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Books on the topic 'Parental Emotional Support'

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

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Sanders, Matthew R., and Trevor G. Mazzucchelli, eds. The Power of Positive Parenting. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190629069.001.0001.

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The single most important thing we can do as a society to positively transform the lives of children and prevent social, emotional, and behavioral problems and child maltreatment is to increase the knowledge, skills, and confidence of parents in the task of raising children at a whole-of-population level. This book provides an in-depth description of a comprehensive population-based approach to enhancing competent parenting known as the Triple P—Positive Parenting Program. Delivered as a multilevel system of intervention within a public health framework, Triple P represents a paradigm shift in how parenting support is provided. The Power of Positive Parenting is structured in eight sections that address every aspect of the Triple P system, including (a) the foundations and an overview of the approach; (b) how the system can be applied to a diverse range of child presentations; (c) the theoretical and practical issues involved in working with different types of parents and caregivers; (d) the importance of, and how parenting support can be provided in, a range of delivery contexts; (e) how the system can respond to and embrace cultural diversity of families everywhere; (f) the strategies needed to make large-scale, population-level implementation of the system succeed; (g) lessons learned from real-world applications of the full multilevel approach to parenting support at a population level; and (h) future directions and how further program development and innovation can be supported for this approach to reach its full potential in positively transforming the lives of all children, parents, and communities.
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12

Reese, Elaine. Encouraging Collaborative Remembering Between Young Children and Their Caregivers. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198737865.003.0018.

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Parents support their children’s verbal memories from the time children begin to refer to the past, at around age one and a half years. When parents use elaborative reminiscing techniques in these conversations—through their sensitive use of open-ended questions containing new information, and confirmations of children’s responses—children’s autobiographical memory is strengthened. These benefits are evident for children’s collaborative remembering with parents and with other adults, and extend to children’s narrative, emotion understanding, and theory of mind skills. The mechanism for these effects is likely occurring through the verbal cues that parents are offering children for retrieving and consolidating their memories. Through elaborative reminiscing, parents are helping children to represent their memories in language, and through language to share them with others.
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13

Makurumidze, Getrude, Anna Gamell, and Emili Letang. AIDS Orphans and Other Children Affected by HIV. Edited by Mary Ann Cohen, Jack M. Gorman, Jeffrey M. Jacobson, Paul Volberding, and Scott Letendre. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199392742.003.0005.

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Since the beginning of the HIV/AIDS epidemic, the number of deaths in reproductive age groups has led to nearly 18 million children being left orphaned. Orphans are not only faced with the loss of one or both parents but may also suffer loss of property and inheritance, disruption from school, and psychosocial distress from the stigma associated with HIV/AIDS. This chapter explores the psychological, social, and cultural aspects of HIV/AIDS orphanhood. It addresses the financial and emotional support that orphans and their caregivers need, as well as key strategies shown to be effective to protect, support, and empower orphans and vulnerable children (OVC). Such strategies include providing education, psychosocial care and support, household economic strengthening, social protection, health and nutrition, child and legal protection, and capacity building. However, despite the considerable progress achieved, multiple challenges still prevent many OVC from receiving effective care and support. These aspects need to be urgently addressed in order to build evidence-based programs, respond to the needs of all AIDS-affected children, and achieve the dream of an AIDS-free generation.
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14

Capp, Bernard. The Sisters’ World. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198823384.003.0005.

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The chapter’s main focus is the bond of friendship and support, both practical and emotional, among sisters at all levels of society. It is found that it was reflected in help during and after childbirth, taking in a young nephew or niece, providing shelter from an abusive husband, or (for the more literate) maintaining close links by letters. At the lower levels of society, support might include the loan of clothes, patching up a sister’s marital relationship, and physical violence directed against a personal enemy. Even young spinsters could have agency. The chapter also explores the contrasting evidence of rivalry and resentment. In some families, competition for the affection of parents or brothers can be traced. In others, tensions over seniority, sexual rivalry, or conflict over money, are found especially in the context of inheritance and unequal portions.
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15

Kalb, Rosalind C. Living with Multiple Sclerosis. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199341016.003.0028.

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This chapter describes the challenges experienced by individuals and families after diagnosis of multiple sclerosis, as the disease progresses, and in the face of significant disability. Common emotional reactions such as grief, anxiety, anger, and guilt are described, along with specific recommendations for physicians, rehabilitation professionals, and mental health professionals on how to support their patients throughout the disease course. Challenges related to diagnosis, disclosure, and treatment decisions, as well as the variability and unpredictability of the disease are highlighted. Understanding disease progression, communicating one’s needs, and utilizing assistive technology are the focus as the disease progresses. Redefining one’s sense of self, independence, and control are the primary challenges for those with more advanced multiple sclerosis. For families, the recommended interventions are designed to support healthy, balanced care partnerships; address the needs of children and elderly parents; and promote effective planning and problem-solving.
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16

Capp, Bernard. Siblings and Salvation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198823384.003.0007.

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The Protestant Reformation often created divisions within families as well as in the nation at large, making religion an essential dimension of sibling relationships in this period. The chapter opens with the role of older children in the religious upbringing of younger siblings, especially in puritan and Nonconformist families where even very young children sometimes imbibed the spiritual zeal of their parents. Devout adults often felt it their duty to awaken or convert more worldly siblings. The chapter then examines the role of siblings in the survival of the persecuted Catholic community, whether in reclaiming lost sheep, sheltering missionary priests, or dabbling in conspiracy. A similar pattern among persecuted Nonconformists in the Restoration period was reflected in emotional and practical support and solidarity. The chapter ends with a contrasting phenomenon: the ability of blood ties to outweigh denominational differences within families.
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17

M, Lucyshyn Joseph, Dunlap Glen, and Albin Richard W, eds. Families and positive behavior support: Addressing problem behavior in family contexts. Baltimore, MD: P.H. Brookes Pub., 2002.

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18

Families and Positive Behavior Support: Addressing Problem Behaviors in Family Contexts. Brookes Publishing Company, 2002.

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19

Batson, C. Daniel. The Empathy-Altruism Hypothesis. Edited by Emma M. Seppälä, Emiliana Simon-Thomas, Stephanie L. Brown, Monica C. Worline, C. Daryl Cameron, and James R. Doty. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190464684.013.3.

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Do we humans ever, in any degree, care for others for their sakes and not simply for our own? The empathy-altruism hypothesis offers an affirmative answer to this question. It claims that empathic concern (defined as “other-oriented emotion elicited by and congruent with the perceived welfare of another in need”) produces altruistic motivation (“a motivational state with the ultimate goal of increasing the other’s welfare”). Research over the past 40 years testing this hypothesis against egoistic alternatives has provided quite strong support. Empathy-induced altruistic motivation does seem to be within the human repertoire. This empathy-induced altruism may have its biological roots in generalized parental nurturance. Practical implications of the empathy-altruism hypothesis include both benefits and liabilities—for the targets of empathy, for others, and for the person feeling empathic concern. Implications of the empathy-altruism research for the content and conduct of compassion science are suggested.
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20

Jenkins, Kathleen E. Walking the Way Together. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197553046.001.0001.

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In Walking the Way Together, Kathleen E. Jenkins offers an in-depth ethnographic study of parents and their adult children who walk the Camino de Santiago. A Catholic visitation site of medieval origins with walking paths across Europe, the Camino culminates at the shrine of St. James in the city of Santiago de Compostela, the capital of Galicia, an autonomous region of Spain. It has become a popular point of religious tourism for Catholics, spiritual seekers, scholars, adventurers, and cultural tourists. In 2019, 347,578 people arrived at the Pilgrim’s Office seeking a certificate of completion; they had walked anywhere from 100 to over 800 kilometers. Like other sites of pilgrimage and tourism, the Camino has been deeply altered by media and digital technologies. The book brings alive family stories of investing in pilgrimage as a practice for strengthening kin relationships and becoming a part of each other’s emotional and spiritual understandings. The social and spiritual encounters that supported and inhibited these relational goals emerge as fathers, mothers, sons, and daughters describe walking for six hours or more each day through mountain, rural, and urban paths. They are stories of pleasant surprises, disappointments, lessons learned, and the far-reaching emotional power that the memory of ritual failures and successes can carry. Ultimately, they present the potential for pilgrimage to foster and maintain intimate ties in today’s fragile world, to build an engaged social consciousness, and to encourage reflection of digital devices and social medium platforms in the pursuit of spirituality.
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21

Scott, Buddy. Relief for Hurting Parents: What to Do and How to Think When You're Having Trouble With Your Kids. Nelsonword Publishing Group, 1990.

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22

Scott, R. A. "Buddy", and Buddy Scott. Relief For Hurting Parents: How To Fight For The Lives Of Teenagers: How To Prepare Younger Children For Less Dangerous Journeys Through Teenage Years. Allon Publishing, 1997.

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