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Artykuły w czasopismach na temat "Negative parent-child relationships"
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Jensen-Hart, Staci J., Jeff Christensen, Lacey Dutka i J. Corey Leishman. "Child Parent Relationship Training (CPRT): Enhancing Parent-child Relationships for Military Families". Advances in Social Work 13, nr 1 (30.03.2012): 51–66. http://dx.doi.org/10.18060/1881.
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Military families experience increased stress when facing issues of deployment, separation, and reunification. The increased stress impacts the parent-child relationship as well as child behavioral and emotional well-being. Although recognizing the resiliency of military families, research points to the need to monitor parental stress both pre- and post-deployment and highlights the inherent risks that separation and reunification pose for the parent-child relationship bond. This pilot study was designed to explore the effectiveness of the Child Parent Relationship Therapy (CPRT) Training Model as a proactive method of enhancing parent-child relationships, reducing parental stress, and preventing negative impact of military separations on children.
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HOBART, CHARLES. "Parent-Child Relations in Remarried Families". Journal of Family Issues 8, nr 3 (wrzesień 1987): 259–77. http://dx.doi.org/10.1177/019251387008003001.
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Data for this study are from simultaneous, independent interviews with husbands and wives in 232 remarried and 102 first-married families. Information was collected on husbands' and wives' relationships with various categories of (step)children and on effects of these various relationships on spousal relations. Findings may be summarized as indicating that in remarried families there are “first-class” (shared) children, “second-class” (wive's unshared) children, and “third-class” (husbands' unshared) children. Each “class” experiences qualitatively distinctive relationships with (step)parents, and these various relationships have differing positive and negative effects on spousal relationships.
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Yoo, Jieun. "Relationships between Korean parents’ marital satisfaction, parental satisfaction, and parent–child relationship quality". Journal of Social and Personal Relationships 37, nr 7 (1.05.2020): 2270–85. http://dx.doi.org/10.1177/0265407520921462.
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Research about parental marital satisfaction and parent–child relationships is well established, but the effects of marital satisfaction on parental satisfaction require more explanation in a Korean sample. In total, 2,070 participants (51.0% mothers, 49.0% fathers) from a nationally representative sample of Korean people were selected from the 2015 Fact-Finding Survey in Families, and structural equation modeling was performed to examine the relationships between marital satisfaction, parent–child relational quality, and parental satisfaction. In support of the spillover hypothesis, marital satisfaction was significantly correlated with parental satisfaction and affected it directly and indirectly via positive and negative parent–child relationship quality. In addition, mediational pathways differed according to sex. The implications of the findings and directions for future research were discussed.
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Zhen, Rui, Ru-De Liu, Wei Hong i Xiao Zhou. "How do Interpersonal Relationships Relieve Adolescents’ Problematic Mobile Phone Use? The Roles of Loneliness and Motivation to Use Mobile Phones". International Journal of Environmental Research and Public Health 16, nr 13 (28.06.2019): 2286. http://dx.doi.org/10.3390/ijerph16132286.
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The current study aimed to explore the underlying mechanisms of how interpersonal relationships relieve adolescents’ problematic mobile phone use (PMPU) and to examine the potential mediating roles of loneliness and motivation to use mobile phones. Four thousand five hundred and nine middle school students from four provinces in China were recruited to participate in the investigation. The results showed that the parent–child relationship but not the teacher–student relationship, had a direct and negative effect on PMPU. The parent–child relationship had indirect effects on PMPU through the mediators of loneliness, escape motivation and relationship motivation; the teacher–student relationship had indirect effects on PMPU only through the mediating factors of loneliness and escape motivation. Both parent–child and teacher–student relationships indirectly affected PMPU through a two-step path from loneliness to escape motivation. These findings highlight the more salient role of the parent–child relationship than that of the teacher–student relationship in directly alleviating PMPU and indicate that satisfying interpersonal relationships can buffer adolescents’ PMPU by lowering their loneliness and motivation to use mobile phones.
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Baba, Ayako. "HOW DOES PARENT-CHILD RELATIONSHIP AFFECT CARE? FOCUSING ON MOTHER-DAUGHTER CAREGIVING". Innovation in Aging 3, Supplement_1 (listopad 2019): S895. http://dx.doi.org/10.1093/geroni/igz038.3273.
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Abstract OBJECTIVE: Long-term caregiver (child)/care-recipient (parent) relationships have both positive and negative effects on care. However, the mechanism of that impact is unclear. This study aimed to explore how parent–child relationships affect care and which aspects cause those effects. METHOD: Five hundred thirty-four adult children who were caring for or had cared for their parents at home completed the scales of parent–child psychological independence, the acceptance of care, care attitude, and care burden. Data were analyzed using a pass analysis with multiple group structural equation modeling to identify the relationship between parent–child psychological independence, acceptance of care, care attitude, and care burden, and the care dyad difference of the models. RESULT: 1) “Reliable relationship with parent” in parent–child psychological independence affected “resignation” and “understanding actively” in acceptance of care. 2) “Psychological individuation from the parent” in parent–child independence affected all subscales of care attitudes. 3) “Resistance” and “understanding actively” in acceptance of care and “auto-pilot” in care attitude affected care burden. 4) In mother–daughter caregiving, “resistance” and “resignation” had stronger effects on “auto-pilot” whereas “utilization of resource” and “flexible response” in care attitude and “resistance” had weaker effects on care burden. CONCLUSION: The relationship between long-term parent–child relationship and care were revealed. In some points, daughters who were caring for or had cared for their mothers had a different model from other care dyads. These results suggest that child caregivers should be supported mentally in accordance to their difficult points and dyads.
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SAKHAROVA, Tatiana, Inna ZHURAVLEVA i Maria BATAEVA. "Representations of Family Concept in Senior Preschool Age Children". Main Issues Of Pedagogy And Psychology 19, nr 1 (19.04.2021): 45–55. http://dx.doi.org/10.24234/miopap.v19i1.392.
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Peculiarities of representations of family concept in senior preschool-age children are considered in the article. The authors of the article define representations as a certain vision of the world and relationships in it that help an individual to adapt to the world around him. According to the authors, the style of child-parent relations has an impact on the formation of a child’s ideas about family. As a result of empiric research, the authors come to the conclusion that the personality-centred style of child-parent relationship fosters ideas of positive family relations in senior preschool-age children. The tolerant type of child-parent relations determines the formation of the concept of neutral family relations in older preschool children. The ego-isolated style of child-parent relationships contributes to the formation of negative ideas about family relationships in senior preschool children. The empirical research has shown the predominance of ideas about positive family relationships in senior preschool children. In general, children of senior preschool age include family members, people and animals who live together with the child in the representation of the family, describe joint recreation and pastime, note the care of themselves as a child and characterize the features of emotional relationships between themselves and other family members. All three types of family concepts’ representations are manifested both in boys and girls. It is possible to trace the tendency of the predominance of ideas about negative family relations in boys, the predominance of ideas about neutral family relations in girls of senior preschool age.
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Sari, Nourmarifa, i Siti Rohmah Nurhayati. "Parent and child relations in the perspective of adolescents with Juvenile delinquency". Psychological Research and Intervention 2, nr 1 (26.11.2019): 36–42. http://dx.doi.org/10.21831/pri.v2i1.28058.
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This study aims to determine the relationship between parents and children in the perspective of adolescents with juvenile deliquency. This study uses qualitative methods with a phenomenological approach. The research subjects were two boys aged 16-20 years who had a delinquency scale score ≥17. In addition, the researcher uses the Theunnisen Delinquency Scale, as a deliquency scale, which has been translated and adjusted to the current conditions in Indonesia. As the result, it can be showed that relations according to adolescents with risky behavior were the existence of positive and negative relations. Positive relationships such as nurturing, transmitting values, closeness, attention, and togetherness. Negative relationships such as lack of support, lack of understanding, communication errors between parents and children, and conflicts that are not accompanied by good conflict management.
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Totsika, Vasiliki, Richard Patrick Hastings, Dimitrios Vagenas i Eric Emerson. "Parenting and the Behavior Problems of Young Children With an Intellectual Disability: Concurrent and Longitudinal Relationships in a Population-Based Study". American Journal on Intellectual and Developmental Disabilities 119, nr 5 (1.09.2014): 422–35. http://dx.doi.org/10.1352/1944-7558-119.5.422.
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Abstract We examined parenting behaviors, and their association with concurrent and later child behavior problems. Children with an intellectual disability (ID) were identified from a UK birth cohort (N = 516 at age 5). Compared to parents of children without an ID, parents of children with an ID used discipline less frequently, but reported a more negative relationship with their child. Among children with an ID, discipline, and home atmosphere had no long-term association with behavior problems, whereas relationship quality did: closer relationships were associated with fewer concurrent and later child behavior problems. Increased parent-child conflict was associated with greater concurrent and later behavior problems. Parenting programs in ID could target parent-child relationship quality as a potential mediator of behavioral improvements in children.
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Cooper, Myra J., i Eliane Young. "Parental Bonding and Body Mass Index in a Female Community Sample: The Mediating Role of Eating Disorder Thoughts and Core Beliefs". Behavioural and Cognitive Psychotherapy 44, nr 1 (11.03.2015): 123–27. http://dx.doi.org/10.1017/s1352465815000053.
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Background: It is likely that disrupted early parent-child relationships, eating disorder related cognitions and negative self-beliefs are relevant to some women who are overweight/obese. Aims: This study tested the hypotheses that disrupted parent-child relationships would be linked to higher body mass index (BMI) and that this relationship would then be mediated by cognition. Method: A group of women were recruited from the community and completed measures of eating disorder (ED) thoughts, negative self-beliefs, and parental bonding. Individual body mass indices (BMIs) were calculated. Results: One hundred and eighteen women completed the study. There was a relationship between parental bonding and higher BMI. As hypothesized, the relationship between parental bonding (as measured by maternal care, and paternal overprotection) and BMI appeared to be mediated by a range of ED thoughts, and some negative self-beliefs. Conclusion: The cognitions measured here, both ED related cognitions and negative self-beliefs, may be a useful target when considering psychological treatment for women who are overweight or obese.
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Brock, Rebecca L., i Grazyna Kochanska. "Anger in infancy and its implications: History of attachment in mother–child and father–child relationships as a moderator of risk". Development and Psychopathology 31, nr 04 (26.10.2018): 1353–66. http://dx.doi.org/10.1017/s0954579418000780.
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AbstractGrowing research has documented distinct developmental sequelae in insecure and secure parent–child relationships, supporting a model of early attachment as moderating future developmental processes rather than, or in addition to, a source of direct effects. We explored maladaptive developmental implications of infants’ anger proneness in 102 community families. Anger was assessed in infancy through observations in the Car Seat episode and parents’ ratings. Children's security with parents was assessed in the Strange Situation paradigm at 15 months. At preschool age, child negativity (defiance and negative affect) was observed in interactions with the parent, and at early school age, oppositionality was rated by parents and teachers. Security was unrelated to infant anger; however, it moderated associations between infant anger and future maladaptive outcomes, such that highly angry infants embarked on a negative trajectory in insecure, but not in secure, parent–child dyads. For insecure, but not secure, mother–child dyads, infants’ mother-rated anger predicted negativity at preschool age. For insecure, but not secure, father–child dyads, infants’ anger in the Car Seat predicted father- and teacher-rated oppositional behavior at early school age. Results highlight the developmentally complex nature of the impact of attachment, depending on the relationship with mother versus father, type of measure, and timing of effects.
Rozprawy doktorskie na temat "Negative parent-child relationships"
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Petch, Jemima F., i n/a. "The Couple CARE for Parents Program: Enhancing Couple Relationships Across the Transition to Parenthood". Griffith University. School of Psychology, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070219.104652.
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Most couples eagerly anticipate the birth of their first child. However, the transition to parenthood is also associated with significant lifestyle changes and approximately 50% of couples report a moderate to severe decline in relationship satisfaction and quality. Low relationship satisfaction is associated with increased couple conflict, individual psychological distress, negative parent-child relationships and poor child outcomes. Despite our increasing knowledge of the factors that predict enhanced couple adjustment, few evidence-based programs are available to assist couples' adjustment to parenthood. In this first randomized controlled trial evaluating the effectiveness of a flexible delivery psycho-education program, entitled 'Couple CARE for Parents', 71 pregnant couples were assessed on self-report and observational measures of couple relationship and individual functioning and then randomized into either the Couple CARE for Parents program (n = 35) or a comparison program (n = 36). Couple CARE for Parents was a six unit program, comprising of an antenatal workshop, two home visits and three telephone support calls, and included skill-training in key relationship processes that are predictive of couple relationship quality, with the addition of parenting and baby care information. Among intervention couples the typical decline in female relationship satisfaction was prevented, with only 13% of intervention females reporting a decline in relationship satisfaction from pregnancy to 5 months postpartum, compared to 42% of females in the comparison program. Observed couple communication also improved as a result of the intervention, with Couple CARE for Parents couples showing reliably lower rates of negative speaker and listener skills at post-intervention relative to comparison couples. Couples were highly engaged in Couple CARE for Parents and there was a low drop out rate across the 7 month intervention period. These findings are promising and add to the early intervention studies showing positive effects of couple-focused psycho-education during the transition to parenthood by demonstrating that flexible delivery programs are feasible and attractive to couples. Providing cost-effective couple relationship education to expectant and new parent couples opens another window of opportunity for health professionals and governments to minimize the rates of relationship distress and divorce and their associated negative effects on individual, couple and family functioning.
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Hammersmith, Anna Marie. "Taking the Negative with the Positive: Status Transitions and Parents' Ambivalence Toward Adult Children". Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404076940.
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Cho, Eunae. "Examining the Relationship Between Work-to-Family Conflict and Parenting Behavior". Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3536.
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Although work-family conflict (WFC) has been of particular interest to work-family researchers, little attention has been paid to the consequences of WFC that reside in the family domain. Research on WFC and child outcomes is especially scant. The current study addresses the gap in the literature by investigating the relationship between work-interfere-with-family (WIF) and three forms of parent-child interaction behavior (PB): physical and recreational PB (PRPB), cognitive and academic-oriented PB (CAPB), and passive and maintenance-oriented PB (PMPB). The mechanism by which WIF relates to PB was further investigated by examining negative emotion as a mediator and trait guilt as a moderator of the relationship.
Employed parents of early school-aged children (n = 201) participated in the survey. Results indicated that both time- and strain-based WIF were negatively related to two types of active PB, PRPB and CAPB. However, negative emotion did not mediate the relationship between WIF and PB. With regard to the moderating role of trait guilt, support was found for PRPB. Theoretical and practical implications, as well as future directions, are discussed.
Książki na temat "Negative parent-child relationships"
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Watson, Marilyn. Attachment Theory. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190867263.003.0002.
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The origins of attachment theory and the work of John Bowlby and Mary Ainsworth are described. Four types of child–parent attachment relationships—secure, insecure/anxious, insecure/ambivalent, and insecure/disorganized—are outlined along with the ways each type might manifest itself in the classroom. A longitudinal study, conducted by Alan Sroufe and his colleagues, of the development and effects on learning and interpersonal relationships of different child–parent attachment relationships is described. Teachers too have a history of attachment relationships that can affect how they relate to their students. The chapter describes adult attachment and how one’s attachment history might, positively or negatively, affect one’s ability to build positive, nurturing relationships with students. Specific examples of ways teachers can offset the negative effects of a student’s or their own history of insecure attachment are described.
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Wells, Karen C., John E. Lochman i Lisa A. Lenhart. Session 5: Basic Social Learning Theory and Improving the Parent–Child Relationship. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195327960.003.0005.
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Chapter 5 explores basic social learning theory and improving the parent–child relationship. This includes the ABC model (antecedents, behavior, consequences), positive consequences of good behavior, praise, tracking positive and negative behavior. Parent-child special time and activities are explored.
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Olsaretti, Serena. Liberal Equality and the Moral Status of Parent-Child Relationships. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198801221.003.0004.
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The justification of the parent-child relationship that lies at the core of the family raises two main challenges for liberal egalitarianism: the challenge of authority and the challenge of partiality. These point, respectively, to the burdens of justifying to children their parents’ having rights over them, and to third parties parents’ favoring of their children in ways that negatively affects others. This paper examines some recent attempts at justifying the family and meeting these two challenges by appealing to the non-instrumental value of the parent-child relationship. It argues that these accounts do not capture some important convictions about the moral status of the parent-child relationship and thereby do not fully meet the two stated challenges. The paper also offers an alternative basis for justifying the parent-child relationship on which parents, by virtue of being morally responsible for their children’s existence, have an obligation to enter a relationship with them.
Części książek na temat "Negative parent-child relationships"
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Patico, Jennifer. "Helicopters and Nazis". W The Trouble with Snack Time, 77–110. NYU Press, 2020. http://dx.doi.org/10.18574/nyu/9781479835331.003.0003.
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Chapter 2 moves beyond nutritional discourse to consider the more social and emotional content of parents’ food talk. Much of this talk was oriented toward the concern to socialize and to train but not to overly limit children, project a negative adult persona, or come across as judgmental of others’ choices. The popular concept of the overprotective “helicopter parent” was an expression of these ambivalences, visible in national media and parenting blogs as well as in the ongoing commentaries of Atlanta parents; overattentiveness and food anxiety were seen as potentially negative influences on children. This chapter explores how food and feeding are wrapped up with models of personhood, that is, with conceptions of the kind of person one should be in order to be a good parent or a healthy child and socially attractive to others. In particular, it examines how power struggles around children’s food reflect ideas about individuality, relationships, and the fuzzy boundaries of the self.
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Chronis-Tuscano, Andrea, Kelly O’Brien i Christina M. Danko. "Module 2: Special Time and Pleasant Activities Scheduling". W Supporting Caregivers of Children with ADHD, 41–62. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190940119.003.0003.
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During Module 2, parents increase pleasant activities with their child and on their own. Parents of children with attention-deficit/hyperactivity disorder (ADHD) often get caught in the cycle of giving more corrective/negative feedback than positive feedback. This negative feedback loop can impact the parent–child relationship, the child’s behavior, and the parent’s mood. By the time they seek treatment, parents often say that they find it hard to enjoy time with their child. You will instill hope that, by using “Special Time,” the parent can begin to enjoy time with their child again and ultimately improve their relationship. In addition, parent participation in scheduled pleasant activities (away from their child and work/family demands) is emphasized as necessary to effectively parent a challenging child. Over the course of the program, one overarching goal is to help parents prioritize their self-care, for the sake of their own mental health and their family’s well-being.
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Chronis-Tuscano, Andrea, Kelly O’Brien i Christina M. Danko. "Module 3: Maintaining a Consistent Schedule and Time Management". W Supporting Caregivers of Children with ADHD, 63–84. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190940119.003.0004.
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In Module 3, parents learn to develop and maintain a consistent household schedule and daily routines for their child and themselves. All children benefit from consistency, but children with attention-deficit/hyperactivity disorder (ADHD) can be especially reactive when their environment is unpredictable or chaotic. External structure can scaffold the child with ADHD’s own sense of organization. In many families, parents of children with ADHD struggle with executive function or attention difficulties themselves. Teaching parents to implement a consistent daily schedule and to more effectively manage their time can reduce the parental stress that can contribute to harsh or negative parenting and poor parent–child relationship. In this module, you will work with parents on the basics of scheduling and time management, with the goal of creating a more organized and harmonious household.
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Feudtner, Chris, Theodore E. Schall i Douglas L. Hill. "Surrogate’s Personal Sense of Duty as a Crucial Element in Medical Decision Making". W The Ethics of Shared Decision Making, 7–26. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780197598573.003.0002.
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Surrogates who must make medical decisions for other people—most often, loved ones—face difficult challenges not acknowledged in current models of medical decision making. Furthermore, medical decisions are typically not a single event, but an ongoing event that evolves over time. This chapter presents a broader conceptualization of medical decision making, highlighting that (1) surrogate decision makers often face multiple problems, not a single clear problem; (2) the path to the decision maker’s desired goal is often unclear and often constrained by past decisions; (3) the social relationships between the surrogate and the patient (parent, adult child, spouse) influence the decision making as surrogates try to fulfill their role as a good parent, good son/daughter, or good spouse; and (4) surrogate decision makers often judge themselves negatively in ways that influence their decisions and the outcome. Clinicians who recognize these complex influences on surrogate decision making may be better able to support surrogates through this difficult process.
Raporty organizacyjne na temat "Negative parent-child relationships"
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Insecure paternal attachment contributes to childhood anxiety. ACAMH, styczeń 2020. http://dx.doi.org/10.13056/acamh.10702.
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A recent study has investigated the direct and indirect relationships between parent–child attachment and negative parental behaviours exhibited by mothers and fathers, individually, in a sample of children with clinical anxiety.