正念父母心:正念教养理论、机制及干预

父母教养及其对孩子的影响一直是发展心理学的一个重要主题,而正念教养(mindful parenting)则是关注如何帮助父母进行有效教养。正念教养是将一般的正念应用于亲子互动中,指父母对孩子和教养行为的有意的、此时此刻的和不评判的注意和觉知。正念教养对父母自身、孩子和亲子关系都具有积极的作用。研究者发展了两个正念教养的干预项目并通过实证研究检验这两个项目的干预效果。未来的研究可以采用更加严谨的设计并采用不同的评估方法来评估正念教养的干预效果。正念教养的作用机制也是未来研究有待进一步探讨的问题。     

Theoretical and methodological considerations in cross-generational research on parenting and child aggressive behavior

The four studies in this special issue represent important advances in research on the intergenerational transmission of aggressive behavior. In this commentary, we review the key features and findings of these studies, as well as our own cross-generational study of aggression, the Columbia County Longitudinal Study. Next, we consider important theoretical issues (e.g., defining and operationalizing raggression and parenting assessing reciprocal effects of parenting and child aggression; identifying the ages at which aggression should be assessed across generations; broadening the investigation of contextual and individual factors). We then discuss several methodological issues (e.g., determining the most informative measurement intervals for assessing prospective effects; sampling considerations; measuring potential moderating and mediating variables that might explain cross-generational continuities and discontinuities in parenting and aggression). Finally, we raise implications of cross-generational research for designing interventions targeting the reduction and prevention of child aggression.     

Effectiveness of an attachment-based intervention for the assessment of parenting capacities in maltreating families: A randomized controlled trial

Even though Parenting Capacity Assessments (PCAs) are essential for child protection services to support placement decisions for maltreating families, presently no evidence-based PCA protocols are available. In this randomized controlled trial, we tested the quality of an attachment-based PCA protocol based on Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD). We recruited 56 parent-child dyads (M_age children = 3.48 years) in Dutch family residential clinics that conduct PCAs to support placement decisions. After pretest, families were randomized to receive the Regular Assessment Procedure (RAP) (n = 28), or an additional assessment based on VIPP-SD (n = 28). An immediate post-test and a 10-month follow-up were conducted. Multilevel models showed that therapists felt equally confident about their recommendations regarding child placement for both groups and that they equally often modified their initial placement recommendations. Moreover, children in the VIPP-SD group did not show fewer behavior problems and did not experience recurring child maltreatment less often than children in the RAP group. Thus, we found no evidence that PCAs incorporating the VIPP-SD protocol outperformed PCAs as usual. We discuss possible explanations why in the current study VIPP-SD did not seem to add to the quality of the RAP.     

Circle of Security parenting program efficacy for improving parental self-efficacy in a South African setting: Preliminary evidence

This pilot study examined the cross-cultural transportability of a western Circle of Security (COS) parenting program to improve on levels of parental self-efficacy in a South African setting. Participants (n = 9) were sampled from a fishing community on the West Coast of South Africa. The participants completed the COS with pre-test and post-test measures of their parenting self-efficacy. Furthermore, they completed an open-ended measure of their satisfaction with the parenting program. The data were analysed using the Wilcoxon sign-rank test and the Sign test to determine the significance in differences between pre-to-post-test change scores. In addition, a thematic analysis was conducted on participant’s satisfaction with the parenting program. Results indicated significant and possible change scores for the efficacy scores: ability to handle parenting pressures, control, and learning. The participants considered the COS program appropriate to their context and situation. These preliminary findings support the need for further study of the COS parenting program within the broader context of South Africa.     

Parents about parenting dual career athletes: A systematic literature review.

ObjectivesTo establish the scientific literature on the parents’ view as supporters of dual career (DC) athletes, and to highlight practical implications for the development of education programmes to empower parents in this role.Methodology: The systematic literature review included four electronic databases, from which 438 articles published in English between 1999 and 2019 were retrieved.ResultsA total of 14 studies achieved the eligibility criteria (i.e., focus on DC, involving parents as participants) for inclusion. Results show that the 14 studies included in the review were characterised by sample sizes <15 to >50 parents of individual and/or team sports athletes, involving data collection based on interviews, semi-structured interviews focus groups, questionnaires and a survey. A thematic synthesis highlighted a two primary constructs: the individual level and the inter-individual level, respectively. The individual level comprised two main themes: Approach to both Sport and Education, and Stressors and Coping, which included five aspects of parenting. The inter-individual level presented three themes: Relationship with the Athlete; Relationship with the Sport Environment and Relationship with the Academic Environment.ConclusionsFindings highlighted a relevant parental role in supporting DC athletes and partial information on parental support strategies. In conclusions, the limited sample size and typology of sports, and the partial representativeness of countries have impacted the global application of the main findings. Furthermore, the need of an educational programme for parents and the need of regular parents-athlete-teacher/coach engagement were considered crucial to facilitate successful parental interventions at academic and/or sports levels and to limit the potential negative effects of DC parenting.     

Identity Closure: A Fifth Identity Status

This study examined identity status and self-actualization of young adults (N = 41), who were administered a revised identity interview (based on Marcia's interview) and a measure of self-actualization (the Personal Orientation Inventory). A fifth status, identity closure, was added to account for status regression and re-foreclosure, found in previous studies. This addition prompted a revision of the operational definition of identity achievement to include three criteria: exploration, tentative commitment, and openness to alternatives. Open achieved individuals scored higher than closed individuals on the measure of self-actualization, suggesting some validity for the revised operational definition of identity achievement and providing support for Eriksonian theory. Theoretical implications and the development of a revised paradigm are discussed.     

粗暴养育的内涵、影响因素及作用机制

因对儿童青少年身心发展的消极影响, 粗暴养育(harsh parenting)近年来成为养育研究领域的热点。粗暴养育的表现形式主要包括身体攻击、言语攻击、心理攻击以及强迫/控制行为等。影响因素包括个体影响因素和环境影响因素。前者主要包括父母的敌意人格、认知能力不足、消极的被养经历以及儿童的困难型气质和易损基因型等。后者主要包括家庭经济困难和社区处境不利等。粗暴养育引发儿童的内外化问题, 损害其人际功能, 造成生理/神经系统功能紊乱等。未来研究需进一步考察粗暴养育的影响因素(如特殊家庭环境)、表现形式及其负面影响, 加强本土化研究, 重视粗暴养育的预防和干预。     

Prenatal attachment in future parents of twins

The present study aims at contributing to a better understanding of prenatal attachment in parents expecting twins. In particular, the relationship between prenatal attachment (measured with the Questionnaire for Antenatal Emotional Attachment) and three other psychosocial factors—the parents' psychosocial well-being and the quality of the marital relationship (respectively assessed with the General Health Questionnaire and the Relational Interactional Satisfaction Scale) and the presence of older children in the family—was investigated in both future mothers and fathers at 27 weeks of gestation. Multiple regression analysis revealed no significant relationship between the intensity of prenatal attachment and either of the three variables. For the mothers, a significant positive relationship was found between the quality of attachment on the one hand and psychosocial well-being and quality of the marital relationship on the other hand. For the fathers, the quality of attachment was only significantly predicted by the quality of the marital relationship. © 1998 John Wiley & Sons, Ltd.     

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

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.

     

Some reflections on the rhetoric of parenting programmes: evidence,theory, and social policy

Childcare advice has a long history. This article comments on parenting programmes, a recent form of this advice. It argues that the use of parenting programmes has grown with support from three sectors. Firstly, those who argue from the evidence‐based approach suggest that there is strong research evidence for the use of such programmes with children with conduct problems. Secondly, they are supported by theoretical models that emphasize the causal relationship between parental behaviour and child outcomes. Finally, the dominant rhetoric of social exclusion in current UK policy supports action at the level of individual parents' behaviour. The example of parenting programmes employed in parenting orders is used to open debate across the boundaries of disciplines. Tensions between this use and the evidence and theories presented in favour of parenting programmes are discussed, highlighting the difference between a therapeutic focus on family problems and a policy focus on problem families.     

A pilot study exploring compassion in narratives of individuals with psychosis: implications for an attachment-based understanding of recovery

There is increasing recognition that cultivating compassion for oneself and others can act as an antidote to feelings of threat, shame, humiliation and paranoia. This study aimed to explore the further development of a narrative-based measure of compassion. We hypothesised that greater compassion would be associated with lower levels of positive symptoms, negative symptoms, cognitive disorganisation, excitement and emotional distress. Participants were 29 individuals with psychosis. Greater narrative compassion was associated with less negative symptoms, less cognitive disorganisation and less excitement. We found no correlations between narrative compassion and the Self-Compassion Scale. Notwithstanding the methodological problems of our study, our findings have important implications for developing an attachment-based understanding of compassion and the use of compassion to support recovery from complex mental health problems such as psychosis.     

The effects of mindfulness interventions on prenatal well-being: A systematic review

Objective: Low well-being during pregnancy can have significant adverse outcomes for mother and child. The effects of mindfulness interventions on prenatal maternal well-being are increasingly examined but outcomes have yet to be systematically evaluated. The aims of the current paper are to systematically evaluate intervention effects and current research approaches with pregnant groups.

Design: A systematic review of eight studies examining mindfulness intervention effects on prenatal well-being.

Results: Findings indicate potential benefits of mindfulness interventions for reducing levels of depression, anxiety and negative affect during pregnancy. There is also evidence for improved self-compassion and perceived childbirth self-efficacy. Further, these effects may be more pronounced for vulnerable groups, such as women currently experiencing low prenatal well-being. Less consistent findings were observed for stress, and positive affect. Variations in research design, gestational characteristics, timing of assessments and outcome measurement may explain some inconsistencies in the extant literature.

Conclusion: Mindfulness interventions present a potentially useful means to improve prenatal well-being but improved methodological quality is essential to rigorously examine intervention effects.     

Relations between maternal power-assertive parenting and adjustment in Chinese children: A longitudinal study

This 1-year longitudinal study examined relations between maternal power-assertive parenting and children's social, academic and psychological adjustment in China. Participants were 316 elementary school children (mean age = 11 years, 153 boys). Maternal power-assertive parenting was assessed using children's self-reports. Data on children's social and school adjustment were obtained from peer evaluations and teacher ratings. In addition, children completed measures of loneliness and depression. Cross-lagged analyses indicated that whereas maternal power-assertive parenting was only related to later academic adjustment, children's adjustment in socioemotional and academic domains contributed to the prediction of later maternal power-assertive parenting. The results were discussed in the Chinese context.     

Perceptions of parenting: individual differences and the effect of community

Neighborhood norms are an important determinant of beliefs and attitudes about parenting, and measuring changes in community norms is an important component of evaluating community-based programs for improving child outcomes. The purpose of this study was to determine whether or not a survey of community residents' perceptions of parenting could be used to measure community parenting norms and whether these perceptions differed by individual or community characteristics. Two community surveys with 870 and 914 respondents, respectively, were conducted in 3 low-income neighborhoods. Results indicated that perceptions of parenting could be measured reliably at the community level although it is important to consider the presence of multiple norms when using such measures. Furthermore, differences in perceptions of parenting associated with individual characteristics were markedly decreased when neighborhood characteristics were considered, suggesting that the association of individual characteristics with perceptions of parenting is confounded by neighborhood characteristics.     

The relationships between parenting stress,parenting behaviour and preschoolers' social competence and behaviour problems in the classroom

Young children develop social and emotional competence through interactions with others in the two major contexts in which they spend time: home and preschool. This study examined whether parenting stress in the home context is related to the children's behaviour while in preschool. Previous research has suggested that parenting stress negatively influences parenting behaviour, which in turn has been shown to impact children's development. This study examined the direct relationship between parenting stress and children's behaviour in two types of preschool programmes: private day care centres and Head Start. Parenting stress was significantly related to teacher ratings of social competence, internalizing behaviours, and externalizing behaviours, and the effects of parenting behaviour do not appear to mediate this relationship. Parenting stress was most strongly related to children's social competence. Parents' reports of expectations for their child's behaviour appear to weakly moderate the relationship between externalizing behaviour and parenting stress. This study suggests that examination of a parent's level of stress, in addition to parenting practices, may be important in research and interventions with preschool children's behaviour and social competence. Copyright © 2005 John Wiley & Sons, Ltd.     

Psychological interventions for infertile patients: a review of existing research and A new comprehensive approach

The usefulness of psychological support for infertile patients has been highlighted in the literature over the past number of years. This article provides a review of existing research on psychological interventions for infertile patients, and presents the Fertility Group Intervention as an example of the application of existing research. There is clear empirical evidence of high levels of depressive symptoms, anxiety, and distress among infertile patients undergoing assisted reproductive treatment (ART). Infertile patients need and require increased psychological support. Various studies indicate the efficacy of psychological interventions for infertile patients with respect to their mental health and, in part, pregnancy rates. However, many such studies exhibit methodological problems. Therefore, in future research, additional studies of high‐quality design are needed to achieve more definitive answers on the efficacy and indication of psychological interventions for infertile patients. Currently, the Fertility Group Intervention represents a comprehensive therapeutic approach integrating established empirical and theoretical approaches with the aim of helping infertile patients – particularly those undergoing ART – cope with distress related to their infertility and medical treatment. This article further outlines the therapeutic background and structures, treatment goals, practical implications, and feasibility of the Fertility Group Intervention.     

Extending the spectrum idea: child personality,parenting and psychopathology

The spectrum hypothesis, postulating that differences between referred and non‐referred samples are confined to mean level differences, is elaborated by exploring whether the covariation between child problem behaviour and its predictors—child personality and parenting, rated by mothers—is similar in referred (N = 205) and non‐referred (N = 596) children and whether personality by parenting interactions can be generalized across samples. Results showed significant mean level differences for all the variables. Both personality and parenting explained problem behaviour, with some differences in strength of the effects across samples. Parenting by personality interactions mainly predicted externalizing behaviour, with benevolence and conscientiousness as the most prominent moderators. Results confirmed that moderators of problem behaviour operate similarly in the two samples, thus corroborating the spectrum hypothesis. Copyright © 2006 John Wiley & Sons, Ltd.