Bibliografías temáticas / Parent-child dyad

Literatura académica sobre el tema "Parent-child dyad"

Autor: Grafiati

Publicado: 22 de junio de 2024

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Artículos de revistas sobre el tema "Parent-child dyad":

Costin, Alina. "Parental support perceived in the parent-child dyad". ANUSANDHAN – NDIM's Journal of Business and Management Research 4, n.º 1 (28 de febrero de 2022): 1–7. http://dx.doi.org/10.56411/anusandhan.2022.v4i1.1-7.

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It has become a certainty that effective parenting requires a high level of control and monitoring. The parental support provided during the pregnancy predicts a good functioning of the child, generates a socially, mentally and emotionally healthy competent child, who functions well under stress (Auerbach et al., 2011).In this study we investigate the parental support perceived in the parent - child dyad (by including both parents and adolescents rather than relying only on parent reports). The participants were represented by the parent-child couple (adolescent from high schools), so the participants were 86 dyad parent child who completed the questionnaire in google form, Perceived Parental Autonomy Support Scale (P-PASS; Mageau et al. 2015). The applied questionnaire assesses parents 'perceptions of supporting their own autonomy (offering choice, recognizing the child's feelings and providing a reason for rules and requirements), parental control (criticisms of guilt, use of threats and performance pressures) and adolescents' perceptions of the same variables.Results showed that parents' perceived autonomy support from their own parents that is not associated with adolescents' perception of the liberty to make their own choices and providing rationale for rules and demands; the only supportive parenting construct reflected in adolescents' perception being the acknowledgment of their feelings.

Czepczor-Bernat, Kamila, Justyna Modrzejewska, Adriana Modrzejewska, Emanuela Calandri, Silvia Gattino y Chiara Rollero. "Dyadic Predictors of Child Body Shame in a Polish and Italian Sample". International Journal of Environmental Research and Public Health 19, n.º 14 (16 de julio de 2022): 8659. http://dx.doi.org/10.3390/ijerph19148659.

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The present study aimed at assessing the predictors (related to the functioning of a parent-child dyad) of child body shame. Therefore, in the main analysis we examined relationships among child body shame, child perfectionism, child body dissatisfaction, parent body shame, parent perfectionism, and parent body dissatisfaction. In our main hypothesis we assumed that higher levels of the abovementioned parent functioning-related variables would be associated with higher child body shame after accounting for the effects of the foregoing child functioning-related variables. The analysis finally included complete data from 420 participants, i.e., a 115 Polish and 95 Italian parent-child dyad. Participants completed: (a) child: the Objectified Body Consciousness Scale for Youth, the Child-Adolescent Perfectionism Scale, the Children’s Body Image Scale/the Figure Rating Scale; (b) parent: the Objectified Body Consciousness Scale, the Frost Multidimensional Perfectionism Scale, and the Contour Drawing Rating Scale. The results of a correlational analysis show that in both the Polish and Italian samples, the higher the level of child body shame, the higher the level of the following variables: child perfectionism, child body dissatisfaction, parent perfectionism, and parent body dissatisfaction. Interestingly, the only insignificant relationship in both samples is the association between body shame in both members of the child-parent dyad. Moreover, all steps of the regressions were significant in both Polish and Italian samples. It turned out that only in the Italian sample were all predictors significantly associated with a child’s body shame (in the Polish sample there was no significant association between child’s body shame and parent’s perfectionism). To sum up, the above studies show the importance of considering the functioning of the parent-child dyad in understanding child body shame. These findings suggest that parents’ attitudes toward their bodies and their beliefs about an ideal self should be taken into account when planning interventions to improve children’s and adolescents’ attitudes toward their bodies. This is so because it is possible for children to internalize their parents’ beliefs about how to look and how critical one should be of themselves, which can result in strong body shame when they are not perfect enough against the internalized ideal. Therefore, it is also necessary to make parents aware that children’s attitude toward their body is often a reflection of parents’ attitude toward the body.

Droser, Veronica A. "Parent–child relationships following spousal/parental death: An application of relational turbulence theory". Journal of Social and Personal Relationships 37, n.º 1 (17 de junio de 2019): 77–99. http://dx.doi.org/10.1177/0265407519857155.

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The death of a family member is a difficult experience. Although implications of loss are felt on intra- and interpersonal levels, little is known about how it affects the relational functioning of surviving family members, and in particular the parent–child relationship. Using data collected from 144 bereaved parent–child dyads, this study examined how the divergent experiences of spousally bereaved parents and parentally bereaved children impact the parent–child relationship following spousal/parental death. Drawing from relational turbulence theory (RTT), experiences with relational uncertainty and interference from a partner were explored. Findings indicate that parent–child pairs experience different types of relational uncertainty and interference from a partner and that within-dyad disagreement on these experiences can increase the amount of uncertainty and interference from a partner that an individual faces. This study extends RTT and demonstrates its generalizability to the parent–child relationship.

Pratt, Keeley J., Emily B. Hill, Haley M. Kiser, Catherine E. VanFossen, Ashlea Braun, Chris A. Taylor y Colleen Spees. "Changes in Parent and Child Skin Carotenoids, Weight, and Dietary Behaviors over Parental Weight Management". Nutrients 13, n.º 7 (29 de junio de 2021): 2227. http://dx.doi.org/10.3390/nu13072227.

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(1) The objective was to determine changes in parent–child (ages 7–18) dyad skin carotenoids spanning parental participation in a medical weight management program (WMP), and associations with parent BMI, child BMIz, fruit/vegetable intake, and family meals and patterns. (2) The study design was a longitudinal dyadic observational study with assessment at WMP initiation, mid-point (3-months), and conclusion (6-months). Twenty-three dyads initiated the study, 16 provided assessments at 3 months, and 11 at program conclusion. Associations between parent and child carotenoids (dependent variables) and parent BMI, child BMIz, increases in fruit/vegetable intake, and family meals and patterns were analyzed using Pearson’s correlations and independent samples t-tests. Repeated measures ANOVA assessed changes in weight status and carotenoids. (3) Parents experienced significant declines in BMI and skin carotenoid levels over 6 months. Parent and child carotenoids were correlated at each assessment. At initiation, parent BMI and carotenoids were inversely correlated, child carotenoids were associated with increased family meals, and never consuming an evening fast food or restaurant meal were associated with increased parent and child carotenoids. (4) Results demonstrate skin carotenoids are strongly correlated within dyads and may be associated with lower parental BMI and positive family meal practices.

Zhang, Qiongwen, Daniel T. L. Shek y Yangu Pan. "Parent-Child Discrepancies in Perceived Parent-Child Communication and Depressive Symptoms in Early Adolescents in China". International Journal of Environmental Research and Public Health 18, n.º 22 (16 de noviembre de 2021): 12041. http://dx.doi.org/10.3390/ijerph182212041.

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Although recent studies demonstrated that parent-child discrepancies in the perceived family processes were associated with children’s developmental outcomes, few studies have addressed this issue in different types of families in mainland China. The present study investigated that how discrepancies in parents’ and adolescents’ perceptions of parent-adolescent communication were associated with early adolescent depressive symptoms in a nationally representative sample (N = 15,377) with 7010 father-adolescent dyads (adolescents: Mage = 14.24 years, SD = 1.25 years; 5960 adolescents from two-parent families, 443 adolescents from single-father families) and 8367 mother-adolescent dyads (adolescents: Mage = 14.02 years, SD = 1.18 years; 6670 adolescents from two-parent families, 1362 adolescents from single-mother families) in China. Adolescent respondents completed a measure of depressive symptoms and all informants reported on the perceived levels of parent-adolescent communication. Results indicated that adolescents reported parent-child communication more negatively than did their parents. Father-adolescent discrepancies were also greater in intact families than non-intact families. Polynomial regression analyses indicated that while there was a significant interactive effect of father-reported and adolescent-reported father-adolescent communication in Chinese two-parent families, no significant interaction was found for mother-adolescent dyad. Besides, adolescent-reported mother-child communication interacted with mother-reported communication in Chinese single-mother families only. The findings clarify parent-adolescent discrepancies in parent-child communication in different types of families in China and they have theoretical and practical implications on the role of discrepancies in parents and adolescent children on perceived parent-adolescent communication in early adolescent depressive symptoms.

Dantchev, Slava y Martina Zemp. "Does Bullying Occur behind Closed Doors? Agreement of Bullying Reports between Parents and Children and Its Differential Associations with Child Outcomes". Children 9, n.º 10 (22 de septiembre de 2022): 1440. http://dx.doi.org/10.3390/children9101440.

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The present study was aimed at examining the level of agreement between parent and child perceptions of sibling and peer bullying (victimization and perpetration), and investigating whether any differential associations with child emotional and conduct problems could be identified across raters. The actor-partner interdependence model (APIM) was utilized in order to statistically account for the non-independence of the parent-child dyad. The study was based on a sample of 142 parent-child dyads (children: Mage = 12.3 years; parents: Mage = 44.4 years) and employed an online survey design. Bullying experiences and child outcomes were assessed via parent- and self-report. Intraclass correlation analysis revealed a moderate level of agreement between parent- and child-reports of sibling and peer bullying victimization. Low to moderate levels of parent-child agreement emerged for sibling perpetration and low agreement for peer perpetration. Moreover, APIMs found that parent- and child-reports of bullying were differentially associated with child adjustment. The results of this study suggest that child- and parent data each add additional and unique information into the big picture. Thus, our findings argue for the utility of integrating parent and child perspectives simultaneously in research and clinical practice, in order to uncover the complex reality of child functioning in the context of the family system.

Baba, Ayako. "HOW DOES PARENT-CHILD RELATIONSHIP AFFECT CARE? FOCUSING ON MOTHER-DAUGHTER CAREGIVING". Innovation in Aging 3, Supplement_1 (noviembre de 2019): S895. http://dx.doi.org/10.1093/geroni/igz038.3273.

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Abstract OBJECTIVE: Long-term caregiver (child)/care-recipient (parent) relationships have both positive and negative effects on care. However, the mechanism of that impact is unclear. This study aimed to explore how parent–child relationships affect care and which aspects cause those effects. METHOD: Five hundred thirty-four adult children who were caring for or had cared for their parents at home completed the scales of parent–child psychological independence, the acceptance of care, care attitude, and care burden. Data were analyzed using a pass analysis with multiple group structural equation modeling to identify the relationship between parent–child psychological independence, acceptance of care, care attitude, and care burden, and the care dyad difference of the models. RESULT: 1) “Reliable relationship with parent” in parent–child psychological independence affected “resignation” and “understanding actively” in acceptance of care. 2) “Psychological individuation from the parent” in parent–child independence affected all subscales of care attitudes. 3) “Resistance” and “understanding actively” in acceptance of care and “auto-pilot” in care attitude affected care burden. 4) In mother–daughter caregiving, “resistance” and “resignation” had stronger effects on “auto-pilot” whereas “utilization of resource” and “flexible response” in care attitude and “resistance” had weaker effects on care burden. CONCLUSION: The relationship between long-term parent–child relationship and care were revealed. In some points, daughters who were caring for or had cared for their mothers had a different model from other care dyads. These results suggest that child caregivers should be supported mentally in accordance to their difficult points and dyads.

Zhu, Lin, Collin Shepley, Jennifer Grisham y Justin D. Lane. "A Brief Parent-Coaching Package for Tiered Language Interventions". Education Sciences 12, n.º 9 (27 de agosto de 2022): 585. http://dx.doi.org/10.3390/educsci12090585.

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This study utilized a brief coaching package to train parents to support their children’s language development in home environments. Two parents of dual language learners were trained to use naturalistic language strategies that ranged in complexity. Parents participated in individual training sessions targeting three strategies: narration, imitation, and environmental arrangement and responding. A multiple baseline design across behaviors replicated across parent–child dyads was used to evaluate the effectiveness of the brief coaching package. Therapeutically accelerating data in a baseline condition affected interpretation of results for one dyad, while the package demonstrated effectiveness for the other dyad. Concomitant increases in children’s use of English language during sessions was also observed. Multi-level models were used to estimate the moderating effect of parent engagement in naturalistic language strategies on children’s vocal initiations. Implications for home-based service providers are presented.

Andraos, Stephanie, Beatrix Jones, Clare Wall, Eric Thorstensen, Martin Kussmann, David Cameron-Smith, Katherine Lange et al. "Plasma B Vitamers: Population Epidemiology and Parent-Child Concordance in Children and Adults". Nutrients 13, n.º 3 (2 de marzo de 2021): 821. http://dx.doi.org/10.3390/nu13030821.

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Scope: B vitamers are co-enzymes involved in key physiological processes including energy production, one-carbon, and macronutrient metabolism. Studies profiling B vitamers simultaneously in parent–child dyads are scarce. Profiling B vitamers in parent–child dyads enables an insightful determination of gene–environment contributions to their circulating concentrations. We aimed to characterise: (a) parent–child dyad concordance, (b) generation (children versus adults), (c) age (within the adult subgroup (age range 28–71 years)) and (d) sex differences in plasma B vitamer concentrations in the CheckPoint study of Australian children. Methods and Results: 1166 children (11 ± 0.5 years, 51% female) and 1324 parents (44 ± 5.1 years, 87% female) took part in a biomedical assessment of a population-derived longitudinal cohort study: The Growing Up in Australia’s Child Health CheckPoint. B vitamer levels were quantified by UHPLC/MS-MS. B vitamer levels were weakly concordant between parent–child pairs (10–31% of variability explained). All B vitamer concentrations exhibited generation-specificity, except for flavin mononucleotide (FMN). The levels of thiamine, pantothenic acid, and 4-pyridoxic acid were higher in male children, and those of pantothenic acid were higher in male adults compared to their female counterparts. Conclusion: Family, age, and sex contribute to variations in the concentrations of plasma B vitamers in Australian children and adults.

Chung, Alicia, Peng Jin, Dimitra Kamboukos, Rebecca Robbins, Judite Blanc, Girardin Jean-Louis y Azizi Seixas. "Out Like a Light: Feasibility and Acceptability Study of an Audio-Based Sleep Aide for Improving Parent–Child Sleep Health". International Journal of Environmental Research and Public Health 19, n.º 15 (1 de agosto de 2022): 9416. http://dx.doi.org/10.3390/ijerph19159416.

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Our study examines the acceptability and feasibility of Moshi, an audio-based mobile application, among children 3–8 years old using a parent–child dyadic approach. Our 10-day within-subject pre–post study design consisted of five nights of a normal bedtime routine and a subsequent five nights exposed to one story on the Moshi application during the intervention. Each five-night period spanned three weeknights and two weekend nights. The Short-Form Children’s Sleep Habits Questionnaire (SF-CSHQ) was used to measure children’s sleep at baseline and post-intervention. The PROMIS, Epworth Sleepiness Scale and Pittsburgh Sleep Quality Index were used to assess parents’ sleep. Among the 25 child–parent dyads, the mean child age was 4 (SD = 1.23) and 63% were male (n = 15). Mean parent age was 35 (SD = 5.83), 84% were female (n = 21), and 48.0% were Black (n = 12). For child-only comparisons, mean post-SF-CSHQ measures were lower compared to baseline. A trend in parent sleep is reported. This study shows the potential of an audio-based mobile sleep aid to improve sleep health in a racially diverse parent and child dyad sample.

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Tesis sobre el tema "Parent-child dyad":

Maxwell, Jane Alston. "The adult child and aging parent dyad : exploring the experience of caregiving and care receiving /". Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1594479551&sid=8&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (Ph.D.)--Southern Illinois University Carbondale, 2008.
"Department of Educational Psychology and Special Education." Includes bibliographical references (p. 134-145). Also available online.

Terao, Sherri Yukiko. "Treatment effectiveness of parent-child interaction therapy with physically abusive parent-child dyads". Scholarly Commons, 1999. https://scholarlycommons.pacific.edu/uop_etds/2443.

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The effectiveness of Parent Child Interaction Therapy with physically abusive parent child dyads was examined. Thirty-four physically abusive parents and their children were randomly assigned to either an experimental condition in which parents participated in the intervention or a control condition in which regular family preservation services were offered. Parents in the treatment group reported a reduction in the number of child behavior problems, lower levels of stress, and lower abuse potential scores when compared with control parents. Clinical implications along with future recommendations for treatment of physically abusive parents and children are discussed.

Simon-Herrera, Pauline. "La regulation emotionnelle des enfants d’age prescolaire en placement familial : etude longitudinale, clinique et systemique". Electronic Thesis or Diss., Paris 8, 2020. http://www.theses.fr/2020PA080036.

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L'apprentissage des Stratégies de Régulation Emotionnelle (SRE) s'effectue essentiellement au sein de la relation parents-enfant. Cette étude s'intéresse au cas des enfants confiés en famille d'accueil et pose la question suivante: Comment l'enfant apprend-il à gérer ses émotions au sein des multiples références existant entre sa famille naturelle et sa famille d'accueil dans le cadre du placement à l'Aide Sociale à l'Enfance ? Afin de répondre à cette question, 8 situations d'enfants d'âge préscolaire sont ici étudiées selon la méthode du cas. La méthodologie d'observation des interactions adultes-enfants dans leur milieu naturel est appliquée ici. Les résultats indiquent que les AF adoptent régulièrement des comportements centrés sur l'adulte où l'expression libre de l'enfant peut être empêchée. Au sein des familles naturelles les dysfonctionnements étaient régulés par l'un des membres du couple parental. La capacité des adultes à se centrer sur l'enfant et à adopter des SRE langagières, permettent à l'enfant d'adopter des SRE plus adaptées socialement où le contrôle émotionnel, la positivité et l'élaboration symbolique sont développées. Tous les enfants manifestent des symptômes de type anxieux plus ou moins sévères. Le rôle de l'ASE tend à amplifier l'instabilité des situations familiales et des conditions de retrouvailles entre les enfants et leurs parents naturels générant davantage de risque. Cette étude permet de remettre au centre la reconnaissance des états émotionnels infantiles et la réflexion sur l'émotionnalité au sein des systèmes familiaux à transaction maltraitante et des systèmes de substitution familiaux dans le cadre du placement familial
The development of Emotion Regulation Strategies (ERS) is made through parent-child relationships. This study is specifically focused on foster children and ask the following question: How foster children learn to regulate their emotional states considering the multiple attachments existing between their natural and foster families in the context of foster care? To answer this question, 8 preschool children and their families are enrolled in the research, according to the case study methodology. The research design includes parent-child observational method into an ecological model. Results indicate that the foster mothers adopt focused on the adult's type of behaviour where they lead the interactions and children are not able to express themselves freely. Moreover, the dysfunctional interactions occurring in natural families were mostly regulated by one the parents and some situations were not massively dysfunctional regarding ERS. The adult's ability to let the child lead the interaction and adopt symbolic or anticipative ERS enables children to adopt socially accepted ERS where effortful control, positivity and symbolic elaboration are widely developed. All children included in this study showed various severity of anxious symptoms. The social welfare service's role tends to amplify the situation's instability through parent-child visitation, causing more risk. This type of methodology developed here, put into the light the internal states of the foster children and focus on maltreating and substitutive family systems emotionality

Ho, Lareina K. L. "The treatment effectiveness of Parent -Child Interaction Therapy with depressed mother -child dyads". Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2588.

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Maternal depression has a negative impact on child development and the parent-child relationship (NICHD Early Child Care Research Network, 1999). The purpose of this study was to determine the treatment effectiveness of Parent Child Interaction Therapy (PCIT) with mothers identified with high levels of depressive symptoms in comparison with mothers with low levels of depressive symptoms and their children with behavior problems. The treatment effectiveness of PCIT was measured by pre- to post-treatment changes in the quality of parent-child relationship and reductions in child behavior problems, maternal depression, and parental stress. Subjects were 23 mothers identified with low levels of depressive symptoms and 26 mothers identified with high levels of depressive symptoms and their children. Findings showed there were improvements at post-treatment for both groups in child behavior problems, the quality of the parent-child relationship, maternal depressive symptoms, and parent stress levels. Mothers in the high depressive symptoms group reported achieving greater treatment gains when compared to the mothers in the low symptom group.

Bates, Randi Ann. "The influence of early life contexts on child self-regulation: A key to life course wellness". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1546553067578868.

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Newbery, Helen Victoria. "Video interaction guidance : exploration of the experiences of two parent-child dyads". Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6345/.

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Parenting plays a vital role in determining a child's development and future life opportunities. Irrespective of the skills and resources parents bring to parenting some parents still find the role challenging. A number of key interventions designed to improve parent-child relationships are reviewed, with evidence abstracted suggesting that Video Interaction Guidance (VIG) affords an effective intervention leading to positive behaviour change when used with parents and their children. This study explores the experiences of VIG from two parent (mother)-child dyads. Utilising a pragmatic, case study design, it explores two parents' and their children's views of their experiences of VIG intervention and examines whether any changes are sustained over time. Furthermore, it seeks to illuminate how VIG has contributed toward any assessed changes, and what users perceive as key features facilitating and/or compromising positive experiences of the intervention and its outcomes. Findings suggest that both parents and children valued quality time together, invested in shared activities, and developing a greater capacity for self-reflection as features of VIG that had contributed to its success as both a process and in its outcomes.

Eichler, Wendy Carolyn. "Relationship quality and the complementarity of interpersonal behaviors among parent-child dyads". Click here for download, 2008. http://proquest.umi.com/pqdweb?did=1564022511&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.

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Felber, Charbonneau Evelyne. "Parental Involvement in Sport During Early-Mid Adolescence: Perspectives from Parent-Child Dyads". Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36633.

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The purpose of this Master’s thesis was to document parents’ and their children’s perspectives on parental involvement in sport during early-mid adolescence. Individual semi- structured interviews were conducted with eight parent-child dyads, composed of eight athletes (three males, five females) between 12 and 16 years of age (M= 14) and eight parents (six males, two females) between 36 and 53 years of age (M = 44). The dyads recruited were involved in four team sports: basketball (n=3), ice hockey (n=2), soccer (n=2), and Canadian football (n=1). Based on the data collected, two articles were written. In article one, Basic Needs Theory (BNT) was used as a theoretical framework (Deci & Ryan, 1985; Ryan & Deci, 2000) to examine parents’ and their children’s perspectives on how parental involvement in sport influences basic psychological needs during early-mid adolescence. The findings revealed how parental behaviours were generally believed to satisfy athletes’ basic psychological needs within the sport context, although need frustration was also reported. Article two explored how parents’ interactions with coaches and teammates were perceived to influence the sport climate. The findings demonstrated the importance of having parents make efforts to establish friendly and supportive relationships with their children’s coaches and teammates to nurture a positive sport climate. Collectively, the findings from this Master’s thesis contribute to the literature by providing a theoretically-informed and nuanced portrait of parental involvement in youth sport.

Thompson, April Harriett. "The Impact of Perceived Entitlement to Pain Support on Perceptions of Punishing Pain-Related Support| Are There Differences Between Cohabitating Couples and Parent/Adult Child Dyads?" Thesis, Northcentral University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10003786.

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The Communal Coping Model of Pain Catastrophizing (CCMPC) postulates that pain catastrophizing occurs within social contexts as a way to communicate the need for support or empathy from others. An implied assumption of the CCMPC is that those individuals who catastrophize also feel entitled to pain-related support. To date, the majority of studies evaluating the CCMPC have focused on understanding the impact of pain catastrophizing on spousal support. The specific problem is that pain support provider characteristics may influence support provision, but there is no solid scientific evidence that the relationship of the person with pain to the pain support provider may be just as important given individuals elicit responses from close others, differently. This study is a quantitative quasi-experimental study to assess and compare the relationship between perceived entitlement to pain support and punishing pain-related perceived support among cohabitating couples and cohabitating parent/adult children dyads. Cohabitating couples were evaluated to validate a previously conducted seminal work among couples and cohabitating parent/adult child dyads were evaluated and compared to cohabitating couples as an original contribution. The participants in this study included a convenience sample of 200 subjects seeking treatment at a pain clinic in Chapel Hill, North Carolina. Multiple regression analyses was used to evaluate the relationship between the data collected from the solicitude subscale of the Survey of Pain Attitudes (SOPA) and the punishing response subscale of the West Haven-Yale Multidimensional Pain Inventory (MPI). A t-test and ANCOVA were also used to compare couples and parent/adult child dyads. The relationship between perceived entitlement to pain support and the perception of punishing pain-related support was significant, F (1, 133) =35.52, p = .00 among couples and among subjects living with a parent, F (1, 55) = 48.67, p = .00. The difference between the living situation groups on perceived entitlement to pain support and on perception of punishing pain-related support was not significant, t (193) = - 1.20, p = .23 and t (195) = - .76, p = .45, respectively. There was also no significant difference between the living situation groups in the relationship between perceived entitlement to pain support and punishing pain-related perceived support, F (1, 189) = .021, p = .89. Recommendations for future research include, the use of a more heterogeneous population to conduct observational studies, to conduct further research among parent/child dyads and among other dyads, as well as to conduct studies that work to better understand the interpersonal dimensions of pain.

Ivey-Soto, Mona C. 1979. "Examining the utility of a new caregiver-completed social emotional assessment, the Social Emotional Assessment Measure, with diverse low-income parent-toddler dyads". Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/9218.

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xvi, 200 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
Early social emotional competence has been linked to school readiness, decreased challenging behaviors, and positive relationships with family and peers. Despite this compelling research, more young children are displaying increasingly challenging behaviors and poor social emotional outcomes, often linked to factors associated with poverty. An important component in addressing this issue is programmatic implementation of high quality, practitioner- and family-friendly assessment measures. It is critical that young children who may be at risk for early mental health concerns be identified early and the necessary interventions and goals be established to ensure that healthy relationships and positive behaviors result. The Social Emotional Assessment IV Measure (SEAM) is a new parent/caregiver-completed assessment measure that identifies key components necessary in assessing social emotional competence. This descriptive study closely examines the utility of the Toddler SEAM within a low income, diverse sample. The Toddler SEAM was tested with 50 diverse low-income parents/caregivers in order to establish baseline data and provide researchers with important feedback regarding the psychometric properties of SEAM. One hundred percent of study participants indicated that the SEAM is a beneficial measure and would be an important tool for themselves and other parents who want to learn more about children's social emotional development. Forty-eight participants (96%) felt that SEAM items were useful in teaching them more about their child's social emotional development. Forty-four participants (88%) felt that SEAM items were clear and easy to understand. Qualitative feedback was gathered regarding methods by which to improve SEAM items (i.e., wording, content) in order to make it more parent-friendly and comprehensive. The Toddler SEAM was also compared with the ASQ:SE, a social emotional screening tool with established reliability and validity within risk and non-risk populations. Correlations between the ASQ:SE 18-, 24-, 30- and 36-month intervals and the Toddler SEAM were all significant (p < .05). Internal consistency was high with a Cronbach's alpha level of .92, indicating that the SEAM is likely measuring the unitary construct of social emotional development.
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Libros sobre el tema "Parent-child dyad":

Proulx, Lucille. Strengthening emotional ties through parent-child-dyad art therapy: Interventions with infants and preschoolers. Philadelphia: Jessica Kingsley Publishers, 2002.

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Alrqiq, Hosam M. Use of an Animated Video for Child Oral Health Education as a Brief Online Intervention Designed for Parent-child Dyads: Predictors of Parental Self-efficacy to Engage in Recommended Behaviors. [New York, N.Y.?]: [publisher not identified], 2020.

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Proulx, Lucille. Strengthening Emotional Ties Through Parent-Child-Dyad Art Therapy: Interventions with Infants and Preschoolers. Kingsley Publishers, Jessica, 2002.

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Stoolmiller, Mike. An Introduction to Using Multivariate Multilevel Survival Analysis to Study Coercive Family Process. Editado por Thomas J. Dishion y James Snyder. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199324552.013.27.

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Multivariate multilevel survival analysis is introduced for studying hazard rates of observed emotional behavior relevant for coercion theory. Finite time sampling reliability (FTSR) and short-term retest reliability (STRR) across two occasions (sessions) of observation during structured problem-solving tasks several weeks apart were determined for hazard rates of emotional behaviors for parent–child dyads. While FTSR was high (.80–.96), STRR was low (.16–.65), suggesting that emotional behaviors in the context of parent–child social interaction are not very stable over a period of several weeks. Using latent variable structural equation models that corrected for the low STRR, two hazard rates were predictive of change in child antisocial behavior over a 3-year period (kindergarten to third grade) net of initial child antisocial behavior. Low levels of parent positive emotion and increases from session 1 to 2 of child neutral behavior both accounted for unique variance in third grade antisocial behavior.

Deater-Deckard, Kirby, Nan Chen y Shereen El Mallah. Gene–Environment Interplay in Coercion. Editado por Thomas J. Dishion y James Snyder. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199324552.013.4.

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Coercive relationship dynamics are established and operate within reactive and regulatory intra- and interpersonal processes in families. These regulatory processes function within complex transactions between genetic and nongenetic processes that are transmitted from parents to children. This chapter highlights examples of gene–environment interplay in several key components of coercive family processes, with a special focus on parent and child self-regulation problems in coercive interactions. These include gene–environment correlation, gene–environment interaction, and epigenetic mechanisms that contribute to individual differences in self-regulation and dyadic regulation. These are conceptualized within a framework of ongoing parent and child effects operating within family dyads.

Tardif, Christine Yvette. Conflict and adolescent autonomy among Chinese-Canadian immigrant mother-child dyads: An intracultural study of the influence of acculturation disparity. 2003.

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Capítulos de libros sobre el tema "Parent-child dyad":

Williams, Olivia, Kerrianne Buchanan y Yee-Yin Choong. "‘They’re Not Risky’ vs ‘It Can Ruin Your Whole Life’: How Parent-Child Dyads Differ in their Understandings of Online Risk". En Social Computing and Social Media, 529–47. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-35927-9_36.

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James, Kiera M. y Brandon E. Gibb. "The Parent-Child Dyad and Other Family Factors Associated with Youth Nonsuicidal Self-Injury". En The Oxford Handbook of Nonsuicidal Self-Injury, C38P1—C38P127. Oxford University Press, 2023. http://dx.doi.org/10.1093/oxfordhb/9780197611272.013.38.

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Abstract Nonsuicidal self-injury (NSSI) is a significant public health concern with clear negative consequences for the individual and their families. NSSI is most prevalent during adolescence—a developmental period during which youth navigate normative interpersonal stressors and developmental challenges. Although elevated rates of NSSI during adolescence are likely due to a combination of genetic, environmental, and contextual factors, this chapter focuses specifically on the influence of parents and the parent-child relationship on risk. To this end, we outline relevant theoretical frameworks in the context of developmental trajectories of NSSI. We review risk factors involving parents and the parent-child dyad, including parent-related factors that perpetuate risk in the context of parental awareness or youth disclosure of NSSI. We discuss protective factors within the parent-child dyad that reduce risk for youth NSSI, and provide an overview of interventions for youth NSSI that involve strong parental components, including parent training and parent education programs.

Perasso, Giulia, Nava R. Silton y Jacopo De Angelis. "Parenting in Dyads With an ASD-Child". En Advances in Medical Education, Research, and Ethics, 191–221. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2940-9.ch009.

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This chapter provides an overview of the complex experience of parenting children with Autism Spectrum Disorders (ASDs) from an attachment-based perspective. The role of parental sensitivity, intrusiveness, and self-efficacy will be discussed in detail. These parental characteristics were indeed found to positively affect the parent-ASD-child bond and, in turn, to modulate the developmental course of ASDs. Likewise, the nature of symptomatology pertaining to autism (i.e., strong impairment in social and communication skills) represents an obstacle for parents to effectively attune to their children's needs or emotions. A number of interventions aimed at improving the quality and the attunement level in the parent-ASD-child dyad are presented. A specific focus is dedicated to attachment-based interventions such as the video feedback intervention to promote positive parenting – AUTI (VIPP-AUTI).

Miller, Scott A. "Atypical Development". En Parents' Beliefs About Children, 276–310. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190874513.003.0009.

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This chapter considers deviations from the normal developmental path of two sorts. The first section of the chapter addresses childhood clinical syndromes that impact both children’s development and parents’ beliefs. Three syndromes are discussed: intellectual disabilities, attention-deficit hyperactivity disorder (ADHD), and autism spectrum disorder (ASD). The second section of the chapter addresses deviations in the parent component of the parent–child dyad, considering both clinical conditions (in particular, depression and schizophrenia) and maladaptive parental practices (in particular, abuse or neglect). It also discusses the concept of resilience; that is, the ability of some children to overcome adverse early experiences.

Dietz, Laura J. "Session 14: Reviewing Progress and Saying Goodbye". En Family-based Interpersonal Psychotherapy for Depressed Preadolescents, editado por Laura J. Dietz, 241–48. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190640033.003.0017.

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Chapter 17 of Family-based Interpersonal Psychotherapy (FB-IPT) for Depressed Preadolescents presents the fourteenth (and last) session of family-based interpersonal therapy (FB-IPT), in which the preadolescent reviews with the therapist the ways in which the preadolescent has implemented new communication and problem-solving skills and how these skills could help in future situations. The therapist provides the preteen with the opportunity to explore his feelings about therapy termination. Together they review the preadolescent’s early warning signs and contract with the parent to regularly check-in with child after treatment ends. The therapist acknowledges the parent’s role in treatment and gives parent an opportunity to share her own feelings about ending therapy. Lastly, the therapist expresses appreciation to the parent-child dyad for their hard work. The therapist shares with the family that they may contact her at any time in the future with questions or concerns.

Venuti, Paola, Silvia Perzolli y Arianna Bentenuto. "An Intersubjectivity Parental-Based Intervention (I-PBI) for Preschoolers with ASD". En Autism Spectrum Disorders - Recent Advances and New Perspectives [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.108672.

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Given the influence of parents’ qualities and dyadic characteristics on child developmental outcomes, recent findings strengthened the importance of involving caregivers during the intervention to increase dyadic syntonization levels and to extend the acquisition of competencies in naturalistic contexts. The Intersubjectivity Parental-Based Intervention (I-PBI) presented throughout this chapter is delivered involving caregivers in two different modalities: first, in the therapeutic setting, together with the child to support interactions within the dyad. Second, the focus is on the parental representation of the child and the caregivers in their role. Trained psychologists deliver the intervention after receiving specific licenses on developmental intervention models for children with autism spectrum disorder (ASD). Finally, the team is constantly supervised at least once every month by an expert psychotherapist. Unlike parent-mediated intervention and parent training, the I-PBI does not require home assignments or fidelity schedules, and the therapist entirely delivers the intervention. Throughout this chapter, the structure and therapeutic techniques of the intervention will be presented. Further, results considering the child’s developmental trajectories and changes in caregiver-child interaction will be discussed.

Kieffer, Christine C. "On “psychoanalytic siblings” and the “only child”: expanding the relational context beyond the parent–child dyad". En Mutuality, Recognition, and the Self, 35–45. Routledge, 2018. http://dx.doi.org/10.4324/9780429477423-3.

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Pruett, Kyle D., Marsha Kline-Pruett y Robin Deutsch. "Bringing the Previously Absent Father into the Family". En Evidence-Informed Interventions for Court-Involved Families, editado por Lyn R. Greenberg, Barbara J. Fidler y Michael A. Saini, 282–302. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190693237.003.0011.

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Many fathers—married, never married, or divorced—are absent or remote from their child’s life during the early years. As circumstances change, he may become eager to get to know the child, especially as milestones come and go, or wish to parent after returning from an absence. Mothers are frequently less sanguine about such returns to the child’s life for myriad reasons. This chapter discusses the deleterious effects of father absence on child development, interventions currently in use to reintegrate the positively engaged father back into the family, examining and softening maternal gatekeeping, and the theoretical and evidence bases for such interventions. A case example will be used to demonstrate how the intervention work can be approached to maximize the child’s opportunity to have a positive relationship with his or her father while maintaining equilibrium in the mother–child dyad.

Chisholm, James S. "How Attachment Gave Rise to Culture". En The Cultural Nature of Attachment. The MIT Press, 2017. http://dx.doi.org/10.7551/mitpress/9780262036900.003.0011.

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This chapter reviews advances in evolutionary theory since Bowlby and proposes that our capacity for culture emerged with the evolution of human attachment by means of selection for increased mother-infant cooperation in the resolution of parent-offspring conflict. It outlines the evolutionary-developmental logic of attachment, parent-offspring conflict, and the view of culture as “extended embodied minds.” It describes how the embodied mind and its attachments might have been extended beyond the mammalian mother-infant dyad to include expanding circles of cooperative individuals and groups. It argues that because attachment came before and gave rise to culture, no culture could long exist that did not accommodate the attachment needs of its infants. On this view, all the myriad cultural contexts of attachment foster secure-enough attachment—except when they cannot. Theory and evidence show that when mothers and others are unable to buffer their children against environmental risk and uncertainty, insecure attachment can be (or once was) evolutionarily rational. It concludes that an attachment theory fully informed by twenty-first century evolutionary theory is fully consilient with normative emic perspectives on the nature of the child and appropriate child care, in both favorable and unfavorable environments.

Hawks, Jessica Lyn, Sarah M. Kennedy, Jacob Benjamin y Westrick Holzman. "Pediatric Irritability and Disruptive Behaviors". En Applications of the Unified Protocols for Transdiagnostic Treatment of Emotional Disorders in Children and Adolescents, editado por Jill Ehrenreich-May y Sarah M. Kennedy, 61–78. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780197527931.003.0005.

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This chapter describes adaptations made to the Unified Protocol for Transdiagnostic Treatment of Children (UP-C) when treating youth with chronic irritability and/or disruptive behaviors. Despite increased recognition of the clinical importance of pediatric irritability as a transdiagnostic symptom dimension, there is a lack of evidence-based treatments for this population that simultaneously and equitably address both child and contextual (e.g., parental) factors implicated in the development and maintenance of emotional and behavioral difficulties. In this chapter, the authors summarize current treatments available for this patient population, highlighting the advantages of using the UP-C, as it supports the parent–child dyad in addressing coercive interpersonal processes through use of opposite action strategies. A detailed description of how to adapt the UP-C for irritability is provided, including guidance on effective use of frustration exposures to develop mastery of treatment strategies. The chapter concludes with a case example to further illustrate this treatment approach.

Actas de conferencias sobre el tema "Parent-child dyad":

Danze, Elizabeth. "How the Psychoanalytic Use of Object Constancy and Internalization Can Inform Our Understanding of the Teacher/Student Relationship". En 110th ACSA Annual Meeting Paper Proceedings. ACSA Press, 2022. http://dx.doi.org/10.35483/acsa.am.110.20.

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In looking at the discipline of Psychoanalysis, we might better understand concepts around basic human development such as object constancy and internalization as ways of informing how the mentoring or teaching relationship is focused on the growth and development in the other person— our student. Object constancy and internalization enable an individual to preserve a stable, subjective representation of an object (the psychotherapist, for instance) in the face of complex or contradictory affects. This paper looks at this through the lens of the psychoanalytic dyad— the relationship between psychoanalyst and analysand (patient)— as a vehicle for envisioning how we might better educate our students, especially in the intensive, hours-long design studio. In Hans Loewald’s important paper, “On the Therapeutic Action of Psychoanalysis,” he expounds on the parent-child relationship and how the empathic parent holds a vision of the future child and in various ways mediates this vision to the child. The child, in identification with it, can then grow. By internalizing aspects of the parent, the child also internalizes the parent’s image of the child. While a teacher is not participating in the role of parent or psychoanalyst, a primary concern for an analyst, parent, or teacher is the aiding in the growth and development of another. The idea that the parent/analyst/teacher’s capacity to imagine future growth, anticipate something for the child or patient or student, hold that in mind for them, and offer that vision is a reflective way of expanding possibilities and potentialities for them. Perhaps in this way, the successful, authentic, and autonomous student begins in the mind of the teacher. We understand that the psychoanalyst seeks to understand and “take in” the analysand, to help organize thought processes and mindset. Then, working alongside the analysand, the teacher helps to organize the student’s design approach and process. The teacher then “hands back” organizational and other insight through interpretation to the student, who must bring meaning and understanding to the changing project— and to themselves, the developing designer. In addition to object constancy and internalization, by looking at the writings and clinical work of Winnicott, Ogden, Kohut, and others, we will explore related notions of receptivity, projective identification, concordant transference, and co-construction and ask how they might be understood within the teacher/ student paradigm in this context. Lastly, in an analysis, realizations and understandings continue to occur and develop long past the end of treatment. It is a fluid and ongoing process, with multiple mechanisms extending beyond the limits of the analysis. The successful design student may internalize the relationship with her instructor, aiding the student in positive self-constancy long after the design studio is over and the instructor is gone. By understanding how to employ some of these ideas, we might better appreciate our role as teachers in aiding our students in a life-long quest for growth and mastery.

Anikina, V., E. Shabalina y N. Pleshkova. "ВЗАИМОДЕЙСТВИЕ МАТЕРИ И РЕБЕНКА В ДИАДАХ ПОСЛЕ ПРИМЕНЕНИЯ ВСПОМОГАТЕЛЬНЫХ РЕПРОДУКТИВНЫХ ТЕХНОЛОГИЙ В ТЕЧЕНИЕ ПЕРВОГО ГОДА ПОСЛЕ РОДОВ". En ПЕРВЫЙ МЕЖКОНТИНЕНТАЛЬНЫЙ ЭКСТЕРРИТОРИАЛЬНЫЙ КОНГРЕСС «ПЛАНЕТА ПСИХОТЕРАПИИ 2022: ДЕТИ. СЕМЬЯ. ОБЩЕСТВО. БУДУЩЕЕ». Crossref, 2022. http://dx.doi.org/10.54775/ppl.2022.94.27.001.

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The quality of mother-child interaction during the first years of child’s life predict future social, emotional, cognitive and communication development of a child. Baby’s characteristics may impact on the way caregiver interacts with him, but most of research shows that mother’s behavior, as well as her emotional state such as anxiety, depression, stress, and her attitude to a child have greater impact on the interaction. Current studies on women using assisted reproductive technologies (ART) show that they tend to experience higher levels of anxiety, depression and stress both due to long periods of infertility and ART procedure stressful by itself. Moreover, some studies and practitioners reflect that ART women want to be “super mothers” and have greater expectations of themselves, idealized picture of a child, euphoric attitude to pregnancy, and motherhood itself had a great value. All of these may distort and put at risk normal mother-child interaction. Our study is aimed at assessing the observed behavior of mother, child and in the dyad during the 5 min free play by Parent-Child Early Relationship Assessment (Clark, 1985). Participants: 13 dyads after ART (average child age 5.15 ± 0.77 months). Results: Mothers show low involvement, cases of negative physical contact with a child (intensive massage), rare positive reactions to child’s behavior, low quality of structing his activity, rare mirroring of child’s emotional state. Children have difficulties with expressing sincere joy and pleasure, often look serious and less emotional. Interaction in the dyad is highly flat and empty, with low levels of joy and reciprocity. Conclusion. The data highlight the need for psychological support for mothers who used ART, after the child’s birth. Качество взаимодействия матери и ребенка в первые годы жизни ребенка предопределяет будущее социальное, эмоциональное, познавательное и коммуникативное развитие ребенка. Характеристики ребенка могут влиять на то, как с ним взаимодействует лицо, осуществляющее уход, но большинство исследований показывают, что поведение матери, а также ее эмоциональное состояние, такое как тревога, депрессия, стресс, и ее отношение к ребенку оказывают большее влияние на взаимодействие. Текущие исследования женщин, использующих вспомогательные репродуктивные технологии (ВРТ), показывают, что они, как правило, испытывают более высокий уровень тревоги, депрессии и стресса как из-за длительных периодов бесплодия, так и из-за стрессовой процедуры ВРТ. Более того, некоторые исследования и практики отражают, что ВРТ-женщины хотят быть «суперматерями» и предъявляют к себе большие требования, идеализированное представление о ребенке, эйфорическое отношение к беременности и само материнство имели большое значение. Все это может исказить и поставить под угрозу нормальное взаимодействие матери и ребенка. Наше исследование направлено на оценку наблюдаемого поведения матери, ребенка и пары во время 5-минутной свободной игры с помощью оценки ранних отношений между родителями и детьми (Clark, 1985). Участники: 13 пар после ВРТ (средний возраст ребенка 5,15 ± 0,77 мес). Результаты: низкая вовлеченность матерей, случаи отрицательного физического контакта с ребенком (интенсивный массаж), редкие положительные реакции на поведение ребенка, низкое качество построения его деятельности, редкое зеркалирование эмоционального состояния ребенка. Дети испытывают трудности с выражением искренней радости и удовольствия, часто выглядят серьезными и менее эмоциональными. Взаимодействие в диаде очень плоское и пустое, с низким уровнем радости и взаимности. Вывод. Данные подчеркивают необходимость психологической поддержки матерей, применявших АРТ, после рождения ребенка.

Informes sobre el tema "Parent-child dyad":

Kan, Marni L., Hsiu Chen Yeh, Lisa M. Schainker, Jessica Nelson, Samantha Charm, Cleve Redmond y Richard Spoth. Substance Misuse Prevention Program Attendance: Predictors Among Military Families. RTI Press, diciembre de 2022. http://dx.doi.org/10.3768/rtipress.2022.rr.0048.2212.

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Typical life circumstances for military families may impact their participation in prevention programs, yet little is known about what factors influence their participation. The current study examined predictors of attendance in the Strengthening Families Program: For Parents and Youth 10–14, for Military Families, a universal in-person program designed to improve family functioning and reduce youth substance misuse and other problem behaviors. Participants included 159 parent–child dyads randomly selected to be offered the 7-week family program. Analyses examined demographic characteristics, deployment experiences, time spent waiting for the program to begin, and psychosocial functioning as predictors of attendance in a series of regression models. Of the 39 percent of families that attended any program sessions, the majority (71 percent) attended at least four of the seven sessions. Attendance varied significantly across the geographic areas in which groups were held. Prior service utilization, youth conduct problem behavior, parental history of deployment, and family conflict were each positively associated with attendance, whereas parent tobacco use was negatively associated with attendance. These results highlight the challenges in recruiting military families into in-person prevention programs and suggest that extra efforts may be needed to engage families that do not perceive that they have a need for support.