Child Relationship Research Articles

A Status Hukum Wali yang Dianggap Mafqud Bagi Anak yang Orang Tuanya Bercerai

Background. Requests for a guardian judge due to the guardian's nasab mafqud often occur with children whose parents are divorced, often found when a divorce occurs, one of the parents does not get custody of their child, does not care about their obligations to their child, as if they have disappeared without giving any news, especially visiting. to provide a living, and his whereabouts are unknown after the separation of the child's parents' relationship. Which ultimately makes it difficult for the child to carry out the marriage because the guardian is hampered by mafqud. Aim. This research aims to understand the implementation process of determining guardian judges as a result of mafqud in the Gudo Religious Affairs Office and how the proof of guardian mafqud carried out by the Gudo District KUA is viewed from an Islamic legal perspective and a positive legal perspective. Methods. This type of research is field research which is descriptive in nature using a phenomenological approach. Primary data sources were obtained through interviews and documentation from Gudo District KUA officials and supported by secondary data in the form of written literature or scientific works. Results. The results of this research explain that in determining the guardian of the judge because the guardian of the nasab is mafqud, the KUA officials refer to the procedures contained in Minister of Religion Regulation Number 20 of 2019. However, in proving the guardian of mafqud only with the testimony of the village head and there is no need for a judge's decision, in this case there is a lack of synchronization with the laws and regulations. -Existing invitations in Indonesia need to be improved.

Диагностическая классификация нарушений психического здоровья и развития у детей от рождения до 5 лет в практической работе психологов

<p style="text-align: justify;"><strong>Objectives. </strong>Data collection requires a structure and a consistent algorithm to create a common language for the team of professionals and to support the development of support programs. Work on the approbation of the possibilities of using the Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood (DC:0-5) in the comprehensive assessment of the development and condition of the child and his/her immediate environment was carried out.</p> <p style="text-align: justify;"><strong>Methods. </strong>Over a 12-month period, 48 families with children aged from one month to 4 years 10 months were referred to the Child and Family Mental Health Center “Opening Doors”. Expert assessment was conducted using DC:0-5 and the following methods: observation, assessment of child and close adult relationships; assessment of the emotional state and behavior of adults.</p> <p style="text-align: justify;"><strong>Results. </strong>The possibilities of using the DC:0-5 tool were demonstrated on the example of one case from the practice of the center’s specialists: a structured diagnostic report, written in a common language for the team of specialists, included a description of the assessment results in accordance with the algorithm of data collection and structuring of information: cultural aspects; conditions and factors of the child’s physical health; psychosocial and environmental stress factors; developmental competencies and the context of the child’s relationships with close adults. Biological and social risk and protective factors are identified. Risk factors on the part of the adult can be: a suppressed emotional state, difficulties in recognizing the emotional needs and signals of the child and an inappropriate response to them; on the part of the child — a restraint of activity and emotions. In the conclusion, the opinions of specialists about the possibility of clinical disorders in the child are given.</p> <p style="text-align: justify;"><strong>Conclusions. </strong>The data obtained with the use of DC:0-5 allows us to formulate the directions of the individual program of support for the child and family fully and clearly. At the next stage of work it is planned to continue the analysis, systematization and description of cases of classification application with the generalization of results.</p>

A context-dependent perspective to understand the relation between parent-child physiological synchrony and child socioemotional adjustment.

Physiological synchrony is an important biological process during which parent-child interaction plays a significant role in shaping child socioemotional adjustment. The present study held a context-dependent perspective to examine the conditional association between parent-child physiological synchrony and child socioemotional adjustment (i.e., relationship quality with parents and child emotion regulation) under different (i.e., from highly unsupportive to highly supportive) emotional contexts. One hundred and fifty school-age Chinese children (Mage=8.64 years, 63 girls) and their primary caregivers participated in this study. After attaching electrocardiogram (ECG) electrodes, parent-child dyads were instructed to complete a 4-minute conflict discussion task. Parent-child physiological synchrony was calculated based on the within-dyad association between parents' and children's respiratory sinus arrhythmia (RSA) levels across eight 30-secondepochs. Parental emotional support, child relationship quality with parents, and child emotion regulation during the discussion task were coded by trained research assistants. Supporting our hypotheses, parental emotional support moderated the relations of parent-child RSA synchrony with both child relationship quality with parents and child emotion regulation. Furthermore, the Johnson-Neyman technique of moderation indicated that the associations between parent and child RSA synchrony and child socioemotional adjustment indicators shifted from negative to positive as the parental emotional support became increasingly high. Our findings suggest that parent-child physiological synchrony may not be inherently adaptive or maladaptive, highlighting the importance of understanding the function of parent-child physiological synchrony under specific contexts. RESEARCH HIGHLIGHTS: Physiological synchrony may not be inherently adaptive or maladaptive, and the meanings of parent-child physiological synchrony might be contingent on contextual factors. Parental emotional support moderated the relations between parent-child respiratory sinus arrhythmia (RSA) synchrony and child socioemotional adjustment indicators (i.e., child relationship quality with parents and child emotion regulation). More positive/less negative parent-child RSA synchrony was associated with better child socioemotional adjustment under a supportive emotional context, whereas with poorer child socioemotional adjustment under an unsupportive emotional context. These findings highlight the significance of considering the emotional context in physiological synchrony studies.

Parental Alienation—What Do We Know, and What Do We (Urgently) Need to Know? A Narrative Review

Research on behavior seeking to disrupt, deny, or negatively impact the parent–child relationship, sometimes labeled as parental alienation (PA), has burgeoned in recent years. Despite this proliferation, the theoretical and practical conceptualization of PA is still a highly controversial topic, not helped by the potential outpacing of academic knowledge on PA in relation to its application in socio-legal and clinical contexts. Confusion and controversy persist despite several recent reviews seeking to provide clarity on different areas of PA-related discourse (e.g., its effect on alienated children). The current narrative review, therefore, sought to synthesize learnings from those reviews (most of which were published between 2020 and 2022), with subsequently published work, in the most comprehensive and contemporaneous overview of PA to date. As a narrative review, there were no specific inclusion criteria, other than a limitation to English manuscripts and literature from the last 10 years. Snowballing was also utilized, whereby reference lists were used to identify further papers for inclusion. The resulting review outlines current understandings of (a) the key areas of controversy relating to PA, including how it is defined, its use in family court proceedings, and recommendations on intervention; (b) how PA is enacted, by whom, and in what contexts; and (c) how PA impacts on parents, children, and other family members. Crucially, urgent recommendations for further research directions are then made, particularly in relation to legal applications and therapeutic intervention.

Association between the use of mobile touchscreen devices and the quality of parent-child interaction in preschoolers

The early use of mobile touchscreen devices (MTSDs), including smartphones and tablets, may reduce the frequency and quality of social interactions between children and parents, which could impact their relationship and have negative consequences on children's socio-cognitive development. In this study, we applied a parental questionnaire and a behavioral observational method in a laboratory setting (free and structured play sessions) to examine the association between preschool MTSD use and the quantity and quality of parent–child relationships. Our findings revealed that preschoolers who regularly use MTSDs (n = 47, aged 4–7 years, engaging in MTSD use for at least 2 h per week) are spending less time with their parents and exhibited lower quality interactions compared to non-users (n = 25). However, shared offline leisure time with parents serves as a protective factor among MTSD-users. Furthermore, our study demonstrated a positive association between parents' and children's media use. The results suggest that preschool MTSD use may have unfavorable effects on parent–child interactions, both in terms of quantity and quality. Alternatively, lower quantity and quality of parent–child interaction may lead to higher MTSD use in the child. Based on the results, the importance of engaging in sufficient offline family interactions besides digital media use should be emphasized to parents of preschoolers, and health organizations and governments should include this in their recommendations and policies concerning childhood digital media use.

The experience of growing up with a sibling who has depression from emerging adults' perspectives

AbstractObjectiveThe aim was to explore the experiences of growing up with a sibling with depression from the perspective of emerging adult siblings.BackgroundGrowing up with a sibling who experiences depression profoundly impacts the personal lives of emerging adults. This study addresses a research gap by delving into the unique experiences of these emerging adult siblings.MethodsUtilizing a qualitative‐phenomenological approach, we examined the experiences of 25 emerging adults (aged 18–29) who had lived with a depressed sibling during adolescence. In‐depth, semistructured interviews were conducted. Data collection continued until concept saturation. Thematic analysis was employed.ResultsWe identified two central themes in the participants' experiences. In the first theme, significant challenges were illuminated within the parent–child relationship, marked by frustration, the assumption of parental roles, emotional disconnect, and hindrances to personal growth. The second theme pertained to the implications of their sibling's depression on the emerging adults' personal lives, resulting in sacrifices, emotional turmoil, and a sense of responsibility. Participants also exhibited resilience, empathy, and personal growth.ConclusionsThis research illuminates the nuanced dynamics among emerging adults with depressed siblings, underscoring the need for tailored interventions that support both caregiving responsibilities and personal development. Incorporating sibling perspectives into clinical practice can enhance intervention strategies and promote well‐being.ImplicationsThese findings underscore the need for personalized support that enables emerging adults to balance caregiving for their depressed siblings with their own personal growth, with a focus on fostering family communication and resilience.

A systematic review of the benefits and mechanisms of family-based mind-body therapy programs targeting families of children and adolescents with attention-deficit/hyperactivity disorder

Growing evidence indicates that family-based mind-body therapy programs (FMBTs) act as an important alternative for attention-deficit/hyperactivity disorder (ADHD) treatment in the youth with minimal side-effects. Moreover, FMBTs contribute to improving the family functioning of those affected by ADHD. To summarize and analyze the benefits and mechanisms, an extensive literature search of the EBSCOhost, PubMed, Web of Science, and Scopus databases was conducted to identify eligible studies. Fifteen studies published between 2010–2023 were reviewed. The included FMBTs were implemented with 850 children/adolescents and 996 parents/caregivers, of whom 201 parent couples attended the programs together with their children. All included FMBTs adopted mindfulness/meditation as the core practice to enhance the participants’ mental focus and attention, and were designed for long-term engagement, with six including parent–child joint session(s). Positive changes were observed in both children and adolescents, including improvements in ADHD symptoms, behavioral problems, executive function, and school performance. Additionally, parents experienced positive changes in ADHD traits/symptoms, mental health, and parenting behaviors. Furthermore, FMBTs were found to enhance family functioning by delivering mindful strategies to family, restoring psychological capacity and interpersonal skills in family members, and improving parent–child relationships. The reviewed FMBTs demonstrated high levels of feasibility and participant satisfaction. The factors and issues potentially influencing the effectiveness and feasibility of FMBTs are also discussed. The findings indicate that FMBT holds promise as an ADHD treatment option in home settings. Future efforts may focus on optimizing the design of FMBTs to better address the diverse needs of families in varying circumstances.

Evaluation of sleep problems and related factors in children newly diagnosed with autism spectrum disorder

Objectives The aim of this study was to examine sleep problems in newly diagnosed children with autism spectrum disorder (ASD) and compared these problems with typically developing (TD) children in early childhood period. We also evaluated the factors that may be related to sleep problems in ASD group. Methods Forty-eight children with ASD and 46 TD children, and their parents were enrolled in the study. The severity of autistic symptoms and mother–child relationship of children with ASD, and developmental level of all children were assessed. The parents completed questionnaires related to their children’s sleep, behavioral problems, and their own psychiatric symptoms. Results ASD group did not differ from controls in terms of sleep problems. Sleep problems were associated with behavioral problems (p < 0.001), developmental level (p < 0.05), autism severity (p < 0.01), maternal psychopathology (p < 0.01) and mother–child relationship quality (p < 0.05) in ASD group. However, behavioral problems had the strongest association with sleep problems. Conclusions The similarity in sleep problems between children with ASD and typically developing (TD) children during early childhood highlights the clinical importance of recognizing and addressing these challenges early on. Particularly, given the strong association with behavioral problems in children with ASD, clinicians should prioritize comprehensive assessments and interventions targeting behavioral aspects to improve sleep outcomes. This study calls for further research into the developmental trajectory of sleep problems in ASD children, contributing valuable insights to the broader literature on effective clinical approaches for this population in their management.

Empty Nest Syndrome: You Might Be Next!!

The empty nest syndrome (ENS) has been a term used in psychology to denote the psychological symptoms that arise when the youngest child leaves the family for work or further studies causing a void in the family leaving the aged parents behind termed as the empty nest. There have been many theories posited to explain the empty nest and multiple view points exist regarding the phenomenon. This phenomenon was described in the 1940s and 1950s and the present review evaluates the existing literature on the ENS in the light of modern era conceptions of human development. The advent of neurobiology and better understanding of menopause and the hormonal changes that ensue have resulted in us having a greater insight into this phenomenon. There are many changes that a couple undergoes in mid life and these all contribute to the ENS in some way or another. Marital and family factors as well as the parent child relationship play a vital role in adjustment to the empty nest situation. This review also tries to explain the validity of a concept like ENS in the modern digital era and in the light of modern relationships and their effect on the mind of the people involved.

Gendered pathways to socioemotional competencies in very young children

Parent–child and teacher–child relationship closeness have been shown to be crucial for children’s development of socioemotional competencies from preschool to school-age stages. However, less is known about the importance of developing close relationships with young infants and toddlers attending childcare group settings for their early socioemotional development. The current study aimed to address this gap and to explore how child gender may influence the associations. Participants included 378 Hong Kong Chinese children (196 girls; Mage = 22.05 months, SD = 9.81 months) enrolled in childcare centres, along with their parents and teachers. Parents reported on children’s socioemotional competencies as well as their relationship closeness with children; teachers reported on their relationship closeness with children. Multiple group structural equation modelling was used to analyse the results. The findings showed that both parent–child and teacher–child closeness were positively associated with children’s social competence, while teacher–child closeness was negatively associated with children’s anxiety behaviour. Parents of girls reported greater parent–child closeness, higher levels of social competence, and higher levels of anxiety behaviours compared to parents of boys. Furthermore, teacher–child closeness was significantly associated with social competence exclusively among girls, while parent–child closeness was significantly associated with anxiety behaviours solely among boys. Findings are discussed in terms of the role of child gender in influencing the associations between parent–child closeness, teacher–child closeness, and children’s socioemotional competencies in the earliest years.

Maternal attachment security modulates the relationship between vulnerability to anxiety and attentional bias to threat in healthy children

This study aimed to investigate whether attentional bias to threat, commonly observed in clinically anxious children, also manifests in healthy children, potentially aiding the early detection of at-risk individuals. Additionally, it sought to explore the moderating role of parent–child attachment security on the association between vulnerability factors (anxiety sensitivity, intolerance of uncertainty, perseverative cognitions) as indicators of vulnerability to anxiety, and attentional bias towards threat in healthy children. A total of 95 children aged 8 to 12 years completed the Visual Search Task to assess attentional bias. Vulnerability to anxiety was measured using a composite score derived from the Childhood Anxiety Sensitivity Index, Intolerance of Uncertainty Scale for Children, and Perseverative Thinking Questionnaire. Parent–child attachment security was assessed using the Security Scale-Child Self-Report. Analyses revealed that higher vulnerability to anxiety was associated with faster detection of anger-related stimuli compared to neutral ones, and this association was further influenced by high maternal security. These findings in healthy children suggest an interaction between specific factors related to anxiety vulnerability and the security of the mother–child relationship, leading to cognitive patterns resembling those seen in clinically anxious individuals. These results hold promise for early identification of children at risk of developing anxiety disorders.

Parent–child conflict and adolescent health literacy in Mexico: Results from a nationwide dyad study in Mexico

ABSTRACT Research suggests that health literacy (HL) is critical in preventing and managing health problems. However, over half of adults in Mexico report having inadequate health literacy. Research suggests the parent–child relationship can be a key predictor of developmental competencies; however, little research has examined how dyadic family interactions relate to HL. This study examined whether parent–child relationship conflict was associated with adolescent health literacy among families living in Mexico. Data from a parent–child dyads in Mexico were gathered using online surveys (N = 746, 373 parent–child dyads). Our findings suggested that child-reported family conflict–but not parent-reported family conflict – was associated with lower adolescent health literacy. Researchers and practitioners should consider how parent–child conflict may impact adolescent health outcomes, and prioritise child reports in data collection.

Children's participation in everyday life: An international overview

AbstractMuch of the research on children's right to participation has focused on formal settings, with less attention given to everyday contexts. The current study explores the scope of children's participation in everyday life in the family, school and community. Based on a sample of 46 000 children from 32 countries, children's participation was found to vary across the different contexts. Moreover, the quality of the children's relationships with adults was found to be positively related to the degree of their participation. Finally, some cross‐national differences were found.

Latinx LGBTQ+ youth and grandparents: Intergenerational solidarity, precarious familismo, and cisnormativity

AbstractObjectiveThis study documents the importance of grandparents for lesbian, gay, bisexual, transgender, and queer (LGBTQ+) Latinx youth and how cisnormativity shapes these relationship dynamics.BackgroundMost research on LGBTQ+ youth's family relations centers on the parent–child relationship. Grandparents are important for racially marginalized families, particularly Latinx families. Additionally, Latinx LGBTQ+ youth are impacted by precarious familismo—the disparate experiences with family members in which their gender and sexuality are simultaneously accepted and rejected.MethodThe data for this project are from the Family Housing and Me (FHAM) project, a landmark longitudinal study on the impact of non‐parental relatives on the lives of LGBTQ+ youth. This paper analyzes a subsample of 35 qualitative interviews with Latinx LGBTQ+ youth (16–19 years old) who live in South Texas or the Inland Empire of California, the majority of whom are transgender or nonbinary.ResultsGrandparents played an important role in the lives of Latinx LGBTQ+ youth interviewees, including providing many of the positive benefits of familismo. The youth also described “disparate experiences” of precarious familismo in how their grandparents simultaneously attempted identity support of their gender identities and reinforced cisnormativity. Youth often navigated these experiences by expressing low expectations that their grandparents would fully understand their gender identities, which we refer to as generational gender expectations.ConclusionResearch on LGBTQ+ youth should integrate the study of non‐parental relatives to fully understand support networks and family systems for LGBTQ+ youth. Additionally, cisnormativity plays an important role in family life and familismo.

Effects of parental conflict on adolescent academic burnout: A moderated mediation model

We investigated the relationship between parental conflict and adolescent academic burnout, along with the mediating role of the parent–child relationship and the moderating role of teacher support. We surveyed 886 firstyear secondary vocational school students in Foshan City using four scales: the Adolescent Student Burnout Inventory, the Children's Perception of Interparental Conflict Scale, the Parent–Child Closeness Scale, and the Students' Perception of Teachers' Supporting Behavior Questionnaire. The results showed that adolescent academic burnout was directly and positively associated with parental conflict, and that the parent–child relationship partially mediated this relationship. Teacher support moderated parental conflict and affected adolescent academic burnout indirectly through parent–child relationships. Thus, parents should try to create an emotionally secure family environment for children and cultivate high-quality parent–child relationships, to prevent or intervene in academic burnout among adolescents. Additionally, schools should consider the role of teacher support in the improvement of parent–child relationships among students.

Mom, dad, put down your phone and talk to me: how parental phubbing influences problematic internet use among adolescents

BackgroundThe positive association of parental phubbing with internalising and externalising problems among adolescents has gained academic traction. To date, limited research has investigated the association of parental phubbing and adolescents’ Problematic Internet Use (PIU). Furthermore, the mechanism underlying this association is largely unknown. These gaps limit our understanding of family-related issues affecting PIU among adolescents. The present study explores whether there is a relation between parental phubbing and PIU and investigates the mechanisms underlying this relation among adolescents.MethodsThe participants were 495 junior high schoolers aged 11–15 years. Participants completed questionnaires on their experiences with PIU, parental phubbing, parent–child relationships, and basic psychological needs satisfaction.ResultsThe results showed a direct and indirect positive association between parental phubbing and PIU. Furthermore, parental phubbing indirectly influenced PIU and was mediated by the parent–child relationship and basic psychological needs satisfaction, respectively. Moreover, the parent–child relationship and basic psychological needs satisfaction were sequentially mediated.ConclusionsOur study highlights the crucial role of parents in the development of adolescent PIU and provides theoretical and practical guidelines for PIU prevention and intervention.

The effect of maternal childhood maltreatment on postpartum mother–child bonding and maternal hair glucocorticoids

ABSTRACT Background: Maternal experiences of childhood maltreatment (CM) constitute a risk factor for impairments in the mother–child relationship. One mechanism underlying this intergenerational transmission may be maternal hypothalamic–pituitary–adrenal axis dysregulation. Yet, few studies have examined different maltreatment subtypes, including emotional neglect, considered concurrent depressive symptoms, and used long-term integrated glucocorticoid measures. Objective: This study aimed to investigate associations between maternal CM history, postpartum glucocorticoids in hair, and mother–child bonding. In exploratory analyses, we tested whether specific subtypes of CM had differential implications for glucocorticoid secretion and bonding. Methods: During pregnancy, N = 269 mothers from the prospective cohort study DREAMHAIR provided retrospective information on CM and current information regarding psychological and hair-related variables. Hair samples were collected 8 weeks after delivery for quantification of maternal long-term hair cortisol and cortisone concentrations in 2-cm scalp-near hair samples. Mother–child bonding was measured 8 weeks and 14 months after birth using the Postpartum Bonding Questionnaire. Results: While bivariate correlations revealed significant associations of CM with bonding and hair cortisol, regression findings showed CM was associated with impaired bonding 8 weeks (overall CM trend-level; emotional neglect p = .038) and 14 months (emotional neglect trend level p = .041) after birth, however not after controlling for depressive symptoms at the time point of the outcome. In regression analyses, CM was not associated with maternal hair glucocorticoids 8 weeks postpartum. Maternal hair glucocorticoid concentrations were not related to mother–child bonding and did not mediate associations between CM and mother–child bonding. Conclusion: Data tentatively suggest that mothers with CM experiences, in particular emotional neglect, may be at risk for suboptimal bonding to their child, however current depressive symptoms seem to be more important. Our data provide no evidence for a crucial role of glucocorticoid secretion, yet aetiological processes of long-term glucocorticoid secretion and bonding are complex and more severely affected samples should be examined.

A Mixed-Methods Exploration of Legal Vulnerability, Trauma, and Psychological Wellbeing in Immigrant Caregivers and Youth

(1) Background: Immigrant families in the U.S. face a myriad of migration-related stressors and trauma, and legal vulnerability can further compound such stressors, influencing both immigrant caregiver and child wellbeing. This study explored the relationships between legal vulnerability, trauma, and migration and their effects on caregiving, psychological distress, and resilience in immigrant families. (2) Methods: In total, 37 Latinx immigrant caregiver–child dyads from a community sample were interviewed and completed self-report measures on their experiences of migration, trauma, psychological functioning, and parent–child relationships. (3) Results: Using a community-based, sequential quantitative-qualitative design, person-centered analyses revealed two caregiver clusters: “Personalizing Stress” and “Meaning-making”. Exemplar case analyses characterized differences between clusters, particularly related to trauma symptoms, in which the “meaning-making” cluster endorsed higher levels of psychological functioning and wellbeing compared to the “personalizing stress” cluster, in which the process of creating meaning from adversity appeared to function as a resilience resource for the “meaning-making” cluster. While most indicators of caregiver–child wellbeing were not correlated, family legal vulnerability was strongly correlated with high resilience in children. (4) Conclusions: Clinicians should attend to the resilience resources that immigrant families from legally vulnerable communities utilize, including meaning-making.

“She is Like a Sister to Me”: Children’s Lived Experience With Their Dog

ABSTRACT This study aimed to explore the relationship between children and dogs through their cohabitation, highlighting the ways children experience, interpret, and give meaning to the role of the dog in their everyday lives. Thirteen children (6 females, 7 males) aged 7–12 years from Thessaloniki, Greece, who had been living with a dog for at least the past three years, participated in the study. From September 2018 to June 2019, we conducted a series of semi-structured interviews with each child and also used supplementary means of data collection, such as photographs, drawings, videos, and diaries. The interviews were recorded and subsequently transcribed. Hermeneutic phenomenological analysis was applied to illustrate the participants’ reflections on their experiences of living with a dog. From the analysis, the three most common themes identified were that dogs: (a) facilitate routines and habits, (b) contribute to family dynamics, and (c) provide emotional support in daily life. The study findings give insight into dog–child relationships, as well as evidence regarding children’s lived experiences through the fundamental supportive role of the dog as a transitional object.

Sociological and geographical markers in favour of a distance and potential availability score for the children of the very elderly

Old age is a time of emotional, social and physiological challenges. The role of the family remains essential in coping with these challenges. This is particularly true of non-cohabiting children, who in 2020 accounted for just under half of all those helping elderly people with loss of autonomy and/or pathologies. Following on from sociological research on close caregivers, this article first looks at the level and influence of children's relationships and assistance towards their elderly parents, and then proposes the construction of a territorial indicator - in this case, a score - to measure the spatial proximity and potential availability of children. Subject to further development, this indicator represents a first milestone in the territorial understanding of children's relationships with and help for their elderly parents.