scholarly journals Homework and Children in Grades 3–6: Purpose, Policy and Non-Academic Impact

2021 ◽  
Author(s):  
Melissa Holland ◽  
McKenzie Courtney ◽  
James Vergara ◽  
Danielle McIntyre ◽  
Samantha Nix ◽  
...  
Keyword(s):  
Emotional Health ◽  
Well Being ◽  
Emotional Impact ◽  
Sleep Habits ◽  
Academic Impact ◽  
Family Time ◽  
Social And Emotional ◽  
Elementary Aged Children ◽  
Parent Child Relationships ◽  
Parent Child

Abstract Background Increasing academic demands, including larger amounts of assigned homework, is correlated with various challenges for children. While homework stress in middle and high school has been studied, research evidence is scant concerning the effects of homework on elementary-aged children. Objective The objective of this study was to understand rater perception of the purpose of homework, the existence of homework policy, and the relationship, if any, between homework and the emotional health, sleep habits, and parent–child relationships for children in grades 3–6. Method Survey research was conducted in the schools examining student (n = 397), parent (n = 442), and teacher (n = 28) perception of homework, including purpose, existing policy, and the childrens’ social and emotional well-being. Results Preliminary findings from teacher, parent, and student surveys suggest the presence of modest impact of homework in the area of emotional health (namely, student report of boredom and frustration), parent–child relationships (with over 25% of the parent and child samples reporting homework always or often interferes with family time and creates a power struggle), and sleep (36.8% of the children surveyed reported they sometimes get less sleep) in grades 3–6. Additionally, findings suggest misperceptions surrounding the existence of homework policies among parents and teachers, the reasons teachers cite assigning homework, and a disconnect between child-reported and teacher reported emotional impact of homework. Conclusions Preliminary findings suggest homework modestly impacts child well-being in various domains in grades 3–6, including sleep, emotional health, and parent/child relationships. School districts, educators, and parents must continue to advocate for evidence-based homework policies that support children’s overall well-being.

scholarly journals Child Parent Relationship Training (CPRT): Enhancing Parent-child Relationships for Military Families

10.18060/1881 ◽  
2012 ◽  
Vol 13 (1) ◽  
pp. 51-66 ◽  
Author(s):  
Staci J. Jensen-Hart ◽  
Jeff Christensen ◽  
Lacey Dutka ◽  
J. Corey Leishman
Keyword(s):  
Parental Stress ◽  
Military Families ◽  
Negative Impact ◽  
Well Being ◽  
Training Model ◽  
Parent Child Relationship ◽  
Child Relationship ◽  
Parent Relationship ◽  
Parent Child Relationships ◽  
Parent Child

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.

scholarly journals The Impact of COVID-19 Outbreak on Emotional and Cognitive Vulnerability in Iranian Women With Breast Cancer

2021 ◽  
Vol 12 ◽  
Author(s):  
Mohammad H. Choobin ◽  
Vida Mirabolfathi ◽  
Bethany Chapman ◽  
Ali Reza Moradi ◽  
Elizabeth A. Grunfeld ◽  
...  
Keyword(s):  
Breast Cancer ◽  
Cancer Diagnosis ◽  
Cognitive Vulnerability ◽  
Emotional Health ◽  
Breast Cancer Diagnosis ◽  
Well Being ◽  
Emotional Impact ◽  
Targeted Interventions ◽  
Emotional Vulnerability ◽  
The Impact

The psychological cost on emotional well-being due to the collateral damage brought about by COVID-19 in accessing oncological services for breast cancer diagnosis and treatment has been documented by recent studies in the United Kingdom. The current study set out to examine the effect of delays to scheduled oncology services on emotional and cognitive vulnerability in women with a breast cancer diagnosis in Iran, one of the very first countries to be heavily impacted by COVID-19. One hundred thirty-nine women with a diagnosis of primary breast cancer answered a series of online questionnaires to assess the current state of rumination, worry, and cognitive vulnerability as well as the emotional impact of COVID-19 on their mental health. Results indicated that delays in accessing oncology services significantly increased COVID related emotional vulnerability. Regression analyses revealed that after controlling for the effects of sociodemographic and clinical variables, women’s COVID related emotional vulnerability explained higher levels of ruminative response and chronic worry as well as poorer cognitive function. This study is the first in Iran to demonstrate that the effects of COVID-19 on emotional health amongst women affected by breast cancer can exaggerate anxiety and depressive related symptoms increasing risks for clinical levels of these disorders. Our findings call for an urgent need to address these risks using targeted interventions exercising resilience.

Gratitude and Happiness in Adolescents

2021 ◽  
pp. 1786-1804
Author(s):  
Rachel Gottlieb ◽  
Jeffrey Froh
Keyword(s):  
Thematic Analysis ◽  
Health Research ◽  
Positive Emotions ◽  
Emotional Health ◽  
Well Being ◽  
Social And Emotional ◽  
Effective Interventions ◽  
Downward Comparison ◽  
Review Current

Gratitude is important for social and emotional health. Research suggests that there is a relation between experiencing and expressing gratitude and happiness. The aim of this chapter is to review current research regarding gratitude development and happiness, adolescent gratitude development, and to discuss future recommendations. This chapter also discusses a study examining adolescent perspectives on the meaning of being thankful. To obtain adolescent perspectives on the meaning of being thankful, adolescents (N = 1,098) wrote essays describing what being thankful meant to them. Thematic analysis was used to identify and analyze themes within the essays. Percentiles were calculated for the most recurrent themes across essays (Appreciation = 54.07%, Family = 31.42%, Positive Emotions = 28.81%, Assistance/Support from Others = 25.99%, Friendship = 21.18%, and Downward Comparison = 16.60%). Understanding gratitude development in adolescents can aid in creating effective interventions, potentially increasing adolescent well-being and happiness.

Finding a focus for quality of life with aphasia: Social and emotional health, and psychological well-being

Aphasiology ◽  
2003 ◽  
Vol 17 (4) ◽  
pp. 333-353 ◽  
Author(s):  
Madeline Cruice ◽  
Linda Worrall ◽  
Louise Hickson ◽  
Robert Murison
Keyword(s):  
Quality Of Life ◽  
Emotional Health ◽  
Well Being ◽  
Psychological Well Being ◽  
Social And Emotional

scholarly journals Social and emotional learning for parents through Conscious Discipline

2019 ◽  
Vol 12 (1) ◽  
pp. 85-99
Author(s):  
Kristen E. Darling ◽  
Deborah Seok ◽  
Patti Banghart ◽  
Kerensa Nagle ◽  
Marybeth Todd ◽  
...  
Keyword(s):  
Child Behavior ◽  
Challenging Behaviors ◽  
Self Regulation ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Content Type ◽  
Social And Emotional ◽  
Parent Child Relationships ◽  
Parent Child

Purpose The purpose of this paper is to examine Conscious Discipline’s (CD) Parenting Education Curriculum (CD PEC), the parenting component of CD’s research-based social and emotional learning program. CD aims to change child behavior by changing how adults understand and manage their own behaviors and emotions. Researchers explored CD PEC’s association with improved parenting skills, parent–child relationships and child behavior and emotion management. Design/methodology/approach During pre- and post-site visits, parents in four Head Start programs completed the Attentive Parenting Survey (n=25) and interviews (n=19); and 20 staff were also interviewed. Findings Parents reported that CD PEC shifted their perspectives and practices for managing children’s challenging behaviors, improved parent–child relationships and resulted in decreased child behavior problems. Research limitations/implications The study was correlational, based on self-report, and had a small sample with no comparison group. Practical implications This study supports CD PEC as a means of shifting parenting practices, relationships and child behavior by focusing on adult social-emotional skills and self-regulation. Social implications This study provides preliminary evidence that addressing the social-emotional needs of adults is a viable step to helping children improve their social skills, emotion regulation and general behavior, which have all been linked to later academic and life success. Originality/value The paper studies improvements in parents’ emotion recognition and self-regulation before disciplining their children.

Addressing Intergenerational Trauma With an Innovative Instrument and Process

2020 ◽  
Vol 26 (4) ◽  
pp. 267-271
Author(s):  
Sheila Sweeney
Keyword(s):  
Reflective Functioning ◽  
Well Being ◽  
African American Mothers ◽  
Parent Child Relationship ◽  
Negative Experiences ◽  
Suburban Areas ◽  
Child Relationship ◽  
Mental Experience ◽  
Parent Child Relationships ◽  
Parent Child

Parent–child relationships have been researched in many ways. This article describes a qualitative study using the concept of reflective functioning (defined by Slade as the parent's capacity to hold and reflect upon her own and her child's internal mental experience) as a framework. The study focused on understanding the experiences of early childhood adversities, social supports, and the reflective functioning capacity of 11 young adult African American mothers and their children in urban and suburban areas of Minnesota. Findings included that the participants did not perceive adversities as bad, but as part of a daily norm; they demonstrated that they have social support and know how to access it; and they showed the ability to reflect on their children's emotions and experiences as well as the parent–child relationship. Participants talked about transmitting good things to their children while simultaneously protecting them from negative experiences. Thus, parents were able to change patterns that could affect their children's well-being.

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