Relevant bibliographies by topics / Parental Emotional Support

Contents

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

Academic literature on the topic 'Parental Emotional Support'

Author: Grafiati
Published: 2 July 2021
Last updated: 17 February 2022

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Journal articles on the topic "Parental Emotional Support"

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Sarry, Septi Mayang, and Eka Ervika. "Parental Emotional Coaching untuk Meningkatkan Kemampuan Menghadapi Emosi Negatif Anak Tunarungu." Prosiding Penelitian dan Pengabdian kepada Masyarakat 5, no. 2 (August 13, 2018): 117. http://dx.doi.org/10.24198/jppm.v5i2.18374.

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AbstrakPenelitian ini bertujuan untuk mengetahui perbedaan kemampuan orangtua dalam menghadapi anak yang memiliki emosi negatif sebelum dan sesudah mengikuti program parental emotional coahing. Hasil dari penelitian ini menunjukan parental emotional coaching efektif bagi orangtua untuk meningkatkan kemampuan menghadapi emosi negatif anak tunarungu. Penelitian ini merupakan quasi eksperimen yang diukur dengan Coping with Children’s Emotion Scale (CCNES) dari Fabes dan koleganya (1990-an) yang mengambarkan 6 respon orangtua dalam menghadapi emosi negatif anak yaitu problem focused reaction, emotion focused reaction, expressive encouragement, minimization reaction, punitive reaction, distress reaction. Dua respon pertama yaitu, problem focused reaction, emotion focused reaction merupakan suatu respon yang mendukung untuk bisa menghadapi emosi negatif anak secara efektif. Modul program parental emotional coaching disusun berdasarkan teori Gottman (dalam Cook, 2004). AbstractThis research aimed to determine differences in the ability of parents in dealing with children with hearing negative emotions before and after parental emotional coaching program. Parental emotional coaching aimed to coach parents come be a emotional coacher in dealing children’s negative emotion. Measurements were made with Coping with Children's Emotion Scale (CCNEs ) of Fabes and colleagues ( 1990 ) describing 6 responses of parents in dealing with negative emotions children are problem focused reaction, emotion focused reaction, expressive encouragement, minimization reaction, punitive reaction, distress reaction. The first two responses , namely , reaction problem focused , emotion focused reaction is a response to support the child could face negative emotions effectively . Parental emotional coaching program modules compiled based on Gottman 's theory ( in Cook , 2004). This research use quasi experiment design. The results of this study indicate that parental emotional coaching effectively to improve the ability to deal with negative emotions deaf children.
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Poon, Cecilia Y. M., and Bob G. Knight. "Parental emotional support during emerging adulthood and Baby Boomers’ well-being in midlife." International Journal of Behavioral Development 37, no. 6 (September 5, 2013): 498–504. http://dx.doi.org/10.1177/0165025413498217.

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This study examined whether parental emotional support around emerging adulthood influenced well-being in midlife. We applied latent growth curve (LGC) models on 337 Baby Boomers who were in their late teens to early 20s when they entered the Longitudinal Study of Generations (LSOG) in 1971. There was a small but significant decline in self-rated health and positive emotions through 2005, but not depressive symptoms. Greater support from fathers in 1971 was associated with better self-rated health, less depression, and a slower decline in self-rated health across midlife. Greater support from mothers was associated with more positive emotions. These associations did not significantly differ among sons and daughters. Findings are discussed in the context of cumulative advantage/disadvantage and life-stage specific challenges to highlight the importance of parental emotional support during life transitions.
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Shah, Syed Afzal, Sadaf Naz, and Naeema Mumtaz. "The Role of Parents and Teachers in Academic Achievement of Students in Hazara Division, Pakistan." Global Regional Review IV, no. III (September 30, 2019): 187–94. http://dx.doi.org/10.31703/grr.2019(iv-iii).21.

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This research was designed for discovering the effect of parental involvement as well as teachers involvement upon the students academic achievement at the secondary level. The research explored the impact of two characteristics of parental involvement i.e. parental communication, and their emotional support, and classroom security, and teachers motivation on students academic achievement. Sample selection was done through stratified random sampling. 1438 students were selected from 10th grade students. Data collection was done through self-developed and validated questionnaires. Multiple regression model, mean and standard deviation were used for the purpose of data analysis. The results indicate that parental communication has emerged as the major indicator of involvement of parents. Parental communication and parental emotional support has profound influence upon the academic achievement of students. Additionally, parental communication and their emotional support have deep positive influence on academic achievement of male students.
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Bolton, Catherine, Christine Barrowclough, and Rachel Calam. "Parental Criticism and Adolescent Depression: Does Adolescent Self-Evaluation Act as a Mediator?" Behavioural and Cognitive Psychotherapy 37, no. 5 (August 25, 2009): 553–70. http://dx.doi.org/10.1017/s1352465809990221.

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Background: A better understanding of relationships between adolescent depression and family functioning may help in devising ways to prevent development of depression and design effective therapeutic interventions. Aims: This study explored the relationship of parental emotional attitudes, (perceived criticism and expressed emotion) to adolescent self-evaluation and depression. Methods: A sample of 28 clinic-referred adolescents and their mothers participated. The Five Minute Speech Sample was used to measure parental expressed emotion, and the adolescents completed the Children's Depression Inventory, Self-Perception Profile for Children global self-worth scale, a self-criticism scale and a perceived parental criticism scale. Results: There was partial support for a model of adolescent negative self-evaluation as a mediator in the relationship between parental emotional attitudes and adolescent depressive symptoms. The data also supported an alternative hypothesis whereby adolescent depressive symptoms are related to negative self-evaluation. Conclusions: The overall pattern of results emphasizes the significance of adolescents' perceptions of parental criticism, rather than actual levels, in understanding the relationship between parental emotional attitudes and adolescent depressive symptoms.
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Lin, Gao-Xian, Logan Hansotte, Dorota Szczygieł, Loes Meeussen, Isabelle Roskam, and Moïra Mikolajczak. "Parenting with a smile: Display rules, regulatory effort, and parental burnout." Journal of Social and Personal Relationships 38, no. 9 (May 24, 2021): 2701–21. http://dx.doi.org/10.1177/02654075211019124.

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Positive parenting prescriptions prevailing in Western countries encourage parents to regulate their emotions and, more specifically, to show more positive emotion to their children and control negative emotions while parenting. The beneficial effect of this practice on child development has been much documented, but its possible costs for parents have been much less researched. The current study borrowed the well-known emotional labor framework from organizational psychology to examine this issue. We sought to answer five questions in particular: (1) Do parents perceive display rules? (i.e., do they feel pressured to up-regulate positive emotions and down-regulate negative emotions while parenting?) (2) Do parents make regulatory efforts to comply with these rules? (3) Is this costly? (4) Is it possible that these regulatory efforts are associated with higher risk of parental burnout? (5) Are there strategies that render this effort less costly? We investigated these questions in a sample of 347 parents. The results revealed that parents perceive emotional display rules, which were associated with more regulatory efforts and then a higher vulnerability to parental burnout. How parents meet display rules also matters, in that regulating emotions superficially (i.e., surface acting) is more detrimental than regulating genuinely (i.e., deep acting). Overall, these results support the translation of the emotional labor framework to the parenting context, which helps us understand how external pressures on parents may increase parental burnout.
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Côté, S., and T. Bouffard. "Role of parental emotional support in illusion of scholastic incompetence." European Review of Applied Psychology 61, no. 3 (July 2011): 137–45. http://dx.doi.org/10.1016/j.erap.2011.05.003.

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Lim, Sun Ah, Sukkyung You, and Daehyun Ha. "Parental Emotional Support and Adolescent Happiness: Mediating Roles of Self-Esteem and Emotional Intelligence." Applied Research in Quality of Life 10, no. 4 (July 11, 2014): 631–46. http://dx.doi.org/10.1007/s11482-014-9344-0.

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Kaye, Miranda P., Katie Lowe, and Travis E. Dorsch. "Dyadic Examination of Parental Support, Basic Needs Satisfaction, and Student–Athlete Development During Emerging Adulthood." Journal of Family Issues 40, no. 2 (October 16, 2018): 240–63. http://dx.doi.org/10.1177/0192513x18806557.

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Using self-determination theory and the theory of emerging adulthood as frameworks, the present study investigated dyadic associations for the effect of parental support on college student–athletes’ need satisfaction, and the effect of need satisfaction on student–athletes’ adjustment. Fifty NCAA Division I student–athletes and a corresponding parent ( N = 50) completed online surveys. Student–athletes’ and parents reported parental support (i.e., parental responsiveness and basic needs satisfaction) and student–athletes’ reported college adjustment (i.e., academic self-efficacy, athletic satisfaction, and individuation). Interpersonal models demonstrated both parent and student–athlete reported parental responsiveness was associated with higher levels of need satisfaction. Student–athlete reports of need satisfaction was related to reduced emotional independence, while parental reports of need satisfaction were related to enhanced academic self-efficacy. Findings support the central role of parental support for student–athletes in college; however, negotiating the balance between providing support and encouraging emotional independence remains a challenge for parents.
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Amalia, Rizky, and Melly Latifah. "Parental Support, Academic Emotion, Learning Strategy, and Academic Achievement on First Year Student." Journal of Family Sciences 4, no. 1 (July 2, 2019): 41–53. http://dx.doi.org/10.29244/jfs.4.1.41-53.

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The new challenges for first-year students potentially to influence their academic achievement. This study aimed to analyze the characteristics of students and families, parental support, academic emotions, and learning strategies and their effects on the academic achievement of first-year students. Determination of research location by purposive at Institut Pertanian Bogor. An example of this study is a total of 110 students of the Program Pendidikan Kompetensi Umum (PPKU) selected by simple random sampling. The results found that parental support related to emotional and instrumental aspects, positive and negative academic emotions were significantly correlated with the use of learning strategies. The dimension of learning strategy that is time and environment management and effort learning correlated on academic achievement.
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Desjardins, Tracy, and Bonnie J. Leadbeater. "Changes in Parental Emotional Support and Psychological Control in Early Adulthood." Emerging Adulthood 5, no. 3 (September 7, 2016): 177–90. http://dx.doi.org/10.1177/2167696816666974.

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Dissertations / Theses on the topic "Parental Emotional Support"

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De, Laender Jordan-Dawn, and Antonia Focke. "Parental Support on the Nascent Entrepreneur : An Empirical Study on the Emotional Support Provided by Entrepreneurial Parents." Thesis, Jönköping University, Internationella Handelshögskolan, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-52775.

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Background: Receiving social support facilitates the founding of a nascent entrepreneurs’ business. Support that is received from entrepreneurial parents contributes towards the development of the entrepreneur’s capabilities as well as potentials, thus, shaping the nascent entrepreneur. Our study will focus on one part of social support, namely emotional support, provided by entrepreneurial parents. While parents intend to positively influence the nascent entrepreneur’s well-being and emotional stability, the exchange of support happens rather simultaneously and unconsciously. Purpose: This thesis aims to create a better understanding of the influence of entrepreneurial parents concerning the support system received by a nascent entrepreneur when in the founding stage. Therefore, creating theoretical consistency in the form of a developed conceptual model, which can be put into the broader context of family business and entrepreneurship. Method: Ontology – Relativism; Epistemology – Social Constructionism; Research Approach – Inductive; Methodology – Exploratory Study; Data Collection – 15 Semi-structured interviews with nascent entrepreneurs and three interviews with entrepreneurial parents; Sampling – Purposive, Convenience and Snowball Sampling; Data Analysis – Grounded Analysis. Conclusion: The influence of entrepreneurial parents affects the support approach of a nascent entrepreneur. Specifically, it contributes to the development of the entrepreneur’s entrepreneurial competence and spirit, which in its turn enhances the entrepreneurial activities connected to the founding of a new business.
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Warner, Nell. "Home visiting support for parents in adverse situations : the nature of support and parental emotional well-being." Thesis, Cardiff University, 2018. http://orca.cf.ac.uk/118777/.

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Evidence suggests that for some families home visiting support can be effective for enabling parents in adverse situations to cope with their emotional well-being and other issues. However the circumstances in which home visiting is effective are less well understood. The administrative data from one home visiting organisation, Home-Start, was analysed to identify how the nature of support, adverse family situations and the interrelationship between them were related to changes in parental emotional well-being. The effects of adverse situations were explored by looking at individual risk factors, multiple risks, levels of need and life events that occur during support. Variables describing the average rate at which parental emotional well-being improves over the course of support were developed. Multiple linear regression models were then used to explore the relationships between the nature of support and the family's situation and that rate of improvement. Several aspects of the way support was provided were related to faster improvements; including more frequent visits, and support being provided by paid workers. Longer individual visits were associated with families improving more slowly. These different aspects of support affected families in different adverse situations differently. Paid worker support was particularly related to faster improvements in families with domestic abuse, disabled parents and multiple risks. However volunteer support seemed just as effective for families with disabled children and large families. Overall the family's situation was only very weakly associated with the rate at which emotional well-being improved. Though effects were small, families with more malleable risks were more likely to improve more quickly: Domestic abuse was associated with faster improvements whereas large family sizes, disabled parents and parental mental health problems were associated with slower improvements. Bereavements occurring during the course of support also slow down the rate of improvement.
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Bhatt, Suzanne Autumn. "Effects of recent parental divorce, parental conflict, and social support on the social and emotional adjustment of college students." Diss., University of Iowa, 1989. https://ir.uiowa.edu/etd/5398.

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Scott, Samantha. "Predicting Children's Emotional and Behavioral Functioning: An Examination of Coparenting and Parental Satisfaction." Master's thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4212.

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To examine the interplay among shared parenting, coparent support, parental satisfaction, and child behavior problems, the current study examines the responses of mothers and fathers who have children between the ages of 3- and 6-years. As part of this study, 107 parents (i.e., 80 mothers and 27 fathers) completed a questionnaire packet including measures of coparenting, parental satisfaction, and child behavior problems. Results are examined using correlational and hierarchical regression analyses. Correlational analyses suggest that coparent support and parental satisfaction are related positively and that coparent support and parental satisfaction are related negatively with children's behavior problems. Unique relationships are found in this study when examining overt supportive behaviors versus perceptions of coparent support, suggesting the importance of examining these constructs separately in relation to parental satisfaction and children's behavior. Hierarchical regression analyses reveal that, when coparent support measures are examined as different constructs, coparent support and parental satisfaction contribute uniquely to the prediction of children's emotional and behavioral functioning. These findings highlight the connection between coparent support and parental satisfaction as well as the importance of each in predicting outcomes for children, regardless of how evenly two parents divide childcare responsibilities. These findings also contribute to the literature by suggesting the importance of examining perceptions of support and overt supportive behavior separately. It is hoped that the findings of this study will provide valuable information for potential targets of parenting interventions provided to mothers and fathers in mental health facilities.
M.S.
Department of Psychology
Sciences
Psychology Clinical MS
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Yeung, Kwong. "Perception of teacher emotional support and parental education level : the impacts on students’ math performance." Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/8607.

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There is a paucity of research juxtaposing parental education level and teacher emotional support in a single study which examines their relative impacts on students’ academic achievements. Therefore, the first objective of this dissertation is to study the influence of parental education level, in comparison to the influence of teacher emotional support, on students’ math performance, by using more representative data and a rigorous statistical method. The second objective is to identify and examine how some important psychological traits (both affective and cognitive) mediate the effects of social factors on students’ math performance. The third objective is to examine whether those relationships are moderated by gender. Hong Kong’s survey data is extracted from the Program of International Students Assessment (2003) as organized by Organization for Economic Co-operation and Development (OECD), on the math performances of 4,478 students at the age of fifteen. Measurement invariance was first tested, and then followed by Confirmatory Factor Analysis. Two structural models were tested by Structural Equation Modeling using Linear Structural Relations (LISREL) 8.5 which is computer software for SEM. Results indicated that first, parental education level affects children’s math scores by providing home education resources and enhancing children’s math self-efficacy, and second the Self Determination Theory is applicable in supporting the hypothesis that teachers affects their students’ math scores by providing a cooperative learning environment, which in turn, enhances students’ affective and cognitive factors. Three important mediators, namely cooperative learning environment, math self-efficacy, and home education resources are concluded as significant mediating factors upon the effects of parents and teachers on students’ math performance. The perceived support from parents and teachers are not significantly different across gender in Hong Kong. This is consistent with recent studies that differences favoring males in mathematics achievement are disappearing. Theoretical contributions and practical implications are discussed in the final part of the dissertation.
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Douthat, Cameron. "Parents' Provision of Instrumental and Emotional Support to Young Adults with Criminal Justice Contact." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu156317016279803.

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Prentice, Sarah. "Perceived stress, adjustment, emotional and behavioral functioning, and self-esteem among college freshman and the role of parental support." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/900.

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This current study examined the relationships among Freshmen students' contact with their parents, stress, adjustment, emotional and behavioral functioning, and self-esteem. As part of this study, 121 ethnically diverse college Freshmen completed measures assessing the aforementioned variables. Analyses of variance suggested that college Freshmen varied in their ratings of these variables based on their gender and living situation(i.e., whether they lived on campus, in the community, or in their parents' home). Correlational analyses suggested that there were significant relationships among parental involvement and college students' stress, adjustment, emotional and behavioral problems, and self-esteem. Hierarchical regression analyses suggested that gender, living situation, parental support, and perceived stress were valuable predictors of college students' outcomes. This information will serve to provide insight into mechanisms by which parents can help foster more positive outcomes for their college students.
B.S.
Bachelors
Sciences
Psychology
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Villas-Boas, Sónia Ferreira. "Avaliação da eficácia de um programa de promoção de práticas educativas parentais implementado na clínica pedagógica de psicologia da Universidade Fernando Pessoa." Master's thesis, [s.n.], 2015. http://hdl.handle.net/10284/4985.

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Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para a obtenção do grau de Mestre em Psicologia, ramo de Psicologia Clínica e da Saúde
A formação parental apresenta-se como uma prática que pretende aumentar a consciência dos pais para a utilização das suas competências parentais, através de ações educativas de sensibilização, aprendizagem ou esclarecimento relativo a atitudes e praticas educativas parentais (Olivares, Mendez & Ros, 2005). A criação e a promoção de intervenções parentais ajudam no desenvolvimento da qualidade das interações, entre pais e filhos e no desenvolvimento de competências parentais e pessoais. Os programas de Práticas Educativas Parentais têm como objetivo a promoção da autoestima, do autoconceito, da comunicação entre pais e filhos e do treino de estratégias para modificar determinados comportamentos dos filhos. A colaboração das famílias nas intervenções familiares contribui para a promoção do desenvolvimento da criança, reduzindo fatores de risco (Mestre & Corassa, 2002; Silvares, 1995). Neste sentido, o presente estudo teve como objetivo construir, implementar e avaliar a eficácia de um programa de Promoção de Práticas Educativas Parentais. Participaram 10 sujeitos adultos (5 pertencentes ao Grupo Experimental e 5 pertencentes ao Grupo de Controle) com idades compreendidas entre os 30 e os 52 anos (M =40,6), residentes em meio urbano (N=9). Os dados foram recolhidos através de um Questionário Sociodemográfico, e do EMBU-P (Escala de Perceção Materna sobre o Estilo Educativo Parental), versão portuguesa de Canavarro e Pereira (2007). Globalmente, os resultados evidenciam que não existem diferenças estatisticamente significativas entre o momento pré-intervenção e o momento pós- intervenção no que se refere às dimensões Suporte Emocional, Tentativa de Controlo e Rejeição, não nos permitindo, portanto, comprovar a eficácia do programa de Promoção de Práticas Educativas Parentais.
Parental training is presented as a practice that aims to increase parental awareness for the use of their parenting skills through educational activities to raise awareness, learning or clarification regarding attitudes and parenting practices (Olivares, Mendez & Ros, 2005). The creation and the promotion of parental interventions help in developing the quality of interactions between parents and children and the development of parental and personal. The Educational Practices Parenting programs are aimed at promoting self-esteem, self-concept, communication between children and training strategies to modify certain behaviors of the children. The collaboration of families in family interventions contributes to the promotion of child development, reducing risk factors (Mestre & Corassa, 2002; Silvares, 1995). In this sense, this study aimed to construct, implement and evaluate the effectiveness of a promotion Practices Program Parental Education. A total of 10 adult subjects (5 belonging to the Experimental Group and 5 belonging to the Control Group) aged between 30 and 52 years (M = 40.6), urban residents (N = 9). Data were collected through a Sociodemographic Questionnaire, and EMBU -P (Scale of Maternal Perception of the Parental Educational Style), portuguese version of Canavarro and Pereira (2007). Overall, the results show no statistically significant differences between pre-intervention and post-intervention time point with regard to the dimensions Emotional Support, Attempt to Control and Rejection, not allowing us therefore prove the effectiveness of the Promotion Program Educational Practices.
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Dietrich, Janan Janine. "An exploration of learners integration into the mainstream: a case study approach." Thesis, University of the Western Cape, 2008. http://hdl.handle.net/11394/2749.

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Magister Artium (Psychology) - MA(Psych)
The aims of the study were to: (1) explore the education support services required by three learners who were integrated into the mainstream, (2) determine the level of support required by these learners to function maximally in the mainstream, (3) specifically explore the socioemotional ability of these learners to adjust to the mainstream setting. Three cases were explored within an eco-systemic approach. Each case consisted of a learner with a physical disability, the learner’s mother and the educator/s who first taught the learner at the mainstream school. Interviews were conducted with all of the participants and subsequently transcribed verbatim. Thematic analysis was then conducted to extract themes from the transcriptions.
South Africa
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Al-aoufi, Hiam. "An investigation into issues related to the establishment of a parental training course to develop an early intervention home-based programme for children with autism." Thesis, Brunel University, 2011. http://bura.brunel.ac.uk/handle/2438/6192.

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Context: The aim of the proposed research is to investigate autism early intervention in Saudi Arabia, taking into account the reality that such services are in a relatively early stage of development in Saudi Arabia due to the current limited experience in the autism domain generally and in early intervention programmes specifically. As such, this study was intended to act as a basis for gaining a greater understanding about how such services could be developed in Saudi Arabia in the future. Indeed, special attention was given to the cultural specifications to see if such programmes can be implemented and adapted to fit the needs of the families in Saudi Arabia. Objective: The aim is to develop the parental training programme that emerges from parents‟ needs in relation to their children with autism in which a parental training programme can be developed that leads to the establishment of a home-based intervention programme. Method: The constructivist grounded theory approach used to identify programme components, their implementation and effectiveness. Data collected from (20 interviews, 251questionnaires, 8 programme evaluation sheets, parental stress index short form (PSI-SF). Results: The present study suggested a parental training course framework with a detailed description of its components, delivery approach and evaluation process. This study also provided clear evidence that the current suggested parental training framework targeted the participants' needs and provided them with the support, the information and the skills that they needed at the post diagnosis stage. Conclusion: This result can sensitise services providers in establishing a parental training programme to help empower parents to administer some of the therapies to their autistic children that are needed on a day to day basis, with the minimal amount of stress to the parental life style.
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Books on the topic "Parental Emotional Support"

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Bourgeois, Tamyra. How to raise happy, loving, emotionally intelligent kids: A text and workbook designed to support you in rearing peaceful, joyful kids through the power of positive suggestion. [Baton Rouge, La.?]: Enlightened Parents Press, 1998.

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Scott, Buddy. Relief for hurting parents: What to do and how to think when you're having trouble with your kids. Nashville: Oliver-Nelson, 1989.

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Scott, Buddy. Relief for hurting parents: How to fight for the lives of teenagers : how to prepare younger children for less dangerous journeys through teenage years. Lake Jackson, Tex: Allon Pub., 1994.

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Barlow, Jane. Promoting infant and child mental health through support for parenting. Edited by Alan Emond. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198788850.003.0010.

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Mental health in the early years is underpinned by the capacity of young children for emotion regulation, and the child’s early relational context (i.e. the parenting that they receive) has been identified as being key to the development of this ability. However, many children show signs of regulatory difficulties including sleeping and crying difficulties, and emotional and behavioural problems in the early years; this is as such an important window of opportunity to intervene to optimize parenting, and prevent early parent–child relationship problems using a range of primary and secondary preventive approaches. This chapter provides an overview of the nature and prevalence of early regulatory problems, and some of the main universal and targeted intervention approaches that have been developed to address such problems, alongside the evidence about their effectiveness in improving outcomes for both parents and children.
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Abaied, Jamie L., and Karen D. Rudolph. Family Relationships, Emotional Processes, and Adolescent Depression. Edited by C. Steven Richards and Michael W. O'Hara. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199797004.013.023.

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This chapter reviews theory and research examining the co-occurrence of disrupted family functioning and adolescent depressive symptoms and disorders. It focuses on three key aspects of family functioning: family adversity, parent-child relationships, and parenting behavior. It concludes that research supports the presence of bidirectional associations between family functioning and adolescent depression. Furthermore, this chapter provides an integrative framework that conceptualizes emotional functioning as a key mechanism through which family relationships and adolescent depression mutually influence one another over time.
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Ehrenreich-May, Jill, Sarah M. Kennedy, Jamie A. Sherman, Emily L. Bilek, and David H. Barlow. Unified Protocol for Transdiagnostic Treatment of Emotional Disorders in Children. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190642952.001.0001.

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Unified Protocol for Transdiagnostic Treatment of Emotional Disorders in Children: Workbook (UP-C) provides evidence-based treatment strategies to assist child clients to function better in their lives. This treatment is designed for children ages 7 to 13 (although some children just outside this age range may also benefit) who are experiencing feelings of sadness, anxiety, worry, anger, or other emotions that get in the way of their ability to enjoy their lives and feel successful. The workbook is written for children (with corresponding parent sessions presented later in the book) and guides them through each week of the program with education, activities, and examples that will help families to understand the role that emotions play in everyday actions. Children are taught helpful strategies for dealing with strong emotions and will receive support in making choices that will move them closer to their long-term goals. The UP-C takes a transdiagnostic approach to the treatment of emotional disorders and the skills presented are appropriate for children with a large range of emotional challenges, including anxiety, depression, obsessive-compulsive symptoms, and other related concerns.
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Ruskin, Danielle Alexandra. Attributions, emotions, and discipline practices in parents of children with and without ADHD: Support for Weiner's cognitive-emotion-action model? 2001.

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Sparrow, Joshua. Communities raising children together: Collaborative consultation with a place-based initiative in Harlem. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198747109.003.0014.

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The Harlem Children’s Zone® (HCZ) and the Brazelton Touchpoints Center engaged in ‘collaborative consultation’ to co-create early childhood and parent support programming. This collaboration is the story of a community coming together to reclaim and reconstruct environments for raising children and to connect adult caregivers to support each other in that process. A relational, developmental, strengths-based, and culturally grounded approach was employed to build mutual respect, trust, and understanding over time in authentic relationships required for shared learning, and for programme development and improvement. The inherent and culturally rooted strengths and resources of parents, and other family and community members mutually reinforced each other as contexts and conditions were created in which these caregivers could come together to activate their community’s collective problem-solving capacity, to share their dreams for their children, and to provide emotional support and concrete resources for each other.
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Freitag, Lisa. Extreme Caregiving. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190491789.001.0001.

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Raising a child with multiple special needs or disabilities is a time-consuming and difficult task that exceeds the usual parameters of parenting. This book examines all the facets of that task, from the better-known physical, financial, and emotional burdens to the previously invisible moral work involved. Drawing from narratives written by parents of children with a variety of special needs, academic research in ethics and disability, and personal experience in pediatrics, this book begins to recognize the moral consequences of providing long-term care for a child with complex needs. Using a virtue ethic framework based on Joan Tronto’s phases of care, it isolates the various tasks involved and evaluates the moral demands placed on the parent performing them. Raising a child with special needs requires an excess of attentiveness, responsibility, competence, and responsiveness, and demands from the parent a reassessment of their personal and social lives. In each phase, moral work must be done to become the sort of person who can perform the necessary caregiving. Some of the consequences are predictable, such as the emotional and physical burden of constant attentiveness and numerous unexpected responsibilities. But the need for competence, which drives an acquisition of medical knowledge, has not previously been analyzed. Nor has there been recognition of the enormous moral task of encouraging identity formation in a child with intellectual delays or autism. For a child who cannot attain independence, parents must continue to provide care and support into an uncertain future.
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Martin, Jeffrey J. Family Benefits. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0030.

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A large body of research indicates that people with disabilities experience varied psychological benefits from participating in sport and exercise. However, sport and exercise also offer relational benefits and family benefits. The purpose of this chapter is to examine research showing how families that include someone with a disability benefit from sport and exercise and how parents in particular benefit. The enjoyment embedded in the experience of physical activity (PA) and family interactions often leads to increased positive evaluations of both family and PA. Family cohesion is often strengthened through the mutual satisfaction of engaging in leisure, sport, and exercise. Parents attending sporting competitions meet other parents and derive shared social reality, informational, and emotional social support benefits from such interactions. Parents can also be socialized into unfamiliar sports through their children and become knowledgeable and involved in sport themselves as fans, referees, and coaches. Parents can also be barriers to their children’s sport and exercise involvement as a result of being fearful for their children’s emotional and physical well-being.
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Book chapters on the topic "Parental Emotional Support"

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Sullivan, Megan. "Research and Best Practices to Support Students with Incarcerated Parents." In Supporting and Educating Traumatized Students, edited by Eric Rossen, 165–80. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190052737.003.0009.

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The understanding of the relationship between a parent’s incarceration and a child’s outcomes has continued to evolve since the 1950s. Until very recently, however, most researchers have undertaken small-scale studies focused on the period when the parent is imprisoned, and most advocates and practitioners have had few resources at their disposal. All educators benefit from understanding how and why children of incarcerated parents may need support and from recognizing gaps in research. This chapter addresses developmental and other associated outcomes of parental incarceration and offers concrete practices schools can use to support children. In order to most effectively help students, school-based professionals should recognize the myriad ways parental incarceration impacts children’s emotional, physical, social and academic well-being.
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Hill, Tatiana Yasmeen, Natalia Palacios, Melissa Lucas, Stephanie Dugan, Amanda K. Kibler, and Judy Paulick. "Latinx Siblings' Social Emotional Support During Shared Reading." In Handbook of Research on Advancing Language Equity Practices With Immigrant Communities, 194–218. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3448-9.ch011.

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In order to identify culturally adaptive approaches to socialization of school readiness skills involving siblings in Latinx families, researchers investigated how Latinx older siblings interact with younger siblings in the context of shared reading to support social emotional skills in three Latinx immigrant families. Analyses revealed that older siblings demonstrated socialization practices such as using commands or questions and using social cues, which appeared to foster focal children's engagement. Older siblings also modeled connecting to prior knowledge, problem solving, negotiation of roles, and asking for and providing help, which seemed to enable children's autonomous social participation. Importantly, practices co-occurred with warm and responsive interaction styles. Findings inform how Latinx immigrant families socialize emotional skills to accomplish early literacy tasks using practices that may be culturally specific and aligned with parental socialization.
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Kay-Flowers, Susan. "Conflict." In Childhood Experiences of Separation and Divorce, 153–66. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447338659.003.0009.

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This chapter describes childhood experiences of parental conflict and examines how this impacted on their accommodation of parental separation. Using respondents’ accounts, it describes the negative impact of parental conflict on children’s social and emotional well being. In some cases, where domestic violence was present this included ‘feeling frightened’. When conflict ended following parental separation, the feeling of relief was universal and children showed a high level of accommodation. Their experiences were in marked contrast to those who continued to experience their parents’ conflict who described the distress it caused them and showed a low level of accommodation. The positive role of family support in enabling children to adjust was highlighted in some accounts.
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Rettew, David. "Blue, Pink, or Yellow?" In Parenting Made Complicated, 111–30. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197550977.003.0007.

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Gender is a core components of a child’s identity. But in deciding whether or not to paint the new nursery pink or blue, are parents responding to a child’s gender or helping to shape it? Science reveals that gender-based behavior is influenced by a combination of genetic and environmental factors that include a parent’s subtle or not so subtle signals of what is means to be male or female. New research is also beginning to surface that suggests that early parental support for transgender children may prevent some of the emotional turmoil that might otherwise occur. How children develop their sense of gender identity and how parents can support and facilitate this process without excessive influence is the focus of this chapter.
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Buxton-McClendon, Jennifer K. "Students With Incarcerated Parents." In Supporting and Educating Traumatized Students, 105–18. Oxford University Press, 2012. http://dx.doi.org/10.1093/med:psych/9780199766529.003.0007.

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Approximately 8.3 million American children have parents under correctional supervision (including parole or probation). Parental criminality often leads to an increase in emotional and behavioral problems among youth including emotional withdrawal, low self-esteem, failure at school, acting out or anti-social behaviors, delinquency, and an increased risk of intergenerational incarceration4. This chapter will provide teachers and school-based professionals with strategies to help support students with incarcerated parents and build resilience and optimism for a successful future. It will also provide strategies that teachers can utilize to help reach out to the remaining non-incarcerated caregivers.
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Calam, Rachel, and Anja Wittkowski. "Parents with Serious Mental Health Problems." In The Power of Positive Parenting, edited by Matthew R. Sanders and Trevor G. Mazzucchelli, 206–15. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190629069.003.0017.

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Parenthood can be more challenging when a parent experiences serious mental health problems, which can negatively affect family life and children’s emotional, social, and behavioral development. Parental distress and mental health problems increase the risk of mental health problems in children and adolescents. Data suggest that well over half of service users with psychosis or psychiatric disorder are also parents. This chapter focuses on research into mental health difficulties in the perinatal period and parenting with psychosis and with bipolar disorder. To date, promising outcomes have been found for initial trials investigating the delivery of parenting support to parents with serious mental health conditions, particularly bipolar disorder, but empirical work is limited. The chapter identifies priority areas for research to refine approaches to parenting support to best suit different mental health conditions and contexts.
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Mazzucchelli, Trevor G., and Lisa J. Studman. "Parenting Support for Children with Developmental Disability." In The Power of Positive Parenting, edited by Matthew R. Sanders and Trevor G. Mazzucchelli, 121–34. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190629069.003.0009.

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Children with a developmental disability are at a substantially greater risk, when compared to their typically developing peers, of showing a variety of emotional and behavioral problems. These problems can have a profound impact on the child’s and family’s life course. Child, parenting, and family factors have all been implicated in the development and maintenance of these problems, but there is evidence that improving parenting practices can lead to a reduction in child problem behaviors, improvements in child adaptive skills, and enhanced parental adjustment and relationship quality. This chapter describes a system of parenting support, known as Stepping Stones Triple P (SSTP), for families of children with a disability. Since evidence has accumulated for the efficacy of the interventions that comprise the SSTP system, recommendations for integrating SSTP into existing services are provided. Current and future research directions are also briefly outlined.
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Malone, Celeste M., Tierra T. Ellis, and DeLon Isom. "Students with Parents Involved in Substance Abuse or Dependence." In Supporting and Educating Traumatized Students, edited by Eric Rossen, 181–94. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190052737.003.0010.

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Substance use affects more than the individual user; all those who have relationships with the person using are impacted and suffer the consequences of substance use. Parental substance use places children at risk for a wide range of adverse physical, psychological, social-emotional, and behavioral outcomes at all stages of the developmental continuum. However, schools can help mitigate those adverse outcomes by providing children with access to social support and helping them to develop coping skills. This chapter provides an overview of the short- and long-term effects of parental substance use and its impact on youth functioning and provides educators with strategies and resources to support these students and meet their needs.
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Murch, Mervyn. "Summarised research reviews upon which to promote social and emotional wellbeing in children of separated parents." In Supporting Children When Parents Separate, 21–44. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447345947.003.0003.

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This chapter summarizes the principal research findings of social and behavioural science which highlight factors concerning risk and resilience in children when parental conflict results in the breakup of their families. The purpose is simply to indicate the growing background knowledge base for the practice and policy proposals for preventive support services for children. Two main streams of research are considered. The first focuses on the social and emotional wellbeing of children in schools. These institutions have a primary preventive role, as indeed do primary healthcare teams. The second, drawn largely from the field of developmental psychology, focuses more on intra-familial behavioural issues. This is a rapidly growing area of knowledge which is being recognised and applied more particularly to the field of parental conflict resolution and in the context of the interdisciplinary family justice system.
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Engebretsen, Elisabeth Lund. "“As Long as My Daughter Is Happy”." In Chinese Discourses on Happiness, 86–105. Hong Kong University Press, 2019. http://dx.doi.org/10.5790/hongkong/9789888455720.003.0005.

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This chapter discusses motivational advocacy work on the part of mainland Chinese parents who are or have been, struggling to come to terms with their now-adult child being lesbian or gay. Taking the recent emergence of the organization PFLAG (Parents, Friends and Family of Lesbians and Gays) organization in China in 2008, and the growing popularity for their outreach work in Chinese media as a starting point, I trace the striking appearance of stories of parental support, love and understanding – or ‘love advocacy’ work. Through a selective reading of two of Popo Fan’s recent documentary films on PFLAG-China’s parental advocacy work, I show the complex emotional framings of love, grief, gender and family norms through variegated articulations of ‘happiness’, as they relate to broader socio-political narratives of national modernity and progress. The discussion, whilst most directly concerned with the modern project of happiness, also points to a broader and more complex nexus of individually felt sensibilities and normative values, whereby gendered identities, sexual orientations and roles within and beyond family relations, are being challenged.
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Conference papers on the topic "Parental Emotional Support"

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Erriu, Michela. "Emotional–Behavioural Profiles and Parental Support in Adolescents with Motor Vehicle Accidents." In 2nd icH&Hpsy International Conference on Health and Health Psychology. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.07.02.30.

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Antunes, Joana. "Adolescent Depressive Symptoms: Longitudinal Effects Of Emotional Regulation Moderated By Parental Support." In 7th icCSBs 2018 - The Annual International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.02.02.42.

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Randjelovic, Danijela, Jelisaveta Todorovic, and Miljana Spasic Snele. "PARENTAL EDUCATIONAL STYLES AS PREDICTORS OF PERFECTIONISM AND QUALITY OF SIBLING RELATIONSHIPS AMONG STUDENTS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact040.

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"The main objective of this study was to examine the relationship between parental educational styles, perfectionism in children, and the quality of adult sibling relationships. Additionally, the goal is to determine whether parental educational styles represent a significant predictor of perfectionism and quality of relationship between adults. The research was conducted on a sample of 200 respondents, students of the Faculty of Philosophy, the Faculty of Economics and the Faculty of Sciences and Mathematics in Niš. EMBU questionnaires were used to examine the parental educational styles, the Multidimensional Perfectionism Scale (MPS), and the KOBS Questionnaire on the quality of relationships with siblings in adulthood. The starting hypotheses have been partially confirmed and new questions have been raised about these constructs and their relationship. Statistically significant predictors of different aspects of perfectionism that were measured were a) significant predictors for the aspect of Parental Expectations were the following parental educational styles Overprotective mother (?=0.375, p=0.003) and Father’s Favoritism (?=-0.186, p=0.035), b) a significant predictor for the aspect of Organization was the following educational style Mother’s Emotional Warmth (?=0.335, p=0.031); c) significant predictors for Parental Criticism were the following educational styles Father’s Rejection (?=0.254, p=0.009) and Mother’s Emotional Warmth (?= -0.437, p=0.000), d) the significant predictor of Personal Standards was Overprotective mother (?= 0.307; p=0.042), e) significant predictors for Concern over Mistakes, were the following educational styles Parental Inconsistency (?=0.160; p=0.048) and Mother’s Emotional Warmth (?= -0.308, p=0.027), f) significant predictors of Doubts about Actions were the following educational styles, Parental Inconsistency (?=0.235, p=0.007), Overprotective mother (?= 0.304, p=0.035) and Mother’s Favoritism (?=0.222, p=0.028). When it comes to the quality of relationship between brothers and sisters, parental educational styles are also significant predictors of various aspects of those relationships. We are pointing out the most important results. Statistically significant predictors of the subscale Competition between siblings were the educational styles Father’s Rejection (?=0.469, p=0.000), Mother’s Favoritism (?=0.475, p=0.000), Father’s Favoritism (?=-0.196, p=0.029), and Mother’s Emotional Warmth (?=-0.313, p=0.019). Statistically significant predictors for the subscale Closeness or Warmth between siblings were the following educational styles Mother’s Rejection (?=-0.456, p=0.006) and Father’s Emotional Warmth (?=0.391, p=0.002). Statistically significant predictors for subscale the Conflict between siblings were the following educational styles Father’s Rejection (?=0.355, p=0.003) and Mother’s Favoritism (?=0.337, p=0.000). These results show that both rejection and favoritism by the parents contribute to the development of less desired relationships between siblings. Overprotective parents, inconsistency and favoritism of a child contribute to less desired aspects of perfectionism. Additional analysis of connection between perfectionism and relationship between siblings revealed that the less desired aspects of perfectionism are connected with bad relationships between siblings. The only exception is the aspect of Organization as it is connected with emotional and instrumental support, familiarity, closeness and admiration between siblings."
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Oprea, Daniela. "School Effects of Attachment Break in Context of Economic Migration of Parents." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/23.

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Romania is going through a period of economic transition, subject to the pressures of globalization that affect the evolution of the family, at the micro social level, structurally, from the behaviour and relational point of view. The continuous process of changes in the labour market, the inefficiency of the association between vocational training and job satisfaction, the financial difficulties felt by most families but also the challenge of modernity have emphasized the phenomenon of migration in the last decade. The departure of parents who have to work abroad has become a worrying phenomenon with a higher incidence in the eastern half of the country. It has got complex effects on the evolution of the family, especially on the children left at home with one of their parents or their tutors. Nowadays, the studies show more and more situations of neglect in which children become victims and suffer emotionally and physically. They also suffer various abuses, they are exploited through work or sex. In schools, there is a new profile of special educational requirements (not deficiencies), the profile of children left at home without parental support. It is worrying the migration phenomenon seen as a value model by the young generation and its negative effects at school level: decrease of motivation for learning or school abandonment. The present study discusses a review of the current scientific literature objectively, which examines the impact of breaking attachment relationships between children and parents on socio-emotional development and school outcomes. The Romanian society knows an important socio-economic phenomenon, which has grown since 1990: migration. In 2017, a study carried out at the request of the Romanian Government recorded more than 85,000 children left home alone with one of the parents or without parental supervision. We aim to analyse what effects at school and socio-emotional level have the loss of attachment ties having as moderators the gender of the migrant parent, the duration of the separation, the age at which the separation occurs. When these relationships are interrupted, the child’s emotional development is affected, his emotional balance having repercussions in his social life. The purpose of this study is to identify, monitor the dimensions of the phenomenon in intensely affected areas (Braila and Galati counties), the psycho-pedagogical aspects of children with migrant parents exposed to situations of vulnerability, marginalization and to propose a program of educational strategies in order to optimize school motivation. The main objective of the research is to identify, evaluate and involve them into adaptive actions that have as their objective the rebalancing of the socio-affective relations
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Xing, Yun. "LINKING PARENTAL EMOTIONAL SUPPORT INVOLVEMENT AND NCEE IN ADOLESCENTS: THE MEDIATING ROLES OF DEEP STRATEGIES OF LEARNING." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0032.

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Twohig, Aoife, Ricardo Segurado, Anthony McCarthy, Angela Underdown, Anna Smyke, Fiona McNicholas, and Eleanor Molloy. "GP81 Early intervention to support preterm infant-parent interaction and development: results of a randomised controlled trial on maternal sensitivity, social-emotional development and parental mental health." In Faculty of Paediatrics of the Royal College of Physicians of Ireland, 9th Europaediatrics Congress, 13–15 June, Dublin, Ireland 2019. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-epa.147.

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Simcenco, Irina. "School - family collaboration in the context of the pandemic situation and the development of students' scientific thinking." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p243-248.

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In the context of the Covid-19, the online pedagogical process has become a necessity that offers opportunities to school and family, in the same time, but also many uncertainties, challenges. The role of the parent, as a partner of the teacher, is very important in order to adapt the student to the new requirements. Distance learning emphasizes the development of digital skills in students, the development of self-employment skills. Strengthening the school-family partnership must focus on systematic communication, mutual support and help, constructive feedback, material and financial involvement and emotional support.
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Yan, Xuning, Yuzhen He, and Shuo Yan. "An Experience Study for Exploring Online Emotional Support in Parents of Children with Autism in China." In Chinese CHI 2020: The eighth International Workshop of Chinese CHI. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3403676.3403686.

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Erdem, Ayca Ulker, Mubeccel Gonen, and Sophie Havighurst. "TUNING IN TO KIDS: A PILOTING STUDY TARGETED TO SUPPORT TURKISH PARENTS’ EMOTION SOCIALIZATION." In International Psychological Applications Conference and Trends. inScience Press, 2019. http://dx.doi.org/10.36315/2019inpact022.

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Aldasheva, A. А., М. Е. Zelenova, and J. N. Sivash. "Administration of a child as a regulator of activity of social teachers." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.357.367.

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The study is aimed at studying the regulatory features of the mental image of an adopted child in parents with different forms of custody of orphans. In connection with the preparation of the bill on the support of foster families and the mandatory psychological testing of foster parents, empirical research in this area has received particular relevance and significance. The sample consisted of: 1. social educators — adoptive parents who perform their functions on the basis of an employment contract on a fee and raise a different number of orphans; 2. Blood guardians — adoptive parents having kinship with pupils left without parents. A total of N = 110 people were examined. To identify the peculiarities of the image of the adopted child, a verbal version of the SOCH (I) technique was used (V. L. Sitnikova). The following results were obtained: 1. In foster parents, in the hierarchy of image components, the leading place belongs to the qualities of the child, revealing its features as the subject of social interaction — the “Social” component. It was also established that for large adoptive parents, the behavior of the child and its characteristics as a subject of activity are important, occupying the lower hierarchical positions in the form of ordinary parents. We explain this structural feature of the child’s image in the mentality of parents with many children by the presence of many problems that arise in the dyad “adopted child — adopted adult”. 2. It has been established that the blood guardians in the image structure of the adopted child do not have the component “family values”, which is an alarming fact. As you know, it is the values of the family that perform the regulatory function and form the unity of a small group that unites the concept of “we”. 3. When comparing images of a “good-bad” child, an important feature of the mentality of large social educators was revealed — the images of a “good-bad” child turned out to be weakly differentiated in their structure, which in the context of previously obtained empirical data can be interpreted as weak emotional and personal involvement in the process of education, as well as the presence of psychological distance in relations with foster children.
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Reports on the topic "Parental Emotional Support"

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Ramirez, Marizen, Briana Woods-Jaeger, Corinne Peek-Asa, Joseph Cavanaugh, Kristel Wetjen, Cassidy Branch, Javier Flores, et al. Comparing Two Approaches to Help Parents Support Their Children’s Social and Emotional Recovery after a Serious Accidental Injury. Patient-Centered Outcomes Research Institute (PCORI), July 2020. http://dx.doi.org/10.25302/07.2020.cer.130602918.

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