scholarly journals PARENTING STYLES AND THEIR IMPACTS ON CHILD PROBLEM BEHAVIORS

2020 ◽  
Vol 19 (3) ◽  
pp. 269-285
Author(s):  
Agnes Maria Sumargi ◽  
Eli Prasetyo ◽  
Benedicta Winona Ardelia
Keyword(s):  
Problem Behavior ◽  
Problem Behaviors ◽  
Parenting Styles ◽  
Behavioral Problems ◽  
Family Adjustment ◽  
Authoritarian Parenting ◽  
Child Problem Behavior ◽  
Child Emotional Problems ◽  
Child Problem Behaviors ◽  
The Impact

Managing child problem behaviors as early as possible is crucial. Several studies have shown the impact of parenting on child problem behavior; however, the studies did not investigate the influence of paternal and maternal parenting on child behavior separately. This study aimed to test the effect of mothers’ and fathers’ authoritative and authoritarian parenting on child problem behavior. Furthermore, this study examined the influence of family adjustment on parenting styles. Participants were 105 pairs of parents (fathers and mothers). They completed a set of questionnaires assessing their parenting styles, child problem behavior, and family adjustment. Multiple regression analyses resulted in a significant effect of mothers’ authoritative parenting on child emotional problems, as well as significant effects of fathers’ authoritative and authoritarian parenting on child behavioral problems. Another key finding was that parental teamwork predicted the effectiveness of parenting.

Behavioral Risk, Emotional Risk, and Child Abuse Among Adolescents in a Nonclinical Setting

PEDIATRICS ◽  
1990 ◽  
Vol 86 (6) ◽  
pp. 896-901
Author(s):  
Roberta A. Hibbard ◽  
Gary M. Ingersoll ◽  
Donald P. Orr
Keyword(s):  
Sexual Abuse ◽  
Problem Behavior ◽  
Problem Behaviors ◽  
Risk Scores ◽  
Behavioral Risk ◽  
Laxative Use ◽  
Increased Risk ◽  
History Of ◽  
Negative Feelings ◽  
The Impact

In this replication study of adolescents in a nonclinical setting, the prevalence of reported problem behaviors, emotions, and abuse is evaluated, and the impact of abuse on multivariate emotional and behavioral risk is assessed. A total of 3998 students (69%) in a rural midwestern community in grades 7 to 12 participated in the study. Almost 20% of the students reported some form of physical and/or sexual abuse, with more girls than boys reporting sexual abuse (χ2 = 48.5, P < .001). Some problem behaviors (alcohol use) and emotions (trouble sleeping, difficulty with anger) were common among all adolescents and some were strongly associated with a history of abuse (especially, considering or attempting suicide, running away, laxative use, and vomiting to lose weight). Higher emotional and behavioral risk scores among abused students were confirmed. The effects of physical and sexual abuse on risk scores were independent and additive; no interaction was observed. An interaction of gender and sexual abuse on problem behavior was observed, with problem behavior being significantly greater among sexually abused bosultss. The reults confirm increased risk of problem behaviors and negative feelings among abused adolescents when compared with nonabused peers, and better define influences of gender and abuse type on emotional and behavioral risks.

scholarly journals Personality traits of parents and problems behaviors of the children with intellectual disabilities

2020 ◽  
Author(s):  
Ashutosh Kumar Santosh ◽  
Jai Prakash
Keyword(s):  
Intellectual Disabilities ◽  
Personality Traits ◽  
Problem Behavior ◽  
Problem Behaviors ◽  
Personality Factors ◽  
Chi Square ◽  
Significant Difference ◽  
Different Types ◽  
The Impact ◽  
Different Levels

Background: The children with Intellectual Disabilities (ID) are known to exhibit different types of problem behaviors and significant limitations in their day to day age appropriate activities and adaptive behaviors. All parents of children with ID are not alike. They hold different personality traits, which are responsible for their behavioral expression. Therefore personality traits of the parents of children with ID have significant impact on the development of problem behavior of their children, Aims and objective: Hence the present study was conducted with the sole purpose of (1) to examine the types of problem behavior shown by the children with ID having different categories of ID and (2) to identify the types of the personality traits holds by the parents of children with different categories of ID (3) to examine the relationship between the personality traits of the parents and expression of problem behaviors of the children with ID. Hypothesis: •There is no significant difference in Problem Behaviors exhibited by children with different levels of ID. • There is no significant difference in Personality traits of parents having children with different levels of ID. Methodology: Sample: Sample consists of 45 parents (either father or mother) who have children with mild, moderate or severe level of ID and must exhibit the problem behaviors. Equal numbers of parents were chosen in all three groups through purposive sampling techniques. Research design: This is the cross sectional study where the impact of different types of problem behaviors exhibited by the children having different categories of ID was examined over the different personality traits of the parents. Variables: The independent variables are the different types of problem behaviors exhibited by the children with ID having different categories of ID and the dependent variable is the personality traits of the parents having children with ID. Research tools: Socio-demographic data were collected on the revised version of the NIMH Socio Economic Status (SES) Scale (NIMH, 1999). Problem behaviors were assessed by using Behavioral Assessment Scales for Indian Children with Mental Retardation (BASIC-MR) Part- B developed by Peshawaria, & Venkatesan, 1992. It measures ten types of problem behavior commonly found in children with ID. Personality traits of the parents were assessed by using Sixteen Personality Factors (16PF) questionnaire, developed by Cattell, 1967 &Kapoor, 1978. Statistical Analysis of data: Obtained data were analyzed by using Chi-square test and F-test. Software SPSS version 17.0 was used for statistical treatment of data. Result: Result indicates that violent and destructive behavior (F = 13.17), self-injurious behavior (F =10.41), and repetitive behavior (6.69) was found significant on 0.01 levels, whereas temper tantrum behavior (F= 4.67) and rebellious behavior (F = 3.62) was also found significant at 0.05 levels. These five types of problem behavior is present in ascending order in all three groups of children with ID (Mild, moderate and severe levels of ID). These problem behaviors are closely related to the parent’s personality traits of I (Sensitivity) (chi-square = 9.82, significant at 0.05 level) and Q1 (Openness to change) (chi-square = 11.58, significant at 0.05 level). Children of such parents were involving more in problem behavior. Those problem behaviors which was not found significant were misbehavior with others (F = 1.88), odd behavior (F=0.46), hyperactive behavior (F=0.48), antisocial behavior (F= 2.33), and fears (F= 2.25).

Earlier Rather Than Later

PEDIATRICS ◽  
1990 ◽  
Vol 85 (6) ◽  
pp. 1108-1109
Author(s):  
ELIZABETH R. MCANARNEY
Keyword(s):  
High Risk ◽  
Problem Behavior ◽  
Problem Behaviors ◽  
Risk Behaviors ◽  
Behavioral Problems ◽  
Problem Drinking ◽  
Pregnant Adolescents ◽  
High Risk Behaviors ◽  
Adolescent Problem Behaviors ◽  
Urban Mothers

Clinicians caring for pregnant adolescents recognize their patients' risk for having behavioral problems.1 Not all pregnant adolescents, however, experience such problems. In their article in this issue, Elster and colleagues2 reports that young urban mothers who engaged in three or more problem behaviors were more likely than were urban women who reported no problem behaviors to have had a child before they were 19 years of age. The interrelationship of adolescent problem behaviors was originally described approximately 20 years ago by Jessor et al.3,4 High-risk behaviors did cluster and young persons involved in one problem behavior were likely to engage in others (sexual intercourse, marijuana use, and problem drinking).4

Parenting Styles as Predictor of Preschool Socialization

2019 ◽  
Vol 14 (1) ◽  
pp. 19-40
Author(s):  
Ma. Christilee B. Estonina
Keyword(s):  
Problem Behaviors ◽  
Parenting Style ◽  
Parenting Styles ◽  
Child Rearing ◽  
Authoritative Parenting ◽  
Negative Behaviors ◽  
Survey Tool ◽  
Authoritarian Parenting ◽  
Authoritative Parenting Style ◽  
The Relationship

Parenting styles are a psychological construct representing standard strategies that parents use in their child-rearing that can implicate the child's socialization, which plays a significant role in children's development. The study aimed to seek the relationship between the three parenting styles identified by Baumrind (1967) and the preschoolers' socialization towards their peers, their kind of play, and the manifestation of problem behaviors. The study used a descriptive method utilizing observation of the six subjects in the preschool level of UB VDTALC, the parenting style, and Dimension Questionnaire is a survey tool for the parents of the six subjects and the Key-informants interview among the teachers. It was found out that most of the subjects' parents use Authoritarian parenting styles and sometimes use Authoritative and Permissive parenting styles. Five out of six subjects exhibit more positive behavior to parents who most often use the Authoritative Parenting Style. Only one child exhibits negative behaviors to parents who most often use Authoritative Parenting Style but has the lowest overall composite mean in the Authoritative Parenting Style. This study will help parents and early childhood educators know what roles to take in terms of their parenting style.

scholarly journals Personality traits of parents and problems behaviors of the children with intellectual disabilities

2020 ◽  
Author(s):  
Ashutosh Kumar Santosh ◽  
Jai Prakash
Keyword(s):  
Intellectual Disabilities ◽  
Personality Traits ◽  
Problem Behavior ◽  
Problem Behaviors ◽  
Personality Factors ◽  
Chi Square ◽  
Significant Difference ◽  
Different Types ◽  
The Impact ◽  
Different Levels

Background: The children with Intellectual Disabilities (ID) are known to exhibit different types of problem behaviors and significant limitations in their day to day age appropriate activities and adaptive behaviors. All parents of children with ID are not alike. They hold different personality traits, which are responsible for their behavioral expression. Therefore personality traits of the parents of children with ID have significant impact on the development of problem behavior of their children, Aims and objective: Hence the present study was conducted with the sole purpose of (1) to examine the types of problem behavior shown by the children with ID having different categories of ID and (2) to identify the types of the personality traits holds by the parents of children with different categories of ID (3) to examine the relationship between the personality traits of the parents and expression of problem behaviors of the children with ID. Hypothesis: • There is no significant difference in Problem Behaviors exhibited by children with different levels of ID. • There is no significant difference in Personality traits of parents having children with different levels of ID. Methodology: Sample: Sample consists of 45 parents (either father or mother) who have children with mild, moderate or severe level of ID and must exhibit the problem behaviors. Equal numbers of parents were chosen in all three groups through purposive sampling techniques. Research design: This is the cross sectional study where the impact of different types of problem behaviors exhibited by the children having different categories of ID was examined over the different personality traits of the parents. Variables: The independent variables are the different types of problem behaviors exhibited by the children with ID having different categories of ID and the dependent variable is the personality traits of the parents having children with ID. Research tools: Socio-demographic data were collected on the revised version of the NIMH Socio Economic Status (SES) Scale (NIMH, 1999). Problem behaviors were assessed by using Behavioral Assessment Scales for Indian Children with Mental Retardation (BASIC-MR) Part- B developed by Peshawaria, & Venkatesan, 1992. It measures ten types of problem behavior commonly found in children with ID. Personality traits of the parents were assessed by using Sixteen Personality Factors (16PF) questionnaire, developed by Cattell, 1967 &Kapoor, 1978. Statistical Analysis of data: Obtained data were analyzed by using Chi-square test and F-test. Software SPSS version 17.0 was used for statistical treatment of data. Result: Result indicates that violent and destructive behavior (F = 13.17), self-injurious behavior (F =10.41), and repetitive behavior (6.69) was found significant on 0.01 levels, whereas temper tantrum behavior (F= 4.67) and rebellious behavior (F = 3.62) was also found significant at 0.05 levels. These five types of problem behavior is present in ascending order in all three groups of children with ID (Mild, moderate and severe levels of ID). These problem behaviors are closely related to the parent’s personality traits of I (Sensitivity) (chi-square = 9.82, significant at 0.05 level) and Q1 (Openness to change) (chi-square = 11.58, significant at 0.05 level). Children of such parents were involving more in problem behavior. Those problem behaviors which was not found significant were misbehavior with others (F = 1.88), odd behavior (F=0.46), hyperactive behavior (F=0.48), antisocial behavior (F= 2.33), and fears (F= 2.25).

The impact of child problem behaviors of children with ASD on parent mental health: The mediating role of acceptance and empowerment

Autism ◽  
2012 ◽  
Vol 16 (3) ◽  
pp. 261-274 ◽  
Author(s):  
Jonathan A. Weiss ◽  
M. Catherine Cappadocia ◽  
Jennifer Anne MacMullin ◽  
Michelle Viecili ◽  
Yona Lunsky
Keyword(s):  
Mental Health ◽  
Problem Behaviors ◽  
Mediating Role ◽  
Parent Mental Health ◽  
Child Problem Behaviors ◽  
Children With Asd ◽  
The Impact

A prospective study of the effects of behavioral symptoms on the institutionalization of patients with dementia

2005 ◽  
Vol 17 (4) ◽  
pp. 577-589 ◽  
Author(s):  
Marjolein E. de Vugt ◽  
Fred Stevens ◽  
Pauline Aalten ◽  
Richel Lousberg ◽  
Niek Jaspers ◽  
...  
Keyword(s):  
Problem Behaviors ◽  
Behavioral Problems ◽  
Cox Regression ◽  
Emotional Reaction ◽  
Emotional Reactions ◽  
Caregiver Distress ◽  
Behavioral Disturbances ◽  
Difficult Patient ◽  
Patient Behavior ◽  
The Impact

Background:Reports in the literature on the effects of behavioral problems in patients with dementia on the decision to institutionalize the patient have shown conflicting results. Few studies have taken into account the possibility that specific behavioral problems may have differential effects on the decision to institutionalize the patient. Moreover, it is probably not patient behavior itself that causes nursing home placement (NHP), but caregivers’ emotional reaction to it. The aim of the present study was to examine the impact of specific behavioral subsyndromes and caregivers’ emotional reaction on NHP.Methods:A total of 119 patients with dementia and their informal caregivers were followed up for 2 years. Time to NHP was measured in months from the date of the baseline interview to the date of NHP. Behavioral disturbances in the patient and caregivers’ emotional reactions were measured with the Neuropsychiatric Inventory (NPI). Cox regression analyses were used to determine the probability that caregivers would institutionalize the patient when patient behavioral problems or caregiver distress were present at baseline.ResultsForty-one percent of the patients were institutionalized during the 2-year follow-;up. Caregiver distress related to patient behavior was a significant predictor of NHP, while behavior in itself did not predict NHP. Contrary to our expectations, we did not find a differential impact of specific aspects of problem behavior. Children caregivers, especially daughters, were associated with shorter time to NHP compared to spouses.Conclusions:Our findings indicate that the caregiver's emotional reaction to patient behavior is more important than problem behaviors per se in the decision to institutionalize patients. Interventions aimed at teaching caregivers strategies to better manage difficult patient behaviors may provide caregivers with the necessary resources to continue care at home. Future interventions need to account for the specific needs and problems of different caregiver groups.

scholarly journals Visual Support in Children with Autism Spectrum Development as a Tool for Changing Problem Behavior

2016 ◽  
Vol 21 (3) ◽  
pp. 77-84 ◽  
Author(s):  
L.O. Kolpakova
Keyword(s):  
Problem Behavior ◽  
Problem Behaviors ◽  
Behavioral Problems ◽  
Children With Autism ◽  
Basic Element ◽  
Autism Spectrum ◽  
Visual Support ◽  
Primary Test ◽  
Change Problem ◽  
Made In

The paper presents data of observations made in a group of 10 children with autism spectrum disorder aged 5-8 years experiencing behavioral problems and difficulties with communication and social interaction. A behavioral intervention was carried out in the group basing on the principles of applied behavioral analysis (ABA). Following the primary test and with accordance to the parents’ requests, a team of specialists worked over the period of six months attempting to change problem behaviors and to compensate for academic deficiencies in the children. Each day the specialists along with the parents collected data and introduced necessary corrections into the intervention plans. Since all children in the group could barely understand speech and had much difficulty with communication, one of the core methods employed in the work was visual support which became a basic element in every technique applied. Applying visual supports in education settings as well as at home contributed much to the compensation of the difficulties related to speech understanding and helped decrease the level of anxiety in the children, which, in turn, resulted in an apparent decline in problem behavior and faster progress in the acquisition of academic skills.

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