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Minjarez MB, Gengoux GW, Paszek K, Liang JA, Ardel CM, Hardan AY, Frazier T. Adherence and Opportunity Frequency as Predictors of Communication Outcomes from Pivotal Response Parent Training. J Autism Dev Disord 2024:10.1007/s10803-024-06447-7. [PMID: 38976103 DOI: 10.1007/s10803-024-06447-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/19/2024] [Indexed: 07/09/2024]
Abstract
PURPOSE Access to intervention is a barrier for children with autism. As parent-mediated interventions have emerged to address this need, understanding implementation components contributing to child gains is critically important. Existing literature documents relationships between parent treatment adherence and child progress; however, less is understood about components, such as frequency of learning opportunities, which could also affect child outcomes. METHODS This study is a secondary analysis of data from a randomized controlled trial evaluating Pivotal Response Treatment group parent training (PRTG) compared to psychoeducation. Linear regression and mediational models were employed to identify potential predictors and mediators of outcome. RESULTS PRTG produced large increases in adherence and learning opportunities. In general, greater frequency of learning opportunities and adherence predicted better child outcomes. The best-fitting cross-sectional mediational models indicated at least partial mediational effects, whereby increased learning opportunities mediated the relationship between greater adherence and improved child outcomes. CONCLUSIONS This study provides preliminary evidence of how early gains in adherence may support parents to provide more frequent learning opportunities, which, in turn, yield positive effects on child social communication. Future large-scale research, with greater granularity of measurement, is needed to further understand the temporal relationships between these variables.
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Affiliation(s)
| | - Grace W Gengoux
- Stanford University School of Medicine, Stanford, United States.
- Department of Psychiatry & Behavioral Sciences, Division of Child & Adolescent Psychiatry, 401 Quarry Road, Stanford, CA, 94305-5719, USA.
| | | | | | | | | | - Thomas Frazier
- John Carroll University and SUNY Upstate Medical University, OH, United States
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Kılıç C, Yüksel Doğan R, Metin EN. Exploring the Relationship between Turkish Mothers' Parenting and Psychological Well-Being in Early Childhood: The Role of Child Emotion Regulation and Dysregulation. Behav Sci (Basel) 2024; 14:426. [PMID: 38920758 PMCID: PMC11200770 DOI: 10.3390/bs14060426] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2024] [Revised: 04/30/2024] [Accepted: 05/16/2024] [Indexed: 06/27/2024] Open
Abstract
Although the importance of psychological well-being in early childhood is emphasized, the number of studies conducted with children and adolescents in this field is less than those carried out with adults. The present study aimed to explore the role of child emotion regulation in the relationship between parenting and psychological well-being among a sample of Turkish preschoolers aged 5-6. It further examines the mediating role of emotion regulation. The sample consisted of 416 mothers with children aged 5-6 (Mage = 5.38, SD = 0.48; 50% girls-boys). We collected the data using the Multidimensional Assessment of Parenting Scale (MAPS), the Emotion Regulation Checklist (ERC), and the Psychological Well-Being Scale for Children (PWBS-C). The findings revealed significant relationships among parenting practices (positive/negative), the child's emotion regulation/dysregulation, and the child's psychological well-being. Moreover, the findings revealed that positive parenting, directly and indirectly, affects children's psychological well-being through children's emotion regulation. On the other hand, findings disclosed that negative parenting has both a direct and indirect impact on children's psychological well-being through children's emotion regulation. Overall, the study may shed light on a possible process in which positive parenting boosts a child's emotional regulation and psychological well-being among preschoolers.
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Affiliation(s)
- Ceren Kılıç
- Department of Child Development, Vocational School of Social Sciences, Baskent University, 06790 Ankara, Turkey
| | - Raziye Yüksel Doğan
- Department of Child Development, Faculty of Health Sciences, Hacettepe University, 06100 Ankara, Turkey; (R.Y.D.); (E.N.M.)
| | - Emine Nilgün Metin
- Department of Child Development, Faculty of Health Sciences, Hacettepe University, 06100 Ankara, Turkey; (R.Y.D.); (E.N.M.)
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Smout A, Melvin G, Jorm A, Yap MBH. Adapting a coach-assisted web-based intervention for parents of adolescents who refuse school: qualitative study with users of the Partners in Parenting Plus programme. BJPsych Open 2024; 10:e68. [PMID: 38487861 PMCID: PMC10951848 DOI: 10.1192/bjo.2024.15] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/25/2023] [Revised: 12/12/2023] [Accepted: 01/24/2024] [Indexed: 03/22/2024] Open
Abstract
BACKGROUND School refusal is a heterogenous problem which typically emerges in adolescence and co-occurs with internalising disorders. A substantial proportion of adolescents do not respond to existing treatment modalities; thus, novel, effective intervention options are needed. Partners in Parenting Plus (PiP+) is a coach-assisted, web-based intervention designed to empower parents to respond to adolescent internalising disorders. AIMS To conduct a process evaluation of PiP+ and identify programme adaptations required to meet the needs of parents of adolescents who refuse school. METHOD Semi-structured interviews were conducted with 14 Australian mothers who had: (a) received the PiP+ programme (not tailored for school refusal) during a prior research trial; and (b) reported that their adolescent was refusing school during their participation in PiP+. Inductive thematic analysis was used to analyse interview transcripts. RESULTS Participants were 41-53 years old (M = 47.8) and parenting adolescent children aged 14-17 years (M = 14.9). Three themes illustrated how PiP+ features met or could better meet the needs of parents of adolescents who were refusing school: (a) feeling heard, supported and respected; (b) relevance to me and my context; and (c) seeing positive changes. Participants had favourable views of PiP+, especially coached components. Participants requested programme enhancements to better meet the needs of parents of neurodiverse adolescents and discussed the impact of cumulative help-seeking 'failures' on self-efficacy and locus of control. CONCLUSIONS PiP+ was highly acceptable to the majority of parents navigating the issue of school refusal. This has implications for the enhancement of coach-assisted parenting interventions and the context-specific adaptation of PiP+ for school refusal.
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Affiliation(s)
- Anna Smout
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University, Melbourne, Victoria, Australia
| | - Glenn Melvin
- School of Psychology, Deakin University, Melbourne, Victoria, Australia
| | - Anthony Jorm
- Melbourne School of Population and Global Health, University of Melbourne, Victoria, Australia
| | - Marie B. H. Yap
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University, Melbourne, Victoria, Australia; and Melbourne School of Population and Global Health, University of Melbourne, Victoria, Australia
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Krause JT, Brown SM. Mindfulness Intervention Improves Coping and Perceptions of Children's Behavior among Families with Elevated Risk. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:7092. [PMID: 38063522 PMCID: PMC10706069 DOI: 10.3390/ijerph20237092] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/05/2023] [Revised: 11/17/2023] [Accepted: 11/18/2023] [Indexed: 12/18/2023]
Abstract
Mindfulness-informed interventions (MIIs) are increasingly common but have not been extensively studied among families with elevated levels of risk (e.g., those involved in child protective services and/or receiving financial assistance). These families often experience high rates of stressors that can impact coping strategies, interpersonal dynamics, and relationships. Given that mindfulness has been shown to promote health and wellbeing, this study used a sample from two pilot randomized controlled trials to test the extent to which a mindfulness-informed intervention improved coping strategies and perceptions of children's behavior among 53 families with elevated risk. A principal components analysis with a direct oblimin rotation revealed that cognitive-emotion coping strategies could be characterized by three factors: positive adaptation, negative adaptation, and positive refocusing. Intention-to-treat analysis indicated significant group by time differences, with intervention participants demonstrating improvements in positive refocusing coping, positive adaptation coping, and perceptions of children's behavior problems compared to participants in the waitlist control group. No significant differences were found for negative adaptation coping strategies. Findings provide preliminary support for the benefits of mindfulness training in a sample generally underrepresented in the mindfulness intervention literature.
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Affiliation(s)
- Jill T. Krause
- Department of Human Development & Family Studies, Colorado State University, 1570 Campus Delivery, Fort Collins, CO 80523-1570, USA
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Onishi R, Tone H, Kubota M, Chino N, Maruyama F. Associating Parental Efficacy with the Utility of Smart Devices: A Cross-Sectional Study of Their Role in Alleviating Maternal Parenting Concerns among Infants Aged 6-11 Months. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1437. [PMID: 37761398 PMCID: PMC10528665 DOI: 10.3390/children10091437] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/30/2023] [Revised: 08/04/2023] [Accepted: 08/15/2023] [Indexed: 09/29/2023]
Abstract
In digital societies, the use of smart devices to solve childcare problems has become commonplace. Mothers are influenced both positively and negatively by smart devices used to resolve childcare concerns. Focusing on parental self-efficacy, this study identified the factors associated with relief and anxiety caused by the use of smart devices to eliminate parenting concerns among mothers with infants. A random sampling cross-sectional survey was administered to 257 Japanese mothers with infants aged 6-11 months. Structural equation modeling was used to explain the relief and anxiety caused by their use of smart devices in terms of maternal demographics, parental self-efficacy, smart-device dependence, and confidence in their ability to discriminate information. Mothers with high parental self-efficacy experienced increased relief and reduced anxiety by using smart devices to address concerns about child-rearing practices. Mothers who were highly dependent on smart devices felt more secure with their use of smart devices. Homemakers and highly educated mothers who used smart devices because of concerns regarding child health and development experienced more anxiety. Parenting professionals need to recognize the effectiveness of smart devices as a tool to relieve anxiety in parenting and provide additional support for parents to improve their parenting self-efficacy.
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Affiliation(s)
- Ryuta Onishi
- Faculty of Nursing, Toyama Prefectural University, 2-2-78, Nishinagae, Toyama-shi 930-0975, Toyama-ken, Japan
- Faculty of Health Sciences, Hokkaido University, Kita 12, Nishi 5, Kita-ku, Sapporo-shi 060-0812, Hokkaido, Japan
| | - Hanami Tone
- Department of Health Sciences, School of Medicine, Hokkaido University, Kita 12, Nishi 5, Kita-ku, Sapporo-shi 060-0812, Hokkaido, Japan
| | - Minori Kubota
- Department of Health Sciences, School of Medicine, Hokkaido University, Kita 12, Nishi 5, Kita-ku, Sapporo-shi 060-0812, Hokkaido, Japan
| | - Nana Chino
- Department of Health Sciences, School of Medicine, Hokkaido University, Kita 12, Nishi 5, Kita-ku, Sapporo-shi 060-0812, Hokkaido, Japan
| | - Funa Maruyama
- Department of Health Sciences, School of Medicine, Hokkaido University, Kita 12, Nishi 5, Kita-ku, Sapporo-shi 060-0812, Hokkaido, Japan
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Williams C. The Relationship Between Perceived Parental Competence and Bereavement Outcomes in Widows With Young Children. OMEGA-JOURNAL OF DEATH AND DYING 2023:302228231186354. [PMID: 37392189 DOI: 10.1177/00302228231186354] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/03/2023]
Abstract
Adjustment to bereavement, while a normative life experience, is one that impacts every aspect of life. Widows with young children face the unique challenge of managing both their grief and the grief of their child while also redefining roles, responsibilities, and resources. This study used a cross-sectional survey method to explore the relationship between perceived parental competence and bereavement outcomes in widows with young children (n = 232). Participants completed study measures including a demographic survey, the Revised Grief Experience Inventory, and the Parental Sense of Competence Scale. Results indicate that the constructs of competence, parenting self-efficacy and parental satisfaction, were directly correlated to decreased grief experiences. Additionally, grief experiences were found to be higher in widows reporting lower levels of education, those who were not currently in a relationship, and those who had more children to care for. This study highlights the potential that perceived parental competence has to influence the grief experience for widows and their bereaved children.
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Finkbeiner M, Wahl LM, Kühnhausen J, Schmid J, Hellwig L, Brenner V, Dürrwächter U, Conzelmann A, Kelava A, Renner TJ, Gawrilow C. Patients' well-being during the transition period after psychiatric hospitalization to school: insights from an intensive longitudinal assessment of patient-parent-teacher triads. BMC Psychol 2023; 11:182. [PMID: 37328898 DOI: 10.1186/s40359-023-01197-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2023] [Accepted: 05/02/2023] [Indexed: 06/18/2023] Open
Abstract
BACKGROUND The transition period after psychiatric hospitalization back to school is accompanied by various challenges, including a substantial risk for rehospitalization. Self-efficacy and self-control, as transdiagnostic variables and important predictors of coping with school demands, should be crucial factors for successful adaptation processes as well as an overall high well-being during school reentry. The present study therefore investigates how patients' well-being develops during this period, and how it is related to patients' self-control and academic self-efficacy, as well as parents' and teachers' self-efficacy in dealing with the patient. METHODS In an intensive longitudinal design, daily ambulatory assessment measures via smartphone were collected with self-reports from the triadic perspective of 25 patients (Mage = 10.58 years), 24 parents, and 20 teachers on 50 consecutive school days, starting 2 weeks before discharge from a psychiatric day hospital (mean compliance rate: 71% for patients, 72% for parents and 43% for teachers). Patients answered daily questions between five and nine o'clock in the evening about their well-being, self-control, academic self-efficacy and about positive and negative events at school, as well as parents and teachers about their self-efficacy in dealing with the patient. RESULTS Multilevel modeling revealed that on average, patients' well-being and self-control decreased during the transition period, with trends over time differing significantly between patients. While patients' academic self-efficacy did not systematically decrease over time, it did show considerable intra-individual fluctuation. Importantly, patients experienced higher well-being on days with higher self-control and academic self-efficacy as well as with higher parental self-efficacy. Daily teacher self-efficacy did not show a significant within-person relationship to daily patients' well-being. CONCLUSIONS Well-being in the transition period is related to self-control and self-efficacy of patients and their parents. Thus, addressing patients' self-control and academic self-efficacy, as well as parental self-efficacy, seems promising to enhance and stabilize well-being of patients during transition after psychiatric hospitalization. Trial registration Not applicable, as no health care intervention was conducted.
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Affiliation(s)
- Marlene Finkbeiner
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital of Psychiatry and Psychotherapy, Tuebingen, Germany.
- German Center for Mental Health (DZPG), Tuebingen, Germany.
| | - Lena-Marie Wahl
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital of Psychiatry and Psychotherapy, Tuebingen, Germany
- German Center for Mental Health (DZPG), Tuebingen, Germany
| | - Jan Kühnhausen
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital of Psychiatry and Psychotherapy, Tuebingen, Germany
- LEAD Graduate School and Research Network, University of Tuebingen, Tuebingen, Germany
- German Center for Mental Health (DZPG), Tuebingen, Germany
| | - Johanna Schmid
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital of Psychiatry and Psychotherapy, Tuebingen, Germany
- LEAD Graduate School and Research Network, University of Tuebingen, Tuebingen, Germany
- German Center for Mental Health (DZPG), Tuebingen, Germany
| | - Leona Hellwig
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital of Psychiatry and Psychotherapy, Tuebingen, Germany
- German Center for Mental Health (DZPG), Tuebingen, Germany
| | - Vera Brenner
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital of Psychiatry and Psychotherapy, Tuebingen, Germany
- LEAD Graduate School and Research Network, University of Tuebingen, Tuebingen, Germany
- German Center for Mental Health (DZPG), Tuebingen, Germany
| | - Ute Dürrwächter
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital of Psychiatry and Psychotherapy, Tuebingen, Germany
- LEAD Graduate School and Research Network, University of Tuebingen, Tuebingen, Germany
- German Center for Mental Health (DZPG), Tuebingen, Germany
| | - Annette Conzelmann
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital of Psychiatry and Psychotherapy, Tuebingen, Germany
- LEAD Graduate School and Research Network, University of Tuebingen, Tuebingen, Germany
- Department of Psychology (Clinical Psychology II), PFH - Private University of Applied Sciences, Goettingen, Germany
- German Center for Mental Health (DZPG), Tuebingen, Germany
| | | | - Tobias J Renner
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital of Psychiatry and Psychotherapy, Tuebingen, Germany
- LEAD Graduate School and Research Network, University of Tuebingen, Tuebingen, Germany
- German Center for Mental Health (DZPG), Tuebingen, Germany
| | - Caterina Gawrilow
- Department of Psychology, University of Tuebingen, TübingenTuebingen, Germany
- LEAD Graduate School and Research Network, University of Tuebingen, Tuebingen, Germany
- German Center for Mental Health (DZPG), Tuebingen, Germany
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Kishimoto T, Liu S, Zhang L, Li S. How do autistic severity and family functioning influence parental stress in caregivers of children with autism spectrum disorder in China? The important role of parental self-efficacy. Front Psychol 2023; 14:956637. [PMID: 37303922 PMCID: PMC10248241 DOI: 10.3389/fpsyg.2023.956637] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2022] [Accepted: 05/02/2023] [Indexed: 06/13/2023] Open
Abstract
Introduction Parental stress among primary caregivers of children with autism spectrum disorder (ASD) is a significant concern. While previous research indicates that both family and child factors substantially influence parental stress, a few studies have comprehensively examined these factors from family, parent, and child perspectives. Moreover, the psychological mechanisms underlying parental stress remain underexplored. Method This study obtained a valid sample of 478 primary caregivers of children diagnosed with ASD in China and employed mediation and moderated mediation analyses to investigate the relationships between family adaptability and cohesion (FAC), ASD severity, parental self-efficacy, and parental stress. Result Results revealed that higher FAC was linked to reduced parental stress through increased parental self-efficacy. The indirect effect of parental self-efficacy was more substantial for caregivers of children with severe symptoms than those with mild symptoms. Discussion These findings offer insights into how FAC influences parental stress and underscore the importance of parental self-efficacy as a coping resource for mitigating parental stress. This study provides valuable theoretical and practical implications for understanding and addressing parental stress, particularly in families raising children with ASD.
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Affiliation(s)
- Tomoko Kishimoto
- Department of Social Psychology, Zhou Enlai School of Government, Nankai University, Tianjin, China
| | - Shuang Liu
- CAS Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing, China
| | - Lumei Zhang
- Department of Social Psychology, Zhou Enlai School of Government, Nankai University, Tianjin, China
| | - Shaowei Li
- Huli District Maternal and Child Health Hospital, Child Healthcare Department, Xiamen, China
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The Effect of Parenting Peer Education Interventions for Young Mothers on the Growth and Development of Children under Five. CHILDREN (BASEL, SWITZERLAND) 2023; 10:children10020338. [PMID: 36832465 PMCID: PMC9954868 DOI: 10.3390/children10020338] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/08/2023] [Revised: 01/31/2023] [Accepted: 02/06/2023] [Indexed: 02/12/2023]
Abstract
One of the contributing factors in the growth and development of children under five is the mother's ability to provide childcare, but young mothers do not have enough parenting skills. The goal of the current study was to examine the effect of the parenting peer education (PPE) programme on young mothers' parenting self-efficacy and behaviour, and the growth and development of children under five. There were two groups, which were a control group (without intervention) and an intervention group, in which there were 15 participants in each group. Analysis covariance with the pre-test scores as covariates was used in this study. The results showed that, compared with the control group, the intervention group reported significantly better parenting self-efficacy, parenting behaviour, children's growth, and children's development, including cognitive, language, and motoric aspects. The PPE programme can exchange the young mothers' experiences on how their children grow and develop, and the mothers will also receive psychological support. In conclusion, the PPE programme affected the young mothers' parenting self-efficacy and parenting behaviour and the children's growth and development.
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Fu W, Li R, Zhang Y, Huang K. Parenting Stress and Parenting Efficacy of Parents Having Children with Disabilities in China: The Role of Social Support. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:2133. [PMID: 36767500 PMCID: PMC9915991 DOI: 10.3390/ijerph20032133] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/21/2022] [Revised: 01/12/2023] [Accepted: 01/16/2023] [Indexed: 06/18/2023]
Abstract
Raising children with disabilities is challenging for parents, who experience high parenting stress. The study aimed to understand the status quo of parenting efficacy of parents having children with disabilities and to analyze the association between parent efficacy, parenting stress, and social support in China. We surveyed 373 parents having children with disabilities enrolled in special education schools or rehabilitation institutions from 14 provinces in China. The online questionnaire including Parental Stress Index-Short Form, the Child Adjustment and Parent Efficacy Scale-Developmental Disability (CAPES-DD), and Social Support Scale was applied in the study. The results suggested that parenting efficacy of parents having children with disabilities in China was at the medium level. Parenting stress, social support, and parenting efficacy were significantly related with each other, and social support played a mediating role between parenting stress and parenting efficacy. The findings indicated that reducing parenting stress and improving social support might improve parenting efficacy. We also discussed the implications of providing intervention strategies or social support to improve parenting efficacy for parents with disabled children in China.
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Affiliation(s)
- Wangqian Fu
- School of Special Education, Beijing Normal University, Beijing 100875, China
| | - Rui Li
- School of Education, Beijing Sport University, Beijing 100091, China
| | - Yaqian Zhang
- Faculty of Education, Beijing Normal University, Beijing 100875, China
| | - Ke Huang
- Alum Rock Union School District, San Jose, CA 95127, USA
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Eltanamly H, Leijten P, van Roekel E, Mouton B, Pluess M, Overbeek G. Strengthening parental self-efficacy and resilience: A within-subject experimental study with refugee parents of adolescents. Child Dev 2023; 94:187-201. [PMID: 36069393 PMCID: PMC10087555 DOI: 10.1111/cdev.13848] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Abstract
Post-migration stress and parenting adolescents can reduce parental self-efficacy. This study tested the effects of strengthening parental self-efficacy in refugee parents of adolescents and whether this makes parental self-efficacy less impacted by post-migration stressors. Using a within-subject experimental design, experience sampling data were collected in 2019 from 53 refugee parents of adolescents (Mage = 39.7, SDage = 5.59, 73% Syrian, 70% mothers) in the Netherlands. Data were analyzed by dynamic structural equation modeling using interrupted time-series analysis. The single-session personalized intervention strengthened parental self-efficacy (small effect: between case standardized mean difference = 0.09) and made refugee parents less vulnerable to post-migration stressors. Findings suggest that parental self-efficacy is malleable and strengthening it fosters refugee parents' resilience. Replications with longer-term follow-ups are needed.
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Affiliation(s)
| | | | | | - Benedicte Mouton
- University of Amsterdam, Amsterdam, The Netherlands.,Universite Libre de Bruxelles, Bruxelles, Belgium
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Chhangur RR, Belsky J. Parents' differential susceptibility to a "micro" parenting intervention: Rationale and study protocol for a randomized controlled microtrial. PLoS One 2023; 18:e0282207. [PMID: 36947489 PMCID: PMC10032527 DOI: 10.1371/journal.pone.0282207] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2022] [Accepted: 02/06/2023] [Indexed: 03/23/2023] Open
Abstract
BACKGROUND Given evidence that parenting can influence children's development, parenting interventions are often the strategy of choice when it comes to treating children's disruptive behavior problems-or preventing problems from developing in the first place. What remains under appreciated, however, is that some parents appear to be more responsive to interventions to foster skilled parenting than others. Notable in this regard is the ever-increasing observational and, perhaps more importantly, experimental evidence indicating that some children prove more susceptible to parenting interventions than others. So, while the experimental evidence clearly indicates that "susceptibility factors" which children carry seem to affect their likelihood of benefiting from a parenting intervention (and other environmental influences), what remains unclear is why the parenting interventions in question prove more effective in changing the behavior of some parents more than others. Could it be as a result of their own parental characteristics? OBJECTIVE The Parfective Microtrial in a randomized controlled microtrial, in which we focus not just on parental (and child) responsiveness but also on an underlying physiological mechanism hypothesized to contribute to heightened susceptibility to parenting interventions. METHODS Participants are 120 families, with children aged 4-5 years, recruited from the community. Of these, 60 are randomly assigned to the "micro" intervention condition (i.e., immediate positive parenting feedback) and 60 families to the care-as-usual control condition. Assessments in both conditions will be conducted at baseline (pretest), after 2 weeks (posttest), and after 4 weeks (follow-up). Primary outcomes are the hypothesized moderating effects of physiology on the anticipated "micro" intervention effect (i.e., decrease in negative parenting behavior and/or increase in positive parenting behavior). Secondary outcomes are the observed (changes in) child behavior in response to the parenting intervention, such that those parents and children-in the same family-who manifest these physiological attributes will prove most susceptible to the beneficial effects of the intervention. TRIAL REGISTRATION This study protocol is registered at ClinicalTrials.gov (NCT05539170).
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Affiliation(s)
- Rabia R Chhangur
- Department of Developmental Psychology, Tilburg University, Tilburg, The Netherlands
| | - Jay Belsky
- Department of Human Ecology, University of California Davis, Davis, California, United States of America
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The Effects of COVID-19-Related Stress on Depression in Working Mothers with School-Aged Children: The Moderated Mediation Effect of Parenting Efficacy and Cognitive Flexibility. ADONGHAKOEJI 2022. [DOI: 10.5723/kjcs.2022.43.3.319] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Objectives: This study aimed to analyze the effects of COVID-19-related stress, parental efficacy, and cognitive flexibility on depression of mothers with school-aged children and to examine a moderated mediation model.Methods: Data on cognitive flexibility, parental efficacy, COVID-19-related stress, and depression were collected from 441 working mothers who had at least one school-aged child using the Cognitive Flexibility Inventory (CFI) and Parenting Sense of Competence (PSOC), COVID Stress/Disruption, and Center for Epidemiologic Studies Depression (CES-D) scales. Data were then analyzed using SPSS 26.0, and PROCESS macro version 4.0.Results: The findings revealed that COVID-19-related stress had a significant positive influence on depression in working mothers, which was mediated by parental efficacy. A moderated mediation analysis further indicated that this indirect effect varied depending upon the mothers’ sense of control a sub-factor of cognitive flexibility. Therefore, when mothers perceived they were unlikely to exercise any control over changes caused by the COVID-19 pandemic, their parental efficacy exerted a greater mediating effect.Conclusion: Results suggest that interventions reducing COVID-19-related stress and increasing parental efficacy could alleviate depression among working mothers with school-aged children. Furthermore, cognitive interventions could be effective in helping those working mothers experiencing a low level of parenting efficacy due to COVID-19-related stress to perceive the demanding situation as within their control.
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14
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Trecca F, Bleses D, Højen A, Laursen B. Direct and indirect effects from parenting self-efficacy and parenting practices to social-emotional adjustment in 3- to 5-year-old children. Acta Psychol (Amst) 2022; 229:103673. [PMID: 35907269 DOI: 10.1016/j.actpsy.2022.103673] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2021] [Revised: 07/07/2022] [Accepted: 07/11/2022] [Indexed: 11/17/2022] Open
Abstract
Parenting self-efficacy has been tied to myriad child outcomes during middle childhood and adolescence, directly and indirectly through parenting practices. The present study examines contemporaneous associations between parenting self-efficacy, parenting practices, and child outcomes during the preschool years in a community sample of 1455 Danish parents (76.7 % mothers) of 3-5-year-old children (49 % girls). Parents (M = 39.2 years old) completed a survey describing parenting self-efficacy and three facets of parenting practices: inductive reasoning, psychological control, and instrumental reward. Parents also described child adjustment in four domains: prosocial behavior, hyperactivity, conduct problems, and emotional problems. Results revealed direct concurrent associations between parenting self-efficacy and each child outcome, with greater efficacy tied to more prosocial behavior and less hyperactivity, conduct problems, and emotional problems. Parent psychological control mediated associations from parenting self-efficacy to child hyperactivity, conduct problems, and emotional problems. Inductive reasoning mediated associations from parenting self-efficacy to child prosocial behavior. Consistent with previous findings from older children, parental use of psychological control had debilitating consequences for preschool children. Inductive reasoning, in contrast, appeared to promote positive development.
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Affiliation(s)
- Fabio Trecca
- TrygFonden's Centre for Child Research, Aarhus University, Fuglesangs Allé 4, DK-8210 Aarhus V, Denmark.
| | - Dorthe Bleses
- TrygFonden's Centre for Child Research, Aarhus University, Fuglesangs Allé 4, DK-8210 Aarhus V, Denmark
| | - Anders Højen
- TrygFonden's Centre for Child Research, Aarhus University, Fuglesangs Allé 4, DK-8210 Aarhus V, Denmark
| | - Brett Laursen
- Florida Atlantic University, 3200 College Avenue, Fort Lauderdale, FL 33314, USA
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15
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Holzman JBW, Hawks JL, Kennedy SM, Anthony BJ, Anthony LG. Parenting in a Pandemic: Preliminary Support for Delivering Brief Behavioral Parent Training Through Telehealth. Behav Modif 2022; 47:128-153. [PMID: 35707864 PMCID: PMC10076234 DOI: 10.1177/01454455221103226] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Behavioral problems, such as noncompliance and aggression, are a common referral reason to mental health services for young children. Behavioral parent training (BPT) is the leading intervention for addressing behavioral problems and leads to benefits in a variety of parental factors (e.g., parenting efficacy and parenting stress). While the COVID-19 pandemic dramatically shifted service delivery toward telehealth services, limited work has evaluated the effectiveness of BPT when delivered in a brief, group format through telehealth. The current retrospective chart review study evaluated the engagement to and preliminary effectiveness of a brief version of BPT delivered through telehealth to 64 families of 3- to 7-year-olds referred for behavioral problems. Families attended an average of 4.55 of 6 sessions and most families had two caregivers who engaged in the intervention. Significant reductions in caregivers' report of children's behavioral problems and improvements in parenting self-efficacy resulted. Future research and clinical implications are discussed.
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Affiliation(s)
- Jacob B W Holzman
- University of Colorado School of Medicine, Department of Psychiatry, Aurora, USA.,Pediatric Mental Health Institute at Children's Hospital of Colorado, Aurora, USA
| | - Jessica L Hawks
- University of Colorado School of Medicine, Department of Psychiatry, Aurora, USA.,Pediatric Mental Health Institute at Children's Hospital of Colorado, Aurora, USA
| | - Sarah M Kennedy
- University of Colorado School of Medicine, Department of Psychiatry, Aurora, USA.,Pediatric Mental Health Institute at Children's Hospital of Colorado, Aurora, USA
| | - Bruno J Anthony
- University of Colorado School of Medicine, Department of Psychiatry, Aurora, USA.,Pediatric Mental Health Institute at Children's Hospital of Colorado, Aurora, USA
| | - Laura G Anthony
- University of Colorado School of Medicine, Department of Psychiatry, Aurora, USA.,Pediatric Mental Health Institute at Children's Hospital of Colorado, Aurora, USA
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16
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She X, Perera S, Andre M, St. Fleur J, Hilaire J, Evans A, Long J, Wing D, Carpenter C, Wilson K, Palfrey J, Stulac S. Associations Between Parental Depression, Self-efficacy, and Early Childhood Development in Malnourished Haitian Children. Glob Pediatr Health 2022; 9:2333794X221098311. [PMID: 35592789 PMCID: PMC9112296 DOI: 10.1177/2333794x221098311] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2022] [Accepted: 04/16/2022] [Indexed: 11/16/2022] Open
Abstract
Background. Haiti lacks early childhood development data and guidelines in malnourished populations. Literature shows that developmental interventions are crucial for improving developmental outcomes malnourished children. This study examines the prevalence of early childhood development delays in a cohort of malnourished Haitian children and their associations with parental depression and self-efficacy. Methods. We used cross-sectional data from 42 patients 6 months to 2 years old in Saint-Marc, Haiti. We assessed their developmental status using the Ages and Stages Questionnaire. Parents were surveyed on depression symptoms and self-efficacy using validated surveys developed for low-resource settings. Demographic and socio-economic data were included. Prevalence of early childhood development delays and high parental depression risk were calculated. Multivariable logistic regression analyses were used to test whether parental depression risk and low self-efficacy were associated with a higher risk for childhood developmental delays. Results. Among participants, 45.2% (SD = 7.7%) of children with a recorded ASQ met age-specific cutoffs for developmental delay in one or more domains. 64.3% (SD = 7.4%) of parents were at high risk for depression. 47.6% (SD = 7.7%) of parents reported relatively low self-efficacy. Multivariable analysis showed that low parental self-efficacy was strongly associated with developmental delays (OR 17.5, CI 1.1-270.0) after adjusting for socioeconomic factors. Parental risk for depression was associated with higher odds (OR 4.6, CI 0.4-50.6) of children having developmental delays but did not reach statistical significance in this study. Conclusion. Parental self-efficacy was protectively associated with early childhood developmental delays in malnourished Haitian children. More research is needed to design contextually appropriate interventions.
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Affiliation(s)
- Xinshu She
- Stanford U School of Medicine,
Stanford, CA, USA
| | | | | | | | | | - Andrea Evans
- Toronto University School of Medicine,
Toronto, ON, Canada
| | - Jack Long
- University of Vermont Robert Larner
College of Medicine, Burlington, VT, USA
| | - Delight Wing
- University of Vermont Robert Larner
College of Medicine, Burlington, VT, USA
| | | | - Kim Wilson
- Harvard U Medical School, Boston, MA,
USA
| | | | - Sara Stulac
- Boston U School of Medicine, Boston,
MA, USA
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17
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Andeweg SM, Bodrij FF, Prevoo MJ, Rippe RC, Alink LR. Reducing household chaos to improve parenting quality? An RCT. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1016/j.appdev.2022.101398] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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18
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Examining daily parent involvement in caregivers of children with ADHD using electronic diaries. J Sch Psychol 2022; 91:195-208. [DOI: 10.1016/j.jsp.2022.01.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2020] [Revised: 10/12/2021] [Accepted: 01/14/2022] [Indexed: 11/20/2022]
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19
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Shenkman G, Carone N, Mouton B, d’Amore S, Bos HMW. Assisted Conception Socialization Self-Efficacy Among Israeli Lesbian, Gay, and Heterosexual Parent Families and its Association with Child Externalizing Problems. JOURNAL OF CHILD AND FAMILY STUDIES 2022; 32:180-196. [PMID: 35308412 PMCID: PMC8919160 DOI: 10.1007/s10826-022-02286-1] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/22/2022] [Indexed: 05/09/2023]
Abstract
This questionnaire-based study compared 36 Israeli lesbian mother families (n = 72 lesbian mothers) formed by donor insemination, 39 Israeli gay father families (n = 78 gay fathers) formed by gestational surrogacy, and 36 Israeli heterosexual parent families (n = 72 heterosexual parents) formed by assisted reproduction (without donated gametes), all with a target child aged 3-10 years. The families were examined for parents' assisted conception socialization self-efficacy, depression, negative and positive affect, life satisfaction, positivity, resilience, social support, and child externalizing problems. Multiple factors associated with child externalizing problems were also examined. Multilevel modeling analyses indicated that parents' assisted conception socialization self-efficacy did not differ between family groups; however, lesbian mothers and gay fathers reported fewer child externalizing problems and greater social support, relative to heterosexual parents. Also, lesbian mothers-but not gay fathers-reported lower levels of depression, greater life satisfaction, and more positivity than did heterosexual parents. Finally, irrespective of family type, greater assisted conception socialization self-efficacy was associated with fewer parent-reported child externalizing problems. Findings are interpreted in light of the cultural socialization framework and Israel's familistic and pronatalist environment. Implications for health professionals, educators, and policymakers working with diverse family forms are discussed.
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Affiliation(s)
- Geva Shenkman
- School of Psychology, Interdisciplinary Center (IDC), Herzliya, Israel
| | - Nicola Carone
- Department of Brain and Behavioral Sciences, University of Pavia, Pavia, Italy
| | - Bénédicte Mouton
- Research Centre of Clinical Psychology, Psychopathology and Psychosomatics, Université Libre de Bruxelles, Brussels, Belgium
| | - Salvatore d’Amore
- Research Centre of Clinical Psychology, Psychopathology and Psychosomatics, Université Libre de Bruxelles, Brussels, Belgium
| | - Henny M. W. Bos
- Faculty of Social and Behavioral Sciences, University of Amsterdam, Amsterdam, The Netherlands
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20
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Jespersen JE, Morris AS, Hubbs-Tait L, Washburn IJ. Evaluation of a Parent Education Program Emphasizing Responsive Parenting and Mindfulness: An Inclusive Randomized Controlled Trial. CHILD & YOUTH CARE FORUM 2021. [DOI: 10.1007/s10566-021-09597-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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21
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Martín Retuerto D, Ros Martínez de Lahidalga I, Ibañez Lasurtegui I. Disruptive Behavior Programs on Primary School Students: A Systematic Review. Eur J Investig Health Psychol Educ 2020; 10:995-1009. [PMID: 34542431 PMCID: PMC8314313 DOI: 10.3390/ejihpe10040070] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2020] [Revised: 09/20/2020] [Accepted: 10/12/2020] [Indexed: 11/17/2022] Open
Abstract
The objective of this study was to review the existing international literature on research and programs for the reduction of disruptive behavior in primary school students. For this purpose, according to PRISMA-ScR, a mixed systematic review was performed in six databases in order to obtain wide and extensive information related to the subject under study. The studies obtained were analyzed through a table which emphasized the data related to: Author(s), year, educational stage, location, objectives, instruments, and results. As for the selection of studies, the UNESCO Thesaurus and the ERIC Thesaurus terminology was used. In addition to specifying the search for studies performed between 2004 and 2020 (both inclusive), articles written in Spanish and English were selected. Furthermore, in a final phase among the articles analyzed, those that were not or did not contain intervention programs were discarded. Therefore, a total of thirty-five articles out of more than twenty thousand were analyzed in depth. The results showed that a majority of programs were implemented in the primary education stage, as well as a predominance of the use of instruments, such as questionnaires and observation charts. In addition, it is important to underline that 77.14% of the programs analyzed were effective, hence, they met the proposed objectives. In summary, although the number of intervention programs for the reduction of disruptive behavior that can be found in the international scientific literature is growing, there is still a long way to go in order to create a large network that can serve as a foundation for interventions in primary education students.
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Affiliation(s)
| | - Iker Ros Martínez de Lahidalga
- Faculty of Education and Sports, University of the Basque Country (EHU/UPV), 01006 Vitoria-Gasteiz, Spain; (D.M.R.); (I.I.L.)
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22
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Stiévenart M, Martinez Perez T. How can parental self-efficacy support children’s early language development? Review of preliminary research and future perspectives. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2020. [DOI: 10.1080/17405629.2020.1776102] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Affiliation(s)
- Marie Stiévenart
- Research Unit on Childhood, Faculty of Psychology, Speech and Language and Education Therapy, University of Liège, Liège, Belgium
| | - Trecy Martinez Perez
- Research Unit on Childhood, Faculty of Psychology, Speech and Language and Education Therapy, University of Liège, Liège, Belgium
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23
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Masiran R, Ibrahim N, Awang H, Lim PY. Improving multicultural parenting program for children with emotional and behavioral problems: An integrated review. Asian J Psychiatr 2020; 51:101851. [PMID: 31711780 DOI: 10.1016/j.ajp.2019.101851] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/01/2019] [Revised: 10/16/2019] [Accepted: 10/16/2019] [Indexed: 01/13/2023]
Abstract
Children with emotional and behavioral problems are often managed using medications or behavioral therapy, but in some countries, there is no structured parenting intervention to equip parents from different cultural backgrounds with adequate parenting skills to help these children. This paper aims to synthesize key findings from previous research on multicultural parenting programs and produce a comprehensive integrated view by looking into three separate themes: effective multicultural parenting programs, ethnocultural groups and cultural adaptation process. Literature search through Scopus and Google Scholar from 1999 to 2019 was conducted using the terms "effective parenting program", "effective parenting intervention", "effective multicultural parenting program", "effective multicultural parenting intervention", "multicultural parenting program", "multicultural parenting intervention", "parenting program and ethnic groups", "parenting intervention and ethnic groups", "adapted parenting program", "adapted parenting intervention", "cultural adaptation of parenting program'' and "cultural adaptation of parenting intervention". By applying the "Literature Review Synthesis Process", authors conducted cross-analysis, integrated possibilities, and prioritized the synthesized information gearing towards highly probable solutions for improving multicultural parenting programs to manage emotional and behavioral problems in children better. Development of a culturally fit parenting intervention and its implications on existing parenting programs are also discussed. The findings highlight the need 1) to engage with ethnocultural groups of parents during development of a new multicultural parenting program, and 2) to incorporate specific measures for engaging with parents during multicultural parenting program implementation. This paper contributes in acknowledging cultural components in future parenting intervention programs. Finally, recommendations are made for future directions of research.
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Affiliation(s)
- Ruziana Masiran
- Department of Psychiatry, Faculty of Medicine and Health Sciences, Universiti Putra Malaysia, 43400 Serdang, Selangor, Malaysia.
| | - Normala Ibrahim
- Department of Psychiatry, Faculty of Medicine and Health Sciences, Universiti Putra Malaysia, 43400 Serdang, Selangor, Malaysia.
| | - Hamidin Awang
- Department of Psychiatry, Faculty of Medicine and Health Sciences, Universiti Putra Malaysia, 43400 Serdang, Selangor, Malaysia.
| | - Poh Ying Lim
- Department of Community Health, Faculty of Medicine and Health Sciences, Universiti Putra Malaysia, 43400 Serdang, Selangor, Malaysia.
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