Journal articles: '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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Sobrebiga, Pamela Joie T., and Sharon Rose G. Medez. "Parenting Styles and Self-Help Skills of Kindergarten Learners." Philippine Social Science Journal 3, no. 2 (November 12, 2020): 71–72. http://dx.doi.org/10.52006/main.v3i2.257.

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Parenting style has influenced children's development, particularly on behavior development and school readiness among kindergarten learners. It is a strong predictor not only of the cognitive but also of the social-emotional developmental success in children. Quality care for children during the early years of development has been emphasized. To achieve developmental outcomes, children should develop independence by acquiring self-help skills or self-care skills, which enable them to look after themselves and socialize daily. Studies have associated parenting styles with the academic performance and social-emotional behavior of children; however, the literature on parents' role, particularly on children's self-help skills, is very limited. This study assessed the dominant parenting styles of a district in Negros Occidental during the school year 2018-2019 and the learners' level of self-help skill. It determined the differences in the learners' self-help skills regarding the parents' sex, family monthly income, employment status, marital status, and the relationship between parenting styles and self-help skills.

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Bayındır, Dilan. "Do Self-Regulation Skills of Preschoolers Mediate the Relation Between Parenting Behaviors and Peer Play Skills?" International Education Studies 12, no. 4 (March 20, 2019): 74. http://dx.doi.org/10.5539/ies.v12n4p74.

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The aim of this research is to examine the relations between parenting behaviors of mothers, self-regulation skills and peer play skills of preschool children between 60-72 months old focusing in particular the mediation role of the self-regulation skills in relation between parenting behaviors and peer play skills. The sample of the research is selected from the central districts of a city in middle western Turkey, by random sampling method. Sample of the study consist of 365 children, their mothers and teachers. The results indicate that there is a positive relation between positive parenting and positive play skills and a similar association between negative models. Although the self-regulation skills are positively associated with positive peer play, no significant relation is found between self-regulation and negative peer play behaviors. Additionally, no indirect effect of parenting behaviors on peer play skills through self-regulation skills was observed. Implications of the findings are discussed in the light of the related literature.

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Buss, David M. "Mate selection for good parenting skills." Behavioral and Brain Sciences 14, no. 3 (September 1991): 520–21. http://dx.doi.org/10.1017/s0140525x00071107.

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Lipscombe, Jo, Elaine Farmer, and Sue Moyers. "Parenting fostered adolescents: skills and strategies." Child & Family Social Work 8, no. 4 (October 6, 2003): 243–55. http://dx.doi.org/10.1046/j.1365-2206.2003.00294.x.

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Moran, John A., and David K. Weinstock. "Assessing Parenting Skills for Family Court." Journal of Child Custody 8, no. 3 (July 2011): 166–88. http://dx.doi.org/10.1080/15379418.2011.594726.

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NOEL, MELANIE, CAROLE PETERSON, and BEULAH JESSO. "The relationship of parenting stress and child temperament to language development among economically disadvantaged preschoolers." Journal of Child Language 35, no. 4 (October 6, 2008): 823–43. http://dx.doi.org/10.1017/s0305000908008805.

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ABSTRACTOral language skills in the preschool years are predictive of children's later reading success and literacy acquisition, and among these language skills, vocabulary and narrative ability play important roles. Children from low socioeconomic families face risks to their language development and because of threats to these skills it is important to identify factors that promote their development among high-risk groups. This preliminary study explored two potential factors that may be related to language skills in 56 low SES mother–child dyads (children aged 2 ; 8–4 ; 10), namely child temperament and parenting stress. Results showed that child temperament and parenting stress were related to children's oral language skills. Child temperament characteristics that would likely aid social interaction were related to narrative ability and children rated high on emotionality had poorer receptive vocabulary skills. Parenting stress was related to children's receptive and expressive vocabulary skills. Results are interpreted in terms of the possible mediating role of parent–child interactions in children's oral language skill development, and future directions for family intervention are discussed.

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Fachrurazi, Ahmad. "IMPLEMENTASI PARENTING EDUCATION UNTUK MENINGKATKAN PARENTING SKILLS ORANG TUA ANAK TUNARUNGU DI KB-TK INKLUSIF AURICA SURABAYA." HELPER : Jurnal Bimbingan dan Konseling 34, no. 2 (November 20, 2017): 1–6. http://dx.doi.org/10.36456/helper.vol34.no2.a935.

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Parenting education dberikan pada orangtua untuk memberikan informasi terkait paretning skiils anak tunarungu. Tujuan dari penelitian ini adalah untuk mengetahui apakah implementasi parenting education dapat meningkatkan parenting skills orang tua anak tunarungu di KB-TK Inklusi Aurica Surabaya dan mendeskripsikan peningkatan parenting skills orang tua anak tunarungu setelah implementasi parenting education di KB-TK Inklusi Aurica Surabaya. Pendekatan penelitian yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan jenis penelitian tindakan (action research).Dalam penelitian tindakan ini penelitian dilaksanakan dalam 2 siklus. Siklus terdiri dari 4 langkah, yaitu: (1) perencanaan (planning), (2) pelaksanaan (acting), (3) pemantauan (monitoring atau observing), dan (4) penilaian (reflecting atau evaluating). Teknik pengumpulan informasi menggunakan teknik tes tulis pada materi karakteristik dan tahapan perkembangan anak tunarungu, dan tes kinerja (praktik) pada materi carara berkomunikasi dengan anak tunarungu. Analisis informasi yang digunakan adalah analisis data kualitatatif yang dilandasi oleh hasil dari setiap tindakan. Kriteria keberhasilan ketuntasan di dalam penelitian ini adalah 85%. Berdasarkan hasil penelitian yang telah dilakukan, dapat disimpulkan bahwa implementasi parenting education dapat meningkatkan kemampuan parenting skills orang tua anak tunarungu di KB/TK Inklusi Aurica Surabaya. Hal tersebut dapat ditunjukan dengan hasil rata-rata perolehan nilai siklus I sebesar 67, 43 sedangkan nilai ketuntatasan minimal klasikal sebesar 46,67 %. Sedangkan hasil rata-rata perolehan nilai siklus II sebesar 72, 46 sedangkan nilai ketuntasakan klasikal adalah 86,67 %.

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Basri, Erni. "THE DESCRIPTION OF STUDENTS’ METACOGNITION IN MATHEMATICS PROBLEM SOLVING BASED ON PARENTS’ PARENTING PATTERNS." Jurnal Daya Matematis 6, no. 3 (February 28, 2019): 319. http://dx.doi.org/10.26858/jds.v6i3.8534.

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The research aims to describe students’ metacognition in mathematics problem solving based on parents’ parenting patterns. The subjects who were described in the research consisted of 4 students with each had parenting pattern of authoritative type, authoritarian type, permissive type, and rejecting/neglecting type. The data were collected by giving one problem solving test and interview. To review the credibility of the data, it was conducted source and time triangulation. The conclusion based on the results of the test and interview are: (1) Metacognition skills of the subject with parents’ parenting pattern of authoritative type are planning, predicting, monitoring, and evaluating skills; (2) Metacognition skills of the subjects with parents’ parenting pattern of authoritarian type and permissive type are planning, predicting, and monitoring skills; (3) Metacognition skills of the subject with parents’ parenting pattern of permissive type are planning and predicting skills

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Coley, Rebekah Levine, Selva Lewin-Bizan, and Jennifer Carrano. "Does Early Paternal Parenting Promote Low-Income Children’s Long-Term Cognitive Skills?" Journal of Family Issues 32, no. 11 (March 25, 2011): 1522–42. http://dx.doi.org/10.1177/0192513x11402175.

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Although scholars and policy makers herald the promotive influence of fathers’ parenting involvement, limited research has carefully delineated effects of fathers’ parenting on low-income children’s development and whether early contributions from fathers confer long-term protective effects. Using data from the Three-City Study ( N = 261), analyses assessed whether fathers’ parenting practices during early childhood showed long-term links with low-income children’s cognitive skills through middle childhood. Results found that fathers’ warm and stimulating parenting predicted enhanced reading and math skills for children in middle childhood, whereas fathers’ restrictive discipline predicted lower reading and math skills. These links were independent of mothers’ parenting and emerged controlling for a range of child and family characteristics. Associations between fathers’ parenting and children’s cognitive skills were similar across both resident and nonresident fathers and across African American and Hispanic families.

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Dokoupilová, Ivana. "Wzmacnianie kompetencji rodzicielskich w placówkach dla dzieci." Psychiatria i Psychologia Kliniczna 16, no. 4 (December 30, 2016): 225–28. http://dx.doi.org/10.15557/pipk.2016.0030.

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Sharma, Renu, Sunita Sharma, and Akhilesh Sharma. "Assessment of parenting skills of parents having children with psychiatric disorders attending psychiatry unit." IP International Journal of Medical Paediatrics and Oncology 7, no. 2 (August 15, 2021): 79–84. http://dx.doi.org/10.18231/j.ijmpo.2021.016.

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Parenting is defined as a process of promotion of the physical, social, emotional, financial and intellectual development of a child till adulthood. But parenting a child with mental health issues can be difficult and stressful for parents. So, therefore this study was conducted to know about the parenting skills of parents having children with psychiatric disorders. A descriptive study was conducted in psychiatry unit of PGIMER, Chandigarh for which 40 parents were selected who were having children with psychiatric illness and attending psychiatry unit. The obtained data was statistically analyzed by SPSS-20 version. Main findings showed that50% of the subjects exhibits good parenting skills, 47.5% have average parenting skills and only 2.5% of subjects have negligent parenting. The study concluded that parent- child gap is evident in parents who take care of their child.

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Munger, Kelley, John Seeley, Lynne Mender, Susan Schroeder, and Jeff Gau. "Effect of Make Parenting a Pleasure on Parenting Skills and Parental Depression." Child & Family Behavior Therapy 42, no. 1 (November 25, 2019): 1–19. http://dx.doi.org/10.1080/00168890.2019.1689915.

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Sa’adah, Ummu. "Parenting Skills Orangtua dan Kesejahteraan Psikologis Anak." Psikoislamika : Jurnal Psikologi dan Psikologi Islam 14, no. 2 (December 30, 2017): 5. http://dx.doi.org/10.18860/psi.v14i2.6504.

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Konsep kesejahteraan dapat dikaji dalam dalam berbagai variasi konteks; misalnya hukum, politik, medis, pendidikan, dan juga keluarga. Masing-masing perspektif keilmuan memandang kesejahteraan sesuai dengan area kajiannya. Disiplin hukum dan politik akan lebih menekankan aspek-aspek legal formal perlindungan dan kesejahteraan anak.Disiplin medis lebih memandang kesejahteraan dari aspek fungsi-fungsi fisiologis anak. Disiplin pendidikan lebih mengarahkan perhatian bagaimana anak dapat sejahtera secara akademis, mampu belajar dan berkembang sesuai dengan usianya. Selain itu, keluarga juga memiliki kontribusi dominan dalam mewujudkan kesejahteraan anak. Berbagai variasi pendekatan sesungguhnya memiliki tujuan yang mulia, yaitu membahagiakan anak sehingga dapat berkembang sesuai dengan potensi optimalnya. Penelitian ini memandang kesejahteraan dari sisi keluarga, khususnya keterampilan orang tua dalam pengasuhan.

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Wadsworth, M. E. J. "Parenting Skills and Their Transmission through Generations." Adoption & Fostering 9, no. 1 (April 1985): 28–32. http://dx.doi.org/10.1177/030857598500900109.

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Fagot, Beverly I., Deborah Capaldi, Kathryn Pears, and Dawn Rundman. "Interaction of parenting skills and child's temperament." Infant Behavior and Development 19 (April 1996): 445. http://dx.doi.org/10.1016/s0163-6383(96)90499-3.

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Young, Sadie, and Tim Hawkins. "Special Parenting and the Combined Skills Model." Journal of Applied Research in Intellectual Disabilities 19, no. 4 (December 2006): 346–55. http://dx.doi.org/10.1111/j.1468-3148.2006.00276.x.

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Yousafzai, A. K., M. A. Rasheed, A. Rizvi, R. Armstrong, and Z. A. Bhutta. "Parenting Skills and Emotional Availability: An RCT." PEDIATRICS 135, no. 5 (April 13, 2015): e1247-e1257. http://dx.doi.org/10.1542/peds.2014-2335.

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Grover, Sandeep, Anjumoni Rabha, and SusantaKumar Padhy. "Parenting skills of patients with chronic schizophrenia." Indian Journal of Psychiatry 63, no. 1 (2021): 58. http://dx.doi.org/10.4103/psychiatry.indianjpsychiatry_107_20.

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Ramadhanu, Agung, Rahmatul Husna Arsyah, Neni Sri Wahyuni Nengsi, and Nurhaliza Nurhaliza. "RANCANG BANGUN APLIKASI MOBILE EDUKASI MENGENAI PARENTING SKILLS BAGI ORANG TUA BERBASIS ANDROID DENGAN MENGGUNAKAN BAHASA PEMROGRAMAN JAVA ANDROID." Jurnal Teknologi Dan Sistem Informasi Bisnis 1, no. 1 (January 4, 2019): 58–66. http://dx.doi.org/10.47233/jteksis.v1i1.23.

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Parenting adalah proses interaksi berkelanjutan antara orang tua dan anak-anak mereka yang meliputi aktivitas-aktivitas seperti memberi makan, memberi petunjuk, dan melindungi anak-anak ketika mereka tumbuh. Aktivitas-aktivitas parenting biasanya terjadi dalam lingkungan keluarga, namun parenting tidak terbatas hanya pada mereka yang melahirkan anak. Tanggung jawab parenting juga dilakukan oleh pihak-pihak lain dalam masyarakat,seperti para guru di sekolah, pembantu rumah tangga, perawat bayi (baby sitter), serta media masa (Televisi, surat kabar, dan majalah). Kendati demikian,orang tua adalah pihak yang paling bertanggung jawab dalam mengasihi dan memperhatikan anak-anak serta menolong mereka tumbuh. Jadi Parenting skill merupakan suatu keterampilan orang tua dalam mendidik atau mengasuh anaknya agar menjadi pribadi yang lebih baik. Dan dengan adanya suatu aplikasi parenting skills akan dapat memberikan pemahaman dan mempermudah para orang tua dalam mendidik anaknya dengan baik.

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Williams, Margiad E., Zoe Hoare, Dawn A. Owen, and Judy Hutchings. "Feasibility Study of the Enhancing Parenting Skills Programme." Journal of Child and Family Studies 29, no. 3 (September 25, 2019): 686–98. http://dx.doi.org/10.1007/s10826-019-01581-8.

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Abstract Objectives This study reports on the feasibility and initial effectiveness of an individually delivered parent programme for parents of young children with behaviour problems. Whilst parenting programmes are known to be effective in reducing behaviour problems, numerous barriers can prevent families from accessing programmes. Individually delivered parent programmes may be more accessible. In the UK, health visitors provide support to all families with a child under 5 years of age and are ideally placed to deliver interventions for child behaviour problems. Methods Fifty-eight parents reporting children with behaviour problems were recruited from four areas to intervention (n = 29) and treatment as usual, wait-list control (n = 29) conditions. Feasibility outcomes included recruitment, retention, programme delivery, and satisfaction. Baseline and six-month post-randomisation follow-up measures were collected in parents’ homes and included parent-report measures of child behaviour, parenting skills, and parental mental health as well as an observation of parenting behaviour during a parent-child play task. Results Significant changes in child behaviour, lax parenting, and parental mental health were found for the whole sample but there were no significant differences between conditions. Recruitment and retention rates were lower than expected questioning the feasibility of delivering the parent programme as it is in existing services. Conclusions This paper provides limited evidence for the feasibility of the Enhancing Parenting Skills programme delivered in existing health services. Further feasibility work, particularly for recruitment and retention, would be needed before conducting a larger study to examine the effectiveness of the programme.

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Adams, Charley. "“Cluttered” Parenting." Perspectives on Fluency and Fluency Disorders 19, no. 2 (July 2009): 58–61. http://dx.doi.org/10.1044/ffd19.2.58.

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Abstract This article is designed to call attention to the experiences of being a parent of a child who clutters. Three parents were interviewed. Although their stories are very different, they share similar challenges. Difficulties include struggling to understand a child who clutters, obtaining an initial diagnosis of cluttering, finding a speech-language pathologist with the knowledge and skills to work with a child who clutters, and helping a child with cluttering learn how to socialize with his/her peers.

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Macdonald, Jennifer J., Jennifer Rees, Gene H. Brody, Man-Kit Lei, Yi-fu Chen, Desiree A. White, and Allison A. King. "Maternal Depression Is Associated with Adaptive Skill Deficits of Children with Sickle Cell Disease through Parenting Practices." Blood 114, no. 22 (November 20, 2009): 1397. http://dx.doi.org/10.1182/blood.v114.22.1397.1397.

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Abstract Abstract 1397 Poster Board I-419 Background: Caregivers of children with sickle cell disease (SCD) have high levels of stress and depression. Students with SCD have a higher prevalence of behavioral and cognitive deficits compared to healthy students. Adaptive skills are particularly important for children with chronic disease because they are the skills needed to transition into independent adulthood. We hypothesize that (1) Maternal depressive symptoms are associated with decreased adaptive skills in children with SCD, and (2) This association will be mediated by the association between maternal depression and the provision of lower levels of competence promoting parenting. Methods: We completed a cross-sectional analysis of a single center prospective cohort study. Adaptive skills of children with SCD were assessed by parent report of the Behavior Assessment System for Children (BASC). The BASC reflects the child's adaptive skills by 5 key adaptive scales: adaptability, activities of daily living, functional communication, social skills, and leadership. Maternal risk for depression was assessed using the Center for Epidemiologic Studies Depression Scale (CES-D). We completed structured interviews of the mothers to assess parenting quality. Effective parenting was characterized by high levels of support, involvement, monitoring, and low levels of ongoing conflict. A path analysis using ordinary least squares was used for statistical analysis. Results: 48 children with SCD and their mothers were evaluated. 52% of the children were male; mean age was 12 yrs (Range 6-16). 25% of the children repeated a grade level in school. The mothers' mean age was 38 yrs (Range 27-59) and the average yearly household income per capita was $7,133 (Range 708- 22,800). 60% of the children received healthcare via Medicaid. 20% of the mothers were at risk for depression.12.5% of the children had clinically significant deficits in adaptive skills and18.8% of the children were considered “at risk.” There was a moderate correlation between maternal depression and child adaptive skills (r = .481, p=.01). A path analysis revealed that in the presence of parenting, the association between maternal depression and child adaptive skills is no longer significant. The effect of maternal depression is mediated by depression induced decrements in competence promoting parenting practices (Fig. 1). Medicaid was associated with higher maternal depressive symptoms. Conclusions: Our preliminary data provide direct evidence that maternal depression is associated with proximal parenting practices that are associated with child adaptive skills. Parenting practices can be modified through education and family support and serve as a potential intervention target for moderating the effects of maternal depression on child adaptive skills in this vulnerable population. Maternal depressive symptoms have a negative association with proximal parenting processes that are linked to adaptive skills in children with SCD. Stronger parenting indices are associated with better adaptive skills. In the presence of parenting, the direct association between maternal depression and adaptive skills is no longer significant. Disclosures: Brody: NIH: Research Funding. White: NIH: Research Funding. King: NIH-NHLBI: Research Funding; Doris Duke Charitable Foundation: Research Funding.

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Purnomo, Edi, and Putut Wijayanto. "EFEKTIVITAS MODEL PELATIHAN PARENTING AUTISME BERBASIS MEDIA VIDEO." Jurnal Kwangsan 6, no. 1 (June 30, 2018): 68. http://dx.doi.org/10.31800/jkwangsan-jtp.v6n1.p68--79.

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This research aims to; (1) to know the effectiveness of video-based autism parenting training implementation in improving the cognitive skills of trainees; (2) obtaining information about learners' response towards video-based autism parenting training. The method used in this research is Pre-Experimental Design method with One Groups Pretest-Posttest Design, that is research design by pretest before training and posttest after training. The results show that video-based autism parenting training is very effective to improve the cognitive skills of trainees in terms of parenting for autism. The conclusions of this research are: (1) Video-based autism parenting training proven effective in improving cognitive skill of trainees. (2) the trainee's response to the training model based on instructional video media showed a positive response. The results of this research are useful to be implemented in similar training in the future. AbstrakPenelitian ini bertujuan untuk; (1) mengetahui efektivitas pelaksanaan pelatihan parenting autisme berbasis media video dalam meningkatkan keterampilan kognitif peserta pelatihan; (2) memperoleh informasi mengenai respon pebelajar terhadap pelatihan parenting autisme berbasis media video. Metode yang digunakan dalam penelitian ini adalah metode Pre-Experimental Design dengan One Groups Pretest-Posttest Design, yaitu desain penelitian yang terdapat pretes sebelum diberi perlakuan dan postes setelah diberi perlakuan. Hasil penelitian menunjukkan bahwa pelatihan parenting autisme berbasis media video sangat efektif untuk meningkatkan keterampilan kognitif peserta pelatihan dalam hal parenting autisme. Kesimpulan dari penelitian ini, yaitu: (1) Pelatihan parenting autisme berbasis media video terbukti efektif meningkatkan keterampilan kognitif peserta pelatihan. (2) respon peserta pelatihan terhadap model pelatihan berbasis media video pembelajaran menunjukkan respon positif.

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Purnomo, Edi, and Putut Wijayanto. "EFEKTIVITAS MODEL PELATIHAN PARENTING AUTISME BERBASIS MEDIA VIDEO." Jurnal Kwangsan 6, no. 1 (June 30, 2018): 92. http://dx.doi.org/10.31800/jtp.kw.v6n1.p92--106.

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This research aims to; (1) to know the effectiveness of video-based autism parenting training implementation in improving the cognitive skills of trainees; (2) obtaining information about learners' response towards video-based autism parenting training. The method used in this research is Pre-Experimental Design method with One Groups Pretest-Posttest Design, that is research design by pretest before training and posttest after training. The results show that video-based autism parenting training is very effective to improve the cognitive skills of trainees in terms of parenting for autism. The conclusions of this research are: (1) Video-based autism parenting training proven effective in improving cognitive skill of trainees. (2) the trainee's response to the training model based on instructional video media showed a positive response. The results of this research are useful to be implemented in similar training in the future. AbstrakPenelitian ini bertujuan untuk; (1) mengetahui efektivitas pelaksanaan pelatihan parenting autisme berbasis media video dalam meningkatkan keterampilan kognitif peserta pelatihan; (2) memperoleh informasi mengenai respon pebelajar terhadap pelatihan parenting autisme berbasis media video. Metode yang digunakan dalam penelitian ini adalah metode Pre-Experimental Design dengan One Groups Pretest-Posttest Design, yaitu desain penelitian yang terdapat pretes sebelum diberi perlakuan dan postes setelah diberi perlakuan. Hasil penelitian menunjukkan bahwa pelatihan parenting autisme berbasis media video sangat efektif untuk meningkatkan keterampilan kognitif peserta pelatihan dalam hal parenting autisme. Kesimpulan dari penelitian ini, yaitu: (1) Pelatihan parenting autisme berbasis media video terbukti efektif meningkatkan keterampilan kognitif peserta pelatihan. (2) respon peserta pelatihan terhadap model pelatihan berbasis media video pembelajaran menunjukkan respon positif.

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Purnomo, Edi, and Putut Wijayanto. "EFEKTIVITAS MODEL PELATIHAN PARENTING AUTISME BERBASIS MEDIA VIDEO." Jurnal Kwangsan 6, no. 1 (June 30, 2018): 92. http://dx.doi.org/10.31800/jtp.kw.v6n1.p92--108.

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This research aims to; (1) to know the effectiveness of video-based autism parenting training implementation in improving the cognitive skills of trainees; (2) obtaining information about learners' response towards video-based autism parenting training. The method used in this research is Pre-Experimental Design method with One Groups Pretest-Posttest Design, that is research design by pretest before training and posttest after training. The results show that video-based autism parenting training is very effective to improve the cognitive skills of trainees in terms of parenting for autism. The conclusions of this research are: (1) Video-based autism parenting training proven effective in improving cognitive skill of trainees. (2) the trainee's response to the training model based on instructional video media showed a positive response. The results of this research are useful to be implemented in similar training in the future. AbstrakPenelitian ini bertujuan untuk; (1) mengetahui efektivitas pelaksanaan pelatihan parenting autisme berbasis media video dalam meningkatkan keterampilan kognitif peserta pelatihan; (2) memperoleh informasi mengenai respon pebelajar terhadap pelatihan parenting autisme berbasis media video. Metode yang digunakan dalam penelitian ini adalah metode Pre-Experimental Design dengan One Groups Pretest-Posttest Design, yaitu desain penelitian yang terdapat pretes sebelum diberi perlakuan dan postes setelah diberi perlakuan. Hasil penelitian menunjukkan bahwa pelatihan parenting autisme berbasis media video sangat efektif untuk meningkatkan keterampilan kognitif peserta pelatihan dalam hal parenting autisme. Kesimpulan dari penelitian ini, yaitu: (1) Pelatihan parenting autisme berbasis media video terbukti efektif meningkatkan keterampilan kognitif peserta pelatihan. (2) respon peserta pelatihan terhadap model pelatihan berbasis media video pembelajaran menunjukkan respon positif.

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Purnomo, Edi, and Putut Wijayanto. "EFEKTIVITAS MODEL PELATIHAN PARENTING AUTISME BERBASIS MEDIA VIDEO." Jurnal Kwangsan 6, no. 1 (June 30, 2018): 68. http://dx.doi.org/10.31800/jtpk.v6n1.p68--79.

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This research aims to; (1) to know the effectiveness of video-based autism parenting training implementation in improving the cognitive skills of trainees; (2) obtaining information about learners' response towards video-based autism parenting training. The method used in this research is Pre-Experimental Design method with One Groups Pretest-Posttest Design, that is research design by pretest before training and posttest after training. The results show that video-based autism parenting training is very effective to improve the cognitive skills of trainees in terms of parenting for autism. The conclusions of this research are: (1) Video-based autism parenting training proven effective in improving cognitive skill of trainees. (2) the trainee's response to the training model based on instructional video media showed a positive response. The results of this research are useful to be implemented in similar training in the future. AbstrakPenelitian ini bertujuan untuk; (1) mengetahui efektivitas pelaksanaan pelatihan parenting autisme berbasis media video dalam meningkatkan keterampilan kognitif peserta pelatihan; (2) memperoleh informasi mengenai respon pebelajar terhadap pelatihan parenting autisme berbasis media video. Metode yang digunakan dalam penelitian ini adalah metode Pre-Experimental Design dengan One Groups Pretest-Posttest Design, yaitu desain penelitian yang terdapat pretes sebelum diberi perlakuan dan postes setelah diberi perlakuan. Hasil penelitian menunjukkan bahwa pelatihan parenting autisme berbasis media video sangat efektif untuk meningkatkan keterampilan kognitif peserta pelatihan dalam hal parenting autisme. Kesimpulan dari penelitian ini, yaitu: (1) Pelatihan parenting autisme berbasis media video terbukti efektif meningkatkan keterampilan kognitif peserta pelatihan. (2) respon peserta pelatihan terhadap model pelatihan berbasis media video pembelajaran menunjukkan respon positif.

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Purnomo, Edi, and Putut Wijayanto. "EFEKTIVITAS MODEL PELATIHAN PARENTING AUTISME BERBASIS MEDIA VIDEO." Jurnal Kwangsan 6, no. 1 (June 30, 2018): 68. http://dx.doi.org/10.31800/jurnalkwangsan.v6i1.74.

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This research aims to; (1) to know the effectiveness of video-based autism parenting training implementation in improving the cognitive skills of trainees; (2) obtaining information about learners' response towards video-based autism parenting training. The method used in this research is Pre-Experimental Design method with One Groups Pretest-Posttest Design, that is research design by pretest before training and posttest after training. The results show that video-based autism parenting training is very effective to improve the cognitive skills of trainees in terms of parenting for autism. The conclusions of this research are: (1) Video-based autism parenting training proven effective in improving cognitive skill of trainees. (2) the trainee's response to the training model based on instructional video media showed a positive response. The results of this research are useful to be implemented in similar training in the future. AbstrakPenelitian ini bertujuan untuk; (1) mengetahui efektivitas pelaksanaan pelatihan parenting autisme berbasis media video dalam meningkatkan keterampilan kognitif peserta pelatihan; (2) memperoleh informasi mengenai respon pebelajar terhadap pelatihan parenting autisme berbasis media video. Metode yang digunakan dalam penelitian ini adalah metode Pre-Experimental Design dengan One Groups Pretest-Posttest Design, yaitu desain penelitian yang terdapat pretes sebelum diberi perlakuan dan postes setelah diberi perlakuan. Hasil penelitian menunjukkan bahwa pelatihan parenting autisme berbasis media video sangat efektif untuk meningkatkan keterampilan kognitif peserta pelatihan dalam hal parenting autisme. Kesimpulan dari penelitian ini, yaitu: (1) Pelatihan parenting autisme berbasis media video terbukti efektif meningkatkan keterampilan kognitif peserta pelatihan. (2) respon peserta pelatihan terhadap model pelatihan berbasis media video pembelajaran menunjukkan respon positif.

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Heckman, James J. "The American Family in Black & White: A Post-Racial Strategy for Improving Skills to Promote Equality." Daedalus 140, no. 2 (April 2011): 70–89. http://dx.doi.org/10.1162/daed_a_00078.

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In contemporary America, racial gaps in achievement are primarily due to gaps in skills. Skill gaps emerge early, before children enter school. Families are major producers of skills, thus inequality in school performance is strongly linked to inequality in family environments. Schools do little to reduce or enlarge the skill gaps that are present when children enter school. Parenting matters, and the true measure of child advantage and disadvantage is the quality of parenting received. A growing fraction of American children across all race and ethnic groups is being raised in dysfunctional families. Investment in the early lives of children from disadvantaged families will help close achievement gaps. America currently relies too heavily on schools and adolescent remediation strategies to solve problems that start in the preschool years. Policy should prevent rather than remediate. Voluntary, culturally sensitive support for parenting is a politically and economically palatable strategy that addresses problems common to all racial and ethnic groups.

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Krueckeberg, Suzanne M., and Kathy A. Kapp-Simon. "Effect of Parental Factors on Social Skills of Preschool Children with Craniofacial Anomalies." Cleft Palate-Craniofacial Journal 30, no. 5 (September 1993): 490–96. http://dx.doi.org/10.1597/1545-1569_1993_030_0490_eopfos_2.3.co_2.

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This study investigated the parenting stress and style and the social networks of parents with preschool children with and without craniofacial anomalies (CFA), and the effect of these factors on the child's level of social skill. Fifty-two families participated In the study. No differences were found between the CFA and control groups on level of parenting stress, parenting style, or social network characteristics. However, parents with children with visible defects found their social support networks more helpful, and advocated a more nurturing parenting style. For the CFA group, parenting stress predicted child level of social skill. These results underscore the Importance of Investigating the interaction between parent and child factors.

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Satriah, Lilis. "UPAYA MENINGKATKAN KEMAMPUAN PARENTING KAUM IBU DENGAN METODE BIMBINGAN KELOMPOK (Penelitian Pengembangan terhadap Kegiatan Bimbingan di Bina Keluarga Balita Kota Bandung)." Marwah: Jurnal Perempuan, Agama dan Jender 14, no. 2 (December 1, 2015): 145. http://dx.doi.org/10.24014/marwah.v14i2.2623.

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Parenting plays a very important role in building children’s character and personality, thus it requires the provision of good education and care (nurture) from parents in order to generate children with good character or moral.Parents, especially mothers, therefore, are demanded to possess good parenting skills. But the reality shows that most mothers in Bandung have poor parentingskillsa. It is shown by the large number of parents who still hold the authoritarian type of parenting, which amounts to 86.7%. This phenomenon ofpood parenting skills of mothers in the city of Bandung underlies the need for the arrangement of effective guidance model to improve the parenting skills of parents, especially mothers as the holder of an important role in the education of children in family. For if these parents are allowed to adopt the authoritarian type of parenting, then the character and personality of the children they bring up will be unfavorable, whereas moral or noble character is an important foundation in the establishment of a secure, serene, and peaceful society. Based on such phenomenon, the researcher tried to design a program of guidance supported with a group approach as an effort to enhance the parenting skills of mothers. The program is tested on mothers participating BKB (Bina Keluarga Balita) in Bandung. After going through a series of trials, the result obtained shows that a group guidance held in eight sessions, with the subject of: (1) Monitoring children's behavior, (2) Having effective communication with children, (3) Setting rules and limits, (4) Enforcing rules without collisions, (5) Stimulating the task of childen development, (6) Being a good listener, (7) Applying Love Languages, and (8) Complimenting children, proved to effectively improve the parenting skills of mothers. It is characterized by theshift of parenting type, from authoritarian to authoritative. In conclusion the counseling program with the group approach can be an alternative model of guidance that can be used to enhance the parenting skills of mothers in a variety of settings in the community; in Majlis taklim, it is one of the alternative methods of da’wa, in BKB (Bina Keluarga Balita) it is a model of community counseling, in early childhood education concerning the co-parenting program, it is an education model for parents.

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Seroussi, Dominique-Esther, and Yosi Yaffe. "Links Between Israeli College Students’ Self-Regulated Learning and Their Recollections of Their Parents’ Parenting Styles." SAGE Open 10, no. 1 (January 2020): 215824401989909. http://dx.doi.org/10.1177/2158244019899096.

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Parenting style affects self-regulation in school pupils, yet its long-term influence on academic behavior is rarely studied. A pilot study was conducted on 83 teacher college students, who filled in a questionnaire measuring recollections of parenting styles (Parental Authority Questionnaire [PAQ]) and self-regulation in learning (Motivated Strategies for Learning Questionnaire [MSLQ]). Unlike in results known about adolescents, authoritative parenting was not significantly associated with students’ present self-regulation skills, except for human resources. Authoritarian parenting was the only parenting style correlated with motivation, self-efficacy, and cognitive strategies and strongly correlated with critical thinking. These results suggest new ways of evaluating the relationship of authoritarian parenting with academic skills.

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Cordisco, Linda K., Phillip S. Strain, and Nancy Depew. "Assessment for Generalization of Parenting Skills in Home Settings." Journal of the Association for Persons with Severe Handicaps 13, no. 3 (September 1988): 202–10. http://dx.doi.org/10.1177/154079698801300311.

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This study examined the effectiveness of a behavioral parent training package that included initial training in two settings in the home with generalization of parenting skills (and the need for additional intervention) being assessed to a third setting in the home. Training in behavior modification skills was introduced in a multiple baseline design across parents. The results showed that although all parents increased their correct use of behavior modification skills following the introduction of intervention in two home settings, only one parent out of three spontaneously generalized these skills to a third home setting. The results of this study suggest that generalization of parenting skills across home settings may not take place for some parents without specific programming. Finally, the study showed that once skills had generalized across settings, parenting skills and child efforts maintained over a 1-year period.

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Gudžinskienė, Vida, and Sigita Burvytė. "Experience of Mentoring through Acquisition of Positive Parenting Skills in Children’s Daily Care Centres." Pedagogika 130, no. 2 (June 20, 2018): 165–83. http://dx.doi.org/10.15823/p.2018.29.

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The current article reveals mentorship experiences of helping parents to develop their skills of positive parenting in children’s daily care centres (CDCC). Mentors for parents (social pedagogues and social workers) are perceived as persons enabling parents to manage the situations of children’s education applying positive parenting skills and observing the principles of positive parenting. The current article analyses CDC, which are in the process of developing their functions and traditions on the social scale. The object of the research is mentoring experience of specialists working in CDC to help parents, whose children attend daily care centres, develop their positive parenting skills. The purpose of the study is to reveal the experiences of CDC social workers and social pedagogues of working with parents, whose children attend daily care centres, seeking to develop their positive parenting skills. The study questions: 1) What possibilities are provided to parents to acquire positive parenting skills in CDC? 2) What are the experiences of parents’ mentorship seeking for the development of their positive parenting skills? Qualitative research type was chosen for the study. In the study, the method of a semistructured interview, which enables to come close to the understanding of human experiences, designation of meanings, the definition of meanings and the construction (explanation) of reality, was used. The obtained data were analysed by the content analysis method. Qualitative content analysis was carried out in accordance with the inductive, study data based and categories composed logic. According to J. W. Creswell (2009), content analysis is a technique which, having examined the specificities of the text, allows, objectively and systematically, draw reliable conclusions. The qualitative content analysis was performed regarding the following sequence (Creswell, 2009): repeated reading of the content of transcript interview texts, distinction of meaning elements in the text analysed, grouping of the distinguished meaning elements into categories and sub-categories, integration of the categories/sub-categories into the context of the phenomenon analysed and description of their analysis. Criteria-based sample was used in the study. The informants were chosen according to the following criteria: 1) a social worker or social pedagogues with higher education, 2) specialists that help parents, whose children attend CDC, develop positive parenting skills, 3) mentoring experience of not less than 2 years. Selecting the research participants, the snowball principle was observed, when the informants were asked to indicate other CDC specialists having mentoring experience. The study was conducted in October-December 2016. 9 informants participated in the research (5 social pedagogues and 4 social workers). The results of the qualitative research on the development of positive parenting skills in CDC revealed that parents were provided with a possibility to develop positive parenting skills in the organised courses/seminars, open lectures and individual consultations. Parents’ self-support groups, individual consultations and different available literature offered by CDC specialists created preconditions for (self-) development of parenting skills through cooperation-based interrelationships with own children. However, a part of the informants were inclined to render responsibility for their children’s development to CDC specialists rather than assume it themselves. A part of the research participants would like to attend training courses more often, yet they were unable to do so due to working or family conditions as they did not have anybody to leave younger children with. The analysis of the research results revealed that the welfare of children attending daily care centres necessitated for the development of parents’ positive parenting skills, which helped parents to positively communicate and cooperate with own children, to establish harmonious interrelationships and spend time together. The general competences acquired by parents (transferable skills) enabled a family to live more harmoniously, gave children an opportunity to observe parents’ positive behaviour and develop positive parenting skills through a harmonious participation in family life.

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Hurley, Kristin Duppong, Jacqueline Huscroft-D’Angelo, Alexandra Trout, Annette Griffith, and Michael Epstein. "Assessing Parenting Skills and Attitudes: A Review of the Psychometrics of Parenting Measures." Journal of Child and Family Studies 23, no. 5 (February 27, 2013): 812–23. http://dx.doi.org/10.1007/s10826-013-9733-2.

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Kim, Jaehee, and Hyoun Kyoung Kim. "The Longitudinal Effects of Parenting Cognition on School Readiness Skills through Parenting Practices." Korean Journal of the Human Development 28, no. 2 (June 30, 2021): 73–95. http://dx.doi.org/10.15284/kjhd.2021.28.2.73.

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Pajar Mubarok, Pathah. "Program Pengasuhan Positif untuk Meningkatkan Keterampilan Mindful Parenting Orangtua Remaja." Psympathic : Jurnal Ilmiah Psikologi 3, no. 1 (December 27, 2016): 35–50. http://dx.doi.org/10.15575/psy.v3i1.1095.

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Deal with children in adolescence stage, parents often showing impatience behavior, unable to control him/herself, complaining when faced with difficulties in parenting and do not listen attentively toward child’s problems. This study aimed to determine the effectiveness of mindful parenting program to improve parenting skills in a positive way. The research method used a quasi-experimental design with measurement technique was Interpersonal Mindfulness in Parenting Scale. The subjects were 28 parents of students of class VII SMPN 15 Bandung. The results showed that the effect of mindful parenting programs has improved significantly on three skills in aspect of positive parenting included listening attentively, emotional awareness of self and children, and self-regulation in the parenting relationship. But for the other two aspects, namely acceptance of self and children without judgment, and the love of self and children the results are less significant.

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Khoiriyyah, Amilatul. "A. Efektivitas Pelatihan Keterampilan Pengasuhan untuk Menurunkan Stres Pengasuhan pada Ibu yang Memiliki Anak Retardasi Mental." PSIKOVIDYA 24, no. 1 (June 1, 2020): 69–79. http://dx.doi.org/10.37303/psikovidya.v24i1.152.

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ABSTRAK: Ibu yang terus menerus mengalami stres akan memperparah keadaaan anak yang mengalami retardasi mental. Hal ini akan berakibat buruk dalam pengasuhan karena stres yang dialami seringkali membuat ibu berperilaku tidak sehat dan tidak positif. Tujuan dari penelitian ini adalah untuk mengetahui apakah Pelatihan Keterampilan Pengasuhan dapat menurunkan stres pengasuhan. Metode penelitian ini jenis quasi eksperimen dengan desain single subject. Alat ukur yang digunakan adalah Parenting Stress Index-Short Form untuk mengukur stres pengasuhan. Hasil uji Wilcoxon Signed Rank Test diketahui nilai z = 2,668 dengan signifikansi sebesar 0,008 < 0,05 maka disimpulkan bahwa ada perbedaan yang sangat signifikan stres pengasuhan sebelum dan sesudah pemberian Pelatihan Keterampilan Pengasuhan. Kata Kunci: Pelatihan Keterampilan Pengasuhan, stres pengasuhan, ibu yang memiliki anak retardasi mental ABSTRACT: Mothers who are constantly experiencing stress will exacerbate the state of children who have mental retardation. This will have a bad effect in care because the stress experienced often makes mothers behave unhealthy. The purpose of this study is to find out whether Parenting Skills Training can reduce parenting stress. This research method is a quasi-experimental type with a single subject design. The measuring instrument used is the Parenting Stress Index-Short Form to measure parental stress. Wilcoxon Signed Rank Test results known value of z = 2.668 with a significance of 0.008 <0.05, it is concluded that there is a very significant difference in parenting stress before and after the Parenting Skill Training. Keywords: Parenting skills training, parenting stress, mothers with mentally retarded children

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Kumpfer, Karol L., Lawrence M. Scheier, and Jaynie Brown. "Strategies to Avoid Replication Failure With Evidence-Based Prevention Interventions: Case Examples From the Strengthening Families Program." Evaluation & the Health Professions 43, no. 2 (May 2, 2018): 75–89. http://dx.doi.org/10.1177/0163278718772886.

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Research has found disturbing long-term effects of poor parenting on children’s behavioral health including addiction, delinquency, depression/anxiety, and poorer health as adults. Poor parenting practices thus contribute substantially to the health crisis in America. However, skilled, nurturing parents, or caretakers can help youth avoid these developmental problems. A number of family and parenting evidence-based interventions (EBIs) that teach parenting skills are now available for dissemination. Unfortunately, replications of EBIs do not always produce the original positive results. Organizations that seek to use family EBIs to improve parenting and family skills need to avoid practices that create replication failure. We examine several possible factors that contribute to replication failure using examples from five replications of the EBI “Iowa Strengthening Families Program for ages 10–14.” We then share six strategies conducive to avoid replication failures including (1) choosing the right program and implementation strategy for the population, (2) administering the right “dosage,” (3) choosing and properly training implementers, (4) maintaining program integrity and adherence, (5) ensuring cultural sensitivity, and (6) ensuring accurate and complete reporting of evaluation results. These guidelines can advance prevention science to meet the demands of a growing public health agenda.

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Edwards, Jeanette. "‘Parenting Skills’: Views of Community Health and Social Service Providers about the Needs of their ‘Clients’." Journal of Social Policy 24, no. 2 (April 1995): 237–59. http://dx.doi.org/10.1017/s0047279400024892.

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ABSTRACTThe concept of ‘parenting skills’ features large in professional, political and popular discourse on the role and responsibility of parents. This article explores what constitutes skills of parenting from the perspective of community health and social service providers, working with families deemed to be ‘in need’. It shows how the concept is drawn on to describe both the needs of women with whom they work and their own role in fulfilling some of those needs. It argues that ‘parenting skills’ are not only gendered, insofar as it is women as mothers who are more likely to be perceived as needing them, but that a lack of them might also be associated with marital status, age and place of residence. In looking at ‘parenting skills’ from the perspective of service providers in the context of their working lives, it is clear however that service providers, predominantly women, formulate a role for themselves in the face of poverty and poor housing which they feel powerless to change.

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Schaffner, Laurie. "Families on Probation: Court-Ordered Parenting Skills Classes for Parents of Juvenile Offenders." Crime & Delinquency 43, no. 4 (October 1997): 412–37. http://dx.doi.org/10.1177/0011128797043004002.

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What are sociolegal, cultural, and emotional premises beneath conceptualizations of parenting skills for parents of juvenile offenders? This study examined court-ordered parenting skills classes taught by juvenile probation department personnel at a Northern California juvenile detention facility. Three conflicting perspectives arose in the classes: the juvenile court's perspective, where delinquency was framed as a result of poor parenting that state intervention could rectify; the parents' perspective, where parenting was seen as part of the feeling world of family life; and an adult solidarity perspective, where probation officials and parents agreed that youths were bad, out of control, disrespectful—a type of demonization of the youths by all the adults.

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Journal articles on the topic 'Parenting skills'

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