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1
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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Heffern, Jade Kaeding. "Parent-Child Intervention Displays Positive Outcomes." Thesis, The University of Arizona, 2014. http://hdl.handle.net/10150/555537.
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The purpose of this study was to examine the effectiveness of the Partners in Parenting Education (PIPE) intervention. The PIPE intervention targeted children aged 11-19 months. This intervention focused on the parent-child relationship and reducing children’s externalizing behaviors by increasing positive parenting behaviors. Approximately 77 mother-child dyads completed the intervention across seven separate cohorts at four sites, specifically family resource centers, throughout Arizona. The intervention was 10 weeks long with two hourly sessions per week. The dyads were videotaped weekly and videos were subsequently coded. The parents filled out pre and post assessments. It was hypothesized that parent’s sensitivity scores would increase significantly, the child’s cooperation scores would increase significantly, and parental stress was predicted to significantly decrease. The relationship between these variables was also examined. The data was analyzed using paired samples t-test and a one-way ANOVA. The results indicate that in subsamples of participants who began the intervention with below average scores, child cooperation and maternal sensitivity increased significantly while the parental distress decrease showed a trend towards significance. These findings reveal that the PIPE intervention can effectively facilitate positive change within the dyads, especially for at risk parents and children.
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Shafie, Robert. "Healthy Attachment and Parent-Child Relationships." Thesis, Grand Canyon University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10687191.
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Relations between parents and children play an essential role across the life course. A vast number of studies provide empirical evidence for the link between parental attachment and the psychological well-being of children. The purpose of this descriptive qualitative study was to explore how American and American Lebanese parents perceive the influence of parent-child relationships on their children’s well-being. Bowlby’s attachment theory provided the theoretical framework for the study. A qualitative descriptive design was used in which 100 parents were sampled to complete a mostly open-ended online questionnaire. Additionally, 12 parent participants were interviewed by phone. Questionnaire results were presented in percentages and summary format. Interview results were deductively summarized. Main codes for the first research question were parent/child bonding, reciprocal communication patterns and connectedness. Main codes for the second research question included barriers to parent/child relationships and changes that occurred in the relationship over time. Findings did not reveal culture significantly influenced parent/child relationships in this sample. In conclusion, the study identified that closeness and communication are related to family the parent/child relationship. Due to limited analysis strategy and limited variation in the sample, more research is recommended.
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Lee, Ember Lynn Knight Elizabeth Brestan. "Using parent-child Interaction therapy to develop a pre-parent education module." Auburn, Ala, 2009. http://hdl.handle.net/10415/1798.
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Howell, Phyllis Marie. "Evaluating parent-child attachment when the child is developmentally delayed." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0023/MQ31438.pdf.
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Schmidt, Teresa Danielle. "Power associations between interparental, parent-child and child-peer relationships." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Thesis/Summer2008/t_schmidt_062608.pdf.
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Jung, Yoon Kyung. "The relationship between parent-child emotion communication and child psychopathology." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1495960151&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Yan, Jia. "Parent and Child Contributions to Child Emotion and Emotion Regulation." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1590754886662468.
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BigFoot, Dolores Subia. "Parent training for American Indian families /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1989.
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Kase, Barbara E. "Parent education seminar: children's emotional development." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/BKase2008.pdf.
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Scott, Meredith Anne. "Assessing the effects of parent-child interactions on child communication skills." [Ames, Iowa : Iowa State University], 2008.
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Bersted, Kyle. "The Impact of Daycare and Child Temperament on Parent-Child Interactions." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1087.
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This study explored the potential impact of child temperament and daycare on behavior problems and parental sensitivity. It was expected that children with more "difficult" temperaments would exhibit more behavior problems and have less sensitive parents when experiencing high amounts of daycare. Measures from 60 families involved in the Southern Illinois Twins and Siblings Study (SITSS) were examined. Results indicated that highly active children exhibited more externalizing behaviors when experiencing less daycare. Shy children experiencing more daycare had more sensitive parents. Additionally, a temperamental difference between co-twins was related to differential parental sensitivity. Lastly, DZ co-twins were more temperamentally different when experiencing high amounts of daycare. These results demonstrate that daycare does seem to affect children; however, the specific effect depends on the child's temperament. Additionally, temperament is an important factor when examining parental sensitivity shown to twins and when determining how MZ and DZ twins react to daycare.
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Rowa, Karen Annette. "Parent-child boundary dissolution in anorexia nervosa." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0026/MQ37624.pdf.
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Kang, Tsi-kit. "Mother-child relation in single-parent family." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B29648221.
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Wark, Mary Jo. "Maternal psychological characteristics and parent-child relationships." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344196.
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This study compared the presentation of attachment quality and maternal psychological functioning among children diagnosed with a psychological/behavioral disorder to the presentation of attachment quality and maternal psychological functioning among children not diagnosed with a psychological/behavioral disorder.Participants included a clinical group composed of 8 Caucasian mothers of male children diagnosed with a behavioral/emotional disorder and a nonclinical group composed of 24 Caucasian mothers of male children not diagnosed with a behavioral/emotional disorder. The groups were compared on their responses to the Personality Assessment Screener, Parent/Child Reunion Inventory, and Relationship Questionnaire.Results found that mother psychological functioning was significantly related to ratings of insecure parent-child attachment. In addition, mother ratings of their adult attachment relationships were associated with ratings of parent-child attachment security/insecurity for 3 of 4 adult attachment styles. Information gathered during this study provided preliminary insight into the complex nature of parent-child relationships as they co-exist with maternal psychological functioning.Department of Educational Psychology
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Sprague, Rhonda Jean. "Advice-seeking decisions in parent-child interactions /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Silvester, Joanne. "Causal attributions in distressed parent-child relationships." Thesis, University of Leeds, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.236993.
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Wingfield, Megan. "Adoptive families : working with parent and child." Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:d128cad6-8ae4-4bad-bcf6-832623779d1d.
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The literature on parenting emphasises that, not only does parental behaviour influence child development, emotions and behaviour, but child behaviour influences parents' behaviour and well-being. Such dyadic interactions may be particularly important in the case of adoption, where research has shown that children are likely to have had difficult early attachments or separations and where parents are likely to experience unique stressors. Therefore, understanding the effects of parenting stress and understanding how to best work with early trauma are important in adoptive families. Paper A provides a systematic review of quantitative research on parenting stress in adoptive parents. Results showed adoptive parents to have parenting stress scores within the normal range. However, adoptive parents tended to have higher scores than non-adoptive parents, particularly if their child had lengthier exposure to adverse pre-adoptive environments, special needs or if parents perceived child difficulties. Paper B aimed to gather the experiences of adoptive parents who had undergone dyadic developmental psychotherapy (DDP), an attachment-focused therapy for families where the child has experienced complex trauma or attachment difficulties. Interpretative Phenomenological Analysis revealed four superordinate themes: increased understanding, "it's a different method of parenting generally", the DDP journey and "it's a shared kind of experience you go through and come out together". Discussion of implications for clinical practice, policy and research is provided.
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Salter, Sara. "Parent-Child Estrangement in High-Conflict Divorce." Thesis, NSUWorks, 2010. https://nsuworks.nova.edu/cps_stuetd/64.
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Over the last twenty-five years, parent-child estrangement in high-conflict divorce cases has elicited much discussion within the psychological and forensic fields. Contributing significantly to this debate is the lack of empirical evidence to support the previous theories, observations, and descriptions surrounding this phenomenon. The present study utilized an original data set that was collected with seventy-eight families (e.g., mother, father, and child) from available written reports produced by a private Court-appointed licensed clinical-forensic psychologist. The overall purpose of the present study was designed to gain further insight into understanding parent estrangement tactics and behaviors within the identified sample. More specifically, this first purpose of the paper sought to establish and clarify the types and presence of estrangement behaviors that each parent and child engaged in within the present sample. The second purpose of the study was to examine the MMPI-2 validity and clinical scales via statistical examination to provide further insight into the parents of families in which estrangement was suspected, as well as differences among aligned and targeted parents.
Results showed that the presence of estrangement was significantly and positively correlated with total number of children and length of the target marriage. Furthermore, mothers were more likely to be identified as the aligned parent (as well as the primary residential parent), whereas fathers were more likely to be identified as the targeted parent. Significant differences were also found in that parents in families where estrangement was suspected were more likely to belittle or degrade their former partner, compared to families in which estrangement was not suspected. Notably, children in estranged families were more likely to criticize their mother's (and not the father's) parenting abilities during the context of the evaluation compared to the children in non-estranged families. With respect to the MMPI-2, results indicated that aligned parents showed statistically significant elevations on scales L, K, 1, 3, 4, and 0, whereas the targeted parents only had elevations on scales L and K. Implications for these findings were discussed, including applications to both assessment and therapeutic interventions with this family dynamic.
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Hernandez, Marlena M. "Empowerment in Parent-Child Interaction Therapy (PCIT)." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/291.
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The purpose of this study is to explore empowerment in Parent‑Child Interaction therapy (PCIT). Research has shown that attachment issues and child maltreatment are serious social problems that may lead to risks of child abuse and children developing mental illnesses. Interventions, like PCIT have shown to decrease these risks by improving the parent‑child interactions by enhancing parent skill levels and by decreasing parent stress levels and child behaviors. The purpose of this study was to examine whether enhancing parent skills and decreasing parent stress levels would therefore increase parent empowerment. This study utilized a quantitative method to examine potential growth in parent empowerment. The current study consisted of 20 cases in which parents completed PCIT and had pre- and post- Dyadic parent‑child interaction coding system (DPICS) and Parent Stress Index (PSI) scores. Results indicated that PCIT enhanced parent skills but did not decrease stress levels as first hypothesized. Therefore, enhanced skills and decreased stress levels were found to not be a sufficient measure of parent empowerment. The PCIT literature has shown that PCIT successfully enhances parent skills, which in turn has shown to decrease the risk of child abuse. It is recommended that individual environmental factors and life stressors be considered in addition to the parents participating in PCIT to better enhance parent empowerment.
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Ley, Tiffany Andresen. "Child Parent Relationship Therapy: A Program Evaluation." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862821/.
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For the past 40 years, one southwestern US university counseling program has sponsored two mental health training clinics in which master's and doctoral level students have learned to provide child parent relationship therapy (CPRT) services to community parents. In their training, students learn about the positive effects of CPRT, particularly on parental stress. To date, however, no program evaluation has been conducted at these clinics focusing specifically on parental stress outcomes after the completion of CPRT or to determine the demographics and characteristics of parents who pursue CPRT. The purpose of this study was to conduct such an evaluation of archival data spanning 7 years. Participants were 129 parents (70% female, 30% male; 80% Caucasian, 35% Hispanic/ Latino, 6% African American, and 4% Asian; 62% married, 9% separated, 16% divorced). Results from a t-test indicated a statistically significant decrease in self-reported parental stress, with a moderate effect size. Multiple regression revealed that women and those who attended with a co-parent reported greater stress reduction. This study confirmed the benefit of CPRT, provided by counselors-in-training, on reducing parental stress and indicated clientele for which and conditions in which those benefits might be optimized.
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Chandley, Rachel Burgard. "Physical Affection in the Parent-Child Relationship." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1467133291.
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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 facilitating healthy child personality development. However, the effect of parental empathy has not been systematically studied with ADHD children. Thus, this study investigated the relationship between parental empathy and child adjustment factors in children with ADHD. It was hypothesized that among parent-child dyads with ADHD children, higher levels of parental empathy would predict higher levels of child self-esteem, social skills, and compliance, and lower levels of child aggression.
Participants were 56 children who were previously diagnosed with ADHD and their parent/guardian. Thirty-seven parent-child dyads served as a control group. The study included parent-child participation in a videotaped analogue observation procedure and completion of parent-, child-, and teacher-report measures. Results indicated that higher levels of parental empathy predicted higher child self-esteem regarding their relationships with their parents. Before bonferroni adjustment, parental empathy also predicted lower levels of aggression among ADHD children. Parental empathy did not predict peer acceptance or compliance for these children. Children of high empathy parents scored higher on peer acceptance and lower on child aggression measures than children of low empathy parents. Scores on self-esteem and compliance, however, did not differ across groups. Although there were no differences between ADHD and non-ADHD children on self-esteem, peer acceptance, or compliance measures, children with ADHD were significantly more aggressive. These results suggest the importance of interventions for ADHD children that focus on increasing parental empathy in parent-child interactions.
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Wintch, Elisha K. "Effects of in-home positive behavior support training on parent perceptions of parent-child relationships and child maladaptive behavior /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2424.pdf.
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Jones-Hamilton, Allison M. Smith Richard G. "An evaluation of the effects of an abridged parent training program on parent-child interactions in the home." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9769.
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Schlomer, Gabriel Lee. "Evolutionary Theory and Parent-Child Conflict: The Utility of Parent-Offspring Conflict Theory." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/194662.
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Parent-offspring conflict theory (POCT) has been underutilized by researchers interested in family relationships. The goal of these three manuscripts is to help remedy this problem.Manuscript one presents POCT in its original formulation and more recent developments. The theory is described and explained and four topical areas of human development are discussed in terms of how POCT has been applied and how the theory can help inform future research.Manuscript two tests hypotheses derived from POCT about mother-adolescent conflict. This study showed that coresidence with a younger half sibling significantly incremented conflict between mothers and their children. This effect was not explained by SES, maternal depression, number of children in the household, or stepfather presence. In addition, children in younger half sibling households demonstrate elevated levels of conflict compared to families with a younger full sibling indicating that this effect is not an artifact of coresidence with a younger sibling. Presence of a younger half sibling also partially mediated the relationship between biological parental disruption and mother-child conflict.Manuscript three sought to extend on the findings from manuscript two by examining how different family contexts affect trajectories of mother-child conflict across adolescence. A piecewise growth model was implemented to estimate linear conflict trajectories from early to mid and from mid to late adolescence. Results indicated that conflict tends to increase from early to mid adolescence but remain constant from mid to late adolescence, that biological parental disruption did not differentiate trajectories of conflict, nor did living with a stepfather. In addition, despite a large difference in regression coefficients between families with and without a younger half sibling, younger half sibling status did not differentiate conflict trajectories from early to mid adolescence. Families did differ in their trajectories from mid to late adolescence with younger half sibling families showing a reduction in conflict over this time period. Inclusion of family level covariates effectively nullified all significant results. Results are discussed in the context of parent-offspring conflict theory. It is concluded that a larger sample with more diverse family types is needed to achieve sufficient power for additional analyses and future research.
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Ceballos, Peggy Bratton Sue. "School-based child parent relationship therapy (CPRT) with low income first generation immigrant Hispanic parents effects on child behavior and parent-child relationship stress /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6126.
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Ceballos, Peggy. "School-based child parent relationship therapy (CPRT) with low income first generation immigrant Hispanic parents: Effects on child behavior and parent-child relationship stress." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6126/.
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This quasi-experimental study examined the effects of child-parent relationship therapy (CPRT) with low income first generation immigrant Hispanic parents. Forty-eight parents were randomly assigned by school site to the experimental group (n=24) and to the no treatment control group (n=24). A two factor (Time x Group) repeated measures analysis of variance was performed to examine the effects of group membership (experimental, control) and time (pretest, posttest) on each of the six hypotheses. Dependent variables for the Spanish version of the Child Behavior Checklist (CBCL) included Externalizing Problems, Internalizing Problems, and Total Problems. Dependent variables for the Spanish version of the Parenting Stress Index (PSI) included Child Domain, Parent Domain, and Total Stress. Results indicated that from pre-test to post-test, parents who participated in the CPRT treatment group reported a statistically significant improvement on their children's behaviors at the alpha .025 level (Internalizing Problems p< .001; Externalizing Problems p< .001; Total Problems p<.001) when compared to children whose parents did not participate in CPRT. Partial eta squared (ηp2) further indicated that the effects of CPRT treatment on the experimental group compared to the control group from pre-test to post-test was large (ηp2 = .56; ηp2 = .59; and ηp2 = .68, respectively). Similarly, results indicated that from pre-test to post-test, parents who participated in the CPRT treatment group reported a statistically significant improvement on parent-child relationship stress at the alpha .025 level (Child Domain p< .001; Parent Domain p< .001; Total Stress p< .001) when compared to parents who did not participate in CPRT. Partial eta squared (ηp2) further indicated that the effects of CPRT treatment on the experimental group compared to the control group from pre-test to post-test was large (ηp2 = .39; ηp2 = .51; and ηp2 = .42, respectively).
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Nelke, Connie Faye. "Implications of Mediating Parent-Child Interactions in the Treatment of Child Abuse." DigitalCommons@USU, 1992. https://digitalcommons.usu.edu/etd/4610.
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Child abuse has been shown to have a detrimental effect on the emotion development of the abused child. Due to a history with the parent that includes a high proportion of negative interactions and an impaired parent-child relationship, the child who has been subjected to physical abuse often manifests psychological symptoms. The purpose of this study was to investigate the effect that treatment aimed at increasing the frequency of positive interaction in the parent-child relationship had on the emotional status of the abused child. Results showed that parent-child interaction play sessions were effective in increasing positive interaction and decreasing subsequent abusive behavior in the parent-child dyad. Self-reported parental attitudes toward the child became more positive. Treatment did not generalize totally and was not maintained totally during follow-up. The effect that treatment had on the emotional status of the abused child was less clear, although some improvement was noted. The results of this study have important clinical implications for therapists working with abusive parents in terms of providing an effective intervention for treatment of child abuse. Further investigation of the treatment is warranted. Suggestions for future research are offered.
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Benware, Jared. "Predictors of Father-Child and Mother-Child Attachment in Two-Parent Families." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1734.
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The attachment of a child and his or her caregiver is a bond that helps tie them together emotionally. The most important principle of attachment theory is the need of a child to develop a relationship with at least one primary caregiver for healthy emotional and social development to occur. The majority of attachment research has focused primarily on mother-child attachment, minimizing fathers' contributions to attachment. The current study examined attachment of both mothers and fathers in two-parent families. Research questions focused on the relationship between mother-child attachment and father-child attachment, the relationship between child temperament and father-child attachment security, and whether the amount of time each parent is away from his/her child predicts attachment security. The participants in this study consisted of 50 sets of parents (100 participants) who had at least one child between the ages of 3-5. The relationship between father-child and mother-child attachment was not significant. Likewise, the relationship between child temperament and parent-child attachment was not significant. Also, parents' time away from their child was not a significant predictor of attachment. Further research is needed with more ethnicities and cultures represented; a more balanced sample of economic classes; mothers who work more hours outside of the home; and the use of more impartial, third party observation measures to assess attachment and child temperament.
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Rustman, Aimee N. "Effects of parent training on child skill acquisition /." Connect to online resource - WSU on-site and authorized users, 2005.
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Ware, Lisa M. "Efficacy of in-home parent-child interaction therapy." Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4669.
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Thesis (Ph. D.)--West Virginia University, 2006.Title from document title page. Document formatted into pages; contains x, 114 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 52-58).
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Keown, Louise June. "Parent-child relationships, peer functioning, and preschool hyperactivity." Thesis, University of Auckland, 2001. http://wwwlib.umi.com/dissertations/fullcit/3010005.
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The aim of this thesis was to examine the parent-child relationships and peer functioning of community-identified, 4-year-old boys with hyperactive behaviour problems. The sample consisted of 33 pervasively hyperactive boys and 34 control children. Parenting and child behaviours, and family life factors were assessed at home using a range of measures including the Parental Account of Children's Symptoms Interview (PACS), the Parenting Scale, the General Health Questionnaire (GHQ), and the Life Events Questionnaire. In addition, maternal directiveness and synchrony were coded from videotaped parent-child interaction during free play. Children's peer relations were assessed with teacher ratings on the Child Behavior Scale (CBS) and observer ratings of peer interactions at kindergarten. Results showed that parents of hyperactive boys used less effective parenting skills in disciplinary situations and in coping with child behaviour problems, and spent less time in positive parent-child interaction than comparison group parents. Mothers of hyperactive boys also engaged in fewer synchronous play interactions with their sons and gave more negative ratings on indices of life stress. Poor parent coping, father-child communication, maternal synchrony, negative disciplinary practices, and life stress were significantly associated with hyperactivity after adjusting for the effects of conduct problems. The best parenting predictor of hyperactivity was maternal coping. Compared with control children, the hyperactive boys received significantly higher ratings on exclusion by peers, aggressive, noncompliant, and non-social behaviours, as well as significantly lower ratings of prosocial behaviour and peer acceptance. These between-group differences in social functioning remained significant after statistical control for the effects of conduct problems. Further analysis suggested that the associations between hyperactivity and child social behaviours were partly or wholly explained by group differences in exposure to parenting behaviours that are important for children's social development. These findings highlight the need to examine more closely the role of parenting behaviours in shaping the course, prognosis and treatment outcomes in relation to the behavioural and social adjustment of preschool hyperactive children. The implications of these findings for early childhood intervention in hyperactive behaviour problems are discussed.Subscription resource available via Digital Dissertations only.
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Langmeier, Tami. "Child and parent nutrition knowledge, behavior, and attitude." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009langmeiert.pdf.
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Janes, Adam Vincent. "Learning to listen improving parent and child communication /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p062-0314.
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Thomas, Tiffany. "Parent-Child Interaction Therapy for Children with Autism." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2269.
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Autism spectrum disorder (ASD) is a pervasive lifelong developmental delay with a prevalence of 1 in 68 children. This growing epidemic occurs for unspecified causes and researchers continue to explore evidence-based treatments available. Parent–child interaction therapy (PCIT) is a parent training program, initially developed for implementation with typically-developing children. PCIT has shown effectiveness in increasing child compliance, minimizing disruptive problem, improving parent-child relationship satisfaction, and communication. The present study investigated the efficacy of PCIT as an evidence-based practice (EBP) for children with ASD by implementing a non-concurrent multiple baseline design across three participants. Results indicated socially significant increases in child compliance, decreases in aberrant behavior, rapid acquisition and maintenance of acquired parenting skills, as well as improved parent-child relationship satisfaction. This study aimed to replicate previous research measuring the effectiveness of PCIT with children with ASD.
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Nochahrli, Tarek Sami 1976. "The parent-child unmanned air vehicle concept study." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/50080.
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Thesis (M.Eng.)--Massachusetts Institute of Technology, Dept. of Aeronautics and Astronautics, 1999.Includes bibliographical references (p. 92).
The Parent Child Unmanned Aerial Vehicle (PCUAV) concept was developed within the context of the MIT Draper Technology Development Partnership Project. A desire at Draper Laboratory to build a fixed wing surveillance airplane to enhance the capabilities of its unmanned vehicle fleet initiated the project. The development objectives included the design of a first-of-a-kind system to be completed in two years (having started in June 1998), and the stimulation of the entrepreneurial spirit of involved engineering students at MIT. A conceptual design derived after eleven months of research includes a system of vehicles where the parent vehicle (acting as a transport vehicle) has the capability of carrying mini and micro unmanned vehicles, deploying them at a mission site, and relaying the collected data by those vehicles back to the ground station. This thesis describes the stages followed during the design process and shows the results of several studies that can be used for the selection of an appropriate demonstration concept.
by Tarek Sami Nochahrli.
M.Eng.
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Phelps, Shannon. "Understanding and Promoting Parent-Child Sexual Health Communication." UKnowledge, 2017. https://uknowledge.uky.edu/edsc_etds/31.
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Parent-child sexual health communication (PCSHC) can have a positive impact on adolescents’ sexual health choices, outcomes, and capabilities for communicating with others about sexual health. Many parents are hesitant and feel unprepared for and uncomfortable with communicating about sexual health with their children. Other parental factors as well as child factors can impact the quality, frequency, coverage, and effectiveness of PCSHC. Some adolescent sexual health outcomes have improved, however, teen birth rates in the United States are elevated compared to other developed countries and half of all sexually transmitted infection (STI) diagnoses are made to adolescents and emerging adults. This emphasizes the importance of PCSHC as a protective factor for children and opportunity for them to develop understanding and skills for good sexual health decision-making. While challenging to recruit and retain participants, parent sex education programming designed to promote PCSHC can instill a sense of parental necessity and responsibility, and equip parents with knowledge and skills to confidently and successfully engage their children.
The theory of planned behavior (TPB) provided the framework for this mixed methods study designed to learn more about PCSHC, differences in PCSHC based on gender of children, parental beliefs about PCSHC, intentions for and actual engagement in PCSHC. Included in the literature review for this study is a systematic review of literature focused on parent education programming designed to improve PCSHC. Parents of children in grades 4 – 11 completed a pencil/paper or an electronic Qualtrics baseline survey containing questions about their perceptions of and engagement in PCSHC. The quantitative data collection instrument included items measuring TPB constructs of behavioral, normative, and control beliefs, intentions for and actual engagement in PCSHC and condom use instruction delivery, communication openness, communication ability, sexual health topics discussed with children, and respondents’ demographics Many of the respondents (N = 205) were residents of the program target community, Winchester/Clark County, Kentucky, and were eligible to participate in parent programming, as were all residents that were parents of children in grades 4 – 11. The program, I’ll Have a Side of Sex Education, was designed as a six-week series of 50 minute lunch time sessions with the intention to improve parents’ sense of comfort, confidence, and skills in communicating with their children in general, and particularly about sexual health. Of the 205 parents who completed the baseline survey, 50 enrolled in and attended some or all of one of five offerings of the six-week parent education series and were invited to complete a post-program and six-week follow up surveys. Post-program data were collected with a paper- pencil survey and six-week follow up data were collected with a Qualtrics survey.
The systematic review of parent sex education literature provided insight into components of programming related to successful program delivery and positive parental outcomes. The systematic analysis of the baseline data including examining PCSHC factors from the parental perspective and how these related to the gender of children and determining the usefulness of the TPB constructs for understanding PCSHC Results of Chi-square tests of mean differences showed a significant difference in parents actually providing their children with instructions for correct condom usage, χ2(2, N = 203) = 6.96, p = 0.03, and MANOVA results revealed the degree to which parents address certain sexual health topics with their children related to the gender of their children. Results of logistic regression showed behavioral beliefs having the greatest predictive power of parents’ intentions to give condom use instructions (p < 0.01) and actual delivery of condom use instructions (p = 0.04) and engagement in PCSHC, generally (p = 0.03).
The current study contributes to the greater body of literature addressing parental and child factors related the promotion, delivery, and effectiveness of PCSHC and parent education programming designed to improve the quality, frequency, and impact of PCSHC. Its findings expand our understanding of how gender of children and parental beliefs relate to PCSHC and lend themselves to the consideration of the greater social influences impacting parents’ ability and motivation to engage their children in communication about sexual health. Differences in communication based on gender of children signal to a double standard in the messaging about sexual health and behaviors related to gender and these discrepancies leave adolescents and emerging adults, both males and females, vulnerable at worst to poor sexual health choices and outcomes and at least to being undereducated about sexual health topics. Although these findings give little support for the overall TPB model contributing to the understanding of parental intentions and behavior related PCSHC, the relationship between behavioral beliefs informed by attitudes about the value of PCSHC and parental intentions and behaviors does provide insight to health promoters and educators. Assessing parental attitudes toward PCSHC and tailoring messages and educational opportunities that may improve these attitudes and motivate parents to engage in and seek support for effective PCSHC holds promise. The piloting of a parent education program adapted from a previously evaluated parent sex education programming and the summative evaluation offered by participants gives support for efforts on the part of health promotion and education professionals to invest time, energy, and resources into program design and delivery and recruitment and retention of parents.
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Diller, Marselline Anne. "No child of an incarcerated parent left behind." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2365.
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Children of incarcerated parents are a hidden and growing population in schools. Currently in California, no systematic collection of data is gathered regarding prisoners' children. In 2000, approximately 9% of school-age children had a parent involved in the criminal justice system. Parental incarceration is a risk marker school personnel can use to trigger a concern that multiple risk factors are most likely present in the life of a student. Many of these children struggle academically and socially. Sixteen interviews were conducted with adults who as school-age children had a parent incarcerated. Only one of these adults earned a high school diploma through traditional means. Schools can begin to address this population's struggle to achieve academically by providing alternative opportunities. The underlying theme found threaded through the responses was the participants' need to feel normal. Strategies exist that school personnel can use to help these children understand that they can become resilient in the face of adversity and achieve a sense of normality. Most staff development programs do not directly address the needs of this population. This research identified many of the needs of these children and some promising practices that school personnel can use when working with children of incarcerated parents.
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Goldstein, Avery E. "The effects of child behavior on parent behavior." Scholarly Commons, 1989. https://scholarlycommons.pacific.edu/uop_etds/3463.
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Clinical intervention with behavior problem children has traditionally focused on the ways in which parents modify the behavior of their children. This study examined this unidirectional approach in reverse, by investigating the effects of children's behavior on their parents. In a laboratory setting 18 boys, aged 8-12 years old, interacted with their mothers in a structured and unstructured task situation. I taught the children in the experimental group (n = 9) to maintain eye contact and smile while speaking, say thank you, avoid provocation, and ask for help and feedback. Unfortunately, the training failed to reliably carry over to the task sessions with the mothers. But, children in the experimental group exhibited significantly less noncompliance and negative interaction than children in the control group. Parents of children in the experimental group exhibited significantly less noncompliance and negative verbal and behavioral contact than control group parents.
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Johnson, Wendi L. "Parent-Child Relations and Offending During Emerging Adulthood." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1271095765.
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