General Parenting Research Articles

Parenting Early Adolescents with Autism Spectrum Disorder Before and After Transition to Secondary School

Although early adolescence is a challenging period for all parents, parents of children with autism spectrum disorder (ASD) face additional challenges. At present, little is known about their concrete parenting behaviors during this stage of their child’s development. The main goal of this study was to explore what behaviors parents adopt and investigate how these relate to parenting dimensions previously described in the literature. In addition, we aimed to explore the feelings and cognitions of parents regarding their parenting behavior. Parents of 17 early adolescents aged 11 to 15 years with ASD were interviewed. Starting from three general parenting dimensions (warmth, parental control, and autonomy support) and two parenting dimensions of particular relevance in ASD (stimulating the development and adapting the environment), our analyses produced an integrated framework with three core dimensions: warmth, behavioral control, and stimulation. Our findings suggest that parents make strategic decisions in parenting their children with ASD: they report adapting their behaviors at many levels, although these behaviors per se are not ASD specific.

Barriers and Facilitators of Physical Activity in Children of a South Asian Ethnicity

Children of South Asian ethnicity residing in England have low levels of physical activity. Limited literature exists on correlates, barriers, and facilitators to activity in South Asian children. The aim of this study was to fill this gap in the literature. Interviews were conducted with 10 parents of South Asian ethnicity residing in the UK. Interviews covered a description of the family setup, participants’ opinions of physical activity including barriers and facilitators and their children’s participation, as well as approaches to general parenting, and how children spend their free time. Data were analysed using thematic analysis. Key themes identified included (i) restraints on parents’ and children’s time to be physically active; (ii) the role of the family in children’s physical activity participation; (iii) situational barriers to physical activity; (iv) physical activity not a priority; (v) opportunities to be active; and (vi) perception of activity level and health. A number of key barriers to South Asian children’s participation in physical activity were identified, including (i) restraints on parents and children’s time; (ii) parents providing limited support for physical activity; and (iii) physical activity having a low priority. A number of facilitators were also identified (i) play; (ii) school-time; and (iii) extra-curricular clubs. In this sample of South Asian parents residing in the UK several socio-cultural barriers and facilitators of their children’s physical activity have been identified. The study provides preliminary data for a larger study to ascertain if such barriers and facilitators are representative of the wider South Asian community, so that recommendations for intervention and policies can be made.

Does parental mental health moderate the effect of a telephone and internet-assisted remote parent training for disruptive 4-year-old children?

This study explores the moderators affecting the success of an Internet-based and telephone assisted remote parent training intervention and compares them to an educational control group. We prospectively identified 464 parents who reported at a health check that their 4-year-old children showed elevated levels of externalizing behavior. The moderators explored included parental attention deficit and hyperactivity disorder (ADHD) and parental distress. The dependent variables were child externalization scores and self-reported parenting skills. The measures were completed at baseline, six and 12-months follow-up. The 232 families randomized to active treatment received 11 Internet-based training sessions with weekly phone calls from a coach. The other 232 families had access to a website that provided general positive parenting advice and one 45-minute phone-call from a coach. Using hierarchical linear models, we explored if the parental ADHD or parental distress modified the treatment effects on child externalizing behavior or parenting skills. The results showed that none of the independent variables moderated intervention effects on child externalizing behavior or parenting skills. The lack of significant moderator effects could have been due to the treatment's personalization, the format's flexibility and adaptability to when and how the parents wanted to complete the sessions or the relatively low levels of ADHD and parental distress among the participants.

(185) - What do parents want to know? a qualitative analysis of stakeholder input in planning a parent-education intervention in the context of an intensive rehabilitation program for youth with chronic pain

Parent factors have been increasingly identified as key intervention targets in the context of treatment programs for youth with chronic pain. However, little research has been done on the most effective or appropriate ways to address these factors. In the process of expanding a parent education curriculum in an intensive interdisciplinary pain rehabilitation program, parents of youth with chronic pain were asked to identify topics across multiple disciplines (e.g., psychology, medicine, occupational therapy, physical therapy) that would be of interest to them to learn more about. Using a Likert-type rating scale to indicate overall level of interest (1, not interested at all to 5, extremely interested), 12 parents/caregivers of youth with chronic pain (youth Mage = 14; Mlength of stay = 5 weeks; Mpain duration = 21 months) rated 22 potential education topics (e.g. how physical therapy works to treat my child's chronic pain, what types of school accommodations are available to my child). Results revealed that parents expressed at least moderate levels of interest in all education topics with “effective general parenting skills” rated least interesting (Mrating = 2.42) and “how I can support my child's physical recovery most appropriately” rated as most interesting (Mrating = 4.67). To explore patterns within parental preferences, two doctoral-level researchers analyzed and thematically categorized content into relevant themes. Independent coding between researchers produced an 86% concordance rate with the content coded into one of three areas: General education on chronic pain and treatment, General parent functioning/support, and Education specific to the child's pain condition and treatment regimen. A pilot parent-education intervention will be formulated based on the relevant themes that were identified. The development of future evidence-based parent education interventions will be important in taking more informed steps to improve psychosocial and pain-related outcomes in youth with chronic pain and their families.

Rules? Role Model? Relationship? The Impact of Parents on Their Children’s Problematic Mobile Phone Involvement

ABSTRACTParents can influence their children’s problematic mobile phone involvement (PMPI) by engaging in parental mediation activities, such as restrictions or co-use, by being a role model, and by their general and domain-unspecific parenting style that facilitates more or less attachment security of the child. This study tested the associations between these different routes of influence—parental mediation of the mobile phone, parental PMPI, and secure child-parent attachment—with children’s PMPI. Data was acquired from a quota-sample survey with 500 children, between 8 and 14 years of age, and one of their parents. Results point to the importance of open and empathic parent-child-communication, as well as a positive relationship quality, and demonstrate the detrimental effects of parents’ own PMPI on children’s PMPI.

Cognitive Behavioural Therapy Based Parent Trainings: A Theoretical Review

Appropriate parenting skills are crucial for both child’s development and mental health. Parent training programs provide this support to parents. Parent training programs, which are based on different approaches have been conducted in the world. When investigating the parent training programs which are proved to be effective on parents and children, parent training programs based on Cognitive Behavioural Therapy (CBT) or the programs which are developed by using the techniques of this approach are seemed to have a significant role. Researches show that these programs are effective on the variables such as parent and child mental health, parenting competence, parenting stress, child’s peer relationships and family functioning. Moreover, Dialectical Behaviour Therapy (DBT), Acceptance and Commitment Therapy (ACT) and mindfulness-based approaches which are known as third wave have been added in CBT theories especially in last twenty years. It has been seen that, these approaches were effective in interventions and used in parenting interventions at the same time. Besides, parent training programs, which is developed on the theories those of mentioned, focus on general parenting skills, they are also developed particularly for the parents whose children show the certain problems. The purpose of this literature review is to introduce those evidence-based implementations. Results were discussed in the context of parent training programs and dissemination process of them which are conducted in Turkey.

A longitudinal investigation of the role of parental responses in predicting children's post-traumatic distress.

BackgroundWhile parental post‐trauma support is considered theoretically important for child adjustment, empirical evidence concerning the specific aspects of parental responding that influence child post‐traumatic distress, or the processes via which any such impacts occur, is extremely limited. We conducted a longitudinal examination of whether parental post‐trauma appraisals, trauma‐specific support style and general parenting style predicted child post‐traumatic stress symptom severity (PTSS) following trauma; and whether such influences operated via the child's own appraisals and coping style.MethodWe recruited 132 parent–child pairs following children's experience of acute trauma. We examined whether parental responses assessed at 1‐month post‐trauma, predicted child PTSS at 6‐month follow‐up. Parental trauma‐specific appraisals and responses, and general parenting style, were assessed via both self‐report and direct observations. Child‐report questionnaires were used to assess PTSS and potential mediators.ResultsInitial parent negative appraisals and encouragement of avoidant coping were associated with higher child‐reported PTSS at 6‐month follow‐up. Predictive effects were maintained even when controlling for initial child symptom levels. Observational assessments broadly supported conclusions from self‐report. There was evidence that parental influences may operate, in part, by influencing the child's own appraisals and coping responses. In contrast, there was no evidence for an influence of more “adaptive” support or general parenting style on child PTSS.ConclusionsFindings provide important insight into how elements of social support may influence child post‐trauma outcomes.

Batten disease and parents: marital quality, support, and communication

Background: The neuronal ceroid lipofuscinoses, collectively known as Batten disease, are rare pediatric neurodegenerative disorders resulting in blindness, progressive motor impairment, dementia, and premature death. This study identified services and support accessed by parents of children with Batten disease and assessed parental marital quality. Methods: Parents completed a survey to identify services their affected children received, and their own uses of social support, information, and online resources. We used the Dyadic Adjustment Scale to evaluate parental marital quality. Results: 29 parents of 23 Batten-affected children completed the survey. 18 children (78%) received receiving in-home nursing or paraprofessional care. Over 90% of parents used the internet and social media to learn or talk about Batten disease; their preferred learning method was from other parents of children with Batten disease. Batten parent marital quality was significantly lower than that reported in studies of the general population or parents of children with chronic, but non-neurodegenerative, disease. Conclusions: Parents expressed an interest in and preference for parent-to-parent communication for support and information about Batten disease. Further work is needed to understand factors associated with the significantly lower marital quality among Batten parents.

Maternal understanding of child discipline and maltreatment in the United States, South Korea, and Japan

The purpose of this study is to examine American, Korean, and Japanese mothers' perceptions of maltreatment, and the factors influencing those perceptions in the context of general parenting and discipline. Through a cross-cultural comparative approach, we hope to identify potential universalities as well as cultural specific perceptions of parenting behaviors. For this purpose, a total of 153 mothers with a child aged 3 to 6years participated in the current study. Participants came from East Coast of the United States (N=48); Seoul, Korea (N=65); Japan (Tokyo and Saitama) (N=40). A modified version of a previously established questionnaire (Ahn, Park, & Lee, 1998) assessed mothers' attitudes toward multiple disciplinary behaviors. This questionnaire presented 17 specific vignettes describing disciplinary scenarios that could occur while disciplining children in everyday life, some of which could be perceived as physical abuse, emotional abuse, and neglect. Results of the study suggest significant differences between groups in terms of maternal perceptions of maltreatment and the factors influencing maternal perceptions. American mothers reported the highest mean score among the three countries in perceiving discipline centered on corporal punishment as physical abuse. Korean mothers displayed a dual attitude of perceiving the scenario as maltreatment, but also rating it as likely to occur in everyday life. Japanese mothers showed the most permissive attitude toward harsh parental behaviors among the three countries on the grounds that they considered a strict and punitive attitude as a method of discipline. Overall, mothers of all three countries had the lowest scores for perceiving the vignette corresponding to neglect as maltreatment.

Parenting stress in caregivers of children with chronic physical condition-A meta-analysis.

On the basis of the parenting stress model we compared levels of parenting stress in families with and without a child with a chronic physical condition and analysed correlates of parenting stress in families with a child with a chronic condition. A systematic search through electronic databases identified 547 relevant studies that were included in a random-effects meta-analysis. Parents of children with a chronic condition showed small to moderate elevations of general parenting stress and stress related to the parent-child relationship in particular. They showed moderate to large elevations in health-related parenting stress. Parents of children with cancer, cerebral palsy, HIV infection or AIDS, and spina bifida showed the highest levels of parenting stress. Stress levels also varied by illness severity and duration, child age, parental gender and mental health, marital status, marital quality, and levels of perceived support. Behaviour problems of the child and low parental mental health were the strongest correlates of parenting stress. The present results assist with identifying parents at highest needs for interventions aimed at reducing parenting stress. These interventions should address the reduction of child behaviour problems, the promotion of parental mental health, the increase in marital quality and social support in general, and skills for dealing with stressors.

Atypical antipsychotics for disruptive behaviour disorders in children and youths.

Atypical antipsychotics for disruptive behaviour disorders in children and youths.

Explaining use of food parenting practices: the importance of predisposing factors and parental cognitions.

The high energy intake from energy-dense foods among children in developed countries is undesirable. Improving food parenting practices has the potential to lower snack intakes among children. To inform the development of interventions, we aimed to predict food parenting practice patterns around snacking (i.e. 'high covert control and rewarding', 'low covert control and non-rewarding', 'high involvement and supportive' and 'low involvement and indulgent'). A cross-sectional survey was conducted. To predict the patterns of food parenting practices, multinomial logistic regression analyses were run with 888 parents. Predictors included predisposing factors (i.e. parents' and children's demographics and BMI, parents' personality, general parenting, and parenting practices used by their own parents) and parents' cognitions (i.e. perceived behaviour of other parents, subjective norms, attitudes, self-efficacy and outcome expectations). The Netherlands (October-November 2014). Dutch parents of children aged 4-12 years old. After backward elimination, nineteen factors had a statistically significant contribution to the model (Nagelkerke R 2=0·63). Overall, self-efficacy and outcome expectations were among the strongest explanatory factors. Considering the predisposing factors only, the general parenting factor nurturance most strongly predicted the food parenting clusters. Nurturance particularly distinguished highly involved parents from parents employing a pattern of low involvement. Parental cognitions and nurturance are important factors to explain the use of food parenting practices around snacking. The results suggest that intervention developers should attempt to increase self-efficacy and educate parents about what constitute effective and ineffective parenting practices. Promoting nurturance might be a prerequisite to achieve prolonged change.

Early Feeding, Child Behaviour and Parenting as Correlates of Problem Eating

Mealtimes are a common source of stress for families. Examining factors related to problem eating may provide markers by which to identify families requiring assistance and salient targets for treatment. The current study investigated parenting practices and cognitions, generalisation of child behavioural issues, and early feeding history as they relate to problem eating in typically developing young children. We compared a community sample of 105 parents of 1.5–6-year-old children via survey and observation with 96 parents seeking treatment for their child’s problem eating. History of problems with breastfeeding, χ2(1) = 3.88, p = .049, and the transition to solids, χ2(1) = 7.27, p = .007, were more common among problem eaters than comparisons. Problem eaters had a greater number of problem behaviours outside of mealtimes, F(1181) = 10.88, p = .001, though not more frequently than comparisons and not to clinical levels, F(1181) = 1.81, p = .181. Parents of problem eaters reported more unhelpful mealtime parenting strategies, F(1155) = 22.59, p < .001, yet general parenting style was similar by group, F(1187) = 0.42, p = .527. Parents’ cognitions about mealtimes, F(1155) = 119.81, p < .001, including mealtime-specific self-efficacy, F(1155) = 171.30, p < .001, were poorer amongst problem eaters, and were the only factors to predict problem eating in the total sample. General parenting self-efficacy was poorer in parents of problem eaters (Behaviour: F(1187) = 42.36, p < .001; Setting: F(1187) = 10.64, p = .001). Evidence of feeding issues in infancy may support early detection of and intervention for later problem eating. The significance of broader child behaviour is less clear. Parent factors, particularly those specific to mealtimes, and cognitive in nature (including mealtime parenting self-efficacy) clearly differentiated the groups, and represent important targets for intervention.

Associations between Parenting Style and Parent and Toddler Mealtime Behaviors

BackgroundBy the time a child is 24 mo old, 50% of parents report experiencing picky eating behaviors with their child. These behaviors include consuming an inadequate dietary variety, eating the same foods repeatedly, and an unwillingness to try either new or familiar foods. Previous research has established relations with regard to the impact of parent feeding strategies on child mealtime behaviors and how parent feeding strategies are influenced by parenting style; however, to our knowledge, no studies have investigated whether there is an association between parenting style and perceived child mealtime behaviors specifically related to picky eating. ObjectiveThe purpose of this study was to investigate whether a relation exists between general parenting style and both parent feeding strategies and perceived picky eater and non–picky eater (NPE) behaviors. MethodsParents of 2- to 5-y-old children (n = 525) completed 2 online surveys: 1) the Mealtime Assessment Survey, which measures the frequency of parent and child mealtime behaviors, and 2) the Parenting Styles and Dimensions Questionnaire, which measures authoritative, authoritarian, and permissive parenting styles. Spearman’s correlation analysis was conducted to determine the relations between parenting style and mealtime behavior. ResultsPositive correlations were found between an authoritative parenting style and NPE behaviors, as well as parent mealtime strategies that promote positive eating habits. Authoritarian and permissive parenting styles were positively correlated with child behaviors associated with picky eating and parent mealtime strategies that can negatively influence child feeding. ConclusionsThese findings suggest that a relation exists between general parenting style and both parent and child mealtime behaviors; however, the directionality of the relation remains unknown. The positive correlations seen within the authoritative parenting style with regard to NPE behaviors suggest the use of authoritative feeding methods to overcome feeding difficulties.

Parenting styles, feeding styles and food-related parenting practices in relation to toddlers' eating styles: A cluster-analytic approach.

IntroductionToddlers’ eating behaviors are influenced by the way parents interact with their children. The objective of this study was to explore how five major constructs of general parenting behavior cluster in parents of toddlers. These parenting clusters were further explored to see how they differed in the use of feeding strategies (i.e. feeding styles and food parenting practices) and by reported child eating styles.MethodsAn online survey with 1005 mothers/caregivers (legal guardians) with at least one child between 12 and 36 months old was conducted in the United States in 2012, assessing general parenting behavior, feeding style, food parenting practices and the child eating styles.ResultsA three cluster solution of parenting style was found and clusters were labelled as overprotective/supervising, authoritarian, and authoritative. The clusters differed in terms of general parenting behaviors. Both overprotective and authoritative clusters showed high scores on structure, behavioral control, and nurturance. The overprotective cluster scored high on overprotection. The ‘authoritarian’ cluster showed lowest levels of nurturance, structure and behavioral control. Overprotective and authoritative parents showed very similar patterns in the use of food parenting practices, e.g. monitoring food intake, modeling, and promoting healthy food intake and availability at home. Overprotective parents also reported higher use of pressure to eat and involvement. Authoritarian parents reported high use of giving the child control over their food behaviors, emotion regulation, using food as a reward, and controlling food intake for weight control. Children’s eating styles did not largely vary by parenting cluster.ConclusionThis study showed that a relatively new parenting style of overprotection is relevant for children’s eating behaviors. Overprotective parents reported food parenting practices that are known to be beneficial for children’s food intake, such as modelling healthy food intake, as well as more unfavorable practices such as pressure. Longitudinal data on parenting practices and their relation to healthy eating in children is needed to inform communication and interventions for parents, reinforcing key feeding strategies which have positive effects on child eating behaviors and addressing parenting styles that have unintended negative effects.

Binge drinking: Health impact, prevalence, correlates and interventions

Objective: Binge drinking (also called heavy episodic drinking, risky single-occasion drinking etc.) is a major public health problem. This paper provides an overview of recently published evidence concerning the definition and measurement, prevalence rates, health impact, demographic and psychosocial correlates of, and interventions for, binge drinking.Design: Narrative review.Results: Mostly occurring among young people at weekends, binge drinking increases the risk of both acute (e.g. injuries) and long-term negative consequences (e.g. alcohol disorders). Binge drinkers tend to be extrovert, impulsive and sensation-seeking. Stress, anxiety, traumatic events and depression are also related to binge drinking. Both alcohol-related behaviour of parents and general parenting (e.g. parenting styles, monitoring) are also important. Other major risk factors for binge drinking are frequently spending time with friends who drink, and the drinking norms observed in the wider social environment (e.g. school, community, culture). Emergency departments, birthday parties, fraternities and the workplace serve as settings for interventions; these are increasingly delivered via digital and mobile technology. There is evidence of small-sized effects across approaches (brief interventions, personalised normative feedback, protective behavioural strategies etc.) and populations.Conclusion: A more consistent terminology, investigating multi-level influences and identifying the most effective intervention components are challenges for future research.

Does General Parenting Context Modify Adolescents' Appraisals and Coping with a Situation of Parental Regulation? The Case of Autonomy-Supportive Parenting

Theory and research suggest that adolescents differ in their appraisals and coping reactions in response to parental regulation. Less is known, however, about factors that determine these differences in adolescents’ responses. In this study, we examined whether adolescents' appraisals and coping reactions depend upon parents’ situation-specific autonomy-supportive or controlling communication style (i.e., the situation) in interaction with adolescents’ past experiences with general autonomy-supportive parenting (i.e., the parenting context). Whereas in Study 1 (N = 176) adolescents’ perceived general autonomy-supportive parenting context was assessed at one point in time, in Study 2 (N = 126) it was assessed multiple times across a 6-year period, allowing for an estimation of trajectories of perceived autonomy-supportive parenting context. In each study, adolescents read a vignette-based scenario depicting a situation of maternal regulation (i.e., a request to study more), which was communicated in either an autonomy-supportive or a controlling way. Following this scenario, they reported upon their appraisals and their anticipated coping reactions. Results of each study indicated that both the autonomy-supportive (relative to the controlling) situation and the perceived autonomy-supportive parenting context generally related to more positive appraisals (i.e., more autonomy need satisfaction, less autonomy need frustration), as well as to more constructive coping responses (i.e., less oppositional defiance and submission, more negotiation and accommodation). In addition, situation × context interactions were found, whereby adolescents growing up in a more autonomy-supportive context seemed to derive greater benefits from the exposure to an autonomy-supportive situation and reacted more constructively to a controlling situation.

The Path to Inclusion for Children with Learning Disabilities in Guyana: Challenges and Future Considerations

Abstract One of the major challenges facing special and general education teachers and parents in Guyana is the current educational move towards inclusion. This move has been characterized by the changing political and economic systems which have resulted in inclusion gaining increased momentum in many circles including major organizations, institutions, and even among members of civil society. Inclusion has also been touted as the prelude to meaningful political, economic, social, educational, religious, and cultural engagement in governance and other decision making processes in Guyana. The concept hinges on the right to participate and become involved in various activities regardless of ability or disability. The Jomtien Declaration (1990) which was adopted by the World Conference on Education for All in Thailand in March 1990, mandates the removal of barriers to education for all children. The declaration also affirms the right to education for every individual as well as equal access for all categories of persons with disabilities (United Nations Education, Scientific and Cultural Organization (UNESCO), 1990). While the main pillar of the declaration is the right to education, it also mandates the removal of barriers that would prevent equal learning opportunities for vulnerable and marginalized groups (UNESCO, 1990). This paper examines issues relevant to inclusion and the education of children with learning disabilities in Guyana. The author gives an account of the political system, inclusive education, and legislation for persons with disabilities, and highlights the challenges faced by teachers in educating children with learning disabilities in Guyana.

Parenting and Treatment Adherence in Type 1 Diabetes Throughout Adolescence and Emerging Adulthood.

To examine the role of diabetes-specific parental regulation and general parenting dimensions (responsiveness and psychological control) in treatment adherence throughout adolescence and emerging adulthood. A total of 521 patients (aged 14-25 years) with Type 1 diabetes, 407 mothers, and 345 fathers were included. Analyses within and across informants examined the associations between the parenting variables and treatment adherence (and potential moderation effects in these associations). Lower psychological control and higher parental responsiveness were associated with better treatment adherence. Diabetes-specific parental regulation was not linked to treatment adherence, except when combined with high levels of responsiveness. Some effects of psychological control and responsiveness were more pronounced in the older age-group. Researchers and clinicians should remain attentive to the potential role of parenting for treatment adherence, even in emerging adult patients.

Acquisition and Transfer of Values and Social Skills through a Physical Education Program Focused in the Affective Domain

The purpose of this study was to examine the effectiveness of a physical education (PE) program focused on the affective domain for 6th to 8th grade students with respect to the acquisition and transfer of social skills and values. Further, the extent that general classroom teachers and parents perceived if the learned skills where transferred to other context outside the PE class was examined in a sample of 274 students (ages 11 to 13 years old). One hundred and forty-five males (53%) and 129 females (47%) from five urban schools in Albacete Spain were studied. Three questionnaires were used (pre and post rating scales) as data collection instruments for students, teachers and parents. Results demonstrated encouraging estimates of reliability for the subscales of PE teachers’ perceptions of students’ values and regular education teaches perceptions with very strong values of internal consistency .82 and .93 respectively. Posttest values were slightly higher. Further, findings demonstrated positive outcomes after the intervention in teacher perceptions about students values levels (t =-8,05; p &lt; .01), enjoyment, (t =-7.10; p &lt; .01), fair play (t = -8.09; p &lt; .01), social relation (t = -6.48; p &lt; .01), good habits (t = -7.43; p &lt; .01) and emotional control (t = -6.03; p &lt; .01) in favor of the intervention group. These results support previous studies evidencing that integrating social skills and values intervention in the PE class increase students’ development in the affective domain.