Literatura académica sobre el tema "Parental emotional styles"
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Artículos de revistas sobre el tema "Parental emotional styles"
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Nastas, Laura-Elena y Kincso Sala. "Adolescents’ emotional intelligence and parental styles". Procedia - Social and Behavioral Sciences 33 (2012): 478–82. http://dx.doi.org/10.1016/j.sbspro.2012.01.167.
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Magai, Carol, Jill Hunziker, Wilda Mesias y L. Clayton Culver. "Adult attachment styles and emotional biases". International Journal of Behavioral Development 24, n.º 3 (septiembre de 2000): 301–9. http://dx.doi.org/10.1080/01650250050118286.
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This study was designed to extend the literature on personality differences and emotion biases among individuals characterised by different attachment patterns. Sixty-three individuals ( M = 63 years) completed measures of parental child-rearing practices and trait emotion; they also completed a storytelling task and an emotion decoding task and were videotaped during an emotion induction procedure for later facial coding. Attachment patterns were assessed using a semi-structured interview and a four-category coding system. Multiple regression was applied to the data to test attachment models. Analyses based on theoretical models accounted for 23–47% of the variance in attachment patterns. Alternative, empirical models, developed on the basis of observed bivariate associations, resulted in the improvement of three models. Attachment security was associated with facial expressions of joy, the absence of love-withdrawal as a parental disciplinary style, a decoding bias favouring shame, a disinclination to route negative affect from consciousness, and low scores on negative trait emotion. Fearful avoidance was typified by facial shame, punitive parental child-rearing practices, the inclination to see anger in faces, to tell stories with approval-seeking themes, and with trait anxiety. Dismissingness was characterised by mixed or ambivalent facial activity, the tendency to see disgust in faces, and to deny anxiety and yet write projective stories revealing inner conflict. Preoccupation was predicted by parental love-withdrawal, facial disgust, fantasies of closeness and affiliation, and trait anger and depression. Findings are discussed within the context of attachment theory and contemporary concepts concerning emotional organisation.
3
Salavera, Carlos, Pablo Usán y Alberto Quilez-Robres. "Exploring the Effect of Parental Styles on Social Skills: The Mediating Role of Affects". International Journal of Environmental Research and Public Health 19, n.º 6 (10 de marzo de 2022): 3295. http://dx.doi.org/10.3390/ijerph19063295.
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Parental educational styles have a significant effect in personal development. These styles (authoritative, democratic, permissive and neglectful) can be related to affects and social skills at the individual level. The study presented here, which comprised 456 participants (151 men; 33.11%), with an average age of 22.01 years (s.d. = 2.80), aimed to analyse the relationship between parental styles, affects and social skills, as well as the role played by affects in the relationship between parental style and social skills. The results suggest that the constructs under study are closely related. The most common parental style is democratic. By gender, permissive styles were more often applied to women and authoritative styles to men. No significant gender differences were found in the application of democratic and neglectful parental styles. In terms of emotional support, women were found to have higher negative affect scores and men higher emotional support scores. People with parents that use democratic and permissive styles scored higher in all variables related to affects and social skills, which challenges the notion that democratic styles are the best parental styles in terms of socialisation of children. The results of the affect and social skills scales were analysed in relation to parenting styles, indicating that children educated under a democratic parental regime tend to yield higher scores in terms of social skills than children educated under any other form of parental regime and medium scores in terms of affects. Finally, it was found that parenting styles have a direct influence on social skills, which tend to improve when affects play a mediating role between these two constructs. These results suggest that parenting styles are closely related to affects and social skills. In addition, they also suggest that affects play a mediating role in the relationship between parenting styles and social skills. Finally, owing to the impact that parenting styles have on affects and social skills, more research is needed to address this issue.
4
Mohamadou, Galy. "Encadrement Parental Et Developpement Emotionnel Des Adolescents Dans La Ville De Maroua, Cameroun". European Scientific Journal, ESJ 14, n.º 26 (30 de septiembre de 2018): 320. http://dx.doi.org/10.19044/esj.2018.v14n26p320.
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This study examines the correlation between parental supervision and emotional development among adolescents in the city of Maroua. A sample of two hundred and fifty (250) adolescents aged 11 to 19 has been selected through a simple random sampling selection. These data were subjected to the linear simple regression test. The results show that there is a correlation between parental supervision and the emotional development of adolescents. After analyzing the data collected, the hypotheses formulated on the different parental styles are: the authoritarian style (4.3%), the democratic style (3.6%), the permissive style (48%) and the careless style (4.7%), which states that parental supervision impacts on emotional development, have been confirmed. In the light of this study, it is established that what the adolescent experiences in his emotional development in the family context affects him decisively to be transposed to school and produce negative or positive effects depending on the case.
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Sun, Chen, Jihong Xu y Yuping Song. "The relationship between parenting styles and self-congruence of undergraduate students: Core self-evaluation as a mediator". Social Behavior and Personality: an international journal 48, n.º 12 (2 de diciembre de 2020): 1–10. http://dx.doi.org/10.2224/sbp.9479.
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We investigated the relationships between parenting styles and children's core self-evaluation and self-congruence, and further explored the mediating effect of children's core self-evaluation in the relationship between parenting style and self-congruence. The survey participants were 385 undergraduate students at four public universities in Shandong, China. The results show that the students' perception of parental rejection and overprotection were positively correlated with their self-congruence, and that parental emotional warmth and students' core self-evaluation were negatively related to their self-congruence. Further, students' core self-evaluation partially mediated the relationship between their perception of parental overprotection/emotional warmth and their self-congruence. We determined that the mechanism of the effect of parenting styles on selfcongruence was as follows: High levels of parental overprotection or low levels of emotional warmth reduce the level of core self-evaluation of undergraduate students, which further contributes to inconsistency in their self-congruence.
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ULUSOY, Hasibe. "Parental Eating Behaviors, Feeding Styles and Related Factors". Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi 11, n.º 2 (30 de junio de 2022): 710–22. http://dx.doi.org/10.37989/gumussagbil.974557.
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The aim of this research is to examine the eating behaviors of parents and the ways in which they feed their children and to determine the related factors. The research was conducted on 274 parents and their children aged 3-6 years living in Konya between December 2019 and February 2020. Parents' eating behaviors were assessed with the Three Factor Eating Questionnaire Revised-21 (TFEQ-Tr21) scale, thestyle of feeding their children, were asseses with the Parent’s Feeding Style Questionnaire (PFSQ) scale. The data was analyzed using the SPSS 20.0 packageprogram.
According the research results, mothers had higher scores of cognitive restriction with respect to fathers. Parents with university/graduate had higher uncontrolled eating, and emotional eatingscores. As parents' body mass index increased, their uncontrolled eating and emotional eating scores increased.As educational level increased, emotional feeding, instrumental feeding, tolerant controlled feeding scores decreased, encouraging feeding scores increased. Controlled feeding scores of parents with an only child were higher.
A negative and low correlation was found between parents' uncontrolled eating behavior and tolerance-controlled feeding scores. A positive and low correlation was found between the scores of emotional feeding and instrumental feeding. A positive and low correlation was found between the emotional eating behaviors and the emotional feeding scores of the parents.
As a result of the study, it was determined that the eating behaviors of the parents and the feeding styles of their children were related and the behaviors of the parents changed according to the socio-demographic characteristics. It is thought that it would be beneficial to conduct more studies on the subject, with large samples and based on measurement.
7
Kaligid, Ma Theresa G., John Michael Villagorda Sasan y Mary Aianne Villegas. "The Deteriorating Effect of Poor Parental Skills on Children's Education and Mental Health". QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 14, n.º 1 (6 de junio de 2022): 183–94. http://dx.doi.org/10.37680/qalamuna.v14i1.1384.
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Parenting style is a psychological construct that describes how parents raise their children. This article examines the several parenting techniques used by families. Parenting techniques are becoming increasingly important in modern society. This research demonstrates the various strategies parents take when raising their children and the numerous issues with modern parenting. The core cause of most teenage mental health problems is found to be related to parenting style. Most parents employ a variety of parenting styles based on their culture and societal demands. It describes parenting styles and how they affect children's development. The impact of socioeconomic class on parenting style is also examined in the study. The results of this study are (1) parenting style can be thought of as an overall structure that represents the general emotional environment between the parent and the child; (2) Diverse civilizations have different parenting behaviors and influences; (3) Parent-child relationships allow children to develop physically, emotionally, and socially. The conclusion is parenting patterns are very influential on the growth and development of children. Family parenting has an impact on the social and emotional development of children.
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Inhulsen, Maj-Britt MR, Saskia YM Mérelle y Carry M. Renders. "Parental feeding styles, young children’s fruit, vegetable, water and sugar-sweetened beverage consumption, and the moderating role of maternal education and ethnic background". Public Health Nutrition 20, n.º 12 (17 de julio de 2017): 2124–33. http://dx.doi.org/10.1017/s1368980017001409.
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AbstractObjectiveTo examine the associations between parental feeding styles and children’s dietary intakes and the modifying effect of maternal education and children’s ethnicity on these associations.DesignCross-sectional study of parental feeding styles, assessed by the Parental Feeding Style Questionnaire, and children’s dietary intakes. Multiple regression analyses were carried out to assess the associations between the parental feeding styles studied (‘control’, ‘emotional feeding’, ‘encouragement to eat’ and ‘instrumental feeding’) and children’s dietary intakes (consumption of fruit, vegetables, water and sugar-sweetened beverages (SSB)). The modifying effect of maternal education and children’s ethnicity on these associations was explored.SettingNorth-western part of the Netherlands.SubjectsChildren aged 3–7 years (n 5926).ResultsBoth ‘encouragement’ and ‘control’ were associated with higher consumption of vegetables and lower consumption of SSB, but only ‘encouragement’ was positively associated with fruit and water intakes. ‘Instrumental feeding’ showed a positive association with SSB and negative associations with fruit, vegetable and water consumption. No significant associations were found for ‘emotional feeding’. Maternal educational level and children’s ethnicity moderated some associations; for example, ‘control’ was beneficial for vegetable intake in all subgroups, whereas the association with SSB was beneficial only in highly educated mothers.ConclusionsThe study shows that both encouraging and controlling feeding styles may improve children’s dietary behaviour, while ‘instrumental feeding’ may have a detrimental effect. Furthermore, maternal educational level and children’s ethnicity influence these associations. The study’s findings could provide a basis for development of interventions to improve parental feeding styles.
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Neoh, Michelle Jin Yee, Alessandro Carollo, Andrea Bonassi, Claudio Mulatti, Albert Lee y Gianluca Esposito. "A cross-cultural study of the effect of parental bonding on the perception and response to criticism in Singapore, Italy and USA". PLOS ONE 16, n.º 9 (30 de septiembre de 2021): e0257888. http://dx.doi.org/10.1371/journal.pone.0257888.
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Parents play a primary and crucial role in emotional socialisation processes in children where individuals learn the expression, understanding and regulation of emotions. Parenting practices and dimensions of the parent-child relationship have been associated with social and emotional processes in children. As criticism involves negative emotional reactions and emotion regulation, the parent-child relationship is likely to influence an individual’s perception and response to criticism. Hence, the present study investigated the relationship of parental bonding and the perception and response to criticism in three different countries–Singapore, Italy and USA. Adult participants (n = 444) completed the Parental Bonding Inventory (PBI) and measures of criticism. Parental care, overprotection and country were found to be significant predictors of a tendency to perceive criticism as destructive. Higher levels of parental care predicted a lower tendency to perceive criticism as destructive while higher levels of parental overprotection predicted a higher tendency to perceive criticism as destructive. US American participants were found to have a significantly higher tendency to perceive criticism as destructive compared to Italian and Singaporean participants. The findings align with past research on the role of the parent-child relationship in the socio-emotional development of children as well as providing insight into a specific aspect in social interaction; perception and response to criticism, being affected. Future studies can look to investigate this relationship further in different countries in light of cultural variation in parenting styles and emotion experience, expression and regulation.
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Topham, Glade L., Laura Hubbs-Tait, Julie M. Rutledge, Melanie C. Page, Tay S. Kennedy, Lenka H. Shriver y Amanda W. Harrist. "Parenting styles, parental response to child emotion, and family emotional responsiveness are related to child emotional eating". Appetite 56, n.º 2 (abril de 2011): 261–64. http://dx.doi.org/10.1016/j.appet.2011.01.007.
Texto completoTesis sobre el tema "Parental emotional styles"
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Nel, Gezina Elizabeth. "Sosio-emosionele gesinsfunksionering na 'n egskeiding 'n Ouerskapsprogram vir die gesin met voorskoolse kinders /". Thesis, Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-09192005-092127.
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Ernst, Stephanie. "Relationships Among Parenting Style, Parental Self-Efficacy, Parents' Perceptions of Children, and Preschoolers' Emotion Regulation". Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1217.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Arts and Sciences
Psychology
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Thomas, Georgiana. "Understanding Attention Deficit Hyperactivity Disorder (ADHD) in the context of Parental Attachment styles". Thesis, Canterbury Christ Church University, 2014. http://create.canterbury.ac.uk/13048/.
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The present study investigated parental attachment insecurity, specifically Insecure-Anxious and Avoidant attachment styles, and their relationship to children’s ADHD symptoms of hyperactivity, inattention and aggression. The study used a between subjects, correlational (crosssectional) design and quantitative data was collected using reliable and valid self-report questionnaires. Data was analysed using SPSS 19.0. There were no significant differences in attachment insecurity or attachment styles between parents of ADHD and non-ADHD children. However a highly significant association was found between parental attachment insecurity and child aggression, and a moderate association with hyperactivity. There was no significant effect of attachment style, but the study was underpowered and a larger sample size may have differentiated specific effects of parental attachment style. The study used a largely non-clinical sample, with children who were low risk and significantly less impaired than the ADHD participants. A higher risk population would have potentially brought some of the trends of association between parental attachment and child symptoms to significant levels. The study concluded that parental insecure attachment, specifically Dual/Disorganised attachment style, contributes to the emotional environment that increases risk of child aggression and hyperactivity, however methodological limitations were acknowledged. Clinical implications were drawn and recommendations made for future research.
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Morgan, Judith Kirstin. "Parental discipline style relation of physical punishment and emotion socialization to adaptive and maladaptive child outcomes /". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 56 p, 2007. http://proquest.umi.com/pqdweb?did=1338878441&sid=6&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Ngan, Shu-kay y 顏書琪. "An exploratory study on the relationship among the child's social competence, parenting stress and maternal emotional styles for parents of children with autism spectrum disorder". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209657.
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Previous research has been interested in studying parental emotion socialization practices in parents of typically developing (TD) children. The current study aimed to explore such practices among parents of children with autism spectrum disorder (ASD).Seventy-eight families participated in this study. Self-reported rating scales were adopted to measure the child's social competence, parenting stress and maternal emotional styles. As hypothesized, results showed significantly different patterns in maternal emotional styles between mothers of children with ASD and those with TD children. However, inconsistent to our hypothesis, the maternal emotional styles were found to be neither related to child's social competence nor parenting stress within the ASD group. Implications of findings on future research and practice are discussed.published_or_final_version
Educational Psychology
Master
Master of Social Sciences
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Brodski, Sally Karina. "Abuso emocional : suas relações com autoestima, bem-estar subjetivo e estilos parentais em universitários". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2010. http://hdl.handle.net/10183/26809.
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A revisão da literatura mostrou que há uma carência de estudos específicos para a avaliação do abuso emocional e de suas repercussões especialmente no Brasil. Esta dissertação consistiu em dois estudos: o primeiro foi uma revisão da literatura sobre as relações entre abuso emocional, autoestima, bem-estar subjetivo e estilos parentais percebidos. O segundo, teve como objetivo analisar as relações entre a memória de abuso emocional, autoestima, bem-estar subjetivo e verificar diferenças na incidência de memória de abuso emocional nos diferentes estilos parentais percebidos. Participaram 305 universitários (64,7% mulheres), de 17 a 62 anos (M= 21,6) de Porto Alegre. Os sujeitos responderam questionários para investigar: dados sócio-demograficos, abuso emocional, autoestima, afeto positivo e negativo, satisfação de vida e estilos parentais. Foram encontradas correlações negativas entre abuso emocional, autoestima e afeto positivo e satisfação de vida e correlações positivas entre abuso emocional, idade e afeto negativo. Os resultados também mostraram diferenças significativas entre as médias de memória de abuso emocional, autoestima e bem-estar subjetivo entre os diferentes estilos parentais. Os resultados do segundo estudo sugerem que os estilos parentais autoritário e negligente são prejudiciais ao desenvolvimento da autoestima, do bem-estar subjetivo e estão relacionados com memórias de abuso emocional.The revision of literature showed a lack of specific instruments for the assessment of emotional abuse especially in Brazil. The present study consisted of two studies: the first one, a theoretical research about the relations between emotional abuse, self-esteem, subjective well-being and perceived parenting styles. The second study aimed to examine empirically the links between the memory of emotional abuse and self-esteem, subjective well-being and to verify the differences in the incidence of the memory of emotional abuse in the different perceived parenting styles. The participants consisted of 305 university students (64.7% women and 35.3% men), ranging from 17 to 62 years of age (M=21.6 years; SD=5.4), of Porto Alegre, Brazil. Subjects answered self-report questionnaires comprising demographics, emotional abuse in childhood, self-esteem, subjective well-being, and parenting styles. Negative correlations were found between emotional abuse and self-esteem, positive affect and life satisfaction. Positive correlations were found between emotional abuse, age and negative affect. Significant differences were found between the means of the memories of emotional abuse, self-esteem and subjective well-being between the different the parenting styles. The results shown in the second study suggest that the authoritarian and negligent parenting styles are harmful to the development of self-esteem, subjective well-being and are related with memories of emotional abuse.
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Jakavičienė, Aušra. "Paauglių emocinių ir elgesio sunkumų ryšys su tėvų auklėjimo stiliumi". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090804_081947-67088.
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Tyrimo tikslas - nustatyti ryšį tarp tėvų auklėjimo stiliaus ir paauglių emocinių bei elgesio sunkumų.
Tyrime dalyvavo 270 (152 merginos ir 118 vaikinų) Šakių „Žiburio“ gimnazijos, Šakių „Varpo“ vidurinės mokyklos ir Lukšių V.Grybo vidurinės mokyklos moksleiviai. Jų amžius – 16 – 17 metų.
Paauglių nusikalstamumas, savižudybės, pasitraukimas iš mokyklos ir dar eilė problemų tampriai siejasi su paauglių emociniais ir elgesio sunkumais. Manoma, kad emociniai ir elgesio sunkumai yra susiję su vaiko aplinka, tai yra, tėvų auklėjimo stiliumi. Todėl kyla klausimas, kiek ir koks tėvų auklėjimas padeda paaugliams išvengti ir susitvarkyti su gyvenimo sunkumais. Remiantis literatūros analize, buvo atliktas tyrimas, kurio tikslas atskleisti sąsajas tarp paauglių emocinių ir elgesio sunkumų bei paauglių suvokiamo tėvų auklėjimo stiliaus. Tyrimas atliktas taikant “Jaunimo klausimyną” (YSR 11/18: Youth Self-Report, Achenbach, 1991) ir EMBU klausimyną (EMBU: Egna Minnen Betraffande Uppfostran, Arrindell, 1999; Arrindell et al., 1994).
Siekiant nustatyti, kaip tėvų auklėjimo stiliai susiję su paauglių emociniais ir elgesio sunkumais buvo naudota daugialypė tiesinė regresija. Iš daugialypės tiesinės regresinės analizės rezultatų matyti, paaugliams vaikinams, kurie suvokia tėvo ir motinos auklėjimo stilių kaip atstūmimo ir emosinės šilumos bei globos trūkumą yra labiau išreikštas nusišalinimas / depresiškumas bei somatiniai simptomai. Nerimui / depresiškumui įtakos turi paauglių... [toliau žr. visą tekstą]The aim of the research: define the connection between the style of parental upbringing and emotional and behavioural difficulties of teenagers. 270 students (152 girls and 118 boys) of Šakiai „Žiburys“ gymnasium, Šakiai „Varpas“ and Lukšiai V. Grybas secondary schools participated in the research. Their age rage is 16-17 years. Criminality, suicides, absences from school and a lot of other problems are closely connected with emotional and behavioural difficulties of teenagers. It is thought that emotional and behavioural difficulties are in close relationship with their environment, i.e. the style of parental upbringing. Therefore the question is raised how and what style of parental upbringing helps teenagers to avoid and deal with difficulties in their lives. According to the literature analysis a research was carried out aiming to detect relation between emotional and behavioural difficulties of teenagers and the style of parental upbringing perceived by teenagers. The research was carried out using “Youth Self-Report” (YSR 11/18: Youth Self-Report, Achenbach, 1991) and EMBU questionnaire (EMBU: Egna Minnen Betraffande Uppfostran, Arrindell, 1999; Arrindell et al., 1994). Multiple linear regression was used in order to define how the style of parental upbringing is related to emotional and behavioural difficulties. It can be seen from the result analysis of the multiple linear regression that teenage boys who understand the style of parental upbringing as alienation... [to full text]
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Altinoglu-dikmeer, D. Ilkiz. "Emotional And Behavioral Problems In Relation With The Attachment Securities Of Adopted Vs. Non-adopted Children And The Child Rearing Practices Of Their Parents". Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610587/index.pdf.
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This study aimed to explore the emotional and behavioral problems of Turkish adoptees and compare them with non-adopted peers raised by their biological parents. To fulfill this aim, 61 adopted children aged between 6-18 were compared to 62 age and gender matched non-adopted children. A second classification was made in terms of being followed in a child psychiatry unit. Both parents were asked to rate their children&rsquos problem behaviors on &ldquo
Child Behavior Check List / 6-18&rdquo
, temperament characteristics on &ldquo
School Age Temperament Inventory&rdquo
, their own personality traits on &ldquo
Basic Personality Traits Inventory&rdquo
and own parenting styles on &ldquo
Measure of Child Rearing Styles&rdquo
. Children were asked to rate both parents&rsquo
availability and reliability as attachment figures on &ldquo
Kerns Security Scale&rdquo
and parenting styles on &ldquo
Measure of Child Rearing Styles&rdquo
. Adolescents between ages 11-18, rated their own problem behaviors on &ldquo
Youth Self Report&rdquo
. Group differences and correlations were analyzed. The results indicated non-significant differences between adopted and non-adopted groups in all of the measures. Children in clinical group unit displayed more problem behaviors, were less task persistent and had more activity than children in non-clinical group. Children under 10 years rated their mothers as being more available attachment figure, being more accepting and responsive than their fathers. Contrary to the literature, age of the child at the time of adoption was not found to be related with problem behaviors or attachment relations. On the other hand, results indicated that the older the child learned about her/his adoption status, the more emotional and behavioral problems occurred. Findings of the study were discussed in the frame of relevant literature. Clinical and policy implications were offered.
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Löchner, Johanna [Verfasser] y Gerd [Akademischer Betreuer] Schulte-Körne. "Transmission and prevention of depression in the offspring of parents with depression : differences and changes in psychopathology, emotion regulation and attributional style / Johanna Löchner ; Betreuer: Gerd Schulte-Körne". München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2018. http://d-nb.info/1165503689/34.
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Facci, Carolina. "Parenting and Parental Emotional Styles: Which relations with parental affects towards children and children’s callous-unemotional behaviors". Doctoral thesis, 2022. http://hdl.handle.net/2158/1275930.
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L’obiettivo di questo progetto di ricerca è quello di esaminare il ruolo del parenting e dello stile emotivo del genitore con bambini con callous-unemotional traits (CU traits). In particolare, il presente lavoro di ricerca vuole indagare l’associazione tra parenting e difficoltà comportamentali ed emotive del figlio, considerando il ruolo di interazione delle emozioni e degli stili emotivi genitoriali durante la prima infanzia. Per fare questo, il presente lavoro prende in considerazione non solo dimensioni strettamente legate alle pratiche di parenting ma incentrate su dimensioni affettive connesse con l’esperienza di genitorialità.
The purpose of this research project is to examine the role of parenting, and the parental emotional styles on children’s callous-unemotional traits (CU traits). Particularly, the study aims to investigate the association between parenting and children's behavioral and emotional difficulties, considering the co-occurring role of parental feelings and emotional styles in early childhood. In so doing, the current research takes into account not only variables strictly connected to parenting practices but also focused specifically on affective dimensions of parenting.
Libros sobre el tema "Parental emotional styles"
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Irving, Brenton. How to Overcome Your Childhood: A Guide on How a Character Is Formed; Emotional Inheritance; the Concepts of Being 'good' or 'bad'; the Impact of Parental Styles of Love; How to Choose Adult Partners. Independently Published, 2019.
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Salmon, Karen. Parent–Child Construction of Personal Memories in Reminiscing Conversations: Implications for the Development and Treatment of Childhood Psychopathology. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198737865.003.0019.
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Strong theory and research implicates parent–child conversations about the past in the child’s development of critical skills, including autobiographical memory and understanding of emotion and minds. Yet very little research has focused on associations between reminiscing and the development of childhood psychopathology. This chapter considers what is known about reminiscing between parents and children where there is anxiety or conduct problems. These findings provide clues as to how children come to manifest difficulties in autobiographical memory and emotion competence. Thereafter, the text reviews studies that have attempted to alter the style and content of parent–child reminiscing in clinical populations. The full implications of parent–child reminiscing, as a rich context for children’s development, have yet to be realized in clinically relevant research.
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Kirby, James N. Compassion-Focused Parenting. Editado por Emma M. Seppälä, Emiliana Simon-Thomas, Stephanie L. Brown, Monica C. Worline, C. Daryl Cameron y James R. Doty. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190464684.013.8.
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The parenting a child receives has profound long-term impacts on that child’s life. The rates of child maltreatment globally are high. Evidence-based parenting programs have been demonstrated to have positive impacts on improving parenting style, whilst reducing childhood social, emotional, and behavioral problems. However, uptake in parenting interventions remains low, and governments have been reluctant to provide evidence-based parenting on a wide scale. This chapter aims, first, to show how the adoption of a public health approach to parenting can be considered wide-scale compassionate action, one that will reduce rates of child maltreatment (suffering), which is also cost-effective. Second, I argue that the next generation of evidence-based parenting programs need to be grounded in evolved, caring motivational systems and affiliative emotion processing, which requires an understanding of the evolved processes involved in parent–offspring caring and brain functioning. This new approach to parenting, “compassion-focused parenting,” will be described.
Capítulos de libros sobre el tema "Parental emotional styles"
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Brüne, Martin. "Human life history". En Textbook of Evolutionary Psychiatry and Psychosomatic Medicine, 75–93. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780198717942.003.0003.
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Human life-history patterns are characterized by slow maturation, long parental dependency, longevity, and low number of offspring. These developmental peculiarities determine the amount of parental investment in offspring and mating effort, and assign an adaptive role to postmenopausal women. Hence evolution has produced specific adaptations pertaining to the relationship of human infants with their primary caregivers, subsumed under the term ‘attachment’. The way attachment patterns or ‘styles’ develop during early infancy coin the child’s view of the world in terms of the emotional availability and trustworthiness of others. Harsh environmental conditions during infancy promote insecure attachment styles and a ‘faster’ life-history strategy, including earlier sexual maturation and sexual activity and less parental investment in own offspring. The opposite is more likely to emerge when children grow up in secure conditions with responsive and emotionally available caregivers. These developmental trajectories have profound implications for social interaction and stress-regulation abilities.
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Hill, Tatiana Yasmeen, Natalia Palacios, Melissa Lucas, Stephanie Dugan, Amanda K. Kibler y Judy Paulick. "Latinx Siblings' Social Emotional Support During Shared Reading". En Handbook of Research on Advancing Language Equity Practices With Immigrant Communities, 194–218. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3448-9.ch011.
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In order to identify culturally adaptive approaches to socialization of school readiness skills involving siblings in Latinx families, researchers investigated how Latinx older siblings interact with younger siblings in the context of shared reading to support social emotional skills in three Latinx immigrant families. Analyses revealed that older siblings demonstrated socialization practices such as using commands or questions and using social cues, which appeared to foster focal children's engagement. Older siblings also modeled connecting to prior knowledge, problem solving, negotiation of roles, and asking for and providing help, which seemed to enable children's autonomous social participation. Importantly, practices co-occurred with warm and responsive interaction styles. Findings inform how Latinx immigrant families socialize emotional skills to accomplish early literacy tasks using practices that may be culturally specific and aligned with parental socialization.
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Goubert, Liesbet y Laura E. Simons. "Cognitive styles and processes in paediatric pain". En Oxford Textbook of Paediatric Pain, 95–101. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199642656.003.0010.
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Chronic pain is prevalent in children and adolescents. The current chapter outlines an interpersonal perspective on child pain, demonstrating the central role of child and parent pain-related cognitions in the development and maintenance of chronic pain in childhood. Pain takes place within a social context: children’s expressions of pain (e.g. facial pain displays) are observed and decoded by others (parents), eliciting emotional and behavioural responses. Parents’ responses may impact child outcomes in two ways, directly by imposing activity limitations/encouraging activity engagement or indirectly through observational learning. Although personality and temperamental factors may predispose children and parents to perceive pain as more or less threatening to deal with, the model presented in this chapter focuses on proximal pain-related cognitive processes and associated behaviours that contribute to pain-related disability in children. Recent evidence suggests that perceptions of pain as highly threatening (i.e. catastrophizing) may lead to fearful reactions to pain, activity avoidant behaviours, and more disability. In parents, catastrophizing thoughts about child pain are associated with higher levels of child disability, with recent evidence implicating parent protective behaviours as a mediating mechanism.
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"Emotions: Coping Style, Allocation, and Communication". En Chinese Americans and Their Immigrant Parents, 71–90. Routledge, 2013. http://dx.doi.org/10.4324/9780203048153-8.
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Smith, Christian y Amy Adamczyk. "Parent Religiousness, Parenting Styles, and Intergenerational Religious Transmission". En Handing Down the Faith, 37–68. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190093327.003.0003.
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Parents’ religious beliefs and practices, along with their parenting styles, matter for shaping how parents choose to transmit religious belief to their children and the extent to which they are effective. This chapter explores the direct, independent effects of parents’ religiousness and to some extent their parenting styles on children’s religious outcomes. Survey data are used to show how parenting styles moderate the relationship between parents’ religious importance and adult children’s religious importance and attendance. The chapter shows that an authoritative approach, whereby parents combine high expectations of and involvement with their children with emotional warmth and good communication can help more religious parents transmit religion to their children. This chapter also explores the role of religion in strengthening the connection between parents and offers important context and insight for understanding the relationship between corporal punishment and religion.
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Nordin, Fatin Nurain, Jasmi Abu Talib, Jumadil Saputra, Kamarul Md Shah, Nurul Atiqah Ab Raji y Farah Nabilah Mokhtar. "Do Parenting Style and Emotional Intelligence Affect Career Self-Efficacy Among Malaysian Teenagers?" En Handbook of Research on Dissecting and Dismantling Occupational Stress in Modern Organizations, 172–85. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6543-1.ch013.
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In an individual's life, career self-efficacy plays an important role in creating the confidence level, abilities, and capabilities of a person in carrying out the tasks related to his or her career. Besides that, parents are crucial in shaping teenagers' career self-efficacy and emotional intelligence. Thus, this study examines the relationship between parenting style and emotional intelligence on career self-efficacy among Malaysian teenagers. This quantitative study involved 335 lower six students in Terengganu and was collected using purposive sampling. The data is analyzed using descriptive and inferential statistical analyses. This study found that teenagers' parenting style, emotional intelligence and career self-efficacy levels were categorized as high. The authoritarian parenting style is the most dominant, followed by authoritative and permissive. Also, this study indicated that emotional intelligence and parenting style significantly correlate with career self-efficacy and then parenting style and emotional intelligence have a significantly affect career self-efficacy.
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Belova, Olena. "THE INFLUENCE OF TREATMENT CHILDREN ON INTERPERSONAL RELATIONS IN THE TEAM". En Development of scientific, technological and innovation space in Ukraine and EU countries. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-151-0-14.
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Not for the first time, in my works, I emphasize that the true value of any state is its citizens, but everyone must remember that children are future citizens, who today are formed by all structures of our lives: parents, teachers, peers and society as a whole. However, Ukrainian society, having undergone significant changes compared to Soviet times, still retains many of its features. Thus, for a significant transformation of society, it is necessary to systematically transform the institutions of property and power, which will last for many years. Under these conditions, we are not only observers, but also direct participants in changes in Ukrainian education in particular. The Reform of the New Ukrainian School, which was developed by a community of specialists since 2012, aimed to change the lives of children in school – to make education useful for their successful self-realization in the world of the XXI century. In addition, the current stage of the transformations in education in Ukraine considers the health of citizens (especially mental) as a powerful component of national development. However, the entry of young people into the third millennium was marked by ecological, economic, political, and social deformation of the structure of society. That is why the relevance of the study of aggression and behavioral styles in conflict situations of children is due to the need to study the internal, subjective, psychological factors that determine their mental development and further adaptive strategies to respond to interpersonal relationships in the team, particularly among middle school students, because the age barrier for children is a transition to adulthood. Special attention in the section is paid to the diagnosis and analysis of the behavior of students who are also in the process of changing the system of institutional (boarding) care in Ukraine. The main consequences of treatment of children from the institution by parents deprived of parental rights are considered, as well as the consequences for the mental health of such children are determined, which is confirmed by analytical materials of health (conclusions of qualified specialists) at the time of enrollment. As a result, the study revealed the concept and causes of «bullying» in a particular educational institution, in particular, which was a trigger for negative interpersonal relationships in the team in accordance with the social experience of certain children. The article conducts research between the pupils of institutional care and students who have full-fledged families. In addition, despite its exceptional significance, the problem of bullying in the domestic psychological literature is practically not covered, which is why it needs further research. In the process of elaboration of the section, in addition, the results of psychological diagnostics of children of institutional care according to the projective method of detecting symptom complexes of the emotional sphere and their violation due to the facts of treatment by parents are provided. With the help of didactic material the characteristics and researches carried out according to the methods of Bass-Darki and K. Thomas for groups of middle class children who are in different social statuses are carried out. The research results are processed and presented in the form of histograms. Conclusions from this study are presented and further actions are proposed to eliminate negative phenomena in the student environment, create a psychologically comfortable atmosphere of the educational environment, humanize the educational process, the formation of a mentally balanced, confident personality.
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Lorenzo-Dus, Nuria. "“You Are Like My Only Friend, Idc If You Are 12”". En Digital Grooming, 71—C4.N3. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780190845193.003.0004.
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Abstract This chapter examines digital sexual groomers’ styling of self and others, aligning these to their ability to gain—and exploit—their target’s trust. The analysis shows that digital sexual groomers seek to lure targets by closely aligning self- and other (target) styles. To do so, they falsely present self and target as fully complementary in stances of sexual expertise, communicative openness, and victim-oriented avidity. The groomers display sexual expertise and are willing to share it with the target, who is willing to acquire it. The groomers also exploit cultural rhetoric that digital sharing is good: they perform emotional self-disclosure, especially concerning negative, vulnerability-triggering feelings, which ignite mutual reciprocity cycles from their target. And they display intense interest in the target, who is ascribed a stance of being worthy of their avidity. This requires complex facework toward the target that simultaneously resorts to politeness (positive and negative) and impoliteness strategies, with consequently variable levels of closeness- and non-imposition-based behavior, on the one hand, and encroachment-based behavior, on the other. Finally, the analysis also shows that digital sexual groomers place considerable emphasis on cultivating a sense of exclusivity with their target. Individuals who may already have an affective bond with her, typically parents and friends, thus become the groomers’ opponents—the main obstacle to their exclusivity and secrecy needs. Consequently, groomers style their opponents in negative and less favorable ways than those used to style themselves and their target.
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Landau, Carol. "Adolescent Development". En Mood Prep 101, editado por Carol Landau, 13–28. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190914301.003.0002.
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This chapter presents an overview of adolescent development, reviews the history of psychological approaches to adolescence, and examines some of the myths about adolescence. Contrary to the myths, most young people do want to communicate with their parents, and it is possible to set limits in this digital age. Styles of parenting—authoritarian, authoritative, and indulgent—are examined with respect to setting limits. Puberty is but one factor in the totality of adolescent development. There is variability in development, based on gender, culture, and socioeconomic status. Boys’ and young men’s limitations in emotional expression and communication problems and young women’s body dissatisfaction are discussed as barriers to healthy development.
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Corfield, Penelope J. "Sharing Family Lives between Private and Public Worlds". En The Georgians, 73–93. Yale University Press, 2022. http://dx.doi.org/10.12987/yale/9780300253573.003.0005.
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This chapter investigates Georgians' shared daily experiences, focusing on Georgian home life. It details the status of the Georgian domicile, noting that their sturdy houses were better warmed than in earlier eras (though not universally), and were seen as places to enjoy and decorate in personal style. The chapter also emphasizes that living areas were becoming ever more separated from workplaces, as old-style domestic industries slowly disappeared. The Georgians were cultivating the concept of a stable family sanctum, to be displayed, at least in part, to others, yet simultaneously defended as personal space. The chapter then jumps to analyse the legal convention and the emotional focus on the nuclear family. Most Georgian households contained no more than one conjugal unit of parents plus children. It also considers the changing status of men, a sizeable number of Georgian households, and household variety.
Actas de conferencias sobre el tema "Parental emotional styles"
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Randjelovic, Danijela, Jelisaveta Todorovic y Miljana Spasic Snele. "PARENTAL EDUCATIONAL STYLES AS PREDICTORS OF PERFECTIONISM AND QUALITY OF SIBLING RELATIONSHIPS AMONG STUDENTS". En International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact040.
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"The main objective of this study was to examine the relationship between parental educational styles, perfectionism in children, and the quality of adult sibling relationships. Additionally, the goal is to determine whether parental educational styles represent a significant predictor of perfectionism and quality of relationship between adults. The research was conducted on a sample of 200 respondents, students of the Faculty of Philosophy, the Faculty of Economics and the Faculty of Sciences and Mathematics in Niš. EMBU questionnaires were used to examine the parental educational styles, the Multidimensional Perfectionism Scale (MPS), and the KOBS Questionnaire on the quality of relationships with siblings in adulthood. The starting hypotheses have been partially confirmed and new questions have been raised about these constructs and their relationship. Statistically significant predictors of different aspects of perfectionism that were measured were a) significant predictors for the aspect of Parental Expectations were the following parental educational styles Overprotective mother (?=0.375, p=0.003) and Father’s Favoritism (?=-0.186, p=0.035), b) a significant predictor for the aspect of Organization was the following educational style Mother’s Emotional Warmth (?=0.335, p=0.031); c) significant predictors for Parental Criticism were the following educational styles Father’s Rejection (?=0.254, p=0.009) and Mother’s Emotional Warmth (?= -0.437, p=0.000), d) the significant predictor of Personal Standards was Overprotective mother (?= 0.307; p=0.042), e) significant predictors for Concern over Mistakes, were the following educational styles Parental Inconsistency (?=0.160; p=0.048) and Mother’s Emotional Warmth (?= -0.308, p=0.027), f) significant predictors of Doubts about Actions were the following educational styles, Parental Inconsistency (?=0.235, p=0.007), Overprotective mother (?= 0.304, p=0.035) and Mother’s Favoritism (?=0.222, p=0.028). When it comes to the quality of relationship between brothers and sisters, parental educational styles are also significant predictors of various aspects of those relationships. We are pointing out the most important results. Statistically significant predictors of the subscale Competition between siblings were the educational styles Father’s Rejection (?=0.469, p=0.000), Mother’s Favoritism (?=0.475, p=0.000), Father’s Favoritism (?=-0.196, p=0.029), and Mother’s Emotional Warmth (?=-0.313, p=0.019). Statistically significant predictors for the subscale Closeness or Warmth between siblings were the following educational styles Mother’s Rejection (?=-0.456, p=0.006) and Father’s Emotional Warmth (?=0.391, p=0.002). Statistically significant predictors for subscale the Conflict between siblings were the following educational styles Father’s Rejection (?=0.355, p=0.003) and Mother’s Favoritism (?=0.337, p=0.000). These results show that both rejection and favoritism by the parents contribute to the development of less desired relationships between siblings. Overprotective parents, inconsistency and favoritism of a child contribute to less desired aspects of perfectionism. Additional analysis of connection between perfectionism and relationship between siblings revealed that the less desired aspects of perfectionism are connected with bad relationships between siblings. The only exception is the aspect of Organization as it is connected with emotional and instrumental support, familiarity, closeness and admiration between siblings."
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Lestari, Gunarti Dwi y Rezka Arina Rahma. "Parenting Styles of Single Parents for Social Emotional Development of Children at Early Childhood". En 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.6.
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Rahayu Isha, Siti y Nordin Mamat. "Comparing the Relationship Between Parenting Styles of High Education Level of Parents with the Level of Emotional Intelligence of Preschool Children". En THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY. Padang: Redwhite Pres, 2019. http://dx.doi.org/10.32698/gcs.0164.
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Xu, Yunjun, Charles Miekas, Zahed Siddique, Chen Ling, Sagar Chowdhury y Xiaojun Geng. "Gaming and Interactive Visualization for Education: A Multi-Disciplinary and Multi-University Collaborative Project". En ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-87284.
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Most people are more perceptive to the geometric rather than the symbolic representation of information. In engineering disciplines, visualization combined with game characteristics can provide an essential mode to facilitate students’ understanding of important and abstract concepts, and improve students’ willingness to learn. In this project, game characteristics are introduced into course module design, but different from commercially available games in that the level of the contents and assessment tools in this project are meaningful to teachers, students, and parents. This paper focuses on the design of the Gaming and Interactive Visualization for Education system. Specifically, some initial design results from the three universities for three different courses plus the development of evaluation system will be presented. The system is expected to (1) offer interactions with gaming scenarios that can excite emotions, (2) provide an engaging learning experience of understanding engineering concepts by allowing students to visualize and interact with 3-D objects in a game scenario, (3) employ situated learning by exposing students to the type of challenges they will face in industry, and (4) fit better with the learning styles of the majority of engineering students.