293,412 research outputs found

    Exploring marriage-parenting typologies and their contextual antecedents and developmental sequelae

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    To identify types of families, latent-class analysis was applied to (reported) marriage and (observed) parenting measures obtained during the infancy, toddler, and/or preschool years for 828 two-parent families participating in the NICHD Study of Child Care. Five types of families were identified: Consistently Supportive (i.e., good parenting, good marriage, 15% of sample), Consistently Moderate (i.e., moderate marriage, moderate parenting, 43%), Consistently Risky (i.e., poor parenting, poor marriage, 16%), Good Parenting/Poor Marriage (19%), and Poor Parenting/Good Marriage (7%). When groups were compared in terms of contextual antecedents (measured at child age I month) and child cognitive-academic and socioemotional functioning in first grade, results indicated (a) that contextual risks increased linearly and children's functioning decreased linearly as one moved across the first three aforementioned groups; and after controlling for group differences in background factors (b) that children in the Good-Parenting/Poor-Marriage families outperformed those in the Poor Parenting/Good Marriage; (c) that there was evidence of "added value" developmentally when children experienced two sources of support (i.e., good marriage and good parenting) rather than just one (i.e., good marriage or good parenting); but (d) that there was only modest evidence of protective buffering whereby children experiencing just good parenting (but not just good marriages) outperformed children experiencing poor parenting and poor marriages. Results are discussed in terms of the relative influence of marriage and parenting on child development and the potential benefits of applying typological approaches to the study of marriage-parenting family subsystems

    Angry responses to infant challenges: parent, marital, and child genetic factors associated with harsh parenting

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    This study examined genetic and environmental influences on harsh parenting of 9-month-olds. We examined whether positive child-, parent-, and family-level characteristics were associated with harsh parenting in addition to negative characteristics. We were particularly interested in examining evocative gene-environment correlation (rGE) by testing the effect of birth parent temperament on adoptive parents’ harsh parenting. Additionally, we examined associations among adoptive parents’ own temperaments, their marital relationship quality, and harsh parenting. Adoptive fathers’ (but not adoptive mothers’) harsh parenting was inversely related to an index of birth mother positive temperament (reward dependence), indicating evocative rGE. Higher marital quality was associated with less harsh parenting, but only for adoptive fathers. Adoptive parents’ negative temperamental characteristics (harm avoidance) were related to hostile parenting. Findings suggest the importance of enhancing positive family characteristics in addition to mitigating negative characteristics, as well as engaging multiple levels of the family system to prevent harsh parenting. Children have the potential to evoke strong positive and negative affective responses from parents, which then influence and organize caregiving behavior (Dix, 1991). All young children demonstrate challenging behaviors, such as prolonged crying that may be difficult to soothe, uncooperativeness with bathing or dressing, or difficulty with eating or sleeping. The degree to which parental negative emotion is evoked by these challenges and expressed in interactions with children is often characterized as harsh or overreactive parenting. Harsh parenting is a function of a complex interplay of risk and protective factors that operate at multiple levels of the family system (i.e., characteristics of the parent, child, and family environment; Belsky, 1984; Boivin et al., 2005; DiLalla & Bishop, 1996; Neiderhiser et al., 2004, 2007; Towers, Spotts, & Neiderhiser, 2002). The long-term maladaptive developmental outcomes associated with harsh, negative parenting during infancy (Bayer, Ukoumunne, Mathers, Wake, Abdi, & Hiscock, 2012; Bradley & Corwyn, 2008; Lorber & Egeland, 2009) underscore the need for improved understanding of risk and protective factors associated with early harsh parenting. The current study aims to extend on the research on harsh parenting in infancy in two ways. First, although risk factors for early harsh parenting are well documented, we know little about factors that buffer parents from harsh parenting during infancy; this study examines independent and differential effects of positive and negative characteristics on harsh parenting. Second, although interest in child effects on parenting, including harsh parenting, has been present in the field for decades (Bell, 1979; Bell & Chapman, 1986; Rutter et al., 1997) we know very little about the degree to which the effects found in the literature truly reflect evocative effects of infants’ genetically influenced characteristics. The current study used an adoption design to test the hypothesis that genetically influenced temperamental characteristics of 9-month-olds would influence adoptive parents’ harsh parenting. Previous research has identified many correlates of harsh parenting, including negative characteristics of the parent (e.g., maternal depression; Lovejoy, Graczyk, O’Hare, & Neuman, 2000), family (e.g., marital hostility, Rhoades et al., 2011), and child (e.g., difficult temperament, Plomin, Loehlin & DeFries, 1985; poor regulation, Bridgett et al., 2009). Previous research has identified risk factors for harsh parenting, but very little is known about how positive parent, child, and family characteristics might mitigate it. For example, a positive marital relationship could buffer the impact of high levels of depressive symptoms on parenting, and thus have implications for prevention and intervention efforts. The current study examined positive and negative parent, child, and family factors in association with harsh parenting. A second emphasis centered on understanding the role of infants’ genetically influenced characteristics on harsh parenting. Much of the previous work on child effects on parenting has examined child temperament. In general, child positivity is related to positive parenting, while child negativity is related to negative parenting (Putnam, Sanson, & Rothbart, 2002; Wilson & Durbin, 2012). However, the general lack of genetically sensitive designs in this research makes it impossible to determine whether these associations exist because (1) harsh parenting leads to negative child characteristics, (2) specific child characteristics evoke harsh parenting (evocative gene-environment correlation, rGE; Plomin, Loehlin & DeFries, 1977; Scarr & McCartney, 1983) or (3) children and parents share genes that contribute to both parenting and temperament (passive gene-environment correlation). Therefore, genetically-sensitive research designs are needed to disentangle these influences to understand specific mechanisms underlying relations between child characteristics and parent behavior

    Parenting behaviours and children's development from infancy to early childhood: Changes, continuities, and contributions [Wider Benefits of Learning Research Report No. 22]

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    This study investigated how children and parenting behaviours change from infancy to early childhood, how parenting influences concurrent and future child development, and whether parenting itself is affected by and responsive to child development. We also investigated whether individual indicators of socioeconomic status moderate (i.e., strengthen or weaken) these associations. Our results showed that mothers with higher levels of education provided more interactive and engaged parenting. Parenting behaviours were also related to both concurrent and future child outcomes. However, different aspects of parenting behaviour had varying effects and, while some had more immediate impact, the positive effects of others only manifested themselves over a period of time. Some of the relationships were also moderated by socioeconomic factors. Maternal education had a particularly marked effect on the relationship between parenting behaviour and child development. In general, the effect of parenting was stronger (i.e., more positive) for children of mothers with low levels of education

    Entrepreneurs as parents : the antecedents and consequence of parenting stress

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    Purpose The purpose of this paper is to understand parenting stress of entrepreneurs and to attempt to extend the empirical evidence on the predictors and consequences of parenting stress for entrepreneurs. Design/methodology/approach This study draws on data from the Household, Income and Labour Dynamics in Australia Survey. The quantitative research method was used. Drawing on the data of 2,051 entrepreneurs, a model was tested using structural equation modeling. Findings The results reveal that social support is a strong predictor of parenting stress and that there is a direct effect between parenting stress and family to work interference (FWI). In addition, parenting stress partially mediates the relationship between social support and FWI. Adding a direct path from social support to FWI substantially improves the validity in a revised model. No effects of gender stereotypes are found. Originality/value This study attempts to extend previous work on parenting and vocational behavior by investigating the perceptional and stereotypical antecedents of parenting stress and examining the impact of parenting stress on FWI. To the challenges of parenting, many entrepreneurs face constant pressure to achieve a positive return in their business venture and work hard, for long hours. Therefore, a better understanding of entrepreneurs’ parenting roles and stress can shed some light on the challenges faced by self-employed individuals and contributes to the vocational behavior and career development literature and practical experiences

    Implementation of recommendations arising from previous inquiries of relevance to the Royal Commission into Institutional Responses to Child Sexual Abuse

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    The Parenting Research Centre was commissioned by the Royal Commission into Institutional Responses to Child Sexual Abuse to evaluate the extent to which 288 recommendations from 67 inquiries selected by the Royal Commission had been implemented, and the possible factors that determined, contributed to, or were barriers to successful implementation. The report found that 64% of recommendations were rated as implemented either in full (48%) or in part (16%). 21% of recommendations were rated as not implemented, and the implementation status of 14% could not be determined. The findings highlighted the politicial, economic and strategic context in which the implementation of recommendations takes place. Successful implementation was more likely where processes and structures that support implementation were established. Strong leadership and stakeholder engagement can help to garner community and political support, and improve the feasibility of recommendations. A significant barrer to implementation was where recommendations were at odds with current government policy. Resource constraints, including funding, time and staffing, can impede the implementation of reforms, as can organisational cultures that are resistant to change. A mixed-method methodology was employed including an audit of government documentation, survey of current public servants, and interviews with key stakeholders. The methodology was informed by a scoping review of the methods used in previous inquiry evaluations

    The behavioral parenting interventions (BPT) for support and mandatory integrative therapy for children and adolescents affected by disruptive behavioural disorders: A brief review

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    The behavioral parenting interventions (BPT), commonly abbreviated as parent training, is a program conducted by an expert with the specific purpose of improving or modifying parental practices in order to promote the child's well-being, increasing parenting skills in the daily management of the child, problem solving and reducing the level of parenting and family stress. BPT presents many positive effects on children or adolescents affected by neurodevelopmental disorder such as ADHD, autism and cognitive dysfunction but BPT appears to improve also other proximal outcomes such as parenting competence and parenting stress

    The association between parenting behavior and somatization in adolescents explained by physiological responses in adolescents

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    Introduction: This study adds to the knowledge on somatization in adolescents by exploring its relation with parenting behavior and the mediating/moderating role of physiological responses in adolescents to parenting behavior. Method: Eighteen adolescents with high and 18 adolescents with low somatization scores and their mothers completed a discussion task, from which observed parenting behavior scores were derived. Skin conductance in adolescents was measured before and during the discussion. Results: For adolescents with high levels of physiological responses, unadaptive parenting was related to a higher chance of high somatization scores. For low physiologically responsive adolescents, the relation between parenting behavior and somatization was not significant. Conclusion: Parenting behavior is not univocally related to somatization in adolescents, but the association depends on physiological responses in adolescents. (C) 2014 Elsevier B.V. All rights reserved

    Let's not throw out the baby with the bathwater: applying the principle of ‘universalism without uniformity' to autonomy-supportive and controlling parenting

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    Socialization scholars differ in how they view parenting processes: On one hand, scholars working from the perspective of the Self-Determination Theory (SDT) underscore the universally growth-promoting role of parenting that is perceived to support autonomy and the universal costs associated with parenting that is perceived as controlling. On the other hand, scholars adopting a more relativistic perspective focus on moderating factors (e.g., personality, culture) that may reduce or even cancel out the benefits of parents' support of autonomy and the costs of controlling parenting. In this article, we apply the principle of universalism without uniformity to this literature and review evidence for this principle. Specifically, we maintain that room for individual differences exists within SDT in children's appraisal of potentially autonomy-supportive and controlling parenting practices, and in the way they cope with controlling parenting. This perspective emphasizes children's active contribution in shaping the socialization process

    A survey of parental self-efficacy experiences: maximising potential through health visiting and universal parenting support

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    Aims: To examine parental self-efficacy experiences for users of a parenting support programme and consider the pertinence of self-efficacy theory to health visiting (public health nursing) practice. Background: Commonly, successful parenting training programmes are underpinned by social learning principles and aim to strengthen parental self-efficacy. However, research examining programme effectiveness rarely discusses how self-efficacy outcomes are achieved. Design: A descriptive survey was completed as the first part of a realistic evaluation study examining how a UK parenting support programme worked. Method: The first part of the realistic evaluation involved validating outcome measures (the Parenting Self-Agency Measure and Self-Efficacy for Parenting Tasks Index subscales) and administering a questionnaire survey. The questionnaire was completed by adults accessing a parenting support programme during a 10-month period (n = 168). Data were analysed using descriptive and inferential statistics. Results. Women were the main users of the programme, which included informal drop-in groups as well as more formalised health visiting services and parenting training courses. The Parenting Self-Agency Measure results indicated good general parental self-efficacy; however, the task-specific Self-Efficacy for Parenting Tasks Indexes scales suggested that parents were less self-efficacious in disciplining children. Lower self-efficacy scores correlated with high ratings for ‘feeling tired’, ‘receiving negative comments’ and ‘giving-in to a child’s demands’. Conclusions: Study results indicate that the domain general and task-specific measures provide different, but helpful, insights into parental self-efficacy experiences. By identifying factors associated with the levels of general and task-specific parental self-efficacy, health visitors can gain a fuller appreciation of support needs. Relevance to practice: To maximise potential through parenting support, attention should be given to addressing factors associated with poorer self-efficacy experiences, including parental tiredness. Equally, practice should be directed at developing community environments that offer exposure to positive praise and the opportunity to practice new skills without facing criticism
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