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Книги з теми "Parental behaviours"

Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: Parental behaviours.

Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 28 січня 2023

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1

Lam-Chan, Gladys Lan Tak. Parenting in stepfamilies: Social attitudes, parental perceptions and parental behaviours in Hong Kong. Aldershot: Ashgate, 1999.

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2

W, Sluckin, and Herbert Martin, eds. Parental behaviour. Oxford, OX, UK: Basil Blackwell, 1986.

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3

Leckman, James F. Early parental preoccupations and behaviors. Copenhagen: Munksgaard, 1999.

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4

González-Mariscal, Gabriela, ed. Patterns of Parental Behavior. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-97762-7.

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5

1963-, Ma Xin, Zhang Yanhong, and Canada Health Canada, eds. A national assessment of effects of school experiences on health outcomes and behaviours of children: Technical report. [Ottawa]: Health Canada, 2002.

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6

Numan, Michael. The neurobiology of parental behavior. New York: Springer, 2003.

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7

1951-, Insel Thomas R., ed. The neurobiology of parental behavior. New York: Springer-Verlag, 2003.

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8

The evolution of parental care. Oxford, United Kingdom: Oxford University Press, 2012.

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9

The evolution of parental care. Princeton, N.J: Princeton University Press, 1991.

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10

Stefano, Parmigiani, and Vom Saal Frederick S, eds. Infanticide and parental care. [Chur, Switzerland]: Harwood Academic Publishers, 1994.

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11

Children, NCH Action for, ed. Handling children's behaviour: A parent's guide. London: NCH Action for Children, 1995.

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12

Bridges, Robert S. Neurobiology of the parental brain. Amsterdam: Academic, 2008.

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13

Burness, Gary P. Foraging ecology and parental behaviour in the common tern (Sterna hirundo). St. Catharines, [Ont.]: Dept. of Biological Sciences, Brock University, 1992.

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14

Hastings, Justine S. Preferences, information, and parental choice behavior in public school choice. Cambridge, Mass: National Bureau of Economic Research, 2007.

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15

Hastings, Justine S. Preferences, information, and parental choice behavior in public school choice. Cambridge, MA: National Bureau of Economic Research, 2007.

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16

Surveiller son enfant: Une porte ouverte sur l'attachement. Outremont, Québec: Éditions Logiques, 2006.

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17

Hao, Lingxin. Games parents and adolescents play: Risky behaviors, parental reputation, and strategic transfers. Cambridge, Mass: National Bureau of Economic Research, 2005.

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18

Parental encouragement as correlated to self-concept and learning behaviour of children. New Delhi: Manak Publications, 2014.

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19

Children as caregivers: Parental and parentified children. Boston: Allyn and Bacon, 2002.

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20

Philip, Boydell, Family Matters Institute, and Lords and Commons Family and Child Protection Group., eds. Does your mother know?: A study of underage sexual behaviour and parental responsibility. Moggerhanger: Family Matters Institute for The Lords and Commons Family and Child Protection Group., 2001.

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21

Lloyd, Katrina Lorraine. Parental influences on the development of the type A behaviour pattern in children. [S.l: the Author], 1995.

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22

Francesconi, Marco. Mother's behaviour and children's achievement. Colchester: ESRC Research Centre on Micro-Social Change, 1998.

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23

Seuling, Barbara. Who's the boss here?: A book about parental authority. Racine, Wis: Western Pub. Co., 1986.

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24

Robertson, Ian Charles. Parental care behaviour in two species of burying beetles in eastern Ontario (Coleoptera: Silphidae). Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1992.

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25

Raising a responsible child: How parents can avoid overindulgent behavior and nurture healthy children. Secaucus, N.J: Carol Pub. Group, 1995.

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26

Raising a responsible child: How parents can avoid overindulgent behavior and nurture healthy children. Secaucus, NJ: Carol Pub. Group, 1996.

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27

Wyatt, Tristram D. 3. How behaviour develops. Oxford University Press, 2017. http://dx.doi.org/10.1093/actrade/9780198712152.003.0003.

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Анотація:

Behaviours evolve by natural selection. As genes influence how behaviours develop, selection on behaviour will alter gene frequencies in subsequent generations: genes that lead to successful behaviours in foraging, parental care, or mate choice, for example, will be represented in more individuals in future generations. If conditions change, then mutations of the genes that give rise to advantageous behaviours will be favoured by selection. ‘How behaviour develops’ explains that the environment is equally important: both genes and environment are intimately and interactively involved in behaviour development. Behavioural imprinting is also discussed along with co-opting genes, gene regulation, social influences on brain gene expression, phenotypic plasticity, and play.

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28

Lam-Chan, Gladys Lan Tak. Parenting in Stepfamilies: Social Attitudes, Parental Perceptions and Parenting Behaviours in Hong Kong. Taylor & Francis Group, 2018.

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29

Lam-Chan, Gladys Lan Tak. Parenting in Stepfamilies: Social Attitudes, Parental Perceptions and Parenting Behaviours in Hong Kong. Taylor & Francis Group, 2018.

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30

Lam-Chan, Gladys Lan Tak. Parenting in Stepfamilies: Social Attitudes, Parental Perceptions and Parenting Behaviours in Hong Kong. Taylor & Francis Group, 2018.

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31

Lam-Chan, Gladys Lan Tak. Parenting in Stepfamilies: Social Attitudes, Parental Perceptions and Parenting Behaviours in Hong Kong. Taylor & Francis Group, 2018.

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32

Parenting in Stepfamilies: Social Attitudes, Parental Perceptions and Parenting Behaviours in Hong Kong. Taylor & Francis Group, 2018.

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33

Ichiyama, Michael, Annie Wescott, Kayla Swart, Sarah Harrison, and Kelly Birch. Developmental Transitions and College Student Drinking. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190676001.003.0016.

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Alcohol misuse on college campuses is an ongoing national public health concern. For many young adults, the transition to college is a high-risk period for the initiation or continuation of problem drinking behaviors. Contrary to assertions of diminishing influence of parents on their children once they enter college, a substantial body of recent research supports the continuing protective influence of parents on the drinking behavior of college students. This chapter reviews the empirical research literature examining parental influences on college student drinking. Recent studies on parental influence on college drinking include parenting styles, parental monitoring, parent–child communication, parental modeling and attitudes toward drinking, and parental relationship quality. Recently developed parent-based interventions designed to reduce problem drinking on college campuses are described and reviewed. Recommendations for parents of college-bound children are provided to help reduce the risk for the development of problem drinking during this important developmental transition.

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34

1919-1985, Sluckin W., and Herbert Martin, eds. Parental behaviour. Oxford: Basil Blackwell, 1986.

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35

Parental behaviour. London: Blackwell, 1986.

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36

Neurobiology of Parental Behavior. Springer New York, 2011.

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37

Insel, Thomas R., and Michael Numan. Neurobiology of Parental Behavior. Springer London, Limited, 2006.

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38

Holditch-Davis, Diane, and Margaret Shandor Miles. Understanding and Treating the Psychosocial Consequences of Pregnancy Complications and the Birth of a High-Risk Infant. Edited by Amy Wenzel. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199778072.013.012.

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This chapter examines parental responses to pregnancy complications and having a high-risk infant. Women with high-risk pregnancies have more depressive symptoms, stress, and anxiety than healthy pregnant women. They experience shock, worry, sadness, frustration, anger, guilt, and grief; perform fewer health-promoting behaviors; and have less intense maternal–fetal attachment. Parents also experience emotional distress after the birth of a high-risk infant, including worry about infant survival and outcomes, stress, anxiety, depression, post-traumatic stress, grief, hostility, and powerlessness. Distressed parents perceive their infants more negatively and are less sensitive in interactions than nondistressed parents. Several postnatal interventions have been implemented to ameliorate these negative responses. Overall, the responses of mothers to a high-risk pregnancy or birth of a high-risk infant are remarkably similar. More needs to be known about the effect of the parent’s past history, paternal responses, responses of minorities, experiences of parents of high-risk full-term infants, and interventions to ameliorate negative parental responses.

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39

Swain, James E., and Shao-Hsuan Shaun Ho. Parental Brain: The Crucible of Compassion. Edited by Emma M. Seppälä, Emiliana Simon-Thomas, Stephanie L. Brown, Monica C. Worline, C. Daryl Cameron, and James R. Doty. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190464684.013.6.

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All infants rely on parenting behaviors that provide what they need to be healthy. As “compassion” can be defined as feelings that are elicited by perceiving someone else’s suffering with a desire to help (Goetz, Keltner, & Simon-Thomas, 2010), parenting behavior in concert with compassion towards a child can be defined as “compassionate parenting.” A child who has received compassionate parenting will tend to provide compassionate parenting to his or her own offspring, and possibly to unrelated others. We postulate that compassionate parenting should have the following characteristics: (1) effective care-giving behaviors (behavioral contingency), (2) parental emotions that are coherent and connected with child’s emotions (emotional connection), and (3) awareness of own and other’s cognitions and emotions and other environmental factors (reflective awareness). In this chapter, a body of literature in neurobiological mechanisms underlying parenting is selectively reviewed in reference to the behavioral, emotional, and cognitive aspects of compassionate parenting.

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40

The Neurobiology of Parental Behavior. New York: Springer-Verlag, 2003. http://dx.doi.org/10.1007/b97533.

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41

Numan, Michael. The Parental Brain. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190848675.001.0001.

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Анотація:

The Parental Brain: Mechanisms, Development, and Evolution takes a three-pronged approach to the parental brain. The first part of the book deals with neural mechanisms. Subcortical circuits are crucially involved in parental behavior, and, for most mammals, the physiological events of pregnancy and parturition prime these circuits so that they become responsive to infant stimuli, allowing for the onset of maternal behavior at parturition. However, since paternal behavior and alloparental behavior occur in some mammalian species, alternate mechanisms are shown to exist that regulate the access of infant stimuli to these circuits. In humans, cortical circuits interact with subcortical circuits so that parental feeling states (emotions) and cognitions can be translated into parental behavior. The section on development emphasizes the experiential basis of the intergenerational continuity of normal and abnormal maternal behavior in animals and humans: The way a mother treats her infant affects the development of the infant’s brain and subsequent maternal behavior. Genetic factors, including epigenetic processes and gene by environment (G × E) interactions, are also involved. The chapter on evolution presents evidence that the parental brain most likely provided the foundation or template for other strong prosocial bonds. In particular, cortical and subcortical parental brain circuits have probably been utilized by natural selection to promote the evolution of the hyper-cooperation and hyper-prosociality that exist in human social groups. A unique aspect of this book is its integration of animal and human research to create a complete understanding of the parental brain.

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42

Gubernick, David J. Parental Care in Mammals. Springer, 2011.

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43

Gubernick, David J. Parental Care in Mammals. Springer London, Limited, 2013.

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44

Bearss, Karen, Cynthia R. Johnson, Benjamin L. Handen, Eric Butter, Luc Lecavalier, Tristram Smith, and Lawrence Scahill. Parent Training for Disruptive Behavior. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190627843.001.0001.

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The RUBI Autism Network has developed and tested a structured parent training manual for children with autism spectrum disorder (ASD) and disruptive behaviors. The manual is based on principles of applied behavior analysis and is designed for therapists to use with parents of children with ASD and co-occurring challenging behaviors, such as tantrums, noncompliance, difficulties with transitions, and aggression. A trained therapist utilizes the manual and parent workbook to guide the parent in applying techniques and tools to help manage the child’s challenging behaviors. The treatment includes 11 Core sessions, 7 Supplemental sessions, a home visit, and follow-up telephone booster sessions. Each of the sessions contains a therapist script, activity sheets, a parent handout, and treatment fidelity checklists. Additionally, accompanying each core session are video vignettes that the therapist uses to demonstrate concepts taught in the session. The videos include 30- to 60-second vignettes demonstrating common parenting mistakes as well as implementation (to varying degrees of success) of the strategies being taught. The treatment is designed to be delivered individually to parents in weekly outpatient visits. Parents are given homework assignments between sessions that focus on applying techniques to specific behaviors.

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45

Numan, Michael. Parental Brain. Oxford University Press, Incorporated, 2020.

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46

Bearss, Karen, Cynthia R. Johnson, Benjamin L. Handen, Eric Butter, Luc Lecavalier, Tristram Smith, and Lawrence Scahill. Parent Training for Disruptive Behavior. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190627812.001.0001.

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Анотація:

The RUBI Autism Network has developed and tested a structured parent training manual for children with autism spectrum disorder and disruptive behaviors. The manual is based on principles of applied behavior analysis and is designed for therapists to use with parents of children with autism spectrum disorder and co-occurring challenging behaviors, such as tantrums, noncompliance, difficulties with transitions, and aggression. A trained therapist utilizes the manual to guide the parent in applying techniques and tools to help manage the child’s challenging behaviors. The treatment includes 11 Core sessions, 7 Supplemental sessions, a home visit, and follow-up telephone booster sessions. Each of the sessions contains a therapist script, activity sheets, a parent handout, and treatment fidelity checklists. Additionally, accompanying each core session are video vignettes that the therapist uses to demonstrate concepts taught in the session. The videos include 30- to 60-second vignettes demonstrating common parenting mistakes as well as implementation (to varying degrees of success) of the strategies being taught. The treatment manual is designed to be delivered individually to parents in weekly outpatient visits. Parents are given homework assignments between sessions that focus on applying techniques to specific behaviors.

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47

Royle, Nick J., Per T. Smiseth, and Mathias Kölliker. Evolution of Parental Care. Oxford University Press, 2012.

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48

Royle, Nick J., and Per T. Smiseth. Evolution of Parental Care. Oxford University Press, 2012.

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49

Insel, Thomas R., and Michael Numan. The Neurobiology of Parental Behavior (Hormones, Brain, and Behavior). Springer, 2003.

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50

Brotherson, Sean E. Parental accounts of a child's death: Influences on parental identity and behavior. 1999.

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