Parents are one of the most important factors promoting children’s educational success. Using parent survey data from rural primary and middle schools in one county, this study examines the ...implementation of the parent councils (PCs) policy in rural China, specifically, the relationships among PCs, school-based parent involvement (PI), and parent satisfaction. Our analysis shows that not all schools have established PCs and only a small proportion of parents were aware of the existence of PCs. Multi-level mixed effects logistic regression results indicate that having a PC and perceiving a PC in school were both associated with improved parent-teacher communication and parent participation in various school activities. However, the magnitudes of the relationships were substantially higher in the models using perceived existence of PCs. Because of more frequent parent-teacher communication and parent participation in school activities, parent satisfaction levels were higher in schools with PCs, and the satisfaction levels were even higher in schools where parents were aware of the PC’s existence. The findings contribute to our understanding of the importance of PI and have implications for policymakers and school leaders to promote parent satisfaction by establishing PCs, raising the awareness of PCs among parents, and increasing meaningful school-based PI.
If you need help having a baby, reproductive technology can supply the answer. But it also raises a host of questions that won't arise until after the child is born: What will you say to "Where did I ...come from?" when the answer includes a donor or surrogate? Will knowing the truth about how you conceived make your child love you less? Will having a baby with someone else strain your relationship with your spouse or partner? What will grandparents, family members, friends, and coworkers think? Dr. Diane Ehrensaft--a developmental and clinical psychologist who's worked with families formed using assisted reproductive technology for more than 20 years--helps you anticipate the big questions and find solutions that are right for you and your loved ones. Dr. Ehrensaft offers information, support, and straightforward advice for coping with private worries, confronting public prejudices, and raising happy, healthy children. Single or married, straight or gay, anyone looking forward to the joys and challenges of building a family with the help of a donor or surrogate will discover a wealth of thought-provoking ideas and fresh insights in this sensitive, practical, and positive book.
Objective: This study was carried out to examine the efficacy of a 12-week, low-intensity (1-hour/wk of therapist contact), parent-delivered intervention for toddlers at risk for autism spectrum ...disorders (ASD) aged 14 to 24 months and their families. Method: A randomized controlled trial involving 98 children and families was carried out in three different sites investigating the efficacy of a parent delivery of the Early Start Denver Model (P-ESDM), which fosters parental use of a child-centered responsive interaction style that embeds many teaching opportunities into play, compared to community treatment as usual. Assessments were completed at baseline and 12 weeks later, immediately after the end of parent coaching sessions. Results: There was no effect of group assignment on parent-child interaction characteristics or on any child outcomes. Both groups of parents improved interaction skills, and both groups of children demonstrated progress. Parents receiving P-ESDM demonstrated significantly stronger working alliances with their therapists than did the community group. Children in the community group received significantly more intervention hours than those in the P-ESDM group. For the group as a whole, both younger child age at the start of intervention and a greater number of intervention hours were positively related to the degree of improvement in children's behavior for most variables. Conclusions: Parent-implemented intervention studies for early ASD thus far have not demonstrated the large effects seen in intensive-treatment studies. Evidence that both younger age and more intervention hours positively affect developmental rates has implications for clinical practice, service delivery, and public policy. (Contains 5 tables.)
This study investigated motivational and affective processes behind qualitatively different parental involvement practices in children’s homework. Parent motivational beliefs (achievement goals, ...efficacy beliefs for their children, self-efficacy beliefs) were examined as predictors of parent autonomy support, control and interference, and parent positive and negative affect as mediators between motivational and behavioral parental variables. Α total of 807 5
th
Grade children and one of their parents participated in the sample. Structural equation modeling was utilized for data analysis. The results showed that mastery goals predicted positively autonomy support and negatively interference, whereas performance goals predicted controlling practices positively. Parent beliefs of children’s efficacy predicted negatively all three parental involvement practices, and parent self-efficacy beliefs positively predicted autonomy support and control. Both positive and negative affect predicted control and interference positively and mediated the relationship between parents’ efficacy beliefs and controlling practices. The results indicate the importance of examining relationships among motivational, affective and behavioral parental variables toward a better understanding of parental homework involvement quality.
Synchrony, a construct used across multiple fields to denote the temporal relationship between events, is applied to the study of parent–infant interactions and suggested as a model for ...intersubjectivity. Three types of timed relationships between the parent and child's affective behavior are assessed: concurrent, sequential, and organized in an ongoing patterned format, and the development of each is charted across the first year. Viewed as a formative experience for the maturation of the social brain, synchrony impacts the development of self‐regulation, symbol use, and empathy across childhood and adolescence. Different patterns of synchrony with mother, father, and the family and across cultures describe relationship‐specific modes of coordination. The capacity to engage in temporally‐matched interactions is based on physiological mechanisms, in particular oscillator systems, such as the biological clock and cardiac pacemaker, and attachment‐related hormones, such as oxytocin. Specific patterns of synchrony are described in a range of child‐, parent‐ and context‐related risk conditions, pointing to its ecological relevance and usefulness for the study of developmental psychopathology. A perspective that underscores the organization of discrete relational behaviors into emergent patterns and considers time a central parameter of emotion and communication systems may be useful to the study of interpersonal intimacy and its potential for personal transformation across the lifespan.
Parental playfulness describes a parent's ability to act in a spontaneous, amusing, flexible and creative manner in different parent-child situations. This study examined the hypothesis that parental ...playfulness promotes children's emotional skills and thus should be related to improved emotion regulation and lower anxiety. A sample of 137 parents of children aged 2-8 self-reported on their parental playfulness levels, their own emotion regulation ability, levels of parent-child closeness and conflicts, and their children's emotion regulation and anxiety levels. Parental playfulness was associated with improved emotion regulation in their children. This association was mediated by the parent's emotional awareness and the level of parent-child closeness. These findings underscore the importance of parental playfulness for the children's emotional skills and the parent-child relationship.
As a key predictor of students' academic achievement parental involvement has been in the centre of attention of both educational researchers and policymakers for quite some time. Immigrant parents ...represent a growing, but under-researched group with its distinctive experiences and expectations. This study provides a systematic synthesis of 40 qualitative and quantitative studies on parental involvement among immigrant parents in North America, Europe, Asia, and Australia. The analysis showed that immigrant parents face unique challenges to their involvement due to language barriers and lack of familiarity with the educational system of a host country. Subsequently, increased pressure on parents to be more responsible for the educational performance of their children may lead to further educational inequalities among diverse groups of learners.
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Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
The association between parenting stress and child externalizing behavior, and the mediating role of parenting, has yielded inconsistent findings; however, the literature has typically been ...cross-sectional or unidirectional. In the current study, the authors examined the longitudinal transactions among parenting stress, perceived negative parental reactions, and child externalizing at 4, 5, 7, and 10 years old. Models examining parent effects (parenting stress to child behavior), child effects (externalizing to parental reactions and stress), indirect effects of parental reactions, and the transactional associations among all variables were compared. The transactional model best fit the data, and longitudinal reciprocal effects emerged between parenting stress and externalizing behavior. The mediating role of parental reactions was not supported; however, indirect effects suggest that parenting stress both is affected by and affects parent and child behavior. The complex associations among parent and child variables indicate the importance of interventions to improve the parent–child relationship and reducing parenting stress.
Parents' behaviors-particularly their emotion socialization behaviors (ESBs)-drive children's emotion socialization (Eisenberg, Cumberland, & Spinrad, 1998). We propose that a major next step in the ...effort to promote healthy emotional development is to improve the field's understanding of the most proximal contributor to parent ESBs: parents' own experience and regulation of emotions in the context of caregiving. As an initial step, this paper integrates Eisenberg and colleagues' model of emotion socialization with theoretical and empirical work on parental emotion. We review the literature on the emotionally evocative nature of parenting, which influences parental ESBs, including parents' expressions of emotions and their responses to children's emotions. However, whereas parental emotions influence behavior, they do not necessarily determine it; parents may regulate their emotions to engage in optimal ESBs. Thus, parental regulation contributes to emotion socialization not only by modeling emotion regulation strategies for children, but also by influencing the quality of parents' ESBs. From a clinical perspective, parental emotion regulation is of utmost importance due to the degree of parental involvement in interventions for childhood emotional and behavioral disorders, which are often aimed at promoting child self-regulation. To illustrate practical applications of Eisenberg's model, we discuss evidence-based practices that include enhancement of parent emotion regulation as a primary target, with the ultimate goal of promoting child emotional development. Ultimately, we aim to spur future theoretical, empirical, and translational work in this area.
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