were measure
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Niederhofer, H., B. Hackenberg, K. Lanzendorfer, W. Staffen, and A. Mair. "Family Coherence and ADHD." Psychological Reports 91, no. 1 (2002): 123–26. http://dx.doi.org/10.2466/pr0.2002.91.1.123.

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A lack of perseverance, poor attention, and poorly modulated behaviour are important criteria of Attention Deficit Hyperactivity Disorder (ADHD). Instructions often must be repeated, sometimes even by different family members, before a child with ADHD attends and complies. The hyperkinetic child might cause less disruption in families with high coherence. Families of 15 boys (aged 6 to 12 years) diagnosed with ADHD using the Mannheim Parent's Interview and the teacher's form of the Conners scale were compared with a matched healthy control group of 15 boys. Parents completed a form assessing t
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Dissertations / Theses on the topic "Parent and child. Child rearing. Attention in children"

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Lai, Shun-keung. "Deaf parents having hearing children : issues of communication and child-rearing /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19470824.

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Warren, Michelle A. "Parent-child interactions with ADHD children: Parental empathy as a predictor of child adjustment." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4285/.

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Parent-child interactions tend to be problematic among families of children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). Although much attention has been paid in research and therapy to negative cycles of interaction between parent and child, it is equally important to consider how positive family interactions can be promoted, as these are likely to help prevent or reduce behavior problems and facilitate the best possible outcomes for children. Major contributors to the fields of psychology and child therapy have postulated that parental empathy is of primary importance in f
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Donahoo, Susan Eileen. "Child rearing experiences and views of parent-child interactions among American and Taiwan young adults." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1223.

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Lucchetti, Anne Elizabeth. "Children's perceptions of parental favoritism as mediating the relationship between discrepant parent-children communication and child outcomes /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Driskill, Julie D. (Julie Diane). "Structured Child and Parent Groups with ADHD Children: Evaluation of Varying Levels of Parent Involvement." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc277641/.

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Attention Deficit/Hyperactivity Disorder (ADHD) is one of the most commonly diagnosed disorders of childhood. This study was designed to evaluate the effectiveness of combined parent training and structured group therapy with children diagnosed with ADHD. The study sought to evaluate the amount of parent training needed to lead to significant changes in children and parents. Families were assigned to a wait-list control condition or to one of two parent treatment conditions: a complete parent group or a handout-only group. Children participated in a seven session social skills and behavior man
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Kwan, Ho Shiu-fong Cecilia. "The role of parent training in the management of mentally handicapped children." [Hong Kong] : University of Hong Kong, 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12322398.

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Carter, Catherine S. (Catherine Shriver). "The Relationship Between One Aspect of Morality of Young Children and Parental Attitudes Toward Child-Rearing, Gender, Employment Status and Socio-Economic Status." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc332443/.

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This study examined the relationship between the resistance to temptation of three-, four-, and five-year-old children and parental attitudes toward child-rearing. Other variables explored included gender of the children, employment status of mothers, and socio-economic status of families. Fifty-two three-, four-, and five-year-old children from two centers were tested to determine their levels of resistance to temptation as measured by Grinder's Bean Bag Instrument. Parental attitudes toward child-rearing were measured by Schaefer and Bell's Parental Attitude Research Instrument (PARI). To de
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Lai, Shun-keung, and 黎信強. "Deaf parents having hearing children: issues of communication and child-rearing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31250221.

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Jiang, Xiujuan Morris Jeanne B. "The relationship between four dimensions of child-rearing practices and children's academic self-esteem in two- and single-parent families." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9234463.

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Thesis (Ed. D.)--Illinois State University, 1992.<br>Title from title page screen, viewed January 26, 2006. Dissertation Committee: Jeanne B. Morris (chair), Patricia H. Klass, Barbara H. Lazerson, Ione M. Garcia. Includes bibliographical references (leaves 96-104) and abstract. Also available in print.
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Pelletier, Julie A. "Parent and Child Characteristics Associated with Comorbidity Differences in Children with Attention-Deficit/Hyperactivity Disorder." DigitalCommons@USU, 2005. https://digitalcommons.usu.edu/etd/6221.

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Attention-deficit/hyperactivity disorder (ADHD) is a commonly diagnosed disorder that is associated with many negative outcomes. For many children, the disorder is comorbid with externalizing and/or internalizing problems. Understanding the correlates of comorbid problems in children with ADHD could be important for better treatment and/or prevention strategies. The purposes of this study were (a) to determine what parent-related and child-related characteristics are associated with externalizing or internalizing problems in children with ADHD, and (b) to determine if there are differences in
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Books on the topic "Parent and child. Child rearing. Attention in children"

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1947-, Richey Mary Anne, ed. Raising boys with ADHD: Secrets to parenting healthy, happy sons. Prufrock Press, 2012.

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1938-, Stevens Suzanne H., ed. The LD child and the ADHD child: Ways parents and professionals can help. J.F. Blair Publisher, 1996.

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Parenting your ADHD child: Biblical guidance for your child's diagnosis. New Growth Press, 2011.

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Grant, Martin, ed. Help! my child is struggling in school. Tyndale House Publishers, 2006.

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Lian hao hai zi zhuan zhu li, zhong jie man bu jing xin: Bu pa hai zi fen xin zou shen, rang xue xi xiao lü bei su ti sheng. Feng xiang qiu wen hua shi ye you xian gong si, 2016.

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The ADHD parenting handbook: Practical advice for parents from parents. 2nd ed. Taylor Trade Pub., 2006.

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The ADHD parenting handbook: Practical advice for parents from parents. Taylor Pub. Co., 1994.

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Jiao yang, cong du dong hai zi xing wei kai shi: Quan tu jie shi jian ban = Irasuto zukai Hattatsu shōgai no kodomo no kokoro to kōdō ga wakaru hon. Cai shi chu ban ji tuan, 2016.

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Mits, Katayama, ed. What about me? 12 Ways to Get Your Parents' Attention Without Hitting Your Sister. Parenting Press, 2005.

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Laurie, Parsons, ed. Right-brained children in a left-brained world: Unlocking the potential of your ADD child. Simon & Schuster, 1997.

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Book chapters on the topic "Parent and child. Child rearing. Attention in children"

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Berk, Laura E. "A Vision for Parenting and Educational Practice." In Awakening Children's Minds. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195124859.003.0012.

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Vygotsky’s sociocultural theory is an empowering perspective for parents and teachers. In underscoring the role of adult–child dialogues in children’s development, it offers a balanced resolution to the dichotomy between adult directiveness and child-centeredness that has, for decades, permeated American parenting advice and educational practice. Consistent with a wealth of current research, sociocultural theory stresses that children contribute actively to their own development, etching their unique imprint on everything they learn. To implement sociocultural concepts of child rearing and teaching, parents and teachers must have a firm grasp of children’s temperaments, interests, knowledge, skills, and strengths and weaknesses. Yet each ingredient of effective dialogue—the shared understanding essential for genuine communication, the sensitive guidance inherent in scaffolding, the narrative conversation that builds the child’s cultural worldview, and the meaningful activities that spark learning of all kinds—requires that adults and children join forces. To create the “zone”—the dynamic region in which children acquire cognitive and social competencies and the capacity to use thought to guide behavior—children and important adults in their lives must collaborate. Adults are leaders in this collaborative process. Through dialogues, they fashion the child’s lifeline with humanity. Weaken or sever that line, and no matter how well endowed children are genetically, they become less than they otherwise could be. Although not the sole influence, adult-child togetherness through the give-and-take of communication indelibly affects children’s development. Dialogues with parents, teachers, and other significant adults transform the child’s mind, connecting it with other minds and transferring to it a wealth of understandings and skills. From the sociocultural perspective, parents help children realize their potential by making a long-term commitment to sensitivity, consistency, and richness of interaction, not by offering brief bursts of attention interspersed with little involvement. This means that good parenting is possible only through great investments of time. Early in this book, I cited evidence indicating that contemporary parents—even those with demanding careers who claim the greatest time scarcity—have ample time for generous involvement in their children’s lives.
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Smuts, Alice Boardman. "Scientific Child Rearing, Organized Motherhood, and Parent Education." In Science in the Service of Children, 1893-1935. Yale University Press, 2006. http://dx.doi.org/10.12987/yale/9780300108972.003.0004.

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Berk, Laura E. "The Child in Contemporary Culture." In Awakening Children's Minds. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195124859.003.0011.

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In this chapter, I take up dilemmas that today’s parents face in rearing young children. Throughout this book, we have touched on myriad forces that make contemporary parenting highly challenging. These include one-sided, contradictory messages in the parenting-advice literature; career pressures that impinge on parent involvement in children’s lives; abysmally weak American child-care services to assist employed parents in their child-rearing roles; cultural violence and excessive materialism permeating children’s worlds; schools with less than optimal conditions for children’s learning; and impediments to granting children with deficits and disabilities social experiences that maximize their development. Contemporary parents do not just find child rearing more difficult; they feel more uncertainty than their predecessors about whether and how to intervene in their children’s activities and behavior. In the pages that follow, I draw on major themes of this book—the power of adult warmth, appropriate expectations, narrative conversation, make-believe play, and teaching in the “zone”—to show how Vygotsky’s sociocultural approach can serve as a guide for resolving a great many child-rearing concerns. This chapter answers twenty questions drawn from a survey of over four hundred parents of 2- to 8-year-olds living in a Midwestern city with a population of one hundred thousand. In that survey, I asked parents to list any questions about young children’s development and learning that interested or worried them. The questions I answer here address issues that appeared most often in parents’ responses. Each represents a concern that surfaced in three or more parental replies. I intend these answers to parents’ questions to reflect a way of thinking about child rearing, not a set of recipes for dealing with specific events. When parents are familiar with principles that are grounded in contemporary theory and research on children’s development, they can better deal with the quandaries generated by the changing home, school, and community contexts in which today’s children grow up. Although adverse cultural trends have complicated and threatened good child rearing, parents—as agents of change, buffers against stressful life circumstances, and gatekeepers of learning opportunities—can do much to protect, restore, and reshape children’s experiences.
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Kearney, Christopher A. "The Attention-Seeking Elementary School Child." In Helping Families of Youth with School Attendance Problems. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190912574.003.0004.

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Chapter 4 focuses on elementary school children who refuse school primarily due to attention-seeking behavior. Many of these children are not necessarily anxious about school, though separation anxiety could be present, but instead desire to remain home from school to be with a parent or primary caregiver. This chapter includes detailed recommendations for psychoeducation, contingency management, and reintroduction to school, with a focus on parents. Recommendations are made for encouraging parents to supervise attendance more closely, refrain from keeping a child home from school, maintain a regular morning routine for school preparation behaviors, and implement consequences for attendance and nonattendance as appropriate. Core intervention components and procedures to expand the effectiveness of these core components are covered.
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Ward, Peggie. "“East Group”." In Overcoming Parent-Child Contact Problems. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190235208.003.0008.

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This chapter focuses on the group psychoeducation done with the favored parents in families with parent–child contact problems attending Overcoming Barriers programs. A systems-based understanding of parent–child contact problems highlights the importance of intervention with each member of the family. The author describes the personality traits, beliefs, feelings, and attitudes of favored parents as well as challenges that such characteristics pose to clinical intervention. Strategies to promote a shift in favored parents’ beliefs about the health of their children are discussed, including calling attention to cognitive distortions, teaching about concepts such as memory and suggestibility, and building skills for coping with emotional triggers. The role of group process and relationships among group members are discussed as possible mechanisms of change. Case material is used to illustrate key points.
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Semple, David, and Roger Smyth. "Child and adolescent psychiatry." In Oxford Handbook of Psychiatry. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198795551.003.0015.

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This chapter covers child and adolescent psychiatry. From assessment, develop, resilience, and attachment, normal infant mental health is discussed, followed by an approach to behavioural problems and conduct disorders in the older child. Parent management training is covered, followed by individual disorders and their management in the context of the adolescent and child, from attention-deficit/hyperactivity disorder to psychosis. Special focus is given to children and young people with intellectual disabilities, child maltreatment, and prescribing differences from adult psychiatry.
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Drozd, Leslie, Michael A. Saini, and Kristina Vellucci-Cook. "Trauma and Child Custody Disputes." In Evidence-Informed Interventions for Court-Involved Families, edited by Lyn R. Greenberg, Barbara J. Fidler, and Michael A. Saini. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190693237.003.0010.

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This chapter addresses the special considerations that must be applied when therapeutic interventions occur in the context of unresolved allegations of trauma or abuse. Evidence-informed techniques that address functional deficits being exhibited by the child, without compromising external investigation of the allegations, are discussed. Methods for maintaining or strengthening the healthy aspect of parent–child relationships, as consistent with child safety, are also discussed. This chapter considers evidence-informed techniques for addressing functional deficits exhibited by children as a result of unresolved trauma. Attention is placed on methods for resolving histories of trauma within the family law and child dependency context. This may include resolving traumatic memories with parents, dealing with situations in which more than one party is traumatized or memories do not align, and reaching child-supportive resolutions when parent–child contact requires a trauma-supportive lens.
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Kearney, Christopher A., and Anne Marie Albano. "Children Refusing School for Attention." In When Children Refuse School. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190604059.003.0006.

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Chapter 6 describes treatment procedures for children refusing school for attention. Common behaviors in this functional group include noncompliance (refusing parent and/or teacher commands), overall disruptive behavior to stay out of school, clinging, refusal to move, tantrums, running away, constant telephoning or texting, and guilt-inducing behaviors. The major focus of treatment is the parents, and the major goal of treatment is to shift the parents’ attention away from school refusal behaviors and toward appropriate school attendance behaviors. Parents are taught to issue unambiguous commands to the child without insulting or lecturing. They are encouraged to set up and adhere to a morning routine is discussed. The importance of identifying and consistently applying rewards and consequences is emphasized.
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Kearney, Christopher A., and Anne Marie Albano. "Children Refusing School for Attention." In When Children Refuse School. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190604080.003.0006.

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Chapter 6 outlines treatment procedures for children refusing school for attention. Such children may be refusing parent and/or teacher commands and showing overall disruptive behavior. Other behaviors may include clinging, refusal to move, tantrums, running away, constant telephoning or texting, and guilt-inducing behaviors. The major focus of treatment is the parents. The major goal of treatment is to shift parental attention away from school refusal behaviors and toward appropriate school attendance behaviors. Parents learn to issue unambiguous commands to the child without insulting or lecturing. They are encouraged to set up and adhere to a morning routine. The importance of identifying and consistently applying rewards and consequences is also emphasized.
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Chronis-Tuscano, Andrea, Kelly O’Brien, and Christina M. Danko. "Module 2: Special Time and Pleasant Activities Scheduling." In Supporting Caregivers of Children with ADHD. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190940119.003.0003.

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During Module 2, parents increase pleasant activities with their child and on their own. Parents of children with attention-deficit/hyperactivity disorder (ADHD) often get caught in the cycle of giving more corrective/negative feedback than positive feedback. This negative feedback loop can impact the parent–child relationship, the child’s behavior, and the parent’s mood. By the time they seek treatment, parents often say that they find it hard to enjoy time with their child. You will instill hope that, by using “Special Time,” the parent can begin to enjoy time with their child again and ultimately improve their relationship. In addition, parent participation in scheduled pleasant activities (away from their child and work/family demands) is emphasized as necessary to effectively parent a challenging child. Over the course of the program, one overarching goal is to help parents prioritize their self-care, for the sake of their own mental health and their family’s well-being.
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