Sentences with phrase «affecting parenting behaviour»

Not exact matches

These changes in parenting behaviour and the ultimate affect that it will have on the children is one of the reasons why it is important to prevent PPD from occurring, rather than try to fix it once it is present.

A variety of parent support programmes are available across Ireland such as the Incredible Years (IY) and Triple P which have been proven to be very effective in teaching parents behaviour - management strategies to affect change in the home.

Often, parents / carers will use behavioural techniques in a way that do not appear to affect positive change as such and sometimes can seem to make things worse, as the focus stays on the child's behaviour, not their internal motivations and needs.

Most operate on the assumption, however, that parents» prenatal health behaviours, care of their children, and life - course affect their children's social and emotional development.10

Breastfeeding can affect the early behaviour of infants and have a positive impact on the parents as well.

Parent support programs have a common goal — to improve the lives of children and their parents — and a shared strategy — to affect children by creating changes in parents» attitudes, knowledge and / or behaviour through a variety of social and practical supports.

However, it is important to keep in mind that parents are differentially affected by the behaviours and temperament of their child.

All parents should be provided with information regarding a) factors known to increase the risk of SIDS in the bed - sharing environment, including parental smoking (particularly maternal smoking in pregnancy), young maternal age, infant prematurity; and b) aspects of adult beds that should be modified with infant safety in mind: e.g. gaps between bed and wall or other furniture, proximity of baby to pillows, type of bedding used, parental behaviour prior to bed - sharing such as consumption of alcohol, drugs or medication affecting arousal.

As part of the decion - making process, the court will consider the moral example given by a parent to his or her child, the influence that parent's behaviour may have on the child's development and the manner in which the parent's conduct is likely to affect the child's welfare.

PD, and in particular depression, is known to have a negative impact on the individual, their relationships and family life, 3, 26 and may have long - term implications for the development of their child, adversely affecting both cognitive and psychosocial development, and behaviour.27 — 29 In depressed parents, this negative impact is thought to act via a reduction in responsive parenting behaviours and reduced quality of the parent — child relationship.30, 31 Where only one parent is depressed (more commonly the mother), the influence of the other parent can act as a buffer and over-ride most of the detrimental effect.

Not only does a one - size - fits - all approach to early intervention imply that a child's behaviour is, in part, a function of the parenting skills of all parents with an affected child (a situation somewhat analogous to that in the 1950s in which autism was blamed on refrigerator mothers), it may be denying the right type of parenting support to many parents.

Most operate on the assumption, however, that parents» prenatal health behaviours, care of their children, and life - course affect their children's social and emotional development.10

«It has to be fixed»: A qualitative inquiry into perceived ADHD behaviour among affected individuals and parents in Western Australia.

Parents and carers may also unintentionally contribute to a child's anxiety by modelling anxious behaviour themselves; being overly controlling or intrusive (which can affect a child's sense of autonomy and the development of coping skills); or by tolerating or encouraging escape and avoidance behaviours in the child.

When a parent is acting without deliberate intent then highlighting how these behaviours might affect their child can often enable them to prioritise their child.

Mental health difficulties affect children's emotions and behaviour, and can cause concern for the child, parents and carers, and also the child's school.

Your parenting style will affect your child's behaviour, the way they process their feelings, how they do at school, and even how they develop physically.

The KidsMatter webinar held on 27 October 2015 focussed on supporting children affected by trauma, and focussed on a panel discussion about behaviours exhibited by Jack (aged 10 years), Matilda (4 years) and Jacinta (11 months) in their early childhood and school environments, as they struggle to deal with the trauma resulting from witnessing past violence between their parents Fiona and Steve, who have now separated.

By observing children's behaviour and the way they play, parents, carers and staff can gain clues to how trauma has affected a child.

AAI, Adult Attachment Interview; AFFEX, System for Identifying Affect Expression by Holistic Judgement; AIM, Affect Intensity Measure; AMBIANCE, Atypical Maternal Behaviour Instrument for Assessment and Classification; ASCT, Attachment Story Completion Task; BAI, Beck Anxiety Inventory; BDI, Beck Depression Inventory; BEST, Borderline Evaluation of Severity over Time; BPD, borderline personality disorder; BPVS - II, British Picture Vocabulary Scale II; CASQ, Children's Attributional Style Questionnaire; CBCL, Child Behaviour Checklist; CDAS - R, Children's Dysfunctional Attitudes Scale - Revised; CDEQ, Children's Depressive Experiences Questionnaire; CDIB, Child Diagnostic Interview for Borderlines; CGAS, Child Global Assessment Schedule; CRSQ, Children's Response Style Questionnaire; CTQ, Childhood Trauma Questionnaire; CTQ, Childhood Trauma Questionnaire; DASS, Depression, Anxiety, Stress Scales; DERS, Difficulties in Emotion Regulation Scale; DIB - R, Revised Diagnostic Interview for Borderlines; DSM, Diagnostic and Statistical Manual of Mental Disorders; EA, Emotional Availability Scales; ECRS, Experiences in Close Relationships Scale; EMBU, Swedish acronym for Own Memories Concerning Upbringing; EPDS, Edinburgh Postnatal Depression Scale; FES, Family Environment Scale; FSS, Family Satisfaction Scale; FTRI, Family Trauma and Resilience Interview; IBQ - R, Infant Behaviour Questionnaire, Revised; IPPA, Inventory of Parent and Peer Attachment; K - SADS, Kiddie Schedule for Affective Disorders and Schizophrenia for School - Age Children; KSADS - E, Kiddie Schedule for Affective Disorders and Schizophrenia - Episodic Version; MMD, major depressive disorder; PACOTIS, Parental Cognitions and Conduct Toward the Infant Scale; PPQ, Perceived Parenting Quality Questionnaire; PD, personality disorder; PPVT - III, Peabody Picture Vocabulary Test, Third Edition; PSI - SF, Parenting Stress Index Short Form; RSSC, Reassurance - Seeking Scale for Children; SCID - II, Structured Clinical Interview for DSM - IV; SCL -90-R, Symptom Checklist 90 Revised; SCQ, Social Communication Questionnaire; SEQ, Children's Self - Esteem Questionnaire; SIDP - IV, Structured Interview for DSM - IV Personality; SPPA, Self - Perception Profile for Adolescents; SSAGA, Semi-Structured Assessment for the Genetics of Alcoholism; TCI, Temperament and Character Inventory; YCS, Youth Chronic Stress Interview; YSR, Youth Self - Report.

Adolescents» behaviour may vary from one context to another, or from one interaction partner to another, and informants» reports may be affected by their own perspectives.13 Because there is no gold standard for psychiatric disorders, and reports from different informants tend to correlate only moderately, using information from multiple informants seems the best strategy to chart mental health.14 Among other things, adherence to this first principle is expressed in the use of child (Youth Self - report; YSR), and parent (Child Behavior Checklist; CBCL) questionnaires on child / adolescent mental health, which are part of the Achenbach System of Empirically Based Assessment (ASEBA), 15,16 and the use of a teacher - report (Teacher Checklist of Psychopathology), which was developed for TRAILS on the basis of the Achenbach Teachers Report Form.17 It is also expressed in the use of peer nominations to assess adolescents» social status at school.

The judge specifically decided that he had «not found parental alienation, per se», but he did find «that there exists extreme irrational and paranoid behaviour by one parent which has adversely affected the well being and the needs of the children.»

There also is sufficient research to conclude that child care does not pose a serious threat to children's relationships with parents or to children's emotional development.1, 2,9 A recent study of preschool centres in England produced somewhat similar results: children who started earlier had somewhat higher levels of anti-social or worried behaviour — an effect reduced but not eliminated by higher quality.17 In the same study, an earlier start in care was not found to affect other social measures (independence and concentration, cooperation and conformity, and peer sociability), but was found to improve cognitive development.

In addition, there are changes in other brain regions that indirectly affect mothering - related behaviours such as how rewarding mothers find infants and their cues to be, their attitudes towards infants and parenting, their ability to be flexible and playful, to show good memory, as well as their levels of anxiety and depression.

Optimal caregiving has been shown to affect brain, behaviour and socio - emotional development of the offspring.1, 2 Children rapidly acquire new motor, verbal, socio - emotional and cognitive skills that are accompanied by changes in their parental needs.3 As infants transition into toddlerhood, parents are expected to adjust their parental behaviours and strategies to not only comfort, but also to stimulate, direct and discipline their child.

A variety of parent support programmes are available across Ireland such as the Incredible Years (IY) and Triple P which have been proven to be very effective in teaching parents behaviour - management strategies to affect change in the home.

Often, parents / carers will use behavioural techniques in a way that do not appear to affect positive change as such and sometimes can seem to make things worse, as the focus stays on the child's behaviour, not their internal motivations and needs.

Genetic predispositions could affect both a mother's parenting behaviour and the propensity of her child to suffer poor physical and mental health.

Mental health problems affect around one in five youth in Australia and internationally, 1 with major personal, societal and economic ramifications.2 3 Children's mental health problems are primarily externalising (eg, oppositional defiance, aggression) and internalising (eg, anxiety, depression) problems.1 Up to 50 % of preschool behaviour problems persist through childhood if left untreated, then into adolescence and adulthood.4 Approaches to improving children's mental health in the population would ideally involve effective prevention in addition to clinical treatment of severe problems.5 6 Behavioural parenting programmes have the strongest evidence of efficacy to date for treating children's established behaviour problems.2 7, — , 10 Although effective, parenting programmes to treat children's established behaviour problems are cost - and time - intensive, and require an available workforce trained in evidence - based treatments.

Taylor et al argue that the important facets of positive parenting are undermined by the presence of certain socioeconomic conditions, in particular that unemployment, low income, and lack of social support is associated with more punitive and coercive discipline, more rejecting, less warm behaviours, and more aggressive parenting strategies affecting the behavioural, educational, and social development of children.

Brooks - Gunn recently summarized the research as showing that language stimulation and learning materials in the home are the parenting practices most strongly linked to school readiness, vocabulary and early school achievement, while parent discipline strategies and nurturance are most strongly linked to social and emotional outcomes such as behaviour and impulse control and attention.3 That is, discipline practices that do not help children develop their own internalized behaviour standards can also adversely affect children's social and emotional functioning — their abilities to develop sustained social relationships and to take account of the needs and feeling of others, to control and direct their own impulses, and to focus their attention to plan and complete tasks successfully.

To strengthen the impact of a parenting skills intervention, various elements from cognitive social learning theory, social influence theory and acceptance theory could be used to enhance changes in parental behaviour, affect and cognition.

Animal research also makes clear that withdrawing parental behaviours that fail to soothe the infant's fearful arousal are associated with enduring hyper - arousal of the stress response system.12, 13 Therefore, Lyons - Ruth, Bronfman and Atwood suggest that both fearful affect generated by the parent and fearful affect generated from other sources in the context of parental emotional unavailability may contribute to infant disorganization.14, 15 A spectrum of parental behaviours has been shown by meta - analysis to be associated with infant disorganization.

Parent - child interactions affect many different domains of development.41, 42,43 Child - focused, responsive and moderately controlling parenting attitudes have been positively associated with self - esteem, academic achievement, cognitive development and fewer behaviour problems.44, 45 Furthermore, high warmth and contingent responsiveness promote a wide range of positive developmental outcomes.46, 47,48,49 Parental management style and affective involvement may be especially salient for children's prosocial development, self - control and internalization of behaviour standards.41 The quality of parenting has been found to be important for child socialization, 50,51 and parenting variables show direct links with child adjustment.52

Researchers have noted that what is seen to be a reasonable level of control varies as a function of sociocultural context.3 Attitudes toward control are generally more positive in non Anglo - European cultures, with these attitudes having less detrimental effects on children's development because they are more normative and less likely to be interpreted as rejecting or unloving.3, 4 In accord with the realization that children's behaviour affects that of their parents, researchers have found that, whereas parent attitudes affect child behaviour, this relation shifts as the child grows, with adolescent behaviour having an impact on parenting style and attitudes.5

Parent support programs have a common goal — to improve the lives of children and their parents — and a shared strategy — to affect children by creating changes in parents» attitudes, knowledge and / or behaviour through a variety of social and practical supports.

In line, research demonstrated that parents» anxiety level may influence their expectations and cognitions about their child's emotional and behavioural reactions to anxiety provoking situations (Cobham et al. 1999), that parental locus of control and perceived control of child anxious behaviour is affected when a parent is anxious (Wheatcroft and Creswell 2007), and that parental beliefs (about their children's anxious disposition) may be important predictors of parental behaviour and may impact the parenting strategies they use (Bögels and Brechman - Toussaint 2006).