Dissertations / Theses: 'Parent stress'

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Whipple, Ellen E. "The role of parental stress in physically abusive families /." Thesis, Connect to this title online; UW restricted, 1989. http://hdl.handle.net/1773/11195.

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Hwang, Ching-Hui. "Parental Stress, Parental Attitude, and Preschoolers' Academic, Social and Emotional Maturity." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331161/.

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This study investigated the relationships among the variables of parental stress, parental attitude, and preschoolers' academic, social and emotional maturity. The purposes of the investigation were to measure the relationship between parental stress and parental attitude, and to determine whether parental attitude and parental stress differed in their ability to predict preschoolers' behavioral maturity.

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Martin, Susan Gail. "Parent stress and use of respite services /." Title page, absract and contents only, 1996. http://web4.library.adelaide.edu.au/theses/09PM/09pmm383.pdf.

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Tang, Ho-kin. "Adolescents' experience of parental divorce : intra-personal and inter-personal stress, struggle and coping /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20130892.

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Smith, Ashlyn L. "Parental Stress and its Relation to Parental Perceptions of Communication Following Language Intervention." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/psych_theses/35.

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Current research indicates that parents of children with developmental disabilities experience more parental stress than parents of typically developing children, yet most are able to successfully cope with the additional care giving demands. There has been little research however, on the role of the communication ability of children with developmental disabilities on parental stress. This study examined the effects of a parent-implemented language intervention on parental stress and its relation to parental perceptions of communication development in young toddlers (N = 59) and their parents. Results indicate that parent stress did not decrease significantly following language intervention. Parents’ perceptions about the severity of their child’s communication deficits partially mediated the relationship between expressive language at baseline and parent stress at post-intervention. In addition, exploratory results begin to support the idea that parents who are initially high in parent stress are able to decrease their overall parent stress following language intervention.

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Lee, Ka-yee Cavy. "Effects of single parenthood on children: mediated by parenting stress and parent-child relationship." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B29726335.

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Ehrlick, Angela L. W. "Disruptive Behaviors in Early Childhood: The Role of Parent Discipline and Parent Stress." DigitalCommons@USU, 2002. https://digitalcommons.usu.edu/etd/6171.

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Externalizing behavior problems during early childhood are fairly common, with approximately 10% to 15% of young children exhibiting at least mild to moderate disruptive behaviors. Of great significance, disruptive behaviors persist beyond early childhood for a substantial number of children and are related to impaired functioning 111 for children and families. Parent discipline and parent stress are two variables that have been examined in relation to children's disruptive behaviors. While a significant body of research has documented the association between broad parental discipline strategies and behavior problems during early childhood, little research attention has been devoted to specific discipline techniques that may be related to disruptive behaviors. This study surveyed 30 parents of children with behavior problems and 57 parents of children without behavior problems about the discipline techniques they use with their preschool children. The relationships between the specific techniques parents use with their young children, parents' perceived stress level, and parent-reported child behavior problems were examined. Telling the child "no," corrective feedback, lecturing, and scolding were the discipline techniques parents reported using most often. The discipline techniques of corrective feedback and threats as well as parent stress emerged as significant predictors of disruptive behaviors. Conclusions and clinical implications of these findings are provided.

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Baillie, Sheila. "Housing- and neighborhood-related stress of female heads of single-parent households." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/53616.

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The purpose of this study was to examine the relationship of housing- and neighborhood-related deficits and stress in female heads of single-parent households. The main objectives were to determine: (1) if a correlation existed between the characteristics of the housing and neighborhood occupied by single-parent households and the number of deficits they reported; (2) if a correlation existed between the number of housing and neighborhood deficits and the amount of stress reported; and (3) what specific housing and neighborhood deficits were significantly associated with stress. A proportionate sample was drawn systematically from the 1983 school census data of Roanoke County and the independent city of Roanoke, Virginia. A self administered questionnaire was developed, pretested, and mailed to 1000 mothers of elementary school aged children and 162 usable responses were obtained. The Langner 22-item Index of Mental Illness was used to measure stress. The data were analyzed using analysis of variance, linear regression, and multiple regression with controls for the effect of extraneous variables on stress. Significant differences were found between the number of deficits reported and several characteristics of the respondents’ housing, including the type of dwelling, length of tenancy, method of housing payment, and dwelling satisfaction. A significant positive relationship was also found between the number of housing- and neighborhood-related deficits and the stress level of the respondents. Twelve of the 48 possible housing deficits were significantly related to stress (p < .01). These included inadequate size of rooms, inadequate space for family activities, entertaining, or children’s activities in the kitchen, no separate bedroom for the parent, lack of freedom to make changes in the Interior of the dwelling, inadequate Indoor storage, hard—to clean materials on the floors and in the bathroom, bedrooms not large enough for needed furnishings, no assigned parking space, and lack of privacy for family members. Four of the 21 possible neighborhood deficits were significantly related to stress (p < .01). These included inadequate police surveillance, lack of social acceptance of the single-parent lifestyle, and neighborhoods which were not clean or were not pleasant and attractive looking.
Ph. D.

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Noqamza, Mtandiwesizwe Patriot. "Emotional experiences of adolescents from single-parent families." Thesis, University of Zululand, 2012. http://hdl.handle.net/10530/1275.

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Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (PhD) in Community Psychology at the University of Zululand, South Africa, 2012.
The aim of this study was to investigate the emotional experiences of adolescents from single-parent families; the primary aim being to determine whether adolescents display emotional experiences that differ from those of adolescents from both-parent families (intact families). Literature reveals that single parenting is strongly associated with an increased risk of negative social, behavioural and emotional outcomes ( Callister, Burks, & Suart 2006; Ge, Conger, & Eelder, 2005). A quasi-experimental design was adopted for this study. A sample of one hundred learners in grade 12 at one of the Bizana senior secondary schools was selected for this study. Their ages ranged from 16yrs to 18yrs. Sample selection was purposive. Of the 100 learners that were selected, half of them were from-single-parent families and the other half was from both-parent families. Each of these learners was asked to complete a questionnaire that would objectively assess them on six dimensions of psychological well-being. Ryff’s 18 item psychological well-being questionnaire was used. The six dimensions of psychological well-being, namely autonomy (a), personal growth (pg), environmental mastery (em), purpose in life (pl), positive relations with others (pr) and self-acceptance (sa).

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Griffin, Melody Marie Adler-Baeder Francesca M. "The beliefs about PVA harm survey testing the factor structure, validity, and relationship to use of parental verbal aggression and stress /." Auburn, Ala, 2008. http://hdl.handle.net/10415/1476.

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Cole, Janie M. "The effects of a rural parent education program on parenting stress, perceived social support, parental locus of control, and parental efficacy." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1559.

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Thesis (M.S.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains vii, 67 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 49-54).

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Ceballos, Peggy Bratton Sue. "School-based child parent relationship therapy (CPRT) with low income first generation immigrant Hispanic parents effects on child behavior and parent-child relationship stress /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6126.

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Carnes-Holt, Kara. "Child-Parent Relationship Therapy (CPRT) with Adoptive Families: Effects on Child Behavior, Parent-Child Relationship Stress, and Parental Empathy." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28403/.

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This randomized controlled study is a preliminary investigation on the effects of Child-Parent Relationship Therapy (CPRT) with 61 adoptive parents. The participants in this study identified themselves as the following: 54 European American, 3 Black American, 3 Hispanic/Latino, and 1 individual who chose not to indicate ethnicity. The study included 23 couples and 15 individual mothers. The CPRT is a structured, time limited approach that trains caregivers to be an active participant as a therapeutic change agent in their child's life. Results from a two (group) by two (measures) split plot ANOVA indicated that adoptive parents who participated in 10 weeks of CPRT reported statistically significant decreases in child behavior problems and parent child-relationship stress. Statistically significant increases in parent empathy were also reported by raters blinded to the study. CPRT demonstrated a medium to large treatment effect on reducing children's behavior problems and parent-child relationship stress. In addition, CPRT demonstrated a large treatment effect on increasing parental empathy. The results of the study provide preliminary support for CPRT as a responsive intervention for adoptive parents and their children.

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Murphy, Kelly Lyn. "Parental Stress and Parent-Child Relationships in Recently Divorced, Custodial Mothers." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4160.

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Divorce creates significant stress that can have an impact on parent-child relationship satisfaction. Past researchers have indicated that in times of high stress, parents may not be available for their children due to their personal issues. Attachment theory demonstrates the importance of the parent-child bond for the child as he or she matures, so this bond needs to be protected. The purpose of this quantitative, nonexperimental study was to examine the predictive relationship between parental stress as measured by the Parenting Stress Index, 4th Edition, Short Form (PSI-4-SF) and the parent-child relationship satisfaction as measured by the Parent-Child Relationship Inventory (PCRI) following a separation or divorce. A sample of 17 recently separated or divorced, custodial mothers who had at least one child between the ages 5-13 years were recruited through local schools and the Walden Participant Pool. They completed the PSI-4-SF, the PCRI, and a demographics questionnaire. A correlation analysis was conducted to analyze the relationship between parental stress and the level of parent-child relationship satisfaction, which was found to possess a significant negative relationship. Multiple regression analyses were then conducted, but neither child gender or child age influenced this relationship between parental stress and parent-child relationship satisfaction. However, mothers did report higher parent-child relationship satisfaction when their child was male. This study has a small sample size, so results do need to be approached with caution. This knowledge of which families may be most at risk for increased stress may promote positive social change by providing professionals insight into which families may be most in need to learn stress control and management to help protect the parent-child relationship.

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Lam, York-suen Eunis. "Perception of stress, and coping strategies among parents having children with emotional and behavioral problems /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2013115X.

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Ceballos, Peggy. "School-based child parent relationship therapy (CPRT) with low income first generation immigrant Hispanic parents: Effects on child behavior and parent-child relationship stress." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6126/.

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This quasi-experimental study examined the effects of child-parent relationship therapy (CPRT) with low income first generation immigrant Hispanic parents. Forty-eight parents were randomly assigned by school site to the experimental group (n=24) and to the no treatment control group (n=24). A two factor (Time x Group) repeated measures analysis of variance was performed to examine the effects of group membership (experimental, control) and time (pretest, posttest) on each of the six hypotheses. Dependent variables for the Spanish version of the Child Behavior Checklist (CBCL) included Externalizing Problems, Internalizing Problems, and Total Problems. Dependent variables for the Spanish version of the Parenting Stress Index (PSI) included Child Domain, Parent Domain, and Total Stress. Results indicated that from pre-test to post-test, parents who participated in the CPRT treatment group reported a statistically significant improvement on their children's behaviors at the alpha .025 level (Internalizing Problems p< .001; Externalizing Problems p< .001; Total Problems p<.001) when compared to children whose parents did not participate in CPRT. Partial eta squared (ηp2) further indicated that the effects of CPRT treatment on the experimental group compared to the control group from pre-test to post-test was large (ηp2 = .56; ηp2 = .59; and ηp2 = .68, respectively). Similarly, results indicated that from pre-test to post-test, parents who participated in the CPRT treatment group reported a statistically significant improvement on parent-child relationship stress at the alpha .025 level (Child Domain p< .001; Parent Domain p< .001; Total Stress p< .001) when compared to parents who did not participate in CPRT. Partial eta squared (ηp2) further indicated that the effects of CPRT treatment on the experimental group compared to the control group from pre-test to post-test was large (ηp2 = .39; ηp2 = .51; and ηp2 = .42, respectively).

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Sheely, Angela Bratton Sue. "School based Child Parent Relationship Therapy (CPRT) with low income Black American parents effects on children's behaviors and parent-child relationship stress, a pilot study." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6053.

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Latson, Sherry R. (Sherry Rose). "Effects of Adlerian Parent Education on Parents' Stress and Perception of Their Learning Disabled Child's Behavior." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331318/.

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This study examined the effects of an Adlerian-based parent education program on parental stress and perception of Learning Disabled (LD) childrens' behavior. Forty parents, randomly assigned to treatment or waiting-list control groups, took the Parental Stress Index (PSI) and the Adlerian Parental Assessment of Child Behavior Rating Scale (APACBS) as pre and post tests. Parents in the treatment group attended a six-session Active Parenting program. No significant differences were found on the analysis of covariance for perceived parental stress following the parent education program. Seventy percent of the parents in this study had total PSI scores in the range defined as high stress by the PSI author. All of the PSI Child Domain pretest z scores were elevated indicating that parents perceive their LD children to be demanding, moody, distractible, and unadaptable. LD children's behavior is perceived as unacceptable and does not positively reinforce parents. The elevated z scores on the PSI parent Domain pretest indicate that parents of LD children feel less competent as parents and experience less attachment to their children than do parents of normal children. No significant differences were found on the APACBS following treatment, but 80 percent of the parents in the treatment group did perceive some positive behavior change. A positive correlation was found between the PSI and the APACBS indicating that perceived parental stress and child behavior are related. Parents identified 67 perceived stresors of raising LD children on a questionnaire. The results of this study indicate that parents of LD children perceive themselves to experience greater parenting stress than parents of normal childrenn. This perceived parental stress was not reduced and perception of children's behavior was not improved after participation in the Active Parenting program. Therefore, parent education groups for parents of LD children may need to be smaller, provide more time to address the issues specific to raising an LD child, and include a stronger counseling emphasis in order to provide more emotional support for these highly stressed parents.

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Abbott, Donna Christine. "First-Time Parenthood: Attachment, Family Variables, Emotional Reactions, and Task Responsibilities as Predictors Of Stress." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331019/.

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The purpose of this study was to explore factors which are predictive of parenting stress for first-time parents. Based on attachment theory and empirical research, the factors investigated were the responsibility for child care and housework, the current and retrospective relationship with the family of origin, the change in emotions related to parenthood, the marital relationship, and attachment and individuation.

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Chee, Ming-mu Anthony. "Stress of parents with autistic children /." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13115698.

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Ley, Tiffany Andresen. "Child Parent Relationship Therapy: A Program Evaluation." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862821/.

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For the past 40 years, one southwestern US university counseling program has sponsored two mental health training clinics in which master's and doctoral level students have learned to provide child parent relationship therapy (CPRT) services to community parents. In their training, students learn about the positive effects of CPRT, particularly on parental stress. To date, however, no program evaluation has been conducted at these clinics focusing specifically on parental stress outcomes after the completion of CPRT or to determine the demographics and characteristics of parents who pursue CPRT. The purpose of this study was to conduct such an evaluation of archival data spanning 7 years. Participants were 129 parents (70% female, 30% male; 80% Caucasian, 35% Hispanic/ Latino, 6% African American, and 4% Asian; 62% married, 9% separated, 16% divorced). Results from a t-test indicated a statistically significant decrease in self-reported parental stress, with a moderate effect size. Multiple regression revealed that women and those who attended with a co-parent reported greater stress reduction. This study confirmed the benefit of CPRT, provided by counselors-in-training, on reducing parental stress and indicated clientele for which and conditions in which those benefits might be optimized.

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Paul, Caroline. "Psychological adjustment and health related quality of life in children who have been diagnosed with acute lymphoblastic leukaemia." Thesis, Open University, 2001. http://oro.open.ac.uk/58200/.

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Objectives: This study aimed to: a) investigate children's adjustment and Health Related Quality of Life (HRQL) in Acute Lymphoblastic Leukaemia (ALL) and b) identify factors associated with, and predicting, adjustment and HRQL in children with ALL. Wallander and Varni's (1992) model of child adjustment was used as a theoretical framework. Design: A cross-sectional, within-subjects, questionnaire survey design was used. Method: Forty-four parents and 28 children participated. Parents completed questionnaires assessing child's adjustment and HRQL. A parenting stress measure, to collect data on likely predictors, and a semi-structured interview was administered to parents. Children aged 5-12 years completed a questionnaire assessing HRQL. Results: ALL was associated with poor adjustment and poor HRQL. Demographic, treatment status, child and parent characteristics and life stress were associated with adjustment and/or HRQL. Child characteristics (i.e. distractability, hyperactivity, adaptability), gender and parent characteristics were significant predictors of adjustment. Number of siblings, parental isolation and treatment status significantly predicted child-rated HRQL, while child characteristics (Le. acceptability, mood, adaptability), treatment status, age at diagnosis and life stress predicted parent-rated HRQL. Conclusion: Results suggest child characteristics, parent characteristics and treatment status, in particular, are important predictors of adjustment and HRQL in ALL. The findings are discussed in relation to previous research, methodological weaknesses and the possible role of cross informant variance. Implications for clinical research, the development of theory and future research are outlined.

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Sheely, Angela. "School based child parent relationship therapy (CPRT) with low income Black American parents: Effects on children's behaviors and parent-child relationship stress, a pilot study." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6053/.

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This study examined the effectiveness of training low income Black American parents in child parent relationship therapy (CPRT). In response to the cultural values and challenges faced by low income Black American parents, the CPRT manual was adapted slightly for use with parents for this study. In this quasi-experimental design, 14 parents were assigned to the experimental group and 13 parents were assigned to the no treatment control group. Six hypotheses were analyzed. Different analyses were conducted based on the hypotheses. A two-factor repeated measures analysis of variance and analysis of covariance were conducted to determine if the CPRT treatment and the no treatment control group performed differently across time according to pretest and posttest results of the Child Behavior Checklist - Parent Version (CBCL) and the Parenting Stress Index (PSI). Additionally, partial η2 was calculated to determine practical significance. Five hypotheses were retained at the .025 level of significance. Findings indicated that parents who participated in the CPRT training reported a statistically significant decrease in parent-child relationship stress. Specifically, parents assigned to the experimental group demonstrated a statistically significant decrease in Child Domain (p < .001), Parent Domain (p < .001), and Total Stress (p < .001) of the PSI when compared to parents assigned to the no treatment control group. Similarly, results indicated that parents assigned to the experimental group reported statistically significant improvements in Total Problems (p < .01) and Externalizing Problems (p = .001) of the CBCL, when compared to parents assigned to the no treatment control group. No statistical significant results were found on Internalizing Problems.

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Cheatham, Kelly L. "The Impact of Family Resilience Factors and Parent Gender on Stress Among Parents of Children with Autism." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862763/.

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Parents of children with autism experience high degrees of stress. Research pertaining to the reduction of parental stress in families with a child with autism is needed. In this study, the relationship between family resilience, parent gender, and parental stress was examined. Seventy-one parents of young children with autism were surveyed. Regression and correlational analyses were performed. Results indicated that the vast majority of respondents reported significantly high levels of stress. Lower degrees of parental stress were correlated with higher degrees of family resilience. Family resiliency factors were significant contributors to the shared variance in parental stress. Mothers of children demonstrated higher levels of stress than fathers. Suggested explanations of these findings are presented and clinical and research implications are provided. The findings of this study provide evidence for the importance of facilitating family resilience for parents of children with autism and affirm differing stress levels between mothers and fathers.

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Gunderson, Theresa L. "The Use of Stress Management in Combination with Parent Training: An Intervention Study with Parents of Preschool Children." DigitalCommons@USU, 2004. https://digitalcommons.usu.edu/etd/6204.

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Many preschool children exhibit a number of problematic, acting-out behaviors. Parents of preschoolers exhibiting behavior problems often experience a great deal of stress associated with these problem behaviors. Consistently robust improvements have been found in the use of stress management for adult stress, pain, and medical wellbeing. Likewise, studies have shown parent training decreases the severity of child behavior problems. However, only a few studies have examined effects of parent training on both child behavior and parent stress. Some studies have found that parents who complete parent training also report lowered stress levels commensurate with improvement of child behavior. It is unclear, though, whether adding stress management would provide additional benefits to parents and their children. The purpose of this study was to look at effects of providing both parent training and stress management training to parents of preschoolers, and to look at the effects of providing treatment in a different order to two groups of parents. Parent volunteers completed seven weeks of parent training and four weeks of stress management training, with half of the parents receiving stress management first and half receiving parent training first. It was found that overall improvements in measures of parent stress and chi Id behavior were not significantly different between the two groups. Improvement in child behavior was attributed to parent training; improvement in parent stress was attributed to both parent training and stress management training, with larger improvements in parent-related stress generally attributed to stress management training and larger improvements in child-related stress attributed to parent training. However, child behavior temporarily worsened while parents received stress management training. Stress management did not enhance effects of parent training, but parents were better off on measures of stress and parenting efficacy after receiving both training components than they were after receiving only one treatment component. Parents felt more effective as parents after treatment and rated the overall treatment package highly; however, parents who received their prefened treatment first were slightly more satisfied than parents receiving prefened treatment second. Teachers reported general improvement in children whose parents received treatment and those whose parents did not receive treatment.

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Simon, Peggy. "A comprehensive review of the stress associated with parent-teacher conferences." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001simonp.pdf.

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McIntire, Donald H. "Determinants of parenting stress : child characteristics, parent characteristics, and contextual factors /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487687485809021.

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Isenwater, W. "Parent-child interaction and childhood post-traumatic stress : a prospective study." Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/1446615/.

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There is to date no comprehensive theoretical account of how PTSD develops in children. Theories of adult PTSD (e.g. Brewin, Dalgleish and Joseph, 1996, Ehlers and Clarke, 2000) exist yet their applicability to childhood PTSD is somewhat limited, as they fail to account for the developmental level of the child and the child's context (dependency on their parent/s). Previous research in the field has demonstrated the influential role of family risk factors. Further, parent-child interaction has been found to be influential in many other childhood mental health problems, though has not been studied in children who have experienced a trauma. The present study aims to investigate the influence of parent-child interaction on the development of PTSD using observational methods. The current sample of children presenting to A E following a traumatic event was observed completing two interaction tasks with their primary caregiver within four weeks of the event. The tasks consisted of a difficult anagram task and a discussion task about the trauma. Both interactions were analysed and coded for warmth/criticism and over-involvement. The discussion task was also analysed for parental avoidance, help in re-appraising the child's sense of threat, and parental management of fear. The parents and children were re-assessed at a 3-month follow up. Parental avoidance, poor management of fear and little help with reappraising threat were strongly associated with child PTSD symptoms at Time 1. Warm/critical and over-involved parenting behaviours were not significantly associated with child PTSD symptoms. None of the parenting behaviours significantly affected the rate of change of the child's symptoms, yet there was a trend between parental involvement in the discussion task and change in child PTSD symptoms over time.

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Ambrus, Victoria M. "Parent Stress Adaptation Among Caregivers of Youth with Autism Spectrum Disorder." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6769.

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This study was a nonexperimental correlational study that took a strengths-based approach and utilized family systems theories to examine parenting stress, as measured by the Parenting Stress Index-Short Form, and posttraumatic growth (PTG), as measured by the Posttraumatic Growth Inventory, and the relationship between the two constructs. The study was conducted with a national sample of 136 maternal caregivers of transition-age youth on the autism spectrum (ASD), ages 14 to 22 years, recruited through social media, flyers, and referrals. Participants were primarily biological mothers (83.9%), White (87.5%), and resided in the South (68.4%); the mean age of the adolescent with ASD was 17.16 years. Descriptive statistical findings showed that caregivers had normal levels of parenting stress and high levels of PTG. Results from one-sample t tests showed that the sample parenting stress mean score (M = 51) was similar to the population mean score of 50 while the sample PTG mean score (M = 56) was significantly higher than the population PTG mean score of 52.5. The third research question examined if parenting stress was significantly associated with PTG, controlling for pertinent covariates. Hierarchical multiple linear regression findings indicated that, after controlling for the place of residence, parenting stress was significantly associated with PTG: as parenting stress increased, PTG decreased. Parenting stress explained 7% of the variance in PTG, a small effect size. Findings from this study denote the positive aspects of parenting an adolescent with ASD. Results can inform the development of parent interventions aimed at reducing parenting stress and enhancing PTG.

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Donnelly, Reesa. "Adolescents' Stress and Health: Parental Influences and Cognitive Mediators." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2079.

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Research to date indicates that parental and cognitive variables play a role in stress responses and health outcomes. Although researchers are beginning to focus on developmental processes in stress/health outcomes, there is little research examining which parental behaviors are most predictive of stress/health and whether cognitive variables mediate this relationship. As a result, the current study examines the self-reports of 160 late adolescents regarding parental behaviors, cognitive variables, and stress/health outcomes. In addition, blood pressure reactivity to a stressful situation was collected as a physiological measure of stress. The results suggest that, among the parental behaviors that are examined, parental overprotection and poor monitoring are the most predictive variables of adolescents' stress/health. The results indicate that adolescents' cognitions also are significant predictors of their self-reported stress/health. Further, adolescents' cognitions fully mediate the relationship between paternal behaviors and stress/health outcomes and partially mediate the relationship between maternal behaviors and stress/health outcomes. Finally, measures of blood pressure reactivity are not significantly related to study variables or were related in unpredicted directions. Possible explanations for these results are discussed. Overall, future research should examine parental overprotection and poor monitoring as important distal variables in adolescents' stress/health but should examine adolescents' cognitions as a more salient and immediate predictor of adolescents' stress/health.
Ph.D.
Department of Psychology
Sciences
Psychology PhD

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31

Larussa, Thomas K. (Thomas Keith). "Anxiety, Locus of Control and Stress in Adoptive and Biological Parents of Adolescents." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278428/.

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32

Rycyna, Caroline C. "Factor Analyses of the Parenting Stress Survey Using a Clinical Sample and its Clinical Implications." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1354212948.

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Hughes, Susan Mary. "Coaching parents of children with ADHD: A Western Australian study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/2031.

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Parents of children with Attention Deficit/Hyperactivity Disorder (ADHD) often experience emotional and behavioural difficulties that contribute to stress and conflict in their family relationships. ADHD Parent Coaching is a promising intervention for these families; however, little is known about its effectiveness. This study explored the effects parent coaching had on parents of children with ADHD using descriptive case study methodology. A secondary purpose was to measure any reduction in stress and homework problems. A workshop offering solutions to homework-related issues was conducted over two consecutive weeks. Parents who attended (N=10) were offered parent coaching, and five parents were subsequently coached over a period of six to eleven weeks. Parents’ experiences of engaging with coaching were explored using thematic analysis of an interview conducted following the intervention (N=4). They also completed a Parent Stress Index (PSI) and Homework Problem Checklist (HPC) pre and post after intervention. Themes relating to mindfulness in parenting, changed parental cognitions, awareness of parenting styles, improved parent-child relationships, impacts on the wider family, and improved self-efficacy emerged from the interviews. The PSI results indicated significantly lower total parent stress scores following intervention while HPC scores were significantly improved. The results showed that parent coaching may produce positive outcomes, including reduced parental stress, increased self-efficacy and parent mindfulness.

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Constantakes, Arianna K. "Self-Compassion in Parents of Children with Autism Spectrum Disorders: A Mediation Study." Xavier University Psychology / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=xupsy1629806178154282.

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Ma, Phoenix S. "Children with Autism in Taiwan and the United States: Parental Stress, Parent-child Relationships, and the Reliability of a Child Development Inventory." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115114/.

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Autism is one of the fastest growing childhood disorders in the world, and the families that have children with autism experience frustration and stress due to many practical problems. with the increase in the prevalence of autism, it is urgent to raise awareness of autism and to provide services and support for children with autism and their parents to improve the parent-child relationship and moderate the parental stress. with regard to families with children diagnosed as autistic, the purposes of this study are to: (a) examine the group differences in parental stress and parent-child relationship between Taiwan and the United States based on racial and cultural differences; (b) identify factors, if any, that influence the parental stress and parent-children relationship; (c) investigate if there are differences in the results of child development when children are diagnosed with autism in these two countries; (d) establish the Battelle Development Inventory-II in Mandarin Chinese version for use of evaluation with development delays in Taiwan. Findings revealed that: (a) the Battelle Developmental Inventory, Second Edition (BDI-II), is highly reliable with a great value of internal consistency in the use with parents and children with autism in Taiwan; (b) there is no significant difference in child development and parent-child relationship based on geographic region (Taiwan and the United States); (c) parents of children with autism in the United States overall have a more positive parent-child relationship and parenting attitude than parents of children with autism in Taiwan; (d) Children with autism who have a positive relationship with their parents have a higher pass rate on the evaluation of child development; (e) fathers reported higher pass rate on BDI-II than mothers in one of the standard deviations of over BDI-II performance; (f) parent-child relationships are positively correlated with parental stress; (g) parents who received services and support from a government agency or school in Taiwan have significantly lower scores on the parent-child relationship inventory; (h) fathers of children with autism have higher stress level than mothers; (i) parents who received services and support from parent groups (such as PTA or parent association) and from a government agency or school feel less stress than parents that did not receive those supports in Taiwan.

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Kwok, Lai-sum Kitty, and 郭麗心. "The stress, social support, and psychological well-being of single-parent mothers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31978083.

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Kwok, Lai-sum Kitty. "The stress, social support, and psychological well-being of single-parent mothers." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19470162.

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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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Chee, Ming-mu Anthony, and 錢孟武. "Stress of parents with autistic children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31248883.

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Fanning, Jessica Lena. "Parent training for caregivers of typically developing, economically disadvantaged preschoolers : an initial study in enhancing language development, avoiding behavior problems, and regulating family stress /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404348681&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 238-249). Also available for download via the World Wide Web; free to University of Oregon users.

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Tang, Ho-kin, and 鄧可建. "Adolescents' experience of parental divorce: intra-personal and inter-personal stress, struggle and coping." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3197868X.

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Mednick, Lauren. "Stress, hope, and anxiety in parents of very young children with Type 1 diabetes." Full text available, 2005. http://images.lib.monash.edu.au/ts/theses/mednick.pdf.

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Wohlk, Hannah L. "A PARENT EDUCATION CURRICULUM FOR DECREASING STRESS IN FAMILIES RAISING A CHILD WITH AN AUTISM SPECTRUM DISORDER." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/578.

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Research has consistently shown that parents raising a child with autism spectrum disorders, or ASDs, have higher levels of stress than parents of typically-developing children or children with other disabilities. These parents’ higher levels of stress are attributed to a number of different factors, including early atypical development, getting the diagnosis, lack of awareness of resources, lack of support from their communities, unmet resource and schooling needs for their ASD child, financial strain, strain on the couple relationship, managing maladaptive behaviors, regulatory problems of the ASD child may experience, communication problems between ASD child and parent, parents’ perception of their own competency, ambiguity of the ASD child’s future, and the future of the family as a whole. The purpose of this project was to decrease parents’ levels of stress (while increasing their perception of competency and knowledge of autism) in a four-session course. Pre- and post- test data showed that participating parents decreased their stress level, increased their knowledge about autism, and felt more competent in raising their child. For future trainings, it would be important to encourage participation and retention of participants by offering an incentive. In addition, including more specific criteria for parents eligible for the program in order to target more families raising a child with an ASD.

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Brock, Jillian Leigh. "A Preliminary Evaluation of the Parent Resilience Program: A Program for the Parents of Shy and Anxious Preschool-Aged Children." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/342.

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The purpose of this study was to evaluate the effectiveness of a new anxiety prevention program, the Parent Resilience Program. The program is a cognitive-behavioral based prevention program designed to reduce the risk of anxiety in young children, specifically by reducing parent stress and teaching coping skills. The sample consisted of the parents and/or caregivers of 12 preschool-aged children. Parents attended eight weekly sessions of a psychologist-led intervention. Significant reductions were observed related to the impact of shyness on the child’s quality of life as well as parental anxiety and stress, both of which are risk factors for developing an anxiety disorder. In line with this, trends toward reduction were also seen in child anxiety symptoms and behavioral inhibition. These preliminary results suggest that the Parent Resilience Program may be effective at reducing the risk factors associated with the development of anxiety disorders.

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Krause, Allison Mary. "Daughters with a parent in a care facility, a stress and coping model." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0025/NQ38919.pdf.

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Nix, Meghan. "The Relationship between Parental Stress, Parent-child Interaction Quality, and Child Language Outcomes." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/iph_theses/279.

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Language skills developed in early childhood are important for literacy and communication in childhood as well as future adult literacy skills and health. Certain demographic characteristics and parent-child interaction skills have been identified through previous research as being influential in child language development. Parental stress has also been associated with child language outcomes. This study aims to explore whether parents’ interactive relational skills, measured by an observational method, are significantly related to children’s verbal outcome, while controlling for demographic variables and parental stress. Participants included mothers of children aged 4-6 who completed measures of parental interaction quality, parental stress, and demographic characteristics. Their children competed a language skill measure. Results indicated that even when controlling for demographic variables and parental stress, the relationship between parent-child interaction quality and child language outcomes remained significant. These findings suggest that increasing positive parent-child interaction skills may be beneficial for increasing children’s language skills.

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Der, Kinderen Susan. "Resilience in families in which a parent has been retrenched." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51898.

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Thesis (MA)--University of Stellenbosch, 2000.
ENGLISH ABSTRACT: Family Resilience is a relatively new construct describing how families recover after experiencing stress and adversity. Defined within the salutogenic paradigm, resilience implies the ability to bounce back after being "stretched" or challenged, as well as being able to rise above adversity and to survive stress. Using a cross-sectional, survey research design the present study aimed to further explore and explicate those resiliency factors which enable families to maintain established patterns of functioning when threatened by risk factors. It also aimed to examine those recovery factors which foster the families ability to bounce back from crisis and disruption. Teachers who had accepted the voluntary severance package from the South African Department of Education between 1996 and 1998 were approached to take part in this study on behalf of their family. Thirty participants completed a biographical questionnaire as well as the Family Index of Regenerativity and Adaptation (FIRA-G) which measures the major components of the Resiliency Model of Family Stress, Adjustment and Adaptation (McCubbin & Thompson, 1991). Results confirmed the relationship between family stressors, family strains and family distress, implying that if stressors and strains are not managed, they pile up, deplete resources and lead to family tension and stress (Lavee, McCubbin & Patterson, 1985; Lavee et al. 1987; McCubbin & Patterson, 1983). Results also highlighted the protective nature of good financial management, suggesting that there are measurable factors which act as crisis-meeting resources, diminish the negative impact and degree of the stressor and ultimately foster resilience and facilitate recovery. Finally, social support was highlighted as a resilience variable. Family schema (encompassing concepts of reframing and spiritual support) remains one of the crucial factors which contributes towards, firstly, the resistance of decay in the face of stressors, and secondly, which facilitates the recovery trajectory. It is maintained that this could be one of the most crucial factors for ongoing investigation in resiliency research.
AFRIKAANSE OPSOMMING: Gesinsveerkragtigheid ("resilience") is 'n relatiewe nuwe konstruk wat verwys na gesinne se vermoë om te herstel nadat hulle spanning en terugslae ervaar het. Dit word beskryf vanuit die salutogenese paradigma en word gedefinieer as gesinne se vermoë om terug te bons nadat hulle teenspoed ervaar het. 'n Dwarsnit navorsingsontwerp is gebruik om die twee aspekte van gesinsveerkragtigheid, naamlik weerstand en herstel, te ondersoek en te beskryf. Weerstandsfaktore verwys na dié faktore wat gesinne in staat stelom gevestigde patrone van funksionering, tydens bedreiging deur risiko-faktore, te handhaaf, terwyl herstel-faktore verwys na dié faktore wat gesinne se vermoë om terug te bons na 'n krisis, bevorder. Onderwysers wat tussen 1996 en 1998 die vrywillige uittredingspakket van die Departement van Onderwys aanvaar het, is genader om namens hul gesinne deel te neem aan hierdie ondersoek. Dertig deelnemers het 'n biografiese vraelys sowel as die "Family Index of Regenerativity and Adaptation" (FIRA-G) voltooi. Die FIRA-G vraelyste meet die hoofkomponente van die "Resiliency Model of Family Stress, Adjustment and Adaptation" (McCubbin & Thompson, 1991 ). Resultate het die verband tussen gesinstressors, gesinspanning en gesinsnood bevestig, met die implikasie dat indien 'n opeenhoping van stressors en spanning nie hanteer word nie, gesinshulpbronne uitgeput word en dat dit tot gesinspanning en stres kan lei. Die beskermende aard van goeie finansiële bestuur is bevestig. Sosiale ondersteuning is geïdentifiseer as 'n belangrike faktor in gesinsweerstand. Gesinskemas, wat herformulering en geestelike ondersteuning insluit, blyk 'n deurslaggewende gesinsveerkragtige faktor te wees en behoort in die toekoms verder ondersoek te word.

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BALTZER, TATIANA. "PARENT EXPECTANCIES OF SPEECH AND LANGUAGE THERAPY." University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1060884844.

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Gutierrez, Salome. "A Comparison of Two Parent Education Programs on the Reduction of Parent-Child Stress in Mother-Child Relationships of Hispanic Migrant Farmworkers." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/195946.

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The present study examined the efficacy of two parent training programs in reducing perceived parental stress in a sample of Spanish speaking migrant farmworkers of Hispanic origin. Sixty-eight Spanish-speaking mothers, referred for parenting classes because one of their children was experiencing behavioral or emotional difficulties, were randomly assigned to one of four treatment conditions: (1) 1-2-3 Magic, a behaviorally-based program; (2) Systematic Training for Effective Parenting (STEP), an Adlerian-based program; (3) attention-placebo condition; and, (4) wait-list control group. All treatment conditions were presented in Spanish, and offered at convenient times and locations for participants. Parental stress was measured with the Spanish version of the Parenting Stress Index-Short Form (PSI-SF), using the Total Stress Score, and the three subscale scores: Parental Distress Score, Parent-Child Dysfunctional Interaction Score, and Difficult Child Score. Assessments were completed at pretest, posttest, and at a three-month follow-up. A repeated-measures multivariate analysis of variance on the dependent measures revealed significant differences for groups across the three assessment periods. Subsequent analyses indicated that the behaviorally-based program produced significantly greater reductions on the Total Stress Score and Parental Distress Score at posttest and follow-up than the Adlerian program, the attention-placebo group, and the wait-list group. The behaviorally-based program was also more effective in reducing parent-child dysfunctional interaction than the attention-placebo group at posttest and follow-up, and the wait-list control group at follow-up, but not in comparison to the Adlerian program. These results lend support for behaviorally-based parent training in reducing perceived parental stress in this migrant farmworker population. To ensure treatment integrity, a parent trainer validity check was used in which expert parent educators rated randomly selected videotaped segments of each parent training session on five criteria. Statistical analysis of treatment validity revealed no significant differences in mean scores of expert raters across parenting groups, suggesting that the parent trainer behaved consistently on the criteria across all treatment conditions. The results are also discussed in relation to the literature on parent training. In addition, the limitations of the present study, as well as future directions for research are discussed.

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Wan, Wai-on Joseph. "Stress and coping of parents of schizophrenic patients." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/hkuto/record/B43893405.

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Dissertations / Theses on the topic 'Parent stress'

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