Improving the parent–child relationship and child adjustment through parental reflective functioning group intervention

Author(s):  
Atara Menashe-Grinberg ◽  
Shlomit Shneor ◽  
Gal Meiri ◽  
Naama Atzaba-Poria
2020 ◽  
Vol 26 (4) ◽  
pp. 267-271
Author(s):  
Sheila Sweeney

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.


2019 ◽  
pp. 088626051987016
Author(s):  
Shuang Bi ◽  
Peggy S. Keller

This study examined the relations between parental empathy, parenting physical aggression, parental psychological control, and child adjustment in a sample of parents who had their children removed from their custody because of child abuse or neglect. Twenty parents between 24 and 40 years of age ( M = 31.15, SD = 4.85; 85% female) with a child aged between 1.5 and 16 years ( M = 6.5, SD = 3.88; 70% boys) participated in the study. Our sample was comprised of relatively racially diverse and low-income parents, with 40% from racial minority groups and 70% below the poverty line. Parents were recruited from a local nonprofit organization providing court-mandated parenting classes. Parents reported on their dispositional empathy, physical aggression toward children, psychological control and child internalizing and externalizing symptoms in an interview format. Parents also reported on empathy for their children through a semistructured interview; their empathy was later coded by trained research assistants. Bivariate correlation analyses revealed that parental empathy in the parent–child relationship negatively correlated with parental psychological control. Greater parental psychological control significantly correlated with greater approval of corporal punishment. Moreover, in the subsample of older children (6 years old and above), greater parental dispositional empathy was associated with greater child externalizing symptoms. Further exploratory analyses showed that associations between parental empathy, psychological control, and spanking attitudes differed across parents of boys and of girls. This study highlights the importance of examining empathy specific to the parent–child relationship in addition to dispositional empathy to predict parenting aggression. More importantly, studies should focus on a more covert form of parenting aggression, parental psychological control, in addition to physical aggression.


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