Tesis sobre el tema "Parent-child dyad"
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1
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.
Resumen
Thesis (Ph.D.)--Southern Illinois University Carbondale, 2008."Department of Educational Psychology and Special Education." Includes bibliographical references (p. 134-145). Also available online.
2
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.
Resumen
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.
3
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.
Resumen
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 familialThe 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
4
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.
Resumen
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.
5
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.
6
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/.
Resumen
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.
7
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.
8
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.
Resumen
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.
9
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.
Resumen
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.
10
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.
Resumen
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.
Adviser: Jane Squires
11
Panchalingam, Thadchaigeni. "Three Essays on the Economics of Food, Health, and Consumer Behavior". The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1618834416383345.
12
Jiun-Ju, Chen y 陳靜如. "Case Study of Parent-Child Dyad Art Therapy for Child Emotion Management". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/15345524848636757719.
Resumen
碩士臺北市立大學
藝術治療碩士學位學程
103
The purpose of this study was to investigate the relationship changes during parent-child dyad art therapy sessions, changes in children’s emotion management, and the action strategies and elements. Discussions from the literatures show a close relationship between parent-child relationships and children’s emotion management. Hence, the implementation involved five single art therapy sessions with the children in order to build relationships. Subsequently, the mother and child engaged in six parent-child dyad art therapy sessions, during which period independent interviews were conducted based on the condition of the mother. The open-ended interview was adopted as the interview method; the qualitative research was adopted as the research method. Through the pre-test and post-test of the “children’s emotion management scale”, the changes and course of the children’s emotion management capabilities were observed to summarize and analyze the orientation. Through transcript encoding, the data was organized to form the scope and theme for interpretation. The research findings are as follows: 1.The changes in the course of the parent-child relationship can be divided into three periods: the latency period of conflict, the conflict period of disposal, and the period of relationship promotion. The mother’s discipline attitude changed from authoritative to prestige. The affected results are: (1) Assist children in unifying the incomplete self; (2) Contribute to the emergence of potential conflicts between the parent and the child; (3) The creation process provides a transitional space, allowing parent-child interaction to adventure and seek change; (4) Assist the mother re-position motherhood and enhance children’s emotion management skills; (5) The therapist’s intervention breaks the negative cycle of the parent-child relationship. 2.It has a positive impact on children’s emotion management capabilities; the scores in the “children’s emotion management scale” showed positive increases. 3.The action strategies in the therapy aid in parenting differentiation through object relations and family theory. The activity design covered ETC assessments and MDV design activities, during which period the therapist’s flexible change was one of the location elements. Finally, the researcher’s reflections and recommendations were put forth, and recommendations for the pragmatic work and research related to parent-child group art therapy were proposed.
13
Fan, Feng-Chin y 范鳳琴. "Using parent-child dyad design to explore the health-related beliefs and behaviors among overweight and obesity students". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/23ayqp.
Resumen
碩士國立臺灣師範大學
健康促進與衛生教育學系
103
ABSTRACT This study aims to determine the health-related beliefs and behaviors of children of fifth- and sixth-grades of elementary school regarding overweight and obesity. Purposive sampling was used to invite 18 overweight and obese schoolchildren and their parents (n = 35) to be the study participants. The Health Belief Model was used in designing nine questions for performing individual interviews. The interviews were supplemented with a behavior checklist regarding healthy body weight for the parents and schoolchildren. The interview data of the parents and schoolchildren were compared using dyadic analysis. Finally, following further analysis and discussion, the interview content was organized and categorized. The results are summarized as follows: The health-related beliefs and behaviors of the overweight and obese schoolchildren indicated the following: The schoolchildren’s awareness of their body image was mostly influenced by their parents, and the children believed that the causes of them becoming obese were related to heredity and environmental factors related to family life, dietary behaviors, and the parents’ child-rearing attitudes. Commonalities were discovered between the dietary behaviors and life habits of the children and any obese family members. Generally, the girls cared more about other people’s perceptions and comments regarding their bodies, and they expressed the hope of having good-looking figures and wearing beautiful clothes. Consequently, when adopting weight control behaviors, the girls were more active in intention and performance than the boys. The diet problems of the overweight and obese schoolchildren included eating large quantities, eating quickly, unbalanced diets, irregular meal times, and eating before bedtime. During leisure time after school, most of them preferred to stay at home and watch television, use the computer, or play video games. The more obese the schoolchildren were, the more they disliked being active. Reduced physical activity and a dislike of exercise are two factors that cause overweight and obesity in schoolchildren. The health beliefs, life habits, and dietary behavior of the overweight and obese schoolchildren were considerably influenced by the parents and family members. Appropriate parental supervision was sufficient for introducing regularity to the schoolchildren’s lives and quality of sleep. The schoolchildren typically lacked self-control and persistence. However, the parents could stimulate the children to act through methods such as regulating dietary habits, encouraging the children and accompanying them in exercise, reducing sedentary activities, providing a supportive environment, increasing the children’s competency at controlling body weight, and providing timely encouragement. The results of the schoolchildren and parent interview and checklist as well as the parent–child dyadic analysis indicated the following: The children’s body types were more influenced by the fathers (70.6%) than by the mothers (38.8%). Most of the schoolchildren slept 8 hours each night (83%), whereas most of the parents did not (63%). Half of the schoolchildren got their five a day (50%), whereas most of the parents did not (57%). Most of the schoolchildren used a computer, television, gaming console, and telephone for less than 2 hours every day (61%), whereas most of the parents did not manage this (63%). Nearly half of the schoolchildren exercised 30 minutes every day (45%), whereas most of the parents did not (66%). Nearly half of the schoolchildren drank plain drinking water every day (44%), whereas only a minority of the parents did (2%). The results of this study can serve as a reference and provide suggestions for establishing healthy body-weight plans and strategies. In the future, parents and children can be adopted as study participants for drawing up family intervention programs, thus improving the results of managing healthy body weights.
14
Aquan-Assee, Jasmin. "Sibling relationship qualities and interaction during middle childhood : structural properties of the sibling dyad, features of family climate and parent-child relations". Thesis, 1992. http://spectrum.library.concordia.ca/4219/1/NN80968.pdf.
15
Christopher, Anastasia. "Affectionate Contact and Theory of Mind Abilities of Parent-Child Dyads". Thesis, 2013. http://hdl.handle.net/1974/8174.
Resumen
This study was conducted to investigate the extent to which affectionate physical contact (i.e., cuddling) affects preschoolers’ and parents’ abilities to engage in theory-of-mind reasoning. We explored the hypothesis that if affectionate contact affected theory-of-mind, then preschoolers and parents who cuddled would outperform those who did not. To test this hypothesis, we recruited 44 preschool aged children (3.8-4.6-year-olds) and their primary caregivers. We found that children who cuddled with their primary caregiver during a storybook reading task performed significantly better on theory-of-mind tasks compared to children who did not receive a cuddle. Importantly, our findings support the contention that affectionate contact affected children’s performance on theory-of-mind related tasks specifically, but not performance on executive functioning or non-mental representation tasks.
A secondary goal of this study was to explore whether any effects of affectionate contact would be mediated by functional polymorphisms of the oxytocin receptor gene (OXTR). Although we were unable to obtain a sample size that was sufficient to directly test this hypothesis, we found that parents homozygous for the G allele at rs2254298 were significantly better at decoding the affective mental states of others compared to those who carried at least one A allele. Thus, our results support the hypotheses that affectionate contact promotes children’s theory-of-mind reasoning abilities and that adult’s mental state decoding skills can be predicted by allelic variations on the OXTR gene. This study offers preliminary support for the role of affectionate contact and, separately, the oxytocinergic system on tasks related to theory-of-mind reasoning. These claims are discussed with respect to possible alternative explanations for our findings, as well as future directions to directly test the extent to which such experiential and psychobiological factors can affect theory-of-mind reasoning.Thesis (Master, Neuroscience Studies) -- Queen's University, 2013-08-15 14:13:54.174
16
Wood, CD. "Conflict resolution in the family : PET skills acquisition in parent/adolescent dyads". Thesis, 1992. https://eprints.utas.edu.au/21922/1/whole_WoodChristineDorothy1992_thesis.pdf.
Resumen
Parent Effectiveness Training (PET) (Gordon, 1975) is a practical course teaching communication skills to parents, particularly listening, assertiveness and conflict resolution. Youth Effectiveness Training (YET) (Hall & Zener, 1981) teaches the same skills to teenagers from their own viewpoint. Both are aimed at improving the quality of family life, and at prevention of serious problems.
Research into PET has been largely concerned with attitudinal change, and there is an overwhelming need for investigation of behavioural outcomes. The present study attempted a behavioural measure of specific PET skills, utilising a three-minute video-recorded roleplay of a standardised conflict interaction between parent and adolescent. There were 13 parent/teenager dyads in the experimental group, and 11 similar pairs, matched as closely as possible, in the control group. The videoed interactions were put onto a single tape in random order and assessed "blind" by three skilled independent raters, using bi-polar visual analog scales especially constructed to measure listening and confrontation skills and conflict resolution. Results showed that the parents improved significantly in conflict resolution, and in confrontation skills as compared with the control group. On listening skiills they improved considerably more than the control group, but the difference was not great enough to be statistically significant.
The teenagers in the experimental group improved significantly more than those in the control group in conflict resolution. Their gains in listening and confrontation skills were also greater than those of the control group, but the differences were not large enough to be regarded as statistically significant.
Standard questionnaires constructed to measure (a) attitudinal changes in parent-child relationships as an outcome of parent education (Parent Attitude Survey, Hereford,1963), (b) changes in self-concept (Self Esteem Inventory, Coopersmith, 1967) following the course, and (c) changes relating to expressed behaviour (FIRO-B, Schutz, 1967) were administered as part of the overall assessment, but no significant differences were found between the groups. However, the study showed that parent/adolescent dyads can change their interactions in a positive way using skills that can be spontaneously applied.
17
Lougheed, JESSICA. "Emotion Co-Regulation in Parent-Child Dyads with Externalizing and Typically-Developing Children". Thesis, 2012. http://hdl.handle.net/1974/7353.
Resumen
Children's difficulties with regulating or controlling emotion are associated with externalizing problems (Eisenberg et al., 2001). Emotion regulation develops through interactions with caregivers during childhood, where children are socialized about the management and expression of emotions (Kopp, 1989). The parent-child relationship is thus one factor associated with children's externalizing problems and, to date, research on children’s externalizing problems has focused on relationships with parental emotion socialization and parent-child emotions (Granic & Lamey, 2002; Lengua, 2006). However, parent-child co-regulation— the bidirectional process whereby individuals mutually regulate emotions with others (Fogel, 1993)— is also likely a proximal factor in children's externalizing problems. Over time, dyadic patterns emerge and are reinforced through co-regulation, and children develop regulated or dysregulated emotional patterns with their parents (Granic & Lamey, 2002). Co-regulation is also likely related to differences in externalizing symptomatologies, as dyads with children with co-occurring externalizing and internalizing problems (MIXED) show more mutual hostility over the course of a conflict than dyads with purely externalizing children (EXT; Granic & Lamey, 2002).
The current study examined co-regulation in 255 parent-child dyads, of which 80 had EXT children (73% male), 111 had MIXED children (87% male), and 64 had typically-developing children (63% male). Children were between the ages of 8 and 12 (M = 9.56). Behaviours during positive and conflict discussions were coded with a new observational tool, the Co-Regulation of Emotion (CORE) coding system. CORE's validity was supported with associations with independent raters’ impressions of the interactions. Generally, co-regulation was higher during the conflict as compared to the positive discussions, as expected. Contrary to hypotheses, dyads with EXT and MIXED children did not show more non-supportive co-regulation than dyads with typically-developing children, and dyads with typically-developing children did not show more supportive co-regulation. Similarly, group differences on the association between interaction partners' supportive and non-supportive co-regulation and negative affect were not significant. Overall, MIXED dyads did not show more non-supportive co-regulation than EXT dyads, as had been expected. The findings did not support the hypothesis that emotion co-regulation differentiates dyads with externalizing children from dyads with typically-developing children in middle childhood.Thesis (Master, Psychology) -- Queen's University, 2012-08-07 11:41:10.329
18
"Exploring the Weight Loss Strategies Adopted by Overweight and Obese Parent and Child Dyads". Master's thesis, 2016. http://hdl.handle.net/2286/R.I.38522.
Resumen
abstract: Objectives: This study examines weight loss strategies (eating, physical activity (PA), or both) adopted by overweight or obese (OWOB) parents and children in relation to age, income, gender, education, and race/ethnicity in a predominantly low-income and high minority sample. We also examine if OWOB parent-child dyads employed the same strategies to lose weight, and how these strategies vary by demographic variables.
Methods: Data was compiled from the New Jersey Childhood Obesity Study (NJCOB). A random digit dial household phone survey was used to select 1,708 households with at least one child aged 3-18 years from five cities in New Jersey. There were 231 OWOB parent-child dyads in this sample. Bivariate and multivariate analyses were performed to determine the demographic variables significantly associated with the type of weight loss strategy chosen.
Results: Males had higher odds of using PA and both eating and PA when compared to females. Higher income adults had higher odds of using all types of weight loss strategies compared to lower income adults. Adults with college education had higher odds of using eating and both eating and PA when compared to those with high school education. Older children (6-11 and 12-19 years) had higher odds of using PA when compared to younger children (2-5 years). Children of foreign-born parents (> 10 years in the US) had higher odds of using eating to lose weight compared to the children of US born parents. Children overall had higher odds of adopting a weight loss strategy if it was also adopted by the parent. In subgroup analysis, parent-child dyads had higher odds of adopting similar strategies among older children (12-19) and among girls, but this association did not hold true for younger children (2-11 years) and among boys for PA.
Conclusion: Older OWOB children (12-19) and female children had higher odds of adopting their parents’ weight loss strategies. Younger children did not follow the same pattern as their parents and among boys concordance was observed only for eating strategies. Results from the study may inform future family-based weight management interventions.Dissertation/Thesis
Masters Thesis Exercise and Wellness 2016
19
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". Thesis, 2020. https://doi.org/10.7916/d8-4a7f-sp80.
Resumen
Since dental caries in children remains a significant public health problem, this study developed a brief cartoon video e-health intervention focused on parents’ ensuring their children’s engagement in three key oral health behaviors: brushing twice a day with fluoridated toothpaste, avoiding the consumption of large quantities of sugar-containing foods and beverages, and visiting the dentist every six months. The purpose of the study was to evaluate the cartoon video as a brief e-health intervention, and to identify significant predictors of parental self-efficacy to ensure their children’s engagement in recommended oral health behaviors after viewing an animated video with their child.
The sample included 75 parents with a child aged six to eight years. Parents were mostly female (85%, n = 63), white (84.0%, n = 63), with a mean age of 35.2 years (SD = 5.5), mean educational level between a two- and four-years of college, and mean household income of $20,000 to $39,000 per year. Parents had one or two children (51.8%, n = 39) with a mean age of 6.72 years who were mostly boys (65.3%, n = 49) in public school (80.0%, n = 60).
Findings indicated the brief e-health cartoon was an effective intervention, given significant changes from pre-video to post-video in mean scores for: parent oral health knowledge (t = –5.437, df = 74, p = 0.000); global stage of change for performing all three key oral health behaviors (t = –1.804, df = 74, p = 0.000); and, global self-efficacy for performing all three key oral health behaviors (t = –3.838, df = 74, p = 0.000). Further, most parents rated the cartoon highly and indicated they would recommend it to other parents and children.
Backwards stepwise regression, controlling for social desirability, indicated higher post-video parental self-efficacy for the three recommended oral health behaviors post-video was significantly predicted by: parent female gender (B = 1.072, p = 0.000); parent was not born in the U.S. (B = –0.544, p = 0.028); parent had a partner (yes) (B = 0.707, p = 0.000); parent was a student (yes) (B = 0.933, p = 0.001); lower parent education level (B = –0.142, p = 0.021); child was not in public school (B = –0.427, p = 0.028); higher Parental Intention Scale (PI-S-3) score (B = 0.302, p = 0.011); and higher parent pre-video oral health knowledge (B = 0.313, p = 0.000)—with 55.2% of variance predicted (R2 = 0.608, adjusted R2 = 0.552) by the model.
20
Bilodeau, Houle Alexe. "L’influence de la qualité de la relation parent-enfant et du sexe sur l’apprentissage de la peur par observation chez les enfants". Thesis, 2019. http://hdl.handle.net/1866/24390.
Resumen
L’apprentissage de la peur par observation est un phénomène très important lors de l’enfance, une période au cours de laquelle plusieurs peurs se développent et où l’environnement familial est fondamental. La qualité de la relation parent-enfant module les réactions de peur chez les enfants, mais son impact sur l’apprentissage de la peur par observation n’a pas été investigué. Ce mémoire s’est donc intéressé à l’influence de la relation mère-enfant et père-enfant ainsi qu’à son interaction avec le sexe de l’enfant sur l’apprentissage de la peur par observation. Soixante dyades parent-enfant ont été recrutées. La relation avec chaque parent était évaluée par un questionnaire auto-rapporté complété par les enfants (8 à 12 ans). Les enfants regardaient d’abord une vidéo de leur parent être exposé à un conditionnement de la peur, où un stimulus (SC+Parent) était associé à un léger choc et un autre stimulus (SC-) était présenté seul. Ensuite, les enfants regardaient une vidéo d’un étranger être exposé à un protocole similaire à l’exception qu’un stimulus différent était associé au choc (SC+Étranger). Par la suite, les trois stimuli étaient directement présentés aux enfants. Les niveaux de peur étaient mesurés par les réponses électrodermales. L’effet de la qualité de la relation père-enfant sur les niveaux de peur face au SC+Parent était modéré par le sexe des enfants, où les filles ayant une relation sécurisante avec leur père montraient des niveaux de peur plus faibles. La qualité de la relation mère-enfant n’influençait pas les niveaux de peur des enfants. Ces résultats suggèrent que la relation avec le père influence la façon dont les filles répondent aux stimuli liés à la peur au sein de l’environnement familial. Ces données soulignent certains facteurs de protection face à la vulnérabilité de développer des psychopathologies liées à la peur.Observational fear learning is especially relevant during childhood, a period during which many fears develop and where the familial environment is salient. Parent-child relationship modulates fear reactions in children, but its impact on observational fear learning in the context of the familial environment has not been investigated. This master’s thesis therefore examined whether the mother-child and father-child relationship quality as well as its interaction with children’s sex influence observational fear learning. Sixty parent-child dyads were recruited. The relationship with each parent was assessed by a self-report questionnaire completed by the children (8 to 12 years old). Children first watched a video of their parent undergoing a fear conditioning procedure, where one stimulus (CS+Parent) was paired with a shock and one was presented alone (CS-). Then, children watched a video of a stranger undergoing a similar protocol except that a different stimulus was paired with the shock (CS+Stranger). Subsequently, the three stimuli were directly presented to children. Fear levels were measured by skin conductance responses. The effect of the father-child relationship quality on fear levels for the CS+Parent was moderated by children’s sex, where girls having a more secure relationship with their father exhibited lower fear levels. The mother-child relationship quality had no impact on the children’s fear levels. These results suggest that the relationship with the father influences how girls respond to fear-related stimuli within the family environment. These data highlight the existence of some protective factors that might influence the vulnerability of developing fear-related psychopathologies.