Journal articles: 'Parental Emotional Support'

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

MCCARTY, CAROLYN A., FREDERICK J. ZIMMERMAN, DAVID L. DIGIUSEPPE, and DIMITRI A. CHRISTAKIS. "Parental Emotional Support and Subsequent Internalizing and Externalizing Problems Among Children." Journal of Developmental & Behavioral Pediatrics 26, no. 4 (August 2005): 267–75. http://dx.doi.org/10.1097/00004703-200508000-00002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Zhang, Jiahong, Gaowei Chen, and Mantak Yuen. "Validation of the Career-Related Parental Support Scale (Chinese Version)." Counseling Psychologist 47, no. 3 (April 2019): 417–43. http://dx.doi.org/10.1177/0011000019873235.

Full text

Abstract:

Our purpose in this study was to validate the existing Career-Related Parental Support Scale (CRPSS) for use with mainland Chinese students. We conducted two studies involving exploratory and confirmatory factor analyses with samples of more than 1,000 technical education students in China. Based on the data obtained, we retained 24 out of 27 items in the original scale. We identified a bifactor model for the CRPSS (Chinese version), with a general factor of career-related parental support and four specific group factors—instrumental assistance, career-related modeling, verbal encouragement, and emotional support. Ancillary bifactor measures yielded adequate evidence of the reliability of the entire scale and each of the four subscales. We also found measurement invariance across genders, as well as gender differences in the latent variable of emotional support. Concurrent and convergent validity were supported. Implications for the use of CRPSS (Chinese version) for research and practice are suggested.

APA, Harvard, Vancouver, ISO, and other styles

13

van Aken, C., M. Junger, M. Verhoeven, M. A. G. van Aken, M. Deković, and J. J. A. Denissen. "Parental personality, parenting and toddlers' externalising behaviours." European Journal of Personality 21, no. 8 (December 2007): 993–1015. http://dx.doi.org/10.1002/per.643.

Full text

Abstract:

This study examined the mediating role of parenting on the relation between parental personality and toddlers' externalising behaviours. Participants were 112 boys and their parents. The data were analysed using multilevel modelling and moderated mediation analyses. Several associations were found between parental personality and parenting dimensions. Additionally, several parenting dimensions were associated with children's externalising behaviours. Emotional stability was the only parental personality trait that was related to children's externalising behaviours. The effect of maternal emotional stability on children's aggressive behaviours appeared to be mediated by maternal support. For fathers, there appeared to be a direct effect of emotional stability on children's aggressive behaviours. In addition, for both mothers and fathers, emotional stability was directly related to children's attention problems. Copyright © 2007 John Wiley & Sons, Ltd.

APA, Harvard, Vancouver, ISO, and other styles

14

Aman, Junaid, Muhammad Babar Akram, Siti Mas'udah, Muhammad Saud, and Yasir Nawaz Manj. "Parental involvement for better education: The relationship between parental awareness, emotional support, and children’s academic achievement at secondary level." Masyarakat, Kebudayaan dan Politik 32, no. 4 (October 31, 2019): 334. http://dx.doi.org/10.20473/mkp.v32i42019.334-345.

Full text

Abstract:

Students’ academic achievement greatly influenced by their parents’ socioeconomic status and involvement in their academic life. Regardless of the parents’ educational qualifications, their support helps the children gain confidence in education and then in life. This study intends to see the relationship between two independent variables: parental awareness and emotional support to children and one dependent variable: academic achievement. The study area is Jafarabad, a district in Balochistan, Pakistan. The sample size was 250, designated using the Taro Yamani formula, and a simple random sampling technique was used to choose the respondents. The questionnaire was then used to collect information. The collected data was then coded and analyzed in SPSS. Pearson correlation test was used to test the hypotheses. Significant findings show that the lack of parental awareness and interest in student’s school activities is the primary cause of their poor academic achievement at secondary school. Accordingly, the study concludes that it is the primary responsibility of parents to support their children and cooperate with school administration emotionally. Therefore, the government, specifically the district education office, and local NGOs need to run awareness campaigns on the importance of parental involvement in the children’s education, which will result in the children’s excellent academic achievement.

APA, Harvard, Vancouver, ISO, and other styles

15

Perris, Carlo, W. A. Arrindell, Hjördis Perris, Martin Eisemann, J. van der Ende, and Lars von Knorring. "Perceived Depriving Parental Rearing and Depression." British Journal of Psychiatry 148, no. 2 (February 1986): 170–75. http://dx.doi.org/10.1192/bjp.148.2.170.

Full text

Abstract:

Four groups of depressed patients 47 unipolars, 21 bipolars, 34 with neurotic-reactive depression, and 39 with unspecified depressive disorder completed, after recovery, the EMBU, a Swedish instrument aimed at assessing the experience of parental rearing practices. The results for three factors: “rejection”, “emotional warmth” and “over-protection” and the global judgement scores of “severity” and “consistency” in rearing attitudes were compared with those obtained from 205 healthy individuals. Depressed patients, particularly in the unipolar unspecified groups rated both parents lower than the controls on emotional warmth. Patients tended also to rate their parents as less consistent in their rearing attitudes. The variables emotional warmth and overprotection allowed 64% of the patients and 72 of the unipolar depressives to be classified correctly. These results, like those of previous studies, support the hypothesis that deprivation of love during childhood represents an important psychological risk factor in the background of depressive disorders.

APA, Harvard, Vancouver, ISO, and other styles

16

Mao, Ching-Hua, Ying-Chu Hsu, and Tzu-Wei Fang. "Mediating Effect of Career Decision Self-Efficacy on the Relationship Between Parental Support and Indecision in Taiwan." Journal of Career Development 44, no. 6 (August 12, 2016): 471–84. http://dx.doi.org/10.1177/0894845316663319.

Full text

Abstract:

This study used a hierarchical regression model to investigate the mediating effect of career decision self-efficacy on the relationship between parental support and career indecision and indecisiveness. The participants of this study were 633 university students in Taiwan. The results revealed that only accurate self-appraisal significantly mediated the relationship between parental emotional support and career indecision regarding unreliable information. The career decision self-efficacy did not mediate the relationship between parental support and career indecision and indecisiveness in most cases.

APA, Harvard, Vancouver, ISO, and other styles

17

Wang, Ningxin. "Emerging adults’ received and desired support from parents: Evidence for optimal received–desired support matching and optimal support surpluses." Journal of Social and Personal Relationships 36, no. 11-12 (January 17, 2019): 3448–70. http://dx.doi.org/10.1177/0265407518822784.

Full text

Abstract:

This study examined parental support to emerging adults from a support gap perspective, which focuses on discrepancies between the amount of support received and the amount of support desired. Analyzing survey data collected from a sample of emerging adults in college ( N = 341) with polynomial regressions and response surface modeling, the current study revealed that implications of support gaps differed by the support type, directionality of the discrepancy (i.e., support deficits or surpluses), and outcome of interest. For all types of support, emerging adults’ perceived stress was lowest when received and desired parental support were congruent. However, received–desired support congruence corresponded with the highest levels of relationship satisfaction only for informational support. For nurturant support (i.e., emotional, esteem, network support), a certain degree of support surplus corresponded with the highest level of relationship satisfaction, demonstrating an “optimal surpluses” phenomenon. Additionally, relationship satisfaction was higher when received and desired support from parents matched at a higher than at a lower level.

APA, Harvard, Vancouver, ISO, and other styles

18

Тричков, І. В. "FAMILY SUPPORT FOR CHILDREN WITH BEHAVIORAL AND EMOTIONAL DISORDERS." Духовність особистості: методологія, теорія і практика 96, no. 3 (June 29, 2020): 234–43. http://dx.doi.org/10.33216/2220-6310-2020-96-3-234-243.

Full text

Abstract:

The aim of the article is to raise the issue of the importance of family support in children with behavioral and emotional disorders. It notes that it is the environment that has a huge impact on the formation and becoming of the child. This is because it is in the family that the foundations of the human personality are built. In a favorable environment, they should create beauty in life, balance of spirit, a sense of security. But the family environment would have an educational effect only if the child is actively involved in it. It is the first "experimental field" for human life. The inclusion of the child in the family environment and his upbringing in moral virtues is one of the practical ways for his socialization. Unfortunately, many families fail to provide emotional support to adolescents, fail to create this psychological comfort and security. Disruption of this emotional connection with parents, lack of emotional support can easily lead to serious damage to the psyche of a child and this can easily lead to irreversible consequences in behavior and emotional development and its formation. Problematic children are usually the result of family conflicts, lack of parental love, upbringing in cruelty, rudeness and inconsistency in parental actions. Children almost always absorb not only the positive but also the negative patterns of behavior coming from the parents. It is unrealistic and ineffective for parents to demand exemplary behavior from their children if they themselves are not carriers of it. The future of the child also depends on the example and the educational impact of the parents. Very often in the hectic daily life of us adults we do not have time to pay enough attention to the emotional and behavioral development of our children. We often forget that the behavioral and emotional disorders of some children are a cry for help, which unfortunately is often misunderstood by others. If left unnoticed by adults, these negatives can take root in the form of various feelings in the minds of adolescents and have a negative impact on their mental and emotional development and well-being, and lead to serious behavioral and emotional dysfunctions.

APA, Harvard, Vancouver, ISO, and other styles

19

Cheung, Hoi Shan, and Tick Ngee Sim. "Social Support From Parents and Friends for Chinese Adolescents in Singapore." Youth & Society 49, no. 4 (August 3, 2016): 548–64. http://dx.doi.org/10.1177/0044118x14559502.

Full text

Abstract:

This study tested the situational hypothesis, by examining the perceived availability of three types of social support (emotional, informational, and instrumental) from parents and friends, with respect to occupational and interpersonal relationships issues. Participants were 257 Chinese Singaporean adolescents (120 males, 137 females) between ages 14 and 16. Results showed that males perceived greater parental than friend support, regardless of domains and types of social support. Females perceived greater parental than friend support in the occupational domain, but no significant difference was observed in the interpersonal relationship domain. Females also perceived greater emotional support from friends than parents, but more informational and instrumental support from parents than friends. These findings highlighted contextual and gender differences in the understanding of social support in adolescence. The results were also contrary to predictions according to the situational hypothesis and demonstrated the central influence of parents in the Chinese family, particularly on sons.

APA, Harvard, Vancouver, ISO, and other styles

20

Michaeli, Yossi, Daniel J. Dickson, and Shmuel Shulman. "Parental and Nonparental Career-Related Support Among Young Adults." Journal of Career Development 45, no. 2 (September 30, 2016): 150–65. http://dx.doi.org/10.1177/0894845316671428.

Full text

Abstract:

The present study examined the prevalence and role of career-related support in 100 Israeli emerging adults who were followed from ages 22 to 29. At the age of 29, participants were asked to name any significant persons who had impacted their career history. Both parents and nonfamily other adults were most frequently cited to provide career-related support. While both parents provided both emotional and professional career-related support, other adults tended to provide mainly professional support. Availability of career-related support was associated with greater occupational adequacy and higher psychosocial functioning. Parental career-related support was mainly predicted by parental support 7 years earlier. The likelihood of citing a nonparental career-related supportive relationship was predicted by increased personal efficacy and maternal support 7 years earlier. Findings of this study shed light on the role of parental and nonparental career-related support in navigating successfully the transition to adulthood.

APA, Harvard, Vancouver, ISO, and other styles

21

Lyons, Roisin, Colm O'Gorman, Farhad Uddin Ahmed, and Eric Clinton. "Parental Emotional Support as a Driver of Next Generations' Family Business Succession Intentions." Academy of Management Proceedings 2020, no. 1 (August 2020): 13350. http://dx.doi.org/10.5465/ambpp.2020.13350abstract.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Tsai, Kim M., Nancy A. Gonzales, and Andrew J. Fuligni. "Mexican American Adolescents' Emotional Support to the Family in Response to Parental Stress." Journal of Research on Adolescence 26, no. 4 (July 31, 2015): 658–72. http://dx.doi.org/10.1111/jora.12216.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Dr. Syed Afzal Shah, Dr. Habib Elahi, and Dr. Sadaf Naz. "Effect of Pakistani Parental Role and Teachers’ Role on the Neuroticism Personality of Students." sjesr 3, no. 2 (June 25, 2020): 76–82. http://dx.doi.org/10.36902/sjesr-vol3-iss2-2020(76-82).

Full text

Abstract:

This survey research study was carried out in Hazara Division, Khyber Pakhtunkhwa, at secondary schools to investigate the impact of parental role and teachers’ role on the neuroticism personality trait of students. Fourteen hundred and thirty-eight (1438) grade 10 students were selected through stratified random sampling techniques from the population of the study. Two questionnaires; one for a parental role, and another for teachers’ roles were developed. The third questionnaire was adopted to probe information about neuroticism personality trait. Results showed that Parents play their role by providing emotional support to their children while teachers maintain a secure environment classroom. Adolescents’ neurotic tendencies are decreased due to emotional support from parents. Similarly motivation of teachers reduces these neurotic tendencies in adolescents. In the same way, the neurotic trend in male students is reduced through the emotional support of parents, and the motivation of teachers.

APA, Harvard, Vancouver, ISO, and other styles

24

Ayala-Nunes, Lara, Cristina Nunes, and Ida Lemos. "Social support and parenting stress in at-risk Portuguese families." Journal of Social Work 17, no. 2 (June 23, 2016): 207–25. http://dx.doi.org/10.1177/1468017316640200.

Full text

Abstract:

Summary Families that are at psychosocial risk live under personal and contextual circumstances that hinder their parenting skills. They frequently lack the resources necessary for addressing the challenges of parenting and encounter multiple stressful life events. Social support may help diminish the parenting stress that is experienced from living in a disadvantaged environment by enhancing coping strategies. However, previous research examining the associations between parenting stress and social support among at-risk families has been inconclusive. This study analyzed the psychosocial profile of at-risk Portuguese families, the size and composition of their social support networks and the associations between social support and parenting stress. Participants consisted of 167 parents (80% mothers) who received assistance from Child Protection Services. Measures included the Parenting Stress Index-Short Form, the Arizona Social Support Interview Schedule and a socio-demographic questionnaire. Findings Parenting stress levels were extremely high, with 44.51% of parents showing clinically significant levels. Emotional support was the type of support that was most closely related to parental distress, namely the network size available for providing emotional support ( r = −.27, p = .000) and satisfaction with the emotional support received ( r = −.24, p = .006). Applications The size of the emotional support network was significantly smaller among parents who reported clinically significant levels of parenting stress. Hence, having the opportunity to express feelings and concerns as well as engaging in social interactions during leisure time may serve as protective factors against parental stress in at-risk families. Implications of for the interventions of professionals who work with at-risk families are discussed.

APA, Harvard, Vancouver, ISO, and other styles

25

Fijałkowska, Dominika, and Eleonora Bielawska-Batorowicz. "Psychometric Properties of the Polish Version of the Parental Feelings Inventory." International Journal of Environmental Research and Public Health 18, no. 11 (June 3, 2021): 6003. http://dx.doi.org/10.3390/ijerph18116003.

Full text

Abstract:

Previous reports from international literature have emphasized the specific nature of the feelings experienced by parents related to their role, differentiating them from other emotional states. Researchers highlighted the role of parental emotions in parent–child interaction and child development. The aim of the present study was to create the Polish version of the Parental Feelings Inventory (PFI), which is a rating scale designed to determine parental emotions within the parenting role, and to assess its psychometric properties. The participants included 191 parents (102 mothers and 89 fathers) aged 22 to 55 years (M = 37.18, SD = 6.85), both parents of healthy children and those of children with chronic diseases or disabilities. All participants completed the translated PFI questionnaire, Parental Attitude Scale (SPR), SUPIN S20 and SUPIN C20. The results support a three-factor solution (Angry, Happy, and Anxious/Sad) and a structure of 22 items for the PFI. The internal consistency for the complete scale was α = 0.78 for mothers and α = 0.76 for fathers. Cronbach’s α coefficients for individual factors for the Polish version were good: all above 0.80. The Polish PFI correlated with measures of parental attitudes and positive/negative affect; in addition, the Polish version confirms the basic psychometric criteria of the original and yields the same results. Therefore, the Polish version of the PFI is a valid and reliable tool for measuring parental feelings and can be successfully used as a measure of emotional experiences in the parenting role.

APA, Harvard, Vancouver, ISO, and other styles

26

Duppong Hurley, Kristin, and Jacqueline Huscroft-D’Angelo. "Parent Connectors: A Parent-to-Parent Support Program Feasible for Rural Settings." Rural Special Education Quarterly 37, no. 4 (July 28, 2018): 251–56. http://dx.doi.org/10.1177/8756870518785149.

Full text

Abstract:

Supporting the needs of youth with emotional and behavioral disorders (EBD) and their families can be challenging in rural settings. Implementing strategies that take into account for and address barriers in rural settings is important. One strategy to improve outcomes for both students with EBD and their families in rural settings is providing parental support. Parent Connectors is a phone-based parent-to-parent support program designed to improve parental engagement in their child’s education and mental health services. Parent Connectors is described in detail along with preliminary outcomes and implications for rural communities.

APA, Harvard, Vancouver, ISO, and other styles

27

Putri, Shara Syah, Asep Supena, and Durotul Yatimah. "Dukungan sosial orangtua anak tunarungu usia 11 tahun di SDN Perwira Kota Bogor." Jurnal EDUCATIO: Jurnal Pendidikan Indonesia 5, no. 1 (June 30, 2019): 20. http://dx.doi.org/10.29210/120192318.

Full text

Abstract:

<p>This study was conducted to describe the social support of deaf parents starting from, social support of parents in educating deaf children and the impact of the application of parental social support to deaf children. This research is based on the observation of an 11-year-old child, conducted since September 2018 until January 2019, with some data acquisition since 2014. This research was conducted using a qualitative approach with a case study method. Collecting data through observation, interviews and documentation studies. The purpose of this study was to describe the social support of deaf parents starting from parental social support in educating deaf children and the impact of the application of parental social support to deaf children. The findings in this study contained five forms of parental social support, including information support, emotional, instrumental, social networking, assessment and appreciation for deaf children.</p>

APA, Harvard, Vancouver, ISO, and other styles

28

송수정. "The protective factors of family structure on child depression: Focusing on parental emotional support and community support." Studies on Korean Youth 25, no. 1 (February 2014): 107–27. http://dx.doi.org/10.14816/sky.2014.25.1.107.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Hall, Helen K., Prudence M. Millear, and Mathew J. Summers. "Modeling multivariate associations with parental loneliness via perceived closeness and support." Journal of Social and Personal Relationships 37, no. 8-9 (June 29, 2020): 2651–73. http://dx.doi.org/10.1177/0265407520935193.

Full text

Abstract:

Objectives: Recent research findings suggest the prevalence of loneliness is increasing in middle-aged adults parenting children, challenging the notion this demographic is typically at low risk of loneliness. Method: The current study applied the cognitive discrepancy model as theoretical foundation to investigate the variance of individual and situational variables contributing to perceived closeness and support and consequently loneliness. Structural equation modeling was employed to identify multivariate contributors associated with parental loneliness in 323 parents with an average age of 37.69 ( SD = 5.96) years. Results: Results support the theoretical proposition that individual factors, rather than situational, contribute to a greater variance of a perceived gap in relationship closeness and support. It was found that emotional competence, ability to forgive, emotional stability, extraversion, and lower mood levels are significant contributors to a small cognitive gap in perceived relationship closeness and protective against parental loneliness. Relationship status contributed a weak direct effect over perceived relationship closeness and support. Situational factors, including number of children and household income, were non-significant risks for loneliness. Overall, the model accounted for 65% of perceived relationship closeness and support and 85% of loneliness. The limitation of small number of male participants is discussed with regard to the existing research gap investigating male loneliness. Conclusion: A Pathway to Loneliness Risk Model is proposed, demonstrating that through increasing an individual’s intrapersonal and interpersonal resources and challenging negative cognitive biases and maladaptive schemas regarding an individual’s perception of their relationships, may lead to a reduction in the individual’s risk for loneliness.

APA, Harvard, Vancouver, ISO, and other styles

30

Santelices, María Pía, Francisca Tagle, and Nina Immel. "Depressive Symptomatology and Parenting Stress: Influence on the Social-Emotional Development of Pre-Schoolers in Chile." Children 8, no. 5 (May 13, 2021): 387. http://dx.doi.org/10.3390/children8050387.

Full text

Abstract:

(1) Background: The preschool stage is a period of great psychological changes that requires the support of parents and significant adults for optimal development. Studies show that maternal mental health can be a risk factor in parenting, affecting the social-emotional development of children. (2) Methods: The present study seeks to shed light on the relation between depressive symptoms, parental stress in mothers and social-emotional development of their preschool children, using a total of 123 mother-child dyads with low Social-economic Status (SES). In mothers, depressive symptomatology and level of parental stress were evaluated, as well as social-emotional development in children. A possible mediation effect between maternal depressive symptoms and parenting stress is expected. (3) Results: The results indicate that higher levels of depressive symptoms and parenting stress in mothers relate to greater difficulties in social-emotional development of their preschool children. (4) Conclusions: These results are clinically relevant from the perspective of family therapy: Parents need support to decrease their levels of parenting stress in order not to jeopardise their children’s social-emotional development.

APA, Harvard, Vancouver, ISO, and other styles

31

Farooqi, Rabia, and Ayesha Khan. "Exploring the Impact of Father’s Demise among Female Adolescents." NUST Journal of Social Sciences and Humanities 7, no. 1 (May 25, 2021): 121–42. http://dx.doi.org/10.51732/njssh.v7i1.70.

Full text

Abstract:

The present study is intended to explore the impact brought about by parental demise among female adolescents. Moreover, examining the societal role, particularly the part played by the family system, after the death of a father and its effect on an adolescent’s life perception. Data was collected through in-depth interviews from 4 adolescents aged between 17-19 years, accumulated by a purposive sampling method and analyzed through interpretative phenomenological analysis. Findings demonstrated that adolescents who encountered the loss of their fathers face numerous problems impacting their emotional, cognitive, and behavioural well-being. The absence of parents brings a drastic change in an entire life affecting their mental health leading to low self-esteem, depression, anxiety as well as emotional sufferings. The major issues highlighted during the study were life disruption, financial crisis, lack of support in terms of both financial and emotional aspects from extended family. Moreover, the family system played a detrimental role in the adversities encountered. Furthermore, participants stressed that children having both parents attained support, attention, emotional bonding, and encountered fewer social, psychological, and emotional issues. They constantly grieved the parental loss and faced a lack of care, that significantly affected their well-being. These findings help in understanding the problems associated with lack of parental bonding in connection with father’s loss, whereas its long-lasting impact spread throughout one's life.

APA, Harvard, Vancouver, ISO, and other styles

32

Richards, Tara N., Kathryn A. Branch, and Katherine Ray. "The Impact of Parental and Peer Social Support on Dating Violence Perpetration and Victimization Among Female Adolescents: A Longitudinal Study." Violence and Victims 29, no. 2 (2014): 317–31. http://dx.doi.org/10.1891/0886-6708.vv-d-12-00141r1.

Full text

Abstract:

Little is known about the role social support may play in reducing the risk of adolescent dating violence perpetration and victimization. This study is a longitudinal analysis of the independent impact of social support from friends and parents on the risk of emotional and physical dating violence perpetration and victimization among a large sample of female youth (n = 346). Findings indicate that 22% of the sample indicated perpetrating physical dating violence against a partner, whereas almost 16% revealed being the victim of physical dating violence; 34% of the sample indicated perpetrating emotional dating violence against a partner, whereas almost 39% revealed being the victim of emotional dating violence. Negative binomial regression models indicated that increased levels of support from friends at Time 1 was associated with significantly less physical and emotional dating violence perpetration and emotional (but not physical) dating violence victimization at Time 2. Parental support was not significantly related to dating violence in any model. Implications for dating violence curriculum and future research are addressed.

APA, Harvard, Vancouver, ISO, and other styles

33

Hristova-Kotseva, Reni. "EMOTIONAL WELL-BEING OF THE CHILD AT PRESCHOOL AGE (Parental survey)." Knowledge International Journal 28, no. 3 (December 10, 2018): 921–25. http://dx.doi.org/10.35120/kij2803921r.

Full text

Abstract:

The article presents a recent theoretical and empirical study on the emotional well-being of the child at pre-school age. Emotions occupy an important and essential place in the child’s pre-school life and play a decisive role in their psychological, physical and social development because they are related to the natural and social world. It is through them that the child perceives and understands the environment, reacts and expresses his/her attitude to it, enters the world of human relations, learns to communicate with adults and peers, understands them, shares with them, seeks and expects their support and understanding.The problem of the emotional well-being of children in the family and pre-school educational institutions is current, as the positive emotional state is one of the most important conditions for the full development of the forming child’s personality.For the of preschool-age child, emotional well-being is important because:- feelings are decisive in the psycho-physical, social, cognitive and creative development of the child’s personality;- emotional comfort favours the development of the child’s personality and promotes the full development of personal potential;- positive relationships with others - adults and peers - are an important source for childhood experiences;- communicating is fruitful when it is based on positive emotions, understanding, respect and mutual trust;- it creates a favourable environment for the expression of the child’s personality by promoting activity, autonomy and working capacity.Today’s child spends most of the day in the kindergarten, along with teachers and peers. It is important for parents to know how children’s everyday life goes, how the child feels in kindergarten, if he/she meets the demands and expectations. The questions they ask and their answers relate to the atmosphere and the psychological climate in the children’s group, relate to the child’s psychological well-being and emotional well-being.Taking into account the importance of emotional well-being for the development and formation of the child at pre-school age, a survey was conducted with parents whose children attended a preparatory group at the kindergarten.The aim of the study is to explore the parents’ opinion about the emotional well-being of the child in the kindergarten group and their attitude towards the emotional atmosphere between the children and the pedagogical team.Parents’ views on the emotional well-being of the child in the kindergarten group are examined through a survey method.The questions in the survey are structured to provide the opportunity to:- identify the attitudes and feelings experienced by the child visiting a kindergarten;- specify the relationship of the child with the pedagogical staff and the children in the group;- establish the existence of mutual trust and sharing between the child and the parents;- explore the personal attitude of parents to child’s emotionality;- determine the parental competence with respect to the personal formation of the child.The following conclusions are drawn from the conducted survey:1. The analysis of the responses of the parents who participated in the survey shows that a positive emotional atmosphere has been created and maintained in the preparatory group, which provides the emotional well-being of the child.2. There is an emotional relationship between parents and children; there is mutual trust, which is evident from the fact that a large part of the children share with their parents how their day in the kindergarten goes.3. Parents are informed and have competence for the personality formation of their child.

APA, Harvard, Vancouver, ISO, and other styles

34

Bar-Tur, Liora, Kfir Ifrah, Dahlia Moore, Stefan T. Kamin, and Frieder R. Lang. "How Do Emotional Closeness and Support From Parents Relate to Israeli and German Students’ Life Satisfaction?" Journal of Family Issues 39, no. 11 (May 8, 2018): 3096–123. http://dx.doi.org/10.1177/0192513x18770213.

Full text

Abstract:

This study explores the relationships of adult children with their parents, and their impact on the child’s life satisfaction, in Israel and in Germany. Structural equation models tested three types of parental support (practical, emotional, and advice) and emotional closeness as predictors of the child’s life satisfaction. Israeli students aged 21 to 40 years ( N = 590) reported significantly more frequent social support and a higher degree of emotional closeness with their mothers than German students of the same age-group ( N = 535). Differences between the Israeli and German samples were evident in the association of fathers’ support and the child’s emotional closeness. Significant positive associations were found between the degree of emotional closeness with mothers and fathers and the child’s life satisfaction in both Israel and Germany. These findings suggest that emotional closeness continues to play an essential and universal role in the relationships between adult children and their parents.

APA, Harvard, Vancouver, ISO, and other styles

35

Poon, C. Y. M., and B. G. Knight. "Emotional Reactivity to Network Stress in Middle and Late Adulthood: The Role of Childhood Parental Emotional Abuse and Support." Gerontologist 52, no. 6 (March 14, 2012): 782–91. http://dx.doi.org/10.1093/geront/gns009.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Niehaus, Kate, and Jill L. Adelson. "School Support, Parental Involvement, and Academic and Social-Emotional Outcomes for English Language Learners." American Educational Research Journal 51, no. 4 (August 2014): 810–44. http://dx.doi.org/10.3102/0002831214531323.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Scott, Anne B., and Brent Mallinckrodt. "Parental Emotional Support, Science Self-Efficacy, and Choice of Science Major in Undergraduate Women." Career Development Quarterly 53, no. 3 (March 2005): 263–73. http://dx.doi.org/10.1002/j.2161-0045.2005.tb00995.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Operario, Don, Jeanne Tschann, Elena Flores, and Margaret Bridges. "Brief report: Associations of parental warmth, peer support, and gender with adolescent emotional distress." Journal of Adolescence 29, no. 2 (April 2006): 299–305. http://dx.doi.org/10.1016/j.adolescence.2005.07.001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Wong Siew Yieng, Linda, Josephine Esther Katenga, and Jimmy Kijai. "The Effect of Parental Support on Academic Performance Among Students at Asia-Pacific International University." Abstract Proceedings International Scholars Conference 7, no. 1 (January 22, 2020): 1432–53. http://dx.doi.org/10.35974/isc.v7i1.895.

Full text

Abstract:

The purpose of this study was to determine the influence of parental support on college students’ academic performance of Asia-Pacific International University (AIU) in Thailand. The research aimed to investigate the relationship between parental support and academic achievement among Thai and International students at AIU in Thailand. In addition, the study sought to find out the level of parental support among Thai and International students at AIU, and the differences in parental support. Using stratified sampling, ,60 undergraduate students aged between 17 years to 25 years old from five Asia-Pacific International University (AIU) dormitories were selected to participate in this study. A survey instrument for data collection consisted of a demographic questionnaire and a Likert-scale questionnaire. The data were analyzed using Statistical Package for Social Sciences (SPSS) for Windows, Version 21. An independent samples t-test was used to determine the differences between Thai and International students on parental support. Spearman rho correlation coefficients between parental involvement variables and cumulative grade point averages (CGPA) were reported. The findings revealed that academic performance cannot be adequately explained by parental support. Findings of this study also showed that although there is positive influence on the family relationship between the parents and students at the college level, it does not adequately explain academic performance among students. The present study was an attempt to inform college administrators and educators of the importance of parental support at the university level. Therefore, the main recommendation is that, college administrators should look into how parents support their college students and establish strategies for encouraging emotional and social parental support to children in college...For further research necessary to consider the varying impacts of parental support within the lives of the children, such as investigating the impact of having little or no parental support.

APA, Harvard, Vancouver, ISO, and other styles

40

Calam, Rachel, Steven Jones, Matthew R. Sanders, Robert Dempsey, and Vaneeta Sadhnani. "Parenting and the Emotional and Behavioural Adjustment of Young Children in Families with a Parent with Bipolar Disorder." Behavioural and Cognitive Psychotherapy 40, no. 4 (March 14, 2012): 425–37. http://dx.doi.org/10.1017/s1352465812000094.

Full text

Abstract:

Background: Children of parents with bipolar disorder are at increased risk of disturbance. Aims: This study examined relationships between parental mood, parenting, household organization and child emotional and behavioural adjustment in families with a parent with bipolar disorder to determine areas of specific need for parenting support. Method: 48 parents were recruited through advertisements via self-help organizations. The study was conducted online. Parental mood and activity was assessed by self-report questionnaires (CES-D, ISS, MDQ and SRM); parenting was assessed using the Parenting Scale (PS). The SDQ was used to assess the parent's view of their child's emotional and behavioural difficulties. The Confusion, Hubbub and Order Scale (CHAOS) assessed household organization. Results: Parents reported high levels of difficulties across all measures and scores were above clinical cut-offs on most scales. Children were reported as showing high levels of disturbance on the SDQ, including all sub-scales. Parenting and depression scores were significantly positively correlated, as were depression, parenting and CHAOS score. Regression analyses indicated that CHAOS was the strongest predictor of Total Difficulties and Emotional Symptoms on the SDQ. Conclusions: Families are likely to benefit from interventions tailored to meet their parenting needs.

APA, Harvard, Vancouver, ISO, and other styles

41

Lorber, M. F., D. J. N. Maisson, A. M. S. Slep, R. E. Heyman, and M. S. Wolff. "Mechanisms Linking Interparental Aggression to Child Dental Caries." Caries Research 51, no. 2 (2017): 149–59. http://dx.doi.org/10.1159/000453672.

Full text

Abstract:

Research has garnered support for a systemic view of factors affecting child dental caries that accounts for the influence of social factors such as the family environment. Our previous work has demonstrated the association between mother-to-father emotional aggression and child caries. The present study builds on these results by evaluating pathways that might explain this relation. Families (n = 135) completed a multimethod assessment of mother-to-father emotional aggression, child caries, and several hypothesized mediators (i.e., child cariogenic snack and drink intake, child internalizing behaviors, child salivary cortisol and α-amylase reactivity, parental laxness, child oral hygiene maintenance, and parental socialization of child oral hygiene maintenance). Mediation analyses partially supported the role of the child's diet as a mechanism linking mother-to-father emotional aggression and child caries. However, children's neglect of oral hygiene, parental laxness, and child emotional and biological disturbances failed to stand as conduits for this association. Future investigations should expand upon these results to better establish the causal links that could only be suggested by the present cross-sectional findings.

APA, Harvard, Vancouver, ISO, and other styles

42

Tseng, Winger Sei-Wo, and Chih-Wei Hsu. "A Smart, Caring, Interactive Chair Designed for Improving Emotional Support and Parent-Child Interactions to Promote Sustainable Relationships Between Elderly and Other Family Members." Sustainability 11, no. 4 (February 13, 2019): 961. http://dx.doi.org/10.3390/su11040961.

Full text

Abstract:

In this study, we implemented a four-stage service design process to analyze the home-based interaction behavior between elderly and other family members to identify hidden needs for strengthening inter-generational relationships and creating harmony as a turning point for new product innovations in home-based interactive devices. In the demand exploration stage and demand definition stage, context inquiry and service modeling were applied to understand the intergenerational relationship between the elderly and other family members and the potential needs and expectations of family interactions. The overall demand mainly includes four points: (1) the improvement in inter-generational relationships requires the active care of family members, (2) the improvement in inter-generational emotional interactions requires accurate mastery of parental responsibilities, (3) the chairing design of the living room can be used to understand and document parental life practice, and (4) big data parental lifestyle records can be analyzed. Based on hidden demands, a smart care interactive system (SCIS) with a chair was designed for improving emotional interactions and parent-child interaction between the elderly and other family members. The results of the verification experiment show that the smart care interactive chair (SCIC) can significantly help the elderly with intergenerational relationships in terms of emotional support and parent-child interactions. The family emotional support and parent-child interactions are the foundation of the sustainability of family relationships and the cornerstone of social stability.

APA, Harvard, Vancouver, ISO, and other styles

43

Fingerman, Karen L., Yen-Pi Cheng, Kyungmin Kim, Helene H. Fung, Gyounghae Han, Frieder R. Lang, Wonkyung Lee, and Jenny Wagner. "Parental Involvement With College Students in Germany, Hong Kong, Korea, and the United States." Journal of Family Issues 37, no. 10 (July 3, 2014): 1384–411. http://dx.doi.org/10.1177/0192513x14541444.

Full text

Abstract:

Rates of college attendance have increased throughout the world. This study asked whether students across nations experience high involvement with parents (frequent contact and support) and how satisfied they are with parental involvement. College students from four major Western and Asian economies participated—Germany ( n = 458), Hong Kong ( n = 276), Korea ( n = 257), and the United States ( n = 310). Consistent with solidarity theory, students across nations reported frequent contact with parents and receiving several forms of social support (e.g., practical, emotional, and advice) every month. Multilevel models revealed that Asian students received more frequent parental support than German or U.S. students but were less satisfied with that support. Students in Hong Kong resided with parents more often and gave more support to parents than students in other cultures. Discussion focuses on cultural (i.e., filial obligation) and structural (i.e., coresidence) factors explaining parental involvement.

APA, Harvard, Vancouver, ISO, and other styles

44

Lobinger, Babett H., Valeria C. Eckardt, and Franziska Lautenbach. "Three perspectives on parental support in youth soccer: Children, parents, and coaches." International Journal of Sports Science & Coaching 16, no. 4 (June 3, 2021): 886–99. http://dx.doi.org/10.1177/17479541211011553.

Full text

Abstract:

The aim of the research project was to gain an in-depth understanding of how children, coaches, and parents in youth soccer perceive parental support. In a preliminary study, a questionnaire was developed to assess satisfaction with parental support and sideline behavior in soccer. The multisection questionnaire was adapted to all three parties of interest—children, parents, and coaches—and administered to 260 parents, 196 coaches, and 111 male players aged 12–14 years across different clubs to identify factors influencing satisfaction with parental behavior across all three groups. Factor analysis led to a revised version of the questionnaire, emphasizing the importance of emotional support. The revised questionnaire was implemented in two consecutive field studies. Samples were drawn from an amateur youth soccer setting (Study 2, N = 316, players aged 8–13 years) and a professional youth academy (Study 3, N = 209, players aged 9–16 years). Overall, results indicate children and parents were highly satisfied with parental support and sideline behavior but coaches’ satisfaction differed significantly. The discussion therefore includes all three perspectives and provides recommendations on how to improve the coach–parent relationship and professional engagement with parents.

APA, Harvard, Vancouver, ISO, and other styles

45

Rasalingam, Anurajee, Jocelyne Clench-Aas, and Ruth Kjærsti Raanaas. "Peer Victimization and Related Mental Health Problems in Early Adolescence: The Mediating Role of Parental and Peer Support." Journal of Early Adolescence 37, no. 8 (June 22, 2016): 1142–62. http://dx.doi.org/10.1177/0272431616653474.

Full text

Abstract:

Peer victimization is a widespread phenomenon especially prevalent in early adolescence. This study investigates the prevalence of peer victimization and its association with mental health problems and impact on everyday life, and the possible mediating effect of parental and peer support. Data are based on a cross-sectional health survey ( N = 9,707) among adolescents (10-13 years) and their parents ( N = 8,210). The Strengths and Difficulties Questionnaire was used to measure mental health problems, as well as impact on everyday life. Approximately, 17.6% of boys and 15.3% of girls reported being peer victimized. Both genders had higher symptoms of emotional problems, conduct problems, and hyperactivity than non-peer victimized adolescents. Boys had higher symptoms of emotional problems than girls. All symptom scales were strongly associated with perceived impact on everyday life. Peer and parental support buffer mental health problems among the victimized. Study indicates the importance of interventions strengthening peer support among victimized early adolescents.

APA, Harvard, Vancouver, ISO, and other styles

46

Abid, Mohammed, Oumzaienb Bertiaa, Mustapha Belfaquir, and Mustapha Hafid. "L’intelligence Emotionelle Chez Les Apprenants De L’ecole Primaire : Cas Du Niveau 6ème Aep (Maroc)." European Scientific Journal, ESJ 12, no. 10 (April 29, 2016): 32. http://dx.doi.org/10.19044/esj.2016.v12n10p32.

Full text

Abstract:

At school, the learner is confronted with a group of classmates, peers, rules of life and an environment that generates potential emotions. School is the ideal place to develop the learner’s emotional intelligence. At Moroccan primary schools, learning the emotional intelligence is still underdeveloped, even if professionals and those in charge of education are increasingly aware of its importance. The child is unable to put his emotional life in standby. Without guidance and support, it will be difficult for him to face and handle certain emotions; for instance, those he can experience in the family circle and at school, such as fear before hardships, failure and ridicule. The same applies for timidity before the adult and the group, lack of confidence and, on the contrary, impulsiveness, extroversion, egocentricity, intolerance, aggression, etc. This work of research aims to explore the emotional repertoire of the learners of the 6th AEP (Morocco) in three areas: urban, peri-urban and rural. This study was conducted based on the analysis of the results of a survey consisting of the following five emotional skills: self-consciousness, management of the emotions, relationship with the others, parental relationship and school performance.

APA, Harvard, Vancouver, ISO, and other styles

47

WHITBECK, LES B., RAND D. CONGER, and MEEI-YING KAO. "The Influence of Parental Support, Depressed Affect, and Peers on the Sexual Behaviors of Adolescent Girls." Journal of Family Issues 14, no. 2 (June 1993): 261–78. http://dx.doi.org/10.1177/019251393014002006.

Full text

Abstract:

Using logitudinal data from self-reports and observer ratings of family interaction regarding 76 adolescent girls and their parents, this research investigated the effects of parental warmth and supportiveness on adolescents' depressed affect, attitudes about sexuality, peer influence, and sexual experience. The results indicated that girls with more emotionally distant parents were more likely to manifest symptoms of depression. Depressed affect, in turn, was associated with sexually permissive attitudes and having sexually active friends. Although there was a weak direct effect of Time 1 depressed affect on Time 2 sexual experience, the predominant influence on adolescent girls' sexual activity at Year 2 was their perception that their friends were sexually active during the previous year. The authors concluded that the effects of peer influence were due, in part, to the influence of the emotional climate of the girls' families.

APA, Harvard, Vancouver, ISO, and other styles

48

Veevers, Jean E., and Barbara A. Mitchell. "Intergenerational Exchanges and Perceptions of Support within “Boomerang Kid” Family Environments." International Journal of Aging and Human Development 46, no. 2 (January 1, 1998): 91–108. http://dx.doi.org/10.2190/pvqp-a0jt-27dp-tf5c.

Full text

Abstract:

Drawing on the social exchange perspective, we examine: 1) the extent to which adult children who have returned to the parental home (“boomerang kids”) exchange several types of instrumental and affective support with their parents, and 2) whether there is symmetry or incongruence in perceptions of support among these family dyads. The data used for this study are drawn from interviews with one child and one parent from 218 families in which the child has recently returned home. Findings indicate that children receive more frequent instrumental and emotional (affective) support than parents receive, and that parents perceive that they receive considerably more emotional support than boomerang children acknowledge donating. Implications for family relationships over the life course and household living arrangements are considered.

APA, Harvard, Vancouver, ISO, and other styles

49

Huscroft-D’Angelo, Jacqueline, Stacy-Ann A. January, and Kristin L. Duppong Hurley. "Supporting Parents and Students With Emotional and Behavioral Disorders in Rural Settings: Administrator Perspectives." Rural Special Education Quarterly 37, no. 2 (January 22, 2018): 103–12. http://dx.doi.org/10.1177/8756870517750827.

Full text

Abstract:

One strategy to improve outcomes for students with emotional and behavioral disorders and their families in rural settings is providing parental support. Through interviews with special education administrators and student services personnel representing several rural regions, this exploratory study sought to identify the needs of youth with emotional and behavioral challenges and their families, potential barriers to accessing school and community services, and the feasibility of implementing a phone-based parent-to-parent support program in rural communities. Findings indicated increased efforts in providing mental health services in the school, several service access barriers, and strategies for improving parent support in rural settings.

APA, Harvard, Vancouver, ISO, and other styles

50

Kleinberg, A., A. Aluoja, and V. Vasar. "Social support in depression: structural and functional factors, perceived control and help-seeking." Epidemiology and Psychiatric Sciences 22, no. 4 (September 24, 2013): 345–53. http://dx.doi.org/10.1017/s2045796013000504.

Full text

Abstract:

Aims.This study examined the associations of social support, loneliness and locus of control with depression and help-seeking in persons with major depression.Methods.Twelve-month help-seeking for emotional problems was assessed in a cross-sectional 2006 Estonian Health Survey. Non-institutionalized individuals aged 18–84 years (n = 6105) were interviewed. A major depressive episode was assessed using the Mini-International Neuropsychiatric Interview. Factors describing social support, social and emotional loneliness and locus of control were assessed, and their associations with depression were analysed. The associations with reported help-seeking behaviour among people identified as having a major depressive episode (n = 343) were explored.Results.Low frequency of contacts with one's friends and parents, emotional loneliness, external locus of control and emotional dissatisfaction with couple relations were significant factors predicting depression in the multivariate model. External locus of control was associated with help-seeking in the depressed sample. Interactions of emotional loneliness, locus of control and frequency of contacts with parents significantly predicted help-seeking in the depressed sample.Conclusions.Depression is associated with structural and functional factors of social support and locus of control. Help-seeking of depressed persons depends on locus of control, interactions of emotional loneliness, locus of control and contacts with the parental family.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Parental Emotional Support'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles