Positive Parent-child Relationships Research Articles

A visual ethnography of parent-child interactions during ‘story-time’ in Chinese family settings

ABSTRACT Story-time serves as an interactive linguistic tool through which parents encourage their children to share narratives. Grounded in sociocultural and narrative theories, this study employed a visual ethnographic approach to explore how parents perceive and engage in story-time interactions within 33 Chinese families. Data were collected through video recordings of story-time sessions and semi-structured interviews. The findings suggest that story-time may function as a play-based educational tool, fostering positive parent–child relationships and supporting child development through activities such as child-centered reading and role-playing. Parent–child interactions were categorized into two primary types: those involving print-based materials and those centered around oral storytelling. Parents emphasized the importance of respecting their children’s preferences by allowing them to choose stories and by developing effective storytelling techniques to maximize the benefits of family story-time. Through these sessions, parents and children engaged in meaningful interactions that strengthened family bonds and contributed to the children’s holistic development.

A structural equation model of parenting and child's resilience after the earthquake in Türkiye.

This study investigated the relationship between parental psychological wellbeing, parenting, children's psychological difficulties, and prosocial behavior in Kahramanmaraş earthquake-affected families living in Türkiye in 2023. To this end, a mediation model was proposed for parental psychological distress that was hypothesized to exert an indirect effect on a child's psychological difficulties and prosocial behavior through parenting. Participants were 358 preschoolers between 4 and 6 years old and their one parent (father or mother) who completed a set of validated self-report surveys in a cross-sectional design study. Results showed positive associations between parental psychological distress and child's psychological difficulties but negative association with child's prosocial behavior. Furthermore, quality of parenting mediated the association between parental psychological distress and child's psychological difficulties and prosocial behavior. Our findings suggest that positive parenting may serve as a protective mechanism that mediates the association between parental psychological distress and a child's psychological difficulties and prosocial behaviors among families displaced by a natural disaster like an earthquake. These findings point to the need for supporting positive parent-child relationships in addition to decreasing the psychological distress of parents when exposed to potentially traumatizing events like this.

Good parent-child relationship protects against alcohol use in maltreated adolescent females carrying the MAOA-uVNTR susceptibility allele.

Risk-allele carriers of a Monoamine oxidase A (MAOA) gene, short-allele (MAOA-S) in males and long-allele (MAOA-L) in females, in the presence of a negative environment, are associated with alcohol misuse. Whether MAOA-S/L alleles also present susceptibility to a positive environment to mitigate the risk of alcohol misuse is unknown. Thus, we assessed the association of the three-way interaction of MAOA, maltreatment, and positive parent-child relationship with alcohol consumption among adolescents. This prospective study included 1416 adolescents (females: 59.88%) aged 16 - 19 years from Sweden, enrolled in the "Survey of Adolescent Life in Västmanland" in 2012. Adolescents self-reported alcohol consumption, maltreatment by a family (FM) or non-family member (NFM), parent-child relationship, and left saliva for MAOA genotyping. We observed sex-dependent results. Females carrying MAOA-L with FM or NFM and a good parent-child relationship reported lower alcohol consumption than those with an average or poor parent-child relationship. In males, the interactions were not significant. Results suggest MAOA-L in females, conventionally regarded as a "risk", is a "plasticity" allele as it is differentially susceptible to negative and positive environments. Results highlight the importance of a good parent-child relationship in mitigating the risk of alcohol misuse in maltreated individuals carrying genetic risk. However, the interactions were not significant after adjusting to several environmental and behavioural covariates, especially parent's alcohol use, negative parent-child relationship, and nicotine use (smoking and/or snus), suggesting predictor and outcome intersection. Future studies and frameworks for preventive strategies should consider these covariates together with alcohol consumption. More studies with larger sample sizes are needed to replicate the findings.

A transactional model of career adaptability: Longitudinal links between parental career-related behaviors, parent-child relationship, and career adaptability among Chinese adolescents

Although prior studies have established that parental involvement affects career adaptability, few if any have investigated the reciprocal effect of career adaptability on parental involvement. Based on career construction theory and the transactional model of development, this study aimed to examine the bidirectional associations between specific parental career-related behaviors (i.e., support, interference, and lack of engagement), the parent-child relationship, and career adaptability. A three-wave longitudinal design was used to collect data from 3837 Chinese adolescents (Mage = 16.68, SD = 0.45, 52 % females) at three time points with 1-year intervals. The results revealed: (a) bidirectional relationships between support and career adaptability; (b) bidirectional relationships between parent-child relationship and career adaptability, an association that became stronger during the transition from grade 11 to grade 12; (c) bidirectional relationships between the three different parental career-related behaviors and the parent-child relationship. No difference in strength was observed between the parent-driven effect and the child-driven effect. Remarkably, the parent-child relationship was more strongly associated with career adaptability than with any specific parental career-related behavior. Two potential mechanisms were also identified: (a) the cumulative influence of support on the development of career adaptability and vice versa; (b) a longitudinal mediating role of the parent-child relationship between parental career-related behaviors and career adaptability. This study suggests that career adaptability can develop from career-related support and positive parent-child relationship. Relevant interventions could be integrated into educational and counseling programs to equip parents with effective strategies for supporting their children's career development.

The Effects of Parental Involvement on Student Academic Success

Parental involvement in education has been recognized as a crucial factor in student academic success. This paper examines the impact of parental involvement on student outcomes, including academic achievement, attitudes towards learning, and socioemotional development. It explores various forms of parental involvement, such as communication with teachers, participation in school activities, and support with homework, and analyzes their effects on student performance. Drawing on empirical research and theoretical frameworks, the paper highlights the benefits of parental involvement for students across different grade levels and socio-economic backgrounds. It discusses the positive influence of parental engagement on students' motivation, self-esteem, and sense of belonging, as well as its role in fostering positive parent-child relationships and family cohesion. strategies for promoting parental involvement in education, including parent education programs, outreach initiatives, and collaborative partnerships between schools and families. It emphasizes the importance of creating a supportive and inclusive school environment that values and encourages parental participation.

From Nurture to Deviance: A Study on Parenting Style and Juvenile Delinquency

ABSTRACT Drawing on data and quantitative analysis from the 2019 Recidivism Survey conducted by the Ministry of Justice in China, this study unveils a significant correlation between parenting styles, parent-child relationships, and juvenile delinquency. Negative parenting practices can lead to increased anxiety or a lack of self-control, especially in scenarios characterized by inadequate parental supervision. This shortfall in self-regulation is directly associated with a surge in criminal behavior among adolescents, thereby elevating the risk of engaging in delinquent activities. Furthermore, poor parent-child relationships exacerbate the adverse effects of insufficient parental oversight on juvenile misconduct. Youths with diminished social and emotional bonds to their parents are more susceptible to diverging from societal norms and participating in delinquent behaviors. Therefore, effective intervention strategies aimed at curbing juvenile delinquency should focus on improving parental supervision and guidance while simultaneously nurturing positive parent-child relationships.

Parenting Stress and Coping Strategies Adopted by Working Mothers; A Thematic Research

In today's society, an increasing number of mothers are balancing the demands of work and family responsibilities. As more women enter the workforce, understanding the unique stressors faced by working mothers in their parenting role becomes paramount. The challenges of juggling work and family life can contribute to heightened levels of parenting stress, impacting maternal well-being and family dynamics. Furthermore, the strategies employed by working mothers to cope with these stressors are crucial for maintaining a healthy work-family balance and promoting positive parent-child relationships. However, there is a gap in our understanding of the specific stressors experienced by working mothers and the effectiveness of various coping strategies they adopt. The study likely involves an investigation into the unique stressors experienced by older first-time mothers and how they adapt to the demands of motherhood. Reece may have conducted interviews, surveys, or observational studies to assess stress levels, coping mechanisms, and maternal adaptation among this population.

Considering Contextual Influences on Fatherhood Program Participants’ Experiences

The current study assessed multiple changes over 1 year for fatherhood program participants and explored variations in challenges at program start, retention, and improvements in outcomes based on geographic setting, race, and sequencing of services. In a sample of 630 racially diverse fathers, we found enhanced economic vulnerability of urban fathers and Black/other minority fathers, and greater individual and work-related challenges for White fathers at program start. Results from growth modeling indicated fathers reported sustained growth over 1 year in nearly all measures assessed including relationship skills and functioning, hope for ensuring a positive future, father involvement and parent-child relationship quality, child academic adjustment, and commitments and ability to meet financial obligations. Evidence of enhanced benefit of programs in multiple areas over time for rural and White participants, compared with Black/other minority and urban fathers is presented. Results also indicate receiving case management first enhances fathers’ attendance and retention in program classes.

The parent–child relationship in the digital era: The mediator role of digital parental awareness

The parent–child relationship was extensively reshaped during the infusion of digital technologies into families’ daily lives. In this context, this research aims to investigate the relationship between the parent’s time spent with the child and the parent–child relationship when digital parenting awareness including negative and positive roles is taken into consideration. A cross-sectional survey research method was employed. The data was collected by demographic information form, Child-parent Relationship, and Digital Parental Awareness scales. The data was analyzed from 285 parents with 3–6 years old children. In order to test the hypotheses, the Hayes-Process model was employed to determine the mediating effects of sub-dimensions of digital parental awareness between parent’s time spent with the child and the parent–child relationship. The results revealed that being a negative digital role model, digital negligence, parents' effective use of technology, and protection from digital risks partially mediate the link between parent–child time and their relationship. An increase in negative role modeling and digital negligence are associated with a decrease in the positive parent–child relationship. Furthermore, parents’ efficient use of and protection from risks from technology affects the parent–child relationship positively.

The dynamic nature of parenting practices: a qualitative enquiry of parenting adolescents during COVID-19.

Parenting practices are known to be dynamic, evolving in response to various factors such as societal changes, cultural norms, and individual circumstances. Understanding the dynamic nature of parenting is essential for comprehending its influence on children's development. This study aimed to explore the adaptive nature of parenting practices amidst the backdrop of the COVID-19 pandemic, a global event that provided a unique context for examining these dynamics. In-depth semi-structured qualitative interviews were conducted with six heterogeneous couples who were parenting at least one adolescent during the pandemic. Attride-Sterling's thematic network analysis was employed to analyze the interview data. Five global themes emerged from the data, namely, change in parenting style due to stressors, paternal versus maternal style of parenting, intergenerational transmission of parenting practices, child-centric parenting practices, positive parenting practices and evolving parent-child relationship during COVID-19. The findings highlight the tendency of parents to adapt their parenting styles to meet the evolving needs of their children. Understanding these dynamics is crucial for supporting families during times of crisis. Future research should explore the long-term effects of these changes and effective strategies for promoting positive parent-child relationships.

Cultural Influences on Parenting Styles and Child Development

Purpose: The general aim of the study was to examine the cultural influences on parenting styles and child development. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to cultural influences on parenting styles and child development. Preliminary empirical review revealed the significant role of cultural norms, values, and beliefs in shaping parenting behaviors and influencing child well-being across diverse cultural contexts. Through a comprehensive review of empirical research, it highlighted distinct patterns of parenting practices influenced by cultural factors such as collectivism, individualism, and religiosity. Findings also emphasized the dynamic nature of cultural adaptation within immigrant populations, with shifts in parenting styles observed as parents acculturated to the host society. The study underscored the importance of culturally sensitive interventions and support services in promoting positive parent-child relationships and enhancing child well-being across diverse cultural backgrounds. Unique Contribution to Theory, Practice and Policy: The Social Learning theory, Ecological Systems theory and Attachment theory may be used to anchor future studies on cultural influences on parenting styles and child development. The study provided valuable recommendations across multiple domains. It advised researchers to further explore cultural influences on parenting within diverse contexts and integrate insights from various disciplines to enhance theoretical frameworks. Practitioners were encouraged to adopt culturally sensitive approaches, receive training in cultural competence, and collaborate with community stakeholders to support families effectively. Policymakers were urged to develop culturally responsive policies addressing systemic barriers faced by diverse families and promote inclusive practices in healthcare, education, and social services. Additionally, the study emphasized the importance of continued research, culturally tailored interventions, practitioner training, and collaborative efforts to promote positive parenting and child well-being across diverse cultural backgrounds.

Longitudinal relations among parent-child relationships, positivity, and teachers-student relationships in Chinese children.

Relationships with parents and teachers are crucial to a child's socialization. However, little is known about the transactional processes between parent-child and teachers-student relationships and their mediating mechanisms. This short-term longitudinal study examined bidirectional relations between positive parent-child and teachers-student relationships, and the potential mediating role of positivity within these relations. There were 3,450 Chinese children (44.8% girls; Mage = 10.93 years) who participated in a four-wave longitudinal study, spaced 6 months apart. The random intercept cross-lagged panel modeling found: (a) both father-child and mother-child relationships directly predicted teachers-student relationships, and vice versa; (b) positivity functioned as a mediator in bidirectional relations between parent-child and teachers-student relationships. These results support a transactional spillover effect between parent-child and teachers-student relationships, suggesting Chinese children may become caught in a virtuous cycle either directly or indirectly via their positivity. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Parents’ Responses and Children’s Subjective Well-Being: The Role of Parent–Child Relationship and Friendship Quality

The current study examined the psychological mechanism that underlies the relationship between parents’ response style and children’s subjective well-being and its boundary conditions, the mediating role of the parent–child relationship, and the moderating role of friendship quality. Using the Parents’ Responses to Children’s Performance Scale, the Buchanan Scale of Closeness to Parents, the Friendship Quality Questionnaire, and the Campbell Index of Well-being, our study investigated 686 pupils who were randomly selected from three public schools in central China. Employing Mplus 8.3 for pathway analysis, we found the following results: Failure-oriented responses negatively predict children’s subjective well-being (β = −0.16, p < 0.001), while success-oriented responses positively predict children’s subjective well-being (β = 0.13, p < 0.01). Both failure-oriented (ab = 0.18, SE = 0.03, 95% CI = [0.13, 0.25]) and success-oriented responses (ab = −0.10, SE = 0.02, 95% CI = [−0.14, −0.06]) predict children’s subjective well-being through the mediating effect of the parent–child relationship. Friendship quality has a moderating effect on the mediating path (β = −0.09, p < 0.05), such that when friendship quality is lower, the parent–child relationship has a higher mediating effect between the parents’ responses and children’s subjective well-being. This study offers empirical evidence that parents’ responses to children’s performance significantly contribute to children’s subjective well-being. Moreover, it offers actionable insights for enhancing children’s subjective well-being. The enhancement could be achieved by fostering positive parent–child relationships and enhancing the quality of children’s friendships, thereby positively impacting their well-being.

Overparenting in Parents of Elementary School Children: The Direct Association with Positive Parent-Child Relationship and the Indirect Associations with Parental Self-Efficacy and Psychological Well-Being

Overparenting in Parents of Elementary School Children: The Direct Association with Positive Parent-Child Relationship and the Indirect Associations with Parental Self-Efficacy and Psychological Well-Being

Interplay between Parental Knowledge and Adolescent Inebriation, and Their Links to Parent–Child Relationships over Time

While parental knowledge of adolescents’ whereabouts is generally considered to be a key protective factor for adolescent alcohol use, the developmental links during adolescence are unclear. Focusing on within-family processes on a sample of Swedish early to late adolescents (n = 782; 49% female) over four waves of data, we (1) tested the interplay between parental knowledge and adolescent alcohol inebriation, (2) investigated whether changes over time in parental knowledge and adolescent inebriation were linked to the parent–child relationship, and (3) tested the moderating role of adolescent gender and SES on these potential links. The results from random intercept cross-lagged panel models showed that increases in parental knowledge predicted decreases in frequencies of adolescent inebriation the following year as well a more positive parent–child relationship over time. Increases in adolescent inebriation were predicted by less parental knowledge only in late adolescence. These links were not moderated by adolescent gender or SES. The results emphasize the importance of increasing parental knowledge of adolescent activities in order to reduce adolescent involvement in heavy alcohol use as well as the importance of parent–child closeness.

Parents' Knowledge, Attitudes, and Practices Regarding Baby Walkers, Baby Car Seats, Oral Health, and Child Screen Time in Saudi Arabia: A Cross-Sectional Study.

Background Awareness of age-appropriate milestones and developmental stages is crucial for parents to identify any potential delays or concerns early on and seek appropriate interventions. This study aimed to assess the knowledge, attitudes, and practices of caregivers in Saudi Arabia regarding baby walkers, baby car seats, early dental visits, and screen time for young children. Methods A cross-sectional survey was conducted among parents in Saudi Arabia using a structured questionnaire. A convenience and snowball sampling method was employed to recruit participants from various regions of the country. The questionnaire aimed to assess parents' knowledge regarding the recommended use of baby walkers and baby car seats, their awareness of the importance of early dental visits, and their understanding of appropriate screen time guidelines. Additionally, the survey explored parents' practices toward these recommendations. Descriptive statistics were used to analyze the data, and associations between variables were examined using the chi-squared test. Results A total of 1318 participants were included. The analysis revealed that the majority of the participants (n=1066,81.3%) use a baby walker, while only (n=292,22.3%) consider that they should never be used. Overall, (n=388,29.6%) of the participants never used a car seat for their infants or children. In terms of early childhood dental visits, approximately (n=518,39.5%) of the participants reported actually taking their child to the dentist within the recommended timeframe. Regarding screen time for children, (n=148,11.3%) of the participants reported that their children spend >5 hours daily in front of the screen. Conclusions Raising parents' awareness about recent childcare recommendations and safe practices is crucial for promoting optimal child development, preventing health problems, facilitating evidence-based decision-making, reducing risks, enhancing parental confidence and empowerment, and nurturing positive parent-child relationships.

Cultivation Approaches of Personality Development in Preschool Children through Family Education

The personality development of preschool children constitutes a crucial task in the realm of family education. Simultaneously, family education plays an indispensable role in shaping the personality of preschool children. This paper delves into an in-depth exploration of methodologies to effectively facilitate the personality development of preschool children. It focuses on providing a stable family environment, establishing positive parent-child relationships, nurturing proactive emotional expression abilities, fostering the development of social skills, cultivating self-control capabilities, and encouraging autonomy and creativity in preschool children. Through these approaches, family education can effectively stimulate the personality development of preschool children, thereby laying a solid foundation for their future growth.

Promoting Free Play in Families Using the Kindergarten PLAYBAG Intervention in Hong Kong: An Exploratory Study

This exploratory study examined whether the kindergarten PLAYBAG intervention protocol administered for parents and children during the pandemic in Hong Kong could generate positive outcomes in embracing play freedom, fostering positive parent–child relationships, and promoting parents’ mental health. Self-administrated questionnaires were used to generate quantitative data before and after the distribution of the PLAYBAG intervention protocol. A total of 32 parents who completed both the pre-test and post-test were investigated regarding the outcomes of PLAYBAG. Recommendations from the study suggest enhancing the PLAYBAG protocol to address the specific needs of parents from different socio-economic backgrounds and help resolve the difficulties experienced by parents in engaging in free play with their children. Consideration should also be given to empowering children’s voices in the co-creation of a free play environment.

Clinical and cost-effectiveness of an adapted intervention for preschoolers with moderate to severe intellectual disabilities displaying behaviours that challenge: the EPICC-ID RCT.

Stepping Stones Triple P is an adapted intervention for parents of young children with developmental disabilities who display behaviours that challenge, aiming at teaching positive parenting techniques and promoting a positive parent-child relationship. To evaluate the clinical and cost-effectiveness of level 4 Stepping Stones Triple P in reducing behaviours that challenge in children with moderate to severe intellectual disabilities. A parallel two-arm pragmatic multisite single-blind randomised controlled trial recruited a total of 261 dyads (parent and child). The children were aged 30-59 months and had moderate to severe intellectual disabilities. Participants were randomised, using a 3 : 2 allocation ratio, into the intervention arm (Stepping Stones Triple P; n = 155) or treatment as usual arm (n = 106). Participants were recruited from four study sites in Blackpool, North and South London and Newcastle. Level 4 Stepping Stones Triple P consists of six group sessions and three individual phone or face-to-face contacts over 9 weeks. These were changed to remote sessions after 16 March 2020 due to the coronavirus disease 2019 pandemic. The primary outcome measure was the parent-reported Child Behaviour Checklist, which assesses the severity of behaviours that challenge. We found a small non-significant difference in the mean Child Behaviour Checklist scores (-4.23, 95% CI -9.98 to 1.52, p = 0.146) in the intervention arm compared to treatment as usual at 12 months. Per protocol and complier average causal effect sensitivity analyses, which took into consideration the number of sessions attended, showed the Child Behaviour Checklist mean score difference at 12 months was lower in the intervention arm by -10.77 (95% CI -19.12 to -2.42, p = 0.014) and -11.53 (95% CI -26.97 to 3.91, p = 0.143), respectively. The Child Behaviour Checklist mean score difference between participants who were recruited before and after the coronavirus disease 2019 pandemic was estimated as -7.12 (95% CI -13.44 to -0.81) and 7.61 (95% CI -5.43 to 20.64), respectively (p = 0.046), suggesting that any effect pre-pandemic may have reversed during the pandemic. There were no differences in all secondary measures. Stepping Stones Triple P is probably value for money to deliver (-£1057.88; 95% CI -£3218.6 to -£46.67), but decisions to roll this out as an alternative to existing parenting interventions or treatment as usual may be dependent on policymaker willingness to invest in early interventions to reduce behaviours that challenge. Parents reported the intervention boosted their confidence and skills, and the group format enabled them to learn from others and benefit from peer support. There were 20 serious adverse events reported during the study, but none were associated with the intervention. There were low attendance rates in the Stepping Stones Triple P arm, as well as the coronavirus disease 2019-related challenges with recruitment and delivery of the intervention. Level 4 Stepping Stones Triple P did not reduce early onset behaviours that challenge in very young children with moderate to severe intellectual disabilities. However, there was an effect on child behaviours for those who received a sufficient dose of the intervention. There is a high probability of Stepping Stones Triple P being at least cost neutral and therefore worth considering as an early therapeutic option given the long-term consequences of behaviours that challenge on people and their social networks. Further research should investigate the implementation of parenting groups for behaviours that challenge in this population, as well as the optimal mode of delivery to maximise engagement and subsequent outcomes. This study is registered as NCT03086876 (https://www.clinicaltrials.gov/ct2/show/NCT03086876?term=Hassiotis±Angela&draw=1&rank=1). This award was funded by the National Institute for Health and Care Research (NIHR) Health Technology Assessment programme (NIHR award ref: HTA 15/162/02) and is published in full in Health Technology Assessment; Vol. 28, No. 6. See the NIHR Funding and Awards website for further award information.

Adolescents and Retaliation Coping with Cyberbullying: Do Individual and Social Factors Matter?

Cyberbullying has been linked with a host of negative outcomes for adolescents. This study explored the role of child-parent-teacher-peer relationships (external social factors) and self-esteem and assertiveness (individual factors) in predicting the use of a retaliation coping strategy among adolescents. The study employed a cross-sectional research design, and a total of 778 secondary school adolescents aged 14 to 18 completed a self-report questionnaire. Results showed that adolescents with higher levels of self-esteem reported less likelihood of using the retaliation coping strategy in dealing with cyberbullying, while adolescents with greater levels of assertiveness reported a high likelihood of using retaliation. It was also found that older male adolescents are less likely to report the use of retaliation compared to female adolescents. Also, older adolescents who reported more positive parent-child relationships are more likely to use retaliation. Results further showed that highly assertive adolescents with more positive teacher relationships are less likely to use retaliation. Findings suggest gendered and age-specific education and intervention programmes that promote positive adolescent relationships with parents and teachers and responsible online assertiveness skills to cope with cyberbullying.