Parent Involvement in Early Intervention for Disadvantaged Children: Does It Matter?

This study investigated the association between parent involvement in early intervention and children's later school competence. Parents (N = 704) of children participating in the Chicago Longitudinal Study were interviewed retrospectively about their school involvement in preschool and kindergarten. Parents reported on the activities in which they participated and their frequency of program participation. Results indicated that even after controlling for family background, the number of activities in which parents participated in preschool and kindergarten was significantly associated with higher reading achievement, with lower rates of grade retention at age 14 (eighth grade), and with fewer years in special education. The frequency of parent involvement was only marginally associated with reading achievement but was associated with lower rates of grade retention and fewer years in special education. A confirmatory analysis indicated that teacher ratings of parent involvement in first and second grade were significantly associated with higher reading achievement in eighth grade, lower grade retention rates, and lower rates of special education placement through eighth grade. Findings support the benefits of parent involvement in early childhood programs.     

Parent–Child Interaction Therapy with Toddlers in a community-based setting: Improvements in parenting behavior,emotional availability,child behavior,and attachment

Parent–Child Interaction Therapy with Toddlers (PCIT-T) is a new attachment-based parenting intervention designed to meet the needs of children aged 12–24 months presenting with challenging behaviors. This study examined outcomes of the first phase of PCIT-T, Child Directed Interaction–Toddler (CDI-T), 4-months post treatment. Participants were 56 toddlers (Child Mage = 19.13 months) referred to receive CDI-T over an 8-week period at an Australian community-based child behavior treatment clinic for treatment of difficult toddler behaviors. Participants completed questionnaires and observational measures at baseline (Time 1), post-treatment (Time 2), and 4-month follow-up (Time 3). At both Time 2 and Time 3, there were statistically significant increases in observed positive parenting skills and emotional availability and decreases in negative parenting behaviors and child noncompliance. There were also significant improvements in parent-reported child externalizing and internalizing behaviors, parental stress, and maternal depression. There was a pattern of a shift away from attachment insecurity and attachment disorganization. Results suggest that the CDI-T phase of PCIT-T is a promising intervention for toddlers presenting with behavioral issues. Future studies should be conducted to assess efficacy in other settings, using larger samples and utilizing randomized controlled designs.     

Inner-City Children Living with an HIV-Seropositive Mother: Parent–Child Relationships, Perception of Social Support, and Psychological Disturbance

Despite ongoing concern about the well-being of HIV-seronegative children living in urban poverty with a seropositive mother, very little is known about this expanding population of children. In this cross-sectional study, the psychosocial adjustment of 60 ethnic minority children 11 to 16 years of age who were living with an HIV-seropositive mother was compared with that of 108 children attending public school in the same community. Results of three multivariate analyses of covariance indicated that, after allowance for differences associated with age, gender, ethnicity, and family structure, the HIV-affected group confirmed (a) greater disturbance in the parent–child relationship, (b) less social support, and (c) greater disturbance in psychological functioning. Secondary analysis of the multivariate findings indicated that the differences were characterized primarily by (a) perception of more indifference and hostility in the mother–child relationship, (b) perception of less social support available from parents, friends, and teachers, and (c) less self-esteem. The findings suggest that HIV infection and concurrent problems may compromise parent–child relationships and perception of social support in ways that leave older, seronegative children living with an infected mother at risk for psychological disturbance.     

The Parent–Child Relationship as an Archetype for the Relationship Between God and Humanity in Genesis

This article explores the idea that the relationship between a parent and developing child may serve as an archetype for understanding the changing relationship between God and humanity in Genesis. With Adam, Abraham, Jacob, and Joseph representing successive stages of human development, the narrative structure of Genesis is said to portray the relationship between God and humanity as changing in a way that parallels a parent's changing relationship with his or her children across their growth toward psychological integration. This changing relationship with God, which starts out with a symbiotic union with the divine, progresses through separation and individuation, and culminates in reintegration with God, may offer a Biblical approach to psychological growth and healing, as well as a theoretical conceptualization for both the parental and mutable nature of God.     

Children’s Perspectives of an Enhanced Cognitive-Behavioral Treatment for Child–Parent Dyads With Anxiety Disorders

Prior research has extensively evaluated the efficacy of cognitive-behavioral therapy (CBT) for child anxiety disorders—however, few studies have investigated anxious children’s perspectives and experiences of participating in CBT. This qualitative study explored children’s acceptability of a newly developed enhanced CBT intervention, designed specifically for the treatment of anxiety disorders in children with a clinically anxious parent. The study also explored children’s perceptions and experiences of individual (child only) and joint observational (child–parent) exposure activities that were key to the intervention. Ten children (age range 6–11, M = 8.5 years) and their mothers (age range 34–45, M = 39.5 years) completed in-depth semistructured interviews to investigate child participants’ anticipated and experiential acceptability of the enhanced CBT intervention. Thematic analysis revealed seven major themes broadly reflecting the acceptability, appropriateness, and perceived benefit of the intervention elements, with particular value credited to exposure tasks and the dyadic nature of the intervention. Findings suggest that future experimental evaluation of the enhanced intervention is warranted. Further, the study highlights that CBT for child anxiety disorders, where exposure work is a feature, is acceptable and perceived to be effective by its intended treatment recipients. Trial prospectively registered, preresults, ANZCTR1261900033410.     

Mentalisation-based therapy for parental conflict – parenting together; an intervention for parents in entrenched post-separation disputes

High-conflict relationship dissolution has been shown to cause substantial emotional risk and psychological harm to children’s developmental outcomes. Parents in chronic post separation conflict who repeatedly use the courts to address their disputes are by nature difficult to engage in therapeutic services. This paper describes the theoretical and practical key elements of a mentalisation-based therapeutic intervention, Mentalization-Based Therapy for Parental Conflict – Parenting Together (MBT-PT), that has been developed in order to address some of the unique challenges that these parents and the professionals working with them are facing. Specifically, the intervention aims to reduce anger and hostile conflicts between parents and mitigate the damaging effects of inter-parental conflict on children. The implementation procedure of the MBT-PT intervention among parents in entrenched conflict over their children, in the context of a random allocation pilot study, is briefly described. Next, the MBT-PT intervention is exemplified using clinical examples, followed by potential implications concerning practice and policy for professionals working with this population of parents.     

Do Parent and Teacher Report of ADHD Symptoms in Children Differ by SES and Racial Status?

Parent and teacher reports of symptoms of Attention Deficit Hyperactivity Disorder (ADHD) in children often differ from each other. These informant report differences may occur in systematic ways that vary by child socioeconomic status (SES) and race, but little is known about how SES and race together relate to parent and teacher report of ADHD symptoms in school-aged children. We examined the relationship between child SES, child race and parent and teacher reports of ADHD symptoms in two samples of school-aged Caucasian and African American children being evaluated for ADHD (N = 1056; N = 317). Multivariate regression was used to predict parent and teacher reports of ADHD symptoms from child SES, race, age, gender and interaction terms. The Wald test of parameter constraints was used to test the contrast between the predictors of interest and parent and teacher report of symptoms. In the second sample, we also examined observer report measures of ADHD symptoms during one-to-one testing and in the classroom. In both samples, lower SES was associated with higher levels of inattention symptoms, as reported by teachers, but not by parents. Lower SES was also associated with higher levels of hyperactivity/impulsivity symptoms, as reported by both teachers and parents. African American race was associated with higher levels of inattention and hyperactivity/impulsivity symptoms reported by teachers than reported by parents. Observer report measures showed a different pattern of associations with SES and race. Investigating how children’s SES and race influence cross-informant agreement on ratings of children’s behavior might lead to the development of better assessment practices and more accurate diagnoses for diverse child populations.     

The Differential role of parenting,peers, and temperament for explaining interindividual differences in 18-months-olds’ comforting and helping

This study analyzes temperamental and social correlates of 18-month-olds’ (N = 58) instrumental helping (i.e., handing over out-of-reach objects) and comforting (i.e., alleviating experimenter’s distress). While out-of-reach helping as a basic type of prosocial behavior was not associated with any of the social and temperamental variables, comforting was associated with maternal responsible parenting, day care attendance, and temperamental fear, accounting for 34% of the total variance in a corresponding regression model. The data of the present study suggest that, while simple instrumental helping seems to be a robust developmental phenomenon, comforting is associated with specific social experiences and child temperament that constitute interindividual differences and thereby help to explain the domain-specific development of prosociality.     

Parental Anxiety Disorders, Child Anxiety Disorders, and the Perceived Parent–Child Relationship in an Australian High-Risk Sample

This study was designed to explore the role of perceived parenting behavior in the relationship between parent and offspring anxiety disorders in a high-risk sample of adolescents. We examined the relationship between parental and child anxiety disorders and tested whether perceived parenting behavior acted as a mediator between these variables. Analyses were performed on a high-risk sample of 816 fifteen-year-olds drawn from a birth cohort in Queensland, Australia. Parental depression and income were covaried. Maternal anxiety disorder significantly predicted the presence of anxiety disorders in children; the association between paternal anxiety disorder and child anxiety disorder was not significant. There was no evidence that perceived parenting played a mediating role in the association between mother and child anxiety disorders. These results replicate earlier studies' findings of elevated rates of anxiety disorders among the offspring of anxious parents, but only when the child's mother is the anxious parent.     

Parent Retrospective Recollections of Bullying and Current Views, Concerns, and Strategies to Cope with Children’s Bullying

In this study, parent history of bullying was examined in terms of general involvement with bullying, specific types of bullying experienced, level of hurtfulness associated with the experience, and when bullying occurred. Parent current views, levels of concern, and strategies used to cope with bullying were also evaluated. Finally, the aforementioned constructs were analyzed for existing predictive relationships. Two-hundred-sixty parents from a public school district in the Northeast completed an online survey. Results revealed that 90.3 % of parents reported seeing and/or engaging in bullying during their youth. Few parents reported involvement as a bully, but comparable numbers of participants indicated being victimized or acting as a bystander. Additional findings suggest that a parent’s historical involvement with bullying was predictive of some of their current views, level of concern, and strategies implemented in association with bullying. Future research should attempt to account for the remaining variance among these variables. Implications for parents and school personnel are described, with recommendations for the increase of involvement by parents in anti-bullying initiatives.     

Disaggregating the Distal,Proximal, and Time-Varying Effects of Parent Alcoholism on Children’s Internalizing Symptoms

We tested whether children show greater internalizing symptoms when their parents are actively abusing alcohol. In an integrative data analysis, we combined observations over ages 2 through 17 from two longitudinal studies of children of alcoholic parents and matched controls recruited from the community. Using a mixed modeling approach, we tested whether children showed elevated mother- and child-reported internalizing symptoms (a) at the same time that parents showed alcohol-related consequences (time-varying effects), (b) if parents showed greater alcohol-related consequences during the study period (proximal effects), and (c) if parents had a lifetime diagnosis of alcoholism that predated the study period (distal effects). No support for time-varying effects was found; proximal effects of mothers' alcohol-related consequences on child-reported internalizing symptoms were found and distal effects of mother and father alcoholism predicted greater internalizing symptoms among children of alcoholic parents. Implications for the time-embedded relations between parent alcoholism and children's internalizing symptoms are discussed.     

Children’s Post-Divorce Living Arrangements and School Engagement: Financial Resources,Parent–Child Relationship,Selectivity and Stress

Children’s post-divorce living arrangements have become increasingly heterogeneous the past decades, because of the rise in shared residence and stepfamily formation. This study investigates how post-divorce living arrangements (i.e. the combination between residential arrangement and stepparent presence) are related to children’s school engagement. The focus is put on different explanations of the relation between living arrangements and school engagement, namely financial resources, parent–child relationship, selectivity and stress. Structural equation models are performed on a sample of children with divorced parents from the Leuven Adolescent and Family Study data 2008–2011 (n?=?1630). First, the results show that stepfamilies have higher financial resources than single-parent families, but these higher financial resources are not directly related to children’s school engagement. Second, parent–child relationship is an important mediator between post-divorce living arrangements and school engagement. The results suggest that shared residence is related to a better fatherchild relationship and in this manner improves school engagement. The relation between stepparent presence and the parent–child relationship is less straightforward, and the findings suggest that the combination of residential arrangement, stepfather and stepmother presence should be taken into account. Third, children’s sociodemographic characteristics, time since divorce and level of pre-divorce conflict function as selection mechanisms, as they are related to both post-divorce living arrangements and children’s school engagement. Finally, the findings indicate that the complexity of multiple part-time residential figures is stressful to children. This may partially counterbalance the benefits of such systems, via the better parent–child relationship and the higher financial resources.     

Families of Children in Pain: Are Attachment and Sensory Processing Patterns Related to Parent Functioning?

Journal of Child and Family Studies - Effective parent functioning is a key predictor of functional outcomes for children with persistent pain. It is therefore important to identify factors that...     

High Hopes? Educational,Socioeconomic, and Ethnic Differences in Parents’ Aspirations for their Unborn Children

Parents’ aspirations shape children’s development. In this study, over 6700 pregnant women and over 4300 of their partners from the Growing Up in New Zealand cohort responded to a question about their hopes, dreams, and expectations for their unborn children. Responses were coded according to a Maslowian hierarchy of needs. Mothers and their partners predominantly mentioned self-actualization and physiological aspirations for their unborn children, but their responses varied as a function of parental ethnicity and level of educational achievement and less so as a function of socioeconomic status. Mothers of European ethnicity, and parents with higher levels of educational achievement, mentioned more aspirations for their children—especially for self-actualization and belonging—than mothers of non-European ethnicity and parents with lower levels of educational achievement. These findings are discussed with respect to Maslowian theory and cultural developmental theories, and in terms of understanding the aspirations of parents from diverse backgrounds.     

The Impact of Authoritative, Authoritarian, and Permissive Parenting Styles on Children’s Later Mental Health in Japan: Focusing on Parent and Child Gender

Few studies in Japan have examined whether children’s later mental health is influenced by the way parental authority is exercised, specifically with a focus on gender. Our main purposes of this study were to confirm the three-factor structure of the Japanese version of the Parental Authority Questionnaire (PAQ) and to verify its reliability and validity. We then used structural equation modeling to examine whether children’s later mental health was influenced by parents’ authoritative, permissive, and authoritarian parenting. The subcategories included in the Japanese version of the Clinical Outcomes in Routine Evaluation-Outcome Measure were chosen as mental health indices. A total of 1,320 people in Japan, including company employees, university students, and hospital staff members, were asked to recall and evaluate the parenting they received and to report on their current mental health. Confirmatory factor analyses verified the three-factor structure of the Japanese version of the PAQ, with a reduction in the number of items from the original version. The respondents, regardless of gender, evaluated their mothers as having been more authoritative than their fathers. Concerning the impact of parenting styles on respondents’ later mental health, both maternal and paternal authoritarian parenting styles worsened respondents’ later mental health, including symptomatic problems, risk to self and others, life functioning, and psychological well-being. Both maternal and paternal authoritative parenting had a beneficial impact on respondents’ later mental health. Simultaneous analyses of multi-groups demonstrated that the nature of these influences did not vary with respondent gender. We present the above results in detail, and discuss them from psycho-socio-cultural viewpoints.     

Are Kibbutz Children Different From City Children in Locus of Control,Anxiety, and Persistence?

The kibbutz (“kibbutzim” is the plural form) in Israel has a unique child-rearing system where children are reared primarily by a “caretaker” during both day and night. Previously, the method of investigating this unique rearing method consisted mainly of observation and surveys. Only rarely were psychometric methods applied. The purpose of the current study was to measure several personality traits of kibbutz children and to compare them to those of similar children in the city through the application of standardized questionnaires.     

Schedule control, supervisor support and work engagement: A winning combination for workers in hourly jobs?

The changing natures of both work and the lives of the U.S. workforce have created an array of challenges for organizations attempting to foster work engagement. To accommodate the work and family needs of an increasingly diverse workforce, many firms are offering flexible work solutions to employees. However, the distribution of these types of organizational resources is unequal, with workers in lower-wage hourly jobs having the least access to any form of flexibility. The purpose of this paper is to examine the relationship of schedule control, as a form of flexible work practice, and work engagement among workers employed in hourly retail jobs. Authors tested a model whereby the relationship between schedule control and work engagement is mediated by schedule satisfaction and perceived supervisor support. A sample of 1343 full-time hourly retail workers was used to address the study's purpose. Hypothesized relationships were fully or partially supported. Implications for research and practice are discussed.     

Parent–Child Interaction in Children with Autism Spectrum Disorder and Their Siblings: Choosing a Coding Strategy

The parent-child interaction strongly influences the emotional, behavioural, and cognitive development of young children. The nature of parent-child interactions differs in families with children with autism spectrum disorder (ASD), but research still entails a lot of inconsistencies and there is no consensus as to how these interactions should be coded. The parent-child interaction between sixteen mothers and their child with ASD (M _age?=?68 months) and a younger sibling without ASD (M _age?=?48 months) in a within-family study were coded using both a global and frequency coding scheme. Global and frequency codes of the same sample were compared to explore the value of each coding method and how they could complement each other. In addition, each coding method’s ability to detect group differences was evaluated. We found that mothers used an interaction style characterized by more support and structure, and clearer instructions in interaction with their children without ASD. In addition, global rating results suggested that within the ASD group, mothers may adapt their behaviour to the specific abilities of their child. Regarding the evaluation of coding method, results showed overlap between conceptually similar constructs included in both coding schemes. Although frequency coding clearly has its value, more qualitative aspects of the interaction were better captured by global rating scales and global rating was more time efficient. For this purpose, global ratings might be preferable over frequency coding.