Relevant bibliographies by topics / Mindfull parenting

Academic literature on the topic 'Mindfull parenting'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Mindfull parenting"

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Chatib, Munif Al, and Akhwani Akhwani. "Mengelola Emosi dan Menjadi Orang Tua Bahagia di Masa Pandemi melalui Mindfull Parenting." SEMINAR NASIONAL PENGABDIAN KEPADA MASYARAKAT 2021 1, no. 1 (January 25, 2022): 182–91. http://dx.doi.org/10.33086/snpm.v1i1.799.

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Mengelola emosi disaat pandemi saat ini sangat penting, karena emosi merupakan bagian dari kecerdasan yang bisa dilatih dan diasah. Dalam dunia pendidikan masih banyak didapati guru dan orang tua yang mengutamakan kecerdasan IQ (Intellegence Quotient) saja sebagai indikator kesuksesan seorang anak. Metode pengabidan menggunakan Drill and Practice. Subjek yang dilibatkan adalah guru SD yang tergabung di bawah naungan PGRI kabupaten sejumlah 171 guru. Kegiatan pengabidan dilakukan secara daring. Hasil penelitian menunjukan bahwa sebelum diadakan kegiatan, peserta belum memahami konsep Mindfull Parenting. Keterlibatan orang tua dalam pembelajaran masih cenderung didominasi oleh guru. Setelah mengikuti kegiatan pengabdian masyarakat pemahaman guru terkait dengan meaningfull learning, bahaya learning loss dalam pendidikan, konsep parenting dalam pendidikan berada pada kategori baik. Sementara pada implmentasi mindfull parenting berada pada kategori cukup, sehingga perlu adanya tindak lanjut kegiatan. Guru sebagai penggerak pendidikan dapat menjalin komunikasi secara intens dalam membangun iklim pendidikan yang baik dengan orang tua. Orang tua dapatmelakukan pendampingan dengan bijaksana dan menyenangkan. Perlu adanya keterlibatan orang tua dalam proses pendidikan anak, karena keluarga merupakan satu dari tiga pusat pendidikan. Mindfull parenting dapat menjadi pendekatan dalam mengelola emosi dan menjadikan orang tua bahagia meskipun berada di masa pandemi.
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Pham, Lisa. "Mindful Parenting." Journal of Developmental & Behavioral Pediatrics 37, no. 4 (May 2016): 352. http://dx.doi.org/10.1097/dbp.0000000000000266.

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Kumalasari, Dewi, and Endang Fourianalistyawati. "THE ROLE OF MINDFUL PARENTING TO THE PARENTING STRESS IN MOTHERS WITH CHILDREN AT EARLY AGE." Jurnal Psikologi 19, no. 2 (June 28, 2020): 135–42. http://dx.doi.org/10.14710/jp.19.2.135-142.

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Parenting is an important process, and the processes in each phase are challenging, particularly during the phase of early childhood. The challenges in parenting could trigger parenting stress. The ability to give full attention to the conducted parenting process can help parents in coping the parental stress. The process of giving full attention to parenting activities is known as the mindful parenting concept. This study aims to determine the role of mindful parenting to parenting stress of mothers with a child at an early age. This study used a quantitative method. A Mindfulness in Parenting Questionnaire (28 items, α = .915) and Parental Stress Scale (18 items, α = .705) were given to the respondents. The data was collected from 281 respondents (ages 21-54 years, M = 32.75, SD = 5), which was selected through incidental sampling methods. Based on the regression analysis, the results show that mindful parenting has a significant contribution to the low parenting stress level in mothers with child at early age (R = -.260, R2 = .068, β = -0.119, F (1, 280) = 20.153, p < 0.01). This result suggests that mindful parenting skills can be an alternative way to reduce parental stress on mothers with a child in early childhood.
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Kurahashi, Mari. "67.1 Mindful Parenting." Journal of the American Academy of Child & Adolescent Psychiatry 61, no. 10 (October 2022): S91. http://dx.doi.org/10.1016/j.jaac.2022.07.379.

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Ahemaitijiang, Nigela, Huiting Fang, Yaxuan Ren, Zhuo Rachel Han, and Nirbhay N. Singh. "A review of mindful parenting." Journal of Pacific Rim Psychology 15 (January 2021): 183449092110370. http://dx.doi.org/10.1177/18344909211037016.

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The benefits of mindfulness are widely recognized, and it has received increasing research attention. Recently, researchers have extended the concept and practice of mindfulness to the parent–child relationship and proposed the construct of mindful parenting, that is, parenting with mindfulness. However, mindful parenting is a relatively new concept in the field of family studies, and the contents, psychometrically robust measures, outcomes, and cultivation methods of mindful parenting warrant in-depth exploration. This article presents a systematic review of mindful parenting. We first conceptualized mindful parenting by consolidating the existence of this construct. Then, we summarized various measurements to assess this construct, and reviewed theoretical models and empirical research on the roles of mindful parenting. We also illustrated the ways to enhance mindful parenting and provided current evidence regarding these methods. Further, we discussed the limitations in this field and proposed future research directions.
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Raulston, Tracy J., Derek Kosty, and Laura Lee McIntyre. "Mindful Parenting, Caregiver Distress, and Conduct Problems in Children With Autism." American Journal on Intellectual and Developmental Disabilities 126, no. 5 (August 24, 2021): 396–408. http://dx.doi.org/10.1352/1944-7558-126.5.396.

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Abstract Children with autism may display an externalizing problem behavior, which are associated with increased parenting stress and depression in caregivers. Mindful parenting is defined as having a non-judgmental moment-to-moment awareness during caregiver-child interactions. The extant literature is mixed, with some reporting that associations between child problem behavior and parenting stress and depression vary by level of mindful parenting, while others have not found these relations. We sought to extend these explorations. Participants who were caregivers of 75 children with autism spectrum disorder (ASD) ages 5–10, in the Pacific Northwestern region of the United States. Child conduct problems, parenting stress and caregiver depression, and mindful parenting were measured using caregiver-reported measures. Child conduct problems, parenting stress, and caregiver depression, and mindful parenting were all significantly correlated. The association between child conduct problems and parenting stress was significant for caregivers with high and low levels of mindful parenting. In contrast, the association between child conduct problems and caregiver depression was significant only for caregivers with low levels of mindful parenting. Our results suggest that mindful parenting may be a promising protective factor for the well-being of caregivers of children with autism. Implications are discussed.
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Putri, Unique Nur Alifa, Makmuroh Sri Rahayu, and Andhita Nurul. "Pengaruh Mindful Parenting terhadap Stres Pengasuhan pada Guru Wanita yang Memiliki Anak Sekolah Dasar." Jurnal Riset Psikologi 1, no. 1 (October 25, 2021): 69–75. http://dx.doi.org/10.29313/jrp.v1i1.227.

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Abstract. Mindful parenting is a parenting skill that attentive and full of awareness, and accepting children without judgment. By implementing mindful parenting, parents will avoid abusive parenting and reduce parenting stress levels. This study aims to see the effect of mindful parenting on parenting stress. Teachers have a heavier burden because they have to take care of children and work with different systems during the pandemic. Having children in elementary school is also a challenge for mothers, where they need direction from parents and help in learning. This study uses the causality method and is a population study with a subject of 49 mothers who work as private elementary school teachers who have elementary school-aged children in the city of Bandung. Measurements were made using the Mindfulness in Parenting Questionnaire by McCaffrey (2015) and the Parental Stress Scale (PSS) by Berry & Jones (1995). The results showed that mindful parenting had an effect on parenting stress (r square = .152, p < .05). The effect is that when parents have high mindful parenting behavior, the stress of parenting is low. Abstrak. Mindful parenting merupakan keterampilan pengasuhan yang penuh perhatian dan kesadaran, serta menerima anak tanpa penilaian. Dengan menerapkan mindful parenting, orangtua terhindar dari melakukan pengasuhan yang kasar dan membuat tingkat stres pengasuhan orangtua berkurang. Penelitian ini bertujuan untuk melihat pengaruh mindful parenting terhadap stres pengasuhan. Guru memiliki beban yang lebih berat karena mereka harus mengurus anak dan bekerja dengan sistem yang berbeda di masa pandemi. Memiliki anak yang berada di Sekolah Dasar pun menjadi tantangan tersendiri bagi ibu, di mana mereka membutuhkan Arahan dari orangtua dan pendampingan dalam belajar. Penelitian ini menggunakan metode kausalitas dan merupakan studi populasi dengan subjek berjumlah 49 ibu yang bekerja sebagai guru sekolah dasar swasta yang memiliki anak berusia sekolah dasar di Kota Bandung. Alat ukur yang digunakan yaitu Mindfulness in Parenting Questionnaire yang disusun oleh McCaffrey (2015) dan Parental Stress Scale (PSS) yang disusun oleh Berry & Jones (1995). Hasil penelitian menunjukkan bahwa mindful parenting memberikan pengaruh terhadap stres pengasuhan (r square .152, p< .05). Pengaruhnya adalah ketika orangtua memiliki perilaku mindful parenting yang tinggi, maka stres pengasuhan ibu rendah.
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Townshend, Kishani. "Conceptualizing the key processes of Mindful Parenting and its application to youth mental health." Australasian Psychiatry 24, no. 6 (July 10, 2016): 575–77. http://dx.doi.org/10.1177/1039856216654392.

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Objective: Youth mental health disorders are rising across the world. Mindful Parenting could be a potential tool to promote youth mental health. The primary distinction between Mindful Parenting programs and other behavioral parenting programs is the focus on emotional literacy and compassion. However, this emerging field has gaps in its theory and evidence. In order to objectively evaluate the impact of Mindful Parenting, it is important to identify how it promotes change. This theoretical paper aims to articulate the key change processes of Mindful Parenting that promote positive outcomes. Method: A literature review was conducted to synthesize the change processes outlined by different authors in the field. Results: Key processes argued to promote Mindful Parenting were aligned with five main categories, namely attention, intention, attitude, attachment and emotion. More specifically the change processes were listening, emotional awareness, emotional regulation, attentional regulation, attunement, attention to variability, intentionality, reperceiving, compassion and non-judgmental acceptance. Conclusions: This preliminary analysis attempted to understand how Mindful Parenting fosters change and transformation. Whilst there are numerous change processes, the essence of Mindful Parenting appears to be the ability to be responsive to a child’s needs.
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Lippold, Melissa A., Brandon T. McDaniel, and Todd M. Jensen. "Mindful Parenting and Parent Technology Use: Examining the Intersections and Outlining Future Research Directions." Social Sciences 11, no. 2 (January 26, 2022): 43. http://dx.doi.org/10.3390/socsci11020043.

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Popular media attention and scientific research in both mindful parenting and technology use in the context of parenting has expanded in the 21st century; however, these two streams of research have largely evolved separately from one another. Thus, in this conceptual paper, we integrate the research on mindful parenting with that on parents’ technology use and parenting to examine how parent technology use may impact or be linked with aspects of mindful parenting. Mindful parenting theory outlines five key components: listening with full attention, self-regulation in the parent–child relationship, emotional awareness of self and child, nonjudgmental acceptance of self and child, and compassion for self and child. Parent technology use, in particular the use of mobile devices, has the potential to impact all five elements of mindful parenting. However, the relationship between mindful parenting and technology is complex, and there can be both positive and negative implications of parent technology use on mindful parenting. On the positive side, technology use might help parents regulate their emotions; access support; and develop more empathy, acceptance, and compassion for themselves and their children. Yet, parent technology use also has the potential to create distractions and disrupt parent–child interactions, which may make it more difficult for parents to listen with full attention, maintain awareness of their own and their child’s emotions, and calmly respond to child behaviors with intentionality. Technology use may also create more opportunities for social comparisons and judgement, making it more difficult for parents to accept their children nonjudgmentally and have compassion for their children as they are. Future research is needed to understand the conditions under which technology use can hinder or promote mindful parenting and how interventions can promote mindful parenting skills and a positive uses of technology.
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Giampaoli, Joan, Keiko Goto, Shelley R. Hart, Sheng Yang, and Alyson Wylie. "Factors Associated with Mindful Food Parenting Practices." Californian Journal of Health Promotion 17, no. 1 (June 1, 2019): 45–60. http://dx.doi.org/10.32398/cjhp.v17i1.2223.

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Background and Purpose: The prevalence of childhood obesity remains a concern in the United States and puts children at risk for poor health. As parents are the primary caretakers of their children, the practice of mindful food parenting may help parents moderate their child’s food consumption and food choices. The purpose of this research was to identify the factors associated with mindful food parenting practices among Hispanic and non-Hispanic white parents in two low-income schools in rural northern California. Methods: Two hundred ninety three parents of 3rd through 5th grade elementary school children completed a four part mindful food parenting practices survey developed to measure the factors associated with mindful food parenting practices. Results: Exploratory factor analysis revealed four mindful food parenting practices domains which were positively associated with several mindful food parenting practices such as eating family meals together and present-centered awareness (p=0.001) and cooking meals at home and hungerfullness awareness (p=0.001). Several demographic variables were associated with the mindful food parenting practices. Conclusions: As parents are more mindful and attentive to their child’s eating behaviors, there is a greater potential for a positive parental impact on their child’s food intake and types of foods consumed, and indirectly, the health of their child.
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Dissertations / Theses on the topic "Mindfull parenting"

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Stewart, Yates Kristin Erin. "Mindful caregivers' experiences of parenting young children." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1409079337.

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Meers, Molly R. "The Assessment of Mindful Food Parenting and Its Relation to Parental Feeding Practices and Child Food Intake." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1383126643.

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Dodsworth, Carmen W. "Association of Mindful Parenting Dimensions, Positive Parenting, Child Reactivity, and Parent Stress." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5852.

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The quality of caregiver-child interactions influences child, parent, and family wellness. Although the existing body of literature links mindfulness to positive outcomes within the family, little is known about how specific dimensions of mindful parenting are associated with parenting practices or child behavior reactivity. Based on a mindful parenting model and differential susceptibility model, this quantitative study used an online survey method to examine how specific dimensions of mindful parenting are associated with parenting practices and child behavior reactivity among a sample of 152 parents of elementary-age children. This study also explored how parent life stress modifies the relationship between mindful parenting dimensions and parenting practices and child reactivity. A model estimation was calculated using least squares regression-based path analysis to test the strength and direction of the association between the 5 dimensions of mindfulness and child behavioral reactivity through mediation and moderated mediation models. Results revealed that the mindful parenting dimensions of acceptance and attention had significant positive associations with child behavior reactivity. Emotional awareness and attention were mediated by positive parenting; however, no moderated mediation of any dimension of mindfulness and child behavior reactivity was found. The results from this study may be used to promote positive social change by helping service providers develop effective parenting programs and properly identify parents who might benefit from mindfulness interventions and stress reduction techniques.
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McCaffrey, Stacey. "Mindfulness In Parenting Questionnaire (MIPQ): Development and validation of a measure of mindful parenting." NSUWorks, 2015. http://nsuworks.nova.edu/cps_stuetd/81.

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Mindful parenting has been defined as “paying attention to your child and your parenting in a particular way: intentionally, here and now, and non-judgmentally” (Kabat-Zinn & Kabat-Zinn, 1997). Although it is hypothesized that increasing mindful parenting improves parent and child functioning, the development of a measure of mindful parenting is needed to support this assumption. The aim of the present study was to develop and psychometrically evaluate a measure of mindful parenting (the Mindfulness In Parenting Questionnaire: MIPQ) for use with mothers and fathers of both children and adolescents, ranging in age from 2- to 16-years-old. The current study contained three phases. First, content experts in the area of mindfulness and parenting provided content for preliminary items. Second, parents participated in cognitive interviewing in order to reduce measurement error and increase the psychometrics of the measure. The third and final phase consisted of large-scale data collection to explore the psychometrics of the new MIPQ. Two-hundred and three parents recruited from academic and after-school programs in South Florida completed the MIPQ, along with measures of intrapersonal mindfulness, parenting behavior, parenting style, and a demographics questionnaire. The Partial Credit Model, which evidenced significantly better fit than the Rating Scale Model, was used to evaluate the MIPQ using WINSTEPS 3.74.01. The MIPQ was iteratively refined based on statistical and clinical considerations, resulting in a 28-item measure with 4 response categories. Further, results supported a 2 factor mindful parenting construct. The first factor (Parental Self-Efficacy) reflects a parent’s self-efficacy, as well as nonreactivity and awareness within the parenting role, while the second factor (Being in the Moment with the Child) pertains to the child, and reflects present-centered attention, empathic understanding, and acceptance of the child. Factors were correlated (r = .67) and explained 42.3% and 43.4% of the variance, respectively. Correlations between the MIPQ and parenting style, parenting practices, practice of mindfulness, and participant demographics provided support for convergent and discriminant validity. The MIPQ exhibited a positive and weak correlation with the MAAS, indicating that interpersonal and intrapersonal mindfulness are related, but separate and distinct constructs. Limitations and directions for future research are discussed.
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Raulston, Tracy. "Effects of the Practiced Routines Parent Training Program on Behavioral Strategy Use, Parental Well-Being, and Child Challenging Behavior in Parents of Children with Autism Spectrum Disorder." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23119.

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In this study, a concurrent randomized multiple baseline across three parent-child dyads single-case design was employed to evaluate the effects of a brief three-week parent training program, titled Practiced Routines. The Practiced Routines parent training program included positive behavior supports (PBS) and mindfulness strategies within the context of natural family routines. Three mothers and their children with autism spectrum disorder (ASD) participated. Visual analysis combined with a standardized mean difference analysis revealed mixed results with a medium effect found for increases in parent behavioral strategy use and small effects found for reductions in parent stress and child challenging behavior. All three mothers rated the social validity of the Practiced Routine program favorably. Implications for science and practice in educational and behavior health early intervention for families of children with ASD are discussed.
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Andreasson, Filippa, and Gentile Axel D'Angelo. "You get what you play for : A multiple-baseline experimental design on child-directed play for parents of autistic children." Thesis, Stockholms universitet, Psykologiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-183208.

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Parents of children with autism spectrum disorder (ASD) face many challenges which lead to low levels of psychological well-being, partly caused by inability to parent in accordance with one’s values. Child-directed play, a moment of being fully attentive and responsive to one’s child, has the potential to increase parental values. A non-concurrent multiple-baseline experimental design investigated whether daily exercises of child-directed play improved valued parenting and parental perspective-taking. Eight parents of children with diagnosed or suspected ASD were followed daily for six weeks. The intervention comprehended daily practice of child-directed play and video supervision. Child-directed play increased ratings of parental values for all but one participant (Hedges’ g* = 1.67) with effect maintained at follow-up, and increased ratings of parental perspective-taking. A gradual effect indicates the need for greater difference in baseline length between participants. No effects on children, nor on parental well-being were investigated in the present study.
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Townshend, Kishani. "Evolving Emotions: Critically Analysing the Associations between Mindful Parenting and Affect Regulation." Thesis, 2018. http://hdl.handle.net/2440/120132.

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Ancient scholars, theologians and philosophers have debated for centuries about the nature of the mind. Yet depression is the leading cause of disability across the world. The ubiquitous growth of mindfulness has in recent decades, been applied to assist parents with affect regulation. Mindful parenting is defined as a set of parenting skills that enhance present-centred, discerning awareness in parent–child relationships. The potential benefits of mindful parenting could span across generations to promote affect regulation for both children and parents. However further clarity is needed on how mindful parenting facilitates affect regulation. To date the literature examining the effectiveness of Mindful Parenting (MP) programs has been plagued by poor methodological design, diversity of interventions, questions surrounding program fidelity and a lack of clarity about change processes. Aims: The overall purpose of this dissertation was to critically analyse how mindful parenting is associated with affect regulation to evolve emotions. The focus of this dissertation is on mindful parenting of children aged 0 to 18 years. More specifically it aims to: - 1. Systematically review the international and national literature on the effectiveness of MP programs in promoting the wellbeing of children and parents (Study 1). 2. Investigate the effectiveness of an Australian MP program called Caring for Body and Mind in Pregnancy (CBMP) in reducing perinatal depression, anxiety and stress amongst a sample of at-risk pregnant women (Study 2). 3. Critically analyse how change processes utilised by MP programs are associated with affect regulation (Study 3). 4. Clarify which factors in the change processes of self-compassion and mindfulness scales have the strongest correlation with the reduction of perinatal depression (Study 4). xvi Method: Four diverse epistemologies were utilised to investigate the overarching research aim. Study 1 utilised the systematic review methodology to review the best available evidence on the effectiveness of MP Programs. Study 2 employed a repeated measures design to investigate the effectiveness of CBMP from a seven-year hospital dataset. Study 3 critically analysed the change processes that promote affect regulation by using Interpretative phenomenological analysis (IPA) to examine semi-structured interviews with four facilitators of MP programs. Finally, Study 4 utilised Structural Equation Modelling (SEM) to analyse the change processes associated with the reduction of perinatal depression. Results: The systematic review yielded inconclusive evidence to support the effectiveness of MP programs due to the poor methodological quality of studies. Study 2 found CBMP significantly improved perinatal depression, anxiety, stress, mindfulness and self-compassion. The findings from Study 3 resulted in the anchor, a novel theoretical framework to investigate change processes. The anchor incorporates closely interconnected change mechanisms namely reflective functioning, attachment, cognitive, affective, somatic and social change mechanisms. The results from Study 4 indicated that self-kindness, observing and acting with awareness were associated with significant reductions in perinatal depression. Conclusion: Although the systematic review was unable to conclusively establish the effectiveness of Mindful Parenting programs, the other three studies provided suggestive evidence of its effectiveness. Contributions to new knowledge include conducting one of the first systematic reviews on mindful parenting, clarifying change processes associated with the reduction of perinatal depression and developing, a novel model of change, the anchor. The phenomenology of affect regulation still appears to puzzle humanity. Keywords: mindful parenting, mindfulness, affect regulation, attention regulation, emotions, perinatal depression, perinatal anxiety and stress.
Thesis (Ph.D.) -- University of Adelaide, Adelaide Medical School, 2019
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Duncan, Larissa G. "Assessment of mindful parenting among parents of early adolescents development and validation of the Interpersonal Mindfulness in Parenting scale /." 2007. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-2052/index.html.

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Macatrão, Ana Beatriz Ferreira. "The Psychological Impact of the COVID-19 Pandemic on Parents and Adolescents: The Role of Mindful Parenting and Compassion for Children." Master's thesis, 2021. http://hdl.handle.net/10316/96499.

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Dissertação de Mestrado Integrado em Psicologia apresentada à Faculdade de Psicologia e de Ciências da Educação
Although an increasing effort has been observed in order to explore the impact of the COVID-19 pandemic on parents and adolescents, many of the psychological mechanisms involved in that impact remain unstudied. The aim of this study was to investigate how the pandemic has affected parents and adolescents, as well as to examine if mindful parenting and compassion, processes that have been continuously linked to mental health, were implicated in the way parents and their children cope with the distress caused by these unprecedented times. The cross-sectional study included a sample of parents (N = 73; Mage = 47.28; SD = 5.66), a sample of their children - adolescents between 12 and 18 years old - (N = 45; Mage = 15.52; SD = 1.76), and a third sample in which parents and their children were paired up (N = 25). Correlations revealed that the positive impact of the pandemic on the parental role was positively and significantly associated with life satisfaction in the role as a parent, self-compassion, and mindful parenting, and negatively and significantly associated with depression and anxiety. In the adolescents’ study, the positive impact of the pandemic on the family was positively and significantly associated with the soothing emotions adolescents feel inside their family and compassion from parents. Two simple mediation models were estimated, revealing that the impact of the pandemic on the parental role was directly and indirectly associated with parents’ satisfaction with life in their role as a parent, through mindful parenting, and that the impact of the pandemic on the family was indirectly associated with the soothing emotions adolescents feel inside their family, through compassion they receive from their parents. Two moderation models were also estimated, showing that parents’ compassion for their children, unlike mindful parenting, moderated the relationship between the impact of the pandemic on the parental role and children’s self-compassion. In conclusion, results highlight the importance of processes like mindful parenting and compassion for children in understanding how the COVID-19 pandemic impacts parents and adolescents’ mental health and relationship. Other results are discussed, as well as contributions of the present study and possible clinical implications.
Apesar de se ter vindo a observar um crescente esforço para explorar o impacto da pandemia de COVID-19 em pais e adolescentes, muitos dos mecanismos psicológicos envolvidos nesse mesmo impacto continuam por estudar. O objetivo deste estudo foi investigar de que forma a pandemia tem afetado pais e adolescentes, bem como examinar se a parentalidade mindful e a compaixão, processos que têm sido continuamente associados à saúde mental, estão envolvidos na forma como os pais e os/as seus/suas filhos/as lidam com o sofrimento causado por este tempo sem precedentes. O estudo transversal incluiu uma amostra de pais (N = 73; Midade = 47.28; SD = 5.66), uma amostra dos/as seus/suas filhos/as – adolescentes entre os 12 e os 18 anos de idade - (N = 45; Midade = 15.52; SD = 1.76), e uma terceira amostra na qual os pais e os/as seus/suas filhos/as foram emparelhados (N = 25). As análises correlacionais revelaram que o impacto positivo da pandemia no papel parental se associava positiva e significativamente com a satisfação com a vida no papel enquanto pai/mãe, a autocompaixão, e a parentalidade mindful, e associava-se negativa e significativamente com a depressão e a ansiedade. No estudo dos adolescentes, o impacto positivo da pandemia na família estava positiva e significativamente associado com as emoções de soothing que os adolescentes sentem na sua família e com o receber compaixão dos pais. Dois modelos de mediação simples revelaram que o impacto da pandemia no papel parental estava direta e indiretamente associado com a satisfação com a vida no papel enquanto pai/mãe, através da parentalidade mindful, e que o impacto da pandemia na família estava indiretamente associado com as emoções de soothing que os adolescentes sentem na família, através da compaixão que recebem dos seus pais. Dois modelos de moderação simples também foram estimados e mostraram que a compaixão dos pais para os/as filhos/as, mas não a parentalidade mindful, moderava a relação entre o impacto da pandemia no papel parental e a autocompaixão dos adolescentes. Em conclusão, os resultados realçam a importância de processos como a parentalidade mindful e a compaixão pelos/as filhos/as na compreensão sobre como a pandemia de COVID-19 impacta a saúde mental e a relação de pais e adolescentes. Outros resultados são discutidos, bem como as contribuições do presente estudo e possíveis implicações clínicas.
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LIANG, TING-TING, and 梁婷婷. "Relationships between Mindful Parenting, Parental Stress, and Coping Strategies among Parents of 5th and 6th Graders." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/zk4283.

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碩士
國立屏東大學
教育心理與輔導學系碩士班
105
The purpose of this study was to investigate the current status quo of mindful parenting in 5th and 6th graders' parents as well as its relationship with personal background variables, parental stress, and coping strategies. The survey participants were 730 pupil's parents from two primary schools in Tainan City. The questionnaire comprised background information, the Mindful Parenting Scale, the Parental Stress Scale, and the Coping Strategies Scale. Statistical methods used to render the results included descriptive statistics, independent t test, Hotteling's T2 test, one-way analysis of variance, one-way multivariate analysis of variance, simple regression analysis, and hierarchical regression analysis. The main results were as follows: 1.The degrees of mindful parenting in 5th and 6th graders' parents, whether on the whole scale or on the subscales of "awareness to self", "awareness to child", and "parent effectiveness", were medium to high level. 2.The degree of mindful parenting in 5th and 6th graders' parents varied with family's economic status and parents' educational level. However, they would not vary with parents' gender, age, and the numbers of children in the family. 3.Parents' mindful parenting could negatively predict overall parental stress and the stresses resulted from "parental factors", "child factors", and "parent-child interaction". 4.After controlling the impact of parental stress, prentents' mindful parenting could positively predict the uses of "facing the problem actively", "adjusting cognitively" and "adjusting emotion positively" coping strategies, and negatively predict the use of "playing down the problem passively" coping strategy. However, it could not predict the use of "venting negative emotions" coping strategy. Finally, the researcher discussed the above results and provided suggestions for the reference of child caregivers, educators and prospective researchers.
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Books on the topic "Mindfull parenting"

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Bögels, Susan, and Kathleen Restifo. Mindful Parenting. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-7406-7.

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Jon, Kabat-Zinn, ed. Everyday blessings: The inner work of mindful parenting. New York: Hyperion, 1997.

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Maureen, Weinhardt, ed. The everything parent's guide to raising mindful children: Giving parents the tools to teach emotional awareness, coping skills, and impulse control in children. Avon, MA: Adams Media Corporation, 2013.

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Mindful motherhood: Practical tools for staying sane in pregnancy and your child's first year. Oakland, CA: New Harbinger Publications, 2009.

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author, Kabat-Zinn Jon, and Tong Huiqi translator, eds. Zheng nian fu mu xin: Everyday blessings : the inner work of mindful parenting / Myla & Jon Kabat-Zinn. Beijing Shi: Beijing lian he chu ban gong si, 2016.

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Greenland, Susan Kaiser. The mindful child: How to help your kid manage stress and become happier, kinder, and more compassionate. New York: Free Press, 2010.

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Greenland, Susan Kaiser. The mindful child: How to help your kid manage stress and become happier, kinder, and more compassionate. New York: Free Press, 2010.

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Greenland, Susan Kaiser. The mindful child: How to help your kid manage stress and become happier, kinder, and more compassionate. New York: Free Press, 2010.

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Greenland, Susan Kaiser. The mindful child: How to help your kid manage stress and become happier, kinder, and more compassionate. New York: Free Press, 2010.

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Lenihan, Kelly, and Lorrie Jones. 21 Days of Parenting Mindfully: Your Guide to Raising a Mindful Child. Artisan Bookworks, 2017.

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Book chapters on the topic "Mindfull parenting"

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Ruth, Corinne E., and Kat T. Green. "Mindful Parenting." In Mindfulness for Everyday Living, 69–84. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51618-5_6.

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Lippold, Melissa A., and Larissa G. Duncan. "Mindful Parenting." In Encyclopedia of Adolescence, 1–7. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32132-5_782-1.

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Lippold, Melissa A., and Larissa G. Duncan. "Mindful Parenting." In Encyclopedia of Adolescence, 2343–49. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_782.

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Bögels, Susan, and Kathleen Restifo. "Introduction to Mindful Parenting." In Mindful Parenting, 3–14. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7406-7_1.

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Bögels, Susan, and Kathleen Restifo. "Session 6: Conflict and Parenting." In Mindful Parenting, 229–46. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7406-7_10.

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Bögels, Susan, and Kathleen Restifo. "Session 7: Love and Limits: Cultivating Compassion and Setting Limits." In Mindful Parenting, 247–85. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7406-7_11.

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Bögels, Susan, and Kathleen Restifo. "Session 8: Are We There Yet? A Mindful Path Through Parenting." In Mindful Parenting, 287–300. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7406-7_12.

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Bögels, Susan, and Kathleen Restifo. "Follow-Up Session: Each Time, Beginning Anew." In Mindful Parenting, 301–8. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7406-7_13.

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Bögels, Susan, and Kathleen Restifo. "Voices of the Parents: Life After the Mindful Parenting Course." In Mindful Parenting, 309–13. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7406-7_14.

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Bögels, Susan, and Kathleen Restifo. "An Evolutionary Perspective on Parenting and Parenting Stress." In Mindful Parenting, 15–39. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7406-7_2.

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Conference papers on the topic "Mindfull parenting"

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Utami, Ayu Tuty, Andhita Nurul Khasanah, Ali Mubarak, and Sarah Sartika. "Mindful Parenting: Study on Parents of Preschool Children." In 2nd Social and Humaniora Research Symposium (SoRes 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200225.080.

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Zaenab, Siti, and Dita Destari Iin Risky Indryanai. "Mindful Parenting Based on Development Brain Children in PAUD Fortune." In Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200129.013.

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Farhana, Elsa, and Tina Hayati Dahlan. "The Development of Reflective Learning to Improve Mother’s Mindful Parenting Skills." In Proceedings of the International Conference on Educational Psychology and Pedagogy - "Diversity in Education" (ICEPP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.078.

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Simanjuntak, Tiurma Basa Marina, Tina Hayati Dahlan, and Mubiar Agustin. "Christian-Based Positive Discipline Program in Enchanged Mindful Parenting Skills of Mothers." In 2nd Annual Conference on blended learning, educational technology and Innovation (ACBLETI 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210615.004.

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