Strengthening parental skills and attachment: proposal for a psychoeducational program for parents in Ciudad Juárez

The family is the first context where the human being learns to socialize and where educational models are installed. The mother and father are generally the main figures responsible for these learnings and are in charge of discipline and parenting strategies derived from parenting skills. There are risk factors that compromise these parental competencies in adults, such as the absence of significant attachment links, conflictive relationships in the environment, parental stress, and difficulty in understanding children´s needs, resulting in inappropriate parenting styles and harmful practices that trigger mistreatment and violence in the family environment. The bond of attachment is another factor that favors parental competencies, since it is oriented to attention, basic care and how to respond to the infant´s needs. In such a way that the proposed psychoeducational program to strengthen parental competences and attachment aims to be a support for parents with difficulties in their parental competencies, providing adequate resources in their parental role and that strengthens the bond of attachment. The proposed methodology is a qualitative approach with a pre-test – post-test desing with a single group and the selection of participants through non-probability convenience sampling.

Family Context and ADHD Symptoms in Middle Childhood: an Explanatory Model

Recent research suggests that Attention Deficit Hyperactivity Disorder (ADHD) may be influenced by interactions between the individual and their social context. This study examined the predictive value of family context variables and attentional control levels on child ADHD symptoms. A new explanatory model of the relationship amongst these variables was also tested. A sample of 754 families with children aged 7 to 11 was assessed through the Conners Parent Rating Scale, the Haezi-Etxadi Family Assessment Scale, and the Attention Network Test. Path analysis models showed a predictive association between children ADHD symptoms and Social Support Network, Parental Stress, Parental Self-efficacy, Attentional Control and being male. Furthermore, a stronger Social Support Network was associated with greater Parental Self-efficacy, a variable that predicted Parental Stress levels and children ADHD symptoms. In conclusion, a new multi-influence model of variables linked to ADHD symptomatology during mid-childhood is provided, which may be useful to support the design of family interventions.

Parent perceptions of a group telepractice communication intervention for autism

Background & Aims Estimates suggest that one in 59 children receive a diagnosis of autism and that early intervention can be effective if applied consistently and intensively. Parent implemented intervention can increase intervention consistency and intensity however, availability of providers, geographical factors, time constraints, and parental stress levels can all act as barriers to service access. Limitations in understanding elements that support family engagement can also impact participation in intervention. Telepractice can increase availability of intervention services and decrease the time and costs associated with face-to-face delivery. Research focused on children with autism has shown that telepractice is acceptable to parents. Despite positive findings for telepractice services with individual clients, limited research has been conducted on telepractice services for parent groups; parent perceptions and preferences regarding intervention; and service delivery methods. This research aimed to investigate parent perceptions of a group intervention programme for autism; the telepractice approach; parent and child outcomes; and parental stress. The purpose of the investigation was to build an understanding of parent's intervention preferences to inform future service offerings, increase choice, and support participation. Methods Eleven parents of preschool children with autism participated in a telepractice delivered group training programme called Hanen More Than Words (HMTW). The intervention is traditionally delivered face to face and teaches strategies to facilitate social-communication development in young children. Quantitative and qualitative measures were used to evaluate parent perceptions of the telepractice HMTW intervention. Data were collected via the Parenting Stress Index, HMTW programme evaluation forms, and online parent survey. Quantitative data was analysed using descriptive statistics. Pre- and post-intervention comparisons of parenting stress were conducted using paired T-Tests. Open comment field responses were analysed qualitatively using a directed content analysis. Results Parents reported high levels of satisfaction with telepractice delivered HMTW across intervention and post programme evaluations. Interactive learning opportunities, group participation, video coaching, individualisation of service, and programme facilitation were identified as key supports to learning. Parents perceived increased insight into the interaction, learning, and behaviour of themselves and their children. They reported positive changes in strategy implementation and confidence. Parents also perceived improvements in their children's communication, responsiveness, interaction, and play following intervention. Parental stress measurements from pre- to post intervention, were not significantly different. Conclusions Telepractice may reduce service barriers and improve access, particularly with the efficiency of a group delivery approach. Utilising technology to deliver group intervention was acceptable to parents and perceived to have positive outcomes for both parent and child. Further investigation into parent perceptions of intervention types and delivery approaches, could facilitate a broader understanding of family needs with respect to service access and engagement. Implications Expansion of telepractice offerings can increase efficiencies and service choice for families and providers. Limitations in service availability and barriers to service access and engagement, confirm the importance of pursuing ongoing service improvements and evaluating the preferences of service users. Development of standardised tools to measure and compare parent perceptions across intervention types and service delivery approaches would be beneficial.

Pelatihan Prophetic Parenting untuk Menurunkan Stres Pengasuhan pada Ibu dengan Anak Disabilitas Tunanetra

<p align="center">ABSTRACT</p><p>This study aims to determine the effect of prophetic parenting training in reducing parenting stress in mothers with children with disabilities. This study involved 7 mothers of children with disability that had parenting stress from the moderate to very high parental stress scores. The seven mothers were divided into two groups, 3 in the experimental group and 4 in the control one. Prophetic parenting training was carried out four times within a two-hour session. Parenting stress was measured using the parenting stress scale from Abidin (Ahern, 2004) adapted by Kurniawan (2012) with a total of 36 items and coefficient α=0.82. Pretest were done before training, posttest 1 was done after training, and posttest 2 was done two weeks after training. The result analysis of friedman test showed that score of p=0.043 (p&lt;0.05). Mann whitney test showed that the measurement of posttes 1 with the score of p=0.054 (p&gt;0.05) and postest 2 with the score of p=0.017 (p&lt;0.05). Hence, it be concluded that the prophetic parenting training has brought the significant effect on the reduction of parenting stress among mothers with the child with disabilities (blind) after getting the time to practice prophetic parenting. The qualitative analisys also supported the result by showing a positive change experienced by each subject in the emotional, behavioral, and spiritual aspect.</p><p> </p><p>Keywords: prophetic parenting training, parenting stress, chld with disability (blind)</p><p align="center"><strong>ABSTRAK </strong></p><p>Penelitian ini bertujuan untuk mengetahui pengaruh pelatihan <em>prophetic parenting </em>dalam menurunkan stres pengasuhan pada ibu dengan anak disabilitas (tunanetra) Subjek dalam penelitian ini adalah 7 ibu dari anak disabilitas tunanetra yang memiliki skor stres pengasuhan dengan kategori sedang hingga sangat tinggi. Tujuh subjek terbagi pada dua kelompok yakni 3 orang kelompok eksperimen dan 4 orang kelompok kontrol. Pelatihan <em>prophetic parenting </em>dilakukan sebanyak empat kali pertemuan. Stres pengasuhan diukur menggunakan skala stres pengasuhan dari Abidin yang diadaptasi oleh Kurniawan dengan jumlah aitem sebanyak 36 aitem dengan koefisien α=0.82. Prates dilakukan sebelum pelatihan, pascates 1 dilakukan setelah pelatihan, dan pascates 2 dilakukan dua minggu setelah pelatihan. <em>Friedman test</em> menghasilkan signifikansi sebesar p=0.043 (p&lt;0.05). Uji <em>mann whitney</em> menunjukkan bahwa pengukuran pascates 1 memiliki nilai p=0.054 (p&gt;0.05) dan pascates 2 memiliki nilai p=0.017 (p&lt;0.05). Oleh karena itu dapat disimpulkan bahwa pelatihan <em>prophetic parenting </em>memberikan pengaruh yang signifikan terhadap penurunan stres pengasuhan pada ibu dengan anak disabilitas (tunanetra) setelah mendapatkan waktu untuk mempraktikkan <em>prophetic parenting</em>. Hal tersebut didukung oleh analisis kualitatif yang menunjukkan adanya perubahan positif yang dialami subjek kelompok eksperimen dalam aspek emosi, kognitif, perilaku, dan spiritual.</p><p> </p>Kata kunci: pelatihan <em>prophetic parenting</em>, stres pengasuhan, anak disabilitas (tunanetra)

Parents’ Perceptions of Education and Culture as a Context of Parental Stress: A Study of Parents of Preschool Children in Hong Kong

This study examines how cultural context mediates the association between parents’ perceptions of education and parental stress under the ABC-X model. The analysis was based on a sample of 6454 parents of preschool children in Hong Kong. Exploratory and confirmatory factor analysis detected two major dimensions of parents’ perceptions of children’s education. Ordinary least squares regression models with interaction terms were used to analyze the identified dimensions’ associations with parental stress. The study found preschool parents with an assertive perception of children’s cognitive skills, discipline, coercion, and competition were more stressed than parents with a responsive perception of children’s non-cognitive skills, self-management, autonomy, and cooperation in education. Parents paradoxically caught between these two types of perceptions were the most stressed. Native residents and earlier immigrant parents also had a higher level of stress than recent immigrants.

“A Little Bit Closer”: A Mixed Method Analysis of the Effect of the COVID-19 Pandemic on the Lives of Adolescent Parents

Using a Family Stress Model framework, we used quantitative and qualitative methods to investigate the impact of the pandemic on Latinx pregnant and parenting adolescents and their families. Participants were 406 adolescents (ages 14–19) in the southwestern U.S. who participated in a school-based relationship education program for pregnant and parenting adolescents. In the quantitative analysis, we compared self-reported mental health (depressive symptoms, worry, parental stress), coparental relationships (conflict and communication), and parenting of adolescents who participated prior to the pandemic ( N = 357; 83.6% female; 84.7% Latinx) with those who participated during the pandemic ( N = 49; 74.6% female; 87.8% Latinx). Unexpectedly, the pandemic-period cohort reported fewer depressive symptoms, less parental stress, more frequent coparental communication, and more positive coparental communication and conflict management than the pre-pandemic cohort. For the qualitative analysis, we conducted focus groups and individual interviews with 21 adolescent parents (95.2% female; 90.5% Latinx) from the pandemic-period cohort and analyzed the data using thematic analysis. Participants reported many negative effects of the pandemic including increased economic and health stress, yet also discussed reduced pressure with school and more time with family members. These findings have important implications for enhancing the well-being of adolescent parents and their children after the pandemic.

Study of the expression of attitudes on intensive parenting in Russian women

The cultural and ideological shift of the parenting paradigm towards the child-centred approach in upbringing leads to the need to study the phenomenology of intensive parenting (motherhood) in Russian psychology. For the first time, the article has presented the quantitative results of the intensity of the attitudes of intensive parenting in Russian women (as part of the pilot version of the Intensive Parenting Attitudes Questionnaire (IPAQ) methodology testing) (Liss M., Schiffrin H.H., Mackintosh V.H., Miles-McLean H., Erchull M.J., 2013) The study involved 138 women aged 23 to 56 years (M = 38.43) with number of children 1 to 5 (M = 1.93). It was found that the central element in the model of intensive parenting Russian women advocate child-centredness. Differences in the fullness of intense parental attitudes, depending on the age of the mother, are described. The severity of the attitudes to intensive motherhood is rather weakly interconnected with the peculiarities of the life context, and the socio-demographic characteristics of women. The findings can be used to address parental stress, burnout and general life dissatisfaction with individual clients and families.

Partner supportive dyadic coping and relationship stability among parents of children with autism spectrum disorder

Studies involving parents of children with autism spectrum disorder (ASD) have reported negative relationship outcomes for some couples and positive for others, indicating the need to determine the moderators of the link between stress and divorce. This study aims to examine the moderating effect of partner supportive dyadic coping, i.e., interpersonal coping that involves providing comfort, empathy, or practical advice to one’s partner, on the association between parental stress and relationship stability among parents of children with ASD. The study was conducted on a sample of parents (N=89) who met the criteria of being in a relationship and parenting at least one child diagnosed with ASD. The questionnaire included the Parental Stress Scale, a subscale of the Dyadic Coping Inventory, an item assessing the potential for divorce, and sociodemographic variables. The logistic regression analysis model explained a substantial amount of the variance of relationship stability. Higher probability of having a stable relationship was associated with lower levels of parental stress and higher levels of supportive dyadic coping. Additionally, supportive dyadic coping buffered the negative effect of parental stress: the effect of stress on relationship stability was evident only among participants whose partners showed low supportive dyadic coping. The results indicate that a relationship does not necessarily end in divorce when a couple experiences stressful circumstances, such as raising a child with ASD. The key factor could be supportive dyadic coping that prevents negative effects of stress on relationship maintenance. Support services should aim to enhance supportive dyadic coping skills among parents, and advocate for the fact that both stress and coping are joint processes of partners in a relationship.