Parental Engagement in Grief Programming Is Related to Children’s Outcomes

2021 ◽  
pp. 003022282110087
Author(s):  
David J. Cipriano ◽  
Courtney Barry ◽  
Sophia Cipriano
Keyword(s):  
Parental Engagement ◽  
Complex Model ◽  
Multivariate Model ◽  
Control Beliefs ◽  
Childhood Bereavement ◽  
Resilience Factors ◽  
Exogenous Factors ◽  
Children's Grief ◽  
Child Engagement ◽  
Parent Child

A multivariate model was used to study outcomes of childhood bereavement. The model included exogenous factors such as engagement and within-person resilience factors. Sixty-two parent-child dyads were recruited from a local children’s grief center and completed measures of engagement in the programming, resilience and grief. A complex model was revealed in which parental engagement in the grief program was related to child engagement and the child’s control beliefs which in turn were significantly related to the child’s grief symptoms. These variables existed within a system, rather than within an individual.

scholarly journals The Focal Play Therapy: An Empirical Study on the Parent–Therapist Alliance, Parent–Child Interactions and Parenting Stress in a Clinical Sample of Children and Their Parents

2020 ◽  
Vol 17 (22) ◽  
pp. 8379
Author(s):  
Ilaria Chirico ◽  
Federica Andrei ◽  
Paola Salvatori ◽  
Irene Malaguti ◽  
Elena Trombini
Keyword(s):  
Parenting Stress ◽  
Play Therapy ◽  
Clinical Sample ◽  
Parental Engagement ◽  
Stress Index ◽  
Time Points ◽  
Working Alliance Inventory ◽  
Parent Child Interactions ◽  
Children And Parents ◽  
Parent Child

The present study aims to investigate the outcomes of the Focal Play Therapy with Children and Parents (FPT-CP) in terms of parent–therapist alliance, parent–child interactions, and parenting stress. Thirty parental couples (N = 60; 30 mothers and 30 fathers) and their children presenting behavioral, evacuation and eating disorders took part to the study. Through a multi-method longitudinal approach, data were collected at two time points (first and seventh sessions) marking the first phase of the intervention specifically aimed to build the alliance with parents, a crucial variable for the remission of the child’s symptoms (and to the assessment of the child’s symptoms within family dynamics.) Therapeutic alliance was assessed by the Working Alliance Inventory by therapists and parents. Parent–child interactions and parenting stress were evaluated using the Emotional Availability Scales and the Parenting Stress Index, respectively. Results showed that a positive parent–therapist alliance was developed and maintained during the first seven sessions. Furthermore, parent–child interactions significantly improved on both parents’ and child’s dimensions. However, parenting stress levels remained unchanged between the two time points. The findings should enrich scientific knowledge about the role of parental engagement in preschool child-focused treatments as to better inform practice and improve the quality of care for children and their families.

The Origins of Young Children's Perceived Control: Mother Contingent and Sensitive Behavior

1986 ◽  
Vol 9 (3) ◽  
pp. 359-382 ◽  
Author(s):  
Ellen A. Skinner
Keyword(s):  
Problem Solving ◽  
Perceived Control ◽  
Control Beliefs ◽  
Active Engagement ◽  
Control Mother ◽  
Parent Child Interactions ◽  
Child Engagement ◽  
Conditional Probability Analysis ◽  
Problem Solving Task ◽  
Sensitive Behavior

The notion that caregiver sensitive and contingent behavior is closely related to children's perceived control has been proposed both by theorists interested in the effects of parent-child interactions and by those focusing on the origins of control beliefs. The present study investigated this relationship by analyzing the interactions between mothers and their 3-1/2-to 4-1/2-year-old children ( N = 120) during a problem-solving task. First, using separately derived indices of contingency, sensitive responsiveness, and sensitive initiation, a correlational analysis revealed that children's perceived control (assessed using an open-ended measure) was most closely related to mother sensitive initiation; all three mother behaviors were interrelated and correlated with child active engagement in the problem-solving task. Second, a conditional probability analysis showed that the relation between mother sensitive initiation and child engagement was reciprocal in that mother sensitive initiation increased the probability of child active engagement and child passivity increased the probability of mother low sensitive initiation. The advantages of a differentiated conception of caregiver behavior and of perceived control are discussed.

Increasing Engagement of Children Who Are DHH During Parent–Child Storybook Reading

2019 ◽  
Vol 41 (1) ◽  
pp. 12-21
Author(s):  
Lauri H. Nelson ◽  
Shannon M. Stoddard ◽  
Sydney L. Fryer ◽  
Karen Muñoz
Keyword(s):  
Early Literacy ◽  
Reading Strategies ◽  
Training Session ◽  
Preschool Age ◽  
Book Reading ◽  
Storybook Reading ◽  
Retention Data ◽  
Effective Reading Strategies ◽  
Child Engagement ◽  
Parent Child

Children who are deaf or hard of hearing (DHH) are at risk for language and literacy delays, and parent–child book reading can contribute to developing early literacy foundations. Although many parents read with their children, some parents may be unsure how to utilize effective reading strategies to maximize literacy growth. This multiple case pilot study involved four mothers of preschool-age children with hearing loss who used listening and spoken language (LSL) as their mode of communication. After a short training session on strategies to promote child engagement and increased child interaction during storybook reading, results showed parents increased their use of engaging questions, along with a statistically significant increase in each child’s expressive contribution to the reading activity. Retention data indicated sustained parent reading behaviors that promoted child engagement. Providing parents with supported training may help parents implement effective reading strategies to promote literacy growth in young children who are DHH.

A Cumulative Risk and Protection Model of Dyslexia

2020 ◽  
Author(s):  
Hugh W. Catts ◽  
Yaacov Petscher
Keyword(s):  
Phonological Processing ◽  
Oral Language ◽  
Visual Processing ◽  
Reading Difficulties ◽  
Cumulative Risk ◽  
Risk And Resilience ◽  
Emotional Resilience ◽  
Resilience Factors ◽  
Exogenous Factors ◽  
The Impact

BackgroundMultiple deficit causal models have begun to replace single deficit models in accounting for developmental dyslexia. These models argued that multiple factors combine and/or interact to cause the severe reading difficulties that characterize this disorder. In this paper, we introduce a cumulative risk and protection model that highlights various factors that influence reading achievement in children at risk for dyslexia. MethodsCurrent literature is reviewed that examines risk and resilience factors that increase or decrease the likelihood of severe reading difficulties in children with dyslexia. These factors are organized within a cumulative risk and protection model.ResultsEvidence indicates that deficits in phonological processing, oral language, visual processing, attention, as well as exogenous factors such as trauma increase the probability of dyslexia. Whereas research concerning protective factors is more limited, evidence does suggest that cognitive and socio-emotional resilience and family/peer support can limit the impact of risk factors. ConclusionsA cumulative risk and protection model provides a useful framework for understanding the causal basis of dyslexia. It also has implications for the early identification and intervention of the disorder.

scholarly journals Understanding Parental Ethnotheories and Practices About Healthy Eating: Exploring the Developmental Niche of Preschoolers

2018 ◽  
Vol 33 (5) ◽  
pp. 727-735 ◽  
Author(s):  
Deepa Srivastava ◽  
Julia Torquati ◽  
Maria Rosario T. de Guzman ◽  
Dipti A. Dev
Keyword(s):  
Healthy Eating ◽  
Belief Systems ◽  
Interactive System ◽  
Full Time ◽  
Parental Practices ◽  
Social Settings ◽  
Developmental Niche ◽  
Parental Ethnotheories ◽  
Child Engagement ◽  
Parent Child

Purpose: To understand parental ethnotheories (ie, belief systems) and practices about preschoolers’ healthy eating guided by the developmental niche framework. Design: Qualitative hermeneutic phenomenology. Setting: Home. Participants: Participants were 20 parents of preschool-age children ages 3 to 5 years, recruited from a quantitative investigation. A majority of the participants were white, female, married, well educated, and working full time. Methods: Participants who completed the quantitative survey were asked to provide their contact information if they were willing to be interviewed. From the pool of participants who expressed their willingness to participate in the interviews, 20 participants were selected using a random number generator. In-person semistructured interviews were conducted until data saturation (n = 20). Thematic analysis was performed. Results: Three themes and 6 subthemes emerged: theme 1—parental ethnotheories about healthy eating included subthemes of knowledge about healthy eating, motivations to promote healthy child development through healthy eating, and sources of knowledge about healthy eating (eg, doctors, social media, government guidelines, positive family-of-origin experiences); theme 2—parental ethnotheories that supported organization of children’s physical and social settings included structured mealtime routines and food socialization influences (eg, grandparents, siblings, and childcare programs); and theme 3—parental ethnotheories that supported children’s learning about healthy eating included parent–child engagement, communication, and encouragement in food-related activities (eg, meal preparation, visiting farmer’s market, grocery shopping, gardening, cooking, baking). Conclusion: Findings advance the literature on parental practices about healthy eating. Parental ethnotheories (eg, beliefs, motivations, knowledge, and skills) matter. Developmental niche of preschoolers (ie, physical and social settings, childrearing practices, and parental ethnotheories) constitutes an interactive system in which ethnotheories serve as guides to parental practices. Fostering nutrition education and parent–child engagement, communication, and encouragement in food-related activities are recommended to promote children’s healthy eating in daily routines.

The Late Effects of Loss of Parents in Childhood

1967 ◽  
Vol 113 (500) ◽  
pp. 753-759 ◽  
Author(s):  
M. J. Gay ◽  
W. L. Tonge
Keyword(s):  
Emotional Disturbance ◽  
Late Effects ◽  
Parental Loss ◽  
Psychological Consequences ◽  
Childhood Bereavement ◽  
Child Interaction ◽  
The Subject ◽  
Grief Reactions ◽  
Parent Child Relationships ◽  
Parent Child

The effect of loss of parents during childhood has been the subject of many studies. Although most reports agree that some emotional disturbance occurs in the child, it is not yet clear what are the late effects of such separations in adult psychiatric health and behaviour. Brown (1961) and Munro (1965) pointed out that childhood bereavement before the age of 15 is not a rare experience: both studies report an incidence of over 19 per cent, in non-psychiatric populations. While some studies (e.g. Brown, 1961) reported an increased frequency of bereavement in childhood in depressed patients, other studies (e.g. Hopkinson and Reed, 1966) failed to confirm this. Furthermore, as Ainsworth (1962) pointed out, the term “parental deprivation” requires careful definition. It can refer to insufficiency of parent-child interaction (which cannot be assumed to follow automatically in every separation, because of the presence of parent substitutes), to grief reactions which may be supposed to follow parental loss and predispose to depression (Bowlby, 1961) and to distortions of parent-child relationships. The psychological consequences of parental loss could be expected to differ according to the degree of pre-separation distortions of relationships.

scholarly journals Parent–child engagement in decision-making and the development of adolescent affective decision capacity and binge-drinking

2011 ◽  
Vol 51 (3) ◽  
pp. 285-292 ◽  
Author(s):  
Lin Xiao ◽  
Antoine Bechara ◽  
Paula H. Palmer ◽  
Dennis R. Trinidad ◽  
Yonglan Wei ◽  
...  
Keyword(s):  
Decision Making ◽  
Binge Drinking ◽  
Child Engagement ◽  
Parent Child

A Cumulative Risk and Protection Model of Dyslexia

2020 ◽  
Author(s):  
Hugh W. Catts ◽  
Yaacov Petscher
Keyword(s):  
Phonological Processing ◽  
Oral Language ◽  
Visual Processing ◽  
Reading Difficulties ◽  
Cumulative Risk ◽  
Risk And Resilience ◽  
Emotional Resilience ◽  
Resilience Factors ◽  
Exogenous Factors ◽  
The Impact

BackgroundMultiple deficit causal models have begun to replace single deficit models in accounting for developmental dyslexia. These models argued that multiple factors combine and/or interact to cause the severe reading difficulties that characterize this disorder. In this paper, we introduce a cumulative risk and protection model that highlights various factors that influence reading achievement in children at risk for dyslexia. MethodsCurrent literature is reviewed that examines risk and resilience factors that increase or decrease the likelihood of severe reading difficulties in children with dyslexia. These factors are organized within a cumulative risk and protection model.ResultsEvidence indicates that deficits in phonological processing, oral language, visual processing, attention, as well as exogenous factors such as trauma increase the probability of dyslexia. Whereas research concerning protective factors is more limited, evidence does suggest that cognitive and socio-emotional resilience and family/peer support can limit the impact of risk factors. ConclusionsA cumulative risk and protection model provides a useful framework for understanding the causal basis of dyslexia. It also has implications for the early identification and intervention of the disorder.

scholarly journals Characteristics Related to Parent-Child Literacy and Numeracy Practices in Preschool

2021 ◽  
Vol 6 ◽  
Author(s):  
Amy R. Napoli ◽  
Irem Korucu ◽  
Joyce Lin ◽  
Sara A. Schmitt ◽  
David J. Purpura
Keyword(s):  
School Readiness ◽  
Multiple Regression ◽  
Parent Education ◽  
Literacy Development ◽  
Literacy Practices ◽  
Home Literacy ◽  
Family Characteristics ◽  
Regression Analyses ◽  
Child Engagement ◽  
Parent Child

Despite evidence suggesting that home literacy and numeracy environments are related to children’s school readiness skills, little research has examined the child and family characteristics that relate to the home literacy and numeracy environments within the same sample. These factors are important to investigate in order to determine what may foster or prevent parent-child engagement. The primary purpose of this study was to examine the shared and unique parent-reported child and parent variables that are related to the frequency of parent-child literacy and numeracy practices. The 199 preschoolers included in the study ranged in age from 3.00 to 5.17°years (M = 4.16, SD = 0.57). Parents reported on child and family characteristics. Two multiple regression analyses were conducted (one each for home literacy and numeracy environments). Results indicated that parent education and children’s age were positively related to the frequency of both literacy and numeracy practices. However, parents’ beliefs of the importance of numeracy were positively associated with the frequency of parent-reported numeracy practices, whereas beliefs of the importance of literacy were not related to the frequency of literacy practices. In line with other research, parents reported finding literacy development to be more important than numeracy development and engaging in parent-child literacy practices more frequently than numeracy practices. Understanding factors that are related to the home literacy and numeracy environments may be an important step in identifying how to best encourage parents to engage their children in these practices at home.

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