The Role of Intimate Partner Violence, Couple Dissatisfaction and Parenting Behaviors in Understanding Parental Burnout

Parental burnout (PB), a relatively new and under-studied construct, is defined as a condition resulting from chronic parenting stress. While recent research confirmed its negative associations with familial variables, such as relationship satisfaction and positive parenting practices, little is known about the role of intimate partner violence (IPV) and how it relates to parental burnout. The present study, therefore, aimed to extend existing knowledge on chronic parenting stress by 1) testing for the mediational role of couple dissatisfaction in explaining the link from IPV victimization to PB as well as the link from IPV victimization to dysfunctional parenting, and 2) investigating how specialist gender roles and parental responsibilities for child care relate to IPV victimization and PB. Data collection was part of an international collaboration on factors related to parental satisfaction and exhaustion across different countries. Self-report data from Austrian mothers (N = 121) were collected online and analyzed using structural equation modeling. Results indicated that couple dissatisfaction mediates the link from IPV victimization to PB, as well as IPV victimization to dysfunctional parenting. Furthermore, only specialist gender roles were significantly related to IPV, while parental responsibilities for child care did not significantly relate to experiences of violence. Additionally, neither specialist gender roles nor parental responsibilities were significantly associated with PB in the final model. Overall, our findings connect to family models, such as the Family System Theory and Spillover Theory, underscoring the importance of couples’ relationship quality for understanding parental burnout and parenting behaviors in mothers.

Lack of Maternal Social Capital Increases the Likelihood of Harsh Parenting

Does low maternal social capital increase the likelihood of parents using harsh parenting behaviors? We analyzed random digit dial telephone survey data from 661 female primary caregivers across Colorado. Positive reports of the use of either physically or psychologically harsh parenting methods were classified as harsh parenting. Absence of social capital was assessed within the family and the community; lack of social capital within the family was measured in terms of an absence of support from a partner and an additional caregiver. Absence of social capital within the community was measured as lack of interpersonal resources from neighbors and religious activities. Nearly 30% admitted to one or more physically harsh parenting behaviors in the prior year, and 85.8% reported at least one psychologically harsh parenting behavior. Lower levels of neighborhood connectedness were associated with physically harsh parenting (odds ratio = 1.50). Conflict between partners (odd ratio = 2.50) and the absence of an additional caregiver (odds ratio = 1.88) increased psychologically harsh parenting. One practical implication is that mental health and medical providers should help new parents value, access, or develop social networks within the community to prevent children from experiencing harsh parenting.

Parenting behavior and child ADHD

Objective: Parenting behavior is a well-established correlate of offspring ADHD. Yet, little is known about how parenting exerts its effects on offspring ADHD. We examined whether prospective associations between positive and negative parenting behaviors and child ADHD symptoms are mediated by deficits in child executive function (EF) and reward responsivity (RR). Method: A total of 135 children, with and without ADHD were assessed at mean ages 6 and 8. Children completed tasks on EF, and parents completed questionnaires about their parenting, and their children’s RR and children’s ADHD symptoms. Results: Negative parenting (but not positive parenting) was indirectly associated with offspring ADHD subtypes via the effects of Wave 1 EF and RR at Wave 2. Conclusion: Individual differences in EF and RR during the early childhood years may constitute a potential pathway by which negative parenting behaviors exerts its effects on subsequent offspring ADHD. Treatment implications are discussed.

We Are Family: Effects of a Relationship-Strengthening Prevention Intervention on Parenting Behaviors Among Black and Latino Adolescent Couples

Relationship strain or dissolution between new parents can affect the co-parenting relationship and parenting engagement. The purpose of this study was to evaluate the effect of a relationship-strengthening intervention on parenting behaviors among adolescent couples. Data from a pilot randomized control trial conducted with predominantly Black and Latino couples were analyzed using repeated measures analysis of variance. Observed intervention * time effects and intervention * time * gender effects were not statistically significant, but had small to moderate effect sizes. Intervention couples demonstrated increased parenting sense of competence compared to control couples. Gender differences in intervention effects were observed for both parenting experiences and parenting engagement. Given the pilot nature of the study, these findings provide preliminary evidence of the effectiveness of this couple-based intervention for improving parenting outcomes. Future research should assess the intervention in a larger sample and leverage technology-based approaches as methods for content delivery.

Maternal Parenting Stress, Mother-Child Interaction Activities, Maternal Parenting Behaviors, and Preschoolers’ School Readiness in Early Childhood: Longitudinal Effects on Children’s Academic Ability at School Entry

Objectives: The main purpose of this study was to explore the longitudinal effects of maternal parenting stress, mother-child interaction activities, maternal parenting behaviors, and preschoolers' school readiness on children's academic ability at school entry in early childhood.Methods: This study used data from the seventh (T1) and eighth (T2) wave (2014ㅡ2015) of the Panel Study on Korean Children. The participants of this study were 942 between 6 and 7-year-old children and their mothers. Data analysis was performed using structural equation modeling.Results: First, the relationship between maternal parenting stress and children's academic ability at school admission was sequentially mediated by mother-child interaction activities and preschoolers' school readiness. The higher the maternal parenting stress, the lower the mother-child interaction activities, and the lower the mother-child interaction activities, the lower the degree of preschoolers' school readiness. The poor degree of preschoolers' school readiness was related to the children's low academic ability at school entry. Second, the relationship between maternal parenting stress and children's academic ability at school entry was sequentially mediated by parenting behaviors and preschoolers' school readiness. The higher the maternal parenting stress, the less positive maternal parenting behaviors were, and the less positive maternal parenting behaviors were, the lower the level of preschoolers' school readiness, and the lower the children's academic performance at school entry.Conclusion: This study indicated that maternal parenting stress, mother-child interaction activities, maternal parenting behaviors, and preschoolers' school readiness in early childhood influenced firstgrade children's academic performance.

On the Relationship Between Mothers’ and Fathers’ Parenting Behaviors and Children’s Explicit and Implicit Self-Esteem

Objectives: The purpose of this study was to clarify and elaborate the concept of implicit self-esteem by identifying parenting domains that are related to implicit self-esteem as well as by comparing the correlation between parenting behaviors and children’s explicit and implicit self-esteem (ESE & ISE). Furthermore, based on previous studies’ emphasis on the functions of self-esteem discrepancies, 4 groups of self-esteem types were included in the analysis: secure self-esteem, defensive self-esteem, damaged self-esteem and congruent low self-esteem.Methods: Participants were 279 Korean middle school students (114 boys and 165 girls). Children’s ESE and ISE were measured using the Rosenberg Self-Esteem Scale (RSES) and the Name-Letter Task (NLT), respectively, and the parenting behavior measure consisted of 8 domains: monitoring, reasoning, inconsistency, over-involvement, over-expectation, neglect, physical abuse, and affection. Considering the effect of gender on the parent-child relationship, analysis was conducted according to gender.Results: Comparison between the correlations revealed that among 32 factors, differences in ESE and ISE were significant in 13 factors and not significant in 19 factors. Further, most of the parenting domains were significantly related to both daughters’ and sons’ ESE, while only a few of father and mother’s parenting domains were related to ISE. Boys’ ISE was negatively related to fathers’ over-involvement and mothers’ reasoning, while girls’ ISE was positively related to both parents’ monitoring and negatively related to neglect. Additionally, the group with secure self-esteem (characterized by high ESE and high ISE) mostly reported high levels of positive parenting behaviors and low levels of negative parenting behaviors, while the group with congruent low self-esteem (characterized by low ESE and low ISE) mostly reported low levels of positive parenting behaviors and high levels of negative parenting behaviors.Conclusion: This study contributes significant findings to the understanding of ISE. Based on the current study’s results, it is plausible to conclude that ISE performs a similar function to ESE, yet weaker. Moreover, the importance of measuring mothers’ and fathers’ parenting behaviors separately could be more emphasized. Further discussions are suggested regarding areas of contention over the formation and the concept of ISE.