For children with high CU traits,
the affective quality of the parent - child relationship (as opposed to parental discipline) is more strongly related to their conduct problems (Kochanska 1997; Pasalich et al. 2011).
Furthermore, teaching mindfulness practices to parents may enhance the program's effects on parenting (e.g., improved
affective quality of the parent — child relationship) and subsequently, may improve child outcomes to an even greater degree than was found with the original SFP program.
There is also evidence that
the affective quality of parent - child interactions in early childhood is related to children's EF.
One interpretation of the common associations between parental behavior and both EF and children's academic ability is that the quantity and quality of parental cognitive support and / or
the affective quality of parent - child interactions could foster cognitive development in a range of domains (e.g., EF, early literacy and math ability).
Third, turning to
the affective quality of parent - child interactions, Blair and Raver (2015) have proposed a psychobiological framework that emphasizes the interplay between stress, early cognition, and academic ability.
Not exact matches
Different psychological measurements have been used in order to assess the
quality of life (Family Quality of Life Survey) cognitive coping strategies (Cognitive - Emotional Regulation Questionnaire) and emotional distress (Profile of Affective Distress) of the p
quality of life (Family
Quality of Life Survey) cognitive coping strategies (Cognitive - Emotional Regulation Questionnaire) and emotional distress (Profile of Affective Distress) of the p
Quality of Life Survey) cognitive coping strategies (Cognitive - Emotional Regulation Questionnaire) and emotional distress (Profile
of Affective Distress)
of the
parents.
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.
The
parenting behaviors targeted directly by the intervention influence the more global
parenting practices
of general child management and
parent - child
affective quality compared to the control group.
Summary: (To include comparison groups, outcomes, measures, notable limitations) This study evaluated the effectiveness
of The
Parent Project, among parents of at - risk youth in the areas of general child management, family involvement, negative parent — child affective quality, substance use rules communication, and parental self - efficacy (PSE) in the ability to affect adolescent substanc
Parent Project, among
parents of at - risk youth in the areas
of general child management, family involvement, negative
parent — child affective quality, substance use rules communication, and parental self - efficacy (PSE) in the ability to affect adolescent substanc
parent — child
affective quality, substance use rules communication, and parental self - efficacy (PSE) in the ability to affect adolescent substance use.
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
The PCERA describes patterns
of relatedness between
parents and children, and it can be used to capture the
quality of affective and behavioral
parent — child interactions during free play, feeding, or a structured task from infancy to early childhood.
Alongside
parents» cognitive support, global measures
of the
affective quality (e.g., warmth, positivity, responsiveness)
of parent - child interactions appear positively related to: (i) preschool children's early academic skills (as measured by tests
of language ability and
parent - rated school - readiness)(Leerkes et al., 2011); (ii) literacy, mathematics and teacher - rated academic competence in middle childhood (e.g., NICHD Early Child Care Research Network, 2008); and (iii) academic achievement in adolescence (Jimerson et al., 2000).