Особенности взаимодействия девиантных и обычных подростков с родителями как показатель сплоченности и гибкости семейной системы (На примере двух культур: русской и узбекской)

Recent findings revealed that the causes of adolescent involvement in risk behaviors are lack of love, support, warmth and acceptance from their parents (Newby S Deepshikha & Bhanot, 2011).Aggressive behaviors were most common among adolescents in the early ages; their aggression is mostly against family, school property, classmates, and teachers. Hitting, pushing, spreading rumors, engaging in school fights, excluding a peer from a group, poor control of emotions, social withdrawal, and hitting a peer to get money were some of the common aggressive behaviors (Rew, Horner, & Brown, 2011;Yeh, 2011). Rule breaking behaviors were considered as the next level of risk behavior. Adolescents were breaking the normal expectations of the family, school, and society and were violating clearly defined regulations. Selfinjurious behavior such as burning the skin, limb hitting and bruising, head banging, picking at wounds, peeling the skin, deep biting, severe skin scratching, were found to be increasing tremendously among adolescents (Ohlemeyer & Wildeisen, 2005).Adolescents who experience lack of normal parental love, care, and warmth develop negative perception about themselves, their family, and their parents (Okorodudu & Nwamaka, 2010). Having unstable and unaccepting familial contexts would be like pouring oil on this burning flame (Saxena, Srivastava & Naithani, 2011).As a result of it the adolescents would develop the tendency to engage in aggressive, rule-breaking, and self-destructive behaviors(Bolognini, Plancherel, Laget, & Haifon, 2003).These were fostered by their belief that others were interfering with their independence and autonomy (Zhang & Arvey, 2009).In Asian culture parents use more punishments and exercise higher control and authority to coax the best performance from their children, which make the children rebellious and delinquent (Okorodudu & Nwamaka, 2010). There is also much evidence to prove that parental unpreparedness to deal with transitional changes that adolescents were going through lead to an affectionless style of parenting (McKinney, Donnelly & Renk, 2008). This would lessen the emotional bonding between parents and adolescents, causing the adolescents to internalize and externalize different problems (McKinney, & Renk, (2011).Adolescence is a challenging period for parents and teenagers (Coley, Votruba-Drzal, & Schindler, 2009). It is a warning to the elders to prepare their children for adaptation and to help them develop the capacities and skills they need to cope with the changes they are going through(Bolognini, Plancherel, Laget, & Halfen, 2003) . During this time parental reaction to adolescent transitions would depend on how prepared the parents were (Spring, Rosen & Matheson (2002). Lack of parental awareness about the external and internal changes experienced by the adolescents during their transition could cause breakdown in their relationship (Shearer, Crouter, & McHale, 2005).In such a situation, parental education would help the parents to develop the skills needed to relate with their adolescents (Bunting, 2004) .A family-based and attachment-focused intervention program would help to improve family unity, communication, and coping skills (Accordino, Keat II & Guemey, 2003). It will also support the development of a healthy adjustment between adolescents and their parents (Moretti, Holland,& Moore, 2002). According to Moss et al. (2012) an attachment-based intervention program is more effective in reducing internal and external behavioral problems among adolescents because it is based on improving parental sensitivity and child security. …

The silent truth of teenage pregnancies--Birth to Twenty cohort's next generation.

In this era of globalization, technological advancement, lust of achievement and the current problems in educational setup of our country, made the life of student cumbersome. Researches on academic stress, anxiety and adjustment have explored the basic academic pressure burdening the school going children and to identify flows in the educational systems.The students today would be the teachers tomorrow. They will be giving their country whatever, their country has given them. Students are the future handlers of a nation. What students learn today will be used and implemented tomorrow for the betterment of the country. They are the future educationalists, bankers, politicians, businessmen, doctors, engineers etc. Some of these students would be the policy makers in the country helping the government to make policies some would be scientists helping the country to innovate things.Stress is believed to be caused by the various problems that exist such as problems at school, financial problems, family problems and problems in their surroundings. Teenagers also experience stress because they are sometimes trapped between making decisions which is to follow rules and orders or to be free and discover the world like they should. Teenagers in earlier days were trained for things that were suitable with their age so that they can use it to manage their lives. But now, teenagers have to follow their parents' desire which is preparing them to compete in the social system where the society is scrambling towards modernization so that they are not left behind. If it is not managed well, stress can ignite psychological disturbances among them when they are grown up. These disturbances will cause stress to the teenagers in the future if they will not overcome now.Therefore, the role of the students can become important even before they jumped into the real world. A stressed, maladjusted, depressed student community can bring a bad name to the country and may eventually harm the process of development as investors would unsure of their future and they won't be able to help their country and its economy. So it is an urgent need of the present hour to measure the level of stress, anxiety and adjustment of the school students. The school management and parents can provide students a healthy environment so the students become stress free and well adjusted in environment and highly motivated.According to Aggrawal (2004), the adjustment of adolescent very much depends on the fulfillment of their significant specific needs that consist of physical needs, emotional needs, social needs, intellectual needs, moral needs and vocational needs. As mentioned earlier, students from English medium school tend to exhibit better emotional adjustment while their counterparts from rural schools display relatively better educational adjustment as they do experience stress from their teachers and parents regarding their academic performance. Studies by Sharma and Gakkar (1991) and Pradhan (1992) have obtained similar results.Sharma et al. (2011 ) parenting style has been found to predict the child's well being in various domains such as social competence, academic performance, psychological development, adjustment and problem behaviour. Hussain et al. (2008) in their study found that the level of overall adjustment of public school students was more poor then the government school students.Raju and Rahmatulla (2007) .Significant difference is observed between boys and girls on the financial and emotional factors of adjustment. On the financial adjustment dimension, girls have higher mean scores than the boys indicating that they have better financial adjustment. An examination of the individual items of the financial adjustment factor indicated that girl students as compared to boy students' feel their parents' fulfill their needs easily. This could be because parents of girl students tend to give more importance to the needs of their daughters. …

Aim: To assess, in the context of other socialization factors, importance of alcohol specific parenting practices for adolescents drinking behaviors. Method: Questionnaire data collected from the random sample of Warsaw 15-year old students (N = 984) on: alcohol use and getting drunk, perception of parental rules and attitudes toward alcohol use by a child, child’s monitoring and support by parents, school climate and support by peers. Results: Logistic regression analysis confirmed that parental disapproval of alcohol use by teenagers and setting clear rules forbidding alcohol use are significant protective factors. Among adolescents who already drink, the risk of getting drunk is lower if they communicate openly with parents about their alcohol related behaviors. Parental factors seem to be more significant for girls than for boys and for those who have not initiate alcohol use yet. Conclusions: More research and preventive activities is needed to strengthen parents in their alcohol specific parenting behaviors.

Health is a multidimensional concept that in addition to not being sick, the disabled, happiness and well-being takes (Larsan, 1991) defines mental health, although a lot has changed most psychiatrists, psychologists and mental health researchers to overlook the positive aspects of health. The new patterns of health care mainly focuses on negative features and gauges are often problems with physical health (mobility, pain, fatigue and sleep disorders), psychological problems (depression, anxiety) and social problems (inability to play a social role, marital problems) deals (Reef, 1998), Almost 60 years ago, the World Health Organization as a state of well-being and mental health of complete physical, mental and social and not merely the absence of defined patient (world Health organization, 2001,2004), One of the concepts related to mental health, psychological well-being that has attracted much attention in the last two decades (Shahaiyan & Joseph, 2007) is a cognitive psychological well-being has several emotional component. People with a high sense of psychological well-being experience positive emotions and positive evaluation of the events of their lives. While those with a sense of well-being down the events of their lives unfavorably and more negative emotions like anxiety, depression and anger experience (Abdi Zarrin, 2010 ), The big question that occupied the minds of the researchers is that the most important factors affecting the psychological well-being is? In the meantime, without a doubt, the family and the way it interacts with the children is one of the most important cases. Family, first and most enduring character of the kids and the underlying physical, intellectual, social, emotional and moral in it. Including the most basic social institution of the family is usually the most important in all societies, and is the fulcrum and center of social life. In fact, a person is born and lives in the family and to grow it. Family educational environment is one of the most pivotal in maintaining mental health, social and physical person has an important role. Psychological conditions such as emotional relations of parents to children, children of parents towards each other and towards the creation of mental health, social skills development, career development and educational success of children and the role of facilitators or inhibitors (Keramati and colleagues, 2005). Family in its ability to handle the changes, solve conflict, solidarity among members and successfully applied in disciplinary patterns, observing the boundaries between people, of the provisions and principles of the organization with the aim of protection of the family system is. Quantitative and qualitative changes in the process of family communication patterns in the family will be resistant to the formation of personality and mental health of children is effective (Alderman et al., 2004). Family studies, is more to the issue of how people deal with stressors, coping ability and strength and how families have the basic abilities of the impact (Fitzpatrick Koeyrner, and, in 2004). Character and behavior of parents and children to educational practices and how they relate to children. Parental behavior may be associated with love or hostility, formal or flexible, and be gentle or the parents of authoritarian and illiberal that each of these methods and a combination of different effects on growth, development and adaptation of the child's personality (Makaremi et al., 1986). The psychologists believe that children's behavior is highly correlated with educational practices of parents and between parents and children have a good relationship and a good emotional nature. The course of human development has many ups and downs, but the in-between stage of adolescence is unique and different developments in this sensitive stage of its patron. Parents and their educational practices including this stage and growth factors that play a decisive role are normal teenagers. …

A coping skill is a behavioural tool which is used by individuals to offset or overcome adversity, disadvantage or disability without correcting or eliminating the underline conditions (wikipedia.org/ coping skill). Coping skills are those skills that we use to offset disadvantage in day to day life. Coping skill can be seen as a sort of adaptation (Fritsher, 2008). It may help a person to face a situation, take an action and to be flexible and persistent in solving problems. The method a person uses to deal with a stressful situation is known as coping skills. These are some techniques and methods which are meant to cope with stress. These methods are known as coping skill or coping techniques. The ultimate goal of these skills is a balanced life, with time for work, relationships, relaxation, fun and the resilience to hold up under pressure to meet challenges. There are many healthy ways to cope with stress. We can either change the situation or change our reaction. Coping refers to a process of constantly changing cognitive and behavioural effects to manage specific external or internal demands. Virtually, all living beings routinely utilize coping skills in daily life. These are perhaps most noticeable in response to physical disabilities. Professional counsellors have found that a focus of attention on coping skills is often helpful to these individuals.Coping skills can be positive or negative. Positive coping skills help us get through situations at nearly the same level as those who do not have the disadvantages. Negative coping skills, however may provide short-term relief or distraction, but ultimately worsen our disadvantages (Fritscher, 2008). A common example of a negative coping skill is the abuse of alcohol or drugs. Davidson (2007) reviewed the potential use and application of coping-skills training in teaching adolescents in effective ways of managing the stressors related to living with diabetes mellitus. Adolescents aged 13 to 20 with insulin-dependent diabetes mellitus who participated in the research project. Research revealed that the use of appropriate coping skills may help them to cope with day to day management of the illness and aid in long term adaptation. In another study, Kumar and Kandhiravan (2009) studied the relationship between stress coping skills and their goal orientation in a sample of 400 college students. The findings of the study revealed that the students differ in their coping skills with regard to their gender, subject of specialization and parents' level of education.The key to optimal childhood development lies in the influences of the immediate environment. The family system, as part of the environment, plays a central role in the child's developmental outcome (Samerolf, 1990). As children approach and enter adolescence, school and community influences begin to compete with the home environment as key factors in their lives. The role of the family and the specific interactions between a child and parent have been determined to be powerful indicators of development (Baharudin, 1998; Genis & Dekovic 1997; Harris & Liebert 1987; Hines 1997; Bennett & Hay, 2007). Certain family types may encounter stressors associated with their family situation, such as compromised quality of parentchild relationships, parental depression and socio-economic adversity. These commonly occurring characteristics of different family environments may chiefly account for the risks to children's wellbeing (Lansford, Ceballo, Abbey & Stewart 2001 ; Dunn, Deater-Decard & Klebanov, 1998; Smith, Brooks-Gunn & O'Connor 1997; Demo & Acock 1996; Forgatch, Patterson & Ray 1995; Amato 1994; Hetherington 1993; Hetherington & Clingempeel 1992; Amato & Keith 1991). During this transition to adolescence, many of the conditions that affect this transition come into play in the earlier school years. The classroom is one such environment children must learn to navigate. …

It is commonly understood that adolescence can be a time when teens attempt to reconcile their own desires and needs with the wishes of their parents. While some adolescents get through this period of time without many problems, others tend to experience many negative effects. It is possible that the parent’s role in the relationship may play a part in the development of teenager’s self-esteem and self-satisfaction. Cultural values such as the Asian American emphasis on interdependence and family harmony may influence the type of parenting style these parents may choose to adopt. A study was performed with 156 teenagers from central New Jersey to determine the effects of parenting styles on teenagers’ self-esteem and overall satisfaction with their parents and themselves. Results indicated that there were no significant differences between race and authoritative parenting style, however, significant differences were found in that Asian American parents tended to be more authoritarian than their Caucasian counterparts. Furthermore, authoritative parenting was found to be associated with higher self esteem and satisfaction. Findings from the study are discussed in terms of the impact of cultural expectations on adolescents’ satisfaction with self and with their parents.

To analyze the correlation between children and adolescents' body shape parameters and parent's dissatisfaction on it. Stratified cluster sampling method was used to select students and their parents, and height, weight, waist circumference (WC), hip circumference (HC), skinfold thichness of the students were measured. Body image from parents was studied through the 'Ma body figural shape'. Correlation between body shape parameters and dissatisfaction towards them from the parents was analyzed under both simple- and multiple-level methods. The overall prevalence of dissatisfaction on body-shapes from parents was 69.0%, including 28.6% of the parents expecting children to be fat (PEBF) while, 40.4% of the parents expecting their children to be thin (PEBT). In males, parameters as height, weight, WC, HC, skin fold thickness, BMI in PEBT were 1.9 cm, 11.9 kg, 13.2 cm, 8.8 cm, 32.3 mm, 4.7 kg/m² respectively, all higher than the satisfaction from the parents (PBIS) (all P < 0.05), and these parameters were 2.3 cm, 7.1 kg, 7.2 cm, 5.8 cm, 14.1 mm, 2.3 kg/m² higher in PBIS than that of PEBF, respectively (all P < 0.05). In females, parameters as weight, WC, HC, skinfold thickness, BMI in PEBT appeared to be 8.6 kg, 9.1 cm, 6.6 cm, 21.9 mm, 3.5 kg/m² higher than that of PBIS (all P < 0.01), and were 5.5 kg, 5.9 cm, 5.4 cm, 10.4 mm, 1.8 kg/m² higher in PBIS than that of PEBF, respectively, plus the difference of height was 3.6 cm more (P < 0.01). Differences of body shape on parameters between PEBT and PBIS were larger in primary school students than in middle school students. However, the differences of body shape parameters between PBIS and PEBF appeared higher in middle school students than in primary school male students, but were higher in female students in primary than in middle school students. The prevalence of body dissatisfaction related to children and adolscents' body shape parameters from parents was high. Parents in the PEBT group seemed to have paid more attention to children's body shape parameters at low age. However, parents in PEBF group might have paid more attention to children's body shape parameters at high age in males or at low age in females.

Part one: Literature ReviewThe aim of this review was to summarise and examine the literature on parent self-efficacy in parents of children with learning disabilities. Literature searches identified 9 studies which were included in the review. Due to the diversity of the papers reviewed, a synthesis of the methodological issues and review findings was completed. Despite the methodological weaknesses described in the review, there appears to be a growing body of evidence to suggest a relationship between parent self-efficacy, parent stress and child behaviour in parents of children with learning disabilities.Part two: Research ReportA correlational design was used to examine the relationships between parent perception of self-efficacy, perception of behaviour and parent attribution in parents of children with learning disabilities. Participants were recruited from specialist schools and via a national learning disability website and a total of 18 parents participated in the study. Correlational analysis revealed a significant correlation between parent self- efficacy and perceived severity of behaviour, particularly hyperactive behaviour, and higher levels of parent self-efficacy were associated with lower levels of child behaviour difficulties. Higher levels of perceived child behaviour difficulty were not associated with attribution of cause of behaviour to the child and attribution of cause of behaviour was not associated with parent self-efficacy. Child emotional difficulties were associated with attribution of the cause of the behaviour to the situation rather than the child and higher perception of child pro-social behaviour was associated with higher levels of belief of child ability to control behaviour. Parents of children presenting with high levels of prosocial behaviours were related to attributions of the cause of behaviour to specific situations.Part three: Critical AppraisalAn appraisal of the research process was undertaken. This included personal reflections, challenges of completing the research, learning points and recommendations for future research.Part four: Service EvaluationA mixed methods design was utilised to evaluate the efficacy of an intensive support service with one family (a pilot). The evaluation consisted of two parts. Part 1 aimed to evaluate child behaviour change, parent perception of ability to understand and manage child difficulties, and attainment of goals identified by the parent prior to the intervention. Part 2 utilised a focus group to capture staff experiences of working within the intensive support team and to elicit team recommendations for future development of the service. The findings from the evaluation did not show a significant change in child behaviour, however, substantial progress was made towards the goals highlighted by the parent prior to the intervention and significant increase in parent perception of self- efficacy was reported. Team experiences of the intensive support service and several recommendations for the future development of the service were summarised and described following the focus group meeting.

This study examined how Mexican American parents influence their adolescent children’s academics. Eleven Mexican American high school students took part in this study which occurred in a small Midwestern town. Four factors of parental influence were examined using questionnaires that were administered through interviews. The factors of parental influence were: parental ability to help with academics, parental support, parental monitoring and parental education level. It was hypothesized that Mexican American parents who are able to provide support and monitoring, and who have the ability to help their adolescent students with school work will positively influence their adolescents academically. It was also hypothesized that the more education the parents have, the better their children will do with their academics. Key words: Mexican American, adolescents, parenting, academics.

Anxiety disorders are amongst the most common psychological concerns of childhood and adolescence (Cartwright-Hatton et al., 2004). Whilst cognitive-behavioural therapy has been established as an efficacious treatment, only a small proportion of children with anxiety disorders receive help from mental health professionals (Essau et al., 2000). In recent years, there has been growing interest in using the Internet as a mechanism for delivering psychological services. Although initial investigations of online treatment for child anxiety disorders have produced similar results to that of clinic-based treatment, there remains a proportion of children who do show recovery following treatment. By identifying predictors of child response to treatment, it is possible that treatment could be tailored to suit the needs of children who may be a risk for poor treatment outcomes. A large body of research exists regarding the role of family factors in the development and maintenance of child anxiety disorders (see McLeod et al., 2007; Wood et al., 2003). If left unchanged following treatment, it is likely that family factors involved in the maintenance of child anxiety will have an adverse effect on child outcome following treatment. Additionally, the absence of direct contact with a therapist in online treatment presents a greater requirement for self-direction on the part of the client. In the case of children, this is likely to signal the need for greater encouragement and involvement from parents, which may be problematic when dysfunctional dynamics exist within the family. As such, compliance with the online treatment may also be an important predictor of child outcome, when treatment is completed in an online format. The aim of the current study was to examine the role of family factors, compliance with treatment, and child characteristics (specifically, age and gender), as predictors of treatment outcome for children receiving online CBT for anxiety disorders. Participants were 156 children, ranging from 7 to 18 years of age (M = 11.92, SD = 2.47), and at least one of their parents. Children were required to present with a primary anxiety diagnosis of either separation anxiety disorder, social phobia, generalised anxiety disorder, or specific phobia, based on a clinical interview, administered by a trained clinician. Children and parents also completed a battery of questionnaires to assess child anxiety symptoms, parent psychopathology, family functioning, parenting behaviours, and parent relationship quality. Eligible families were assigned to a one of the BRAVE – ONLINE programs based on the child‟s age; children aged 7 to 12 years completed BRAVE for Children – ONLINE and children aged 13 to 18 years completed BRAVE for Teenagers – ONLINE. Results indicated that anxiety severity decreased significantly over time, and 66% of children were free of their primary diagnosis at 6-month follow-up. Child treatment compliance (both session compliance and homework compliance) was found to predict child treatment outcome at 6-month follow-up for older children (aged 13 years or older), but not for younger children (12 years or younger). For older children, low treatment compliance was associated with less favourable child outcomes at 6-month follow-up. Parent compliance with the online treatment was unrelated to child treatment outcome, irrespective of child age. A number of significant relationships were also identified between family factors and child outcome following online treatment for anxiety disorders. Higher levels of parent depression or parent stress, and low parent relationship quality, were associated with less favourable child treatment outcomes at 6-month follow-up (on at least one indicator of child outcome), irrespective of child age. Additionally, high levels of parental anxiety were found to be detrimental to treatment outcome for younger children, though not for older children. Furthermore, the effect of family adaptability on child treatment outcome was conditional on child age, such that high family adaptability (i.e. highly flexible in structure) predicted more favourable treatment outcomes for younger children, though was associated with poor treatment response for older children. Finally, the relationship between parent depression and child global functioning at 6-month follow-up, was shown to be mediated by child homework compliance, for children receiving online CBT for anxiety disorders. Specifically, high levels of parental depression were associated with lower child homework compliance, which in turn was predictive of lower child global functioning at 6-month follow-up. These findings can be seen to have important clinical implications for the treatment of child anxiety disorders, particularly in regards to the relationship between family factors and child treatment outcome. It is possible that the inclusion of additional treatment modules aimed at improving problematic family dynamics (e.g. parent anxiety management), may also improve the chances of children achieving successful outcomes following treatment. Given the paucity of evidence in this area, further investigation is needed to allow for greater conclusions to be drawn. A discussion is provided in relation to future research directions, with the aim of expanding upon the findings of the current study.

The purpose of this study is to explore the relationship between parents’cognition on school characteristic, school marketing and school brand image. The study is based on previous research and educational needs of Bali district,New Taipei City to construct research framework. The survey samples are the parents of 4 elementary schools in Bali district. The questionnaire was mailed to 400 parental respondents and 311 from parents were used for final analysis. Data were analyzed by using SPSS 20 and Amos 17. It is suggested that the study will help schools developing school characteristics, promoting the marketing strategy, and enhancing the school brand image of these schools. After the empirical analysis, conclusions are suggested as follows: 1. It’s necessary for school marketing to develop school characteristics and enable parents’full cognitions. 2. It will help to establish school brand image by using effective marketing strategy and building good relation with parents. 3. It will enhance parents’cognitions on school characteristic by developing multiple and special school characteristics and adopting efficient marketing strategy.

Adolescence is a critical period of development, in which teenagers are continuously changing mentally, physically, and psychologically. They are learning more about the world and trying to strive for both parental independence and inclusion in social groups. The present paper covers recent literature on subjective wellbeing (SWB) among adolescents, aimed at measuring their emotional and retrospective cognitive evaluations of their own lives and identifying key factors that relate to SWB. Evidence shows the importance of the social dimension of life in shaping adolescent SWB. Parenting support, school contexts and school connectedness are among the most significant predictors of academic achievement and SWB.

The aim of the research has been to determine the family aetiology of defensive coping strategies (aggression, avoidance, submission) employed by teenagers in social conflict situations and resulting from educational attitudes and model coping strategies chosen by their parents in analogous contexts. The following assessment methods have been used: the scale of parental attitudes by Mieczyslaw Plopa, the questionnaire of parental coping strategies in social conflict situations in the child’s perception (SRwSK) by Danuta Borecka-Biernat, and the questionnaire of adolescent coping strategies in social confl ict situations (KSRK) by D. Borecka-Biernat. The empirical study has covered 892 students (464 girls and 423 boys) aged 13–15, from the first, second and third years of the lower secondary school. The results show that adolescents are not able to deal constructively with the social confl ict situation unless in their educational environment they find approval, openness to their matters, recognition of their freedom of action, respect for their rights, and a model of active behaviour provided by signifi cant others while seeking a viable solution to a conflict. Defensive forms of coping strategies in social conflict situations develop under the influence of educational parental attitudes and models of reacting to problems, manifested in parents’ behaviours in emotional tension situations.

Objective To explore the relationships among attachment, parental attachment and parental rearing style of adolescent depression. Methods 36 outpatients and hospital patients in Anhui Mental Health Center with depression and their parents were involved as the case group, 33 age-, gender-, and education-matched high school students and their parents as the normal controls. The case group and control group were assessed with Experiences in Close Relationships Inventory (ECR) and Parental Rearing Pattern Questionnaire (EMBU). Results ① The score of attachment avoidance and anxiety dimension in the depression group were obviously higher than that of the control group(73.19±16.63 vs 66.25±12.91, 62.76±13.90 vs 51.97±13.69, P<0.01) ; the score of mother's attachment anxiety in the depression group were significantly higher than that of the control group(72.06±14.23 vs 57.42±12.81), and there were significant differences between two groups (P<0.01). ②The attachment avoidance was positively correlated with parental attachment avoidance in the depression group(r=0.534, r=0.488; P<0.01) . The attachment anxiety dimension was positively correlated with mother's attachment anxiety in depression group (r= 0.532, P<0.01). Attachment avoidance was negatively correlated with parental warmness(r=-0.406, r=-0.462, P<0.01), however attachment avoidance had positive correlation with father's punishment and mother's rejection in depression group (r=0.395, r=0.468; P<0.05). Father's attachment avoidance was negatively correlated with father's warmness(r=-0.527, P<0.01), and mother's attachment avoidance was negatively correlated with mother's warmness(r=-0.491, P<0.01), which was positively correlated with mother's rejection (r=0.392, P<0.05) . ③ Regression analysis showed that mother's warmness rearing style had full mediating effect on the relationship between mother's attachment avoidance and attachment avoidance in depression group, and then mother's refused rearing style partly mediated the relationship between them. But father's warmness didn't have mediating effect on the relationship between father's attachment avoidance and attachment avoidance in depression group. Conclusion The attachment pattern is insecure in the depression group. Parenting attachment and rearing style significantly influence on adolescent depression attachment patterns, and mother's rearing style has mediating effect on the relationship between mother's attachment and depression attachment. Key words: Adolescent; Depression; Attachment; Parental rearing style