The Role of Disciplinary Parenting Practices in Early Childhood Socio-Emotional Development: An Examination in the Millennium Cohort Study

Objective: Patterson’s coercion model describes a gradual escalation in maladaptive parent-child transactions whereby externalizing behaviors lead to increases in maladaptive parenting, and vice versa. Little research has investigated whether the model’s implied mechanisms are also relevant for illuminating the role of parent-child interactions in internalizing problems. Also, most studies have been limited by a methodological mismatch between the within-family effects implied by Patterson’s model and parameters estimated by statistical models, such as cross-lagged panel models, that conflate within- and between-family effects. Method: The current study investigates the role of two types of disciplinary parenting practices (harsh parenting and withdrawal tactics) in the within-person development of conduct problems, hyperactive/inattentive behaviors and emotional problems. A random-intercept cross-lagged panel model was fit across ages 3, 5 and 7 (N=14037) using the UK population representative Millennium Cohort Study.Result: Results suggested bidirectional relations between harsh parenting tactics and hyperactive/inattentive behaviors as well as emotional problems. Withdrawal tactics were associated with fewer hyperactive/inattentive behaviors and emotional problems over the age 3 to 5 lag, but more hyperactive/inattentive behaviors and conduct problems over the age 5 to 7 lag. Mediation analyses indicated that the combined effect of harsh parenting and withdrawal tactics mediated a cascade from conduct problems to emotional problems. Conclusion: Findings support Patterson’s coercion model, providing evidence for reciprocal within-family relations between parenting practices and child behaviors. They further confirm the importance of addressing parenting difficulties in families where children present with socio-emotional difficulties for the prevention of the accumulation of additional issues.

Disrupted mothering in Iranian mothers with breast cancer: a hybrid concept analysis

Background Defining the disrupted mothering would contribute to developing strategies to support mothers with breast cancer. The aim of this study was to analyze the concept of mothering disruption using a hybrid model. Methods The Hybrid method for concept analysis was implemented consisting of three phases: theoretical, fieldwork, and final analysis. In the theoretical phase, the literature was searched using electronic databases including PubMed, ScienceDirect, Scopus, ProQuest, Google Scholar, CINAHL, Wiley, Ovid, Magiran, and SID from 2000 to 2020. Any quantitative or qualitative studies published in English or Persian, which were focused on mothering disruption in mothers with breast cancer were included in the study. In the phase of fieldwork, 20 mothers were interviewed to explore the aspects of mothering disruption. The interviews were transcribed and analyzed with conventional content analysis. In the final phase, an overall analysis of the two previous phases was performed. Results In the theoretical phase, the following attributes were determined: “disturbance in maternal identity and roles”, “maternal insensitivity and unresponsiveness: disconnection physically and psychologically”, “the career disruption process” and “biographical disruption”. The fieldwork phase explored three themes including “the unbalance between multiple roles”, “role failure”, and “reduced maternal sensitivity”. The final synthesis yielded that the main integrated elements of mothering disruption are “disease as threating maternal role and identity”, “inability to interpret and respond to child behaviors and needs”, and “support for transitioning from being patient toward maternal competency”. Conclusion With a deeper understanding of the term ‘disrupted mothering’ or ‘mothering disruption’, healthcare providers will have a foundation to improve cancer care, deliver effective communication and help such mothers cross this disruption and achieve restoration of their mothering role. Future research is needed to validate this concept and explore connections with health outcomes.

Children and Infants in Aviation Accidents

BACKGROUND: This study examines the relationship between seat restraints and injuries of children and infants who were passengers on an aircraft and gives a detailed analysis of children whose behavior contributed to an accident.METHODS: A total of 58 accident reports from 1980 until 2015 were extracted from the NTSB online database in which children were mentioned. In at least 10 cases the childs behavior contributed to the accident.RESULTS: Violations of regulations by the Federal Aviation Authority (FAA) as well as the age and number of children and infants on board were each reported inconsistently. Violations of regulations were significantly more common when accidents occurred during the takeoff phase. Child behaviors that caused accidents included distraction of crew, not wearing a seatbelt, and running into dangerous areas.CONCLUSIONS: Pilots and crew, especially in General Aviation, need to be made aware of the need to enforce FAA regulations concerning child restraint systems. It is recommended that children both on the ground and inside an aircraft have adult supervision in addition to supervising aircraft crew to prevent distractions that harm the safe operation of an aircraft.Kalagher H, de Voogt A. Children and infants in aviation accidents. Aerosp Med Hum Perform. 2021; 92(5):353357.

A Systematic Review of Parent–Child Shared Book Reading Interventions for Infants and Toddlers

Parents are encouraged to read to their children as early as possible. Multiple studies of parent–child shared book reading with children ages 3 years and older have shown positive outcomes on parent use of language-based strategies and child language development. However, few studies have included children under the age of 3; thus, little is known about interventions for parent–child shared book reading practices with infants and toddlers. In this systematic review, we examined 12 studies of interventions that included practice opportunities to support parent–child shared book reading practices with infants and toddlers between the ages of birth and 3 years. Across the studies, parents were taught to use interactive shared book reading strategies through a variety of teaching functions; however, only six studies included direct measurement of parent strategy use and child behaviors during shared book reading interactions. Directions for future research and the implications of this review are discussed.

“Because I said so!”: Mothers’ conventional conflict justifications related to resolution and child behavior problems and temperamental reactivity

A common strategy parents use to justify their point of view during parent–child conflict is conventional reasoning, which focuses on child obedience to authority. In this brief report, we examined mothers’ use of conventional justification during mother–child conflict discussions in relation to the resolution reached and children’s behavior problems and temperamental reactivity concurrently and longitudinally. Participants included 190 mothers and their 5- to 7-year-old children. Dyads engaged in a conflict discussion task in the laboratory, which was coded for mothers’ use of conventional justification and the type of resolution reached. Mothers reported on child behavior problems and temperamental reactivity then and 1 year later. Results showed mothers used more conventional reasoning during conflict discussions that resulted in a win/loss resolution compared to a compromise. Mothers’ conventional reasoning was concurrently associated with more child externalizing behaviors and temperamental reactivity at Year 1. Mothers’ conventional reasoning did not relate to changes in child behaviors over time. Findings are discussed in terms of mothers’ conceptions of parental authority and possible directions of effects.

Educational Practices and Child Behaviors: Mothers’ and Teachers’ Evaluation

The objective of this study was to describe and compare mothers’ and teachers’ reports concerning their educational social skills and negative practices and children’s behavioral problems and social skills. The mothers and teachers of 81 children participated in this study. The children were assigned to four groups depending on whether they presented problems exclusively at home, school, in both, or none of these contexts. Valid instruments measured educational practices and child behavior. The results show that: (a) mothers and teachers agreed that children with problems in both contexts presented the highest level of impairment; (b) the mothers more frequently reported skills such as affection, adopted negative practices, and identified problem behaviors; (c) the teachers reported more skills such as limit setting. The conclusion is that teachers’ and mothers’ practices differ, and such information can guide preventive programs and interventions.

Primary Socialization on the Formation of Child Behaviors in Kenya

Early childhood socialization is particularly important in the formation of personality. Usually, through socialization, children learn to make important future choices in all spheres of life. This can be in terms of political, social, economic, and physical decision making. Recently, children have been reported to use inappropriate language on adults and their mates; fighting teachers, parents, and adults; burning schools; abusing drugs; engaging in premarital sex; even trafficking drugs; among other social vices. Moreover, children have been seen to value ethnic and religious pessimism. The pessimism has led to the retention of negative ethnicity leading to prejudice and stereotyping. Studies have pointed out poor parenting as the main cause for this disturbing trend. The study was guided by the social learning theory and cognitive development theory. The study adopted a simple analytical framework—the search, appraisal, synthesis, and analysis (SALSA)—to examine the main review types. Data were analyzed using discourse and content analysis.

Experiencing social connection: A qualitative study of mothers of nonspeaking autistic children

Autistic children do not consistently show conventional signs of social engagement, which some have interpreted to mean that they are not interested in connecting with other people. If someone does not act like they are interested in connecting with you, it may make it difficult to feel connected to them. And yet, some parents report feeling strongly connected to their autistic children. We conducted phenomenological interviews with 13 mothers to understand how they experienced connection with their 5- to 14-year-old nonspeaking autistic children. Mothers of nonspeaking autistic children represent a unique group in which to study connection because their children both may not seem interested in connecting with them and have limited ability to communicate effectively using speech, a common way people connect with each other. The mothers in this study interpreted a range of child behaviors—some unconventional, but many conventional—as signs that their children were interested in connecting with them, (re)framed child behaviors that could undermine connection as caused by factors unrelated to the relationship, and expressed several convictions that may help build and sustain connection in the face of uncertainty about the meaning of their children’s behavior. Even though their autistic children may not consistently act in conventional socially oriented ways, these mothers reported perceiving their children’s behavior as embedded within an emotionally reciprocal relationship.