Parental Strategies Research Articles

Conceptual Model of Effective Parenting Strategies for Mother with Children Who Experience Developmental Disorders

Aim Prior studies on Japanese parents raising children with developmental disorders have predominantly emphasized negative psychological aspects like parenting conflicts and challenges. Purpose of this study was to construct a conceptual model to aid mothers in parenting children with developmental disorders by identifying effective parenting strategies. Methods In this qualitative study, participants were mothers who engaged in a home program through individual outpatient occupational therapy. Therapy sessions occurred biweekly, totaling 12 sessions, each lasting 40 min. Data collection involved semi-structured interviews, and the data were analyzed through the Modified Grounded Theory Approach. Results Analysis of mothers’ narratives revealed heightened physical burden, psychological distress, severe stress, and social isolation. Our findings highlight those mothers who engaged in the home program navigated the intricate parenting landscape through problem-solving, including managing negative emotions, their demanding schedules, and societal norms. Conclusion This study offers insights into the perceptions, experiences, and behaviors of families in supporting the development of parenting strategies within the family. Occupational therapy should prioritize evaluating a mother’s parenting context and her interactions with her environment. Furthermore, it is crucial to provide support for her to independently formulate suitable parenting strategies that resonate with the specific circumstances of her family.

Developing reinforcement of character education by implementing religious nationalism values

Character education teaches ethical values in society and the state. It included religious nationalism values in the educational curriculum aimed at passing down the norms that apply to the life of a society. This study aimed to analyze the reinforcement of character education by implementing religious nationalism values in the school of Nasima, Method of this research used an ethnographic qualitative design. The research instruments utilized interview, observation, and documentation formats. Data collection was conducted by interviewing the foundation's chairman, school principal, teachers, and parents of students as core informants, and triangulation was carried out by interviewing educational supervisors and the education department of Semarang city. The results of the study revealed that reinforcement of character education by implementing religious nationalism values in the school of Nasima applied role play, exemplifying, the habituation of students to strengthening their good-manner behavioral culture, honesty, discipline, and the formation of religious nationalism character. The realization of education and religious character towards strengthening the values of nationalism can be implemented through four strategies, namely an integrated learning strategy between subjects carried out by teachers in the classroom, parental engagement strategy, school collaboration with society for strengthening the values of religious nationalism and their daily positive behavior through extracurricular activities and a partnership education strategy by involving agencies. government, private sector, religious leaders, and community leaders.

Parental support in nurturing self-efficacy: understanding youth expectations during early adolescence

This research investigates the impact of youth expectations and parental support on the self-efficacy of early adolescents in Madiun City, amid growing concerns about students’ struggles with self-confidence under academic pressures. Employing a quantitative approach, the study sampled 70 seventh-grade students from a broader demographic of over 8,000 across 14 junior high schools, a constraint imposed by the COVID-19 pandemic. Data were gathered through questionnaires and analyzed using multiple regression analysis. The findings underscore the profound effect of both adolescents’ expectations and parental support on their self-efficacy, highlighting these as significant predictors of students’ confidence in their ability to meet goals. This study’s implications are far-reaching, suggesting that educational and parental strategies focusing on enhancing positive expectations and robust support systems can play a critical role in improving self-efficacy among early adolescents. By addressing these factors, educators and parents can significantly contribute to bolstering students’ self-belief, potentially leading to improved academic outcomes and better psychological well-being.

Predicting Social Competence in Autistic and Non-Autistic Children: Effects of Prosody and the Amount of Speech Input.

Autistic individuals often face challenges perceiving and expressing emotions, potentially stemming from differences in speech prosody. Here we explore how autism diagnoses between groups, and measures of social competence within groups may be related to, first, children's speech characteristics (both prosodic features and amount of spontaneous speech), and second, to these two factors in mothers' speech to their children. Autistic (n = 21) and non-autistic (n = 18) children, aged 7-12 years, participated in a Lego-building task with their mothers, while conversational speech was recorded. Mean F0, pitch range, pitch variability, and amount of spontaneous speech were calculated for each child and their mother. The results indicated no differences in speech characteristics across autistic and non-autistic children, or across their mothers, suggesting that conversational context may have large effects on whether differences between autistic and non-autistic populations are found. However, variability in social competence within the group of non-autistic children (but not within autistic children) was predictive of children's mean F0, pitch range and pitch variability. The amount of spontaneous speech produced by mothers (but not their prosody) predicted their autistic children's social competence, which may suggest a heightened impact of scaffolding for mothers of autistic children. Together, results suggest complex interactions between context, social competence, and adaptive parenting strategies in driving prosodic differences in children's speech.

Bidirectional Within-Family Effects of Restrictive Mediation Practices and Adolescents’ Problematic Social Media Use

Much remains unknown about whether restrictive mediation is an effective parenting strategy to prevent or reduce problematic social media use among adolescents. Therefore, this study examined bidirectional within-family effects between two restrictive mediation practices (rule-setting and reactive restrictions) and problematic social media use using random-intercept cross-lagged panel modeling. Three-wave survey data collected among Dutch adolescents (T1: N = 1928, Mage = 13.31 years, SD = 0.91, 43.3% girl) with a 1 year-interval were used. Results showed that within-family changes in problematic social media use symptoms predicted subsequent within-family changes in perceived parental restrictive mediation. More specifically, an increase in symptoms predicted a decrease in rule-setting and an increase in reactive restrictions 1 year later. Within-family changes in perceived parental restrictive mediation practices did not predict within-family changes in problematic social media use symptoms, suggesting that the relation is unidirectional. However, concluding that limiting adolescents’ Internet use is ineffective to prevent problematic social media use would be premature. Future research should investigate whether it may be an effective parenting strategy for a certain subgroup of adolescents or under certain circumstances.

Localising international schools in multilingual Switzerland: from parental strategies to institutional dual-language programmes

ABSTRACT This article aims to complexify the linguistic dimension of international schooling in light of the increasing diversification of the field but also as a result of the ‘banalisation’ of English and the growing ‘added’ value of multilingual competence in the knowledge economy. Drawing on data from focus groups with mobile families and institutional documents from an international school in Switzerland, we claim that the value of English-medium education to facilitate worldwide mobility is simultaneously conceived by parents as an obstacle for their children’s acquisition of certain linguistic capitals in the locality. This engenders constant family (re-)evaluations of school choice and the development of strategies for children to acquire locally-available linguistic competences. The Swiss context activates the multilingual imagination of global middle-class families who demand that the school help their children maximise their chances of local linguistic capitalisation. In our case study, the current educational shift responds to parental desires for elite multilingualism with French and materialises in an optional dual-language programme to attract an increasing number of Swiss and established transnational families in a competitive eduscape.

Assess the Level of Parental Stress and Coping Strategies among Mothers Attending Postnatal Areas of Gmch, Sector-32, Chandigarh: A Cross Sectional Study

A Cross-sectional study to assess the level of Parental stress and coping strategies among Mothers attending Postnatal Areas of GMCH Sector-32, Chandigarh was carried out in full compliance with ethical standards provided by the Research and Ethical committee of GMCH-32, Chandigarh. The approval was taken to conduct research from the committee of the institution. The objectives of the study were to assess the level of Parental stress among Mothers attending Postnatal Areas of GMCH Sector-32, Chandigarh, to assess the coping strategies of Mothers attending Postnatal Areas of GMCH Sector-32, Chandigarh, To find out the association of Parental stress with selected socio-demographic variables. Data was collected by using parental stress scale and self-efficacy scale from 100 study subjects from Postnatal Areas (labour room, postnatal ward and immunization).The sampling technique used was convenience sampling .The study concluded that 55% of the mothers were suffering from moderate stress, 19% were having severe stress and 26% mothers were having mild stress.16% mothers were having low level coping, 60% were having medium level coping and 24% mothers had high level of coping. Thus moderate amount of stress and medium level of coping were found to be more in Postnatal mothers. Association between parental stress and gravida of mother was found to be significant with p value =0.05 .

Relationship Between Parents’ Characteristics, Family Background and Cognitive Self-Reliance of Senior Secondary School Students

The study examined the relationship between parents’ characteristics (occupation, educational attainment, degree of religiosity), family background (family structure and size) and cognitive self-reliance of senior secondary school students in Ekiti State, Nigeria. The sample for the study comprised 423 students and their parents (816) using a simple random sampling technique, while two schools from each Local Government Area were selected purposively because only co-educational public secondary schools with no boarding facilities were used for the study. The students and the parents responded to the questionnaires (on students’ self-reported cognitive self-reliance and on parents’ characteristics and family background respectively). Chi-square statistic was used to analyse the data. The results showed that there was no significant relationship between mothers’ occupation and the students’ level of cognitive self-reliance (x2 = 9.61, p > 0.05); however, there was a significant relationship between fathers’ occupation and the students’ level of cognitive self-reliance (x2 = 28.83, p = 0.000); there was a significant relationship between mothers’ educational attainment and students’ levels of cognitive self-reliance (x2 = 28.83, p = 0.000), whereas fathers’ educational attainment did not show any significant relationship (x2 = 12.30, p > 0.05); there was a significant relationship between students’ level of cognitive self-reliance and parents’ degree of religiosity (x2 = 30.72, p < 0.05); family size was not significantly related to students’ levels of cognitive self-reliance (x2 = 10.16, p > 0.05), but family structure was related significantly (x2 = 15.12, p < 0.05). Based on the findings, recommendations were made among others that efforts should be made to support and improve mothers’ education as well as to enhance fathers’ involvement in children’s education. Schools should provide resources and counselling that cater to the unique needs of different family configurations and should develop programmes on effective parenting strategies that promote self-reliance and autonomy among adolescents.

Parental support strategies and motivation in aiding their children learn the English language

Learning a language starts within the comfort of a home. Parent involvement in English language teaching serves as a brilliant step towards promoting literacy and communication among children. English has been regarded as a global language which urges parents to guide their children to be inclined toward English. With that, the purpose of this study was to determine the parental support strategies and motivation of parents in teaching the English language. Specifically, this study was qualitative research that focused on collecting narratives and experiences from parents. Eight bilingual Filipino parents, constituted 4 housewives and 4 professionals, were interviewed in the study. The findings suggested that parents see English as an important language that can direct their children towards their career path. Parents were motivated by how the English language can shape the aspirations and enthusiasm of their children. Competency, applicability, reputation, and positivity were the major predictor of the motivation of parents in teaching the English language to their children. Bilingual parents in this study were aware of their role in the language development of their children. Nevertheless, dialogic reading, correction, and educational contents were some of the characteristics of strategies. This study established a missing component of the literature specifying the role of parental support and motivation in education and language teaching.

Influence of parents’ strategies for Dealing with sibling Conflict on Children's sibling relationship: The mediating role of parent-child relationship

A total of 1368 children aged 3-6 with siblings and their parents were selected as research objects by convenient sampling method. The sibling relationship scale, the parental strategies for dealing with sibling conflict scale and the parent-child relationship scale were used as research tools to explore the influence of parents’ strategies for resolving sibling conflict on sibling relationship. Meanwhile, according to the family system theory, Investigate the mediating effect of parent-child relationship. The results showed that: (1) Parents’ strategies to deal with sibling conflict are positively correlated with both sibling relationship and parent-child relationship, and parent-child relationship has a significant mediating effect; (2) Child-centered strategies were positively correlated with sibling intimacy and negatively correlated with sibling conflict; (3) Parental control strategies were significantly positively correlated with sibling conflict, sibling relative status, and parent-child conflict; (4) Passive non-intervention strategies were significantly negatively correlated with parent-child intimacy and sibling intimacy, and were significantly positively correlated with parent-child conflict and sibling conflict, but not correlated with sibling relative status. This study reveals that parents’ strategies to deal with sibling conflict affect sibling relationship, and the mediation mechanism of parent-child relationship can provide empirical evidence for families to reasonably deal with sibling conflict.

Parenting problems in the digital age and their solution development in the frame of value education

In the contemporary digital era, children are increasingly influenced by a plethora of digital elements, such as social media platforms, which often lead to the erosion of their time, character, and innovative capacities. This study delves into the intricate dynamics of Islamic parenting within the digital landscape, shedding light on the inherent challenges it presents and advocating for the application of Islamic educational principles as a robust solution framework. Employing qualitative methodologies, the research meticulously examines the hurdles faced by parents in navigating the complexities of modern-day parenting. By aligning with Islamic educational values, the study delineates effective strategies for parents to surmount these challenges, thereby fostering a nurturing environment conducive to the holistic development of children. Through comprehensive analysis and empirical insights, this study contributes to a deeper understanding of the interplay between contemporary parenting dilemmas and the timeless wisdom encapsulated in Islamic educational principles, offering practical pathways for parents to navigate the digital age with resilience and purpose.

다문화가정 해체와 다문화 조손가정 조모의 양육 경험 : 근거이론을 중심으로

The increase in multicultural families has simultaneously led to an increase in the number of multicultural families broken up due to divorce, bereavement, runaway, etc. The expansion of multicultural families in rural areas has led to the phenomenon of grandmothers taking full responsibility for raising their grandchildren. This study explored the parenting experiences of grandmothers in multicultural families using grounded theory. The core category was ‘Embracing the burden of raising children and finding the meaning of the experience of raising children in old age.’In axial coding, the central phenomenon was 'acquired burden of parenting', the causal condition was 'dissolution of multicultural family', the contextual condition was ‘entrenched maternal instinct', the mediating condition was 'cooperative parenting system', and the action/interaction were ‘the joys and sorrows of parenting’ and ‘grandmother-style parenting strategies’. The result was ‘a life of nurturing that has become a value of existence.’ Upon the understanding the grandmothers’childcare experience through their vivid voices, social welfare support measures were presented.

Research on the Impact of Anime on the Mental Health of Adolescents

This paper aims to explore the impact of anime on the mental health of adolescents, analyzing both its positive and negative influences, as well as corresponding management and guidance strategies. Through an overview of the prevalence of anime in the lives of adolescents, the importance of adolescent mental health, and the potential impact mechanisms of anime on their mental health, the paper delves into how anime influences adolescent emotional expression, self-identity, creativity development, and social relationships. At the same time, it also analyzes the negative impacts that anime may bring, such as violence, pornography, social isolation, with factors including the characteristics of anime content, individual characteristics of adolescents, and family environment. Building upon this, the paper puts forward the responsibilities and strategies for parents, educators, government, and adolescents themselves in management and guidance. Finally, by comprehensively evaluating the impact of anime on adolescent mental health, future research directions and policy recommendations are discussed, providing theoretical support and practical guidance for promoting healthy adolescent development.

Parental strategies to promote theory of mind development in autistic children of color.

Autism Spectrum Disorder is characterized by an impaired ability to take other people's perspectives, which is known as theory of mind. However, little is known about how theory of mind exhibits itself in autistic children of color and how parents foster their child's developmental skills in communities of color. Two interviews were created to assess how parents appraise their child's developmental skills and help their child grow: a perspective-teaching interview and a general developmental skills interview. Four families participated in the study; three children were African American or mixed, while one had an Asian mother. Parents were asked how their child exhibited various developmental skills and how they helped their child with those milestones. Parents pointed at similar delays in theory of mind and other developmental skills, such as turn-taking and reading faces. They also provided similar strategies to teach those abilities, such as modeling and reinforcements. Several insights and common themes were found regarding autistic behaviors their children expressed and how those affected their parenting experiences. These findings allow for a better understanding of parents' experiences raising autistic children of color; future research could expand on their stories and create interventions tailored to these underrepresented communities.

Harmony in hardship: Unveiling parental coping strategies with the challenges of child's hematopoietic stem cell transplantation

PurposePediatric Hematopoietic Stem Cell Transplant (HSCT) profoundly affects various dimensions of parents' lives. Effective coping strategies are essential for improving psychological well-being and overall quality of life. Therefore, this study aimed to explore parental coping strategies with their child's HSCT challenges. Design and methodsThis qualitative study was conducted in Iran from February to November 2023, utilizing conventional content analysis with purposive sampling. For data collection, unstructured interviews were conducted, followed by in-depth semi-structured interviews with open-ended questions. Saturation was reached after analyzing qualitative data from 20 participants. ResultsData analysis unveiled a main theme labeled “harmony in hardship”. This overarching concept encapsulates the participants' endeavors to cope with the various hurdles and complexities stemming from their child's HSCT. This theme consisted of five categories: “emotional release”, “positive coping”, “avoidance coping”, “spiritual coping”, and “seeking support”. ConclusionParents utilized multifaceted coping strategies to manage the complexities of their child's HSCT journey. Understanding these mechanisms is crucial as they can positively influence parents' psychological well-being and improve their overall quality of life. Implications for clinical practiceHealthcare professionals should recognize the diverse coping strategies employed by parents of children undergoing HSCT and provide tailored interventions and support. Furthermore, implementing structured support programs and training initiatives for healthcare professionals can enhance their capacity to meet the diverse needs of parents during this challenging journey.

Sexual Orientation and Gender Identity Construction as a Joint Youth-Parent Project

This study investigated how sexual and gender minority youth and their parents construct goals and strategies relevant to the youth’s sexual orientation and/or gender identity (SOGI). Six youth-parent dyads were studied over 10 months using the qualitative action-project method, which is grounded in contextual action theory. The data consisted of participant conversations, video recall of internal processes, and telephone monitoring. Data analysis resulted in the identification of a youth-parent relationship project for each dyad. Embedded within the broader relationship project were joint actions specific to the youth’s SOGI construction process, such as supporting one another with challenges related to identity disclosures, revisiting the past, and cultivating hope and gratitude. Findings demonstrate a SOGI construction process that is relational, ongoing, dynamic, and infused with goal-directed action. These findings provide insight into youth-parent relationship processes that facilitate the youth’s SOGI construction process.

Associations Between Internet-Specific Parenting, General Parenting, and Adolescents' Online Behaviors: A Cross-Lagged Panel Network Analysis.

Parents play a crucial role in adolescents' Internet use. Both general parenting (i.e., autonomy-supportive and controlling parenting) and Internet-specific parenting (i.e., restrictive mediation, active mediation, and parental encouragement) are related to adolescents' online behaviors. However, existing studies have focused either on an Internet-specific parenting or general parenting strategy and have neglected their interaction, failing to capture the intricate nature of the parenting context of youth's online behaviors. Few studies have examined parental encouragement or acknowledged the bidirectional influence of parenting on adolescents' online behaviors. To address this gap, this study employed a cross-lagged panel network model to examine the associations among restrictive and active mediation, parental encouragement, and autonomy-supportive and controlling parenting, as well as the interplay of all five parenting strategies with adolescents' online behaviors. A total of 564 Chinese students (51.1% male; mean age = 14.54, SD = 0.7) completed the survey at two time points. The results indicate that in most cases, previous online behaviors are significant and strong predictors of subsequent parenting strategies and not vice versa, corroborating the child effect. The parent and reciprocal effects were observed in the problematic smartphone-use domain, suggesting that the effects may differ for distinct behavioral domains. The effects of parental mediation extend beyond parental encouragement, implying that risk-prevention-related parenting is an effective means of guiding adolescents' online behaviors. Autonomy-relevant general parenting is closely related to active mediation and parental encouragement, while restrictive general parenting is closely related to restrictive mediation, suggesting a consistency between Internet-specific and general parenting strategies.

A Conceptual Thematic Framework of Psychological Adjustment in Caregivers of Children with Craniofacial Microsomia.

Children with craniofacial microsomia (CFM) have complex healthcare needs, resulting in evaluations and interventions from infancy onward. Yet, little is understood about families' treatment experiences or the impact of CFM on caregivers' well-being. To address this gap, the NIH-funded 'Craniofacial microsomia: Accelerating Research and Education (CARE)' program sought to develop a conceptual thematic framework of caregiver adjustment to CFM. Caregivers reported on their child's medical and surgical history. Narrative interviews were conducted with US caregivers (n = 62) of children aged 3-17 years with CFM. Transcripts were inductively coded and final themes and subthemes were identified. Components of the framework included: 1) Diagnostic Experiences, including pregnancy and birth, initial emotional responses, communication about the diagnosis by healthcare providers, and information-seeking behaviors; 2) Child Health and Healthcare Experiences, including feeding, the child's physical health, burden of care, medical decision-making, surgical experiences, and the perceived quality of care; 3) Child Development, including cognition and behavior, educational provision, social experiences, and emotional well-being; and 4) Family Functioning, including parental well-being, relationships, coping strategies, and personal growth. Participants also identified a series of "high" and "low" points throughout their journey and shared their priorities for future research. Narrative interviews provided rich insight into caregivers' experiences of having a child with CFM and enabled the development of a conceptual thematic framework to guide clinical care and future research. Information gathered from this study demonstrates the need to incorporate evidence-based psychological support for families into the CFM pathway from birth onward.

Restorative Parental Discipline and Types of Defending Bystander Intervention in Cyberbullying: The Mediate Role of Justice Sensitivity.

Parental socialization strategies are critical in explaining adolescents' online behavior. This study examined the relationships between parental restorative discipline, observed justice sensitivity, and cyber-bystander defender intervention (constructive and aggressive) in cyberbullying. The sample comprised 900 Mexican adolescents (40.2% male and 58.8% female), of which 450 were from secondary school (M age = 13.6, SD = 0.8) and 450 were from high school (M age = 15.4, SD = 1.3). Structural equation modeling with latent variables was performed. Overall, the results indicate that parental restorative discipline positively relates to the observer's justice sensitivity and the adoption of constructive interventions by cyber-bystander defenders. However, restorative discipline had no significant direct relationship with aggressive intervention. Observers' justice sensitivity mediates the association between restorative parenting discipline and aggressive or constructive defender interventions. Gender does not moderate the relationship proposed in the structural model. These findings suggest that parental restorative discipline explains constructive and aggressive cyber-bystander defender interventions in cyberbullying.

Navigating Educational and Urban Landscapes: Middle-Class School Choice Strategies in Local Education Markets

ABSTRACT The middle-classes use school choice as a strategy of class reproduction and comparative advantage. In this article, we show how middle-class parental school choice strategies are spatially dependent and how schooling preferences and final choices are bounded by the social and educational characteristics of the local education market of their neighborhood of residence in the city of Barcelona. Our findings reveal interesting differences relating to the search process and final decisions, which are dependent on parental preferences and risk perception in the different local education markets. Reflections on some policy implications of the analysis are considered in the conclusions.