Search Historyparent-child interaction (122 records)
AN: 2001-95001-071
DT: Dissertation-Abstract
TI: Parent training: A program for parents of two- and three-year-olds.
AU: Cummings,-Lillian-Louise
SO: Dissertation-Abstracts-International-Section-A:-Humanities-and-Social-Sciences. 2001 Feb; Vol 61(7-A): 2590
IS: 0419-4209
PY: 2001
UM: AAI9978735
AB: A parent training program addressing children's negative behaviors, sleep problems, toileting, and the importance of reading to children was evaluated with 37 parents of 2- and 3-year-olds, who were assigned to either a Treatment or a Wait List Control group. Condensed versions of programs shown to be effective in these areas were used. Six training sessions, and pre-, post-, and 4-week follow-up testing were employed. Dependent variables included the Parent Behavior Checklist (PBC), Dyadic Parent-Child Interaction Coding System (DPICS) coding system for parent-child interaction, a social validity questionnaire, and measures of children's intelligence using the Cognitive Abilities Scale-Second Edition (CAS-2) and the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPIS-R). A significant main effect occurred only between pretest and follow-up results on the Parent Behavior Checklist (PBC) Discipline subscale. However, parents' responses during training and on the questionnaire suggest the program was helpful in various areas for several parents. (PsycINFO Database Record (c) 2000 APA, all rights reserved)
AN: 2001-17903-004
DT: Journal-Article
TI: Parent-child interactions, parenting stress, and developmental outcomes at 4 years.
AU: Magill-Evans,-Joyce; Harrison,-Margaret-J
SO: Children's-Health-Care. 2001 Jun; Vol 30(2): 135-150
PB: US: Lawrence Erlbaum.
IS: 0273-9615
PY: 2001
AB: This study examined the relationship of father-child and mother-child interactions, perceptions of parenting stress, socioeconomic status, and prematurity to development of 44 healthy preterm and 49 full-term Canadian children at 4 years of age. Preterm or full-term birth, infant sex, and parental age accounted for 30-32% of the variance in cognitive and motor scores, respectively, on the McCarthy Scales of Children's Abilities. Parenting stress, father-child interactions at 12 months, and preterm and full-term birth accounted for 19% of the variance for expressive language on the Clinical Evaluation of Language Fundamentals-Preschool (CELF-P). For receptive language on the CELF-P, mother-child interaction at 12 months, mother's spousal relationship, and preterm and full-term birth accounted for 13% of the variance. Addressing early parent-child interaction and perceptions of parenting stress may improve child language development. (PsycINFO Database Record (c) 2000 APA, all rights reserved)
AN: 2001-06693-012SEE PREVIOUS CHAPTER SEE NEXT CHAPTER
DT: Chapter
TI: Assessment of parent-child interaction: Implications for early intervention.
AU: Kelly,-Jean-F; Barnard,-Kathryn-E
BK: Shonkoff, Jack P. (Ed); Meisels, Samuel J. (Ed). (2000). Handbook of early childhood intervention (2nd ed.). (pp. 258-289). New York, NY, US: CambridgeUniversity Press; New York, NY, US: CambridgeUniversity Press. xxi, 734 pp.SEE BOOK
IB: 052158471X (hardcover); 0521585732 (paperback)
PY: 2000
AB: (from the chapter) This chapter discusses several issues related to the assessment of parent-child interaction when the child has special needs. First, the authors describe past studies that have identified important elements of parent-child interaction. Second, they discuss research on parent-child interaction when the infant is disabled or at risk for developing disabilities, and they discuss the potential significance of this research in shaping assessment and intervention practices. Third, they introduce several approaches to the assessment of parent-child interaction that can be used to guide intervention efforts. Fourth, the authors discuss a selection of current assessments designed to measure early parent-child interaction. Finally, they conclude with suggestions for future research and professional training efforts. (PsycINFO Database Record (c) 2000 APA, all rights reserved)
AN: 2001-01062-011SEE PREVIOUS CHAPTER SEE NEXT CHAPTER
DT: Chapter
TI: Parent-child interaction play assessment.
AU: Smith,-David-T
BK: Gitlin-Weiner, Karen (Ed); Sandgrund, Alice (Ed); et-al. (2000). Play diagnosis and assessment (2nd ed.). (pp. 340-370). New York, NY, US: John Wiley & Sons, Inc. xvi, 775 pp.SEE BOOK
IB: 0471254576 (hardcover)
PY: 2000
AB: (from the book) Provides the reader with an overview of the issues involved in observing and rating parent-child interactions. Additionally, the author presents the Parent-Child Interaction Play Assessment (P-CIPA) method. The P-CIPA is a developmentally scaled system of rating structured and unstructured interactions. While geared toward observing parent-child interplay, the scale is demonstrated to be of value in the diagnostic assessment of specific problems exhibited by the individual child. Thus, it also provides for the identification of target behaviors needed in developing treatment plans and strategies. Case material incorporated in this chapter shows the strengths of this technique in analyzing parent-child behaviors and in coding the reciprocal nature of such interactions. Further, the author offers validity and reliability data. (PsycINFO Database Record (c) 2000 APA, all rights reserved)
AN: 2001-00697-001
DT: Journal-Article
TI: Role taking and socialization in single-parent families. .
AU: Tsushima,-Teresa; Gecas,-Viktor
SO: Journal-of-Family-Issues. 2001 Apr; Vol 22(3): 267-288
PB: US: Sage Publications Inc.
IS: 0192-513X
PY: 2001
AB: Examined the conditions and consequences of role taking in single-parent families. First, the authors discuss the theoretical relevance of role taking for parent-child interaction. Second, they suggest some conditions for parental role taking. Third, the authors consider how social class and family structure affect role taking in single-parent families. They propose that in addition to role taking in the dyadic parent-child relationship, 2 other forms of role taking are consequential for child socialization and family relations. One is specific to triadic relationships, the other to the family unit. Second-order role taking occurs when a parent elicits the perspective of the spouse in understanding the child. Third-order role taking, similar to G. H. Mead's (1934) concept of the "generalized other" as the vantage point for role taking, occurs when a parent elicits the perspective of the family as a whole. The authors explore these ideas in a qualitative study of 17 single and 17 married parents. (PsycINFO Database Record (c) 2000 APA, all rights reserved)
AN: 2000-95006-113
DT: Dissertation-Abstract
TI: Parent-child attunement therapy: Development of a program for children one to three years old.
AU: Paravicini,-Stephanie-Fabienne
SO: Dissertation-Abstracts-International:-Section-B:-The-Sciences-and-Engineering. 2000 Apr; Vol 60(9-B): 4901
IS: 0419-4217
PY: 2000
UM: AAI9945876
AB: There is a growing body of literature regarding infant development and the importance of early childhood experiences upon the lifespan development. The past decade has seen a significant trend in the conception of infant development within a relational perspective, but little data exists regarding the effects of maltreatment and high-risk parent-child relationships on the development of the young infant and toddler. Infancy represents a time when families are both at higher risk for physical abuse and neglect, and when there is a greater opportunity for establishing positive long lasting parent-child interactions. Parent-Child Attunement Therapy (PCAT) is a program that has been designed and developed as an intervention program aimed at working with parents or caretakers and their children within the ages of one to three years old, who have been identified 'at-risk' for maltreatment. PCAT is an expansion of the already existing Parent-Child Interaction Therapy (PCIT), modified to meet the particular developmental needs of young infants and toddlers. Such modifications were primarily based upon developmental models, in particular Jean Piaget's model of intellectual development and Robert Kegan's Constructive-Developmental model of human development. PCAT's main objectives are to enhance the parent-child relationship, to provide the caretaker with a better understanding of the toddler's developmental needs, to promote more age appropriate activities and interactions, to support the toddler's acquisition of normal developmental milestones, and finally to provide the caretaker with more age appropriate skills to manage problematic child or infant behaviors. The first part of the project consists of presenting a theoretical framework for the program-mainly Piaget's model of intellectual development and Kegan's Constructive-Developmental model. Next there is an overview of the literature regarding child maltreatment, in particular physical abuse, and its effects on development. There then is a presentat! ion of PCIT, as well as a presentation of the development of a theoretically driven PCAT curriculum. This presentation explains basic areas of curriculum development, including session topics, a schedule of procedures, an assessment protocol, and tools and materials to be used in the program. (PsycINFO Database Record (c) 2000 APA, all rights reserved)
AN: 2000-95006-106
DT: Dissertation-Abstract
TI: The Dyadic Parent-Child Interaction Coding System II (DPICS II): Reliability and validity with father-child dyads.
AU: Foote,-Rebecca-Clark
SO: Dissertation-Abstracts-International:-Section-B:-The-Sciences-and-Engineering. 2000 Apr; Vol 60(9-B): 4886
IS: 0419-4217
PY: 2000
UM: AAI9945969
AB: The reliability and validity of the Dyadic Parent-Child Coding System II (DPICS II) with father-child dyads were assessed in the present study. The DPICS II is the revised version of a behavioral observation coding system used in research and clinical settings to describe the quality of parent-child dyadic interactions. The DPICS II contains 25 categories to code parents' and children's verbal and nonverbal behavior. The study participants were sixty father-child dyads representing a clinic-referred group (n = 30) and a non-problem comparison group ( n = 30). The children in the clinic-referred group were participants in a large treatment outcome study (N = 100) for preschool children with behavior problems. All clinic-referred participants had met diagnostic criteria for Oppositional Defiant Disorder. The data on the clinic-referred families used in the present study were collected as part of the families' standard initial assessment in the larger outcome study. The father-child pairs in the comparison group were recruited from the Gainesville, FL, community through advertisements. To be included in the study, the children in the comparison group could not meet diagnostic criteria for Oppositional Defiant Disorder. The two groups were compared on several measures including the Parenting Stress Index (PSI), the Parental Locus of Control Scale - Short Form (PLOC-SF), the Eyberg Child Behavior Inventory (ECBI), and the DPICS II behavior observations. Videotapes of the father-child dyads were coded by observers trained to use the DPICS II. The primary coders were blind to the hypotheses of this study. Thirty percent of the videotapes for each group, randomly selected, were re-coded to evaluate reliability. Reliability was assessed using intraclass correlations and Cohen's kappa. Overall, the DPICS II categories were shown to have acceptable reliability estimates. Significant differences between groups were found on DPICS II variables, providing evidence for the discriminative validity of the coding sy! stem. Furthermore, the DPICS II demonstrated convergent validity by correlating significantly with scores on the ECBI, the PLOC-SF, and the parent and child scales of the PSI. Recommendations for improving DPICS II are discussed. (PsycINFO Database Record (c) 2000 APA, all rights reserved)
AN: 2000-95004-146
DT: Dissertation-Abstract
TI: Parent stress, depression, social support, daily life context, and parenting practices among economically disadvantaged fathers and mothers.
AU: Watkins-Victorino,-Lisa-M
SO: Dissertation-Abstracts-International:-Section-B:-The-Sciences-and-Engineering. 2000 Mar; Vol 60(8-B): 4258
IS: 0419-4217
PY: 2000
UM: AAI9940636
AB: The purpose of this study was to examine a model that hypothesized that parent stress, depression, and social support would be significantly related to hostile, inductive, behavioral, and permissive parenting practices, with gender differences between fathers and mothers in the relationship between these variables. Twenty single parent fathers and 39 single parent mothers completed the study. Participants completed a questionnaire and participated in a semi-structured interview. Multiple regression analyses were conducted to determine the predictive ability of parent stress, depression, and social support in relation to each of the four categories of parenting practices. In general, the results suggested that parent stress and social support were significant predictors of hostile and permissive parenting practices. The results of independent t tests indicated significant interaction effects between parent and child gender and hostile and permissive parenting practices. In addition, an exploratory analysis was conducted to examine the influence of daily life context on parenting practices. Qualitative analyses were conducted and two themes emerged as important variables in understanding parenting practices. Identified as frustration and lack of control over the parent-child interaction these variables were quantified to be used in further analyses. Multiple regression analyses were conducted with these variables added to the predictors. The addition of these variables did not increase the predictive ability of hypothesized predictors. Limitations of this study and suggestions for future research on parenting practices is discussed. (PsycINFO Database Record (c) 2000 APA, all rights reserved)
AN: 2000-95001-175
DT: Dissertation-Abstract
TI: Children's questions, parental answers and other observations: A cross-cultural exploratory study.
AU: Sharifzadeh,-Virginia-Shirin
SO: Dissertation-Abstracts-International-Section-A:-Humanities-and-Social-Sciences. 2000 Feb; Vol 60(7-A): 2364
IS: 0419-4209
PY: 2000
UM: AEH9939239
AB: The interactions of 24 pairs of preschool age children and their parents from four different cultures were recorded by the parents during the activity of sharing five non-scripted illustrated books. The focus of the research was to determine possible differences across cultures in the frequency and patterns of children's questions and parental reactions to the questions. Families were roughly matched for children's age range, mothers years of education, socioeconomic status, and recency of immigration. The recordings were then translated into English and transcribed. An open coding analysis led to five themes, 16 categories and 26 properties. The themes of quantity of parent-child interaction, children's questions, parental responses, parental questions, and parental strategic use with their categories and properties were further analyzed for cross cultural patterns. The findings revealed that while the majority of the Latino mothers chose to tell the story themselves, most of the Iranian mothers delegated the story telling to their children, the Euro-American mothers opted for a conversational style, and the Chaldean mothers took the role of probers. Another general conclusion was that parental style of interaction influenced the question/answer dynamic between the parent and the child. One theory developed by this study was that children's questions flourish more in styles that allow the child a 'temporal space'. The interaction style also influenced the frequency of parental questions. Finally, groups were found to differ in their use of the text to emphasize issues of family bonds and conduct and discipline. While the cross-cultural conclusions of this study are limited due to a small sample size and insufficient control of interfering variables, the findings of the study point to the diversity of parent/child interaction styles and the need to understand them in our multicultural society. An understanding of the parent/child communication styles can help educators better serve the need of child! ren from ethnically diverse backgrounds. The study recommends that future research in this area employ larger samples and better control of interfering variables. (PsycINFO Database Record (c) 2000 APA, all rights reserved)
AN: 2000-16500-003
DT: Journal-Article
TI: Fathers' qualitative and quantitative involvement: An investigation of attachment, play, and social interactions.
AU: Kazura,-Kerry
SO: Journal-of-Men's-Studies. 2000 Fal; Vol 9(1): 41-57
PB: US: Mens Studies Press.
IS: 1060-8265
PY: 2000
AB: Examined fathers' involvement levels in father-child relationships. 27 fathers (mean age 35.54 yrs), 27 mothers (mean age 31.95 yrs), and their children (aged 12-26 mo) completed interviews and the Parent-Child Caregiving Questionnaire. Parent-child interaction was observed in play laboratory conditions concerning attachment behaviors, play interactions, and social interactions. Results show that although fathers were not as involved as mothers in child-rearing activities, children played at higher levels with their fathers. Children securely attached to their fathers played at significantly higher levels than did children insecurely attached to their fathers. Conversely, mothers with secure attachments to their children were more responsive and facilitative, and their children actively engaged in more social interaction, than those in insecure mother-child relationships. Findings suggest that play is important for father-child relationships, whereas mother-child relationships revolve around social interactions. (PsycINFO Database Record (c) 2000 APA, all rights reserved)
AN: 2000-07065-006SEE PREVIOUS CHAPTER SEE NEXT CHAPTER
DT: Chapter
TI: Maternal employment: Effects of social context.
AU: Hoffman,-Lois-Wladis
BK: Taylor, Ronald D. (Ed); Wang, Margaret C. (Ed). (2000). Resilience across contexts: Family, work, culture, and community. (pp. 147-176). Mahwah, NJ, US: Lawrence Erlbaum Associates, Inc., Publishers. xiii, 386 pp.SEE BOOK
IB: 0805833471 (hardcover)
PY: 2000
AB: (from the chapter) The present review begins with a summary of the research that has examined the direct relationship between the mother's employment status and child outcomes and then concentrates on the 3 variables that have emerged as most likely to be mediators of child outcomes: the father's role, the mother's state of well-being, and parent-child interaction patterns. A final section considers the possibility that ethnicity moderates the effects of maternal employment on families and children. (PsycINFO Database Record (c) 2000 APA, all rights reserved)
AN: 2000-02556-002
DT: Journal-Article
TI: A survival analysis of parent-child interaction in early intervention.
AU: Lee,-Sunghee; Kahn,-James-V
SO: Infant-Toddler-Intervention. 2000 Sep; Vol 10(3): 137-156
PB: US: Singular Publishing Group Inc.
IS: 1053-5586
PY: 2000
AB: Studied the occurrence and timing of successful interaction by mother-child dyads in an early intervention program serving those with established or at-risk conditions for developmental disabilities. 33 dyads of 15-40 yr old mothers and their 1-22 mo olds were observed during 3 8-min sessions videotaped at the 5th, 10th, and 15th mo after the initiation of intervention. The children's diagnoses included cerebral palsy, developmental delay, Down syndrome, drug exposure, prematurity, seizure disorder, speech/language delay and visual impairment. All the dyads displayed unsuccessful interactions in the beginning as measured by the Parent-Infant Interaction Scale, which was also used to rate the videotaped sessions. Interactive data from 2 trained raters were analyzed using survival analysis. Results show that by 15 mo, about half the dyads experienced an event that was defined as a successful interaction. The event was most likely to occur during the 6th-10th mo after the start of intervention. The mother's marital status significantly predicted differences in the patterns of event occurrence. The findings are discussed with relation to the effectiveness of early intervention and future research on parent-child interaction in early intervention. (PsycINFO Database Record (c) 2000 APA, all rights reserved)