A literature review of gratitude, parent–child relationships, and well-being in children

2021 ◽  
Vol 61 ◽  
pp. 100948
Author(s):  
Carli A. Obeldobel ◽  
Kathryn A. Kerns
Keyword(s):  
Literature Review ◽  
Well Being ◽  
Parent Child Relationships ◽  
Parent Child

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.

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.

Parent–child relationships and the psychological well-being of 18-year-old adolescents conceived byin vitrofertilisation

2009 ◽  
Vol 12 (2) ◽  
pp. 63-72 ◽  
Author(s):  
Susan Golombok ◽  
Lucy Owen ◽  
Lucy Blake ◽  
Clare Murray ◽  
Vasanti Jadva
Keyword(s):  
Well Being ◽  
Psychological Well Being ◽  
Parent Child Relationships ◽  
Parent Child
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