Parent-Child Relationship Scale Research Articles

Ebeveynin Okupasyonel Dengesi ve Çocuk-Ebeveyn İlişkisi

Objective: This study aimed to evaluate the relationship between parental occupational balance and the child-parent relationship and its effect on the child-parent relationship. 
 Materials and Methods: The study included parents of children aged 4-6. In this cross-sectional study, all participants completed the Occupational Balance Questionnaire (OBQ), the Child‒Parent Relationship Scale (CPRS), and the sociodemographic data survey. 
 Results: The study included 216 parents (81.9% female, with a mean age of 34.6±5.2 years). There was a significant inverse correlation between the CPRS and the OBQ scores (r=-0.266, p

Children with special educational needs and parental burnout during the pandemic lockdown period

Objective: This study aimed to investigate whether children with special needs and their parents had problems with special education needs during the lockdown, and to examine the relationship between the special education process and the parent-child relationship, the level of burnout of parents. Material and Methods: Our study included 283 parents with children registered to a special education and rehabilitation centers in Kocaeli province of Turkey during the 2020-2021 academic year. Sociodemographic data form, Maslach Burnout Inventory and Parent-Child Relationship Scale were given to parents. Results: Burnout of the parents with children with autism spectrum disorder is at a higher level. The development of the children with parents who had high burnout scores regressed. The progress in the development of children whose mothers were employed, whose parents did not work from home, whose family's monthly income was 4501 TL and above, and who received special education for 0-24 months until the restriction period of the pandemic was reported as better by the parents. Parents with children aged 11-below have more positive relationship with their children. Conclusion: Our study demonstrated that the closure of special education may play a role in increased burnout and negatively affected children and parents. Monitoring the development process of children and the mood of parents during pandemics or other situations that lead to the closure of special education centres will be important to identify the problem areas and prepare support programmes.

EXAMINING THE RELATIONSHIP BETWEEN PARENT-CHILD RELATIONSHIP AND PARENTS' COGNITIVE FLEXIBILITY, EMOTION REGULATION SKILLS

This study aims to examine the parent-child relationship of the parents having primary education level students in the context of parents' cognitive flexibility level and emotion regulation skills. The participants of the research consist of parents who live in Kartal district of İstanbul and have students of primary education. The sample consists of 203 student's parents who have these characteristics. In the study, "personal information form", "parent-child relationship scale", "cognitive flexibility inventory" and "emotion regulation difficulty scale" were used for parents. In this study, the relational survey model which is one of the quantitative research types was used. As a result of the research it was determined that the level of positive parent-child relationship is high, the level of negative parent-child relationship is low, the level of emotion regulation difficulty of the parents is low, the level of cognitive flexibility is high. It was also determined that the level of cognitive flexibility showed significant differences according to the number of children, and parents with one child had a higher level of cognitive flexibility than parents with more than one child. In addition, it was determined that the negative parent-child relationship showed significant differences according to education level, and the level of negative parent-child relationship was higher in parents who graduated from higher education compared to parents who graduated from high school. At the same time, a positive relationship was determined between the level of cognitive flexibility in the parents and the positive parent-child relationship, and a negative relationship between the negative parent-child relationship was determined. Finally, it was determined that there is a negative correlation between the level of emotion regulation difficulty and positive parent-child relationships and a significant positive correlation between negative parent-child relationships.

Effects of family functioning on problem behaviour among Chinese preschool children: the mediation effect of mother–child relationships

ABSTRACT To explore the effects of family functioning on problem behaviour among Chinese preschool children, 1,025 preschool parents were assessed using the family assessment device, child problem behaviour scale, and parent–child relationship scale through a random sampling method. Based on the McMaster model of family functioning and the Process Person Context Time model, this study analysed the relationships between family functioning and children’s problem behaviour, taking into account the mediating role of the mother–child relationship. The results showed that preschool problem behaviour was significantly positively correlated with mother–child conflict and significantly negatively correlated with mother–child intimacy. In particular, mother–child conflict played a mediating role between family functioning and problem behaviour in preschool children. The results of this study suggest that improving family functioning and reducing mother–child conflict play an important role in reducing the incidence of problem behaviour among Chinese preschool children and promoting their healthy development.

Father–child relationship and children’s peer competence: Mediated by children’s emotional regulation and environmental adaptation

This study aimed to explore father–child relationships and young children’s peer competence, as mediated by child emotional regulation and environmental adaptation. The children’s fathers and teachers completed peer competence, child emotional regulation and environmental adaptation measures on 216 Chinese children and their fathers. The results, following correlation analysis by SPSS 25.0 and validation analysis by AMOS modelling, demonstrated that: (a) a higher score on the parent–child relationship scale was associated with a higher children’s peer competence score; and (b) emotional regulation and environmental adaptation in the children’s ego resilience mediated between the father–child relationship and was associated with young children’s higher peer competence. These findings indicate that father–child relationship quality is important to children’s peer competence with superior emotional regulation and environmental adaptation. Therefore, educators should help enhance the parent–child relationship to improve children’s emotional regulation and school adaptation.

Embedding nurse home visiting in universal healthcare: 6-year follow-up of a randomised trial

ObjectiveNurse home visiting (NHV) is designed to redress child and maternal health inequities. Of the previous trials to investigate NHV benefits beyond preschool, none were designed for populations with universal...

The effect of physical activity on mother-child relationship and parental attitudes: a follow-up study examining the long-term effects of COVID-19.

This study was planned to evaluate effects of game-based physical activity model on mother-child relationship and parental attitudes during the prolonged COVID-19 pandemic period. This study was designed using a web-based quasi-experimental model with a pre-test/post-test evaluation, with a control group. The mothers who accepted to participate in the study and their children were divided into experimental (group I, n=28) and control groups (group II, n=31). The mothers and children in the experimental group were asked to apply web-based game-based physical activity model for 20 minutes/day for 4 weeks. The online questionnaire included socio-demographic data form, Child Parent Relationship Scale (CPRS), and Parental Attitude Scale (PAS). There were no significant differences between mean scores of pre-test and post-test subscales of the PAS in group I (p>0.05 for all subscales). It was found that post-test scores of democratic subscales of PAS statistically significant decreased (p=0.047) and the authoritarian attitude subscale scores significantly increased (p=0.033) in group II. The mean pre- and post-activity scores of positive/close relationship and conflictual relationship subscales of CPRS differ between groups (p<0.05 for both subscales). Pre-post test scores of group II were found to be significantly lower compared to group II. Our study provides a moderate improvement in parameters evaluated; however, we suggest that longer-term activities may have a more permanent and statistically significant effect.

Parental Phubbing and Adolescent Depressive Symptoms during COVID-19: A Serial Meditating Model

During the COVID-19 pandemic, depressive symptoms, a common emotional problem among adolescents, have become more prominent. Regarding the influencing factors of adolescent depressive symptoms, it is widely accepted that parents' problematic cellphone use around the family (specifically parental phubbing) is a strong predictive factor for the development of depressive symptoms among adolescents. Notably, the COVID-19 pandemic caused a sharp increase in the number of individuals with depressive symptoms, and the negative consequences of parental phubbing and depressive symptoms might have been exacerbated. Accordingly, this study aimed to examine the association between parental phubbing and adolescent depressive symptoms as well as their underlying mechanism. To test our hypotheses, we conducted an offline/online survey with 614 adolescents in Central China from May to June 2022, which corresponded to a period of strict lockdowns in some areas due to the outbreak of the Omicron variant. The participants completed a set of measures, including a technology interference questionnaire, a parent-child relationship scale, a self-concept clarity scale, and the depressive symptoms scale. Parental phubbing was positively associated with adolescent depressive symptoms; the parent-child relationship and self-concept clarity could independently mediate this relationship; and the parent-child relationship and self-concept clarity were also serial mediators in this association. These findings extend previous research by highlighting the impact of parental technology use on their children and the underlying mechanism explaining adolescent depressive symptoms. They provide practical recommendations for parents to prioritize fostering a positive family environment and minimizing phubbing behaviors to enhance adolescent development, particularly in the context of the COVID-19 pandemic.

Parents’ perceived social support and children’s mental health: the chain mediating role of parental marital quality and parent‒child relationships

The aim of this study was to explore the relationship between parents’ perceived social support and children’s mental health and the mediating role of parental marital quality and parent‒child relationships. The Multidimensional Scale of Perceived Social Support, the Parental Marital Quality Scale, the Child‒Parent Relationship Scale and the Strengths and Difficulties Questionnaire were used to survey 822 parents of young children (50% fathers) in Changchun, Jilin Province, China. The results indicated that (1) parents’ perceived social support was positively correlated with children’s mental health; (2) parental marital quality and parent‒child relationships play a simple mediating role between parents’ perceived social support and children’s mental health; and (3) parental marital quality and parent‒child relationships also play a chain mediating role between parents’ perceived social support and children’s mental health. This suggests that providing good social support for parents enhances the quality of marriages and parent‒child relationships and will also contribute to good mental health in children.

The Relationship Between Parental Burnout and Children's Learning Burnout: A Moderated Chain Mediation Model.

Learning burnout is a continuous negative psychological state experienced by students. According to Cultural contextual risk theory and Ecological systems theory, family and school are important factors that affect students' psychological and social development. The study discusses the relationship between and mechanisms of parental burnout and children's learning burnout, and the moderating role of school factors in this process based on previous relevant theories and existing research. This study used the Parental Burnout Assessment, the Parent-Child Relationship Scale, the Positive Psychology Questionnaire, the Adolescent Student Burnout Inventory, and School Connectedness Scale to conduct a cluster sampling survey of 1439 primary school students and one of their parents (the primary caregiver) in China. The results showed that parent-child relationship and children's psychological resilience played a mediating role between parental burnout and students' learning burnout. School connection played a moderating role between parent-child conflict and children's psychological resilience. The study's results indicate that parental burnout is a critical risk factor for children's learning burnout and school connection can be a protective factor. This finding suggests that in education, schools should support and work with parents to promote students' psychological and social development. However, the family remains the primary factor affecting students' development.

Impact of Parent-Child Relationship on Adolescent Risk-Taking Behavior: The Mediating Role of School Connectedness

785 middle and high school students were polled using the Parent-Child Relationship Scale, the Adolescent Risk-taking Behavior Questionnaire, and the School Connectedness Scale in order to examine the mechanisms underlying the parent-child relationship's influence on adolescent risk-taking action. The findings revealed that (1) parent-child relationship had a considerably negative effect on adolescent risk-taking behavior; (2) School connectedness was a significant mediating variable of parent-child relationship influencing adolescent risk-taking behavior. The findings revealed that both parent-child relationship and school connectedness are significant predictors of adolescent risk-taking behavior, and parent-child relationship can influence adolescent risk-taking behavior by affecting school connectedness. This study has certain guiding significance for the intervention of adolescent risk-taking behavior.

Effectiveness of communication skills training through painting therapy on parent-child relationship and social skills

Aim: This study aimed to investigate the effectiveness of communication skills training through painting therapy on parent-child relationships and social skills. Method: This was a quasi-experimental study with pretest, posttest and follow-up design which using experimental and control groups. Among all second-grade elementary female students in Takestan City, 24 participants were selected using available sampling method and randomly assigned to experimental and control groups. The students in the experimental group participated in 11 sessions of communication skills training based on paint therapy which taken from group art therapy intervention (Martin, 2009) and previous intervention protocols (Ehsanpour, 2016; Shelani, 2015) and the control group did not receive any intervention. Data were gathered using parent-child relationship scale (Pianta, 1994) and social skills rating scale (teacher form) (Gresham &amp; Elliott, 1990) in the pre-test, post-test and follow-up phases and analyzed using repeated measures analysis of covariance. Results: The results showed that in the experimental group, compared to the control group, after communication skills through painting therapy, the scores of closeness dimension in parent-child relationships (F= 28.09, P=.001) and social skills (F= 44.68, P=.001) had increased significantly and the scores of dependency (F= 22.80, P=.001) and conflict (F= 133.58, P=.001) dimension in parent-child relationships had significantly decreased. Conclusion: Based on the findings, it can be concluded that to improve parent-child relationships and children's social skills, communication skills training through painting therapy can be used.

The effectiveness of mentalization-based therapy on parent-child interaction and parenting stress: a randomized controlled trial study on children with symptoms of tic disorders and their mothers

Aim: The main objective of this research was the effectiveness of mentalization-based therapy on parent-child interaction and parenting stress in a randomized controlled trial study on children with symptoms of tic disorders and their mothers. Methods: The method of the current research was quasi-experimental with a pre-test, post-test and follow-up plan with a control group. The research sample consisted of 30 mothers and their children with symptoms of tic disorders who had referred to counseling centers and clinics in Mako city in the second half of 2022. They were selected as available and randomly divided into two groups. Experiment and control (15 people in each group) were assigned. The experimental group participated in 15 sessions of the mentalization-based therapy group intervention program, and the control group did not receive any intervention. The subjects of both groups answered the questions of the parent-child relationship scale and the short form of the parental stress scale in the pre-test and post-test phases. Data analysis was done using mixed multivariate analysis of variance test. Results: The results of mixed multivariate analysis of variance indicated the effectiveness of mentalizing group therapy on improving the dimensions of parent-child relationship and parenting stress of children (P&lt;0.001). Also, the results showed that mentalization intervention reduces the parenting stress scores of children with tic disorder symptoms (P&lt;0.001). Conclusion: It can be concluded that the therapeutic mentalization group intervention is effective in improving the dimensions of the parent-child relationship and parenting stress of children with symptoms of tic disorder, and this treatment can be used to reduce the psychological problems of children with tic disorder. Symptoms of tic disorder.

ANGER EXPRESSION AND PARENT-CHILD RELATIONSHIP AMONG ADOLESCENTS: MEDIATING ROLE OF SELF ESTEEM

Objectives: The present study explored the relationship between anger expression, self-esteem, and parent-child relationship among adolescents also the mediating role of self-esteem influencing the relationship between anger expression and parent child relationship among adolescents. Research design: It was a correlational research design. Subjects and Methods: The sample comprised 479 adolescents of age range 10 to 18 years with mean age 13.87+ 1.53 years including 239 (50%) boys and 240 (50%) girls. The data was collected from four different government schools of Lahore by employing convenient sampling techniques. The Anger Expression Scale for Adolescents (AESA) (Babar &amp; Saleem, 2012), Parent-Child Relationship Scale (PCRS) (Mahmood, Ijaz &amp; Saleem, 2011), Self Esteem Scale for Children (SESC) (Mahmood &amp; Saleem, 2011) were used for assessment. Results: The results showed that anger expression is negatively related with self-esteem and closeness in parent child relationship, while positively related with rejection and distant parent child relationships. Results also showed that self-esteem is a positively related closeness aspect of parent child relationship. The results of Mediation through PROCESS macro showed a significant mediating role of self-esteem in determining the relationship between anger expressions and parent-child relationship (closeness, rejection and distant) among adolescents. Conclusion: The mediating role of self-esteem in anger expression and parent-child relationship highlighted in the present study. This study has a major contribution in the field of counseling psychology specifically focusing on the adolescent’s behavioral problem highlighting the significant role of parental relationship in their lives and resulting behavioral issues.

Parent-Child Relationship Scale (P-CRS): A valid and clinically sensitive tool for assessing the parent-child relationship.

The present study measured the efficacy of the Parent-Child Relationship Scale (P-CRS) in assessing the relationship between parents and children. The aims of the study were to explore how the scale scores change in relation to age and sex of the children, evaluate its ability to capture relational difficulties, and investigating its usefulness to assess the parent-child relationship in the context of certain psychopathological conditions. A total of 322 clinicians rated 542 mother-child dyads (92% Italian, 8% other nationality). The clinical group was comprised of 267 children with confirmed clinical conditions. The control group was comprised of 275 children with typical development, rated by clinicians in their private offices after four to five evaluative sessions. Descriptive statistics were captured and ANOVAs and linear regression analyses were performed to investigate in both groups the efficacy of the scale in assessing the parent-child relationship. Finally, to test P-CRS accuracy, optimal cutoff scores for each subscale were computed using the ROC method. The findings provide evidence for the P-CRS ability to capture relational difficulties in both groups, showing its utility as screening tool. Thus, the results support that P-CRS can be used for exploring how different relationship patterns can occur in different clinical conditions.

Developing a Family-Centered Eclectic Model and Comparison of its Effectiveness with the Treatment of Parent-Child Interaction in Improving the Parent-Child Relationship of Children with Autism Spectrum Disorders (High Performance)

Introduction: It seems necessary to identify the components affecting the treatment and to develop a comprehensive, flexible, family-oriented eclectic model that is compatible with each family. Therefore, the aim of this study was to develop an eclectic family-centered model and compare its effectiveness with the treatment of parent-child interaction in improving the parent-child relationship of children with autism.&#x0D; Methods: The present study was an experimental one; a pre-test-post-test design was run in this study. The participants of this study included all mothers of children with autism spectrum disorders in Tehran Autism Medical Center in Tehran City, Iran. Thirty-six people with targeted sampling were selected and randomly replaced in three groups: the parent-child interaction program (PCIT), eclectic family-centered model, and control groups. In this study, Pianta child parent relationship scale (CPRS)was used and statistical analysis of covariance with SPSS-16 software was used to analyze the data.&#x0D; Results: The results of this study showed that there was a significant difference between the mean of the parent-child relationship variable in the family-centered eclectic model group compared to the parent-child interaction therapy (PCIT) and the control group. Family- centered eclectic model in comparison to the parent-child interaction therapy (PCIT) was more effective in improving parent-child relationships in terms of intimacy and dependence.&#x0D; Conclusion: As a result, the eclectic family-centered model can be considered as a more appropriate alternative for psychological interventions to improve the parent-child relationship in mothers of children with autism.

Correlations between the screen time of children with special needs and their parent-child relationships, home participation, and occupational performance

This study aimed to examine the relationships between the screen time of children with special needs and of their parents with their home participation, occupational performance, and parent-child relationships according to sex and diagnosis. Parents of 150 children with special needs (age range, 4 to 6 years) such as autism spectrum disorder, cerebral palsy, and attention deficit hyperactivity disorder, as well as undiagnosed and developmentally risky children, were included. The Demographic Information Form, Screen Time Usage Form, Parent-Child Relationship Scale, Participation and Environment Measure for Children and Youth, and Short Child Occupational Profile were used for the data collection. There was a significant relationship between the screen time of girls and their parent-child relationships, home participation, and occupational performance. Moreover, we detected a relationship between the screen time of children with autism spectrum disorder and positive parent-child relationships, home participation, and occupational performance. Therapists should account for screen time in their interventions associated with parent-child relationships, home participation, and occupational performance.

Association of Parental Screen Addiction with Young Children's Screen Addiction: A Chain-Mediating Model.

Preschool children are immersed in screen media, yet little study has been conducted on screen addiction among them. This study aimed to investigate the relationship between parental screen addiction and young children’s screen addiction and to verify factors that mediate this relationship. A total of 477 parents of kindergarteners (3–6 years old) were recruited via six kindergartens in Henan province, China. They completed the Problematic Media Use Measure Short Form of Children, the Self-Rating Anxiety Scale, the Child–Parent Relationship Scale, and the Parental Screen Addiction Scale. The results showed that the relationships between each pair of parental screen addiction, parental anxiety, and children’s screen addiction were significantly positive, but the parent–child relationship was negatively correlated with the other variables. Parental screen addiction can directly and indirectly affect children’s screen addiction through parental anxiety and the parent–child relationship. The findings contribute to the development of family protection mechanisms against screen addiction in children.

Lively Minds: improving health and development through play–a randomised controlled trial evaluation of a comprehensive ECCE programme at scale in Ghana

IntroductionMany children in developing countries grow up in environments that lack stimulation, leading to deficiencies in early years of development. Several efficacy trials of early childhood care and education (ECCE)...

The Effectiveness of Unified Trans Diagnostic Treatment Protocols on Parent-Child Interaction and Blood Sugar Levels in Adolescents with Type 1 Diabetes

Objective: The parent-child relationship and the daily blood sugar control by adolescents can affect family functioning. This study aimed to evaluate the effectiveness of unified trans-diagnostic treatment protocols on parent-child interaction and blood sugar levels in adolescents with type 1 diabetes.&#x0D; Materials and Methods: The present study was quasi-experimental with a pretest and posttest design and a control group. The statistical population of the study included all adolescents aged 12-15 years with type 1 diabetes referred to the Iranian Diabetes Society and their parents in 2020. Out of this population, 44 were selected using the convenience judgmental sampling method and randomly divided into two groups (n= 22). The Child-Parent Relationship Scale (CPRS) was used to investigate the parent-child interaction, and hemoglobin pre-and post-program tests were used to assess blood sugar. Adolescents and parents in the experimental group received the program during 17 sessions. Data were analyzed using the analysis of covariance. Statistical analyses were performed by SPSS software version 22.&#x0D; Results: The means of corrected post-test scores of the Child-Parent Relationship Scale and hemoglobin A1c tests were significantly different in the experimental and control groups (P= 0.001).&#x0D; Conclusion: The unified trans-diagnostic treatment protocols affect parent-child interaction and blood sugar levels in adolescents with type 1 diabetes. It is possible to use this program to educate adolescents with diabetes and their families and preventive interventions.