Sentences with phrase «quality parenting behaviour»
• When a father engages in high quality parenting behaviour, a secure attachment may develop even when the father spends relatively little time with the child (Brown et al, 2007).
http://www.fatherhoodinstitute.org/ Not exact matches
The amount of time spent with the caregiver and the quality of the caregiver's parenting behaviour are all significant in the development of secure or insecure attachments:
• Simons et al (1999) found that externalising behaviour in boys whose parents had divorced could be explained by two factors: a mix of reduced involvement by fathers in parenting; and compromised quality of mothers» parenting.
Good parenting by fathers is associated with better mental health in children, higher quality of later relationships, less criminality, better school attendance and behaviour, and better examination results.»
These include the promotion of breastfeeding to enhance the quality of relationships between parents and their babies, recognising how attachment behaviours in these early years influence a child's future educational attainment, social skills, self - efficacy and self - worth.
A systematic review of existing reviews of the effectiveness of parent training for conduct disorder that were judged to be of high quality using a recognised checklist [11] suggested that parenting programmes are an effective intervention for children with behaviour problems.
Those who remain sceptical that the demonstrated changes in conduct problems translate into important gains in health and quality of life will point to the need for research quantifying the relationship between change in child behaviour scores and health utility in the index child as well as parents, siblings and peers.
Parent View gives you the chance to tell Ofsted what you think about your child's school, from the quality of teaching to dealing with bullying and poor behaviour.
Through qualitative interviews with Indigenous parents, teachers and students, we identified a range of teacher behaviours deemed by Indigenous people to be indicators of teacher quality as indicated by culturally responsive pedagogy.
What parents like about grammar schools and what pupils cherish in those schools is exactly the point made by my hon. Friend Helen Whately — high quality teaching, high standards, zero tolerance of bad behaviour and the cultivation of an environment where studying is valued and confidence is engendered.
The hybrid German Sheprador is a popular mix, but the behaviour is usually dependant on the parents, training, and quality of breeding.
Secondary hypotheses are that (1) mothers will have improved pregnancy outcomes, quality of life, mental health, general health and well - being, parenting self - efficacy and health service use; (2) children will demonstrate improved general health and functioning; and (3) siblings will have improved mental health and behaviour.
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.
Happy people / Hard to serve youths / Harmonious parenting / Harmony vs discord / Having an effect / Health / Health needs / Health records / Healthy sexuality / Heart and soul / Help seeking behaviour / Helpful agency qualities / Helpful environments / Helpful juvenile detention / Helpers / Helping / Helping angry kids / Helping the helper / Helping transitions / Here and now / Heroic qualities of effective care workers / Historical (1) / Historical (2) / Historical approach to training / Historical: Homeless children / History / History of group care / Holding / Holding back / Homeless children (1) / Homeless children (2) / Homeless children (3) / Homeless children (4) / Homeless families / Homeless youth / Homelessness (1) / Homelessness (2) / Homophobic issues in residential care / Honesty / Honoring commitments / Hope (1) / Hope (2) / Hope and imagination (1) / Hope and imagination (2) / Hostility versus respect / Huffing / Humanism and other philosophies / Humor / Humor and healing / Hurdle help / Hurt children / Hypodermic affection
The evidence base for FLNP includes qualitative research showing that parents recruited through schools value the programme and perceive it to have an impact on family relationships, children's behaviour and their own mental health51; «before and after» studies in community groups showing impact on self - report measures of relationship quality and well - being52; and routine evaluation by parents attending programmes showing that the great majority value the programme.53
Although PTB clearly precedes the assessment of PD, other potentially useful data (eg, relationship quality, child temperament, parent's health behaviours such as alcohol consumption) were assessed concurrently with PD, and so we also chose to exclude these possible confounders and mediators because the temporal relationship was unclear.
/ Patient satisfaction / Partners in assessment / Partnership with parents / Patterns / Peacebuilding / Peer group treatment / Peer pressure (1) / Peer pressure (2) / Peer subcultures / Peers / Perceptions / Permanency planning / Permanency planning and residential care / Permission / «Persona» of the residential center / Personal integrity / Personal qualities / Personal resources / Personnel / Perspectives on restraint / Pessimistic approaches / Philosophy / Philosophy in careworker training / Philosophy of care / Philosophy on behaviour / Physical environment (1) / Physical environment (2) / Physical restraint / Pinocchio / Place of the group / Placed adolescents and their parents / Placement / Placement of acting - out children / Planned ignoring / Planning / Play (1) / Play (2) / Play, work and growth / Pleasures / Points and levels / Points and levels dilemma / Positive context for residential placements / Positive discipline / Positive peer culture (1) / Positive peer culture (2) / Positive peer culture (3) / Positive peer culture in corrections / Positive peer culture problem - solving list / Positive peer groups / Poverty, guilt, and hopelessness / Power / Power and control / Power of peers / Power struggles / Powerful environment / Powerful life events / Powerlessness of punishment / Practice (1) / Practice (2) / Practice skills training / Practice theory / Practice vs. organisation?
Led by Martina Zemp at the School of Psychology at The University of Zurich, the study used data from research published in 2008 to test whether improvements in children's behaviour after their parents participated in a parenting program could predict better relationship quality for their parents above and beyond the development of better parenting skills.
Research into the mechanisms of change between parenting interventions and couple relationship quality suggests that improvements in parenting skills and child behaviour lead to better relationships between parents.
Likewise, validated child behaviour inventories may be insensitive to the improvements in the quality of parent - child relationships and the atmosphere at home, but both of these are likely to be important for social and emotional development.
Parents and carers who have high - quality relationships tend to be more responsive, affectionate and confident with their infants and more able to deal with challenging toddler behaviour.
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.
In a model - fitting analysis using data from 485 twin pairs, Roisman and Fraley [79] have also emphasized the role of environment (parenting quality) in accounting for the variability in toddlers» observed secure - base behaviour.
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.
Finally, in a recent issue of «The Psychologist» which is devoted to the topic of aggressive and violent behaviour, Sanders and Morawska have concluded that it is the quality of parenting which is the strongest, potentially modifiable risk factor contributing to early - onset conduct problems.
Importantly, the intervention targets multiple issues at a time of developmental transition, including the mother's health behaviours, the quality of the environment parents are generating for the child (e.g. maternal work skills, number of subsequent children born in the next couple of years), and parenting skills.
For children living in poverty, although parenting has been shown to be a consistent predictor of later child functioning, other factors in the child's social environment have been found to contribute independent variance to children's adjustment, effects that are not accounted for by parenting.15 Such factors include parental age, well - being, history of antisocial behaviour, social support within and outside the family, and beginning around age three to four in Canada's most impoverished communities, neighbourhood quality.16
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
We now have an array of observational methods to evaluate the quality of the infant - parent attachment relationship by the age of 18 months, before the onset of more serious behaviour problems.16 Service providers in contact with young families need more training in using and interpreting these early observational tools.
They impact children's quality of life and are associated with problems in behaviour, social and emotional functioning, concentration and learning, as well as parent mental health issues.
It may have partially evolved through mate selection: nurturing behaviour advertises parenting quality to potential mates.
A systematic review of existing reviews of the effectiveness of parent training for conduct disorder that were judged to be of high quality using a recognised checklist [11] suggested that parenting programmes are an effective intervention for children with behaviour problems.
Problem behaviours in children with Autism Spectrum Disorder (ASD) are a major source of parenting stress, as they restrict family capacity to maintain quality domestic and social life.
For example, parent behaviour - related adversities may reflect the quality of parents» relationships (e.g., conflict with the child's siblings or extended family members), their broader environment (e.g., stressful work environment, disadvantaged neighbourhood), or parental psychopathology — a possibility explored in more detail below.
This paper reports on the effects of the mindfulness intervention provided for mothers (Stage 1) and children (Stage 2) as demonstrated by the level of mindfulness, parenting stress, and family quality of life for mothers, and problem behaviours for children.
This finding is consistent with a recent analysis of data from a large Australian cohort (the Longitudinal Study of Australian Children, LSAC), which reported that child behaviour was positively associated with quality of parenting by the father (warmth, self - efficacy and good co-parental relationship), but not with father's contact time, after adjusting for mother's parenting and many other potential confounders [37].
Our results suggest that the father's quality of parenting, rather than frequency or share of routine care, is associated with lower risk of child behaviour problems.
Family quality of life has been associated with child behaviour problems, social support, SOC and psychological wellbeing in parents of children with ASD.
Assessed the impact of marital quality, child behaviour, life stress, and social support on depressed mood, psychological wellbeing, and parenting self - efficacy at two time points over a 2 - year period.
This is consistent with observational studies that have reported associations of maternal parenting quality with empathic / prosocial behaviour [41, 42], and paternal parenting quality with successful coping with negative emotions and lower risk of externalising problems [41, 43] in young children.