Psychosocial Study of Childhood Poisoning: A 5-Year Follow-up

PEDIATRICS ◽  
1971 ◽  
Vol 47 (2) ◽  
pp. 439-444
Author(s):  
James A. Margolis
Keyword(s):  
Interpersonal Relationships ◽  
School Performance ◽  
Parent Child Relationship ◽  
Child Find ◽  
Child Relationship ◽  
Childhood Poisoning ◽  
Childhood Accidents ◽  
Developmental Characteristics ◽  
Parent Child

Forty-two of 52 families that were participants in a retrospective study of childhood poisoning 5 years ago were included in this follow-up study. During the interim, none of the subjects or their siblings poisoned themselves and there was no shift from poisoning to other types of childhood accidents. Socioeconomic factors and school performance do not differentiate the groups. However, the poisoned children, especially the repeaters, have more behavior problems during latency than the control children and are characterized as hyperactive, "aggressive-impulsive," and "passive-anxious." The present study indicates that childhood poisoning is not only related to maladaptation in the child and family at the time of the poisoning, but predicts later problems in the child that are focused on difficulties in interpersonal relationships rather than exposing him to increased accident susceptibility. A parent-child relationship in the form of a "power struggle," misdirected anger, and developmental characteristics of oral explorative behavior, mimicry, and negativism predispose toddlers to ingest poisons. Preventitive implications concentrate on the parent-child relationship rather than environmental risk. This approach includes education regarding developmental characteristics of the toddler, parent guidance to prevent power struggles and other inadequate methods of dealing with the child and ongoing intervention to help the child find more appropriate ways of handling aggression. These seem necessary both to reduce further poisonings and as primary prevention of serious characterologic problems later in the child's development.

scholarly journals The Effect of Choice Theory-Based Group Training on Cognitive Emotion Regulation and Parent-Child Relationship in Male Adolescents

2021 ◽  
Author(s):  
Zahra Behmanesh ◽  
Shirali Kheramine ◽  
Khosro Ramezani
Keyword(s):  
Emotion Regulation ◽  
Choice Theory ◽  
Group Training ◽  
Parent Child Relationship ◽  
Cognitive Emotion Regulation ◽  
Male Adolescents ◽  
Child Relationship ◽  
Parent Child Relationships ◽  
Parent Child

Background and Purpose: Adolescence is considered as one of the most critical life periods since adolescents are being exposed to a variety of potential stimuli, whose inappropriate response to such stimuli would prevent their proper performance in society. The present study aimed to investigate the effectiveness of choice theory-based group training on cognitive emotion regulation and parent-child relationships in male adolescents. Materials and Methods: The research method was experimental with a pretest-posttest-follow-up design and a control group. The statistical population included all male students of the senior -high school in Dogonbadan city in the academic year 2019. Using the multi-stage cluster sampling method, 30 samples were selected and randomly assigned into experimental and control groups (n=15 per group). The research instrument included the Cognitive Emotion Regulation Questionnaire (CERQ) and The Parent-Child Relationship Survey. The reality therapy intervention was performed on the experimental group for ten 90-minute sessions. The follow-up was performed after 60 days. Multivariate analysis of covariance (MANCOVA) was then used to analyze the data. Results: The participants included 30 male adolescents, aged between 15 and 17 years old. The research findings indicated that the choice theory-based group training was effective in promoting cognitive emotion regulation (F= 27.39, P= 0.0001) and parent-child relationship (F= 44.32, P= 0.0001). Also, their effects were sustainable until the follow-up period (P= 0.0001). Conclusion: Choice theory-based group training, as a therapeutic and clinical intervention, can be used as an appropriate and effective technique to promote cognitive emotion regulation and parent-child relationships among adolescents.

scholarly journals Parent–child-relationship quality predicts offspring dispositional compassion in adulthood: A prospective follow-up study over three decades.

2019 ◽  
Vol 55 (1) ◽  
pp. 216-225 ◽  
Author(s):  
Mirka Hintsanen ◽  
Kia Gluschkoff ◽  
Henrik Dobewall ◽  
C. Robert Cloninger ◽  
Dacher Keltner ◽  
...  
Keyword(s):  
Relationship Quality ◽  
Parent Child Relationship ◽  
Follow Up Study ◽  
Child Relationship ◽  
Parent Child

scholarly journals Bullying, Victimization, School Performance, and Mother-Child Relationship Quality: Direct and Transactional Associations

2013 ◽  
Vol 2013 ◽  
pp. 1-11 ◽  
Author(s):  
Kostas A. Fanti ◽  
Stelios N. Georgiou
Keyword(s):  
School Performance ◽  
Bullying Victimization ◽  
Parent Child Relationship ◽  
Child Relationship ◽  
Early Child Care ◽  
Victim Group ◽  
Longitudinal Association ◽  
Bullying Behavior ◽  
Parent Child

The current investigation examines longitudinal differences between bullies, victims, and bully victims in terms of the quality of their relationship with their parents and school performance. We also investigate the transactional association between the quality of the parent-child relationship and bullying behavior, after taking into account the longitudinal association among bullying, victimization, and school performance. The sample consisted of 895 mothers and their children who participated in the NICHD Study of Early Child Care. According to the findings, children in the cooccurring bully victim group were at higher risk to experience continuous conflict with their mothers and to perform worse academically. The findings also offer support for the hypothesized transactional association between bullying and parent-child conflict and closeness. Further, a positive longitudinal transactional association between victimization and parent-child closeness was identified. Finally, school performance was positively related to victimization but was unrelated to bullying behavior.

scholarly journals A Qualitative Study Examining Parental Involvement in Youth Sports over a One-Year Intervention Program

2019 ◽  
Vol 16 (19) ◽  
pp. 3563
Author(s):  
Ausra Lisinskiene ◽  
Marc Lochbaum
Keyword(s):  
Parental Involvement ◽  
Interpersonal Relationships ◽  
Interpretative Phenomenological Analysis ◽  
Intervention Program ◽  
Positive Impact ◽  
Parent Child Relationship ◽  
Child Relationship ◽  
Parents And Children ◽  
Study Results ◽  
Parent Child

The purpose of this 12-month intervention program was to examine parent–child relationship changes within the sports context. A qualitative interpretative phenomenological analysis was used for the study design. Ten families consented to in-depth interviews. The participants were 10 youth sport parents who had one child each aged 5–6 years. The intervention program involved the participation of all the parents and children. The program integrated psychological, educational, and sports skills into pre-organized sports training sessions. The study results revealed that the intervention program had a positive impact on the parent–child relationship in the sports context. Additionally, the study results suggest that parental involvement in the intervention program positively affected parent–child attachment, the quality of interpersonal relationships between the parent and the child, and effective parenting strategies. Future intervention programs should include both parent and children dyads.

scholarly journals How do Interpersonal Relationships Relieve Adolescents’ Problematic Mobile Phone Use? The Roles of Loneliness and Motivation to Use Mobile Phones

2019 ◽  
Vol 16 (13) ◽  
pp. 2286 ◽  
Author(s):  
Rui Zhen ◽  
Ru-De Liu ◽  
Wei Hong ◽  
Xiao Zhou
Keyword(s):  
Interpersonal Relationships ◽  
Mobile Phones ◽  
Parent Child Relationship ◽  
Mobile Phone Use ◽  
Teacher Student ◽  
Problematic Mobile Phone Use ◽  
Child Relationship ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Parent Child

The current study aimed to explore the underlying mechanisms of how interpersonal relationships relieve adolescents’ problematic mobile phone use (PMPU) and to examine the potential mediating roles of loneliness and motivation to use mobile phones. Four thousand five hundred and nine middle school students from four provinces in China were recruited to participate in the investigation. The results showed that the parent–child relationship but not the teacher–student relationship, had a direct and negative effect on PMPU. The parent–child relationship had indirect effects on PMPU through the mediators of loneliness, escape motivation and relationship motivation; the teacher–student relationship had indirect effects on PMPU only through the mediating factors of loneliness and escape motivation. Both parent–child and teacher–student relationships indirectly affected PMPU through a two-step path from loneliness to escape motivation. These findings highlight the more salient role of the parent–child relationship than that of the teacher–student relationship in directly alleviating PMPU and indicate that satisfying interpersonal relationships can buffer adolescents’ PMPU by lowering their loneliness and motivation to use mobile phones.

Sign in / Sign up

Export Citation Format

Share Document