Role of motivation,self‐efficacy and parent support in adolescent structured leisure activity participation

An increasing body of research supports the positive physical, social and psychological health benefits of adolescent involvement in structured out‐of‐school leisure activities. Analysis of data from 1280 12–17‐year‐old Western Australian metropolitan high school students, found that several factors were associated with adolescent involvement in structured leisure activities, including parent support of the activity (both active and passive), intrinsic motivation and self‐efficacy. There were no significant gender differences in the rate of participation or hours spent participating in structured leisure activities overall. More female than male students, however, were involved in structured creative activities and male students spent significantly more time involved in structured physical group activities. Recommendations for supporting adolescent involvement in structured leisure activities are discussed.     

Parent training for young Norwegian children with ODD and CD problems: Predictors and mediators of treatment outcome

Participants were 121 children, aged 4–8 years referred for conduct problems, and their mothers. A parent training intervention was implemented in two outpatient clinics in Norway. Treatment responders were defined as children scoring below a cut-off on the Eyberg Child Behavior Inventory, a score below an optimal cut-off for children in day-care and school as reported by teachers, in addition to a 30% reduction or greater in observed negative parenting. Self-reported parenting practices were explored as potential mediators. The results of logistic regression analyses showed that high levels of maternal stress, clinical levels of ADHD, and being a girl predicted a poorer outcome in conduct problems at home, while pretreatment clinical levels of ADHD predicted a poorer outcome as perceived by the teachers. Harsh and inconsistent parental disciplining emerged as significant partial mediators of changes in conduct problems, highlighting the importance of altering parenting practices to modify young children's conduct problems.     

Cognitive Acrobatics in the Construction of Worker–mother Identity

This study uses dialectical theory to explore the interaction of worker identity (perceived financial need and job/career identity) and intensive mothering expectations in mothers’ identity construction. This study is based on extensive interviews with 98 at-home, part-time employed and full-time employed mothers of one or more pre-school children from the Midwestern United States. The narrative analysis reveals that mothers embrace intensive mothering expectations. Because of these cultural expectations, mothers must modify either societal mothering expectations or worker expectations in order to construct an integrated worker–mother identity. We found that while at-home mothers can embrace intensive mothering expectations, employed mothers engage in cognitive acrobatics to manage the tension between employment and the dominant mothering ideology. Deirdre D. Johnston is Professor of Communication and Debra H. Swanson is Professor of Sociology at Hope College. This research was funded by grants from Hope College Frost Center for Social Science Research and the Ruth M. Peale faculty development fund.     

中职生家长投入与子女学业投入的关系：教养风格的调节作用

中职生的家庭资源是影响其学业发展的重要因素。本研究调查了国内8个省市1185名中职生和高中生,探讨了中职生家长投入的现状特点及其与教养风格、学业投入的关系。结果发现：中职生家长投入水平显著低于高中生家长;家长教养风格（自主支持/控制）调节了家长投入对中职生学业投入的预测作用。在自主支持的教养风格条件下,家长的在家辅导、参与决策能显著预测学生学业投入的水平,而在控制的教养风格条件下则不成立。     

Deconstructing the Time-Out: What Do Mothers Understand About a Common Disciplinary Procedure?

Time-out (TO) is one of the most common and effective disciplinary tactics used to address problem behavior; however, parents rate TO as one of the least useful behavior modification techniques. This may be due to a discrepancy between empirically supported TO procedures and how mothers are actually conducting TO. Fifty-five mothers were asked to define TO, provide information on how they conduct TO, and identify errors in TO procedures. Results indicate that maternal knowledge and implementation of TO differs considerably from the empirical ideal, potentially impacting the utility and frequency of TO usage in the home to address child problem behaviors.     

Efficacy of Parent-Child Interaction Therapy with Parents with Intellectual Disability

Parents with intellectual disability (ID) face many parenting challenges that may affect their ability to parent effectively, and such deficits are often associated with various poor child outcomes. Research findings are inconsistent for interventions targeting systematic skills for parents with ID. Parent-Child Interaction Therapy (PCIT) is an empirically supported treatment that incorporates performance-based training to enhance parenting ability. This study evaluated implementation of PCIT with parents with ID using a multiple baseline design across behaviors. Results suggest increases in positive parenting behaviors and consistent discipline. However, limitations related to poor maintenance and generalization warrant the need for future research.     

Concurrent Treatment of Depression in Parents and Adolescents: A Case Example

The detrimental influence of parent psychopathology—and depression, in particular—on adolescent mental health has been well documented. Routes of transmission include both direct and indirect factors, such as poor parent–adolescent communication, ineffective parenting practices, modeling ineffective coping skills, increased family discord and stress, inadvertent reinforcement of adolescent depressed mood and suicidal ideation and behavior, and decreased treatment adherence. This paper introduces a novel treatment to concurrently treat both a depressed adolescent as well as a depressed parent. This approach improves upon traditional cognitive-behavioral therapy by targeting relational factors of each adolescent–parent dyad while simultaneously addressing each individual’s depression. Principles of case conceptualization and treatment planning using this novel approach are illustrated using a case example.     

Parental Guidance and Children's Executive Function: Working Memory and Planning as Moderators During Joint Problem‐Solving

Cognitive aspects of children's executive function (EF) were examined as moderators of the effectiveness of parental guidance on children's learning. Thirty‐two 5‐year‐old children and their parents were observed during joint problem‐solving. Forms of guidance geared towards cognitive assistance were coded as directive or elaborative, and children's responses were recorded. Children were then assessed on an independent version of the same task. A parent‐rated composite of working memory and planning was used as a measure of EF. Directive guidance by parents was associated with more child errors during the joint activity, whereas elaborative guidance was associated with better performance. Parent‐rated EF moderated the relation, such that the relation between elaborative guidance and better performance was only significant for children with low EF. During the independent task, EF again moderated the relation between parent guidance and children's performance, such that children with low EF did worse when parents had provided more directive guidance; for children with high EF, directive guidance was associated with better independent performance. These findings suggest that the extent to which children's performance relates to different forms of parents' guidance varies, and elaborative assistance may be more helpful for children with low EF. Copyright © 2016 John Wiley & Sons, Ltd.