Parental Interaction Research Articles

"Is Anything HappeningThere? And if so,What?" Video-Diagnostic Assessment of Parental Interaction Qualities in a Preschool Psychiatric Sample

Standardized video diagnostic instruments, such as the Play-PAB used in this study, are suitable for an objective and multidimensional assessment of early parent-child interactions. Furthermore, the present results support the assumption that early parent-child interaction is a multivariate construct.The correlation analyses show that various influencing factors, such as parental stress, are related to specific parental interaction qualities, such as intrusiveness, and as a consequence, affect the relationship building process with the child.Therefore, video diagnosticmethods are suitable for both objective therapy evaluation and individualizing therapy in preschool psychiatric settings.

Communication Barriers to Implementation of Family-Centered Care from Perspective of Mothers and Personnel of Neonatal Intensive Care Unit: A Qualitative Study

Background: Positive communication between staff and parents is considered a basic principle for the successful implementation of family-centered care (FCC) and the formation of a good relationship between parents and neonates. Moreover, involvement in care depends on the communication and interaction of parents with healthcare providers, and cooperation between them leads to high-quality care for neonates. However, interaction and communication are still considered major challenges in the neonatal intensive care unit (NICU) environment. Since these challenges and communication barriers are different in various cultures and environments, they should be identified in the field. A literature review shows that no study has assessed the views of different members of the treatment team and parents on communication barriers in Iran. Objectives: The present study aimed to investigate the communication barriers related to personnel and parents for implementing FCC from the perspective of parents, physicians, nurses, and nursing managers. Methods: A qualitative study was conducted in 2021 - 2022 using the conventional content analysis approach in a NICU in Tehran, Iran. In this study, 26 semi-structured interviews and 10 field notes were used to collect data to reach data saturation. Results: Data analysis led to the emergence of two themes. The first theme was the unprofessional relationships of personnel, including two main categories of inappropriate professional behavior and lack of attention to personnel and working conditions of the ward. The second theme was mutually ineffective relationships between personnel and parents, including two main categories of the inappropriate attitude of personnel and parents toward each other and unsympathetic communication between personnel and parents. The themes showed the participants’ experiences of communication barriers to the implementation of FCC in NICUs in Iran. Conclusions: Removing communication barriers between healthcare providers and parents requires developing a coherent, comprehensive, and unified training program to prepare and create integrated coordination among the treatment team and the family, creating a positive attitude toward FCC and the presence of parents, improving relationships, and giving further attention and support by managers to personnel and the conditions of the ward.

Parental Style of Interaction in the Formation of Early Childhood Self-Regulation Skills

The article surveys the main approaches to the definition of self-regulation, the milestones in the formation of self-regulation, methods of its assessment, characteristics of parental behavior affecting the self-regulation of the child. The results of the longitudinal study of 74 normotypic children are presented. According to the obtained data, both temperament and parental behavior play an important role in the formation of self-regulation skills in early childhood. Moreover, the same style of parental interaction at one age stage can act as a factor that contributes to the development of self–regulation, at another — it can reduce it.

Impacts of Parental Technoference on Parent-Child Relationships and Child Health and Developmental Outcomes: A Scoping Review.

Parental technological immersion during parenting activities has been shown to alter parent-child interactions. This concept, referred to as parental technoference, has the potential to affect parent-child relationships and children's health and development. This scoping review utilized the Joanna Briggs Institute (JBI) methodology to identify, describe, and summarize: (a) evidence of parental technoference on parent-child relationships, and children's health and development; (b) definitions and measurements of parental technoference; (c) research designs and methodologies used to investigate parental technoference; and (d) literature gaps. We searched MEDLINE, APA PsycInfo, Cochrane Central Register of Controlled Trials, Cochrane Database for Systematic Reviews, JBI EBP Database, Embase, CINAHL, and Scopus, as well as the reference lists of included studies for literature on parental technology use during parenting and parent-child interactions and its effects on parent-child relationships, and children's health and development. Sixty-four studies, found in 61 publications, met the review criteria. The effect of parental technoference on parent-child relationships was most studied, and findings demonstrated that parents recognized, and researchers observed, changes in parents' and children's behaviors. Adolescent self-reported mental health concerns and maladaptive technological behaviors (e.g., cyberbullying) were associated with more parental technoference, and findings highlighted safety concerns for children. Other aspects of children's development, although less studied, were also negatively impacted by parental technoference. No significant associations were found between parental technoference and children's medical and physiological health, yet these associations were the least studied. Additional research is needed to understand these associations and evaluate interventions designed to mitigate technoference harms.

Affiliative Parent−Adolescent Bedtime and Waketime Interactions are Associated with Adolescent Sleep

ABSTRACT Objectives The current study examined whether evening and morning affiliation (i.e., warmth) and autonomy (i.e., more or less in charge) around sleep routines predicted adolescent sleep on weekdays. Method Participants were 28 parent (Mage = 43.19; 85.17% mothers) and adolescent (Mage = 12.34 years) dyads who completed the same electronic diaries morning and evening for 10 days, with a total number of 221 nights observed across dyads. Sleep duration and sleep quality were assessed via the Pittsburgh Sleep Diary; degree of affiliation and autonomy around bedtime and waketime routines were assessed with single items on a visual analog scale. Multilevel modeling was utilized to evaluate the effects of more or less affiliation or autonomy on sleep outcomes (i.e., duration and quality) between and within dyads. Results Across all participants, adolescents who reported more affiliative interactions with their parent around bedtime and waketime slept longer and had better sleep quality at night. Further, when adolescents experienced greater than average affiliative interactions with their parent than was typical for them, they had better sleep quality that night. Adolescent sleep quality and duration were not impacted by whether or not adolescents were in charge of their bedtime and waketime routines. Conclusions Findings support parents’ role in social and emotional security and highlight the importance of affiliative parent interactions around the sleep period for optimal sleep for young adolescents.

ОСОБЛИВОСТІ ВЗАЄМОДІЇ БАТЬКІВ УЧНІВ ІЗ ЗАКЛАДАМИ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ В УМОВАХ ПАНДЕМІЇ COVID-19

The article reveals the peculiarities of the interaction of parents of students with institutions of general secondary education in the conditions of the COVID-19 pandemic. The author used methods of analysis, synthesis, systematization, comparison, generalization, categorical and functional analysis. In the study, based on the analysis of a wide range of sources and literature, the concept of remote interaction is clarified, which is considered as the interaction of students, parents of schoolchildren and teachers with each other at a distance, which is implemented by specific means of Internet technologies or other web tools that involve interactivity. On the basis of the questionnaire conducted among the students' parents, it was established that they highly appreciate their readiness for remote interaction with the school. Parents emphasize the importance of high-quality technical equipment, the presence of a clear plan of distance activities, the quality and efficiency of feedback. Among the most convenient means of remote interaction with the school, parents note messengers, video conferences and social networks. Voluntariness, promptness of informing and providing feedback, systematicity, individual approach, correctness on the part of the general secondary education institution, availability of a single platform and a clear plan of measures are important for parents of students. It has been proven that the parents of students in general secondary education institutions need to develop the skills of remote interaction, offering them various forms, high-quality and relevant content, teaching, providing support in this matter, increasing the digital competence of the family in general. It can be stated that parents highly appreciate the readiness of teachers for remote interaction with the family in the conditions of a pandemic, but at the same time rate their personal readiness for such interaction and its prospects quite low. Parents consider the following areas of work as the most convenient for remote interaction: questionnaires, parent meetings, specialist consultations, educational seminars, master classes. Among the tools of remote interaction, parents prefer to see such means as: messengers, e-mail, social networks. Key words: school, distance interaction, interactivity.

Characteristics and Outcomes of School Social Work Services: A Scoping Review of Published Evidence 2000-June 2022.

School social workers are integral to the school mental health workforce and the leading social service providers in educational settings. In recent decades, school social work practice has been largely influenced by the multi-tiered systems of support (MTSS) approach, ecological systems views, and the promotion of evidence-based practice. However, none of the existing school social work reviews have examined the latest characteristics and outcomes of school social work services. This scoping review analyzed and synthesized the focuses and functions of school social workers and the state-of-the-art social and mental/behavioral health services they provide. Findings showed that in the past two decades, school social workers in different parts of the world shared a common understanding of practice models and interests. Most school social work interventions and services targeted high-needs students to improve their social, mental/behavioral health, and academic outcomes, followed by primary and secondary prevention activities to promote school climate, school culture, teacher, student, and parent interactions, and parents' wellbeing. The synthesis also supports the multiple roles of school social workers and their collaborative, cross-systems approach to serving students, families, and staff in education settings. Implications and directions for future school social work research are discussed.

Propensities of Fatty Acid-Modified ASOs: Self-Assembly vs Albumin Binding

We conducted a biophysical study to investigate the self-assembling and albumin-binding propensities of a series of fatty acid-modified locked nucleic acid (LNA) antisense oligonucleotide (ASO) gapmers specific to the MALAT1 gene. To this end, a series of biophysical techniques were applied using label-free ASOs that were covalently modified with saturated fatty acids (FAs) of varying length, branching, and 5'/3' attachment. Using analytical ultracentrifugation (AUC), we demonstrate that ASOs conjugated with fatty acids longer than C16 exhibit an increasing tendency to form self-assembled vesicular structures. The C16 to C24 conjugates interacted via the fatty acid chains with mouse and human serum albumin (MSA/HSA) to form stable adducts with near-linear correlation between FA-ASO hydrophobicity and binding strength to mouse albumin. This was not observed for the longer fatty acid chain ASO conjugates (>C24) under the experimental conditions applied. The longer FA-ASO however adopted self-assembled structures with increasing intrinsic stabilities proportional to the fatty acid chain length. For instance, FA chain lengths smaller than C24 readily formed self-assembled structures containing 2 (C16), 6 (C22, bis-C12), and 12 (C24) monomers, as measured by analytical ultracentrifugation (AUC). Incubation with albumin disrupted these supramolecular architectures to form FA-ASO/albumin complexes mostly with 2:1 stoichiometry and binding affinities in the low micromolar range, as determined by isothermal titration calorimetry (ITC) and analytical ultracentrifugation (AUC). Binding of FA-ASOs underwent a biphasic pattern for medium-length FA chain lengths (>C16) with an initial endothermic phase of particulate disruption, followed by an exothermic binding event to the albumin. Conversely, ASO modified with di-palmitic acid (C32) formed a strong, hexameric complex. This structure was not disrupted when incubated with albumin under conditions above the critical nanoparticle concentration (CNC; <0.4 μM). It is noteworthy that the interaction of parent, fatty acid-free malat1 ASO to albumin was below detectability by ITC (KD ≫150 μM). This work demonstrates that the nature of mono- vs multimeric structures of hydrophobically modified ASOs is governed by the hydrophobic effect. Consequently, supramolecular assembly to form particulate structures is a direct consequence of the fatty acid chain length. This provides opportunities to exploit the concept of hydrophobic modification to influence pharmacokinetics (PK) and biodistribution for ASOs in two ways: (1) binding of the FA-ASO to albumin as a carrier vehicle and (2) self-assembly resulting in albumin-inert, supramolecular architectures. Both concepts create opportunities to influence biodistribution, receptor interaction, uptake mechanism, and pharmacokinetics/pharmacodynamics (PK/PD) properties in vivo, potentially enabling access to extrahepatic tissues in sufficient concentration to treat disease.

Role of Family Upbringing in Preparing Girls for the Marital Life Requirements in Contemporary Saudi Society: A study on a sample of newly married women in the Kingdom of Saudi Arabia from the different the western, eastern, southern, and northern regions

This study aims to study family upbringing and its dimensions (methods of family upbringing - attitudes gained from family upbringing - parents' practices in their family life), and marital requirements and their themes (marital education - awareness of marital problems, skills and values in marital life). It also aims to give suggestion for proper marital family upbringing and proper preparation for marriage from the girls' point of view and studying the linkage between family upbringing and its themes, marital requirements and its themes, and some socio-economic variables as well as studying the differences in family upbringing and its themes, marital requirements and their themes according to the duration of marriage of the origin family and the level of education of the research sample. The study follows the descriptive method. The study sample consists of 242 newly married women (five years of marriage or less) who have been chosen by chance. Data has been collected through a questionnaire and distributed electronically through social networking sites. The study reached many findings the most important of which is that there is a statistically positive correlation between the variable of parental interaction practices and the marital requirements variables and their overall score at the statistical significance level of (0,001). And between the whole family upbringing variable and the marital requirement variables and its overall score of at a statistical significance level of (0,001). This indicates that the higher the family upbringing level and its themes, the higher the awareness of marital requirements and its themes.

Study protocol for a non-randomized controlled trial of the effects of internet-based parent training as a booster to the preschool edition of PATHS®: Universal edition of the Parent Web.

Well implemented, universal parental support is often effective in families with younger children, but research on their effects on families with adolescent children is scarce. In this study, a trial of the universal parent training intervention "Parent Web" in early adolescence is added to the social emotional learning intervention Promoting Alternative Thinking Strategies (PATHS®), completed in early childhood. The Parent Web is a universal online parenting intervention based on social learning theory. The intervention aims to promote positive parenting and family interaction through five weekly modules completed over 6-8 weeks. The main hypothesis is that participants in the intervention group will exhibit significant pre- to post- intervention-related benefits relative participants in the comparison group. The aims of this study are: 1) provide Parent Web as a booster aimed at improving parenting support and practices at the transition into adolescence to a cohort of parents whose children have previously participated in preschool PATHS, and 2) examine the effects of the universal edition of Parent Web. The study has a quasi-experimental design with pre- and post-testing. The incremental effects of this internet-delivered parent training intervention are tested in parents of early adolescents (11-13 years) who participated in PATHS when 4-5 years old compared to a matched sample of adolescents with no prior experience of PATHS. The primary outcomes are parent reported child behavior and family relationships. Secondary outcomes include self-reported parent health and stress. The proposed study is one of the few trials to test the effects of universal parental support in families of early adolescents and will therefore contribute to the understanding of how mental health in children and young people can be promoted across developmental periods through a continuum of universal measures. Trial registration: Clinical trials.gov (NCT05172297), prospectively registered on December 29, 2021.

Exploring Maternal Interactions During Shared Book Readings in Indian Home Contexts

The importance of parent-child shared book reading (SBR) is well established. However, there is a limited understanding of parental interaction patterns during SBR among preschool children in the Indian context. Using a cross-sectional observational study design, mothers’ verbal and nonverbal behavior during SBR was analyzed in 26 Kannada-speaking mother-child dyads. Relationships between the quantity of SBR experiences and parental attitudes and beliefs about storybook reading were examined. Findings revealed that mothers predominantly used dialogic reading strategies followed by extra-textual talk, print referencing strategies, and nonverbal strategies. Few correlations were found between parental attitudes and beliefs and the quantity of SBR experiences. Implications for parent training in SBR are discussed.

Narrative identity and positive youth development in Turkish emerging adults: The moderating role of cultural self-construals

The current study examined the associations between narrative coherence, the 5Cs of positive youth development, and cultural self-construals among 91 Turkish emerging adults (48 females, 42 males, and 1 other ) aged between 18 and 29 ( Mage = 23.01, SD = .52). Emerging adults partook in a life story interview to share three important narratives involving parental interactions that were assessed for causal and thematic coherence. Participants also self-reported on their positive development (competence, confidence, character, caring, and connection) and cultural self-construals (autonomy, relatedness, and autonomy relatedness). Results of path analysis revealed that high causal coherence in narratives was associated with lower levels of competence, confidence, and connection, whereas high thematic coherence was linked to higher levels of competence, confidence, and connection. Further, we examined the role of cultural self-construals in moderating the link between narrative coherence and the 5Cs. Thematic coherence was related to decreased caring when autonomy was high and relatedness was low. Thematic coherence was also related to increased connection only when autonomy was low and relatedness was high. Moreover, causal coherence was related to decreased caring and connection for emerging adults with highly autonomous self-construals. Similarly, causal coherence was associated with lower levels of confidence for emerging adults with high autonomous-related self-construals. Implications for research with Turkish emerging adults are discussed.

Socio-Economic Inequality in Young People’s Financial Capabilities

ABSTRACT Previous research has shown that the UK has low levels of financial literacy by international standards, particularly among those in lower socio-economic groups. This may have an impact upon young people, with social inequalities in financial attitudes, behaviours and skills perpetuating across generations. Using parent-child linked survey data from 3,745 UK families, we find sizeable socio-economic inequalities in young people’s financial capabilities, aspects of their mindset, and their financial behaviours. Sizeable differences are also observed in the financial education that socio-economically advantaged and disadvantaged children receive at school, and how they interact with their parents about money. Parental interactions can account for part of the socio-economic gap in money confidence, money management, financial connections, and financial behaviours, but less so in boosting financial abilities. However, we find no evidence of differences in financial education in schools driving differences in young people’s financial capabilities.

Exploring parent profiles in parent–child interactions with e-books

Despite the documented rise of children’s use of mobile media devices in the United States, particularly in lower-income homes, there is limited research on how children and parents interact together with these types of devices. This study sought to describe and investigate how parents and their 3-year-old children use one type of mobile digital media – e-books. With a sample of 65 families from middle- and lower-income homes, the present study examined different parent profiles in a parent–child interaction with e-books and how parents’ attitudes around learning influenced their interactions. Results show that parents and children on average demonstrated high levels of engagement and collaboration when using an e-book, although there was wide variability in the way parents and children interacted with e-books. Using latent profile analysis, three distinct profiles of parent interactions when using e-books with their children were identified: parents with high levels of speech quality and dialogic talk but low levels of engagement, parents with low levels of speech quality, and parents with high speech quality but low dialogic talk. In addition, parent report measures of self-efficacy, growth mindset, knowledge of child development, and screen time used at home varied by the parent profiles identified in this study. The findings suggest that future research should examine parent profiles to help advance the research base in service of informing efforts to promote adult–child interactions as they relate to mobile device use.

Efforts to Provide Effective Communication to Early Children to Build Personality

Communication is something decisive factor happines ssomeone, communication is also a factor important in intertwine connection communication with child veryi mportant builtas early aspossible, proper communication could push child for grow and bloom becomes good personality, family is very environment important for development and growth as on, because family is the first teacher and role model for child. Communication between parents and children is a building process connection between parent and child, either verbally or on going non - verbalin life everyday in the environment family. Age child early think concrete and more believe with what are they seet han they are listen. Pattern good communication for formation personality good boy is pattern priority parental communication interest children and interactions. Communication is something very activity often done by everyone inside scope anything, anywhere and anytime because communication very important for life us.

The correlation between parents interaction conflict with online game addiction in adolescents

Introduction: The prevalence of online game addiction has increased among adolescents in Indonesia. This study aimed to analyze the correlation between parent conflict and online game addiction among adolescents. Methods: This study used a cross-sectional, correlational design. The inclusion criteria in this study were as follows: (1) adolescents between the ages of 13-19 and who were male, and (2) adolescents who were willing to become respondents. Eighty adolescents were approached according to the inclusion criteria, and 73 respondents were eligible for this study. The data collection method used was a questionnaire filled out by adolescents. The questionnaire was adapted to adolescents and to determine adolescents' perceptions of interaction conflict. Statistical analysis was performed using Spearman’s rank test with α=0.05. Results: Parental interaction conflict was positively related to online game addiction among adolescents (p = 0.004). The majority of respondents who experienced online game addiction in the fair category had low interaction conflicts with their parents. Conclusions: Conflict of interaction with parents can cause adolescents to become addicted to online games. Parents are expected to engage in good interactions in accordance with the stages of adolescent development. Parents should be able to complete their problem interactions well.

Organization of suspending the successful completement of homework for educators with special educational needs

Education performs the two most important civilizational functions of personality development: its spiritual, moral, artistic, cultural development and socialization, as well as an economic function - reproduction of qualified labor resources for public production. Intensification of the process of acquiring knowledge, requirements for quality and individualization of the process of obtaining education by different categories of students cause an urgent need to develop and implement a wide range of educational programs that allow everyone who wants to get exactly the education, at the time and in the place that seems most acceptable to him, regardless of gender, age, social background and abilities. Inclusive pedagogy is aimed at studying the role of education in this context, because one of the directions of humanization of the education system of Ukraine is the integration of children with special educational needs into the educational space.&#x0D; In addition, the result of successful mastery of the required level of knowledge largely depends on the completion of homework. The article reveals the peculiarities of the organization of support for the successful completion of homework for students with special educational needs, and provides recommendations for parents. The main areas of work related to the establishment of pedagogical interaction between assistants, teachers and parents have been revealed.&#x0D; The organization of support for the successful completion of homework consists in close interaction and cooperation of parents and teachers, in established contact and trust, involvement of parents in participation in developed individual development programs and individual educational plans, in the educational process, in particular in extracurricular activities; establishment of cooperation with specialists of psychological and pedagogical support; in interaction and exchange of experience, information with parents regarding their approaches in raising and teaching children with special educational needs.

Examination of Creativity Levels of Preschool Children

The study aims to examine whether the interaction of parents' education and income levels has a significant effect on the creativity scores of preschool children. The research was conducted in a district of Ankara, where parents are thought to vary in terms of income and education level. 123 children studying in independent kindergartens affiliated with the Ministry of National Education participated in the research. “Early Childhood Creativity Scale” was used as a data collection tool in the study. In the study, a 2x3 two-way analysis of variance was preferred because it was aimed to examine the possible effects or interaction effects of categorical independent variables on the continuous dependent variable. Test procedures were run after ANOVA assumptions were checked and it was observed that the assumptions were met. As a result of the research, it was determined that the interaction between parents' education levels and income levels had an effect on their children's creativity. When looking only through the main effects, independent of the interaction effect, it was determined that the level of parental education was influential on the creativity scores of the children, but the income level alone was not.

ПАТРІОТИЧНА ВИХОВАНІСТЬ ДІТЕЙ СТАРШОГО ДОШКІЛЬНОГО ВІКУ

The article reveals the concept of “patriotic education of senior preschool children”. The effective organizational and pedagogical conditions of patriotic education of senior preschool children in the interaction of parents and teachers are highlighted (increasing the professional competence of educators regarding patriotic education of senior preschool children; directing the educational efforts of preschool education institutions and families to ensure patriotic education of senior preschool children; introduction of traditional and innovative forms of interaction between teachers and parents, aimed at the formation of patriotic education in senior preschool children). Each condition is characterized and it is clarified what forms and methods of working with parents, teachers and children can be used to increase the level of patriotic upbringing of senior preschool children.

Determinants of School dropouts among adolescents: Evidence from a longitudinal study in India.

India has the largest adolescent population in the world. However, many unprivileged Indian adolescents are still unable to complete schooling. Hence, there is a need to understand the reasons for school dropout among this population. The present study is an attempt to understand the determinants of school dropout among adolescents and identify the factors and reasons that contribute to it. Longitudinal survey data- Understanding Adults and Young Adolescents (UDAYA) for Bihar and Uttar Pradesh has been used to identify the determinants of school dropout among adolescents aged 10-19. The first wave of the survey was conducted in 2015-2016, and the follow-up survey in 2018-2019. Descriptive statistics along with bivariate and multivariate analysis was used to observe school dropout rates and factors associated with it among adolescents. Results show that the school dropout rate was highest among married girls aged 15-19 years (84%), followed by unmarried girls (46%), and boys (38%) of the same age group. The odds of school dropout among adolescents decreased with an increase in household wealth status. School dropout was significantly less likely among adolescents whose mothers were educated as compared to mothers who had no education. Younger boys [AOR: 6.67; CI: 4.83-9.23] and girls [AOR: 2.56; CI: 1.79-3.84] who engaged in paid work were 6.67 times and 2.56 times more likely to drop out of school than those who were not. The likelihood of school dropout was 3.14 times more likely among younger boys [AOR: 3.14; CI: 2.26-4.35], and it was 89% more likely among older boys [AOR: 1.89; CI: 1.55-2.30] who consumed any substances as compared to those who did not consume any substances. Both younger [AOR: 2.05; CI: 1.37-3.05] and older girls [AOR: 1.30; CI: 1.05-1.62] who acknowledged at least one form of discriminatory practice by parents were more likely to drop out of school than their counterparts. Lack of interest in studies/education not necessary (43%) was the predominant reason among younger boys for school dropout, followed by family reasons (23%) and paid work (21%). Dropout was prevalent among lower social and economic strata. Mother's education, parental interaction, participation in sports and having role models reduce school dropout. Conversely, factors such as being engaged in paid work, substance abuse among boys, and gender discriminatory practices towards girls, are risk factors for dropout among adolescents. Lack of interest in studies and familial reasons also increase dropout. There is a need to improve the socio-economic status, delay the marital age of girls, and enhance the government incentives for education, give rightful work to girls after schooling, and provide awareness.