The Child, His Parents and the Physician

This book deals with the basic concepts of the child's social and emotional development, the adjustments the parents must help him to make throughout his childhood, and the role the doctor may play in this parent-child relationship. It is written for the physician in the hope that it will give him a deeper understanding of human behavior and make him feel more comfortable and fluent in dealing with the many parental and childhood emotional disturbances that come to his office.

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Early Childhood Educators’ Perceptions of Parent–child Relationships: A Qualitative Study

Australasian Journal of Early Childhood ◽

10.23965/ajec.43.1.01 ◽

2018 ◽

Vol 43 (1) ◽

pp. 4-15 ◽

Cited By ~ 3

Author(s):

Amanda O'Connor ◽

Andrea Nolan ◽

Heidi Bergmeier ◽

Janet Williams-Smith ◽

Helen Skouteris

Keyword(s):

Emotional Development ◽

Social And Emotional Development ◽

Parent Child Relationship ◽

Social And Emotional ◽

Everyday Practices ◽

Child Relationship ◽

Education And Care ◽

Practical Experiences ◽

Parent Child Relationships ◽

Parent Child

PARENT–CHILD RELATIONSHIPS are the most critical for children's social and emotional development and wellbeing. While parent–child relationship support programs are well documented, there are none designed for educators’ use within early education and care settings. To inform development of an educator program, an understanding of educators’ everyday practices, their role in supporting parent–child relationships and children's social and emotional development was sought. Educators reported the importance of parent– child relationships, yet were hesitant to engage with parents. Educators’ knowledge was primarily implicit—drawing on observations and practical experiences to build their knowledge of relationships and social and emotional development—which contributed to reluctance in sharing their knowledge with parents. Educators requested theoretical, evidence-based approaches to build further knowledge and inform everyday practices in supporting parent–child relationships. These findings are critical to the development of an educator-led parent–child relationship program for use within education and care settings.

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Parenting and Child Development: A Relational Health Perspective

American Journal of Lifestyle Medicine ◽

10.1177/1559827619849028 ◽

2019 ◽

Vol 15 (1) ◽

pp. 45-59

Author(s):

Cynthia A. Frosch ◽

Sarah J. Schoppe-Sullivan ◽

D. David O’Banion

Keyword(s):

Child Development ◽

Child Outcomes ◽

Relational Health ◽

Parent Child Relationship ◽

Child Relationship ◽

Parent Health ◽

The Many ◽

The One ◽

Early Parent ◽

Parent Child

A child’s development is embedded within a complex system of relationships. Among the many relationships that influence children’s growth and development, perhaps the most influential is the one that exists between parent and child. Recognition of the critical importance of early parent-child relationship quality for children’s socioemotional, cognitive, neurobiological, and health outcomes has contributed to a shift in efforts to identify relational determinants of child outcomes. Recent efforts to extend models of relational health to the field of child development highlight the role that parent, child, and contextual factors play in supporting the development and maintenance of healthy parent-child relationships. This review presents a parent-child relational health perspective on development, with an emphasis on socioemotional outcomes in early childhood, along with brief attention to obesity and eating behavior as a relationally informed health outcome. Also emphasized here is the parent–health care provider relationship as a context for supporting healthy outcomes within families as well as screening and intervention efforts to support optimal relational health within families, with the goal of improving mental and physical health within our communities.

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Theoretical and Empirical Foundations for Early Relationship Assessment in Evaluating Infant and Toddler Mental Health

The Oxford Handbook of Infant, Toddler, and Preschool Mental Health Assessment ◽

10.1093/oxfordhb/9780199837182.013.2 ◽

2019 ◽

pp. 28-45

Author(s):

Roseanne Clark ◽

Audrey Tluczek ◽

Elizabeth C. Moore ◽

Amber L. Evenson

Keyword(s):

Mental Health ◽

Empirical Support ◽

Parent Child Relationship ◽

Social And Emotional ◽

Child Relationship ◽

Parent Child Interactions ◽

Relationship Assessment ◽

And Behavior ◽

Parent Child

This chapter reviews the theoretical foundations and empirical support for employing a relational perspective when assessing the mental health of an infant or toddler. A review of specific measures widely used in assessing the quality of affect and behavior in parent–child interactions, relationship quality, and parenting capacities (see Clark, Tluczek, Moore, & Evenson, 2019, Chapter 3) illustrates the importance of utilizing a parent–child relationship paradigm in the assessment of the mental health and social and emotional functioning of infants and young children. Although the term parent is used throughout the chapter, another significant caregiver who holds a parenting or primary caregiving role may be substituted as needed, such as a grandparent or foster parent.

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Testing the association between the early parent–child relationship and teacher reported socio-emotional difficulties at 11 years: a quantile mediation analysis

Longitudinal and Life Course Studies ◽

10.1332/175795921x16249989225845 ◽

2021 ◽

Author(s):

Robert Rush ◽

Elizabeth Westrupp ◽

James Law

Keyword(s):

Mental Health ◽

Emotional Development ◽

Mental Health Problems ◽

Health Problems ◽

School Entry ◽

Emotional Difficulties ◽

Parent Child Relationship ◽

Child Relationship ◽

The Relationship ◽

Parent Child

The corresponding author takes responsibility for data integrity and the accuracy of the analysis. The data are from the UK Millennium Cohort Study (MCS), which began in 2000, and is conducted by the Centre for Longitudinal Studies (CLS). It available to researchers on registration of their proposed research (https://www.ukdataservice.ac.uk/get-data).The importance of the relationship between socio-emotional difficulties in childhood and adult mental health are well recognised but how such difficulties emerge is less well recognised. Specifically this paper explores the extent of the relationship between parenting beliefs in the first year of the child’s life, parenting skills reported when the child was three years and different quantiles of socio-emotional development recorded by teachers at 11 years. In addition, it explores the extent to which language development at school entry has the potential to mediate these relationships.This paper draws on data from the UK’s Millennium Cohort Study (MCS) to investigate the relation between parenting attitudes when the child was ten months old and parent–child relationship when the child was three years of age to child socio-emotional development measured using the Strengths and Difficulties Questionnaire at 11 years, and the mediating role of naming vocabulary measured on the British Abilities Scales (BAS) at school entry (five years).Unadjusted associations were found for both parental factors on child mental health problems, but this did not hold for parent beliefs once the models were adjusted. The relationships varied in the quantile analysis suggesting that this approach adds to our understanding of these relationships. Vocabulary at school entry mediated the relation to socio-emotional difficulties especially for children with higher levels of mental health problems. Results are discussed in relation to the mechanisms in any intervention to improve mental health outcomes at the end of primary school. Key messages <ul><li>Parent–child relationship and child mental health problems established.</li> <li>Language at five years minimally mediates the effect of parent–child relationship on child behaviour.</li> <li>Stronger language mediated associations were found for children with higher levels of mental health problems.</li> <li>Parental factors and language were differentially related, a consideration with mental health interventions.</li></ul>

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