Ineffective Discipline Research Articles

The effects of the mother’s ADHD on her parenting role

IntroductionAttention Deficit Hyperactivity Disorder (ADHD) is the second most common psychiatric disorder in childhood, affecting 5-7% of the child population. The same disorder in adults is less documented and is estimated at 2.5% of the population. The mothers of children with ADHD are 24 times more likely to develop ADHD than mothers of children without ADHD. About 17% of mothers of children with ADHD meet criteria for the disorder themselves. The core symptoms of ADHD are inattention, hyperactivity and impulsivity.ObjectivesThe objective of this e-poster is to describe the effects of the mother’s ADHD on her parenting roleMethodsThe current poster is based on the bibliographic reviews of papers via the ‘PubMed’ search engines.ResultsIn some studies mothers with ADHD may use ineffective discipline methods in order to limit their children.The mothers with ADHD often have difficulties with executive functions such as planning, organizing and implementing goals and with self-control. Characteristically, in a study with a sample of mothers with children aged 3-6 years were observed difficulties in defining the boundaries of the children, unstable behavior and low self-esteem. Additionally, mothers with ADHD may have difficulty forming and maintaining social relationships and this have a negative effect on children’s social skills. The maternal role is influenced by when the mother suffers from depression, anxiety, uses alcohol or psychotropic substances. In addition, her role is influenced by when there are problems in the marital relationship or she is a single parent. The reactions of the mother with ADHD may be influenced not only by whether she has ADHD but also by whether or not her child has been diagnosed with ADHD. The mother with ADHD and child with ADHD has to deal not only with her own symptoms but also with her child’s symptoms. The coexistence of the specific disorder in both may cause increased levels of stress to the mother. Nevertheless, some research reports that these mothers show empathy towards their children, i.e. they have a more positive and supportive behavior, they are more protective, less irritable and less frustrating (similarity-fit hypothesis). In other studies mothers with ADHD worsen their children’s symptoms with their behavior (similarity-misfit hypothesis). There is a significant correlation between the mother’s ADHD and the child’s emotional, behavioral and social functioning.ConclusionsIn conclusion, mothers with ADHD may experience difficulties in all developmental stages of their children. Therefore, the treatment of the disorder (medication and cognitive-behavioral psychotherapy) is necessary in order to improve the mothers’ symptoms, the mental condition of their children and the family’s quality of life.Disclosure of InterestNone Declared

Child Adult Relationship Enhancement in Primary Care (PriCARE): study design/protocol for a randomized trial of a primary care-based group parenting intervention to prevent child maltreatment

BackgroundChild maltreatment (CM) is a pervasive public health problem and there is a critical need for brief, effective, scalable prevention programs. Problematic parent-child relationships lie at the heart of CM. Parents who maltreat their children are more likely to have punitive parenting styles characterized by high rates of negative interaction and ineffective discipline strategies with over-reliance on punishment. Thus, parenting interventions that strengthen parent-child relationships, teach positive discipline techniques, decrease harsh parenting, and decrease child behavioral problems hold promise as CM prevention strategies. Challenges in engaging parents, particularly low-income and minority parents, and a lack of knowledge regarding effective implementation strategies, however, have greatly limited the reach and impact of parenting interventions. Child Adult Relationship Enhancement in Primary Care (PriCARE)/Criando Niños con CARIÑO is a 6-session group parenting intervention that holds promise in addressing these challenges because PriCARE/CARIÑO was (1) developed and iteratively adapted with input from racially and ethnically diverse families, including low-income families and (2) designed specifically for implementation in primary care with inclusion of strategies to align with usual care workflow to increase uptake and retention.MethodsThis study is a multicenter randomized controlled trial with two parallel arms. Children, 2–6 years old with Medicaid/CHIP/no insurance, and their English- and Spanish-speaking caregivers recruited from pediatric primary care clinics in Philadelphia and North Carolina will be enrolled. Caregivers assigned to the intervention regimen will attend PriCARE/CARIÑO and receive usual care. Caregivers assigned to the control regimen will receive usual care only. The primary outcome is occurrence of an investigation for CM by child protective services during the 48 months following completion of the intervention. In addition, scores for CM risk, child behavior problems, harsh and neglectful parenting behaviors, caregiver stress, and caregiver-child interactions will be assessed as secondary outcome measures and for investigation of possible mechanisms of intervention-induced change. We will also identify PriCARE/CARIÑO implementation factors that may be barriers and facilitators to intervention referrals, enrollment, and attendance.DiscussionBy evaluating proximal outcomes in addition to the distal outcome of CM, this study, the largest CM prevention trial with individual randomization, will help elucidate mechanisms of change and advance the science of CM prevention. This study will also gather critical information on factors influencing successful implementation and how to optimize intervention referrals, enrollment, and attendance to inform future dissemination and practical applications.Trial registrationThis trial was registered on ClinicalTrials.gov (NCT05233150) on February 1, 2022, prior to enrolling subjects.

Role of Parenting Style in Children's Behavioral Problems through the Transition from Preschool to Elementary School According to Gender in Japan.

While ineffective discipline can be attributed to authoritarian and permissive parenting styles, little research has examined the role of gender in the association between parenting style and early childhood behavioral problems. Thus, this study aimed to clarify the effects of authoritarian and permissive parenting on children’s externalizing and internalizing behaviors during the preschool-to-elementary-school transition according to gender in Japan. A sample of 1668 Japanese children (853 boys and 815 girls) were followed longitudinally over one-year intervals, and assessed based on parenting styles (the Parenting Scale), children’s behavioral problems (the Strengths and Difficulties Questionnaire), and family characteristics. Multivariate analyses revealed that, when analyzed by gender, authoritarian discipline influenced externalizing problems in boys (β = 0.048, p = 0.047) and girls (β = 0.067, p = 0.023), while permissive discipline influenced externalizing problems in boys only (β = 0.049, p = 0.038). The results document the relationship between family processes and the development of disruptive behavior disorders in children. Support for parents employing such child-rearing styles in early childhood may be effective in reducing school maladjustment.

Changes in parenting practices during Parent Management Training Oregon model with parents of children in foster care

This study examined changes in parenting practices among parents receiving Parent Management Training Oregon model (PMTO). These parents had children in foster care with serious emotional disturbance and were randomized to receive in-home PMTO for up to six months. Using data from the Parent Child Checklist, an observation-based measure administered by therapists after each parent-child session, latent growth curve modeling was conducted with a sample of 318 parents of children, aged 3–16years old, in foster care. Results showed that overall parenting effectiveness improved and that the change trajectory was best fit by a cubic model (two changes in trajectory). Parenting effectiveness initially increased but was found to turn downward temporarily, then rebounded toward additional improvements. Similarly, three of the six subscales – skill encouragement, positive involvement, and communication/monitoring – demonstrated significant change and a cubic trajectory. In contrast, problem solving and effective discipline subscales showed significant improvement but the trajectory was best fit by a quadratic model, indicating that these parenting practices improved and then leveled off near the end of treatment. The ineffective discipline subscale did not demonstrate significant change. Additionally, parents with high initial scores experienced lower rates of improvement and higher rates of deceleration. However, parents who started with relatively high rates of change were better able to maintain improvements over time. Overall, the results suggested PMTO was associated with increased effective parenting but the trajectory for positive change included both gains and setbacks. Future research is needed to determine whether gains in parenting practices are sustained beyond the treatment period.

Clinicians' Observations of Family Interactions in the Reunification Process: The Parent Child Checklist

The present article employed a sample of 365 families of children in foster care to conduct a validation test of a newly developed instrument, the Parent Child Checklist (PCC). The PCC is a 54-item direct observation measure assessing parent–child interactions in the context of a family session. The PCC was developed to support the effective implementation of an evidence-based intervention, Parent Management Training-Oregon model, in the Kansas child welfare system. The PCC was designed to capture two scales of child behavior (prosocial and problem behavior) and five parenting domains (encouragement, positive involvement, problem solving, communication skill, and effective discipline). A combination of exploratory and confirmatory factor analysis was used in this first stage validation of the checklist. Results indicated the PCC scales obtained adequate internal consistency and interrater reliability. The confirmatory factor analysis supported 6 of the 7 expected scale domains; however, a two-factor solution was better - supported among the discipline items, labeled as effective and ineffective discipline. Test–retest reliability ranged from 0.45 to 0.80 across child behavior and parenting domains with alpha levels ranging from 0.65 to 0.88. A behavioral observation rating scale for clinicians that is reliable and feasible to implement can represent a significant improvement to practice-as-usual.

Parent predictors of changes in child behavior problems

The present study examined whether ineffective discipline, single parent status, social support, parent involvement, and parent depression predicted changes in preschoolers' (N=129) behavior problems. This study also evaluated whether child sex and ethnicity moderated the relations between these variables and changes in problem behavior. Parents completed questionnaires at the beginning of the study, and parent, teacher, and observational ratings of children's behavior problems were collected twice during the school year. Parents' own social support predicted improvement for boys and parent depression was associated with worsening symptoms for girls. Single parenthood and parent involvement predicted changes in behavior problems for the sample as a whole. Several significant ethnic differences emerged, highlighting the importance of considering cultural context in studies of parenting and child externalizing behavior.

Do Universal Parenting Programs Discourage Parents from Using Corporal Punishment: A Program Review

The curricula of 10 evidence-based, universal, group parent-training programs were examined to determine whether the topic of corporal punishment (CP) is explicitly discussed, whether the program explicitly discourages its use, what reason(s) are offered for refraining from its use, and what alternatives are offered. There was strong agreement among the program curricula that CP is both harmful to the child and an ineffective discipline strategy. Between two and five alternative discipline strategies were offered to parents. The variation among the programs with respect to both arguments against and alternatives to the use of CP makes it difficult to ascertain one critical feature or combination of features of the parenting programs for effectively reducing parent use of CP. Directions for future research and practice are offered.

The Relation of Harsh and Permissive Discipline with Child Disruptive Behaviors: Does Child Gender Make a Difference in an At-Risk Sample?

The role of parenting in child disruptive behaviors has received substantial support; however, the findings as to differential effects of specific parenting behaviors (e.g., discipline) on boys’ and girls’ disruptive behavior problems have not been consistent. The current study examined the individual, unique, and interactive relation of two types of ineffective discipline (i.e., harsh & permissive) with child disruptive behavior for at-risk boys and girls separately. Participants were 160 parents with 3- to 6-year-old at-risk children (47.5% girls). Findings revealed that higher levels of harsh discipline were related to more intense disruptive behavior of both boys and girls, whereas higher levels of permissive discipline were related to more intense disruptive behavior of only boys. Additionally, results indicated that harsh and permissive discipline did not interact to predict child disruptive behavior problems. Clinical implications and directions for future research are discussed.

WPA guidance on the protection and promotion of mental health in children of persons with severe mental disorders.

This guidance details the needs of children, and the qualities of parenting that meet those needs. Parental mental disorders can damage the foetus during pregnancy through the action of drugs, prescribed or abused. Pregnancy and the puerperium can exacerbate or initiate mental illness in susceptible women. After their birth, the children may suffer from the social disadvantage associated with severe mental illness. The parents (depending on the disorder, its severity and its persistence) may have intermittent or prolonged difficulties with parenting, which may sometimes result in childhood psychological disturbance or child maltreatment. This guidance considers ways of preventing, minimizing and remedying these effects. Our recommendations include: education of psychiatrists and related professions about the effect of parental mental illness on children; revision of psychiatric training to increase awareness of patients as caregivers, and to incorporate relevant assessment and intervention into their treatment and rehabilitation; the optimum use of pharmacological treatment during pregnancy; pre-birth planning when women with severe mental illness become pregnant; development of specialist services for pregnant and puerperal women, with assessment of their efficacy; community support for parenting by mothers and fathers with severe mental disorders; standards of good practice for the management of child maltreatment when parents suffer from mental illness; the importance of multi-disciplinary teamwork when helping these families, supporting their children and ensuring child protection; the development of child and adolescent mental health services worldwide.

The Influence of Parents in Adolescents’ Misbehavior

Positive relationships within the family, parental support, a consistent and constructive parental discipline style and adult supervision tend to be related negatively to adolescents deviant behaviors and their associations with deviant peers. Poor family relationships were found to be associated with higher levels of delinquent behaviors, possibly due to the fact that parents in those families provided poor role models and engaged in ineffective discipline strategies. Problem statement: A considerable number of secondary school students were involved in delinquent behavior and they are not doing well in school. School authorities with the supervision of education departments and the Ministry of Education have done their best to guide and monitor students’ discipline. Yet the problems related to misbehavior still occur in schools. A study was conducted on 113 at risk students to examine whether parental factors could contribute to their misbehavior problems. Approach: Interviews were conducted using open ended questions. Data were analyzed qualitatively using in vivo software to extract categories of parental influence. Results and Conclusion: Findings showed that the adolescents do have problems with their families including lack of parental attention, communication problems and poor relationship between parents. The implications of the findings were discussed.

Conflict resolution in the parent–child, marital, and peer contexts and children’s aggression in the peer group: A process-oriented cultural perspective.

Theories of socialization propose that children's ability to handle conflicts is learned at home through mechanisms of participation and observation-participating in parent-child conflict and observing the conflicts between parents. We assessed modes of conflict resolution in the parent-child, marriage, and peer-group contexts among 141 Israeli and Palestinian families and their 1st-born toddler. We observed the ecology of parent-child conflict during home visits, the couple's discussion of marital conflicts, and children's conflicts with peers as well as aggressive behavior at child care. Israeli families used more open-ended tactics, including negotiation and disregard, and conflict was often resolved by compromise, whereas Palestinian families tended to consent or object. During marital discussions, Israeli couples showed more emotional empathy, whereas Palestinians displayed more instrumental solutions. Modes of conflict resolution across contexts were interrelated in culture-specific ways. Child aggression was predicted by higher marital hostility, more coparental undermining behavior, and ineffective discipline in both cultures. Greater family compromise and marital empathy predicted lower aggression among Israeli toddlers, whereas more resolution by consent predicted lower aggression among Palestinians. Considering the cultural basis of conflict resolution within close relationships may expand understanding on the roots of aggression.

Parental discipline behaviours and beliefs about their child: associations with child internalizing and mediation relationships

Internalizing disorders of childhood are a common and disabling problem, with sufferers at increased risk of subsequent psychiatric morbidity. Several studies have found associations between parenting styles and children's internalizing, although few have considered the role of parental discipline. Parental discipline style may exert an effect on children's internalizing symptoms. Anxiety and depression are reliably found to run in families and parental anxiety has been shown to effect parenting behaviour. This study set out to examine the links between parental anxiety, parental discipline style and child internalizing symptoms. Eighty-eight parents of children aged 4-10 years were recruited through primary schools. All parents completed questionnaires including measures relating to: adult anxiety (State-Trait Anxiety Inventory - Trait version, Penn State Worry Questionnaire), parental depression (Beck Depression Inventory - Fastscreen), parental discipline (The Parenting Scale), parenting-related attributions (Parenting Attitudes, Beliefs and Cognitions Scale) and child psychological morbidity (Child Behaviour Checklist 4-18 version). Significant correlations were found between both parental anxiety and child internalizing symptoms with ineffective discipline and negative beliefs about parenting. Particularly strong correlations were found between parental anxiety and child internalizing symptoms with harsh discipline. Parents of anxious/withdrawn children were more likely to hold negative beliefs about their child. The link between parental anxiety and child internalizing symptoms was mediated by harsh discipline. The link between parental anxiety and harsh discipline was mediated by parental beliefs about the child. Discipline style may be an important factor in the relationship between parent anxiety and child internalizing symptoms.

Validation of a new self-report measure of parental attributions.

Attributional theory and empirical evidence suggest that a tendency to make stable, global self-causal attributions for undesirable events is associated with negative outcomes. However, existing self-report measures of parental attributions do not account for the possibility that dysfunctional parent-causal attributions for child misbehavior might be important predictors of poor family functioning. To address these concerns, the authors developed and tested a new measure of both parent-causal and child-responsible attributions for child misbehavior in a sample of 453 community couples. Structural validity, convergent validity, discriminant validity, internal consistency, and temporal stability of the new measure were examined. As expected, confirmatory factor analysis resulted in 2 factors, Child-Responsible (9 items) and Parent-Causal (7 items); the final model was cross-validated in a holdout sample. The final scale demonstrated adequate internal consistency (alphas = .81-.90), test-retest reliability (rs = .55-.76), and convergent and discriminant validity. Dysfunctional parent-causal and child-responsible attributions significantly predicted parental emotional problems, ineffective discipline, parent-child physical aggression, and low parenting satisfaction. Associations with parent-child aggression and parenting satisfaction were generally larger than with partner aggression and relationship satisfaction.

Maternal Disciplinary Style with Preschool Children: Associations with Children's and Mothers' Trait Anxiety

AbstractThis study explored associations between maternal discipline, maternal trait anxiety and anxiety in preschool-aged children. The sample comprised 47 mothers and their children, aged 2–3 years. Maternal discipline was assessed by maternal self-report; and child anxiety by maternal and play leader report. Positive associations were found between self-reported, ineffective, maternal discipline and symptoms of anxiety in preschool-aged children. Associations were not found between self-reported “verbose” discipline (long reprimands or reliance on talking) and preschoolers' anxiety. There were also no associations between play leaders' reports of preschoolers' anxiety and any of the mothers' self-reported discipline measures. Positive associations were found between maternal trait anxiety and the use of self-reported ineffective disciplinary behaviours. Over-reactive discipline was shown to be a stronger predictor of preschoolers' anxiety symptoms than maternal anxiety or lax discipline. It was concluded that children's internalizing symptoms (according to mother report) may be associated with use of ineffective disciplinary strategies. Increased use of these strategies was also associated with anxiety in mothers, and it is suggested that use of ineffective discipline strategies might partially account for the association between maternal and child anxiety.

Practice Parameter for the Assessment and Treatment of Children and Adolescents With Substance Use Disorders

Practice Parameter for the Assessment and Treatment of Children and Adolescents With Substance Use Disorders

Domains of risk in the developmental continuity of fire setting

Juvenile fire setting is a serious, dangerous, and costly behavior. The majority of research examining youth fire setting has been cross-sectional. We sought to examine early risk attributes that could differentiate fire setters from non-fire setters, in addition to examining their association with the developmental continuity of fire-setting behavior into late childhood. Using a sample of 361 youth drawn from 4 different U.S. communities, this study examined the association between a broad array of risk variables from the child, parent, and family domains, and fire-setting behavior over the course of 2 developmental periods: prior to 4th grade, and between 4th and 6th grade. Youth were classified into I of 4 groups (non-fire setters, desisters, later-onset fire setters, and persisters) based on their reported fire-setting behavior during these periods. Children who set fires had higher levels of risk on most of the variables assessed. Persistence of fire setting was associated with elevated parental depressive symptoms and more interparental conflict and ineffective discipline. The findings highlight the need for multi-component preventive interventions to address the breadth of risk experienced by fire-setting youth and their families.

The Contributions of Ineffective Discipline and Parental Hostile Attributions of Child Misbehavior to the Development of Conduct Problems at Home and School.

Data were collected in a longitudinal study of 134 boys and 132 girls and their families during kindergarten and first grade. Four hours of parent-child interaction were coded to ascertain parent discipline practices. A structured interview assessed maternal attributions about child behavior. Maternal ratings of child conduct problems at kindergarten entry reliably predicted the mother's subsequent hostile attributions concerning child misbehavior and use of ineffective discipline tactics. Ineffective maternal discipline and the interaction of ineffective discipline and hostile attribution predicted growth in child conduct problems at home during kindergarten and first grade. Changes in teacher-reported and observed child conduct problems at school during kindergarten and first grade were predicted by growth in conduct problems at home and by the interaction of ineffective discipline and hostile attribution.

A sense of containment: potential moderator of the relation between parenting practices and children's externalizing behaviors.

We introduce the construct of perceived containment, defined as children's beliefs about adults' capacity to impose firm limits and to prevail if there is a conflict in goals. We propose that children's containment beliefs represent an important but understudied factor in the development and maintenance of childhood aggression. Children's ratings on the Perceived Containment Questionnaire (PCQ) were inversely related to parent and teacher ratings of externalizing problems. Moreover, this relation was found to be independent of the quality of parental discipline. We also found evidence that perceived containment moderated the relation between overly harsh, inept discipline and children's externalizing behaviors: ineffective discipline was directly related to externalizing problems in children with relatively high PCQ scores but was unrelated to externalizing problems in children with relatively low PCQ scores. For the latter group of children, the affective quality of the mother-child relationship was a better predictor of problem behavior. These findings provide additional support for Kochanska's (1993) model of differential socialization and for Frick's (1998) assertions concerning meaningful subgroups of aggressive children.

Parenting Related to Child and Parental Psychopathology: A Descriptive Review of the Literature

Two areas of recent research on parenting are examined: (i) Parenting problems in families with parental psychopathology, and (ii) parenting problems when children have psychiatric disorders. Review of literature showed that parental, as well as child, psychopathology represents major stressors for a family and substantially impacts parenting abilities. Two main dimensions of dysfunctional parenting occur in families with child or parental psychopathology: (i) Parental negativity, and (ii) various forms of ineffective discipline practices. For parents, the level of parental social functioning and responsiveness may be more crucial for parenting skills than psychiatric symptoms per se. For children, the impact of dysfunctional parenting seems to be non-specific for child outcome, related to both internalizing and externalizing disorders. However, evidence does point to links among parental negative, affectionless control and depression/anxiety in children, whereas inconsistent, disruptive parenting with insufficient monitoring is more characteristic of parents with conduct-disordered children.

Child Externalizing Behavior and Parents' Stress: The Role of Social Support

Liza M. Suarez and Bruce L. Baker** We studied the role of social support (marital adjustment, spousal support, and global support) in the relationship between child externalizing behavior problems and mothers' and fathers ' well being. Seventy-five first grade children were classified into three groups (control, moderate externalizing, and high externalizing) based on parent and teacher reports of behavior problems. Outcome measures were parents' perceived negative impact of the child on social relationships, as well as negative and positive feelings toward parenting. There was evidence for main, moderating (buffering), and mediating effects of social support indicators on outcome measures. Implications of these findings for family intervention are discussed. Key Words: child externalizing problems, family marital adjustment, parenting, social support, spousal support. he everyday responsibilities of are stressful for many adults (Cox, Owen, Lewis, & Henderson, 1989). When a child has behavior problems, daily childrearing tasks can affect parental functioning to an even greater extent (Anastopoulos, Guevremont, Shelton, & DuPaul, 1992; Eyberg, Boggs, & Rodriguez, 1992; Fischer, 1990). Hyperactive, aggressive, or defiant child behaviors are often associated with, for example, ineffective discipline strategies, complaints from teachers, social embarrassment, sibling conflicts, and strain in the marital relationship. The pile up of these types of incidents results in greater levels of stress (Webster-Stratton, 1990), and may result in negative parental perceptions of their children. It has been established that child behavior problems are related to higher levels of stress in their parents (Barkley, 1985; Barkley & Cunningham, 1979; Eyberg, Boggs, & Rodriguez, 1992; Humphries, Kinsbourne, & Swanson, 1978; Mash & Johnston, 1990; Mouton & Tuma, 1988). Although we generally employ the commonly used term parenting stress, we are interested in child impact, which is a more general domain that encompasses stress. Impact, however, can be positive or negative, and it can include different aspects of family life. Moreover, one can ask parents directly about the impact of their child, rather than infer this from a correlation between child behavior and parental stress. Donenberg and Baker (1993) assessed parental perceptions of child impact on social, marital, and sibling relationships, on finances, and on positive as well as negative feelings about parenting. Compared with mothers of non-problem children, mothers of children with externalizing behavior problems reported more negative impact in several domains and less positive feelings about parenting. Surprisingly, reported impacts of children with externalizing behaviors on the family were comparable to those reported by mothers of children with autism. The perceived impact of these children's behavior on their families, however, may depend on the resources available to parents for managing problems. A resource domain of particular interest is perceived social support, especially as it relates to childrearing. Researchers have suggested that parents' perceived support, as well as other resources such as education and psychological adjustment, serve to lessen the negative impact of child problems on parental functioning (e.g., Webster-Stratton, 1990; Belsky, 1984). A large body of research has been generated on the role of social support on psychological adjustment. In a literature review, Cohen and Wills (1985) found evidence for both main and buffering effects of social support. The purpose of this study was to examine the mechanisms through which children with externalizing behaviors impact parents' feelings of stress and perceptions of parenting. We were particularly interested in the role of perceived support, including marital adjustment, spousal support, and global social network support. …