Relevant bibliographies by topics / Parental

Academic literature on the topic 'Parental'

Author: Grafiati
Published: 4 June 2021
Last updated: 21 February 2023

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Journal articles on the topic "Parental"

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Jaiswal, Sandeep Kumar. "Influence of Parent’s Education on Parental Academic Involvement." Journal of Advances and Scholarly Researches in Allied Education 15, no. 5 (July 1, 2018): 114–19. http://dx.doi.org/10.29070/15/57555.

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Uribe, Rodrigo, and Paulina Santos. "Las estrategias de mediación parental televisiva que usan los padres chilenos." Cuadernos.info, no. 23 (2008): 6–21. http://dx.doi.org/10.7764/cdi.23.93.

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Van Egeren, Laurie A. "Le rôle du père au sein du partenariat parental." Santé mentale au Québec 26, no. 1 (February 5, 2007): 134–59. http://dx.doi.org/10.7202/014515ar.

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Résumé Le rôle du père au sein du partenariat parental est examiné à partir d'une perspective systémique de l'évolution et de la famille. Une relation co-parentale s'établit lorsque deux personnes sont disponibles pour élever un enfant. Cette relation se développe dans le cadre de la relation d'attachement mère-enfant. L'entrée du père au sein de ce système a tendance à être déterminée par ses caractéristiques propres, qui fixent le fondement minimal de sa motivation à être parent, et par la propension maternelle de protection qui décourage ou facilite l'implication paternelle. Trois approches du partenariat parental sont présentées : les évaluations multidimensionnelles de la division du travail, l'alliance parentale et les interactions co-parentales. Les relations des pères au sein de sous-systèmes familiaux paraissent être moins différenciées que celles des mères ; le partenariat parental se trouve donc plus vulnérable à la satisfaction des pères quant à la famille et aux relations conjugales. L'engagement du père envers la famille et la capacité de la mère de lui accorder une certaine autonomie en tant que parent sont des facteurs critiques de la relation co-parentale.
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Lachanté, Carl, and Michel Daigneault. "Le programme harmonie: evaluation de l'impact d'un programme d'enrichissement familial sur des meres ayant un jeune enfant." Paidéia (Ribeirão Preto) 8, no. 14-15 (August 1998): 15–32. http://dx.doi.org/10.1590/s0103-863x1998000100003.

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La présente recherche vise à évaluer un programme d'enrichissement familial qui s'adresse à des familles ayant un enfant d'âge préscolaire. Ce programme, appelé HARMONIE, se présente sous la forme d'une activité intensive de fin de semaine dans une base de plein-air impliquant les parents et l'enfant. 11 vise trois objectifs: ( 1 )accroître le sentiment de compétence parentale; (2) diminuer le degré de stress parental et en particulier le stress associé à la perception de difficultés chez l'enfant-cible; (3) assurer un partage équitable de la responsabilité párentale entre les conjoints. L'échantillon est composé d'un groupe expérimental constitué de 17 mères ayant participé avec leur conjoint et leur enfant au programme Harmonie et d'un groupe contrôle de 18 mères. Les effets de l'intervention ont été examinés 3 mois après et 6 mois après le programme sur le plan du stress parental, du sentiment de compétence et du partage des responsabilités parentales. Les résultats indiquent que le progmmme Harmonie a un impact significatif sur la réduction du stress parental et l'augmentation du sentiment de compétence parentale.
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Rochabrun Hidalgo, Fanny Mercedes, Rosalicia Mercedes Uceda Florez, and Edwin Salas-Blas. "Estrés laboral y percepción de competencias parentales en padres que trabajan." Revista Investigación de Psicología, no. 26 (December 28, 2021): 51–67. http://dx.doi.org/10.53287/wzsy6920rr57j.

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Work stress is related to the perception of parental skills in working parents, it is a cross-sectional, associative study with correlational predictive design (Ato, López & Benavente, 2013), 177 parents participated (55.7% women), who worked at least 30 hours per week and who have children between 3 and 12 years old. The instruments used were the Inventory of the demands-control-support model (Rosario-Hernández & Rovira, 2016) and the Perceived Parental Competence Scale (Vera-Vásquez, Zaragoza-Tafur & Musayón-Oblitas, 2014). The results found show significant and positive correlations between the dimension of support with assumption of the role and shared leisure (.27). In the same way, the support dimension is positively related to school involvement (.28); as well as the dimension of control with assumption of the role and shared leisure (.22). A positive and moderate correlation was also found between work demands and hours worked (.34). It has been possible to compare the results with previous studies that reaffirm the idea that due to the amount of work commitments, the parents' stay at home is more difficult. In conclusion, people who perceive stress in their work will have a lower perception of parental competences, since they do not find a balance between the functions of both roles.
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Dos Reis e Silva, Ana Rita Ramalho, and Lisete Santos Mendes Mónico. "Stress parental em pais de crianças do 2º ciclo do Ensino Básico português." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 1, no. 1 (June 11, 2016): 241. http://dx.doi.org/10.17060/ijodaep.2015.n1.v1.109.

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A atenção e os cuidados parentais dados a um filho, conjugados com as exigências do dia-a-dia, podem causar ansiedades e stress. O presente estudo analisa o stress parental de pais de crianças que frequentam o 2º ciclo do Ensino Básico português em relação com algumas características sociodemográficas. A amostra é constituida por 50 encarregados de educação, pais de 50 crianças portuguesas que frequentam o 2º ciclo de um colégio do ensino público na região centro de Portugal. Foi aplicada a Escala de Stress Parental (Mixão, Leal, & Maroco, 2010) e um questionário sociodemográfico. Em geral, os resultados revelaram baixos níveis de stress parental. As preocupações parentais, a perceção de falta de controlo e a satisfação registaram valores abaixo do valor médio. A dimensão medos e angústias pontuou acima do valor médio. As mães evidenciaram maiores preocupações parentais. A idade cronológica e o estado civil não se mostraram relacionadas com o stress parental. Os pais com maiores rendimentos mensais revelaram menores níveis de preocupações parentais. As pontuações nas dimensões medos e angústias, preocupações parentais e satisfação mostraram-se semelhantes em pais de um ou de mais filhos. A autoperceção da falta de controlo foi maior em pais com um único filho. Palavras-chave: Stress parental; Stress; Preocupações parentais; Satisfação parental; Pais; Filhos.
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Zelkowitz, P., KJ Looper, SS Mustafa, M. Purden, and M. Baron. "Perceptions par des patients atteints d'arthrite inflammatoire débutante de leur incapacité parentale, de leur stress parental et du comportement de leurs enfants." Maladies chroniques et blessures au Canada 33, no. 2 (March 2013): 93–100. http://dx.doi.org/10.24095/hpcdp.33.2.04f.

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Introduction Dans cette étude, nous examinons l'association entre les effets caractéristiques de l'arthrite inflammatoire et les perceptions de patients atteints d'arthrite inflammatoire débutante à propos de leur santé mentale, de leur incapacité parentale, de leur stress parental et du comportement de leurs enfants. Méthodologie Le recrutement de patients dont l'arthrite inflammatoire était en phase initiale (survenue depuis plus de 6 semaines et moins de 18 mois) a été effectué à partir d'un registre de cas d'arthrite inflammatoire débutante fournissant des caractéristiques personnelles ainsi que des mesures de la douleur, du fonctionnement physique et de l'activité de la maladie. Les patients ont auto-évalué leur incapacité parentale, leur stress parental, leur tendance à la dépression et les problèmes de comportement de leurs enfants à l'aide, respectivement, de l'Indice d'incapacité parentale, de l'Indice de stress parental, du questionnaire Center for Epidemiologic Studies – Depression Mood Scale [Échelle d'évaluation de l'état dépressif et de l'humeur du Center for Epidemiologic Studies] et de la Child Behavior Checklist [Liste de contrôle du comportement des enfants]. Résultats La douleur, le dysfonctionnement physique, le nombre d'articulations douloureuses et l'évaluation médicale globale de l'activité de la maladie étaient associés à l'incapacité parentale. Les mesures autodéclarées de l'incapacité parentale étaient associées à celles de la dépression et du stress parental. Le stress parental était associé à la déclaration de problèmes de comportement d'intériorisation et d'extériorisation de l'enfant, tandis que l'incapacité parentale était associée à la déclaration de problèmes de comportement d'extériorisation de l'enfant. Conclusion Cette étude souligne la possibilité d'une relation réciproque entre les aspects physiques de l'activité de la maladie, l'incapacité parentale et la détresse du parent et de l'enfant chez les patients atteints d'arthrite inflammatoire débutante.
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Westneat, David F., and Paul W. Sherman. "Parentage and the evolution of parental behavior." Behavioral Ecology 4, no. 1 (1993): 66–77. http://dx.doi.org/10.1093/beheco/4.1.66.

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David, Miriam E. "Parental wishes versus parental choice." History of Education 24, no. 3 (September 1995): 267–76. http://dx.doi.org/10.1080/0046760950240306.

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Georgiou, Stelios N., and Anna Tourva. "Parental attributions and parental involvement." Social Psychology of Education 10, no. 4 (August 8, 2007): 473–82. http://dx.doi.org/10.1007/s11218-007-9029-8.

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Dissertations / Theses on the topic "Parental"

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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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Au, Kwok-wai, and 歐國偉. "Relationship between parental expectation, parental warmth and parent-child relationship of adolescents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31249620.

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Au, Kwok-wai. "Relationship between parental expectation, parental warmth and parent-child relationship of adolescents /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13991474.

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Shearer, Karen. "PARENTAL INVOLVEMENT: TEACHERS' AND PARENTS' VOICES." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4146.

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Parents have been involved in the education of their children since the early days of our nation. Their roles have evolved from teaching the basics of reading writing and arithmetic in Colonial times to overseeing the selection of teachers and designing the curriculum during the early 1800s to providing academic support in the home up through the present time. Although educators are generally viewed as professionals and in charge of their students' education, the importance of parental involvement is readily acknowledged. Confusing to both parents and educators is what constitutes parental involvement. The research revealed numerous definitions for the term, but none that were universally agreed upon. This lack of a clear delineation of roles has both parties struggling to make sense of their separate and joint responsibilities. Add to this confusion the complex issues surrounding linguistic and cultural diversity and both sides become mired in their differences rather than building upon their commonalities. Barriers to parental involvement can come from the family as well as the school. The purpose of this study was to examine those barriers from the perspective of educators as well as parents. A convenience sample was taken from the population of elementary schools in a Central Florida county. Parents of students from ethnic minorities were asked to complete a survey questionnaire regarding their experiences with the classroom teacher as well as involvement in their child's education. Elementary school teachers from the same county were given the opportunity to respond to an online survey questionnaire regarding their attitudes about cultural and language diversity and parental engagement at school and with learning. Five hundred and fifty parent surveys and one hundred sixty-six teacher surveys were completed. The data analysis will show which factors influence parent involvement and how similarly parents and teachers feel about parent involvement.
Ed.D.
Department of Teaching and Learning Principles
Education
Curriculum and Instruction
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Chukwu, Linda. "Parental Involvement in Education : Parental involvement in Education amongst Nigerians parents in Sweden." Thesis, Södertörns högskola, Pedagogik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-38751.

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Parental involvement is the foundation of every child‟s progress in school. Those whose parents are fully involved in their education tend to do better academically than those whose parents are not. This qualitative study explores the parent‟s perception of their involvement in education of their children. The method employed was a semi-structured interview and the participants were 12 Nigerian parents who had children within the age range of 6-13 in three schools in Stockholm, Sweden. The findings from this study indicate that parents acknowledge the importance of parental involvement in education while at the same time acknowledging the challenges experienced in participating fully in the education of their children.
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Good, Lauren. "Parental illness representations in pathological demand avoidance syndrome : parental coping, parenting stress, parental wellbeing and the child-parent relationship." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6997/.

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Volume 1, the research component, includes a literature review examining the efficacy of interventions for parents of children with autism spectrum disorder (ASD) in relation to parent outcomes; an empirical paper, which presents findings of a quantitative study exploring parental illness perceptions, coping, wellbeing, parenting stress and parent perceptions of the child-parent relationship in parents of a child with pathological demand avoidance syndrome (PDA) and a public dissemination document. Volume 2, the clinical component, includes: a report detailing two psychological formulations; one from a cognitive behavioural perspective and one from a systemic perspective, for a 20 year old gentleman who was experiencing anxiety and depression, following removal of part of his bowel; a service evaluation report detailing an investigation of the extent to which a local respiratory service was addressing the psychological needs of COPD patients; a single case experimental design presenting an evaluation of a behavioural intervention for a 25 year old woman with a moderate learning disability, who presented with skin picking behaviours; a case study of a fourteen year old girl, who was under investigation for Crohn's disease and experienced anxiety and an abstract, reflecting on providing consultation within a looked after and adopted child's psychology service.
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Perier, Sarah. "Difficultés et ressources parentales face au handicap de l'enfant Parents d’un enfant en situation de handicap : quelles difficultés, quels besoins ? Être parent d’un adolescent ou adulte présentant un handicap : quelles difficultés ? Détresse des parents d’adultes avec troubles psychiques : différents profils selon la participation à des groupes de parole." Thesis, Toulouse 2, 2019. http://dante.univ-tlse2.fr/id/eprint/9151.

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Avoir un enfant en situation de handicap confronte le parent à des difficultés multiples. Ce travail de thèse porte sur les thématiques psychopathologiques (détresse parentale et burnout parental) ainsi que les ressources personnelles de parents d’enfants ayant un trouble ou un handicap. L’étude 1 a pour objectif de comprendre, à travers une approche quantitative et qualitative, les difficultés rencontrées dans la vie quotidienne et dans les moments initialement dédiés au repos. La chronicité des difficultés, même lorsque l'enfant en situation de handicap est adulte, et les tâches chronophages ont des conséquences sur la vie personnelle parentale. Des souhaits d’aide sont exprimés pouvant soulager la charge quotidienne. L’étude 2 porte sur une analyse qualitative du vécu des parents d’adolescents et d’adultes en situation de handicap. Les analyses de 14 entretiens permettent de dégager des changements (difficultés et ressources) au sein de différents domaines. Les résultats montrent que les parents maintiennent leur rôle parental malgré la fatigue générée et relatent des inquiétudes vis-à-vis l’avenir de leur enfant. L’étude 3 permet de montrer trois profils de parents d’adultes atteints de troubles psychiques en fonction de leur niveau de détresse parentale et leur participation à des groupes de parole. Les profils se distinguaient au niveau du sentiment de solitude, de l’optimisme et de l’acceptation inconditionnelle de soi. Le type d’accompagnement des parents dépendrait de leur niveau de détresse. L’étude 4 a pour objectif d’étudier les différents aspects liés à l’organisation des tâches familiales et de prise en charge de l’enfant en lien avec le burnout parental. Parmi les 386 mères d’enfants ayant un trouble, 30% sont épuisées et présentent plus de difficultés personnelles et liées à l’organisation des tâches familiales que les mères non épuisées
Having a child with a disability confronts the parent with multiple difficulties. This thesis focuses on the psychopathological topics (parental distress and burnout) as well as the personal resources of parents of children with a disorder or handicap. Study 1 aims to understand, thanks to quantitative and qualitative approaches, the difficulties encountered in everyday life and in the moments initially dedicated to rest. Even when the child with a disability is an adult, the chronicity of difficulties and the time-consuming tasks have consequences on the personal life of the parent. The wishes for support are expressed (eg. home help) that can relieve the daily load. Study 2 focuses on a qualitative analysis of the experiences of parents of adolescents and adults with disabilities. Analyze of 14 interviews make it possible to identify changes (difficulties and resources) within different areas. The particularity of this study shows that parents maintain their parenting role despite the fatigue generated. Furthermore, they report concerns about the future of their child. Study 3 shows three clusters of parents of adults with mental disorders based on their level of parental distress and their participation in support groups. The clusters differed in the sense of loneliness, optimism and unconditional self-acceptance. The type of parental support would depend on their level of distress. Study 4 aims to study the various aspects related to the organization of family tasks and care of the child in connection with parental burnout. Of the 386 mothers of children with a disorder, 30% are exhausted and have more personal and family-related tasks than non-exhausted mothers
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Vassiliou, Despina. "Parental alienation syndrome : the lost parents' perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0002/MQ43970.pdf.

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Patton, Sebrina Rochell. "Parents' and Teachers' Perceptions of Parental Involvement." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7419.

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Lack of parental involvement is an issue in the educational system because parents and teachers do not understand each other's views. Research has shown that when parents and teachers provide students with support, student achievement increases. The problem of teachers' and parents' lack of common understanding of parental involvement was addressed in this study. Epstein's model of parental involvement and the theory of planned behavior served as the theoretical framework of this qualitative, exploratory, phenomenological study to explore the perceptions of 5 teachers and 10 parents who were purposefully sampled. The research questions were focused on parents' and teachers' perceptions on parental involvement in supporting students' achievement. Data were analyzed using of Moustakas's steps for phenomenological model. Trustworthiness was ensured through peer review, member checking, and descriptive research notes. Findings from the data collected from face-to-face interviews identified 3 themes: parenting and learning at home, volunteering and decision making, and communicating and collaborating with the community. The 3 themes overlapped with components of Epstein's model of parental involvement and were evident in the participants' answers to the interview questions. The resulting project was a white paper designed to educate the community about problems with parental involvement, provide solutions to the issue, and help parents and teachers to work collaboratively to improve student achievement. The project contributes to social change through formative feedback for the major stakeholders regarding ways to promote efficient and effective practices for both parents and teachers to promote student learning.
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Herrell, Penelope Odum. "Parental Involvement: Parent Perceptions and Teacher Perceptions." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1248.

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The purpose of this study was to examine the perceptions of parents and teachers regarding effective parental involvement with elementary students based on Epstein et al.'s (2009) 6 typologies of parental involvement. The population consisted of 77 teachers in a particular east Tennessee school district and the parents of 889 students enrolled in kindergarten through 6th grade. Parents and teachers were asked to indicate the effectiveness of 4 activities within each of the 6 parental involvement categories: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. Parents and teachers were asked to rank each activity numerically with 1 indicating not effective and 5 indicating highly effective. A ranking of 2, 3, or 4 indicated an activity between not effective and highly effective. In a separate section, parents and teachers were asked to rank the 5 most important activities from a list of specific parental involvement activities. Findings indicated that parents and teachers in this study have some similar views and some differing views regarding effective parental involvement. Parents and teachers in this study shared similar perspectives by ranking the top 5 specific parental involvement activities from a list of 10 specific activities. Parents and teachers used a Likert scale to indicate the effectiveness of activities from Epstein et al.'s (2009) 6 typologies: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. The t-test indicated significant differences in the perceptions of parents and teachers regarding effective parental involvement in 5 of the 6 typologies. ANOVA and post hoc analysis revealed significant differences among the parent population based on age, education level, gender, and race. No significant differences were identified among the teacher population based on the 4 demographic areas examined: age, education level, teaching experience, and gender. This study revealed that parents and teachers surveyed had some similar perceptions and some differing perceptions regarding effective parental involvement, but both groups identified communicating as the most important typology from Epstein et al.'s (2009) 6 major types of involvement.
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Books on the topic "Parental"

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Bacon, William. Parental influences. Chester, NY: Anza Classics Library, 2004.

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Office, Home. Parental responsibility. London: Home Office, 1989.

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Board, Guernsey States Children. Parental responsibility. Guernsey: States of Guernsey, 2003.

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Union, Communication Workers. Parental rights. London: CWU, 2002.

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Howells, Jan. Parental control. London: Dorling Kindersley, 2000.

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Parental divorce. Austin, Tex: Raintree Steck-Vaughn, 1995.

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Jack, Demick, Bursik Krisanne, and DiBiase Rosemarie, eds. Parental development. Hillsdale, N.J: L. Erlbaum, 1993.

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W, Sluckin, and Herbert Martin, eds. Parental behaviour. Oxford, OX, UK: Basil Blackwell, 1986.

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Nuzum, Eric. Parental Advisory. New York: HarperCollins, 2009.

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Parental unemployment. Austin, Texas: Raintree Steck-Vaughn, 1994.

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Book chapters on the topic "Parental"

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Reid, Ken. "Parents and parental-condoned absenteeism." In Truancy, 146–62. London: Routledge, 2004. http://dx.doi.org/10.4324/9780203018019-9.

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McCartan, Denise. "The alienating parent." In Parental Alienation, 47–61. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003156147-5.

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McCartan, Denise. "What other psychological interventions may be helpful in parental alienation?" In Parental Alienation, 140–58. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003156147-11.

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McCartan, Denise. "Fallacies, hybrid cases and justifiable estrangement." In Parental Alienation, 38–46. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003156147-4.

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McCartan, Denise. "The alienated child." In Parental Alienation, 75–90. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003156147-7.

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McCartan, Denise. "The assessment." In Parental Alienation, 113–26. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003156147-9.

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McCartan, Denise. "Typical cases and insights from clinical experience." In Parental Alienation, 91–112. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003156147-8.

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McCartan, Denise. "Existing approaches to intervention." In Parental Alienation, 127–39. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003156147-10.

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McCartan, Denise. "Mild, moderate and severe parental alienation." In Parental Alienation, 27–37. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003156147-3.

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McCartan, Denise. "What did we learn?" In Parental Alienation, 159–64. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003156147-12.

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Conference papers on the topic "Parental"

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Sitoiu, Andreea. "Parental Education and the Need to Train Parents in 21st Century." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/32.

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The challenges of the 21st century impose on today's parent the need to take part in a new type of education, namely, parental education. This type of education takes into account the discipline of the parent, by providing relevant information on: the characteristics of children according to their age, parental typologies with the advantages and disadvantages of each, parenting strategies that ensure streamlining the parent-child relationship, as well as the obstacles encountered in the process of raising and educating the child. The multitude of information stated above, arouses the interest for training parents in the field of parenting, but also the need to implement training programs with a central theme, parental education. Following the application of a focus group interview, which was attended by eight parents whose children are part of primary school, it was found that they are aware of the shortcomings they have, but also of the mistakes they make as parents, concluding that a training program in the field of parental education would be a real guide for parenting. In agreement with the current society, a technological society, it is necessary to design and implement a training program that aims, on the one hand: issues related to parenting, on the other hand, issues related to technological resources, establishing the following objectives: to make some correspondences between the particularities of the children and the parental practices, in the technological era; streamlining the parent-child relationship in the digital age; openness to the use of digital tools; providing the necessary resources for an optimal adaptation of the parent to the digital age.
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Tang, Xiangyun, Gaofei Li, and Xiaochun Xie. "The Emotional and Behavioral Impact of Parental Phubbing." In 8th International Conference on Human Interaction and Emerging Technologies. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002758.

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The term “phubbing” is a portmanteau word of “phone” and “snubbing” used to describe the phenomenon, in which an individual focuses on their smartphone during face-to-face communication instead of paying attention to others (Chotpitayasunondh & Douglas, 2016; Karadag et al., 2016). The term “phubber” refers to the person who snubs their conversational partner, while the term “phubbee” describes the person who is phubbed during social interaction. A growing body of research investigated the role of parental phone distraction on their child’s development and parent-child interactions. The term “parental phubbing” is defined as a parent’s undesired mobile phone usage during a parent-child interaction (Xie et al, 2019). Converging evidence demonstrates that parental phubbing hampers the quality of parent-child relational interaction (Xie & Xie, 2020) and adversely associates with children’s mental health (Chotpitayasunondh & Douglas, 2016; Xie et al., 2020) and behavior (Fu et al., 2020; McDaniel& Radesky, 2018; Xie & Xie, 2020). Although these previous studies verified the adverse effects of parental phubbing on a child’s emotional and behavioral outcomes, some limitations exist in these studies. For example, the definition of parental phubbing is problematic, certain geographical areas are overrepresented (e.g., Chinese adolescents), and there are a general lack of causal conclusions, etc. These limitations require further clarification: Whether those effects are strong enough to evoke changes in their child? How much of the adolescent negative behavioral and emotional outcome can be ascribed to parental phubbing? How consistent are the effects across studies and different populations? In which conditions do these observed effects change? To address these questions, this paper will: 1) provide a narrative review of the extant research on parental phubbing, including a look into adolescent child’s associated behavioral and emotional outcomes; 2) examine how parental phubbing is measured and critique the approaches of previous researchers;3) assess the major findings and note areas where findings conflict and gaps remain, thereby allowing us to provide future researchers with directions where additional attention is needed; The central purpose in this paper is to critically review how strong these empirically verified findings are. My paper will consist three sections. Section (1) will provide brief introduction of parental phubbing and the scope of this review. Section (2) will critically review parental phubbing and child’s outcome, including current definition, parental phubbing instruments, applied research method and theory. I will suggest important questions or issues for investigators to consider.
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Plisková, Barbora. "ELDERLY FOSTER PARENTS AND PARENTAL SCHOOL INVOLVEMENT." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2926.

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Erdmanis, Rihards. "Legal Aspects of Parental Responsibility in the Education of a Child." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.14.

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In the Latvian education system, the legal relationship between parents and the school is important. The child’s parents are obliged to take the child to school. It means that the State implements an education policy in line with both the findings based on educational science and that the child’s right to education is ensured at least at the basic school level. In Latvia, education law as a branch of law is an underdeveloped field. The legal relationship between children’s parents and the educational institution has been little studied from the legal science perspective. Thus, in this study, the author analyzes the role of the institute of parental responsibility in the field of education, using the methods of interpretation of general science and law – historical, grammatical and teleological methods. It is found that the special legal regulation of Latvia determines specific parental responsibilities and rights in providing education for their child. Teachers do not become substitutes for the child’s parents, but have a duty to do so as responsible and caring parent would do to their children. Parental authority does not end when the child enters the school premises, but it is limited to the extent that the educational institution fulfills its responsibilities by ensuring an educational process in accordance with the child’s interests and human rights.
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Tasevska, Ivana. "VALUE OF PARENTAL MODEL FOR PARENTS AND SOCIETY." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b12/s2.151.

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Nielsen, Morten Telling, and Niels Bhors Alle. "Parental inheritance." In Companion to the 20th annual ACM SIGPLAN conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1094855.1094874.

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Gurba, Ewa, Krzysztof Gurba, Grzegorz Godawa, and Paulina Rzewucka. "PARENTAL ATTITUDES AS THE PREDICTOR OF PARENTS-ADOLESCENTS RELATIONSHIP." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0887.

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Shcherbakova, Anna Mikhailovna, and Evgeniia Andreevna Vasil'kova. "Features of Inclusion Parents and Children with Autism Disorders in Productive Cooperative Activities." In International Research-to-practice conference. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-98245.

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The article reveals the problem of including a parent and a child with autism spectrum disorder in cooperative activities using the example of two families participating in the research. The theoretical foundations of this problem and the practical results obtained at the first stage of the study by questioning parents, and also by observing the cooperative productive activities of the child and the parent during the drawing lessons. The question of the importance of parental involvement in the child's rehabilitation process is considered.
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Collier, Megan. "Measuring Parental Engagement." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1573050.

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Oxendale, Gloria, and Patricia Burrell. "PARENTAL IMMUNIZATION REFUSAL." In XIV Safety, Health and Environment World Congress. Science and Education Research Council (COPEC), 2014. http://dx.doi.org/10.14684/shewc.14.2014.16-22.

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Reports on the topic "Parental"

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Guryan, Jonathan, Erik Hurst, and Melissa Schettini Kearney. Parental Education and Parental Time With Children. Cambridge, MA: National Bureau of Economic Research, May 2008. http://dx.doi.org/10.3386/w13993.

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Barrera-Osorio, Felipe, Paul Gertler, Nozomi Nakajima, and Harry A. Patrinos. Promoting Parental Involvement in Schools: Evidence from Two Randomized Experiments. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/060.

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Parental involvement programs aim to strengthen school-home relations with the goal of improving children’s educational outcomes. We examine the effects of a parental involvement program in Mexico, which provides parent associations with grants and information. We separately estimate the effect of the grants from the effect of the information using data from two randomized controlled trials conducted by the government during the rollout of the program. Grants to parent associations did not improve educational outcomes. Information to parent associations reduced disciplinary actions in schools, mainly by increasing parental involvement in schools and changing parenting behavior at home. The divergent results from grants and information are partly explained by significant changes in perceptions of trust between parents and teachers. Our results suggest that parental involvement interventions may not achieve their intended goal if institutional rules are unclear about the expectations of parents and teachers as parents increase their involvement in schools.
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Han, Wen-Jui, Christopher Ruhm, and Jane Waldfogel. Parental Leave Policies and Parents' Employment and Leave-Taking. Cambridge, MA: National Bureau of Economic Research, December 2007. http://dx.doi.org/10.3386/w13697.

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Huang, Fali, Ginger Zhe Jin, and Lixin Colin Xu. Love, Money, and Parental Goods: Does Parental Matchmaking Matter? Cambridge, MA: National Bureau of Economic Research, September 2016. http://dx.doi.org/10.3386/w22586.

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Hao, Lingxin, V. Joseph Hotz, and Ginger Zhe Jin. Games Daughters and Parents Play: Teenage Childbearing, Parental Reputation, and Strategic Transfers. Cambridge, MA: National Bureau of Economic Research, April 2000. http://dx.doi.org/10.3386/w7670.

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Hao, Lingxin, V. Joseph Hotz, and Ginger Jin. Games Parents and Adolescents Play: Risky Behaviors, Parental Reputation, and Strategic Transfers. Cambridge, MA: National Bureau of Economic Research, December 2005. http://dx.doi.org/10.3386/w11872.

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Ruhm, Christopher. Parental Leave and Child Health. Cambridge, MA: National Bureau of Economic Research, May 1998. http://dx.doi.org/10.3386/w6554.

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Charles, Kerwin Kofi, Erik Hurst, and Alexandra Killewald. Marital Sorting and Parental Wealth. Cambridge, MA: National Bureau of Economic Research, January 2011. http://dx.doi.org/10.3386/w16748.

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Steidel, Yaeko. Rapists and Their Parental Relationships. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1241.

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David, Patty. Parental Relationships: Then and Now. AARP Research, January 2013. http://dx.doi.org/10.26419/res.00065.002.

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