scholarly journals The relationship between parenting stress and parent–child interaction with health outcomes in the youngest patients with type 1 diabetes (0–7 years)

2015 ◽  
Vol 175 (3) ◽  
pp. 329-338 ◽  
Author(s):  
Anke M. Nieuwesteeg ◽  
Esther E. Hartman ◽  
Henk-Jan Aanstoot ◽  
Hedwig J. A. van Bakel ◽  
Wilco H. M. Emons ◽  
...  
Keyword(s):  
Type 1 Diabetes ◽  
Health Outcomes ◽  
Parenting Stress ◽  
Child Interaction ◽  
Parent Child Interaction ◽  
The Relationship ◽  
Parent Child

scholarly journals Quality of the parent-child interaction in young children with type 1 diabetes mellitus: study protocol

2011 ◽  
Vol 11 (1) ◽  
Author(s):  
Anke M Nieuwesteeg ◽  
Frans Pouwer ◽  
Hedwig JA van Bakel ◽  
Wilco HM Emons ◽  
Henk-Jan Aanstoot ◽  
...  
Keyword(s):  
Diabetes Mellitus ◽  
Type 1 Diabetes ◽  
Young Children ◽  
Type 1 Diabetes Mellitus ◽  
Study Protocol ◽  
Child Interaction ◽  
Parent Child Interaction ◽  
Parent Child

An “Epistemology” of Teaching

1999 ◽  
Vol 64 (1) ◽  
pp. 1-14
Author(s):  
Doug Blomberg
Keyword(s):  
Great Opportunity ◽  
Child Interaction ◽  
Van Manen ◽  
Parent Child Interaction ◽  
Special Force ◽  
The Relationship ◽  
Parent Child

When parents see their children’s problems as opportunities to build the relationship instead of as a negative, burdensome irritation, it totally changes the nature of parent-child interaction.... When a child comes to them with a problem ... their paradigm is, “Here is a great opportunity for me to really help my child and to invest in our relationship.”... [S]trong bonds of love and trust are created as children sense the value parents give to their problems and to them as individuals (Covey 1989: 203). Many of us will know the scenario: sitting peacefully in a chair after a hard day’s work, reading a novel and listening to some music, when in comes a teenager with a tale to tell, perhaps a burden to share. Our relaxed restfulness is interrupted, a problem is presented: how do we respond? Parents such as Covey describes focus on building the bonds of trust: they choose to know the situation as ethically-qualified; they are responsive to the “pedagogical moment” (Van Manen 1991). While entering empathically into their child’s concerns, they continue to attend to the norms of faithfulness that obtain in such a situation with a special force.

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