WorldWideScience

Sample records for positive parenting skills

  1. Development of a Positive Youth Development Program: Helping Parents to Improve Their Parenting Skills

    Directory of Open Access Journals (Sweden)

    Daniel T.L. Shek

    2006-01-01

    Full Text Available The Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programs is a positive youth development program that attempts to promote holistic development in adolescents in Hong Kong. In the Tier 2 Program of this project, social workers are expected to develop positive youth development programs for adolescents having greater psychosocial needs. They are required to submit proposals that will be evaluated in terms of whether the proposals are evidence based, and appropriate evaluation mechanisms are included. With reference to the literature on parental control processes that Chinese parents may be loose in their behavioral control and they tend to overemphasize academic excellence, it is argued that improvement of the parenting skills of parents of Chinese adolescents is an important area to be addressed. To facilitate social workers to prepare the related proposals, a sample proposal on how to improve the parenting skills of Chinese parents is described, including its conceptual framework, proposed program, and evaluation plan. It is argued that this supportive approach (i.e., preparation of a sample proposal can help social workers to develop quality proposals on positive youth development programs in Hong Kong.

  2. An online positive parenting skills programme for paediatric traumatic brain injury: feasibility and parental satisfaction.

    Science.gov (United States)

    Antonini, Tanya N; Raj, Stacey P; Oberjohn, Karen S; Wade, Shari L

    2012-09-01

    We examined the feasibility of and parental satisfaction with a training programme for parents with children who had suffered traumatic brain injury (TBI). Families who did not have a home computer and/or webcam were loaned the necessary equipment. Skype was used for videoconferencing. After the initial treatment session in the family's home, the remaining nine sessions were conducted online. Each session had two parts: (1) a self-guided web session with information about a particular skill; (2) a videoconference session with the therapist. Three of the 20 families (15%) dropped out prior to the final 6-month follow-up visit. Of the remaining 17 families, 13 (65% of those enrolled) completed 9-14 sessions. Almost all of the caregivers (87%) said that the Skype sessions were helpful compared to a conventional office visit. Almost all parents were satisfied with the programme and the technology that was used. Parental satisfaction with the programme was not influenced by prior computer ownership or comfort with technology. The programme appears to be feasible for a wide range of parents of children with TBI and provides an alternative to conventional office-based sessions that may not be accessible to all families.

  3. Improving positive parenting skills and reducing harsh and abusive parenting in low- and middle-income countries: a systematic review.

    Science.gov (United States)

    Knerr, Wendy; Gardner, Frances; Cluver, Lucie

    2013-08-01

    Family and youth violence are increasingly recognized as key public health issues in developing countries. Parenting interventions form an important evidence-based strategy for preventing violence, both against and by children, yet most rigorous trials of parenting interventions have been conducted in high-income countries, with far fewer in low- and middle-income countries (LMICs). This systematic review, conducted in line with Cochrane Handbook guidelines, investigated the effectiveness of parenting interventions for reducing harsh/abusive parenting, increasing positive parenting practices, and improving parent-child relationships in LMICs. Attitudes and knowledge were examined as secondary outcomes. A range of databases were systematically searched, and randomized trials included. High heterogeneity precluded meta-analysis, but characteristics of included studies were described according to type of delivery mode and outcome. Twelve studies with 1580 parents in nine countries reported results favoring intervention on a range of parenting measures. The validity of results for most studies is unclear due to substantial or unclear risks of bias. However, findings from the two largest, highest-quality trials suggest parenting interventions may be feasible and effective in improving parent-child interaction and parental knowledge in relation to child development in LMICs, and therefore may be instrumental in addressing prevention of child maltreatment in these settings. Given the well-established evidence base for parenting interventions in high-income countries, and increasingly good evidence for their applicability across cultures and countries, there is now an urgent need for more rigorously evaluated and reported studies, focusing on youth outcomes as well as parenting, adapted for contexts of considerable resource constraints.

  4. Positive Impacts of a Vegetable Cooking Skills Program among Low-Income Parents and Children.

    Science.gov (United States)

    Overcash, Francine; Ritter, Allison; Mann, Traci; Mykerezi, Elton; Redden, Joseph; Rendahl, Aaron; Vickers, Zata; Reicks, Marla

    2017-12-12

    To evaluate the impact of a vegetable-focused cooking skills and nutrition program on parent and child psychosocial measures, vegetable liking, variety, and home availability. Baseline and postcourse surveys collected 1-week after the course. Low-income communities in Minneapolis-St Paul. Parent-child dyads (n = 89; one third each Hispanic, African American, and white) with complete pre-post course data; flyer and e-mail recruitment. Six 2-hour-weekly sessions including demonstration, food preparation, nutrition education lessons, and a meal. Parental cooking confidence and barriers, food preparation/resource management, child self-efficacy and cooking attitudes, vegetable liking, vegetable variety, and vegetable home availability. Pre-post changes analyzed with paired t test or Wilcoxon signed-rank tests. Results were significant at P cooking confidence (4.0 to 4.4/5.0), healthy food preparation (3.6 to 3.9/5.0), child self-efficacy (14.8 to 12.4; lower score = greater self-efficacy), parent liking of vegetables used in the course (7.8 to 8.1/10.0), vegetable variety (30 to 32/37 for parent, 22 to 24/37 for child), and home vegetable availability (16 to 18/35) (all P cooking and nutrition program for parents and children showed improvements in psychosocial factors, vegetable liking, variety, and home availability. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  5. Parent-child positivity and romantic relationships in emerging adulthood : Congruence, compensation, and the role of social skills

    NARCIS (Netherlands)

    Kretschmer, Tina; Vollebergh, Wilma; Oldehinkel, Albertine J.

    Romantic relationship quality in adolescence and early adulthood has often been linked to earlier parent-child relationship quality but it is possible that these links are nonlinear. Moreover, the role of social skills as mediator of associations between parent-child and romantic relations has been

  6. Parent-Child Positivity and Romantic Relationships in Emerging Adulthood: Congruence, Compensation, and the Role of Social Skills

    Science.gov (United States)

    Kretschmer, Tina; Vollebergh, Wilma; Oldehinkel, Albertine J.

    2017-01-01

    Romantic relationship quality in adolescence and early adulthood has often been linked to earlier parent-child relationship quality but it is possible that these links are nonlinear. Moreover, the role of social skills as mediator of associations between parent-child and romantic relations has been discussed but not rigorously tested. Using data…

  7. Parent-child positivity and romantic relationships in emerging adulthood : Congruence, compensation, and the role of social skills

    NARCIS (Netherlands)

    Kretschmer, Tina; Vollebergh, Wilma; Oldehinkel, Albertine J.

    2017-01-01

    Romantic relationship quality in adolescence and early adulthood has often been linked to earlier parent-child relationship quality but it is possible that these links are nonlinear. Moreover, the role of social skills as mediator of associations between parent-child and romantic relations has been

  8. Promoting positive parenting: an annotated bibliography.

    Science.gov (United States)

    Ahmann, Elizabeth

    2002-01-01

    Positive parenting is built on respect for children and helps develop self-esteem, inner discipline, self-confidence, responsibility, and resourcefulness. Positive parenting is also good for parents: parents feel good about parenting well. It builds a sense of dignity. Positive parenting can be learned. Understanding normal development is a first step, so that parents can distinguish common behaviors in a stage of development from "problems." Central to positive parenting is developing thoughtful approaches to child guidance that can be used in place of anger, manipulation, punishment, and rewards. Support for developing creative and loving approaches to meet special parenting challenges, such as temperament, disabilities, separation and loss, and adoption, is sometimes necessary as well. This annotated bibliography offers resources to professionals helping parents and to parents wishing to develop positive parenting skills.

  9. Parenting Skills: Tips for Raising Teens

    Science.gov (United States)

    ... adult is no small task. Understand the parenting skills you need to help guide your teen. By ... teen and encourage responsible behavior. Use these parenting skills to deal with the challenges of raising a ...

  10. Modifying the 'Positive Parenting Program' for parents with intellectual disabilities.

    Science.gov (United States)

    Glazemakers, I; Deboutte, D

    2013-07-01

    Many parents with intellectual disabilities (ID) want and/or need professional guidance and support to learn skills and strategies to prevent and manage child behaviour problems. However, the available support is rarely suitable, and suitable support is rarely available. The aim of this study was to determine whether a popular mainstream parenting training programme, known as 'Group Triple P' (Positive Parenting Program), could be successfully modified for this parent group. A pilot study was undertaken to determine whether a modified version of Group Triple P would engage and retain parents with ID. A non-experimental, pre-test post-test study, involving a total of 30 parents with ID, was then undertaken to obtain preliminary efficacy data. Parent engagement and participation levels were high. No parent 'dropped out' of the programme. After completing the modified Group Triple P programme, parents reported a decrease in psychological distress, maladaptive parenting and child conduct problems. Parents reported high levels of satisfaction with the information and support they received. Research-informed adaptation of mainstream behavioural family interventions, such as Group Triple P, could make 'suitable support' more readily available, and more engaging for parents with ID. © 2012 The Authors. Journal of Intellectual Disability Research © 2012 John Wiley & Sons Ltd, MENCAP & IASSID.

  11. Parenting That Works: Building Skills That Last a Lifetime.

    Science.gov (United States)

    Christophersen, Edward R.; Mortweet, Susan L.

    Noting that from babyhood through the school years, children learn by observing and interacting with their parents, this book draws on nearly 40 years of combined professional experience to offer practical advice, explain proven strategies, and identify the fundamental skills parents need to encourage positive behavior without the need for…

  12. Positive Parenting and Challenging Children

    Science.gov (United States)

    Knoll, Melissa

    2007-01-01

    Positive parenting focuses on developing proactive ways to teach and reinforce desirable behaviors, as opposed to focusing on reacting to and attempting to decrease negative behaviors. Dr. Sheldon Braaten, Executive Director of Behavioral Institute for Children and Adolescents, offers some keys for setting up and using a positive reinforcement…

  13. Parenting Skills and Emotional Availability: An RCT.

    Science.gov (United States)

    Yousafzai, Aisha K; Rasheed, Muneera A; Rizvi, Arjumand; Armstrong, Robert; Bhutta, Zulfiqar A

    2015-05-01

    To investigate whether a responsive stimulation intervention delivered to caregivers of young children either alone or integrated with nutrition interventions would benefit parenting skills and emotional availability to promote children's development and growth compared with either a nutrition intervention alone or the usual standard of care. A cluster randomized factorial effectiveness trial was implemented in an impoverished community in Pakistan. The 4 trial arms were control (usual standard of care), responsive stimulation (responsive care and stimulation), enhanced nutrition (education and multiple micronutrients), and a combination of both enriched interventions. The 4 intervention packages were delivered by community health workers to 1489 mother-infant dyads in the first 2 years of life. Parenting skills and emotional availability indexed by mother-child interaction, caregiving environment, knowledge and practices pertaining to early childhood care and feeding, and maternal depressive symptoms were assessed at multiple intervals. An intention-to-treat factorial analysis was conducted. Intervention groups were comparable at baseline. Responsive stimulation significantly benefitted parenting skills with large effect sizes on mother-child interaction (Cohen's d 0.8), caregiving environment (Cohen's d 0.9-1.0), and knowledge and practices (Cohen's d 0.7-1.1) compared with small-modest significant effects as a result of nutrition intervention on mother-child interaction and caregiving environment only (Cohen's d 0.4 and 0.2, respectively). The combined intervention had a small significant effect on decreasing maternal depressive symptoms over time (Cohen's d 0-0.2). A responsive stimulation intervention can promote positive caregiving behaviors among impoverished families. Additional research is needed on interventions to reduce maternal depressive symptoms. Copyright © 2015 by the American Academy of Pediatrics.

  14. Parental management of peer relationships and early adolescents' social skills.

    Science.gov (United States)

    Mounts, Nina S

    2011-04-01

    Despite a growing body of research on parental management of peer relationships, little is known about the relationship between parental management of peers and early adolescents' social skills or the precursors to parental management of peer relationships. The goals of this short-term longitudinal investigation were to examine the relationship between parental management of peers (consulting and guiding), conflict about peers, and adolescents' social skills (cooperation, assertion, responsibility, empathy, and self-control) and to examine potential precursors (goals of improving peer relationships and beliefs about authority over peer relationships) to parental management of peer relationships. A predominantly White sample (71%) of 75 seventh-graders (57% female) and their primary caregivers participated in the 9-month investigation. Caregivers completed questionnaires regarding goals of improving their adolescents' peer relationships, beliefs about parental authority over peer relationships, parental management of peers, and adolescents' social skills. Adolescents completed questionnaires regarding their social skills. Path analyses suggest that a greater number of caregivers' goals of improving peer relationships and higher beliefs about parental authority over peers were related to higher levels of consulting, guiding, and conflict about peers. Higher levels of conflict about peers in conjunction with higher levels of consulting were related to lower levels of assertion and responsibility in peer relationships over time. When parents reported having a greater number of goals of improving peer relationships, adolescents reported higher levels of cooperation, assertion, empathy, and self control over time. Findings suggest that caregivers' goals and beliefs are important in predicting parental management of peer relationships and adolescents' social skills over time, and that conflict about peers undermines caregivers' efforts to be positively involved in

  15. Predictive Power of Parenting Styles on Children’s Social Skills

    Directory of Open Access Journals (Sweden)

    Daniel Bartholomeu

    2016-04-01

    Full Text Available The aim of this study was to investigate the relationship between parenting styles and children’s social skills, establishing significant correlations between those two constructs. A total of 202 children, 7 to 10 years old, male and female, attending second to fourth year of government schools in São Paulo, Brazil, were participants of this research. They collectively completed Children’s Social Skills Test (THAS-C and Parental Styles Inventory (IEP. Results suggest that positive parental styles are predictors of altruism, while negative parental styles are predictors of assertiveness, conversation, and social confidence. Regarding general social skills, variables that offered the best probable model were positive monitoring, lax discipline, moral behavior, and physical abuse (the higher the general social skill, the lesser the abusive parenting styles. As a conclusion, it seems that different social skills are related to positive and negative parenting styles, reinforcing the idea of a social skill as an attribute of behavior.

  16. Examination on Validity of Mothers' Parenting Skills Scale: The Relationship among Scale for Mother's Cognitive and Affective Attitudes on Adolescent and Mother's parenting Attitude toward Adolescent Child

    OpenAIRE

    渡邉, 賢二; 平石, 賢二; WATANABE, Kenji; HIRAISHI, Kenji

    2009-01-01

    The purpose of this study was to examine the validity of parenting skills scale, and the relationship among the parenting skills scale and scale for mother's cognitive and affective attitudes on adolescent and mother's parenting attitude toward adolescent child. 3 subscales of the parenting skills were positively related to "positive cognition and affection" and negatively related to "negative cognition and affection." They were negatively related to "sense of uncertainly" and positively rela...

  17. Consistent feeding positions of great tit parents

    NARCIS (Netherlands)

    Lessells, C.M.; Poelman, E.H.; Mateman, A.C.; Cassey, Ph.

    2006-01-01

    When parent birds arrive at the nest to provision their young, their position on the nest rim may influence which chick or chicks are fed. As a result, the consistency of feeding positions of the individual parents, and the difference in position between the parents, may affect how equitably food is

  18. Relations among Positive Parenting, parent-child Relationship, and Empathy

    DEFF Research Database (Denmark)

    Wu, Liyun; Zhang, Xingli; Shi, Jiannong

    This study demonstrated relations among 2 features of positive parenting——supportive responsiveness to distress and warmth ,parent-child relationship and empathy.171 children aged 8-10 years (mean age = 9.31 years, 89 girls) participated in the study.In school,participants completed Empathic......,Prosocial Response to Another’s Distress Scale,Parental Acceptance-Rejection Questionnaire, Coping with Children’s Negative Emotions Questionaire,Network of Relationships Inventory. Results showed that: (1)Parents' supportive responsiveness to distress, but not warmth, predicted children's empathy.(2)Near parent-child...... parent-child relationship....

  19. Parenting Styles and Home Literacy Opportunities: Associations with Children's Oral Language Skills

    Science.gov (United States)

    Bingham, Gary E.; Jeon, Hyun-Joo; Kwon, Kyong-Ah; Lim, Chaehyun

    2017-01-01

    This study examined associations among parenting style, home literacy practices, and children's language skills. A total of 181 ethnically diverse parents, primarily African American, and their preschool-aged child participated. Results suggest that an authoritative parenting style was positively associated with informal home literacy (book…

  20. [Parents' and Children's Perspectives of Parental Mediation Strategies in Association with Children's Internet Skills].

    Science.gov (United States)

    Glüer, Michael; Lohaus, Arnold

    2018-02-01

    Parents' and Children's Perspectives of Parental Mediation Strategies in Association with Children's Internet Skills The purpose of this study was to examine the association of parental mediation strategies (from parents' and children's perspective) and children's internet skills. In total 194 parent-child dyads were questioned about their parent's mediation strategies. The children (fifth to ninth grade) additionally answered questions about their internet skills and the amount of time they spent daily on the internet. Parents' and children's ratings of the parental mediation strategies showed moderate associations. Parents reported to use more often mediation strategies than was perceived by their children. The mediation strategies had only limited value for the prediction of the children's internet skills. Parents' and children's perspective about restrictive content mediation were both negatively associated to children's internet skills. After controlling for children's age, sex and time spent daily on the internet, results showed that only congruencies between children's and parental perspectives regarding the parental restrictive content mediation were associated with decreased technical and social internet skills. Additionally, discrepancies between the children's and parental perspectives regarding the parental use of technical mediation were associated with decreased technical internet skills. Discrepancies regarding the parental mediation strategy monitoring were related to increased information navigation skills.

  1. Do parents' social skills influence their chidren's sociability?

    OpenAIRE

    Okumura, Tsunao; Usui, Emiko

    2010-01-01

    This paper examines the effect of parents' social skills on children's sociability, using the U.S. National Longitudinal Survey of Youth 1979 (NLSY79). This survey, like some other national surveys, lacks detailed information on parents; to remedy this deficiency, we construct a measure of parents' sociability skills based on their occupational characteristics from the Dictionary of Occupational Titles (DOT). The sociability relationship varies across parents and children by gender, but remai...

  2. Do Parents' Social Skills Influence Their Children's Sociability?

    OpenAIRE

    Okumura, Tsunao; Usui, Emiko

    2010-01-01

    This paper examines the effect of parents' social skills on children's sociability, using the U.S. National Longitudinal Survey of Youth 1979 (NLSY79). This survey, like some other national surveys, lacks detailed information on parents; to remedy this deficiency, we construct a measure of parents' "sociability" skills based on their occupational characteristics from the Dictionary of Occupational Titles (DOT). The sociability relationship varies across parents and children by gender, but rem...

  3. Marital relationship, parenting practices, and social skills development in preschool children.

    Science.gov (United States)

    Hosokawa, Rikuya; Katsura, Toshiki

    2017-01-01

    This study examined the pathways by which destructive and constructive marital conflict leading to social skills development in preschool children, are mediated through negative and positive parenting practices. Mothers of 2931 Japanese children, aged 5-6 years, completed self-report questionnaires regarding their marital relationship (the Quality of co-parental communication scale) and parental practices (the Alabama parenting questionnaire). The children's teachers evaluated their social skills using the Social skills scale. Path analyses revealed significant direct paths from destructive marital conflict to negative parenting practices and lower scores on the self-control component of social skills. In addition, negative parenting practices mediated the relationship between destructive marital conflict and lower scores on cooperation, self-control, and assertion. Our analyses also revealed significant direct paths from constructive marital conflict to positive parenting practices, and higher scores on cooperation and assertion. Positive parenting practices mediated the relationship between constructive marital conflict and higher scores on self-control and assertion. These findings suggest that destructive and constructive marital conflict may directly and indirectly influence children's social skills development through the mediation of parenting practices.

  4. Associations between parental skills and their attitudes toward importance to develop good oral hygiene skills in their children.

    Science.gov (United States)

    Vanagas, Giedrius; Milasauskiene, Zemyna; Grabauskas, Vilius; Mickeviciene, Ausra

    2009-01-01

    For many years, poor oral hygiene and frequent consumption of sugars is known as key behavioral risk factors for oral diseases, such as dental caries and periodontal disease. Parental attitudes toward children's oral health could be associated with their own oral health skills. We aimed to analyze associations between parental skills and attitudes toward caries development and possibilities to control positive oral health behavior in their children. A cross-sectional study involved 550 parents of 3- to 4-year-old children. A 40-item questionnaire was developed from the Theory of Planned Behavior, Health Belief Model and the Health Locus of Control model, and parental attitudes toward dental caries in their children were analyzed. A total of 397 filled-in questionnaires were collected; the response rate was 72%. Parents with good own oral hygiene skills significantly more often understood the importance of brushing their children's teeth (chi(2)=29.8; df=1; Pimportance to prevent tooth decay (chi(2)=3.1; df=1; P=0.051), importance to control sugar snacking (chi(2)=10.6; df=1; P=0.001), and parental perceived seriousness of tooth decay in children (chi(2)=9.2; df=1; P=0.002) comparing parents with poor and good oral hygiene skills. Differences in parental efficacy to control proper toothbrushing and parental efficacy to control sugar snacking in children were not significant comparing both groups. More than half (61%) of the parents have reported appropriate own oral hygiene skills. Parental attitudes toward children's oral health were significantly associated with their own oral health behavior and understanding the importance of development of oral hygiene skills in their children.

  5. Parent assessment of medical student skills in ambulatory pediatrics

    OpenAIRE

    Erika Persson; Christina Haines; Mia Lang

    2013-01-01

    Background: Partnership with parents is a vital part of pediatric medical education, yet few studies have examined parent attitudes towards learners in pediatric settings. Methods: Questionnaires were used to determine parent and student assessment of professional and clinical skills (primary outcome) and parent attitudes towards 3rd year medical students (secondary outcome) at the University of Alberta. Chi Square, Kendall’s Tau and Kappa coefficients were calculated to compare parent an...

  6. Parental Management of Peer Relationships and Early Adolescents' Social Skills

    Science.gov (United States)

    Mounts, Nina S.

    2011-01-01

    Despite a growing body of research on parental management of peer relationships, little is known about the relationship between parental management of peers and early adolescents' social skills or the precursors to parental management of peer relationships. The goals of this short-term longitudinal investigation were to examine the relationship…

  7. Social Skills Scores: The Impact of Primary School Population Characteristics and Parental Involvement

    Science.gov (United States)

    Dekker, Karien; Kamerling, Margje

    2017-01-01

    Purpose: The paper aims to examine to what extent and why parental involvement as well as characteristics of ethnic school population influence social skills scores (social position, behavioural skills) of students. Design/methodology/approach: The study used the COOL5-18 database (2010) that included 553 Dutch primary schools and nearly 38,000…

  8. Parent Personality and Positive Parenting as Predictors of Positive Adolescent Personality Development over Time

    Science.gov (United States)

    Schofield, Thomas J.; Conger, Rand D.; Donnellan, M. Brent; Jochem, Rachel; Widaman, Keith F.; Conger, Katherine J.

    2012-01-01

    We investigated the degree to which parent positive personality characteristics in terms of conscientiousness, agreeableness, and emotional stability predict similar adolescent personality traits over time, as well as the role played by positive parenting in this process. Mothers and fathers of 451 White adolescents (52% female, mean age = 13.59…

  9. The relation of parent-child interaction qualities to social skills in children with and without autism spectrum disorders.

    Science.gov (United States)

    Haven, Erin L; Manangan, Christen N; Sparrow, Joanne K; Wilson, Beverly J

    2014-04-01

    This study examined associations between parent-child interactions and the development of social skills in 42 children (21 typically developing and 21 with autism spectrum disorders) between the ages of 3 years, 0 months and 6 years, 11 months. We expected that positive parent-child interaction qualities would be related to children's social skills and would mediate the negative relation between children's developmental status (typical development vs autism spectrum disorders) and social skills. Videotapes of parents and children during a 5-min wordless book task were coded for parent positive affect and emotional support as well as parent-child cohesiveness. Emotional support and cohesiveness were significantly related to children's social skills, such that higher emotional support and cohesiveness were associated with higher social skills, R (2) = .29, p = .02, and R (2) = .38, p = .002, respectively. Additionally, cohesiveness mediated the relation between children's developmental status and social skills. These findings suggest that parent emotional support and cohesiveness between parents and children positively influence children's social skills. Parent positive affect was unrelated to social skills. Implications of these findings for social skills interventions are discussed, particularly for young children with autism spectrum disorders.

  10. Parent-Implemented Behavioral Skills Training of Social Skills

    Science.gov (United States)

    Dogan, Rebecca K.; King, Melissa L.; Fischetti, Anthony T.; Lake, Candice M.; Mathews, Therese L.; Warzak, William J.

    2017-01-01

    Impairment in social skills is a primary feature of Autism Spectrum Disorders (ASDs). Research indicates that social skills are intimately tied to social development and negative social consequences can persist if specific social behaviors are not acquired. The present study evaluated the effects of behavioral skills training (BST) on teaching…

  11. The Relationship between Parents' Literacy Skills and Their Preschool Children's Emergent Literacy Skills

    Science.gov (United States)

    Taylor, Nicole A.; Greenberg, Daphne; Terry, Nicole Patton

    2016-01-01

    The aim of the present study was to investigate the correlational and predictive relationships between parents with low literacy skills (n = 96) and their 3-5 year old children's emergent literacy skills (n = 96). In the study parents were assessed on measures of reading comprehension, decoding, fluency, oral vocabulary, and word identification,…

  12. A systematic review of interventions to promote social support and parenting skills in parents with an intellectual disability.

    Science.gov (United States)

    Wilson, S; McKenzie, K; Quayle, E; Murray, G

    2014-01-01

    The family support needs of parents with an intellectual disability (ID) are relatively unknown. This paper reviewed two types of intervention for parents with ID: those designed to strengthen social relationships and those teaching parenting skills. A literature search was conducted using electronic databases and a limited number of evaluative studies were found. The evidence for interventions aimed at strengthening social relationships was inconclusive; although positive changes were observed, there were limitations in study design which restricted the generalizability of the results. The evidence for parental skills teaching suggested that behavioural based interventions are more effective than less intensive forms such as lesson booklets and the provision of normal services, although these studies also had limitations. There is a need for further large scale controlled studies in this area to provide clearer evidence and to explore additional factors relating to child, parent and family which may impact on outcomes. © 2013 John Wiley & Sons Ltd.

  13. [Evaluation a parenting skills pilot programme from a public health perspective].

    Science.gov (United States)

    Ramos, Pilar; Vázquez, Noelia; Pasarín, M Isabel; Artazcoz, Lucía

    2016-01-01

    To evaluate the process and the results of the pilot phase of the Parenting skills development programme for families (PSP), an evidence-based strategy to promote positive parenting skills in socio-educational and community settings. Before-after quasi-experimental design without a control group for the evaluation of the pilot phase of the PSD carried out in Barcelona (Spain) between October 2011 and June 2013. Eleven groups were established with the participation of 128 parents and 28 professionals. The intervention consisted of 10 or 11 sessions. Information was collected through questionnaires for parents and in-depth individual or group interviews for professionals. Parenting skills were identified through a questionnaire with six dimensions. The situation before the intervention (T0) and immediately after (T1) was compared. In T1 the number of participants decreased to 83 (retention=64.8%). Participants showed a high level of satisfaction with different dimensions of the program. On a maximum score of 10, the satisfaction of professionals was 8.7. Several key aspects and areas for improvement were identified for the future of the intervention. The quantitative analysis revealed improvements in all parenting skills dimensions and these improvements were consistent with the results of the qualitative analysis. The results of the pilot phase of this program suggest that a universal intervention on parenting skills can improve wellbeing among parents. Copyright © 2015 SESPAS. Published by Elsevier Espana. All rights reserved.

  14. Parent assessment of medical student skills in ambulatory pediatrics

    Directory of Open Access Journals (Sweden)

    Erika Persson

    2013-09-01

    Full Text Available Background: Partnership with parents is a vital part of pediatric medical education, yet few studies have examined parent attitudes towards learners in pediatric settings. Methods: Questionnaires were used to determine parent and student assessment of professional and clinical skills (primary outcome and parent attitudes towards 3rd year medical students (secondary outcome at the University of Alberta. Chi Square, Kendall’s Tau and Kappa coefficients were calculated to compare parent and student responses in 8 areas: communication, respect, knowledge, listening, history taking, physical examination, supervision, and overall satisfaction. Results: Overall satisfaction with medical student involvement by parents was high: 56.7% of all parents ranked the encounter as ‘excellent’. Areas of lesser satisfaction included physician supervision of students. Compared to the parent assessment, students tended to underrate many of their skills, including communication, history taking and physical exam. There was no relationship between parent demographics and their attitude to rating any of the students’ skills. Conclusions: Parents were satisfied with medical student involvement in the care of their children. Areas identified for improvement included increased supervision of students in both history taking and physical examination. This is one of the largest studies examining parent attitudes towards pediatric students. The results may enhance undergraduate curriculum development and teaching in pediatric ambulatory clinics and strengthen the ongoing partnership between the community and teaching clinics.

  15. Direct and Indirect Psychosocial Outcomes for Children with Autism Spectrum Disorder and their Parents Following a Parent-involved Social Skills Group Intervention.

    Science.gov (United States)

    Weiss, Jonathan A; Viecili, Michelle A; Sloman, Leon; Lunsky, Yona

    2013-11-01

    This study examined the direct and indirect outcomes of a social skills group intervention for children with high functioning autism spectrum disorders and their parents. Thirty-five children and their parents participated in the program evaluation. Children and parents completed measures of child social skills and problem behaviors. Children reported on their self-concept, and parents reported on their psychological acceptance and empowerment. Results indicate significant increases in overall child social skills according to parent and child report, in child general self-worth, and in parent service empowerment and psychological acceptance. While past program evaluations of social skills groups highlight changes in social competence, taking a broader perspective on the types of positive outcomes suggests potential benefits for both child and parent.

  16. Celebrating the health literacy skills of parents: A photovoice study.

    Science.gov (United States)

    Estacio, Emee Vida; Nathan, Lavinia; Protheroe, Joanne

    2018-03-01

    Parents play a vital role in promoting children's health. The parental health literacy skills are important since the decisions they make can have an impact on other family members' health and well-being. Using an assets-based approach, this project aimed to explore the skills parents use to communicate health messages with their children and how they manage their family's health. Six adult parents of children aged 0-16 years old took part in this photovoice study. The thematic analysis suggests that tapping into the creativity of parents through the gamification of health messages and encouraging children's independence are effective ways to promote healthy behaviors. Trusting their instincts and developing good relationships with healthcare providers were also seen as important. However, there is still a need to improve confidence and skills, particularly on how to critically appraise information, especially in this digital age where sources of information are vast and conflicting messages could arise.

  17. TIPS (Toward Improved Parenting Skills) for Deaf Parents with Hearing Children.

    Science.gov (United States)

    Western Pennsylvania School for the Deaf, Pittsburgh.

    This packet contains seven brochures developed during a project on literacy education and parenting skills for deaf parents of young hearing children (DP/HC). The topics of the brochures are as follows: behavior management, self-esteem, speech development in children, language development, nutrition, safety, and deaf parents in a hearing child's…

  18. EARLY POSTPARTUM PARENTAL PREOCCUPATION AND POSITIVE PARENTING THOUGHTS: RELATIONSHIP WITH PARENT-INFANT INTERACTION.

    Science.gov (United States)

    Kim, Pilyoung; Mayes, Linda; Feldman, Ruth; Leckman, James F; Swain, James E

    2013-01-01

    Parenting behaviors and parent-infant emotional bonding during the early postpartum months play a critical role in infant development. However, the nature and progression of parental thoughts and their relationship with interactive behaviors have received less research. The current study investigated the trajectory of parental thoughts and behaviors among primiparous mothers ( n = 18) and fathers ( n = 15) and multiparous mothers ( n = 13) and fathers ( n = 13), which were measured at the first and third postpartum month. At the third postpartum month, the relationship between parental thoughts and parental interactive behaviors also was tested. Mothers and fathers showed high levels of preoccupations and caregiving thoughts during the first postpartum month that significantly declined by the third postpartum month. In contrast, positive thoughts about parenting and the infant increased over the same time interval. Mothers presented higher levels of preoccupations and positive thoughts than did fathers, and first-time parents reported more intense preoccupations than did experienced parents. Although maternal sensitivity was inversely related to maternal anxious thoughts, paternal sensitivity was predicted by higher levels of anxious as well as caregiving and positive thoughts.

  19. Parental Writing Support and Preschoolers' Early Literacy, Language, and Fine Motor Skills

    Science.gov (United States)

    Bindman, Samantha W.; Skibbe, Lori E.; Hindman, Annemarie H.; Aram, Dorit; Morrison, Frederick J.

    2014-01-01

    The current study examines the nature and variability of parents' aid to preschoolers in the context of a shared writing task, as well as the relations between this support and children's literacy, vocabulary, and fine motor skills. In total, 135 preschool children (72 girls) and their parents (primarily mothers) in an ethnically diverse, middle-income community were observed while writing a semi-structured invitation for a pretend birthday party together. Children's phonological awareness, alphabet knowledge, word decoding, vocabulary, and fine motor skills were also assessed. Results revealed that parents provided variable, but generally low–level, support for children's approximation of sound-symbol correspondence in their writing (i.e., graphophonemic support), as well as for their production of letter forms (i.e., print support). Parents frequently accepted errors rather than asking for corrections (i.e., demand for precision). Further analysis of the parent-child dyads (n = 103) who wrote the child's name on the invitation showed that parents provided higher graphophonemic, but not print, support when writing the child's name than other words. Overall parental graphophonemic support was positively linked to children's decoding and fine motor skills, whereas print support and demand for precision were not related to any of the child outcomes. In sum, this study indicates that while parental support for preschoolers' writing may be minimal, it is uniquely linked to key literacy-related outcomes in preschool. PMID:25284957

  20. Simulated parents: developing paediatric trainees' skills in giving bad news.

    Science.gov (United States)

    Gough, Jenny K; Frydenberg, Alexis R; Donath, Susan K; Marks, Michael M

    2009-03-01

    In curriculum documents for medicine in undergraduate, post-graduate and continuing professional development, there is now a focus on communication skills. The challenges are to place communication skills in the crowded curriculum and then to construct and sustain a programme that uses an evidence-based approach to the teaching and learning of communication skills. For 6 years, we have conducted a programme that involves simulated parents supporting junior medical staff to refine their skills in communication, particularly in giving parents bad news. The aim of our study was to obtain a better understanding of the trainees' experiences of the programme. Nine junior residents individually worked through two scenarios and received feedback from the simulated parent. They gave bad news to a simulated parent/actor who then gave feedback. A recording of the simulation was provided for discussion with a designated colleague at an arranged time. The tapes were then separately appraised by two independent raters - another actor and a paediatrician. Brief written reports and conducted semi-structured interviews provided more insights into the trainees' experience of the simulation. Other participating medical/medical education staff were interviewed about the simulation programme. Five themes emerged from the qualitative data: timeliness, emotional safety, the complexity of communication, practical usefulness and the challenge of effecting change. In addition, the ratings of the videos helped to clarify those 'parent-centred' communication skills that trainees may neglect in difficult conversations: 'ask about support', 'encourage the parent to ask questions' and 'repeat key messages'. The evaluation highlighted the value of an early-career experiential programme to highlight the importance of communication skills in post-graduate paediatrics practice.

  1. Externalizing symptoms moderate associations among interpersonal skills, parenting, and depressive symptoms in adolescents seeking mental health treatment.

    Science.gov (United States)

    Rodriguez, Erin M; Donenberg, Geri R; Emerson, Erin; Wilson, Helen W; Javdani, Shabnam

    2015-04-01

    Adolescents' interpersonal skills are associated with fewer teen depressive symptoms and more positive parenting, but little is known about how teens' externalizing problems moderate these relationships. This study examines links among teens' interpersonal skills, parenting, and withdrawn-depressed symptoms in adolescents seeking outpatient psychiatric treatment with elevated or non-elevated externalizing problems. Adolescents (N = 346; 42 % female; 61 % African-American) ages 12-19 years old (M = 14.9; SD = 1.8) and parents completed assessments at baseline and 6 months. At baseline parents and teens reported on teen withdrawn-depressed and externalizing symptoms, and were observed interacting to assess teen interpersonal skills. At 6 months adolescents reported on parenting, and parents and teens reported on teen withdrawn-depressed symptoms. Structural equation modeling tested two models (one with teen reported symptoms and one with parent reported symptoms). Model fit was better for youth with elevated externalizing problems regardless of reporter. For youth with elevated externalizing problems, baseline teen positive interpersonal skills were not directly associated with 6-month withdrawn-depressed symptoms, but more positive parenting was associated with fewer withdrawn-depressed symptoms. In the teen report model, more positive teen interpersonal skills were associated with more positive parenting, and there was a trend for parenting to indirectly account for the relationship between interpersonal skills and withdrawn-depressed symptoms. The findings extend research on the role of externalizing problems in teens' depression risk. Interventions for depression that target interpersonal skills may be particularly effective in youth with elevated externalizing problems.

  2. Parenting Ideals and (Un-)Troubled Parent Positions

    Science.gov (United States)

    Widding, Ulrika

    2015-01-01

    This paper examines how some Swedish parents constructed meanings of parenthood. The parents had completed a state-sponsored parenting programme and were interviewed about their experiences of the programme, their everyday lives, their need for support, ideas about the societal context, and their understandings of "good" and…

  3. Success Skills Curriculum for Teen Single Parents. Bulletin No. 96142.

    Science.gov (United States)

    Hendon, Sarah, Ed.; And Others

    This guide contains the materials required to teach a 36-hour program of competency-based instruction designed to meet the needs of teen single parents who require additional skill building before entering the job market or a job training program. The course is divided into 4 learning modules that cover 18 competencies as follows: taking…

  4. Involving Parents in Teaching Social Communication Skills to Young Children

    Science.gov (United States)

    Weiss, Amy L.; Theadore, Geraldine

    2011-01-01

    This article focuses on why and how speech-language pathologists and other professionals can encourage the involvement of parents in teaching social communication skills to their young children. Four main topics are explored: (1) the evidence that many of the children with special needs served by speech-language pathologists and other…

  5. Parenting in 2 Worlds: Effects of a Culturally Adapted Intervention for Urban American Indians on Parenting Skills and Family Functioning

    Science.gov (United States)

    Kulis, Stephen S.; Ayers, Stephanie L.; Harthun, Mary L.; Jager, Justin

    2016-01-01

    Parenting in 2 Worlds (P2W) is a culturally grounded parenting intervention that addresses the distinctive social and cultural worlds of urban American Indian (AI) families. P2W was culturally adapted through community-based participatory research in three urban AI communities with diverse tribal backgrounds. This paper reports the immediate outcomes of P2W in a randomized controlled trial, utilizing data from 575 parents of AI children (ages 10–17). Parents were assigned to P2W or to the comparison group, an informational family health curriculum, Healthy Families in 2 Worlds (HF2W). Both the P2W and HF2W curricula consisted of 10 workshops delivered weekly by AI community facilitators. Pretests were administered at the first workshop and a post-test at the last workshop. Tests of the efficacy of P2W versus HF2W on parenting skills and family functioning were analyzed with pairwise t-tests, within intervention type, and by baseline adjusted path models using FIML estimation in Mplus. Intervention effect sizes were estimated with Cohen’s d. Participants in P2W reported significant improvements in parental agency, parenting practices, supervision and family cohesion, and decreases in discipline problems and parent-child conflict. Compared to HF2W, P2W participants reported significantly larger increases in parental self-agency and positive parenting practices, and fewer child discipline problems. Most of these desired program effects for P2W approached medium size. Culturally adapted parenting interventions like P2W can effectively strengthen parenting practices and family functioning among urban AI families and help address their widespread need for targeted, culturally grounded programs. PMID:27129476

  6. Parenting Children with Developmental Delays: The Role of Positive Beliefs

    OpenAIRE

    PACZKOWSKI, EMILIE; BAKER, BRUCE L.

    2008-01-01

    Parents of children with developmental delays consistently report higher levels of child behavior problems and also parenting stress than parents of typically developing children. This study examined how mothers' positive beliefs influence the relation between children's behavior problems and mothers' parenting stress among families of children who are developmentally delayed (DD: n = 72) or typically developing (TD: n = 95) and assessed at ages 3, 5, and 7 years. Positive beliefs had a main ...

  7. The Relation of Parent-Child Interaction Qualities to Social Skills in Children with and without Autism Spectrum Disorders

    Science.gov (United States)

    Haven, Erin L.; Manangan, Christen N.; Sparrow, Joanne K.; Wilson, Beverly J.

    2014-01-01

    This study examined associations between parent-child interactions and the development of social skills in 42 children (21 typically developing and 21 with autism spectrum disorders) between the ages of 3 years, 0 months and 6 years, 11 months. We expected that positive parent-child interaction qualities would be related to children's social…

  8. Adaptation of Problem-Solving Skills Training (PSST) for Parent Caregivers of Youth with Chronic Pain

    Science.gov (United States)

    Palermo, Tonya M.; Law, Emily F.; Essner, Bonnie; Jessen-Fiddick, Tricia; Eccleston, Christopher

    2014-01-01

    Research on the experience of parents caring for a child with chronic pain indicates that high levels of parental role stress, feelings of frustration over an inability to help, and psychological distress are common. Moreover, parental distress adversely influences child adjustment to chronic pain. Therefore, intervening with parents of youth with chronic pain may, in turn, result in positive outcomes for children in their ability to engage in positive coping strategies, reduce their own distress, and to function competently in their normal daily lives. Our aim was to adapt an intervention, Problem-Solving Skills Training, previously proven effective in reducing parental distress in other pediatric illness conditions to the population of caregivers of youth with chronic pain. In the first phase, the intervention was adapted based on expert review of the literature and review of parent responses on a measure of pain-related family impact. In the second phase, the intervention was tested in a small group of parents to evaluate feasibility, determined by response to treatment content, ratings of acceptability, and ability to enroll and deliver the treatment visits. This phase included piloting the PSST intervention and all outcome measures at pre-treatment and immediately post-treatment. In an exploratory manner we examined change in parent distress and child physical function and depression from pre- to post-treatment. Findings from this feasibility study suggest that PSST can be implemented with parents of youth with chronic pain, and they find the treatment acceptable. PMID:25422795

  9. Adaptation of Problem-Solving Skills Training (PSST) for Parent Caregivers of Youth with Chronic Pain.

    Science.gov (United States)

    Palermo, Tonya M; Law, Emily F; Essner, Bonnie; Jessen-Fiddick, Tricia; Eccleston, Christopher

    2014-09-01

    Research on the experience of parents caring for a child with chronic pain indicates that high levels of parental role stress, feelings of frustration over an inability to help, and psychological distress are common. Moreover, parental distress adversely influences child adjustment to chronic pain. Therefore, intervening with parents of youth with chronic pain may, in turn, result in positive outcomes for children in their ability to engage in positive coping strategies, reduce their own distress, and to function competently in their normal daily lives. Our aim was to adapt an intervention, Problem-Solving Skills Training, previously proven effective in reducing parental distress in other pediatric illness conditions to the population of caregivers of youth with chronic pain. In the first phase, the intervention was adapted based on expert review of the literature and review of parent responses on a measure of pain-related family impact. In the second phase, the intervention was tested in a small group of parents to evaluate feasibility, determined by response to treatment content, ratings of acceptability, and ability to enroll and deliver the treatment visits. This phase included piloting the PSST intervention and all outcome measures at pre-treatment and immediately post-treatment. In an exploratory manner we examined change in parent distress and child physical function and depression from pre- to post-treatment. Findings from this feasibility study suggest that PSST can be implemented with parents of youth with chronic pain, and they find the treatment acceptable.

  10. Feasibility and preliminary efficacy of a web-based parenting skills program for young children with traumatic brain injury.

    Science.gov (United States)

    Wade, Shari L; Oberjohn, Karen; Burkhardt, Abby; Greenberg, Ira

    2009-01-01

    To report the feasibility and preliminary efficacy of a Web-based parenting skills program to reduce behavior problems following traumatic brain injury (TBI) in young children. Families of 9 children between the ages of 3 and 8 years with TBI, injured less than 24 months earlier, participated in a pilot study of a Web-based parenting skills program designed to increase positive parenting skills and to improve caregiver stress management and coping. The program consisted of 10 core sessions and up to 4 supplemental sessions. Each session consisted of self-guided didactic information, video modeling skills, and exercises. Online sessions were followed by synchronous sessions providing in vivo coaching of target skills. Caregivers completed an average of 12 sessions (range 5-24). Ratings of ease of use and satisfaction were high. Paired t tests revealed significant improvements in target parenting behaviors between baseline and session 2 and between sessions 2 and 4. These improvements were maintained at follow-up. Among the 5 families who completed the follow-up assessment, there were trends for reductions in the overall number of behavior problems. This study provides preliminary evidence of the potential feasibility and efficacy of an online parenting skills intervention for improving positive parenting skills and for reducing child behavior problems following early TBI.

  11. Comparing Emotion Recognition Skills among Children with and without Jailed Parents.

    Science.gov (United States)

    Hindt, Lauren A; Davis, Laurel; Schubert, Erin C; Poehlmann-Tynan, Julie; Shlafer, Rebecca J

    2016-01-01

    Approximately five million children in the United States have experienced a co-resident parent's incarceration in jail or prison. Parental incarceration is associated with multiple risk factors for maladjustment, which may contribute to the increased likelihood of behavioral problems in this population. Few studies have examined early predictors of maladjustment among children with incarcerated parents, limiting scholars' understanding about potential points for prevention and intervention. Emotion recognition skills may play a role in the development of maladjustment and may be amenable to intervention. The current study examined whether emotion recognition skills differed between 3- to 8-year-old children with and without jailed parents. We hypothesized that children with jailed parents would have a negative bias in processing emotions and less accuracy compared to children without incarcerated parents. Data were drawn from 128 families, including 75 children (53.3% male, M = 5.37 years) with jailed parents and 53 children (39.6% male, M = 5.02 years) without jailed parents. Caregivers in both samples provided demographic information. Children performed an emotion recognition task in which they were asked to produce a label for photos expressing six different emotions (i.e., happy, surprised, neutral, sad, angry, and fearful). For scoring, the number of positive and negative labels were totaled; the number of negative labels provided for neutral and positive stimuli were totaled (measuring negative bias/overextension of negative labels); and valence accuracy (i.e., positive, negative, and neutral) and label accuracy were calculated. Results indicated a main effect of parental incarceration on the number of positive labels provided; children with jailed parents presented significantly fewer positive emotions than the comparison group. There was also a main effect of parental incarceration on negative bias (the overextension of negative labels); children with

  12. Consolidating parenting skills in children’s facilities

    Directory of Open Access Journals (Sweden)

    Ivana Dokoupilová

    2016-12-01

    Full Text Available The content of this paper is a report on activities in children’s facilities and their ability to influence parenting skills in terms of institutional childcare at an early age. Children’s facilities (infant homes, children’s homes and children’s centres provide comprehensive care for children and parents in cases where, for various reasons, a child’s all-round development is disrupted or their life is in danger. The main purpose of these facilities is to provide adequate childcare as well as to support families when restoring basic functions. On the basis of a survey conducted in children’s facilities, the most frequent difficulties in exercising parenting skills are identified, and subsequently, information on the extent to which children’s facilities contribute to the development of parenting skills and help in the rehabilitation of a family is outlined.

  13. Parent Involvement Intervention in Developing Weight Management Skills for both Parents and Overweight/Obese Children.

    Science.gov (United States)

    Kim, Hee Soon; Park, Jiyoung; Park, Kye-Yeong; Lee, Myung-Nam; Ham, Ok Kyung

    2016-03-01

    The purpose of the study was to evaluate a parent involvement intervention for childhood obesity intended to increase parents' skills in managing children's weight-related behavior and to improve child-parent relationships. Many studies reported on parental influence on childhood obesity, emphasizing parent involvement in prevention and management of childhood obesity. A randomized controlled trial was conducted. Forty-two parents of overweight/obese children were recruited from four cities and randomized to the experimental group or control group. The parental intervention was provided only to parents in the experimental group and consisted of weekly newsletters and text messages for a period of 5 weeks. Exercise classes and nutrition education were provided to all children. Lifestyle Behaviour Checklist and the Child-Parent Relationship Scale (CPRS) were used for measurement of parent outcome. For the child outcome, dietary self-efficacy, exercise frequency, and body mass index were measured. A mixed-design analysis of variance was performed with city location entered as a random effect. After the intervention, CPRS of parents and dietary self-efficacy of children showed an increase in the experimental group (p parents and dietary self-efficacy of children (p parent involvement intervention in promoting child-parent relationship and dietary self-efficacy of children. However, a 5-week parent involvement intervention was not sufficient to produce significant changes in children's body mass index. Further research is needed to investigate effects of parent involvement intervention with long-term evaluation. Copyright © 2016. Published by Elsevier B.V.

  14. Comparing Emotion Recognition Skills among Children with and without Jailed Parents

    Science.gov (United States)

    Hindt, Lauren A.; Davis, Laurel; Schubert, Erin C.; Poehlmann-Tynan, Julie; Shlafer, Rebecca J.

    2016-01-01

    Approximately five million children in the United States have experienced a co-resident parent’s incarceration in jail or prison. Parental incarceration is associated with multiple risk factors for maladjustment, which may contribute to the increased likelihood of behavioral problems in this population. Few studies have examined early predictors of maladjustment among children with incarcerated parents, limiting scholars’ understanding about potential points for prevention and intervention. Emotion recognition skills may play a role in the development of maladjustment and may be amenable to intervention. The current study examined whether emotion recognition skills differed between 3- to 8-year-old children with and without jailed parents. We hypothesized that children with jailed parents would have a negative bias in processing emotions and less accuracy compared to children without incarcerated parents. Data were drawn from 128 families, including 75 children (53.3% male, M = 5.37 years) with jailed parents and 53 children (39.6% male, M = 5.02 years) without jailed parents. Caregivers in both samples provided demographic information. Children performed an emotion recognition task in which they were asked to produce a label for photos expressing six different emotions (i.e., happy, surprised, neutral, sad, angry, and fearful). For scoring, the number of positive and negative labels were totaled; the number of negative labels provided for neutral and positive stimuli were totaled (measuring negative bias/overextension of negative labels); and valence accuracy (i.e., positive, negative, and neutral) and label accuracy were calculated. Results indicated a main effect of parental incarceration on the number of positive labels provided; children with jailed parents presented significantly fewer positive emotions than the comparison group. There was also a main effect of parental incarceration on negative bias (the overextension of negative labels); children with

  15. Comparing emotion recognition skills among children with and without jailed parents

    Directory of Open Access Journals (Sweden)

    Lauren A Hindt

    2016-07-01

    Full Text Available Approximately five million children in the United States have experienced a co-resident parent’s incarceration in jail or prison. Parental incarceration is associated with multiple risk factors for maladjustment, which may contribute to the increased likelihood of behavioral problems in this population. Few studies have examined early predictors of maladjustment among children with incarcerated parents, limiting scholars’ understanding about potential points for prevention and intervention. Emotion recognition skills may play a role in the development of maladjustment and may be amenable to intervention. The current study examined whether emotion recognition skills differed between three- to eight-year-old children with and without jailed parents. We hypothesized that children with jailed parents would have a negative bias in processing emotions and less accuracy compared to children without incarcerated parents. Data were drawn from 128 families, including 75 children (53.3% male, M = 5.37 years with jailed parents and 53 children (39.6% male, M = 5.02 years without jailed parents. Caregivers in both samples provided demographic information. Children performed an emotion recognition task in which they were asked to produce a label for photos expressing six different emotions (i.e., happy, surprised, neutral, sad, angry, fearful. For scoring, the number of positive and negative labels were totaled; the number of negative labels provided for neutral and positive stimuli were totaled (measuring negative bias/overextension of negative labels; and valence accuracy (i.e., positive, negative, neutral and label accuracy were calculated. Results indicated a main effect of parental incarceration on the number of positive labels provided; children with jailed parents presented significantly fewer positive emotions than the comparison group. There was also a main effect of parental incarceration on negative bias (the overextension of negative labels

  16. Mandatory Parent Education Programs Can Create Positive Youth Sport Experiences

    Science.gov (United States)

    Christofferson, Jennifer; Strand, Bradford

    2016-01-01

    Youth sport leaders must not ignore the influence parents have on creating a positive developmental experience for young athletes. Therefore, expectations involving parental involvement and conduct must be addressed prior to athletes' participation. This article aims to examine the importance of creating mandatory parental training programs for…

  17. Relation of Positive and Negative Parenting to Children's Depressive Symptoms

    Science.gov (United States)

    Dallaire, Danielle H.; Pineda, Ashley Q.; Cole, David A.; Ciesla, Jeffrey A.; Jacquez, Farrah; LaGrange, Beth; Bruce, Alanna E.

    2006-01-01

    This study examined the combined and cumulative effects of supportive-positive and harsh-negative parenting behaviors on children's depressive symptoms. A diverse sample of 515 male and female elementary and middle school students (ages 7 to 11) and their parents provided reports of the children's depressive symptoms. Parents provided self-reports…

  18. Parent- and Self-Reported Social Skills Importance in Autism Spectrum Disorder

    Science.gov (United States)

    Rankin, James A.; Weber, Rebecca J.; Kang, Erin; Lerner, Matthew D.

    2016-01-01

    While social skills are commonly assessed in autism spectrum disorder (ASD), little is known about individuals' and families' beliefs regarding importance of these skills. Seventy-four parents and their children with ASD rated social skills importance and severity, as well as ASD-specific deficit severity. Parents and youth rated social skills as…

  19. Parental attributions for positive behaviours in children with autism spectrum disorder.

    Science.gov (United States)

    Bussanich, P; Hartley, S L; Bolt, D

    2017-07-01

    The present study examined parental attributions for positive child behaviour in children with Autism Spectrum Disorder (ASD) and their association with parent outcomes. In total, 175 couples who had a child with ASD (5-12 years) completed measures about the child's positive behaviour, ASD symptoms, functional skills and negative behaviour problems, and their own positive and negative affect and closeness in the parent-child relationship. A comparison group of 170 couples who had a child without a neurodevelopmental disability also completed measures. Dyadic multilevel models were conducted. Parents of children with ASD believed that their child's positive behaviour was due to factors less internal to the child, less stable and less controllable by the child than the comparison group. Beliefs about stability were associated with closeness in the parent-child relationship. Child age and level of impairment and parent education were associated with parental attributions. Interventions that alter parental attributions may offer pathways to increase closeness in the parent-child relationship. © 2017 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

  20. Independent Contributions of Early Positive Parenting and Mother-Son Coercion on Emerging Social Development.

    Science.gov (United States)

    Akcinar, Berna; Shaw, Daniel S

    2018-06-01

    In the current study, we explored associations between parent-child coercion and positive parenting in the toddler period in relation to children's social-behavioral development during the school-age period. The data were drawn from the Pitt Mother & Child Project, a sample of 310 low-income, ethnically diverse boys. Drawing on tenets of both attachment and social learning theory, it was hypothesized that coercive mother-son interaction would lead to reductions in positive maternal parenting in the toddler period, and that both positive parenting and mother-son coercion in the toddler period would contribute to children's conduct problems at school entry and lower social skills and peer rejection in middle childhood. The results were largely confirmed, such that mother-son coercive interaction at 18 months was related to decreases in positive parenting at 24 months. Additionally, mother-son coercive interaction and positive parenting at 24 months were linked to child conduct problems at age 5, which in turn predicted child social skills and peer rejection during middle childhood. In addition to indirect effects through child conduct problems, mother-son coercion continued to be independently related to school-age peer rejection. The findings are discussed with respect to the importance of early coercive interactions in the growth of child social-behavioral development from early to middle childhood.

  1. The Association between Positive Parenting and Externalizing Behavior1

    Science.gov (United States)

    Boeldt, Debra L.; Rhee, Soo Hyun; DiLalla, Lisabeth F.; Mullineaux, Paula Y.; Schulz-Heik, R. Jay; Corley, Robin P.; Young, Susan E.; Hewitt, John. K.

    2011-01-01

    The present study examined the role of positive parenting on externalizing behaviors in a longitudinal, genetically informative sample. It often is assumed that positive parenting prevents behavior problems in children via an environmentally mediated process. Alternatively, the association may be due to either an evocative gene-environment correlation, in which parents react to children’s genetically-influenced behavior in a positive way, or a passive gene-environment correlation, where parents passively transmit a risk environment and the genetic risk factor for the behavioral outcome to their children. The present study estimated the contribution of these processes in the association between positive parenting and children’s externalizing behavior. Positive parenting was assessed via observations at ages 7, 9, 14, 24, and 36 months and externalizing behaviors were assessed through parent report at ages 4, 5, 7, 9, 10, 11, and 12 years. The significant association between positive parenting and externalizing behavior was negative, with children of mothers who showed significantly more positive parenting during toddlerhood having lower levels of externalizing behavior in childhood; however, there was not adequate power to distinguish whether this covariation was due to genetic, shared environmental, or nonshared environmental influences. PMID:22577341

  2. The Association between Positive Parenting and Externalizing Behavior.

    Science.gov (United States)

    Boeldt, Debra L; Rhee, Soo Hyun; Dilalla, Lisabeth F; Mullineaux, Paula Y; Schulz-Heik, R Jay; Corley, Robin P; Young, Susan E; Hewitt, John K

    2012-01-01

    The present study examined the role of positive parenting on externalizing behaviors in a longitudinal, genetically informative sample. It often is assumed that positive parenting prevents behavior problems in children via an environmentally mediated process. Alternatively, the association may be due to either an evocative gene-environment correlation, in which parents react to children's genetically-influenced behavior in a positive way, or a passive gene-environment correlation, where parents passively transmit a risk environment and the genetic risk factor for the behavioral outcome to their children. The present study estimated the contribution of these processes in the association between positive parenting and children's externalizing behavior. Positive parenting was assessed via observations at ages 7, 9, 14, 24, and 36 months and externalizing behaviors were assessed through parent report at ages 4, 5, 7, 9, 10, 11, and 12 years. The significant association between positive parenting and externalizing behavior was negative, with children of mothers who showed significantly more positive parenting during toddlerhood having lower levels of externalizing behavior in childhood; however, there was not adequate power to distinguish whether this covariation was due to genetic, shared environmental, or nonshared environmental influences.

  3. Parent-Adolescent Informant Discrepancies of Social Skill Importance and Social Skill Engagement for Higher-Functioning Adolescents with Autism Spectrum Disorder

    OpenAIRE

    McMahon, Camilla M.; Solomon, Marjorie

    2015-01-01

    Parent- and adolescent-report of social skill importance and social skill engagement on the Social Skills Rating System (Gresham & Elliott, 1990) were assessed in higher-functioning adolescents with Autism Spectrum Disorder (ASD). Compared to parents, adolescents reported that social skills were less important. Additionally, adolescents reported that they engaged in social skills more frequently than parents reported them to be engaging in social skills. Parents, but not adolescents, reported...

  4. Evaluation of a parenting skills program in Russia.

    Science.gov (United States)

    MacKinnon, Lee

    2013-01-01

    This article analyzes participant interviews and the photovoice project of 15 young disadvantaged mothers in Pskov, Russia. The women's statements and photovoice were part of a formative evaluation of the Pskov Positive Parenting Program, designed by the University of Massachusetts Institute for Global Health (IGH) and funded by USAID. The evaluation revealed that the Program met its goal of helping the women learn sensitive caregiving behaviors. The mothers emphasized that the Program met their need for social connection. The young mothers' participation in the positive social network of the group may have been a key ingredient to the Program's success and may have implications for the design of parenting programs cross-culturally.

  5. Effectiveness of Mobile Skill Teaching Software for Parents of Individuals with Intellectual Disability

    Science.gov (United States)

    Cankaya, Serkan; Kuzu, Abdullah

    2018-01-01

    Mobile skill teaching software has been developed for the parents of the children with intellectual disability to be used in teaching daily life skills. The purpose of this research is to investigate the effectiveness of the mobile skill teaching software developed for the use of the parents of the children with intellectual disability. In…

  6. Positive Child Rearing Practices: Parents training for reduce bullying

    OpenAIRE

    González, Brenda; Cabrera, Francisco; Martínez, Kalina

    2017-01-01

    The study aimed at assessing the effectiveness of a positive child rearing program with parents for reducing bullying and incrementing pro-social behavior of their children. Participants were eight couples and two single parents of 10 children identified as bullies. Half of the parents were assigned to a control group and the other half were trained to identify aggressive and pro-social behaviors of their children, as well as their antecedents and consequences. During eight weekly sessions pa...

  7. Expectant Fathers’ Intuitive Parenting: Associations with Parent Characteristics and Postpartum Positive Engagement

    Science.gov (United States)

    Schoppe-Sullivan, Sarah J.; Altenburger, Lauren E.; Settle, Theresa A.; Kamp Dush, Claire M.; Sullivan, Jason M.; Bower, Daniel J.

    2015-01-01

    This study examined expectant fathers’ intuitive parenting behavior, its correlates, and its associations with fathers’ postpartum positive engagement. One hundred eighty-two expectant couples completed the Prenatal Lausanne Trilogue Play in the third trimester of pregnancy. Coders rated expectant fathers’ and mothers’ intuitive parenting behavior during this procedure. Expectant parents also completed surveys regarding their psychological and demographic characteristics. At 3 months postpartum, fathers completed time diaries that assessed the time they spent in developmentally appropriate positive engagement activities with their infants. Examination of correlates of expectant fathers’ intuitive parenting behavior revealed that expectant fathers showed lower levels of these behaviors than expectant mothers, that intuitive parenting behavior was moderately positively associated for mothers and fathers, and that individual differences in expectant fathers’ intuitive parenting behavior were associated with parent demographic and psychological characteristics. In particular, expectant fathers showed greater intuitive parenting behavior when they had greater human capital and more progressive beliefs about parent roles, and when their partners had lower parenting self-efficacy. Findings also indicated that expectant fathers’ greater intuitive parenting behavior was predictive of fathers’ greater subsequent engagement in developmentally appropriate activities at 3 months postpartum, but only when expectant mothers demonstrated low levels of intuitive parenting behavior. PMID:25798492

  8. The effect of positive parenting program on parenting stress of mothers with impaired hearing children

    Directory of Open Access Journals (Sweden)

    Mahnaz Aliakbari Dehkordi

    2015-02-01

    Full Text Available Background and Aim: Research indicates that impaired hearing is one of the most stressful disabilities. The parenting stress involved could lead to family malfunction and improper parenting. Therefore, this study aimed to evaluate the effects of positive parenting programs on the parenting stress of mothers with impaired hearing children.Methods: The statistical population comprised mothers of all 7-12-year-old impaired hearing children in Tehran city. Thereafter, using the random sampling method, 24 individuals were shortlisted as research participants and were randomly assigned to two groups: control and experimental. The experimental group was trained with a positive parenting program based on the Sanders program (1993 over eight sessions. The measurement instrument was the Abidin parenting stress questionnaire.Results: The mean score for grades in the experimental groups’ parent and child domains at the pre- and post-test stages had reduced more than that in the control group. In addition, the results of a multivariate covariance analysis indicated that positive parenting training was effective in the reduction of parenting stress scores, reinforcement, and child mood components in the child domain, and in the feelings of competence, relationships with the spouse, and role limitation components (p<0.05 in the parent domain.Conclusion : Considering the benefits of training parents for the reduction of parenting stress of mothers with impaired hearing children, this method is recommended in all learning centers for the deaf.

  9. The Strengthening Families Program 10-14: influence on parent and youth problem-solving skill.

    Science.gov (United States)

    Semeniuk, Y; Brown, R L; Riesch, S K; Zywicki, M; Hopper, J; Henriques, J B

    2010-06-01

    The aim of this paper is to report the results of a preliminary examination of the efficacy of the Strengthening Families Program (SFP) 10-14 in improving parent and youth problem-solving skill. The Hypotheses in this paper include: (1) youth and parents who participated in SFP would have lower mean scores immediately (T2) and 6 months (T3) post intervention on indicators of hostile and negative problem-solving strategies; (2) higher mean scores on positive problem-solving strategies; and (3) youth who participated in SFP would have higher mean scores at T2 and at T3 on indicators of individual problem solving and problem-solving efficacy than youth in the comparison group. The dyads were recruited from elementary schools that had been stratified for race and assigned randomly to intervention or comparison conditions. Mean age of youth was 11 years (SD = 1.04). Fifty-seven dyads (34-intervention&23-control) were videotaped discussing a frequently occurring problem. The videotapes were analysed using the Iowa Family Interaction Rating Scale (IFIRS) and data were analysed using Dyadic Assessment Intervention Model. Most mean scores on the IFIRS did not change. One score changed as predicted: youth hostility decreased at T3. Two scores changed contrary to prediction: parent hostility increased T3 and parent positive problem solving decreased at T2. SFP demonstrated questionable efficacy for problem-solving skill in this study.

  10. Associations between positive parenting practices and child externalizing behavior in underserved Latino immigrant families.

    Science.gov (United States)

    Holtrop, Kendal; McNeil Smith, Sharde'; Scott, Jenna C

    2015-06-01

    This study examined whether five specific parenting practices (i.e., monitoring, discipline, skill encouragement, problem solving, and positive involvement) were associated with reduced child externalizing behaviors among a sample of Latino immigrant families. It utilized baseline data from 83 Latino couples with children participating in a larger randomized controlled trial of a culturally adapted parenting intervention. Results reveal that monitoring, discipline, skill encouragement, and problem solving each made independent contributions to the prediction of child externalizing behavior, although not all in the expected direction. Further analyses examining mothers and fathers separately suggest that mother-reported monitoring and father-reported discipline practices uniquely contributed to these findings. These results may have important implications for prevention and clinical intervention efforts with Latino immigrant families, including the cultural adaptation and implementation of parenting interventions with this underserved population. © 2014 Family Process Institute.

  11. Chinese Parents' Expectations and Child Preacademic Skills: The Indirect Role of Parenting and Social Competence

    Science.gov (United States)

    Ren, Lixin; Edwards, Carolyn Pope

    2017-01-01

    Research Findings: This study examined how parenting styles and child social-emotional functioning may help explain the indirect relations between Chinese parents' expectations for their preschool-age children's social-emotional development and their children's preacademic skills. A total of 154 parents with preschool-age children were recruited…

  12. The Impact of Parental Attitudes on Problem Solving Skills in High School Students

    Science.gov (United States)

    Tösten, Rasim; Han, Bünyamin; Anik, Sabri

    2017-01-01

    Problem solving skill is one of the important skills which are expected to be gained during the educational programs. In the development of children's skills and shaping the behaviors, parental attitudes are believed to be effective. That means problem-solving skills and behavioral characteristics of individuals are closely related. From that…

  13. The development of the PARENTS: a tool for parents to assess residents' non-technical skills in pediatric emergency departments.

    Science.gov (United States)

    Moreau, Katherine A; Eady, Kaylee; Tang, Kenneth; Jabbour, Mona; Frank, Jason R; Campbell, Meaghan; Hamstra, Stanley J

    2017-11-14

    Parents can assess residents' non-technical skills (NTS) in pediatric emergency departments (EDs). There are no assessment tools, with validity evidence, for parental use in pediatric EDs. The purpose of this study was to develop the Parents' Assessment of Residents Enacting Non-Technical Skills (PARENTS) educational assessment tool and collect three sources of validity evidence (i.e., content, response process, internal structure) for it. We established content evidence for the PARENTS through interviews with physician-educators and residents, focus groups with parents, a literature review, and a modified nominal group technique with experts. We collected response process evidence through cognitive interviews with parents. To examine the internal structure evidence, we administered the PARENTS and performed exploratory factor analysis. Initially, a 20-item PARENTS was developed. Cognitive interviews led to the removal of one closed-ended item, the addition of resident photographs, and wording/formatting changes. Thirty-seven residents and 434 parents participated in the administration of the resulting 19-item PARENTS. Following factor analysis, a one-factor model prevailed. The study presents initial validity evidence for the PARENTS. It also highlights strategies for potentially: (a) involving parents in the assessment of residents, (b) improving the assessment of NTS in pediatric EDs, and (c) capturing parents' perspectives to improve the preparation of future physicians.

  14. Perceived parenting, school climate and positive youth development ...

    African Journals Online (AJOL)

    For this purpose, 400 female high school students of Kerman responded to the scale of parenting style perception, school climate perception, and positive youth development. The results of correlation analysis indicated a positive and significant correlation between school climate dimensions (teacher support, autonomy ...

  15. Modern Prejudice and Same-Sex Parenting: Shifting Judgments in Positive and Negative Parenting Situations

    OpenAIRE

    MASSEY, SEAN G.; MERRIWETHER, ANN M.; GARCIA, JUSTIN R.

    2013-01-01

    The current study compares the effects of traditional and modern anti-homosexual prejudice on evaluations of parenting practices of same-sex and opposite-sex couples. Undergraduate university student participants (N = 436) completed measures of traditional and modern anti-homosexual prejudice and responded to a vignette describing a restaurant scene in which parents react to their child’s undesirable behavior. The parents’ sexual orientation and the quality of their parenting (positive or neg...

  16. Do peers' parents matter? A new link between positive parenting and adolescent substance use.

    Science.gov (United States)

    Cleveland, Michael J; Feinberg, Mark E; Osgood, D Wayne; Moody, James

    2012-05-01

    Although studies have demonstrated that an adolescent's parents and friends both influence adolescent substance use, it is not known whether the parenting experienced by one's friends also affects one's own use. Drawing on conceptions of shared parenting and the tenets of coercion theory, we investigated the extent to which three domains of parenting behaviors (parental knowledge, inductive reasoning, and consistent discipline) influenced the alcohol, cigarette, and marijuana use of not only their own adolescent children but also of members of their adolescents' friendship groups. Analyses of friendship nominations within each of two successive ninth-grade cohorts in 27 Iowa and Pennsylvania schools (N = 7,439 students, 53.6% female) were used to identify 897 friendship groups. Hierarchical logistic regression models were used to examine prospective associations between 9th-grade friendship group-level parenting behaviors and adolescent self-reported alcohol, cigarette, and marijuana use in 10th grade. Adolescent substance use in 10th grade was significantly related to parenting behaviors of friends' parents, after controlling for adolescents' reports of their own substance use and their own parents' behaviors at the 9th grade level. These associations were particularly strong for parents' knowledge about their children and use of inconsistent discipline strategies. Significant interaction effects indicated that these relationships were strongest when adolescents received positive parenting at home. Some, but not all, of the main effects of friends' parents' parenting became nonsignificant after friends' substance use in ninth grade was included in the model. The findings suggest that the parenting style in adolescents' friends' homes plays an important role in determining adolescent substance use. Implications of the joint contribution of parents and peers for prevention and intervention are discussed.

  17. Brief Report: Parent-Adolescent Informant Discrepancies of Social Skill Importance and Social Skill Engagement for Higher-Functioning Adolescents with Autism Spectrum Disorder

    Science.gov (United States)

    McMahon, Camilla M.; Solomon, Marjorie

    2015-01-01

    Parent- and adolescent-report of social skill importance and social skill engagement on the Social Skills Rating System (Gresham and Elliott in The social skills rating system, American Guidance Service, Circle Pines, 1990) were assessed in higher-functioning adolescents with Autism Spectrum Disorder (ASD). Compared to parents, adolescents…

  18. Parent assessment of medical student’s skills in ambulatory pediatrics

    OpenAIRE

    Persson, Erika; Haines, Christina; Lang, Mia

    2013-01-01

    Background Partnership with parents is a vital part of pediatric medical education, yet few studies have examined parent attitudes towards learners in pediatric settings. Methods Questionnaires were used to determine parent and student assessment of professional and clinical skills (primary outcome) and parent attitudes towards 3rd year medical students (secondary outcome) at the University of Alberta. Chi Square, Kendall’s Tau and Kappa coefficients were calculated to compare parent and stud...

  19. Parenting Styles and Children's Social Skills as Perceived by Jordanian Mothers of Preschool Children

    Science.gov (United States)

    Abu Taleb, Tagreed Fathi

    2013-01-01

    This study examined the perceived parenting styles in a sample of Jordanian mothers and their perceptions of the social skills exhibited by their preschool children. The sample consisted of 802 ("N"=802) mothers who responded to a three-part questionnaire: demographic information, parenting styles, and social skills. The results of this…

  20. Impact of communication skills training on parents perceptions of care: intervention study

    DEFF Research Database (Denmark)

    Ammentorp, Jette; Kofoed, Poul-Erik; Laulund, Lone W

    2011-01-01

    This paper is a report of a study of the effects of communication-skills training for healthcare professionals on parents' perceptions of information, care and continuity.......This paper is a report of a study of the effects of communication-skills training for healthcare professionals on parents' perceptions of information, care and continuity....

  1. Developmental Pathways to Integrated Social Skills: The Roles of Parenting and Early Intervention

    Science.gov (United States)

    Ayoub, Catherine; Vallotton, Claire D.; Mastergeorge, Ann M.

    2011-01-01

    Dynamic skill theory was utilized to explain the multiple mechanisms and mediating processes influencing development of self-regulatory and language skills in children at 14, 24, and 36 months of age. Relations were found between family risks, parenting-related stresses, and parent-child interactions that contribute either independently or through…

  2. Modern Prejudice and Same-Sex Parenting: Shifting Judgments in Positive and Negative Parenting Situations

    Science.gov (United States)

    MASSEY, SEAN G.; MERRIWETHER, ANN M.; GARCIA, JUSTIN R.

    2013-01-01

    The current study compares the effects of traditional and modern anti-homosexual prejudice on evaluations of parenting practices of same-sex and opposite-sex couples. Undergraduate university student participants (N = 436) completed measures of traditional and modern anti-homosexual prejudice and responded to a vignette describing a restaurant scene in which parents react to their child’s undesirable behavior. The parents’ sexual orientation and the quality of their parenting (positive or negative quality) were varied randomly. It was predicted that participants who score higher in modern prejudice would rate the negative parenting behaviors of same-sex parents more negatively than similar behaviors in opposite-sex parents. It was also predicted that this modern prejudice effect would be most pronounced for male participants. Both hypotheses were supported. PMID:23667347

  3. Social skills and behavior problems of urban, African American preschoolers: role of parenting practices, family conflict, and maternal depression.

    Science.gov (United States)

    Koblinsky, Sally A; Kuvalanka, Katherine A; Randolph, Suzanne M

    2006-10-01

    This study examined the role of parenting, family routines, family conflict, and maternal depression in predicting the social skills and behavior problems of low-income African American preschoolers. A sample of 184 African American mothers of Head Start children completed participant and child measures in a structured interview. Results of regression analyses revealed that mothers who utilized more positive parenting practices and engaged in more family routines had children who displayed higher levels of total prosocial skills. Positive parenting and lower levels of maternal depressive symptoms were predictive of fewer externalizing and internalizing child behavior problems. Lower family conflict was linked with fewer externalizing problems. Implications of the study for future research and intervention are discussed. (c) 2007 APA, all rights reserved

  4. The Effects of the Parenting Styles on Social Skills of Children Aged 5-6

    Science.gov (United States)

    Kol, Suat

    2016-01-01

    The purpose of this study is to determine the effects of the parenting styles on social skills of children aged 5-6. The problem sentence of the research is; Do the parenting styles' have any effects on social skills of children aged 5-6?. The sub-problems of the research are in the form as; Does the social skills of children aged 5-6 differs from…

  5. Parent-Adolescent Informant Discrepancies of Social Skill Importance and Social Skill Engagement for Higher-Functioning Adolescents with Autism Spectrum Disorder

    Science.gov (United States)

    McMahon, Camilla M.; Solomon, Marjorie

    2015-01-01

    Parent- and adolescent-report of social skill importance and social skill engagement on the Social Skills Rating System (Gresham & Elliott, 1990) were assessed in higher-functioning adolescents with Autism Spectrum Disorder (ASD). Compared to parents, adolescents reported that social skills were less important. Additionally, adolescents reported that they engaged in social skills more frequently than parents reported them to be engaging in social skills. Parents, but not adolescents, reported a discrepancy between importance and engagement, such that the importance of social skills was rated higher than the frequency of adolescent engagement in social skills. These results suggest that social skills interventions for individuals with ASD may need to target awareness of social skill importance and accurate monitoring of social skill engagement. PMID:26077952

  6. Learning Under the Tree : Evaluating Skillful Parenting Program in West Kenya ICS Full Evaluation Report

    NARCIS (Netherlands)

    van Esch, R.P.|info:eu-repo/dai/nl/371571502; de Haan, M.J.|info:eu-repo/dai/nl/074405624

    2016-01-01

    Summary The central purpose of this evaluation is to determine if and how the Skillful Parenting Program (SPP) effects the parenting of its participants. In addition, it aims to determine how the parenting program was adapted to the West Kenyan setting, and how the specific content and processes of

  7. How Parents' and Teachers' Emotional Skills Foster Academic Performance in School Music Students

    Science.gov (United States)

    Campayo-Muñoz, Emilia; Cabedo-Mas, Alberto

    2016-01-01

    This paper explores the importance and effects of parents' and teachers' attitudes on students' academic performance in music. To this end, the research literature on the effects of parental and teacher behaviour on the behaviour of their children and students is reviewed, focusing on parents' and teachers' emotional skills. The review looks at…

  8. A Synthesis of Behavioral and Communication Approaches to Child Rearing for Parenting Skills Classes. Practicum II.

    Science.gov (United States)

    Silverman, Marvin

    This report describes the design, implementation and evaluation of a class on effective parenting skills that combined behavioral and communication based (client-centered and Adlerian) approaches to child rearing. Seventeen parents of elementary school age children attended the class; twelve parents attended five or more sessions. The class…

  9. Discrepancies in Parent and Teacher Ratings of Low-Income Preschooler's Social Skills

    Science.gov (United States)

    Heyman, Miriam; Poulakos, Anthoula; Upshur, Carole; Wenz-Gross, Melodie

    2016-01-01

    Parent-teacher rating discrepancies in rating of children's social skills were examined in a low-income, ethnically diverse preschool sample, using the Social Skills Improvement System-Rating Scales [Gresham, F. J. & Elliott, S. N. (2008). "Social Skills Improvement System-Rating Scales." Minneapolis, MN: Pearson Assessments].…

  10. The efficacy of the Triple P-Positive Parenting Program in improving parenting and child behavior: a comparison with two other treatment conditions.

    Science.gov (United States)

    Bodenmann, Guy; Cina, Annette; Ledermann, Thomas; Sanders, Matthew R

    2008-04-01

    The aim of this randomized controlled trial was to evaluate the efficacy of an evidence-based parenting program (the Triple P-Positive Parenting Program), intending to improve parenting skills and children's well-being. Parents participating in a Group Triple P program (n=50 couples) were compared with parents of a non-treated control group (n=50 couples) and parents participating in a marital distress prevention program (couples coping enhancement training (CCET)) (n=50 couples). The two major goals of this study were (a) to evaluate the efficacy of Triple P compared with the two other treatment conditions over a time-span of 1 year and (b) to answer the question whether this program that was developed in Australia is culturally accepted by Swiss parents. Results revealed that Triple P was effective with Swiss families. Mothers of the Triple P group showed significant improvements in parenting, parenting self-esteem, and a decrease in stressors related to parenting. Women trained in Triple P also reported significantly lower rates of child's misbehavior than women of the two other conditions. However, in men only a few significant results were found. Positive effects of the relationship training (CCET) were somewhat lower than those for the Triple P. These findings are further discussed.

  11. Positive parenting in ethnic minority families : challenges and outcomes

    NARCIS (Netherlands)

    Emmen, Rosalia Antonia Grada (Rosanneke)

    2014-01-01

    The overall goal of the current dissertation is to uncover predictors and outcomes of positive parenting in ethnic minority families. Chapter 2 provides an overview of commonly used observational instruments to measure sensitivity, showing the versatility and scientific importance of the construct.

  12. Positive parenting: a randomised controlled trial evaluation of the Parents Plus Adolescent Programme in schools.

    Science.gov (United States)

    Nitsch, Eileen; Hannon, Geraldine; Rickard, Eóin; Houghton, Sharon; Sharry, John

    2015-01-01

    The aim of this study was to evaluate the Parents Plus Adolescents Programme (PPAP)-a parent training course specifically targeting parents of young adolescents (aged 11-16 years)-when delivered as a preventative programme in community school settings. A sample of 126 parents (mean age of children = 12.34 years; range = 10-16 years) were randomly assigned to either a treatment (PPAP; n = 82) or a waiting-list control condition (WC; n = 44). Analyses are based on a study-completer sample post-treatment (n = 109 parents: PPAP n = 70; WC n = 39) and sample at 6 month follow up (n = 42 parents). Both post-treatment (between groups) and 6-month follow-up comparisons of study completers (within PPAP group) revealed significant positive effects of the parenting intervention with respect to adolescent behaviour problems and parenting stress. The post treatment comparisons demonstrated large effect sizes on global measures of child difficulties (partial eta squared = 0.15) and self-reported parent stress (partial eta squared = 0.22); there was a moderate effect size on the self-reported parent satisfaction (partial eta squared = 0.13). This study provides preliminary evidence that PPAP may be an effective model of parent-training implemented in a community-based setting. The strengths and limitations of the study are discussed.

  13. Parent skills training for parents of children or adults with developmental disorders: systematic review and meta-analysis protocol.

    Science.gov (United States)

    Reichow, Brian; Kogan, Cary; Barbui, Corrado; Smith, Isaac; Yasamy, M Taghi; Servili, Chiara

    2014-08-27

    Developmental disorders, including intellectual disability and autism spectrum disorders, may limit an individual's capacity to conduct daily activities. The emotional and economic burden on families caring for an individual with a developmental disorder is substantial, and quality of life may be limited by a lack of services. Therefore, finding effective treatments to help this population should be a priority. Recent work has shown parent skills training interventions improve developmental, behavioural and family outcomes. The purpose of this review protocol is to extend previous findings by systematically analysing randomised controlled trials of parent skills training programmes for parents of children with developmental disorders including intellectual disabilities and autism spectrum disorders and use meta-analytic techniques to identify programme components reliably associated with successful outcomes of parent skills training programmes. We will include all studies conducted using randomised control trials designs that compare a group of parents receiving a parent skills training programme to a group of parents in a no-treatment control, waitlist control or treatment as usual comparison group. To locate studies, we will conduct an extensive electronic database search and then use snowball methods, with no limits to publication year or language. We will present a narrative synthesis including visual displays of study effects on child and parental outcomes and conduct a quantitative synthesis of the effects of parent skills training programmes using meta-analytic techniques. No ethical issues are foreseen and ethical approval is not required given this is a protocol for a systematic review. The findings of this study will be disseminated through peer-reviewed publications and international conference presentations. Updates of the review will be conducted, as necessary, to inform and guide practice. PROSPERO (CRD42014006993). Published by the BMJ Publishing

  14. Parent-specific reciprocity from infancy to adolescence shapes children's social competence and dialogical skills.

    Science.gov (United States)

    Feldman, Ruth; Bamberger, Esther; Kanat-Maymon, Yaniv

    2013-01-01

    Reciprocity - the capacity to engage in social exchange that integrates inputs from multiple partners into a unified social event - is a cornerstone of adaptive social life that is learned within dyad-specific attachments during an early period of neuroplasticity. Yet, very little research traced the expression of children's reciprocity with their mother and father in relation to long-term outcomes. Guided by evolutionary models, we followed mothers, fathers, and their firstborn child longitudinally and observed mother-child and father-child reciprocity in infancy, preschool, and adolescence. In preschool, children's social competence, aggression, and prosocial behavior were observed at kindergarten. In adolescence, children's dialogical skills were assessed during positive and conflict interactions with same-sex best friends. Father-child and mother-child reciprocity were individually stable, inter-related at each stage, and consisted of distinct behavioral components. Structural equation modeling indicated that early maternal and paternal reciprocity were each uniquely predictive of social competence and lower aggression in preschool, which, in turn, shaped dialogical skills in adolescence. Father-adolescent reciprocity contributed to the dialogical negotiation of conflict, whereas mother-adolescent reciprocity predicted adolescents' dialogical skills during positive exchanges. Results highlight the role of parent-child reciprocity in shaping children's social collaboration and intimate relationships with non-kin members of their social world.

  15. Parental competence programs to promote positive parenting and healthy lifestyles in children: a systematic review.

    Science.gov (United States)

    Ruiz-Zaldibar, Cayetana; Serrano-Monzó, Inmaculada; Mujika, Agurtzane

    To analyze the available evidence regarding the efficacy of interventions on parents whose children were aged 2-5 years to promote parental competence and skills for children's healthy lifestyles. Articles published in English and Spanish, available at PubMed, Psycinfo, CINAHL, Web of Science, Eric, and Cochrane Library were reviewed. The literature search yielded 2282 articles. Forty-one full texts were retrieved and assessed for inclusion using the PRISMA flow diagram. Twenty-six articles were excluded, as they did not meet the inclusion criteria. In the end, 15 studies were included. The studies were conducted between 2003 and 2016, nine in North America, four in Europe, and two in Asia. Extracted data were synthesized in a tabular format. CASPe guide was used to assess the quality of studies that was moderate overall. Parental self-efficacy was the main construct assessed in most studies. Four studies reported an increase in parental self-efficacy, although most of them were studies without control groups. Outcomes of interventions to improve parental competence in order to promote children's lifestyles are promising, but inconsistent. Additional studies with higher methodological and conceptual quality are needed. Copyright © 2017 Sociedade Brasileira de Pediatria. Published by Elsevier Editora Ltda. All rights reserved.

  16. Predicting maternal parenting stress in middle childhood: the roles of child intellectual status, behaviour problems and social skills.

    Science.gov (United States)

    Neece, C; Baker, B

    2008-12-01

    Parents of children with intellectual disabilities (ID) typically report elevated levels of parenting stress, and child behaviour problems are a strong predictor of heightened parenting stress. Interestingly, few studies have examined child characteristics beyond behaviour problems that may also contribute to parenting stress. The present longitudinal study examined the contribution of child social skills to maternal parenting stress across middle childhood, as well as the direction of the relationship between child social skills and parenting stress. Families of children with ID (n = 74) or typical development (TD) (n = 115) participated over a 2-year period. Maternal parenting stress, child behaviour problems and child social skills were assessed at child ages six and eight. Child social skills accounted for unique variance in maternal parenting stress above and beyond child intellectual status and child behaviour problems. As the children matured, there was a significant interaction between child social skills and behaviour problems in predicting parenting stress. With respect to the direction of these effects, a cross-lagged panel analysis indicated that early parenting stress contributed to later social skills difficulties for children, but the path from children's early social skills to later parenting stress was not supported, once child behaviour problems and intellectual status were accounted for. When examining parenting stress, child social skills are an important variable to consider, especially in the context of child behaviour problems. Early parenting stress predicted child social skills difficulties over time, highlighting parenting stress as a key target for intervention.

  17. Skills and Strategies of African American Parents in the Management of ADHD: A Qualitative Study.

    Science.gov (United States)

    Saulsberry, Alexandria; Bansa, Melishia; DeFrino, Daniela; Dallas, Constance M

    2017-08-01

    The purpose of this study is to use a strengths-based approach to determine African American parents' skills and strategies for management of children with ADHD. Four focus groups were conducted to identify African American parent beliefs about appropriate ADHD management. Sixteen parents participated and reported having a total of 21 children diagnosed with ADHD. Participants discussed several parenting challenges but advocated for the child by working closely with the child's school and physician. They also managed relationships with family members to protect the child from possible physical or emotional harm. However, parents desired more social support for management of ADHD. African American parents possess key skills and strategies in their management of children with ADHD. Further research is needed to determine the roles and responsibilities of extended family members for children with this disorder, and to identify the social supports parents access to aid with ADHD management.

  18. Understanding the Home Math Environment and Its Role in Predicting Parent Report of Children's Math Skills.

    Science.gov (United States)

    Hart, Sara A; Ganley, Colleen M; Purpura, David J

    2016-01-01

    There is a growing literature concerning the role of the home math environment in children's math development. In this study, we examined the relation between these constructs by specifically addressing three goals. The first goal was to identify the measurement structure of the home math environment through a series of confirmatory factor analyses. The second goal was to examine the role of the home math environment in predicting parent report of children's math skills. The third goal was to test a series of potential alternative explanations for the relation between the home math environment and parent report of children's skills, specifically the direct and indirect role of household income, parent math anxiety, and parent math ability as measured by their approximate number system performance. A final sample of 339 parents of children aged 3 through 8 drawn from Mechanical Turk answered a questionnaire online. The best fitting model of the home math environment was a bifactor model with a general factor representing the general home math environment, and three specific factors representing the direct numeracy environment, the indirect numeracy environment, and the spatial environment. When examining the association of the home math environment factors to parent report of child skills, the general home math environment factor and the spatial environment were the only significant predictors. Parents who reported doing more general math activities in the home reported having children with higher math skills, whereas parents who reported doing more spatial activities reported having children with lower math skills.

  19. Understanding the Home Math Environment and Its Role in Predicting Parent Report of Children's Math Skills.

    Directory of Open Access Journals (Sweden)

    Sara A Hart

    Full Text Available There is a growing literature concerning the role of the home math environment in children's math development. In this study, we examined the relation between these constructs by specifically addressing three goals. The first goal was to identify the measurement structure of the home math environment through a series of confirmatory factor analyses. The second goal was to examine the role of the home math environment in predicting parent report of children's math skills. The third goal was to test a series of potential alternative explanations for the relation between the home math environment and parent report of children's skills, specifically the direct and indirect role of household income, parent math anxiety, and parent math ability as measured by their approximate number system performance. A final sample of 339 parents of children aged 3 through 8 drawn from Mechanical Turk answered a questionnaire online. The best fitting model of the home math environment was a bifactor model with a general factor representing the general home math environment, and three specific factors representing the direct numeracy environment, the indirect numeracy environment, and the spatial environment. When examining the association of the home math environment factors to parent report of child skills, the general home math environment factor and the spatial environment were the only significant predictors. Parents who reported doing more general math activities in the home reported having children with higher math skills, whereas parents who reported doing more spatial activities reported having children with lower math skills.

  20. Parental Mediation in the Digital Era: Increasing Children's Critical Thinking May Help Decrease Positive Attitudes toward Alcohol.

    Science.gov (United States)

    Radanielina Hita, Marie Louise; Kareklas, Ioannis; Pinkleton, Bruce

    2018-01-01

    We demonstrate in our research that discussion-based parental mediation may successfully decrease the negative effects that youth's engagement with alcohol brands on social media may have on attitudes toward alcohol through its effects on critical thinking. A clear pattern was found with positive mediation leading to unhealthy outcomes and negative mediation predicting healthier behaviors. Youth whose parents critiqued media messages reported more critical thinking skills, which predicted less interaction with alcohol brands on social media and fewer expectancies toward alcohol. On the other hand, youth whose parents endorsed media portrayals of drinking reported fewer critical thinking skills and were thus more likely to interact with alcohol brands on social media. Including a media literacy component in alcohol education that target parental strategies and that are conducive to discussion may lead to beneficial health outcomes in the digital era.

  1. Parental expectations, physical punishment, and violence among adolescents who score positive on a psychosocial screening test in primary care.

    Science.gov (United States)

    Ohene, Sally-Ann; Ireland, Marjorie; McNeely, Clea; Borowsky, Iris Wagman

    2006-02-01

    We sought to examine the relationship between perceived and stated parental expectations regarding adolescents' use of violence, parental use of physical punishment as discipline, and young adolescents' violence-related attitudes and involvement. Surveys were completed by 134 youth and their parents attending 8 pediatric practices. All youth were 10 to 15 years of age and had scored positive on a psychosocial screening test. Multivariate analyses revealed that perceived parental disapproval of the use of violence was associated with a more prosocial attitude toward interpersonal peer violence and a decreased likelihood of physical fighting by the youth. Parental report of whether they would advise their child to use violence in a conflict situation (stated parental expectations) was not associated with the adolescents' attitudes toward interpersonal peer violence, intentions to fight, physical fighting, bullying, or violence victimization. Parental use of corporal punishment as a disciplining method was inversely associated with a prosocial attitude toward interpersonal peer violence among the youth and positively correlated with youths' intentions to fight and fighting, bullying, and violence victimization. Perceived parental disapproval of the use of violence may be an important protective factor against youth involvement in violence, and parental use of physical punishment is associated with both violence perpetration and victimization among youth. Parents should be encouraged to clearly communicate to their children how to resolve conflicts without resorting to violence and to model these skills themselves by avoiding the use of physical punishment.

  2. Allostatic load in parents of children with developmental disorders: moderating influence of positive affect.

    Science.gov (United States)

    Song, Jieun; Mailick, Marsha R; Ryff, Carol D; Coe, Christopher L; Greenberg, Jan S; Hong, Jinkuk

    2014-02-01

    This study examines whether parents of children with developmental disorders are at risk of elevated allostatic load relative to control parents and whether positive affect moderates difference in risk. In all, 38 parents of children with developmental disorders and 38 matched comparison parents were analyzed. Regression analyses revealed a significant interaction between parent status and positive affect: parents of children with developmental disorders had lower allostatic load when they had higher positive affect, whereas no such association was evident for comparison parents. The findings suggest that promoting greater positive affect may lower health risks among parents of children with developmental disorders.

  3. Training parent social skills for families of children with behavior problems / Treinamento de habilidades sociais educativas para pais de crianças com problemas de comportamento

    Directory of Open Access Journals (Sweden)

    Maria Isabel Santos Pinheiro

    2006-01-01

    Full Text Available This paper describes a Parental Social Skills Program aimed to reduce children behavior problems. The program, lasting 11 weeks, was implemented by means of weekly sequential steps starting with behavior analysis principles for parents to practice a non-coercitive discipline and to learn, models of parental social skills. Parents received weekly home assignments to observe the children's behavior, to establish favorable learning conditions for children to behave in desirable ways (empathy, compliance, independence etc. and to adequately express emotions. Thirty-two mothers and two fathers participated in the program. Self-report questionnaires and open interviews in the pre-and post-intervention phases were used to assess the program's efficacy. Results showed significant reduction in the frequency and severity of disruptive and/or noncompliant behavior, as assessed by the parents. In conclusion, the approach of educational social abilities for parents may contribute positively to the development of non-coercitive disciplinary practices.

  4. Adolescent Mothers' Self-Esteem and Role Identity and Their Relationship to Parenting Skills Knowledge.

    Science.gov (United States)

    Hurlbut, Nancy L.; Culp, Anne McDonald; Jambunathan, Saigeetha; Butler, Patrice

    1997-01-01

    Investigates the relationship between adolescent mothers' (N=24) self-esteem and their knowledge of parenting skills. Findings indicate that self-esteem is a good indicator of the adolescent mother's parenting. Significant correlations arose between the mother's baseline self-esteem and her knowledge about role reversal, empathy, developmental…

  5. Effects of Behavioral Skills Training on Parental Treatment of Children's Food Selectivity

    Science.gov (United States)

    Seiverling, Laura; Williams, Keith; Sturmey, Peter; Hart, Sadie

    2012-01-01

    We used behavioral skills training to teach parents of 3 children with autism spectrum disorder and food selectivity to conduct a home-based treatment package that consisted of taste exposure, escape extinction, and fading. Parent performance following training improved during both taste sessions and probe meals and was reflected in increases in…

  6. Allostatic load in parents of children with developmental disorders: Moderating influence of positive affect

    OpenAIRE

    Song, Jieun; Mailick, Marsha R.; Ryff, Carol D.; Coe, Christopher L.; Greenberg, Jan S.; Hong, Jinkuk

    2013-01-01

    This study examines whether parents of children with developmental disorders (DD) are at risk for elevated allostatic load (AL) relative to control parents, and whether positive affect moderates difference in risk. Thirty-eight parents of children with DD and 38 matched comparison parents were analyzed. Regression analyses revealed a significant interaction between parent status and AL level: parents of children with DD had lower AL when they had higher positive affect, whereas no such associ...

  7. EFFECTS OF BEHAVIORAL SKILLS TRAINING ON PARENTAL TREATMENT OF CHILDREN'S FOOD SELECTIVITY

    OpenAIRE

    Seiverling, Laura; Williams, Keith; Sturmey, Peter; Hart, Sadie

    2012-01-01

    We used behavioral skills training to teach parents of 3 children with autism spectrum disorder and food selectivity to conduct a home-based treatment package that consisted of taste exposure, escape extinction, and fading. Parent performance following training improved during both taste sessions and probe meals and was reflected in increases in children's acceptance of bites and decreases in their disruptive behavior. Parents also reported that increases in diet variety were maintained at fo...

  8. Research Paper: Relationship of Parent-Child Stress with Cochlear Implanted Children’s Developmental Skills

    Directory of Open Access Journals (Sweden)

    Salar Faramarzi

    2016-07-01

    Conclusion The results of this study showed that parent-child stress had a significant effect on developmental skills of children with cochlear implants. Due to the importance of developmental skills in children with cochlear implants, the results of this study warned the need to provide counseling and psychological support for this group of parents. Accordingly, the programs should be offered in the form of workshops for mothers of these children. Also, psychologists and family counselors and experts in family therapy are recommended to have special attention to the role of stress in parent-child relationships in treatment programs and training.

  9. Identifying Moderators of the Link Between Parent and Child Anxiety Sensitivity: The Roles of Gender, Positive Parenting, and Corporal Punishment.

    Science.gov (United States)

    Graham, Rebecca A; Weems, Carl F

    2015-07-01

    A substantial body of literature suggests that anxiety sensitivity is a risk factor for the development of anxiety problems and research has now begun to examine the links between parenting, parent anxiety sensitivity and their child's anxiety sensitivity. However, the extant literature has provided mixed findings as to whether parent anxiety sensitivity is associated with child anxiety sensitivity, with some evidence suggesting that other factors may influence the association. Theoretically, specific parenting behaviors may be important to the development of child anxiety sensitivity and also in understanding the association between parent and child anxiety sensitivity. In this study, 191 families (n = 255 children and adolescents aged 6-17 and their parents) completed measures of child anxiety sensitivity (CASI) and parenting (APQ-C), and parents completed measures of their own anxiety sensitivity (ASI) and their parenting (APQ-P). Corporal punishment was associated with child anxiety sensitivity and the child's report of their parent's positive parenting behaviors moderated the association between parent and child anxiety sensitivity. The child's gender was also found to moderate the association between parent and child anxiety sensitivity, such that there was a positive association between girls' and their parents anxiety sensitivity and a negative association in boys. The findings advance the understanding of child anxiety sensitivity by establishing a link with corporal punishment and by showing that the association between parent and child anxiety sensitivity may depend upon the parenting context and child's gender.

  10. The relationship between culinary skills and eating behaviors: Challenges and opportunities for parents and families.

    Science.gov (United States)

    Metcalfe, Jessica Jarick; Leonard, Darin

    2018-07-01

    Unhealthy dietary intake among American children and adults is of great concern to public health practitioners, nutritional scientists, and child development experts. Cooking skills are related to healthier dietary intake among Americans of all ages, but remain a substantial barrier for many parents who want to serve healthy meals for their families at home. Culinary education interventions are effective solutions for many parents who do not know how to cook, but issues with participation bias mean that these programs are not effective solutions for all individuals. The food industry should develop solutions to help those parents for whom learning cooking skills is not an option - specifically through the development of healthier pre-assembled or prepared foods that do not require cooking skills to make. In the future, the research community should also strive to collect comprehensive population-based data on the state of cooking skills in the United States. Copyright © 2018 Elsevier Inc. All rights reserved.

  11. Comparison of Parent Report and Direct Assessment of Child Skills in Toddlers.

    Science.gov (United States)

    Miller, Lauren E; Perkins, Kayla A; Dai, Yael G; Fein, Deborah A

    2017-09-01

    There are unique challenges associated with measuring development in early childhood. Two primary sources of information are used: parent report and direct assessment. Each approach has strengths and weaknesses, particularly when used to identify and diagnose developmental delays. The present study aimed to evaluate consistency between parent report and direct assessment of child skills in toddlers with and without Autism Spectrum Disorder (ASD) across receptive language, expressive language, and fine motor domains. 109 children were evaluated at an average age of two years; data on child skills were collected via parent report and direct assessment. Children were classified into three groups (i.e., ASD, Other Developmental Disorder, or Typical Development) based on DSM-IV-TR diagnosis. Mixed design ANOVAs, with data source as a within subjects factor and diagnostic group as a between subjects factor, were used to assess agreement. Chi square tests of agreement were then used to examine correspondence at the item level. Results suggested that parent report of language and fine motor skills did not significantly differ from direct assessment, and this finding held across diagnostic groups. Item level analyses revealed that, in most cases of significant disagreement, parents reported a skill as present, but it was not seen on direct testing. Results indicate that parents are generally reliable reporters of child language and fine motor abilities in toddlerhood, even when their children have developmental disorders such as ASD. However, the fullest picture may be obtained by using both parent report and direct assessment.

  12. The Role of Parent Education and Parenting Knowledge in Children's Language and Literacy Skills among White, Black, and Latino Families

    Science.gov (United States)

    Rowe, Meredith L.; Denmark, Nicole; Harden, Brenda Jones; Stapleton, Laura M.

    2016-01-01

    This study investigated the role of parenting knowledge of infant development in children's subsequent language and pre-literacy skills among White, Black and Latino families of varying socioeconomic status. Data come from 6,150 participants in the Early Childhood Longitudinal Study-Birth Cohort. Mothers' knowledge of infant development was…

  13. Parent Involvement Intervention in Developing Weight Management Skills for both Parents and Overweight/Obese Children

    Directory of Open Access Journals (Sweden)

    Hee Soon Kim, PhD, FAAN

    2016-03-01

    Conclusions: The results support the effectiveness of the parent involvement intervention in promoting child-parent relationship and dietary self-efficacy of children. However, a 5-week parent involvement intervention was not sufficient to produce significant changes in children's body mass index. Further research is needed to investigate effects of parent involvement intervention with long-term evaluation.

  14. Child Temperamental Flexibility Moderates the Relation between Positive Parenting and Adolescent Adjustment

    Science.gov (United States)

    Rabinowitz, Jill A.; Drabick, Deborah A.G.; Reynolds, Maureen D.; Clark, Duncan B.; Olino, Thomas M.

    2016-01-01

    Temperamental flexibility and lower positive parenting are associated with internalizing and externalizing problems; however, youth varying in flexibility may be differentially affected by positive parenting in the prediction of symptoms. We examined whether children's flexibility moderated prospective relations between maternal and paternal positive parenting and youth internalizing and externalizing symptoms during adolescence. Participants (N =775, 71% male) and their caregivers completed measures when youth were 10-12 and 12-14 years old. Father positive parenting interacted with child flexibility to predict father-reported internalizing and externalizing problems. Consistent with the diathesis-stress model, children lower in flexibility experienced greater symptoms than children higher in flexibility in lower positive parenting contexts. Among children lower in flexibility, lower paternal positive parenting was associated with greater internalizing and externalizing symptoms compared to higher paternal positive parenting. However, among youth higher in flexibility, symptom levels were similar regardless of whether youth experienced lower or higher paternal positive parenting. PMID:26834305

  15. Adolescent mothers' self-esteem and role identity and their relationship to parenting skills knowledge.

    Science.gov (United States)

    Hurlbut, N L; Culp, A M; Jambunathan, S; Butler, P

    1997-01-01

    The purpose of this study was to investigate the relationship between the adolescent mother's self-esteem and her knowledge of parenting skills. Erikson's psychosocial theory provided the basis for the general hypothesis that the adolescent mother's global self-esteem will correlate with her parenting skills knowledge. The findings reported here support the conclusion that self-esteem is a good indicator of the adolescent mother's parenting. There were significant correlations between the mother's baseline self-esteem and her knowledge about role reversal, empathy, developmental expectations, and corporal punishment. The data also supported the hypothesis that adolescent self-esteem is developmentally continuous. Using Erikson's theory, it was argued that the adolescent mother's parenting is at risk if she has not had the opportunity to achieve her role identity, which is a prerequisite for the parenting stage of generativity.

  16. Human infant faces provoke implicit positive affective responses in parents and non-parents alike.

    Science.gov (United States)

    Senese, Vincenzo Paolo; De Falco, Simona; Bornstein, Marc H; Caria, Andrea; Buffolino, Simona; Venuti, Paola

    2013-01-01

    Human infants' complete dependence on adult caregiving suggests that mechanisms associated with adult responsiveness to infant cues might be deeply embedded in the brain. Behavioural and neuroimaging research has produced converging evidence for adults' positive disposition to infant cues, but these studies have not investigated directly the valence of adults' reactions, how they are moderated by biological and social factors, and if they relate to child caregiving. This study examines implicit affective responses of 90 adults toward faces of human and non-human (cats and dogs) infants and adults. Implicit reactions were assessed with Single Category Implicit Association Tests, and reports of childrearing behaviours were assessed by the Parental Style Questionnaire. The results showed that human infant faces represent highly biologically relevant stimuli that capture attention and are implicitly associated with positive emotions. This reaction holds independent of gender and parenthood status and is associated with ideal parenting behaviors.

  17. Parental Positive Reinforcement with Deviant Children: Does It Make a Difference?

    Science.gov (United States)

    Forehand, Rex

    1986-01-01

    Considers effectiveness of parental positive reinforcement with deviant children by reviewing the following: (1) non-intervention studies, (2) intervention studies, and (3) consumer (parental) satisfaction studies. Results indicate that parents view positive reinforcement as effective and useful although positive reinforcement is not sufficient to…

  18. Impacts of a book reading club intervention on enhancing parents' positive thinking.

    Science.gov (United States)

    Hong, Zuway-R; Lin, Huann-shyang

    2012-03-01

    This study investigated the effects of participating in a book reading club on improving parents' positive interactions with children and positive thinking. A total of 85 parent volunteers were randomized into the experimental or comparison group. The Parent Questionnaire was used to measure positive thinking and interaction with children. Additionally interview results were used to triangulate and elucidate the findings. The findings revealed a positive impact on parents' positive thinking and interaction with children and that these were significant predictors of parents' positive thinking. Implications and recommendations are presented.

  19. Socioeconomic status, parental education, vocabulary and language skills of children who stutter.

    Science.gov (United States)

    Richels, Corrin G; Johnson, Kia N; Walden, Tedra A; Conture, Edward G

    2013-01-01

    The purpose of this project was to investigate the possible relation between standardized measures of vocabulary/language, mother and father education, and a composite measure of socioeconomic status (SES) for children who do not stutter (CWNS) and children who stutter (CWS). Participants were 138 CWNS and 159 CWS between the ages of 2;6 and 6;3 and their families. The Hollingshead Four Factor Index of Social Position (i.e., Family SES) was used to calculate SES based on a composite score consisting of weighted values for paternal and maternal education and occupation. Statistical regression analyses were conducted to investigate the relation between parental education and language and vocabulary scores for both the CWNS and CWS. Correlations were calculated between parent education, Family SES, and stuttering severity (e.g., SSI-3 score, % words stuttered). Results indicated that maternal education contributed the greatest amount of variance in vocabulary and language scores for the CWNS and for participants from both groups whose Family SES was in the lowest quartile of the distribution. However, paternal education generally contributed the greatest amount of variance in vocabulary and language scores for the CWS. Higher levels of maternal education were associated with more severe stuttering in the CWS. Results are generally consistent with existing literature on normal language development that indicates maternal education is a robust predictor of the vocabulary and language skills of preschool children. Thus, both father and mothers' education may impact the association between vocabulary/language skills and childhood stuttering, leading investigators who empirically study this association to possibly re-assess their participant selection (e.g., a priori control of parental education) and/or data analyses (e.g., post hoc covariation of parental education). The reader will be able to: (a) describe the influence of socioeconomic status on the development of

  20. Parent-Child Positive Touch: Gender, Age, and Task Differences.

    Science.gov (United States)

    Aznar, Ana; Tenenbaum, Harriet R

    2016-01-01

    This study examined gender, age, and task differences in positive touch and physical proximity during mother-child and father-child conversations. Sixty-five Spanish mothers and fathers and their 4- ( M  = 53.50 months, SD  = 3.54) and 6-year-old ( M  = 77.07 months, SD  = 3.94) children participated in this study. Positive touch was examined during a play-related storytelling task and a reminiscence task (conversation about past emotions). Fathers touched their children positively more frequently during the play-related storytelling task than did mothers. Both mothers and fathers were in closer proximity to their 6-year-olds than their 4-year-olds. Mothers and fathers touched their children positively more frequently when reminiscing than when playing. Finally, 6-year-olds remained closer to their parents than did 4-year-olds. Implications of these findings for future research on children's socioemotional development are discussed.

  1. Validation of the Parenting and Family Adjustment Scales to Measure Parenting Skills and Family Adjustment in Chinese Parents

    Science.gov (United States)

    Guo, Mingchun; Morawska, Alina; Filus, Ania

    2017-01-01

    This study validated a parent-report measure of the Parenting and Family Adjustment Scales in a Chinese cultural context through investigating 650 Chinese parents. The results provided evidence for satisfactory reliability and validity of Parenting and Family Adjustment Scales in a Chinese context, which is thus promising to be used for Chinese…

  2. Mothers recovering from cocaine addiction: factors affecting parenting skills.

    Science.gov (United States)

    Coyer, S M

    2001-01-01

    To identify factors that may influence parenting by mothers who are recovering from cocaine addiction. Exploratory descriptive, with in-depth unstructured interviews. Interviews were conducted in the woman's home or in a treatment center. A convenience sample of 11 women recovering from cocaine addiction who were mothers of children 3 years of age and younger. A content analysis was used to analyze the interview data. Two themes, personal/psychologic factors and environmental/contextual factors, and four subthemes emerged. They identify issues that may affect parenting by mothers being treated for cocaine addiction. Subthemes included low self-esteem, difficulty developing a maternal identity, isolation from friends and family, and chronic life stress. This study provides a better understanding of the sources contributing to vulnerability in the parenting role for mothers recovering from cocaine addiction and will assist nurses in providing care for these mothers and their children.

  3. Measuring use of positive thinking skills: psychometric testing of a new scale.

    Science.gov (United States)

    Bekhet, Abir K; Zauszniewski, Jaclene A

    2013-09-01

    Positive thinking interventions improve adaptive functioning and quality of life in many populations. However, no direct measure of positive thinking skills taught during intervention exists. This psychometric study of a convenience sample of 109 autism spectrum disorder (ASD) caregivers examined a new eight-item Positive Thinking Skills Scale (PTSS), which measures the frequency of use of positive thinking skills. The PTSS was found to be internally consistent (α = .90). Construct validity was supported by significant correlations (p thinking skills could provide direction for future intervention.

  4. Relation of Positive and Negative Parenting to Children’s Depressive Symptoms

    OpenAIRE

    Dallaire, Danielle H.; Pineda, Ashley Q.; Cole, David A.; Ciesla, Jeffrey A.; Jacquez, Farrah; LaGrange, Beth; Bruce, Alanna E.

    2006-01-01

    This study examined the combined and cumulative effects of supportive–positive and harsh–negative parenting behaviors on children’s depressive symptoms. A diverse sample of 515 male and female elementary and middle school students (ages 7 to 11) and their parents provided reports of the children’s depressive symptoms. Parents provided self-reports of supportive–positive and harsh–negative parenting behaviors. Structural equation modeling indicated that supportive–positive and harsh–negative p...

  5. Parental competence programs to promote positive parenting and healthy lifestyles in children: a systematic review

    Directory of Open Access Journals (Sweden)

    Cayetana Ruiz‐Zaldibar

    2018-05-01

    Full Text Available Objective: To analyze the available evidence regarding the efficacy of interventions on parents whose children were aged 2–5 years to promote parental competence and skills for children's healthy lifestyles. Source: Articles published in English and Spanish, available at PubMed, Psycinfo, CINAHL, Web of Science, Eric, and Cochrane Library were reviewed. Summary of the findings: The literature search yielded 2282 articles. Forty‐one full texts were retrieved and assessed for inclusion using the PRISMA flow diagram. Twenty‐six articles were excluded, as they did not meet the inclusion criteria. In the end, 15 studies were included. The studies were conducted between 2003 and 2016, nine in North America, four in Europe, and two in Asia. Extracted data were synthesized in a tabular format. CASPe guide was used to assess the quality of studies that was moderate overall. Parental self‐efficacy was the main construct assessed in most studies. Four studies reported an increase in parental self‐efficacy, although most of them were studies without control groups. Conclusions: Outcomes of interventions to improve parental competence in order to promote children's lifestyles are promising, but inconsistent. Additional studies with higher methodological and conceptual quality are needed. Resumo: Objetivo: Analisar as evidências disponíveis com relação à eficácia de intervenções em pais de filhos entre dois e cinco anos para promover a competência e as habilidades dos pais a respeito de estilos de vida saudáveis para as crianças. Fonte: Foram analisados artigos publicados em PubMed, Psycinfo, CINAHL, Web of Science, Eric e Biblioteca Cochrane. Inglês e espanhol. Resumo dos achados: A pesquisa da literatura encontrou 2.282 artigos; 41 textos completos foram selecionados e avaliados para inclusão com o fluxograma Prisma; 26 artigos foram excluídos, pois não atendiam aos critérios de inclusão. Por fim, 15 estudos foram incluídos. Os

  6. Pathways from parental stimulation of children's curiosity to high school science course accomplishments and science career interest and skill

    Science.gov (United States)

    Eskeles Gottfried, Adele; Johnson Preston, Kathleen Suzanne; Gottfried, Allen W.; Oliver, Pamella H.; Delany, Danielle E.; Ibrahim, Sirena M.

    2016-08-01

    Curiosity is fundamental to scientific inquiry and pursuance. Parents are important in encouraging children's involvement in science. This longitudinal study examined pathways from parental stimulation of children's curiosity per se to their science acquisition (SA). A latent variable of SA was indicated by the inter-related variables of high school science course accomplishments, career interest, and skill. A conceptual model investigated parental stimulation of children's curiosity as related to SA via science intrinsic motivation and science achievement. The Fullerton Longitudinal Study provided data spanning school entry through high school (N = 118). Parental stimulation of curiosity at age 8 years comprised exposing children to new experiences, promoting curiosity, encouraging asking questions, and taking children to a museum. Intrinsic motivation was measured at ages 9, 10, and 13 years, and achievement at ages 9, 10, and 11 years. Structural equation modelling was used for analyses. Controlling for socio-economic status, parental stimulation of curiosity bore positive and significant relations to science intrinsic motivation and achievement, which in turn related to SA. Gender neither related to stimulation of curiosity nor contributed to the model. Findings highlight the importance of parental stimulation of children's curiosity in facilitating trajectories into science, and relevance to science education is discussed.

  7. Harsh parenting, child behavior problems, and the dynamic coupling of parents' and children's positive behaviors.

    Science.gov (United States)

    Lunkenheimer, Erika; Ram, Nilam; Skowron, Elizabeth A; Yin, Peifeng

    2017-09-01

    We examined self-reported maternal and paternal harsh parenting (HP) and its effect on the moment-to-moment dynamic coupling of maternal autonomy support and children's positive, autonomous behavior. This positive behavior coupling was measured via hidden Markov models as the likelihood of transitions into specific positive dyadic states in real time. We also examined whether positive behavior coupling, in turn, predicted later HP and child behavior problems. Children (N = 96; age = 3.5 years at Time 1) and mothers completed structured clean-up and puzzle tasks in the laboratory. Mothers' and fathers' HP was associated with children's being less likely to respond positively to maternal autonomy support; mothers' HP was also associated with mothers' being less likely to respond positively to children's autonomous behavior. When mothers responded to children's autonomous behavior with greater autonomy support, children showed fewer externalizing and internalizing problems over time and mothers showed less HP over time. These results were unique to the dynamic coupling of maternal autonomy support and children's autonomous behavior: The overall amount of these positive behaviors did not similarly predict reduced problems. Findings suggest that HP in the family system compromises the coregulation of positive behavior between mother and child and that improving mothers' and children's abilities to respond optimally to one another's autonomy-supportive behaviors may reduce HP and child behavior problems over time. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  8. The Effectiveness of Parents' Skills Training Program on Reducing Children's Behavior Problems

    Directory of Open Access Journals (Sweden)

    مریم نعمت‌اللهی

    2015-12-01

    Full Text Available Objectives: The aim of this research was to evaluate the effectiveness of parents' skill training program on reducing children's behavioral problems. Method: In an experimental study (pre-post-test, 4 primary schools were randomly selected from schools of Tehran. Two schools were randomly allocated into experimental group and two into control group. Experimental group (mothers of children aged 7-9 years received parents' skill training program for 8 weeks, two hours sessions. Parents' reports participating in the training program (n=30 mothers were compared with parents' reports of non-trained control group (n=31 mothers. Data were gathered using Child Behavior Checklist (CBCL and analyzed using covariance analyses. Results: There was a significant difference between the experimental and control group after the training. The experimental group reported a significant decrease in children's behavioral problems.

  9. Enrolment of children and adolescents in psychosocial care: more likely with low family social support and poor parenting skills.

    Science.gov (United States)

    Nanninga, Marieke; Jansen, Danielle E M C; Knorth, Erik J; Reijneveld, Sijmen A

    2015-04-01

    Knowledge about determinants of child and adolescent enrolment in psychosocial care concerns only single types of care and usually only socio-demographic factors. The social environment is also a likely key determinant but evidence is lacking. The aim of this study was to examine the associations between family social support, parenting skills and child and adolescent enrolment in psychosocial care. We obtained data on 1,331 children (response rate 56.6%), 4-18 years old, enrolled in preventive child health care, and child and adolescent social care and mental health care because of psychosocial problems, and on 463 children (response rate 70.3%) not enrolled in psychosocial care. Results showed that enrolment in psychosocial care was associated with low family social support (odds ratio; 95%-confidence interval: 3.2; 2.4-4.4), and with poor parenting skills, i.e. poor supervision (1.5; 1.1-2.1) and inconsistent disciplining (1.5; 1.1-2.1). Children's psychosocial problems partially mediated the associations with family social support and completely with parenting skills. Children's problems did not moderate the associations. Positive parenting was not associated with care enrolment. We conclude that low family social support and poor parenting are important factors associated with enrolment, in particular because they are associated with more frequent occurrence of children's psychosocial problems. This implies that professionals and policymakers need to be aware that factors in children's social environment are related with enrolment in psychosocial care, in addition to children's psychosocial problems.

  10. Outcome of parent-physician communication skills training for pediatric residents.

    Science.gov (United States)

    Nikendei, Christoph; Bosse, Hans Martin; Hoffmann, Katja; Möltner, Andreas; Hancke, Rabea; Conrad, Corinna; Huwendiek, Soeren; Hoffmann, Georg F; Herzog, Wolfgang; Jünger, Jana; Schultz, Jobst-Hendrik

    2011-01-01

    communication skills represent an essential component of clinical competence. In the field of pediatrics, communication between physicians and patients' parents is characterized by particular difficulties. To investigate the effects of a parent-physician communication skills training program on OSCE performance and self-efficacy in a group control design. parallel to their daily work in the outpatient department, intervention-group experienced clinicians in practice (n=14) participated in a communication training with standardized parents. Control-group physicians (n=14) did not receive any training beyond their daily work. Performance was assessed by independent video ratings of an OSCE. Both groups rated their self-efficacy prior to and following training. regarding OSCE performance, the intervention group demonstrated superior skills in building relationships with parents (pperform better in exploring parents' problems (pcommunication training program led to significant improvement in self-efficacy with respect to the specific training objectives in the intervention group (pcommunication training with standardized parents leads to significant improvement in OSCE performance and self-efficacy. PRACTISE IMPLICATIONS: briefness and tight structure make the presented communication training program applicable even for experienced physicians in daily clinical practice. 2010 Elsevier Ireland Ltd. All rights reserved.

  11. Longitudinal Models of Socio-Economic Status: Impact on Positive Parenting Behaviors

    Science.gov (United States)

    Azad, Gazi; Blacher, Jan; Marcoulides, George

    2014-01-01

    Parenting research is frequently conducted without a thorough examination of socio-economic characteristics. In this study, longitudinal observations of positive parenting were conducted across six time points. Participants were 219 mothers of children with and without developmental delays. Mothers' positive parenting increased during early and…

  12. Optimism and positive and negative feelings in parents of young children with developmental delay.

    Science.gov (United States)

    Kurtz-Nelson, E; McIntyre, L L

    2017-07-01

    Parents' positive and negative feelings about their young children influence both parenting behaviour and child problem behaviour. Research has not previously examined factors that contribute to positive and negative feelings in parents of young children with developmental delay (DD). The present study sought to examine whether optimism, a known protective factor for parents of children with DD, was predictive of positive and negative feelings for these parents. Data were collected from 119 parents of preschool-aged children with developmental delay. Two separate hierarchical linear regression analyses were conducted to determine if optimism significantly predicted positive feelings and negative feelings and whether optimism moderated relations between parenting stress and parent feelings. Increased optimism was found to predict increased positive feelings and decreased negative feelings after controlling for child problem behaviour and parenting stress. In addition, optimism was found to moderate the relation between parenting stress and positive feelings. Results suggest that optimism may impact how parents perceive their children with DD. Future research should examine how positive and negative feelings impact positive parenting behaviour and the trajectory of problem behaviour specifically for children with DD. © 2017 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

  13. Problem Solving Skills Training for Parents of Children with Chronic Pain: A Pilot Randomized Controlled Trial

    Science.gov (United States)

    Palermo, Tonya M.; Law, Emily F.; Bromberg, Maggie; Fales, Jessica; Eccleston, Christopher; Wilson, Anna C.

    2016-01-01

    This pilot randomized controlled trial aimed to determine the feasibility, acceptability, and preliminary efficacy of parental problem solving skills training (PSST) compared to treatment as usual (TAU) on improving parental mental health symptoms, physical health and well-being, and parenting behaviors. Effects of parent PSST on child outcomes (pain, emotional and physical functioning) were also examined. Participants included 61 parents of children aged 10–17 years with chronic pain randomized to PSST (n = 31) or TAU (n = 30). Parents receiving PSST participated in 4–6 individual sessions of training in problem solving skills. Outcomes were assessed at pre-treatment, immediately post-treatment, and at 3-month follow up. Feasibility was determined by therapy session attendance, therapist ratings, and parent treatment acceptability ratings. Feasibility of PSST delivery in this population was demonstrated by high compliance with therapy attendance, excellent retention, high therapist ratings of treatment engagement, and high parent ratings of treatment acceptability. PSST was associated with post-treatment improvements in parental depression (d = −0.68), general mental health (d = 0.64), and pain catastrophizing (d = −0.48), as well as in child depression (d = −0.49), child general anxiety (d = −0.56), and child pain-specific anxiety (d = −0.82). Several effects were maintained at 3-month follow-up. Findings demonstrate that PSST is feasible and acceptable to parents of youth with chronic pain. Treatment outcome analyses show promising but mixed patterns of effects of PSST on parent and child mental health outcomes. Further rigorous trials of PSST are needed to extend these pilot results. PMID:26845525

  14. A Contingency Approach to Communication Skill Importance: The Impact of Occupation, Direction, and Position.

    Science.gov (United States)

    Di Salvo, Vincent S.; Larsen, Janet K.

    1987-01-01

    Examines the impact of direction and occupation on the importance of communication skills for entry-level positions in finance, management, engineering, and law. Results substantiate a three-dimensional model (based on direction, occupation, and position) for the examination and application of communication skill importance in organization. (JD)

  15. Parent Training and Skill Acquisition and Utilization Among Spanish- and English-Speaking Latino Families.

    Science.gov (United States)

    Ramos, Giovanni; Blizzard, Angela M; Barroso, Nicole E; Bagner, Daniel M

    2018-01-01

    In the U.S., there is a growing Latino population, in which parents primarily speak Spanish to their children. Despite the evidence that language preference is associated with level of acculturation and influences parenting practices in these families, no study has compared how Spanish-and English-speaking Latino families acquire and utilize the skills taught during parent-training programs such as Parent-Child Interaction Therapy (PCIT). Twenty-seven mother-infant Latino dyads received a home-based adaptation of the Child-Directed Interaction (CDI) phase of PCIT as part of a larger randomized control trial. Most infants were male (63%), and their average age was 13.7 months ( SD = 1.43). Most families (52%) lived below the poverty line. The Dyadic Parent-Child Interaction Coding System-Third Edition (DPICS-III) was employed to evaluate PCIT skills at baseline and post-treatment, as well as at 3- and 6-month follow-up, assessments. We conducted multiple linear regression analyses among Spanish-speaking (55%) and English-speaking (45%) families to examine differences in acquisition and utilization of do and don't skills at each assessment while controlling for mother's education. Results yielded no group differences in the acquisition rate of do or don't skills at any time point. However, Spanish-speaking mothers used significantly more don't skills than English-speaking mothers at each assessment. Specifically, Spanish-speaking families used significantly more commands at baseline, post-treatment, and the 6-month followup assessments, as well as more questions at post-treatment and at the 6-month follow-up assessments. These findings highlight the importance of addressing cultural values such as respeto to ensure culturally robust parent-training programs for Latino families.

  16. Effectiveness of Group Positive Parenting Program (Triple P) in Changing Child Behavior, Parenting Style, and Parental Adjustment: An Intervention Study in Japan

    Science.gov (United States)

    Fujiwara, Takeo; Kato, Noriko; Sanders, Matthew R.

    2011-01-01

    The purpose of this study is to investigate the effectiveness of a group-based family intervention program known as the Group Positive Parenting Program (Triple P), with families in Japan. Reductions in children's behavioral problems, changes in dysfunctional parenting practices, and affects on parenting adjustment were examined. Participants of…

  17. Soft skill appraisal for dentistry: a tool for positive practice management.

    Science.gov (United States)

    Jawale, Bhushan Arun; Bendgude, Vikas; Husain, Nadeem; Thosar, Nilima; Tandon, Piyush

    2011-11-01

    Soft skills adoption is a learning experience for every practitioner and every academician. Author has expressed his opinion for success through educational and real values of soft skill. Soft skills behavior of individual and institution help in achieving desirable goals in general and specialty practices. Author also focused on some realistic soft skill methods for improvisation of practices for all doctor. These skills indulge positive energy in human relationship for working in symbiosis and explore infinite capabilities at institutional and doctoral level. Here, some optimistic suggestions are given for improving dental practices and academic fulfillments. These soft skills help to organize, plan and manage, and track changes during the course of the growing dental practices. However, understanding of the soft skills in practice management, its simplicity and complexity and also, its contributing factors, helps practitioners to understand the dynamic, social and complex contexts of practices. It is really helpful to all practitioners to grow their practices using soft skills.

  18. Parent and Family Outcomes of PEERS: A Social Skills Intervention for Adolescents with Autism Spectrum Disorder

    Science.gov (United States)

    Karst, Jeffrey S.; Van Hecke, Amy Vaughan; Carson, Audrey M.; Stevens, Sheryl; Schohl, Kirsten; Dolan, Bridget

    2015-01-01

    Raising a child with an Autism Spectrum Disorder (ASD) is associated with increased family chaos and parent distress. Successful long-term treatment outcomes are dependent on healthy systemic functioning, but the family impact of treatment is rarely evaluated. The Program for the Education and Enrichment of Relational Skills (PEERS) is a social…

  19. A Parent-Implemented Intervention to Improve Imitation Skills by Children with Autism: A Pilot Study

    Science.gov (United States)

    Zaghlawan, Hasan Y.; Ostrosky, Michaelene M.

    2016-01-01

    The purpose of this exploratory study was to examine the effects of a modified reciprocal imitation training (RIT) on the imitation skills of children with autism. Two parents were trained and coached to use the modified RIT with their young children with autism in home settings. The modified RIT was composed of contingent imitation, descriptive…

  20. Parental Information, Motivation, and Behavioral Skills Correlate with Child Sweetened Beverage Consumption

    Science.gov (United States)

    Goodell, L. Suzanne; Pierce, Michelle B.; Amico, K. Rivet; Ferris, Ann M.

    2012-01-01

    Objective: To evaluate fit of the Information-Motivation-Behavioral Skills (IMB) model applied to sweetened beverage (SB) consumption in children. Design: Cross-sectional. Parents completed a home beverage inventory and IMB survey regarding SB consumption. Setting: Health fairs, Special Supplemental Nutrition Program for Women, Infants, and…

  1. Parents Perceive Improvements in Socio-Emotional Functioning in Adolescents with ASD Following Social Skills Treatment

    Science.gov (United States)

    Lordo, Danielle N.; Bertolin, Madison; Sudikoff, Eliana L.; Keith, Cierra; Braddock, Barbara; Kaufman, David A. S.

    2017-01-01

    The current study examined the effectiveness of a social skills treatment (PEERS) for improving socio-emotional competencies in a sample of high-functioning adolescents with ASD. Neuropsychological and self- and parent-report measures assessing social, emotional, and behavioral functioning were administered before and after treatment. Following…

  2. Interpersonal stress, performance level, and parental support : A Longitudinal study among highly skilled young soccer players

    NARCIS (Netherlands)

    Van Yperen, N.W.

    1995-01-01

    This study of 65 highly skilled young male soccer players (mean age = 16.6 years) employed a 7-month longitudinal design to examine the causal relationship between performance level and interpersonal stress within the team. Particular attention was paid to the moderating effect of parental support.

  3. The Covariation between Parental and Expert Evaluations of Early Language Skills

    Science.gov (United States)

    Björn, Piia M.; Kakkuri, Irma; Leppänen, Paavo H. T.

    2014-01-01

    This study investigated the potential interrelationship between parental (maternal) and expert assessments of the expressive and receptive language skills of 12- to 18-month-old children. The language activities of 27 children were monitored by their mothers (MCDI scale: Lyytinen, 2000. "Varhaisen kommunikaation ja kielen kehityksen…

  4. [Child behaviour problems and parenting skills of mothers in environments of intimate partner violence].

    Science.gov (United States)

    Rosser Limiñana, Ana; Suriá Martínez, Raquel; Mateo Pérez, Miguel Ángel

    To assess the behavioural problems of children who have been exposed to intimate partner violence situations, and the moderating effect of mother parenting. We analysed, using the Child Behavior CheckList, behavioural problems of 46 children between 6 and 16 years, and the relationship between the detected problems and parenting skills shown in the mother-child interaction in shelters. Increased behavioural problems were detected in children, compared with normative population. Difficulties in parenting skills in mother-child interaction especially connect with the manifestation of externalizing problems in children. Living in a gender violence environment affects children's psychosocial adjustment and it damages the victim's parental competence. Consequently, the intervention of socio-health professionals with Intimate partner violence victims should pay more attention to detect the difficulties of children and restore the parenting skills of the mothers in order to alleviate the repercussions of gender violence on their children. Copyright © 2017 SESPAS. Publicado por Elsevier España, S.L.U. All rights reserved.

  5. Feasibility of a parent education and skills workshop for improving response to family-based treatment of adolescent anorexia nervosa.

    Science.gov (United States)

    Ganci, Maria; Pradel, Martin; Hughes, Elizabeth K

    2018-04-01

    Early response to family-based treatment (FBT) is a robust predictor of positive outcomes for adolescents with anorexia nervosa (AN). We introduced a parent education and skills workshop in the first 4 weeks of treatment with the aim of improving changes in parent self-efficacy in FBT and, in turn, patient weight gain. Forty-five families who had at least one parent attend the workshop were compared to a matched control of families who did FBT before the workshop was introduced. Among adolescents who were underweight at baseline, weight gain by Week 4 of treatment was higher for adolescents whose parents attended the workshop (M = 90.84% median BMI) than those who did not (M = 88.54% mBMI, p < .05). There was no significant difference in weight at Week 12 or at end of treatment, nor was there a difference in self-efficacy as measured by the Parent Versus Anorexia Scale. Participants reported a high level of satisfaction with the workshop and significant improvements in knowledge and confidence. Overall, the workshop was a feasible adjunct for improving early response to FBT. © 2018 Wiley Periodicals, Inc.

  6. Pilot trial of a parenting and self-care intervention for HIV-positive mothers: the IMAGE program.

    Science.gov (United States)

    Murphy, Debra A; Armistead, Lisa; Payne, Diana L; Marelich, William D; Herbeck, Diane M

    2017-01-01

    A pilot study was conducted to assess the effects of the IMAGE pilot intervention (Improving Mothers' parenting Abilities, Growth, and Effectiveness) on mothers living with HIV (MLH). Based on Fisher and Fisher's IMB model [1992. Changing AIDS risk behavior. Psychological Bulletin, 111, 455-474], the intervention focused on self-care and parenting behavior skills of MLH that affect maternal, child, and family outcomes. A randomized pre-test-post-test two-group design with repeated assessments was used. MLH (n = 62) and their children aged 6-14 (n = 62; total N = 124) were recruited for the trial and randomized to the theory-based skills training condition or a standard care control condition. Assessments were conducted at baseline with follow-ups at 3, 6, and 12 months. Maternal, child, and family outcomes were assessed. Results show significant effects of the intervention for improving parenting practices for mothers. The intervention also improved family outcomes, and showed improvements in the parent-child relationship. IMAGE had a positive impact on parenting behaviors, and on maternal, child, and family outcomes. Given MLH can be challenged by their illness and also live in under-resourced environments, IMAGE may be viewed as a viable way to improve quality of life and family outcomes.

  7. Problem-solving skills, parent-adolescent communication, dyadic functioning, and distress among adolescents with cancer.

    Science.gov (United States)

    Viola, Adrienne; Taggi-Pinto, Alison; Sahler, Olle Jane Z; Alderfer, Melissa A; Devine, Katie A

    2018-05-01

    Some adolescents with cancer report distress and unmet needs. Guided by the disability-stress-coping model, we evaluated associations among problem-solving skills, parent-adolescent cancer-related communication, parent-adolescent dyadic functioning, and distress in adolescents with cancer. Thirty-nine adolescent-parent dyads completed measures of these constructs. Adolescents were 14-20 years old on treatment or within 1 year of completing treatment. Better problem-solving skills were correlated with lower adolescent distress (r = -0.70, P communication problems and dyadic functioning were not significantly related to adolescent distress (rs < 0.18). Future work should examine use of problem-solving interventions to decrease distress for adolescents with cancer. © 2018 Wiley Periodicals, Inc.

  8. Examining social-cognitive predictors of parenting skills among mothers with preschool and early elementary school-aged children.

    Science.gov (United States)

    Norouzi, Saiideh; Moghaddam, Mohammad Hossein Baghiani; Morowatisharifabad, Mohammad Ali; Norouzi, Ali; Jafari, Ali Reza; Fallahzadeh, Hossein

    2015-01-01

    Identification of parenting skills determinants among mothers is an ongoing field of research. The aim of this study was to identify the social cognitive predictors of parenting skills among mothers. Previous studies have demonstrated the health action process approach (HAPA) as a credible frame for predicting behavior, but the number of studies considering the predictive value of parenting skills determinants among mothers is rare. An 8 months prospective design was applied. Participants were mothers with preschool and early elementary school-aged children. At the 1(st) time, 120 participants completed self-report questionnaires regarding their risk perception, outcome expectancies, task self-efficacy, and intentions toward parenting skills. At the 2(nd) time, they returned a follow-up questionnaire, which measured planning, coping self-efficacy, and recovery self-efficacy and finally, 8 months later as the 3(rd) time, parenting skills were measured. Path analysis was used for analysis. Path analysis indicated that, in the motivational phase, there was no relationship between parenting skills intention and risk perception, outcome expectancies, and task self-efficacy. Furthermore, no relationship was found between parenting skills intention and planning. In the volitional phase, coping self-efficacy, recovery self-efficacy, and planning were statistically significant predictors of parenting skills. The results of this study confirm that volitional phase of the HAPA model is useful in determining parenting skills. However, the role motivational variables seem to be unimportant in performing these behaviors. It was concluded that everybody intended to apply parenting skills, in nature, and intervention strategies should be focused on turning intentions into behavior.

  9. Effects of harsh parenting and positive parenting practices on youth aggressive behavior: The moderating role of early pubertal timing.

    Science.gov (United States)

    Chen, Frances R; Raine, Adrian

    2018-01-01

    Prior research indicates that early pubertal timing is associated with aggressive behavior, particularly in the context of adversity as postulated in the contextual amplification hypothesis. However, few studies have examined harsh parenting as the context for the effect of early pubertal timing. Even fewer studies have tested the interactive effect of early pubertal timing and positive parenting on aggressive behavior. In this study, we tested the proposition that early pubertal timing, contrary to the general conception of it as a vulnerability, indexed susceptibility, and thus early maturing individuals were affected more by their environment in a "for better and for worse" manner. The sample consisted of 411 community-recruited youth aged 11-12 years (51% boys, 80% African Americans). Participants reported Tanner Stages of pubertal development, aggressive behavior and harsh parenting practice of their parents. Puberty scores were standardized with groups of the same age, sex, and ethnicity, and those that scored the top one-third were defined as early maturing individuals. Parents reported youth's aggressive behavior and their parenting practices towards the youth, including harsh parenting and positive parenting. Early pubertal timing significantly moderated the relationship between harsh/positive parenting and aggressive behavior. Specifically, harsh parenting was positively associated with aggressive behavior to a larger degree among early maturing individuals than among on-time/late-maturing individuals. Positive parenting was inversely associated with aggressive behavior but only among early maturing individuals. This study is the first to document support for early pubertal timing as susceptibility to the environmental influences in relation to aggressive behavior. Theoretical and intervention implications are discussed. © 2017 Wiley Periodicals, Inc.

  10. You are such a bad child! Appraisals as mechanisms of parental negative and positive affect.

    Science.gov (United States)

    Gavita, Oana Alexandra; David, Daniel; DiGiuseppe, Raymond

    2014-01-01

    Although parent cognitions are considered important predictors that determine specific emotional reactions and parental practices, models on the cognitive strategies for regulating parental distress or positive emotions are not well developed. Our aim was to investigate the nature of cognitions involved in parental distress and satisfaction, in terms of their specificity (parental or general) and their processing levels (inferential or evaluative cognitions). We hypothesized that parent's specific evaluative cognitions will mediate the impact of more general and inferential cognitive structures on their affective reactions. We used bootstrapping procedures in order to test the mediation models proposed. Results obtained show indeed that rather specific evaluative parental cognitions are mediating the relationship between general cognitions and parental distress. In terms of the cognitive processing levels, it seems that when parents hold both low self-efficacy and parental negative global evaluations for the self/child, this adds significantly to their distress.

  11. Combining child social skills training with a parent early intervention program for inhibited preschool children.

    Science.gov (United States)

    Lau, Elizabeth X; Rapee, Ronald M; Coplan, Robert J

    2017-10-01

    Previous studies have demonstrated the efficacy of early intervention for anxiety in preschoolers through parent-education. The current study evaluated a six-session early intervention program for preschoolers at high risk of anxiety disorders in which a standard educational program for parents was supplemented by direct training of social skills to the children. Seventy-two children aged 3-5 years were selected based on high behavioural inhibition levels and concurrently having a parent with high emotional distress. Families were randomly assigned to either the intervention group, which consisted of six parent-education group sessions and six child social skills training sessions, or waitlist. After six months, families on waitlist were offered treatment consisting of parent-education only. Relative to waitlist, children in the combined condition showed significantly fewer clinician-rated anxiety disorders and diagnostic severity and maternal (but not paternal) reported anxiety symptoms and life interference at six months. Mothers also reported less overprotection. These gains were maintained at 12-month follow-up. Parent only education following waitlist produced similar improvements among children. Quasi-experimental comparison between combined and parent-only interventions indicated greater reductions from combined intervention according to clinician reports, but no significant differences on maternal reports. Results suggest that this brief early intervention program for preschoolers with both parent and child components significantly reduces risk and disorder in vulnerable children. The inclusion of a child component might have the potential to increase effects over parent-only intervention. However, future support for this conclusion through long-term, randomised controlled trials is needed. Copyright © 2017 Elsevier Ltd. All rights reserved.

  12. Why Are Home Literacy Environment and Children's Reading Skills Associated? What Parental Skills Reveal

    NARCIS (Netherlands)

    van Bergen, Elsje; Van Zuijen, Titia L.; Bishop, Dorothy; de Jong, Peter F.

    2017-01-01

    Associations between home literacy environment and children's reading ability are often assumed to reflect a direct influence. However, heritability could account for the association between parent and child literacy-related measures. We used data from 101 mother/father/child triads to consider the

  13. Hearing Parents' Appraisals of Parenting a Deaf or Hard-of-Hearing Child: Application of a Positive Psychology Framework

    Science.gov (United States)

    Szarkowski, Amy; Brice, Patrick J.

    2016-01-01

    Hearing parents of deaf and hard-of-hearing children face unique challenges and stressors, the understanding of which has been the focus of numerous studies; yet, relatively little is known about their positive experiences. Using a qualitative purposive sampling design, interviews were conducted with 11 hearing parents (8 mothers, 3 fathers)…

  14. Simultaneous Training for Children with Autism Spectrum Disorder and Their Parents with a Focus on Social Skills Enhancement

    Directory of Open Access Journals (Sweden)

    Hiroko Okuno

    2016-06-01

    Full Text Available The objective of this study was to evaluate the effectiveness of simultaneous training for children with autism spectrum disorder (ASD and their parents, with a focus on social skills enhancement (STSSE by evaluating behavioral changes in children with ASD and changes in family functioning. STSSE was conducted on 17 children of elementary school age with ASD and their parents. Changes in scores on the social skills scale for education (SS-scale, the child behavior checklist, the Feetham Family Functioning Survey (FFFS, and the confidence degree questionnaire for families (CDQ were used to assess the effectiveness of STSSE. Improvements were seen for “Communication Skills” on the children’s SS-scale (p = 0.029. Significant improvements were seen in the mothers’ FFFS scores for “The 4th factor: illness and worries” (p = 0.016 and in the median CDQ scores for one of 18 items after STSSE (p = 0.01. Although additional studies with larger sample sizes will be necessary before these findings are generalizable, the positive changes seen in both parents and children as a result of STSSE are promising.

  15. An experience of improvement on parenting skills and socio-personal development in minors in serious social vulnerability situation

    Directory of Open Access Journals (Sweden)

    Isabel Bartau Rojas

    2010-01-01

    Full Text Available This paper presents an educational intervention design and assessment aimed to improve the socio-personal development of minors in a situation of serious social vulnerability, and the parenting skills of their mothers and fathers. The sample includes families in situations of serious social vulnerability, with complex problems making parenting difficult (psychiatric problems, unemployment, social exclusion, etc.. The sample group comprised fathers, mothers and children. 18 persons (10 families took part in the first phase of intervention and 15 persons in the second. The intervention was carried out in 3 groups (fathers, mothers and minors, and consisted of 5 fortnightly sessions lasting two hours each. Assessments were carried out before, during and after the intervention, comparing the information obtained from all groups involved (fathers, mothers, minors, family workers and group leaders. The educational intervention helped both fathers and mothers to understand better their children’s needs. Improvements were found in the emotional and cooperation skills of the minors. The professionals observed improvements in the relations between parents and children, and related them to the families’ involvement in the educational program. The work carried out has contributed to increase the children awareness of their parent’s inability to look after them and the effort made by them to learn and improve, as well. It was concluded that the strictly educational intervention promotes the initiation of small improvements positively evaluated by all groups involved. The educational intervention helps to develop values such as ‘to learn caring’ in social vulnerability contexts.

  16. Effectiveness of the Triple P Positive Parenting Program on behavioral problems in children: a meta-analysis.

    Science.gov (United States)

    de Graaf, Ireen; Speetjens, Paula; Smit, Filip; de Wolff, Marianne; Tavecchio, Louis

    2008-09-01

    The Triple P Positive Parenting Program is a multilevel parenting program to prevent and offer treatment for severe behavioral, emotional, and developmental problems in children. The aim of this meta-analysis is to assess the effectiveness of Triple P Level 4 interventions in the management of behavioral problems in children by pooling the evidence from relevant literature that included Level 4 Triple P interventions. Level 4 intervention is indicated if the child has multiple behavior problems in a variety of settings and there are clear deficits in parenting skills. Results indicate that Level 4 of Triple P interventions reduced disruptive behaviors in children. These improvements were maintained well over time, with further improvements in long-term follow-up. These effects support the widespread adoption and implementation of Triple P that is taking place in an increasing number of countries in quite diverse cultural contexts around the world.

  17. PROFESSIONAL ACCOUNTANTS’ PERSPECTIVE OF SKILLS REQUIRED TO PROGRESS TO MANAGEMENT POSITIONS

    OpenAIRE

    Fouché, J. P.; Kgapola, M. P.

    2016-01-01

    In South Africa, not only is the shortage in skills a general predicament, but so also is the shortage of professional accountants. The markets and business environments are changing almost every day and so do the skills sets required by professional accountants. The purpose of the study is to assist professional accountants in defining the skills required for management positions and to enable them to plan their careers better. A cross-sectional survey was used. The majority of participants ...

  18. New Perspectives on the Positioning of Parents in Children's Bullying at School

    Science.gov (United States)

    Hein, Nina

    2017-01-01

    This article explores the subject of parents with respect to children's bullying at school. The overarching claim is that parental agency and positions on children's bullying at school are produced and made possible by an apparatus of multiple, concurrent forces that provide poor conditions for a constructive partnership between parents and…

  19. Parents’ Optimism, Positive Parenting, and Child Peer Competence in Mexican-Origin Families

    Science.gov (United States)

    Castro-Schilo, Laura; Ferrer, Emilio; Taylor, Zoe E.; Robins, Richard W.; Conger, Rand D.; Widaman, Keith F.

    2012-01-01

    SYNOPSIS Objective This study examined how parents’ optimism influences positive parenting and child peer competence in Mexican-origin families. Design A sample of 521 families (521 mothers, 438 fathers, and 521 11-year-olds) participated in the cross-sectional study. We used structural equation modeling to assess whether effective parenting would mediate the effect of parents’ optimism on child peer competence and whether mothers’ and fathers’ optimism would moderate the relation between positive parenting and child social competence. Results Mothers’ and fathers’ optimism were associated with effective parenting, which in turn was related to children’s peer competence. Mothers’ and fathers’ optimism also moderated the effect of parenting on child peer competence. High levels of parental optimism buffered children against poor parenting; at low levels of parental optimism, positive parenting was more strongly related to child peer competence. Conclusions Results are consistent with the hypothesis that positive parenting is promoted by parents’ optimism and is a proximal driver of child social competence. Parental optimism moderates effects of parenting on child outcomes. PMID:23526877

  20. Impressions That Last: Particularly Negative and Positive Experiences Reported by Parents Five Years after the End of a Child's Successful Cancer Treatment or Death.

    Directory of Open Access Journals (Sweden)

    Lisa Ljungman

    Full Text Available To describe the experience of parenting a child diagnosed with cancer by examining particularly negative and positive experiences reported by parents of childhood cancer survivors and parents of children lost to cancer.168 parents (88 mothers, 80 fathers participated. Data were collected five years after the end of successful treatment or the child's death. The parents' experiences were identified by open-ended semi-structured questions about particularly negative and positive experiences of the child's cancer. An inductive approach was used in which the manifest verbal content of the answers was analysed using content analysis.The analysis revealed eight categories of negative experience (child late effects; distressing events; healthcare; impaired relationships; long-term psychological consequences; own reactions; surrounding institutions; the fact that the child got cancer and seven categories of positive experience (healthcare; improved relationships; long-term consequences for the child; personal development; support systems; treatment outcome; unexpected joy. The categories were related to past events or to the present situation. The findings indicate variations in experiences between parents of survivors and bereaved parents, and between fathers and mothers, as some experiences were only reported by parents of survivors and some experiences were only reported by mothers.The results highlight the importance of past and present events to parents, and accordingly the long-lasting impact of paediatric cancer on parents. The results also point to the wide range of negative as well as positive experiences involved in parenting a child diagnosed with cancer, and provide a comprehensive understanding of the overall experience for parents of children with cancer. Specifically, the findings give guidance to healthcare providers by illustrating the need to provide healthcare personnel with continuous training in communication skills, offering

  1. Effects of a Training Intervention to Foster Argumentation Skills While Processing Conflicting Scientific Positions

    Science.gov (United States)

    Hefter, Markus H.; Berthold, Kirsten; Renkl, Alexander; Riess, Werner; Schmid, Sebastian; Fries, Stefan

    2014-01-01

    Argumentation skills play a crucial role in science education and in preparing school students to act as informed citizens. While processing conflicting scientific positions regarding topics such as sustainable development in the domain of ecology, argumentation skills such as evaluating arguments or supporting theories with evidence are…

  2. Video-feedback Intervention to promote Positive Parenting adapted to Autism (VIPP-AUTI): A randomized controlled trial.

    Science.gov (United States)

    Poslawsky, Irina E; Naber, Fabiënne Ba; Bakermans-Kranenburg, Marian J; van Daalen, Emma; van Engeland, Herman; van IJzendoorn, Marinus H

    2015-07-01

    In a randomized controlled trial, we evaluated the early intervention program Video-feedback Intervention to promote Positive Parenting adapted to Autism (VIPP-AUTI) with 78 primary caregivers and their child (16-61 months) with Autism Spectrum Disorder. VIPP-AUTI is a brief attachment-based intervention program, focusing on improving parent-child interaction and reducing the child's individual Autism Spectrum Disorder-related symptomatology in five home visits. VIPP-AUTI, as compared with usual care, demonstrated efficacy in reducing parental intrusiveness. Moreover, parents who received VIPP-AUTI showed increased feelings of self-efficacy in child rearing. No significant group differences were found on other aspects of parent-child interaction or on child play behavior. At 3-months follow-up, intervention effects were found on child-initiated joint attention skills, not mediated by intervention effects on parenting. Implementation of VIPP-AUTI in clinical practice is facilitated by the use of a detailed manual and a relatively brief training of interveners. © The Author(s) 2014.

  3. Effectiveness of the triple P positive parenting program on parenting: A meta-analysis

    NARCIS (Netherlands)

    Graaf, I. de; Speetjens, P.; Smit, F.; Wolff, M. de; Tavecchio, L.

    2008-01-01

    Triple P is a parenting program intended to prevent and to provide treatment for severe behavioral, emotional, and developmental problems in children. The aim of this meta-analysis was to assess the effectiveness of Triple P Level 4 interventions on parenting styles and parental competency. Level 4

  4. Effectiveness of an email-based intervention helping parents to enhance alcohol-related parenting skills and reduce their children's alcohol consumption: A randomised controlled trial

    NARCIS (Netherlands)

    Wurdak, M.; Kuntsche, E.N.; Wolstein, J.

    2017-01-01

    Aims: Developing and evaluating an email-based intervention (EBI) to enhance alcohol-related parenting skills and reduce alcohol consumption among adolescents. Methods: Over four weeks, participating parents received a weekly email containing scientific findings, practical advice and exercises in

  5. Pairing attachment theory and social learning theory in video-feedback intervention to promote positive parenting.

    Science.gov (United States)

    Juffer, Femmie; Bakermans-Kranenburg, Marian J; van IJzendoorn, Marinus H

    2017-06-01

    Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) is a social-learning and attachment-based intervention using video feedback to support sensitive parenting and at the same time setting firm limits. Empirical studies and meta-analyses have shown that sensitive parenting is the key determinant to promote secure child-parent attachment relationships and that adequate parental discipline contributes to fewer behavior problems in children. Building on this evidence, VIPP-SD has been tested in various populations of at-risk parents and vulnerable children (in the age range of zero to six years), as well as in the context of child care. In twelve randomized controlled trials including 1116 parents and caregivers, VIPP-SD proved to be effective in promoting sensitive caregiving, while positive social-emotional child outcomes were also found. Copyright © 2017 Elsevier Ltd. All rights reserved.

  6. Harsh parenting, physical health, and the protective role of positive parent-adolescent relationships.

    Science.gov (United States)

    Schofield, Thomas J; Conger, Rand D; Gonzales, Joseph E; Merrick, Melissa T

    2016-05-01

    Harsh, abusive and rejecting behavior by parents toward their adolescents is associated with increased risk of many developmental problems for youth. In the present study we address behaviors of co-parents that might help disrupt the hypothesized health risk of harsh parenting. Data come from a community study of 451 early adolescents followed into adulthood. During early adolescence, observers rated both parents separately on harshness towards the adolescent. Adolescents reported on their physical health at multiple assessments from age 12 through age 20, and on parental warmth. Harsh parenting predicted declines in adolescent self-reported physical health and increases in adolescent body mass index (BMI). Although the health risk associated with harshness from one parent was buffered by warmth from the other parent, warmth from the second parent augmented the association between harshness from the first parent and change over time in adolescent BMI. As appropriate, preventive interventions should include a focus on spousal or partner behaviors in their educational or treatment programs. Additional research is needed on the association between self-reported physical health and BMI in adolescence. Copyright © 2016 Elsevier Ltd. All rights reserved.

  7. Reducing and preventing internalizing and externalizing behavior problems in children with type 1 diabetes: a randomized controlled trial of the Triple P-Positive Parenting Program.

    Science.gov (United States)

    Westrupp, E M; Northam, E; Lee, K J; Scratch, S E; Cameron, F

    2015-11-01

    Children with type 1 diabetes are at increased risk of mental health problems, which in turn are associated with poor glycemic control, diabetes-related complications, and long-term psychiatric morbidity. We tested the efficacy of the Triple P-Positive Parenting Program in reducing or preventing mental health problems and improving glycemic control in children with type 1 diabetes in a randomized controlled trial. Participants were recruited from the Diabetes Clinic, Royal Children's Hospital, Melbourne, Australia, and randomized to Triple P or standard diabetes care. The primary outcome was child internalizing and externalizing behavior problems 3 and 12 months postrandomization. Secondary outcomes were glycemic control, parent mental health, parenting skills, and family functioning at 3 and 12 months, and glycemic control at 24 months. A total of 76 participants were randomized (38 to intervention and 38 to control), 60 completed 3-month, and 57 completed 12-month assessments. Benefits of Triple P were evident at 3 months for parent mental health, parenting skills, and family functioning (p externalizing behavior problems indicated greater improvements in child mental health, parent mental health, parenting skills, and diabetes family conflict (p parenting self-efficacy at 3 months. Improvements in parent mental health and parenting competency associated with Triple P were sustained to 12 months for children with pre-existing mental health problems. This study provides some support for the efficacy of Triple P in improving parent and family outcomes, and reducing child internalizing and externalizing behavior problems primarily in children who have pre-existing mental health problems. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  8. A pilot effectiveness study of the Enhancing Parenting Skills (EPaS) 2014 programme for parents of children with behaviour problems: study protocol for a randomised controlled trial

    OpenAIRE

    Williams, Margiad Elen; Hutchings, Judy

    2015-01-01

    Background The Enhancing Parenting Skills (EPaS) 2014 programme is a home-based, health visitor-delivered parenting support programme for parents of children with identified behaviour problems. This trial aims to evaluate the effectiveness of the EPaS 2014 programme compared to a waiting-list treatment as usual control group. Methods/Design This is a pragmatic, multicentre randomised controlled trial. Sixty health visitors will each be asked to identify two families that have a child scoring ...

  9. Validation of the Positive Parenting Scale (PPS for evaluating face-to-face and online parenting support programs

    Directory of Open Access Journals (Sweden)

    Arminda Suárez

    2016-11-01

    Full Text Available Following the study presenting the Online Parental Support Scale, as part of the evaluation of the ‘Positive Parent’ online program (http://educarenpositivo.es, this article describes the validation of a new scale that evaluates the principles of positive parenting in users of face-to-face and online parenting support programs. To validate the Positive Parenting Scale (PPS, 323 Spanish and Latin American parents participated, who were enrolled in the online program. To obtain the factor structure, we used exploratory structural equation modeling (ESEM with oblimin rotation, and for confirmatory purposes we used as the estimation method the Weighted Least Squares Mean and Variance Adjusted with moving measurement window (WLSMW. We also performed a ROC analysis of rating and continuous diagnostic test results by means of area under the curve (AUC, and tested it by multivariate analysis of Covariance (MANCOVA. The main results showed an optimal factorization of the construct involving a four-factor model with adequate reliability: family involvement, affection and recognition, communication and stress management, and shared activities. Furthermore, discriminative capacity of the scale was proved depending on the levels of Internet experience and educational use of the Internet. The scale shows adequate psychometric properties and its content includes the key aspects of the exercise of positive parenting, which is very useful to evaluate the effectiveness of programs based on this approach.

  10. Developmental Trajectories of Social Skills during Early Childhood and Links to Parenting Practices in a Japanese Sample.

    Science.gov (United States)

    Takahashi, Yusuke; Okada, Kensuke; Hoshino, Takahiro; Anme, Tokie

    2015-01-01

    This study used data from a nationwide survey in Japan to model the developmental course of social skills during early childhood. The goals of this study were to identify longitudinal profiles of social skills between 2 and 5 years of age using a group-based trajectory approach, and to investigate whether and to what extent parenting practices at 2 years of age predicted developmental trajectories of social skills during the preschool period. A relatively large sample of boys and girls (N > 1,000) was assessed on three social skill dimensions (Cooperation, Self-control, and Assertion) at four time points (ages 2, 3, 4, and 5), and on four parenting practices (cognitive and emotional involvement, avoidance of restriction and punishment, social stimulation, and social support for parenting) at age 2. The results indicated that for each social skill dimension, group-based trajectory models identified three distinct trajectories: low, moderate, and high. Multinomial regression analysis revealed that parenting practice variables showed differential contributions to development of child social skills. Specifically, Cooperation and Assertion were promoted by cognitive and emotional involvement, Self-control by social stimulation, and Assertion by avoidance of restriction and punishment. Abundant social support for parenting was not associated with higher child social skills trajectories. We found heterogeneity in developmental profiles of social skills during the preschool ages, and we identified parenting practices that contributed to different patterns of social skills development. We discussed the implications of higher-quality parenting practices on the improvement of child social skills across early childhood.

  11. Understanding the Home Math Environment and Its Role in Predicting Parent Report of Children’s Math Skills

    Science.gov (United States)

    Ganley, Colleen M.; Purpura, David J.

    2016-01-01

    There is a growing literature concerning the role of the home math environment in children’s math development. In this study, we examined the relation between these constructs by specifically addressing three goals. The first goal was to identify the measurement structure of the home math environment through a series of confirmatory factor analyses. The second goal was to examine the role of the home math environment in predicting parent report of children’s math skills. The third goal was to test a series of potential alternative explanations for the relation between the home math environment and parent report of children’s skills, specifically the direct and indirect role of household income, parent math anxiety, and parent math ability as measured by their approximate number system performance. A final sample of 339 parents of children aged 3 through 8 drawn from Mechanical Turk answered a questionnaire online. The best fitting model of the home math environment was a bifactor model with a general factor representing the general home math environment, and three specific factors representing the direct numeracy environment, the indirect numeracy environment, and the spatial environment. When examining the association of the home math environment factors to parent report of child skills, the general home math environment factor and the spatial environment were the only significant predictors. Parents who reported doing more general math activities in the home reported having children with higher math skills, whereas parents who reported doing more spatial activities reported having children with lower math skills. PMID:28005925

  12. The importance of the eyes: communication skills in infants of blind parents.

    Science.gov (United States)

    Senju, Atsushi; Tucker, Leslie; Pasco, Greg; Hudry, Kristelle; Elsabbagh, Mayada; Charman, Tony; Johnson, Mark H

    2013-06-07

    The effects of selectively different experience of eye contact and gaze behaviour on the early development of five sighted infants of blind parents were investigated. Infants were assessed longitudinally at 6-10, 12-15 and 24-47 months. Face scanning and gaze following were assessed using eye tracking. In addition, established measures of autistic-like behaviours and standardized tests of cognitive, motor and linguistic development, as well as observations of naturalistic parent-child interaction were collected. These data were compared with those obtained from a larger group of sighted infants of sighted parents. Infants with blind parents did not show an overall decrease in eye contact or gaze following when they observed sighted adults on video or in live interactions, nor did they show any autistic-like behaviours. However, they directed their own eye gaze somewhat less frequently towards their blind mothers and also showed improved performance in visual memory and attention at younger ages. Being reared with significantly reduced experience of eye contact and gaze behaviour does not preclude sighted infants from developing typical gaze processing and other social-communication skills. Indeed, the need to switch between different types of communication strategy may actually enhance other skills during development.

  13. Comparison of Social Skills, Mental Health and Academic Performance in Children with Divorced, Divorcing and Intact Parents

    Directory of Open Access Journals (Sweden)

    حسین قمری گیوی

    2016-06-01

    Full Text Available The aim of this study was to compare social skills, mental health and academic performance in children with divorced, divorcing and intact parents. The study sample included 481 children with divorced parents and 419 children with divorcing parents, who were matched to 500 children with normal parents. The participants responded to the Matson's Social Skills Scale and Goldenberg's Mental Health Questionnaire. To assess the academic performance GPA was used. The data were analyzed by multivariate analysis of variance (MANOVA and Scheffe post hoc test. The Findings showed that children with divorced and divorcing parents had more average scores of the components of physical symptoms, anxiety, social dysfunction, depression and general mental disorder than those of children with normal parents. Also children with divorcing parents had more scores in components of social dysfunction, depression and general mental disorder than children with divorced parents had. Social skills scores and academic performance in children with normal parents were higher than those of divorced parents’ children and children with divorced parents had higher scores than children with divorcing parents. Hence, due to the harm and the conesquences of divorce on children, strategies for minimalizing these conesquences should be planed.

  14. Parents Perceive Improvements in Socio-emotional Functioning in Adolescents with ASD Following Social Skills Treatment.

    Science.gov (United States)

    N Lordo, Danielle; Bertolin, Madison; L Sudikoff, Eliana; Keith, Cierra; Braddock, Barbara; Kaufman, David A S

    2017-01-01

    The current study examined the effectiveness of a social skills treatment (PEERS) for improving socio-emotional competencies in a sample of high-functioning adolescents with ASD. Neuropsychological and self- and parent-report measures assessing social, emotional, and behavioral functioning were administered before and after treatment. Following social skills treatment, adolescents with ASD exhibited decreased aggression, anxiety, and withdrawal, as well as improvements in emotional responsiveness, adaptability, leadership, and participation in activities of daily living, though no change was found in affect recognition abilities. These findings suggest that PEERS social skills treatment improves particular aspects of emotional, behavioral, and social functioning that may be necessary for developing and maintaining quality peer relationships and remediating social isolation in adolescents with ASD.

  15. Links between Parenting Styles, Parent-Child Academic Interaction, Parent-School Interaction, and Early Academic Skills and Social Behaviors in Young Children of English-Speaking Caribbean Immigrants

    Science.gov (United States)

    Roopnarine, Jaipaul L.; Krishnakumar, Ambika; Metindogan, Aysegul; Evans, Melanie

    2006-01-01

    This study examined the influence of parenting styles, parent-child academic involvement at home, and parent-school contact on academic skills and social behaviors among kindergarten-age children of Caribbean immigrants. Seventy immigrant mothers and fathers participated in the study. Hierarchical regression analyses revealed that fathers'…

  16. Positive Adjustment in Parents Rearing Children with Down Syndrome.

    Science.gov (United States)

    Flaherty, Evelyn M.; Glidden, Laraine Masters

    2000-01-01

    Compared adjustment in adoptive and biological parents rearing 1- to 12-year-olds with Down syndrome. Found that birth mothers and fathers were functioning quite similarly to adoptive mothers and fathers on family strengths, marital adjustment, and resources and stress. Birth mothers displayed higher personal burden than adoptive mothers, with the…

  17. Parental divorce and adolescent drunkenness: role of socioeconomic position, psychological well-being and social support.

    Science.gov (United States)

    Tomcikova, Z; Madarasova Geckova, A; Orosova, O; van Dijk, J P; Reijneveld, S A

    2009-01-01

    The aim of this cross-sectional study was to explore the association between parental divorce and adolescent drunkenness in the last 4 weeks and the contribution of socioeconomic position, family structure, social support from family and well-being to this association. We obtained data on 3,694 elementary school students from several cities in Slovakia (mean age 14.3, 49.0% males; response rate 93%). Respondents completed questionnaires on how often they had been drunk in the last 4 weeks, whether their parents were divorced, their socioeconomic position (education of parents, family affluence), the composition of the household (one or two parents/step-parents), social support from the family and their own well-being. Parental divorce was found to have an effect on adolescent drunkenness in the last 4 weeks, as well as high socioeconomic position, low social support from the family and high depression/anxiety. The effect of divorce on drunkenness decreased only slightly after adding social support into the model. Our findings indicate that parental divorce has a persistent influence on risk behavior independent of the influence of socioeconomic position and well-being. Parental divorce may increase the likelihood of drunkenness more than other factors such as low parental support and poor socioeconomic position. Copyright 2009 S. Karger AG, Basel.

  18. Improving parenting skills for families of young children in pediatric settings: a randomized clinical trial.

    Science.gov (United States)

    Perrin, Ellen C; Sheldrick, R Christopher; McMenamy, Jannette M; Henson, Brandi S; Carter, Alice S

    2014-01-01

    Disruptive behavior disorders, such as attention-deficient/hyperactivity disorder and oppositional defiant disorder, are common and stable throughout childhood. These disorders cause long-term morbidity but benefit from early intervention. While symptoms are often evident before preschool, few children receive appropriate treatment during this period. Group parent training, such as the Incredible Years program, has been shown to be effective in improving parenting strategies and reducing children's disruptive behaviors. Because they already monitor young children's behavior and development, primary care pediatricians are in a good position to intervene early when indicated. To investigate the feasibility and effectiveness of parent-training groups delivered to parents of toddlers in pediatric primary care settings. This randomized clinical trial was conducted at 11 diverse pediatric practices in the Greater Boston area. A total of 273 parents of children between 2 and 4 years old who acknowledged disruptive behaviors on a 20-item checklist were included. A 10-week Incredible Years parent-training group co-led by a research clinician and a pediatric staff member. Self-reports and structured videotaped observations of parent and child behaviors conducted prior to, immediately after, and 12 months after the intervention. A total of 150 parents were randomly assigned to the intervention or the waiting-list group. An additional 123 parents were assigned to receive intervention without a randomly selected comparison group. Compared with the waiting-list group, greater improvement was observed in both intervention groups (P parenting practices and child disruptive behaviors that were attributable to participation in the Incredible Years groups. This study demonstrated the feasibility and effectiveness of parent-training groups conducted in pediatric office settings to reduce disruptive behavior in toddlers. clinicaltrials.gov Identifier: NCT00402857.

  19. Do Harsh and Positive Parenting Predict Parent Reports of Deceitful-Callous Behavior in Early Childhood?

    Science.gov (United States)

    Waller, Rebecca; Gardner, Frances; Hyde, Luke W.; Shaw, Daniel S.; Dishion, Thomas J.; Wilson, Melvin N.

    2012-01-01

    Background: The relationship between parenting and the development of antisocial behavior in children is well established. However, evidence for associations between dimensions of parenting and callous-unemotional (CU) traits is mixed. As CU traits appear critical to understanding a subgroup of youth with antisocial behavior, more research…

  20. The validity of parental reports on motor skills performance level in preschool children: a comparison with a standardized motor test.

    Science.gov (United States)

    Zysset, Annina E; Kakebeeke, Tanja H; Messerli-Bürgy, Nadine; Meyer, Andrea H; Stülb, Kerstin; Leeger-Aschmann, Claudia S; Schmutz, Einat A; Arhab, Amar; Ferrazzini, Valentina; Kriemler, Susi; Munsch, Simone; Puder, Jardena J; Jenni, Oskar G

    2018-05-01

    Motor skills are interrelated with essential domains of childhood such as cognitive and social development. Thus, the evaluation of motor skills and the identification of atypical or delayed motor development is crucial in pediatric practice (e.g., during well-child visits). Parental reports on motor skills may serve as possible indicators to decide whether further assessment of a child is necessary or not. We compared parental reports on fundamental motor skills performance level (e.g., hopping, throwing), based on questions frequently asked in pediatric practice, with a standardized motor test in 389 children (46.5% girls/53.5% boys, M age = 3.8 years, SD = 0.5, range 3.0-5.0 years) from the Swiss Preschoolers' Health Study (SPLASHY). Motor skills were examined using the Zurich Neuromotor Assessment 3-5 (ZNA3-5), and parents filled in an online questionnaire on fundamental motor skills performance level. The results showed that the answers from the parental report correlated only weakly with the objectively assessed motor skills (r = .225, p skills would be desirable, the parent's report used in this study was not a valid indicator for children's fundamental motor skills. Thus, we may recommend to objectively examine motor skills in clinical practice and not to exclusively rely on parental report. What is Known: • Early assessment of motor skills in preschool children is important because motor skills are essential for the engagement in social activities and the development of cognitive abilities. Atypical or delayed motor development can be an indicator for different developmental needs or disorders. • Pediatricians frequently ask parents about the motor competences of their child during well-child visits. What is New: • The parental report on fundamental motor skills performance level used in this study was not a reliable indicator for describing motor development in the preschool age. • Standardized examinations of motor skills are

  1. Parent Involvement in the Getting Ready for School Intervention Is Associated With Changes in School Readiness Skills

    Directory of Open Access Journals (Sweden)

    Maria Marti

    2018-05-01

    Full Text Available The role of parent involvement in school readiness interventions is not well-understood. The Getting Ready for School (GRS intervention is a novel program that has both home and school components and aims to improve early literacy, math, and self-regulatory skills in preschool children from socioeconomically disadvantaged families. In this study, we first examined associations between family characteristics and different indices of parent involvement in the GRS intervention. We then examined associations between parent involvement and change in children's school readiness skills over time. Participants were 133 preschool children attending Head Start and their parents who participated in the GRS intervention during the academic year 2014–2015. Parent involvement was operationalized as attendance to GRS events at the school, time spent at home doing GRS activities, and usage of digital program materials, which included a set of videos to support the implementation of parent-child activities at home. Although few family characteristics were significantly associated with parent involvement indices, there was a tendency for some markers of higher socioeconomic status to be linked with greater parent involvement. In addition, greater parent involvement in the GRS intervention was significantly associated with greater gains in children's early literacy, math, and self-regulatory skills. These findings suggest that parent involvement in comprehensive early interventions could be beneficial in terms of improving school readiness for preschoolers from disadvantaged families.

  2. Parent Involvement in the Getting Ready for School Intervention Is Associated With Changes in School Readiness Skills

    Science.gov (United States)

    Marti, Maria; Merz, Emily C.; Repka, Kelsey R.; Landers, Cassie; Noble, Kimberly G.; Duch, Helena

    2018-01-01

    The role of parent involvement in school readiness interventions is not well-understood. The Getting Ready for School (GRS) intervention is a novel program that has both home and school components and aims to improve early literacy, math, and self-regulatory skills in preschool children from socioeconomically disadvantaged families. In this study, we first examined associations between family characteristics and different indices of parent involvement in the GRS intervention. We then examined associations between parent involvement and change in children's school readiness skills over time. Participants were 133 preschool children attending Head Start and their parents who participated in the GRS intervention during the academic year 2014–2015. Parent involvement was operationalized as attendance to GRS events at the school, time spent at home doing GRS activities, and usage of digital program materials, which included a set of videos to support the implementation of parent-child activities at home. Although few family characteristics were significantly associated with parent involvement indices, there was a tendency for some markers of higher socioeconomic status to be linked with greater parent involvement. In addition, greater parent involvement in the GRS intervention was significantly associated with greater gains in children's early literacy, math, and self-regulatory skills. These findings suggest that parent involvement in comprehensive early interventions could be beneficial in terms of improving school readiness for preschoolers from disadvantaged families. PMID:29904362

  3. Coping modeling problem solving versus mastery modeling: effects on adherence, in-session process, and skill acquisition in a residential parent-training program.

    Science.gov (United States)

    Cunningham, C E; Davis, J R; Bremner, R; Dunn, K W; Rzasa, T

    1993-10-01

    This trial compared two approaches used to introduce parenting skills in a residential staff training program. Fifty staff were randomly assigned to: mastery modelling in which videotaped models demonstrated new skills, coping modelling problem solving (CMPS) in which participants formulated their own solutions to the errors depicted by videotaped models, or a waiting-list control group. In both, leaders used modelling, role playing, and homework projects to promote mastery and transfer of new skills. The skills of all groups improved, but CMPS participants attended more sessions, were late to fewer sessions, completed more homework, engaged in more cooperative in-session interaction, rated the program more positively, and reported higher job accomplishment scores. These data suggest that CMPS allowing participants to formulate their own solutions may enhance adherence and reduce the resistance observed in more didactic programs.

  4. Positioning of Emotional Intelligence Skills within the Overall Skillset of Practice-Based Accountants: Employer and Graduate Requirements

    Science.gov (United States)

    Coady, Peggy; Byrne, Seán; Casey, John

    2018-01-01

    This paper presents evidence of employer and graduate attitudes on the skill set requirements for professional accountants, and whether university accounting programs develop these skills, and in particular emotional intelligence (EI) skills. We use priority indices and strategic mapping to evaluate the positioning of 31 skills. This analysis…

  5. The determination of contribution of emotional intelligence and parenting styles components to predicts positive psychological components

    Directory of Open Access Journals (Sweden)

    hosein Ebrahimi moghadam

    2015-05-01

    Full Text Available Background: Since the essential of positive psychological components, as compliment of deficiency oriented approaches, has begun in recent days,we decided to take into account this new branch of psychology which scientifically considers studying forces of human, as well as because of the importance of this branch of psychology, we also tried to search the contribution of emotional intelligence and parenting styles components to predict positive psychological components. Materials and Methods:In this cross sectional study 200 psychological students of Azad university (Rudehen branch selected using cluster sampling method. Then they were estimated by Bradbery and Grivers emotional intelligence questionnaire , Bamrind parenting styles and Rajayi et al positive psychological components questionnaire. Research data was analyzed using descriptive statistics (mean and standard deviation, inferential statistics (multiple regression and Pierson correlation coefficient and SPSS software. Results:Among the components of emotional intelligence, the component of emotional self consciousness (β=0.464 had the greatest predictable , and reaction leadership showed no predictability in this research between parenting styles , authority parenting styles had positive significance relationship with positive psychological components. And no significant relationship was found between despot parenting styles and positive psychological components. Conclusion: Regarding the results of this research and importance of positive psychological components, it is suggested to treat the emotional intelligence from childhood and to learn it to parents and remind them the parenting way to decrease the satisfaction of individuals which leads to promotion of society mental health.

  6. Effectiveness of Parental Skills Training on Worry, Anxiety and Self-Efficacy Beliefs of Single-Child and Multi-Child Parents

    Directory of Open Access Journals (Sweden)

    A Hajigholami Yazdi

    2013-06-01

    Full Text Available Introduction: Each family utilizes specific methods for personal and social education of their children. These methods that are called “Parenting style” are affected by various factors such as biological, cultural, social, political, and economic factors. The present study intends to investigate the effectiveness of parental skills training on worry, anxiety and self-efficacy beliefs of single-child and multi-child parents. Methods: In this experimental study, two private girls' school located in the city of Karaj, were randomly selected as the control and experimental groups. Parents of experimental group’s students (54 couples with a voluntary assignment participated in 8 training sessions. Data were obtained by General Self-efficacy Beliefs Questionnaire, Beck Anxiety Inventory (BAI, Penn State Worry Questionnaire (PSWQ which were then analyzed by t-test and ANOVA. Results: Results showed that there was not any significant difference in the pretest between single-child and multi-child parents. Regarding control and experimental groups, a significant difference has been detected between the pretest and posttest between two groups. Multifactor ANOVA test results also showed that the effect of parental skills training is significant on fear, anxiety and self-efficacy. But the number of children does not have any significant effect on the fear, anxiety and self-efficacy. Conclusion: Findings emphasize the necessity and importance of parental skills training to facilitate children nurture, decrease stress and worry resulting from parenting responsibility.

  7. Day-to-day Consistency in Positive Parent-Child Interactions and Youth Well-Being.

    Science.gov (United States)

    Lippold, Melissa A; Davis, Kelly D; Lawson, Katie M; McHale, Susan M

    2016-12-01

    The frequency of positive parent-child interactions is associated with youth adjustment. Yet, little is known about daily parent-child interactions and how day-to-day consistency in positive parent-child interactions may be linked to youth well-being. Using a daily diary approach, this study added to this literature to investigate whether and how day-to-day consistency in positive parent-child interactions was linked to youth depressive symptoms, risky behavior, and physical health. Participants were youth whose parents were employed in the IT division of a Fortune 500 company ( N = 129, youth's mean age = 13.39, 55 % female), who participated in an 8 day daily diary study. Analyses revealed that, controlling for cross-day mean levels of positive parent-child interactions, older (but not younger) adolescents who experienced more consistency in positive interactions with parents had fewer depressive and physical health symptoms (e.g., colds, flu). The discussion focuses on the utility of daily diary methods for assessing the correlates of consistency in parenting, possible processes underlying these associations, and intervention implications.

  8. Positioning e-skills within an organisation: An information systems management viewpoint

    Directory of Open Access Journals (Sweden)

    Zoran Mitrovic

    2010-10-01

    Full Text Available The intersection of business and IT in an organisation requires people with diverse business- and technology-related competences and skills, commonly referred to as ‘e-competences’ and ‘e-skills’. The positioning of these competences within an IT function in an organisation is (arguably well defined, but their place in other areas of business managerial concern in an organisation, such as business processes or organisational strategy, is still not sufficiently clear. As e-skills and e-competences are inevitably associated with the use of organisational information systems (IS, this paper reports an initial study aimed at positioning these competences and skills within an organisation from an IS perspective. The positioning was done by examining models of IS, e-competences and e-skills and identifying their possible areas of intersection, which resulted in mapping these competences and skills to the areas of managerial concern in an organisation – as seen from an IS perspective. This mapping has revealed an initial understanding of how business value, here seen as business benefits, is created by using the e-skills and e-competences (supposedly possessed by employees throughout an organisation.

  9. Positive and Negative Effects of Parental Conflicts on Children’s Condition and Behaviour

    OpenAIRE

    Joëlle Barthassat

    2014-01-01

    Previous research focused on the negative consequences of parental conflict behaviours. In contrast, this review is about the positive and negative effects that constructive and destructive parental conflict behaviours have on a child’s condition and behaviour. It employs the cognitive-contextual framework of Grych and Fincham (1990) and the emotional security hypothesis of Davies and Cummings (1994). Parental conflicts are represented as a continuum from very destructive to very constructive...

  10. The Cross-Lagged Relations between Children's Academic Skill Development, Task-Avoidance, and Parental Beliefs about Success

    Science.gov (United States)

    Magi, Katrin; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Rasku-Puttonen, Helena; Nurmi, Jari-Erik

    2011-01-01

    This longitudinal study investigated the cross-lagged associations between children's academic skill development, task-avoidant behaviour in the context of homework, and parental beliefs about their child's success from kindergarten to Grade 2. The participants were 1267 children. The children's pre-skills were assessed at the end of the…

  11. The Parent Version of the Preschool Social Skills Rating System: Psychometric Analysis and Adaptation with a German Preschool Sample

    Science.gov (United States)

    Hess, Markus; Scheithauer, Herbert; Kleiber, Dieter; Wille, Nora; Erhart, Michael; Ravens-Sieberer, Ulrike

    2014-01-01

    The Social Skills Rating System (SSRS) developed by Gresham and Elliott (1990) is a multirater, norm-referenced instrument measuring social skills and adaptive behavior in preschool children. The aims of the present study were (a) to test the factorial structure of the Parent Form of the SSRS for the first time with a German preschool sample (391…

  12. A Pilot of a Brief Positive Parenting Program on Children Newly Diagnosed with Autism Spectrum Disorder.

    Science.gov (United States)

    Zand, Debra H; Bultas, Margaret W; McMillin, Stephen Edward; Halloran, Donna; White, Taryn; McNamara, Donnamarie; Pierce, Katherine J

    2017-12-14

    Disruptive behaviors can be of comparable or greater concern to parents than the core symptoms of Autism Spectrum Disorder (ASD). Provision of effective interventions to address these behaviors within the first year of initial diagnosis holds great potential for improving the child's, parents', and family's functioning. We piloted a four-session, manualized, positive parenting program on 21 parents of newly diagnosed children ages 2 through 12 years using a mixed methods design. Seventy-five percent of parents completed four sessions, with 100% reporting high levels of service satisfaction. Preliminary results indicated clinically and statistically significant reductions in child maladaptive behaviors, as well as improvements in parental and family functioning. Practitioners and parents identified several potential implementation adaptations, including additional sessions to focus on ASD education and real-time parent-child interactions. Taken as a whole, these data suggest that a brief positive parenting intervention may be a feasible way to improve child, parent, and family functioning during the first year of ASD diagnosis. Findings point to the need for additional research to determine treatment efficacy and to assist with the identification of moderators and mediators of effects. © 2017 Family Process Institute.

  13. Resilience among African American adolescent mothers: predictors of positive parenting in early infancy.

    Science.gov (United States)

    Hess, Christine Reiner; Papas, Mia A; Black, Maureen M

    2002-01-01

    To use Nath et al.'s (1991) conceptual model of adolescent parenting to examine the relationship between resiliency factors measured shortly after delivery and maternal parenting behavior at 6 months. We recruited 181 first-time, adolescent African American mothers at delivery. Data on resiliency factors (maturity, self-esteem, and mother-grandmother relationships) were collected when infants were 1-4 weeks of age. Data on parental nurturance and parenting satisfaction were examined through observations and self-report at 6 months. Multiple regression analyses were used to examine the longitudinal impact of resiliency factors on parental nurturance and parenting satisfaction. Maternal maturity, positive self-esteem, and positive adolescent mother-grandmother relationships (characterized by autonomy and mutuality) were associated with better parenting outcomes. Maternal parenting satisfaction was lowest when infants were temperamentally difficult and mothers and grandmothers had a confrontational relationship. Longitudinal associations between mother-grandmother relationships at delivery and parental behavior and satisfaction 6 months later may suggest an intergenerational transmission of parenting style. Recommendations are provided for intervention programs to enhance mother-grandmother relationships in contexts where adolescents are required to live with a guardian to receive government assistance.

  14. Emotion recognition and social skills in child and adolescent offspring of parents with schizophrenia.

    Science.gov (United States)

    Horton, Leslie E; Bridgwater, Miranda A; Haas, Gretchen L

    2017-05-01

    Emotion recognition, a social cognition domain, is impaired in people with schizophrenia and contributes to social dysfunction. Whether impaired emotion recognition emerges as a manifestation of illness or predates symptoms is unclear. Findings from studies of emotion recognition impairments in first-degree relatives of people with schizophrenia are mixed and, to our knowledge, no studies have investigated the link between emotion recognition and social functioning in that population. This study examined facial affect recognition and social skills in 16 offspring of parents with schizophrenia (familial high-risk/FHR) compared to 34 age- and sex-matched healthy controls (HC), ages 7-19. As hypothesised, FHR children exhibited impaired overall accuracy, accuracy in identifying fearful faces, and overall recognition speed relative to controls. Age-adjusted facial affect recognition accuracy scores predicted parent's overall rating of their child's social skills for both groups. This study supports the presence of facial affect recognition deficits in FHR children. Importantly, as the first known study to suggest the presence of these deficits in young, asymptomatic FHR children, it extends findings to a developmental stage predating symptoms. Further, findings point to a relationship between early emotion recognition and social skills. Improved characterisation of deficits in FHR children could inform early intervention.

  15. Positive Youth Development and Resilience: Growth Patterns of Social Skills Among Youth Investigated for Maltreatment.

    Science.gov (United States)

    Oshri, Assaf; Topple, Trasie A; Carlson, Matthew W

    2017-07-01

    Maltreated children are a vulnerable population, yet many of these youth follow positive developmental pathways. The primary aim was to identify social skills growth trajectories among at-risk youth to understand processes underlying resilience. Nationally representative, longitudinal data from 1,179 families investigated for child maltreatment (M age  = 12.75) were obtained from the National Survey of Child and Adolescent Well-Being. Four trajectories were identified-stress-resistant, emergent resilience, breakdown, and unresponsive-maladaptive. Protective resources from multiple levels of the youth ecology (individual, family, school, and social service) predicted positive growth social skills trajectories. Resilience process and attendant positive outcomes in multiple domains of functioning were evident among the stress-resistant and emergent resilience trajectories. Results underscore the saliency of social skills development for resilient outcomes in youth. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

  16. Effects of Parent-Child Relationship on the Primary School Children's Non-Violence Position Formation

    Science.gov (United States)

    Valeeva, Roza A.; Kalimullin, Aydar M.

    2016-01-01

    The aim of the research was to identify and test experimentally the impact of parent-child relationship on the formation of the primary school children non-violence position. During the research the effectiveness of the correctional and development program "Together with my mom" was verified to promote parent-child interaction, as well…

  17. Positive Parenting of Young Adolescents by Male Cohabiting Partners: The Roles of Coparenting Conflict and Support

    Science.gov (United States)

    Forehand, Rex; Parent, Justin; Golub, Andrew; Reid, Megan

    2016-01-01

    Fathers have often been ignored in the parenting literature. The current study focused on male cohabiting partners (MCPs) who can serve as "social stepfathers" and examined the association of coparent support and conflict with their positive parenting behavior (i.e., acceptance, firm control, and monitoring) of adolescents. Participants…

  18. Parenting with Positive Behavior Support: A Practical Guide to Resolving Your Child's Difficult Behavior

    Science.gov (United States)

    Hieneman, Meme; Childs, Karen; Sergay, Jane

    2006-01-01

    Now the theory and research behind the positive behavior support (PBS) process--an approach already proven effective in schools and community programs--has been transformed into a practical, easy-to-use guide that's perfect for sharing with parents. Developed by educators and families, this user-friendly handbook offers parents easy-to-follow…

  19. An evaluation of the efficacy of a triple P-positive parenting program podcast series.

    Science.gov (United States)

    Morawska, Alina; Tometzki, Helen; Sanders, Matthew R

    2014-01-01

    Parenting programs based on cognitive-behavioral and social learning principles are effective in changing child behavior problems and parenting styles. However, such programs typically have limited population reach. The current study aimed to evaluate the efficacy of a brief radio series that provided parenting advice based on the Triple P-Positive Parenting Program. One hundred thirty-nine parents of children aged 2 to 10 years who had concerns about their child's behavioral and/or emotional adjustment were recruited, randomly assigned to either an intervention or waitlist control group, and completed online self-report measures. Parents in the intervention group were given access to seven Triple P podcasts online over a period of 2 weeks. Parents in the intervention group improved significantly more than parents in the control group, from pre- to postintervention, on measures of child behavioral problems and parenting style, self-efficacy, and confidence. These short-term intervention effects were maintained at the 6-month follow-up. These results suggest that brief radio and online parenting programs can be effective and have the potential to reach a large proportion of parents experiencing child behavior problems. Limitations, clinical significance, and future research suggestions are discussed.

  20. Children's self-perceived bodily competencies and associations with motor skills, body mass index, teachers' evaluations, and parents' concerns

    DEFF Research Database (Denmark)

    Toftegaard-Stoeckel, Jan; Groenfeldt, Vivian; Andersen, Lars Bo

    2010-01-01

    The associations between physical competence, self-perceived bodily competence, parental concern for their children's motor skill development, and teachers' evaluation of their bodily competence were assessed in 646 six- to seven-year-olds. Physical competence was assessed by the German motor...... ability test "Korperkoordinationstest fur Kinder", while the children's, their parents', and their teachers' evaluations were obtained through questionnaires. Parental concern, teacher evaluation, and a high body mass index were the strongest predictors of low physical competence (motor skill quotient ...

  1. New perspectives on the positioning of parents in children’s bullying at school

    DEFF Research Database (Denmark)

    Hein, Nina

    2017-01-01

    for a constructive partnership between parents and schools in cases of bullying. This research adds to the existing literature in the field by suggesting that the connections between schools, parents and their children’s social behaviour at school must be seen as complexly entangled and involving a range of forces......This article explores the subject of parents with respect to children’s bullying at school. The overarching claim is that parental agency and positions on children’s bullying at school are produced and made possible by an apparatus of multiple, concurrent forces that provide poor conditions...

  2. New perspectives on the positioning of parents in children’s bullying at school

    DEFF Research Database (Denmark)

    Hein, Nina

    2017-01-01

    This article explores the subject of parents with respect to children’s bullying at school. The overarching claim is that parental agency and positions on children’s bullying at school are produced and made possible by an apparatus of multiple, concurrent forces that provide poor conditions...... for a constructive partnership between parents and schools in cases of bullying. This research adds to the existing literature in the field by suggesting that the connections between schools, parents and their children’s social behaviour at school must be seen as complexly entangled and involving a range of forces...

  3. The birth of the first child as a positive event in the lives of young parents

    Directory of Open Access Journals (Sweden)

    Wójtowicz-Dacka Małgorzata

    2014-06-01

    Full Text Available The aim of the study was to research the relatioship between level of knowledge possessed by the contemporary parents about the psychological needs of small children and their perception of the birth of their child as a positive event. Study involved 90 parents, aged 25-30, who are currently raising young children up to 1 year of age. The analyses that were carried out verified the existence of such a correlation, but the event of birth is not a positive event for all parents. In summary, the sense of satisfaction with the birth of a child and perceiving this situation as a positive event is especially high among women and those with a higher education. For men and for parents with a low level of education, it can become a positive experience if they raise their level of knowledge about the needs of small children.

  4. Predictors of Positive Outcomes in Offspring of Depressed Parents and Non-depressed Parents Across 20 Years

    Science.gov (United States)

    Verdeli, Helen; Wickramaratne, Priya; Warner, Virginia; Mancini, Anthony; Weissman, Myrna

    2014-01-01

    Understanding differences in factors leading to positive outcomes in high-risk and low-risk offspring has important implications for preventive interventions. We identified variables predicting positive outcomes in a cohort of 235 offspring from 76 families in which one, both, or neither parent had major depressive disorder. Positive outcomes were termed resilient in offspring of depressed parents, and competent in offspring of non-depressed parents, and defined by two separate criteria: absence of psychiatric diagnosis and consistently high functioning at 2, 10, and 20 years follow-up. In offspring of depressed parents, easier temperament and higher self-esteem were associated with greater odds of resilient outcome defined by absence of diagnosis. Lower maternal overprotection, greater offspring self-esteem, and higher IQ were associated with greater odds of resilient outcome defined by consistently high functioning. Multivariate analysis indicated that resilient outcome defined by absence of diagnosis was best predicted by offspring self-esteem; resilient outcome defined by functioning was best predicted by maternal overprotection and self-esteem. Among offspring of non-depressed parents, greater family cohesion, easier temperament and higher self-esteem were associated with greater odds of offspring competent outcome defined by absence of diagnosis. Higher maternal affection and greater offspring self-esteem were associated with greater odds of competent outcome, defined by consistently high functioning. Multivariate analysis for each criterion indicated that competent outcome was best predicted by offspring self-esteem. As the most robust predictor of positive outcomes in offspring of depressed and non-depressed parents, self-esteem is an important target for youth preventive interventions. PMID:25374449

  5. Children's Disclosure and Secrecy: Links to Maternal Parenting Characteristics and Children's Coping Skills

    Science.gov (United States)

    Almas, Alisa N.; Grusec, Joan E.; Tackett, Jennifer L.

    2011-01-01

    The relations between maternal parenting characteristics, child disclosure and secrecy, and child outcomes (positive and negative strategies for coping with distress), were examined in a study of 140 children (10-12-year-olds) and their mothers. Child disclosure and secrecy were shown to be distinct but related constructs with authoritativeness…

  6. [A PhD completed 7. Just add positivity? Dental caries, obesity and problem behaviour in children: the role of parents and family -relations].

    Science.gov (United States)

    de Jong-Lenters, M

    2016-11-01

    In this doctoral research project the relationship between, on the one hand, parenting and the functioning of families, and, on the other, child dental health were measured on the basis of interviews, questionnaires and observations of parent-child interaction. The groups studied consisted of children with and without caries and a variety of socio-economic backgrounds. The analyses revealed a distinct and significant difference between children with and children without caries with respect to parenting style and parent-child interaction. Positive parenting skills, such as positive involvement, positive reinforcement and problem-solving ability, correlate less often with children with caries. The study also revealed that children of parents with a parenting style that involved coercion and strict type of discipline, combined with the expression of little warmth, had a greater likelihood of developing caries. No relationship was found between an unhealthy high Body Mass Index (BMI) and the presence of dental caries. There was a significant relationship between behavioural problems and the presence of dental caries, which may be explained by an underlying influence of the family factors that were measured.

  7. Early Parental Positive Behavior Support and Childhood Adjustment: Addressing Enduring Questions with New Methods.

    Science.gov (United States)

    Waller, Rebecca; Gardner, Frances; Dishion, Thomas; Sitnick, Stephanie L; Shaw, Daniel S; Winter, Charlotte E; Wilson, Melvin

    2015-05-01

    A large literature provides strong empirical support for the influence of parenting on child outcomes. The current study addresses enduring research questions testing the importance of early parenting behavior to children's adjustment. Specifically, we developed and tested a novel multi-method observational measure of parental positive behavior support at age 2. Next, we tested whether early parental positive behavior support was related to child adjustment at school age, within a multi-agent and multi-method measurement approach and design. Observational and parent-reported data from mother-child dyads (N = 731; 49 percent female) were collected from a high-risk sample at age 2. Follow-up data were collected via teacher report and child assessment at age 7.5. The results supported combining three different observational methods to assess positive behavior support at age 2 within a latent factor. Further, parents' observed positive behavior support at age 2 predicted multiple types of teacher-reported and child-assessed problem behavior and competencies at 7.5 years old. Results supported the validity and predictive capability of a multi-method observational measure of parenting and the importance of a continued focus on the early years within preventive interventions.

  8. Longitudinal study of self-regulation, positive parenting, and adjustment problems among physically abused children

    Science.gov (United States)

    Kim, Jungmeen; Haskett, Mary E.; Longo, Gregory S.; Nice, Rachel

    2012-01-01

    Objective Research using normative and high-risk samples indicates a significant link between problems with self-regulation and child maladjustment. Nevertheless, little is known about the processes that may modify the link between self-regulation and maladjustment. This longitudinal study examined the joint contributions of child self-regulation and positive parenting behaviors to the development of externalizing and internalizing symptomatology spanning from preschool to 1st grade. Methods Data were collected on a total of 95 physically abused children (58% boys); our longitudinal analyses involved 43 children at Time 1 (preschool), 63 children at Time 2 (kindergarten), and 54 children at Time 3 (1st grade). Children's self-regulation was measured by parent report, and their externalizing and internalizing symptomatology was evaluated by teachers. Parents completed self-report measures of positive parenting. Results Our structural equation modeling analyses revealed positive parenting as a protective factor that attenuated the concurrent association between low self-regulation and externalizing symptomatology among physically abused children. Our findings regarding longitudinal changes in children's externalizing symptomatology supported the differential susceptibility hypothesis: Physically abused children who were at greater risk due to low levels of self-regulation were more susceptible to the beneficial effects of positive parenting, compared to those with high levels of self-regulation. Conclusions Findings suggest that although physical abuse presents formidable challenges that interfere with the development of adaptive self-regulation, positive parenting behaviors may ameliorate the detrimental effects of maladaptive self-regulation on the development of externalizing symptomatology. In addition, the positive and negative effects of caregiving behaviors were more prominent among physically abused children at great risk due to low self-regulation. Practice

  9. Parents as experts : the position of parents of children with profound multiple disabilities

    NARCIS (Netherlands)

    de Geeter, K.I.; Poppes, P.; Vlaskamp, C.

    2002-01-01

    Background Parents of children with disabilities are increasingly considered as experts in the field of care. Their expertise can deliver an important contribution towards planning their child's care and education. The law is increasingly taking this factor into consideration. On the one hand,

  10. Identifying Skill Requirements for GIS Positions: A Content Analysis of Job Advertisements

    Science.gov (United States)

    Hong, Jung Eun

    2016-01-01

    This study identifies the skill requirements for geographic information system (GIS) positions, including GIS analysts, programmers/developers/engineers, specialists, and technicians, through a content analysis of 946 GIS job advertisements from 2007-2014. The results indicated that GIS job applicants need to possess high levels of GIS analysis…

  11. The Relationships between Positive Thinking Skills, Academic Locus of Control and Grit in Adolescents

    Science.gov (United States)

    Çelik, Ismail; Sariçam, Hakan

    2018-01-01

    The main purpose of this study is to examine the possible relationships between academic locus of control, positive thinking skills and grit in high school students. The participants of the research are composed of 288 adolescents continuing their high school education from 4 different schools in Agri, Turkey, which were selected with convenient…

  12. The impact of training problem-solving skills on self-esteem and behavioral adjustment in teenage girls who have irresponsible parents or no parents.

    Science.gov (United States)

    Shahgholy Ghahfarokhi, F; Moradi, N; Alborzkouh, P; Radmehr, S; Zainali, M

    2015-01-01

    Proper psychological interventions are of great importance because they help enhancing psychological and public health in adolescents with irresponsible parents or no parents. The current research aimed to examine the impact of training problem-solving experiment on self-esteem and behavioral adjustment in teenage girls with irresponsible parents or no parents. Methodology: The approach of the present research was a semi-test via a post-test-pre-test model and a check team. Hence, in Tehran, 40 girls with irresponsible parents or no parents were chosen by using the Convenience modeling, and they were classified into 2 teams: control and experiment. Both groups were pre-tested by using a demography questionnaire, Rosenberg's self-esteem scale, and a behavioral adjustment questionnaire. Afterwards, both groups were post-tested, and the obtained data were examined by using inferential and descriptive methods through SPSS 21. Findings: Findings indicated that the training problem-solving skills significantly increased the self-esteem and the behavioral adjustment in teenage girls with irresponsible parents or no parents (P < 0/ 001). Conclusion: The conclusion of this research was that training problem-solving methods greatly helps endangered people such as teenage girls with irresponsible parents or no parents, because these methods are highly efficient especially when they are performed in groups, as they are cheap and accepted by different people.

  13. Evidence in promoting positive parenting through the Program-Guide to Develop Emotional Competences

    Directory of Open Access Journals (Sweden)

    Raquel-Amaya Martínez-González

    2016-07-01

    Full Text Available This study aims at providing evidence of the effectiveness of the Program-Guide to Develop Emotional Competences in promoting positive parenting. Contextual, institutional, methodological and professional issues were taken into account to develop a social innovation experience to support parenting as a preventive measure to family conflicts. The study describes both the contents of the Program-Guide and the methodological and evaluation issues that trained professionals need to consider when delivering the Program-Guide to families in natural contexts. Information was gathered and analyzed from 259 parents with children of ages 1-18 who participated in 26 parent training groups. A pre- and post-test design showed that after finishing the sessions parents perceived themselves more competent as parents according to the five dimensions of parenting competences considered: (1 emotional self-regulation abilities; (2 self-esteem and assertiveness; (3 communication strategies; (4 strategies to solve conflicts and to negotiate; and (5 strategies to establish coherent norms, limits and consequences to promote positive discipline. The study presents a discussion on these results from evidence-based parenting programs, as well as some strengths and limitations of the study, together with some suggestions for further research.

  14. A randomized controlled study of a social skills training for preadolescent children with autism spectrum disorders: generalization of skills by training parents and teachers?

    Science.gov (United States)

    2014-01-01

    Background Social skills training (SST) is a common intervention for children with autism spectrum disorders (ASDs) to improve their social and communication skills. Despite the fact that SSTs are often applied in clinical practice, the evidence for the effectiveness of these trainings for children with ASD is inconclusive. Moreover, long term outcome and generalization of learned skills are little evaluated. Additionally, there is no research on the influence of involvement of parents and teachers on effectiveness of SST and on the generalization of learned social skills to daily life. We expect parent and teacher involvement in SST to enhance treatment efficacy and to facilitate generalization of learned skills to daily life. Method/Design In a randomized controlled trial (RCT) with three conditions, 120 participants with ASD at the end of primary school (10–12 years of calendar age) have been randomized to SST, SST-PTI (SST with Parent & Teacher Involvement), or care-as-usual. The SST consists of 18 group sessions of 1.5 hours for the children. In the SST-PTI condition, parents additionally participate in 8 parent sessions and parents and teachers are actively involved in homework assignments. Assessment takes place at three moments: before and immediately after the intervention period and at 6 months follow-up. Primary outcome is socialization, as an aspect of adaptive functioning. Secondary outcomes focus on specific social skills children learn during SST and on more general social skills pertaining to home and community settings from a multi-informant perspective. Additionally, possible predictors of treatment outcome will be assessed. Discussion The current study is an RCT study evaluating SST in a large sample of Dutch children with ASD in a specific age range (10–12 years). Strengths of the study are the use of one manualized protocol, application of standardized and internationally used rating instruments, use of multiple raters, investigation of

  15. Taking part in 'Understanding Your Child's Behaviour' and positive changes for parents.

    Science.gov (United States)

    Appleton, Rebecca; Douglas, Hazel; Rheeston, Mary

    2016-02-01

    ABSTRACT The Solihull Approach's Understanding Your Child's Behaviour (UYCB) is a 10-session group for parents run by facilitators in their local area. Previous studies have shown that parents enjoy taking part in the group, and that UYCB can reduce problematic behaviours in children. Building on this research, the present study evaluated whether UYCB programmes run more recently in the UK were rated as positively by parents, and what positive changes were reported by parents. Both quantitative and qualitative data was analysed from 105 parents who took part in 18 different UYCB groups between 2012 and 2015. The results of this analysis showed that 90 per cent of parents found the group a great place to relax and share experiences, 93 per cent rated the group as 'great' for helping them understand their child, and 92 per cent gave a 'great' rating for helping them identify changes. In addition to this, content analysis showed that 47 per cent of parents reported having a better relationship with their child after taking part, 42 per cent said they were more confident, and importantly six per cent reported a significant positive change in their lives generally as a direct result of UYCB.

  16. Motivational interviewing skills are positively associated with nutritionist self-efficacy.

    Science.gov (United States)

    Marley, Scott C; Carbonneau, Kira; Lockner, Donna; Kibbe, Debra; Trowbridge, Frederick

    2011-01-01

    To examine the relationships between physical and social self-concepts, motivational interviewing (MI), and nutrition assessment skills with dimensions of counseling self-efficacy. Cross-sectional survey. Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) clinics. Sixty-five WIC nutritionists. Counseling self-efficacy on topics related to physical activity and nutritional behaviors and in the presence of language and cultural differences. Multiple linear regression. Nutritionists' perception of their own MI skills was positively associated with their self-efficacy for counseling clients of a culture different than their own, when counseling about physical activity, and when counseling about nutrition behavior. Hispanic ethnicity and social self-concept were positively associated with counseling self-efficacy when culture differences were present. Physical self-concept was positively associated with self-efficacy related to physical activity topics. Nutrition assessment skill was negatively associated with self-efficacy for working with non-English-speaking clients. Development of MI skills and strategies to improve social and physical self-concept may increase WIC nutritionists' counseling self-efficacy, particularly when counseling clients from diverse backgrounds. Copyright © 2011 Society for Nutrition Education. Published by Elsevier Inc. All rights reserved.

  17. "Familias: Preparando La Nueva Generación": A Randomized Control Trial Testing the Effects on Positive Parenting Practices

    Science.gov (United States)

    Marsiglia, Flavio F.; Williams, Lela Rankin; Ayers, Stephanie L.; Booth, Jaime M.

    2014-01-01

    Objectives: This article reports the effects of a culturally grounded parenting intervention to strengthen positive parenting practices. Method: The intervention was designed and tested with primarily Mexican origin parents in a large urban setting of the southwestern United States using an ecodevelopmental approach. Parents (N = 393) were…

  18. Genetic Imaging of the Association of Oxytocin Receptor Gene (OXTR Polymorphisms with Positive Maternal Parenting

    Directory of Open Access Journals (Sweden)

    Kalina J. Michalska

    2014-02-01

    Full Text Available Background: Well-validated models of maternal behavior in small-brain mammals posit a central role of oxytocin in parenting, by reducing stress and enhancing the reward value of social interactions with offspring. In contrast, human studies are only beginning to gain insights into how oxytocin modulates maternal behavior and affiliation. Methods: To explore associations between oxytocin receptor genes and maternal parenting behavior in humans, we conducted a genetic imaging study of women selected to exhibit a wide range of observed parenting when their children were 4-6 years old. Results: In response to child stimuli during functional magnetic resonance imaging, hemodynamic responses in brain regions that mediate affect, reward, and social behavior were significantly correlated with observed positive parenting. Furthermore, single nucleotide polymorphisms (rs53576 and rs1042778 in the gene encoding the oxytocin receptor were significantly associated with both positive parenting and hemodynamic responses to child stimuli in orbitofrontal cortex, anterior cingulate cortex and hippocampus. Conclusions: These findings contribute to the emerging literature on the role of oxytocin in human social behavior and support the feasibility of tracing biological pathways from genes to neural regions to positive maternal parenting behaviors in humans using genetic imaging methods.

  19. The Relationship Between Motor Skills, Social Problems, and ADHD Symptomatology: Does It Vary According to Parent and Teacher Report?

    Science.gov (United States)

    Goulardins, Juliana B; Rigoli, Daniela; Loh, Pek Ru; Kane, Robert; Licari, Melissa; Hands, Beth; Oliveira, Jorge A; Piek, Jan

    2018-06-01

    This study investigated the relationship between motor performance; attentional, hyperactive, and impulsive symptoms; and social problems. Correlations between parents' versus teachers' ratings of social problems and ADHD symptomatology were also examined. A total of 129 children aged 9 to 12 years were included. ADHD symptoms and social problems were identified based on Conners' Rating Scales-Revised: L, and the McCarron Assessment of Neuromuscular Development was used to assess motor skills. After controlling for ADHD symptomatology, motor skills remained a significant predictor of social problems in the teacher model but not in the parent model. After controlling for motor skills, inattentive (not hyperactive-impulsive) symptoms were a significant predictor of social problems in the parent model, whereas hyperactive-impulsive (not inattentive) symptoms were a significant predictor of social problems in the teacher model. The findings suggested that intervention strategies should consider the interaction between symptoms and environmental contexts.

  20. Buffering effect of positive parent-child relationships on adolescent risk taking: A longitudinal neuroimaging investigation

    Science.gov (United States)

    Qu, Yang; Fuligni, Andrew J.; Galvan, Adriana; Telzer, Eva H.

    2015-01-01

    Adolescence is marked by a steep increase in risk-taking behavior. The serious consequences of such heightened risk taking raise the importance of identifying protective factors. Despite its dynamic change during adolescence, family relationships remain a key source of influence for teenagers. Using a longitudinal fMRI approach, we scanned 23 adolescents twice across a 1.5-year period to examine how changes in parent-child relationships contribute to changes in adolescent risk taking over time via changes in adolescents’ neural reactivity to rewards. Results indicate that although parent-child relationships are not associated with adolescent risk taking concurrently, increases in positive parent-child relationships contribute to declines in adolescent risk taking. This process is mediated by longitudinal decreases in ventral striatum activation to rewards during risk taking. Findings highlight the neural pathways through which improvements in positive parent-child relationships serve to buffer longitudinal increases in adolescent risk taking. PMID:26342184

  1. Positive and Negative Effects of Parental Conflicts on Children’s Condition and Behaviour

    Directory of Open Access Journals (Sweden)

    Joëlle Barthassat

    2014-01-01

    Full Text Available Previous research focused on the negative consequences of parental conflict behaviours. In contrast, this review is about the positive and negative effects that constructive and destructive parental conflict behaviours have on a child’s condition and behaviour. It employs the cognitive-contextual framework of Grych and Fincham (1990 and the emotional security hypothesis of Davies and Cummings (1994. Parental conflicts are represented as a continuum from very destructive to very constructive behaviours. Depending on the style of parental conflict behaviour, children’s emotional reactions and behaviour vary from positive to negative, and are moderated or mediated by different variables. A replication of previous findings and additional research are needed for a comprehensive understanding of this relationship and of the underlying mechanisms.

  2. The Efficacy of the Enhanced Aussie Optimism Positive Thinking Skills Program in Improving Social and Emotional Learning in Middle Childhood

    Directory of Open Access Journals (Sweden)

    Jacqueline D Myles-Pallister

    2014-08-01

    Full Text Available The aim of the current study was to investigate the effects of the modified and enhanced Aussie Optimism Positive Thinking Skills Program (AO-PTS on Year 4 and 5 children’s social and emotional learning (SEL skills. AO-PTS is a universal-school based program that is implemented by class teachers as part of regular school curricula and was developed for the prevention of depression and anxiety. The study comprised a total of 683 Year 4 and 5 students from 10 private primary schools in Western Australia. Students were assessed on two subscales of emotional attribution at school whilst parents reported on their children’s externalizing and internalizing problems outside of school and at home. Two analyses were conducted: seven intervention schools were assessed at pre- and post-test (Analysis 1 and pre-post change in three intervention schools were compared to pre-post change in three matched control schools (Analysis 2. Results from Analysis 1 showed that the intervention children had increased in their overall emotional attribution accuracy and decreased in total difficulties and hyperactivity; Results from Analysis 2 revealed no intervention effect on emotional attribution accuracy or internalizing or externalizing problems. These findings suggest that the enhanced AO-PTS’s effects on SEL were not evident in the short-term period after intervention. The non-significant findings and future directions for AO-PTS research and program modification were discussed.

  3. Authoritarian parenting attitudes and social origin: The multigenerational relationship of socioeconomic position to childrearing values.

    Science.gov (United States)

    Friedson, Michael

    2016-01-01

    Support for authoritarian approaches to parenting, including corporal punishment, is known to be elevated among individuals with low current levels of socioeconomic attainment. The objectives of this study are: (1) to determine whether authoritarian parenting dispositions are related to disadvantages in one's social background, in addition to one's present socioeconomic standing; and (2) to distinguish, in this regard, between support for spanking and other authoritarian parenting dispositions. Ordered logit models, applied to General Social Survey data concerning a nationally representative sample of US adults, are used to examine relationships of authoritarian parenting dispositions to the socioeconomic positions that respondents currently occupy and in which they were raised. It is found that support for spanking (N=10,725) and valuing of obedience (N=10,043) are inversely related to the socioeconomic status (SES) of one's family of origin, and that these associations are robust to controls for one's current SES. A disadvantaged family background is found to increase support for spanking most among those with high current SES. Strong associations (robust to controls for SES indicators) are additionally found between African-American racial identity and support for authoritarian parenting. Prior research indicates that authoritarian parenting practices such as spanking may be harmful to children. Thus, if the parenting attitudes analyzed here translate into parenting practices, then this study's findings may point to a mechanism for the intergenerational transmission of disadvantages. Copyright © 2015 Elsevier Ltd. All rights reserved.

  4. A comparison of online versus workbook delivery of a self-help positive parenting program.

    Science.gov (United States)

    Sanders, Matthew R; Dittman, Cassandra K; Farruggia, Susan P; Keown, Louise J

    2014-06-01

    A noninferiority randomized trial design compared the efficacy of two self-help variants of the Triple P-Positive Parenting Program: an online version and a self-help workbook. We randomly assigned families of 193 children displaying early onset disruptive behavior difficulties to the online (N = 97) or workbook (N = 96) interventions. Parents completed questionnaire measures of child behavior, parenting, child maltreatment risk, personal adjustment and relationship quality at pre- and post-intervention and again at 6-month follow up. The short-term intervention effects of the Triple P Online program were not inferior to the workbook on the primary outcomes of disruptive child behavior and dysfunctional parenting as reported by both mothers and fathers. Both interventions were associated with significant and clinically meaningful declines from pre- to post-intervention in levels of disruptive child behavior, dysfunctional parenting styles, risk of child maltreatment, and inter-parental conflict on both mother and father report measures. Intervention effects were largely maintained at 6-month follow up, thus supporting the use of self-help parenting programs within a comprehensive population-based system of parenting support to reduce child maltreatment and behavioral problems in children.

  5. A pilot effectiveness study of the Enhancing Parenting Skills (EPaS) 2014 programme for parents of children with behaviour problems: study protocol for a randomised controlled trial.

    Science.gov (United States)

    Williams, Margiad Elen; Hutchings, Judy

    2015-05-20

    The Enhancing Parenting Skills (EPaS) 2014 programme is a home-based, health visitor-delivered parenting support programme for parents of children with identified behaviour problems. This trial aims to evaluate the effectiveness of the EPaS 2014 programme compared to a waiting-list treatment as usual control group. This is a pragmatic, multicentre randomised controlled trial. Sixty health visitors will each be asked to identify two families that have a child scoring above the clinical cut-off for behaviour problems using the Eyberg Child Behaviour Inventory (ECBI). Families recruited to the trial will be randomised in a 1:1 ratio into an intervention or waiting-list control group. Randomisation will occur within health visitor to ensure that each health visitor has one intervention family and one control family. The primary outcome is change in child behaviour problems as measured by the parent-reported ECBI. Secondary outcomes include other measures of child behaviour, parent behaviour, and parental depression as measured by parent-reports and an independent observation of parent and child behaviour. Follow-up measures will be collected 6-months after the collection of baseline measures. This is the first rigorous evaluation of the EPaS 2014 programme. The trial will provide important information on the effectiveness of a one-to-one home-based intervention, delivered by health visitors, for pre-school children with behaviour problems. It will also examine potential mediating (improved parent behaviour and/or improved parental depression) and moderating (single parent, teenage parent, poverty, low education level) factors. Current Controlled Trials ISRCTN06867279 (18 June 2014).

  6. The impact of fear, secrecy, and stigma on parental disclosure of HIV status to children: a qualitative exploration with HIV positive parents attending an ART clinic in South Africa.

    Science.gov (United States)

    Madiba, Sphiwe

    2012-11-28

    South Africa is one of the sub Saharan countries where considerable progress in providing antiretroviral treatment (ART) has been made. The increased access to ART contributes to improvements in the prognosis of HIV and parents are more likely to raise their children than ever before. The study examined the social context influencing disclosure of parental HIV status to children from the perspectives of fathers and mothers accessing ART from an academic hospital in South Africa. Three focus group interviews were conducted with 26 non-disclosed biological parents of children aged between 7 and 18 years. Their ages ranged between 20-60 years and they cared for a total of 60 children. Parental decision not to disclose their HIV status to children was influenced by the fear of death and dying, the influence of television and media, stigma and discrimination. Parents delayed disclosure of their HIV status to children because children believed that AIDS kills. Parents also feared that the child may not be able to keep the parent's HIV status secret and might result in the family being subjected to stigma, discrimination, and isolation. Fear of stigma and discrimination were also responsible for the continuous efforts by parents to protect their HIV status from their children, family and neighbour's. Parents also delayed disclosure to children because they lacked disclosure skills and needed support for disclosure from health care providers. Healthcare providers are in a unique position to provide such support and guidance and assist parents to disclose and children to cope with parental HIV infection.

  7. The effects of early positive parenting and developmental delay status on child emotion dysregulation.

    Science.gov (United States)

    Norona, A N; Baker, B L

    2017-02-01

    Emotion regulation has been identified as a robust predictor of adaptive functioning across a variety of domains (Aldao et al. ). Furthermore, research examining early predictors of competence and deficits in ER suggests that factors internal to the individual (e.g. neuroregulatory reactivity, behavioural traits and cognitive ability) and external to the individual (e.g. caregiving styles and explicit ER training) contribute to the development of ER (Calkins ). Many studies have focused on internal sources or external sources; however, few have studied them simultaneously within one model, especially in studies examining children with developmental delays (DD). Here, we addressed this specific research gap and examined the contributions of one internal factor and one external factor on emotion dysregulation outcomes in middle childhood. Specifically, our current study used structural equation modelling (SEM) to examine prospective, predictive relationships between DD status, positive parenting at age 4 years and child emotion dysregulation at age 7 years. Participants were 151 families in the Collaborative Family Study, a longitudinal study of young children with and without DD. A positive parenting factor was composed of sensitivity and scaffolding scores from mother-child interactions at home and in the research centre at child age 4 years. A child dysregulation factor was composed of a dysregulation code from mother-child interactions and a parent-report measure of ER and lability/negativity at age 7 years. Finally, we tested the hypothesis that positive parenting would mediate the relationship between DD and child dysregulation. Mothers of children with DD exhibited fewer sensitive and scaffolding behaviours compared with mothers of typically developing children, and children with DD were more dysregulated on all measures of ER. SEM revealed that both DD status and early positive parenting predicted emotion dysregulation in middle childhood. Furthermore

  8. Positive Psychological Capital and Parenting Styles among adolescents: Khasi and Non-Khasi Scenario

    Directory of Open Access Journals (Sweden)

    Rita Karmakar

    2016-12-01

    Full Text Available The psychological capital (PsyCap, an individual’s positive psychological state of development, is characterized by four components. These four components are (1 Hope (commonly associated with one’s positive expectancy towards the future, (2 Self-efficacy (confidence to put in considerable effort to succeed at challenging task, (3 Resilience (individual’s capability to successfully cope with adverse circumstances, uncertainty and conflict and (4 Optimism (a cognitive process directed at positive outcomes or expectancies of a bright and prosperous future. The sample consists of 160 Khasi (75 boys and 85 girls selected from East Khasi Hills district of Meghalaya and 185 non-Khasi (100 boys and 85 girls selected from Kolkata district of West Bengal adolescents studying at high schools of East Khasi Hills district of Meghalaya and Kolkata district of West Bengal. Parental Authority Questionnaire and Psychological Capital Scale were used to assess the parenting style and positive PsyCap, respectively. The results revealed that dimensions of positive PsyCap vary with respect to culture and the effect of culture is prominent among adolescent boys. Non-Khasi adolescent boys are significantly higher on positive PsyCap dimensions than their Khasi counterparts. Adolescents who perceive their parents as high on authoritarian dimension display lower level of Positive PsyCap and its dimensions while those perceive their parents as high on authoritative style score higher on Positive PsyCap and its dimensions. Implications for parental practices and positive PsyCap in families and schools are discussed.

  9. The positive aspects of being the parent of an LGBTQ Child.

    Science.gov (United States)

    Gonzalez, Kirsten A; Rostosky, Sharon S; Odom, Robert D; Riggle, Ellen D B

    2013-06-01

    Parenting an LGBTQ (lesbian, gay, bisexual, transgender, or queer) identified child presents unique opportunities for growth and development. This study focused on self-reported perceptions of the positive aspects of being the parent of an LGBTQ child. Participants (N = 142) were mothers (83.8%) and fathers (16.2%) of LGBTQ identified individuals who responded to an open-ended online survey. Thematic analysis revealed five primary themes: Personal Growth (open mindedness, new perspectives, awareness of discrimination, and compassion), Positive Emotions (pride and unconditional love), Activism, Social Connection, and Closer Relationships (closer to child and family closeness). The practice implications of these findings for supporting parents in envisioning positive relationship outcomes for themselves and their children are highlighted in the discussion. © FPI, Inc.

  10. Knowledge, skills, and abilities for key radiation protection positions at DOE facilities

    International Nuclear Information System (INIS)

    1997-01-01

    This document provides detailed qualification criteria for contractor key radiation protection personnel. Although federal key radiation protection positions are also identified, qualification standards for federal positions are provided in DOE O 360.1 and the DOE Technical Qualifications Program. Appendices B and D provide detailed listings for knowledge, skills, and abilities for contractor and DOE federal key radiation protection positions. This information may be used in developing position descriptions and individual development plans. Information provided in Appendix C may be useful in developing performance measures and assessing an individual's performance in his or her specific position. Additionally, Federal personnel may use this information to augment their Office/facility qualification standards under the Technical Qualifications Program

  11. Parental History of Diabetes, Positive Affect, and Diabetes Risk in Adults: Findings from MIDUS.

    Science.gov (United States)

    Tsenkova, Vera K; Karlamangla, Arun S; Ryff, Carol D

    2016-12-01

    Family history of diabetes is one of the major risk factors for diabetes, but significant variability in this association remains unexplained, suggesting the presence of important effect modifiers. To our knowledge, no previous work has examined whether psychological factors moderate the degree to which family history of diabetes increases diabetes risk. We investigated the relationships among parental history of diabetes, affective states (positive affect, negative affect, and depressed affect), and diabetes in 978 adults from the MIDUS 2 national sample. As expected, parental history of diabetes was associated with an almost threefold increase in diabetes risk. We found a significant interaction between positive affect and parental history of diabetes on diabetes (p = .009): higher positive affect was associated with a statistically significant lower relative risk for diabetes in participants who reported having a parental history of diabetes (RR = .66 per unit increase in positive affect; 95 % CI = .47; .93), but it did not influence diabetes risk for participants who reported no parental history of diabetes (p = .34). This pattern persisted after adjusting for an extensive set of health and sociodemographic covariates and was independent of negative and depressed affect. These results suggest that psychological well-being may protect individuals at increased risk from developing diabetes. Understanding such interactions between non-modifiable risk factors and modifiable psychological resources is important for delineating biopsychosocial pathways to diabetes and informing theory-based, patient-centered interventions to prevent the development of diabetes.

  12. Problem-solving skills training for parents of children with chronic pain: a pilot randomized controlled trial.

    Science.gov (United States)

    Palermo, Tonya M; Law, Emily F; Bromberg, Maggie; Fales, Jessica; Eccleston, Christopher; Wilson, Anna C

    2016-06-01

    This pilot randomized controlled trial aimed to determine the feasibility, acceptability, and preliminary efficacy of parental problem-solving skills training (PSST) compared with treatment as usual on improving parental mental health symptoms, physical health and well-being, and parenting behaviors. Effects of parent PSST on child outcomes (pain, emotional, and physical functioning) were also examined. Participants included 61 parents of children aged 10 to 17 years with chronic pain randomized to PSST (n = 31) or treatment as usual (n = 30) groups. Parents receiving PSST participated in 4 to 6 individual sessions of training in problem-solving skills. Outcomes were assessed at pretreatment, immediately after treatment, and at a 3-month follow-up. Feasibility was determined by therapy session attendance, therapist ratings, and parent treatment acceptability ratings. Feasibility of PSST delivery in this population was demonstrated by high compliance with therapy attendance, excellent retention, high therapist ratings of treatment engagement, and high parent ratings of treatment acceptability. PSST was associated with posttreatment improvements in parental depression (d = -0.68), general mental health (d = 0.64), and pain catastrophizing (d = -0.48), as well as in child depression (d = -0.49), child general anxiety (d = -0.56), and child pain-specific anxiety (d = -0.82). Several effects were maintained at the 3-month follow-up. Findings demonstrate that PSST is feasible and acceptable to parents of youths with chronic pain. Treatment outcome analyses show promising but mixed patterns of effects of PSST on parent and child mental health outcomes. Further rigorous trials of PSST are needed to extend these pilot results.

  13. Stress Reduction at the Work-Family Interface: Positive Parenting and Self-Efficacy as Mechanisms of Change in Workplace Triple P

    Science.gov (United States)

    Hartung, Doreen; Hahlweg, Kurt

    2011-01-01

    Workplace Triple P (WPTP) is a group-based parenting skills training specifically designed to meet the needs of employed parents. Several randomized controlled trials have demonstrated the training's efficacy. This study examined possible mechanisms of change that account for the stress reduction effects of this parenting skills training at the…

  14. Developmental Origins of Rumination in Middle Childhood: The Roles of Early Temperament and Positive Parenting.

    Science.gov (United States)

    Schweizer, Tina H; Olino, Thomas M; Dyson, Margaret W; Laptook, Rebecca S; Klein, Daniel N

    2017-09-08

    Rumination, a thinking style characterized by a repetitive inward focus on negative cognitions, has been linked to internalizing disorders, particularly depression. Moreover, research suggests that rumination may be a cognitive vulnerability that predisposes individuals to psychopathology. Surprisingly little is known, however, about the etiology and development of rumination. The present study examined the role of specific components of child temperamental negative emotionality (sadness, fear, anger) and effortful control (inhibition), as well as parenting behaviors during early childhood on the development of rumination in middle childhood. Early childhood (age 3) temperament and parenting behaviors were assessed observationally and rumination was self-reported in middle childhood (age 9) in a large community sample (N = 425; 47.1% female). Two significant interactions emerged. First, temperamental anger interacted with inhibitory control (IC) such that high anger and low IC predicted higher levels of rumination, whereas low anger and low IC predicted lower levels of rumination. Second, IC interacted with parenting such that children with low IC and positive parenting had lower levels of rumination. In contrast, children with high IC reported similar levels of rumination regardless of parenting quality. Overall, these findings highlight the interplay of early IC with temperamental anger and positive parenting in the development of ruminative tendencies in middle childhood.

  15. The role of children in their HIV-positive parents' management of antiretroviral therapy in Uganda.

    Science.gov (United States)

    Nalugya, Ruth; Russell, Steven; Zalwango, Flavia; Seeley, Janet

    2018-03-01

    Adjustment to life on antiretroviral therapy (ART) and living with HIV as a long-term chronic condition, pose significant medical, social and economic challenges. We investigated children's role in supporting HIV-positive parents to self-manage life on ART. Between 2010 and 2012, we conducted a qualitative study using semi-structured interviews with 38 HIV-positive parents who had been on ART for over a year. They were randomly selected from people accessing ART from three delivery sites in Wakiso district, Uganda. Data were analysed thematically. Participants reported children between the ages of 1 and 47 years providing support. Children were a source of happiness, self-worth, encouragement, and comfort. Both younger and older children supported parents' adherence to treatment through reminding them to take the drugs and honour clinic appointments. Older children provided money to buy medication, food and shelter. Parents reported that the encouragement they received after they disclosed to their children enhanced their survival. After HIV disclosure to their children many of their fears about the future were allayed. Thinking about their children's future brought hope. However, looking after younger children while on ART could be burdensome since some parents could not work to their full capacity due to reduced physical health. Children are an important resource in their parents' adjustment to living with HIV while taking ART. There is a need for children to be supported by appropriate policy and other social and health development structures.

  16. Evaluation of a cooking skills programme in parents of young children--a longitudinal study.

    Science.gov (United States)

    Garcia, Ada L; Vargas, Elisa; Lam, Po S; Shennan, David B; Smith, Fiona; Parrett, Alison

    2014-05-01

    To evaluate longitudinally the effectiveness of a cooking programme on self-reported confidence about cooking skills and food consumption patterns in parents of young children. An evaluation of cooking programmes delivered by National Health Service (NHS) community food workers using a single group pre-test/post-test repeated measures design. A shortened version of a validated questionnaire at baseline, post intervention and 1-year follow-up determined confidence in cooking using basic ingredients, following a simple recipe, tasting new foods, preparing and cooking new foods on consumption of ready meals, vegetables and fruit. Deprived communities in Ayrshire and Arran, Scotland. Parents of nursery age children, 97 % were female and cooking increased significantly from baseline to post intervention (P recipe and preparing and cooking new foods. Improved food consumption patterns were reported from baseline to post intervention (ready-meal consumption reduced from 2-4 times/week to 1 time/week, P cooking programmes appeared to improve cooking confidence and food consumption patterns in the target group and some of these changes were retained after 1 year.

  17. Determining the Effectiveness of a Modulated Parenting Skills Program on Reducing Autistic Symptoms in Children and Improvement of Parental Adjustment

    Directory of Open Access Journals (Sweden)

    Homa Rezaee

    2018-03-01

    Discussion: The compiled parenting program is recommended to improve parental empowerment for the families of autistic children, because it is capable of reducing autistic symptoms in social interaction and relationships as well as improving marital adjustment in such families.

  18. Positive Parenting and Children’s Prosocial Behavior in Eight Countries

    Science.gov (United States)

    2015-01-01

    Background Research supports the beneficial role of prosocial behaviors on children’s adjustment and successful youth development. Empirical studies point to reciprocal relations between negative parenting and children’s maladjustment, but reciprocal relations between positive parenting and children’s prosocial behavior are understudied. In the present study reciprocal relations between two different dimensions of positive parenting (quality of the mother-child relationship and the use of balanced positive discipline) and children’s prosocial behavior were examined in Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States. Method Mother-child dyads (N = 1105) provided data over 2 years in 2 waves (Mage of child in wave 1 = 9.31 years, SD = .73; 50% female). Results A model of reciprocal relations between parenting dimensions, but not among parenting and children’s prosocial behavior, emerged. In particular, children with higher levels of prosocial behavior at age 9 elicited higher levels of mother-child relationship quality in the following year. Conclusions Findings yielded similar relations across countries, evidencing that being prosocial in late childhood contributes to some degree to the enhancement of a nurturing and involved mother-child relationship in countries that vary widely on sociodemographic profiles and psychological characteristics. Policy and intervention implications of this study are discussed. PMID:26511201

  19. Through the Eyes of Parents: A Singaporean Perspective of the Importance of Cognitive and Non-Cognitive Skills for Six-Year-Old Children

    Science.gov (United States)

    Carter, Margaret Anne; Frewen, Amie; Chunn, Jennifer

    2014-01-01

    This study reports the importance 244 parents of six-year-old children living in Singapore placed on cognitive (problem-solving and creativity) and non-cognitive (practical school skills and conforming) behaviours. Our research team hypothesised that, as the age of the parent increased, the importance placed on each covariant skill (problem…

  20. Assessment of the Prosocial Behaviors of Young Children with Regard to Social Development, Social Skills, Parental Acceptance-Rejection and Peer Relationships

    Science.gov (United States)

    Gulay, Hulya

    2011-01-01

    The aim of the study was prosocial behaviors of 5-6 years old children were investigated with regard to parental acceptance-rejection, peer relationships, general social development and social skills. The participants of the study included 277 5-6-year-old Turkish children and their parents. The Child Behavior Scale, Social Skills Form, Marmara…

  1. Moderating Effect of Residential History on the Effects of a Fatherhood Program on Parenting Skills Satisfaction among Nonresident African American Fathers.

    Science.gov (United States)

    Qian, Yiqing; De Loney, E Hill; Caldwell, Cleopatra Howard

    2018-02-09

    Nonresident African American (AA) fathers sometimes face challenges to achieving satisfaction with their parenting skills, which may inhibit their motivations for parenting. Studies have found that residential history of fathers is associated with parental involvement; however, current fatherhood programs rarely consider the influence of different residential history on fathering. In the current study, we examined whether nonresident AA fathers' residential history with their sons moderated their parenting skills satisfaction after participating in the Fathers and Sons Program. Our results indicated that after controlling for fathers' pretest parenting skills satisfaction, age, education, marital status, employment, and ever lived with their son's mother; there was a moderating effect of residential history on the intervention's effects on posttest parenting skills satisfaction. The regression analyses showed that fathers in the intervention group who had lived with their son increased their parenting skills satisfaction more at posttest compared with fathers who had never lived with their sons. However, fathers in the comparison group who had lived with their sons had lower posttest parenting skills satisfaction. Future fatherhood programs for nonresident AA fathers should develop more nuanced group-specific interventions that consider residential history as a critical factor to enhance their parenting skills satisfaction as a strategy for improving father involvement.

  2. Moderating Effect of Residential History on the Effects of a Fatherhood Program on Parenting Skills Satisfaction among Nonresident African American Fathers

    Directory of Open Access Journals (Sweden)

    Yiqing Qian

    2018-02-01

    Full Text Available Nonresident African American (AA fathers sometimes face challenges to achieving satisfaction with their parenting skills, which may inhibit their motivations for parenting. Studies have found that residential history of fathers is associated with parental involvement; however, current fatherhood programs rarely consider the influence of different residential history on fathering. In the current study, we examined whether nonresident AA fathers’ residential history with their sons moderated their parenting skills satisfaction after participating in the Fathers and Sons Program. Our results indicated that after controlling for fathers’ pretest parenting skills satisfaction, age, education, marital status, employment, and ever lived with their son’s mother; there was a moderating effect of residential history on the intervention’s effects on posttest parenting skills satisfaction. The regression analyses showed that fathers in the intervention group who had lived with their son increased their parenting skills satisfaction more at posttest compared with fathers who had never lived with their sons. However, fathers in the comparison group who had lived with their sons had lower posttest parenting skills satisfaction. Future fatherhood programs for nonresident AA fathers should develop more nuanced group-specific interventions that consider residential history as a critical factor to enhance their parenting skills satisfaction as a strategy for improving father involvement.

  3. Parents' Emotion-Related Beliefs, Behaviours, and Skills Predict Children's Recognition of Emotion

    Science.gov (United States)

    Castro, Vanessa L.; Halberstadt, Amy G.; Lozada, Fantasy T.; Craig, Ashley B.

    2015-01-01

    Children who are able to recognize others' emotions are successful in a variety of socioemotional domains, yet we know little about how school-aged children's abilities develop, particularly in the family context. We hypothesized that children develop emotion recognition skill as a function of parents' own emotion-related beliefs,…

  4. Motivational, Parental, and Cultural Influences on Achievement and Persistence in Basic Skills Mathematics at the Community College

    Science.gov (United States)

    Nordstrom, Donna E.

    2012-01-01

    The purpose of this study was to address the gap in the current literature on community college students in basic math courses by examining motivational, parental and cultural factors as predictors of achievement and persistence of students enrolled in basic skills mathematics courses at a community college. More specifically, this study…

  5. Prediction of Emotional Understanding and Emotion Regulation Skills of 4-5 Age Group Children with Parent-Child Relations

    Science.gov (United States)

    Dereli, Esra

    2016-01-01

    The objective of the present study is to examine whether personal attributes, family characteristics of the child and parent-child relations predict children's emotional understanding and emotion regulation skills. The study was conducted with relational screening model, one of the screening models. Study sample included 423 children between the…

  6. Characteristics of positive-interaction parenting style among primiparous teenage, optimal age, and advanced age mothers in Canada.

    Science.gov (United States)

    Kim, Theresa H M; Connolly, Jennifer A; Rotondi, Michael; Tamim, Hala

    2018-01-08

    Positive-interaction parenting early in childhood is encouraged due to its association with behavioural development later in life. The objective of this study was to examine if the level of positive-interaction parenting style differs among teen, optimal age, and advanced age mothers in Canada, and to identify the characteristics associated with positive-interaction parenting style separately for each age group. This was a cross-sectional secondary analysis of the National Longitudinal Survey of Children and Youth. First-time mothers with children 0-23 months were grouped into: teen (15-19 years, N = 53,409), optimal age (20-34 years, N = 790,960), and advanced age (35 years and older, N = 106,536). The outcome was positive-interaction parenting style (Parenting Practices Scale); maternal socio-demographics, health, social, and child characteristics were considered for backward stepwise multiple linear regression modeling, stratified for each of the age groups. Teen, optimal age, and advanced age mothers reported similar levels of positive- interaction parenting style. Covariates differed across the three age groups. Among optimal age mothers, being an ever-landed immigrant, childcare use, and being devoted to religion were found to decrease positive-interaction parenting style, whereas, higher education was found to increase positive-interaction parenting style. Teen mothers were not found to have any characteristics uniquely associated with positive-interaction parenting. Among advanced age mothers, social support was uniquely associated with an increase in positive-interaction parenting. Very good/excellent health was found to be positively associated with parenting in teens but negatively associated with parenting in advanced age mothers. Characteristics associated with positive-interaction parenting varied among the three age groups. Findings may have public health implications through information dissemination to first-time mothers, clinicians

  7. Recall of briefly presented chess positions and its relation to chess skill.

    Directory of Open Access Journals (Sweden)

    Yanfei Gong

    Full Text Available Individual differences in memory performance in a domain of expertise have traditionally been accounted for by previously acquired chunks of knowledge and patterns. These accounts have been examined experimentally mainly in chess. The role of chunks (clusters of chess pieces recalled in rapid succession during recall of chess positions and their relations to chess skill are, however, under debate. By introducing an independent chunk-identification technique, namely repeated-recall technique, this study identified individual chunks for particular chess players. The study not only tested chess players with increasing chess expertise, but also tested non-chess players who should not have previously acquired any chess related chunks in memory. For recall of game positions significant differences between players and non-players were found in virtually all the characteristics of chunks recalled. Size of the largest chunks also correlates with chess skill within the group of rated chess players. Further research will help us understand how these memory encodings can explain large differences in chess skill.

  8. Recall of briefly presented chess positions and its relation to chess skill.

    Science.gov (United States)

    Gong, Yanfei; Ericsson, K Anders; Moxley, Jerad H

    2015-01-01

    Individual differences in memory performance in a domain of expertise have traditionally been accounted for by previously acquired chunks of knowledge and patterns. These accounts have been examined experimentally mainly in chess. The role of chunks (clusters of chess pieces recalled in rapid succession during recall of chess positions) and their relations to chess skill are, however, under debate. By introducing an independent chunk-identification technique, namely repeated-recall technique, this study identified individual chunks for particular chess players. The study not only tested chess players with increasing chess expertise, but also tested non-chess players who should not have previously acquired any chess related chunks in memory. For recall of game positions significant differences between players and non-players were found in virtually all the characteristics of chunks recalled. Size of the largest chunks also correlates with chess skill within the group of rated chess players. Further research will help us understand how these memory encodings can explain large differences in chess skill.

  9. Social-skills and parental training plus standard treatment versus standard treatment for children with ADHD - the randomised SOSTRA trial

    DEFF Research Database (Denmark)

    Simonsen, Erik; Storebø, Ole Jakob; Gluud, Christian

    2012-01-01

    Objective To investigate the effects of social-skills training and parental training programme for children with attention deficit hyperactivity disorder (ADHD). Methods We conducted a randomized two-armed, parallel group, assessor-blinded superiority trial consisting of social-skills training plus...... parental training and standard treatment versus standard treatment alone. A sample size calculation showed at least 52 children should be included for the trial with follow up three and six months after randomization. The primary outcome measure was ADHD symptoms and secondary outcomes were social skills...... and emotional competences. Results 56 children (39 boys, 17 girls, mean age 10.4 years, SD 1.31) with ADHD were randomized, 28 to the experimental group and 27 to the control group. Mixed-model analyses with repeated measures showed that the time course (y = a + bt + ct2) of ADHD symptoms (p = 0.40), social...

  10. Maternal Prenatal Psychological Distress and Preschool Cognitive Functioning: the Protective Role of Positive Parental Engagement.

    Science.gov (United States)

    Schechter, Julia C; Brennan, Patricia A; Smith, Alicia K; Stowe, Zachary N; Newport, D Jeffrey; Johnson, Katrina C

    2017-02-01

    Considerable animal research and available human studies suggest that psychological distress experienced by mothers during gestation is associated with later neurodevelopmental deficits in offspring; however, little research has examined potential protective factors that might mitigate this risk. The current study examined the impact of maternal prenatal psychological distress during pregnancy on cognitive outcomes in preschoolers (ages 2.5-5 years) and positive parenting as a potential protective factor. Mother-child dyads (N = 162, mean child age = 44 months, 49 % female) were recruited from a longitudinal cohort of women who had previously participated in a study of maternal mood disorders during pregnancy. Maternal prenatal distress was assessed with multiple measures collected throughout pregnancy. During a follow-up visit, mothers were interviewed about their psychological symptoms since the birth of the child, parenting behaviors were recorded during a parent-child interaction, and children's cognitive abilities were measured using the Differential Ability Scales, 2nd Edition. Maternal prenatal distress significantly predicted lower general cognitive abilities; however, this relationship was strongest for children whose mothers exhibited low levels of positive engagement and not significant when mothers exhibited high levels of positive engagement. Results suggest that positive parental engagement can protect against the detrimental effects of maternal prenatal distress on preschoolers' cognitive abilities.

  11. Parental Divorce and Adolescent Drunkenness : Role of Socioeconomic Position, Psychological Well-Being and Social Support

    NARCIS (Netherlands)

    Tomcikova, Z.; Geckova, A. Madarasova; Orosova, O.; van Dijk, J. P.; Reijneveld, S. A.

    2009-01-01

    Background: The aim of this cross-sectional study was to explore the association between parental divorce and adolescent drunkenness in the last 4 weeks and the contribution of socioeconomic position, family structure, social support from family and well-being to this association. Methods: We

  12. Development of Infant Positive Emotionality: The Contribution of Maternal Characteristics and Effects on Subsequent Parenting

    Science.gov (United States)

    Bridgett, David J.; Laake, Lauren M.; Gartstein, Maria A.; Dorn, Danielle

    2013-01-01

    The current study examined the influence of maternal characteristics on the development of infant smiling and laughter, a marker of early positive emotionality (PE) and how maternal characteristics and the development of infant PE contributed to subsequent maternal parenting. One hundred fifty-nine mothers with 4-month-old infants participated.…

  13. Characteristics of positive-interaction parenting style among primiparous teenage, optimal age, and advanced age mothers in Canada

    OpenAIRE

    Kim, Theresa H. M.; Connolly, Jennifer A.; Rotondi, Michael; Tamim, Hala

    2018-01-01

    Background Positive-interaction parenting early in childhood is encouraged due to its association with behavioural development later in life. The objective of this study was to examine if the level of positive-interaction parenting style differs among teen, optimal age, and advanced age mothers in Canada, and to identify the characteristics associated with positive-interaction parenting style separately for each age group. Methods This was a cross-sectional secondary analysis of the National ...

  14. The determination of contribution of emotional intelligence and parenting styles components to predicts positive psychological components

    OpenAIRE

    hosein Ebrahimi moghadam; mahin Fekraty

    2015-01-01

    Background: Since the essential of positive psychological components, as compliment of deficiency oriented approaches, has begun in recent days,we decided to take into account this new branch of psychology which scientifically considers studying forces of human, as well as because of the importance of this branch of psychology, we also tried to search the contribution of emotional intelligence and parenting styles components to predict positive psychological components. Materials and Methods:...

  15. Associations of Parental Rules and Socioeconomic Position With Preschool Children's Sedentary Behaviour and Screen Time.

    Science.gov (United States)

    Downing, Katherine L; Hinkley, Trina; Hesketh, Kylie D

    2015-04-01

    There is little current understanding of the influences on sedentary behavior and screen time in preschool children. This study investigated socioeconomic position (SEP) and parental rules as potential correlates of preschool children's sedentary behavior and screen time. Data from the Healthy Active Preschool Years (HAPPY) Study were used. Participating parents reported their child's usual weekly screen time and their rules to regulate their child's screen time. Children wore accelerometers for 8 days to objectively measure sedentary time. Children whose parents limited television viewing spent significantly less time in that behavior and in total screen time; however, overall sedentary behavior was unaffected. An association between parents limiting computer/electronic game use and time spent on the computer was found for girls only. SEP was inversely associated with girls', but not boys', total screen time and television viewing. As parental rules were generally associated with lower levels of screen time, intervention strategies could potentially encourage parents to set limits on, and switch off, screen devices. Intervention strategies should target preschool children across all SEP areas, as there was no difference by SEP in overall sedentary behavior or screen time for boys.

  16. Important non-parental adults and positive youth development across mid- to late-adolescence: the moderating effect of parenting profiles.

    Science.gov (United States)

    Bowers, Edmond P; Johnson, Sara K; Buckingham, Mary H; Gasca, Santiago; Warren, Daniel J A; Lerner, Jacqueline V; Lerner, Richard M

    2014-06-01

    Both parents and important non-parental adults have influential roles in promoting positive youth development (PYD). Little research, however, has examined the simultaneous effects of both parents and important non-parental adults for PYD. We assessed the relationships among youth-reported parenting profiles and important non-parental adult relationships in predicting the Five Cs of PYD (competence, confidence, connection, character, and caring) in four cross-sectional waves of data from the 4-H Study of PYD (Grade 9: N = 975, 61.1% female; Grade 10: N = 1,855, 63.4% female; Grade 11: N = 983, 67.9% female; Grade 12: N = 703, 69.3% female). The results indicated the existence of latent profiles of youth-reported parenting styles based on maternal warmth, parental school involvement, and parental monitoring that were consistent with previously identified profiles (authoritative, authoritarian, permissive, and uninvolved) as well as reflecting several novel profiles (highly involved, integrative, school-focused, controlling). Parenting profile membership predicted mean differences in the Five Cs at each wave, and also moderated the relationships between the presence of an important non-parental adult and the Five Cs. In general, authoritative and highly involved parenting predicted higher levels of PYD and a higher likelihood of being connected to an important non-parental adult. We discuss the implications of these findings for future research on adult influences of youth development and for programs that involve adults in attempts to promote PYD.

  17. Parents as partners: Building collaborations to support the development of school readiness skills in under-resourced communities

    Directory of Open Access Journals (Sweden)

    Catherine Pitt

    2013-01-01

    Full Text Available The purpose of this paper is to present a preliminary, qualitative review of a therapeutic programme for preschool children and their parents in severely under-resourced contexts to aid the development of the underlying skills required to be ready for formal school. A team of two pairs, each comprising an occupational therapist and a community worker, responded to teachers' requests to assist struggling children in their classes. This led to the development of a programme focusing on Grade R classes, by firstly helping teachers to develop their capability and confidence in assessing and assisting children to develop the abilities underlying vital school-readiness skills during whole-class, therapeutic group sessions. Secondly, parent group sessions were added to empower parents to understand and support their children's development needs at home and so to complement the work done by teachers in the classroom. This second aspect, of working with the parents, developed owing to observations of the children's irregular school attendance, scant parent-school contact, and teachers' reports indicating that parents were not aware of, nor equipped to deal with, the challenges faced by their children. Implications for practice, for planning and for further research are discussed.

  18. Negative parenting behavior and childhood oppositional defiant disorder: differential moderation by positive and negative peer regard.

    Science.gov (United States)

    Tung, Irene; Lee, Steve S

    2014-01-01

    Although negative parenting behavior and peer status are independently associated with childhood conduct problems (e.g., oppositional defiant disorder (ODD)), relatively little is known about their interplay, particularly in relation to differentiated measures of positive and negative peer regard. To improve the specificity of the association of negative parenting behavior and peer factors with ODD, we explored the potential interaction of parenting and peer status in a sample of 169 five-to ten-year-old ethnically diverse children with and without attention-deficit/hyperactivity disorder (ADHD) assessed using multiple measures (i.e., rating scales, interview) and informants (i.e., parents, teachers). Controlling for children's age, sex, number of ADHD symptoms, and parents' race-ethnicity, peer acceptance inversely predicted and inconsistent discipline, harsh punishment, and peer rejection were each positively associated with ODD symptom severity. Interactive influences were also evident such that inconsistent discipline and harsh punishment each predicted elevated ODD but only among children experiencing low peer acceptance or high peer rejection. These findings suggest that supportive environments, including peer acceptance, may protect children from negative outcomes associated with inconsistent discipline and harsh punishment. Findings are integrated with theories of social support, and we additionally consider implications for intervention and prevention. © 2013 Wiley Periodicals, Inc.

  19. Triple p-positive parenting program for mothers of ADHD children.

    Science.gov (United States)

    Aghebati, Asma; Gharraee, Banafsheh; Hakim Shoshtari, Mitra; Gohari, Mahmood Reza

    2014-01-01

    Attention deficit hyperactivity disorder (ADHD) is a chronic, highly prevalent neurodevelopmental disorder which affects 9% of school-age children. Triple P-Positive Parenting Program is an evidence-based parenting program reported to be useful in the management of this disorder. The aim of this randomized controlled trial was to evaluate the effectiveness of Triple P in mothers of ADHD children. In this study, 30 mothers with ADHD children aged between 6 to 10 were randomly assigned to two groups (15 participants in each group). Parenting style, mother-child relationship, maternal depression, anxiety and stress, and children's behavioral problems were evaluated. The intervention group received 120 minute sessions for 5 weeks and 15-30 minute telephone contacts for 3 weeks while no intervention was done for the control group. Analysis of covariance revealed that mothers of the Triple P group showed significant (p parenting style, mother-child relationship, and considerable decrease in depression, anxiety and stress. Women trained in the Triple P group also reported significantly lower rates of child misbehavior than women of the control group. Triple P-Positive Parenting intervention is effective and acceptable for mothers of ADHD children. None. Clinical Trial Registration-URL: http://www.irct.ir. Unique identifier: IRCT201111288234N1.

  20. Parent-child relationships and offspring's positive mental wellbeing from adolescence to early older age.

    Science.gov (United States)

    Stafford, Mai; Kuh, Diana L; Gale, Catharine R; Mishra, Gita; Richards, Marcus

    2016-05-03

    We examined parent-child relationship quality and positive mental well-being using Medical Research Council National Survey of Health and Development data. Well-being was measured at ages 13-15 (teacher-rated happiness), 36 (life satisfaction), 43 (satisfaction with home and family life) and 60-64 years (Diener Satisfaction With Life scale and Warwick Edinburgh Mental Well-being scale). The Parental Bonding Instrument captured perceived care and control from the father and mother to age 16, recalled by study members at age 43. Greater well-being was seen for offspring with higher combined parental care and lower combined parental psychological control ( p  < 0.05 at all ages). Controlling for maternal care and paternal and maternal behavioural and psychological control, childhood social class, parental separation, mother's neuroticism and study member's personality, higher well-being was consistently related to paternal care. This suggests that both mother-child and father-child relationships may have short and long-term consequences for positive mental well-being.

  1. Barriers and Bridges to Positive Cross-Ethnic Relations: African American and White Parent Socialization Beliefs and Practices.

    Science.gov (United States)

    Hamm, Jill V.

    2001-01-01

    Using interviews and focus groups, lower and middle socioeconomic status (SES) African American parents and middle SES white parents discussed their objectives regarding cross-ethnic relations and how they helped their children forge positive cross-ethnic relations. The groups relied on different methods to promote socialization. Parents' efforts…

  2. Parenting

    Science.gov (United States)

    ... parents, people are always ready to offer advice. Parenting tips, parents' survival guides, dos, don'ts, shoulds ... right" way to be a good parent. Good parenting includes Keeping your child safe Showing affection and ...

  3. A Randomised Group Comparison Controlled Trial of "Preschoolers with Autism": A Parent Education and Skills Training Intervention for Young Children with Autistic Disorder

    Science.gov (United States)

    Tonge, Bruce; Brereton, Avril; Kiomall, Melissa; Mackinnon, Andrew; Rinehart, Nicole J.

    2014-01-01

    Aim: To determine the effect of parent education on adaptive behaviour, autism symptoms and cognitive/language skills of young children with autistic disorder. Method: A randomised group comparison design involving a parent education and counselling intervention and a parent education and behaviour management intervention to control for parent…

  4. Children's informal reasoning skills and epistemological beliefs within the family : the role of parenting practices, parental epistemological beliefs and family communication patterns

    OpenAIRE

    Chng, Grace Shiao En

    2012-01-01

    Objectives: The current work formulated theoretical models for empirical testing based on three objectives: 1) to explore the associations of familial variables, specifically with regards to parental socialization, with two cognitive aspects of good thinking in children - their informal reasoning skills and their epistemological beliefs, 2) to test the relation between these two competencies as epistemological beliefs have been found to enhance or constrain reasoning, and 3) to investigate...

  5. Flexible selection process based on skills applied to the communication manager position

    Directory of Open Access Journals (Sweden)

    Rita Jácome López

    2016-03-01

    Full Text Available The Communication Manager position is relevant to the reputation of an organization, because it influences through its own personal image and reputation; therefore, the selection of this manager has to be painstaking. In this paper we propose a flexible selection process based on fuzzy logic, to fit the skills of candidates for the job and to support decision making. We present two techniques:one that selects the best applicant and another one that compares candidates with an ideal constructed with information provided by Spanish managers.

  6. Alleviating Parenting Stress in Parents with Intellectual Disabilities : A Randomized Controlled Trial of a Video-feedback Intervention to Promote Positive Parenting

    NARCIS (Netherlands)

    Hodes, Marja W.; Meppelder, Marieke; de Moor, Marleen; Kef, Sabina; Schuengel, Carlo

    2017-01-01

    Background: Adapted parenting support may alleviate the high levels of parenting stress experienced by many parents with intellectual disabilities. Methods: Parents with mild intellectual disabilities or borderline intellectual functioning were randomized to experimental (n = 43) and control

  7. Corporal punishment and externalizing behaviors in toddlers: The moderating role of positive and harsh parenting.

    Science.gov (United States)

    Mendez, Marcos; Durtschi, Jared; Neppl, Tricia K; Stith, Sandra M

    2016-12-01

    This study investigated whether corporal punishment when the child was 2 years old predicted child externalizing behaviors a year later, and whether or not this association was moderated by parents' observed behavior toward their child. Data came from 218 couples and their firstborn child. The frequency of fathers' corporal punishment when the child was 2 years old predicted child externalizing behaviors a year later, while controlling for initial levels of child externalizing behaviors. Also, observed positive and harsh parenting moderated the relationship between corporal punishment and child externalizing behaviors. These results highlight the importance of continuing to examine the effects of a commonly used form of discipline (i.e., corporal punishment) and the parental climate in which it is used. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  8. Corporal Punishment and Externalizing Behaviors in Toddlers: The Moderating Role of Positive and Harsh Parenting

    Science.gov (United States)

    Mendez, Marcos; Durtschi, Jared; Neppl, Tricia K.; Stith, Sandra

    2016-01-01

    This study investigated whether corporal punishment when the child was two years old predicted child externalizing behaviors a year later, and whether or not this association was moderated by parents' observed behavior towards their child. Data came from 218 couples and their first born child. The frequency of fathers' corporal punishment when the child was two years old predicted child externalizing behaviors a year later, while controlling for initial levels of child externalizing behaviors. Also, observed positive and harsh parenting moderated the relationship between corporal punishment and child externalizing behaviors. These results highlight the importance of continuing to examine the effects of a commonly used form of discipline (i.e., corporal punishment) and the parental climate in which it is used. PMID:26866839

  9. The positive impact of a facilitated peer mentoring program on academic skills of women faculty

    Directory of Open Access Journals (Sweden)

    Varkey Prathibha

    2012-03-01

    Full Text Available Abstract Background In academic medicine, women physicians lag behind their male counterparts in advancement and promotion to leadership positions. Lack of mentoring, among other factors, has been reported to contribute to this disparity. Peer mentoring has been reported as a successful alternative to the dyadic mentoring model for women interested in improving their academic productivity. We describe a facilitated peer mentoring program in our institution's department of medicine. Methods Nineteen women enrolled in the program were divided into 5 groups. Each group had an assigned facilitator. Members of the respective groups met together with their facilitators at regular intervals during the 12 months of the project. A pre- and post-program evaluation consisting of a 25-item self-assessment of academic skills, self-efficacy, and academic career satisfaction was administered to each participant. Results At the end of 12 months, a total of 9 manuscripts were submitted to peer-reviewed journals, 6 of which are in press or have been published, and another 2 of which have been invited to be revised and resubmitted. At the end of the program, participants reported an increase in their satisfaction with academic achievement (mean score increase, 2.32 to 3.63; P = 0.0001, improvement in skills necessary to effectively search the medical literature (mean score increase, 3.32 to 4.05; P = 0.0009, an improvement in their ability to write a comprehensive review article (mean score increase, 2.89 to 3.63; P = 0.0017, and an improvement in their ability to critically evaluate the medical literature (mean score increased from 3.11 to 3.89; P = 0.0008. Conclusions This facilitated peer mentoring program demonstrated a positive impact on the academic skills and manuscript writing for junior women faculty. This 1-year program required minimal institutional resources, and suggests a need for further study of this and other mentoring programs for women faculty.

  10. The positive impact of a facilitated peer mentoring program on academic skills of women faculty.

    Science.gov (United States)

    Varkey, Prathibha; Jatoi, Aminah; Williams, Amy; Mayer, Anita; Ko, Marcia; Files, Julia; Blair, Janis; Hayes, Sharonne

    2012-03-23

    In academic medicine, women physicians lag behind their male counterparts in advancement and promotion to leadership positions. Lack of mentoring, among other factors, has been reported to contribute to this disparity. Peer mentoring has been reported as a successful alternative to the dyadic mentoring model for women interested in improving their academic productivity. We describe a facilitated peer mentoring program in our institution's department of medicine. Nineteen women enrolled in the program were divided into 5 groups. Each group had an assigned facilitator. Members of the respective groups met together with their facilitators at regular intervals during the 12 months of the project. A pre- and post-program evaluation consisting of a 25-item self-assessment of academic skills, self-efficacy, and academic career satisfaction was administered to each participant. At the end of 12 months, a total of 9 manuscripts were submitted to peer-reviewed journals, 6 of which are in press or have been published, and another 2 of which have been invited to be revised and resubmitted. At the end of the program, participants reported an increase in their satisfaction with academic achievement (mean score increase, 2.32 to 3.63; P = 0.0001), improvement in skills necessary to effectively search the medical literature (mean score increase, 3.32 to 4.05; P = 0.0009), an improvement in their ability to write a comprehensive review article (mean score increase, 2.89 to 3.63; P = 0.0017), and an improvement in their ability to critically evaluate the medical literature (mean score increased from 3.11 to 3.89; P = 0.0008). This facilitated peer mentoring program demonstrated a positive impact on the academic skills and manuscript writing for junior women faculty. This 1-year program required minimal institutional resources, and suggests a need for further study of this and other mentoring programs for women faculty.

  11. Evaluation of medical record quality and communication skills among pediatric interns after standardized parent training history-taking in China.

    Science.gov (United States)

    Yu, Mu Xue; Jiang, Xiao Yun; Li, Yi Juan; Shen, Zhen Yu; Zhuang, Si Qi; Gu, Yu Fen

    2018-02-01

    The effect of using standardized parent training history-taking on the quality of medical records and communication skills among pediatric interns was determined. Fifth-year interns who were undertaking a pediatric clinical practice rotation were randomized to intervention and control groups. All of the pediatric interns received history-taking training by lecture and bedside teaching. The pediatric interns in the intervention group also received standardized parent history-taking training. The following two outcome measures were used: the scores of medical records, which were written by the pediatric interns after history-taking from real parents of pediatric patients; and the communication assessment tool (CAT) assessed by real parents. The general information, history of present illness (HPI), past medical history, personal history, family history, diagnosis, diagnostic analysis, and differential diagnosis scores in the intervention group were significantly higher than the control group (p history-taking is effective in improving the quality of medical records by pediatric interns. Standardized parent training history-taking is a superior teaching tool for clinical reasoning ability, as well as communication skills in clinical pediatric practice.

  12. Prenatal education through art therapy. A possible way for positive parenting

    Directory of Open Access Journals (Sweden)

    Lucía HERVÁS HERMIDA

    2017-12-01

    Full Text Available Recent research in the field of positive parenting advocates the importance of promoting family support, through parental education programs. On the other hand, the importance of the prenatal period for human development is well known, but attention to this stage has traditionally been done from the biomedical point of view, without paying attention to the other educational, emotional, social and gender aspects.In this sense, the aim of this article is to propose a possible way to support positive parenting, which will provide an useful contribution to prenatal pedagogy as an emerging science, through art therapy. By the qualitative analysis of two case studies of two women participants from two different workshops, the possibilities offered by group art therapy as a way of prenatal education, for the exploration of the creative dimension of motherhood are shown, and the deepening of the attachment with both the baby, the couple and the environment. Likewise, the development of parental competences is favored, focusing on awareness and personal development, and on the creation of a group support, in which shared learning takes place. Finally, the conclusions deal with aspects of the methodology that foster an improvement in the well-being and the development of an empowered and resilient attitude, benefiting both mother and child, as well as the whole family and social environment.

  13. The psychophysiology of parenting: Individual differences in autonomic reactivity to positive and negative mood inductions and observed parental affect during dyadic interactions with children.

    Science.gov (United States)

    Connell, Arin M; Dawson, Glen C; Danzo, Sarah; McKillop, Hannah N

    2017-02-01

    Parenting is a complex activity driven, in part, by parental emotional and physiological responses. However, work examining the physiological underpinnings of parenting behavior is still in its infancy, and very few studies have examined such processes beyond early childhood. The current study examines associations between Autonomic Nervous System (ANS) indices of parents' physiological reactivity to positive and negative mood states and observed parental affect during a series of discussion tasks with their adolescent child. Respiratory Sinus Arrhythmia (RSA) was measured as an index of parasympathetic nervous system (PNS) activation while viewing film clips designed to induce neutral, sad, and amused mood states. Parental positive affect, anger, and distress were observed during a series of parent-child discussion tasks, which included an ambiguous discussion regarding adolescent growth, a conflict discussion, and a fun-activity planning discussion. Results supported the association between aspects of parental physiological reactivity and observed affect during dyadic interactions. Further, RSA interacted with maternal depression to predict observed positive affect, anger, and distress, although differences across tasks and specific emotions were found regarding the nature of the interaction effects. Overall, results suggest that such neurobiological processes may be particularly important predictors of parental behavior, particularly in at-risk populations. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  14. Pathways to Adolescents' Flourishing: Linking Self-Control Skills and Positivity Ratio through Social Support

    Science.gov (United States)

    Orkibi, Hod; Hamama, Liat; Gavriel-Fried, Belle; Ronen, Tammie

    2018-01-01

    This study focused on the ability to experience a high ratio of positive to negative emotions in 807 Israeli adolescents aged 12 to 15 years (50% girls). While considering possible gender differences, we tested a model positing that adolescents' self-control skills would link to their positivity ratio and indirectly through perceived social…

  15. Parental knowledge reduces long term anxiety induced by false-positive test results after newborn screening for cystic fibrosis

    NARCIS (Netherlands)

    Vernooij-van Langen, A.M.M.; Pal, S.M. van der; Reijntjens, A.J.T.; Loeber, J.G.; Dompeling, E.; Dankert-Roelse, J.E.

    2014-01-01

    Background: False-positive screening results in newborn screening for cystic fibrosis may lead to parental stress, family relationship problems and a changed perception of the child's health. Aim of the study: To evaluate whether parental anxiety induced by a false positive screening result

  16. Role of Positive Parenting in the Association Between Neighborhood Social Disadvantage and Brain Development Across Adolescence.

    Science.gov (United States)

    Whittle, Sarah; Vijayakumar, Nandita; Simmons, Julian G; Dennison, Meg; Schwartz, Orli; Pantelis, Christos; Sheeber, Lisa; Byrne, Michelle L; Allen, Nicholas B

    2017-08-01

    The negative effects of socioeconomic disadvantage on lifelong functioning are pronounced, with some evidence suggesting that these effects are mediated by changes in brain development. To our knowledge, no research has investigated whether parenting might buffer these negative effects. To establish whether positive parenting behaviors moderate the effects of socioeconomic disadvantage on brain development and adaptive functioning in adolescents. In this longitudinal study of adolescents from schools in Melbourne, Australia, data were collected at 3 assessments between 2004 and 2012. Data were analyzed between August 2016 and April 2017. Both family (parental income-to-needs, occupation, and education level) and neighborhood measures of socioeconomic disadvantage were assessed. Positive maternal parenting behaviors were observed during interactions in early adolescence. Structural magnetic resonance imaging scans at 3 times (early, middle, and late adolescence) from ages 11 to 20 years. Global and academic functioning was assessed during late adolescence. We used linear mixed models to examine the effect of family and neighborhood socioeconomic disadvantage as well as the moderating effect of positive parenting on adolescent brain development. We used mediation models to examine whether brain developmental trajectories predicted functional outcomes during late adolescence. Of the included 166 adolescents, 86 (51.8%) were male. We found that neighborhood, but not family, socioeconomic disadvantage was associated with altered brain development from early (mean [SD] age, 12.79 [0.425] years) to late (mean [SD] age, 19.08 [0.460] years) adolescence, predominantly in the temporal lobes (temporal cortex: random field theory corrected; left amygdala: B, -0.237; P development of dorsal frontal and lateral orbitofrontal cortices as well as the effects of family disadvantage on the development of the amygdala (occupation: B, 0.382; P = .004; income-to-needs: B, 27

  17. Meta-analysis of age and skill effects on recalling chess positions and selecting the best move.

    Science.gov (United States)

    Moxley, Jerad H; Charness, Neil

    2013-10-01

    A meta-analysis was conducted of studies that measured the effects of both age and skill in chess on the tasks of selecting the best move for chess positions (the best move task) as well as recalling chess game positions (the recall task). Despite a small sample of studies, we demonstrated that there are age and skill effects on both tasks: age being negatively associated with performance on both tasks and skill being positively associated with performance on both tasks. On the best move task, we found that skill was the dominant effect, while on the recall task, skill and age were approximately equally strong effects. We also found that skill was best measured by the best move task. In the case of the best move task, this result is consistent with the argument that it accurately replicates expert performance (Ericsson & Smith, 1991). Results for the recall task argue that this task captures effects related to skill, but also effects likely due to a general aging process. Implications for our understanding of aging in skilled domains are also discussed.

  18. Information Literacy Skills Are Positively Correlated with Writing Grade and Overall Course Performance

    Directory of Open Access Journals (Sweden)

    Rachel Elizabeth Scott

    2017-06-01

    Full Text Available A Review of: Shao, X., & Purpur, G. (2016. Effects of information literacy skills on student writing and course performance. The Journal of Academic Librarianship, 42(6, 670-678. http://dx.doi.org/10.1016/j.acalib.2016.08.006 Abstract Objective – To measure the correlation of tested information literacy skills with individual writing scores and overall course grade. Design – Online, multiple-choice survey. Setting – Public research university in North Carolina, United States of America. Subjects – Freshmen students enrolled in either first-year seminar (UCO1200 or basic English writing course (ENG1000. Methods – A 25-question, forced-choice test was piloted with 30 students and measured for internal consistency using Cronbach’s Alphas. The survey instrument was slightly revised before being administered online via SelectSurvey, to 398 students in 19 different sections of either UCO1200 or ENG1000, during class sessions. The test measured students’ information literacy skills in four areas: research strategies, resource types, scholarly vs. popular, and evaluating websites. The preliminary questions asked for each student’s name, major (by category, number of library instruction sessions attended, and the names of library services utilized. The students’ information literacy scores were compared to their writing scores and overall course grades, both of which were obtained from course instructors. The information literacy scores were also analyzed for correlation to the number of library instruction sessions attended or the types of library services utilized. Main Results – Information literacy skills positively correlated with writing scores (n=344, r=-.153, p=0.004 and final course grades (n=345, r=0.112, p=0.037. Pearson’s Correlation Coefficients results demonstrated relationships between writing scores and the information literacy test section “Scholarly versus Popular Sources” (n=344, r=0.145, p=0.007, and final

  19. Inequalities in child mortality in Mozambique: differentials by parental socio-economic position

    DEFF Research Database (Denmark)

    Macassa, Gloria; Ghilagaber, Gebrenegus; Bernhardt, Eva

    2003-01-01

    This study investigates the relation between socio-economic parental position (education and occupation) and child death in Mozambique using data from the Mozambican Demographic and Health Survey carried out between March and July 1997. The analysis included 9142 children born within 10 years...... before the survey. In spite of the Western system of classification used in the study, the results partly showed a parental socio-economic gradient of infant and child mortality in Mozambique. Father's education seemed to reflect the family's social standing in the Mozambique context, showing a strong...... statistical association with postneonatal and child mortality. However, maternal education as a measure of socio-economic position was not statistically significantly associated with child mortality. This finding may partly be explained by the extreme hardships experienced by the country (civil war...

  20. A randomised group comparison controlled trial of 'preschoolers with autism': a parent education and skills training intervention for young children with autistic disorder.

    Science.gov (United States)

    Tonge, Bruce; Brereton, Avril; Kiomall, Melissa; Mackinnon, Andrew; Rinehart, Nicole J

    2014-02-01

    To determine the effect of parent education on adaptive behaviour, autism symptoms and cognitive/language skills of young children with autistic disorder. A randomised group comparison design involving a parent education and counselling intervention and a parent education and behaviour management intervention to control for parent skills training and a control sample. Two rural and two metropolitan regions were randomly allocated to intervention groups (n = 70) or control (n = 35). Parents from autism assessment services in the intervention regions were randomly allocated to parent education and behaviour management (n = 35) or parent education and counselling (n = 35). Parent education and behaviour management resulted in significant improvement in adaptive behaviour and autism symptoms at 6 months follow-up for children with greater delays in adaptive behaviour. Parent education and behaviour management was superior to parent education and counselling. We conclude that a 20-week parent education programme including skills training for parents of young children with autistic disorder provides significant improvements in child adaptive behaviour and symptoms of autism for low-functioning children.

  1. The effects of positive and negative parenting practices on adolescent mental health outcomes in a multicultural sample of rural youth.

    Science.gov (United States)

    Smokowski, Paul R; Bacallao, Martica L; Cotter, Katie L; Evans, Caroline B R

    2015-06-01

    The quality of parent-child relationships has a significant impact on adolescent developmental outcomes, especially mental health. Given the lack of research on rural adolescent mental health in general and rural parent-child relationships in particular, the current longitudinal study explores how rural adolescents' (N = 2,617) perceptions of parenting practices effect their mental health (i.e., anxiety, depression, aggression, self-esteem, future optimism, and school satisfaction) over a 1 year period. Regression models showed that current parenting practices (i.e., in Year 2) were strongly associated with current adolescent mental health outcomes. Negative current parenting, manifesting in parent-adolescent conflict, was related to higher adolescent anxiety, depression, and aggression and lower self-esteem, and school satisfaction. Past parent-adolescent conflict (i.e., in Year 1) also positively predicted adolescent aggression in the present. Current positive parenting (i.e., parent support, parent-child future orientation, and parent education support) was significantly associated with less depression and higher self-esteem, future optimism, and school satisfaction. Past parent education support was also related to current adolescent future optimism. Implications for practice and limitations were discussed.

  2. The Positive Thinking Skills Scale: A screening measure for early identification of depressive thoughts.

    Science.gov (United States)

    Bekhet, Abir K; Garnier-Villarreal, Mauricio

    2017-12-01

    Depression is currently considered the second leading cause of disability worldwide. Positive thinking is a cognitive process that helps individuals to deal with problems more effectively, and has been suggested as a useful strategy for coping with adversity, including depression. The Positive Thinking Skills Scale (PTSS) is a reliable and valid measure that captures the frequency of use of positive thinking skills that can help in the early identification of the possibility of developing depressive thoughts. However, no meaningful cutoff score has been established for the PTSS. To establish a cutoff score for the PTSS for early identification of risk for depression. This study used a receiver operating characteristic (ROC) curve to establish a PTSS cutoff score for risk for depression, using the Center for Epidemiological Studies-Depression Scale (CES-D) as the gold standard measure. In a sample of 109 caregivers, the ROC showed that the cutoff score of PTSS that best classify the participants is 13.5. With this PTSS score, 77.8% of the subjects with low CES-D are classify correctly, and 69.6% of the subjects with high CES-D are classify correctly. Since the PTSS score should be integer numbers, functionally the cutoff would be 13. The study showed that a cut off score of 13 is a point at which referral, intervention, or treatment would be recommended. Consequently, this can help in the early identification of depressive symptoms that might develop because of the stress of caregiving. Copyright © 2017 Elsevier Inc. All rights reserved.

  3. Positive youth development among African American adolescents: examining single parents as a factor.

    Science.gov (United States)

    Roberts, Shani R; Lewis, Rhonda K; Carmack, Chakema

    2011-01-01

    Over the past few decades researchers have begun to examine the importance of understanding positive youth development and the many contexts in which youth find themselves. The social contexts in which adolescent development occurs are varied and complex, particularly the development among African American youth. African American youth are faced with a number of challenges including living in single-parent homes, high teen pregnancy rates, and poor neighborhoods, yet many of these youth continue to thrive. The purpose of this study was to examine the relationship between family structure (single-parenting) and adolescent outcomes such as educational aspirations and sexual activity among African American adolescent youth aged 12-17. Approximately 462 African American youth were surveyed. A number of positive results emerged; for instance, there was a negative correlation between family structure and educational aspirations. The number of parents in the home did not interfere with youth wanting to complete high school and go on to college (r = - .218, r² = .04, p educational aspirations increased, the number of sexual partners decreased (r = - .141, meaning that the more adolescents reported a desire to complete high school, they were less likely to report having sexual intercourse. These positive results should be promoted among African American youth so that those faced with these challenges will note that others have overcome and accomplished their goals. In this population educational aspirations were important. Limitations and future research are discussed.

  4. Alleviating Parenting Stress in Parents with Intellectual Disabilities: A Randomized Controlled Trial of a Video-Feedback Intervention to Promote Positive Parenting

    Science.gov (United States)

    Hodes, Marja W.; Meppelder, Marieke; Moor, Marleen; Kef, Sabina; Schuengel, Carlo

    2017-01-01

    Background: Adapted parenting support may alleviate the high levels of parenting stress experienced by many parents with intellectual disabilities. Methods: Parents with mild intellectual disabilities or borderline intellectual functioning were randomized to experimental (n = 43) and control (n = 42) conditions. Parents in both groups received…

  5. The Triple P-Positive Parenting Program: a systematic review and meta-analysis of a multi-level system of parenting support.

    Science.gov (United States)

    Sanders, Matthew R; Kirby, James N; Tellegen, Cassandra L; Day, Jamin J

    2014-06-01

    This systematic review and meta-analysis examined the effects of the multilevel Triple P-Positive Parenting Program system on a broad range of child, parent and family outcomes. Multiple search strategies identified 116 eligible studies conducted over a 33-year period, with 101 studies comprising 16,099 families analyzed quantitatively. Moderator analyses were conducted using structural equation modeling. Risk of bias within and across studies was assessed. Significant short-term effects were found for: children's social, emotional and behavioral outcomes (d=0.473); parenting practices (d=0.578); parenting satisfaction and efficacy (d=0.519); parental adjustment (d=0.340); parental relationship (d=0.225) and child observational data (d=0.501). Significant effects were found for all outcomes at long-term including parent observational data (d=0.249). Moderator analyses found that study approach, study power, Triple P level, and severity of initial child problems produced significant effects in multiple moderator models when controlling for other significant moderators. Several putative moderators did not have significant effects after controlling for other significant moderators. The positive results for each level of the Triple P system provide empirical support for a blending of universal and targeted parenting interventions to promote child, parent and family wellbeing. Copyright © 2014 Elsevier Ltd. All rights reserved.

  6. Effect of parental family history of Alzheimer's disease on serial position profiles.

    Science.gov (United States)

    La Rue, Asenath; Hermann, Bruce; Jones, Jana E; Johnson, Sterling; Asthana, Sanjay; Sager, Mark A

    2008-07-01

    An exaggerated recency effect (ie, disproportionate recall of last-presented items) has been consistently observed in the word list learning of patients with Alzheimer's disease (AD). Our study sought to determine whether there were similar alterations in serial position learning among asymptomatic persons at risk for AD as a result of parental family history. Subjects included 623 asymptomatic middle-aged children of patients with AD (median, 53 years) and 157 control participants whose parents survived to at least age 70 without AD or other memory disorders. All participants were administered the Rey Auditory Verbal Learning Test, which requires learning and recall of 15 unrelated nouns. There was no significant difference in total words recalled between the AD children and control groups. However, compared with controls, AD children exhibited a significantly greater tendency to recall words from the end (recency) versus beginning (primacy) of the list. Serial position effects were unrelated to apolipoprotein allele epsilon 4 or depressive symptoms. Asymptomatic persons at risk for AD by virtue of family history do not show a difference in total words recalled compared with controls, but they exhibit a distinctly different serial position curve, suggesting greater reliance on immediate as opposed to episodic memory. This is the same serial position pattern observed in mild AD, seen here in reduced severity. Longitudinal follow-up is planned to determine whether changes in serial position patterns are a meaningful marker for preclinical detection of AD.

  7. Foveal and peripheral fields of vision influences perceptual skill in anticipating opponents' attacking position in volleyball.

    Science.gov (United States)

    Schorer, Jörg; Rienhoff, Rebecca; Fischer, Lennart; Baker, Joseph

    2013-09-01

    The importance of perceptual-cognitive expertise in sport has been repeatedly demonstrated. In this study we examined the role of different sources of visual information (i.e., foveal versus peripheral) in anticipating volleyball attack positions. Expert (n = 11), advanced (n = 13) and novice (n = 16) players completed an anticipation task that involved predicting the location of volleyball attacks. Video clips of volleyball attacks (n = 72) were spatially and temporally occluded to provide varying amounts of information to the participant. In addition, participants viewed the attacks under three visual conditions: full vision, foveal vision only, and peripheral vision only. Analysis of variance revealed significant between group differences in prediction accuracy with higher skilled players performing better than lower skilled players. Additionally, we found significant differences between temporal and spatial occlusion conditions. Both of those factors interacted separately, but not combined with expertise. Importantly, for experts the sum of both fields of vision was superior to either source in isolation. Our results suggest different sources of visual information work collectively to facilitate expert anticipation in time-constrained sports and reinforce the complexity of expert perception.

  8. Influence of the Level of the Development of Skills on Labour Potential, its Implementation and Choice of Work Position

    Directory of Open Access Journals (Sweden)

    Kseniya Aleksandrovna Ustinova

    2016-09-01

    Full Text Available The article deals with the sociological assessment of the skills level and identification of its influence on some aspects of labour activity: the realization of labour potential, choice of the scope of activity, position and occupation. It suggests an approach based on the subjective evaluation of the population as an instrument of the skills level assessment. The received results are compared with the indirect estimates allowing to characterize some particular components of labour potential which are similar to the considered skills. A specific feature of the research is not only the determination of the professional sphere, occupation and position on the skills level, but also the accounting of the reverse effect. The methodological tools including the methods for the assessment of skills level, labour potential and extent of its implementation in a labour activity have been approved in the Vologda region. The study revealed that, at the present time, the most developed skills are the teamwork, communication and mutual understanding while the least developed ones are the initiative and creativity as well as ability to be retrained and readiness to increase the professional level. It shows that the employees of socially oriented spheres and also the representatives of state structures have more developed skills. At the same time, the development of innovative skills not only leads to the growth of labour potential, but also creates conditions for the employment in workplaces with higher skills requirements. The paper shows that higher skills level along with higher skills requirements leads to more complete implementation of cumulative potential in the labour activity. The received results can be used by regional authorities for the development of the analytical system of labour market, the development of labour force and the labour potential of the population.

  9. Informal science participation positively affects the communication and pedagogical skills of university physics students

    Science.gov (United States)

    Hinko, Kathleen; Finkelstein, Noah

    2013-04-01

    Many undergraduate and graduate physics students choose to participate in an informal science program at the University of Colorado Boulder (Partnerships for Informal Science Education in the Community (PISEC)). They coach elementary and middle school students in inquiry-based physics activities during weekly, afterschool sessions. Observations from the afterschool sessions, field notes from the students, and pre/post surveys are collected. University students are also pre/post- videotaped explaining a textbook passage on a physics concept to an imagined audience for the Communications in Everyday Language assessment (CELA). We present findings from these data that indicate informal experiences improve the communication and pedagogical skills of the university student as well as positively influence their self-efficacy as scientific communicators and teachers.

  10. Psychological Distress in Jordanian Parents of Children with Autism Spectrum Disorder: The Role of Positive Reappraisal Coping.

    Science.gov (United States)

    Rayan, Ahmad; Ahmad, Muayyad

    2017-02-01

    Parents of children with autism spectrum disorder (ASD) frequently report poor psychological well-being. Positive reappraisal coping (PRC) is a coping strategy which offers a protective effect from anxiety and depression. However, the association between PRC and the psychological distress in parents of children with ASD has yet to be established. This study examines the association between PRC and the psychological distress in parents of children with ASD. In this descriptive correlational study, 104 parents of children with ASD completed measures of psychological distress and PRC. Hierarchical multiple regression analysis was used to examine the association between PRC and the psychological distress in parents after controlling the influence of parental age and gender. The PRC was associated with the psychological distress in parents above and beyond the variance accounted for by parental age and gender. After controlling for parental age and gender, PRC had significant negative correlation with the levels of anxiety, stress, and depression in parents (Anxiety: β=-0.36, p<0.001; Stress: β=-0.21, p=0.03; Depression: β=- 0.37, p<0.001). Using positive reappraisal coping strategy may help to reduce psychological distress in parents of children with ASD. Copyright © 2016 Elsevier Inc. All rights reserved.

  11. Observed fearlessness and positive parenting interact to predict childhood callous-unemotional behaviors among low-income boys.

    Science.gov (United States)

    Waller, Rebecca; Shaw, Daniel S; Hyde, Luke W

    2017-03-01

    Callous-unemotional behaviors identify children at risk for severe and chronic antisocial behavior. Research is needed to establish pathways from temperament and parenting factors that give rise to callous-unemotional behaviors, including interactions of positive versus harsh parenting with child fearlessness. Multimethod data, including parent reports and observations of parent and child behavior, were drawn from a prospective, longitudinal sample of low-income boys (N = 310) with assessments at 18, 24, and 42 months, and at ages 10-12 years old. Parent-reported callous-unemotional, oppositional, and attention-deficit factors were separable at 42 months. Callous-unemotional behaviors at 42 months predicted callous-unemotional behaviors at ages 10-12, accounting for earlier oppositional and attention-deficit behaviors and self-reported child delinquency at ages 10-12. Observations of fearlessness at 24 months predicted callous-unemotional behaviors at 42 months, but only when parents exhibited low observed levels of positive parenting. The interaction of fearlessness and low positive parenting indirectly predicted callous-unemotional behaviors at 10-12 via callous-unemotional behaviors at 42 months. Early fearlessness interacts with low positive parenting to predict early callous-unemotional behaviors, with lasting effects of this person-by-context interaction on callous-unemotional behaviors into late childhood. © 2016 Association for Child and Adolescent Mental Health.

  12. Fathers' Involvement in Child Care and Perceptions of Parenting Skill over the Transition to Parenthood

    Science.gov (United States)

    Barry, Amy A.; Smith, JuliAnna Z.; Deutsch, Francine M.; Perry-Jenkins, Maureen

    2011-01-01

    This study explored first-time fathers' perceived child care skill over the transition to parenthood, based on face-to-face interviews of 152 working-class, dual-earner couples. Analyses examined the associations among fathers' perceived skill and prenatal perception of skill, child care involvement, mothers' breastfeeding, maternal gatekeeping,…

  13. Heterogeneity in Parent-Reported Social Skill Development in Early Elementary

    Science.gov (United States)

    Lamont, Andrea; Van Horn, M. Lee

    2013-01-01

    Despite known risks associated with aberrant social skill development, there has been a relative dearth of literature on typical developmental changes in social skills over time. In this study, we examine systematic changes in social skills from kindergarten (typical age of 5-6 years) to third grade (typical age of 8-9 years), and focus on…

  14. Estilos parentais e desenvolvimento de habilidades sociais na adolescência Parenting styles and development of social skills during adolescence

    Directory of Open Access Journals (Sweden)

    Janaína T. B. Pacheco

    1999-08-01

    Full Text Available Este estudo examinou a relação entre estilos parentais e o desenvolvimento de habilidades sociais na adolescência. Os sujeitos foram 193 adolescentes secundaristas de duas escolas públicas de Porto Alegre. Foram utilizados um questionário para o levantamento da percepção de desempenho em dez habilidades sociais e duas escalas (Responsividade e Exigência para a classificação dos estilos parentais em quatro categorias: autoritário; autoritativo; indulgente e negligente. Os resultados indicaram que, de uma forma geral, os adolescentes relatam apresentar as habilidades sociais necessárias às situações investigadas. As habilidades que apresentaram maiores dificuldades foram iniciar relacionamento interpessoal; solicitar mudança no comportamento do outro e expressar sentimentos. Não foram encontradas diferenças (MANOVA quanto à presença de habilidades sociais entre os adolescentes que identificaram seus pais em diferentes estilos parentais. No entanto, foram encontradas entre esses grupos diferenças significativas quanto às variáveis que estão relacionadas às habilidades sociais, como ansiedade e agressividade.The purpose of this study was to examine the relationship between parenting styles and development of social skills during adolescence. A total of 193 high school students (ages 14-17 from two public schools in Porto Alegre answered a questionnaire to evaluate perception of performance in ten social skills, as well as, two scales (Responsiveness and Demandingness allowing to classify parental attitudes in four types: authoritarian, authoritative, indulgent and negligent. Generally, the results indicate that the adolescents have the necessary social skills for the investigated situations. The skills for which they presented more difficulties were the following: beginning interpersonal relationship; asking for change on someone else's behavior and expressing feelings. Significant differences on the presence of social

  15. Adolescent alcohol use and parental and adolescent socioeconomic position in six European cities

    Directory of Open Access Journals (Sweden)

    Marina Bosque-Prous

    2017-08-01

    Full Text Available Abstract Background Many risk behaviours in adolescence are socially patterned. However, it is unclear to what extent socioeconomic position (SEP influences adolescent drinking in various parts of Europe. We examined how alcohol consumption is associated with parental SEP and adolescents’ own SEP among students aged 14–17 years. Methods Cross-sectional data were collected in the 2013 SILNE study. Participants were 8705 students aged 14–17 years from 6 European cities. The dependent variable was weekly binge drinking. Main independent variables were parental SEP (parental education level and family affluence and adolescents’ own SEP (student weekly income and academic achievement. Multilevel Poisson regression models with robust variance and random intercept were fitted to estimate the association between adolescent drinking and SEP. Results Prevalence of weekly binge drinking was 4.2% (95%CI = 3.8–4.6. Weekly binge drinking was not associated with parental education or family affluence. However, weekly binge drinking was less prevalent in adolescents with high academic achievement than those with low achievement (PR = 0.34; 95%CI = 0.14–0.87, and more prevalent in adolescents with >€50 weekly income compared to those with ≤€5/week (PR = 3.14; 95%CI = 2.23–4.42. These associations were found to vary according to country, but not according to gender or age group. Conclusions Across the six European cities, adolescent drinking was associated with adolescents’ own SEP, but not with parental SEP. Socio-economic inequalities in adolescent drinking seem to stem from adolescents’ own situation rather than that of their family.

  16. Adolescent alcohol use and parental and adolescent socioeconomic position in six European cities.

    Science.gov (United States)

    Bosque-Prous, Marina; Kuipers, Mirte A G; Espelt, Albert; Richter, Matthias; Rimpelä, Arja; Perelman, Julian; Federico, Bruno; Brugal, M Teresa; Lorant, Vincent; Kunst, Anton E

    2017-08-08

    Many risk behaviours in adolescence are socially patterned. However, it is unclear to what extent socioeconomic position (SEP) influences adolescent drinking in various parts of Europe. We examined how alcohol consumption is associated with parental SEP and adolescents' own SEP among students aged 14-17 years. Cross-sectional data were collected in the 2013 SILNE study. Participants were 8705 students aged 14-17 years from 6 European cities. The dependent variable was weekly binge drinking. Main independent variables were parental SEP (parental education level and family affluence) and adolescents' own SEP (student weekly income and academic achievement). Multilevel Poisson regression models with robust variance and random intercept were fitted to estimate the association between adolescent drinking and SEP. Prevalence of weekly binge drinking was 4.2% (95%CI = 3.8-4.6). Weekly binge drinking was not associated with parental education or family affluence. However, weekly binge drinking was less prevalent in adolescents with high academic achievement than those with low achievement (PR = 0.34; 95%CI = 0.14-0.87), and more prevalent in adolescents with >€50 weekly income compared to those with ≤€5/week (PR = 3.14; 95%CI = 2.23-4.42). These associations were found to vary according to country, but not according to gender or age group. Across the six European cities, adolescent drinking was associated with adolescents' own SEP, but not with parental SEP. Socio-economic inequalities in adolescent drinking seem to stem from adolescents' own situation rather than that of their family.

  17. From Parent-Child Mutuality to Security to Socialization Outcomes: Developmental Cascade toward Positive Adaptation in Preadolescence

    Science.gov (United States)

    Kim, Sanghag; Boldt, Lea J.; Kochanska, Grazyna

    2016-01-01

    A developmental cascade from positive early parent-child relationship to child security with the parent to adaptive socialization outcomes, proposed in attachment theory and often implicitly accepted but rarely formally tested, was examined in 100 mothers, fathers, and children followed from toddler age to preadolescence. Parent-child Mutually Responsive Orientation (MRO) was observed in lengthy interactions at 38, 52, 67, and 80 months; children reported their security with parents at age 8. Socialization outcomes (parent- and child-reported cooperation with parental monitoring and teacher-reported school competence) were assessed at age 10. Mediation was tested with PROCESS (Hayes, 2013). The parent-child history of MRO significantly predicted both mother-child and father-child security. For mother-child dyads, security mediated links between history of MRO and cooperation with maternal monitoring and school competence, controlling for developmental continuity of the studied constructs. For father-child dyads, the mediation effect was not evident. PMID:26258443

  18. Online Coaching of Emotion-Regulation Strategies for Parents: Efficacy of the Online Rational Positive Parenting Program and Attention Bias Modification Procedures.

    Science.gov (United States)

    David, Oana A; Capris, David; Jarda, Alexandra

    2017-01-01

    Parenting programs are currently treatment of choice for behavioral disorders in children and one of their main components is reducing the negativity bias in the child-parent dyad. The Rational Positive Parenting Program (rPPP) is a program with a special focus on parent emotion-regulation functional reappraisal strategies, which has recently received consistent support for reducing child externalizing and internalizing disorders. In the last years, online interventions were proliferated and the Attention Bias Modification (ABM) becoming a promising implicit therapeutic intervention based on attention deployment emotion-regulation strategy, or adjunctive module to usual treatments, with results in multiple domains, varying from pain to self-esteem and emotional disorders (e.g., anxiety). We conducted two studies to investigate (1) the efficacy of the ABM procedures applied to parents and (2) the efficacy of the online version of the rPPP augmented with an ABM module. A total of 42 parents of children aged 2-12 years old participated in the first study, being allocated either to the ABM training or wait-list. Positive results were reported by the parents participating in the ABM group for own distress, satisfaction, positive interactions with the child, and child's strengths. In the second study, 53 parents and their children were allocated either in the rPPP group or in the rPPP + ABM group. Results show that ABM training can boost the effects of the rPPP on the strengths of children reported by the parents after the intervention. Findings are discussed in the light of limited research on using online tools for coaching effective emotion-regulation strategies for parents.

  19. The Indirect Effect of Positive Parenting on the Relationship Between Parent and Sibling Bereavement Outcomes After the Death of a Child.

    Science.gov (United States)

    Morris, Adam T; Gabert-Quillen, Crystal; Friebert, Sarah; Carst, Nancy; Delahanty, Douglas L

    2016-01-01

    Families are referred to pediatric palliative care (PPC) programs when a child is diagnosed with a medical condition associated with less than a full life expectancy. When a child dies, PPC programs typically offer a range of bereavement interventions to these families, often focusing on parents. Currently, it is unclear which factors increase the likelihood that bereaved siblings will experience negative outcomes, limiting the development of empirically supported interventions that can be delivered in PPC programs. The present study explored the relationship between parents' and surviving sibling's mental health symptoms (i.e., post-traumatic stress disorder [PTSD], prolonged grief disorder (PGD), and depression symptoms) after a child's death. Additionally, the extent to which parent functioning indirectly impacted sibling functioning through parenting behaviors (i.e., positive parenting and parent involvement) was also examined, with a specific focus on differences based on parent gender. Sixty bereaved parents and siblings (aged 8-18) who enrolled in a PPC program from 2008 to 2013 completed measures of PTSD, PGD, and depression related to the loss of a child/sibling. Siblings also completed a measure of general parenting behaviors. Maternal, but not paternal, symptoms of PTSD and PGD were directly associated with sibling outcomes. Paternal symptoms were associated with sibling symptoms indirectly, through parenting behaviors (i.e., via decreasing positive parenting). These results underscore the importance of examining both maternal and paternal influences after the death of a child, demonstrate differential impact of maternal vs. paternal symptoms on siblings, and stress the importance of addressing postloss symptoms from a family systems perspective. Copyright © 2016 American Academy of Hospice and Palliative Medicine. Published by Elsevier Inc. All rights reserved.

  20. Professional accountant’s perspective of skills required to move into management position

    OpenAIRE

    Kgapola, Mmaledimo Prudence

    2015-01-01

    In South Africa skills shortage is a predicament and so is the shortage of professional accountants. Another issue at hand is how educational institutions do not provide studies to equip students with the necessary skills to obtain entry level employment after they graduate. The markets and business environments changing almost every day and so do the skills set required by professional accountants. The purpose of the study is to assist professional accountants in defining the skills required...

  1. Treinamento de habilidades sociais educativas para pais de crianças com problemas de comportamento Training parent social skills for families of children with behavior problems

    Directory of Open Access Journals (Sweden)

    Maria Isabel Santos Pinheiro

    2006-01-01

    Full Text Available Este artigo descreve um programa de Treinamento de Habilidades Sociais para pais de crianças com problemas de comportamento. O programa, com duração de 11 semanas, apresentou, por meio de passos semanais seqüenciados, princípios da análise do comportamento para a prática disciplinar não-coerciva e modelos de habilidades sociais educativas para pais, com tarefas semanais de observar o comportamento do filho, estabelecer condições de aprendizagem e desempenho de comportamentos desejáveis (empatia, seguimento de instruções, independência etc., expressão afetiva entre outros. Participaram do programa 32 mães e dois pais, com avaliações pré e pós-intervenção por meio de questionários de auto-relato e entrevistas. Os resultados mostraram redução significativa na freqüência e severidade de comportamentos importunos e/ou indisciplinados, conforme avaliação dos pais. Concluiu-se que o enfoque de habilidades sociais educativas para pais pode contribuir positivamente para o desenvolvimento de práticas disciplinares não-coercivas junto a essa clientela.This paper describes a Parental Social Skills Program aimed to reduce children behavior problems. The program, lasting 11 weeks, was implemented by means of weekly sequential steps starting with behavior analysis principles for parents to practice a non-coercitive discipline and to learn, models of parental social skills. Parents received weekly home assignments to observe the children's behavior, to establish favorable learning conditions for children to behave in desirable ways (empathy, compliance, independence etc. and to adequately express emotions. Thirty-two mothers and two fathers participated in the program. Self-report questionnaires and open interviews in the pre-and post-intervention phases were used to assess the program's efficacy. Results showed significant reduction in the frequency and severity of disruptive and/or noncompliant behavior, as assessed by the

  2. Cultural influences on positive father involvement in two-parent Mexican-origin families.

    Science.gov (United States)

    Cruz, Rick A; King, Kevin M; Widaman, Keith F; Leu, Janxin; Cauce, Ana Mari; Conger, Rand D

    2011-10-01

    A growing body of research documents the importance of positive father involvement in children's development. However, research on fathers in Latino families is sparse, and research contextualizing the father-child relationship within a cultural framework is needed. The present study examined how fathers' cultural practices and values predicted their fifth-grade children's report of positive father involvement in a sample of 450 two-parent Mexican-origin families. Predictors included Spanish- and English-language use, Mexican and American cultural values, and positive machismo (i.e., culturally related attitudes about the father's role within the family). Positive father involvement was measured by the child's report of his or her father's monitoring, educational involvement, and warmth. Latent variable regression analyses showed that fathers' machismo attitudes were positively related to children's report of positive father involvement and that this association was similar across boys and girls. The results of this study suggest an important association between fathers' cultural values about men's roles and responsibilities within a family and their children's perception of positive fathering.

  3. What parents want from emails with their pediatrician: implications for teaching communication skills.

    Science.gov (United States)

    Schiller, Jocelyn H; Christner, Jennifer G; Stansfield, Robert Brent; Watnick, Caroline S; Mullan, Patricia B

    2013-07-01

    Physician-patient email communication is increasing but trainees receive no education on this communication medium. Research eliciting patient preferences about email communication could inform training. Investigators elicited parents' perspectives on physician-parent email communication and compared parent and faculty assessments of medical students' emails. This mixed methods study explored physician-parent email communication in 5 parent focus groups using qualitative analyses to identify themes. Differences between faculty and parent assessment scores for students' email responses were calculated using univariate general linear modeling. Themes that emerged were: (1) Building the Relationship, (2) Clarity of Communication and (3) Expectations. Parents criticized student's statements as condescending. The sum of assessment scores by parents and faculty were moderately correlated (r(44)=.407, Pparents gave students lower scores on "acknowledges validity/expresses empathy" (P=.01) and higher scores on "provides next steps" (PParents place value on students' abilities to communicate clearly and convey respect and empathy in email. Parent and faculty perspectives on email communication are similar but not the same. Differences between parental and faculty assessments of medical students' emails supports the need for the involvement of patients and families in email communication curriculum development. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

  4. The pragmatic language, communication skills, parent-child relationships, and symptoms of children with ADHD and their playmates 18-months after a parent-delivered play-based intervention.

    Science.gov (United States)

    Wilkes-Gillan, Sarah; Cantrill, Alycia; Parsons, Lauren; Smith, Cally; Cordier, Reinie

    2017-07-01

    This study examined the communication skills, pragmatic language, parent-child relationships, and attention deficit hyperactivity disorder (ADHD) symptoms of children with ADHD and their playmates 18-months after a pilot parent-delivered intervention for improving social play skills and pragmatic language. Participants were five children with ADHD, their parents, and five typically-developing playmates. Outcomes were measured immediately post and 18-months following the intervention. Parent-rated norm-based assessments and an observational measure were used. Differences within and between the ADHD and playmate groups were examined. Children maintained all skills gained 18-months following the intervention. Compared to a normative sample, children with ADHD remained below the average range on aspects of communication skills, parent-child relationships, and ADHD symptom levels 18-months following intervention. After intervention, children with ADHD still experienced pragmatic language skills below those of their peers on norm-based assessments that measure their skills across contexts. School-based interventions are needed to facilitate ongoing skill development and generalization.

  5. Workplace-based communication skills training in clinical departments: Examining the role of collegial relations through positioning theory.

    Science.gov (United States)

    Møller, Jane Ege; Malling, Bente Vigh

    2018-04-27

    Studies suggest that the workplace is a key to understanding how clinical communication skills learning takes place and that medical communication skills need to be reinforced over time in order not to deteriorate. This study explored the perceptions of doctors in four hospital departments who participated in a workplace-based communication training project. Its specific focus was the relationship between collegial relations and learning communication skills. The study applied a qualitative design using an ethnographic methodology, i.e. interviews and observations. Positioning theory was used as the theoretical framework. Training communication skills with colleagues in the actual workplace setting was valued by the participants who experienced more sharing of communication challenges, previously understood as something private one would not share with colleagues. However, collegial relations were also barriers for providing critical feedback, especially from junior doctors to their seniors. The position as "colleague" both reinforced the communication skills training and hindered it. The communication skills educational model had a flat, non-hierarchical structure which disturbed the hierarchical structure of the workplace, and its related positions.

  6. Cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills.

    Science.gov (United States)

    Georgiou, George K; Hirvonen, Riikka; Manolitsis, George; Nurmi, Jari-Erik

    2017-09-01

    Task avoidance is a significant predictor of literacy skills. However, it remains unclear whether the relation between the two is reciprocal and whether it is affected by the type of literacy outcome, who is rating children's task avoidance, and the children's gender. The purpose of this longitudinal study was to examine the cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills. One hundred and seventy-two Greek children (91 girls, 81 boys) were followed from Grade 1 to Grade 3. Children were assessed on reading accuracy, reading fluency, and spelling to dictation. Parents and teachers rated the children's task-avoidant behaviour. Results of structural equation modelling showed that the cross-lagged relations varied as a function of the literacy outcome, who rated the children's task avoidance, and children's gender. Earlier reading and spelling performance predicted subsequent parent-rated task avoidance, but parent-rated task avoidance did not predict subsequent reading and spelling performance (with the exception of spelling in Grade 3). Teacher-rated task avoidance and reading fluency/spelling had a reciprocal relationship over time. In addition, the effects of teacher-rated task avoidance on future spelling were significantly stronger in boys than in girls. This suggests that poor reading and spelling performance can lead to subsequent task avoidance in both classroom and home situations. The fact that task avoidance permeates across different learning environments is alarming and calls for joint action from both parents and teachers to mitigate its negative impact on learning. © 2017 The British Psychological Society.

  7. Effectiveness of the Triple P Positive Parenting Program on behavioral problems in children: A meta-analysis

    NARCIS (Netherlands)

    de Graaf, I.; Speetjens, P.; Smit, F.; de Wolff, M.; Tavecchio, L.

    2008-01-01

    The Triple P Positive Parenting Program is a multilevel parenting program to prevent and offer treatment for severe behavioral, emotional, and developmental problems in children. The aim of this meta-analysis is to assess the effectiveness of Triple P Level 4 interventions in the management of

  8. Cognitive ability, parental socioeconomic position and internalising and externalising problems in adolescence : Findings from two European cohort studies

    NARCIS (Netherlands)

    Huisman, Martijn; Araya, Ricardo; Lawlor, Debbie A.; Ormel, J.; Verhulst, F.C.; Oldehinkel, A.J.

    We investigated whether cognitive ability (CA) may be a moderator of the relationship of parental socioeconomic position (SEP) with internalising and externalising problems in adolescents. We used data from two longitudinal cohort studies; the Avon Longitudinal Study of Parents and Children (ALSPAC)

  9. Research Paper: Effect of Navayesh Parent-Based Comprehensive Rehabilitation Program on the Development of Early Language and Communication Skills in Deaf Children Aged 0-2 Years

    Directory of Open Access Journals (Sweden)

    Saeid Hassanzadeh

    2017-02-01

    Conclusion The results are indicative of the effect of the Navayesh parent-based comprehensive rehabilitation program on the development of early language and communication skills of deaf children. Therefore, it is recommended that this program should be used at rehabilitation centers for deaf children, aiming at training parents as the primary therapists of deaf children.

  10. The Secret Agent Society Social-Emotional Skills Program for Children with a High-Functioning Autism Spectrum Disorder: A Parent-Directed Trial

    Science.gov (United States)

    Sofronoff, Kate; Silva, Jenni; Beaumont, Renae

    2017-01-01

    This study evaluated a parent-delivered social and emotional skills intervention--the Secret Agent Society (SAS) for children with high-functioning autism spectrum disorders (HF-ASD). The study was a pre-post follow-up design with an 8-week baseline period and 6-week follow-up period. Participants were 38 parents and 41 children recruited from…

  11. Social Skills Intervention Planning for Preschoolers: Using the SSiS-Rating Scales to Identify Target Behaviors Valued by Parents and Teachers

    Science.gov (United States)

    Frey, Jennifer R.; Elliott, Stephen N.; Kaiser, Ann P.

    2014-01-01

    Teachers' and parents' importance ratings of social behaviors for 95 preschoolers were examined using the "Social Skills Improvement System-Rating Scales" (Gresham & Elliott, 2008). Multivariate analyses were used to examine parents' and teachers' importance ratings at the item and subscale levels. Overall,…

  12. Triangulating Principal Effectiveness: How Perspectives of Parents, Teachers, and Assistant Principals Identify the Central Importance of Managerial Skills. Working Paper 35

    Science.gov (United States)

    Grissom, Jason A.; Loeb, Susanna

    2009-01-01

    While the importance of effective principals is undisputed, few studies have addressed what specific skills principals need to promote school success. This study draws on unique data combining survey responses from principals, assistant principals, teachers and parents with rich administrative data to identify which principal skills matter most…

  13. The emotional and academic consequences of parental conditional regard: comparing conditional positive regard, conditional negative regard, and autonomy support as parenting practices.

    Science.gov (United States)

    Roth, Guy; Assor, Avi; Niemiec, Christopher P; Deci, Edward L; Ryan, Richard M

    2009-07-01

    The authors conducted 2 studies of 9th-grade Israeli adolescents (169 in Study 1, 156 in Study 2) to compare the parenting practices of conditional positive regard, conditional negative regard, and autonomy support using data from multiple reporters. Two socialization domains were studied: emotion control and academics. Results were consistent with the self-determination theory model of internalization, which posits that (a) conditional negative regard predicts feelings of resentment toward parents, which then predict dysregulation of negative emotions and academic disengagement; (b) conditional positive regard predicts feelings of internal compulsion, which then predict suppressive regulation of negative emotions and grade-focused academic engagement; and (c) autonomy support predicts sense of choice, which then predicts integrated regulation of negative emotions and interest-focused academic engagement. These findings suggest that even parents' use of conditional positive regard as a socialization practice has adverse emotional and academic consequences, relative to autonomy support.

  14. Reducing stress and supporting positive relations in families of young children with type 1 diabetes: A randomized controlled study for evaluating the effects of the DELFIN parenting program

    Directory of Open Access Journals (Sweden)

    Saßmann Heike

    2012-09-01

    Full Text Available Abstract Background To assess initial efficacy and feasibility of a structured behavioural group training (DELFIN for parents of children with diabetes type 1, in order to reduce parenting stress and to improve parenting skills. Methods A randomized controlled study was conducted between July 2008 and September 2010, at a children’s hospital in Hannover with parents of children with type 1 diabetes (2–10 yrs (intervention group n = 37; control group n = 28. Parenting skills, parents’ psychological burden, children’s behavioural difficulties and quality of metabolic control were assessed before, 3 months after and 12 months after participating in the training program. Results In the intervention group parenting behaviour in conflict situations improved significantly after 3 months (Z = −3.28; p ≤ 0.001. It remained stable over 12 months (Z = −2.94; p ≤ 0.01. Depression and anxiety scores of parents decreased (Z = −1.93; p ≤ .05; Z = −2.02; p ≤ .05. Even though the outcome in the intervention group was more positive, the differences between both study arms failed to reach statistical significance. Unexpectedly parenting behaviour in the control group improved also (Z = −2.45; p ≤ .05. Anxiety as well as stress scores decreased in this group (Z = −2.02; p ≤ .05 and Z = −2.11; p ≤ .05. In both groups the initial metabolic control was good and without significant differences (A1c 7.2±0.8% vs. 7.1±0.4%; p > 0.5. It remained stable in the DELFIN group (A1c 7.1±0.8%; p > 0.5, but it increased slightly in controls (A1c 7.3±0.5%; Z = −2.79; p = .005. Conclusions This study has brought first evidence for the efficacy and feasibility of the program. A multicentre study with a larger sample is necessary to confirm these first results.

  15. Efficacy of the Positive Parenting Program (Triple-P for a Group of Parents of Children with Attention Deficit Hyperactivity Disorder (ADHD

    Directory of Open Access Journals (Sweden)

    Mehdi Tehranidoost

    2008-07-01

    Full Text Available "nObjective: To evaluate the efficacy of the Positive Parenting Program (Triple-P for parents of children with attention deficit hyperactivity disorder (ADHD. "nMethod:  Sixty families who had at least one child with clinically diagnosed ADHD aged between 6 to12 were recruited from the consecutive referrals to a child and adolescent psychiatric clinic. Families were randomly assigned to the intervention group (who participated in an 8- week- group Triple-P, N=30 and a control group (N=30. Parents completed the battery of self-report questionnaires of triple-P at the beginning and after the 8th session. "nResults: There were no significant differences in pre intervention measures between the two groups. Comparing the pre and post intervention data, the Triple- P group was associated with significantly lower levels of parent reported child behavior problems (P=0.001, lower levels of dysfunctional parenting (P=0.001 and greater parental competence (P=0.001 than the control group. The parents the in triple-P group had significant improvement on measures of depression, anxiety and stress, in comparison with the control group (P=0.001. This study did not follow the long term effect which marks its limitation. "nConclusion: The Triple-P program can be recommended for parents of children with ADHD to reduce the problem behavior of their children and to improve their abilities.

  16. Parental socioeconomic position and development of overweight in adolescence: longitudinal study of Danish adolescents

    Directory of Open Access Journals (Sweden)

    Morgen Camilla

    2010-08-01

    Full Text Available Abstract Background An inverse social gradient in overweight among adolescents has been shown in developed countries, but few studies have examined whether weight gain and the development of overweight differs among adolescents from different socioeconomic groups in a longitudinal study. The objective was to identify the possible association between parental socioeconomic position, weight change and the risk of developing overweight among adolescents between the ages 15 to 21. Methods Prospective cohort study conducted in Denmark with baseline examination in 1996 and follow-up questionnaire in 2003 with a mean follow-up time of 6.4 years. A sample of 1,656 adolescents participated in both baseline (mean age 14.8 and follow-up (mean age 21.3. Of these, 1,402 had a body mass index (BMI = weight/height2kg/m2 corresponding to a value below 25 at baseline when adjusted for age and gender according to guidelines from International Obesity Taskforce, and were at risk of developing overweight during the study period. The exposure was parental occupational status. The main outcome measures were change in BMI and development of overweight (from BMI = 25. Results Average BMI increased from 21.3 to 22.7 for girls and from 20.6 to 23.6 in boys during follow-up. An inverse social gradient in overweight was seen for girls at baseline and follow-up and for boys at follow-up. In the full population there was a tendency to an inverse social gradient in the overall increase in BMI for girls, but not for boys. A total of 13.4% developed overweight during the follow-up period. Girls of lower parental socioeconomic position had a higher risk of developing overweight (OR's between 4.72; CI 1.31 to 17.04 and 2.03; CI 1.10-3.74 when compared to girls of high parental socioeconomic position. A tendency for an inverse social gradient in the development of overweight for boys was seen, but it did not meet the significance criteria Conclusions The levels of overweight and

  17. Positive Youth Development Life Skills Gained at the Iowa 4-H Youth Conference

    Directory of Open Access Journals (Sweden)

    Brenda S. Allen

    2016-12-01

    Full Text Available Research suggests 4-H programs build Life Skills such as leadership, communication, citizenship and learning. However, 4-H programs vary from long-term on-going experiences to shorter, more intense opportunities. This paper discusses a program evaluation articulating the life skill development of participants in a 3-day residential State 4-H Conference on a Midwestern college campus. The Life Skills assessed were in the areas of leadership, citizenship, communication, and learning as part of overall Life Skill development. Participants were youth ages 14-18 years. A retrospective pretest-posttest was used to evaluate skill development and understanding. Analysis, including paired sample t-tests, indicated growth in each of the 12 common outcome measures evaluated. This study supports the importance of purposeful planning and youth engagement in the learning process to achieve desired life skill outcomes.

  18. Parental attachment and adolescents' emotional adjustment: The associations with social skills and relational competence

    NARCIS (Netherlands)

    Engels, R.C.M.E.; Finkenauer, C.; Meeus, W.H.J.; Dekovic, M.

    2001-01-01

    Young people learn from their interactions with their parents how to initiate and maintain satisfying and warm friendships. Attachment with parents thereby plays an important role in adolescents' social and emotional adjustment. The model tested in this study proposes that the relation between

  19. Does Early Paternal Parenting Promote Low-Income Children's Long-Term Cognitive Skills?

    Science.gov (United States)

    Coley, Rebekah Levine; Lewin-Bizan, Selva; Carrano, Jennifer

    2011-01-01

    Although scholars and policy makers herald the promotive influence of fathers' parenting involvement, limited research has carefully delineated effects of fathers' parenting on low-income children's development and whether early contributions from fathers confer long-term protective effects. Using data from the Three-City Study (N = 261), analyses…

  20. Treatment effects of combining social skill training and parent training in Taiwanese children with attention deficit hyperactivity disorder.

    Science.gov (United States)

    Huang, Yu-Hsin; Chung, Chao-Ying; Ou, Hsing-Yi; Tzang, Ruu-Fen; Huang, Kuo-Yang; Liu, Hui-Ching; Sun, Fang-Ju; Chen, Shu-Chin; Pan, Yi-Ju; Liu, Shen-Ing

    2015-03-01

    Children with attention-deficit/hyperactivity disorder (ADHD) often have problems in social interactions. We investigated the social and behavioral effects of providing both social skill training and parent training to school-aged children with ADHD in Taiwan. Seven consecutive 8-week behavioral-based social skill training (SST) group sessions were held for 48 children with ADHD; parallel 8-week parent group sessions were provided simultaneously. Fifty-five children with ADHD were recruited as a control group. All children took medication as prescribed by their doctors. The effects were assessed using the teacher and parent version of the Chinese version of Swanson, Nolan, and Pelham, version IV scale (SNAP-IV), the Chinese version of the Child Behavior Check List (CBCL-C), child and teacher version of the modified Social Skill Rating System (SSRS-C and SSRS-T), at baseline, post-treatment, and 4 months from baseline. The doses of methylphenidate and drug compliance were controlled during the analysis. The mixed-effects model demonstrated the main effect of group sessions on the Oppositional subscale of SNAP-P, the Anxious/Depressed subscale of CBCL-C, the Self Control subscale of SSRS-C, and the Active Participation subscale of SSRS-T, all in favor of the experimental group. However, the improvement on the Oppositional subscale of SNAP-P and the Self Control subscale of SSRS-C were noted only between baseline and post-treatment period and were not sustained at the end of the follow-up period. Our study demonstrated that children with ADHD could benefit from this low intensity psychosocial program, although some improvements were not maintained at follow-up assessment. Copyright © 2012. Published by Elsevier B.V.

  1. Corporal punishment and long-term behavior problems: the moderating role of positive parenting and psychological aggression.

    Science.gov (United States)

    Gámez-Guadix, Manuel; Straus, Murray A; Carrobles, José Antonio; Muñoz-Rivas, Marina J; Almendros, Carmen

    2010-11-01

    The aims of this study were: (a) to examine the prevalence of corporal punishment (CP) of children in Spain; (b) to analyze the extent to which CP is used in combination with psychological aggression and positive parenting among Spanish parents; and (c) to investigate whether the relation between CP and behavior problems is moderated by a positive parenting context in which CP may be used, and by the co-occurrence of psychological aggression. The sample comprised 1,071 Spanish university students (74.8% female; 25.2% male). Findings indicate a high prevalence of CP of Spanish students, revealing that significantly more mothers than fathers used CP. Furthermore, more CP is related to more use of psychological aggression and less of positive parenting. Regression analyses revealed that CP was associated with an increased probability of antisocial traits and behaviors regardless of whether there was positive parenting and psychological aggression. These results highlight that, though many Spanish parents use CP as a disciplinary strategy, it appears to be related to negative outcomes for children regardless the parental context in which it is used.

  2. Positive valence bias and parent-child relationship security moderate the association between early institutional caregiving and internalizing symptoms

    Science.gov (United States)

    VanTieghem, Michelle R.; Gabard-Durnam, Laurel; Goff, Bonnie; Flannery, Jessica; Humphreys, Kathryn L.; Telzer, Eva H.; Caldera, Christina; Louie, Jennifer Y.; Shapiro, Mor; Bolger, Niall; Tottenham, Nim

    2018-01-01

    Institutional caregiving is associated with significant deviations from species-expected caregiving, altering the normative sequence of attachment formation and placing children at risk for long-term emotional difficulties. However, little is known about factors that can promote resilience following early institutional caregiving. In the current study, we investigated how adaptations in affective processing (i.e. positive valence bias) and family-level protective factors (i.e. secure parent-child relationships) moderate risk for internalizing symptoms in Previously Institutionalized (PI) youth. Children and adolescents with and without a history of institutional care performed a laboratory-based affective processing task and self-reported measures of parent-child relationship security. PI youth were more likely than comparison youth to show positive valence biases when interpreting ambiguous facial expressions. Both positive valence bias and parent-child relationship security moderated the association between institutional care and parent-reported internalizing symptoms, such that greater positive valence bias and more secure parent-child relationships predicted fewer symptoms in PI youth. However, when both factors were tested concurrently, parent-child relationship security more strongly moderated the link between PI status and internalizing symptoms. These findings suggest that both individual-level adaptations in affective processing and family-level factors of secure parent-child relationships may ameliorate risk for internalizing psychopathology following early institutional caregiving. PMID:28401841

  3. Positive valence bias and parent-child relationship security moderate the association between early institutional caregiving and internalizing symptoms.

    Science.gov (United States)

    Vantieghem, Michelle R; Gabard-Durnam, Laurel; Goff, Bonnie; Flannery, Jessica; Humphreys, Kathryn L; Telzer, Eva H; Caldera, Christina; Louie, Jennifer Y; Shapiro, Mor; Bolger, Niall; Tottenham, Nim

    2017-05-01

    Institutional caregiving is associated with significant deviations from species-expected caregiving, altering the normative sequence of attachment formation and placing children at risk for long-term emotional difficulties. However, little is known about factors that can promote resilience following early institutional caregiving. In the current study, we investigated how adaptations in affective processing (i.e., positive valence bias) and family-level protective factors (i.e., secure parent-child relationships) moderate risk for internalizing symptoms in previously institutionalized (PI) youth. Children and adolescents with and without a history of institutional care performed a laboratory-based affective processing task and self-reported measures of parent-child relationship security. PI youth were more likely than comparison youth to show positive valence biases when interpreting ambiguous facial expressions. Both positive valence bias and parent-child relationship security moderated the association between institutional care and parent-reported internalizing symptoms, such that greater positive valence bias and more secure parent-child relationships predicted fewer symptoms in PI youth. However, when both factors were tested concurrently, parent-child relationship security more strongly moderated the link between PI status and internalizing symptoms. These findings suggest that both individual-level adaptations in affective processing and family-level factors of secure parent-child relationships may ameliorate risk for internalizing psychopathology following early institutional caregiving.

  4. Long-term improvements in oral communication skills and quality of peer relations in children with cochlear implants: parental testimony.

    Science.gov (United States)

    Bat-Chava, Y; Martin, D; Imperatore, L

    2014-11-01

    Few research studies have examined longitudinal improvements in oral communication skills and quality of peer relationships of children with implants. Moreover, although the emerging literature suggests that improvement in social functioning follows improvement in oral communication, it is still unknown what factors enhance or impede the relations between these constructs. Based on parent interviews, the current study examined the long-term improvements in speech and oral language skills and relationships with hearing peers in 19 implanted children. Results demonstrate that on average, children continue to improve in oral communication skills and quality of peer relationships even years after implantation, especially those with initial poorer skills. While oral communication ability and quality of peer relationships are strongly associated at each time point, gains in these two variables are associated only for some of the children. Other factors, including self-confidence and peer acceptance, seem to moderate this relationship. Qualitative data are presented to illustrate these relations among variables and to assist in theory building. The results highlight the need for more specific examination of various developmental periods in combination with the progress of oral communication and peer relationships among children with implants. © 2013 John Wiley & Sons Ltd.

  5. A comparison of the effectiveness of three parenting programmes in improving parenting skills, parent mental-well being and children's behaviour when implemented on a large scale in community settings in 18 English local authorities : the parenting early intervention pathfinder (PEIP)

    OpenAIRE

    Lindsay, Geoff; Strand, Steve; Davis, Hilton

    2011-01-01

    Abstract Background There is growing evidence that parenting programmes can improve parenting skills and thereby the behaviour of children exhibiting or at risk of developing antisocial behaviour. Given the high prevalence of childhood behaviour problems the task is to develop large scale application of effective programmes. The aim of this study was to evaluate the UK government funded implementation of the Parenting Early Intervention Pathfinder (PEIP). This involved the large scale rolling...

  6. A matter of interpretation: developing primary pupils' enquiry skills using position-linked datalogging

    Science.gov (United States)

    Davies, Daniel John; Collier, Christopher; Howe, Alan

    2012-11-01

    Background: This article reports on an evaluation study of a project seeking to develop the use of position-linked datalogging with primary pupils in environmental science contexts. Purpose: The study sought to find out the extent to which the project had developed: (1) participant teachers' confidence in using datalogging as an everyday part of their science teaching; (2) pupils' abilities to collect and interpret relevant environmental monitoring data; and (3) the use of scientific data within environmental education in the project schools. Programme description: The project used software which integrates data from Global Positioning System (GPS) with sensor data collected outdoors to produce Google Earth visualisations of environmental quality in each school's locality. Sample: Phase 1 involved 10 primary schools in the South West of England (2008-9), and phase 2 was implemented in six primary schools in Greater London during 2010. All pupils in the 9-10-year-old age range participated to some extent (N ≈ 450) and each school identified a focus group of between two and four pupils (n = 38) together with two members of staff (n = 32) to be more closely involved in the project. Design and methods: The evaluation adopted a multi-method approach, drawing upon documentary sources (n = 40); observations of continuing professional development (CPD) cluster days (n = 8) and dissemination events (June 2009 and January 2011): baseline pupil assessment tasks (n = 291) and teachers' baseline questionnaire (n = 25) in September 2008 and March 2010; classroom observations; samples of pupil work (n = 31); end-of-project pupil assessment (n = 38) and teachers' and pupils' responses to the project (n ≈ 180) in June 2009 and December 2010; and a longitudinal evaluation in February 2012. Results: Datalogging had become a regular feature of practical science in nearly all project schools up to 30 months after the end of the project, but the use of position-linked logging had

  7. Developing Teaching Assistants' Skills in Positive Behaviour Management: An Application of Video Interaction Guidance in a Secondary School

    Science.gov (United States)

    Hayes, Ben; Richardson, Sally; Hindle, Sarah; Grayson, Katy

    2011-01-01

    This paper reports an action research project in a school in the UK designed to investigate the impact of a brief Video Interaction Guidance (VIG) intervention in promoting skills of non-teaching staff in positive behaviour management. A summary of the literature in relation to VIG is provided before describing the project and data collected. Ten…

  8. Happiness of Male Adolescents With Disabled Physical Mobility: Benefits of Mental Rehabilitation Based on Positive Thinking Skills Training

    Directory of Open Access Journals (Sweden)

    Mohammad Rostami

    2017-09-01

    Discussion: Positive thinking skills training can increase the happiness scores of adolescents with disabled physical mobility. Thus, we can say that method used in this study can be appropriate for psycho-educational interventions and counseling of physical mobility disabled male students. 

  9. Appreciation and Life Satisfaction: Does Appreciation Uniquely Predict Life Satisfaction above Gender, Coping Skills, Self-Esteem, and Positive Affectivity?

    Science.gov (United States)

    Halle, Joshua Solomon

    2015-01-01

    The primary purpose of this research was to examine whether appreciation explains variance in life satisfaction after controlling for gender, positive affectivity, self-esteem, and coping skills. Two hundred ninety-eight undergraduates went to the informed consent page of the online survey composed of the Appreciation Scale, the Satisfaction With…

  10. Communication skills in Obstetrics: what can we learn from bereaved parents?

    LENUS (Irish Health Repository)

    Nuzum, D

    2017-02-01

    Communicating bad news in obstetrics is challenging. This study explores the impact of how bad news was communicated to parents following a diagnosis of stillbirth. Qualitative in-depth interviews were conducted with 12 mothers and 5 fathers, bereaved following stillbirth at a tertiary maternity hospital where the perinatal mortality rate is 5.2\\/1000. Data were analysed using Interpretative Phenomenological Analysis. How the diagnosis of stillbirth was communicated had a profound and lasting impact on parents. Dominant superordinate themes were Language used, Sensitivity and Diversionary techniques. Parents recalled in detail where and how bad news was broken and language used. Diversionary techniques created a sense of mistrust especially when parents felt information was being withheld. Bereaved parents valued privacy at the time of diagnosis of stillbirth.This study highlights the importance of language, sensitivity and environment where clinicians can learn from the experiences of bereaved parents who value open, sensitive and honest communication. The results of this study highlight the importance of patient-focused communication training for clinicians.

  11. Basal metabolic rate is positively correlated with parental investment in laboratory mice

    Science.gov (United States)

    Sadowska, Julita; Gębczyński, Andrzej K.; Konarzewski, Marek

    2013-01-01

    The assimilation capacity (AC) hypothesis for the evolution of endothermy predicts that the maternal basal metabolic rate (BMR) should be positively correlated with the capacity for parental investment. In this study, we provide a unique test of the AC model based on mice from a long-term selection experiment designed to produce divergent levels of BMR. By constructing experimental families with cross-fostered litters, we were able to control for the effect of the mother as well as the type of pup based on the selected lines. We found that mothers with genetically determined high levels of BMR were characterized by higher parental investment capacity, measured as the offspring growth rate. We also found higher food consumption and heavier visceral organs in the females with high BMR. These findings suggested that the high-BMR females have higher energy acquisition abilities. When the effect of the line type of a foster mother was controlled, the pup line type significantly affected the growth rate only in the first week of life, with young from the high-BMR line type growing more rapidly. Our results support the predictions of the AC model. PMID:23282996

  12. Strategic Inventory Positioning in BOM with Multiple Parents Using ASR Lead Time

    Directory of Open Access Journals (Sweden)

    Jingjing Jiang

    2016-01-01

    Full Text Available In order to meet the lead time that the customers require, work-in-process inventory (WIPI is necessary at almost every station in most make-to-order manufacturing. Depending on the station network configuration and lead time at each station, some of the WIPI do not contribute to reducing the manufacturing lead time of the final product at all. Therefore, it is important to identify the optimal set of stations to hold WIPI such that the total inventory holding cost is minimized, while the required due date for the final product is met. The authors have presented a model to determine the optimal position and quantity of WIPI for a given simple bill of material (S-BOM, in which any part in the BOM has only one immediate parent node. In this paper, we extend the previous study to the general BOM (G-BOM in which parts in the BOM can have more than one immediate parent and present a new solution procedure using genetic algorithm.

  13. Abriendo Caminos Para La Educacion: A Case Study of a Parent Outreach Initiative Building on the Knowledge, Skills, and Resources of the Latina/o Community

    Science.gov (United States)

    Fernandez, Graciela

    2010-01-01

    Informed by research studies that demonstrate a positive relationship between parent engagement and student academic attainment, state and national parent outreach initiatives have aimed to bridge the gap between Latina/o parents and schools. Such was the case with the Latina/o Family, School and Community "Avanzando" Project, which…

  14. A Psychometric Analysis of the Positive and Negative Affect Schedule for Children-Parent Version in a School Sample

    Science.gov (United States)

    Ebesutani, Chad; Okamura, Kelsie; Higa-McMillan, Charmaine; Chorpita, Bruce F.

    2011-01-01

    The current study was the 1st to examine the psychometric properties of the Positive and Negative Affect Schedule for Children-Parent Version (PANAS-C-P) using a large school-based sample of children and adolescents ages 8 to 18 (N = 606). Confirmatory factor analysis supported a 2-factor (correlated) model of positive affect (PA) and negative…

  15. The efficacy of the enhanced Aussie Optimism Positive Thinking Skills Program in improving social and emotional learning in middle childhood

    OpenAIRE

    Myles-Pallister, Jacqueline D.; Hassan, Sharinaz; Rooney, Rosanna M.; Kane, Robert T.

    2014-01-01

    The aim of the current study was to investigate the effects of the modified and enhanced Aussie Optimism Positive Thinking Skills Program (AO-PTS) on Year 4 and 5 children's social and emotional learning (SEL) skills. AO-PTS is a universal-school based program that is implemented by class teachers as part of regular school curricula and was developed for the prevention of depression and anxiety. The study comprised a total of 683 Year 4 and 5 students from 10 private primary schools in Wester...

  16. The Emotional and Academic Consequences of Parental Conditional Regard: Comparing Conditional Positive Regard, Conditional Negative Regard, and Autonomy Support as Parenting Practices

    Science.gov (United States)

    Roth, Guy; Assor, Avi; Niemiec, Christopher P.; Deci, Edward L.; Ryan, Richard M.

    2009-01-01

    The authors conducted 2 studies of 9th-grade Israeli adolescents (169 in Study 1, 156 in Study 2) to compare the parenting practices of conditional positive regard, conditional negative regard, and autonomy support using data from multiple reporters. Two socialization domains were studied: emotion control and academics. Results were consistent…

  17. Coping skills and mental health status in adolescents when a parent has cancer: a multicenter and multi-perspective study.

    Science.gov (United States)

    Krattenmacher, Thomas; Kühne, Franziska; Führer, Daniel; Beierlein, Volker; Brähler, Elmar; Resch, Franz; Klitzing, Kai v; Flechtner, Hans-Henning; Bergelt, Corinna; Romer, Georg; Möller, Birgit

    2013-03-01

    Parental cancer increases the risk of psychosocial problems in adolescents. We investigated the frequency and efficacy of adolescents' coping strategies and relationships between those strategies and mental health status. Age and gender differences regarding coping and mental health were also investigated. In total, 214 adolescents from 167 families participated in a cross-sectional, multicenter study. All participants were recruited from standard oncological care. Among the participants, 52% utilized a child-centered intervention program. Adolescents' coping skills were measured using KIDCOPE. Mental health status was rated by adolescents and parents by the SDQ for symptomatology and the KIDSCREEN for well-being. We found that 29% of the adolescents showed emotional and behavioral problems. We found gender differences in mental health status but not in coping. Adolescents used a broad spectrum of coping strategies. Active problem-solving, distraction, acceptance, wishful thinking and seeking social support were the most frequently used coping strategies. The utilization of certain coping skills was mediated by their perceived efficacy. Problem-focused or approach-oriented coping strategies generally are associated with better mental health, while avoidance-oriented coping are associated with worse mental health. Emotion-focused coping was associated with both lower and higher mental health. The strategies used by adolescents to cope with parental cancer are associated with their mental health. Problem-solving and approach-oriented coping strategies should be facilitated by psychological interventions regardless of age and gender. Age and gender differences in adolescents' mental health should be further investigated because these differences are not explained by differences in coping strategies. Copyright © 2012 Elsevier Inc. All rights reserved.

  18. Perception of parents about the auditory attention skills of his kid with cleft lip and palate: retrospective study

    Directory of Open Access Journals (Sweden)

    Mondelli, Maria Fernanda Capoani Garcia

    2012-01-01

    Full Text Available Introduction: To process and decode the acoustic stimulation are necessary cognitive and neurophysiological mechanisms. The hearing stimulation is influenced by cognitive factor from the highest levels, such as the memory, attention and learning. The sensory deprivation caused by hearing loss from the conductive type, frequently in population with cleft lip and palate, can affect many cognitive functions - among them the attention, besides harm the school performance, linguistic and interpersonal. Objective: Verify the perception of the parents of children with cleft lip and palate about the hearing attention of their kids. Method: Retrospective study of infants with any type of cleft lip and palate, without any genetic syndrome associate which parents answered a relevant questionnaire about the auditory attention skills. Results: 44 are from the male kind and 26 from the female kind, 35,71% of the answers were affirmative for the hearing loss and 71,43% to otologic infections. Conclusion: Most of the interviewed parents pointed at least one of the behaviors related to attention contained in the questionnaire, indicating that the presence of cleft lip and palate can be related to difficulties in hearing attention.

  19. Guidance for Professionals Working with Newborns and Their Families: Pathways to Positive Parenting

    Science.gov (United States)

    Pearson, Jolene

    2016-01-01

    Parents of newborns and infants are especially open to learning, and many new parents are actively seeking information. What do professionals teach them? How do they teach them? "Pathways" is an educator's guide to educating and supporting new parents. "Pathways" guides professionals in developing an approach to parent…

  20. Extracurricular Activity and Parental Involvement Predict Positive Outcomes in Elementary School Children

    Science.gov (United States)

    Lagace-Seguin, Daniel G.; Case, Emily

    2010-01-01

    The main goal of this study was to explore if parental involvement and extracurricular activity participation could predict well-being and academic competence in elementary school children. Seventy-two children (mean age = 10.9 years, SD = 0.85) and their parents participated. Results revealed that parental pressure and support, when paired with…

  1. Prevention of Internalising Disorders in 9-10 year old children: Efficacy of the Aussie Optimism Positive Thinking Skills Program at 30-month follow-up

    Directory of Open Access Journals (Sweden)

    David eMorrison

    2013-12-01

    Full Text Available The Aussie Optimism: Positive Thinking Skills Program (AOPTP is a school-based prevention program aimed at addressing anxious and depressive symptoms in children aged 9-10 years. Nine-hundred and ten students from 22 Australian primary schools situated in low socio-economic areas were randomly assigned to either an intervention or control group, and assessed at a 30-month follow up. Those in the intervention group received the AOPTP program, where the control group continued to receive the regular health education course. Students completed self-report measures regarding their levels of depression, anxiety, and attribution style. Parents also reported on their children’s externalising and internalising problems outside of school. There were no significant differences between groups in regard to anxiety or depression, as well as no significant differences in attributional styles. Parents reported significantly less hyperactive behaviours from children in the intervention group. This finding suggests that AOP-PTS has the capacity to treat externalising problems at a medium term effect. The decrease in the externalising problems provides evidence of a partial medium term intervention effect. Future studies should continue to evaluate the program at a long term follow up.

  2. An Examination of Peer-Delivered Parenting Skills Programs Across New York State.

    Science.gov (United States)

    Acri, Mary C; Craig, Nancy; Adler, Josh

    2018-03-24

    Peers are an important adjunct to the public mental health service system, and are being increasingly utilized across the country as a cost-effective solution to workforce shortages. Despite the tremendous growth of peer-delivered support over the past two decades, it has only been within the past few years that peer programs have been the subject of empirical inquiry. The purpose of this study was to examine the prevalence and characteristics of peer-delivered parenting programs across the New York State public mental health service system. We surveyed 46 family peer organizations across New York State regarding their delivery of structured peer-delivered parenting programs. Thirty-four (76%) completed the questionnaire, and of them, 18 (53%) delivered a parenting program. Subsequent interviews with seven of the 18 organizations revealed peer organizations had been delivering eight unique parenting programs for upwards of two decades. Additionally, organizations offered multiple supports to families to participate. Training, supervision, and issues around fidelity are discussed, as well as the implications of this study for states utilizing a peer workforce.

  3. Adaptive Skills, Behavior Problems, and Parenting Stress in Mothers of Boys with Fragile X Syndrome

    Science.gov (United States)

    Sarimski, Klaus

    2010-01-01

    The relationship of temperament, atypical behaviors, and adaptive behavior of young boys with Fragile X syndrome on mothers' parenting stress was analyzed. Twenty-six boys with Fragile X syndrome (30-88 months of age) participated. The overall development of the participants was significantly delayed with a specific profile of adaptive behaviors…

  4. Impact of Study Skills and Parent Education on First-Year GPA Among College Students With and Without ADHD: A Moderated Mediation Model.

    Science.gov (United States)

    Gormley, Matthew J; Pinho, Trevor; Pollack, Brittany; Puzino, Kristina; Franklin, Melanie K; Busch, Chelsea; DuPaul, George J; Weyandt, Lisa L; Anastopoulos, Arthur D

    2018-02-01

    To test if the relationship between ADHD and academic achievement is mediated by service utilization and/or study skills, and if these mediation effects are moderated by parental education level. A bootstrapping method within structural equation modeling was used with data from 355 first year college students meeting strict criteria for ADHD or clearly without ADHD to test the mediation and moderation effects. Study skills, but not service utilization, significantly mediated the relationship between ADHD status and GPA; however, this relationship was not significant among students with at least one parent holding a master's degree or higher. Among first year college students study skills may be a more salient predictor of educational outcomes relative to ADHD status. Additional research into support services for college students with ADHD is needed, however, results suggest interventions targeting study skills may hold particular promise for these students.

  5. The effectiveness of mental rehabilitation based on positive thinking skills training on increasing happiness in hearing impaired adolescents

    Directory of Open Access Journals (Sweden)

    Mohammad Rostami

    2014-08-01

    Full Text Available Background and Aim: Hearing impairment can have an impact on adolescents’ quality of life and can lead to their isolation and depression. The main purpose of this research was to study the effectiveness of a mental rehabilitation program based on positive thinking skills training on increasing happiness in a group of hearing impaired girls and boys.Methods: In this experimental study, pre- and post-test plan with a control group was used. All of the hearing impaired students (girls and boys in all high schools of southern parts of Tehran, Iran, in year 2012-13 were our statistical research community. 48 hearing impaired girls and boys were selected by multistage sampling including stratified, purposive, and random sampling. They were randomly divided into two groups of experimental and control. Each group consists of 12 boys and 12 girls. Positive thinking skills were trained to experimental groups during eight 45-minutes sessions, twice a week. We used the Oxford happiness questionnaire to assess the level of happiness.Results: Using analysis of covariance showed that positive thinking skills training had meaningful and positive effect on increasing happiness of hearing impaired boys and girls in the experimental groups (p<0.01. Also, the mean happiness scores of boys and girls were meaningfully different (p<0.01.Conclusion: Positive thinking skills training increases the happiness scores of hearing impaired adolescents. So, the approach taken in this study can be considered as an appropriate method for psychological-education interventions, counseling and treatment in hearing impaired adolescent.

  6. Habilidades Sociais Educativas Parentais e comportamentos de pré-escolares Parental Social Educational Skills and behavior of preschoolers

    Directory of Open Access Journals (Sweden)

    Vanessa Barbosa Romera Leme

    2010-08-01

    Full Text Available O estudo teve por objetivos, a partir dos relatos de 20 mães de crianças com problemas de comportamento (Grupo clínico e de 20 mães de crianças sem problemas de comportamento (Grupo não clínico: a comparar as freqüências das habilidades sociais e dos problemas de comportamento das crianças; b descrever as situações em que as crianças apresentavam os comportamentos problema e socialmente habilidosos; c descrever os comportamentos das mães diante dos comportamentos dos filhos; d descrever os comportamentos dos filhos diante dos comportamentos maternos. Pré-escolares foram selecionados por professoras que responderam a uma escala e os dados foram coletados através de entrevista e de escala com as mães. Os resultados indicaram que as crianças do Grupo não clínico apresentaram mais habilidades sociais e menos problemas de comportamento externalizantes que as crianças do Grupo clínico. As mães do Grupo não clínico relataram mais Habilidades Sociais Educativas Parentais de expressão de sentimentos e enfrentamento, e Comunicação e menos práticas negativas, que as mães do Grupo clínico.The study had for objectives, from the reports of 20 mothers of children with behavior problems (Clinical group and 20 mothers of children without behavior problems (Non-clinical group: a compare the frequencies of social skills and behavior problems of children; b describe the situations where the children had behavior problems and social skills; c describe the behaviors of mothers face behaviors of the children; d describe the behaviors of children ahead of maternal behaviors. Pre-school they were selected age by teachers who responded to a scale and who were collected through interview and scale with the mothers. The results indicated that children of Non-clinical group had more social skills and fewer externalizing behavior problems than children of the Clinical group. The mothers in the Non-clinical group reported more Parental Social

  7. The Parental Environment Cluster Model of Child Neglect: An Integrative Conceptual Model.

    Science.gov (United States)

    Burke, Judith; Chandy, Joseph; Dannerbeck, Anne; Watt, J. Wilson

    1998-01-01

    Presents Parental Environment Cluster model of child neglect which identifies three clusters of factors involved in parents' neglectful behavior: (1) parenting skills and functions; (2) development and use of positive social support; and (3) resource availability and management skills. Model offers a focal theory for research, structure for…

  8. Parent and adolescent reports of parenting when a parent has a history of depression: associations with observations of parenting.

    Science.gov (United States)

    Parent, Justin; Forehand, Rex; Dunbar, Jennifer P; Watson, Kelly H; Reising, Michelle M; Seehuus, Martin; Compas, Bruce E

    2014-02-01

    The current study examined the congruence of parent and adolescent reports of positive and negative parenting with observations of parent-adolescent interactions as the criterion measure. The role of parent and adolescent depressive symptoms in moderating the associations between adolescent or parent report and observations of parenting also was examined. Participants were 180 parents (88.9 % female) with a history of clinical depression and one of their 9-to-15 year old children (49.4 % female). Parents and adolescents reported on parenting skills and depressive symptoms, and parenting was independently observed subsequently in the same session. Findings indicated adolescent report of positive, but not negative, parenting was more congruent with observations than parent report. For negative parenting, depressive symptoms qualified the relation between the parent or adolescent report and independent observations. For parents, higher levels of depressive symptoms were associated with more congruence with observed parenting (supporting a depressive realism hypothesis) whereas an opposite trend emerged for adolescents (providing some supporting evidence for a depression-distortion hypothesis).

  9. Parent and Adolescent Reports of Parenting When a Parent Has a History of Depression: Associations with Observations of Parenting

    Science.gov (United States)

    Parent, Justin; Forehand, Rex; Dunbar, Jennifer P.; Watson, Kelly H.; Reising, Michelle M.; Seehuus, Martin; Compas, Bruce E.

    2013-01-01

    The current study examined the congruence of parent and adolescent reports of positive and negative parenting with observations of parent-adolescent interactions as the criterion measure. The role of parent and adolescent depressive symptoms in moderating the associations between adolescent or parent report and observations of parenting also was examined. Participants were 180 parents (88.9% female) with a history of clinical depression and one of their 9-to-15 year old children (49.4% female). Parents and adolescents reported on parenting skills and depressive symptoms, and parenting was independently observed subsequently in the same session. Findings indicated adolescent report of positive, but not negative, parenting was more congruent with observations than parent report. For negative parenting, depressive symptoms qualified the relation between the parent or adolescent report and independent observations. For parents, higher levels of depressive symptoms were associated with more congruence with observed parenting (supporting a depressive realism hypothesis) whereas an opposite trend emerged for adolescents (providing some supporting evidence for a depression-distortion hypothesis). PMID:23851629

  10. The social play, social skills and parent-child relationships of children with ADHD 12 months following a RCT of a play-based intervention.

    Science.gov (United States)

    Barnes, Gabrielle; Wilkes-Gillan, Sarah; Bundy, Anita; Cordier, Reinie

    2017-12-01

    There is an urgent need to investigate the long-term impact of social skill interventions for children with attention deficit hyperactivity disorder (ADHD). Interventions targeting the social skills of children with ADHD have limited short-term effectiveness and rarely investigate the long-term impact. Furthermore, these interventions are most frequently conducted in the clinic setting, without including the child's natural settings and interactants, such as their regular playmates and parents. The present study investigated the social play, social skills and parent-child relationships of children with ADHD and their playmates (n = 13/group) aged 5-13 years. A two-group before and after design with a longitudinal component was applied. Participant data compared over two time points, immediately following a randomised, controlled trial (RCT) of a play-based intervention and 12 months post-RCT. From immediately following the RCT to the 12-month follow-up, children with ADHD maintained social play skill gains in the home environment. Playmates maintained social play skill gains across the home and clinic environments. Children scored within a developmentally appropriate range, falling within 1 standard deviation of the mean for social skills and most parent-child relationship scales using norm-based assessments. Results support the long-term effectiveness of the intervention. © 2017 Occupational Therapy Australia.

  11. Motor skills and verbal fluency in HIV positive older adults in Rural ...

    African Journals Online (AJOL)

    The Finger Tapping Test of the Developmental Neuropsychological Test Battery was also used. Results: Tests of motor skill were less sensitive to HIV infection (F (1, 48) = 1.134, p= .292) than verbal fluency tests-Hopkins Verbal Learning (F (1, 48) = 42.994, p=.000, Hopkins Verbal Learning Test- delay (F (1, 48) = 45.886, ...

  12. Motivational Interviewing Skills are Positively Associated with Nutritionist Self-Efficacy

    Science.gov (United States)

    Marley, Scott C.; Carbonneau, Kira; Lockner, Donna; Kibbe, Debra; Trowbridge, Frederick

    2011-01-01

    Objective: To examine the relationships between physical and social self-concepts, motivational interviewing (MI), and nutrition assessment skills with dimensions of counseling self-efficacy. Design: Cross-sectional survey. Setting: Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) clinics. Participants: Sixty-five WIC…

  13. A Job Announcement Analysis of Educational Technology Professional Positions: Knowledge, Skills, and Abilities

    Science.gov (United States)

    Kang, YoungJu; Ritzhaupt, Albert D.

    2015-01-01

    The purpose of this research was to identify the competencies of an educational technologist via a job announcement analysis. Four hundred job announcements were collected from a variety of online job databases over a 5-month period. Following a systematic process of collection, documentation, and analysis, we derived over 150 knowledge, skill,…

  14. Negative (but not Positive) Parenting Interacts with Infant Negative Affect to Predict Infant Approach: Evidence of Diathesis-Stress.

    Science.gov (United States)

    Holzman, Jacob B; Burt, Nicole M; Edwards, Erin S; Rosinski, Leanna D; Bridgett, David J

    2018-01-01

    Temperament by parenting interactions may reflect that individuals with greater risk are more likely to experience negative outcomes in adverse contexts (diathesis-stress) or that these individuals are more susceptible to contextual influences in a 'for better or for worse' pattern (differential susceptibility). Although such interactions have been identified for a variety of child outcomes, prior research has not examined approach characteristics - excitement and approach toward pleasurable activities - in the first year of life. Therefore, the current study investigated whether 6-month maternal reported infant negative affect - a phenotypic marker of risk/susceptibility - interacted with 8-month observed parenting behaviors (positive parenting, negative parenting) to predict 12-month infant behavioral approach. Based a sample of mothers and their infants ( N =150), results indicated that negative parenting was inversely associated with subsequent approach for infants with high, but not low, levels of early negative affect. Similar results did not occur regarding positive parenting. These findings better fit a diathesis-stress model rather than a differential susceptibility model. Implications and limitations of these findings are discussed.

  15. Can We Fix This? Parent-Child Repair Processes and Preschoolers' Regulatory Skills.

    Science.gov (United States)

    Kemp, Christine J; Lunkenheimer, Erika; Albrecht, Erin C; Chen, Deborah

    2016-10-01

    The repair of difficult parent-child interactions is a marker of healthy functioning in infancy, but less is known about repair processes during early childhood. We used dynamic systems methods to investigate dyadic repair in mothers and their 3-year-old children ( N = 96) and its prediction of children's emotion regulation and behavior problems at a four-month follow-up. Mothers and children completed free play and challenging puzzle tasks. Repair was operationalized as the conditional probability of moving into a dyadic adaptive behavior region after individual or dyadic maladaptive behavior (e.g., child noncompliance, parental criticism). Overall, dyads repaired approximately half their maladaptive behaviors. A greater likelihood of repair during the puzzle task predicted better child emotion regulation and fewer behavior problems in preschool. Results suggest dyadic repair is an important process in early childhood and provide further evidence for the connection between parent-child coregulation and children's developing regulatory capacities. Implications for family-based interventions are discussed.

  16. Optimism and benefit finding in parents of children with developmental disabilities: The role of positive reappraisal and social support.

    Science.gov (United States)

    Slattery, Éadaoin; McMahon, Jennifer; Gallagher, Stephen

    2017-06-01

    Researchers have consistently documented the relationship between optimism and benefit finding; however, there is a dearth of research on the psychological mechanisms mediating their association. This cross-sectional study sought to elucidate the mediating role of positive reappraisal and social support in the optimism-benefit finding relationship in parents caring for children with developmental disabilities by testing a parallel multiple mediation model. One hundred and forty-six parents caring for children with developmental disabilities completed an online survey assessing optimism, positive reappraisal, social support and benefit finding. Optimism was not directly related to benefit finding but rather influenced it indirectly through positive reappraisal and social support. Specifically, higher levels of optimism predicted greater positive reappraisal and social support, which in turn led to greater benefit finding in parents. These results underscore the importance of targeting parents' perceptions of benefits through both positive reappraisal and social support in order to help them cope with the demands of the caregiving context. Copyright © 2017 Elsevier Ltd. All rights reserved.

  17. Parents.

    Science.gov (United States)

    Hurst, Hunter, Ed.; And Others

    1986-01-01

    This document contains the fifth volume of "Today's Delinquent," an annual publication of the National Center for Juvenile Justice. This volume deals with the issue of the family and delinquency, examining the impact of parental behavior on the production of delinquent behavior. "Parents: Neglectful and Neglected" (Laurence D. Steinberg) posits…

  18. A Single-Arm Feasibility Trial of Problem-Solving Skills Training for Parents of Children with Idiopathic Chronic Pain Conditions Receiving Intensive Pain Rehabilitation.

    Science.gov (United States)

    Law, Emily F; Fales, Jessica L; Beals-Erickson, Sarah E; Failo, Alessandro; Logan, Deirdre; Randall, Edin; Weiss, Karen; Durkin, Lindsay; Palermo, Tonya M

    2017-05-01

    To adapt problem-solving skills training (PSST) for parents of children receiving intensive pain rehabilitation and evaluate treatment feasibility, acceptability, and satisfaction. Using a prospective single-arm case series design, we evaluated the feasibility of delivering PSST to 26 parents (84.6% female) from one of three pediatric pain rehabilitation programs. Parents completed four to six sessions of PSST delivered during a 2-4-week period. A mixed-methods approach was used to assess treatment acceptability and satisfaction. We also assessed changes in parent mental health and behavior outcomes from pretreatment to immediate posttreatment and 3-month follow-up. Parents demonstrated excellent treatment adherence and rated the intervention as highly acceptable and satisfactory. Preliminary analyses indicated improvements in domains of mental health, parenting behaviors, health status, and problem-solving skills. Findings demonstrate the potential role of psychological interventions directed at reducing parent distress in the context of intensive pediatric pain rehabilitation. © The Author 2016. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

  19. Child ADHD Severity and Positive and Negative Parenting as Predictors of Child Social Functioning: Evaluation of Three Theoretical Models

    Science.gov (United States)

    Kaiser, Nina M.; McBurnett, Keith; Pfiffner, Linda J.

    2011-01-01

    Objective: Prior research has established links between child social functioning and both parenting and child ADHD severity; however, research examining the way that these variables work together is lacking. The current article aims to test three possible models (main effects, mediation, and moderation) by which ADHD severity and positive and…

  20. Written Communication with Families during the Transition from Childcare to School: How Documents Construct and Position Children, Professionals, and Parents

    Science.gov (United States)

    Lehrer, Joanne S.

    2018-01-01

    This article explores how documents play a role in shaping perceptions of children, professionals, and parents during the transition from childcare to kindergarten in Québec. Positioning analysis was used to explore governmentality, documentality, and interobjectivity in the communication agendas and child assessment documents of seven children.…

  1. An Emic, Mixed-Methods Approach to Defining and Measuring Positive Parenting among Low-Income Black Families

    Science.gov (United States)

    McWayne, Christine M.; Mattis, Jacqueline S.; Green Wright, Linnie E.; Limlingan, Maria Cristina; Harris, Elise

    2017-01-01

    Research Findings: This within-group exploratory sequential mixed-methods investigation sought to identify how ethnically diverse, urban-residing, low-income Black families conceptualize positive parenting. During the item development phase 119 primary caregivers from Head Start programs participated in focus groups and interviews. These…

  2. A comparison of the effectiveness of three parenting programmes in improving parenting skills, parent mental-well being and children's behaviour when implemented on a large scale in community settings in 18 English local authorities: the parenting early intervention pathfinder (PEIP

    Directory of Open Access Journals (Sweden)

    Lindsay Geoff

    2011-12-01

    Full Text Available Abstract Background There is growing evidence that parenting programmes can improve parenting skills and thereby the behaviour of children exhibiting or at risk of developing antisocial behaviour. Given the high prevalence of childhood behaviour problems the task is to develop large scale application of effective programmes. The aim of this study was to evaluate the UK government funded implementation of the Parenting Early Intervention Pathfinder (PEIP. This involved the large scale rolling out of three programmes to parents of children 8-13 years in 18 local authorities (LAs over a 2 year period. Methods The UK government's Department for Education allocated each programme (Incredible Years, Triple P and Strengthening Families Strengthening Communities to six LAs which then developed systems to intervene using parenting groups. Implementation fidelity was supported by the training of group facilitators by staff of the appropriate parenting programme supplemented by supervision. Parents completed measures of parenting style, efficacy, satisfaction, and mental well-being, and also child behaviour. Results A total of 1121 parents completed pre- and post-course measures. There were significant improvements on all measures for each programme; effect sizes (Cohen's d ranged across the programmes from 0.57 to 0.93 for parenting style; 0.33 to 0.77 for parenting satisfaction and self-efficacy; and from 0.49 to 0.88 for parental mental well-being. Effectiveness varied between programmes: Strengthening Families Strengthening Communities was significantly less effective than both the other two programmes in improving parental efficacy, satisfaction and mental well-being. Improvements in child behaviour were found for all programmes: effect sizes for reduction in conduct problems ranged from -0.44 to -0.71 across programmes, with Strengthening Families Strengthening Communities again having significantly lower reductions than Incredible Years. Conclusions

  3. A comparison of the effectiveness of three parenting programmes in improving parenting skills, parent mental-well being and children's behaviour when implemented on a large scale in community settings in 18 English local authorities: the parenting early intervention pathfinder (PEIP).

    Science.gov (United States)

    Lindsay, Geoff; Strand, Steve; Davis, Hilton

    2011-12-30

    There is growing evidence that parenting programmes can improve parenting skills and thereby the behaviour of children exhibiting or at risk of developing antisocial behaviour. Given the high prevalence of childhood behaviour problems the task is to develop large scale application of effective programmes. The aim of this study was to evaluate the UK government funded implementation of the Parenting Early Intervention Pathfinder (PEIP). This involved the large scale rolling out of three programmes to parents of children 8-13 years in 18 local authorities (LAs) over a 2 year period. The UK government's Department for Education allocated each programme (Incredible Years, Triple P and Strengthening Families Strengthening Communities) to six LAs which then developed systems to intervene using parenting groups. Implementation fidelity was supported by the training of group facilitators by staff of the appropriate parenting programme supplemented by supervision. Parents completed measures of parenting style, efficacy, satisfaction, and mental well-being, and also child behaviour. A total of 1121 parents completed pre- and post-course measures. There were significant improvements on all measures for each programme; effect sizes (Cohen's d) ranged across the programmes from 0.57 to 0.93 for parenting style; 0.33 to 0.77 for parenting satisfaction and self-efficacy; and from 0.49 to 0.88 for parental mental well-being. Effectiveness varied between programmes: Strengthening Families Strengthening Communities was significantly less effective than both the other two programmes in improving parental efficacy, satisfaction and mental well-being. Improvements in child behaviour were found for all programmes: effect sizes for reduction in conduct problems ranged from -0.44 to -0.71 across programmes, with Strengthening Families Strengthening Communities again having significantly lower reductions than Incredible Years. Evidence-based parenting programmes can be implemented

  4. Motivational interviewing and interaction skills training for parents of young adults with recent-onset schizophrenia and co-occurring cannabis use: 15-month follow-up

    NARCIS (Netherlands)

    Smeerdijk, M.; Keet, R.; van Raaij, B.; Koeter, M.; Linszen, D.; de Haan, L.; Schippers, G.

    2015-01-01

    There is a clear need for effective interventions to reduce cannabis use in patients with first-episode psychosis. This follow-up of a randomized trial examined whether an intervention for parents, based on motivational interviewing and interaction skills (Family Motivational Intervention, FMI), was

  5. Syndrome Specificity and Mother-Child Interactions: Examining Positive and Negative Parenting across Contexts and Time

    Science.gov (United States)

    Blacher, Jan; Baker, Bruce L.; Kaladjian, Araksia

    2013-01-01

    This study examined the extent to which child syndromes and observation context related to mothers' parenting behaviors. Longitudinal observations were conducted of parenting behavior across ages 3, 4, and 5 years during structured and unstructured activities. The 183 participants included mothers of children with autism spectrum disorders,…

  6. Parental Interactions with Children with and without Mental Retardation: Behavior Management, Coerciveness, and Positive Exchange.

    Science.gov (United States)

    Floyd, Frank J.; Phillippe, Kent A.

    1993-01-01

    Comparison of in-home interactions of mothers and fathers with their school-age children found that parents in 53 families having children with mental retardation were more controlling and less playful with their child than were parents of nonretarded children but they did effectively employ behavior management practices without resorting to…

  7. Responsive parenting: establishing early foundations for social, communication, and independent problem-solving skills.

    Science.gov (United States)

    Landry, Susan H; Smith, Karen E; Swank, Paul R

    2006-07-01

    Mothers whose infants varied in early biological characteristics (born at term, n = 120; born at very low birth weight [VLBW], n = 144) were randomized to a target group (n = 133) or developmental feedback comparison group (n = 131) to determine whether learning responsive behaviors would facilitate infant development. The target condition included videotaped examples, problem-solving activities, and mothers' critique of their own behaviors through video procedures across 10 home visits. All target versus comparison mothers showed greater increases across multiple responsiveness behaviors observed in 4 assessments conducted across 6-13 months of age; changes in emotionally supportive behaviors were strongest for target mothers of infants born at VLBW. Increased maternal responsiveness facilitated greater growth in target infants' social, emotional, communication, and cognitive competence, supporting a causal role for responsiveness on infant development. Although benefits were generally comparable across risk groups, aspects of social and emotional skills showed greater change for those born at VLBW. Evidence for responsiveness as a multidimensional construct was provided as well as the importance of different aspects of responsiveness mediating the effect of the intervention on different infant skill domains.

  8. Neurological function, information-motivation-behavioral skills factors, and risk behaviors among HIV-positive alcohol users.

    Science.gov (United States)

    Malow, Robert M; Dévieux, Jessy G; Stein, Judith A; Rosenberg, Rhonda; Lerner, Brenda G; Attonito, Jennifer; Villalba, Karina

    2012-11-01

    The purpose of this study was to examine neurological impairment in combination with information-motivation-behavioral skills (IMB) variables. The study tests the role of IMB variables as mediators of antecedent variables of demographics, life stress, social support, and neurological impairment with outcome measures of HIV preventive and risk behaviors in a sample of HIV-positive, alcohol-using adults (n = 250) with a history of alcohol abuse/dependence. Neurological impairment was measured with the Color Trails Test (CTT). Average performance on the CTT by the sample was substantially worse than established norms. In a directional latent variable model, neurological impairment directly predicted lower transmission knowledge scores and poorer performance on an observational condom skills assessment. Greater neurological impairment was significantly associated with greater age. Future interventions geared toward HIV+ adults who use alcohol should take into consideration HIV-related and age-related neurological functioning which may impede the facilitation of safe sex behaviors.

  9. Facilitating Positive Psychosocial Adaptation in Children with Cystic Fibrosis by Increasing Family Communication and Problem-Solving Skills. A Research Report to the Cystic Fibrosis Foundation.

    Science.gov (United States)

    Stabler, Brian; And Others

    This study tested the effects of two group-oriented supportive and educational approaches on the parents of children with cystic fibrosis (CF). Thirteen families were randomly assigned either to a group which received information on medical and technical aspects of CF or to a group which received instruction in communication skills in addition to…

  10. Parental Perceptions of Participation in 4-H Beef, Sheep and Swine Livestock Projects and the Fostering of Life Skill Development in Youth

    Directory of Open Access Journals (Sweden)

    Janice Heavner

    2011-06-01

    Full Text Available Beef, sheep and swine 4-H youth livestock projects have a great deal of hands-on learning opportunities for members. However, what are parents’ perceptions about livestock projects and the development of life skills? The purpose of this research effort was to determine the life skill development gained by 4-H members participating in 4-H beef, sheep or swine projects in West Virginia. A total of 207 caregivers offered insight into the study and answered life skill development questions. These questions were related to decision making, relating to others, developing and maintaining records, accepting responsibility, building positive self esteem, self motivation, knowledge of the livestock industry, developing organizational skills, problem solving, developing oral communication skills, setting goals, developing self-discipline, and working in teams. The findings of this study provide positive insights into the relationship between the development of valuable life skills and 4-H beef, sheep and swine projects.

  11. Enhancing Parent-Child Communication about Drug Use: Strategies for Professionals Working with Parents and Guardians

    Science.gov (United States)

    King, Keith A.; Vidourek, Rebecca A.

    2011-01-01

    Research indicates that family connectedness is the leading protective factor against youth involvement in alcohol and other drug use. A vital component to building positive family connections is effective parent-child communication. This article discusses the importance of building positive parent-child communication skills and provides practical…

  12. A Systematic Review of the Literature on Parenting of Young Children with Visual Impairments and the Adaptions for Video-Feedback Intervention to Promote Positive Parenting (VIPP).

    Science.gov (United States)

    van den Broek, Ellen G C; van Eijden, Ans J P M; Overbeek, Mathilde M; Kef, Sabina; Sterkenburg, Paula S; Schuengel, Carlo

    2017-01-01

    Secure parent-child attachment may help children to overcome the challenges of growing up with a visual or visual-and-intellectual impairment. A large literature exists that provides a blueprint for interventions that promote parental sensitivity and secure attachment. The Video-feedback Intervention to promote Positive Parenting (VIPP) is based on that blueprint. While it has been adapted to several specific at risk populations, children with visual impairment may require additional adjustments. This study aimed to identify the themes that should be addressed in adapting VIPP and similar interventions. A Delphi-consultation was conducted with 13 professionals in the field of visual impairment to select the themes for relationship-focused intervention. These themes informed a systematic literature search. Interaction, intersubjectivity, joint attention, exploration, play and specific behavior were the themes mentioned in the Delphi-group. Paired with visual impairment or vision disorders, infants or young children (and their parents) the search yielded 74 articles, making the six themes for intervention adaptation more specific and concrete. The rich literature on six visual impairment specific themes was dominated by the themes interaction, intersubjectivity, and joint attention. These themes need to be addressed in adapting intervention programs developed for other populations, such as VIPP which currently focuses on higher order constructs of sensitivity and attachment.

  13. The Information and Motivation and Behavioral Skills Model of ART Adherence among HIV-Positive Adults in Mexico.

    Science.gov (United States)

    Santillán Torres Torija, Carolina; Villagrán Vázquez, Gabina; Robles Montijo, Silvia Susana; de Lourdes Eguiluz Romo, Luz

    2015-01-01

    Middle-income countries are in need of research that uses theoretical-based models to assess factors that predict adherence to antiretroviral therapy (ART) and help in the design, implementation, and evaluation of interventions for nonadherent populations. In Mexico, the Information and Motivation and Behavioral Skills (IMB) Model of ART Adherence constructs is useful in describing and predicting adherence behaviors in various samples but has not been articulated to people living with HIV (PLWH) on ART. The aim of this was to characterize the IMB core constructs and identify correlates of ART adherence in an HIV-positive clinic sample in Mexico. A convenience sample of 109 HIV-positive patients attending their monthly visits at a local public hospital were interviewed with the Spanish version of the LifeWindows IMB ART Adherence Questionnaire (LW-IMB-AAQ) as well as a sociodemographic questionnaire. All participants were recruited from a hospital-based outpatient clinical care site. Partial confirmation of the relationships proposed by the IMB Model of ART Adherence was found. As predicted by the model, only behavioral skills had direct association with all measures of self-reported adherence, and motivation was associated with behavioral skills. Information did not demonstrate significant relations to either motivation or behavioral skills, nor did it directly associate with adherence. Self-reported adherence did not associate with CD4 counts, nor did any of the IMB model core constructs. Applicability of the IMB Model of ART Adherence in this setting is discussed. The IMB Model of ART Adherence offered promise in this population and could help tailor population-specific interventions to promote high rates of ART adherence. © The Author(s) 2015.

  14. A randomized controlled trial of the Korean version of the PEERS(®) parent-assisted social skills training program for teens with ASD.

    Science.gov (United States)

    Yoo, Hee-Jeong; Bahn, Geonho; Cho, In-Hee; Kim, Eun-Kyung; Kim, Joo-Hyun; Min, Jung-Won; Lee, Won-Hye; Seo, Jun-Seong; Jun, Sang-Shin; Bong, Guiyoung; Cho, Soochurl; Shin, Min-Sup; Kim, Bung-Nyun; Kim, Jae-Won; Park, Subin; Laugeson, Elizabeth A

    2014-02-01

    Impaired social functioning is a hallmark feature of autism spectrum disorder (ASD), often requiring treatment throughout the life span. PEERS(®) (Program for the Education and Enrichment of Relational Skills) is a parent-assisted social skills training for teens with ASD. Although PEERS(®) has an established evidence base in improving the social skills of adolescents and young adults with ASD in North America, the efficacy of this treatment has yet to be established in cross-cultural validation trials. The objective of this study is to examine the feasibility and treatment efficacy of a Korean version of PEERS(®) for enhancing social skills through a randomized controlled trial (RCT).The English version of the PEERS(®) Treatment Manual (Laugeson & Frankel, 2010) was translated into Korean and reviewed by 21 child mental health professionals. Items identified as culturally sensitive were surveyed by 447 middle school students, and material was modified accordingly. Participants included 47 teens between 12 and 18 years of age with a diagnosis of ASD and a verbal intelligence quotient (IQ) ≥ 65. Eligible teens were randomly assigned to a treatment group (TG) or delayed treatment control group (CG). Primary outcome measures included questionnaires and direct observations quantifying social ability and problems directly related to ASD. Secondary outcome measures included scales for depressive symptoms, anxiety, and other behavioral problems. Rating scales for parental depressive symptoms and anxiety were examined to detect changes in parental psychosocial functioning throughout the PEERS(®) treatment. Independent samples t-tests revealed no significant differences at baseline across the TG and CG conditions with regard to age (14.04 ± 1.64 and 13.54 ± 1.50 years), IQ (99.39 ± 18.09 & 100.67 ± 16.97), parental education, socioeconomic status, or ASD symptoms (p social interaction domain scores on the Autism Diagnostic Observation Schedule, interpersonal

  15. Randomised social-skills training and parental training plus standard treatment versus standard treatment of children with attention deficit hyperactivity disorder - The SOSTRA trial protocol

    Directory of Open Access Journals (Sweden)

    Thomsen Per

    2011-01-01

    Full Text Available Abstract Background Children with attention deficit hyperactivity disorder (ADHD are hyperactive and impulsive, cannot maintain attention, and have difficulties with social interactions. Medical treatment may alleviate symptoms of ADHD, but seldom solves difficulties with social interactions. Social-skills training may benefit ADHD children in their social interactions. We want to examine the effects of social-skills training on difficulties related to the children's ADHD symptoms and social interactions. Methods/Design The design is randomised two-armed, parallel group, assessor-blinded trial. Children aged 8-12 years with a diagnosis of ADHD are randomised to social-skills training and parental training plus standard treatment versus standard treatment alone. A sample size calculation estimated that at least 52 children must be included to show a 4-point difference in the primary outcome on the Conners 3rd Edition subscale for 'hyperactivity-impulsivity' between the intervention group and the control group. The outcomes will be assessed 3 and 6 months after randomisation. The primary outcome measure is ADHD symptoms. The secondary outcome is social skills. Tertiary outcomes include the relationship between social skills and symptoms of ADHD, the ability to form attachment, and parents' ADHD symptoms. Discussion We hope that the results from this trial will show that the social-skills training together with medication may have a greater general effect on ADHD symptoms and social and emotional competencies than medication alone. Trial registration ClinicalTrials (NCT: NCT00937469

  16. Does self-directed and web-based support for parents enhance the effects of viewing a reality television series based on the Triple P-Positive Parenting Programme?

    Science.gov (United States)

    Sanders, Matthew; Calam, Rachel; Durand, Marianne; Liversidge, Tom; Carmont, Sue Ann

    2008-09-01

    This study investigated whether providing self-directed and web-based support for parents enhanced the effects of viewing a reality television series based on the Triple P - Positive Parenting Programme. Parents with a child aged 2 to 9 (N = 454) were randomly assigned to either a standard or enhanced intervention condition. In the standard television alone viewing condition, parents watched the six-episode weekly television series, 'Driving Mum and Dad Mad'. Parents in the enhanced television viewing condition received a self-help workbook, extra web support involving downloadable parenting tip sheets, audio and video streaming of positive parenting messages and email support, in addition to viewing the television series. Parents in both conditions reported significant improvements in their child's disruptive behaviour and improvements in dysfunctional parenting practices. Effects were greater for the enhanced condition as seen on the ECBI, two of the three parenting indicators and overall programme satisfaction. However, no significant differences were seen on other measures, including parent affect indicators. The level of improvement was related to number of episodes watched, with greatest changes occurring in families who watched each episode. Improvements achieved at post-intervention by parents in both groups were maintained at six-month follow-up. Online tip sheets were frequently accessed; uptake of web-based resources was highest early in the series. The value of combining self-help approaches, technology and media as part of a comprehensive public health approach to providing parenting support is discussed.

  17. Examining the Effectiveness of Group Positive Parenting Training on Increasing Hope and Life Satisfaction in Mothers of Children with Autism

    Directory of Open Access Journals (Sweden)

    Seyed Omid Sotoudeh Navroodi

    2018-04-01

    Full Text Available Objective: Parents of children with autism spectrum disorders are exposed to mental distress because of having a disabled child more than parents with children with other psychological disorders, and their children's disorder has a negative effect on their hope and life satisfaction. The present study aimed to examining the effectiveness of group positive parenting training on increasing hope and life satisfaction in mothers of children with autism.Method: This was a quasi-experimental study with pretest, posttest, and control and experimental groups. Mothers with autistic children (6-15 years in Rasht consisted the statistical population of the study. All the children had a medical record and autism diagnosis based on DSM-IV-TR by a psychiatrist. Hope Questionnaires by Snyder and Life Satisfaction Questionnaire by Diener were implemented. Participants of the experimental group received positive parenting training for 8 sessions, and participants of the control group were put in the state of waiting. Descriptive statistics (mean, standard deviation, frequency, and percentage and inferential statistics (univariate and multivariate covariance analysis were used for data analysis.Results: In this study, 27 mothers of children with autism were examined. The mean and standard deviation of the age of mothers in the experimental group was 36.14± 2.47 years and it was 37± 3.62 years for mothers in the control group. The results of univariate covariance analysis revealed a significant difference between the scores of pretest and posttest of the experimental and control groups in life satisfaction (Sum of square = 16.558, F = 13.534, DF = 1, P = 0.002, 〖=ƞ〗^2 = 0.361.Conclusion: The results of this study showed that using group positive parenting training can have a positive effect on dimensions of hope and life satisfaction in mothers of children with autism spectrum disorder.

  18. Improving Mental Health Outcomes of Burmese Migrant and Displaced Children in Thailand: a Community-Based Randomized Controlled Trial of a Parenting and Family Skills Intervention.

    Science.gov (United States)

    Annan, Jeannie; Sim, Amanda; Puffer, Eve S; Salhi, Carmel; Betancourt, Theresa S

    2017-10-01

    The negative effects of displacement and poverty on child mental health are well-known, yet research on prevention interventions in low- and middle-income countries, especially fragile states, remains limited. We examined the effectiveness of a parenting skills intervention on mental health outcomes among Burmese migrant and displaced children living in 20 communities in Thailand. Participants were primary caregivers and children aged 7 to 15 years (n = 479 families). Families were randomly assigned to receive an adapted version of the Strengthening Families Program (n = 240) or a wait-list control condition (n = 239). Assessments were conducted at baseline and 1-month post-intervention for both conditions and at 6 months for treatment group only. One month after the program, children in the treatment condition showed significant reductions in externalizing problems (caregiver effect size (ES) -0.22, p = 0.02; child report ES -0.11, p = 0.02) and child attention problems compared with controls (caregiver report ES -0.23, p = 0.03). There was no significant treatment effect on children's internalizing problems (ES -0.06; p = 0.31). Children reported a significant increase in prosocial protective factors relative to controls (ES 0.20, p skills intervention adapted for a displaced and migrant Burmese population facing high levels of adversity can have positive effects on children's externalizing symptoms and protective psychosocial factors. Clinicaltrials.gov: https://clinicaltrials.gov/show/NCT01829815.

  19. Characteristics of Family Literacy Programmes That Improve Child Literacy, Behaviour and Parenting Skills

    Science.gov (United States)

    Terlitsky, Amy Bowlin; Wilkins, Julia

    2015-01-01

    Children who struggle with reading, a critical component of literacy, may exhibit behavioural problems. Having difficulties in both literacy and behaviour increases children's risk of poor educational outcomes. We reviewed 82 studies of family literacy programmes and identified 15 empirical studies that reported positive child outcomes related to…

  20. Ladnaan : evaluation of a culturally tailored parenting support program to Somali-born parents

    OpenAIRE

    Osman, Fatumo

    2017-01-01

    Background: Research shows that immigrant families encounter different complexities and challenges in a new host country, such as acculturation, isolation and lack of social support. These challenges have been shown to have negative impacts on immigrant families’ mental and emotional health, family function, parenting practices and parents’ sense of competence. Parental support programmes have been shown to positively affect parental skills, strengthen the parent-child relation...

  1. Development and Evaluation of the PROMIS® Pediatric Positive Affect Item Bank, Child-Report and Parent-Proxy Editions.

    Science.gov (United States)

    Forrest, Christopher B; Ravens-Sieberer, Ulrike; Devine, Janine; Becker, Brandon D; Teneralli, Rachel; Moon, JeanHee; Carle, Adam; Tucker, Carole A; Bevans, Katherine B

    2018-03-01

    The purpose of this study is to describe the psychometric evaluation and item response theory calibration of the PROMIS Pediatric Positive Affect item bank, child-report and parent-proxy editions. The initial item pool comprising 53 items, previously developed using qualitative methods, was administered to 1,874 children 8-17 years old and 909 parents of children 5-17 years old. Analyses included descriptive statistics, reliability, factor analysis, differential item functioning, and construct validity. A total of 14 items were deleted, because of poor psychometric performance, and an 8-item short form constructed from the remaining 39 items was administered to a national sample of 1,004 children 8-17 years old, and 1,306 parents of children 5-17 years old. The combined sample was used in item response theory (IRT) calibration analyses. The final item bank appeared unidimensional, the items appeared locally independent, and the items were free from differential item functioning. The scales showed excellent reliability and convergent and discriminant validity. Positive affect decreased with children's age and was lower for those with a special health care need. After IRT calibration, we found that 4 and 8 item short forms had a high degree of precision (reliability) across a wide range of the latent trait (>4 SD units). The PROMIS Pediatric Positive Affect item bank and its short forms provide an efficient, precise, and valid assessment of positive affect in children and youth.

  2. Ready, set, stop: mismatch between self-care beliefs, transition readiness skills, and transition planning among adolescents, young adults, and parents.

    Science.gov (United States)

    Sawicki, Gregory S; Kelemen, Skyler; Weitzman, Elissa R

    2014-10-01

    Health care transition (HCT) from pediatric to adult-focused systems is a key milestone for youth. Developing self-care skills and HCT planning are key elements. In a survey at 4 pediatric specialty clinics to 79 youth aged 16 to 25 years and 52 parents, skill-based HCT readiness was assessed using the Transition Readiness Assessment Questionnaire (TRAQ). Multivariable logistic regression evaluated the association between TRAQ scores and self-care beliefs. In all, 70% of youth and 67% of parents believed that they/their child could manage their care. Only 38% of youth and 53% of parents reported thinking about HCT; only 18% of youth and 27% of parents reported having a HCT plan. Youth with higher TRAQ scores were more likely to believe they could manage their care, controlling for age and gender (adjusted odds ratio = 4.0, 95% confidence interval = 1.7-9.5). Transition readiness skills are associated with self-care beliefs. However, a mismatch exists between high reported self-care beliefs and low levels of transition planning. © The Author(s) 2014.

  3. The Role of Food Parenting Skills and the Home Food Environment in Children's Weight Gain and Obesity.

    Science.gov (United States)

    Gerards, S M P L; Kremers, S P J

    2015-03-01

    This paper presents an overview to provide readers with an update on the literature about the relation between parental influences (general parenting and food parenting practices) and children's weight-related outcomes. It first summarizes the evidence regarding the role of food parenting practices in shaping and maintaining children's nutritional and weight status. It then describes empirical evidence on the relation between general parenting and children's weight status. This evidence is less convincing, possibly because general parenting has a different, more distal role in influencing child behavior than parenting practices. General parenting may moderate the impact of food parenting practices on children's nutrition behaviors. Finally, we discuss studies on interventions targeting childhood overweight and obesity. There is no consensus on the optimal intervention targets (i.e., general parenting and/or food parenting practices). Based on the overview, we offer suggestions for future research.

  4. Parenting practices in Guyana and Trinidad and Tobago: Connections to preschoolers’ social and cognitive skills

    Directory of Open Access Journals (Sweden)

    Jaipaul L. Roopnarine

    2013-01-01

    Full Text Available Este i nfor me present a los result ados de dos est udios que exami naron los g rados de afección y el cont rol parental y sus asociaciones con las habilidades sociales e intelectuales de los niños en dos grupos de familias caribeñas. En el Estudio 1, 139 Indo madres de Guyana informó sobre el uso de calor y el control de la madre y en el Estudio 2, 180 madres y 180 padres de diversos grupos étnicos de Trinidad informaron sobre el uso de calor y el control en la crianza de sus hijos en edad preescolar. En ambos estudios, los maestros de preescolar proporcionan evaluaciones de las conductas pro-sociales de los niños, la ira, y las habilidades cognitivas. Los análisis revelaron dos grupos de madres de Guyana: un grupo fue alto en el calor y bajo el control y el otro era alto en el calor y moderadamente altos en control. Grupos idénticos se encontraron resultados para las madres y los padres trinitarios como en la muestra de Guyana. Madres y padres trinitarios fueron cruzadas clasifican en parejas por patrón de clúster. Setenta y uno por ciento de las parejas eran similares en sus patrones de crianza. Sólo las familias guyaneses tenían hijos les fue diferente en las habilidades sociales e intelectuales basadas en el modelo de clúster. Los datos son interpretados en términos de la utilización de ambos calor y el control del comportamiento como las prácticas que prevalecen en las comunidades culturales del Caribe y sus implicaciones para los resultados del desarrollo infantil.

  5. Prevalence, barriers and factors associated with parental disclosure of their HIV positive status to children: a cross-sectional study in an urban clinic in Kampala, Uganda.

    Science.gov (United States)

    Osingada, Charles Peter; Okuga, Monica; Nabirye, Rose Chalo; Sewankambo, Nelson Kaulukusi; Nakanjako, Damalie

    2016-07-11

    Disclosure of parental HIV status is associated with a number of positive outcomes such as improved adherence to clinic appointments, lower levels of parental anxiety and depression, and mutual emotional support between parents and their children. Very few studies in low-resource settings have addressed the issues of parental disclosure of their HIV status to their children. A cross-sectional study was conducted among adult parents attending HIV/AIDS prevention, care and treatment clinic at Makerere University Infectious Diseases Institute (IDI), Kampala, Uganda. Participants were interviewed using the Parent Disclosure Interview (PDI) questionnaire which is a standard tool developed specifically for HIV infected parents. Data were analyzed using STATA version 13.1. Of 344 participants, only 37 % had told at least one of their children that they were HIV positive. Barriers to disclosure were fear that children may tell other people about the parent's HIV status, desire not to worry or upset children and perceptions that children may not understand. Age of the parent, religion and having someone committed to care of the children were positively associated with parental disclosure of their HIV positives status. Attainment of tertiary level of education was negatively associated with parental disclosure of their HIV status. Parental disclosure of a positive HIVstatus to their children is still low in urban Kampala. There is therefore need to develop locally relevant interventions so as to increase rates of parental disclosure of a positive HIV status to their children and thus promote open and honest discussions about HIV/AIDS at family level.

  6. Information Literacy (IL Intervention Workshop has Positive, but Limited, Effects on Undergraduate Students’ IL Skills

    Directory of Open Access Journals (Sweden)

    Lisa Shen

    2014-07-01

    Full Text Available Objective – To evaluate the impact of an educational intervention workshop on students’ information literacy (IL skills and self-perception of their own IL knowledge. Design – Quasi-experimental design with control groups and semi-structured interviews. Setting – Two community colleges in the United States of America, one in a rural setting and one in an urban setting. Subjects – Ninety-two students enrolled in an entry-level English course, who scored below proficiency (65% on the Information Literacy Test (ILT. Methods – One hundred students from each college took the pre-session ILT and an IL self assessment survey at the beginning of the Spring 2011 semester. The ILT used was developed and validated by James Madison University (Wise, Cameron, Yang, & Davis, n.d. and measures understanding of all the Association of College and Research Libraries (ACRL Information Literacy Competency Standards (ACRL, 2000, pp. 2-3 except Standard 4. For motivation, students each received $20 for their efforts and were told those who scored in the top 15% would enter a draw to win one of two additional prizes of $50. Those who scored below the ILT proficiency level of 65% were invited to participate in the quasi-experiment.

  7. Prevention of Depression and Anxiety Symptoms in Adolescents: 42 and 54 Months Follow-Up of the Aussie Optimism Program-Positive Thinking Skills.

    Directory of Open Access Journals (Sweden)

    Julie eJohnstone

    2014-05-01

    Full Text Available Anxiety and depression are the most commonly reported mental health problems amongst Australian children and adolescents. The Aussie Optimism Program: Positive Thinking Skills (AOP- PTS is a universal intervention program based on cognitive and behavioral strategies and aimed to prevent anxiety and depression in the middle primary school children aged 9-10 years old. 370 students randomly assigned to the intervention and control condition participated in the 42 and 54 months follow – up study. The intervention group received the AOP-PTS 10-week program and the control group received the regular Health Education curriculum. Students were assessed on anxiety, depression and attribution style at school whilst parents reported on their child’s externalizing and internalising problems at home. Results showed there were no significant reduction across groups in the depressive and anxiety symptoms, and attribution style at either 42 or 54 months follow-up. These findings suggest that AOP-PTS has short and medium term effects but were not sustained in longer term period. Future strategies to achieve the desirable outcomes in a longitudinal study are discussed.

  8. Predicting Maternal Parenting Stress in Middle Childhood: The Roles of Child Intellectual Status, Behaviour Problems and Social Skills

    Science.gov (United States)

    Neece, C.; Baker, B.

    2008-01-01

    Background: Parents of children with intellectual disabilities (ID) typically report elevated levels of parenting stress, and child behaviour problems are a strong predictor of heightened parenting stress. Interestingly, few studies have examined child characteristics beyond behaviour problems that may also contribute to parenting stress. The…

  9. Relations between fine motor skill and parental report of attention in young children with neurofibromatosis type 1.

    Science.gov (United States)

    Casnar, Christy L; Janke, Kelly M; van der Fluit, Faye; Brei, Natalie G; Klein-Tasman, Bonita P

    2014-01-01

    Neurofibromatosis type 1 (NF1) is one of the most common genetic disorders presenting in approximately 1 in 3,500 live births. NF1 is a highly variable condition with a large number of complications. A common complication is neuropsychological problems, including developmental delays and learning difficulties that affect as many as 60% of patients. Research has suggested that school-aged children with NF1 often have poorer fine motor skills and are at greater risk for attention difficulties than the general population. Thirty-eight children with NF1 and 23 unaffected children between the ages of 4 and 6 years, who are enrolled in a study of early development in NF1, were included in the present study. Varying levels of fine motor functioning were examined (simple to complex fine motor tasks). For children with NF1, significant difficulties were demonstrated on lab-based mid-level and complex fine motor tasks, even after controlling for nonverbal reasoning abilities, but not on simple fine motor tasks. Parental report also indicated difficulties in everyday adaptive fine motor functioning. No significant correlations were found between complex fine motor ability and attention difficulties. This study provides much needed descriptive data on the early emergence of fine motor difficulties and attention difficulties in young children with NF1.

  10. The Role of Food Parenting Skills and the Home Food Environment in Children?s Weight Gain and Obesity

    OpenAIRE

    Gerards, S. M. P. L.; Kremers, S. P. J.

    2015-01-01

    This paper presents an overview to provide readers with an update on the literature about the relation between parental influences (general parenting and food parenting practices) and children?s weight-related outcomes. It first summarizes the evidence regarding the role of food parenting practices in shaping and maintaining children?s nutritional and weight status. It then describes empirical evidence on the relation between general parenting and children?s weight status. This evidence is le...

  11. Parenting stress of caregivers of young children who are HIV Positive

    African Journals Online (AJOL)

    Objective: Paediatric HIV remains a major challenge in Sub-Saharan Africa. Paediatric HIV is a multi-generational disorder with far-reaching implications for the whole family. Parenting stress in caregivers of HIV infected children has been studied in developed countries but never in South Africa. The aim of this study was to ...

  12. Parents' Positive Role in Students' Learning Process at Ishik University Preparatory School

    Science.gov (United States)

    Tosun, Mustafa

    2015-01-01

    The reason that motivated me to initiate this writing is to emphasize the deficiency in the motivation and unwillingness of university youth cause of the parents approach toward the education at preparatory school. Moreover, my aim is to declare realistic suggestions about the issue with the help of observations that have been gained during the…

  13. Association between parental socioeconomic position and prevalence of asthma, atopic eczema and hay fever in children

    DEFF Research Database (Denmark)

    Hammer-Helmich, Lene; Linneberg, Allan; Thomsen, Simon Francis

    2014-01-01

    with a decreased risk of atopic eczema and eczema symptoms. There was no independent association between household income and any of the outcomes. CONCLUSIONS: The prevalence of asthma and hay fever, but not atopic eczema, increased with increasing age. Atopic eczema was associated with high parental educational...

  14. Prevalence, barriers and factors associated with parental disclosure of their HIV positive status to children: a cross-sectional study in an urban clinic in Kampala, Uganda

    Directory of Open Access Journals (Sweden)

    Charles Peter Osingada

    2016-07-01

    Full Text Available Abstract Background Disclosure of parental HIV status is associated with a number of positive outcomes such as improved adherence to clinic appointments, lower levels of parental anxiety and depression, and mutual emotional support between parents and their children. Very few studies in low-resource settings have addressed the issues of parental disclosure of their HIV status to their children. Methods A cross-sectional study was conducted among adult parents attending HIV/AIDS prevention, care and treatment clinic at Makerere University Infectious Diseases Institute (IDI, Kampala, Uganda. Participants were interviewed using the Parent Disclosure Interview (PDI questionnaire which is a standard tool developed specifically for HIV infected parents. Data were analyzed using STATA version 13.1. Results Of 344 participants, only 37 % had told at least one of their children that they were HIV positive. Barriers to disclosure were fear that children may tell other people about the parent’s HIV status, desire not to worry or upset children and perceptions that children may not understand. Age of the parent, religion and having someone committed to care of the children were positively associated with parental disclosure of their HIV positives status. Attainment of tertiary level of education was negatively associated with parental disclosure of their HIV status. Conclusions Parental disclosure of a positive HIVstatus to their children is still low in urban Kampala. There is therefore need to develop locally relevant interventions so as to increase rates of parental disclosure of a positive HIV status to their children and thus promote open and honest discussions about HIV/AIDS at family level.

  15. Development of the Parent Form of the Preschool Children's Communication Skills Scale and Comparison of the Communication Skills of Children with Normal Development and with Autism Spectrum Disorder

    Science.gov (United States)

    Aydin, Aydan

    2016-01-01

    This study aims at developing an assessment scale for identifying preschool children's communication skills, at distinguishing children with communication deficiencies and at comparing the communication skills of children with normal development (ND) and those with autism spectrum disorder (ASD). Participants were 427 children of up to 6 years of…

  16. Long-Term Positive and Negative Psychological Late Effects for Parents of Childhood Cancer Survivors: A Systematic Review

    Science.gov (United States)

    Ljungman, Lisa; Cernvall, Martin; Grönqvist, Helena; Ljótsson, Brjánn; Ljungman, Gustaf; von Essen, Louise

    2014-01-01

    Increasing survival rates in childhood cancer have yielded a growing population of parents of childhood cancer survivors (CCSs). This systematic review compiles the literature on positive and negative long-term psychological late effects for parents of CCSs, reported at least five years after the child's diagnosis and/or two years after the end of the child's treatment. Systematic searches were made in the databases CINAHL, EMBASE, PsycINFO, and PubMed. Fifteen studies, published between 1988 and 2010, from 12 projects were included. Thirteen studies used quantitative methodology, one quantitative and qualitative methodology, and one qualitative methodology. A total of 1045 parents participated in the reviewed studies. Mean scores were within normal ranges for general psychological distress, coping, and family functioning. However, a substantial subgroup reported a clinical level of general psychological distress, and 21–44% reported a severe level of posttraumatic stress symptoms. Worry, disease-related thoughts and feelings, marital strains, as well as posttraumatic growth was reported. Several factors were associated with the long-term late effects, such as parents' maladaptive coping during earlier stages of the childs disease trajectory and children's current poor adjustment. Quality assessments of reviewed studies and clinical implications of findings are discussed and recommendations for future research are presented. PMID:25058607

  17. Exploration of predictors, moderators and mediators of change in parent skills training programmes for externalising behaviour problems in children – who benefits most and how do they work?

    OpenAIRE

    Jones, Holly

    2014-01-01

    Background: A key driver for early years strategies is the reduction of oppositional and defiant behaviour in childhood to prevent a negative life course of poor educational attainment and criminality. Despite a robust evidence base, manualised parent skills training programmes (PT) for externalising behaviour problems are only effective for approximately two-thirds of families. A limited number of variables that account for variance in outcome have been discovered. Finding fur...

  18. Relationship between children's performance-based motor skills and child, parent, and teacher perceptions of children's motor abilities using self/informant-report questionnaires.

    Science.gov (United States)

    Lalor, Aislinn; Brown, Ted; Murdolo, Yuki

    2016-04-01

    Occupational therapists often assess the motor skill performance of children referred to them as part of the assessment process. This study investigated whether children's, parents' and teachers' perceptions of children's motor skills using valid and reliable self/informant-report questionnaires were associated with and predictive of children's actual motor performance, as measured by a standardised performance-based motor skill assessment. Fifty-five typically developing children (8-12 years of age), their parents and classroom teachers were recruited to participate in the study. The children completed the Physical Self-Description Questionnaire (PSDQ) and the Self-Perception Profile for Children. The parents completed the Developmental Profile III (DP-III) and the Developmental Coordination Disorder Questionnaire, whereas the teachers completed the Developmental Coordination Disorder Questionnaire and the Teacher's Rating Scale of Child's Actual Behavior. Children's motor performance composite scores were determined using the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2). Spearman's rho correlation coefficients were calculated to identify if significant correlations existed and multiple linear regression was used to identify whether self/informant report data were significant predictors of children's motor skill performance. The child self-report scores had the largest number of significant correlations with the BOT-2 composites. Regression analysis found that the parent report DP-III Physical subscale was a significant predictor of the BOT-2 Manual Coordination composite and the child-report questionnaire PSDQ. Endurance subscale was a significant predictor of the BOT-2 Strength and Agility composite. The findings support the use of top-down assessment methods from a variety of sources when evaluating children's motor abilities. © 2016 Occupational Therapy Australia.

  19. Long-term outcome of a randomized controlled universal prevention trial through a positive parenting program: is it worth the effort?

    Science.gov (United States)

    Hahlweg, Kurt; Heinrichs, Nina; Kuschel, Annett; Bertram, Heike; Naumann, Sebastian

    2010-05-16

    Approximately 20% of children experience internalizing or externalizing DSM-IV-TR disorders. This prevalence rate cannot be reduced through treatment only. Effective preventive interventions are therefore urgently needed. The aim of the current investigation is to evaluate the two-year efficacy of the group Triple P parenting program administered universally for the prevention of child behavior problems. Based on their respective preschool, N = 280 families were randomly assigned either to the parent training or to the control group. The efficacy was analyzed using multi-source assessments, including questionnaires by mother and father, behavioral observation of mother-child interaction, and teacher evaluations. At the 2-year follow-up, both parents in the Triple P intervention reported significant reductions in dysfunctional parenting behavior, and mothers also an increase in positive parenting behavior. In addition, mothers reported significant reductions in internalizing and externalizing child behavior. Single-parent mothers in the Triple P intervention did not report significant changes in parenting or child problem behavior which is primarily due to inexplicable high positive effects in single parent mothers of the control group. Neither mother-child interactions nor teacher ratings yielded significant results. The results support the long-term efficacy of the Triple P - group program as a universal prevention intervention for changing parenting behavior in two-parent households, but not necessarily in single-parent mothers.

  20. Long-term outcome of a randomized controlled universal prevention trial through a positive parenting program: is it worth the effort?

    Directory of Open Access Journals (Sweden)

    Bertram Heike

    2010-05-01

    Full Text Available Abstract Background Approximately 20% of children experience internalizing or externalizing DSM-IV-TR disorders. This prevalence rate cannot be reduced through treatment only. Effective preventive interventions are therefore urgently needed. The aim of the current investigation is to evaluate the two-year efficacy of the group Triple P parenting program administered universally for the prevention of child behavior problems. Methods Based on their respective preschool, N = 280 families were randomly assigned either to the parent training or to the control group. The efficacy was analyzed using multi-source assessments, including questionnaires by mother and father, behavioral observation of mother-child interaction, and teacher evaluations. Results At the 2-year follow-up, both parents in the Triple P intervention reported significant reductions in dysfunctional parenting behavior, and mothers also an increase in positive parenting behavior. In addition, mothers reported significant reductions in internalizing and externalizing child behavior. Single-parent mothers in the Triple P intervention did not report significant changes in parenting or child problem behavior which is primarily due to inexplicable high positive effects in single parent mothers of the control group. Neither mother-child interactions nor teacher ratings yielded significant results. Conclusions The results support the long-term efficacy of the Triple P - group program as a universal prevention intervention for changing parenting behavior in two-parent households, but not necessarily in single-parent mothers.

  1. Predicting Treatment Success in Social Skills Training for Adolescents with Autism Spectrum Disorders: The UCLA Program for the Education and Enrichment of Relational Skills

    Science.gov (United States)

    Chang, Ya-Chih; Laugeson, Elizabeth A.; Gantman, Alexander; Ellingsen, Ruth; Frankel, Fred; Dillon, Ashley R.

    2014-01-01

    This study seeks to examine the predictors of positive social skills outcomes from the University of California, Los Angeles Program for the Education and Enrichment of Relational Skills, an evidence-based parent-assisted social skills program for high-functioning middle school and high school adolescents with autism spectrum disorders. The…

  2. Positive parenting attitudes and practices in three transitional Eastern European countries: Bosnia and Herzegovina, Macedonia and Serbia.

    Science.gov (United States)

    Petrovic, Marija; Vasic, Vladimir; Petrovic, Oliver; Santric-Milicevic, Milena

    2016-06-01

    To identify potential predictors of using only non-violent forms of discipline for children aged 2-14 years and of being against physical punishment among Roma and non-Roma parents/caregivers in Eastern European countries with similar cultural-historical backgrounds. UNICEF Multiple Indicator Cluster Survey data collected in 2010-2011 in Bosnia and Herzegovina, Macedonia and Serbia (total of 9973 respondents) were analysed using multivariate logistic regression modelling with receiver operating characteristic analysis. Approximately 27 % of the respondents practiced only non-violent child discipline. Roma children experienced only non-violent discipline less than half as often as their non-Roma counterparts. Household wealth index and child sex were significant predictors of positive parenting attitudes and practice. For Roma respondents, rural residence also contributed to being against physical punishment. Parents\\caregivers from more affluent households are more likely than those who are less affluent to be against physical punishment of children and are more likely to practice only non-violent discipline. Evidence-based interventions are required to support existing positive forms of child rearing. These should target less affluent households from Roma settlements in the studied countries.

  3. Testing a model of science process skills acquisition: An interaction with parents' education, preferred language, gender, science attitude, cognitive development, academic ability, and biology knowledge

    Science.gov (United States)

    Germann, Paul J.

    Path analysis techniques were used to test a hypothesized structural model of direct and indirect causal effects of student variables on science process skills. The model was tested twice using data collected at the beginning and end of the school year from 67 9th- and 10th-grade biology students who lived in a rural Franco-American community in New England. Each student variable was found to have significant effects, accounting for approximately 80% of the variance in science process skills achievement. Academic ability, biology knowledge, and language preference had significant direct effects. There were significant mediated effects by cognitive development, parents' education, and attitude toward science in school. The variables of cognitive development and academic ability had the greatest total effects on science process skills. Implications for practitioners and researchers are discussed.

  4. Child Perfectionism and its Relationship with Personality, Excessive Parental Demands, Depressive Symptoms and Experience of Positive Emotions.

    Science.gov (United States)

    Oros, Laura B; Iuorno, Ornella; Serppe, Mónica

    2017-02-13

    While adaptive perfectionism ensures good overall performance, maladaptive perfectionism is associated with emotional disorders for which psychological treatment is sought. There are many factors that can explain the development of this disorder throughout childhood. The present study analyzed to what extent the child's personality traits and excessive parental demands can predict maladaptive perfectionism, and, in turn, also analyzed how this relates to positive emotions and depressive symptoms in a sample of 404 Argentinian children (M age = 10.30; SD = 1.03). Stepwise multiple regression analyses and Kruskal-Wallis and Mann-Whitney tests were performed. Results showed that excessive parental demands, together with high child neuroticism increased the likelihood of developing perfectionism (p children's mental health.

  5. A self-help problem-solving video for parents and teens : social validity and generalization of acquired skills

    OpenAIRE

    Hook, Richard J.

    1993-01-01

    A self-administered problem-solving skill training video for nonclinical families with teens is evaluated. The study focuses on the generalization of skills to naturalistic family conversations and the program's social validity: potential iatrogenic aggravation of family problems, perceived effectiveness, and program enjoyment. Seventy families with young teens were randomly assigned to two treatment groups. One group (skill) viewed a skill training program that included information about ...

  6. Parenting Behaviors and Preschool Children's Social and Emotional Skills: A Question of the Consequential Validity of Traditional Parenting Constructs for Low-Income African Americans

    Science.gov (United States)

    McWayne, C. M.; Owsianik, M.; Green, L. E.; Fantuzzo, J. W.

    2008-01-01

    Few researchers have questioned the validity of traditional parenting dimensions (based largely on Baumrind's [Baumrind, D. (1967). Child care practices anteceding three patterns of preschool behavior. Genetic Psychology Monographs, 75, 43-88; Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology, 4, 1-103] work)…

  7. A Closer Look at the Camp Experience: Examining Relationships between Life Skills, Elements of Positive Youth Development, and Antecedents of Change among Camp Alumni

    Science.gov (United States)

    Garst, Barry A.; Gagnon, Ryan J.; Whittington, Anja

    2016-01-01

    Understanding program components that contribute to positive youth outcomes following camp experiences can help program providers bring a greater level of intentionality to their efforts. The purposes of this study were twofold: (a) to develop reliable and valid measures of life skill development, elements of positive youth development (PYD), and…

  8. Cigarette Smoking among African American Youth from Single Mother Homes: Examining the Roles of Maternal Smoking and Positive Parenting within an Extended Family Framework

    Science.gov (United States)

    Foster, Sarah E.; Zalot, Alecia A.; Jones, Deborah J.

    2007-01-01

    The current study examined the main and interactive effects of three family context variables, maternal smoking, positive parenting behavior, and the quality of the mother's relationship with another adult or family member who assists with parenting (i.e., coparent), and adolescent smoking among African American youth from single mother homes. The…

  9. A Pilot Study of the Feasibility and Efficacy of the Strategies to Enhance Positive Parenting (STEPP) Program for Single Mothers of Children with ADHD

    Science.gov (United States)

    Chacko, Anil; Wymbs, Brian T.; Flammer-Rivera, Lizette M.; Pelham, William E.; Walker, Kathryn S.; Arnold, Fran W.; Visweswaraiah, Hema; Swanger-Gagne, Michelle; Girio, Erin L.; Pirvics, Lauma L.; Herbst, Laura

    2008-01-01

    Objective: The Strategies to Enhance Positive Parenting (STEPP) program was developed to address putative factors related to poor engagement in and outcomes following traditional behavioral parent training (BPT) for single mothers of children diagnosed with ADHD. Method: Twelve single mothers of children with ADHD were enrolled in an initial…

  10. Family environment and adult resilience: contributions of positive parenting and the oxytocin receptor gene

    Directory of Open Access Journals (Sweden)

    Bekh Bradley

    2013-09-01

    Full Text Available Background: Abundant research shows that childhood adversity increases the risk for adult psychopathology while research on influences of positive family environment on risk for psychopathology is limited. Similarly, a growing body of research examines genetic and gene by environment predictors of psychopathology, yet such research on predictors of resilience is sparse. Objectives: We examined the role of positive factors in childhood family environment (CFE and the OXTR rs53576 genotype in predicting levels of adult resilient coping and positive affect. We also examined whether the relationship between positive factors in the CFEs and adult resilient coping and positive affect varied across OXTR rs53576 genotype. Methods: We gathered self-report data on childhood environment, trauma history, and adult resilience and positive affect in a sample of 971 African American adults. Results: We found that positive CFE was positively associated with higher levels of resilient coping and positive affect in adulthood after controlling for childhood maltreatment, other trauma, and symptoms of posttraumatic stress disorder. We did not find a direct effect of OXTR 53576 on a combined resilient coping/positive-affect-dependent variable, but we did find an interaction of OXTR rs53576 with family environment. Conclusions: Our data suggest that even in the face of adversity, positive aspects of the family environment may contribute to resilience. These results highlight the importance of considering protective developmental experiences and the interaction of such experiences with genetic variants in risk and resilience research.For the abstract or full text in other languages, please see Supplementary files under Article Tools online

  11. Dismissing Children's Perceptions of Their Emotional Experience and Parental Care: Preliminary Evidence of Positive Bias

    Science.gov (United States)

    Borelli, Jessica L.; David, Daryn H.; Crowley, Michael J.; Snavely, Jonathan E.; Mayes, Linda C.

    2013-01-01

    The tendency to perceive caregivers in highly positive terms and to perceive the self as strong and problem-free are two facets of the positive bias characteristic of a dismissing attachment classification in adulthood. However, this link has not yet been examined in children. We evaluated the association between dismissing attachment and positive…

  12. Moderating Effects of Positive Parenting and Maternal Alcohol Use on Emerging Adults’ Alcohol Use: Does Living At Home Matter?

    Science.gov (United States)

    Cleveland, Michael J.; Reavy, Racheal; Mallett, Kimberly A.; Turrisi, Rob; White, Helene R.

    2014-01-01

    Positive parenting behaviors and parental modeling of alcohol use are consistent predictors of offspring’s alcohol use. Recent research extends these findings to emerging adult children and confirms continued parental influence beyond adolescence. This paper examines how maternal warmth and supervision moderate the effects of mother’s heavy alcohol use on their offspring’s alcohol use among a sample of non-college-attending emerging adults. Three-way interactions were used to examine if these moderating effects differed between emerging adults who lived at home and those with other living arrangements. Separate analyses within gender were used to further examine these associations. Participants were 245 emerging adults between ages 18–22 years with no post-secondary education (59% female) who were selected from a national probability-based Internet panel. Path analyses indicated that, regardless of living arrangements, male emerging adults who were more likely to witness their mother getting drunk were themselves more likely to engage in risky drinking. However, among female emerging adults, similarity between mothers’ and daughters’ drunkenness was strongest among participants who resided with their family and also reported low levels of maternal warmth. This study extends previous research by indicating that the effects of maternal modeling of heavy alcohol use on emerging adults’ heavy alcohol use depend upon several factors, including the gender of the child and the family context. Implications of the study findings are discussed in terms of expanding the scope of a parent-based intervention (PBI) to all emerging adults, including those who do not attend colleges or universities. PMID:24583277

  13. Parents' reading-related knowledge and children's reading acquisition.

    Science.gov (United States)

    Ladd, Megan; Martin-Chang, Sandra; Levesque, Kyle

    2011-12-01

    Teacher reading-related knowledge (phonological awareness and phonics knowledge) predicts student reading, however little is known about the reading-related knowledge of parents. Participants comprised 70 dyads (children from kindergarten and grade 1 and their parents). Parents were administered a questionnaire tapping into reading-related knowledge, print exposure, storybook reading, and general cultural knowledge. Children were tested on measures of letter-word knowledge, sound awareness, receptive vocabulary, oral expression, and mathematical skill. Parent reading-related knowledge showed significant positive links with child letter-word knowledge and sound awareness, but showed no correlations with child measures of mathematical skill or vocabulary. Furthermore, parent reading-related knowledge was not associated with parents' own print exposure or cultural knowledge, indicating that knowledge about English word structure may be separate from other cognitive skills. Implications are discussed in terms of improving parent reading-related knowledge to promote child literacy.

  14. Effect of grandparent's and parent's socioeconomic position on mortality among Danish men born in 1953

    DEFF Research Database (Denmark)

    Osler, Merete; Andersen, Anne-Marie Nybo; Lund, Rikke

    2005-01-01

    . METHODS: 2890 males born in the metropolitan area of Copenhagen, Denmark in 1953, whose mothers were interviewed for information on family social background in 1968, were followed from 1968 to 2002 for information on vital status by record linkage to the Civil Registration System. The data were analysed...... using Cox regression models. RESULTS: All-cause mortality from age 15 to 49 years increased 25% [95% confidence interval (CI) 13-39%] for each number of parents or grandparents from working or unknown occupational social class. Offspring mortality decreased with the number of ancestors with a secondary...... attenuated. These relations only changed slightly when subject's own occupational class at age 22 years was taken into account. CONCLUSION: The adverse health effects of disadvantaged social circumstances accumulate not only over an individual's lifespan but also across generations. Cumulated occupational...

  15. Racial/Ethnic Differences in Kindergartners' Reading and Math Skills: Parents' Knowledge of Children's Development and Home-Based Activities as Mediators

    Science.gov (United States)

    Sonnenschein, Susan; Sun, Shuyan

    2017-01-01

    Despite the growing body of research on parents' beliefs and practices, relatively little is known about the relations between parents' knowledge of children's development, home-based activities, and children's early reading and math skills. This study used data from the Early Childhood Longitudinal Study-Birth Cohort to examine the differences in…

  16. A History of Non-Parental Care in Childhood Predicts More Positive Adult Attitudes towards Non-Parental Care and Maternal Employment

    Science.gov (United States)

    Shpancer, Noam; Schweitzer, Stefanie N.

    2018-01-01

    Data were collected over a 15-year span from three comparable cohorts of students at a Midwestern university about their childcare histories and current attitudes towards non-parental childcare and maternal employment. Across cohorts, a history of non-parental childcare predicted adult attitudes towards non-parental childcare and maternal…

  17. The Effectiveness of the Training of Problem-Solving and Decision-Making Skills on the Reduction of Addicts’ Positive Attitudes to Narcotics

    Directory of Open Access Journals (Sweden)

    Farxaneh Bahrami

    2013-05-01

    Full Text Available Aim: The purpose of this study was to examine the effect of the training of problem-solving and decision-making skills on the reduction of addicts’ positive attitudes to narcotics. Method: The design of this study was experimental design namely: pre and post test with control group. The population included all addicts referring to Sanandaj self-report centers (500 addicts. By random sampling, 60 addicts were selected and completed the attitude questionnaire to narcotics use. Each of experimental groups was under problem-solving and decision-making skills training for ten 90 minute sessions. No training given to control group. Results: After training, two experimental groups significantly had lower levels of positive attitude to narcotics use. No difference was observed between two experimental groups. Conclusion: The results of this study indicated that the training of problem-solving and decision-making skills can reduce the addicts’ positive attitudes to narcotics.

  18. Designing an Educational Application of Parental-Mediated Intervention and Its Effectiveness to Promote Reading Skills Among Slow-Paced Students with Down Syndrome

    Directory of Open Access Journals (Sweden)

    Kosar Bereyhi

    2017-02-01

    Full Text Available Objectives This study aimed to design an educational application of parental-mediated intervention and its effectiveness to promote reading skills in students with Down syndrome. Methods This applied semi-experimental study is a pre-test- and post-test project, follow-up with the test and control groups which was conducted on twenty slow-paced students with Down syndrome in the range of 5 to 12 years old. Patients were randomly selected and classify into two groups; test and control. Wechsler IQ test, TOLD test and peabody picture vocabulary test (PPVT were performed for students in the pre-test however; TOLD test was conducted as the post-test and a half month at 15-day after follow-up stage. Results results showed α > 0.001 for reading skills between test and control groups; however the difference is remained sustainable in follow-up stage. Conclusions Education with new educational technologies that focused on software may be helpful for children with Down syndrome and should be seriously considered. Family- centered parental-mediated intervention in order to promote reading skills application can be used for teaching children, families and educators.

  19. Parent-school relationships and children's academic and social outcomes in public school pre-kindergarten.

    Science.gov (United States)

    Powell, Douglas R; Son, Seung-Hee; File, Nancy; San Juan, Robert R

    2010-08-01

    Two dimensions of parent-school relationships, parental school involvement and parents' perceptions of teacher responsiveness to child/parent, were examined in state-funded pre-kindergarten classrooms in a large urban school district. Children's social and academic outcomes were individually assessed in the fall and spring. Hierarchical Linear Modeling analyses revealed that parental school involvement positively predicted children's social skills (d=.55) and mathematics skills (d=.36), and negatively predicted problem behaviors (d=.47). Perceived teacher responsiveness to child/parent was positively related to children's early reading (d=.43), and social skills (d=.43), and negatively to problem behaviors (d=.61). All analyses controlled for quality of teacher interaction with children in the classroom, parental home involvement, parental education level, and child race/ethnicity. Copyright 2010 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  20. Motor Skill Assessment of Children: Is There an Association between Performance-Based, Child-Report, and Parent-Report Measures of Children's Motor Skills?

    Science.gov (United States)

    Kennedy, Johanna; Brown, Ted; Chien, Chi-Wen

    2012-01-01

    Client-centered practice requires therapists to actively seek the perspectives of children and families. Several assessment tools are available to facilitate this process. However, when evaluating motor skill performance, therapists typically concentrate on performance-based assessment. To improve understanding of the information provided by the…

  1. Dietary behaviour and parental socioeconomic position among adolescents: the German Health Interview and Examination Survey for Children and Adolescents 2003-2006 (KiGGS).

    Science.gov (United States)

    Finger, Jonas D; Varnaccia, Gianni; Tylleskär, Thorkild; Lampert, Thomas; Mensink, Gert B M

    2015-05-19

    The positive association between parental socioeconomic position (PSEP) and health among adolescents may be partly explained by dietary behaviour. We investigated the associations between fruit intake, vegetable intake, energy-dense food intake, the Healthy Nutrition Score for Kids and Youth (HuSKY) and parental education in a nationwide, cluster-randomized sample of adolescents in Germany. The German Health Interview and Examination Survey for Children and Adolescents 2003-2006 (KiGGS) included 17,641 individuals aged 0-17 years and their parents. Complete information on relevant variables was available for 6359 individuals in the 11-17 age group. The associations between nutrition indicators and parental education were analysed separately for boys and girls, using multivariate logistic regression analysis. Odds ratios (ORs) adjusted for age, region, income, occupation, physical activity and weight status related variables, were calculated for the associations between parental education and nutrition indicators. After full adjustment, higher parental education level was associated with lower energy-dense food intake - with an OR of 1.3 (95 % CI 1.0-1.7) for boys with secondary educated parents and 1.8 (1.4-2.3) for boys with tertiary educated parents compared to boys with primary educated parents; the corresponding ORs for girls were 1.2 (0.9-1.5) and 1.6 (1.2-2.2). Higher parental education was associated with higher fruit intake - with an OR of 1.3 (1.0-1.7) for boys with secondary educated parents and 2.0 (1.5-2.7) for boys with tertiary educated parents compared to boys with primary educated parents; the corresponding ORs for girls were 1.0 (0.8-1.4) and 1.5 (1.0-2.1). Among boys and girls with tertiary educated parents compared to those with primary educated parents an OR of 1.3 (CI boys: 1.0-1.7, CI girls: 1.0-1.6) was observed for high vegetable intake. Among boys with tertiary educated parents compared to boys with primary educated parents an OR of 1.6 (1

  2. Parent-Implemented Bedtime Fading and Positive Routines for Children with Autism Spectrum Disorders

    Science.gov (United States)

    Delemere, Emma; Dounavi, Katerina

    2018-01-01

    Sleep disorders affect a large portion of those with autism spectrum disorder. Behavioural interventions have been found to increase appropriate sleep behaviours. This study sought to examine the efficacy of two stimulus control interventions (bedtime fading and positive routines) on total sleep duration, sleep onset latency and frequency and…

  3. Cross-Contextual Variability in Parents' and School Tutors' Conflict Resolution Styles and Positive Development

    Science.gov (United States)

    Rodríguez-Ruiz, Beatriz; Rodrigo, María José; Martínez-González, Raquel-Amaya

    2015-01-01

    The authors examined how the variability in adult conflict resolution styles in family and school contexts was related to adolescents' positive development. Cluster analysis classified 440 fathers, 440 mothers, and 125 tutors into 4 clusters, based on self-reports of their conflict resolution styles. Adolescents exposed to Cluster 1 (inconsistency…

  4. Using Concept Mapping to Improve Parent Implementation of Positive Behavioral Interventions for Children with Challenging Behaviors

    Science.gov (United States)

    Alkahtani, Keetam D. F.

    2013-01-01

    Children's challenging behaviors can be addressed with effective interventions that can meet children's emotional needs and support their families. Positive Behavioral Interventions and Supports (PBIS) value the family involvement in the process of their child treatment. The intention of this study was to use concept mapping as an adjunct to PBIS…

  5. Pathways from Parental Stimulation of Children's Curiosity to High School Science Course Accomplishments and Science Career Interest and Skill

    Science.gov (United States)

    Gottfried, Adele Eskeles; Preston, Kathleen Suzanne Johnson; Gottfried, Allen W.; Oliver, Pamella H.; Delany, Danielle E.; Ibrahim, Sirena M.

    2016-01-01

    Curiosity is fundamental to scientific inquiry and pursuance. Parents are important in encouraging children's involvement in science. This longitudinal study examined pathways from parental stimulation of children's curiosity per se to their science acquisition (SA). A latent variable of SA was indicated by the inter-related variables of high…

  6. Influences on the Congruence between Parents' and Teachers' Ratings of Young Children's Social Skills and Problem Behaviors

    Science.gov (United States)

    Dinnebeil, Laurie A.; Sawyer, Brook E.; Logan, Jessica; Dynia, Jaclyn M.; Cancio, Edward; Justice, Laura M.

    2013-01-01

    A comprehensive research base exists concerning the congruence between parents' and teachers' ratings of the behavior of typically developing young children. However, little research has been conducted regarding the degree to which parents' and teachers' behavioral ratings of young children with disabilities are congruent. Additionally, previous…

  7. In Sync and in Control: A Meta-Analysis of Parent-Child Positive Behavioral Synchrony and Youth Self-Regulation.

    Science.gov (United States)

    Davis, Molly; Bilms, Joanie; Suveg, Cynthia

    2017-12-01

    A growing body of research has highlighted the connection between parent-child positive behavioral synchrony and youth self-regulation; however, this association has yet to be the focus of a meta-analytic review. Therefore, the present meta-analysis aimed to estimate the magnitude of the relation between parent-child positive behavioral synchrony and youth self-regulation and to identify moderator variables that can explain the variability in the degree of this association across the extant literature. A thorough literature search of two major databases, in addition to scanning the reference sections of relevant articles, yielded a total of 10 peer-reviewed articles (24 effect sizes, 658 children) that were eligible for inclusion in the current meta-analysis. Results from the overall mean effect size calculation using a random-effects model indicated that parent-child positive behavioral synchrony was significantly, positively correlated with youth self-regulation and the effect size was medium. Children's ages at the time of synchrony and self-regulation measurements, as well as parent gender, served as significant moderator variables. Findings from the present meta-analysis can help to refine existing theoretical models on the role of the parent-child relationship in youth adjustment. Prevention and intervention efforts may benefit from an increased emphasis on building parent-child positive behavioral synchrony to promote youth self-regulation and thus children's overall well-being. © 2016 Family Process Institute.

  8. Positive parenting predicts the development of adolescent brain structure: A longitudinal study

    Directory of Open Access Journals (Sweden)

    Sarah Whittle

    2014-04-01

    Full Text Available Little work has been conducted that examines the effects of positive environmental experiences on brain development to date. The aim of this study was to prospectively investigate the effects of positive (warm and supportive maternal behavior on structural brain development during adolescence, using longitudinal structural MRI. Participants were 188 (92 female adolescents, who were part of a longitudinal adolescent development study that involved mother–adolescent interactions and MRI scans at approximately 12 years old, and follow-up MRI scans approximately 4 years later. FreeSurfer software was used to estimate the volume of limbic-striatal regions (amygdala, hippocampus, caudate, putamen, pallidum, and nucleus accumbens and the thickness of prefrontal regions (anterior cingulate and orbitofrontal cortices across both time points. Higher frequency of positive maternal behavior during the interactions predicted attenuated volumetric growth in the right amygdala, and accelerated cortical thinning in the right anterior cingulate (males only and left and right orbitofrontal cortices, between baseline and follow up. These results have implications for understanding the biological mediators of risk and protective factors for mental disorders that have onset during adolescence.

  9. Positive parenting predicts the development of adolescent brain structure: a longitudinal study.

    Science.gov (United States)

    Whittle, Sarah; Simmons, Julian G; Dennison, Meg; Vijayakumar, Nandita; Schwartz, Orli; Yap, Marie B H; Sheeber, Lisa; Allen, Nicholas B

    2014-04-01

    Little work has been conducted that examines the effects of positive environmental experiences on brain development to date. The aim of this study was to prospectively investigate the effects of positive (warm and supportive) maternal behavior on structural brain development during adolescence, using longitudinal structural MRI. Participants were 188 (92 female) adolescents, who were part of a longitudinal adolescent development study that involved mother-adolescent interactions and MRI scans at approximately 12 years old, and follow-up MRI scans approximately 4 years later. FreeSurfer software was used to estimate the volume of limbic-striatal regions (amygdala, hippocampus, caudate, putamen, pallidum, and nucleus accumbens) and the thickness of prefrontal regions (anterior cingulate and orbitofrontal cortices) across both time points. Higher frequency of positive maternal behavior during the interactions predicted attenuated volumetric growth in the right amygdala, and accelerated cortical thinning in the right anterior cingulate (males only) and left and right orbitofrontal cortices, between baseline and follow up. These results have implications for understanding the biological mediators of risk and protective factors for mental disorders that have onset during adolescence. Copyright © 2013 The Authors. Published by Elsevier Ltd.. All rights reserved.

  10. Social Skills as a Mediator between Anxiety Symptoms and Peer Interactions among Children and Adolescents

    Science.gov (United States)

    Motoca, Luci M.; Williams, Sandra; Silverman, Wendy K.

    2012-01-01

    Objective The present study used a cross-sectional design to examine the relations among youth anxiety symptoms, positive and negative peer interactions, and social skills. Also examined was the mediating role of social skills in the relations between youth anxiety symptoms and positive and negative peer interactions. Youth sex and age were examined as moderators. Method The sample consisted of 397 children and adolescents (M = 10.11 years; 53.4% boys; 74.8% Hispanic Latino) referred to an anxiety disorders clinic. Anxiety symptoms, positive and negative peer interactions, and social skills were assessed using youth and parent ratings. Results Structural equation modeling results indicated that for youth ratings only, youth anxiety symptoms were negatively related to positive peer interactions controlling for primary social phobia and comorbid depressive disorders. For both youth and parent ratings, youth anxiety symptoms were positively related to negative peer interactions and negatively related to social skills. Also for both youth and parent ratings, social skills mediated the relations between youth anxiety symptoms and positive and negative peer interactions. For parent ratings only, the effects of youth anxiety symptoms and social skills on peer interactions were significantly moderated by youth age. Youth sex was not a significant moderator using youth and parent ratings. Conclusions Findings suggest difficulties with social skills and peer interactions are problematic features of youth referred for anxiety problems. Findings highlight the need to improve understanding of anxiety symptoms, social skills, and peer interactions in this population. PMID:22471319

  11. Social skills as a mediator between anxiety symptoms and peer interactions among children and adolescents.

    Science.gov (United States)

    Motoca, Luci M; Williams, Sandra; Silverman, Wendy K

    2012-01-01

    The present study used a cross-sectional design to examine the relations among youth anxiety symptoms, positive and negative peer interactions, and social skills. Also examined was the mediating role of social skills in the relations between youth anxiety symptoms and positive and negative peer interactions. Youth sex and age were examined as moderators. The sample consisted of 397 children and adolescents (M = 10.11 years; 53.4% boys; 74.8% Hispanic Latino) referred to an anxiety disorders clinic. Anxiety symptoms, positive and negative peer interactions, and social skills were assessed using youth and parent ratings. Structural equation modeling results indicated that for youth ratings only, youth anxiety symptoms were negatively related to positive peer interactions controlling for primary social phobia and comorbid depressive disorders. For both youth and parent ratings, youth anxiety symptoms were positively related to negative peer interactions and negatively related to social skills. Also for both youth and parent ratings, social skills mediated the relations between youth anxiety symptoms and positive and negative peer interactions. For parent ratings only, the effects of youth anxiety symptoms and social skills on peer interactions were significantly moderated by youth age. Youth sex was not a significant moderator using youth and parent ratings. Findings suggest that difficulties with social skills and peer interactions are problematic features of youth referred for anxiety problems. Findings highlight the need to improve understanding of anxiety symptoms, social skills, and peer interactions in this population.

  12. Associations between social cognition, skills, and function and subclinical negative and positive symptoms in 22q11.2 deletion syndrome

    DEFF Research Database (Denmark)

    Vangkilde, A; Jepsen, J M R; Schmock, H

    2016-01-01

    -related symptoms. The aims of this study were to conduct a comprehensive investigation of social impairments at three different levels (function, skill, and cognition) and their interrelationship and to determine to what degree the social impairments correlate to subclinical levels of negative and positive...... symptoms, respectively, in a young cohort of 22q11.2DS not diagnosed with schizophrenia. METHODS: The level of social impairment was addressed using questionnaires and objective measures of social functioning (The Adaptive Behavior Assessment System), skills (Social Responsiveness Scale), and cognition....... Association between social impairment and negative and positive symptoms levels was examined in cases only. RESULTS: Subjects with 22q11.2DS were highly impaired in social function, social skills, and social cognition (p ≤ 6.2 × 10(-9)) relative to control peers and presented with more negative (p = 5.8 × 10...

  13. Cognitive ability, parental socioeconomic position and internalising and externalising problems in adolescence: Findings from two European cohort studies

    International Nuclear Information System (INIS)

    Huisman, Martijn; Araya, Ricardo; Lawlor, Debbie A.; Ormel, Johan; Verhulst, Frank C.; Oldehinkel, Albertine J.

    2010-01-01

    We investigated whether cognitive ability (CA) may be a moderator of the relationship of parental socioeconomic position (SEP) with internalising and externalising problems in adolescents. We used data from two longitudinal cohort studies; the Avon Longitudinal Study of Parents and Children (ALSPAC) and the Tracking Adolescents' Individual Lives Survey (TRAILS). Indicators of SEP were mother's education and household income. CA was estimated with IQ scores, derived from the Wechsler Intelligence Scale for Children. Internalising and externalising problems were measured with the Strengths and Difficulties Questionnaire in ALSPAC and with the Child Behavior Checklist in TRAILS. Logistic regression analyses were used to estimate the relative index of inequality (RII) for each outcome; the RII provides the odds ratio comparing the most to least deprived for each measure of SEP. In fully adjusted models an association of mother's education with externalising problems was observed [ALSPAC RII 1.42 (95%CI: 1.01-1.99); TRAILS RII 2.21 (95%CI: 1.37-3.54)], and of household income with internalising and externalising problems [pooled ALSPAC and TRAILS internalising RII 1.30 (95%CI: 0.99-1.71); pooled ALSPAC and TRAILS externalising RII 1.38 (95%CI: 1.03-1.84)]. No consistent associations were observed between mother's education and internalising problems. Results of stratified analyses and interaction-terms showed no evidence that CA moderated the association of SEP with internalising or externalising problems.

  14. Enhancing the Emotional and Social Skills of the Youth to Promote their Wellbeing and Positive Development: A Systematic Review of Universal School-based Randomized Controlled Trials.

    Science.gov (United States)

    Sancassiani, Federica; Pintus, Elisa; Holte, Arne; Paulus, Peter; Moro, Maria Francesca; Cossu, Giulia; Angermeyer, Matthias C; Carta, Mauro Giovanni; Lindert, Jutta

    2015-01-01

    The acquisition of social and emotional skills is associated with positive youth development, character education, healthy lifestyle behaviours, reduction in depression and anxiety, conduct disorders, violence, bullying, conflict, and anger. School-based interventions aimed to enhance these skills go beyond a problem-focused approach to embrace a more positive view of health; they could also improve the youth's wellbeing. To describe the main features and to establish the effectiveness of universal school-based RCTs for children and the youth, aimed to promote their psychosocial wellbeing, positive development, healthy lifestyle behaviours and/or academic performance by improving their emotional and social skills. Systematic review by searching for relevant papers in PubMed/Medline with the following key words: "mental health" OR "wellbeing" OR "health promotion" OR "emotional learning" OR "social learning" OR "emotional and social learning" OR "positive youth development" OR "life skills" OR "life skills training" AND "school". Interval was set from January 2000 to April 2014. 1,984 papers were identified through the search. Out of them 22 RCTs were included. While most interventions were characterized by a whole-school approach and SAFE practices, few studies only used standardized measures to assess outcomes, or had collected follow-up data after ≥ 6 months. The results of all these trials were examined and discussed. Universal school-based RCTs to enhance emotional and social skills showed controversial findings, due to some methodological issues mainly. Nevertheless they show promising outcomes that are relatively far-reaching for children and youth wellbeing and therefore are important in the real world.

  15. The paediatrician and middle childhood parenting.

    Science.gov (United States)

    Wong, Peter D; Wong, Jonathan P; van den Heuvel, Meta; Feller, Andrea E; Silver-Cohen, Justine; Talarico, Susanna; Humphreys, Joanna; Ford-Jones, Lee

    2017-03-01

    The 'forgotten years' of middle childhood, from age 6 to 12, represent a critical period in child development. Emotional, social and physical development during this time have a lifelong impact on health and adult contributions to society. Mental health conditions have displaced physical illness as the leading childhood disability. Positive parenting can improve child behaviour, prevent early-onset conduct problems and provide a buffer from adverse childhood events resulting in decreased toxic stress and improved health. Medical homes can play a key role in supporting parents with positive parenting skills that are practical, evidence-based and useful in everyday life. Paediatricians need to explore the domains that promote healthy development, including caring environments, fundamental needs and nurturing relationships. Our objective is to promote high-quality positive parenting through middle childhood by identifying opportunities for paediatricians to frame parenting discussions in the context of development, behaviour and safety and to provide access to valuable parenting resources.

  16. Improving the Confidence of Pre-Adolescent Girls by Focusing on the Development of Positive Self-Esteem, Body Image, and Assertiveness Skills.

    Science.gov (United States)

    Combes, Alice S.

    This practicum was designed to focus on: (1) the improvement of the confidence of pre-adolescent girls; (2) the establishment of a positive body image; and (3) the strengthening of assertiveness skills. The writer worked in a group of 20 girls over a period of 8 months using exercises designed to facilitate their growth. A curriculum was developed…

  17. Adolescent Age Moderates Genetic and Environmental Influences on Parent-Adolescent Positivity and Negativity: Implications for Genotype-Environment Correlation

    Science.gov (United States)

    Marceau, Kristine; Knopik, Valerie S.; Neiderhiser, Jenae M.; Lichtenstein, Paul; Spotts, Erica L.; Ganiban, Jody M.; Reiss, David

    2015-01-01

    In the present study we examined how genotype-environment correlation processes differ as a function of adolescent age. We tested whether adolescent age moderates genetic and environmental influences on positivity and negativity in mother-adolescent and father-adolescent relationships using parallel samples of twin parents from the Twin and Offspring Study in Sweden and twin/sibling adolescents from the Nonshared Environment in Adolescent Development Study. We inferred differences in the role of passive and non-passive genotype-environment correlation based on biometric moderation findings. Findings indicated that non-passive rGE played a stronger role for positivity in mother- and father- adolescent relationships in families with older adolescents than families with younger adolescents, and that passive rGE played a stronger role for positivity in the mother-adolescent relationship in families with younger adolescents than in families with older adolescents. Implications of these findings for the timing and targeting of interventions on family relationships are discussed. PMID:25924807

  18. Children's Expressions of Positive Emotion Are Sustained by Smiling, Touching, and Playing with Parents and Siblings: A Naturalistic Observational Study of Family Life

    Science.gov (United States)

    Bai, Sunhye; Repetti, Rena L.; Sperling, Jacqueline B.

    2016-01-01

    Research on family socialization of positive emotion has primarily focused on the infant and toddler stages of development, and relied on observations of parent-child interactions in highly structured laboratory environments. Little is known about how children's spontaneous expressions of positive emotion are maintained in the uncontrolled…

  19. A Systematic Review of the Literature on Parenting of Young Children with Visual Impairments and the Adaptions for Video-Feedback Intervention to Promote Positive Parenting (VIPP)

    NARCIS (Netherlands)

    van den Broek, Ellen G. C.; van Eijden, Ans J P M; Overbeek, Mathilde M.; Kef, Sabina; Sterkenburg, Paula S.; Schuengel, Carlo

    Secure parent-child attachment may help children to overcome the challenges of growing up with a visual or visual-and-intellectual impairment. A large literature exists that provides a blueprint for interventions that promote parental sensitivity and secure attachment. The Video-feedback

  20. The Effectiveness of Social Skills Training by Cognitive-Behavioral Group in the Increase of Girls’ Self-Esteem and Assertiveness with Addicted Parents

    Directory of Open Access Journals (Sweden)

    Maryam Esmaeili

    2011-02-01

    Full Text Available Objective: The aim of the study was the survey of social skills training by cognitive behavioral group in the increase of girls’ self-esteem and assertiveness with addicted parents in Isfahan. Method: 20 students with addicted parents who had the lowest rate of assertiveness were selected by semi-experimental method in third to fifth grades. Randomly research projects pre-test-post-test control group. Questionnaire to measure assertiveness and assertiveness Gmbryl and Richie Esteem Questionnaire to measure students' self-esteem was used. After the pre-test training program assertiveness over 10 weeks, each week, one session, lasting from one hour and half and at the end of the test was performed after 40 days in both groups re-testing were results using software spss case were analyzed by descriptive statistical methods and two-factor analysis of variance with repeated measures on one factor was used. Results: The results showed that participants in the program and self-assertiveness therapy increased. These results were confirmed in a follow up phase. Conclusion: the training of social skills speeds up assertiveness and self-esteem of students.

  1. The evolution of parental self-efficacy in knowledge and skill in the home care of preterm infants

    Directory of Open Access Journals (Sweden)

    Nicolette Anne Ribeiro

    2017-01-01

    Full Text Available Background: The American Academy of Pediatrics recommends the consideration of the ability and confidence of a caregiver to take care of a preterm infant before discharge (D/C.Objective: To identify how parental self-efficacy as measured by the Infant Care Survey (ICS evolves during their preterm child’s Neonatal Intensive Care Unit (NICU admission, and to identify conditions associated with caregiver confidence.Methods: Prospective cohort study involving parents of infants ≤ 32 weeks gestation who were enrolled between 10-20 days of their infant’s life. Parent/infant demographic, pregnancy, NICU, and D/C data was collected. Parents responded to the ICS at enrollment and D/C. Enrollment and D/C ICS scores were compared to one another using a Paired Samples t-test to assess the change in scores over time. Further, conditions which are thought to affect self-efficacy were compared to enrollment, D/C, and the change in total ICS scores to assess for correlations.Results: Total ICS scores showed significant improvement from enrollment to D/C: (188.3 ± 60.5 vs. 235.9 ± 20.9. When comparing caregivers who did not have other children in the home to parents who did, caregivers without previous children had significantly lower ICS scores at enrollment (149.8 ± 64.0 vs. 221.7 ± 31.2; however, D/C ICS scores were similar (228.7 ± 23.1 vs. 242.1 ± 17.2. This was the result of a more profound improvement in self-efficacy amongst first time parents during their child’s NICU admission (79.0 ± 68.1 vs. 20.3 ± 35.2.Conclusion: Despite the stress and anxiety of having a child in the NICU, parental self-efficacy is likely to significantly improve during their child’s hospitalization. This was most evident amongst first time parents. We suspect that parental participation in their infant’s care and formal educational opportunities contribute to improvement in confidence over time.

  2. A smartphone-based ecological momentary assessment of parental behavioral consistency: Associations with parental stress and child ADHD symptoms.

    Science.gov (United States)

    Li, James J; Lansford, Jennifer E

    2018-04-02

    Inconsistent parental discipline is a robust correlate of child attention-deficit/hyperactivity disorder (ADHD) symptoms, but few studies have considered the role of inconsistent positive parenting on ADHD, as well as the effects of stress on negative and positive parental consistency. This study advanced a novel ecological momentary assessment (EMA) using participant smartphones to measure parental consistency, and examined its associations with family, social, and parenting-related dimensions of stress and child ADHD symptoms. Participants were 184 kindergartners with and without ADHD and their parents. Harsh and warm dimensions of parental behavior were assessed using questionnaires, observations, and an EMA administered through parents' smartphones, which measured parent-child behaviors every day for a period of 1 week. Family, social, and parenting-related stress were assessed from questionnaires, and child ADHD symptoms were assessed from a fully structured diagnostic interview with the parent. Child ADHD symptoms were associated with variability in warm parenting behaviors, and higher levels of parenting-related stress were related to greater variability in harsh parenting behaviors. No significant interactions were detected between parental stress and child ADHD on parental variability. These findings suggest that different factors influence the consistency in parenting behavior, depending on whether positive parenting or negative parenting is assessed. Parent-based treatment programs for children with ADHD should include a stronger focus on reducing stress from parenting (e.g., teaching coping skills for parents), as this may lead to greater consistency in parental behavior more generally, and presumably better child outcomes. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  3. Improving Diabetes-Related Parent-Adolescent Communication With Individualized Feedback.

    Science.gov (United States)

    May, Dana K K; Ellis, Deborah A; Cano, Annmarie; Dekelbab, Bassem

    2017-11-01

    To pilot a brief individualized feedback intervention to improve the communication skills of parents with an adolescent with type 1 diabetes. Parent-adolescent dyads (N = 79) discussed a diabetes-related problem, while an interventionist rated the parent's communication skills to give feedback to the parents. Parents were then randomized to a brief feedback session to target person-centered communication skills or an educational session. Dyads discussed another diabetes care problem to assess for change in communication skills. Independent raters coded parent communication skills from video recordings to rate behaviors in the service of examining possible changes in communication skills. Dyads completed ratings of perceived closeness and empathy after each conversation. Controlling for overall positive communication at baseline, parents who received feedback showed more improvement in specific person-centered communication skills than parents in the control group. Adolescents in the feedback group reported greater increases in parental empathy and intimacy from pre- to postmanipulation than the control. The feedback intervention showed preliminary efficacy for increasing person-centered communication skills and perceived empathy and intimacy. © The Author 2017. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

  4. The Chicago Parent Program: Comparing 1-Year Outcomes for African American and Latino Parents of Young Children

    Science.gov (United States)

    Breitenstein, Susan M.; Gross, Deborah; Fogg, Louis; Ridge, Alison; Garvey, Christine; Julion, Wrenetha; Tucker, Sharon

    2012-01-01

    Data were merged from two prevention randomized trials testing 1-year outcomes of a parenting skills program, the Chicago Parent Program (CPP), and comparing its effects for African-American (n=291) versus Latino (n=213) parents and their preschool children. Compared to controls, intervention parents had improved self-efficacy, used less corporal punishment and more consistent discipline, and demonstrated more positive parenting. Intervention children had greater reductions in behavior problems based on parent-report, teacher-report, and observation. Although improvements from CPP were evident for parents in both racial/ethnic groups, Latino parents reported greater improvements in their children’s behavior and in parenting self-efficacy but exhibited greater decreases in praise. Findings support the efficacy of the CPP for African American and Latino parents and young children from low-income urban communities. PMID:22622598

  5. Effects of preventive family service coordination for parents with mental illnesses and their children, a RCT.

    Science.gov (United States)

    Wansink, Henny J; Janssens, Jan M A M; Hoencamp, Erik; Middelkoop, Barend J C; Hosman, Clemens M H

    2015-06-01

    Children of parents with a mental illness (COPMI) are at increased risk for developing psychiatric disorders, especially when parenting is compromised by multiple risk factors. Due to fragmented services, these families often do not get the support they need. Can coordination between services, as developed in the Preventive Basic Care Management (PBCM) program, improve parenting and prevent child behavioral problems? This randomized controlled clinical trial (RCT) compared the effectiveness of PBCM with a control condition. Ninety-nine outpatients of a community mental health center were randomized to intervention or control. Primary outcomes included parenting quality (assessed by the HOME instrument), parenting skills (parenting skills subscale of FFQ), and parenting stress (PDH). Secondary outcomes are child behavioral problems (SDQ). Outcomes were assessed at baseline and after 9 and 18 months. Effects were analyzed by Repeated Measures Analysis of Variance. Most families were single-parent families belonging to ethnic minorities. The results of the first RCT on effects of PBCM suggest that this intervention is feasible and has a positive effect on parenting skills. There was no evidence for effects on the quality of parenting and parenting stress, nor preventive effects on child behavioral problems. Replication studies in other sites, with more power, including monitoring of the implementation quality and studying a broader palette of child outcomes are needed to confirm the positive effects of PBCM. Long-term prospective studies are needed to investigate if improved parenting skills lead to positive effects in the children in the long run. (c) 2015 APA, all rights reserved).

  6. Associations between general parenting styles and specific food-related parenting practices and children's food consumption.

    Science.gov (United States)

    Vereecken, Carine; Legiest, Erwin; De Bourdeaudhuij, Ilse; Maes, Lea

    2009-01-01

    Explore the impact of general parenting style and specific food-related parenting practices on children's dietary habits. Cross-sectional study of sixth graders and their parents. Data were gathered (in 2003) in 69 of 100 randomly selected elementary schools in Belgium. All sixth graders (N = 1957) were invited to participate; 82.4% of their parents gave consent and completed questionnaires, resulting in 1614 parent-child pairs. Children's consumption of breakfast, fruit, vegetables, soft drinks, and sweets was assessed by self-administered food frequency questionnaires. Parents completed questionnaires on sociodemographic characteristics, general parenting styles (authoritarian, authoritative, indulgent, or neglecting) and specific food-related parenting practices (pressure, reward, encouragement through negotiation, catering on children's demands, permissiveness, avoiding negative modeling, and praise). Logistic regression analyses were performed, with general parenting style and specific food-related parenting practices as predictors and dietary habits as dependent variables, controlling for sociodemographic characteristics and children's weight status. General parenting style did not show any significant impact on dietary habits. In contrast, the food-related parenting practice "encouragement through negotiation" showed a significant positive impact, whereas "pressure," "catering on demand," and "permissiveness" were practices with an unhealthy impact. Nutrition education programs that guide parents in firm but not coercive food parenting skills are likely to have a positive impact upon children's dietary habits.

  7. Attention deficit/hyperactivity disorder blame game: a study on the positioning of professionals, teachers and parents.

    Science.gov (United States)

    Frigerio, Alessandra; Montali, Lorenzo; Fine, Michelle

    2013-11-01

    Attention deficit/hyperactivity disorder is currently the most debated childhood psychiatric diagnosis. Given the circulation of competing perspectives about the 'real' causes of children's behaviour and the 'best' way to treat them, we aim to analyse the interactions of the central social actors' discourses about attention deficit/hyperactivity disorder children within the Italian context. Adopting a multi-method approach, we focus on the polyphonic chorus of voices surrounding the child, studying the discourses of mental health professionals, teachers and parents. These actors are representative of three contexts that are deeply engaged with attention deficit/hyperactivity disorder: medical institutions, schools and families. Our theoretical and methodological approach integrates positioning theory, the Bakhtinian notion of dialogical thinking and discourse analysis to study stakeholders' reflexive and interactive positioning in terms of the attribution of rights, duties, responsibilities and power issues. The results show that mutual blame is a constitutive element of relational dynamics among the key adults surrounding attention deficit/hyperactivity disorder children. We argue that these conflicting relationships are not merely related to the debate regarding the validity of the attention deficit/hyperactivity disorder diagnosis. Rather, the mutual blame centres on questions of compliance, recognition of authority and morality. Through the blame game, adults negotiate their own and others' subjectivity in ways that simultaneously (re)produce power relationships and resistance efforts.

  8. Comparison of global positioning system (GPS) tracking and parent-report diaries to characterize children's time-location patterns.

    Science.gov (United States)

    Elgethun, Kai; Yost, Michael G; Fitzpatrick, Cole T E; Nyerges, Timothy L; Fenske, Richard A

    2007-03-01

    Respondent error, low resolution, and study participant burden are known limitations of diary timelines used in exposure studies such as the National Human Exposure Assessment Survey (NHEXAS). Recent advances in global positioning system (GPS) technology have produced tracking devices sufficiently portable, functional and affordable to utilize in exposure assessment science. In this study, a differentially corrected GPS (dGPS) tracking device was compared to the NHEXAS diary timeline. The study also explored how GPS can be used to evaluate and improve such diary timelines by determining which location categories and which respondents are least likely to record "correct" time-location responses. A total of 31 children ages 3-5 years old wore a dGPS device for all waking hours on a weekend day while their parents completed the NHEXAS diary timeline to document the child's time-location pattern. Parents misclassified child time-location approximately 48% of the time using the NHEXAS timeline in comparison to dGPS. Overall concordance between methods was marginal (kappa=0.33-0.35). The dGPS device found that on average, children spent 76% of the 24-h study period in the home. The diary underestimated time the child spent in the home by 17%, while overestimating time spent inside other locations, outside at home, outside in other locations, and time spent in transit. Diary data for time spent outside at home and time in transit had the lowest response concordance with dGPS. The diaries of stay-at-home mothers and mothers working unskilled labor jobs had lower concordance with dGPS than did those of the other participants. The ability of dGPS tracking to collect continuous rather than categorical (ordinal) data was also demonstrated. It is concluded that automated GPS tracking measurements can improve the quality and collection efficiency of time-location data in exposure assessment studies, albeit for small cohorts.

  9. Using mobile health technology to improve behavioral skill implementation through homework in evidence-based parenting intervention for disruptive behavior disorders in youth: study protocol for intervention development and evaluation

    OpenAIRE

    Chacko, Anil; Isham, Andrew; Cleek, Andrew F.; McKay, Mary M.

    2016-01-01

    Background Disruptive behavior disorders (DBDs) (oppositional defiant disorder (ODD) and conduct disorder (CD)) are prevalent, costly, and oftentimes chronic psychiatric disorders of childhood. Evidence-based interventions that focus on assisting parents to utilize effective skills to modify children?s problematic behaviors are first-line interventions for the treatment of DBDs. Although efficacious, the effects of these interventions are often attenuated by poor implementation of the skills ...

  10. Soft skills, hard skills, and individual innovativeness

    DEFF Research Database (Denmark)

    Hendarman, Achmad Fajar; Cantner, Uwe

    2018-01-01

    of Indonesian firms from different industries are used from an online survey on manager and worker perceptions related to individual innovation performance on the one hand and individual skills on the other hand. The results show that soft skills and hard skills are significantly and positively associated...... with individual level innovativeness. However, no complementarity (positive interaction effect) is found between soft skills and hard skills....

  11. Communication skills training in oncology: a position paper based on a consensus meeting among European experts in 2009.

    NARCIS (Netherlands)

    Stiefel, F.; Barth, J.; Bensing, J.; Fallowfield, L.; Jost, L.; Razavi, D.; Kiss, A.

    2010-01-01

    BACKGROUND: Communication in cancer care has become a major topic of interest. Since there is evidence that ineffective communication affects both patients and oncology clinicians (physicians and nurses), so-called communication skills trainings (CSTs) have been developed over the last decade. While

  12. Re-Positioning Australia's International Education in Global Knowledge Economies: Implications of Shifts in Skilled Migration Policies for Universities

    Science.gov (United States)

    Gribble, Cate; Blackmore, Jill

    2012-01-01

    In recent times, many key host nations have made it easier for foreign graduates to migrate after graduation. These students are often considered ideal migrants, possessing local qualifications along with a degree of acculturation, language skills and, in many cases, relevant local work experience. For the student, the opportunity to obtain…

  13. Child, family and environmental correlates of children's motor skill proficiency.

    Science.gov (United States)

    Barnett, Lisa; Hinkley, Trina; Okely, Anthony D; Salmon, Jo

    2013-07-01

    To identify factors associated with children's motor skills. Cross-sectional. Australian preschool-aged children were recruited in 2009 as part of a larger study. Parent proxy-report of child factors (age, sex, parent perception of child skill, participation in unstructured and structured activity), self-report of parent factors (confidence in their own skills to support child's activity, parent-child physical activity interaction, parent physical activity) and perceived environmental factors (play space visits, equipment at home) were collected. Moderate to vigorous physical activity (MVPA) (ActiGraph GT1M accelerometer) and motor skills (Test of Gross Motor Development-2) were also assessed. After age adjustment, variables were checked for association with raw object control and locomotor scores. Variables with associations of pobject control as respective outcome variables. Motor skills were assessed for 76 children (42 female), mean [SD] age=4.1 [0.68]; 71 completed parent proxy-report and 53 had valid MVPA data. Child age, swimming lessons, and home equipment were positively associated explaining 20% of locomotor skill variance, but only age was significant (β=0.36, p=0.002). Child age and sex, unstructured activity participation, MVPA%, parent confidence, home equipment (all positively associated), and dance participation (inversely associated) explained 32% object control variance. But only age (β=0.67, p<0.0001), MVPA% (β=0.37, p=0.038) and no dance (β=-0.34, p=0.028) were significant. Motor skill correlates differ according to skill category and are context specific with child level correlates appearing more important. Copyright © 2012 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

  14. The Duration of Paid Parental Leave and Children's Scholastic Performance

    OpenAIRE

    Liu, Qian; Nordström Skans, Oskar

    2009-01-01

    We study how the duration of paid parental leave affects the accumulation of cognitive skills among children. We use a reform which extended parental leave benefits from 12 to 15 months for Swedish children born after August 1988 to evaluate the effects of prolonged parental leave on children's test scores and grades at age 16. We show that, on average, the reform had no effect on children's scholastic performance. However, we do find positive effects for children of well-educated mothers, a ...

  15. Parents' employment and children's wellbeing.

    Science.gov (United States)

    Heinrich, Carolyn J

    2014-01-01

    Since modern welfare reform began in the 1980s, we have seen low-income parents leave the welfare rolls and join the workforce in large numbers. At the same time, the Earned Income Tax Credit has offered a monetary incentive for low-income parents to work. Thus, unlike some of the other two-generation mechanisms discussed in this issue of Future of Children, policies that encourage low-income parents to work are both widespread and well-entrenched in the United States. But parents' (and especially mothers') work, writes Carolyn Heinrich, is not unambiguously beneficial for their children. On the one hand, working parents can be positive role models for their children, and, of course, the income they earn can improve their children's lives in many ways. On the other hand, work can impair the developing bond between parents and young children, especially when the parents work long hours or evening and night shifts. The stress that parents bring home from their jobs can detract from their parenting skills, undermine the atmosphere in the home, and thereby introduce stress into children's lives. Unfortunately, it is low-income parents who are most likely to work in stressful, low-quality jobs that feature low pay, little autonomy, inflexible hours, and few or no benefits. And low-income children whose parents are working are more likely to be placed in inadequate child care or to go unsupervised. Two-generation approaches, Heinrich writes, could maximize the benefits and minimize the detriments of parents' work by expanding workplace flexibility, and especially by mandating enough paid leave so that mothers can breastfeed and form close bonds with their infants; by helping parents place their children in high-quality child care; and by helping low-income parents train for, find, and keep a well-paying job with benefits.

  16. A Family Focused Randomized Controlled Trial to Prevent Adolescent Alcohol and Tobacco Use: The Moderating Roles of Positive Parenting and Adolescent Gender

    Science.gov (United States)

    Jones, Deborah J.; Olson, Ardis L.; Forehand, Rex; Gaffney, Cecelia A.; Zens, Michael S.; Bau, J. J.

    2005-01-01

    Four years of longitudinal data from 2,153 families with a 5th- or 6th-grade preadolescent participating in a family-focused pediatric primary-care-based prevention program were used to examine whether prevention effects were moderated by positive parenting and/or adolescent gender. Alcohol and tobacco use, internalizing problems, and…

  17. Early intervention influences positively quality of life as reported by prematurely born children at age nine and their parents; a randomized clinical trial.

    Science.gov (United States)

    Landsem, Inger Pauline; Handegård, Bjørn Helge; Ulvund, Stein Erik; Kaaresen, Per Ivar; Rønning, John A

    2015-02-22

    The Tromsø Intervention Study on Preterms evaluates an early, sensitizing intervention given to parents of prematurely born children (birth-weight influence of the intervention on children's self-reported and parental proxy-reported quality of life (QoL) at children's age of nine. Participants were randomized to either intervention (PI, n = 72) or preterm control (PC, n = 74) in the neonatal care unit, while healthy term-born infants were recruited to a term reference group (TR, n = 75). The intervention was a modified version of the Mother-Infant Transaction Program, and comprised eight one-hour sessions during the last week before discharge and four home visits at 1, 2, 4 and 12 weeks post-discharge. The two control groups received care in accordance with written guidelines drawn up at the hospital. Participants and parents reported QoL independently on the Kinder Lebensqualität Fragebogen (KINDL) questionnaire. Differences between groups were analyzed by SPSS; Linear Mixed Models and parent-child agreement were analyzed and compared by intra-class correlations within each group. On average, children in all groups reported high levels of well-being. The PI children reported better physical well-being than the PC children (p = 0.002). In all other aspects of QoL both the PI and the PC children reported at similar levels as the term reference group. PI parents reported better emotional wellbeing (p = 0.05) and a higher level of contentment in school (p = 0.003) compared with PC parents. Parent-child agreement was significantly weaker in the PI group than in the PC group on dimensions such as emotional well-being and relationships with friends (p parents reported QoL similar to parents of terms on all aspects except the subscale self-esteem, while PC parents generally reported moderately lower QoL than TR parents. This early intervention appears to have generated long-lasting positive effects, improving perceived physical well

  18. Positive parenting mitigates the effects of poor self-regulation on BMI trajectories from age 4 to 15 years

    Science.gov (United States)

    Connell, Lauren E.; Francis, Lori A.

    2014-01-01

    Objective This study sought to determine whether parenting style moderated the effects of delay of gratification on BMI trajectories from age 4 to 15 years. Methods Longitudinal data were analyzed on 778 children drawn from the Study of Early Child Care and Youth Development. Parenting style (authoritative, authoritarian, permissive, neglectful) was created from measures of mothers’ sensitivity and expectations for self-control when children were age 4 years. Self-regulation was also measured at 4 years using a well-known delay of gratification protocol. BMI was calculated from measured height and weight at each time point. Mixed modeling was used to test the interaction of parenting styles and ability to delay gratification on BMI trajectories from 4 to 15 years. Results There was a significant interaction effect of parenting and ability to delay on BMI growth from 4 to 15 years for boys. Boys who had authoritarian mothers and failed to delay gratification had a significantly steeper rate of growth in BMI from childhood through adolescence than children in any other parenting x delay group. Conclusions Authoritative and permissive parenting styles were protective against more rapid BMI gains for boys who could not delay gratification. Ability to delay gratification was protective against BMI gains for boys who had parents with authoritarian or neglectful parenting styles. PMID:23977874

  19. Effortful Control and Parents' Emotion Socialization Patterns Predict Children's Positive Social Behavior: A Person-Centered Approach

    Science.gov (United States)

    Miller, Rachel L.; Dunsmore, Julie C.; Smith, Cynthia L.

    2015-01-01

    Research Findings: We examined relations of effortful control with parent emotion socialization practices and child social behavior using a person-centered approach in children ages 18 months to 5 years. A total of 76 parents (66 mothers, 10 fathers) completed questionnaires at screening and 6-month follow-up. There were no age differences in…

  20. Maternal Depression and Early Positive Parenting Predict Future Conduct Problems in Young Children with Attention-Deficit/Hyperactivity Disorder

    Science.gov (United States)

    Chronis, Andrea M.; Lahey, Benjamin B.; Pelham, William E., Jr.; Williams, Stephanie Hall; Baumann, Barbara L.; Kipp, Heidi; Jones, Heather A.; Rathouz, Paul J.

    2007-01-01

    Children with attention-deficit/hyperactivity disorder (ADHD) are at risk for adverse outcomes such as substance abuse and criminality, particularly if they develop conduct problems. Little is known about early predictors of the developmental course of conduct problems among children with ADHD, however. Parental psychopathology and parenting

  1. Increasing Parent and Caregiver Understanding of the Power of Positive Interactions in Promoting Prosocial Behaviour in Young Children.

    Science.gov (United States)

    Thompson, Pamela

    The goal of the project presented in the practicum was to help parents develop competencies in interacting with their children in ways which foster self esteem and cooperative behavior. The objectives of the practicum included, first, increasing parents' knowledge of: (1) the factors leading to high self esteem and cooperative behavior; (2) the…

  2. The importance and development of ball control and (self-reported) self-regulatory skills in basketball players for different positions.

    Science.gov (United States)

    Te Wierike, Sanne Cornelia Maria; Huijgen, Barbara Catharina Helena; Jonker, Laura; Elferink-Gemser, Marije Titia; Visscher, Chris

    2018-03-01

    This study first investigated the importance of ball control and (self-reported) self-regulatory skills in achieving the elite level in basketball. The second aim was to gain insight into the development of, and association between ball control and (self-reported) self-regulatory skills that contribute to achieving the elite level, with taking into account positional differences. Talented male players (N = 73; age 16.56 ± 1.96) completed the STARtest to measure ball control and a questionnaire to measure (self-reported) self-regulation from 2008-2012. Results showed that (self-reported) reflective skills were most important to achieve the elite level (OR = 11.76; P self-reported) reflection over time for guards, forwards, and centers. Improvement in ball control was evident for guards (r = -0.65; P self-reported) reflection and ball control, i.e., higher reflection was related to better ball control (guards r = -0.19; forwards r = -0.18) in contrast to centers (r = 0.34). It is concluded that (self-reported) reflective skills are important to achieve the elite level, while ball control seems especially important for guards.

  3. Effectiveness of mindfulness-based interventions on quality of life and positive reappraisal coping among parents of children with autism spectrum disorder.

    Science.gov (United States)

    Rayan, Ahmad; Ahmad, Muayyad

    2016-08-01

    Previous research has supported mindfulness-based interventions (MBIs) to enhance quality of life (QOL) in different populations, but no studies have been found to examine the effectiveness of MBIs on QOL among parents of children with ASD. The purpose of the current study was to examine the effectiveness of brief MBI on perceived QOL and positive stress reappraisal (PSR) among parents of children with ASD. A quasi-experimental, with nonequivalent control group design was used. One hundred and four parents of children with ASD were equally assigned to the intervention and control groups. The study groups were matched on measures of their gender and age, and level of severity of ASD in children. The intervention group participated in MBI program for 5 weeks, while the control group had not attended the program. After the intervention program, results of paired samples t-test indicated that parents in the intervention group demonstrated significant improvements in measures of psychological health domain of QOL, social health domain of QOL, mindfulness, and positive stress reappraisal with medium to large effect size (P<0.01). The control group demonstrated improvement in measures of the dependent variables with small effect size. MBI is culturally adaptable, acceptable, and effective method to improve QOL and PSR in parents of children with ASD. Copyright © 2016 Elsevier Ltd. All rights reserved.

  4. Efficacy of the Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline in Twin Families (VIPP-Twins): Study protocol for a randomized controlled trial.

    Science.gov (United States)

    Euser, Saskia; Bakermans-Kranenburg, Marian J; van den Bulk, Bianca G; Linting, Mariëlle; Damsteegt, Rani C; Vrijhof, Claudia I; van Wijk, Ilse C; Crone, Eveline A; van IJzendoorn, Marinus H

    2016-06-06

    Intervention programs with the aim of enhancing parenting quality have been found to be differentially effective in decreasing negative child outcomes such as externalizing behavioral problems, resulting in modest overall effect sizes. Here we present the protocol for a randomized controlled trial to examine the efficacy of the Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline for Twin Families (VIPP-Twins) on parenting quality and children's behavioral control and social competence. In addition, we aim to test the differential susceptibility theory; we examine differential efficacy of the intervention based on genetic make-up or temperament for both parents and children. Lastly, we explore neurobiological mechanisms underlying intervention effects on children's developmental outcomes. The original VIPP-SD was adapted for use in families with twins. The VIPP-Twins consists of five biweekly sessions in which the families are visited at home, parent-child interactions are videotaped and parents receive positive feedback on selected video fragments. Families (N = 225) with a same sex twin (mean age = 3.6 years) were recruited to participate in the study. The study consists of four assessments. After two baseline assessments in year 1 and year 2, a random 40 % of the sample will receive the VIPP-Twins program. The first post-test assessment will be carried out one month after the intervention and there will be a long term follow-up assessment two years after the intervention. Measures include observational assessments of parenting and children's social competence and behavioral control, and neurobiological assessments (i.e., hormonal functioning and neural (re-)activity). Results of the study will provide insights in the efficacy of the VIPP-Twins and reveal moderators and mediators of program efficacy. Overall the randomized controlled trial is an experimental test of the differential susceptibility theory. Dutch Trial

  5. Does Parental Educational Level Predict Drop-Out from Upper Secondary School for 16- to 24-Year-Olds when Basic Skills Are Accounted For? A Cross Country Comparison

    Science.gov (United States)

    Lundetrae, Kjersti

    2011-01-01

    Drop-out from upper secondary school is considered a widespread problem, closely connected with youth unemployment. The aim of the current study was to examine whether parents' level of education predicted drop-out for 16-24-year-olds when accounting for basic skills. For this purpose, data from the Norwegian (n = 996) and American (n = 641)…

  6. The views of parents who experience intergenerational poverty on parenting and play: a qualitative analysis.

    Science.gov (United States)

    Smith, R L; Stagnitti, K; Lewis, A J; Pépin, G

    2015-11-01

    There is minimal literature on how parents experiencing intergenerational poverty view their role as parents and the value they place on children's play. The objective of this study was to examine how these parents view their parenting role and their beliefs about children's play. Thirteen mothers of preschool-aged children who experienced intergenerational poverty were recruited to the study. Semi-structured interviews were conducted and were analysed using interpretive phenomenological analysis. Parents described their role as guiding their children to become 'good' people, to teach them skills and provide a routine within the home. There were two disconnections in the data including the view that whilst parenting was hard and lonely, it was also a private matter and participants preferred not to seek support. A second disconnection was in terms of their beliefs about play. Parents believed that whilst play was valuable to their child's development, it was not their role to play with children. However, if parents did play with their child, they noticed positive changes in their child's behaviour. The views of parents who experienced intergenerational poverty were similar to other reported findings in parenting studies. However, the current sample differed on not seeking help for support as well as not seeing their role as playing with their children, even though occasions of joining their child in play were associated with a positive change in their relationship with their child. This has implications for communicating about parenting issues with parents who have experienced intergenerational poverty. © 2015 John Wiley & Sons Ltd.

  7. Parent Management of Organization, Time Management, and Planning Deficits among Adolescents with ADHD.

    Science.gov (United States)

    Sibley, Margaret H; Campez, Mileini; Perez, Analay; Morrow, Anne S; Merrill, Brittany M; Altszuler, Amy R; Coxe, Stefany; Yequez, Carlos E

    2016-06-01

    Organization, Time Management, and Planning (OTP) problems are a key mechanism of academic failure for adolescents with ADHD. Parents may be well positioned to promote remediation of these deficits; yet, almost nothing is known about OTP management behaviors among parents of middle and high school students with ADHD. In a sample of 299 well-diagnosed adolescents with ADHD, a measure of parental OTP management was psychometrically validated. Latent Class Analysis was conducted to detect distinct patterns of parental OTP management and yielded four unique classes: Parental Control (18.7 %), Parent-Teen Collaboration (20.4 %), Homework Assistance (20.4 %), and Uninvolved (40.5 %). Logistic Regression analyses indicated that maladaptive parental OTP strategies were related to higher levels of parent and adolescent psychopathology. Parental OTP management did not relate to current adolescent OTP skills or GPA, indicating that parents did not select OTP management strategies in immediate response to adolescent functioning. Implications for parent-directed intervention are discussed.

  8. Parenting as a Mechanism of Change in Psychosocial Treatment for Youth with ADHD, Predominantly Inattentive Presentation.

    Science.gov (United States)

    Haack, Lauren M; Villodas, Miguel; McBurnett, Keith; Hinshaw, Stephen; Pfiffner, Linda J

    2017-07-01

    We investigated whether parenting and child behavior improve following psychosocial treatment for Attention-Deficit/Hyperactivity Disorder, Predominantly Inattentive Presentation (ADHD-I) and whether parenting improvements mediate child outcomes. We analyzed data from a randomized clinical trial investigating the efficacy of a multicomponent psychosocial intervention (Child Life and Attention Skills, CLAS, n = 74) in comparison to Parent-Focused Treatment (PFT, n = 74) and treatment as usual (TAU, n = 51) for youth with ADHD-I (average child age = 8.6 years, range 7-11 years, 58 % boys). Child and parent/family functioning were assessed prior to treatment, immediately following treatment, and at follow-up into the subsequent school year using parent and teacher reports of inattention, organization, social skills, academic competency (teachers only), parenting daily hassles, and positive and negative parenting behaviors (parents only). Both treatment groups improved on negative parenting and home impairment, but only CLAS families also improved on positive parenting as well as academic impairment. Improvements in positive and negative parenting mediated treatment effects on child impairment independent of improvements in child inattention, implicating parenting as an important mechanism of change in psychosocial treatment for ADHD-I. Further, whereas parent-focused training produces improvements in negative parenting and impairment at home for children with ADHD-I, a multicomponent approach (incorporating child skills training and teacher consultation) more consistently produces improvements at school and in positive parenting, which may contribute to improvements in social skills into the next school year.

  9. Web-Based Parenting Support: Development of the COPING Confident Parenting Programme

    Directory of Open Access Journals (Sweden)

    Judith Hutchings

    2018-04-01

    Full Text Available Parents have the most significant impact on children’s development and the key parenting factors that promote child development and wellbeing are well known. Furthermore, many behavioural, social and emotional problems in children are associated with poor parenting practices. Parenting interventions that address parental skill deficits and teach positive parenting principles based on social learning theory are effective and are the recommended treatment for conduct disorder. Alongside the development of treatment programmes, universal parenting programmes have been developed; many present the same core parenting principles but their rationales vary from promoting children’s development to addressing common behavioural challenges and the evidence for these programmes is less well established. Most parents now have internet access and are making daily use of it, including seeking advice on parenting matters but that advice is often anecdotal and lacking evidence. In the meantime, a small number of web-based programmes, including parenting programmes have been developed and evaluated. This paper summarises the rationale for web-based universal programmes to support parents and briefly describes the history, content and a summary of the initial research on the COPING (confident parent internet guide programme developed by the authors. The paper concludes with suggestions for future research directions.

  10. An evaluation of a behavioural parenting intervention for parents of gifted children.

    Science.gov (United States)

    Morawska, Alina; Sanders, Matthew

    2009-06-01

    Parents of gifted children identify a need for tailored parenting support, and gifted children have unique requirements and vulnerabilities. The aim of this study was to assess the efficacy of a tailored behavioural parenting intervention, for enhancing the parenting skills of parents of gifted children and to assess the effect of these changes on the behavioural and emotional adjustment of their gifted child. A randomised controlled trial of tailored Group Triple P - Positive Parenting Program was conducted with 75 parents of children identified as gifted. Results indicated significant intervention effects for the number and frequency of parent reported child behaviour problems, as well as hyperactivity in the intervention group, relative to a waitlist control. Parents also reported significant improvements in their own parenting style, including less permissiveness, harshness, and verbosity when disciplining their child. No intervention effects were evident for teacher reports, except for a trend in relation to hyperactivity. This study demonstrated that a tailored behavioural parenting intervention is effective and acceptable for parents of gifted children, and thus has clinical implications for the delivery of parenting interventions for this population.

  11. Parent-child relationships between Korean American adolescents and their parents.

    Science.gov (United States)

    Choi, Heeseung; Kim, Minju; Park, Chang Gi; Dancy, Barbara L

    2012-09-01

    This cross-sectional correlational study examined the association between Korean American adolescents' and their parents' reports of parent-child relationships. A total of 61 Korean American families completed a questionnaire assessing parental knowledge, parental/filial self-efficacy, parent-child communication, and parent-child conflicts. T tests, Pearson's correlations, a scatter diagram, and bivariate regression were used to analyze the data. Both Korean American adolescents and their parents reported that fathers were less knowledgeable about their child's school life and less likely to communicate with their children than were mothers. Fathers reported a significantly lower level of parental self-efficacy than mothers, and adolescents also reported a significantly higher level of filial self-efficacy in mother-child relationships than in father-child relationships. Positive correlations between parents' and adolescents' reports of parent-child relationships were observed. These findings indicated a need for parent education programs or counseling services for Korean American parents of adolescents, particularly fathers with inadequate parental skills and limited communication with their children. Copyright 2012, SLACK Incorporated.

  12. Stepping Stones Triple P-Positive Parenting Program for children with disability: a systematic review and meta-analysis.

    Science.gov (United States)

    Tellegen, Cassandra L; Sanders, Matthew R

    2013-05-01

    This systematic review and meta-analysis evaluated the treatment effects of a behavioral family intervention, Stepping Stones Triple P (SSTP) for parents of children with disabilities. SSTP is a system of five intervention levels of increasing intensity and narrowing population reach. Twelve studies, including a total of 659 families, met eligibility criteria. Studies needed to have evaluated SSTP, be written in English or German, contribute original data, and have sufficient data for analyses. No restrictions were placed on study design. A series of meta-analyses were performed for seven different outcome categories. Analyses were conducted on the combination of all four levels of SSTP for which evidence exists (Levels 2-5), and were also conducted separately for each level of SSTP. Significant moderate effect sizes were found for all levels of SSTP for reducing child problems, the primary outcome of interest. On secondary outcomes, significant overall effect sizes were found for parenting styles, parenting satisfaction and efficacy, parental adjustment, parental relationship, and observed child behaviors. No significant treatment effects were found for observed parenting behaviors. Moderator analyses showed no significant differences in effect sizes across the levels of SSTP intervention, with the exception of child observations. Risk of bias within and across studies was assessed. Analyses suggested that publication bias and selective reporting bias were not likely to have heavily influenced the findings. The overall evidence base supported the effectiveness of SSTP as an intervention for improving child and parent outcomes in families of children with disabilities. Limitations and future research directions are discussed. Copyright © 2013 Elsevier Ltd. All rights reserved.

  13. Unique contributions of emotion regulation and executive functions in predicting the quality of parent-child interaction behaviors.

    Science.gov (United States)

    Shaffer, Anne; Obradović, Jelena

    2017-03-01

    Parenting is a cognitive, emotional, and behavioral endeavor, yet limited research investigates parents' executive functions and emotion regulation as predictors of how parents interact with their children. The current study is a multimethod investigation of parental self-regulation in relation to the quality of parenting behavior and parent-child interactions in a diverse sample of parents and kindergarten-age children. Using path analyses, we tested how parent executive functions (inhibitory control) and lack of emotion regulation strategies uniquely relate to both sensitive/responsive behaviors and positive/collaborative behaviors during observed interaction tasks. In our analyses, we accounted for parent education, financial stress, and social support as socioeconomic factors that likely relate to parent executive function and emotion regulation skills. In a diverse sample of primary caregivers (N = 102), we found that direct assessment of parent inhibitory control was positively associated with sensitive/responsive behaviors, whereas parent self-reported difficulties in using emotion regulation strategies were associated with lower levels of positive and collaborative dyadic behaviors. Parent education and financial stress predicted inhibitory control, and social support predicted emotion regulation difficulties; parent education was also a significant predictor of sensitive/responsive behaviors. Greater inhibitory control skills and fewer difficulties identifying effective emotion regulation strategies were not significantly related in our final path model. We discuss our findings in the context of current and emerging parenting interventions. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  14. The longer term experiences of parent training: a qualitative analysis.

    Science.gov (United States)

    Furlong, M; McGilloway, S

    2015-09-01

    Child conduct problems are a major public health priority. Group-based parenting programmes are popular in addressing such problems, but evidence for their longer-term effectiveness is limited. Moreover, process evaluations are rare and little is understood about the key facilitative and inhibitive factors associated with maintaining outcomes in the longer term. This study involved the use of qualitative methods as part of a larger process evaluation to explore the longer-term experiences of parents who participated in a randomized controlled trial (RCT) of the Incredible Years Parenting Programme (IYPP) in disadvantaged settings in Ireland. A series of one-to-one in-depth interviews was conducted with parents at 12- (n = 20) and 18-month follow-up (n = 8) and analysed using constructivist grounded theory. Most parents reported positive child behaviour despite several challenges, but a substantial subset reported periods of relapse in positive outcomes. A relapse in child behaviour was linked to relinquishing skills in stressful times, the negative influence of an unsupportive environment, and the perceived ineffectiveness of parenting skills. Resilience in implementing skills despite adversity, and the utilization of available social supports, were associated with the maintenance of positive outcomes. Strengthening resilience and social support capacities may be important factors in maintaining positive longer-term outcomes. Those who design, research and deliver parenting programmes might consider the possibility of including a relapse-prevention module and/or the provision of post-intervention supports for more vulnerable families. © 2014 John Wiley & Sons Ltd.

  15. Relation between early life socioeconomic position and all cause mortality in two generations. A longitudinal study of Danish men born in 1953 and their parents

    DEFF Research Database (Denmark)

    Osler, Merete; Andersen, Anne-Marie Nybo; Batty, G David

    2005-01-01

    wealth was the indicator that remained significantly associated with adult all cause mortality in a model also including parental social position and the intellectual climate of the family in 1968. In the men born in 1953 the influence of material wealth was strongest for deaths later in adult life....... CONCLUSION: Father's occupational social class is associated with adult mortality in all members of the mother-father-offspring triad. Material wealth seems to be an explanatory factor for this association....

  16. Actividades Para Padres: A Parent Handbook (Activities for Parents: A Parent Handbook).

    Science.gov (United States)

    Coca, Benjamin

    Thirty Mora, New Mexico parents attended a 13-session parent involvement workshop (The Mora Adventure) designed to help parents foster successful school experiences through non-school activities with their children. A parent involvement model was used as the basis of the workshop in which the parents developed more effective communication skills;…

  17. Communication skills training in oncology: a position paper based on a consensus meeting among European experts in 2009.

    Science.gov (United States)

    Stiefel, F; Barth, J; Bensing, J; Fallowfield, L; Jost, L; Razavi, D; Kiss, A

    2010-02-01

    Communication in cancer care has become a major topic of interest. Since there is evidence that ineffective communication affects both patients and oncology clinicians (physicians and nurses), so-called communication skills trainings (CSTs) have been developed over the last decade. While these trainings have been demonstrated to be effective, there is an important heterogeneity with regard to implementation and with regard to evidence of different aspects of CST. In order to review and discuss the scientific literature on CST in oncology and to formulate recommendations, the Swiss Cancer League has organised a consensus meeting with European opinion leaders and experts in the field of CST, as well as oncology clinicians, representatives of oncology societies and patient organisations. On the basis of a systematic review and a meta-analysis, recommendations have been developed and agreed upon. Recommendations address (i) the setting, objectives and participants of CST, (ii) its content and pedagogic tools, (iii) organisational aspects, (iv) outcome and (v) future directions and research. This consensus meeting, on the basis of European expert opinions and a systematic review and meta-analysis, defines key elements for the current provision and future development and evaluation of CST in oncology.

  18. A Group-learning Approach to Academic and Transferable Skills through an Exercise in the Global Positioning System.

    Science.gov (United States)

    Brown, Giles H.

    1999-01-01

    Describes a project based on the Global Positioning System (GPS) that offers students a chance to design and implement a mini-research program to prepare them for an undergraduate research project. Discusses the context of the GPS exercise, teaching and learning outcomes, and advantages and evaluation of the exercise. (CMK)

  19. Science, Technology, Engineering and Math (STEM) Academic Librarian Positions during 2013: What Carnegie Classifications Reveal about Desired STEM Skills

    Science.gov (United States)

    Trei, Kelli

    2015-01-01

    This study analyzes the requirements and preferences of 171 science, technology, engineering, and math (STEM) academic librarian positions in the United States as advertised in 2013. This analysis compares the STEM background experience preferences with the Carnegie rankings of the employing institution. The research examines the extent to which…

  20. The Difficulty of Maintaining Positive Intervention Effects: A Look at Disruptive Behavior, Deviant Peer Relations, and Social Skills During the Middle School Years

    Science.gov (United States)

    2013-01-01

    This paper examines the effects of the Fast Track preventive intervention on youths’ functioning in three domains: disruptive behavior problems, involvement with deviant peers, and social skills during the middle school years. Eight hundred ninety-one children had been randomly assigned by sets of schools within four sites to intervention (n = 445) or to control (n = 446) conditions. In contrast to prior findings of the effectiveness of the Fast Track intervention during the elementary school years, the current findings indicate that Fast Track had little overall impact on children’s functioning in these domains during this age period. There were positive intervention effects on only 2 of 17 outcomes examined. Although the intervention had positive impact on children’s hyperactive and self-reported delinquent behaviors in seventh grade, there were no intervention effects on other externalizing behavior problems or on social skills, and there was a negative intervention effect on children’s involvement with deviant peers during this age period. PMID:24319308

  1. Positive Parenting in Adolescence and Its Relation to Low Point Narration and Identity Status in Emerging Adulthood: A Longitudinal Analysis

    Science.gov (United States)

    Dumas, Tara M.; Lawford, Heather; Tieu, Thanh-Thanh; Pratt, Michael W.

    2009-01-01

    In this longitudinal study, we examined identity development using the life story model (McAdams, 2001), in addition to a traditional identity status approach, in order to explore the association between perceived parenting in adolescence and the subsequent quality of life story narration in emerging adulthood. Participants (N = 100) were given a…

  2. Partners in Language: A Guide for Parents. (Companeros En El Idioma: Guia para Los Padres).

    Science.gov (United States)

    American Speech and Hearing Association, Washington, DC.

    This is a bilingual book about language development of the young child. It is written for parents, with the objective of providing them with skills to help their children learn to talk. Emphasis is on maintaining communication between parent and child from infancy in a non-pressured, accepting, and positive environment. Developmental (normative)…

  3. The Influence of Rurality and Parental Affect on Kindergarten Children's Social and Behavioral Functioning

    Science.gov (United States)

    Sheridan, Susan M.; Koziol, Natalie A.; Clarke, Brandy L.; Rispoli, Kristin M.; Coutts, Michael J.

    2014-01-01

    Research Findings: Children's early academic achievement is supported by positive social and behavioral skills, and difficulties with these skills frequently gives way to underachievement. Social and behavioral problems often arise as a product of parent-child interactional patterns and environmental influences. Few studies have examined the role…

  4. Can memory training positively affect the skills of learning a foreign language and support learning English by older students?

    Directory of Open Access Journals (Sweden)

    Agata Kozak

    2012-12-01

    Full Text Available The experiment covered in this paper was conducted from November 2011 until February 2012 in the University of Third Age at the University of Wrocław in Poland as a part of the Third Age and New Technologies (TANT project which was realised as a Grundtvig partnership programme. The aim of the experiment was to determine whether memory training can positively affect learning a foreign language (English by senior students.

  5. A Self-Paced, Web-Based, Positive Emotion Skills Intervention for Reducing Symptoms of Depression: Protocol for Development and Pilot Testing of MARIGOLD.

    Science.gov (United States)

    Cheung, Elaine O; Addington, Elizabeth L; Bassett, Sarah M; Schuette, Stephanie A; Shiu, Eva W; Cohn, Michael A; Leykin, Yan; Saslow, Laura R; Moskowitz, Judith T

    2018-06-05

    Living with elevated symptoms of depression can have debilitating consequences for an individual's psychosocial and physical functioning, quality of life, and health care utilization. A growing body of evidence demonstrates that skills for increasing positive emotion can be helpful to individuals with depression. Although Web-based interventions to reduce negative emotion in individuals with depression are available, these interventions frequently suffer from poor retention and adherence and do not capitalize on the potential benefits of increasing positive emotion. The aim of this study was to develop and test a Web-based positive emotion skills intervention tailored for individuals living with elevated depressive symptoms, as well as to develop and test enhancement strategies for increasing retention and adherence to that intervention. This study protocol describes the development and testing for Mobile Affect Regulation Intervention with the Goal of Lowering Depression (MARIGOLD), a Web-based positive emotion skills intervention, adapted for individuals with elevated depressive symptomatology. The intervention development is taking place in three phases. In phase 1, we are tailoring an existing positive emotion skills intervention for individuals with elevated symptoms of depression and are pilot testing the tailored version of the intervention in a randomized controlled trial with two control conditions (N=60). In phase 2, we are developing and testing three enhancements aimed at boosting retention and adherence to the Web-based intervention (N=75): facilitator contact, an online discussion board, and virtual badges. In phase 3, we are conducting a multifactorial, nine-arm pilot trial (N=600) to systematically test these enhancement strategies, individually and in combination. The primary outcome is depressive symptom severity. Secondary outcomes include positive and negative emotion, psychological well-being, and coping resources. The project was funded in

  6. A POSITIVE SOCIALIZATION MODEL FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS (ASD: COMPREHENSIVE AND INTERDISCIPLINARY APPROACHES. Part 1. Foreign models of teaching social skills to children with ASD

    Directory of Open Access Journals (Sweden)

    Albina A. Nesterova

    2016-01-01

    Full Text Available The first part of the article aims to show different models of formation of social skills and technologies of social development of children with autism spectrum disorders used abroad. It aims to summarize and systemize the most promising methods of working with children with ASD, to analyze the researches that verify the efficiency of the technologies and prove the scientific validity of used methods.Methods. The methods involve theoretical analysis, systematization and summarization of scientific and methodological publications published abroad on the issue of developmen t of social skills in children with ASD.Results. The most efficient methodical techniques used abroad that had undergone the empirical approbation, which may be included in the process of social-psychological support for children with ASD and their families are defined under conditions of adaptation of such techniques. The most efficient and littleknown in Russia methods of development of social skills in children with ASD are described: video modeling; virtual technologies; technologies of inclusion of peers and parents in the process of socialization of children with autism.Scientific novelty. All modern foreign developments in the field of social development of children with ASD are summarized for the first time in the presented article; the question about the necessity of scientific validation of practical technologies and verification of the efficiency of the developed methods is raised. It has been shown that scientifically validated data that confirms the usefulness of many foreign methods for children and adolescents with ASD is absent. It has been concluded that translation and validation of some successful methods of socialization of children with ASD are important: video modeling; virtual technologies, possibilities of telecommunication methods. Practical significance. An overview of the most tested techniques will enhance the knowledge of domestic

  7. Beliefs regarding child anxiety and parenting competence in parents of children with separation anxiety disorder.

    Science.gov (United States)

    Herren, Chantal; In-Albon, Tina; Schneider, Silvia

    2013-03-01

    Despite the fact that numerous developmental models have highlighted the role of parental cognitive processes in connection with anxiety disorders in children and adolescents, the role of parents' beliefs about their children and parenting remains largely unexplored. This study investigated the specific association between parental beliefs and child separation anxiety. Parents of children with a diagnosis of Separation Anxiety Disorder (SAD) reported on beliefs and expectations related to their child's fears and own parenting competence. To study the potential specificity of relationships, a clinical control group of mothers of children with social phobia (SoP) and a group of mothers of children without a mental disorder (healthy controls, HC) were included. Results indicated that parents of anxious children had significantly higher levels of dysfunctional beliefs than the parents in the HC group. Mothers of children with SAD showed lower levels of parenting self-efficacy than mothers of children with SoP. They also demonstrated lower parenting self-efficacy and satisfaction compared to mothers of healthy children. Parental dysfunctional beliefs about child anxiety and paternal parenting self-efficacy were significantly positively associated with child anxiety. The effects remained significant after controlling for parental anxiety and depression. Due to the cross-sectional design of the study, causality of the found effects cannot be inferred. Data suggest that children's anxiety and parents' beliefs about their child's anxiety, coping skills and parenting are strongly associated. Further research is needed to investigate whether addressing parental cognitions in addition to parents' anxiety may improve prevention and intervention of child anxiety. Copyright © 2012 Elsevier Ltd. All rights reserved.

  8. Dental student attitudes towards communication skills instruction and clinical application.

    Science.gov (United States)

    McKenzie, Carly T

    2014-10-01

    This study investigated dental students' attitudes towards communication skills instruction and clinical application and explored the impact of a one-semester course and year in school on students' attitudes, measured by the Communication Skills Attitude Scale. Demographic characteristics and self-assessment of communication skills were also analyzed. The study employed a pretest-posttest survey design combined with cross-sectional data. Participants were first- and fourth-year students at a U.S. dental school. Out of a possible 120 students, 106 (fifty-seven D1 and forty-nine D4) participated in the pretest, an 88 percent response rate; out of a possible 121 students, 115 (fifty-seven D1 and fifty-eight D4) participated in the posttest, a 95 percent response rate. In the results, D4 students consistently demonstrated less positive attitudes towards communication skills instruction and more negative attitudes regarding the importance of interpersonal skills in clinical encounters than did their D1 counterparts. A single communications course had no discernible effect on attitudes or self-assessments for either cohort. Females reported more positive attitudes towards clinical application of interpersonal skills than did males. Gender significantly interacted with two demographic variables: primary language and parent as health care professional. Female children of health care professionals reported poorer attitudes towards clinical communication skills training and application than did their male counterparts. Generally, parental occupation in health care moderated the decrease in positive attitudes over time towards clinical usefulness of communication skills. The D4 students rated their communication skills higher than did the D1 students. Students who demonstrated more positive attitudes towards communication skills training and application were more likely to say their own skills needed improvement.

  9. The Influence of Feedback of Diagnosis and Executive Function Skills on Rates of False Positive and False Negative Outcomes for ADHD

    Science.gov (United States)

    Bender, Stacy L.; Privitera, Gregory J.

    2016-01-01

    This study examined executive function (EF) skills and self-reported symptoms of ADHD. EF skills were measured to determine whether skills were different between groups that reported clinical levels of ADHD symptoms (clinical group) and nonclinical levels of ADHD symptoms (nonclinical group). EF skills in the nonclinical group were also…

  10. Acculturation and adjustment among immigrant Chinese parents: mediating role of parenting efficacy.

    Science.gov (United States)

    Costigan, Catherine L; Koryzma, Céline M

    2011-04-01

    This study examined parenting efficacy beliefs as a mediator of the association between acculturation and adjustment. The sample consisted of 177 immigrant Chinese mothers and fathers with early adolescent children in Canada. Acculturation was assessed bidimensionally as Canadian and Chinese orientations. A latent psychological adjustment variable was composed of symptoms of depression, feelings of self-esteem, and life satisfaction. Results showed that relations between Canadian orientation and psychological adjustment were partially mediated by parenting efficacy. As expected, the more parents were oriented toward Canadian culture, the more efficacious they felt in their parenting, which in turn was associated with better psychological adjustment. In contrast, mediation of relations between Chinese orientation and psychological adjustment was not supported, as Chinese orientation was not associated with parenting efficacy and was positively associated with psychological adjustment for mothers only. Similar results were found when the meditational model was extended to evaluate parenting practices as an outcome (i.e., warmth, reasoning, and monitoring). That is, parenting efficacy mediated the relation between higher Canadian orientation and more positive parenting practices, whereas Chinese orientation was unrelated to parenting practices. Invariance testing suggested that the models were similar for mothers and fathers. Results support the theory that higher orientation to Canadian culture may advance feelings of parenting efficacy because parents have the cultural knowledge and skills to feel confident parenting in a new intercultural context. Further, they support the expectation that parenting efficacy beliefs, in turn, are important determinants of psychological adjustment and effective parenting for immigrant parents. 2011 APA, all rights reserved

  11. How and Why Parents Guide the Media Use of Young Children.

    Science.gov (United States)

    Nikken, Peter; Schols, Marjon

    Children use electronic screens at ever younger ages, but there is still little empirical research on how and why parents mediate this media use. In line with Vygotsky's zone of proximal development, we explored whether children's media skills and media activities, next to parents' attitudes about media for children, and several child and parent-family characteristics, predicted parental mediation practices. Furthermore, we investigated children's use and ownership of electronic screens in the bedroom in relationship to the child's media skills. Data from an online survey among 896 Dutch parents with young children (0-7 years) showed that children's use and ownership of TV, game consoles, computers and touchscreens, primarily depended on their media skills and age, not on parent's attitudes about media for children. Only touchscreens were used more often by children, when parents perceived media as helpful in providing moments of rest for the child. In line with former studies, parents consistently applied co-use, supervision, active mediation, restrictive mediation, and monitoring, depending on positive and negative attitudes about media. The child's media skills and media activities, however, had stronger relationships with parental mediation styles, whereas age was not related. Canonical discriminant analysis, finally, captured how the five mediation strategies varied among infants, toddlers, pre-schoolers, and early childhood children, predominantly as a result of children's media skills, and media activities, i.e., playing educational games and passive entertainment use.

  12. Teenage parents and their offspring.

    Science.gov (United States)

    Kaufman, J

    1996-06-18

    Teenage parents are cast into adult roles before the role experimentation and identity development tasks of middle adolescence can be completed. Understanding the etiology of this social problem requires an ecological perspective encompassing individual characteristics, person-context variables, and societal factors such as race and social class. Risk factors identified in the literature on adolescent pregnancy in the US include: absence of a future orientation or aspirations, lack of assertiveness and interpersonal skills to control physical intimacy, low socioeconomic status and minority group membership, growing up in a single-parent family, a history of sexual abuse, five or more siblings, a sister or friend who became a teenage mother, lax parental supervision of dating and free time, low self-esteem, and dropping out or failing in school. The limited data on adolescent fathers suggest they have histories of substance use, delinquency, failure to graduate from high school, financial difficulty, and exposure to family violence. The offspring of adolescent parents show a higher incidence of developmental delays and mild mental retardation than children of adults and are at increased risk of child abuse and neglect. Teen parents raised in dysfunctional families tend to perpetuate destructive methods of child rearing and have unrealistic, age-inappropriate expectations for infants and toddlers. Teenage parents' lack of competence can be mitigated, however, by positive living arrangements, a supportive family of origin, peer support groups, quality child care, school-based services, and accurate information about parenting and child development.

  13. Effects of gender and level of parental involvement among parents in drug treatment.

    Science.gov (United States)

    Collins, Cyleste C; Grella, Christine E; Hser, Yih-Ing

    2003-05-01

    Most studies of parents in drug treatment have focused exclusively on mothers, and few studies have examined the effects of parents' level of involvement with their children on the parents' drug use and psychological functioning, either before or after treatment. This study examined mothers and fathers (n = 331) who were parents of children under the age of 18; participants were sampled from 19 drug treatment programs across four types of treatment modalities in Los Angeles County. A majority of each group (57% of 214 mothers and 51% of 117 fathers) were classified as being highly involved with their children. At the baseline assessment, higher parental involvement was related to lower levels of addiction severity, psychological severity, and symptoms of psychological distress, and to higher levels of self-esteem and perception of parenting skills. In general, fathers had higher levels of alcohol and drug-use severity than did mothers, but fathers who were more involved with their children showed lower levels of addiction severity than fathers who were less involved. Parental involvement at baseline was unrelated to drug use at the 12-month follow-up, although parents who were less involved with their children reported experiencing more stressors. Given the association of parental involvement with lower levels of addiction severity and psychological distress at baseline, treatment protocols should build upon the positive relationships of parents with their children, and seek to improve those of less-involved parents.

  14. Improving glycaemic control and life skills in adolescents with type 1 diabetes: A randomised, controlled intervention study using the Guided Self-Determination-Young method in triads of adolescents, parents and health care providers integrated into routine paediatric outpatient clinics

    DEFF Research Database (Denmark)

    Husted, Gitte; Thorsteinsson, Birger; Esbensen, Bente Appel

    2011-01-01

    visits will reduce haemoglobin A1c (HbA1c) concentrations and improve adolescents' life skills compared with a control group. METHODS: Using a mixed methods design comprising a randomised controlled trial and a nested qualitative evaluation, we will recruit 68 adolescents age 13 - 18 years with type 1......ABSTRACT: BACKGROUND: Adolescents with type 1 diabetes face demanding challenges due to conflicting priorities between psychosocial needs and diabetes management. This conflict often results in poor glycaemic control and discord between adolescents and parents. Adolescent-parent conflicts are thus...... are lacking. The Guided Self-Determination method is proven effective in adult care and has been adapted to adolescents and parents (Guided Self-Determination-Young (GSD-Y)) for use in paediatric diabetes outpatient clinics. Our objective is to test whether GSD-Y used in routine paediatric outpatient clinic...

  15. Management of Diabetes in Long-term Care and Skilled Nursing Facilities: A Position Statement of the American Diabetes Association.

    Science.gov (United States)

    Munshi, Medha N; Florez, Hermes; Huang, Elbert S; Kalyani, Rita R; Mupanomunda, Maria; Pandya, Naushira; Swift, Carrie S; Taveira, Tracey H; Haas, Linda B

    2016-02-01

    Diabetes is more common in older adults, has a high prevalence in long-term care (LTC) facilities, and is associated with significant disease burden and higher cost. The heterogeneity of this population with regard to comorbidities and overall health status is critical to establishing personalized goals and treatments for diabetes. The risk of hypoglycemia is the most important factor in determining glycemic goals due to the catastrophic consequences in this population. Simplified treatment regimens are preferred, and the sole use of sliding scale insulin (SSI) should be avoided. This position statement provides a classification system for older adults in LTC settings, describes how diabetes goals and management should be tailored based on comorbidities, delineates key issues to consider when using glucose-lowering agents in this population, and provides recommendations on how to replace SSI in LTC facilities. As these patients transition from one setting to another, or from one provider to another, their risk for adverse events increases. Strategies are presented to reduce these risks and ensure safe transitions. This article addresses diabetes management at end of life and in those receiving palliative and hospice care. The integration of diabetes management into LTC facilities is important and requires an interprofessional team approach. To facilitate this approach, acceptance by administrative personnel is needed, as are protocols and possibly system changes. It is important for clinicians to understand the characteristics, challenges, and barriers related to the older population living in LTC facilities as well as the proper functioning of the facilities themselves. Once these challenges are identified, individualized approaches can be designed to improve diabetes management while lowering the risk of hypoglycemia and ultimately improving quality of life. © 2016 by the American Diabetes Association. Readers may use this article as long as the work is properly

  16. Individualized tracking of self-directed motor learning in group-housed mice performing a skilled lever positioning task in the home cage.

    Science.gov (United States)

    Silasi, Gergely; Boyd, Jamie D; Bolanos, Federico; LeDue, Jeff M; Scott, Stephen H; Murphy, Timothy H

    2018-01-01

    Skilled forelimb function in mice is traditionally studied through behavioral paradigms that require extensive training by investigators and are limited by the number of trials individual animals are able to perform within a supervised session. We developed a skilled lever positioning task that mice can perform within their home cage. The task requires mice to use their forelimb to precisely hold a lever mounted on a rotary encoder within a rewarded position to dispense a water reward. A Raspberry Pi microcomputer is used to record lever position during trials and to control task parameters, thus making this low-footprint apparatus ideal for use within animal housing facilities. Custom Python software automatically increments task difficulty by requiring a longer hold duration, or a more accurate hold position, to dispense a reward. The performance of individual animals within group-housed mice is tracked through radio-frequency identification implants, and data stored on the microcomputer may be accessed remotely through an active internet connection. Mice continuously engage in the task for over 2.5 mo and perform ~500 trials/24 h. Mice required ~15,000 trials to learn to hold the lever within a 10° range for 1.5 s and were able to further refine movement accuracy by limiting their error to a 5° range within each trial. These results demonstrate the feasibility of autonomously training group-housed mice on a forelimb motor task. This paradigm may be used in the future to assess functional recovery after injury or cortical reorganization induced by self-directed motor learning. NEW & NOTEWORTHY We developed a low-cost system for fully autonomous training of group-housed mice on a forelimb motor task. We demonstrate the feasibility of tracking both end-point, as well as kinematic performance of individual mice, with each performing thousands of trials over 2.5 mo. The task is run and controlled by a Raspberry Pi microcomputer, which allows for cages to be

  17. Impact of subject related factors and position of flight control stick on acquisition of simulated flying skills using a flight simulator

    Science.gov (United States)

    Cho, Bo-Keun

    Increasing demand on aviation industry calls for more pilots. Thus, pilot training systems and pilot-candidate screening systems are essential for civil and military flying training institutes. Before actual flight training, it is not easy to determine whether a flight trainee will be successful in the training. Due to the high cost of actual flight training, it would be better if there were low cost methods for screening and training candidates prior to the actual flight training. This study intended to determine if subject related factors and flight control stick position have an impact on acquisition of simulated flying skills using a PC-based flight simulator. The experimental model was a factorial design with repeated measures. Sixty-four subjects participated in the experiment and were divided into 8 groups. Experiment consisted of 8 sessions in which performance data, such as heading, altitude and airspeed were collected every 15 seconds. Collected data were analyzed using SAS statistical program. Result of multivariate analysis of variance indicated that the three independent variables: nationality, computer game experience, and flight stick position have significant impact on acquiring simulated flying skill. For nationality, Americans recorded higher scores in general (mean: 81.7) than Koreans (mean: 78.9). The difference in mean scores between Americans and Koreans was 2.8 percent. Regarding computer game experience, the difference between high experience group (82.3) and low experience group (78.3) is significant. For high experience group, American side-stick group recorded the highest (mean: 85.6), and Korean side-stick group (mean: 77.2) scored the lowest. For the low experience group, American center-stick group scored the highest (80.6), and the Korean side-stick group (74.2) scored the lowest points. Therefore, there is a significant difference between high experience group and low experience group. The results also reveal that the center

  18. The effectiveness of a short-term group music therapy intervention for parents who have a child with a disability.

    Science.gov (United States)

    Williams, Kate E; Berthelsen, Donna; Nicholson, Jan M; Walker, Sue; Abad, Vicky

    2012-01-01

    The positive relationship between parent-child interactions and optimal child development is well established. Families of children with disabilities may face unique challenges in establishing positive parent-child relationships; yet, there are few studies examining the effectiveness of music therapy interventions to address these issues. In particular, these studies have been limited by small sample size and the use of measures of limited reliability and validity. This study examined the effectiveness of a short-term group music therapy intervention for parents of children with disabilities and explored factors associated with better outcomes for participating families. Participants were 201 mother-child dyads, where the child had a disability. Pre- and post-intervention parental questionnaires and clinician observation measures were completed to examine outcomes of parental wellbeing, parenting behaviors, and child development. Descriptive data, t-tests for repeated measures and a predictive model tested via logistic regression are presented. Significant improvements pre to post intervention were found for parent mental health, child communication and social skills, parenting sensitivity, parental engagement with child and acceptance of child, child responsiveness to parent, and child interest and participation in program activities. There was also evidence for high parental satisfaction and that the program brought social benefits to families. Reliable change on six or more indicators of parent or child functioning was predicted by attendance and parent education. This study provides positive evidence for the effectiveness of group music therapy in promoting improved parental mental health, positive parenting and key child developmental areas.

  19. Effects of video modeling with video feedback on vocational skills of adults with autism spectrum disorder.

    Science.gov (United States)

    English, Derek L; Gounden, Sadhana; Dagher, Richard E; Chan, Shu Fen; Furlonger, Brett E; Anderson, Angelika; Moore, Dennis W

    2017-11-01

    To examine the effectiveness of a video modeling (VM) with video feedback (VFB) intervention to teach vocational gardening skills to three adults with autism spectrum disorder (ASD). A multiple probe design across skills was used to assess the effects of the intervention on the three participants' ability to perform skills accurately. The use of VM with VFB led to improvements across skills for two of the participants. The third participant required video prompting (VP) for successful skill acquisition. Skill performance generalized across personnel and settings for two of the participants, but it was not assessed for the third. Skill performance maintained at follow-up for all three participants. Social validity data gathered from participants, parents, and co-workers were positive. These findings suggest that VM with VFB and VP with VFB were effective and socially acceptable interventions for teaching vocational gardening skills to young adults with ASD.

  20. Parental Book Reading and Social-Emotional Outcomes for Head Start Children in Foster Care.

    Science.gov (United States)

    Lee, Kyunghee; Lee, Jung-Sook

    2016-01-01

    This study examines the associations between parental book reading and social-emotional outcomes for Head Start children in foster care. Despite no main Head Start impact on parental book reading, subgroup effects were found. Foster parents in Head Start provided more book reading for children with disabilities but less for children with low preacademic scores. Head Start enhanced social-emotional outcomes for children in foster care. The positive impacts of Head Start on children's social-emotional outcomes were greater when parents read books frequently. Head Start should include more foster families and provided parenting skills to enhance social-emotional outcomes for children in foster care.