Positive Parenting Practices Research Articles

Prenatal representations link pregnancy intention to observed caregiving

ABSTRACT Aims/Background Children from unintended pregnancies are at an increased risk of experiencing less positive parenting practices as well as abuse and neglect. Thus, identifying factors that may explain the association between pregnancy intention and caregiving behaviours is critical, as well as identifying if these associations can be assessed during pregnancy. Design/Methods In a sample of 297 pregnant people (Mage = 31.17, SD = 4.89; gestational age range 9.71–35.14, M = 23.55, SD = 5.54) and, later, their 6-month-old infants, this prospective study examined the degree to which two facets (i.e. acceptance and richness of perceptions of the child and their role in being a parent for that child) of caregivers’ prenatal mental representations of the child explained the association between pregnancy intention and the caregiver behaviour observed during caregiver – child interactions in infancy. Results Results indicated that caregiver–child interactions following pregnancies that were intended, relative to those non-intended, were rated as higher in caregiving sensitivity and warmth. These relations were explained, in part, by a greater richness of perceptions, but not through acceptance. Conclusion Findings suggest richness of perceptions as a potential target for exploration in interventions to support pregnant people who were not intending to become pregnant as a means to promote positive caregiver – child relationships.

Task-sharing to promote caregiver mental health, positive parenting practices, and violence prevention in vulnerable families in Sierra Leone: a pilot feasibility study.

The prevalence of household violence in low- and middle-income countries (LMICs) is high, and exposure to violence has significant adverse effects on both mental health and child development across generations. Evidence-based services to improve parenting practices and reduce household violence in LMICs are scarce, particularly across rural regions of West Africa. This study explored the feasibility, acceptability, and potential benefits of an evidence-based home-visiting intervention to promote early childhood development and reduce household violence-the Family Strengthening Intervention for Early Childhood Development and Violence-Prevention (FSI-ECD + VP)-among vulnerable families in rural regions of Sierra Leone. Eighty dual-caregiver households in the Makeni region of Sierra Leone were included in the study (N = 160 caregivers; 73% female). Eligibility criteria included having at least one child aged 6-36 months and elevated scores (> 62.5) on the Difficulties in Emotion Regulation Scale (DERS). Community Health Workers (CHWs) employed in the Makeni region completed a 3-week FSI-ECD + VP training. Families were randomized to receive either the FSI-ECD + VP or treatment as usual (TAU). Research assistants blinded to treatment assignment assessed caregiver mental health, caregiver-child interactions, and household violence at baseline, post-intervention, and 3-month follow-up time points. Triangulation of quantitative and qualitative data showed that caregivers, CHWs, and supervisors generally perceived the intervention as beneficial, feasible, and acceptable. Mixed effects models showed that caregivers who received the FSI-ECD + VP had significantly improved caregiver-child relationship outcomes compared to TAU as assessed by the Home Observation for Measurement of the Environment and the Observation of Caregiver-Child Interactions at post-intervention. Preliminary data also suggests that caregivers receiving the FSI-ECD + VP were less likely to have experienced intimate partner physical violence during the post-intervention period, and had lower symptoms of anxiety and depression at 3-month follow-up. FSI-ECD + VP delivery by CHWs in Sierra Leone may be feasible and acceptable; it may also help improve caregiver-child interactions and reduce the likelihood of household violence among vulnerable families with young children. Task-sharing approaches may help increase acceptability and access to evidence-based behavioral interventions that promote early childhood development and violence prevention among families in rural regions of Sierra Leone and other similar settings. The study is registered in clinicaltrials.gov (NCT03045640; 07/22/2020). This study follows the Consort 2010 guidelines for reporting of clinical trials.

The Role of Informal Social Networks in Supporting Parents With Learning Disabilities: A Systematic Review

ABSTRACTBackgroundParents with learning disabilities are often assessed as lacking the capacity to parent effectively; however, ecological models of parenting indicate that support from informal social networks (ISNs) can help them successfully maintain family life. This systematic review examined evidence regarding (1) parent and child outcomes associated with support from ISNs and (2) perceptions of the roles of ISNs for parents with learning disabilities.MethodsPeer‐reviewed quantitative and qualitative literature was identified through a search of six databases, and a narrative synthesis was subsequently conducted.ResultsTwenty‐six articles were included in the review. Findings of the quantitative synthesis provided preliminary evidence for a positive relationship between support from ISNs and parental mental health, positive parenting practices and child wellbeing. The qualitative synthesis indicated that parents benefited from ISNs through their provision of practical and emotional support and learning skills. Network characteristics that divided supportive from unsupportive members were also identified.ConclusionParents with learning disabilities receive the same positive outcomes from ISNs as other parents, although unique contextual and social challenges may affect their experiences. Future research should explore interventions to build ISNs of parents with learning disabilities that acknowledge their existing strengths as parents and community members.

Impact of Parental Deprivation on Academic Success of Children: A Study of Public Primary Schools in Masaba South, Kenya

This study investigated the relationship between parental deprivation and academic achievement among children from public primary schools. Using correlation and cross-sectional study designs, data were collected from 10 schools, involving 324 randomly selected children in grades 4 and 5. Results revealed a high prevalence of parental deprivation, with significant deficits in necessities, safety, shelter, educational resources, and parental care. Most children reported problems with clothing (95.1%), food (98.8%), safety (65.9%), shelter (34.7%), education (87.3%), quality time with parents (88.2%), and parental discipline (83.6%). Parental deprivation negatively impacted academic achievement. Grade level (Adjusted β = 0.1, 95% CI [-0.8, 1.0], p = .819) and age (Adjusted β = 0.5, 95% CI [-0.1, 1.0], p = .110) showed no significant associations with absenteeism or grades. However, difficulties affording shelter were a significant negative predictor of grades (aβ = -2.7, 95% CI [-2.8, -2.6], p < .001), while spending quality time with parents positively influenced grades (aβ = 0.4, 95% CI [0.2, 0.6], p < .001). The study demonstrated the need for comprehensive interventions addressing parental deprivation's material and education achievements. Recommendations include strengthening social safety nets, enhancing educational resources, promoting positive parenting practices, and addressing economic inequalities.

Mothers’ Stress as a Predictor of Preschoolers’ Stress in the Context of Parental Practices

Background/Objectives: Over the past decade, there has been a significant increase in distress among children, as well as in the long-term effects of childhood stress. Parents, particularly mothers, are the most important social partners for preschool-aged children and may help protect them from stress. The current study aims to investigate how parental practices impact children’s perceived stress in relation to their mothers’ stress. Methods: The sample comprised 346 mothers of preschoolers aged 20 to 48 years (M = 34.39, SD = 6.16). Participants completed an online survey that included the Perceived Stress Scale for Parents of Preschoolers, the Perceived Stress Scale, the Alabama Parenting Questionnaire—Preschool Revision, and questions regarding their socio-demographic characteristics. Results: Punitive parenting contributed positively, while positive parenting contributed negatively to children’s distress. When mothers’ perceived stress was taken into account, positive parenting lost its significance. Punitive parenting and maternal perceived stress were the only positive predictors of child distress. Conclusions: Stress in mothers may lead to a decrease in their involvement in the upbringing and parenting of preschoolers, potentially contributing to increased stress levels in children. Intervention programs aimed at reducing preschoolers’ stress should incorporate classes for parents that also could be focused on stress regulation for parents and training in positive parenting practices.

Preschoolers’ Attentional and Behavioral Regulation: Differential Pathways through Poverty and Parenting

This study explored specificity in the associations between early poverty and preschoolers’ behavioral and attentional regulation. In particular, there was an emphasis on delineating contextual factors (i.e., material hardship and household chaos) and parenting processes (i.e., maternal aggravation and maternal acceptance) as sequential mechanisms. The sample included 2850 families from the Future of Families and Child Wellbeing Study. Results suggested that early poverty in infancy (age one) was associated with behavioral regulation and attentional regulation in preschool years (age five). Material hardship mediated the link between early poverty and behavioral regulation, while household chaos mediated the link between early poverty and attentional regulation. Additionally, maternal aggravation mediated the association between material hardship and behavioral regulation, while maternal acceptance mediated the associations between household chaos and attentional and behavioral regulation. Findings informed targeted interventions to alleviate hardship and chaos and promote positive parenting practices to bolster children’s self-regulation.

Exploring Moderation Dynamics: Callous-Unemotional Traits, Parental Practices and Conduct Problems in JuvenileDelinquency.

Callous-unemotional (CU) traits, parental practices and conduct problems (CP) have been consistently identified across numerous studies as significant predictors of the severity and persistence of juvenile delinquency. This study seeks to investigate the moderation dynamics underlying the relationships between these variables among Arab incarcerated youth. Specifically, the study aims to (1) explore whether parental practices moderate the relationship between CU traits and CP among incarcerated youth in Jordan and (2) examine the bidirectional moderating influence of CU traits in shaping the dynamic relationship between parental practices and CP within the context of Arab juvenile delinquency. An observational survey design was employed, gathering data from 184 incarcerated youth across 11 rehabilitation centres in Jordan. Latent profile analysis identified three parental practice classes: more positive, balanced and more negative. Moderation analyses indicated significant associations between CU traits, parental practices and CP. Parental practices, especially positive ones, moderated the relationship between CU traits and CP, highlighting the protective influence of balanced parenting. Furthermore, bidirectional moderation effects were observed: CU traits moderated the link between parental practices and CP, while CP influenced parenting practices, particularly in the presence of elevated CU traits. The findings of this study underscore the vital role mental health nurses can play in addressing the behavioural and psychological challenges faced by youth involved in the justice system and their families. Specifically, mental health nurses can aid in ameliorating mental distress by supporting parents in understanding and managing CU traits and CP. Nurses can provide targeted educational programmes that empower parents with strategies to reinforce positive parenting practices and reduce negative interactions. Furthermore, nurses can facilitate access to community resources and therapy options, helping families build a supportive environment conducive to the mental well-being of the youth. These interventions are crucial not only for the direct treatment of juveniles but also in providing holistic support to their families, thereby enhancing the overall efficacy of mental health care in juvenile delinquency. This study highlights the essential role that mental health nurses play in managing behavioural issues among youth, emphasising the significance of implementing culturally sensitive interventions. Mental health nurses possess a pivotal position in early detection and intervention, which enables them to guide families in fostering positive parenting practices, essential for preventing delinquent behaviours. Their efforts to promote understanding and responsiveness within family dynamics make a significant contribution to the mental well-being of individuals, highlighting the necessity of their role in global mental health.

A stakeholder perspective on the necessary conditions for successfully implementing parenting interventions in Botswana.

Encouraging positive parenting practices through evidence-based interventions is vital for the achievement of SDG target 16.2, which aims to eradicate all forms of violence against children while promoting their safety and mental wellbeing. As low- and middle- income countries increasingly adopt parenting programs, policymakers and implementers face the challenge of efficiently transporting, adapting, and implementing them across multiple settings. This study seeks to evaluate the real-world experiences, challenges, and best practices in implementing parent support programs in Botswana. A series of interviews with program implementers and stakeholders from governmental and non-governmental organizations were conducted. Key informants from governmental and non-governmental institutions were recruited through purposive and snowball sampling and 17 practitioners participated in the study. Data collection was carried out through online Zoom video conferencing at a convenient time and location for participants. The findings indicate several factors that contribute to the successful implementation of parenting programs in Botswana, including (a) enabling factors such as supportive policies, regulations and guidelines, (b) innovative factors such as capacity building, program adaptation and mixed method program delivery, (c) bridging factors through collaborations with skilled organizations, and (d) intra-organizational factors such as organizational resources, program sustainability, and support for program staff. No single organization or strategy can sustainably foster positive parenting support in Botswana. Instead, a collective and collaborative learning approach is necessary to develop lasting and scalable solutions.

Parent-Child Interaction Therapy with Separated Parents of a 3-Year-Old Child with Conduct Problems and Callous-Unemotional Traits

Callous and unemotional (CU) traits are associated with an earlier onset of conduct problems in children. The presence of CU traits typically predicts a severe, stable, and aggressive pattern of behavior, especially when the onset of such behaviors begins in childhood. Children with conduct problems and CU continue to exhibit challenging behavior despite implementation of behavior management strategies compared to children with conduct problems alone. An emerging body of research suggests that Parent-Child Interaction Therapy (PCIT) specifically tailored to address the characteristics unique to CU traits (PCIT-CU) may be an effective intervention for children with conduct problems + CU. This case study presents the treatment of a 3-year-old boy using PCIT-CU who presents with oppositional defiant disorder (ODD), attention-deficit/hyperactivity disorder—combined presentation (ADHD-C), and CU traits. Both caregivers participated but were separated. Following the completion of treatment, conduct problems improved, parent ratings of CU traits decreased, and positive parenting practices increased. This case study adds to the growing literature in support of tailoring behavioral management training interventions for children with conduct problems + CU.

The influence of Adverse and Positive Childhood Experiences on facets of empathy

BackgroundAlthough Adverse Childhood Experiences (ACEs) have been associated with empathy, research findings have been incongruous. In contrast, positive parenting practices have been consistently, and positively, associated with empathy. ObjectiveThe current study investigated whether the relationship between ACEs and facets of empathy (i.e., perspective taking, empathic concern, personal distress, fantasy) were moderated by Positive Childhood Experiences (PCEs). Participants and settingA sample of 923 participants completed an online survey. MethodParticipants completed online versions of the Childhood Experiences Scale-17, the Benevolent Childhood Experiences Scale, and the Interpersonal Reactivity Index. ResultsWe found that ACEs were not significantly associated with any facet of empathy. PCEs, on the other hand, were positively associated with fantasy, empathic concern, and perspective taking, and moderated the relationships between (a) ACEs and empathic concern, and (b) ACEs and perspective taking. ConclusionsThese results provide a more nuanced understanding of the role ACEs and PCEs play in empathy. Specifically, PCEs appear to be a protective factor when ACEs are low, but when people experience above average levels of childhood adversity, PCEs have little influence on empathic concern or perspective taking.

Effect of a nursing educational program on competency and parenting practices among parents having children with attention deficit hyperactivity disorder: a randomized controlled trial

BackgroundAttention deficit hyperactivity disorder is a common condition most prevalent among children worldwide. When it comes to parenting, parents of children with attention deficit hyperactivity disorder exhibit lower competency and more negative parenting behaviors than parents of children without the disease. This randomized controlled trial aimed to assess the effect of a nursing educational program on competency and practices among parents of children with attention deficit hyperactivity disorder.MethodsA total of 50 parents, most of whom were mothers with children aged between 5 and 10 years and previously diagnosed with attention deficit hyperactivity disorder, were chosen at random and split into equal study and control groups. The study group received eight sessions of the nursing educational program, with each session lasting 60 to 90 min, while the control group only received routine interventions.ResultsThe results of the current study show statistically significant differences between the study group and control group in terms of positive parenting practices, negative parenting practices, over-reactive practices, functional family practices, interactive practices, satisfactory parenting sense of competency, and effectiveness of parenting sense of competency.ConclusionThe nursing educational program presents benefits in improving parenting practices and enhancing parenting sense of competency among parents of children with attention deficit hyperactivity disorder.

Hope Groups: a protocol for a cluster randomized controlled trial of psychosocial, mental health, and parenting support groups for Ukrainian caregivers during war and conflict

BackgroundIn 2021, more than two-thirds of the world’s children lived in a conflict-affected country. In 2022, 13 million Ukrainians were forced to flee their homes after Russia’s full-scale invasion. Hope Groups are a 12-session psychosocial, mental health, and parenting support intervention designed to strengthen parents, caregivers, and children affected by war and crisis. The primary objective of this study is to evaluate the effectiveness of Hope Groups among Ukrainians affected by war, compared to a wait-list control group. This protocol describes a promising decentralized intervention delivery model and an innovative research design, which estimates the causal effect of Hope Groups while prioritizing prompt delivery of beneficial services to war-affected participants.MethodsThis protocol describes a pragmatic cluster randomized controlled trial (RCT) among Ukrainians externally displaced, internally displaced within Ukraine, and living at home in war-affected areas. This study consists of 90 clusters with 4–7 participants per cluster, totaling approximately n = 450 participants. Intervention clusters will receive 12-session Hope Groups led by peer facilitators, and control clusters will be wait-listed to receive the intervention after the RCT concludes. Clusters will be matched on the facilitator performing recruitment and intervention delivery. Primary outcomes are caregiver mental health, violence against children, and positive parenting practices. Secondary outcomes include prevention of violence against women and caregiver and child well-being. Outcomes will be based on caregiver report and collected at baseline and endline (1-week post-intervention). Follow-up data will be collected among the intervention group at 6–8 weeks post-intervention, with aims for quasi-experimental follow-ups after 6 and 12 months, pending war circumstances and funding. Analyses will utilize matching techniques, Bayesian interim analyses, and multi-level modeling to estimate the causal effect of Hope Groups in comparison to wait-list controls.DiscussionThis study is the first known randomized trial of a psychosocial, mental health, and parenting intervention among Ukrainians affected by war. If results demonstrate effectiveness, Hope Groups hold the potential to be adapted and scaled to other populations affected by war and crisis worldwide. Additionally, methodologies described in this protocol could be utilized in crisis-setting research to simultaneously prioritize the estimation of causal effects and prompt delivery of beneficial interventions to crisis-affected populations.Trial registrationThis trial was registered on Open Science Framework on November 9, 2023. Registration: OSF.IO/UVJ67.

Associations between parental bonding and health-related quality of life in a clinical sample of youths aged 14-35 years in Singapore.

Individuals with psychiatric disorders tend to report having poorer bonds with their parents during their early years. These individuals often experience lower quality of life as well. This study investigated the associations between aspects of parental bonding and health-related quality of life (HRQOL) in a clinical sample of youths. It was hypothesised that high parental care and low parental overprotectiveness would be associated with higher levels of HRQOL. Data were obtained from a larger cross-sectional study. The sample consisted of 400 psychiatric outpatients: 191 patients aged 14-21 (mean ± standard deviation 18.1 ± 2.22) years and 209 patients aged 22-35 (28.0 ± 4.33) years. The Parental Bonding Instrument was used to measure parental care and overprotectiveness. Short Form-12 measured physical health (physical component summary [PCS]) and mental health (mental component summary [MCS]) components of HRQOL, and the 8-item Patient Health Questionnaire assessed depressive symptoms. These scales and a sociodemographic form were self-administered. Multivariable linear regression was used for analysis. About half of the sample reported affectionless control for mothers (46.6%) and fathers (45.9%). After controlling for sociodemographic variables, no significant relationship was found between aspects of parental bonding and PCS scores. Maternal care was associated with MCS scores (β = 0.32, P < 0.01) and PHQ-8 scores (β = -0.12, P < 0.05). Our results suggest that youths who experienced quality care from their mothers exhibit better mental health functioning despite their clinical diagnoses, which suggests that early maternal care exerts an overall long-term protective effect. Early parental education that promotes positive parenting practices could improve the overall HRQOL of individuals in adulthood despite their clinical diagnoses.

"Our Generation Is Trying to Break Some of That Resistance to Emotions"-A Mixed-Methods Pilot Examination of Tuning in to Kids for Black Parents of Preschoolers in the United States.

A growing body of literature examines the utility of emotion-focused parenting programs, as behaviorally based programs currently dominate the parenting literature. Few of those studies examine differences in how Black parents may benefit. This mixed-methods pilot study examined preliminary fidelity, efficacy, and acceptability of Tuning in to Kids (TIK), an emotion-focused parenting program targeting parenting practices and children's emotion regulation through a strengths-based approach. Pre, post, and one-month follow-up measurements were collected from 21 parents in the United States who were randomly assigned to a treatment (i.e., TIK) or waitlist control group. They were assessed across several self-report parent measures (parental emotion regulation, emotion socialization parenting practices and beliefs) and parent-report of children's social-emotional competence. Parents in the TIK group completed interviews to further understand their experience participating in the intervention. Descriptive analyses showed general improvements and positive change in parenting practices, beliefs, parental emotion regulation, and children's self-regulation. Large effect sizes indicate reductions of parents emotion dismissing and distressed reactions to children's negative emotions. TIK was overall rated as a highly acceptable intervention. Parent interviews offer essential information to provide context to Black parents' experiences utilizing TIK as well as themes related to challenges in raising Black children with self-regulation difficulties. Overall, these preliminary mixed-methods outcomes suggest that TIK is a promising parenting program to improve Black parents' emotion regulation, emotion coaching beliefs and positive parenting practices. Further research is needed to investigate the effectiveness of TIK and other emotion-focused parenting programs with Black parents and assess the necessity of future cultural adaptations.

Who Benefits Most from the Family Education and Support Program in Cape Verde? A Cluster Analysis.

Child parenting programs can enhance parental skills, prevent future issues in child development, and improve children's quality of life. The present research aimed to study the changes promoted by the Family Education and Support Program (FAF) implemented in Cape Verde, regarding parental educational practices, perceived parental efficacy, and attitudes and beliefs of Cape Verdean parents. To this end, 37 participants were evaluated through a pretest-postest design. The evaluated dimensions were perceived parental competence, parenting practices, Parental attitudes and beliefs, mental health and perceived child quality of life. A cluster analysis was conducted, distinguishing two groups. Both groups benefited from the program. Cluster 1 reported more significant gains in dimensions of parental efficacy and satisfaction, inadequate expectations, affection and support, and reactivity, while cluster 2 showed a greater difference in regulation and reactivity. Overall, the FAF intervention contributed to an increase in positive parenting practices. By analyzing potential underlying profiles in the change process, this study suggests that there are participants who benefit more than others from the intervention, and this information may be relevant for professionals and researchers in the field.

Exploring the Unique and Interactive Effects Between Callous-Unemotional and Autistic Traits with Parental Practices, Care, and Distress in a Community Sample.

Parental practices and stress are associated with both CU and autistic traits, with parents of children with these traits facing challenges that other parents do not encounter. However, the majority of available studies focused mainly on the unique effects of CU and autistic traits with parental stress and practices without exploring their interaction. The current study examines the distinct associations and interactions between CU and autistic traits with parental practices (parental involvement, poor monitoring, inconsistent discipline, and corporal punishment), care, and distress after considering the effect of conduct problems (CPs), age and sex in a Greek-Cypriot sample (N = 146, Mage = 7.30, SD = 1.43). Hierarchical multiple regression analysis revealed that children with CU traits were more likely to experience negative parenting, while parents showed heightened levels of distress. Notably, the study found no association between CU traits and positive parental practices. Further analysis indicated no significant relation between autistic traits and interactions with the target variables, signifying that these traits are not associated with difficulties in parenting and distress. No sex differences were found in all analyses. Age was negatively significant only in relation to parental distress These findings provide valuable insights into the impact of CU traits and underscore the need for additional studies investigating the impact of autistic traits, possibly within clinical samples.

Parenting Styles and Pupils’ Morals in Upper Primary Schools of Kabula County, Lyantonde District

The purpose of the study was to examine the relationship between parenting style and pupils’ morals in upper primary schools of Kabula County, Lyantonde District. Specifically, to examine the effects of single parenting style on pupils’ morals in upper primary schools; to assess the influence of co-operating style on pupils’ morals in upper primary schools and to establish the effect of co-opted parenting style on pupils’ morals in upper primary schools of Kabula County, Lyantonde District. A cross-sectional design was employed using both quantitative and qualitative approaches to allow triangulation. Both simple random sampling and purposive sampling techniques were applied to select respondents. Data was analysed with descriptive, inferential statistical techniques and thematic analysis. Descriptive statistics involved the use of frequencies and mean while inferential statistics included Pearson correlation and multiple regression analysis. It was revealed and concluded that there is a significant positive correlation coefficient between single parenting style and the level of pupils' moral development in upper primary schools. It was concluded that there is a significant positive correlation between co-parenting style and pupils' moral development in upper primary school education. It was further indicated a statistically significant positive correlation between co-opted parenting style and the level of pupils' morals in upper primary schools. It was recommended to organize parenting workshops in Lyantonde district to educate single parents, co-parents, and co-opted parents about effective parenting styles which would provide information on positive parenting practices that contribute to the moral development of children. It was also recommended to establish parenting support groups where parents can share experiences, challenges, and successes related to their parenting styles. It was recommended that the promotion of increased parental involvement in schools fosters collaboration between parents and educators

The Living and Growing Together Program: Effects on Parental Self-Efficacy and Positive Parenting Practices

A number of countries worldwide aim at developing parenting support programs designed to enhance positive parenting practices, and reduce violence against children to enable positive child development. This study aimed at assessing the efficacy of the Living and Growing Together® parenting support program on parental sense of competence and positive parenting practices, well-being, self-kindness, and coherence between parental values and behaviors. The quantitative results, measured through online questionnaires showed that, compared to the control group, the Living and Growing Together® participants reported increased parental sense of competence after the program, improved positive parenting practices, greater levels of well-being, self-kindness, and feeling of coherence between values and behaviors. The qualitative findings indicated that a majority of parents reported improved active listening abilities, emotional acceptance and understanding, use of play to enhance the relationship quality within the family, and finding creative solutions and alternatives to coercive child behavioral control. These results encourage further research on this program and its benefits on child development.

Acceptability of corporal punishment and use of different parenting practices across high‐income countries

AbstractWorldwide, many children experience corporal punishment. Most research on corporal punishment has focused on parents' attitudes and use of corporal punishment; however, other relevant parenting factors and practices have rarely been examined. This study explored differences among countries with various levels of progress toward a total legal ban of corporal punishment in parents' acceptability of corporal punishment, perception of parenting as a private concern, relationship with their child and parenting practices: consistency, coercive parenting, use of smacking and positive encouragement. Parents (N = 6760) of 2‐ to 12‐year‐old children from Australia, Belgium, Canada, Germany, Hong Kong, Spain, Switzerland and the United Kingdom completed the International Parenting Survey, an online cross‐sectional survey. One‐way ANOVAs, and MANCOVAs (after controlling for parent age, gender and educational level), indicated significant country differences. Overall, there was no clear link between corporal punishment bans and positive parenting beliefs, practices and behaviours. The two countries where corporal punishment is banned showed different patterns. Parents in Germany showed less acceptability and use of smacking; however, parents in Spain reported the highest use of coercive parenting. Country differences suggest that beyond a legal ban, attention is needed on how to support parents to raise their children in a positive, nurturing environment.

Leadership Blossoms in Parental Warmth: Positive Parenting Practices Shape Adolescent Leader Emergence via Intrapersonal and Interpersonal Mechanisms.

Developing leadership skills during adolescence is crucial for future career success. Previous studies have primarily focused on the impact of school settings, academic courses, and simulated team tasks on leader emergence, neglecting the significant role of parental influence in this process. Employing a mixed-methods approach, this research investigated the positive relationship between parental warmth and adolescent leader emergence and the underlying mechanisms of this relationship. The quantitative study (Study 1) collected multi-source data from 1255 adolescents (Mage = 14.2, SDage = 0.56, 48.2% male) and their parents, teachers and peers. Findings from Study 1 revealed a positive correlation between parental warmth and adolescent leader emergence. Structural equation modeling showed two mediating pathways: an intrapersonal pathway involving self-esteem and leader self-efficacy, and an interpersonal pathway involving empathy and prosocial behavior. Encouragement of independence, as an additional adolescents-focused parenting practice, strengthened the observed positive relationship. The qualitative study (Study 2) conducted in-depth interviews with adolescents to identify the parental practices that facilitate or hinder adolescent leader emergence for the triangulation of the central research question. Study 2 collected data from 32 adolescents (Mage = 15.16, SDage = 1.37, 50% male). Findings from Study 2 corroborated the significance of parental warmth and the encouragement of independence for adolescent leader emergence, elucidating specific parenting behaviors conducive to these positive parenting practices, such as providing companionship and communication, as well as encouraging adolescents to participate in household tasks. This mix-methods research prepositioned the stages of leadership development, advocating for the importance of the warmth and autonomy from parents as formative factors for cultivating the next generation of leaders.