Video-Coded Maternal Behaviours and Stress Reactivity in Preschoolers of Mothers with Depression

Parents play an important role in supporting their children’s social-emotional development and well-being. Social buffering theory suggests that positive parent-child relationships are associated to children’s ability to cope with acute stress. One method utilized to measure parent-child relationships is through observed video-coded interactions, but in the context of acute stress, there is an identified gap in standardized video coding systems. We created a video coding scheme to capture maternal behaviours associated with children’s stress reactivity and recovery in a sample of mothers with clinical depression and their preschool aged children (N = 40). Mother-child dyads participated in a baseline assessment of a larger clinical trial study via online videoconferencing platform. Children partook in an acute stressor task alongside salivary cortisol and heart rate measurements. Video recordings of maternal behaviours were collected both during and after the acute stressor task. Transcriptions of maternal behaviours were recorded to inform the microanalytic coding scheme development. These transcriptions were consolidated into codes based on established systems and clinical theory. Partial construct validity of the video coding scheme was found when comparing the observed maternal behaviours with a standardized questionnaire of parenting behaviour. Results indicate that observed global maternal involvement during the online stressor task produced a blunting effect on children’s stress reactivity. However, no associations between mothers’ parenting behaviours after the stressor and children’s stress physiology were found. Results may inform parenting interventions aimed at supporting children’s well-being.

Homework and Children in Grades 3–6: Purpose, Policy and Non-Academic Impact

Child & Youth Care Forum ◽

10.1007/s10566-021-09602-8 ◽

2021 ◽

Author(s):

Melissa Holland ◽

McKenzie Courtney ◽

James Vergara ◽

Danielle McIntyre ◽

Samantha Nix ◽

...

Keyword(s):

Emotional Health ◽

Well Being ◽

Emotional Impact ◽

Sleep Habits ◽

Academic Impact ◽

Family Time ◽

Social And Emotional ◽

Elementary Aged Children ◽

Abstract Background Increasing academic demands, including larger amounts of assigned homework, is correlated with various challenges for children. While homework stress in middle and high school has been studied, research evidence is scant concerning the effects of homework on elementary-aged children. Objective The objective of this study was to understand rater perception of the purpose of homework, the existence of homework policy, and the relationship, if any, between homework and the emotional health, sleep habits, and parent–child relationships for children in grades 3–6. Method Survey research was conducted in the schools examining student (n = 397), parent (n = 442), and teacher (n = 28) perception of homework, including purpose, existing policy, and the childrens’ social and emotional well-being. Results Preliminary findings from teacher, parent, and student surveys suggest the presence of modest impact of homework in the area of emotional health (namely, student report of boredom and frustration), parent–child relationships (with over 25% of the parent and child samples reporting homework always or often interferes with family time and creates a power struggle), and sleep (36.8% of the children surveyed reported they sometimes get less sleep) in grades 3–6. Additionally, findings suggest misperceptions surrounding the existence of homework policies among parents and teachers, the reasons teachers cite assigning homework, and a disconnect between child-reported and teacher reported emotional impact of homework. Conclusions Preliminary findings suggest homework modestly impacts child well-being in various domains in grades 3–6, including sleep, emotional health, and parent/child relationships. School districts, educators, and parents must continue to advocate for evidence-based homework policies that support children’s overall well-being.

A literature review of gratitude, parent–child relationships, and well-being in children

Developmental Review ◽

10.1016/j.dr.2021.100948 ◽

2021 ◽

Vol 61 ◽

pp. 100948

Author(s):

Carli A. Obeldobel ◽

Kathryn A. Kerns

Keyword(s):

Literature Review ◽

Well Being ◽

Child Parent Relationship Training (CPRT): Enhancing Parent-child Relationships for Military Families

Advances in Social Work ◽

10.18060/1881 ◽

2012 ◽

Vol 13 (1) ◽

pp. 51-66 ◽

Cited By ~ 5

Author(s):

Staci J. Jensen-Hart ◽

Jeff Christensen ◽

Lacey Dutka ◽

J. Corey Leishman

Keyword(s):

Parental Stress ◽

Military Families ◽

Negative Impact ◽

Well Being ◽

Training Model ◽

Parent Child Relationship ◽

Child Relationship ◽

Parent Relationship ◽

Military families experience increased stress when facing issues of deployment, separation, and reunification. The increased stress impacts the parent-child relationship as well as child behavioral and emotional well-being. Although recognizing the resiliency of military families, research points to the need to monitor parental stress both pre- and post-deployment and highlights the inherent risks that separation and reunification pose for the parent-child relationship bond. This pilot study was designed to explore the effectiveness of the Child Parent Relationship Therapy (CPRT) Training Model as a proactive method of enhancing parent-child relationships, reducing parental stress, and preventing negative impact of military separations on children.

Developmental Effects of Parent–Child Separation

Annual Review of Developmental Psychology ◽

10.1146/annurev-devpsych-121318-085142 ◽

2019 ◽

Vol 1 (1) ◽

pp. 387-410 ◽

Cited By ~ 4

Author(s):

Anne Bentley Waddoups ◽

Hirokazu Yoshikawa ◽

Kendra Strouf

Keyword(s):

Community Support ◽

Well Being ◽

Host Community ◽

Children And Youth ◽

Social Emotional Development ◽

Social Emotional ◽

Community Based Interventions ◽

Left Behind ◽

Child Separation ◽

Parent–child separation occurs for many reasons, both involuntary and voluntary. We review the effects on children and youth of parent–child separation due to several of the most common reasons that are responsible for the growth in this family circumstance worldwide. These include early institutionalization; war, persecution, and conflict; separation during asylum; trafficking; conscription into armed conflict; and being left behind when parents migrate for economic or other reasons. Overall, the effects of parent–child separation are consistently negative on children's social-emotional development, well-being, and mental health. They are more severe when the separation is prolonged or accompanied by other forms of deprivation or victimization. Mitigating and protective factors include earlier stable family placement in the case of early institutionalization, parent–child communication and parenting quality, and community support in the host community. We conclude with an evaluation of group, school-based, and community-based interventions for children and youth affected by parent–child separation.

The "Test-Tube" Generation: Parent-Child Relationships and the Psychological Well-Being of In Vitro Fertilization Children at Adolescence

Child Development ◽

10.1111/1467-8624.00299 ◽

2001 ◽

Vol 72 (2) ◽

pp. 599-608 ◽

Cited By ~ 80

Author(s):

Susan Golombok ◽

Fiona MacCallum ◽

Emma Goodman

Keyword(s):

In Vitro Fertilization ◽

Well Being ◽

Test Tube ◽

Psychological Well Being ◽

Vitro Fertilization ◽

THE EFFECT OF PARENT-CHILD RELATIONSHIPS ON THE WELL-BEING OF PARENTS OF ADULTS WITH MENTAL ILLNESS

Innovation in Aging ◽

10.1093/geroni/igx004.2576 ◽

2017 ◽

Vol 1 (suppl_1) ◽

pp. 717-718

Author(s):

E. Namkung ◽

J. Greenberg

Keyword(s):

Mental Illness ◽

Well Being ◽

Adults With Mental Illness ◽

The power of Dad: How parent-child relationships are key to well-being

PsycEXTRA Dataset ◽

10.1037/e598382010-027 ◽

2010 ◽

Author(s):

Amy Novotney

Keyword(s):

Well Being ◽

Addressing Intergenerational Trauma With an Innovative Instrument and Process

Creative Nursing ◽

10.1891/crnr-d-20-00021 ◽

2020 ◽

Vol 26 (4) ◽

pp. 267-271

Author(s):

Sheila Sweeney

Keyword(s):

Reflective Functioning ◽

Well Being ◽

African American Mothers ◽

Parent Child Relationship ◽

Negative Experiences ◽

Suburban Areas ◽

Child Relationship ◽

Mental Experience ◽

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.