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Journal articles on the topic 'Supervision parentale'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Clément, Marie-Ève, Annie Bérubé, and Claire Chamberland. "Validation de la version française de l’échelle multidimensionnelle des conduites de négligence parentale." Canadian Journal of Psychiatry 62, no. 8 (March 30, 2017): 560–69. http://dx.doi.org/10.1177/0706743717703645.

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Objectif: La mesure de la négligence parentale pose de nombreux défis et il existe encore peu d’outil capable de la documenter auprès des parents. L’étude vise à documenter les propriétés psychométriques de la traduction française de la version brève de l’Échelle multidimensionnelle des conduites de négligence parentale dans la population générale. Méthode: Cette étude utilise les données d’une enquête téléphonique réalisée auprès d’un échantillon représentatif de 3584 mères et 1202 pères d’enfants âgés entre 6 mois-4 ans, 5-9 ans et 10-15 ans. Des liens sont établis entre la négligence et plusieurs autres facteurs connus pour leurs liens avec la problématique, dont les conduites parentales à caractère violent, le stress lié au tempérament perçu difficile de l’enfant et à la conciliation travail-famille, la consommation d’alcool et de drogues, les symptômes de dépression, la pauvreté, et le soutien social. Résultats: Les analyses factorielles exploratoires montrent la présence de diverses dimensions de la négligence concernant les besoins affectifs/cognitifs, physiques (soins de base) et de supervision des enfants. Bien que les dimensions soient étroitement associées aux facteurs de vulnérabilité psychosociale des enfants et des familles, les coefficients de cohérence interne sont faibles, variant entre 0,20 et 0,64. Conclusion: Des recommandations sont émises pour améliorer la mesure dans la population générale, et notamment la dimension de supervision parentale qui pose des défis particuliers.

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2

Laventure, Myriam, Karine Bertrand, Krystel Boisvert, and Patricia Auger. "Parents dépendants à l’alcool et aux drogues." Canadian Social Work Review 33, no. 2 (January 18, 2017): 273–89. http://dx.doi.org/10.7202/1038702ar.

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Si plusieurs programmes d’entrainement aux habiletés parentales (PEHP) sont reconnus comme efficaces, ils ne réussissent pas toujours à retenir les familles qui pourraient le plus en bénéficier. La présente étude a pour objectif général de mieux comprendre les enjeux entourant l’engagement dans un PEHP des familles dont les parents sont aux prises avec une dépendance. Provenant de quatre centres de réadaptation en dépendance du Québec, l’échantillon est composé de 47 familles ayant initialement accepté de participer à un PEHP. Parmi ces familles, 18 n’ont pas terminé le programme. Les résultats indiquent que comparés aux parents qui ont complété le programme, ceux qui l’ont abandonné présentent une moins bonne situation professionnelle, ils sont plus nombreux à présenter une supervision parentale lacunaire, un manque de communication entre les membres de la famille et un dysfonctionnement familial. De plus, les familles qui ont abandonné le programme ont vécu plus de stress au cours de la dernière année. Ces résultats suggèrent des pistes pour favoriser l’engagement des familles à plus haut risque d’abandonner les PEHP précocement, tel un soutien ciblé lors d’évènements stressants.

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3

Yergeau, Éric, Jean Toupin, Yann Le Corff, and Robert Pauzé. "La persistance des troubles des conduites chez les garçons âgés de 6 à 11 ans: effets principaux et interaction du contexte familial et du tempérament des enfants." Nouveaux cahiers de la recherche en éducation 13, no. 2 (July 4, 2013): 145–58. http://dx.doi.org/10.7202/1017287ar.

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Cet article s’intéresse à l’étude de l’interaction des variables familiales et de tempérament sur la persistance des conduites antisociales chez les enfants âgés de 6 à 11 ans. Ces variables sont identifiées comme des facteurs associés de près à l’émergence et au maintien des troubles de comportement chez les enfants. Le cadre conceptuel sur la persistance de ces troubles met de l’avant l’origine multifactorielle et la nécessité de considérer les interactions personne environnement dans la vérification d’hypothèses de recherche. Le devis comprend deux temps de mesure et l’échantillon est de 31 enfants âgés de 6 à 11 ans pris en charge par un centre jeunesse et qui présentaient tous des troubles des conduites au début de l’étude. Les pratiques parentales et le tempérament ont été testés dans un modèle de régression logistique par étape qui visait à prédire la présence de trouble des conduites un an plus tard tout en contrôlant le nombre initial de symptômes. Les résultats indiquent que l’interaction entre le manque de supervision parentale et le niveau de réactivité de l’enfant est significativement associé à la persistance du trouble des conduites.

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Lapalme, Mélanie, and Michèle Déry. "Caractéristiques associées au trouble oppositionnel, au trouble des conduites et à leur cooccurrence." Santé mentale au Québec 33, no. 2 (January 15, 2009): 185–206. http://dx.doi.org/10.7202/019674ar.

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RésuméL’objectif de cette étude est de déterminer si des corrélats (ou des combinaisons de corrélats) personnels, familiaux et sociaux permettent de discriminer des enfants (n = 336) qui présentent un trouble oppositionnel (TO), un trouble des conduites (TC) ou ces deux troubles en cooccurrence (TC + TO). Les enfants sont âgés entre 6 ans et 13 ans et ont été recrutés parmi des enfants recevant des services spécialisés de l’école ou du centre jeunesse pour des difficultés comportementales ou familiales. Les résultats suggèrent que la personnalité antisociale des parents et le manque de supervision parentale sont davantage associés au TC, tandis que le trouble déficitaire de l’attention avec hyperactivité et l’inconstance de la discipline caractérisent davantage les enfants ayant un TO. Les enfants du groupe TO + TC semblent cumuler les corrélats associés à chaque trouble. Ces différences devraient être prises en compte dans l’intervention à offrir aux enfants.

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5

Bélanger, Annie, and Nadine Lanctôt. "La régulation familiale et les comportements violents à l’adolescence : existe-t-il des différences sexuelles1 ?" Criminologie 38, no. 2 (March 28, 2006): 173–94. http://dx.doi.org/10.7202/012667ar.

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Résumé Cet article porte sur l’influence de la famille sur la délinquance selon le sexe. Trois questions sont abordées : l’exposition aux facteurs de risque familiaux diffère-t-elle selon le sexe ?, la nature et la force d’association de ces facteurs aux comportements violents varient-elles selon le sexe ?, et quels sont les facteurs familiaux qui expliquent le mieux les comportements violents des filles et des garçons ? Un échantillon de garçons (n = 506) et de filles (n = 150) judiciarisés et un autre d’écoliers (n = 204) et d’écolières (n = 198) de Montréal sont utilisés. Les analyses révèlent que les filles judiciarisées affichent un profil familial plus problématique que celui de leurs confrères, bien qu’elles soient plus supervisées. Chez les écoliers et les écolières, le milieu familial est très semblable. Les analyses multivariées indiquent que la supervision des garçons et des filles, quel que soit l’échantillon, est une bonne protection contre les comportements violents. Par contre, les faibles liens ont plus d’importance pour la délinquance des garçons quel que soit l’échantillon, et la déviance parentale affecte un peu plus celle des filles judiciarisées. Ainsi, les mêmes concepts proximaux peuvent être utilisés pour expliquer les comportements violents des filles et des garçons, mais il faut continuer la recherche sur les concepts plus distants. Les interventions devraient porter sur l’amélioration des pratiques disciplinaires et le renforcement des liens.

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6

Dhin, Cut Nya. "PENGAWASAN ORANG TUA TERHADAP TONTONAN TELEVISI DAN PENGARUHNYA TERHADAP KEDISIPLINAN ANAK DI GAMPONG LAMPEUNEUN KECAMATAN DARUL IMARAH." Gender Equality: International Journal of Child and Gender Studies 6, no. 1 (March 31, 2020): 135. http://dx.doi.org/10.22373/equality.v6i1.6508.

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Television broadcasts that are not in accordance with Islamic teachings, make children can watch whenever and wherever the broadcasts are there, therefore parents are needed supervision to select every television program watched by children. The problem in this study is parental supervision of television viewing and child discipline, as well as the efforts made by parents in increasing supervision of television viewing and child discipline, the constraints that become the population In this study are children aged 6-12 years, a total of 102 children and a sample of 30 children (30%). The methodology used in this study is field research. Data collection techniques used were observation, interviews, questionnaires and documents. The results showed that parental supervision of children's television viewing was not optimal. Obstacles faced by parents in supervising television viewing and child discipline are busy parents who work outside the home, lack of parental knowledge and parental indifference to television viewing supervision. Parents do not make any effort When children watch television that is violent/pornographic, but only a few who turn off the television and explain that these conditions are not good.

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7

Docal-Millán, María Del Carmen, Victoria Eugenia Cabrera-García, Luz Mery Manrique Mora, Juana Margarita Cortés Piraquive, and Clara Marcela Tobón Aguilar. "Familia y escuela: contextos asociados al inicio de la actividad sexual de los adolescentes colombianos." Revista de Salud Pública 20, no. 3 (May 1, 2018): 279–85. http://dx.doi.org/10.15446/rsap.v20n3.60386.

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Objetivo Analizar los factores educativos como la supervisión y el apoyo de los padres; así como el tipo de educación, diferenciada y no diferenciada, y su relación con el inicio de la actividad sexual de adolescentes escolarizados.Materiales y Métodos Estudio cuantitativo, descriptivo, explicativo transversal, con 522 participantes entre 12 y 18 años de edad. Se aplicó una prueba de 26 preguntas que evaluaron algunas prácticas parentales, el tipo de educación y el inicio de la actividad sexual. El análisis se realizó en el programa SPSS versión 23. Cada participante formalizó el consentimiento informado garantizando la confidencialidad en los datos.Resultados Se encontraron diferencias significativas en el inicio de la actividad sexual de acuerdo con el tipo de educación y la edad. Según el tipo de familia no se encontraron diferencias. Los padres de familia de educación diferenciada supervisan más que los de educación mixta. A mayor edad del adolescente, mayor apoyo del papá y menor supervisión de éste, se incrementa la probabilidad de tener relaciones sexuales en la adolescencia. En contexto de educación mixta se encontró una proporción mayor de adolescentes que habían iniciado su actividad sexual.Conclusiones Se resalta la importancia de la participación del padre en la educación de los hijos para posponer el inicio de la actividad sexual, como práctica saludable. A menor supervisión parental y a mayor edad del adolescente se espera mayor inicio de la actividad sexual. Inician más temprano los adolescentes de educación mixta, supervisan más las mamás de educación diferenciada.

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8

Santos, M. R., A. P. França, O. Fernandes, and L. Cruz. "Parental Knowledge on Breastfeeding: Contributions to a Clinical Supervision Model in Nursing." International Journal of Information and Education Technology 5, no. 1 (2015): 10–13. http://dx.doi.org/10.7763/ijiet.2015.v5.467.

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9

WILSON, HARRIETT. "PARENTAL SUPERVISION RE-EXAMINED." British Journal of Criminology 27, no. 3 (1987): 275–301. http://dx.doi.org/10.1093/oxfordjournals.bjc.a047677.

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10

RILEY, DAVID. "PARENTAL SUPERVISION RE-EXAMINED?" British Journal of Criminology 27, no. 4 (1987): 421–24. http://dx.doi.org/10.1093/oxfordjournals.bjc.a047692.

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11

Zacharias, Shukuru, Febronia Kokulengya Kahabuka, and Hawa Shariff Mbawalla. "Effectiveness of Randomized Controlled Field Trial Instructing Parents to Supervise Children on Tooth Brushing Skills and Oral Hygiene." Open Dentistry Journal 13, no. 1 (February 28, 2019): 76–84. http://dx.doi.org/10.2174/1874210601913010076.

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Background: Educating parents on supervision of tooth brushing ensures effective plaque removal, healthy gums and attainment of tooth brushing skills. Objective: To evaluate the effect of educating parents about children’s tooth brushing supervision on their own knowledge and act of supervision, their children’s tooth brushing skills, plaque score and gingival health. Methods: Two arms cluster randomized controlled field trial among 8-9 years primary school pupils and their parents. The intervention trial was an educational leaflet on step by step supervision of children during tooth brushing. The outcomes were; improved tooth brushing skills, oral hygiene status and gingival health, parental awareness and supervision of children’s tooth brushing. Data processing and statistical analysis was done using SPSS version 20.0. Frequency distribution for proportions, cross tabulations with Chi-square and adjusted binary logistic regression were performed. Results: A total of 237 pupils were followed to completion of the study. The odds of parents being aware and supervising children during tooth brushing were higher in the intervention group at follow-up 4.5 (1.5, 13.4) and 2.4 (1.3, 4.5) respectively. The unadjusted odds for good oral hygiene following intervention was 3.1 (1.4, 6.9) and that of tooth brushing skills 61.8 (7.7, 498.6). On adjusting with parental awareness and supervision of children during tooth brushing, odds of having tooth brushing skills increased to 88.2 (9.2, 847.4). Conclusion: Providing education to parents on children tooth brushing supervision effectively improved children’s tooth brushing skills, plaque score and gingival health emanating from awareness and act of supervision improvements revealed on their part.

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Mazdalifah, Mazdalifah, and Moulita Moulita. "MODEL PENGAWASAN ORANG TUA TERHADAP PENGGUNAAN MEDIA DIGITAL ANAK." Jurnal Pustaka Komunikasi 4, no. 1 (April 24, 2021): 105–16. http://dx.doi.org/10.32509/pustakom.v4i1.1316.

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Children nowdays have easely access to information technology, especially smartphones, tablets and personal computers. Therefore, parents take an important role in monitoring their children’s digital media use. The problem that will be explored in depth is how parents supervise the use of children's digital media. This study used a survey method, using a questionnaire as a means of capturing data. The number of respondents is 150 people who have the characteristics of the elderly (father or mother) who have school children at the kindergarten, elementary, junior high, high school and university levels, and use digital media. Respondents were scattered in several sub-districts, namely Medan Johor, Medan Amplas, Medan Selayang, Medan Denai, Medan Polonia and Medan Deli. The results showed that most of the parents perform passive supervision, namely limiting the time the child uses the media and monitoring what sites the child visits. A small proportion of them conduct active supervision such as teaching and directing children to use digital media, especially the internet, and using the internet together with children. The parental supervision model of the effective use of children's digital media is an active supervision model, where parents are actively involved in supervising, not just supervising it.

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13

Oertner, Thomas G. "Active Dendrites under Parental Supervision." Neuron 81, no. 6 (March 2014): 1217–19. http://dx.doi.org/10.1016/j.neuron.2014.02.036.

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Kiriakidis, Stavros P. "Perceived Parental Care and Supervision." International Journal of Offender Therapy and Comparative Criminology 50, no. 2 (April 2006): 187–203. http://dx.doi.org/10.1177/0306624x05278517.

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15

Cookston, Jeffrey T. "Parental Supervision and Family Structure." Journal of Divorce & Remarriage 32, no. 1-2 (September 1999): 107–22. http://dx.doi.org/10.1300/j087v32n01_07.

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Roberts, I. "Parental supervision: a popular myth." Injury Prevention 2, no. 1 (March 1, 1996): 9–10. http://dx.doi.org/10.1136/ip.2.1.9.

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Andrade, C. "Parental supervision and child injuries." Injury Prevention 16, Supplement 1 (September 1, 2010): A66—A67. http://dx.doi.org/10.1136/ip.2010.029215.242.

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Bartau-Rojas, Isabel, Ana Aierbe-Barandiaran, and Eider Oregui-González. "Parental mediation of the Internet use of Primary students: beliefs, strategies and difficulties." Comunicar 26, no. 54 (January 1, 2018): 71–79. http://dx.doi.org/10.3916/c54-2018-07.

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The use of the Internet by children at an increasingly early age today constitutes a major challenge for families and schools, as well as affecting educational and social policy. This is a qualitative piece of research that analyzes parents’ beliefs, everyday practices and the difficulties they face in teaching their children the benefits and risks inherent in Internet use. The researchers used the discussion group technique, with four groups of parents of primary school children from four different schools. The results indicate that they share a pessimistic rather than an optimistic attitude towards Internet use among children in this age group, and perceive a number of difficulties when trying to foster children's responsible use of Internet. A wide range of parental control and mediation strategies were identified (laying down rules, organization of time and space for Internet use, limits and supervision (direct, agreedupon, non agreedupon and technical), along with various support strategies (parent and sibling modeling, diverse teaching strategies for stimulation and family communication) which, with the exception of technical supervision, they often use to educate their children and control their behavior in other areas, and which form part of their general parenting style. The conclusions point to the need to develop digital competence among parents, and there is some justification for educational intervention such as in promoting collaboration between families and schools. El uso de Internet de los niños y las niñas a edades cada vez más tempranas constituye un reto para las familias, las escuelas y la política educativa y social en la actualidad. Se presenta una investigación cualitativa cuyo objetivo es analizar las creencias, prácticas cotidianas y dificultades que afrontan los padres y las madres cuando tratan de enseñar a sus hijos e hijas los beneficios y riesgos de Internet. Se ha utilizado la técnica de los grupos de discusión con cuatro grupos de madres y padres de alumnado de Educación Primaria de cuatro centros educativos. Los resultados indican que comparten una concepción más pesimista que optimista sobre el uso de Internet a estas edades y que perciben diversas dificultades cuando tratan de promover su uso responsable. Se identifican diversas estrategias de mediación parental de control: establecimiento de normas, organización espaciotemporal de límites y supervisión (presencial directa, consensuada, no consensuada y técnica) y de apoyo (modelado parental, entre hermanos y diversas estrategias instructivas, de estimulación y comunicación familiar) que, a excepción de la supervisión técnica, habitualmente utilizan para educarles o controlar su comportamiento en otras áreas formando parte de su estilo general de parentalidad. Las conclusiones apuntan la necesidad de desarrollar la competencia parental digital y algunas implicaciones para la intervención educativa como promover la colaboración entre la familiaescuela.

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Song, Hyojong, Yeungjeom Lee, and Jihoon Kim. "Gender Differences in the Link Between Cyberbullying and Parental Supervision Trajectories." Crime & Delinquency 66, no. 13-14 (March 13, 2020): 1914–36. http://dx.doi.org/10.1177/0011128720912371.

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This study aims to explore joint trajectories of parental supervision and cyberbullying for boys and girls, respectively. Drawing on a longitudinal sample of South Korean youth, we employ a latent group-based trajectory modeling approach to examine overlapping patterns of parental supervision and cyberbullying trajectories, and gender differences in the bivariate overlap. We found that boys with higher levels of parental supervision were more likely to be in the Noninvolved cyberbullying group, whereas girls with the highest level of parental supervision tended to engage in cyberbullying at an early age but soon desisted from it after the initial involvement. Results suggest that effects of parental supervision on cyberbullying may vary across gender.

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See, Sarah Grace. "Parental supervision and adolescent risky behaviors." Review of Economics of the Household 14, no. 1 (July 2, 2014): 185–206. http://dx.doi.org/10.1007/s11150-014-9254-9.

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Miconi, Diana, Ughetta Moscardino, Gianmarco Altoè, and Silvia Salcuni. "Parental Supervision, Executive Functions, and Emotional-Behavioral Problems in Chinese Immigrant and Italian Nonimmigrant Early Adolescents in Italy." Journal of Early Adolescence 39, no. 8 (November 28, 2018): 1177–209. http://dx.doi.org/10.1177/0272431618812157.

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The current study aimed to examine whether executive functioning (EF) moderates the expected association between poor parental supervision and emotional-behavioral problems among early adolescents with and without a migration background in Italy. In total, 97 Chinese immigrant and 165 Italian nonimmigrant early adolescents, aged 11 to 13 years (52% girls), completed a series of performance and computer-based tasks assessing their EFs, whereas primary caregivers rated their own parental supervision and their offspring’s emotional-behavioral problems. Regression analyses indicated that in both groups, a better working memory capacity was associated with fewer problems. Moreover, low levels of inhibitory control strengthened the association between poor parental supervision and emotional-behavioral problems. In addition, among Chinese immigrant youth, higher levels of cognitive flexibility enhanced the link between poor parental supervision and emotional-behavioral problems. Results underscore the importance of parental supervision and EF processes for Chinese immigrant youths’ psychological functioning.

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Bravender, T. "Adolescents and the Importance of Parental Supervision." PEDIATRICS 136, no. 4 (September 21, 2015): 761–62. http://dx.doi.org/10.1542/peds.2015-2658.

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Martín-Criado, Jose M., Jose A. Casas, and Rosario Ortega-Ruiz. "Parental Supervision: Predictive Variables of Positive Involvement in Cyberbullying Prevention." International Journal of Environmental Research and Public Health 18, no. 4 (February 7, 2021): 1562. http://dx.doi.org/10.3390/ijerph18041562.

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From an increasingly early age, parents face the challenge of educating their sons and daughters to act in the world of offline and online relationships. If for professional educators it is not proving easy, the involvement and guidance of parents in their children′s use of the internet seems to be a complex and unexplored challenge. This work aims to analyse the variables that influence digital education and determine a predictive model of positive parental involvement. This study was done with a representative sample consisting of five hundred and ninety-six families (596), representing the parents of children from schools with similar socio-cultural indexes. To do this, and using self-report instruments convertible into independent scales, four predictor variables were analysed: (1) parental knowledge of cyberbullying; (2) perception of parental competence in this regard; (3) parental perception of online risks; and (4) the attribution of parental responsibility in digital education. A structural equations model (SEM) examined the predictive value of these variables with respect to positive parental involvement. The structural equations model confirmed direct and mediated relationships between the independent and mediating variables on the dependent variable: parental supervision. The results indicate that positive parental involvement can be predicted from higher scores in parental knowledge of cyberbullying, perception of parental competence, risk adjustment, and attribution of parental responsibility.

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Awaluddin, S. Maria Binti, Chan Ying Ying, Norzawati Yoep, Faizah Paiwai, Noor Aliza Lodz, Eida Nurhadzira Muhammad, Nur Azna Mahmud, Norazizah Ibrahim Wong, Noor Safiza Mohamad Nor, and Nik Rubiah Nik Abd Rashid. "The Association of Internet Addiction and Perceived Parental Protective Factors Among Malaysian Adolescents." Asia Pacific Journal of Public Health 31, no. 8_suppl (September 15, 2019): 57S—64S. http://dx.doi.org/10.1177/1010539519872642.

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Parental protective factors do play an important role in preventing Internet addiction. A self-administered questionnaire was used to measure health risk behaviors among Malaysian adolescents. The prevalence of Internet addiction was significantly higher among adolescents with perceived lack of parental supervision (30.1% [95% confidence interval (CI) = 28.7-31.4]) and lack of parental connectedness (30.1% [95% CI = 28.5-31.7]), compared with their counterparts. Adolescents who perceived a lack of parental supervision, respect for privacy, connectedness, and bonding were more likely to have Internet addiction: (adjusted odds ratio [aOR] = 1.39; 95% CI = 1.27-1.52), (aOR = 1.23; 95% CI = 1.16-1.31), (aOR = 1.09; 95% CI = 1.02-1.16), (aOR = 1.06; 95% CI = 1.00-1.12), respectively. Among girls, Internet addiction was associated with those who perceived lack in all 4 parental factors, while among boys, those who perceived lack of parental supervision and respect for privacy were more prone to Internet addiction.

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Boles, R. E., and M. C. Roberts. "Supervising Children During Parental Distractions." Journal of Pediatric Psychology 33, no. 8 (February 19, 2008): 833–41. http://dx.doi.org/10.1093/jpepsy/jsn021.

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Laird, Robert D., Michael M. Criss, Gregory S. Pettit, John E. Bates, and Kenneth A. Dodge. "Developmental Trajectories and Antecedents of Distal Parental Supervision." Journal of Early Adolescence 29, no. 2 (June 11, 2008): 258–84. http://dx.doi.org/10.1177/0272431608320123.

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Dickson, D. J., B. Laursen, H. Stattin, and M. Kerr. "Parental Supervision and Alcohol Abuse Among Adolescent Girls." PEDIATRICS 136, no. 4 (September 21, 2015): 617–24. http://dx.doi.org/10.1542/peds.2015-1258.

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Paclikova, Katerina, Zuzana Dankulincova Veselska, Andrea Madarasova Geckova, Jitse P. van Dijk, and Sijmen A. Reijneveld. "Adolescent Enrollment in Psychosocial Care: Do Parents Make a Difference?" International Journal of Environmental Research and Public Health 17, no. 19 (September 27, 2020): 7066. http://dx.doi.org/10.3390/ijerph17197066.

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Care for adolescents with emotional and behavioral problems (EBP) is frequently unequally distributed. Parents may play a role in the access to this care. Therefore, the aim was to explore the association between parental characteristics and their adolescent’s enrollment in psychosocial care. We used data from the Care4Youth cohort study. Our sample consisted of 446 adolescents (mean age 13.22 years, 48% boys) and 382 parents (mean age 42.95 years, 14% males). EBP combined with enrollment created four groups: 1, no EBP/no care; 2, no EBP/care; 3, EBP/no care; 4, EBP/care. We assessed differences in parental characteristics among the groups. Group 2 had a significantly lower socioeconomic position (p < 0.01), more psychological distress (p < 0.001), poorer supervision (p < 0.001) and lower family social support (p < 0.05) than Group 1. Group 4 had a significantly lower socioeconomic position (p < 0.01) and poorer supervision (p < 0.001) than Group 1. Group 3 had significantly poorer supervision (p < 0.001) than Group 4. The poor supervision in Group 3 requires attention, as these adolescents receive no care. The quality of parental supervision should be addressed generally, e.g., by providing better parenting support and more parental training.

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Giménez, Ana Mª, José A. Luengo, and Mª José Bartrina. "What are young people doing on Internet? Use of ICT, parental supervision strategies and exposure to risks." Electronic Journal of Research in Educational Psychology 15, no. 3 (December 1, 2017): 533–52. http://dx.doi.org/10.14204/ejrep.43.16123.

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Mohamadou, Galy. "Encadrement Parental Et Developpement Emotionnel Des Adolescents Dans La Ville De Maroua, Cameroun." European Scientific Journal, ESJ 14, no. 26 (September 30, 2018): 320. http://dx.doi.org/10.19044/esj.2018.v14n26p320.

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This study examines the correlation between parental supervision and emotional development among adolescents in the city of Maroua. A sample of two hundred and fifty (250) adolescents aged 11 to 19 has been selected through a simple random sampling selection. These data were subjected to the linear simple regression test. The results show that there is a correlation between parental supervision and the emotional development of adolescents. After analyzing the data collected, the hypotheses formulated on the different parental styles are: the authoritarian style (4.3%), the democratic style (3.6%), the permissive style (48%) and the careless style (4.7%), which states that parental supervision impacts on emotional development, have been confirmed. In the light of this study, it is established that what the adolescent experiences in his emotional development in the family context affects him decisively to be transposed to school and produce negative or positive effects depending on the case.

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Dobrianskyj Weber, Lidia Natalia. "RELAÇÕES ENTRE PRÁTICAS EDUCATIVAS PARENTAIS PERCEBIDAS E A AUTOESTIMA, SINAIS DE DEPRESSÃO E OUSO DE SUBSTÂNCIAS POR ADOLESCENTES." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 2, no. 1 (October 22, 2017): 157. http://dx.doi.org/10.17060/ijodaep.2017.n1.v2.928.

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Abstract.RELATIONSHIPS BETWEEN PERCEIVED PARENTAL EDUCATIONAL PRACTICES AND SELF-ESTEEM, DEPRESSION SIGNS, AND SUBSTANCE USE AMONG ADOLESCENTSResearch conducted in different societies regarding interaction between parents and children clearly reveals the strong relationships between parental behaviour and the overall development of their children. This study involved 1400 adolescents and investigated the relationships between perceived parenting educational practices and styles and signs of adolescent depression, self-esteem and antisocial behaviour. The results show that the vast majority of adolescents with signs of depression indicated high frequency of negative communication by their parents, absence of clear rules and supervision and considered their parenting model to be inadequate, given that they do not enforce the demands they make of their children and have little involvement. Adolescents obtaining high self-esteem scores considered their parents to be good models of parenting, since the frequency of their involvement and participation in their children’s lives was high. On the other hand, adolescents who indicated high frequency of disobeying their parents and antisocial behaviour at school also reported absence of supervision and monitoring in their family dynamics, as well as low scores for parental involvement and high levels of negative and coercive parental communication. Based on the data, the conclusion is reached that positive educational styles and practices are related to high self-esteem, absence of signs of depression and absence of oppositional and/or antisocial behaviours. Investing in preventive interventions aimed at optimizing the educational practices of mothers and fathers is a strategy that can foster better family dynamics and better adolescent autonomy and psychological development.Keywords: parenting styles, parenting practices, self-esteem, depression, family.Resumo.Pesquisas realizadas em diferentes sociedades acerca das interações entre pais e filhos revelam, com clareza, as fortes relações entre o comportamento dos pais e o desenvolvimento global dos filhos. O presente estudo investigou, com 1.400 adolescentes, as relações existentes entre as práticas estilos educativos parentais percebidos e sinais de depressão, autoestima e comportamentos antissociais de adolescentes. Os resultados mostram que a grande maioria dos adolescentes que apresentaram sinais de depressão indicaram alta freqüência de comunicação negativa da parte de seus pais, ausência de regras claras e supervisão e consideram que o modelo parental é inadequado, uma vez que os pais não cumprem as exigências que fazem aos filhos e tem pouco envolvimento. Os jovens que obtiveram escores elevados de autoestima consideram seus pais como bons modelos parentais, uma vez que demonstram alta freqüência de envolvimento e participação na vida dos filhos. Por outro lado, aqueles adolescentes que assinalaram alta freqüência de comportamentos de desobediência aos pais e de comportamentos antissociais na escola também relataram ausência de supervisão e monitoria na dinâmica familiar, bem como baixo escore de envolvimento e alto nível de comunicação parental negativa e coercitiva. Por meio dos dados, conclui-se que os estilos e as práticas educativas positivas estão relacionadas à autoestima elevada, ausência de sinais de depressão e de comportamentos opositores e/ou antissociais. Investir em intervenções preventivas que visem otimizar as práticas educativas de mães e pais é uma estratégia que pode promover melhor dinâmica familiar, autonomia e desenvolvimento psicológico de adolescentes.Palavras-chave: estilos parentais, práticas educativas parentais, autoestima, depressão, família.

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Miller, Michelle Hughes, Finn-Aage Esbensen, and Adrienne Freng. "PARENTAL ATTACHMENT, PARENTAL SUPERVISION AND ADOLESCENT DEVIANCE IN INTACT AND NON-INTACT FAMILIES." Journal of Crime and Justice 22, no. 2 (January 1, 1999): 1–29. http://dx.doi.org/10.1080/0735648x.1999.9721093.

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Hardianti and Fatmalina Febry. "Relationship of Parenting Styles and the Incident of Overweight Among Pre-School Children Aged 3-5 Years in the Work Area of Puskesmas Kalidoni Palembang." Jurnal Ilmu Kesehatan Masyarakat 10, no. 3 (November 20, 2019): 191–98. http://dx.doi.org/10.26553/jikm.2019.10.3.191-198.

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Obesity has become a global health problem in the world. The impact of obesity is degenerative disease. The style of family care is one of the factors that influence the occurrence of obesity in children. The purpose of this study was to determine the relationship between family care style with obesity in preschool children aged 3-5 years. This study uses a cross sectional design with a total of 143 preschool children aged 3-5 years using Cluster Sampling sampling techniques. research shows that there is a relationship between parental supervision when watching television (pvalue = 0.043) and parental physical activity patterns (pvalue = 0,000), while the most dominant variable is the parental physical activity pattern with a PR value of 15,896. school is influenced by parental supervision when watching television and parental physical activity patterns. It is hoped that all parties can make efforts to prevent obesity in children by increasing physical activity of children such as buying sports equipment and inviting children to exercise and conduct more stringent supervision when children watch television, play games or gadgets. Keywords: Family parenting style, obesity, preschool children

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Goldstein, Harris S. "Conduct Problems, Parental Supervision, and Cognitive Development of 12- to 17-Year-Olds." Psychological Reports 59, no. 2 (October 1986): 651–58. http://dx.doi.org/10.2466/pr0.1986.59.2.651.

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Data from the Cycle III Health Examination Survey conducted by the National Center for Health Statistics provided the opportunity to examine the effect of conduct problems on cognitive development in a representative sample of the Nation's 12- to 17-yr.-olds. Conduct problems (school discipline, police contact, and arrest) and degree of parental supervision were the two factors in the analysis of covariance design with Intellectual Index (WISC Vocabulary plus Block Design) and Achievement Index (WRAT Reading plus Arithmetic) as outcome measures. Family background factors were controlled by covariation. White male youths with both in- and out-of-school problems performed less well on Intellectual and Achievement Indices. White girls with in-school problems also scored less well. Paradoxically high parental supervision was associated with lower achievement for these youths. Also for both white boys and girls, high parental supervision was associated with lower Intellectual Index scores.

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Levene, S. "Is there more to parental supervision than political incorrectness?" Injury Prevention 2, no. 1 (March 1, 1996): 10–11. http://dx.doi.org/10.1136/ip.2.1.10.

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Li, James J., Tammy A. Chung, Michael M. Vanyukov, D. Scott Wood, Robert Ferrell, and Duncan B. Clark. "A Hierarchical Factor Model of Executive Functions in Adolescents: Evidence of Gene-Environment Interplay." Journal of the International Neuropsychological Society 21, no. 1 (December 15, 2014): 62–73. http://dx.doi.org/10.1017/s1355617714001039.

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AbstractExecutive functions (EF) are a complex set of neurodevelopmental, higher-ordered processes that are especially salient during adolescence. Disruptions to these processes are predictive of psychiatric problems in later adolescence and adulthood. The objectives of the current study were to characterize the latent structure of EF using bifactor analysis and to investigate the independent and interactive effects of genes and environments on EF during adolescence. Using a representative young adolescent sample, we tested the interaction of a polymorphism in the serotonin transporter gene (5-HTTLPR) and parental supervision for EF through hierarchical linear regression. To account for the possibility of a hierarchical factor structure for EF, a bifactor analysis was conducted on the eight subtests of the Delis-Kaplan Executive Functions System (D-KEFS). The bifactor analysis revealed the presence of a general EF construct and three EF subdomains (i.e., conceptual flexibility, inhibition, and fluency). A significant5-HTTLPRby parental supervision interaction was found for conceptual flexibility, but not for general EF, fluency or inhibition. Specifically, youth with the L/L genotype had significantly lower conceptual flexibility scores compared to youth with S/S or S/L genotypes given low levels of parental supervision. Our findings indicate that adolescents with the L/L genotype were especially vulnerable to poor parental supervision on EF. This vulnerability may be amenable to preventive interventions. (JINS, 2014,20, 62–73)

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Walters, Glenn D. "Weak parental supervision and lack of child remorse as predictors of proximal crime continuity in early-to-mid adolescent delinquents." Journal of Criminal Psychology 11, no. 1 (January 21, 2021): 59–71. http://dx.doi.org/10.1108/jcp-10-2020-0043.

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Purpose The purpose of this study was to determine whether core constructs from the control (impulsivity resulting from poor parental discipline leads to crime) and moral (weak moral values lead to crime) models of criminal lifestyle development were capable of predicting crime continuance in early-to-mid adolescent youth. Design/methodology/approach Weak parental supervision and lack of remorse for antisocial conduct on the part of the child were correlated with subsequent delinquency in 1,850 (1,685 males, 165 females) early-to-mid adolescent delinquents. Analyses were based exclusively on data extracted from New York City probation, family court and police files. Findings Results from a negative binomial regression analysis revealed that both weak parental supervision and lack of remorse for antisocial conduct predicted subsequent delinquency over a period of six months, net the effects of age, sex, ethnicity, prior delinquency, sibling delinquency, negative peer associations, substance use and a felony charge. Research limitations/implications These findings provide preliminary support for the control (low parental supervision) and moral (lack of remorse) models of criminal lifestyle development. Practical implications Weak parental supervision and failure to express remorse for antisocial actions increased risk of future delinquency by 19% and 29%, respectively. Teaching parents to be more effective disciplinarians and encouraging the development of moral values in youthful offenders may be of value in promoting desistance to crime in early juvenile offenders. Originality/value The importance of these results is that they reinforce prior findings obtained using self-report measures with data collected from official records.

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Raccanello, Kristiano, and León Garduño Estrada. "Discapacidad parental." PANORAMA ECONÓMICO 13, no. 26 (May 24, 2018): 23. http://dx.doi.org/10.29201/pe-ipn.v13i26.201.

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School dropout and child labour are associated with low socioeconomic status, as parents are keen to send offspring to the labour market to increase household income. The literature has focused primarily on impaired children but none, to our knowledge, has considered whether impaired parents are associated with children's school dropout, idleness and child labour in Mexico. Our hypothesis posits that parental disability, because of lack of parental supervision, can be related to school dropout because a greater dependence on child labour, but also to higher idleness. Using a sample of 598 children between 14 and 17 years old in the municipality of San Andrés Cholula, Puebla (Mexico), we found that parental disability is associated with increased idleness, but not with child labour. Also, the mother in the household helps preventing school dropout as well as adding paid work to school activities.

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Hayes, Louise, Alan Hudson, and Jan Matthews. "Parental monitoring behaviors: A model of rules, supervision, and conflict." Behavior Therapy 35, no. 3 (2004): 587–604. http://dx.doi.org/10.1016/s0005-7894(04)80033-9.

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Sherriff, Nigel, Louise Cox, Lester Coleman, and Debi Roker. "Communication and Supervision of Alcohol in the Family: Parental Perspectives." Children & Society 22, no. 5 (September 2008): 370–82. http://dx.doi.org/10.1111/j.1099-0860.2007.00116.x.

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Goodwin, Arthur H., Martha W. Waller, Robert D. Foss, and Lewis H. Margolis. "Parental Supervision of Teenage Drivers in a Graduated Licensing System." Traffic Injury Prevention 7, no. 3 (September 2006): 224–31. http://dx.doi.org/10.1080/15389580600665194.

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Clark, Duncan B., Levent Kirisci, Ada Mezzich, and Tammy Chung. "Parental Supervision and Alcohol Use in Adolescence: Developmentally Specific Interactions." Journal of Developmental & Behavioral Pediatrics 29, no. 4 (August 2008): 285–92. http://dx.doi.org/10.1097/dbp.0b013e31816e22bd.

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Magoon, Maggie E., and Gary M. Ingersoll. "Parental Modeling, Attachment, and Supervision as Moderators of Adolescent Gambling." Journal of Gambling Studies 22, no. 1 (February 24, 2006): 1–22. http://dx.doi.org/10.1007/s10899-005-9000-6.

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Krulichová, Eva, and Zuzana Podaná. "Adolescent fear of crime: Testing Ferraro’s risk interpretation model." European Journal of Criminology 16, no. 6 (July 30, 2018): 746–66. http://dx.doi.org/10.1177/1477370818788014.

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The aim of this study is to broaden the scope of knowledge on fear of crime by examining if Ferraro’s risk interpretation model of fear of crime also holds true for the adolescent population. Using data on approximately 1500 Czech students in middle and grammar school, we test three different models. First, the classic model of fear of crime, applied originally to adults, is estimated. Second, the role of perceived school disorganization is examined, taking into account that adolescents spend a substantial part of the day at school. Finally, we propose an extension of Ferraro’s model by considering parental supervision as a factor influencing adolescent fear of crime through risk perception and avoidance behaviour. The results indicate that Ferraro’s original model of fear of crime can be appropriately applied to both adults and adolescents. Nevertheless, adolescent risk perception, which remains the most influential determinant of individual fear, seems to be influenced by stimuli stemming from the school rather than the neighbourhood environment. Furthermore, the relationship between parental supervision and fear of crime is mediated by avoidance behaviour, while no direct effect of parental supervision on risk perception and fear of crime was found in the data.

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Farrington, David P. "Examen critique des influences environnementales et familiales de la délinquance." Criminologie 27, no. 1 (August 16, 2005): 23–48. http://dx.doi.org/10.7202/017346ar.

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The focus in this paper is on individual factors such as high impulsivity and low intelligence, family factors such as poor parental supervision and erratic parental discipline, and neighbourhood factors such as physical deterioration and social disorganisation. In the interest of reducing complexity, biological, peer, school and other factors will be neglected.

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Kotlaja, Marijana M. "Cultural contexts of individualism vs. collectivism: Exploring the relationships between family bonding, supervision and deviance." European Journal of Criminology 17, no. 3 (August 7, 2018): 288–305. http://dx.doi.org/10.1177/1477370818792482.

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The primary focus of this paper is to test the cross-national generalizability of the relationship between parental attachment and delinquency. Countries were divided on individualistic and collectivistic dimensions. Individualistic countries emphasize the degree to which individuals are supposed to look after themselves whereas collectivist counties emphasize group integration, usually around the family, and the achievement of group over individual goals. Average individual-level associations between parental attachment and crime were examined across 26 nations in an international dataset of delinquency and victimization of 12–15-year-old students in grades 7–9. Low levels of parental attachment and parental supervision were found to be more strongly related to deviance in countries with individualistic as opposed to collectivist cultural orientations. Alternative explanations for this relationship are explored.

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van Dijken, Maartje, Geert-Jan Stams, and Micha de Winter. "Children's experiences and perceptions of street culture, parental supervision, and parental mediation in an urban neighborhood." Journal of Community Psychology 45, no. 8 (September 9, 2017): 999–1010. http://dx.doi.org/10.1002/jcop.21906.

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Kakefuda, I., K. Kitamura, Y. Nishida, T. Yamanaka, and Y. Motomura. "A gap between two perceptions: the effectiveness of parental supervision in childhood injury prevention and supervision self-efficacy." Injury Prevention 16, Supplement 1 (September 1, 2010): A186. http://dx.doi.org/10.1136/ip.2010.029215.665.

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Fulton, Elizabeth, and Lisa A. Turner. "Students’ academic motivation: relations with parental warmth, autonomy granting, and supervision." Educational Psychology 28, no. 5 (July 14, 2008): 521–34. http://dx.doi.org/10.1080/01443410701846119.

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Flanagan, India M. L., Katherine M. Auty, and David P. Farrington. "Parental supervision and later offending: A systematic review of longitudinal studies." Aggression and Violent Behavior 47 (July 2019): 215–29. http://dx.doi.org/10.1016/j.avb.2019.06.003.

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