scholarly journals The Activation Relationship to Father and the Attachment Relationship to Mother in Children with Externalizing Behaviors and Receiving Psychiatric Care

2021 ◽  
Vol 2 (1) ◽  
pp. 59-70
Author(s):  
Daniel Paquette ◽  
Chantal Cyr ◽  
Sébastien Gaumon ◽  
Martin St-André ◽  
Mutsuko Émond-Nakamura ◽  
...  
Keyword(s):  
Risk Taking ◽  
Externalizing Behavior ◽  
Psychiatric Care ◽  
Externalizing Behaviors ◽  
Clinical Sample ◽  
Surrounding Environment ◽  
Child Externalizing Behaviors ◽  
And Control ◽  
The Impact ◽  
Attachment To Mother

The activation relationship refers to the emotional bond a child develops with a parent that helps ensure the regulation of risk-taking during child exploration of the surrounding environment. As a complement to Bowlby’s attachment theory, activation relationship theory provides a greater understanding of the impact of fathering on child development, focusing primarily on parental stimulation of risk-taking and control during child exploration. The overarching objective of this article is to better understand the association between children’s relationship quality with both parents, via the activation to father and the attachment to mother relationships, and child externalizing behaviors in a clinical sample. Fifty two-parent families (40 boys and 10 girls) were recruited at random from a population of children receiving treatment at the perinatal and early childhood psychiatry clinic. Results with 44 children (with complete cases) showed that overactivated preschoolers displayed more externalizing behaviors than did children with either an activated or an under-activated relationship with their father. Results also showed that children with a disorganized-controlling caregiving attachment to their mother marginally presented with higher levels of externalizing behavior.

scholarly journals Genetic vulnerability interacts with parenting and early care and education to predict increasing externalizing behavior

2013 ◽  
Vol 38 (1) ◽  
pp. 70-80 ◽  
Author(s):  
Shannon T. Lipscomb ◽  
Heidemarie Laurent ◽  
Jenae M. Neiderhiser ◽  
Daniel S. Shaw ◽  
Misaki N. Natsuaki ◽  
...  
Keyword(s):  
Externalizing Behavior ◽  
Externalizing Behaviors ◽  
Early Care And Education ◽  
Genetic Influences ◽  
Early Care ◽  
Adoptive Families ◽  
Birth Parents ◽  
Birth Parent ◽  
Child Externalizing Behaviors ◽  
Overreactive Parenting

The current study examined interactions among genetic influences and children’s early environments on the development of externalizing behaviors from 18 months to 6 years of age. Participants included 233 families linked through adoption (birth parents and adoptive families). Genetic influences were assessed by birth parent temperamental regulation. Early environments included both family (overreactive parenting) and out-of-home factors (center-based Early Care and Education; ECE). Overreactive parenting predicted more child externalizing behaviors. Attending center-based ECE was associated with increasing externalizing behaviors only for children with genetic liability for dysregulation. Additionally, children who were at risk for externalizing behaviors due to both genetic variability and exposure to center-based ECE were more sensitive to the effects of overreactive parenting on externalizing behavior than other children.

Does Gender Moderate the Relations Between Externalizing Behavior and Key Emergent Literacy Abilities? Evidence From a Longitudinal Study

2013 ◽  
Vol 21 (7) ◽  
pp. 600-609 ◽  
Author(s):  
Nicholas P. Allan ◽  
Shauna W. Joye ◽  
Christopher J. Lonigan
Keyword(s):  
Preschool Children ◽  
Behavior Problems ◽  
Emergent Literacy ◽  
Problem Behaviors ◽  
Externalizing Behavior ◽  
Externalizing Behaviors ◽  
Literacy Skills ◽  
Emergent Literacy Skills ◽  
Vocabulary Skills ◽  
The Impact

Objective: There is a significant negative relation between externalizing behavior and emergent literacy skills among preschool children. Method: The purpose of this study was to examine the impact of gender on the predictive relation of externalizing behavior and emergent literacy in a group of 178 preschool children (mean age = 48.50 months, SD = 3.66; 48% boys). Results: Externalizing behaviors predicted emergent literacy over time. Distinct patterns of predictive associations dependent on gender were found. Girls with higher levels of externalizing behaviors experienced less change in their vocabulary skills compared with the vocabulary change shown by girls with lower levels of these problem behaviors. Conclusion: The results suggest that early identification programs that include externalizing behavior problems and their relation with emergent literacy development should account for potential gender differences. A theoretical framework in which girls with behavior problems receive less opportunity for vocabulary acquisition is presented.

The Impact of Family Involvement on the R&D Intensity of Publicly Traded Firms

2011 ◽  
Vol 24 (1) ◽  
pp. 62-70 ◽  
Author(s):  
Fernando Muñoz-Bullón ◽  
Maria J. Sanchez-Bueno
Keyword(s):  
Family Involvement ◽  
Risk Taking ◽  
Time Horizon ◽  
Family Firms ◽  
Publicly Traded ◽  
Time Period ◽  
Resource Endowment ◽  
Negative Effect ◽  
And Control ◽  
The Impact

This study examines the impact of family involvement in ownership and control on firms’ R&D intensity, relying on panel data on publicly held firms in Canada over the 2004 to 2009 time period. The literature on the link between family firms and R&D is unclear: although some characteristics may promote R&D intensity in family firms, others factors may have a negative effect. Thus, the authors propose a theoretical framework whereby differences in R&D intensity between family and nonfamily firms are explained based on key conditions, including time horizon, agency costs, resource endowment, or risk-taking behavior. The findings of this study show that publicly traded family firms in Canada record lower R&D intensity compared with nonfamily firms and, therefore, support one side of the previous literature over the other.

The Impact of Parents and Teachers on Externalizing Behavior Among Latino/a Adolescents via Academic Achievement: Combining the Mental Health and Educational Perspectives

2020 ◽  
Vol 28 (3) ◽  
pp. 290-299
Author(s):  
Sergio B. Pereyra ◽  
Roy A. Bean ◽  
Julio G. Ruiz ◽  
Belén Velasco
Keyword(s):  
Mental Health ◽  
Academic Achievement ◽  
Externalizing Behavior ◽  
Parental Monitoring ◽  
Externalizing Behaviors ◽  
Developmental Theory ◽  
Latino Adolescents ◽  
Equation Modeling ◽  
Maternal Support ◽  
The Impact

Given the Latino adolescents’ heightened risk of externalizing behaviors and academic disparities experienced by Latino adolescents, this study unifies the mental health and educational perspectives to better understand factors that impact the externalizing behavior among them. Eco-developmental theory was used to conceptualize the link between parenting factors, academic factors, and externalizing behavior. Structural equation modeling was used to analyze the effects of parental support, parental monitoring knowledge, and the adolescent–teacher relationship on externalizing behavior through academic achievement (mediator), in a pool of 508 Latino adolescents from the West Texas area. Findings show that maternal support, the adolescent–teacher relationship, and academic achievement to be negatively related to externalizing behavior. In addition, maternal support and the adolescent–teacher relationship were positively associated with academic achievement. Finally, the results demonstrated academic achievement as a mediating factor in the inverse relationship between adolescent–teacher relationship and externalizing behaviors. Implications are further discussed.

scholarly journals Parenting, culture, and the development of externalizing behaviors from age 7 to 14 in nine countries

2018 ◽  
Vol 30 (5) ◽  
pp. 1937-1958 ◽  
Author(s):  
Jennifer E. Lansford ◽  
Jennifer Godwin ◽  
Marc H. Bornstein ◽  
Lei Chang ◽  
Kirby Deater-Deckard ◽  
...  
Keyword(s):  
Externalizing Behavior ◽  
Multilevel Models ◽  
Externalizing Behaviors ◽  
The United States ◽  
The Philippines ◽  
Individual Level ◽  
Children And Parents ◽  
Child Externalizing Behaviors ◽  
The Individual ◽  
Child Externalizing

AbstractUsing multilevel models, we examined mother-, father-, and child-reported (N= 1,336 families) externalizing behavior problem trajectories from age 7 to 14 in nine countries (China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States). The intercept and slope of children's externalizing behavior trajectories varied both across individuals within culture and across cultures, and the variance was larger at the individual level than at the culture level. Mothers’ and children's endorsement of aggression as well as mothers’ authoritarian attitudes predicted higher age 8 intercepts of child externalizing behaviors. Furthermore, prediction from individual-level endorsement of aggression and authoritarian attitudes to more child externalizing behaviors was augmented by prediction from cultural-level endorsement of aggression and authoritarian attitudes, respectively. Cultures in which father-reported endorsement of aggression was higher and both mother- and father-reported authoritarian attitudes were higher also reported more child externalizing behavior problems at age 8. Among fathers, greater attributions regarding uncontrollable success in caregiving situations were associated with steeper declines in externalizing over time. Understanding cultural-level as well as individual-level correlates of children's externalizing behavior offers potential insights into prevention and intervention efforts that can be more effectively targeted at individual children and parents as well as targeted at changing cultural norms that increase the risk of children's and adolescents’ externalizing behavior.

Risk-taking and Self-actualization in EFL Positive Classroom Environment

2020 ◽  
Vol 3 (3) ◽  
pp. 352-365
Author(s):  
Liqaa Habeb Al-Obaydi
Keyword(s):  
College Students ◽  
Risk Taking ◽  
Classroom Environment ◽  
Measurement Tools ◽  
Teachers And Students ◽  
Self Actualization ◽  
Efl College Students ◽  
And Control ◽  
The Impact

This study expresses a positive classroom environment depending on two axes; physical setting of the classroom and the role of the teacher as a positive atmosphere creator. By applying the proposed environment, the study tries to discover the impact of it on EFL college students’ self-actualization and risk-taking. To obtain the objectives and to verify a hypothesis, an experimental design was applied by using two groups, experimental and control. The sample of the study consists of sixty EFL first stage college students divided into two groups, each of which is thirty. The first group is the experimental, which is taught in a positive classroom environment as stated by this study. The second group is the control one, which is taught traditionally by letting the classroom as it is, without any positive addition. Two measurement tools have been used; a scaled questionnaire that has been adapted from Stephen D. Luft (2007), and a self-actualization scale that is developed by Jones & Crandall (1986).Using a t-test for the two independent samples shows notable effects on EFL college students’ risk-taking and self-actualization. Based on the results obtained, educational implications that are concerned with teachers and students have been put forward.    

scholarly journals Irrational risk-taking of professionals? The relationship between risk exposures and previous profits

2021 ◽  
Author(s):  
Edina Berlinger ◽  
Barbara Dömötör ◽  
Balázs Árpád Szűcs
Keyword(s):  
Risk Taking ◽  
Risk Attitude ◽  
Insurance Companies ◽  
Individual Experience ◽  
Financial Firms ◽  
Panel Regressions ◽  
Key Factor ◽  
Experience Effects ◽  
And Control ◽  
The Impact

AbstractThe risk attitude of investors is a key factor determining financial asset prices and market trends. Changes in risk attitude may be due to the interference of macro-level (business cycle) and micro-level (individual experience) effects. We investigate the impact of individual experience on the subsequent risk-taking attitude of professionals via the analysis of the trading activity of 351 non-financial firms and (non-bank) financial institutions (insurance companies, financial intermediaries, etc.) covering 57,039 FX forward transactions in a highly volatile period between January 2008 and November 2012. Panel regressions for all firms and institutions do not show significant behavioral patterns. When investigating each client separately, however, we find that 39.7% of the clients having enough transactions to analyze statistically tend to increase their risk exposure irrationally after large gains or losses which can be the manifestation of the break-even and house-money effects well-documented in the literature for non-professionals. This irrational behavior may destroy value, so both market players and regulators should pay attention to monitor and control it.

scholarly journals The Father-Child Activation Relationship, Sex Differences, and Attachment Disorganization in Toddlerhood

2013 ◽  
Vol 2013 ◽  
pp. 1-9 ◽  
Author(s):  
Daniel Paquette ◽  
Caroline Dumont
Keyword(s):  
Sex Difference ◽  
Risk Taking ◽  
Emotional Support ◽  
Parental Behavior ◽  
Strange Situation ◽  
Attachment Relationship ◽  
Attachment Disorganization ◽  
And Control ◽  
The Impact ◽  
Stimulation Of

The activation relationship theory serves as a complement to Bowlby’s attachment theory to better understand the impact of fathering on child development, focusing primarily on parental stimulation of risk taking and control during children’s exploration. The first aim of this study was to confirm that the activation relationship as assessed with the observational procedure, the Risky Situation, is primarily determined by paternal stimulation of risk taking as assessed by questionnaire. The second aim was to verify the link between the activation relationship and attachment disorganization. The third aim was to verify the existence of a sex difference in father-toddler dyad activation relationships. The Strange Situation procedure and the Risky Situation procedure were conducted with 58 father-toddler dyads. Fathers completed questionnaires on child temperament and parental behavior. Paternal stimulation of risk taking explains activation once child sex and temperament, the attachment relationship, and emotional support are taken into account. Moreover, there is no relation between the father-child activation relationship and attachment disorganization. Finally, data confirm the existence of a sex difference in the activation relationship in toddlers: fathers activate their sons more than their daughters.

Suppressed, but Not Forgotten

2011 ◽  
Vol 70 (1) ◽  
pp. 5-11 ◽  
Author(s):  
Beat Meier ◽  
Anja König ◽  
Samuel Parak ◽  
Katharina Henke
Keyword(s):  
Memory Trace ◽  
Thought Suppression ◽  
Test Phase ◽  
Indirect Test ◽  
Final Test ◽  
Test Experiment ◽  
And Control ◽  
Cue Words ◽  
The Impact

This study investigates the impact of thought suppression over a 1-week interval. In two experiments with 80 university students each, we used the think/no-think paradigm in which participants initially learn a list of word pairs (cue-target associations). Then they were presented with some of the cue words again and should either respond with the target word or avoid thinking about it. In the final test phase, their memory for the initially learned cue-target pairs was tested. In Experiment 1, type of memory test was manipulated (i.e., direct vs. indirect). In Experiment 2, type of no-think instructions was manipulated (i.e., suppress vs. substitute). Overall, our results showed poorer memory for no-think and control items compared to think items across all experiments and conditions. Critically, however, more no-think than control items were remembered after the 1-week interval in the direct, but not in the indirect test (Experiment 1) and with thought suppression, but not thought substitution instructions (Experiment 2). We suggest that during thought suppression a brief reactivation of the learned association may lead to reconsolidation of the memory trace and hence to better retrieval of suppressed than control items in the long term.

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