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2008 - NCA 94th Annual Convention Pages: 22 pages || Words: 5130 words || 
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1. Jumper, Rachel. "Parenting Style and Parent-Child Communication: Are there Differences between Parents of Gifted Adolescents and Parents of Non-Labeled Adolescents?" Paper presented at the annual meeting of the NCA 94th Annual Convention, TBA, San Diego, CA, Nov 20, 2008 Online <PDF>. 2019-05-22 <http://citation.allacademic.com/meta/p257680_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This pilot study examined the differences between parenting styles of parents with gifted adolescents and non-labeled adolescents. Comparisons were made between parents of gifted and parents of non-labeled to examine if there are differences between the ways that these parents communicate with their children. Analysis revealed that parents of the gifted were more likely to verbally admonish their children, have a greater knowledge of school activities, and report that their children disclose more information to them than the parents of non-labeled children. Discussion focuses on specific characteristics of the gifted that may be responsible for these findings as well as the need for future studies examining differences between parent-child communications of gifted children.

2005 - American Society of Criminology Words: 110 words || 
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2. Brank, Eve. and Johnson, Kristin. "Parents are to blame, unless the parent is me: Self-interest and parental responsibility laws" Paper presented at the annual meeting of the American Society of Criminology, Royal York, Toronto, <Not Available>. 2019-05-22 <http://citation.allacademic.com/meta/p33116_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The various forms of parental responsibility laws either hold parents civilly liable or criminally responsible for the illegal activities of their children. While general public support of these laws has been examined (Brank & Weisz, 2004), the current research examines public support in relation to parental status of the respondent. A national phone survey of approximately 1000 respondents asked about parental responsibility, parental blame, and parental punishment. Results indicate that parents and non-parents are not significantly different on opinions of these three notions; however, parents of children who had some kind of police contact were less likely to support. The results are discussed in terms of self-interest theory.

2007 - AMERICAN SOCIETY OF CRIMINOLOGY Words: 145 words || 
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3. Bean, Tammy., Hipwell, Alison., Loeber, Rolf., Keenan, Kate. and Stouthamer-Loeber, Magda. "Transmission of Psychopathology from Parent to Child among Parents with PTSD: Is Parenting Style a Mediating Factor?" Paper presented at the annual meeting of the AMERICAN SOCIETY OF CRIMINOLOGY, Atlanta Marriott Marquis, Atlanta, Georgia, <Not Available>. 2019-05-22 <http://citation.allacademic.com/meta/p200676_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: If a parent has experienced a severe life stressor and has developed traumatic stress reactions, it can be hypothesized that the parent should be less skilled in regulating their own distress which in turn might result in negative parenting practices and lower psychological adjustment of their children. In this population-based longitudinal study of 2,451 girls, 683 parents reported (single measurement) a history of experiencing at least one traumatic event. Of the 683 parents, 25% could be classified as currently suffering from PTSD while another 13% fell into a sub-threshold range for the diagnosis for PTSD. This presentation will examine the transmission of parental psychopathology through mediation of negative parenting practices which in turn lead to adjustment problems (depression, anxiety, and delinquency) among the girls. Parenting practices that were examined are the 1) unavailability of the parent (low parental warmth) and 2) parental aggression (harsh punishment).

2015 - SRCD Biennial Meeting Pages: unavailable || Words: 40 words || 
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4. kef, sabina., Hodes, Marja., meppelder, marieke. and Schuengel, Carlo. "Parents With Intellectual Disabilities: Effect Of Videofeedback Intervention (VIPP-LD) On Parenting Behavior And Parenting Stress" Paper presented at the annual meeting of the SRCD Biennial Meeting, Pennsylvania Convention Center and the Philadelphia Marriott Downtown Hotel, Philadelphia, PA, Mar 19, 2015 <Not Available>. 2019-05-22 <http://citation.allacademic.com/meta/p959416_index.html>
Publication Type: Individual Poster
Review Method: Peer Reviewed
Abstract: People with mild intellectual disabilities (MID) encounter many risk factors that threaten their possibilities in becoming a good enough parent (Feldman, McConnell & Aunos, 2012; Llewellyn, McConnell, Honey, Mayes & Russo, 2003). The quality of this parenting situation is influenced by an interplay between individual factors, family characteristics, social context factors and societal, political policy (Aunos & Feldman, 2002; Willems, De Vries, Isarin & Reinders, 2007). Parents with MID do benefit from training on household charts and daily care skills (Wade, Llewellyn & Matthews, 2008) but little is known about the effectiveness of training parents with MID to be sensitively responsive in interaction with their children, as well as to use positive-inductive discipline. This Dutch study tested the effects of a videofeedback-intervention (VIPP-LD) on these aspects of the parent-child interaction and on experienced parenting stress. The VIPP-LD intervention was developed by adapting the VIPP-SD intervention (Juffer, Bakermans-Kranenburg & Van IJzendoorn, 2008; Hodes, Meppelder, Schuengel & Kef, 2014) and has a strong base in the attachment theory.
In total, 85 parents with MID with young children (1-7 years of age) living with them, participated in a relatively large randomized controlled trial design. One group received care-as-usual (CAU), the experimental group received the VIPP-LD intervention. Parenting behavior and parenting stress was measured and observed before the intervention, afterwards and in a 3 months follow-up. Parenting stress was measured by the Dutch version of the Parenting Stress Index. Sensitive discipline was observed using the Three Bags Procedure and Do/Don’t Task. Trained observers were blind for measurement or group condition and inter-observer reliability was satisfying.
The intervention group, receiving VIPP-LD, scored significantly lower on parental stress after the intervention period (F (1.49, 101.27) = 3.87, p=.04) see Figure 1. For the observed parent-child interactions we found no group-differences between VIPP-LD and CAU on effects on sensitive discipline (i.g Three bags F (2,65) = 0.38, p=.69) see Figure 2. Yet, indications were found that the VIPP-LD intervention had specific impact for parents with very low parenting skills, showing a higher increase in sensitive responsiveness (F(2,65) = 4.63, p=.01). Preliminary within-group results showed no difference for example on child-age, more within-group results will be presented and discussed in the poster.
VIPP-LD alleviates parenting stress for parents with ID, diminishing risk for the child and family. Effects on observable parenting skills may be evident for some parents with MID rather than others. Directions for future research and improvements for supporting parents with MID in an inclusive perspective will be presented.

2015 - SRCD Biennial Meeting Words: 476 words || 
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5. Qin, Desiree. and Han, Eun-Jin. "Tiger Parents or Sheep Parents?: Struggles of Parental Involvement in Working-Class Chinese Immigrant Families" Paper presented at the annual meeting of the SRCD Biennial Meeting, Pennsylvania Convention Center and the Philadelphia Marriott Downtown Hotel, Philadelphia, PA, <Not Available>. 2019-05-22 <http://citation.allacademic.com/meta/p958341_index.html>
Publication Type: Presentation
Abstract: Research on Chinese immigrant parents tends to focus on their high levels of educational involvement and its positive impact on their children’s exceptional educational performances (Ji & Koblinsky, 2009; Louie, 2001). However, this image of highly involved parent or the more recent caricaturist “tiger parent”(Chua, 2011; Juang, Qin & Park, 2013) is not an accurate depiction of all Chinese American parents. A substantial portion of Chinese parents experience tremendous challenges after migration and are far from “tiger parents.” Relatively little research has been conducted to understand the experiences of these parents.

In this paper, drawing on five-year longitudinal interview data collected on 72 Chinese immigrant children and their parents from mostly low-income families, we explore how immigration reshapes parental involvement in these Chinese immigrant families and its subsequent influence on parent-child relations. Data for this study came from the first-, second-, third-, and final-year student interviews and first- and final-year parent interviews of the Longitudinal Immigrant Student Adaptation Study. In these interviews, we asked open-ended questions regarding family immigration and socioeconomic backgrounds, parental adaptation after migration, parental involvement in education, and parent-child relations. In qualitative data analysis, after all the responses to family-related, open-ended questions were transcribed, they were indexed into one master word document organized by questions, marked by student and parent ID number as well as the year when the interview was conducted. Data were then uploaded onto Atlas-Ti, a qualitative data analysis software, and open coding, axial coding, and selective coding were conducted. To understand the contextual factors around parental involvement, we also considered the history of migration and family socioeconomic backgrounds before and after migration in each family and constructed a number of mini-case studies (Maxwell, 1996) of families whose experiences were representative of many other families.

Our findings suggest that quite contrary to the popularly held image of highly involved tiger parents, many parents in our sample, mostly low-income, face multiple challenges in their adaptation after migration, ranging from time conflicts to various barriers created by migration (e.g., language barriers, lack of knowledge). For most of the parents in our study, these barriers created feelings of powerlessness and inadequacy especially in dealing with the children’s schooling, which further translated into lack of parental supervision, support and communication in children’s education. This over time forced their children to be precociously independent in their own education and life. This dynamic put a tremendous strain on parent-child relations and had a negative impact on children’s adaptation.

The experiences of both parents and children over a course of five years in our study clearly illustrate the devastating spiral effect of lack of parental involvement on parent-child relations as well as children’s psychosocial adaptation. Further, our findings debunk the stereotypical image of “Model Minority” by highlighting the struggles Chinese immigrant parents and children, especially those from low-income families, have behind closed doors.

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