Is It OK If Mommy Dates? The Influence of Mother’s Post-Divorce Dating Transitions for Children’s Behaviors

Author(s):  
He Xiao ◽  
Michael R. Langlais ◽  
Edward Anderson ◽  
Shannon Greene
Keyword(s):  
2010 ◽  
Author(s):  
Leslie Booren ◽  
Robert H. Bradley ◽  
Leslie Booren ◽  
Nina Chien

1994 ◽  
Vol 15 (9) ◽  
pp. 366-367
Author(s):  
Lawrence C. Pakula

A variety of children's behaviors are distressing to parents and often very difficult to manage. These can include biting, temper tantrums, breath-holding spells, and hitting. Biting Biting often is the first behavior that provokes major concern and a demand for solutions. The same child who might be excused for hitting may well end up isolated from peers and at risk of being barred from child care for biting. The situation is aggravated by increased parental fears of infection (acquired immunodeficiency syndrome, hepatitis, tetanus, rabies). The initial biting episode often occurs when the child is teething, with parents being the first bitten; they mistakenly may think it is a cute game. A typical scenario is when one child wants the toy of another and bites in frustration. Many parents do not respond until the possibility of penalties that affect them arise. All adults must be encouraged to have a rule that interrupts the behavior with a strong "No, we never bite people because it hurts them," which can be extended to include pets and stuffed animals. With children in this age group, longer, more complex explanations only provide additional attention and reward behavior that you are trying to stop. Interruption and prevention before the biting occurs is important.


1984 ◽  
Vol 16 (5) ◽  
pp. 599-626 ◽  
Author(s):  
James G. Brown ◽  
Charles Burger
Keyword(s):  

2010 ◽  
Vol 6 (8) ◽  
Author(s):  
Mojgan Mirza ◽  
Ma’rof Redzuan ◽  
Rohani Abdullah ◽  
Mariani Mansor

2019 ◽  
Vol 44 (3) ◽  
pp. 256-265
Author(s):  
Xinyin Chen

In this article, I discuss major theoretical and methodological issues in the study of cultural meanings of children’s behaviors. Research in this area is conducted mainly through assessing individual beliefs using hypothetical vignettes or other self-report methods. I argue that it is important to investigate functional meanings of children’s behaviors from a contextual-developmental perspective, which emphasizes the role of social and developmental processes in mediating links between culture and behaviors. Information about the relevance of behaviors to social interactions and relationships and to the development of adjustment outcomes in different cultures helps us understand the nature of the behaviors beyond individual views. Such understanding is crucial for interpreting cross-cultural differences and similarities in the display of adaptive and maladaptive behaviors.


2018 ◽  
Vol 64 (3) ◽  
pp. 266-275 ◽  
Author(s):  
Tian Lan ◽  
Xuji Jia ◽  
Xia Liu

Background: Previous study has indicated that perceived discrimination affected the children’s behaviors, but whether belief in a just world moderates the relationship between perceived discrimination and problem behaviors among left-behind children and whether there are differences between boys and girls are still unknown. Aims: This study aims at exploring whether perceived discrimination influences the left-behind children’s behaviors and the moderating role of belief in a just world among both boys and girls. Methods: Using cross-sectional data on rural left-behind children in Henan Province of China, this study examined the relationships among perceived discrimination (personal and group), belief in a just world and problem behaviors for both boys and girls. The participants included 336 boys and 310 girls. Self-report questionnaires captured perceived discrimination, belief in a just world and problem behaviors. Results: The results demonstrated that Chinese left-behind boys who perceived a high amount of personal discrimination were prone to exhibit problem behaviors. Yet, neither perceived personal nor group discrimination was associated with problem behaviors among the left-behind girls. Moreover, the children’s belief in a just world moderated the association between perceived discrimination and problem behaviors among the boys; in those who reported higher levels of belief in a just world, the negative effect of perceived personal discrimination on problem behaviors appeared weaker, comparing to those who reported lower levels of belief in a just world. In addition, the negative effect of perceived group discrimination on problem behaviors appeared stronger among the left-behind boys who reported higher levels of belief in a just world. Conclusion: Belief in a just world provided a protect function for the left-behind children when facing perceived personal discrimination. More attention should be paid on belief in a just world, perceived discrimination and problem behaviors among left-behind children.


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