Relevant bibliographies by topics / Parent and child – Miscellanea

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Parent and child – Miscellanea'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Parent and child – Miscellanea"

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Urquiza, Anthony J., and Susan Timmer. "Parent-Child Interaction Therapy: Enhancing Parent-Child Relationships." Psychosocial Intervention 21, no. 2 (August 2012): 145–56. http://dx.doi.org/10.5093/in2012a16.

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Compier-de Block, Laura H. C. G., Lenneke R. A. Alink, Mariëlle Linting, Lisa J. M. van den Berg, Bernet M. Elzinga, Alexandra Voorthuis, Marieke S. Tollenaar, and Marian J. Bakermans-Kranenburg. "Parent-Child Agreement on Parent-to-Child Maltreatment." Journal of Family Violence 32, no. 2 (December 15, 2016): 207–17. http://dx.doi.org/10.1007/s10896-016-9902-3.

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Carrère, Sybil, and Bonnie H. Bowie. "Like Parent, Like Child: Parent and Child Emotion Dysregulation." Archives of Psychiatric Nursing 26, no. 3 (June 2012): e23-e30. http://dx.doi.org/10.1016/j.apnu.2011.12.008.

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&NA;. "PARENT-CHILD RELATIONSHIPS." American Journal of Nursing 96, no. 3 (March 1996): 9. http://dx.doi.org/10.1097/00000446-199603000-00003.

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&NA;. "PARENT-CHILD STUDIES." Journal of Developmental & Behavioral Pediatrics 7, no. 6 (December 1986): 390. http://dx.doi.org/10.1097/00004703-198612000-00021.

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Biswas, Ashok Kumar, Edward P. A. Gebuis, and Petrica Irimia. "Parent-Child Relationship." International Journal of User-Driven Healthcare 7, no. 1 (January 2017): 1–12. http://dx.doi.org/10.4018/ijudh.2017010101.

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The parent-child relationship is a complex social issue. Several factors have much more impact on the issue besides a parent's perception. The participant was a retired, divorced man with two sons with his ex-wife. He felt satisfied with the relationship between himself and his children. Apart from conflicts and confusion, he successfully made it clear that for a busy person like him, he is doing his best to keep the relationship alive with his children. A relationship is typically subjective between two people and can not only be analysed by comparing it with others' examples. As the primary purpose of the qualitative research is to represent the essential qualities of one or more complex social phenomena. This qualitative interview successfully achieved qualitative information on the parent-child relationship. However, to understand better, bigger sample size (here N=1) would be required.
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Cohen, Melvin L. "Parent, Teacher, Child." American Journal of Diseases of Children 143, no. 10 (October 1, 1989): 1229. http://dx.doi.org/10.1001/archpedi.1989.02150220137034.

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&NA;. "Parent-Child Attachment." Nurse Practitioner 14, no. 2 (February 1989): 56. http://dx.doi.org/10.1097/00006205-198902000-00011.

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Timmer, Susan G., Anthony J. Urquiza, Nancy M. Zebell, and Jean M. McGrath. "Parent-Child Interaction Therapy: Application to maltreating parent-child dyads." Child Abuse & Neglect 29, no. 7 (July 2005): 825–42. http://dx.doi.org/10.1016/j.chiabu.2005.01.003.

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Lorber, Michael F., Mandi L. White-Ajmani, Denise Dixon, Amy M. S. Slep, and Richard E. Heyman. "The relations of child adiposity with parent-to-child and parent-to-parent hostility." Psychology & Health 32, no. 11 (June 11, 2017): 1386–406. http://dx.doi.org/10.1080/08870446.2017.1336238.

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Dissertations / Theses on the topic "Parent and child – Miscellanea"

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Whiddon, Melody. "Parent Emotional Functioning, Parent Responsiveness, and Child Adjustment." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/223.

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Over the past two decades, interest in the psychological development of children has steadily increased (Beg, Casey, & Saunders, 2007), presumably because statistics describing childhood psychological illness are alarming. Certain parent interaction styles or behaviors are known to influence child adjustment. According to attachment theory, the reason for these findings is that interaction with a caregiver informs an individual’s construction of an internal working model (IWM) of the self in relation to others in the environment. The purpose of this study was to gain a greater understanding of the factors contributing to child adjustment by examining the influence of parents’ emotional functioning and parent responsiveness to children’s bids for interaction. This dissertation tested a multivariate model of attachment-related processes and outcomes with an ethnically diverse sample. Results partially supported the model, in that parent emotional intelligence predicted some aspects of child adjustment. Overall, the study adds to knowledge about how parent characteristics influence child adjustment and provides support for conceptualizing emotional intelligence as a concrete and observable manifestation of the nonconscious attachment IWM.
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Terao, Sherri Yukiko. "Treatment effectiveness of parent-child interaction therapy with physically abusive parent-child dyads." Scholarly Commons, 1999. https://scholarlycommons.pacific.edu/uop_etds/2443.

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The effectiveness of Parent Child Interaction Therapy with physically abusive parent child dyads was examined. Thirty-four physically abusive parents and their children were randomly assigned to either an experimental condition in which parents participated in the intervention or a control condition in which regular family preservation services were offered. Parents in the treatment group reported a reduction in the number of child behavior problems, lower levels of stress, and lower abuse potential scores when compared with control parents. Clinical implications along with future recommendations for treatment of physically abusive parents and children are discussed.
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Aznar, Ana. "Parent-child emotional talk, parent-child physical touch, and children's understanding of emotions." Thesis, Kingston University, 2012. http://eprints.kingston.ac.uk/26292/.

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The aim of the present research was to analyze parent-child emotion talk and parent-child physical touch and their relation with children's understanding of emotions. A total of sixty¬three children (30 girls and 33 boys), aged 4 (M= 53.35 months, SD = 3.86; range = 48 - 60 months) and ö-years-old (M= 76.62 months, SD = 3.91; range = 72- 84 months) participated with both of their parents. Parent-child interviews took place in the participants' own homes. On a first visit, the mother or the father and the child completed two storytelling tasks. One of these tasks involved a storytelling task and the other involved a four events reminiscence task. Within a minimum of one day and a maximum of seven days, the other parent and the child completed the same two tasks. Parent-child emotion talk and parent-child physical touch was analyzed throughout both tasks. The findings indicated that mothers and fathers did not differ in how they talk about emotions. Indeed, mothers' and fathers' talk correlated with each other and with their children's emotion talk. However, mothers and fathers talked more about emotions with their daughters than with their sons. Parents discussed more often happiness with their daughters than with their sons. No gender or age differences were found in children's emotion talk. The analysis of parent-child touch revealed that where age differences were found, findings indicated that parent-child touch decreased as children grow older. Where parent gender differences were found, results show that mothers were more physically affectionate than are fathers. In addition, children completed twice a standardised test of emotion understanding (Test of Emotion Comprehension, TEC). On the first occasion the TEC was administered before one of the two parent-child storytelling sessions. Six months later it was administered again. Findings indicated that emotion understanding is predicted by prior emotion understanding. Above and beyond prior emotion understanding, fathers' emotion explanations during the events task predicted children's emotion understanding and mothers' use of emotion labels during the storytelling task predicted children's emotion understanding. On the contrary, parents' physical touch was not related to children's emotion understanding. Finally, children completed a test (Test of Behavioural Consequences of Emotions, TBCE) analyzing the relation between emotions and their behavioural consequences. Six-year-old children had a greater understanding that emotions influence situations than did four-year-old children. Moreover, understanding that emotions influence situations was related to mentalistic aspects of emotion understanding. The implications of these findings for future research on children's socializations of emotions are discussed.
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Petrakos, Hariclia. "The Parent-Child relationship: Developmental differences in parent-child dyadic interaction during early childhood." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=95591.

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The purpose of this study was to examine differences in parent-child interactions when children were 3 and again at 4 years of age, the time period when gender identity is developing. Thirty-three children (17 boys and 16 girls) with their fathers and mothers were observed during these two time periods across two play contexts: a story-enactment pretend play session and a rough-and-tumble play session. The parent-child dyads were observed for frequency of dyadic parent-child physical and verbal exchange to capture overt parent-child exchanges of closeness (i.e., physical touch and verbal engagement). Results revealed that at age 3, mother-son dyads engaged in more dyadic physical and verbal exchange interaction than father-son dyads. By 4 years of age, father-son dyads engaged in more dyadic physical exchange than mother-son dyads. The reverse was observed for girls. At 3 years of age, father-daughter dyads engaged in more dyadic physical exchange than mother-daughter dyads, but by 4 years of age, mother-daughter dyads engaged in more dyadic physical exchange than father-daughter dyads. The findings are consistent with a psychoanalytic model of gender identity development.
Le but de cette présente étude est d'examiner les changements encourus par les parents lors de leurs interactions avec leurs enfants de 3 et 4 ans, pendant la période de la découverte de leur identité. Trente-trois enfants (17 garçons et 16 filles) ainsi que leurs pères et mères furent observés pendant deux activités: une était une histoire de jeu de comportement ou de fairesemblant , et l'autre, unjeu de tohu-bohu. Les résultats ont révélés qu'à l'âge de 3 ans, les garçons et leurs mères s'impliquent plus dans des échanges physiques et verbaux que les garçons avec leurs pères. Dès l'âge de 4 ans, les garcons et leurs pères s'engagent plus que les garçons avec leurs mères. À l'âge de 3 ans, les filles avec leurs pères s'impliquent plus au niveau physique que les filles avec leurs mères, et vers 4 ans, les filles et leurs mères s'engagent plus que les filles avec leurs pères. Ces conclusions supportent le modèle psychoanalitique du développement de l'identité de sexe de la personne. fr
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Duffy, Kathleen M. "Filial therapy a comparison of child-parent relationship therapy and parent-child interaction therapy /." Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/747.

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Sonney, Jennifer Tedder. "Parent-Child Asthma Illness Representations." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/594958.

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Asthma management in school-aged children, particularly controller medication use, is best conceptualized as parent-child shared management. Controller medication nonadherence is common, and leads to higher disease morbidity such as cough, sleep disruption, poor activity tolerance, and asthma exacerbation. The purpose of this study was to describe asthma illness representations of both school-aged children (6-11 years) with persistent asthma and their parents, and to examine their interdependence. The Common Sense Model of Self-regulation, modified to include Parent-Child Shared Regulation, provided the framework for this descriptive, cross-sectional study. Thirty-four parent-child dyads independently reported on asthma control, controller medication adherence, and asthma illness representations by completing the Childhood Asthma Control Test, Medication Adherence Report Scale for Asthma, Brief Illness Perception Questionnaire, and Beliefs about Medicines Questionnaire. Using intraclass correlations, moderate agreement was evident between the parent and child timeline (perceived duration) illness representation domain (ICC= .41), and there was a weak association between the parent and child symptoms domain (ICC = .13). The remaining controllability and consequences domains showed no agreement. Hierarchical regression analyses were used to test parent and child illness representation domain variables as predictors of parent or child estimates of medication adherence. With parent-reported medication adherence as the dependent variable, regression models used parent illness representation variables followed by the corresponding child variable. Parent beliefs about medication necessity versus concerns was a significant predictor of parent-reported treatment adherence (β = .55, p < .01). Child-reported treatment control was also predictive of parent-reported treatment adherence (β -.50, p < .01). When child-reported medication adherence was the dependent variable, the child illness representation variable was entered first followed by the parent variable. Child beliefs about medication necessity versus concerns was the only significant predictor of child-reported adherence (child β .50, p < .01), none of the parent variables reached significance. Findings from this study indicate that although there are similarities between parent and child asthma illness representations, parental illness representations do not predict children's estimation of controller medication adherence. These findings indicate that school-aged children develop illness representations somewhat independent from their parents and, therefore, are critical participants in both asthma care as well as research.
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Kobayashi, Juichi 1960. "Parental deviance, parent-child bonding, child abuse, and child sexual aggression." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278178.

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Structural equation modeling was used to test a theoretical model of the etiology of the deviant sexual aggression by adolescents. The subjects were 117 juvenile male sexual offenders who had been referred from either criminal justice or social service agencies to a clinic that treated offenders. The tested theoretical model included several family factors: parental deviance, child physical and sexual abuse history, and children's bonding to their parents. The model as a whole fitted the data very well. As for the specific hypotheses in the model, physical abuse by the father and sexual abuse by males were found to increase sexual aggression by adolescents. Also, children's bonding to their mother was found to decrease their sexual aggression. These results are explained from the social learning perspective and parent-child attachment or social control perspective. Further, the directions for the future research are suggested.
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Carnes-Holt, Kara. "Child-Parent Relationship Therapy (CPRT) with Adoptive Families: Effects on Child Behavior, Parent-Child Relationship Stress, and Parental Empathy." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28403/.

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This randomized controlled study is a preliminary investigation on the effects of Child-Parent Relationship Therapy (CPRT) with 61 adoptive parents. The participants in this study identified themselves as the following: 54 European American, 3 Black American, 3 Hispanic/Latino, and 1 individual who chose not to indicate ethnicity. The study included 23 couples and 15 individual mothers. The CPRT is a structured, time limited approach that trains caregivers to be an active participant as a therapeutic change agent in their child's life. Results from a two (group) by two (measures) split plot ANOVA indicated that adoptive parents who participated in 10 weeks of CPRT reported statistically significant decreases in child behavior problems and parent child-relationship stress. Statistically significant increases in parent empathy were also reported by raters blinded to the study. CPRT demonstrated a medium to large treatment effect on reducing children's behavior problems and parent-child relationship stress. In addition, CPRT demonstrated a large treatment effect on increasing parental empathy. The results of the study provide preliminary support for CPRT as a responsive intervention for adoptive parents and their children.
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Ward, Shirli Levinson 1968. "Glasser's parent training model: Effects on child and parent functioning." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282387.

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The literature supports the use of parent training as a viable treatment for children with behavioral problems. Compared to other outpatient interventions for children with acting out behaviors, parent training has been shown to be the most effective treatment and also the most completely evaluated one. One issue related to the existing parent training programs is the use of individual or small group format, making them less cost-effective than a large group model. Another issue is that positive effects achieved in-home as a result of parent training rarely generalize to the school setting. The present study investigated Glasser's parent training program which was designed to decrease identified behaviors in the home as well as in the school. In addition, this program employs a large group format relative to other prominent parent training programs. A quasi-experimental, two group (i.e., treatment and comparison) pretest-posttest design was used for this study. Mothers with children ages 5 to 12 comprised the groups. Multivariate analyses of variances were conducted to examine the pre-post changes for the two groups with respect to child and parent functioning. Relative to the subjects in the comparison group, those involved in Glasser's parent training program demonstrated significant changes in parent functioning and child functioning (in-home, but not in the school setting).
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Duncombe, Kristina Marie. "Associations Between Parent-Child Relationship Quality, Parent Feeding Practices, and Child Weight Status in Preadolescent Children." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6473.

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The present study evaluated associations between parent-child connectedness and communication, parent perceptions of child weight, parent feeding behaviors (restriction, pressure to eat, and monitoring), and child body mass index percentile among a sample of children aged 8-12 years. To evaluate these associations, this study used a cross-sectional design and maximum likelihood (ML) structural equation modeling to examine a mediation model with parental feeding behaviors mediating the associations between parent-child relationship quality and child body mass index. Furthermore, because of the known associations between parental perceptions of child weight and parent feeding practices, models examining the mediating effects of parent feeding practices between parent perceptions of child weight and child body mass index were also examined. Finally, we used mixture modeling to conduct latent profile analyses, specifying high, moderate, and low levels of each feeding behavior, in order to examine the mediation effects of specific levels of feeding behaviors. Study findings supported restriction as a mediator between parent reported communication (PRC) and child weight, as well as between parent perceptions of child weight (PCW) and child weight. The results also indicated that parent perceptions of child weight predicted feeding practices and child weight. Both restriction and monitoring predicted child weight. Overall, these findings provide evidence for the role of parent-child relationship quality in predicting parent feeding behavior. However, study findings suggest that these associations may differ depending on the rater (i.e., child, parent).
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Books on the topic "Parent and child – Miscellanea"

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From parent to child: The psychic link. New York, NY: Warner Books, 1989.

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Krueger, Caryl Waller. 365 ways to love your child. Nashville: Abingdon Press, 1994.

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Questions parents ask: Straight anwers. New York: C.N. Potter, 1988.

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Darian, Shea. Seven times the sun: Guiding your child through the rhythms of the day. San Diego: LuraMedia, 1994.

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Darian, Shea. Seven times the sun: Guiding your child through the rhythms of the day. 2nd ed. Brookfield, WI: Gilead Press, 1999.

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Loi, Isidoro. Padres e hijos. [Santiago, Chile?]: G.A. Mustakis, 1990.

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Holladay, Ryan. What preteens want their parents to know. New York: McCracken Press, 1994.

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Blaustone, Jan. The joy of parenthood: Inspiration and encouragement for parents. Deephaven, MN: Meadowbrook Press, 1993.

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Hollingsworth, Mary. Parents wanted: Inspirational stories, quotes, and quips on parenting. Carmel, N.Y: Guideposts Books, 2006.

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Mao Meng-ching : ma mi hsin ling chi tʻang. Hsiang-kang: Ho hua chʻu pan yu hsien kung ssu, 2000.

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Book chapters on the topic "Parent and child – Miscellanea"

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Mihalec-Adkins, Brittany Paige. "Parent-Child Relationships." In Encyclopedia of Personality and Individual Differences, 3433–35. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_1866.

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Leonard, Andy, Matt Masson, Tim Mitchell, Jessica M. Moss, and Michelle Ufford. "Parent-Child Patterns." In SQL Server 2012 Integration Services Design Patterns, 291–300. Berkeley, CA: Apress, 2012. http://dx.doi.org/10.1007/978-1-4302-3772-3_16.

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Osofsky, Joy D., Phillip T. Stepka, and Lucy S. King. "Child-parent psychotherapy." In Treating infants and young children impacted by trauma: Interventions that promote healthy development., 41–59. Washington: American Psychological Association, 2017. http://dx.doi.org/10.1037/0000030-003.

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Mihalec-Adkins, Brittany Paige. "Parent-Child Relationships." In Encyclopedia of Personality and Individual Differences, 1–3. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-28099-8_1866-1.

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Tudor, Louise Embleton, Keemar Keemar, Keith Tudor, Joanna Valentine, and Mike Worrall. "Parent and Child." In The Person-Centred Approach, 150–62. London: Macmillan Education UK, 2004. http://dx.doi.org/10.1007/978-1-137-04678-9_9.

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Whitehorn, Mark, Robert Zare, and Mosha Pasumansky. "Parent-Child dimensions." In Fast Track to MDX, 156–61. London: Springer London, 2002. http://dx.doi.org/10.1007/1-84628-182-2_13.

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Leonard, Andy, Tim Mitchell, Matt Masson, Jessica Moss, and Michelle Ufford. "Parent-Child Patterns." In SQL Server Integration Services Design Patterns, 293–303. Berkeley, CA: Apress, 2014. http://dx.doi.org/10.1007/978-1-4842-0082-7_16.

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Peterson, Gary W., and Boyd C. Rollins. "Parent-Child Socialization." In Handbook of Marriage and the Family, 471–507. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4615-7151-3_18.

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Newman, Ian, and John DeFrain. "Parent–Child Relationships." In Tobacco Use and Intimate Relationships, 15–32. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92579-0_3.

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Lefcourt, Ilene S. "Parent-Child Differences." In Parenting and Childhood Memories, 96–105. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003153313-8.

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Conference papers on the topic "Parent and child – Miscellanea"

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Wong-Villacres, Marisol, and Shaowen Bardzell. "Technology-mediated parent-child intimacy." In the 2011 annual conference extended abstracts. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1979742.1979877.

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Revelle, Glenda, and Jennifer Bowman. "Parent-Child Dialogue with eBooks." In IDC '17: Interaction Design and Children. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3078072.3079753.

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"Parent-Child Relationship Among College Students." In 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000997.

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Sadka, Ofir, Hadas Erel, Andrey Grishko, and Oren Zuckerman. "Tangible interaction in parent-child collaboration." In IDC '18: Interaction Design and Children. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3202185.3202746.

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Gazzard, Alison. "Player as parent, character as child." In the 14th International Academic MindTrek Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1930488.1930494.

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Sun, Ying, Jiachen Li, Yiwen Wei, and Haibin Yan. "Video-based Parent-Child Relationship Prediction." In 2018 IEEE Visual Communications and Image Processing (VCIP). IEEE, 2018. http://dx.doi.org/10.1109/vcip.2018.8698734.

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Shao, Feng, Gang Chen, Lihua Yu, Yijun Bei, and Jinxiang Dong. "Accelerating Parent-Child Path Matching in XML." In 2007 11th International Conference on Computer Supported Cooperative Work in Design. IEEE, 2007. http://dx.doi.org/10.1109/cscwd.2007.4281409.

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Yang, Yong, Guiyun Xu, Xinyu Wu, Huiwei Feng, and Yangsheng Xu. "Parent-child robot system for rescue missions." In 2009 IEEE International Conference on Robotics and Biomimetics (ROBIO). IEEE, 2009. http://dx.doi.org/10.1109/robio.2009.5420753.

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Yarosh, Svetlana. "Supporting parent-child interaction in divorced families." In the 7th international conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1463689.1463711.

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Holleman, Gijs A., Ignace T. C. Hooge, Jorg Huijding, Maja Deković, Chantal Kemner, and Roy S. Hessels. "Speech and Gaze during Parent-Child Interactions." In ICMI '20: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3395035.3425178.

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Reports on the topic "Parent and child – Miscellanea"

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Hardaker, W. Child-to-Parent Synchronization in DNS. RFC Editor, March 2015. http://dx.doi.org/10.17487/rfc7477.

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Crawford, Jane. An evaluation of parent education and parent group therapy as treatment components for child abusers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2925.

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Fresconi, Frank, and Muege Fermen-Coker. Delivery of Modular Lethality via a Parent-Child Concept. Fort Belvoir, VA: Defense Technical Information Center, February 2015. http://dx.doi.org/10.21236/ada619962.

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Melum, Arla. The effect of parent-child interaction on the language development of the hearing-impaired child. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.70.

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Herbst, Chris, and Erdal Tekin. Child Care Subsidies, Maternal Well-Being, and Child-Parent Interactions: Evidence from Three Nationally Representative Datasets. Cambridge, MA: National Bureau of Economic Research, January 2012. http://dx.doi.org/10.3386/w17774.

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Droser, Veronica. Talking the Talk: An exploration of parent-child communication about cyberbullying. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1439.

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Ellwood, David, and Jeffrey Liebman. The Middle Class Parent Penalty: Child Benefits in the U.S. Tax Code. Cambridge, MA: National Bureau of Economic Research, December 2000. http://dx.doi.org/10.3386/w8031.

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8

Fryer, Roland, Steven Levitt, John List, and Anya Samek. Introducing CogX: A New Preschool Education Program Combining Parent and Child Interventions. Cambridge, MA: National Bureau of Economic Research, October 2020. http://dx.doi.org/10.3386/w27913.

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9

Yeh, Tehchou. Life satisfaction of elderly parents and parent-child relationships in old age. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3269.

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Moser, Yolanda. A Descriptive Study of Eleven Parent Conferences in a Child Development Center. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1776.

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