青少年早期父母惩罚的特点

采用问卷法考察青少年早期父母惩罚的特点。发现,父亲与母亲对青少年的惩罚具有相当的一致性;城市父母的惩罚多于农村父母,他们对青少年的限制与严厉多于农村父母;父母对男青少年的惩罚多于对女青少年,对男青少年的体罚与限制多于女青少年;城市父亲对初三青少年的惩罚多于初一和初二青少年,农村父亲和城市母亲的体罚随年龄而下降;父母惩罚以限制为主,其次是体罚,严厉最少。     

Attention-Deficit/Hyperactivity Disorder Symptoms in Mothers and Fathers: Family Level Interactions in Relation to Parenting

Previous studies linking parent ADHD symptoms to parenting have typically focused on each parent individually. To provide a broader understanding of family context, in this study, levels of inattention and hyperactivity-impulsivity in mothers and fathers were examined, both individually and in combination, in relation to negative parenting and child-rearing disagreements. Two-parent families of 5 to 13 year old boys (126 with ADHD and 53 typically developing) participated. Parents reported their own ADHD symptoms and their perceptions of child-rearing disagreements. Parenting was measured using self-, partner-, and child-reports as well as observations. Controlling for child ADHD symptoms, inattention symptoms in fathers predicted parenting difficulties. For mothers, inattention symptoms were linked to parenting problems only when fathers also had high levels of inattention. In contrast, parenting was most problematic for both mothers and fathers in families in which fathers had higher and mothers had lower levels hyperactivity-impulsivity symptoms. These results remained essentially unchanged when child externalizing behavior and mother depression and hostility were controlled, but father depression reduced the significance of some interactions. The results highlight the importance of the match between father and mother levels of symptoms, and point to differential relations of parenting to inattention and hyperactivity-impulsivity symptoms in parents.     

Contexts,relationship quality,and family value socialization: The case of parent–school ideological fit in Israel

Parent–school ideological fit is studied as the context of parent–child relationships and socialization. It was hypothesized that parents’ choice of school environments that promote values consistent with parents’ values is related to a better parent–child relationship and facilitates socialization. Participants were 589 Israeli families with religious, traditional, and nonreligious parents, whose adolescent children attended either religious or nonreligious schools. Most parents chose high–fit contexts—that is, schools that fit their own values. Parents in high–fit contexts exhibited relatively higher levels of value consistency, but lower levels of value discussion with their children. Value conflict with parents was lower in high–fit contexts, and the relationship with the father, but not with the mother, was warmer and closer. Accuracy of perception and acceptance of parental values, and parent–child value congruence were higher in high fit contexts, an effect partially mediated by relationship characteristics. The relevance of fit for family relationships, socialization, and school adaptation is discussed.     

Residence arrangements and well-being: a study of Norwegian adolescents

The purpose of this study was to assess any differences in psychosocial problems among adolescents living with both parents, or with their mother or their father. Any benefits of living with a same-sex parent compared to a parent of the opposite sex, was also analysed. A total of 1,686 adolescents aged 14-15 years participated from 29 schools in Hordaland county, including schools in downtown Bergen and more rural areas. The findings revealed significantly more psychosocial problems among the adolescents living with one parent compared to both parents. Significant differences were also observed between adolescents living in mother custody compared to father custody, indicating more problems among the latter group. Furthermore, girls living with their father had significantly higher levels of psychological symptoms, compared to boys in father custody. Similarly, boys living with their father were involved in more stealing behavior than girls in father custody. However, residence arrangement accounted for only a limited proportion of the variance in the adolescents' psychosocial problems, indicating large within-group variance and overlap between the different custody groups.     

Parent–Adolescent Conflict in Teenagers with ADHD and ODD

Eighty-seven male teens (ages 12–18 years) with ADHD/ODD and their parents were compared to 32 male teens and their parents in a community control (CC) group on mother, father, and teen ratings of parent–teen conflict and communication quality, parental self-reports of psychological adjustment, and direct observations of parent–teen problem-solving interactions during a neutral and conflict discussion. Parents and teens in the ADHD/ODD group rated themselves as having significantly more issues involving parent–teen conflict, more anger during these conflict discussions, and more negative communication generally, and used more aggressive conflict tactics with each other than did parents and teens in the CC group. During a neutral discussion, only the ADHD/ODD teens demonstrated more negative behavior. During the conflict discussion, however, the mothers, fathers, and teens in the ADHD/ODD group displayed more negative behavior, and the mothers and teens showed less positive behavior than did participants in the CC group. Differences in conflicts related to sex of parent were evident on only a few measures. Both mother and father self-rated hostility contributed to the level of mother–teen conflict whereas father self-rated hostility and anxiety contributed to father–teen conflict beyond the contribution made by level of teen ODD and ADHD symptoms. Results replicated past studies of mother–child interactions in ADHD/ODD children, extended these results to teens with these disorders, showed that greater conflict also occurs in father–teen interactions, and found that degree of parental hostility, but not ADHD symptoms, further contributed to levels of parent–teen conflict beyond the contribution made by severity of teen ADHD and ODD symptoms.     

TEACHING CHILDREN APPROPRIATE SHOPPING BEHAVIOR THROUGH PARENT TRAINING IN THE SUPERMARKET SETTING1

The shopping behavior of three elementary school-age boys was analyzed and parent-child interactions assessed for one boy and his mother. Estimates of parent or consumer satisfaction with child shopping behavior were also obtained. The effects of a parent-mediated treatment package on child behavior were assessed using a multiple-baseline design. Treatment produced significant increases in appropriate shopping behavior in all three children and parents became increasingly satisfied with improved child behavior. Analysis of data for one mother also revealed that her manner of interacting with her child became more positive.     

Good Partners,Good Parents: Parent Relationship Satisfaction Predicts Parenting Efficacy for Young Children

Both maternal and paternal parental involvement are critical for child development. What is unclear, nonetheless, is how parents’ own relationships contribute to the growth of children. Addressing the question, we predicted marital satisfaction strengthens parenting efficacy, making parental involvement more effective in increasing children’s functioning. To test the hypothesis, we analyzed a nationally representative large-sample survey of 3-year-olds (N = 2164), wherein their language, cognitive, social, and emotional development, maternal and paternal parental involvement, as well as the marital satisfaction of the parents were assessed. The results supported the predictions by showing the critical role of fathers—the mother parents through the father in a satisfying marriage, more than she does in a dissatisfying marriage, and their young children subsequently grow better when their parents are satisfying partners. Together, the findings reveal potential mechanisms through which well-being may be passed down from one generation to the next.

     

The Influence of Gender and Parental Attitudes on Preschool Children's Interest in Babies: Observations in Natural Settings

This paper reports on two studies of parents'observations of their preschool children's interactions with infants. In Study 1 parents observed 69 3- and 5-year-old white children with three nonsibling infants whom the children encountered during their daily lives. In Study 2 parents observed 46 3- to 6-year-old primarily white children with three nonsibling infants and completed measures of their own gender-related child-rearing attitudes.Consistent with findings from previous laboratory research, this research in naturalistic settings found girls to show more interest in, more nurturance toward,and more interaction with babies than did boys. In Study 2, children whose parents had traditional gender-stereotyped attitudes were more likely to show this gender difference than children whose parents had more egalitarian child-rearing attitudes.     

Parents' predictions of their children's perceptions of family relations

Thirty children from 15 families were administered the Bene-Anthony Family Relations Test. Their parents then assigned test responses as they imagined their children had. With only two exceptions, both involving first born boys, parents predicted their children's responses beyond chance expectation. However, significant discrepancies were found between children's responses and their parents' predictions. Parents tended to overestimate their own centrality in the family perceptions of their children, particularly perceptions involving negative feelings, and to underestimate children's negative feelings involving their siblings.     

Keeping fathers in mind

This paper focuses on keeping fathers in mind – in the mind of the mother and the mind of the therapist – as a symbol and as an actual person so that he can become a healthy presence in the mind of the child. Through its myths and laws, mainstream Indian culture constantly reinforces the idea that the child belongs first to the man who places ownership over a womb. This paper will focus on the importance of the father as a parent and not only as a sexual partner or keeper of the mother. It will illustrate that the actual presence of the father qualitatively enhances the child’s capacities and that the father’s absence or disengagement deeply and painfully affect a young boy. Through an account of some clinical work with young boys at a community-based psychotherapy clinic, the paper aims to illustrate the need of the boy for a good enough father, the reluctance of fathers to be involved in the parenting of their children, and the role of the mother in drawing in the father to be actively paternal.     

The Impact of Parenting Experience on Gender Stereotyped Toy Play of Children

The purpose of this study was to examine gender role socialization as a function of parenting experience in an actual toy play situation and as a function of adults' perceptions of typically gender-stereotyped children's toys. Each of 48 children (24 boys and 24 girls) played with 3 adults: either his or her own mother or father, a matched mother or father of another child, and a matched man or woman who was not a parent. The amount of time children and adults played with gender-specific toys, adults' categorization of toys into gender categories, and adults' desirability ratings of gender-specific toys were examined. The gender-sorting task revealed that adults did not agree with traditional expert categorizations of some of the toys, which suggests a shift in the perceived function of some traditionally stereotyped toys. Regardless of how parents sorted toys into categories, when playing with boys, most time was spent with masculine toys. With girls, however, there was greater flexibility in the categories of toys with which they played. Parenting experience influenced the perceived desirability of toys; parents found toys more desirable than nonparents but these differences did not affect the actual play session with children. These results suggest a change in perceptions of traditionally stereotyped toys and differences as a function of gender in what is appropriate gender-typing behavior.     

Parents’ Reports of Children’s Internalizing Symptoms: Associations with Parents’ Mental Health Symptoms and Substance Use Disorder

This brief report examined the unique associations between parents’ ratings of child internalizing symptoms and their own depression and anxiety in families with parental substance use disorder (SUD). Further, we examined whether parental SUD (father only, mother only, both parents) was related to discrepancy in mothers’ and fathers’ reports of children’s internalizing symptoms. Participants were 97 triads (fathers, mothers) in which one or both parents met criteria for SUD. Polynomial regression analyses were conducted to examine whether father-mother reports of child internalizing symptoms had unique associations with parents’ own symptoms of depression and anxiety while controlling for child gender, child age, and SUD diagnoses. Controlling for fathers’ symptoms and other covariates, mothers experiencing more depression and anxiety symptoms reported more symptoms of child internalizing symptoms than did fathers. Mothers’ and fathers’ SUD was associated with higher anxiety symptoms among mothers after controlling for other variables. A second set of polynomial regressions examined whether father-mother reports of child internalizing symptoms had unique associations with parents’ SUD diagnoses while controlling for child gender and child age. After controlling for mothers’ symptoms and other covariates, parents’ reports of children’s internalizing symptoms were not significantly associated with either parent’s SUD or parental SUD interactions (i.e., both parents have SUD diagnoses). Taken together, mothers’ ratings of children’s internalizing symptoms may be accounted for, in part, by her reports of depression and anxiety symptoms.     

Congruence of parents' and teachers' ratings of children's behavior problems

This study compared parents' and teachers' perceptions of behavior disorders in 1,008 white children enrolled in kindergarten through eighth grade. Data included background information and ratings on the Behavior Problem Checklist. For the most part, parents perceived more problems in their children than did teachers. Parents and teachers tended to agree that boys exhibited more deviant behavior than girls and that youngsters from the higher social classes had fewer disorders than those from the lower classes. Parent and teacher judgments were somewhat alike in that both groups tended to observe a pattern in the development of problems that first increased then decreased or first increased then decreased and leveled off across grades. Trends were more gradual for parents and sharper for teachers, or declines were not seen by parents that were seen by teachers. Bivariate correlations between parents' and teachers' evaluations were significant but low or low to moderate. Mother-teacher and father-teacher coefficients differed on Socialized Delinquency but were similar on the other behavioral dimensions. Although significant interactions of parentteacher relationships with sex and grade were infrequent, correlations between ratings by the two groups of informants were higher for boys than for girls; and correlations between parent and teacher judgments were lower for early grades than for later grades.     

Relationships Between Evaluations of Self and Parents by Children from Intact and Divorced Families

In the present study 639 fifth through eighth grade boys and girls from a total of 14 school districts across the State of Kansas voluntarily filled out evaluative surveys for each of the following target groups: “yourself,” “mother,” “father,” and when applicable, “stepfather.” In accordance with Lifshitz's model and the findings reported by Parish and Copeland, children from intact families were found to have self-concepts that were significantly correlated with how they evaluated their mothers and fathers. In addition, children from divorced families were found to have self-concepts that were significantly correlated with their ratings of their mothers and stepfathers, but not with their fathers. However, of those children from divorced families, those whose parents had been divorced for less than two years had self-concepts that were strongly correlated with their evaluations of their mothers and also significantly correlated with their evaluations of both their natural fathers and their stepfathers.     

父母与青少年的信任水平及代际传递

以往研究指出,人际信任有其家庭根源。本研究以198个家庭中的青少年及其父母为研究对象,采用投资博弈任务测量子女及其父母的信任水平,考察他们的信任水平的特点及父母和子女之间是否存在信任的代际传递现象。研究结果发现:(1)青少年男生的信任水平稍高于女生,父亲的信任水平高于母亲;(2)父亲和母亲的信任水平都不能预测女生的信任水平;但父亲信任水平能线性预测其儿子的信任;母亲与儿子的信任水平则呈倒U型曲线关系。本研究结果证实了信任存在代际传递的现象,并揭示了父母角色及子女性别在信任代际传递中的调节作用,对于进一步理解信任在家庭内的传递过程有启发意义。     

Interests and Leadership among Adolescents

The purpose of this study was to ascertain whether there is a differential relationship in the socialization of children with respect to gender identification when responses of children were examined with respect to race and sex (N = 596 fifth and sixth grade boys and girls). Strong father preference was found to have no effect on the choice a boy will make when choosing between male and female peers, during preadolescence, while a strong mother preference by a girl is related to the sex of the peers she chooses. Preadolescent girls who identify with their mothers chose girls with whom to interact in a variety of activities more frequently than they chose boys. A greater proportion of girls preferred to engage in activities with their mothers than boys preferred to engage in activities with their fathers. No differences were observed between racial groups in terms of girls' choices involving peers. Black boys, however, preferred to engage in activities with opposite-sex rather than same-sex peers to a greater extent than white boys.     

Family income,parental education and internalizing and externalizing psychopathology among 2–3‐year‐old Chinese children: The mediator effect of parent–child conflict

Using a sample of 156 Chinese children aged 2–3 years and their parents, this study examined the effects of socio‐economic status, specifically family income and parental education, on the children's internalizing and externalizing psychopathology and whether these effects were mediated by mother–child and father–child conflict. Results indicated that family income, maternal education and paternal education all negatively predicted externalizing symptoms. Income also negatively predicted internalizing symptoms among boys but not girls. Maternal education negatively predicted internalizing symptoms among girls but not boys. The effects of income on psychopathology were fully mediated by mother–child and father–child conflict. In contrast, the effects of education were not mediated or only partially mediated by conflict. Findings are discussed in the framework of the family stress model.     

Perceptions of Self and Relationship with Parents in Aggressive and Nonaggressive Rejected Children

This study examined the perceptions of self and the attachment relationship to parents in aggressive and nonaggressive rejected children, as compared to children with an average or popular sociometric status. Participants were 216 children from grades 3 and 4. They completed peer nomination measures, the Self-Perception Profile for Children (SPPC), and the Security Scale (mother and father form). Results generally confirmed the assumption that only the nonaggressive rejected children perceive themselves as less competent and worthy as a person than the more popular children. Aggressive rejected children did not report lower feelings of global self-worth or competence, although they did report lower levels of social acceptance. Furthermore, rejected-nonaggressive children perceived the relationship with their father (but not with their mother) as less secure than did the more popular children. Logistic regression analyses suggested that the linkage between felt security with father and rejected-nonaggressive status was mediated by children's self-worth. Implications for attachment theory and for the hypothesized heterogeneity among rejected children are discussed.     

Parents As Teachers:

A follow-up mail survey of the continuing use of behavior modification procedures was conducted with 30 families who had participated in a training program for parents of preschool children with autism four to seven years previously. According to their reports 86% of the parents had used behavioral procedures during the past week to manage their child's behavior and 54% said they used the techniques to teach their child a new skill. More than half of the parties said they no longer used “formal” behavior modification procedures including data collection. Mothers were more likely to use formal behavior modification than father and systematic paternal use of behavioral techniques was linked to maternal use- only one father used the techniques including data collection when his wife did not. Retrospective parental evaluations of the parent training workshop were all positive, although the parents who viewed their children as doing better gave stronger endorsements than the parents who say their children as more limited.     

Aggression in African-American boys: a discriminant analysis.

The main purposes of this study were to determine whether familial variables found to be related to the development of aggressive behavior in Caucasian boys may also be related to similar aggressive patterns in inner-city African-American boys and to assess the relative importance of these variables for classifying the subject population into aggressive and nonaggressive groups. Discriminant analyses were performed using 83 African-American boys, with a mean age of 13.9 years, who were classified as institutionalized aggressive, noninstitutionalized aggressive, and noninstitutionalized nonaggressive subjects. Although the same father and mother variables were used in the analyses, the father variables were not related to group membership. Furthermore, the results showed that both groups of aggressive boys reported more aggression within as well as outside their family home settings than their nonaggressive counterparts. Socioeconomic-related factors such as employment status of parent(s), size of family, and number of parents in the household were not useful predictors of aggressive and nonaggressive group membership.