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Journal articles on the topic 'Parent-child interactions'

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Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Parry, Sarah L., Jane Simpson, and Ste Weatherhead. "Changing Relationships through Interactions: Preliminary Accounts of Parent–Child Interactions after Undertaking Individual Parent Training." Child and Adolescent Social Work Journal 35, no. 6 (May 7, 2018): 639–48. http://dx.doi.org/10.1007/s10560-018-0547-3.

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AbstractParent and child interaction training has been increasingly investigated over recent years. However, the mechanisms of change within individual training programmes are not well understood. To explore the factors that can facilitate or inhibit meaningful changes in interactions and ultimately relationships, the current study employed semi-structured interviews to obtain first person accounts from parents who had undertaken an individualised parent-training programme. Three participants provided accounts of the training programme and their perceived impact upon interactions with their children were analysed using inductive thematic analysis. The analysis resulted in three themes, which illustrate how participants adjusted their interactional style with their child to varying degrees through enhanced personal awareness, increased understanding of their child’s emotional and interactional needs, and accepting the reciprocity of interactional accountability. Changes in interactional style enabled participants to alter their perceptions of their own behaviours, their child’s behaviours, and how they influenced one another through interactions. Recommendations for future research and therapeutic practice are discussed in the context of the findings and the existing evidence base.

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2

Castro, Iana A., Joanna Calderon, and Guadalupe X. Ayala. "Who Is Influencing Whom? Latino Parent–Child Request Interactions and Product Purchases in Food Retail Environments." Social Marketing Quarterly 23, no. 2 (January 5, 2017): 155–68. http://dx.doi.org/10.1177/1524500416686038.

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This study examines Latino parent–child interactions about foods and beverages requested in food retail environments in San Diego, CA. It seeks to extend our understanding of parent–child request interactions and purchases by studying how the number of product request interactions and purchases differ based on four factors that have been understudied in previous parent–child interaction research: parent gender, child gender, product healthfulness, and who initiated the request interaction (parent or child). By unobtrusively observing Latino parent–child dyads for the duration of a brief shopping trip, we found that parent and child gender are related to the number of request interactions initiated by parents and children. For gender-specific child-initiated request interactions, sons initiated more request interactions with fathers while daughters initiated more request interactions with mothers. Most request interactions were for products that were categorized as calorie dense, and a higher percentage of these products were purchased as a result of parent-initiated (vs. child-initiated) request interactions. The results provide important considerations for practitioners and researchers working on improving nutrition and reducing obesity. Assumptions about who is influencing whom in food store request interactions are challenged, requiring more research.

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3

Calhoun, Mary Lynne, and Terry L. Rose. "Promoting Positive Parent-Child Interactions." TEACHING Exceptional Children 21, no. 4 (July 1989): 44–45. http://dx.doi.org/10.1177/004005998902100411.

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4

Blackwell, Anna K. M., Sam Harding, Selma Babayiğit, and Sue Roulstone. "Characteristics of Parent–Child Interactions." Communication Disorders Quarterly 36, no. 2 (August 8, 2014): 67–78. http://dx.doi.org/10.1177/1525740114540202.

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5

Morgenthaler, Christoph. "Ritualisations in Parent-Child Interactions." Journal of Empirical Theology 15, no. 1 (2002): 19–36. http://dx.doi.org/10.1163/157092502x00063.

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6

Horowitz-Kraus, Tzipi, and Carmel Gashri. "Multimodal Approach for Characterizing the Quality of Parent–Child Interaction: A Single Synchronization Source May Not Tell the Whole Story." Biology 12, no. 2 (February 3, 2023): 241. http://dx.doi.org/10.3390/biology12020241.

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The interaction between the parent and child is essential for the child’s cognitive and emotional development and sets the path for future well-being. These interactions, starting from birth, are necessary for providing the sensory stimulation the child needs in the critical time window of brain development. The characterization of parent–child interactions is traditionally performed by human decoding. This approach is considered the leading and most accurate way of characterizing the quality of these interactions. However, the development of computational tools and especially the concept of parent–child synchronization opened up an additional source of data characterizing these interactions in an objective, less human-labor manner. Such sources include brain-to-brain, voice/speech, eye contact, motor, and heart-rate synchronization. However, can a single source synchronization dataset accurately represent parent–child interaction? Will attending to the same stimulation, often resulting in a higher brain-to-brain synchronization, be considered an interactive condition? In this perspective, we will try to convey a new concept of the child–parent interaction synchronization (CHIPS) matrix, which includes the different sources of signals generated during an interaction. Such a model may assist in explaining the source of interaction alterations in the case of child/parent developmental/emotional or sensory deficits and may open up new ways of assessing interventions and changes in parent–child interactions along development. We will discuss this interaction during one of the parent–child joint activities providing opportunities for interaction, i.e., storytelling.

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7

Prêteur, Yves, Odette Lescarret, and Myriam de Léonardis. "Family education, child-parent interactions and child development." European Journal of Psychology of Education 13, no. 4 (December 1998): 461–74. http://dx.doi.org/10.1007/bf03173098.

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8

Schrock, Matthew, and Janet Woodruff-Borden. "Parent-Child Interactions in Anxious Families." Child & Family Behavior Therapy 32, no. 4 (November 18, 2010): 291–310. http://dx.doi.org/10.1080/07317107.2010.515523.

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9

Barrett, Paula M., Tara Fox, and Lara J. Farrell. "Parent—Child Interactions With Anxious Children and With Their Siblings: An Observational Study." Behaviour Change 22, no. 4 (December 1, 2005): 220–35. http://dx.doi.org/10.1375/bech.22.4.220.

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AbstractIn the present study, parent–child interactions with anxious children were compared to parent–child interactions with the anxious children's nonsymptomatic siblings and parent–child interactions with nonclinic children. Participants included 33 anxious children, their parents and siblings, and 14 nonclinic children and their parents. Parent–child interactions were observed during two discussion tasks related to anxiety-provoking or challenging situations. Parent–child interactions were coded for the following variables: control, warmth, reward of coping behaviour and task involvement. Consistent with previous research, parents in the anxious group showed more control, less paternal warmth and less maternal reward of coping behaviour toward their anxious child compared to parents of nonclinic children. Parent–child interactions with the anxious child were similar to parent–child interactions with the nonsymptomatic sibling, with the exception of fathers who exhibited more control toward their anxious child. Parent–sibling interactions, however, also resembled the nonclinic parent–child interactions, with mothers of anxious children showing more control toward their nonsymptomatic child than mothers of nonclinic children. These findings suggest that the relationships of each parent and their anxious child may be influenced by how the parent and child interact with each other. Suggestions for future research are discussed.

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Santelices, María-Pía, and Pamela A. Cortés. "Mentalization and Parental Stress: How Do They Predict Mother–Child Interactions?" Children 9, no. 2 (February 17, 2022): 280. http://dx.doi.org/10.3390/children9020280.

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Parent–child interactions can be negatively influenced by contextual, individual, and familial factors. The present study examines how parental stress and parental mentalization predicts interactions between 36–48-month-old preschoolers and their mothers. The sample comprises 106 mother–child dyads from Santiago, Chile, from a mid-low SES. The instruments used were the Parental Stress Index-Short Form (PSI-SF), Mentalization in the Significant Adult during Interaction with the Child between 10 to 48 months old, and Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO). A regression model was used to determine the significant impacts of mentalization and parental stress on interactions. The results indicate that the Encouragement dimension of parent–child interaction is predicted by emotional mentalization and parental distress, while the Teaching dimension of parent–child interaction is impacted by the cognitive dimension of mentalization and the perception that the child is difficult (stress difficult child). No association for the Responsivity and Affectivity dimension was observed.

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11

Szymanska, Monika, Marie Schneider, Carmela Chateau-Smith, Sylvie Nezelof, and Lauriane Vulliez-Coady. "Psychophysiological effects of oxytocin on parent-child interactions: A literature review on oxytocin and parent-child interactions." Psychiatry and Clinical Neurosciences 71, no. 10 (July 11, 2017): 690–705. http://dx.doi.org/10.1111/pcn.12544.

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12

Moser, Richard P., and Theodore Jacob. "Parent-child interactions and child outcomes as related to gender of alcoholic parent." Journal of Substance Abuse 9 (January 1997): 189–208. http://dx.doi.org/10.1016/s0899-3289(97)90016-x.

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13

Chao, Mei-Ru. "Family Interaction Relationship Types and Differences in Parent-Child Interactions." Social Behavior and Personality: an international journal 39, no. 7 (August 1, 2011): 897–914. http://dx.doi.org/10.2224/sbp.2011.39.7.897.

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The structure of family interaction relationship types and the differences of parent-child interactions based on parent-child samples in Taiwan were examined in this study. Eight interaction relationship types were examined; empathy, constraint, compromise, acquiescence, conflict, camouflage, indifference, and defensiveness. No significant differences were found in the family interaction relationship types between sons and daughters. Mothers were found to show more empathy than fathers in family interaction relationships; while children show more constraint, compromise, and acquiescence than parents, which all contribute to harmonious family interaction relationships.

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14

Murali, Abhejay, Satwik Dutta, Meena Chandra Shekar, Dwight Irvin, Jay Buzhardt, and John H. Hansen. "Towards developing speaker diarization for parent-child interactions." Journal of the Acoustical Society of America 152, no. 4 (October 2022): A61. http://dx.doi.org/10.1121/10.0015551.

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Daily interactions of children with their parents are crucial for spoken language skills and overall development. Capturing such interactions can help to provide meaningful feedback to parents as well as practitioners. Naturalistic audio capture and developing further speech processing pipeline for parent-child interactions is a challenging problem. One of the first important steps in the speech processing pipeline is Speaker Diarization—to identify who spoke when. Speaker Diarization is the method of separating a captured audio stream into analogous segments that are differentiated by the speaker’s (child or parent’s) identity. Following ongoing COVID-19 restrictions and human subjects research IRB protocols, an unsupervised data collection approach was formulated to collect parent-child interactions (of consented families) using LENA device—a light weight audio recorder. Different interaction scenarios were explored: book reading activity at home and spontaneous interactions in a science museum. To identify child’s speech from a parent, we train the Diarization models on open-source adult speech data and children speech data acquired from LDC (Linguistic Data Consortium). Various speaker embeddings (e.g., x-vectors, i-vectors, resnets) will be explored. Results will be reported using Diarization Error Rate. [Work sponsored by NSF via Grant Nos. 1918032 and 1918012.]

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15

Tokarskaya, L. V., and M. A. Lavrova. "Early Parent-Child Interaction Assessment Techniques." Cultural-Historical Psychology 14, no. 2 (2018): 86–92. http://dx.doi.org/10.17759/chp.2018140209.

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The article reviews the scales for assessing early parent-child interaction which can be predictive in terms of the child’s behavioural, cognitive and motor skills. We describe the most common surveys used in the studies of parental behaviour and attitudes. The scales for expert assessment of early parent-child interaction are presented according to the following scheme: a set of characteristics of the investigated behavior; specifics of organizing the interaction; features of evaluation. Then we focus on the difficulties of using the rating scales as such among which are, for instance: the absence of normal rates for the Russian sample of subjects; difficulties with ensuring objective outcomes of expertise; the possibility of socially desired behaviour; significant time and financial resources required for these studies. But in many ways the parent-child interaction rating scales are an important and informative tool for exploring interactions from a number of perspectives.

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16

Hewitt, Jay, and Brooke Walker. "Observers' Reaction to Parent-Child Intimacy." Perceptual and Motor Skills 92, no. 1 (February 2001): 177–82. http://dx.doi.org/10.2466/pms.2001.92.1.177.

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A study was carried out to examine how people react to acts of intimacy between parent and child. Based on an extensive series of studies reported in 1998 by Reis who found less intimate interactions between two men who are friends than between men or women or between two women who are friends, it was reasoned that intimacy between two males may violate norms of our culture, so it was predicted that people would react less favorably to intimacy between father and son than to intimacy between father and daughter, mother and daughter, or mother and son. Men ( n= 19) and women ( n = 26), most of whom were 18–24 years of age, read versions of a mother or father having an intimate interaction (lap-sit, hair-stroke, hug/kiss) with an 11-yr.-old daughter or son and then rated the act on a 7-point scale from good to bad. As predicted, the undergraduates rated intimate interactions between father and son less favorably than those between father and daughter, mother and daughter, and mother and son.

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17

Glatz, Terese, Melissa Lippold, Todd M. Jensen, Gregory M. Fosco, and Mark E. Feinberg. "Hostile Interactions in the Family: Patterns and Links to Youth Externalizing Problems." Journal of Early Adolescence 40, no. 1 (January 23, 2019): 56–82. http://dx.doi.org/10.1177/0272431618824718.

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In line with family systems theory, we examined patterns of hostile interactions within families and their associations with externalizing problems among early-adolescent children. Using hostility scores based on observational data of six dyadic interactions during a triadic interaction ( n = 462; i.e., child-to-mother, mother-to-child, child-to-father, father-to-child, mother-to-father, father-to-mother)—latent profile analysis supported three distinct profiles of hostility. The low/ moderate hostile profile included families with the lowest levels of hostility across dyads; families in the mutual parent-child hostile profile scored higher on parent-child hostility, but lower on interparental hostility; the hostile parent profile showed higher levels of parent-to-child and interparental hostility, but lower child-to-parent hostility. Concerning links to youth outcomes, youth in the mutual parent-child hostile profile reported the highest level of externalizing problems, both concurrently and longitudinally. These results point to the importance of examining larger family patterns of hostility to fully understand the association between family hostility and youth adjustment.

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18

Arehart-Treichel, Joan. "Parent-Child Interactions Affected by Gene Variant." Psychiatric News 46, no. 7 (April 2011): 16–24. http://dx.doi.org/10.1176/pn.46.7.psychnews_46_7_16_2.

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19

Robinson, J. R., and D. Drotar. "Parent-Child Interactions and Failure to Thrive." Journal of Developmental & Behavioral Pediatrics 21, no. 5 (October 2000): 385–86. http://dx.doi.org/10.1097/00004703-200010000-00022.

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20

Leung, Ricky, Guanghui Dong, Xiaoxia Qin, and Shao Lin. "Capturing Parent–Child Interactions With Social Media." Psychological Reports 118, no. 3 (May 15, 2016): 710–13. http://dx.doi.org/10.1177/0033294116648363.

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Zhang et al. conducted a qualitative study of children presented with 19 parental structuring behaviors of parental control and were asked to attribute the parent’s intent behind the behaviors. The authors developed several conceptual categories, “parent-centered,” “child-centered,” or “social” interests. Here, we describe how their 12 propositions could be empirically tested in further studies using social media.

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21

Schenkel, Lindsay S., Amy E. West, Erin M. Harral, Nafisa B. Patel, and Mani N. Pavuluri. "Parent–child interactions in pediatric bipolar disorder." Journal of Clinical Psychology 64, no. 4 (2008): 422–37. http://dx.doi.org/10.1002/jclp.20470.

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22

Lorang, Emily K., and Audra Sterling. "Parent Command Use and Child Compliance During Parent–Child Interactions Including Children With Down Syndrome." American Journal of Speech-Language Pathology 30, no. 3 (May 18, 2021): 1203–9. http://dx.doi.org/10.1044/2021_ajslp-20-00251.

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Purpose This study investigated maternal and paternal command use and child compliance in children with Down syndrome during mother–child and father–child free-play interactions. We also examined child compliance to direct versus indirect commands, and the relationships between maternal command use, paternal command use, child compliance, and child speech and language abilities. Method Fifteen families including a mother, father, and child with Down syndrome participated. Mother–child and father–child dyads participated in free-play interactions. We coded overall parent command use, command type (direct or indirect), and child compliance with the commands. Child language abilities were measured using a standardized assessment as well as during free-play. Results Mothers and fathers of children with Down syndrome used a similar number of commands, and children complied similarly across interactions. Children were more likely to comply with direct versus indirect commands. Parent command use was related to child language abilities in different ways for mothers and fathers. Child compliance was not related to receptive or expressive language abilities. Conclusions Mothers and fathers of children with Down syndrome use commands in similar ways but may base their command use on different child factors. Using direct commands with children with Down syndrome may be beneficial when increasing compliance during early interactions.

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Choi, Naya, Sujeong Kang, and Jiyeon Sheo. "Children’s Interest in Learning English Through Picture Books in an EFL Context: The Effects of Parent–Child Interaction and Digital Pen Use." Education Sciences 10, no. 2 (February 13, 2020): 40. http://dx.doi.org/10.3390/educsci10020040.

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In recent years, the ways in which to read English picture books to young children has become diverse in English as a foreign language (EFL) context. The present study examined the effect of parent-child interactions and digital pen use during English picture book reading in the child’s interest in learning English. A total of 320 Korean mothers of three to five year old preschool children participated in the study. The results revealed the following. First, children’s interest in learning English was higher when they used digital pens and engaged in frequent parent-child interactions during English picture book reading. Second, parent-child interaction was a more significant variable in children’s interest in learning English compared to digital pen use. Third, the moderator effect of digital pen use in the relation between parent-children interaction and children’s interest in learning English was insignificant. In other words, parent-child interaction was important in increasing children’s interest in learning English, regardless of digital pen use. While rapid advances in technology enhanced teaching pedagogy, parent-child interaction in foreign language learning still remains as a crucial factor. Further implications and future directions are discussed.

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Graham, James A., and Marie A. Sell. "Episodes of Pragmatic Behaviors in Parent–Child Interactions." Psychological Reports 89, no. 3 (December 2001): 513–19. http://dx.doi.org/10.2466/pr0.2001.89.3.513.

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Pragmatic behavior, or the socially appropriate use of language, is important to parents of preschool children. In 1994 Becker noted several questions that still remain to be answered, including issues such as developmental changes in the pragmatic teaching of preschoolers and whether there are differences in the parents' goals for pragmatic teaching in private versus public interactions. The present study addressed these issues. 29 parent–child dyads were videotaped for 30 min. Transcripts were coded for episodes of pragmatic behavior that occurred in the dyadic interaction. Analysis indicated that pragmatic behaviors across the age groups largely focused on issues of what to say and how to say it. The teaching and use of pragmatic behaviors in public interactions is relatively important to parents of children between 2 1/2 and 4 years. The spontaneous use of pragmatic behaviors was the most common form of input (78% overall). Pragmatic behaviors were more often prompted with direct, as opposed to indirect, comments. Discussion focuses on a content analysis of the direct versus indirect prompts in the different age groups.

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Hayes, Marie J., Shawn M. Roberts, and Rebecca Stowe. "Early childhood co-sleeping: Parent-child and parent-infant nighttime interactions." Infant Mental Health Journal 17, no. 4 (1996): 348–57. http://dx.doi.org/10.1002/(sici)1097-0355(199624)17:4<348::aid-imhj6>3.0.co;2-i.

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Rettew, David C., Catherine Stanger, Laura McKee, Alicia Doyle, and James J. Hudziak. "Interactions Between Child and Parent Temperament and Child Behavior Problems." FOCUS 8, no. 2 (January 2010): 276–85. http://dx.doi.org/10.1176/foc.8.2.foc276.

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27

Kim, Jun Hyung, Wolfgang Schulz, Tanja Zimmermann, and Kurt Hahlweg. "Parent–child interactions and child outcomes: Evidence from randomized intervention." Labour Economics 54 (October 2018): 152–71. http://dx.doi.org/10.1016/j.labeco.2018.08.003.

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Rettew, David C., Catherine Stanger, Laura McKee, Alicia Doyle, and James J. Hudziak. "Interactions between child and parent temperament and child behavior problems." Comprehensive Psychiatry 47, no. 5 (September 2006): 412–20. http://dx.doi.org/10.1016/j.comppsych.2005.12.008.

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Cekaite, Asta. "Shepherding the child: embodied directive sequences in parent–child interactions." Text & Talk - An Interdisciplinary Journal of Language, Discourse & Communication Studies 30, no. 1 (January 2010): 1–25. http://dx.doi.org/10.1515/text.2010.001.

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Calderon, Joanna, Guadalupe X. Ayala, John P. Elder, George E. Belch, Iana A. Castro, Nadir Weibel, and Julie Pickrel. "What Happens When Parents and Children Go Grocery Shopping? An Observational Study of Latino Dyads in Southern California, USA." Health Education & Behavior 44, no. 1 (July 9, 2016): 5–12. http://dx.doi.org/10.1177/1090198116637602.

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The objective of this study was to observe parent–child interactions in tiendas, limited assortment food stores catering to Latinos in the United States, and to examine the extent to which child involvement influenced these interactions and their purchase outcomes. Two confederates, one posing as a tienda employee and one posing as a customer, observed the entire shopping trip of 100 Latino parent–child (mean age = 8 years) dyads and coded the following: number and type of parent- and child-initiated request interactions, types of purchase influence attempts used by children and how parents responded, and whether the product was purchased. Level of child involvement was examined as a potential influencing factor on purchasing. The observations were relatively short (mean duration of 10 minutes), reflecting the “quick trip” nature of the observed shopping trips. From the 100 parent–child dyads, 144 request interactions were observed, and among dyads with at least 1 request interaction during the shopping trip, the average number of request interactions per dyad was 2. Children initiated most of the request interactions by asking for a product or simply placing it in the basket; parents initiated 24% of the request interactions. Child involvement in shopping and checkout were associated with spending and purchase outcomes. These results indicate that children and parents influence each other during grocery shopping, and children who are more involved have greater influence over purchases. Furthermore, this study identified a number of targets for future family/parent and consumer food environment interventions.

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Shanley, Jenelle R., and Larissa N. Niec. "The Contribution of the Dyadic Parent-Child Interaction Coding System (DPICS) Warm-Up Segments in Assessing Parent-Child Interactions." Child & Family Behavior Therapy 33, no. 3 (July 2011): 248–63. http://dx.doi.org/10.1080/07317107.2011.596009.

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Shin, Soeun, and Jihyun Kim. "The Effect of Fathers’ Parental Role Belief on the Father-Child Play Interaction: Focusing on the Mediating Effect of Parent-Child Relationships." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (December 31, 2022): 523–36. http://dx.doi.org/10.22251/jlcci.2022.22.24.523.

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Objectives This study is intended to reveal the relationship between Father-Child Play Interaction, Fathers’ Parental Role Belief and Parent-Child Relationships. The purpose of this study is to investigate the effect of fathers' parental role belief on father-child play interaction, focusing on the mediating effect of parent-child relationships in the relationship between fathers' parental role belief and father-child play interaction. Methods A questionnaire survey was conducted on 467 father of 3, 4 and 5 years old children attending kindergartens and childcare centers. To check the reliability of the questionnaire items, cronbach's α was calculated, and partial correlation analysis and stepwise multiple regression analysis were performed. Next, multiple regression analysis proposed by Baron & Kenney(1986) was performed to analyze the mediating effect of father's belief in father's role on father-child play interaction. Results First, father’s parental role belief had biggest effect on father-child play interaction, and it was followed by parent-child relationships in order. Second, parent-child relationships partially mediated the effect of father’s parental role belief on father-child play interaction. This means that fathers need to recognize their parent-child relationship more positively as well as admit their parental role & beliefs more actively in order to have more frequent play interactions with their children. Conclusions In order for fathers to have active play interactions with their children, it is necessary to actively recognize fathers' beliefs in parental roles. Active recognition of fathers' parental role belief can increase play interaction through mediating effect path in which fathers positively perceive relationship with their children.

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Knitter, Barbara, and Martina Zemp. "Digital Family Life: A Systematic Review of the Impact of Parental Smartphone Use on Parent-Child Interactions." Digital Psychology 1, no. 1 (May 26, 2020): 29–43. http://dx.doi.org/10.24989/dp.v1i1.1809.

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Smartphone use among parents is rising sharply, as they seek connectedness with partners, friends and work during the sometimes detached times of parenthood. Since parents increasingly use smartphones while interacting with their children, there is growing research about the implications of parental smartphone for parent-child interactions. However, previous reviews have not examined whether the effects of parental smartphone use on parent-child interactions vary depending on children’s age. Additionally, no systematic review has summarized the potential benefits of parents’ smartphone use for parent-child interactions. Therefore, the goals of this systematic review were (1) to explore the role of children’s age in the link between parental smartphone use and parent-child interactions and (2) to summarize potential benefits of parental smartphone use for parent-child interactions. Following PRISMA guidelines, a total of k = 21 papers met all eligibility criteria and were included in this review. Results gest noteworthy effects of parental smartphone use on parent-child interactions across all age groups, but the foci and outcomes of the studies differed between them. Benefits were mostly perceived when people where relaxed and enjoying themselves, but only a few studies have focused on the potential positive impact of parental smartphone use on parent-child interactions. The review provides an overview about future areas of research to explore how smartphone changes family interactions. Families have to find adequate ways of dealing with new technology in everyday life, which inevitably affects the nature of their daily interactions.

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Moore, John J., Ronald L. Mullis, and Ann K. Mullis. "Examining Metamemory within the Context of Parent-Child Interactions." Psychological Reports 59, no. 1 (August 1986): 39–47. http://dx.doi.org/10.2466/pr0.1986.59.1.39.

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The production of memory-monitoring behaviors was investigated on two occasions, 1 yr. apart, for 9- and 10-yr.-old children and their parents. A structured block-design task was used to elicit verbal and nonverbal problem-solving strategies from children and their parents during dyadic interactions. Based on Vygotsky's zone of proximal development, it was proposed that children acquire more sophisticated cognitive skills through social interaction. Results support this view in that with experience, children and parents used fewer overt memory-monitoring strategies in problem solving.

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Thomas, Nathalie, Jacqueline Leybaert, and Cécile Colin. "Improving parent–child interactions through interactive reading workshops." European Review of Applied Psychology 71, no. 4 (July 2021): 100669. http://dx.doi.org/10.1016/j.erap.2021.100669.

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Best, Deborah L., Amy S. House, Anne E. Barnard, and Brenda S. Spicker. "Parent-Child Interactions in France, Germany, and Italy." Journal of Cross-Cultural Psychology 25, no. 2 (June 1994): 181–93. http://dx.doi.org/10.1177/0022022194252002.

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Freeman, Stephanny, and Connie Kasari. "Parent–child interactions in autism: Characteristics of play." Autism 17, no. 2 (February 4, 2013): 147–61. http://dx.doi.org/10.1177/1362361312469269.

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Mullis, Ronald L., and Ann K. Mullis. "The Effects of Context on Parent—Child Interactions." Journal of Genetic Psychology 151, no. 3 (September 1990): 411–13. http://dx.doi.org/10.1080/00221325.1990.9914627.

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Gottman, John Mordechai, and Lynn Fainsilber Katz. "Children's Emotional Reactions to Stressful Parent-Child Interactions." Marriage & Family Review 34, no. 3-4 (June 2002): 265–83. http://dx.doi.org/10.1300/j002v34n03_04.

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Whipple, Ellen E., Hiram E. Fitzgerald, and Robert A. Zucker. "Parent-child interactions in alcoholic and nonalcoholic families." American Journal of Orthopsychiatry 65, no. 1 (1995): 153–59. http://dx.doi.org/10.1037/h0079593.

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Dodici, Beverly J., Dianne C. Draper, and Carla A. Peterson. "Early Parent—Child Interactions and Early Literacy Development." Topics in Early Childhood Special Education 23, no. 3 (July 2003): 124–36. http://dx.doi.org/10.1177/02711214030230030301.

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GRAHAM, JAMES A. "EPISODES OF PRAGMATIC BEHAVIORS IN PARENT-CHILD INTERACTIONS." Psychological Reports 89, no. 7 (2001): 513. http://dx.doi.org/10.2466/pr0.89.7.513-519.

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Jacob, Theodore, Gloria L. Krahn, and Kenneth Leonard. "Parent-child interactions in families with alcoholic fathers." Journal of Consulting and Clinical Psychology 59, no. 1 (1991): 176–81. http://dx.doi.org/10.1037/0022-006x.59.1.176.

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McKay, Jessamy M., Jeffrey Pickens, and Anne L. Stewart. "Inventoried and observed stress in parent-child interactions." Current Psychology 15, no. 3 (September 1996): 223–34. http://dx.doi.org/10.1007/bf02686879.

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Stuart, Ananda, Catarina Canário, and Orlanda Cruz. "An Evaluation of the Quality of Parent-Child Interactions in Vulnerable Families That Are Followed by Child Protective Services: A Latent Profile Analysis." Children 8, no. 10 (October 11, 2021): 906. http://dx.doi.org/10.3390/children8100906.

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In the current study, an observational procedure, recorded in video, was used to evaluate the quality of parent-child interactions in a sample of vulnerable Portuguese families (n = 47) with school-aged children followed by Child Protective Services (CPS). The study sought to explore if the families presented different profiles of parent-child interaction quality, and to characterize such profiles in terms of discrete behaviors observed, parenting outcome variables, and families’ sociodemographic and CPS referral characteristics. The parent-child dyads took part in a 15 minutes structured task and parents completed self-report measures (affection, parenting behaviors, and stress). Discrete behaviors of parents and children during interactions were coded with a micro-analytic coding procedure. The global dimensions of the parents’ interactions were coded with a global rating system. A latent profile analysis, estimated with global dimensions, identified two subgroups, one subgroup in which parents displayed higher quality interactions (n = 12), and another subgroup in which parents displayed lower quality interactions (n = 35). Further analyses comparing the subgroups determined that the higher quality subgroup presented more positive behaviors, and the lower quality subgroup presented more negative behaviors during the interactions. No further differences or associations were found regarding the parenting outcome variables, and the families’ sociodemographic and CPS referral characteristics. The findings are in line with prior studies, suggesting that vulnerable families may frequently present depleted parent-child interactions. However, given the small sample size, future studies should replicate the described procedures and analyses in larger sample sizes.

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Marvin, Christine A., Amanda L. Moen, Lisa L. Knoche, and Susan M. Sheridan. "Getting Ready Strategies for Promoting Parent–Professional Relationships and Parent–Child Interactions." Young Exceptional Children 23, no. 1 (March 24, 2019): 36–51. http://dx.doi.org/10.1177/1096250619829744.

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Ariapooran, Saeed, and Mohammad Narimani. "Prevalence of Depression in Children with Specific Learning Disorder: The Role of Child-Parent and Child-Teacher Relationship." Journal of Learning Disabilities 10, no. 3 (April 1, 2021): 300–315. http://dx.doi.org/10.32598/jld.10.3.1.

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Objective: This study aimed to investigate the prevalence of depression in children with a Specific Learning Disorder (SLD) and the role of the child-parent and child-teacher relationship in predicting its symptoms. Methods: The research design was a correlation. From the total number of children with SLD, 596 students were selected by census method in Brujerd, Nahavand, and Malayer cities. The level 2—Depression—Parent/Guardian of Child version, child-parent (parent version), and child-teacher (teacher version) relationship scales were used to collect the data. Pearson correlation and simultaneous multivariate regression were used to analyze the data. Results: The results showed that severe, moderate, and mild depression rates in children with SLD were 15.10%, 25.17%, and 9.90%, respectively. There was a significant negative correlation between the closeness of child-parent (mother and father) and the teacher-child relationship with depression. There was a significant positive correlation between conflict and dependence on child-parent (parent) and teacher-child relationship with depression. All dimensions of the child-parent and child-teacher relationship except the closeness child-father relationship had a significant role in predicting depression in children with SLD. Based on the results, child-parent and child-teacher interactions reduce depressive symptoms in children with SLD. Conclusion: Based on the results, child-parent and child-teacher interaction training are suggested to reduce the symptoms of depression in children with SLD.

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Zisser, Alison R., and Sheila M. Eyberg. "Maternal ADHD: Parent-Child Interactions and Relations With Child Disruptive Behavior." Child & Family Behavior Therapy 34, no. 1 (January 2012): 33–52. http://dx.doi.org/10.1080/07317107.2012.654450.

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Smith, Darcy K., Ran An, and Klaus Libertus. "Influences of Adult Gender and Parenthood on Adult-Child Interaction Style." Children 9, no. 12 (November 24, 2022): 1804. http://dx.doi.org/10.3390/children9121804.

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Previous studies report differences between mothers and fathers during parent–child interactions. However, the origins of these differences remain unknown. We address this gap by examining the impact of adult gender and gender perceptions on adult-child interactions. Unlike previous studies, we observed both parent and non-parent adults during one-on-one interactions with a child. Further, for non-parent adults the child’s identity was held constant while the child’s assumed gender was actively manipulated using clothing cues. Results reveal systematic differences between parents and non-parents, but also between male and female adults in language quantity, quality, and engagement strategies during adult-child interactions. Adults’ perceptions of gender roles partially explain these findings. In contrast, the child’s gender did not impact adult-child interactions. Together, our results support the notion that male and female adults offer unique contributions to a child’s development.

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McAndie, Elena, Charlotte Alice Murray, Philip Wilson, and Lucy Thompson. "Parent-infant observation for prediction of later childhood psychopathology in community-based samples: A systematic review." PLOS ONE 17, no. 12 (December 29, 2022): e0279559. http://dx.doi.org/10.1371/journal.pone.0279559.

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Background Difficulties in parent-child interaction are easily observed and are a potential target for early intervention. This review aimed to assess the utility of current observational methods used to assess parent-child interactions–within the first year of life–and their ability to screen and identify children from low-risk samples most at risk of developing childhood psychopathology. Methods Six bibliographic databases were searched, and reference lists screened. All peer reviewed papers studying the association between an independent observation of parent-child interaction and later childhood psychopathology in community-based samples were included. Included studies were those recruiting from population or community-based birth cohort data, which we define as ‘low-risk’. Studies based on populations known to have a diagnosis of psychiatric illness or developmental disorder, or at high genetic or environmental risk of being diagnosed with such disorder, were excluded. Results were synthesised qualitatively due to high heterogeneity. Results 20,051 papers were identified, nine were included in this study. Childhood psychopathology was associated with fewer positive parent-infant interactions, lower parent vocalisation frequency and lower levels of adult speech and activity. Maternal sensitivity was inversely related to separation anxiety and oppositional defiant/conduct disorders were associated with lower shared look rates. Disruptive behaviour disorders were associated with higher frequency of child vocalisation. Conclusion Assessment of parent-child interactions, particularly the level of maternal activity, may be an early indicator of later childhood psychopathology in low-risk samples. Further longitudinal, population-based studies are required. Trial registration PROSPERO review registration: CRD42020162917 https://www.google.com/search?client=firefox-b-d&q=CRD42020162917.

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