scholarly journals Does Mothers’ Self-Reported Mindful Parenting Relate to the Observed Quality of Parenting Behavior and Mother-Child Interaction?

Mindfulness ◽  
2020 ◽  
Author(s):  
Eva S. Potharst ◽  
Anna Leyland ◽  
Cristina Colonnesi ◽  
Irena K. Veringa ◽  
Eliala A. Salvadori ◽  
...  
Keyword(s):  
Maternal Sensitivity ◽  
Emotional Awareness ◽  
Parenting Behavior ◽  
Mindful Parenting ◽  
Child Interaction ◽  
Parent Child Interactions ◽  
Parent Child Interaction ◽  
Quality Of Parenting ◽  
The Individual ◽  
Parent Child

Abstract Objectives Growing academic interest in mindful parenting (MP) requires a reliable and valid measure for use in research and clinical setting. Because MP concerns the way parents relate to, and nurture, their children, it is important to evaluate the associations between self-reported MP and observed parenting and parent-child interaction measures. Methods Seventy-three mothers who experience difficulties with their young children aged 0–48 months admitted for a Mindful with your baby/toddler training (63% in a mental health care and 27% in a preventative context) were included. Mothers completed the Interpersonal Mindfulness in Parenting scale (IM-P) and video-observations of parent-child interactions were coded for maternal sensitivity, acceptance, mind-mindedness, and emotional communication (EC). Results The IM-P total score was positively associated only with mothers’ gaze to the child (EC). IM-P subscale Listening with Full Attention negatively predicted non-attuned mind-mindedness, Compassion with the Child positively predicted maternal sensitivity and positive facial expression (EC), and Emotional Awareness of Self positively predicted mothers’ gaze to the child (EC) and dyadic synchrony of positive affect (EC). Conclusions The current study provides support for the hypothesis that the IM-P total score is predictive of maternal actual attention for the child during a face-to-face interaction. When the IM-P is administered with the aim to gain understanding of different aspects of parenting behavior and the parent-child interaction, it is important not only to employ the IM-P total score but also to incorporate the individual IM-P subscales, as meaningful associations between IM-P subscales and observed parenting and parent-child interactions were found.

scholarly journals The Observed Experiences of Music Therapy on Parent-Child Interaction for Families with Children with Down Syndrome

2017 ◽  
Vol 17 (2) ◽  
Author(s):  
Jess O' Donoghue
Keyword(s):  
Down Syndrome ◽  
Music Therapy ◽  
Primary Caregivers ◽  
Study Materials ◽  
Child Interaction ◽  
Parent Child Interactions ◽  
Parent Child Interaction ◽  
Families With Children ◽  
Parent Child

The relationship between the quality of parent-child interactions and positive child development is well established in the literature. Nevertheless, parental and familial factors may pose risks to parents’ capacity to participate in quality interactions with their children. Families with a child with a disability in particular are more likely to experience social isolation, and higher levels of parenting stress. Early intervention programmes to promote positive parent-child interaction for these families is well recognised. However, there is a lack of literature about the effectiveness of such programmes for these families. This research study explores music therapy on parent-child interaction, specifically focusing on children with a diagnosis of Down syndrome (DS). This case study involves two in-depth cases of children diagnosed with DS and their primary caregivers. The study documents individual music therapy sessions which took place over a six week period. The case study materials were gathered through the researcher’s direct observations, fieldwork notes, and reflective journal logs. The music therapy block encouraged the primary caregivers to be more responsive during parent-child interactions. Furthermore, the children involved learned to engage and share musical activities with their mothers.

scholarly journals Media Use of Mothers, Media Use of Children, and Parent–Child Interaction Are Related to Behavioral Difficulties and Strengths of Children

2019 ◽  
Vol 16 (23) ◽  
pp. 4651 ◽  
Author(s):  
Tanja Poulain ◽  
Juliane Ludwig ◽  
Andreas Hiemisch ◽  
Anja Hilbert ◽  
Wieland Kiess
Keyword(s):  
Prosocial Behavior ◽  
Conduct Problems ◽  
Screen Time ◽  
Role Model ◽  
Media Use ◽  
Child Interaction ◽  
Parent Child Interactions ◽  
Strengths And Difficulties ◽  
Parent Child Interaction ◽  
Parent Child

The present study investigated the associations of media use of children, media use of mothers, and parent-child interactions with behavioral strengths and difficulties in children. Screen time of 553 2- to 9-year-old children and their mothers were indicated by the daily durations of their TV/games console/computer/mobile phone use. The amount of parent–child interaction was indicated by the frequencies of shared activities at home. Behavioral strengths and difficulties of children were investigated using the Strengths and Difficulties Questionnaire. Children whose mothers reported high screen times (>/= 5 h/day) were significantly more likely to show high screen times (>/= 2 h/day). High screen time of children was associated with more conduct problems, more symptoms of hyperactivity/inattention and less prosocial behavior. High screen time of mothers was associated with emotional problems, conduct problems, and symptoms of hyperactivity/inattention. In contrast, a higher frequency of parent–child interactions was associated with fewer conduct problems, fewer peer-relationship problems, and more prosocial behavior of children. Children might use the media behavior of their mothers as a role model for their own media use. Furthermore, the findings suggest that media use of children and mothers and parent–child interaction contribute independently to behavioral strengths and difficulties of children.

Socioeconomic disadvantage and parental mood/affective problems links negative parenting and executive dysfunction in children born very preterm

2021 ◽  
pp. 1-16
Author(s):  
Rachel E. Lean ◽  
Emily D. Gerstein ◽  
Tara A. Smyser ◽  
Christopher D. Smyser ◽  
Cynthia E. Rogers
Keyword(s):  
Rating Scale ◽  
Parenting Behaviors ◽  
Parenting Behavior ◽  
Cognitive Stimulation ◽  
Area Deprivation ◽  
Negative Parenting ◽  
Very Preterm ◽  
Child Interaction ◽  
Parent Child Interaction ◽  
Parent Child

Abstract Poverty increases the risk of poorer executive function (EF) in children born full-term (FT). Stressors associated with poverty, including variability in parenting behavior, may explain links between poverty and poorer EF, but this remains unclear for children born very preterm (VPT). We examine socioeconomic and parental psychosocial adversity on parenting behavior, and whether these factors independently or jointly influence EF in children born VPT. At age five years, 154 children (VPT = 88, FT = 66) completed parent-child interaction and EF tasks. Parental sensitivity, intrusiveness, cognitive stimulation, and positive and negative regard were coded with the Parent-Child Interaction Rating Scale. Socioeconomic adversity spanned maternal demographic stressors, Income-to-Needs ratio, and Area Deprivation Index. Parents completed measures of depression, anxiety, inattention/hyperactivity, parenting stress, and social-communication interaction (SCI) problems. Parental SCI problems were associated with parenting behavior in parents of children born VPT, whereas socioeconomic adversity was significant in parents of FT children. Negative parenting behaviors, but not positive parenting behaviors, were related to child EF. This association was explained by parental depression/anxiety symptoms and socioeconomic adversity. Results persisted after adjustment for parent and child IQ. Findings may inform research on dyadic interventions that embed treatment for parental mood/affective symptoms and SCI problems to improve childhood EF.

scholarly journals THE ROLE OF PARENT-CHILD INTERACTION AS A RISK FACTOR FOR ATYPICAL DEVELOPMENT OF CHILDREN WITH AUTISM SPECTRUM DISORDERS

2018 ◽  
Vol 17 (3) ◽  
pp. 194-199
Author(s):  
Mariia A. Lavrova ◽  
Olga A. Lvova ◽  
Liudmila V. Tokarskaia ◽  
Zoia S. Lazauskene
Keyword(s):  
Autism Spectrum Disorders ◽  
Maternal Sensitivity ◽  
Autism Spectrum ◽  
Child Interaction ◽  
Parental Interaction ◽  
Spectrum Disorders ◽  
Parent Child Interaction ◽  
Atypical Development ◽  
Early Parent ◽  
Parent Child

The findings of investigations published between 2000 and 2016 on the study of parental interaction with children with a risk of autism spectrum disorders (ASD) were analyzed. The article demonstrates that early parent-child interaction in such families has distinctive features and can be one of the significant factors of both the risk of ASD development in children at an early age and the compensation of their manifestations. At the same time, such characteristics of the parent-child interaction as maternal sensitivity (the ability to perceive and accurately interpret the child's attachment signals and be able to respond promptly and adequately to these signals) and synchronism (the coordination of movements, actions and other time-dependent indicators; joint attention) are not early markers of ASD development in a child. The authors noted that the issues of parent-child interaction are rarely studied, and the survey samples are limited.

scholarly journals Values as Predictors of Parent - Child Interaction Specifics in Finno-Ugric and Russian Families

2019 ◽  
Vol 16 (1) ◽  
pp. 7-19
Author(s):  
Vera Yu Khotinets ◽  
Oksana V Kozhevnikova ◽  
Bronislav A Vyatkin ◽  
Valeria A Vologdina
Keyword(s):  
Structural Equation ◽  
Social Institutions ◽  
Equation Modeling ◽  
Rural Settlements ◽  
Individual Level ◽  
Child Interaction ◽  
Perm Krai ◽  
Parent Child Interaction ◽  
The Individual ◽  
Parent Child

The paper represents the results of exploring the effects of values on the specifics of parentchild interaction in Finno-Ugric families (Udmurts, Komi-Permyaks) in comparison to the Russian ones. 280 respondents, including 140 mothers and 140 children (56 % are females) have participated in the research: 1) representatives of the Finno-Ugric (Ural) peoples: Udmurts (94 individuals) from villages of Mozhginsky district of the Udmurt Republic and Komi-Permyaks (86 individuals) from the villages of Komi-Permyak Okrug of Perm Krai; 2) representatives of the Russian ethnocultural group (100 individuals) from the village Ust-Kachka of Perm Krai. The standardized techniques have been implemented: the technique by S. Schwartz adapted by N.M. Lebedeva for measuring values at the individual level and the questionnaire by I.M. Markovskaya for exploring parent-child interactions. The methodology and procedures of Structural Equation Modeling (SEM) have been used as the main statistical method. It is revealed that parent-child interaction in Finno-Ugric families living in rural settlements with the autochthonic population is based on collectivistic values of self-preservation and survival, harmonious interaction with others. At the same time, the effect of a distinct individualistic value of independence on the indicators of the cohesion of parent-child interaction positions is found in Russian families. The results obtained during the research can be implemented while developing pedagogic techniques including the algorithms of inculturation of children in social institutions.

The Development of an Objective Observation Tool for Parent-Child Interaction

1982 ◽  
Vol 47 (2) ◽  
pp. 165-173 ◽  
Author(s):  
Jo-Ann B. Russo ◽  
Robert E. Owens
Keyword(s):  
Statistical Analysis ◽  
Language Development ◽  
Subjective Ratings ◽  
Child Interaction ◽  
Parent Child Interactions ◽  
Parent Child Interaction ◽  
Highly Correlated ◽  
Parent Child

To address the need for objectives evaluation of parent-child interactions, the investigators created a taxonomy of interactional behavior behaviors used by parents and preverbal/early verbal children. This taxonomy was used by four judges to rate 40 1-min videotaped segments of parent-child freeplay, and the results were compared to four judges' subjective ratings of the same segments. Based on statistical analysis, the taxonomy was shortened to include only those objective behaviors that were highly correlated with the overall subjective ratings. The resultant 10-item taxonomy is discussed in relation to language development and to implications for therapy.

scholarly journals Children’s Interest in Learning English Through Picture Books in an EFL Context: The Effects of Parent–Child Interaction and Digital Pen Use

2020 ◽  
Vol 10 (2) ◽  
pp. 40
Author(s):  
Naya Choi ◽  
Sujeong Kang ◽  
Jiyeon Sheo
Keyword(s):  
Picture Book ◽  
Book Reading ◽  
Efl Context ◽  
Child Interaction ◽  
Parent Child Interactions ◽  
Digital Pen ◽  
Parent Child Interaction ◽  
Picture Book Reading ◽  
Parent Child ◽  
Learning English

In recent years, the ways in which to read English picture books to young children has become diverse in English as a foreign language (EFL) context. The present study examined the effect of parent-child interactions and digital pen use during English picture book reading in the child’s interest in learning English. A total of 320 Korean mothers of three to five year old preschool children participated in the study. The results revealed the following. First, children’s interest in learning English was higher when they used digital pens and engaged in frequent parent-child interactions during English picture book reading. Second, parent-child interaction was a more significant variable in children’s interest in learning English compared to digital pen use. Third, the moderator effect of digital pen use in the relation between parent-children interaction and children’s interest in learning English was insignificant. In other words, parent-child interaction was important in increasing children’s interest in learning English, regardless of digital pen use. While rapid advances in technology enhanced teaching pedagogy, parent-child interaction in foreign language learning still remains as a crucial factor. Further implications and future directions are discussed.

scholarly journals Training community health nurses to measure parent–child interaction: a mixed-methods study

2019 ◽  
Vol 30 (3) ◽  
pp. 445-450
Author(s):  
Penny Levickis ◽  
Cristina McKean ◽  
Elaine Walls ◽  
James Law
Keyword(s):  
Mixed Methods ◽  
Child Health ◽  
Rating Scale ◽  
Free Play ◽  
Parental Responsiveness ◽  
Additional Tool ◽  
Child Interaction ◽  
Parent Child Interactions ◽  
Parent Child Interaction ◽  
Parent Child

Abstract Background This study aims to determine whether the Parental Responsiveness Rating Scale (PaRRiS) completed at child age 24–30 months can be used by community child health nurses (CCHNs) to reliably measure the quality of parent–child interactions in practice. Methods A mixed-methods design was used involving CCHNs working in public health settings. Five CCHNs recruited from the North-East of England were trained to use PaRRiS. Thirty parent–child dyads attending their routine 24–30-month check were observed. Nurses rated parent–child dyads during 5 min of free-play using PaRRiS. The free-play sessions were video recorded and rated blind by the first author to the nurse observation. Semi-structured phone interviews were conducted with the five CCHNs once observations of parent–child interactions were complete. Interviews were audio-recorded, transcribed, anonymized and thematically analyzed. Results Two-thirds of participating parents were mothers. Half the families (15/30) were from the 10% most deprived areas based on the English Index of Multiple Deprivation. The average PaRRiS score was 3.03 [standard deviation (SD) = 0.8; all ratings were <5.0]. Reliability between the first author (‘gold standard’) and CCHNs was excellent [Intra-class correlation coefficient (ICC): 0.85; 95% confidence interval (CI): 0.67–0.93]. CCHNs found PaRRiS aligned well with current practice and was acceptable to parents. There was no evidence of a relationship between social disadvantage and PaRRiS scores. Conclusions With further development and evaluation work, PaRRiS could potentially be incorporated into existing universal health services to provide child health nurses with an additional tool for identifying families most likely to be in need of parent–child interaction interventions.

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