Relevant bibliographies by topics / Parenting skills

Academic literature on the topic 'Parenting skills'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Parenting skills"

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Arnold, Clare. "Parenting skills." Learning Disability Practice 6, no. 3 (April 2003): 10–14. http://dx.doi.org/10.7748/ldp2003.04.6.3.10.c7659.

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Freeman, Paul B. "“Parenting” skills." Optometry - Journal of the American Optometric Association 76, no. 1 (January 2005): 5–6. http://dx.doi.org/10.1016/s1529-1839(05)70241-4.

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Ferguson, C. J., and H. G. Schneider. "Test of Parenting Skills." Psychological Reports 85, no. 2 (October 1999): 583–88. http://dx.doi.org/10.2466/pr0.1999.85.2.583.

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An item pool was developed to assess basic parenting skills in the areas of attachment, emotional capacity, judgment, knowledge of child development, and safety. Initially, 200 items were generated and completed by a sample of 15 parents. Item scores correlated with scores on a social desirability scale or having low variance were edited or eliminated. A sample of 56 parents completed the revised scale, a social desirability scale, and the Adult-Adolescent Parenting Inventory. The reliabilities of the final subscales of the Test of Parenting Skills were modest, ranging from .56 to .77. Scores on the subscales were also correlated with those subscales from the Adult-Adolescent Parenting Inventory. With the exception of the Judgment scores being correlated with the use of harsh discipline, the significant correlations suggested concurrent validity. The individual subscales require additional refinement to achieve adequate internal consistency, but they have potential for measuring competency in core parenting skills.
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FERGUSON, C. J. "TEST OF PARENTING SKILLS." Psychological Reports 85, no. 6 (1999): 583. http://dx.doi.org/10.2466/pr0.85.6.583-588.

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Lowry, Mark A., and Thomas L. Whitman. "Generalization of Parenting Skills:." Child & Family Behavior Therapy 11, no. 1 (April 27, 1989): 45–65. http://dx.doi.org/10.1300/j019v11n01_04.

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Goold, Michael. "Learning new parenting skills." Long Range Planning 27, no. 4 (August 1994): 138–40. http://dx.doi.org/10.1016/0024-6301(94)90064-7.

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Zhong, Jingdong, Yang He, Yuting Chen, and Renfu Luo. "Relationships between Parenting Skills and Early Childhood Development in Rural Households in Western China." International Journal of Environmental Research and Public Health 17, no. 5 (February 26, 2020): 1506. http://dx.doi.org/10.3390/ijerph17051506.

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This paper empirically investigates the relationships between caregivers’ parenting skills and early cognitive, language, motor, and social-emotional development of children aged 6–24 months. The study is based on data from a survey conducted in 100 villages in a typical poor rural area in western China. A total of 1715 households were enrolled in the study. In the study, Parent and Family Adjustment Scales (PAFAS), Bayley Scales of Infant Development version III (BSID-III), and a socioeconomic questionnaire were used to measure caregiver’s parenting skills, child’s development outcomes, and socioeconomic characteristics in sample households, respectively. Multivariate regression was used to estimate the relationship between a caregiver’s parenting skills and the child’s development outcomes. The results show that, first, parenting skills are positively and significantly associated with children’s cognitive, language, motor, and social-emotional development, and the link between parenting skills and social-emotional development is the strongest; second, the correlation between parenting skills and development outcomes varies across socioeconomic characteristics and parenting skill dimensions. The results provide evidence for the relationship between parenting skills and early childhood development in rural households in western China. Our findings also suggest that interventions aimed at improving caregivers’ parenting skills during the early stages are necessary for human capital development in rural China.
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Hossain, Sarder Mahmud, Sazia Huq, Biswas Adhikari, Sumaiya Zabin Eusuf Zai, and Syed Mohammad Tanjilul Haque. "Parenting skills affect child behaviors in a selected area of Nepal." South East Asia Journal of Public Health 5, no. 1 (September 13, 2015): 44–48. http://dx.doi.org/10.3329/seajph.v5i1.24851.

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Acting out, or misbehavior, is often associated with ineffective parenting. It negatively affects children across socio-economic backgrounds. While ineffective parenting might not solely be the blame for negative behaviors in children, parenting contributes significantly to children's behavioral outcomes. Till now there is lack of data regarding child behavior affected by parenting skill in Nepal. The aim of the study was to assess the effects of parenting skill on children behavior. In this descriptive type of cross-sectional study 369 respondents were selected by purposive sampling in some selected areas of Nepal. The mean age of the respondents was 36.14±6.69 years with 92.7% female and of them 92.1% were married. Out of 184 respondents, 45.1% gave proper childcare/love/sufficient time to children. Among the respondents 68% had spent quality time with their children very frequently. Statistically an association was found between parenting skill (quality time with children) and different behavior of children. Rearing children always needs good parenting skills which help to change the future of the nation by pro-ducing skilled, well behaved, intelligent citizens in the days to come. As such awareness about parenting skill should be made generalized and easily accessible to all eligible couples in the country.South East Asia Journal of Public Health Vol.5(1) 2015: 44-48
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Gilkes, Liz, and Ivana Klimes. "Parenting Skills for Adoptive Parents." Adoption & Fostering 27, no. 1 (April 2003): 19–25. http://dx.doi.org/10.1177/030857590302700104.

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At the suggestion of service users, Oxfordshire Social Services recently commissioned an experimental ‘parenting course’ for their newly approved adopters. Facilitators Liz Gilkes and Ivana Klimes discuss this project, which was run for Oxfordshire Adopters by the Family Nurturing Network, an organisation now well established in Oxfordshire. The course offered a programme for parents to learn how to best support their children's development and learning, how to manage difficult behaviour and foster self-esteem, and how to care for their own needs. It was evaluated by means of a questionnaire completed by all participants. The results were so overwhelmingly positive that Oxfordshire Social Services now plan to offer these courses as a rolling programme to all their new adopters.
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Ayre, Julie, Daniel S. J. Costa, Kirsten J. McCaffery, Don Nutbeam, and Danielle Marie Muscat. "Validation of an Australian parenting health literacy skills instrument: The parenting plus skills index." Patient Education and Counseling 103, no. 6 (June 2020): 1245–51. http://dx.doi.org/10.1016/j.pec.2020.01.012.

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Dissertations / Theses on the topic "Parenting skills"

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Mdidimba, Ncumisa. "Parents’ views regarding the implementation of knowledge and skills acquired in parenting skills training." University of Western Cape, 2020. http://hdl.handle.net/11394/7693.

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Magister Artium (Social Work) - MA(SW)
Prevention and early-intervention programmes that promote and assist parents in acquiring the skills and knowledge required to parent children effectively, with or without behavioural issues are a crucial to childcare. The Children’s Act, Act 38 of 2005, as well as the South African Constitution declare that the needs of a child are important; therefore, when the parents are equipped with adequate knowledge and skills, prevention of a family breakdown could be achieved. This current research study, therefore, involves an exploration of the experiences of parents, who had participated in parental intervention strategies, in the form of positive parenting skills training.
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Williams, Margiad Elen. "Evaluation of the Enhancing Parenting Skills 2014 programme." Thesis, Bangor University, 2017. https://research.bangor.ac.uk/portal/en/theses/evaluation-of-the-enhancing-parenting-skills-2014-programme(a2e98a4c-1b2a-4927-a944-f7599d625b70).html.

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Rates of child behaviour problems are increasing both in the UK and globally. Numerous risk factors for the development of child behaviour problems have been identified but a key risk factor is dysfunctional parenting practices. Parenting programmes are the most effective treatment for child behaviour problems, however barriers to treatment prevent some families, particularly disadvantaged families, from accessing programmes delivered in a group format. Individually delivered programmes eliminate some of the barriers associated with group-based programmes and may be more accessible and therefore appropriate for disadvantaged families (Chapter 1). The Enhancing Parenting Skills (EPaS) 2014 programme is an individually delivered behavioural parenting intervention for parents of young children with behaviour problems. This thesis reports on the first rigorous evaluation of the EPaS 2014 programme. Chapter two gives an overview of the origins and background of the EPaS 2014 programme followed by the first study, a systematic review of the evidence for individually delivered parenting intervention for parents of young children displaying behaviour problems (Chapter 3). Chapter four is the published protocol for the main evaluation study providing details of the methodology. Chapter five describes the baseline characteristics of a sample of families recruited for the main study. Children had high levels of co-occurring hyperactivity symptoms and parents were generally low educated, unemployed, living in poverty and had high levels of depressive symptoms. The next two chapters report the findings of the evaluation study. The EPaS 2014 programme was effective in reducing levels of child behaviour problems, especially for families who completed the intervention (Chapter 6) and feedback from health visitors was positive with all reporting they would continue to use the methods taught (Chapter 7). The final chapter of the thesis provides a summary of the research findings and discusses their implications, limitations, and future directions (Chapter 8).
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Nichols, Linda Adams. "Single and Married Mothers: A Comparison of Parenting Stress, Parenting Skills, and Self-Esteem." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332035/.

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This study compared divorced custodial mothers and mothers married to the biological fathers of their children on parenting stress, parenting skills, and self-esteem. The relationship between parenting stress, parenting skills, self-esteem, marital status, and life satisfaction was also examined. A total of 63 subjects, including 31 married mothers and 32 single mothers, was administered the Parenting Stress Index, the Parenting Skills Inventory, and the Tennessee Self-Concept Scale. Subjects also completed a Demographic Data Sheet that included a Likert-type scale designed by the researcher to measure current life satisfaction. All subjects either attended church or lived in a geographic area of North Central Texas that is generally recognized as being somewhat affluent. No significant differences were found on the t-tests comparing the mean total scores of the married and divorced mothers on levels of parenting stress, parenting skills, and self-esteem. A post hoc t-test revealed, however, that the group of married mothers had significantly higher mean total scores on the life satisfaction measure than the group of divorced mothers. Additionally, life satisfaction was found to be associated with parenting stress, parenting skills, self-esteem, and marital status. Specificallly, (a) as parenting stress increases, life satisfaction decreases, (b) as parenting skills increase, life satisfaction increases, (c) as self-esteem increases, life satisfaction increases, and (d) being married is associated with increased life satisfaction. The results of this study would seem to indicate that single mothers have no more difficulty in overall coping than their married counterparts although they are less satisfied with their current life circumstances than the group of married mothers. Additional comparisons of the data suggested that neither group of mothers regarded their children as interfering with their social lives in a major way. Like most previous research, the data also indicated that the single mothers worked longer hours and had less money available for their families' use than the married mothers.
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Daggett, Bruce. "Developing skills for parents." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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Evans, Gemma. "Parenting skills training as an intervention for tic disorders." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/parenting-skills-training-as-an-intervention-for-tic-disorders(062fa8b4-1398-4200-9882-45f77254dcbd).html.

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Tic disorders can have a significant emotional and social impact on children and their families. There is increasing support for the use of parenting programmes in childhood conditions; however research into the applicability of such programmes in tic disorders is limited. This thesis therefore aimed to investigate the topic of parenting interventions in tic disorders. The thesis presents five chapters, written as a series of self-contained papers and prepared in accordance with selected journal submission guidance. Paper 1 is a systematic literature review of the implementation and effectiveness of behavioural parent training programmes across neurodevelopmental disorders. Twenty-two randomised controlled studies were included in the review. Neurodevelopmental disorders included attention deficit hyperactivity disorder, autistic spectrum conditions, intellectual difficulties and developmental disorders and tic disorders. Training programmes included Triple P, Barkley’s Defiant Children, Parent Child Interaction Therapy, New Forest Parenting, Parenting your Hyperactive Preschooler, Parents Plus Children, Preschoolers with Autism, Incredible Years and an idiosyncratic programme. Effects of interventions on child outcomes were examined alongside intervention characteristics and content. Results indicated robust evidence for effects of parent training on attention-deficit/hyperactivity difficulties and externalising difficulties, across neurodevelopmental disorders and training programmes. Evidence to support the effect of parent training on internalising, social and global difficulties across disorders was less robust, with fewer and inconsistent outcomes reported. Clinical and research implications resulting from the findings are discussed. Papers 2 and 3 present empirical studies. Both studies are Q-methodological investigations into opinions on parenting interventions in tic disorders. Q-methodology is a technique which enables participants’ subjective viewpoints to be grouped using by-person factor analysis. Views on the acceptability, effectiveness, feasibility and utility of parenting interventions were explored across parents of children with tic disorders (Paper 2) and professionals (Paper 3). Across both studies, seven main factors were identified (parents four, professionals three). Findings highlighted that interventions were generally considered acceptable, justified and perceived as needed. However, important differences in opinions were found within and between parent and professional groups, highlighting key clinical considerations for possible intervention format, delivery and content. Paper 4 provides a commentary of the clinical implications of these findings when the two studies are considered together, and provides guidance to further develop and implement interventions. Paper 5 presents a critical review, including discussion of the strengths, limitations and implications of the findings, alongside personal reflections on the research process.
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Dawes, Lisa A. Ms. "PARENTING NUTRITION SKILLS WORKSHOP: AN EVALUATION OF FACILITATED GROUP DISCUSSIONS TO ENHANCE PARENTING NUTRITION SELF EFFICACY." DigitalCommons@CalPoly, 2013. https://digitalcommons.calpoly.edu/theses/1073.

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Abstract Parenting Nutrition Skills Workshops: An Evaluation of Facilitated Group Discussions to Enhance Parenting Nutrition Self-Efficacy By: Lisa Dawes, RD, CDE This research study was conducted to determine the effectiveness of using facilitated group discussion (FGD), a less traditional method of nutrition education, for increasing parents’ feelings of self-efficacy in their ability to make nutrition-related decisions, and to set and enforce nutrition-related boundaries with their children. Childhood obesity is on the rise; poor food choices, portion control, and inactivity are identified as contributing causes. Parents play a major role in creating healthy habits and providing a well-balanced diet for their children. Caregivers who act as the nutrition and behavior gatekeepers were targeted in this intervention. The objective of the current study was to enhance parenting nutrition education and identify barriers to healthy feeding practices in order to optimize nutrition and eating behavior. Twenty-one parents and three grandparents (n = 24) of preschool and school-aged children participated in one-hour FGD parenting nutrition skills workshops. Parent volunteers participated in one of four workshops in a Central California community. Prior to the workshop, topics for discussion were chosen from common feeding issues determined in the literature such as food-related decisions at various locations (home, school, dining out, on the road); feeding jags; and dealing with a picky eater. Parents completed validated questionnaires both before and immediately following the workshops. Two weeks after the workshops, parents were interviewed by telephone to measure longer-term impact of the FGD. Pre- and post-workshop questionnaires demonstrated that mean self-confidence levels significantly increased for the ability to set and enforce nutrition-related boundaries for their children directly after, and two weeks after participating in the FGD. Parents also demonstrated an increase in mean self-confidence levels in their ability to purchase nutritious foods and offer those foods to their children two weeks after participating in the FGD. Behaviors associated with an authoritative parenting style—such as modeling healthy eating; encouraging healthy food intake; and offering healthy foods without forcing the child to eat—were significantly higher two weeks after participating in the FGD. Significance may be attributed to the method of information delivery (FGD), the curriculum Feeding the Kids (FtK), or authoritative parents being more receptive to receiving new information, or a combination of all three. Overall, research results suggest that the use of FGD, coupled with a visual tool such as the Chat Mat created for this project, increased parents’ feelings of self-efficacy and elicited positive nutrition-related behaviors in adopting healthy feeding strategies for their children. Keywords: Nutrition education, facilitated group discussion, self-efficacy, parenting styles, feeding strategies, parenting nutrition skills
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Henderson, Alicia Ann. "Parenting Skills as Predictors of Child and Adolescent Psychotherapy Outcomes: Examining Change in Usual Care Settings." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4268.

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Youth psychotherapy literature is in need of more research related to understanding psychotherapy process and outcome in child psychotherapy in community settings. The purpose of this study was to examine how key parenting skills were associated with child and adolescent symptoms and outcomes over the course of treatment in an outpatient community mental health system. Much of the research on child and adolescent outcomes has been conducted in controlled research settings, which raises the importance of more research needing to be done in representative clinical practice conditions (Weisz & Jensen, 2001). Further, few child and adolescent studies have examined potential mechanisms of change in child and adolescent psychotherapy (Kazdin & Nock, 2003), including moderators and mediators of the relation between parenting skills and child and adolescent outcomes.Participants included 407 youth, ages 4-17 (mean age = 9.7 years), and their parents or guardians, receiving routine outpatient mental health services in a community mental health setting. The youth sample included 51% males, 49% females. Measures used included the Youth Outcome Questionnaire (Y-OQ; Burlingame, Wells, Lambert, & Cox, 2004; Burlingame et al., 2001), and the Treatment Support Measure (TSM). Data were collected starting at the intake session, each of the first five therapy sessions, then every three weeks thereafter for six months post-intake. Parenting Skills items from the TSM included domains of overreactivity, laxness, verbosity, monitoring, consistency, and positive reinforcement. Hierarchical linear modeling was used to examine changes in parenting behaviors and youth symptoms. Results indicated that parenting skills significantly improved over the course of treatment (p < .001) and best fit a logarithmic (natural log) function, such that most of the reported change in parenting skills occurred during the first few sessions of treatment. Further, there was a significant inverse relationship at intake between parenting skills and Y-OQ scores; specifically, lower parenting skills scores were associated with higher Y-OQ scores for parent and youth report (p < .001; p = .033). In addition, parenting skills at intake were associated with the subsequent rate of change of youth symptoms for parent report (p < .001) and youth report (p = .026). Lastly, improvements in parenting scores were associated with improved youth symptoms over the course of treatment for parent and youth report of symptoms (p = .021; p = .02). These findings can be generalized to other community outpatient settings and highlight the importance of attending to parenting skills as an avenue to improving child psychotherapy outcomes. Specifically, the results of this study emphasize the importance of parents implementing effective parenting skills and its influence on their child's overall symptoms at intake and outcomes in therapy.
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Hosokawa, Rikuya. "Marital Relationship, Parenting Practices, and Social Skills Development in Preschool Children." Kyoto University, 2017. http://hdl.handle.net/2433/225974.

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Hensley, Connie Francis. "A parenting skills currriculum for single parents of at risk youths." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2762.

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This project entails a curriculum targeted at helping improve the parenting skills of single parents that have children who are considered "at risk" by societal standards. This curriculum is the survival kit for the single parent. Learning the skills provided in this curriculum, the single parent will discover that parenting their "at risk" youth on a positive realm will become a fundamental standard for their lives.
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Maherali, Zuleikha Ahmed. "Understanding and perceptions of parenting skills of persons with mental handicaps." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28742.

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The purpose of this study was to investigate the understanding and the perceptions of parenting skills of persons with mental handicaps and their perceptions of the quality and the availability of support services. Parenting skills were considered in terms of nutritional and meal planning skills, discipline and behaviour management, home safety and emergency and interaction and social stimulation. Supports were considered of in terms of formal and family services. An open-ended questionnaire was used to interview 25 mentally handicapped mothers. Findings indicated that mothers perceived the process of disciplining and providing a stimulating environment as the most difficult aspect of parenting. In terms of the support services, mothers were generally satisfied with the availability and sources of formal support. However, in terms of the quality of formal support, mothers indicated that such support should be modified to meet their needs. Mothers' perceptions of family support were differentially affected by their marital status. The presence of a spouse in the home and the opportunity to interact with extended family members were two factors which affected the quality of family support. In two-parent families, spousal support enabled the mothers to deal more effectively with their children. Findings also indicated that support from extended families was not available to most mothers.
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Books on the topic "Parenting skills"

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Carkhuff, Robert R. Productive parenting skills. Amherst, Mass: Human Resource Development Press, 1985.

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Knapp, Sarah Edison. Parenting skills homework planner. Hoboken, N.J: Wiley, 2005.

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1943-, Jongsma Arthur E., ed. The parenting skills treatment planner. Hoboken, NJ: Wiley, 2005.

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Richmond, Gary. Successful single parenting. Eugene, Or: Harvest House Publishers, 1990.

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Richmond, Gary. Successful single parenting. Eugene, OR: Harvest House Publishers, 1998.

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Wayman, Anne. Successful single parenting. Deephaven, MN: Meadowbrook, 1987.

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Eckler, James D. Step-by step-parenting. 2nd ed. Cincinnati, Ohio: Betterway Books, 1993.

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Step-by step-parenting. 2nd ed. Cincinnati, Ohio: Betterway Books, 1993.

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Learning, Alberta Alberta. Parenting: CMH 3020. [Edmonton]: Alberta Learning, 2001.

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Rogers, Elaine. An analysis of a parenting skills programme. (s.l: The Author), 2000.

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Book chapters on the topic "Parenting skills"

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McMenamin, Mark A. S. "Parenting Skills." In Dynamic Paleontology, 191–205. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22777-1_12.

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Shriver, Mark D. "Teaching Parenting Skills." In Issues in Clinical Child Psychology, 165–82. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4615-5323-6_9.

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Kiselica, Mark S. "Parenting skills training with teenage fathers." In Men in groups: Insights, interventions, and psychoeducational work., 283–300. Washington: American Psychological Association, 1996. http://dx.doi.org/10.1037/10284-019.

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Iyama-Kurtycz, Tina. "Teaching Effective and Positive Parenting Skills." In Diagnosing and Caring for the Child with Autism Spectrum Disorder, 137–44. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26531-1_15.

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Sumners, Sarah E. "Creative Thinking Skills for all Seasons: A Reflection." In Success Startegies for Parenting Gifted Kids, 149–50. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238287-25.

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Lopez Bradley, Lena M., and Jenae P. Torres. "Parenting Skills Training in Couple and Family Therapy." In Encyclopedia of Couple and Family Therapy, 1–7. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-15877-8_977-1.

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Lopez Bradley, Lena M., and Jenae P. Torres. "Parenting Skills Training in Couple and Family Therapy." In Encyclopedia of Couple and Family Therapy, 2146–53. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-49425-8_977.

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Cramond, Bonnie. "Discovering Creative Thinking Process Skills: A Win-Win for Children." In Success Startegies for Parenting Gifted Kids, 135–39. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238287-23.

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Olszewski-Kubilius, Paula. "Top 10 Psychosocial Skills to Cultivate in Your Gifted Child." In Success Startegies for Parenting Gifted Kids, 123–31. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238287-21.

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Hutchings, Judy, and Margiad Williams. "Conduct problems and the risk factors for poor outcomes." In A Practitioner’s Guide to Enhancing Parenting Skills, 3–20. First Edition. | New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780203711538-1.

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Conference papers on the topic "Parenting skills"

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Susanti, Nadya, Eti Poncorini Pamungkasari, and Rita Benya Adriani. "Association between Receptive Language Skill and Social Communication Skill among Preschool Children: Evidence from Surakarta, Central Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.101.

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ABSTRACT Background: Receptive language skills are crucial for the development of cognitive and social/emotional skills. Children with social communication problems are at risk of failure in the academic field, difficulty forming friendships, and social exclusion. This study aimed to examine the association between receptive language skill and social communication skill among preschool children. Subjects and Method: This was a cross sectional study conducted in Surakarta, Central Java, in January 2020. A sample of 200 pre-school children was selected by simple random sampling. The dependent variable was social communication. The independent variables were receptive language skill, parenting style, gender, and birth order. The data were collected by questionnaire and analyzed by a multiple linear regression. Results: Good social communication increased with good receptive language skill (OR= 3.21; 95% CI= 0.01 to 0.04; p= 0.002), first birth order (OR= 3.71; 95% CI= 0.79 to 1.47; p<0.001), democratic parenting style (OR= 5.21; 95% CI= 0.09 to 0.20; p<0.001), and female gender (OR= 5.23; 95% CI= 0.89 to 1.97; p<0.001). Conclusion: Good social communication increases with good receptive language skill, first birth order, democratic parenting style, and female gender. Keywords: social communication, receptive language skill Correspondence: Nadya Susanti. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indonesia. Email: nadyasusanti3@gmail.com. Mobile: 081568222014 DOI: https://doi.org/10.26911/the7thicph.03.101
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Constantinescu, Maria. "Development Of Parenting Skills By Implementing Strong Families Program." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.165.

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Rusmiati Hasanah, Viena. "Community-Based Parenting Education Program in Improving Parents' Skills." In 3rd International Conference on Early Childhood Education (ICECE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.77.

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Komaini, Anton, and Mohd Ekhsan Maulana Sadikin. "Relationship Between Playing Environment and Parenting With Motor Skills Kindergarten." In 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.093.

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

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Pop, Meda V., and Alina S. Rusu. "Romanian Parents’ Use of the Internet: Optimizing Parenting Skills as Sexual Educators." In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.61.

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Dumitru, Cristina I. "Impact Of Parenting Skills Development On Succesful Adoption Of Hardly-Adoptable Children." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.51.

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

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Sitoiu, Andreea, and Georgeta Panisoara. "Conditional Parenting and its Influence on the Child’s School Activity." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/33.

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Abstract:
This article addresses the topic of conditional parenting, and it focuses on analyzing the relationship between parenting and the school activity of the student at the level of primary education. Conditional parenting, which provides the child with conditional love and self-esteem, it stands out by: focusing on the child's behavior, considering that human nature is negative and parental love is a privilege that must be earned, also being the adept of punishments and rewards. Conditional love entails the parent's desire to have an obedient child, obedience being the basis of control. `How could an obedient and conditional loved child develop competencies for the future? How well will he meets the demands of today's school or how will he relate to the faculty? These are the questions that have guided the approach of the whole mixed type research, that has been carried out over a period of half a year, using the following methods: questionnaire based survey and focus group method. Through this research, conclusions were drawn regarding conditional parenting and its influence on school activity of the pupil in the primary cycle. Starting from the interpretation of the research results, it was highlighted that the relationships between children and parents based on safety and unconditional love have contributed to the harmonious development of the child and to the skills for the future, through school.
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Khuluqo, Ihsana El. "Brain Gym Optimization Methods in Improving Early Age Child Fine Motor Skills." In 1st International Conference on Early Childhood Care Education and Parenting (ICECCEP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201205.082.

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Reports on the topic "Parenting skills"

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Psychological therapies may improve parenting skills in parents of children with chronic illness. National Institute for Health Research, June 2019. http://dx.doi.org/10.3310/signal-000778.

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