Parental Trust Research Articles

Cholecystokinin and anxiety

Oxytocin (OT) plays a major role in the establishment of social bonds. Social bonds are linked to the activation of cell signaling pathways that promote neurotrophic and synaptic maturation, plasticity and memory changes. Anti-social behavior is often associated with abnormalities of cell signaling pathways and/or defective function of brain neurotransmitters within behavioral CNS circuits due to unproper environmental and social factors, such as, diet, stress, chemical, air pollution, and noise, during gestational period or/and during early postnatal development.OT exerts an important regulatory functions in maternity and parental behaviors, lactation, attachment, bonding, trust, and sensorial functions such as: homeostatic cardiovascular control, satiety, touch, pain, analgesia and sexual behavior. Noteworthy, OT displays important neuroprotective properties against fetal programmed hypertension when administered during early postnatal life, added to its known anabolic properties shown in adult rats, e.g. body weight control, reduces blood pressure, and increases analgesia. This review focuses on the new evidences supporting OT's role as a major neuroprotective nonapeptide provided by its quality to reverse hypertension programmed in utero by undernutrition.

INTERPERSONAL TRUST, SELF-DISCLOSURE AND CONTROL IN ADULT CHILDREN OF ALCOHOLICS

Personality differences between 39 adult children of alcoholics and 28 control subjects were evaluated using measures of self-disclosure, trust, and control. The former group had higher need for interpersonal control, but no differences between groups were found on trust or self-disclosure. Sex of the alcoholic parent was related to personality functioning. Subjects with alcoholic fathers had higher scores on the control measure, while subjects with alcoholic mothers had lower trust scores. For adult children of alcoholics small but significant correlations were found between distress associated with parental alcoholism and trust (lower) and reported involvement with alcohol (higher). These results provide some support for the hypothesis that the effects of parental alcoholism persist into early adulthood. The differences documented were modest and did not suggest dysfunction in the sample of adult children of alcoholics.

Parents' Reactions to Teacher Practices of Parent Involvement

The Elementary School Journal Volume 86, Number S O 1986 by The University of Chicago. All rights reserved. 0013-5984/86/8603-0002$01.00 Teachers have strong opinions about parent involvement. Some believe that they can be effective only if they obtain parental assistance on learning activities at home. Others believe that their professional status is in jeopardy if parents are involved in activities that are typically the teachers' responsibilities. The different philosophies and beliefs of teachers reflect the two main, opposing theories of school and family relations. One perspective emphasizes the inherent incompatibility, competition, and conflict between families and schools and supports the separation of the two institutions (Parsons, 1959; Waller, 1932; Weber, 1947). It assumes that school bureaucracies and family organizations are directed, respectively, by educators and parents, who can best fulfill their different goals, roles, and responsibilities independently. Thus, these distinct goals are achieved most efficiently and effectively when teachers maintain their professional, general standards and judgments about the children in their classrooms and when parents maintain their personal, particularistic standards and judgments about their children at home.

A Comparison of Teenage and Older Mothers with Preschool Age Children

A comparison of teenage and older mothers when their oldest child was 2-4 years old was undertaken as part of an ongoing effort to delineate differences between the groups that might contribute to developmental differences attributed to their children. This study tested the claims of earlier studies that teenage mothers lack the knowledge or positive attitudes necessary for good parenting. 93 mothers took part--62 teenage mothers (average age 16.7 at childbirth) and 31 older mothers (23.4 average age at childbirth). A higher proportion of teenage mothers were members of minority groups (66% vs 20%). The teenage mothers were more likely to live alone or with their parents and were less likely to be married or cohabitating with a male than were the older mothers. Each mother was interviewed; then she completed the Child Development Questionnaire a multiple choice test developed for this study to measure knowledge of child development including the common developmental milestones. Attitudes toward children and the parenting role were assessed using the Parent Attitude Survey. The older mothers had completed significantly more education. Teenagers scored slightly but significantly lower than older mothers on the knowledge of child development. The 2 groups scored similarly on parental confidence and trust. Neither group felt highly confident nor trusting. The older mothers had significantly more positive attitudes on the scales for causation acceptance and understanding. Future research should examine the continuum of teenage parenting abilities more closely expecially what distinguishes a competent teenage mother from a less competent teenage mother.

Locus of control and trust in parents: A preliminary study

Compared 50 undergraduates (7 males, 43 females) as the upper and lower third Internal and External locus of control groups, based on I-E scores, with respect to scores on separate subscales of trust in father (FT), mother (MT), and both parents (PT). While the results confirmed previous findings that internality was related positively to trust in others, the present study found significantly greater trust in father than in mother. These differential findings were interpreted as having relevance to studies of behavioral referents of locus of control as well as implications for parent-child antecedent relationships.

Effects of contingent and noncontingent rewards on the relationship between worker satisfaction and task performance: A field study

Positive psychology has recently gained interests among educational researchers due to its role in improving interpersonal relationships and offering a new research framework (Hoy & Tarter, 2011) among various positive psychological concepts in educational context, authentic leadership, teachers’ work engagement and teachers’ academic optimism are three of the highly explored. Authentic leadership deals with a principal's desire to understand oneself and others and act in accordance with his/her core values in order to lead the school to success (Avolio & Mhatre, 2011; Gardner, Cogliser, Davis, & Dickens, 2011). While teachers’ work engagement concerns with how much a teacher is involved and enthusiastic about his or her work (Bakker and Bal, 2010, Klassen et al., 2012), teacher's academic optimism is a teacher's belief that he or she can teach all of the students effectively, stress the importance of learning and trust in students and parents (Beard, Hoy, & Woolfolk Hoy, 2010; Woolfolk Hoy, Hoy, & Kurz, 2008). Although authentic leadership and teachers’ work engagement have been found to be positively related (Bird, Chuang, Watson, & Murray, 2012; Wang & Bird, 2011), so far there have been no studies that focused on the relationships among the three. Furthermore, since school size has a significant impact on various school outcomes particularly the interpersonal processes (Crosnoe, Johnson, & Elder Jr, 2004; Leithwood & Jantzi, 2009), we hypothesized that school size would moderate the aforementioned relationships. The purpose of the study was to propose a conceptual model linking authentic leadership, teachers’ work engagement and academic optimism with school size as a moderator. Several research propositions based on the model are presented. The proposed model is expected to be a valuable tool for conducting related future researches and developing initiatives to improve principal authentic leadership in school.

The relative importance of psychopathology, training procedure, and urological pathology in nocturnal enuresis

Statistically significant contrasts of ratings of enuretics, dry-organics, and wet-organics (defined after exhaustive urological examination) revealed that the enuretic group had the poorest adjustment at school, more sibling rivalry, more anger and dissatisfaction, more parental conflict, more parental inconsistency, less trust in parents, and less exposure to good training procedures. Results were integrated under the hypothesis that three conditions are necessary for bedwetting to persist: (a) the child feels insecure in the specific sense that he feels he has been or is about to be abandoned; (b) the feeling of abandonment must occur during the critical age range of 2 1/2 to 5 years; and (c) the child expects or experiences that the adult reaction to bedwetting reassures him against abandonment. The symptoms of poor relations with peers, poor adjustment at school, and anger and dissatisfaction are not directly related to enuresis; rather, they, like enuresis, are correlates of the insecurity arising from fear of abandonment. The hypothesis that bedwetting is associated with fear of abandonment was confirmed on a sample of 40 normal pediatric outpatient children and 26 children from a residential treatment center. Significant findings were: (a) children having experienced separation from an important child-caring person between ages 2 1/2 and 5 had more bedwetting than those having had no separations or having had them out of the critical age range; (b) fear of abandonment was greatest in the group having had separation experience during the critical age range of 2 1/2 to 5; and (c) fear of abandonment was higher in bedwetters than in children who did not wet the bed at night.