Sentences with phrase «role of these parenting behaviours»

This body of research on the pivotal role of parenting behaviour in children's development has constituted the theoretical underpinning for parent support interventions.

Not exact matches

There are of course many encouraging examples of young people prepared generously to put themselves out in service of the needy, and of parents and other adult role models who foster such behaviour.

If they are, then they are in the company of roughly 90 % of my parents» generation, 1 including 70 % of family doctors and 60 % of pediatricians, who thought spanking acceptable in some circumstances.2 The proportion of parents who spank toddlers now is still high but closer to 50 %.3 Many parents will say that a good smack taught them right and wrong and that there is a role for it in teaching good behaviour.

The ways we engage with our friends, the preferences and hostilities we harbour, the views we have about teachers, parents, education, or people from other ethnic groups — however loosely held — can easily be «excavated» by the student of ideologies, who can then identify, classify and maybe even anticipate the ideas and behaviour people display in their roles as members of a society.

Ministers argue parents have a «vital role to play» in insuring children learn acceptable standards of behaviour for school.

Rie Davies said: «This study provides support for prior research by Kirschner and Tomasello (2010) 1 and also highlights the need for schools and parents to understand the important role music making has in children's lives in terms of social bonding and helping behaviours.

That might be recognised in a mother's habitual behaviour toward her youngest son, usually precipitated by his childishness, where the absence of emotional involvement with her husband (whose occupational role has taken him increasingly out of family life) was a disposing factor because neither parent have acknowledged the family life cycle issues they face after 25 years of marriage.

Still considering in many ways that the parent was responsible for the current state or status of the young person, the role of the Child and Youth Care worker as educator was to help the parents change their own problematic behaviours in relation to the young person.

Parents act as gatekeepers to children's activity10 and can play an important role in increasing their child's physical activity.11 — 13 For instance, parents can influence their child's activity by being active with their child, role - modelling active behaviour and / or by facilitating physical activity for their child (logistic support).13 — 16 Studies examining associations between parent and child physical activity behaviour have yielded mixed results.14 17 — 20 A growing body of research has shown that providing logistic support is associated with increased physical activity21 — 23 and, therefore, may be the most important source of parental influence on children's acParents act as gatekeepers to children's activity10 and can play an important role in increasing their child's physical activity.11 — 13 For instance, parents can influence their child's activity by being active with their child, role - modelling active behaviour and / or by facilitating physical activity for their child (logistic support).13 — 16 Studies examining associations between parent and child physical activity behaviour have yielded mixed results.14 17 — 20 A growing body of research has shown that providing logistic support is associated with increased physical activity21 — 23 and, therefore, may be the most important source of parental influence on children's acparents can influence their child's activity by being active with their child, role - modelling active behaviour and / or by facilitating physical activity for their child (logistic support).13 — 16 Studies examining associations between parent and child physical activity behaviour have yielded mixed results.14 17 — 20 A growing body of research has shown that providing logistic support is associated with increased physical activity21 — 23 and, therefore, may be the most important source of parental influence on children's activity.

Individuals exposed to adverse childhood experiences tend to be less equipped to take on a parenting role when they are adults and, in the context of adverse circumstances and the absence of some form of social support and / or intervention, they are more likely to adopt inappropriate parenting behaviours and perpetuate a cycle of negative and adverse parenting across generations.

Training incorporated didactic teaching, written information, role play, and video vignettes of appropriate parenting responses to common childhood behaviours.

Families vary in the expectations they hold regarding children's behaviour and the roles of parents and carers.

And like working collaboratively with parents, utilising KidsMatter principles, that sort of aspect, I know from working with you know sometimes challenging behaviour, I've always found it very useful when we can offer references from KidsMatter files or readings or the Framework around risk factors, protective factors, just to give them a bit more help and support and confidence sometimes in their role as parent, so yeah there's been numeral times numerous times sorry where you've sat alongside your parents and tried to collaborate strategies towards helping their child and the KidsMatter program has helped in a lot of aspects for me, when I've dealt with situations like this.

If you are a parent with a mental illness, it is important to get help to understand your mental illness and manage the impact of symptoms, behaviours and the side effects of treatments on your parenting role and your children.

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.

Latent variable modelling designed to take account of non-observed common genetic and environmental factors underlying the continuities in problem behaviours across generations also suggested that parenting behaviour played a role in mediating the intergenerational transmission of conduct problems.

However, the findings suggest that the role of parenting in reducing health inequalities may be greater for some health outcomes and behaviours than others.

From a socio - cultural viewpoint, cognitively responsive behaviours (e.g. maintaining versus redirecting interests, rich verbal input) are thought to facilitate higher levels of learning because they provide a structure or scaffold for the young child's immature skills, such as developing attentional and cognitive capacities.9 Responsive behaviours in this framework promote joint engagement and reciprocity in the parent - child interaction and help a child learn to assume a more active and ultimately independent role in the learning process.10 Responsive support for the child to become actively engaged in solving problems is often referred to as parental scaffolding, and is also thought to be key for facilitating children's development of self - regulation and executive function skills, behaviours that allow the child to ultimately assume responsibility for their well - being.11, 12

Children's development of the cognitive and social skills needed for later success in school may be best supported by a parenting style known as responsive parenting.1 Responsiveness is an aspect of supportive parenting described across different theories and research frameworks (e.g. attachment, socio - cultural) as playing an important role in providing a strong foundation for children to develop optimally.2 - 4 Parenting that provides positive affection and high levels of warmth and is responsive in ways that are contingently linked to a young child's signals («contingent responsiveness») are the affective - emotional aspects of a responsive style.5 These aspects, in combination with behaviours that are cognitively responsive to the child's needs, including the provision of rich verbal input and maintaining and expanding on the child's interests, provide the range of support necessary for multiple aspects of a child's lparenting style known as responsive parenting.1 Responsiveness is an aspect of supportive parenting described across different theories and research frameworks (e.g. attachment, socio - cultural) as playing an important role in providing a strong foundation for children to develop optimally.2 - 4 Parenting that provides positive affection and high levels of warmth and is responsive in ways that are contingently linked to a young child's signals («contingent responsiveness») are the affective - emotional aspects of a responsive style.5 These aspects, in combination with behaviours that are cognitively responsive to the child's needs, including the provision of rich verbal input and maintaining and expanding on the child's interests, provide the range of support necessary for multiple aspects of a child's lparenting.1 Responsiveness is an aspect of supportive parenting described across different theories and research frameworks (e.g. attachment, socio - cultural) as playing an important role in providing a strong foundation for children to develop optimally.2 - 4 Parenting that provides positive affection and high levels of warmth and is responsive in ways that are contingently linked to a young child's signals («contingent responsiveness») are the affective - emotional aspects of a responsive style.5 These aspects, in combination with behaviours that are cognitively responsive to the child's needs, including the provision of rich verbal input and maintaining and expanding on the child's interests, provide the range of support necessary for multiple aspects of a child's lparenting described across different theories and research frameworks (e.g. attachment, socio - cultural) as playing an important role in providing a strong foundation for children to develop optimally.2 - 4 Parenting that provides positive affection and high levels of warmth and is responsive in ways that are contingently linked to a young child's signals («contingent responsiveness») are the affective - emotional aspects of a responsive style.5 These aspects, in combination with behaviours that are cognitively responsive to the child's needs, including the provision of rich verbal input and maintaining and expanding on the child's interests, provide the range of support necessary for multiple aspects of a child's lParenting that provides positive affection and high levels of warmth and is responsive in ways that are contingently linked to a young child's signals («contingent responsiveness») are the affective - emotional aspects of a responsive style.5 These aspects, in combination with behaviours that are cognitively responsive to the child's needs, including the provision of rich verbal input and maintaining and expanding on the child's interests, provide the range of support necessary for multiple aspects of a child's learning.6

In a survey of the mothers and fathers of 66 children, parents of children with ADHD combined and inattentive subtypes expressed more role dissatisfaction than parents of control children.17 Furthermore, ADHD in children was reported to predict depression in mothers.18 Pelham et al reported that the deviant child behaviours that represent major chronic interpersonal stressors for parents of ADHD children are associated with increased parental alcohol consumption.19

Investigating the relationships between both paternal and maternal history of mental disorder, parent behaviour - related stressors and the onset of anxiety in children is important given that research on the development of anxiety has neglected the role of fathers, and may also help inform the nature and focus of maternal versus paternal involvement in family intervention [28].

The key treatment objectives of CARES are: (a) to enhance attention to critical facial cues signalling distress in child, parents and others, to improve emotion recognition and labelling; (b) improve emotional understanding by linking emotion to context, and by identifying contexts and situations that elicit child anger and frustration; (c) teach prosocial and empathic behaviour through social stories, parent modelling, and role play; (d) increase emotional labelling and prosocial behaviour through positive reinforcement; (e) and increase child's frustration tolerance through modelling, role - playing, and reinforcing child's use of learned cognitive - behavioural strategies to decrease the incidence of aggressive behaviours.

Future research on AD children should consider the role of parents» meta - emotion philosophies when examining parenting practices and investigate how parents» beliefs about meta - emotions may drive their emotion coaching behaviours and impact children's socio - emotional functioning.

The purpose of this study is to determine the effects that sex knowledge, parent — child attachment, and family characteristics have on intimate relationship satisfaction (consisting of the degree of independence, intimacy, romantic attitude and behaviours, assertive conflict resolution / communication, liberated beliefs of sexual roles and equality of decision - making) of a sample of 412 young Mozambican college students.