Статті в журналах: "Parent and child"

1

Li, Shifeng, Nan Nan, Qiongying Xu, and Jiayue Li. "Perceived quality of parent–child relationships by Chinese primary school students: The role of parents’ education and parent–child literacy activities." Child Language Teaching and Therapy 36, no. 2 (April 23, 2020): 79–89. http://dx.doi.org/10.1177/0265659020915943.

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Previous studies have revealed that the perceived quality of the parent–child relationship is essential for both physical health and psychological well-being. However, most studies have treated the perceived quality of this relationship as an independent variable. In this study, we considered it a dependent variable and examined the role of parents’ education and parent–child literacy activities on children’s perceived quality of the parent–child relationship. One hundred and eighty-six Chinese primary school students and their parents from low socioeconomic backgrounds participated in this study. Parents’ educational level and the parent–child literacy activity status were assessed based on parents’ reports, whereas parent–child relationships were assessed based on children’s reports. Results showed that parents’ educational level positively correlated with the frequency of parent–child literacy activities and children’s perceptions of the quality of the parent–child relationship. There was also a significant positive correlation between the frequency of parent–child literacy activities and children’s perceptions of the quality of the parent–child relationship. Further analyses showed that the frequency of parent–child literacy activities mediated the connection between parents’ educational level and children’s perceived quality of the parent–child relationship. These results suggest that boosting the frequency of parent–child literacy activities may be a useful strategy for facilitating the parent–child relationship.

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Barrett, Paula M., Tara Fox, and Lara J. Farrell. "Parent—Child Interactions With Anxious Children and With Their Siblings: An Observational Study." Behaviour Change 22, no. 4 (December 1, 2005): 220–35. http://dx.doi.org/10.1375/bech.22.4.220.

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AbstractIn the present study, parent–child interactions with anxious children were compared to parent–child interactions with the anxious children's nonsymptomatic siblings and parent–child interactions with nonclinic children. Participants included 33 anxious children, their parents and siblings, and 14 nonclinic children and their parents. Parent–child interactions were observed during two discussion tasks related to anxiety-provoking or challenging situations. Parent–child interactions were coded for the following variables: control, warmth, reward of coping behaviour and task involvement. Consistent with previous research, parents in the anxious group showed more control, less paternal warmth and less maternal reward of coping behaviour toward their anxious child compared to parents of nonclinic children. Parent–child interactions with the anxious child were similar to parent–child interactions with the nonsymptomatic sibling, with the exception of fathers who exhibited more control toward their anxious child. Parent–sibling interactions, however, also resembled the nonclinic parent–child interactions, with mothers of anxious children showing more control toward their nonsymptomatic child than mothers of nonclinic children. These findings suggest that the relationships of each parent and their anxious child may be influenced by how the parent and child interact with each other. Suggestions for future research are discussed.

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3

Urquiza, Anthony J., and Susan Timmer. "Parent-Child Interaction Therapy: Enhancing Parent-Child Relationships." Psychosocial Intervention 21, no. 2 (August 2012): 145–56. http://dx.doi.org/10.5093/in2012a16.

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Compier-de Block, Laura H. C. G., Lenneke R. A. Alink, Mariëlle Linting, Lisa J. M. van den Berg, Bernet M. Elzinga, Alexandra Voorthuis, Marieke S. Tollenaar, and Marian J. Bakermans-Kranenburg. "Parent-Child Agreement on Parent-to-Child Maltreatment." Journal of Family Violence 32, no. 2 (December 15, 2016): 207–17. http://dx.doi.org/10.1007/s10896-016-9902-3.

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5

Russell, Cristel A., and L. J. Shrum. "The Cultivation of Parent and Child Materialism: A Parent–Child Dyadic Study." Human Communication Research 47, no. 3 (June 14, 2021): 284–308. http://dx.doi.org/10.1093/hcr/hqab004.

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Abstract Research has shown that television viewing cultivates a materialistic worldview in children. However, other socialization factors may also influence children’s materialism. The current research tests two socialization pathways of parental influence: (a) an indirect path in which parents pass on their own materialism to their children, and the parent’s materialism is at least partly the result of a parent cultivation effect (parent cultivation); (b) an indirect path in which parents pass on their television viewing behavior to their children, which in turn positively predicts the children’s level of materialism (child cultivation). The results of two studies (initial study plus direct replication, N = 818) of U.S. parent–child dyads with 14- to 17-year-old children support the first path but not the second: The relation between parent TV viewing and child materialism is mediated through parent materialism. Child TV viewing is positively correlated with child materialism, but is nonsignificant when parent materialism is controlled.

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Masood, Ambrin F., Lisa A. Turner, and Abigail Baxter. "Causal Attributions and Parental Attitudes toward Children with Disabilities in the United States and Pakistan." Exceptional Children 73, no. 4 (July 2007): 475–87. http://dx.doi.org/10.1177/001440290707300405.

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Researchers investigated the relationship between parental attributions for children's disabilities and the quality of parent-child relationships, in both U.S. and Pakistani families. Parents of children with disabilities identified potential causes of the disability and rated their parent-child relationships. Factor analysis of the causal attributions resulted in 7 factors which became the subscales used to predict parent-child relationships. Findings indicate (a) Pakistani parents rated their relationships more negatively, (b) parents who rated “Something I Did” as an influential cause rated their parent-child relationships more negatively, and (c) parents who rated “Parent's Age” as an influential cause rated their parent-child relationships more positively. More important, parent education potentially could decrease self-blame and improve the parent-child relationship for the parents and the children.

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TÜYSÜZ, Harun, Nuriye DOĞAN, Selim YİĞİT, Uğur KAYA, Ercan ŞAHİN, and Ali YILMAZ. "EXAMINING THE RELATIONSHIP BETWEEN PARENT-CHILD RELATIONSHIP AND PARENTS' COGNITIVE FLEXIBILITY, EMOTION REGULATION SKILLS." SOCIAL SCIENCE DEVELOPMENT JOURNAL 8, no. 38 (July 15, 2023): 87–99. http://dx.doi.org/10.31567/ssd.940.

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This study aims to examine the parent-child relationship of the parents having primary education level students in the context of parents' cognitive flexibility level and emotion regulation skills. The participants of the research consist of parents who live in Kartal district of İstanbul and have students of primary education. The sample consists of 203 student's parents who have these characteristics. In the study, "personal information form", "parent-child relationship scale", "cognitive flexibility inventory" and "emotion regulation difficulty scale" were used for parents. In this study, the relational survey model which is one of the quantitative research types was used. As a result of the research it was determined that the level of positive parent-child relationship is high, the level of negative parent-child relationship is low, the level of emotion regulation difficulty of the parents is low, the level of cognitive flexibility is high. It was also determined that the level of cognitive flexibility showed significant differences according to the number of children, and parents with one child had a higher level of cognitive flexibility than parents with more than one child. In addition, it was determined that the negative parent-child relationship showed significant differences according to education level, and the level of negative parent-child relationship was higher in parents who graduated from higher education compared to parents who graduated from high school. At the same time, a positive relationship was determined between the level of cognitive flexibility in the parents and the positive parent-child relationship, and a negative relationship between the negative parent-child relationship was determined. Finally, it was determined that there is a negative correlation between the level of emotion regulation difficulty and positive parent-child relationships and a significant positive correlation between negative parent-child relationships.

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Perez, Jeannie, Rowena Heradura, and Betty Tuttle. "The Role of Parents’ Characterisitcs on Child-Parent Relationships in Homeschooling during COVID-19 Lockdown." Academia Lasalliana Journal of Education and Humanities 4, no. 2 (June 2023): 119–31. http://dx.doi.org/10.55902/cptp1544.

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The COVID-19 crisis has interrupted the education systems in the Philippines and the whole world. Most families were forced into homeschool learning. However, carrying out homeschool learning has also placed a strain on child-parent relationships. One hundred thirty-five Filipino parents who were homeschooling their children during the Covid lockdown answered an online survey. This cross-sectional study investigated how parents’ characteristics such as faith-based role construction (FBRC) and parent-focused role construction (PFRC) influence child-parent relationships (CPR) in homeschool learning during the Covid crisis. This study also investigated the mediating role of parents’ self-efficacy (PSE) in helping their children succeed in school between parents’ FBRC and CPR. The mediating role of PSE between PFRC and CPR was also investigated. Results showed that FBRC of the parents has a direct positive association to child-parent closeness but not to child-parent conflict. The PSE mediated the relationship between the FBRC and child-parent closeness and conflict. The PFRC was not directly associated to child-parent closeness and conflict, however, there was an indirect association between PFRC and child-parent closeness and conflict when the PSE was placed as a mediator between PFRC and child-parent closeness. There was also an indirect association between PFRC and child-parent conflict when mediated by PSE. Implications for educational policy-making decisions were drawn. Likewise, recommendations to improve the child-parent relationship in homeschool learning were also offered.

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9

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

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10

van Houdt, Kirsten, Matthijs Kalmijn, and Katya Ivanova. "Perceptions of Closeness in Adult Parent–Child Dyads: Asymmetry in the Context of Family Complexity." Journals of Gerontology: Series B 75, no. 10 (August 10, 2020): 2219–29. http://dx.doi.org/10.1093/geronb/gbaa122.

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Abstract Objectives Multi-actor data show that parents’ and adult children’s evaluations of their relation do not necessarily match. We studied disagreement in parent- and child-reported closeness, comparing parent–child dyads involving separated parents, non-separated parents, and stepparents to shed new light on today’s diverse landscape of adult parent–child relations. Method Using data from the Parents and Children in the Netherlands (OKiN) survey, we analyzed closeness in parent–child dyads (N = 4,602) comparing (step)parents’ and their adult children’s (aged 25–45) reports. To distinguish directional disagreement (i.e., differences in child- and parent-reported means) from nondirectional disagreement (i.e., the association between child- and parent-reported measures), while accounting for absolute levels of closeness, we estimated log-linear models. Results All types of parents tend to report higher levels of closeness than their children. Whereas parental overreport is more prevalent among biological father–child dyads than among biological mother–child dyads, we found no differences between biological dyads and stepdyads. The association between children’s and parents’ reports is higher among dyads involving stepmothers or married mothers than among those involving separated mothers and (step)fathers. Discussion The intergenerational stake (i.e., parental overreport) is not unique to biological parent–child relations. Instead, patterns of disagreement seem most strongly stratified by gender.

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11

Carrère, Sybil, and Bonnie H. Bowie. "Like Parent, Like Child: Parent and Child Emotion Dysregulation." Archives of Psychiatric Nursing 26, no. 3 (June 2012): e23-e30. http://dx.doi.org/10.1016/j.apnu.2011.12.008.

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12

Kinsey, Caroline L. "The Role of the Psychological Parent in the Dissolution of the Homosexual Relationship." International Journal of Discrimination and the Law 10, no. 3 (September 2009): 133–48. http://dx.doi.org/10.1177/135822910901000303.

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This note analyzes the definition of the “psychological parent” in its application to the dissolved homosexual relationship. In urging state courts to render custodial decisions not solely on the basis of the parent's biological ties to the child, but also on the presence of a psychological relationship between the non-biological parent and the child in question, this note reviews conflicting state court decisions that discussed the doctrine of the “psychological parent” and determined whether a non-biological parent was fit to receive custody of his or her child once dissolution of the couple's relationship had occurred. United States state courts frequently rely upon the “best interests of the childl” standard when making custodial decisions. It is this author's position that the application of the “psychological parent” doctrine is what is in the “best interest of the child” when awarding custody to non-legal parents, and as such should be at the forefront of state court decisions before a determination of child custody is made.

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13

Selnow, Gary W. "Parent-Child Relationships and Single and Two Parent Families: Implications for Substance Usage." Journal of Drug Education 17, no. 4 (December 1987): 315–26. http://dx.doi.org/10.2190/gbyn-heq1-23d0-n977.

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This article examines the relationship between substance usage and parent-child relationships and the number of parents with whom the child lives. These relationships were examined through initial and cross-validation studies. Findings disclosed that youngsters who lived with both parents were less likely to report higher substance usage than those who lived with one parent. Also, youngsters who reported better parent-child relationships were more likely to report lower substance usage. Evidence is offered that parent-child relationships may be more important in predicting substance usage than the number of parents at home.

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Clawson, Ashley H., Elizabeth L. McQuaid, Shira Dunsiger, and Belinda Borrelli. "Smokers with children with asthma: Parental perceptions about prototype intervention messages focused on reducing child tobacco exposure and use." Journal of Child Health Care 24, no. 1 (September 9, 2018): 106–22. http://dx.doi.org/10.1177/1367493518798436.

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Formative research is needed to develop effective interventions that eliminate secondhand smoke exposure (SHSe) and prevent tobacco use (TU) among children with asthma. This online study included 300 parents who smoke and had a child with asthma (ages 10–14) and evaluated their perceptions about prototypes of parent-directed and child-directed feedback intervention messages focused on reducing child SHSe and future TU; correlates of perceptions were explored. Parents rated examples of parent-directed messages on motivation and helpfulness for eliminating SHSe and promoting conversations about TU and also rated child-directed messages on acceptability and helpfulness for promoting conversations about TU. Messages differed by level of personalization, theoretical background, or message content. Parents found all parent-directed messages similarly motivating and helpful and all child-directed messages similarly acceptable and helpful for reducing child tobacco exposure. Differences in perceptions about feedback emerged based on parent gender, parent readiness to quit, smoking ban status, and the presence of additional smokers in the home. Overall, parents rated parent-directed and child-directed feedback message prototypes positively, including established and novel types of feedback. Parent–child feedback interventions may hold promise for breaking the intergenerational transmission of smoking among families with a parent who smokes and a child with asthma.

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Yuge YUE. "Influence of parents’ strategies for Dealing with sibling Conflict on Children's sibling relationship: The mediating role of parent-child relationship." Journal of Rural Revitalization and County Economy 6, no. 1 (March 31, 2024): 33–47. http://dx.doi.org/10.6914/jrrce.060104.

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A total of 1368 children aged 3-6 with siblings and their parents were selected as research objects by convenient sampling method. The sibling relationship scale, the parental strategies for dealing with sibling conflict scale and the parent-child relationship scale were used as research tools to explore the influence of parents’ strategies for resolving sibling conflict on sibling relationship. Meanwhile, according to the family system theory, Investigate the mediating effect of parent-child relationship. The results showed that: (1) Parents’ strategies to deal with sibling conflict are positively correlated with both sibling relationship and parent-child relationship, and parent-child relationship has a significant mediating effect; (2) Child-centered strategies were positively correlated with sibling intimacy and negatively correlated with sibling conflict; (3) Parental control strategies were significantly positively correlated with sibling conflict, sibling relative status, and parent-child conflict; (4) Passive non-intervention strategies were significantly negatively correlated with parent-child intimacy and sibling intimacy, and were significantly positively correlated with parent-child conflict and sibling conflict, but not correlated with sibling relative status. This study reveals that parents’ strategies to deal with sibling conflict affect sibling relationship, and the mediation mechanism of parent-child relationship can provide empirical evidence for families to reasonably deal with sibling conflict.

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Galloway, Helen, Emily Newman, Nicola Miller, and Clare Yuill. "Does Parent Stress Predict the Quality of Life of Children With a Diagnosis of ADHD? A Comparison of Parent and Child Perspectives." Journal of Attention Disorders 23, no. 5 (May 13, 2016): 435–50. http://dx.doi.org/10.1177/1087054716647479.

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Objective: There are indicators that parental psychological factors may affect how parents evaluate their child’s quality of life (QoL) when the child has a health condition. This study examined the impact of parents’ perceived stress on parent and child ratings of the QoL of children with ADHD. Method: A cross-sectional sample of 45 matched parent–child dyads completed parallel versions of the KIDSCREEN-27. Children were 8 to 14 years with clinician diagnosed ADHD. Results: Parents who rated their child’s QoL lower than their child had higher perceived stress scores. Parent stress was a unique predictor of child QoL from parent proxy-rated but not child-rated QoL scores. Conclusion: Parents’ perceived stress may play an important role in their assessments of their child’s QoL, suggesting both parent and child perspectives of QoL should be utilized wherever possible. Interventions that target parent stress may contribute to improvements in the child’s QoL.

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Brown, Michelle I., David Trembath, Marleen F. Westerveld, and Gail T. Gillon. "A Pilot Study of Early Storybook Reading With Babies With Hearing Loss." Journal of Speech, Language, and Hearing Research 62, no. 9 (September 20, 2019): 3397–412. http://dx.doi.org/10.1044/2019_jslhr-l-17-0305.

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Purpose This pilot study explored the effectiveness of an early storybook reading (ESR) intervention for parents with babies with hearing loss (HL) for improving (a) parents' book selection skills, (b) parent–child eye contact, and (c) parent–child turn-taking. Advancing research into ESR, this study examined whether the benefits from an ESR intervention reported for babies without HL were also observed in babies with HL. Method Four mother–baby dyads participated in a multiple baseline single-case experimental design across behaviors. Treatment effects for parents' book selection skills, parent–child eye contact, and parent–child turn-taking were examined using visual analysis and Tau-U analysis. Results Statistically significant increases, with large to very large effect sizes, were observed for all 4 participants for parent–child eye contact and parent–child turn-taking. Limited improvements with ceiling effects were observed for parents' book selection skills. Conclusion The findings provide preliminary evidence for the effectiveness of an ESR intervention for babies with HL for promoting parent–child interactions through eye contact and turn-taking.

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Dilbar, Abdullaeva. "Problems of parent-child relations." Education and Development of Gifted Personality, no. 4(83) (2021): 98–103. http://dx.doi.org/10.32405/2309-3935-2021-4(83)-98-103.

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James, Maeghan E., Nikoleta Odorico, Sarah A. Moore, Kathleen A. Martin Ginis, Rebecca L. Bassett-Gunter, and Kelly P. Arbour-Nicitopoulos. "Parent Support Is Related to Physical Activity among Children and Youth with Disabilities during the COVID-19 Pandemic: Findings from the National Physical Activity Measurement (NPAM) Study." Disabilities 2, no. 3 (July 31, 2022): 451–61. http://dx.doi.org/10.3390/disabilities2030032.

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Physical activity (PA) among children and youth with disabilities (CYD) has been negatively impacted by the COVID-19 pandemic. Parent PA support and parent PA modelling (i.e., parents engaging in PA themselves) have been shown to be associated with PA in CYD. However, parents’ influence on the PA behaviours of CYD during the pandemic remains unknown. The purpose of this study was to examine the relationship between parent PA support and parent PA modelling (i.e., parent moderate-to-vigorous PA (MVPA)) and the PA behaviours of CYD. It was hypothesized that higher levels of parent PA support and parent PA modelling would significantly relate to both child MVPA and child PA at any intensity. An online survey was sent to parents of CYD in November 2020 (i.e., during the second wave of the COVID-19 pandemic in Canada) that assessed the MVPA and total PA (any intensity), parent PA support (e.g., encouraging PA, providing transportation for PA), and parent MVPA. Separate linear regression models assessed the relationships between parent PA support and parent PA modelling with (a) child MVPA and (b) child PA at any intensity. Parent and child age, child gender and disability group, marital status, and household type were controlled for in all analyses. A total of 86 parents (Mage = 43 years, SD = 5.9; 93% mothers) of CYD (Mage = 11 years, SD = 3.3; 20% girls; 77% with a developmental disability) completed the survey. Parent PA support was significantly associated with child MVPA (β = 0.30, CI = 0.067–0.438, p = 0.008) but not child PA at any intensity. No significant relationship was shown between parent PA modelling and either child MVPA or child PA at any intensity. Findings suggest that parent PA support, but not parent PA modelling, was associated with PA in CYD, at least during the acute period of the pandemic. Greater efforts must be directed towards developing effective parent PA support interventions to reduce the detrimental effects of the COVID-19 pandemic on PA in CYD.

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Mathée-Scott, Janine, and Susan Ellis Weismer. "Naturalistic parent–child reading frequency and language development in toddlers with and without autism." Autism & Developmental Language Impairments 7 (January 2022): 239694152211367. http://dx.doi.org/10.1177/23969415221136740.

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Background and aims The efficacy of parent–child reading for supporting language development has been well-established in the neurotypical (NT) literature. For children with autism spectrum disorder, (ASD) who may be at risk for delays in language development, prior research has shown promise for shared book-reading interventions. Yet there has been limited research on naturalistic parent–child reading with autistic children to date. The present study aimed to fill this missing link in the current literature. Methods Fifty-seven autistic toddlers participated at two developmental time points: Time 1 ( Mage = 30.4 months) and Time 2 ( Mage = 43.8 months). An NT control group ( N = 31) was matched on age to a subset of the ASD group ( N = 33). We assessed group differences in parent–child reading frequency between age-matched NT and autistic groups. Using a one-year follow-up design, we evaluated the relationship between parent–child reading and autistic children’s language development. Results Cross-group comparisons revealed that parents of age-matched NT children reported significantly more frequent weekly parent–child reading than parents of autistic toddlers. After a one-year follow-up with the autistic group, within-group analyses revealed that greater frequency of parent–child reading (controlling for maternal education, books in the home, and autism symptom severity) was associated with larger growth in autistic toddlers’ receptive and expressive language skills. Conclusions and implications These findings have important clinical implications as they emphasize the potential of parent–child reading for supporting autistic children’s language development. Findings demonstrate that frequency of parent–child reading is associated with language development over one year. Findings also demonstrate that parents of autistic children engage in less frequent parent–child reading than parents of age-matched NT peers, suggesting these parents may face more barriers to implementing parent–child reading than parents of NT children.

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Cao, Ge, and Vicky C. Tam. "Using an interactional perspective to examine patterns of conflict resolution among Chinese adolescents and parents involved in schoolwork conflicts." International Journal of Chinese Education 10, no. 1 (April 20, 2021): 221258682110058. http://dx.doi.org/10.1177/22125868211005859.

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Parent-child conflict resolution is an interactive process by nature. Adopting a family systems perspective, the present study examines patterns of schoolwork conflict resolution among Chinese adolescents and parents, placing an emphasis on parent-child interactions. Qualitative methods using a grounded theory approach are adopted, with twelve parent-child dyads participating in joint interviews and follow-up individual interviews. Three patterns of adolescent-parent resolution of schoolwork conflicts are identified: (a) adolescents complying with parental coercion reluctantly: parents use parent-centered resolution strategies, while adolescents are self-assertive in the beginning but yield to their parents in the end; (b) effective communication: adolescents adopt self-assertive strategies when parents use child-centered strategies, with the outcome being that adolescents have the final say in agreements reached; (c) disagreement in a stalemate: parents’ use of parent-centered strategies and adolescents’ adoption of avoidant and self-assertive strategies lead to a suspension of disagreement. Discussion of the findings sheds light on hierarchical and enmeshed parent-child relationships in China as well as Chinese adolescents’ development of autonomy as exhibited in the patterns of parent-child schoolwork conflict resolution. Suggestions are made for further study of adolescent-parent schoolwork conflicts in Chinese families, and practical implications related to healthy family relationships are discussed.

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Zhang, Qiongwen, Daniel T. L. Shek, and Yangu Pan. "Parent-Child Discrepancies in Perceived Parent-Child Communication and Depressive Symptoms in Early Adolescents in China." International Journal of Environmental Research and Public Health 18, no. 22 (November 16, 2021): 12041. http://dx.doi.org/10.3390/ijerph182212041.

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

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Cohen, Deborah A., and Janet Rice. "Parenting Styles, Adolescent Substance Use, and Academic Achievement." Journal of Drug Education 27, no. 2 (June 1997): 199–211. http://dx.doi.org/10.2190/qpqq-6q1g-uf7d-5utj.

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This article investigates how children and their parents rate their parenting styles, and how this rating is associated with academic achievement, alcohol, and tobacco use. We surveyed students and their parents in two public school districts. A total of 386 matched parent-child pairs from eighth- and ninth-grade students were analyzed for parent and student classification of parents as authoritative, authoritarian, permissive, or mixed parenting styles. Agreement on parenting styles between parents and children was poor. Students perceived parents as less authoritative, less permissive and more authoritarian than parents considered themselves. High grades were associated with child and parent perception of higher authoritativeness, lower permissiveness, and lower authoritarianism. Child tobacco and alcohol use was associated with child perception of lower authoritativeness, and higher permissiveness while parent perception of parenting style was not associated with child substance use. This study provides further evidence that parenting styles and adolescents' perceptions of them are associated with child achievement and substance use. While we cannot determine whether child or parent perception of parenting style is more accurate, child perception is more strongly associated with grades and substance use than is parent perception. It is likely that parents would benefit from understanding how they are perceived by their children.

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Tang, Yixin. "Research Status of Parent-child Reading under Different Cultural Backgrounds." SHS Web of Conferences 180 (2023): 02009. http://dx.doi.org/10.1051/shsconf/202318002009.

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Parent-child reading is crucial to a child’s whole development. The paper’s subjective is to discuss parent-child reading under different cultural backgrounds. Joint reading between parents and children at home has a positive effect on the literacy ability, language development, future academic prediction and emotional intelligence of Chinese and Western children, and the interval time, number, quality of parent-child reading also play a positive role to a large extent. Furthermore, the common conclusions of China and the West are that parents’ education level, family economic and social status also have a great impact on parent-child reading activities. These aspects greatly affect the time, quality and effect of parent-child reading. However, in the current studies, parent-child reading in the context of bilingualism can only promote the development of children in some Western countries, it has little effect on Chinese children, so future research should consider the reasons and make improvements. Therefore, by discussing parent-child reading in the two different cultures, it can provide reference for the research in the field of social science research and improve parents’ awareness of parent-child reading so that it can be more beneficial to children.

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McDaniel, Brandon T., Sydney Rasmussen, Lauren Reining, Leesha Culp, and Kacey Deverell. "Pilot Study of a Screen-Free Week: Exploration of Changes in Parent and Child Screen Time, Parent Well-Being and Attitudes, and Parent-Child Relationship Quality." Human Behavior and Emerging Technologies 2023 (August 16, 2023): 1–13. http://dx.doi.org/10.1155/2023/5545779.

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Screen use is associated with a variety of potential impacts on child development, which has led to recommendations to regulate screen use. The current pilot study was conducted to explore the potential effects of implementing screen-free times (Screen-Free Week) on parent and child screen use, parent feelings and well-being, and parent-child interactions and relationships. Specifically, we evaluated the outcomes utilizing pre and postintervention self-report surveys with 24 parents (of a child age 5 years or younger). Overall, the screen-free week program decreased parent depressive symptoms, increased the parenting of child screen time and establishments of screen time limits, and decreased both parent and child screen time. Though the decrease in overall parent and child screen time was not maintained by 4 weeks after, effects on parent depression, child TV watching, and parent phone use specifically during child time were maintained. These findings support previous research emphasizing screen-free times as a viable method to increase intentionality around screen use. Interestingly, the program appears to have had the strongest effects on parent phone use around their child, suggesting the program may build awareness in parents and may cause them to change or desire to change their screen habits during family time. Although we saw initial shifts in parent-child play, effects were not maintained by week 4. Yet, the small changes parents made across one week were not sufficient to shift the overall parent-child relationship. While effects cannot be viewed as definitive, it is promising that shifts were seen in parent well-being and screen use for a relatively small amount of effort across one week.

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Wray, Charlotte, and Courtenay Frazier Norbury. "Parents modify gesture according to task demands and child language needs." First Language 38, no. 4 (March 22, 2018): 419–39. http://dx.doi.org/10.1177/0142723718761729.

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Parent–child interaction plays a crucial role in early language acquisition. In young typically developing children, direct and indirect relationships between parent gesture, child gesture and child language have been observed. Far less is known about these relationships in atypical language development. The present study investigated parent gesture frequency in relation to child gesture frequency and language ability. Parent–child dyads were observed for children aged 6–8 years with developmental language disorder (DLD: n = 21) relative to parents of typically developing peers (TD: n = 18) and children with low language (LL) and educational concerns ( n = 21). Parents of children with DLD gestured at significantly higher rates than parents of TD children, but only during a complex interactive problem solving task. Across the entire sample, parent gesture rate was positively correlated with child gesture rate, but negatively correlated with child vocabulary. Parent gesture thus may serve as a strategy to maximise communication success for children with language difficulties and is most evident when communication demands are high.

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Fisak, Brian, Kristen Grace Holderfield, Erica Douglas-Osborn, and Sam Cartwright-Hatton. "What do Parents Worry About? Examination of the Construct of Parent Worry and the Relation to Parent and Child Anxiety." Behavioural and Cognitive Psychotherapy 40, no. 5 (June 12, 2012): 542–57. http://dx.doi.org/10.1017/s1352465812000410.

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Background: Previous research has indicated that parent cognition, including anxious beliefs and expectations, are associated with both parent and child anxiety symptoms and may be transferred from parent to child. However, the content and frequency of parent worry in relation to their children has yet to be examined as a potential form of anxious parent cognition, and little is known about normative parent worry. Aims: The purpose of the current study is to extend the research on parent cognition and child anxiety by focusing on parent worry (i.e. parent worry in relation to their children) as a potential predictor of child anxiety. Method: A comprehensive self-report measure of parent worry was developed and administered to a community-based sample of parents. Results: An exploratory factor analysis yielded a single factor solution. Parent worry was found to be a more robust predictor of child anxiety than parent anxiety symptoms, and parent worry mediated the association between parent anxiety symptoms and child anxiety. Most common worries reported by parents fell within the domains of life success and physical well-being. Conclusion: Overall, this study adds to the literature on parent cognitive biases and has the potential to inform parent-based interventions for the treatment of child anxiety. Further, this study provides initial data on normative parent worry.

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Kane, Alexa, and Barbara A. Morrongiello. "Parent–Child Disagreements About Safety During Preadolescence." Journal of Pediatric Psychology 44, no. 10 (July 30, 2019): 1184–95. http://dx.doi.org/10.1093/jpepsy/jsz056.

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Abstract Objectives Much research has examined how parents manage safety issues for young children, however, little is known about how they do so in the preadolescent years when children’s demand for autonomy increases. The current study focused on youth in this transition stage (10–13 years) and examined parent–child disagreements about safety, including how parents learn of these, react to these, and resolve these (Aim 1), if the parent–child relationship or sex of the child impacts these processes (Aim 2), and the nature and reasons why children intentionally keep safety-relevant secrets from their parents (Aim 3). Methods A short-term longitudinal design was applied. Parents initially completed questionnaires and, with their child, retrospectively recalled safety disagreements. Over the next month, parents tracked safety disagreements and children tracked secrets they withheld from parents. Results The findings revealed significant gender differences: Daughters were more likely than sons to spontaneously disclose safety issues to their parents, and parents were more likely to discuss the issue and provide teaching to daughters than sons. Relationship quality emerged as an important factor, particularly for boys: A positive parent–child relationship predicted increased parental teaching in response to a safety-relevant issue for boys only. Children kept secrets from their parents about safety-relevant information in order to maintain their autonomy and independence. Conclusion Parent–child disagreements about safety are influenced by the positive nature of the parent–child relationship and differ for sons and daughters.

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Biswas, Ashok Kumar, Edward P. A. Gebuis, and Petrica Irimia. "Parent-Child Relationship." International Journal of User-Driven Healthcare 7, no. 1 (January 2017): 1–12. http://dx.doi.org/10.4018/ijudh.2017010101.

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The parent-child relationship is a complex social issue. Several factors have much more impact on the issue besides a parent's perception. The participant was a retired, divorced man with two sons with his ex-wife. He felt satisfied with the relationship between himself and his children. Apart from conflicts and confusion, he successfully made it clear that for a busy person like him, he is doing his best to keep the relationship alive with his children. A relationship is typically subjective between two people and can not only be analysed by comparing it with others' examples. As the primary purpose of the qualitative research is to represent the essential qualities of one or more complex social phenomena. This qualitative interview successfully achieved qualitative information on the parent-child relationship. However, to understand better, bigger sample size (here N=1) would be required.

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&NA;. "Parent-Child Attachment." Nurse Practitioner 14, no. 2 (February 1989): 56. http://dx.doi.org/10.1097/00006205-198902000-00011.

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&NA;. "PARENT-CHILD RELATIONSHIPS." American Journal of Nursing 96, no. 3 (March 1996): 9. http://dx.doi.org/10.1097/00000446-199603000-00003.

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&NA;. "PARENT-CHILD STUDIES." Journal of Developmental & Behavioral Pediatrics 7, no. 6 (December 1986): 390. http://dx.doi.org/10.1097/00004703-198612000-00021.

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Cohen, Melvin L. "Parent, Teacher, Child." American Journal of Diseases of Children 143, no. 10 (October 1, 1989): 1229. http://dx.doi.org/10.1001/archpedi.1989.02150220137034.

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Shahzad, Mubbsher, Huma Lodhi, and Muhammad Siddique. "Study the Relationship between Parenting Style and Child-Parent Relationship on Students' Achievement at the Elementary Level." Global Sociological Review VIII, no. I (March 30, 2023): 287–98. http://dx.doi.org/10.31703/gsr.2023(viii-i).28.

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This study aims to find the relationship of parenting style, child parent relationship and student achievement at elementary level. Questionnaires were used for collection of data and sample were comprised 500 parents and 500 students selecting by the random sampling. The results shows that majority of the parent use authoritative parenting style (PS) and student response reveal that their relationship with parent was positive relation. The relationship of PS with child-parent (CP) relationship was positive weak relationship and parenting style with student achievement score was negative weak relationship). Results also show significantly weak and negative relationship between PS and child parent relationship. A majority style of parents is authoritative and child parent relation was positive relation. This reflects the fact that the student has positive relation with their parent and parent has mutually understanding with their child.

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Teufl, Lukas, and Lieselotte Ahnert. "Parent–child play and parent–child relationship: Are fathers special?" Journal of Family Psychology 36, no. 3 (April 2022): 416–26. http://dx.doi.org/10.1037/fam0000933.

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Timmer, Susan G., Anthony J. Urquiza, Nancy M. Zebell, and Jean M. McGrath. "Parent-Child Interaction Therapy: Application to maltreating parent-child dyads." Child Abuse & Neglect 29, no. 7 (July 2005): 825–42. http://dx.doi.org/10.1016/j.chiabu.2005.01.003.

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Carr-Fanning, Kate, and Conor McGuckin. "“I Find It Really Difficult to Control Myself Too”: A Qualitative Study of the Effects on the Family Dynamic When Parent and Child Have ADHD." Education Sciences 12, no. 11 (October 28, 2022): 758. http://dx.doi.org/10.3390/educsci12110758.

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If having one child with Attention Deficit Hyperactivity Disorder (ADHD) contributes to family stress and dysfunction, then what happens when more than one family member has ADHD? This paper explores this question by drawing on findings from a multi-case study that explored the voices of stakeholders (child and parent/carer) affected by ADHD in Ireland. There were eight case studies (families) included. Each case had one parent/carer with ADHD and a child with ADHD. Eight children (aged 7–17 years; Mean = 12.6; S.D. = 3.4) and ten parents (2 males) participated. Four parentw/carers reported a diagnosis of ADHD themselves (2 females) and 6 mothers participated who had a spouse with ADHD. Triangulation was achieved using multiple interviews (parent/carers and child), a demographic survey, and creative methods with the children to contribute to a highly contextualised understanding of stakeholders’ experiences. Research findings demonstrated that there may be positive and negative consequences when both parent and child have ADHD. On the one hand, it may contribute to greater dysfunction, when parents with ADHD struggle to stick to routines and remain calm and organised. On the other hand, children with ADHD may feel a sense of belonging and less different, parents believe they have greater understanding, and shared interactional preferences may have benefits. Findings will be discussed in terms of their implications for practice with families and future research.

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

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

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Armstrong, Kathleen, Amanda David, and Karen Goldberg. "Parent–Child Interaction Therapy With Deaf Parents and Their Hearing Child." Clinical Case Studies 13, no. 2 (September 9, 2013): 115–27. http://dx.doi.org/10.1177/1534650113502705.

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De Froy, Adrienne M., Megan E. Sims, Benjamin M. Sloan, Sebastian A. Gajardo, and Pamela Rosenthal Rollins. "Differential responses to child communicative behavior of parents of toddlers with ASD." Autism & Developmental Language Impairments 6 (January 2021): 239694152098489. http://dx.doi.org/10.1177/2396941520984892.

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Background and aims The quality of parent verbal input—diverse vocabulary that is well-matched to the child’s developmental level within interactions that are responsive to their interests—has been found to positively impact child language skills. For typically developing (TD) children, there is evidence that more advanced linguistic and social development differentially elicits higher quality parent input, suggesting a bidirectional relationship between parent and child. The purpose of this study was to evaluate if toddlers with ASD also differentially elicit parental verbal input by (1) analyzing the quality of parent input to the communicative behavior of their toddlers with ASD, (2) examining if parents respond differentially to more advanced toddler communicative behavior, as measured by the coordination of multiple communicative behaviors, and (3) exploring the relationship between parental responsiveness to child communicative behaviors and change in child communication and social skills. Methods Participants were 77 toddlers with ASD age 18-39 months and a parent who participated in a larger RCT. Ten-minute parent–toddler interactions were recorded prior to a 12-week intervention. Parent response to child communicative behaviors was coded following each child communicative behavior as no acknowledgment, responsive, directive, or nonverbal acknowledgment. Parent number of different words and difference between parent and child MLU in words were calculated separately for responsive and directive parent utterances. Child growth in language and social skills was measured using the Vineland II Communication and Socialization domain scores, respectively. Results (1) Parents were largely responsive to their toddler’s communication. When being responsive (as opposed to directive), parents used a greater number of different words within utterances that were well-matched to child language; (2) when toddlers coordinated communicative behaviors (versus producing an isolated communicative behavior), parents were more likely to respond and their replies were more likely to be responsive; and (3) parent responsiveness to child coordinated communication was significantly correlated with change in Vineland II Socialization but not Communication. A unique role of gaze coordinated child communication in eliciting responsive parental behaviors and improving growth in child social skills emerged. Conclusions Our results support a bidirectional process between responsive parent verbal input and the social development of toddlers with ASD, with less sophisticated child communicative behaviors eliciting lower quality parent input. Implications: Our findings highlight the critical role of early parent-mediated intervention for children with ASD generally, and to enhance eye gaze through parent responsivity more specifically.

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Leahy, Marion, and Annette Murphy. "P30 Trouble with skin: Do parents understand the impact skin conditions have on children’s quality of life?" British Journal of Dermatology 190, Supplement_1 (January 2024): i14. http://dx.doi.org/10.1093/bjd/ljad483.038.

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Abstract Paediatric skin conditions have a negative impact on the quality of life in patients and their families. The children’s dermatology life quality index score (CDLQI) was initially designed and published in 1951. Often the parent or guardian fills out this questionnaire; basing their answers on how they feel the disease is affecting the child. This leads to a biased CDLQI that doesn’t show the true impact on the child. Objective: To evaluate the impact of atopic dermatitis and psoriasis on children aged 4-12 and to assess if there is a difference in the CDLQI depending on whether the parent or child fills out the form. Observational cross-sectional study. Eighty patients aged 4-12 were recruited from paediatric dermatology clinic. Disease severity scores were completed and treatment to date noted. Parents filled out the CDLQI on their own while the child filled it out with the doctor. Parent and child answers assessed for differences. Eighty patients and parents met the inclusion criteria. Forty patients had psoriasis and forty had atopic dermatitis. Across all disease severities parents underestimated the impact of itch. The moderate disease cohort showed the greatest difference in patient/parent CDLQI. Parents overestimated how embarrassed children were and most parents felt the disease was impacting the childs friendships and causing bullying. The majority of children did not report this as being an issue. This highlights the impact of paediatric skin disease on carers and the importance of the child filling out the CDLQI form.

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Smythe, Andria. "Child-to-Parent Intergenerational Transfers, Social Security, and Child Wealth Building." AEA Papers and Proceedings 112 (May 1, 2022): 53–57. http://dx.doi.org/10.1257/pandp.20221018.

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I study the relationship among child-to-parent transfers, parents' social security eligibility, and child wealth building. Using data from the Panel Study of Income Dynamics and a regression discontinuity approach, I find that the wealth of adult children increases discontinuously at the parents' Social Security eligibility age for Black, female, and low-income groups. Additionally, the probability that a parent receives monetary transfers decreases discontinuously at the Social Security age for these groups. The effects were not statistically significant for counterpart groups. These findings suggest that by reducing the reliance of parents on their adult children, Social Security may contribute to wealth building among economically disadvantaged households.

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Zhao, Mengxian, Yonghao You, Shihui Chen, Linlin Li, Xiru Du, and Yongtai Wang. "Effects of a Web-Based Parent–Child Physical Activity Program on Mental Health in Parents of Children with ASD." International Journal of Environmental Research and Public Health 18, no. 24 (December 7, 2021): 12913. http://dx.doi.org/10.3390/ijerph182412913.

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Parents of children with ASD experience a higher incidence of mental health difficulties, including stress, depression, and anxiety, than parents of children without ASD. According to studies related to ASD, parent–child physical activity programs are an effective approach to encourage both parents and their children with ASD to exercise together, thus improving the mental health of parents due to this interactive family activity. The purpose of the present study was to explore the effects of this web-based parent–child physical activity program on the mental health of parents of children with ASD. A total of 94 parent–child pairs consented to participate in this study, and 75 parent–child pairs completed the study. Three instruments—DASS-21, PSI-4-SF, and WHOQOL-26—were used to measure mental health, parental stress, and quality of life, respectively. A randomized controlled trial design was implemented to examine the effectiveness of the 10-week web-based parent–child physical activity program on improving the mental health of parents of children with ASD. The results showed that after the 10-week parent–child physical activity program, there were significant differences in overall DASS-21 and PSI-4-SF for the experimental group, compared with control group (p < 0.05), which indicated that the parent–child physical activity program has a positive influence on mental health in parents of children with ASD. One sub-area of WHOQOL-26 between the experimental and control groups across pre-/post-testing intervals also showed greater reductions in the item of psychological health (p < 0.05). In conclusion, the findings demonstrated the efficacy of the web-based parent–child physical activity program for improving mental health in parents of children with ASD.

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Charisma, Putri Anisa, Risna Hayati, and Rizki Fitlya. "Child-Marriage: Knowledge, Parent-Child Communication in Kubu Raya, Kalimantan Barat." Syntax Literate ; Jurnal Ilmiah Indonesia 9, no. 1 (January 24, 2024): 215–23. http://dx.doi.org/10.36418/syntax-literate.v9i1.14847.

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Knowledge is needed to filter social media’s information so social media users are not plunged into risky action. Therefore, reasoning skills are needed to prevent this action. One of the risky actions is promiscuity, which can lead to child-marriage. Child marriage is a serious issue, especially in West Kalimantan, as the province with the fourth highest rate of child-marriage in Indonesia. The role of parent-child communication is essential in the psychological development of adolescents in order to provide proper attention for them. Parent-child communication needs to have an understanding to find out the effect and factors of child-marriage. This study aims to explore the contribution of knowledge and parent-child communication related to child-marriage. Using a qualitative approach, this study was analyzed with qualitative descriptive design. The respondents were 10 parents with children who decided to have a child-marriage. The study indicates that parent-child communication is limited to small talk, not related to the substance of preventing child-marriage. Some parents rarely even communicate with their children. The lack of communication is due to lack of access to education from both parents and teenagers. Respondents are unaware of the impacts or risks they would experience from the decision to marry their children. This happened because most of respondents' education was only limited to elementary school and some even dropped out of school.

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E. AKSHAYA*. "EXPLORATION OF PARENT-CHILD INTERACTION AMONG ANGANWADI CHILDREN AND THEIR PARENTS." Journal of Research ANGRAU 51, no. 2 (June 30, 2023): 101–9. http://dx.doi.org/10.58537/jorangrau.2023.51.2.11.

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The study conducted in the year 2022 aimed to analyze the parent-child interaction between Anganwadi children and their parents in the Kannur district of Kerala. Through purposive sampling, 197 samples were selected. The sample includes 114 parents from rural areas and 83 from urban areas. Data collection was done through a self made rating scale. Major findings of the study conclude that the Parent child interaction rate was more than 75%. Significant difference doesn’t exists between urban and rural areas in the Parent child interaction rate, the mean score of parent child interaction rate do not differ with age groups, educational qualification and professions. However, the mean score of Parent child interaction rate differs with income groups

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Qinghua, Liu, and Connie Shin @. Connie Cassy Ompok. "The Influence of Parenting Styles on Child-Parent Relationship Among Chinese and Bumiputera in Sabah." Malaysian Journal of Social Sciences and Humanities (MJSSH) 7, no. 9 (September 30, 2022): e001762. http://dx.doi.org/10.47405/mjssh.v7i9.1762.

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Several studies on child-parent relationships in Malaysia have been conducted before COVID-19. After the pandemic, most child-parent relationship studies were conducted abroad, such as Singapore, Greece, Belgium, and the United States. However, there are no published studies that investigated the child-parent relationship among Chinese and Bumiputera parents with preschool children in Sabah. This study aims to examine the difference in parenting styles between Chinese and Bumiputera parents with preschool children in Sabah. As well, to examine the influence of parenting styles on child-parent relationships. In the pilot study, 49 parents of preschool-aged children were surveyed. The reliability and validity are tested and convinced. This study would like to provides parents, educators, and the government with a preliminary picture of parenting styles and child-parent relationships to develop a strategy to improve or adjust early childhood education in the post-pandemic.

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Douglas, Ashli-Ann, Erica L. Zippert, and Bethany Rittle-Johnson. "Parent-Child Talk about Early Numeracy." Iris Journal of Scholarship 1 (May 12, 2019): 48–68. http://dx.doi.org/10.15695/iris.v1i0.4659.

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The goal of the study was to examine how the type of informal number activity in which parents and their preschoolers engage and parents’ math-related beliefs relate to parent-child exploration of an advanced early number concept. Parents and their preschoolers (n = 46) engaged in a videotaped play session and parents were surveyed about their math-related beliefs. The findings indicate that the type of informal number activity that parents chose to play with their children predicted how frequently they explored an advanced early number concept with them. Additionally, some but not all parents’ math-related beliefs were related to parent-child number talk. These results suggest that identifying games that facilitate specific number concepts may be a good way for researchers to help parents and children explore more advanced early number concepts frequently. The results also highlight the need for additional research on the role of parents’ math-related beliefs in their support of their children’s early learning and school readiness.

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

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

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

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