Browsing by Subject "Parenting"

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Assessing the Feasibility of Implementing a Parenting Intervention with Karen Refugees
(2017-05) Ballard, Jaime
Parents and children exposed to war and relocation have high rates of negative relational and mental health outcomes. This dissertation tested the feasibility of implementing an adapted evidence-based parenting intervention for contexts of traumatic and relocation stress. In the first phase of the feasibility study, I conducted three focus groups with Karen caregivers (N = 12, 5, and 12) to assess parenting practices in the Karen refugee community. Key themes identified related to mothers’ physical care for their children, parenting difficulties after relocation to the U.S., and practices of discipline, direction-giving, and encouragement. In the second phase, I adapted the evidence-based intervention and assessed its feasibility. Two groups comprised of eleven female Karen refugee caregivers participated in the intervention. Participants and a focal child completed structured assessments at baseline and follow-up as well as an ethnographic interview at follow-up. Caregivers reported changes in their teaching, directions, emotional regulation, discipline, and in child compliance. Children reported changes in teaching, directions, discipline, their own compliance, and in positive parent involvement. Caregivers reported higher mental health distress immediately after the intervention, potentially due to increased awareness. Children reported a decrease in mental health symptoms.
The Association of Contextual Risk, Parenting, and Child Functioning in a National Guard and Reserve Population
(2016-05) De Felippe, Nanci
This investigation analyzed baseline (i.e., pre-intervention) data from a large-scale, randomized, controlled trial of a parenting intervention: the After Deployment Adaptive Parenting Tools (ADAPT) program funded by the National Institutes of Health. The total ADAPT sample included 336 one- and two-parent National Guard and Reserve (NGR) families; however, this study focused on mother-child relationships for 6 to11 year old children, thus the final number of families in the study was 237 (n=237); with data from 237 mothers, 237 children, and 181 teachers. All mothers enrolled in this study had experienced deployment, either through their partners’ experience or through their own. The objective of this study was to capture possible associations between theoretically-derived risk factors (i.e., maternal deployment, family social support, maternal depression, and couple adjustment) and child functioning (i.e., internalizing and externalizing symptoms) as well as parenting (i.e., parental locus of control) in a sample of NGR families. Relationships were examined grounded in the family stress model (FSM), which accounted for cumulative and reciprocal influences of risk factors in a mediation analysis. The analysis of choice was path analysis not only because it elucidates a path model grounded in theory but also because it compares several multiple regressions simultaneously. The model tested demonstrated: (i) a direct effect of social support on child externalizing symptoms; (ii) a direct effect of maternal depression on child internalizing symptoms; (iii) a direct effect of maternal depression on parental locus of control; (iv) a direct effect of parental locus of control on child externalizing symptoms; and (v) an indirect effect of parental locus of control on the relationship between maternal depression and child externalizing symptoms. In brief, maternal depressive symptoms proved to be a crucial predictor of child internalizing symptoms, which is in accordance with existing civilian and military literature. More importantly, depressed mothers tended to have children with more externalizing issues possibly because they did not believe they could affect their child’s behavior (i.e. they reported poorer sense of control). Mothers with more symptoms of depression also tended to have more children with internalizing issues despite their perceptions of how they affected their child’s behavior. Implications for public health policies include research investment and interventions that prevent maternal depression and bolster social support. Furthermore, policy initiatives that prepare military families (i.e., family-centered initiatives) should focus on minimizing risk factors to prevent maternal and child psychopathology. Efficient and reliable ways to enhance existing systems of care and to effectively respond to the needs of the military families may be through community-based systems, including schools, child-care providers, and health-care and mental health facilities.
The Co-Occuring Conditions of Mental Illness and Substance Abuse - The Search for an Integrated Treatment Plan.
(2005) Wattenberg, Esther; Bauerkemper, Kristen; LaPointe, Mary Kaye
Context, cortisol, and executive functions among children experiencing homelessness.
(2011-08) Cutuli, Joseph J.
Homelessness represents a context of risk for child development. Yet, many homeless children show good develop outcomes, nonetheless. The processes of risk and resilience that contribute to this variability involve adaptive systems impacted by factors across levels of analysis, such as cortisol and physiology, executive functions (EF) and other aspects of psychological functioning, and parenting behavior and the family context. This study employs a resilience framework that is grounded in developmental-ecological theory and recognizes factors at multiple levels of analysis. The goal is to elucidate explanatory models of the processes of risk and resilience by incorporating relationships with cortisol, a component of physiological adaptive systems related to the stress response, self-regulation, and other functions. Families in this study were all staying in an emergency homeless shelter and contained a child entering kindergarten or first grade. Children were separated from caregivers and completed a session of cognitive tasks that assessed executive functions and other abilities, followed by a session of parent-child interaction tasks. Saliva samples were collected throughout both sessions and assayed for cortisol concentrations. Parents reported on risk factors and stressful negative life events for each child. Initial levels of child cortisol were negatively related to EF, affirming a proposed inverted-U relationship between cortisol and cognition among this sample of high-risk children. Higher rates of stressful, negative life events were not related to cortisol, nor was positive parenting behavior. However, harsh, hostile, and insensitive parenting behaviors were related to higher levels of child cortisol, but only during the session when parent and child were together. There were no differences based on variables of interested when it came to changes in cortisol over either session. Results are discussed with respect to proposed mechanisms of the interface between cortisol, parenting and EF at different levels of analysis in the context of high developmental risk.
The continuity of parenting across two generations using a prospective, longitudinal design.
(2009-01) Kovan, Nikki M.
This study aims to extend the literature on the continuity of parenting across two generations using prospective, longitudinal data. 61 mothers and fathers were followed for an average of 32 years and were studied at multiple time points and in multiple settings. Parent-child interactions were videotaped at 24 months of age in both generations. The goals of the study were: (1) to examine the role of first generation parenting as it influences the quality of parenting provided by the second generation, controlling for parental IQ in both generations, second generation childhood life stress, second generation childhood SES and first generation parenting during adolescence; (2) to investigate the role of contextual similarity at the time of the 24 month parenting assessment in both generations; (3) to explore the role of gender in the continuity of parenting across two generations; and (4) to examine the moderating role of second generation romantic relationship support in the continuity of parenting. Multiple regression analyses revealed that first generation parenting quality predicted the quality of parenting provided by second generation parents, above and beyond first and second generation IQ and childhood life stress, with the exception of hostility. Second generation SES averaged across childhood and first generation parenting during adolescence were not related to second generation parenting, while second generation IQ was also significantly related to the quality of parenting provide by second generation parents. Correlation analyses indicated that life stress measured concurrently to parenting quality was not related to the quality of parenting provided in either generation, and therefore does not provide any additional explanation of the continuity of parenting. An unexpected finding was that the role of first generation parenting appeared to be important only for fathers based on bivariate correlations. Finally, none of the moderation analyses examining second generation romantic relationship support in the continuity of parenting were significant. Taken together, these findings suggest that a person's earliest experiences of parenting continue to be important and play a significant role in the quality of parenting provided to the next generation, above and beyond many of the contextual factors known to relate to parenting quality. This may be true especially for fathers, although this finding needs to be replicated given the small number of fathers examined in this study. Finally, romantic relationship support did not appear to moderate the impact of early parenting experiences.
CYFC Consortium Connections, Winter 2002, Vol 11, No 1
(Children, Youth & Family Consortium, 2002) Children, Youth & Family Consortium
Developing a practical parenting workshop : a case study in family sexual communication .
(2012-05) Croatt, Heidi S.
This dissertation discusses the development and assessment of a parent intervention and training program. Out of concern for the sexual health of adolescents in the United States, both parents and researchers have called for programs assisting parents in the sexual education of their children. Encouraging sexual communication and increasing the number of families who feel confident engaging in this type of communication are essential in promoting sexually healthy behaviors and reducing the number of young people engaged in risky behaviors. There is a clear need for parenting programs that focus on this topic. The project discussed in this dissertation was developed with this need in mind. A parenting program called Beyond Birds and Bees was developed to help parents communicate about sex with their children in a way that is consistent with their family values and with research on parent-child sexual communication. This program was then assessed by the program developer and participants. The goal of developing this program was to utilize existing research and put forth a practical application of what researchers already know - children who talk with their parents about sex are more likely to make sexually healthy decisions. Programs like this are important in advancing our understanding of the practical dimension of facilitating family sexual communication. It is hoped that this program encourages other researchers to think about ways to apply the research in applied communication.
Effects of child exposure to domestic violence on the child-parent relationship based on the child's ambivalence toward the parents
(2013-07) Shin, Narae
Child exposure to domestic violence (CEDV) is recognized as one of important risk factors for building healthy relationships between parents and their children. Previous studies have focused on various outcomes of children exposed to domestic violence or parenting behaviors of battered mothers and battering fathers. However, little is known about complex relationships among CEDV, parenting behaviors, and children's feelings and perceptions toward their parents suffering from domestic violence. To fill this gap in the current literature, this study aimed to examine: (1) how CEDV influences children's complicated and ambivalent feelings (e.g., love, hatred, empathy, blame) toward each of their battered mothers and battering fathers or partners; (2) how children's perceptions on parenting mediate the effect of CEDV on such ambivalent feelings; and (3) whether there are any differences between female and male children in these relationships. The sample of this study included children aged 10 to 16 who might have been exposed to adult domestic violence. 99 Participants were recruited through domestic violence shelters and community organizations in Twin Cities area. Missing data were imputed using the Markov Chain Monte Carlo (MCMC) multiple imputation and multiple-group path analysis was conducted to explore relationships between CEDV, parenting behaviors, and ambivalent feelings, and to investigate whether these relationships differ between male and female participants. The findings showed that there were significant differences between male and female children in how they feel about their parents in domestic violence. Female children reported a higher level of total CEDV, violence, and exposure to violence at home, and also showed more negative attitudes toward their abusive fathers. Not surprisingly, participants had more positive attitudes toward their abused mothers and perceived mother's parenting as more positive and supportive. Findings indicated that certain types of CEDV were associated with children's ambivalence toward parents, and this relationship was mediated by children's perceptions on parenting. These relationships were found to be different between male and female children. The study findings provide implications for social work researchers and professionals to better understand children exposed to domestic violence and to help them build healthier relationships with their parents living through domestic violence.
Emotion Regulation and Parenting Database Search Strategy
(N/A, 2020) Palmer, Alyssa R
Following an increased interest in studying emotions and emotion regulation, there has been a recent proliferation of research on the role of emotion regulation in parenting. Emerging evidence from various fields suggests that emotion regulation is critical for developing and maintaining positive parenting practices as well as mitigating negative or maladaptive parenting behaviors. This positioning in historical time presents an ideal moment to take stock in the current findings with the goal of orienting future empirical work. A systematic search, using PRISMA guidelines, was conducted to evaluate empirical research on the relationship between parent emotion regulation and parenting. This document represents the search strategies used across several databases
Examining the relationship: fathers’ parenting support and parenting stress on family violence
(2012-11) Kimball, Ericka
Parenthood is a life-changing event that requires preparation and understanding of a child's needs. Since parenting skills are often acquired and not instinctual (Lamb, 1986), it is important to understand the process of how men learn to become parents. Men are often taught not to be caregivers (Parke & Beitel, 1986), resulting in a lack of experience in the role of caregiver and making them feel less skilled and less confident in their ability to parent (Lamb, 1986). Furthermore, men who were exposed to domestic violence as children may learn to use violence to solve conflict, deal with stress, and maintain control over another person (Straus, Gelles, & Smith, 1990). This may lead to an increased risk for perpetration of violence against women and children (Black, Sussman, & Unger, 2010; Margolin, Gordis, Medina, & Oliver, 2003; Stith et al., 2000; Wareham, Boots, & Chavez, 2009). A review of literature provides the empirical underpinnings on the risks of parenting stress and child exposure to domestic violence and the benefits of social support. Using social learning theory and ecological systems theory as a guide, a conceptual model was developed that provided a testable model of the relationship between parenting support's and parenting stress on the subsequent associated risks for family violence. A national study of fathers was conducted to test this model. Participants were asked about their history of exposure to domestic violence in childhood and the type, amount and use of parenting support. They also completed three standardized measures on parenting stress, child abuse potential, and propensity for abusiveness. The results of the study affirmed the protective nature of social support in reducing parenting stress and risks for family violence. There were significant differences in parenting stress, child abuse potential, and propensity for abusiveness between fathers who reported exposure to domestic violence in childhood and those that did not report exposure. The results of the analysis indicate that social support--both access and use--has a relationship with parenting stress and potential and propensity for abuse. The access to and use of parenting support by men who were exposed to domestic violence did have a significant relationship on parenting stress and potential and propensity for abuse. This research highlights the importance of assessing for and encouraging the use of parenting support in social work practice. Additionally, public policies need to be developed that actively encourage fathers beyond the focus on economic support. Finally, further research is needed to gain a better understanding of how exposure to domestic violence during childhood affects people throughout their lifespan.
Experiences of mothers whose young children engage in challenging behaviors
(2008-11) Goldsmith, Sherilyn Bone
The purpose of this hermeneutic phenomenological research study was to understand the experiences of mothers whose young children engage in challenging behaviors. Challenging behaviors are commonly thought of by professionals as a child’s personal conduct that results in injury to self or others, and/or causes damage to the physical environment, and/or interferes with the acquisition of new skills, and/or socially isolates the child (Doss & Reichle, 1991). Challenging behaviors are considered to be appropriate up until about the age of 3, unless the frequency, intensity, and duration of the behavior exceeds what is developmentally appropriate for a younger child (Needlman et al., 1991; Rapp & Hutchinson, 1987). Many studies cite a correlation between the early onset of challenging behaviors, later deviancy, and criminal behavior, and several studies have documented an increase in the prevalence of challenging behaviors in young children. Given the documented correlation between challenging behaviors and later deviant behaviors, the increasing reported prevalence of these behaviors in U.S. samples, the frequently cited etiology of the behaviors as maternal and parenting issues, and the involvement of parents in parent education as an intervention strategy, it seems appropriate to have a better understanding of parents’ experiences of parenting their young children who engage in challenging behaviors. In this phenomenological study, 10 mothers were interviewed about their experiences of parenting their young children who first engaged in challenging behaviors between the age of 2 and 5 years. Some of the eight themes found revealed that parents are tireless advocates for their children but don’t always know what to do, parents want their concerns to be heard by medical and education professionals, parents don’t cause their children’s challenging behaviors, v parents feel isolated, and all parents of young children who engage in challenging behaviors may not have similar experiences. These findings are discussed in relationship to other research on young children who engage in challenging behaviors, and mothers’ experiences of parenting them. Based on the consistencies and discrepancies between the existing literature and the mothers’ reports in the present study, recommendations include the need for more research to better understand this population of parents, and more training for the professionals who work with them and their children.
Extreme caregiving: an ethical analysis of narratives by parents
(2013-12) Freitag, Lisa C.
Home medical care for medically complex and intellectually disabled children is frequently prescribed by providers, but the consequences for the family of such care are rarely considered in full. It is recognized that at times the care required might become physically demanding and emotionally burdensome. However, I believe that this sort of caregiving often reaches extreme levels, making our continued reliance on family caregiving ethically problematic. This paper analyzes several novel-length narratives by parents of intellectually disabled children to look deeper into the lives effected by this complex form of home care. Building on the care ethics framework developed by Joan Tronto, I examine particularly the ways in which the parents perceive their caregiving duties and demonstrate Tronto's caregiving virtues of attentiveness, responsibility, competence and responsiveness. This work begins to theorize caregiving in a new way, revealing previously unrecognized ethical concerns raised by this sort of extreme caregiving.
A Factorial Mixed-Methods Inquiry to Engage Latino Participants in Parenting Programs
(2016-09) Garcia-Huidobro Munita, Diego
Parents are important for healthy child development. Parenting programs help mothers and fathers improve their parenting practices; however, reduced participation diminishes the impact of these interventions. Using mixed methods and a factorial approach, this study examined the needs and preferences for an ideal parenting program for Latino families. Participants included Latino fathers and mothers with low and high attendance to a prior parenting program, and those without previous experience in parenting education. Evaluated domains included intervention characteristics, promotion, recruitment, and retention strategies, and places for program delivery. Mothers and fathers with adolescents aged 10-14 years (n=36) completed a semi-structured individual interview and a survey in Spanish. Data were collected until reaching qualitative data saturation. Qualitative data were analyzed in the original language following the procedures of Content Analysis. Quantitative data were summarized using descriptive statistics. Qualitative and quantitative data were merged using side-by-side comparisons. Subgroup analyses compared responses based on parent role (mother or father) and program enrollment/attendance status (low attendance, high attendance, and no contact with the program). Results showed that participants wanted an engaging program that covers a variety of topics. Ideally, the intervention would include individual and group components, target the whole family, and be facilitated by involved Latino leaders. Subgroup analyses revealed different needs and preferences among participants. Implications for practice and future research are discussed.
Fathering and Substance Use in Northern Uganda: An Ethnographic Study
(2015-05) Mehus, Christopher
Helping Youth Succeed: Bicultural Parenting for Southeast Asian Families
(University of Minnesota Extension, 1999) Detzner, Daniel; Xiong, Blong; Eliason, Patricia A.
How Do Parents Affect Preschoolers' Self-Regulation? Establishing the Role of Autonomy Supportive Parenting
(2017-06) Meuwissen, Alyssa
The development of skills needed to regulate one’s own behavior are increasingly recognized as crucial for children’s successful development, and promoting these skills in early childhood has become a high priority. Parents are thought to be a primary influence on the formation of these skills. This study was an experimental investigation of the parenting behavior known as autonomy support and its effect on children’s self-regulation. We observed parents (half mothers, half fathers) interacting with their 3-year-old children (N pairs = 128). Parent and child typical behavior was measured at baseline. Then, in the manipulation phase, parents were randomly assigned to receive instructions to interact with their child in either a high autonomy supportive or highly controlling way. Child behavior was again measured at post-test. Results showed that mothers and fathers had similar parenting quality at baseline and there were few differences in their effect on child self-regulation. In the manipulation phase, parents in both conditions were able to change their behavior based on the instructions given. Changes in parenting affected child behavior during the manipulation puzzle, although it did not affect child post-test behavior. These results indicate that parent autonomy support is a promising target for interventions focused on improving child self-regulation skills.
Intergenerational processes in homeless families linking parent executive function, parenting quality, and child executive function
(2015-07) Monn, Amy
Numerous studies support the essential role of executive function (EF) in child development, particularly for children growing up in contexts of risk and adversity. Recent research has begun to elucidate the intergenerational and interpersonal processes that result in individual differences in EF, including the impact of adult EF on parenting quality and parenting quality on child EF. However, studies conducted in high-risk populations suggest that these processes may be disrupted by the stress associated with poverty and other adverse circumstances. The purpose of the present study was to investigate the intergenerational continuity of EF in parents and children living in emergency homeless shelters, as well the processes that might explain or account for this continuity. The study included 105 families with children between the ages of 4 and 6. Parents and children each completed a battery of IQ and both hot and cool EF tasks, as well an observational assessment of harsh and positive parenting. Parents also completed a measure of perceived stress for the past month. Regression-based conditional process analysis revealed a direct statistical effect of parent cool EF on child cool EF, as well as an indirect effect resulting from their shared relationship with harsh parenting. However, this indirect effect was only significant for families of parents reporting high levels of stress. Additional exploratory analyses suggested the presence of an indirect effect of parent hot EF on child hot EF through positive parenting, with no moderating effects for parent stress. Study results support previous theory and research suggesting a critical role for parenting in the development of child EF, as well as the importance of investigating developmental processes in high-risk populations.
Parent-child relationships in young homeless families: co-regulation as a predictor of child self-regulation and school adjustment
(2011-08) Herbers, Janette E.
Developing adaptive behaviors are particularly important for children growing up in contexts of risk and adversity. This study examined the role of effective parenting for school success in a high-risk sample of children, focusing on co-regulation experiences with parents in relation to child self-regulation skills. In early childhood, it is largely through experiences of co-regulation within the caregiver-child relationship that children develop self-regulation. These skills are carried forward into other contexts of learning and development, including the school environment. The current thesis examined parent-child relationships among 138 families residing in emergency homeless shelter prior to the children entering kindergarten and first grade. Using observational data and state space grid methodology, I examined the parent-child relationship as a dynamic system with implications for children‟s school success and executive function (a central component of self-regulation). Results indicated that the positive co-regulation experiences were related to executive function capabilities and IQ in the child, which in turn were related to school outcomes. Parent responsiveness in particular was related to positive school outcomes. Person-oriented cluster analyses of individual state space grids revealed distinct types of dyads among the homeless families, highlighting individual differences in dyadic functioning. Findings support theory and earlier findings in developmental and resilience science implicating effective parenting in the acquisition of adaptive skills among children who overcome adversity, in part through processes of co-regulation that shape or scaffold the development of self-regulation and related cognitive skills in young children.
Parental Mediation and Adolescent Online Social Behavior
(2021-06) Keyzers, Angela
Parental mediation strategies are important for protecting children from exposure to risks and harm online. However, not much is known about the role individual adolescent, parent, and family-level factors play in influencing parents’ engagement in parental mediation. These two studies were designed to explore the complex relationships between adolescent anxiety, depression, externalizing, and adolescent disclosure and secrecy, parent-child relationship quality, parent approval of adolescent online social behavior (OSB), parents’ perception of other parents’ approval of OSB, parental mediation, and adolescent OSB. Study one was designed to examine the relationships between individual adolescent factors and parental mediation strategies through proximal processes including parent-child relationship quality, adolescent disclosure, and secrecy. Study two was designed to examine how parents’ perceptions of other parents’ approval are associated with parents’ own approval, their monitoring of online behavior, and their adolescents’ subsequent OSB. Results of these studies indicated that adolescent mental and behavioral health were associated with active and restrictive mediation, but only active mediation was associated with adolescent OSB. It appears that proximal processes between parents and adolescents are associated with technology-related parenting environments. Specifically, two parent-child relationship factors, adolescent disclosure, and secrecy were associated with restrictive mediation, and disclosure alone was associated with active mediation. Results of study two suggest that adolescent engagement in OSB differs based on parents’ approval of OSB, as well as parents’ level of engagement in active mediation, but not restrictive mediation. These two studies contribute to the field by providing a preliminary understanding of the associations between individual, and family-level factors and parents’ engagement in active and restrictive mediation.
Parental solicitation and adolescent disclosure in-person and using technology: Associations with parent-child closeness and adolescent outcomes
(2020-08) Holmgren, Hailey
Parents and adolescents communicate with each other both in-person and using technology. However, little is known about how communication using each medium is used to satisfy specific communication needs and relates to parent-child closeness and adolescent outcomes. Parental solicitation and adolescent disclosure are two forms of parent-child communication that are related to parent-child closeness and adolescent outcomes including depression, anxiety, delinquency, and prosocial behavior. Study one was designed to fill gaps in the literature by examining how and in what ways parental solicitation is one need that can be filled through communication in-person and using technology. Study two was designed to examine differences in parent-child closeness and adolescent outcomes based on adolescent disclosure in-person and using technology and discrepancies in parent and adolescent report of parental solicitation in-person and using technology. The final sample included 403 parent-adolescent dyads; statistical analyses, including correlation, t-test, ANOVA, and path analysis were conducted to explore relationships described above. Results of these studies suggest that parental solicitation is one communication need that can be satisfied in-person and using technology, and that there are demographic differences in how frequently technology is used to satisfy needs for parental solicitation and adolescent disclosure. Additionally, differences in parent-child closeness and adolescent outcomes emerged based on whether adolescent disclosure occurred in-person or using technology. Finally, there were discrepancies in parent and adolescent reports of parental solicitation behaviors in-person and using technology and those discrepancies were associated with parent-child closeness and adolescent outcomes. These studies contribute to the overall literature by increasing our understanding of how parents and adolescents specifically choose to communicate in-person or using technology based upon what they aim to gain from each conversation. In addition, findings help to inform parents and practitioners on when communication using technology might be beneficial to relationships and outcomes, and when communication using technology should be discouraged or even avoided.

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