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

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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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2

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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3

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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4

&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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5

&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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6

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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7

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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8

&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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9

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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10

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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11

Reczek, Corinne, and Zhe Zhang. "Parent–Child Relationships and Parent Psychological Distress." Research on Aging 38, no. 7 (August 3, 2016): 742–66. http://dx.doi.org/10.1177/0164027515602315.

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12

Walker, Lawrence J., and Karl H. Hennig. "Parent/child relationships in single-parent families." Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement 29, no. 1 (1997): 63–75. http://dx.doi.org/10.1037/0008-400x.29.1.63.

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13

Gerdes, Alyson C., Betsy Hoza, L. Eugene Arnold, Stephen P. Hinshaw, Karen C. Wells, Lily Hechtman, Laurence L. Greenhill, James M. Swanson, William E. Pelham, and Timothy Wigal. "Child and Parent Predictors of Perceptions of Parent—Child Relationship Quality." Journal of Attention Disorders 11, no. 1 (July 2007): 37–48. http://dx.doi.org/10.1177/1087054706295664.

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14

Cheng, K. Y., C. Y. Wu, and Y. S. Yen. "Whispers: Change in the Parent–Child Communication From Parent–Child Camp." Journal of Global Oncology 4, Supplement 2 (October 1, 2018): 113s. http://dx.doi.org/10.1200/jgo.18.34400.

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Background: Hope Foundation for Cancer Care has been organizing programs for parent–child camps for family suffering with cancer. Communications between parents and their minor children are expected to improve by talking about cancers and emotional management for being uncertain, worried or even scared when faced with cancers. Aim: Hope Foundation for Cancer Care strives to support families to apply the befits from the camps to their day-to-day family lives to let the family members know that communication about cancer is not a once-off experience but continuous efforts in the future. Methods: Without knowing how the camps might turn out beforehand, the research set off at a semistructured depth interview to gather information about the subjective interpretation of participants. Results: The study shows that most participants were quite impressed with the camp, which ran in a casual way, and they were satisfied with related themes in those activities. They were very willing to share their personal experiences with the camp for better mutual understanding and more intimate feelings revealed among family members. Attending the camp also offered those parents to rest and free from taking care of their children, and changed the way they used to communicate. Besides, the participants suggested to shorten the durations of each scheduled session to lessen the physical pressure of patients. Conclusion: In the end of the research, it is considered great challenge to strike a balance between recreational output and experiential output. After all, it has long been the very incentive to design an environment for cancer patients and their children to learn to relax, which seems too loose when it lacks balance. On the other hand, one of the main goals is set to open communication access to understand cancers, which may be reached by other service programs. Therefore, derivation of diverse methods and programs are now one of our priorities.

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15

Kennedy, David. "Parent, Child, Alterity, Dialogue." Philosophy Today 45, no. 1 (2001): 33–42. http://dx.doi.org/10.5840/philtoday200145140.

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16

Price, Joseph. "Parent-Child Quality Time." Journal of Human Resources 43, no. 1 (2008): 240–65. http://dx.doi.org/10.3368/jhr.43.1.240.

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17

Johnson, Mark J., and Barbara L. Bonner. "Parent-child interaction therapy." Child Abuse & Neglect 22, no. 3 (March 1998): 235–36. http://dx.doi.org/10.1016/s0145-2134(97)00167-1.

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18

ALEXANDER, CHERYL S., and KARIN E. JOHNSON. "Parent-Child Nursing Education." Annual Review of Nursing Research 7, no. 1 (September 1989): 157–70. http://dx.doi.org/10.1891/0739-6686.7.1.157.

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19

Macunovich, Diane J. "From parent to child." Economics of Education Review 16, no. 2 (April 1997): 191–92. http://dx.doi.org/10.1016/s0272-7757(97)86701-5.

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20

Noller, Diana T., and Helen Salisbury. "Child-to-parent violence." Journal of the American Academy of Physician Assistants 32, no. 12 (December 2019): 1–2. http://dx.doi.org/10.1097/01.jaa.0000603084.39054.a0.

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21

Myers, Sonya S., Lara R. Robinson, and Amanda Sheffield Morris. "Between Parent and Child." Family Relations 53, no. 4 (July 2004): 418. http://dx.doi.org/10.1111/j.0197-6664.2004.0bkrev10.x.

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22

Calvete, Esther, Izaskun Orue, and Manuel Gámez-Guadix. "Child-to-Parent Violence." Journal of Interpersonal Violence 28, no. 4 (August 30, 2012): 755–72. http://dx.doi.org/10.1177/0886260512455869.

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23

Briegel, Wolfgang. "Parent-Child Interaction Therapy." Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie 44, no. 6 (November 1, 2016): 455–65. http://dx.doi.org/10.1024/1422-4917/a000453.

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Zusammenfassung. Parent-Child Interaction Therapy (PCIT) ist eine speziell für 2- bis 6-jährige Kinder mit Störungen des Sozialverhaltens entwickelte manualisierte Therapieform, für deren Wirksamkeit eine sehr gute Evidenz besteht. PCIT ist außerdem eine evidenzbasierte Intervention bei körperlicher Kindesmisshandlung. Darüber hinaus konnten für PCIT bei Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung, Autismus-Spektrum-Störungen, Trennungsangststörungen und depressiven Störungen positive Effekte nachgewiesen werden. Es könnte sich somit zukünftig zum ersten evidenzbasierten transdiagnostischen Therapieansatz für 2- bis 6-jährige Kinder entwickeln. PCIT basiert auf der Bindungstheorie und der Lerntheorie und verbindet spieltherapeutische und verhaltenstherapeutische Ansätze miteinander. Es besteht aus zwei Behandlungsphasen: dem Spieltraining und dem Erziehungstraining. In beiden Phasen werden den Eltern Fertigkeiten vermittelt, die sie unter Live-Anleitung durch den Therapeuten in der Interaktion mit dem Kind einüben. Das Spieltraining dient dem Aufbau bzw. der Konsolidierung einer guten Eltern-Kind-Beziehung und bildet die Basis für das spätere Erziehungstraining. Im Spieltraining lernen die Eltern, dem Kind bei angemessenem Verhalten die Führung zu überlassen. Im Erziehungstraining üben sie hingegen, effektiv die Führung zu übernehmen, wo dies notwendig ist. Die Therapie, die im Mittel etwa 15 bis 20 Sitzungen dauert, kann beendet werden, wenn die Eltern die erlernten Fertigkeiten beherrschen, expansives kindliches Verhalten auf ein eindeutig normales Niveau reduziert ist und die Eltern keinen Bedarf mehr für eine Behandlung sehen.

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24

Monè, Jennifer Gerber, and Zeynep Biringen. "Perceived Parent-Child Alienation." Journal of Divorce & Remarriage 45, no. 3-4 (July 13, 2006): 131–56. http://dx.doi.org/10.1300/j087v45n03_07.

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25

Builder, Philip. "Parent and Child Tutoring." Australasian Journal of Special Education 11, no. 2 (November 1987): 13–17. http://dx.doi.org/10.1017/s103001120002176x.

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There have been some exciting changes in education during the late 70s and early 80s. Of particular significance has been the emphasis on the processes of learning rather than the lockstep, content-oriented curriculum. This has enabled special education teachers to develop a fresh view of children with learning difficulties, discarding notions of their deficits and instead monitoring their current development and learning strategies, and the personal and environmental constraints which operate to limit their learning potential. This approach concentrates on the whole child, establishing strengths, building confidence through success, developing risk-taking behaviours, teaching problemsolving strategies, and learning to become an independent learner.

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26

Mavor, Ted. "Like parent, like child." Patient Education and Counseling 45, no. 4 (December 2001): 261–64. http://dx.doi.org/10.1016/s0738-3991(01)00190-2.

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27

Terrell, Sandra L., Karen Arensberg, and Melinda Rosa. "Parent-Child Comparative Analysis." Language, Speech, and Hearing Services in Schools 23, no. 1 (January 1992): 34–42. http://dx.doi.org/10.1044/0161-1461.2301.34.

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This paper describes a criterion-referenced method that was developed to assess the speech and language of a girl, age 4 years, 8 months, whose parents spoke English that was greatly influenced by their native Nigerian language. The method, called Parent-Child Comparative Analysis (PCCA), consisted of administering an identical battery of tests to both father and child and then interpreting the child’s performance in relation to that of the father’s. Normal age-level expectations for various linguistic structures also influenced interpretation. Results indicated that the child’s articulation skills were mildly delayed for her age and dialect and that she had a moderate disorder in several language areas. Suggestions and limitations of the PCCA are provided for clinicians who may wish to use this method for assessing persons who speak an uncommon or unfamiliar dialect of English and/or when information about the normal patterns of a dialect is unavailable.

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28

Sutherland, Lisa A., Daniel P. Beavers, Lawrence L. Kupper, Amy M. Bernhardt, Todd Heatherton, and Madeline A. Dalton. "Like Parent, Like Child." Archives of Pediatrics & Adolescent Medicine 162, no. 11 (November 3, 2008): 1063. http://dx.doi.org/10.1001/archpedi.162.11.1063.

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29

Rosner, Joseph. "Parent-child conflict resolved." Journal of Clinical Psychology 42, no. 3 (May 1986): 448–53. http://dx.doi.org/10.1002/1097-4679(198605)42:3<448::aid-jclp2270420307>3.0.co;2-r.

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30

GROOTHUIS, JESSIE R. "Child Care/Parent Care." Archives of Pediatrics & Adolescent Medicine 142, no. 1 (January 1, 1988): 67. http://dx.doi.org/10.1001/archpedi.1988.02150010077027.

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31

Lye, Diane N. "Adult Child–Parent Relationships." Annual Review of Sociology 22, no. 1 (August 1996): 79–102. http://dx.doi.org/10.1146/annurev.soc.22.1.79.

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32

Builder, Philip. "Parent and Child Tutoring." Australasian Journal of Special Education 11, no. 2 (November 1, 1987): 13–17. http://dx.doi.org/10.1080/10300118709409353.

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33

Thomas, Rae, and Melanie J. Zimmer-Gembeck. "Parent–Child Interaction Therapy." Child Maltreatment 17, no. 3 (August 2012): 253–66. http://dx.doi.org/10.1177/1077559512459555.

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34

Phear, Patrick, and Margaret Shaw. "PARENT-CHILD MEDIATION PROGRAMS." Family Court Review 27, no. 2 (March 15, 2005): 47–50. http://dx.doi.org/10.1111/j.174-1617.1989.tb01296.x.

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35

Moynihan, P. M., and B. Haig. "Whole Parent/Whole Child." Topics in Clinical Nutrition 5, no. 3 (July 1990): 74–78. http://dx.doi.org/10.1097/00008486-199007000-00013.

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36

Stavans, Anat, and Gil Goldzweig. "Parent-child-adult storytelling." Narrative Inquiry 18, no. 2 (December 12, 2008): 230–57. http://dx.doi.org/10.1075/ni.18.2.04sta.

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Book reading appears to be a highly revered and widely practiced home and school routine within and across literate western cultures. This study examined the relationship between home practices and expected children’s production. We assumed the contribution of home literacy patterns such as storytelling to have a predictive value on the development of children’s narrative productions as one facet of children’s literacy development. To this end, we set out to investigate similarities and differences in the profile of parental narrative input and children’s narrative productions. We first looked at the structural and organizational characteristics of adult-child and child-adult narratives and the relationship between the two in terms of its narrative forms and functions. Then we analyzed the interaction during narratives to — and by- children to other adults. The participants of this study were 64 parent-child dyads recruited into three age groups. Parents were asked to tell their child a picture-book story and the children were asked to tell the same story to an adult experimenter. The stories were recorded and transcribed. The data were coded into structural and interactive categories and analyzed between parent and children productions and across the three age groups. The results showed a complex relationship between parental narrative input and child-adult output. While parental narrative input resembles child narrative input, this resemblance grows stronger as the child gets older. Yet the differences between parental and child narrative input may be motivated by the child’s linguistic, narrative and social development.

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37

Eyberg, Sheila. "Parent-Child Interaction Therapy:." Child & Family Behavior Therapy 10, no. 1 (August 10, 1988): 33–46. http://dx.doi.org/10.1300/j019v10n01_04.

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38

Jensen-Hart, Staci J., Jeff Christensen, Lacey Dutka, and J. Corey Leishman. "Child Parent Relationship Training (CPRT): Enhancing Parent-child Relationships for Military Families." Advances in Social Work 13, no. 1 (March 30, 2012): 51–66. http://dx.doi.org/10.18060/1881.

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Military families experience increased stress when facing issues of deployment, separation, and reunification. The increased stress impacts the parent-child relationship as well as child behavioral and emotional well-being. Although recognizing the resiliency of military families, research points to the need to monitor parental stress both pre- and post-deployment and highlights the inherent risks that separation and reunification pose for the parent-child relationship bond. This pilot study was designed to explore the effectiveness of the Child Parent Relationship Therapy (CPRT) Training Model as a proactive method of enhancing parent-child relationships, reducing parental stress, and preventing negative impact of military separations on children.

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39

Shore, Annette. "Child Art Therapy and Parent Consultation: Facilitating Child Development and Parent Strengths." Art Therapy 17, no. 1 (January 2000): 14–23. http://dx.doi.org/10.1080/07421656.2000.10129429.

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40

Kuniyoshi, Tomoko, and Yuriko Kanda. "Parent-child support by PCIT: Case management of Parent-Child Interaction Therapy." Proceedings of the Annual Convention of the Japanese Psychological Association 83 (September 11, 2019): TWS—005—TWS—005. http://dx.doi.org/10.4992/pacjpa.83.0_tws-005.

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41

Johnson, Brian D., Leslie C. Franklin, Kathryn Hall, and Loreto R. Prieto. "Parent Training Through Play: Parent-Child Interaction Therapy with a Hyperactive Child." Family Journal 8, no. 2 (April 2000): 180–86. http://dx.doi.org/10.1177/1066480700082013.

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42

Zhai, Zu Wei, Ty Ridenour, and R. E. Tarter. "Child–parent attachment mediates but not moderate parent and child substance involvement." Drug and Alcohol Dependence 171 (February 2017): e223-e224. http://dx.doi.org/10.1016/j.drugalcdep.2016.08.610.

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43

Russell, Cristel A., and L. J. Shrum. "The Cultivation of Parent and Child Materialism: A Parent–Child Dyadic Study." Human Communication Research 47, no. 3 (June 14, 2021): 284–308. http://dx.doi.org/10.1093/hcr/hqab004.

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Abstract Research has shown that television viewing cultivates a materialistic worldview in children. However, other socialization factors may also influence children’s materialism. The current research tests two socialization pathways of parental influence: (a) an indirect path in which parents pass on their own materialism to their children, and the parent’s materialism is at least partly the result of a parent cultivation effect (parent cultivation); (b) an indirect path in which parents pass on their television viewing behavior to their children, which in turn positively predicts the children’s level of materialism (child cultivation). The results of two studies (initial study plus direct replication, N = 818) of U.S. parent–child dyads with 14- to 17-year-old children support the first path but not the second: The relation between parent TV viewing and child materialism is mediated through parent materialism. Child TV viewing is positively correlated with child materialism, but is nonsignificant when parent materialism is controlled.

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44

Millikovsky-Ayalon, Maaian, Naama Atzaba-Poria, and Gal Meiri. "THE ROLE OF THE FATHER IN CHILD SLEEP DISTURBANCE: CHILD, PARENT, AND PARENT-CHILD RELATIONSHIP." Infant Mental Health Journal 36, no. 1 (December 12, 2014): 114–27. http://dx.doi.org/10.1002/imhj.21491.

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45

Fuchs, Anna, Erika Lunkenheimer, and Frances Lobo. "Individual differences in parent and child average RSA and parent psychological distress influence parent-child RSA synchrony." Biological Psychology 161 (April 2021): 108077. http://dx.doi.org/10.1016/j.biopsycho.2021.108077.

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46

Gallego, Raquel, Mercedes Novo, Francisca Fariña, and Ramón Arce. "Child-to-parent Violence and Parent-to-child Violence: A Meta-analytic Review." European Journal of Psychology Applied to Legal Context 11, no. 2 (2019): 51–59. http://dx.doi.org/10.5093/ejpalc2019a4.

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47

Moser, Richard P., and Theodore Jacob. "Parent-child interactions and child outcomes as related to gender of alcoholic parent." Journal of Substance Abuse 9 (January 1997): 189–208. http://dx.doi.org/10.1016/s0899-3289(97)90016-x.

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48

Olson, Laurette. "Closing Thoughts About Promoting Parent-Child Co-Occupation Through Parent-Child Activity Intervention." Occupational Therapy in Mental Health 22, no. 3/4 (November 7, 2006): 153–56. http://dx.doi.org/10.1300/j004v22v03_10.

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49

Bortfeld, Heather, and John S. Oghalai. "Joint Attention in Hearing Parent–Deaf Child and Hearing Parent–Hearing Child Dyads." IEEE Transactions on Cognitive and Developmental Systems 12, no. 2 (June 2020): 243–49. http://dx.doi.org/10.1109/tcds.2018.2877658.

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50

Deave, Toity. "Parent-functioning and parent-child interaction: early intervention programmes." Primary Health Care 13, no. 8 (October 2003): 8. http://dx.doi.org/10.7748/phc.13.8.8.s11.

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