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Journal articles on the topic 'Parents'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2025

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1

Wahab, Rosilah, and Fatin Farina Ain Ramli. "PSYCHOLOGICAL DISTRESS AMONG PARENTS OF CHILDREN WITH SPECIAL NEEDS." International Journal of Education, Psychology and Counseling 7, no. 46 (June 28, 2022): 498–511. http://dx.doi.org/10.35631/ijepc.746037.

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Psychological distress referred to an emotional suffering state characterized by depression such as lost interest and hopelessness and anxiety symptoms such as felt tension and restlessness. Parents of children with special needs were likely to be at a higher risk of psychological distress since they might experience many challenges to raise the children. t The long-term issues of children with physical-motor disorders and mental retardation and the need for continuous treatment, these parents would experience high levels of stress and frequently became depressed, frustrated, and disappointed with their children development This study aimed to identify the severity of psychological distress of the parents among special needs children and the relationship between demographic variables and parents' psychological distress among special needs children. A total of 224 parents with special needs children in Terengganu were involved. The psychological distress of parents was measured by using Kessler Psychological Distress Scale (K10). Results indicated 36.6% of parents were having severe distress, 21% were experiencing moderate distress and, 21.9% had mild distress. Parent’s job status had indicated a positive significant correlation between severity of psychological distress (r = 0.148, N = 224, p < 0.05). The other variables such as parent's age, parent’s gender, child’s age and diagnosis, parent’s marital status, and parent's education level had shown no significant correlation between the severities of psychological distress. In conclusion, most parents were having psychological distress. Nevertheless, only the job status had demonstrated an impact on the psychological distress of parents.

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Wanicharoen, Natwipa, Tavee Cheausuwantavee, Issavara Sirirungruang, and Pongsak Noipayak. "Perceptions of Thai Parents Regarding Child Language Development and Parent-Implemented Intervention." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 1207–16. http://dx.doi.org/10.9756/int-jecse/v14i1.221138.

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This phenomenology study was conducted to explore the parents’ perceptions of the language development of children with language impairment (LI) before and after participation in parent-implemented enhanced milieu teaching (EMT) using the teach-model-coach-review (TMCR) model and the parents’ suggestions for improvement in language development of children with LI. Thirteen parents of children with LI participated in semi-structured interview. A thematic analysis was used to analyze the content. The findings of the study show that before participation in the intervention, parents perceived that requesting and asking someone to do something was important for their children, and they expected that their children would reach language development milestones. Parents also expected that speech therapy was clinician-directed therapy. After an eight-week parent training program, parents felt empowered and learned the EMT language strategies and implemented these strategies in the clinical and home settings. They were satisfied with the language outcomes of their children. In addition, the findings of the study show that parents suggest that parent-child interaction and the home language environment play an important role in their child’s language development.

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Roose, Rosmarie, Rachel M. Mirecki, and Cathy Blanford. "Parents Supporting Parents: Implementing a Peer Parent Program for Perinatal Loss." Journal of Obstetric, Gynecologic & Neonatal Nursing 43 (June 2014): S46. http://dx.doi.org/10.1111/1552-6909.12428.

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Rochabrun Hidalgo, Fanny Mercedes, Rosalicia Mercedes Uceda Florez, and Edwin Salas-Blas. "Estrés laboral y percepción de competencias parentales en padres que trabajan." Revista Investigación de Psicología, no. 26 (December 28, 2021): 51–67. http://dx.doi.org/10.53287/wzsy6920rr57j.

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Work stress is related to the perception of parental skills in working parents, it is a cross-sectional, associative study with correlational predictive design (Ato, López & Benavente, 2013), 177 parents participated (55.7% women), who worked at least 30 hours per week and who have children between 3 and 12 years old. The instruments used were the Inventory of the demands-control-support model (Rosario-Hernández & Rovira, 2016) and the Perceived Parental Competence Scale (Vera-Vásquez, Zaragoza-Tafur & Musayón-Oblitas, 2014). The results found show significant and positive correlations between the dimension of support with assumption of the role and shared leisure (.27). In the same way, the support dimension is positively related to school involvement (.28); as well as the dimension of control with assumption of the role and shared leisure (.22). A positive and moderate correlation was also found between work demands and hours worked (.34). It has been possible to compare the results with previous studies that reaffirm the idea that due to the amount of work commitments, the parents' stay at home is more difficult. In conclusion, people who perceive stress in their work will have a lower perception of parental competences, since they do not find a balance between the functions of both roles.

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Indriani, Indriani, Desi Kumala, and Junjung Junjung. "Pengaruh Pendidikan Kesehatan terhadap Tingkat Pengetahuan tentang Gizi Seimbang pada Orang Tua yang Memiliki Anak Usia 4-6 Tahun di TK Parentas 2 Kota Palangka Raya." Jurnal Surya Medika 8, no. 2 (August 31, 2022): 227–34. http://dx.doi.org/10.33084/jsm.v8i2.3898.

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Background: A parent's knowledge of balanced nutrition is essential for achieving well-balanced nutrition in children aged 4-6. The level of knowledge and role of the mother or parents are important in fulfilling the balanced nutrition in preschool children so that growth, development, intelligence, nutritional status, and health are fulfilled well. Objectives: This study aimed to determine the influence of health education on the level of knowledge about balanced nutrition in parents who have children aged 4 to 6 years old (in Parentas kindergarten 2 Palangka Raya). Methods: The research design used in this research is Pre-Experimental with a pre-post test approach, with the sampling technique used being total sampling. The population in this study is parents with children aged 4 to 6 years old in Parentas kindergarten 2 Palangka Raya as many as 44 respondents. The data was collected by using questionnaires. Results: The result of this research is obtained p-value is 0.000 <α 0.05, which means there is a significant influence of health education on the level of knowledge about balanced nutrition in parents who have children aged 4 to 6 years old (in Parentas kindergarten 2 Palangka Raya). Conclusion: Based on the results of this research, parents with good knowledge about balanced nutrition can affect the achievement of balanced nutrition in children aged 4-6 years.

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6

Sabha, H. Allehyani. "Left-behind Children: Saudi Parents' Addiction to Internet and Its Impact on Parent-child Attachment." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 459–78. http://dx.doi.org/10.9756/int-jecse/v14i1.221057.

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Background: The contemporary study purpose was to examine the influence of internet addiction on Saudi parents and their children attachment through applying Use and Gratification Theory (UGT). The analysis of data studies the association between variables that may relate to parents Internet overuse and these included (parental levels of education, age, monthly income, types of employment, children's age and parental statues) and how these variables impact on the family quality of time. Methodology: A random sample of parents (n=284) from the city of Mecca was agreed to recruited. Parental questionnaire was used to measure parents' levels of social media addiction and in what way this influence parent-child attachment. Results: The findings generated from this study revealed the importance of create healthy and positive balance between parents' time spent online and their responsibility to spend quality of time with their young children. Mothers were reported to be more addicted to Internet as they experienced ongoing exposure to social media compared to fathers, therefore young children seemed to have a great risk of neglect. Conclusions/significance: Saudi parents' addition to Internet appeared to negative impact the quality of relationships and interactions with their young children, which in turn affected on their emotional health and well-being.

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Alfredsson, Elin K., and Anders G. Broberg. "Universal parent support groups for parents of adolescents: Which parents participate and why?" Scandinavian Journal of Psychology 57, no. 2 (March 5, 2016): 177–84. http://dx.doi.org/10.1111/sjop.12278.

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8

O’Brien, Wendy. "Making Parent Education Relevant to Vulnerable Parents." Children Australia 16, no. 2 (1991): 19–25. http://dx.doi.org/10.1017/s1035077200012414.

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Most packaged parent education programmes available in Victoria teach some underlying principles about children’s behaviour and offer specific skills or strategies for managing children. Whilst parent education is seen as an important part of a treatment plan for parents who have abused or neglected their children, these parents are rarely at a stage where they can make use of the information or strategies taught in the packaged programmes. Acutely vulnerable parents, who themselves have been hurt as children, must first heal some of their past before being able to learn and use new approaches to parenting. This paper considers the characteristics of acutely vulnerable parents and proposes some approaches that can be employed to assist these parents reach a point where they can respond to parent education and develop new positive ways relating to their children.

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Curiel, Herman. "Parent Group Education to ENABLE “Barrio” Parents." Advances in Social Work 15, no. 1 (April 2, 2014): 51–62. http://dx.doi.org/10.18060/16648.

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This paper describes a 1960s “War on Poverty” parent group education program that brought together three national private voluntary agencies with federal funding by the Office of Economic Opportunity (OEO). Project ENABLE (Education Neighborhood Action for a Better Living Environment) sought to direct professional efforts to help/empower the poor and societal members of ethnic minority groups. Group education as a preventive modality was used to strengthen parents’ problem solving skills in their roles both as parents and as community leaders. The author describes his group leadership role together with that of the indigenous case aides who helped direct/enable the collective power of a group of poor Spanish speaking Mexican origin families living in barrios (neighborhoods) of a major metropolitan southern city. Project ENABLE embraced a strengths-based perspective characteristic of social work’s historical empowerment traditions. Despite its brief existence, Project ENABLE functioned as a demonstration program in 62 communities across the United States. Ironically, its prevention focus and demonstration nature served to undermine its ability to compete with other OEO initiatives like Head Start and job training programs. The author cites a combination of historical and logistic factors that contributed to the short life and ultimate demise of a once promising outreach program.

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CHI, Liping. "Trust: Parents’ Similarity and Parent-Child Transmissibility." Acta Psychologica Sinica 45, no. 3 (December 5, 2013): 336–44. http://dx.doi.org/10.3724/sp.j.1041.2013.00336.

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Coren, Esther, Jemeela Hutchfield, Manuela Thomae, and Carina Gustafsson. "Parent training support for intellectually disabled parents." Campbell Systematic Reviews 6, no. 1 (January 2010): 1–60. http://dx.doi.org/10.4073/csr.2010.3.

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12

Shapiro, Edna K., and Doris B. Wallace. "Siblings and Parents in One-Parent Families." Journal of Children in Contemporary Society 19, no. 3-4 (March 30, 1988): 91–114. http://dx.doi.org/10.1300/j274v19n03_06.

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13

Bernstein, Mark E., and LeAnne Barta. "What Do Parents Want in Parent Education?" American Annals of the Deaf 133, no. 3 (1988): 235–46. http://dx.doi.org/10.1353/aad.2012.0833.

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14

Hess, Frederick M., and Michael Q. McShane. "Parents’ rights, yes. But parent responsibilities, too." Phi Delta Kappan 105, no. 6 (March 2024): 53–57. http://dx.doi.org/10.1177/00317217241238109.

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While there are plenty of people who decry the parents’ right push, viewing it as manufactured and mean-spirited, Frederick M. Hess and Michael Q. McShane think it has been a healthy and overdue development. Yet while parents have rights, they also have a responsibility to send students to school ready to learn. Schools are ultimately reliant on parents being active partners in preparing their children to be responsible students and citizens. With clear communication and a willingness to listen, families and schools can form more productive partnerships to help students learn.

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Fine, Mark A., Marilyn Coleman, and Lawrence H. Ganong. "Consistency in Perceptions of the Step-Parent Role among Step-Parents, Parents and Stepchildren." Journal of Social and Personal Relationships 15, no. 6 (December 1998): 810–28. http://dx.doi.org/10.1177/0265407598156006.

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Santelli, Betsy, Ann Turnbull, Janet Marquis, and Esther Lerner. "Parent-to-Parent Programs: A Resource for Parents and Professionals." Journal of Early Intervention 21, no. 1 (January 1997): 73–83. http://dx.doi.org/10.1177/105381519702100108.

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Konrad, Shelley Cohen. "What Parents of Seriously Ill Children Value: Parent-to-Parent Connection and Mentorship." OMEGA - Journal of Death and Dying 55, no. 2 (October 2007): 117–30. http://dx.doi.org/10.2190/om.55.2.b.

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The value of parent-to-parent support has been noted in research with parents of children who have a range of special needs and chronic medical conditions, however, less is known about the benefit of such mentorship for parents caring for seriously ill and dying children. Findings from a qualitative study with mothers of seriously ill children, including those whose children had died, provided rich and detailed information about the personal and practical resources they received from other parents. Personal recommendations to parents by parents included the value of seeking out mentorship and appreciating the small things in life, while practical suggestions encompassed encouraging parents to become informed and to advocate for their children's best interests. Mothers also identified professionals with end-of-life training as instrumental agents of support.

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18

Madden, Phil. "‘Why Parents: How Parents’." British Journal of Learning Disabilities 23, no. 3 (September 1995): 90–93. http://dx.doi.org/10.1111/j.1468-3156.1995.tb00172.x.

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19

Deater-Deckard, Kirby. "“Tiger” parents, other parents." Asian American Journal of Psychology 4, no. 1 (2013): 76–78. http://dx.doi.org/10.1037/a0032066.

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Haase, Niels, and Cornelia Betsch. "Parents Trust Other Parents." Medical Decision Making 32, no. 4 (July 2012): 645. http://dx.doi.org/10.1177/0272989x12445286.

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21

Margini. "Parents as chaperones the long distance study results for elementary school students." ETUDE: Journal of Educational Research 1, no. 4 (May 31, 2021): 119–28. http://dx.doi.org/10.56724/etude.v1i4.40.

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Background: Student parents are supposed to provide maximum chaperones in primary school study. However, some parents are not at home at all and work late into the night, including the parents of Pasir Jawa 01. Purpose: The results of student study can be seen from parents' association. Therefore, the intent is to know the parent's relation to the students' learning during long distance study. Design and methods: The method used was the quantitative method, the collection of data done with Numbers and written documentation. The analysis subject is student parents and student learning during the long range learning process. Results: This study suggests that there is no or no influence between parent-teaching and student learning during long range study. This is because some of the student parents work late into the night so that the child feels inadequate to his or her parents' attention, when parents are not at home only a few students are accompanied by other family members, a parent's education, parental understanding in operating the technology and the student's parent's cell phone monitoring policies that cause a parent's absence from the results of a student's learning over long distances.

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Dechaux, Jean-Hugues, and Anne Cadoret. "Des parents comme les autres. Homosexualite et parente." Revue Française de Sociologie 44, no. 3 (July 2003): 581. http://dx.doi.org/10.2307/3323210.

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23

Goldberg, Alon. "Resolution of a Parent’s Disease: Attachment and Well-Being in Offspring of Parents Diagnosed with Parkinson’s Disease." Journal of Parkinson's Disease 12, no. 3 (April 5, 2022): 1003–12. http://dx.doi.org/10.3233/jpd-212931.

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Background: Parkinson’s disease (PD) is one of the most common chronic, progressive neurodegenerative diseases, with well-developed research focusing on the caregiver-spouse showing low well-being along with predeath grief and feelings of loss among caregivers. However, offspring of a parent diagnosed with PD may also suffer predeath grief and loss even if they are not their parent‘s main caregiver. Yet, this research is not well developed. Objective: The objective of the current study was to examine offspring’s coming to terms with their parent’s PD and the well-being of the offspring, within the conceptual framework of attachment theory. Methods: Seventy-one Israeli adult children of parents with PD participated in the study and completed self-report questionnaires assessing their resolution of their parent‘s PD, attachment, well-being, and the severity of the PD symptoms. Results: Results showed that attachment anxiety negatively associated with higher resolution of the parent’s disease, beyond the effect of the PD symptoms’ severity. In addition, resolution of the parent’s disease was positively associated with the offspring‘s well-being. Conclusion: Resolution of a parent’s PD is highly challenging for offspring with attachment anxiety. Therefore, targeting these individuals within the offspring of parents diagnosed with PD may assist them with coping during this challenging period. This may be especially impactful, as research shows that those offspring who resolve their parent’s PD also have higher well-being.

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Lee, Hye-Jun, and Ki Soon Han. "Perception of Pre-learning by Primary School Parents: Based upon a concept mapping methodogy." Korean Association For Thinking Development 20, no. 1 (April 30, 2024): 81–110. http://dx.doi.org/10.51636/jotd.2024.04.20.1.81.

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This study aimed to investigate parent's perceptions of pre-learning among primary school parents using the concept mapping methodology, which is useful for understanding and structuring group perceptions. Sixteen parents participated in individual in-depth interviews. Based on the data obtained, a total of 58 final statements were derived through a statement integration process, with 14 participants contributing to similarity classification. Multidimensional scaling and cluster analysis were conducted based on similarity classification of participants. Subsequently, a survey on the degree of empathy for statements was conducted using a 5-point Likert scale with 76 parents, including statement generators and similarity classification participants, to calculate the degree of empathy for statements and clusters. The results revealed that parent's perceptions were divided into two dimensions: 'children's motivation-social pressure' and 'parent’s conviction- experience and external influence'. They were further classified into four clusters and two sub-clusters. Specifically, the clusters included 'enhancing children's motivation and abilities for pre-learning', 'realities and surrounding circumstances inducing pre-learning', 'value system and conviction towards pre-learning', and 'awareness and coping with the current state of pre-learning'. Among these, the cluster 'enhancing children's motivation and abilities for pre-learning' was further divided into sub-clusters of 'children's motivation for pre-learning' and 'enhancing children's abilities through pre-learning', while the cluster 'realities and surrounding circumstances inducing pre-learning' was divided into sub-clusters of 'experiential realities necessitating pre-learning' and 'surrounding environments prompting pre-learning'. Parents showed the highest empathy towards the cluster 'value system and conviction towards pre-learning'. In conclusion, parents have evolved considering the choice regarding pre-learning to strategizing for the success of their children's pre-learning. Parents have taken an active lead in their children's pre-learning situations, armed with their own educational value system and convictions, considering factors such as their children's motivation, timing, methods, surrounding circumstances, and experiences. The study is significant in suggesting the necessity of observing changes in societal perceptions of pre-learning and improving educational policies and entrance examination systems based on parent's perceptions.

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Lunanta, Lita Patricia, Andi Rina Hatta, Veronica Kristiyani, and Srifianti Srifianti. "Pengaruh Parenting Stress terhadap Harga Diri Orangtua di JABODETABEK." MANASA 10, no. 1 (June 18, 2021): 45–54. http://dx.doi.org/10.25170/manasa.v10i1.2219.

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Situations that parents handle affect how they parent their children and this will affect howtheir children develop later on. The aim of this research is to analyze how parenting stressaffects other factors in parent’s psychological condition, especially in their self-esteem. Thisresearch was held to parents with middle school children who live in JABODETABEK with241 participants. The scale that was used to measure parenting stress is the one that Berry andJones (1995) developed and to measure self-esteem is The Coopersmith Self-Esteem Inventorythat was developed by Ryden (1978). This research used a quantitative descriptive method todescribe parenting stress and self-esteem of participants and used simple regression analysisto measure how parenting stress affects self-esteem of middle school children’s parents. Fromthe statistical analysis it was found that parenting stress contributed negatively (t (241) = -7.330, p <0.005) to self-esteem of parents with middle school age children in JABODETABEK.The higher the parenting stress the lower self-esteem becomes. Parenting stress contributed 18percent to self-esteem that means the remaining 82 percent of a parent's self-esteem wasdetermined by other factors.

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Babinski, Dara E., James G. Waxmonsky, Daniel A. Waschbusch, and William E. Pelham. "Behavioral Observations of Parents With ADHD During Parent Training." Journal of Attention Disorders 22, no. 13 (April 13, 2015): 1289–96. http://dx.doi.org/10.1177/1087054715580843.

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Objective: Several studies suggest that parental ADHD impedes behavioral parent training (BPT) outcomes. Parental ADHD symptoms exhibited during BPT may interfere with the acquisition of new skills. This study explored the observed behavior of parents with ADHD during BPT. Method: Parents of children with ADHD attending group BPT completed self-ratings of their ADHD symptoms. Parents indicating a moderate level of ADHD symptoms were administered a clinical interview, and 37.3% of parents met ADHD criteria based on Diagnostic and Statistical Manual of Mental Disorders (4th ed.; DSM-IV) clinician-rated symptom counts. Results: Parents with high ADHD symptoms displayed more total and off-task violations compared with parents with low ADHD symptoms, although no significant differences emerged for other behaviors (i.e., working quietly, using materials appropriately, and remaining in seat), absences, or tardiness. Conclusion: Parental ADHD symptoms were manifested during BPT. Future research should clarify the nature of parental behavior in BPT as a possible mechanism explaining the relation between parental ADHD and impaired BPT outcomes.

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

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Vaišnora, Kęstutis, and Jorūnė Vyšniauskytė-Rimkienė. "Tėvų, turinčių klausos negalią, tėvystės patirčių konstravimas." Social Work: Experience and Methods 29, no. 1 (2022): 83–103. http://dx.doi.org/10.7220/2029-5820.29.1.4.

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Letourneau, Nicole, Jane Drummond, Darcy Fleming, Gerard Kysela, Linda McDonald, and Miriam Stewart. "Supporting Parents: Can Intervention Improve Parent-Child Relationships?" Journal of Family Nursing 7, no. 2 (May 2001): 159–87. http://dx.doi.org/10.1177/107484070100700203.

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Regev, Dafna, and Sharon Snir. "Working with parents in parent–child art psychotherapy." Arts in Psychotherapy 41, no. 5 (November 2014): 511–18. http://dx.doi.org/10.1016/j.aip.2014.10.001.

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Woodfield, Melanie J., and Claire Cartwright. "Parent-Child Interaction Therapy from the Parents’ Perspective." Journal of Child and Family Studies 29, no. 3 (October 9, 2019): 632–47. http://dx.doi.org/10.1007/s10826-019-01611-5.

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Golub, Judith S., Michael Espinosa, Linda Damon, and Jessica Card. "A videotape parent education program for abusive parents." Child Abuse & Neglect 11, no. 2 (January 1987): 255–65. http://dx.doi.org/10.1016/0145-2134(87)90065-2.

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Thomas, Lyndall, and Ross Kalucy. "Parents with mental illness: Lacking motivation to parent." International Journal of Mental Health Nursing 12, no. 2 (June 2003): 153–57. http://dx.doi.org/10.1046/j.1440-0979.2003.00282.x.

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Epstein, Joyce L. "Parents' Reactions to Teacher Practices of Parent Involvement." Elementary School Journal 86, no. 3 (January 1986): 277–94. http://dx.doi.org/10.1086/461449.

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35

Coren, Esther, Jemeela Hutchfield, and Carina Gustafsson. "PROTOCOL: Parent training support for intellectually disabled parents." Campbell Systematic Reviews 6, no. 1 (January 2010): 1–16. http://dx.doi.org/10.1002/cl2.63.

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BUNDY, MICHAEL L., and PRISCILLA N. WHITE. "Parents as Sexuality Educators: A Parent Training Program." Journal of Counseling & Development 68, no. 3 (January 2, 1990): 321–23. http://dx.doi.org/10.1002/j.1556-6676.1990.tb01382.x.

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Moon, Jihyun. "Parents with Infant Children on Mandatory Parent Education." Journal of Humanities and Social sciences 21 13, no. 5 (October 30, 2022): 2355–68. http://dx.doi.org/10.22143/hss21.13.5.165.

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Amankwaa, Afua. "Parent-child contact during parent’s incarceration: A study of children of incarcerated parents in southern Ghana." Children and Youth Services Review 109 (February 2020): 104643. http://dx.doi.org/10.1016/j.childyouth.2019.104643.

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Winch, Anne E., and Jan M. Christoph. "Parent-to-Parent Links: Building Networks for Parents of Hospitalized Children." Children's Health Care 17, no. 2 (September 1988): 93–97. http://dx.doi.org/10.1207/s15326888chc1702_6.

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40

Manning, Terri Mulkins, and Kimberly Casper Banfield. "Do Parents Today Need Drug Education Programs as Badly as their Parents Needed Them?" Journal of Drug Education 19, no. 2 (June 1989): 97–102. http://dx.doi.org/10.2190/7c56-651r-078r-w4u3.

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The purpose of this article was to determine if being socialized in a drug culture has increased knowledge levels and eliminated the need for adult drug education programs. A large group of parents was surveyed and it was found that the parents of the late 1980s had knowledge levels only slightly higher than the parents of the early 1970s. Today's parents significantly lack the knowledge and resources to informatively educate their children. Parental knowledge of and attitude toward drugs and alcohol were assessed in relationship to the ages of their children, parental educational level, parent's age and parent's past drug experience.

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Pasley, Kay, and R. T. Berner. "Parents Whose Parents Were Divorced." Journal of Marriage and the Family 55, no. 2 (May 1993): 513. http://dx.doi.org/10.2307/352824.

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Jung, Minseung. "From ‘Role of Parents’ to ‘Becoming Parents’: Feminist Perspective for the New Paradigm of Parent Education." Journal of Lifelong Learning Society 18, no. 3 (August 31, 2022): 55–76. http://dx.doi.org/10.26857/jlls.2022.8.18.3.55.

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Wainer, Allison L., Susan Hepburn, and Elizabeth McMahon Griffith. "Remembering parents in parent-mediated early intervention: An approach to examining impact on parents and families." Autism 21, no. 1 (July 9, 2016): 5–17. http://dx.doi.org/10.1177/1362361315622411.

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44

Downing-Matibag, T. "PARENTS' PERCEPTIONS OF THEIR ADOLESCENT CHILDREN, PARENTAL RESOURCES, AND PARENTS' SATISFACTION WITH THE PARENT-CHILD RELATIONSHIP." Sociological Spectrum 29, no. 4 (May 18, 2009): 467–88. http://dx.doi.org/10.1080/02732170902904632.

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Li, Caixin, and Yumeng Zhan. "The influence of parents’ educational background on parent-child relationship." SHS Web of Conferences 180 (2023): 02034. http://dx.doi.org/10.1051/shsconf/202318002034.

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This paper illustrates the extent of how education background of parents could affect the relationship between children and parents. The inculcate in children is an essential factor that influences the relationship between children and parents. A strict education method may cause a harsh relationship between a child and his parents, while encouraging education is often beneficial for improving parent-child relationships. Children ‘ s education is decided by the education background of parents, as parents with different education backgrounds would educate child differently. Typically, parents who are well-educated perform better in educating children through a reasonable way. The data in this essay were collected through promoting questionnaires on social media, which uses parent-child sub-scale as the basic questionnaire. What’s more, other evidence from previous researches were also used as a reference to guarantee authenticity. This study assumes that high educated parents can build a better parent-child relationship. Correlation analysis shows that significant positive correlation exists between fathers education background and positive father-child relationship, which is also the same for mothers education background and positive mother-child relationship. Furthermore, non-parametric tests also justifies that the education background of a mother shows a significant positive father-child relationship. These all demonstrates the fact that the more educated the parents are, the better parent-child relationship will be.

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Casiño, Jenny J., and Angelo Mark P. Walag. "Issues and Challenges of, Factors that Affect, and the Primary Influences of Parents’ Decisions to Vaccinate their Adolescents: A Case of a Local National High School in Cagayan de Oro City, Philippines." Canadian Journal of Family and Youth / Le Journal Canadien de Famille et de la Jeunesse 14, no. 1 (January 1, 2022): 147–61. http://dx.doi.org/10.29173/cjfy29752.

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Vaccines are considered to be the center of the prevention and management of viral diseases. Even with the wide acceptance that vaccines are safe, vaccine hesitancy is still rampant in various parts of the world. Several historical, social, religious, and moral factors were identified and observed to have influence parent’s vaccine acceptance or hesitance. Parent’s vaccine hesitance or acceptance is crucial since adolescents constitute the ideal group for immunization. This study aims to uncover the issues and challenges of parents on vaccination, the factors that affect their decision to vaccinate their children, and parents' primary influences to vaccinate their children. A descriptive-survey research design utilizing a questionnaire floated to parents of adolescents in a local high school. It was found out that the level of education and type of occupation was significantly associated with parent's decision to vaccinate their children. The major issue and challenge of parents toward vaccination is that they don't find vaccines important and have a high level of distrust towards the government's health agency and medical professionals. The primary factor affecting their decision-making is the negative news on vaccination and vaccine safety. Respondents also reported that even they distrust the government's health agency, they still consider it influential towards their vaccine decision-making. With this, it is recommended that efforts be strengthened in restoring the public's trust towards the government health agency to address vaccine hesitancy.

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Petrica, Elena, and Georgeta Panisoara. "The influence of dark triad-specific personality traits (Machiavellianism, narcissism, psychopathy) on parenting styles, and parental competence in raising and educating children." Global Journal of Social Sciences Studies 10, no. 2 (October 3, 2024): 68–75. http://dx.doi.org/10.55284/gjss.v10i2.1182.

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This study aims to determine the existence of an association between the Dark Triad personality traits, parental competence, and parental styles. The parentsʼ personality traits, particularly those of the Dark Triad, may serve as predictors of the child's level of development, educational path choices, academic outcomes, well-being, and overall development. It is of utmost importance to identify these traits to better understand the parents’ behaviour and the potential harm the parent's strategies may inflict on the child. The Dark Triad-specific personality traits can lead to authoritarian, selfish, lacking empathy, and even manipulative behaviors that can significantly and negatively impact a child's life. The research sample includes 609 respondents who fulfil the role of parent. The results revealed that parents' Machiavellian personality traits may be associated with an authoritarian or permissive parenting style, but not with a democratic parenting style. Also, the level of parental competence varies depending on the background of the parents and may be influenced by their psychopathic personality traits.

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Irawati, Susi Safrina, P. Tommy Y. S. Suyasa, and Pamela Hendra Heng. "UNDERSTANDING THE INTELLECTUAL DISABILITY AND PARENTAL EXPECTATIONS." International Journal of Application on Social Science and Humanities 1, no. 2 (May 20, 2023): 1362–71. http://dx.doi.org/10.24912/ijassh.v1i2.26358.

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This study aims to describe the understanding and expectations of parents towards children with Intellectual Disability (ID). Children with ID have advantages, they have the potential to win, even at the level of world championships, such as the Special Olympics. However, there are still parents of children with ID who do not know their child's potential. They still wonder about what they can expect from children with ID. In addition, although parents of children with ID help their children in therapy, there are still some of them who do not fully understand the concept of ID. To find out aspects of understanding and expectations of parents of children with ID, the researchers conducted interviews with four parents (mothers) of children with ID. Researchers explored the understanding of parents (mothers) regarding what they know about the concept of ID. In addition, researchers also explored their expectations for their children with ID. This research used two questionnaires, namely the Parent’s Understanding of ID Scale and the Parental Expectations on ID Scale. The Parent's Understanding of ID Scale consists of 50 items, while the Parental Expectations on ID Scale consist of 10 items. These two scales were developed by researchers based on various literatures. Based on the interviews related to understanding ID, the results obtained: (a) parents stated that they lack information about ID, (b) parents began to know that their children have ID when their children were unable to speak at the age of 12 months, and (c) parents were told by doctor that if the child is unable to walk until the age of 18 months, it is one of the signs that the child has ID. Regarding the expectations toward children with ID, the results show that parents expect: (a) their children will not experience bullying in the community, (b) their children will easily find schools that are suitable for ID, and (c) parents can accompany their children, especially if they are outside.

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Meherali, Salima, Alyson Campbell, Lisa Hartling, and Shannon Scott. "Understanding Parents’ Experiences and Information Needs on Pediatric Acute Otitis Media: A Qualitative Study." Journal of Patient Experience 6, no. 1 (April 24, 2018): 53–61. http://dx.doi.org/10.1177/2374373518771362.

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Background: Acute otitis media (AOM) is the most common pediatric bacterial ear infection, affecting up to 75% of children younger than 5 years. Despite the high incidence of AOM in children, the condition presents a number of challenges to parents. The objectives of this study were to describe parents’ experiences of taking care of a child with AOM and to identify their information needs to manage their child with AOM. Methods: A qualitative, descriptive design was used to gain insight into information needs of parents’ of children with AOM. Participants were recruited from a specialized pediatric emergency department in a major Canadian urban center (Edmonton, Alberta). Individual semi structured interviews were conducted with 16 parents. Results: Seven major themes were identified and described: (1) frequency of AOM, (2) symptoms of AOM experienced by children and parents, (3) AOM symptom management strategies used by parents, (4) parent’s beliefs about AOM, (5) parent’s satisfaction with treatment prescribed by physicians, (6) the effect of AOM on family’s quality of life, and (7) parent’s information needs about AOM. Findings indicate that AOM has considerable negative outcomes for both children and families and that parents would benefit from having more evidence-based resources. Conclusions: This study provides important information around parents’ experiences and information needs for pediatric AOM. Identifying parents’ information needs and developing innovative and communicatively responsive educational approaches for parents are warranted that reflect patient-centered nursing care.

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Moseley Harris, Barbara. "Exploring parents’ experiences: Parent-focused intervention groups for communication needs." Child Language Teaching and Therapy 37, no. 2 (May 31, 2021): 193–209. http://dx.doi.org/10.1177/02656590211019461.

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Perceptions of a convenience sample of 10 parents (one father, nine mothers) who had completed one or more group-based, parent-focused interventions for their children’s communication needs were explored during semi-structured interviews. Nine different intervention groups (EarlyBird programmes, early communication skills training, or Makaton training) were discussed. Inductive and grounded theory approaches were used during thematic analysis to focus on parents’ priorities. Themes identified were: (1) intervention purposes, including initial session purposes; (2) groups as supportive/safe spaces; (3) personal change (behaviours and self-perception); (4) challenges of groups; (5) costs and benefits, including emotional costs. Parents supported previously reported findings about changes in knowledge, understanding, and perception of their role. Parents provided insights into how changes occurred, including helpful processes and professional strategies. They described emotional impacts of parent-focused intervention, particularly parental guilt. Participants perceived peer groups as contributing safe spaces and opportunities, but also challenges. Two parents experienced reduced benefits due to significant individual differences relating to their child’s more complex needs. Participants confirmed some speech and language therapists’ (SLTs’) perceptions about how interventions work and challenged others. Key findings were that (1) parents’ experiences during intervention facilitate personal change; (2) parents experience personal costs and benefits of intervention; (3) peer groups contribute to intervention effectiveness. These findings indicated that parents experience significant personal impacts from parent-focused intervention groups, and that groups provide a specific intervention type that differs from individual input. Clinical implications are that professionals need awareness of impacts on parents to support effective intervention and avoid harm; peer groups can facilitate learning and parental agency; dissimilarity to peers can make group intervention inappropriate. Study limitations included fewer perspectives from parents of children with primary communication needs. Further exploration of interventions’ emotional impacts, how group processes support parental confidence and agency, and effects of individual differences on suitability of group intervention are suggested.

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