Journal articles: 'Parent Training, Parent Involvement, Parent-Adolescent Relationship' – Grafiati (2024)

Abstract:

The parent-child relationship often becomes challenging during the period of adolescence and it is community-based organisations, which take on the role of educating parents to improve the parent-adolescent relationship. The contribution of these interventions or programmes is not documented in South Africa. The James House BEST Proactive Parenting Programme prepares parents to manage the challenging behaviours of their adolescents. This was a qualitative study exploring the experiences of 24 parents living in at-risk resource-constrained communities who had attended the training workshops. Four themes emerged from the data (a) experiences of attending the proactive parenting workshops; (b) meaning of being a parent; (c) approaches to parenting and (d) the role of the father. In general, parents had a very positive experience and found that their relationships with their adolescents had improved. In particular, the results suggest that children require parental support, guidance, and parental involvement.

Abstract:

The purpose of this 12-month intervention program was to examine parent–child relationship changes within the sports context. A qualitative interpretative phenomenological analysis was used for the study design. Ten families consented to in-depth interviews. The participants were 10 youth sport parents who had one child each aged 5–6 years. The intervention program involved the participation of all the parents and children. The program integrated psychological, educational, and sports skills into pre-organized sports training sessions. The study results revealed that the intervention program had a positive impact on the parent–child relationship in the sports context. Additionally, the study results suggest that parental involvement in the intervention program positively affected parent–child attachment, the quality of interpersonal relationships between the parent and the child, and effective parenting strategies. Future intervention programs should include both parent and children dyads.

Abstract:

The purpose of this study was to gain understanding of adolescents’ positive and negative developmental experiences in sport. Twenty-two purposefully sampled adolescent competitive swimmers participated in a semistructured qualitative interview. Content analysis led to the organization of meaning units into themes and categories (Patton, 2002). Athletes suggested their sport involvement facilitated many positive developmental experiences (i.e., related to challenge, meaningful adult and peer relationships, a sense of community, and other life experiences) and some negative developmental experiences (i.e., related to poor coach relationships, negative peer influences, parent pressure, and the challenging psychological environment of competitive sport). Findings underline the important roles of sport programmers, clubs, coaches, and parents in facilitating youths’ positive developmental experiences in sport, while highlighting numerous important directions for future research. Implications for coach training and practice are outlined.

Abstract:

New trends in special education require the active involvement of parents of children with special educational needs in correctional and developmental work. This article is devoted to the current issues of raising children with intellectual disabilities in the family. The article analyzes the study of thestate of parent-child relations in families of raising children with intellectual disabilities. The results of the experimental data obtained show that there is an urgent need for additional training of parents in the correct relationship building in the family for further socialization. The author suggests that the availability of advisory materials covering the process of preparing for interaction with a child, for participating in the implementation of individual developmental programs, for providing a child with corrective assistance at home will help parents to rethink family relationships.The topic under consideration will be of interest to specialists in the field of correctional pedagogy

Abstract:

Purpose – The purpose of this paper is to report on a case study of 93 parents’ attitude toward their involvement at various levels of school education in a special school. It also examines the relations between parents’ education backgrounds and different levels of parental involvement. Design/methodology/approach – This study adopted quantitative research approach. A questionnaire composed of 30 items under six scales was developed with reference to Ng’s (1999) six-level Model of Home-School Cooperation which was adopted to frame the study. Findings – The study indicates that parents’ inclined to be involved more outside the school including “two-way communication,” “supervision of children at home” and “participation in parent organizations and activities” than that inside the school such as “volunteering,” “providing advice on school policies” and “participating in decision making.” Research limitations/implications – In spite of its small scale in a case-study special school, the paper does not aim at generalization but illuminates how parental involvement was carried out. Practical implications – The study carries implications for school management and policy makers when promoting and implementing parental involvement in special schools. Originality/value – For the school personnel, a total and positive relationship could help enhance efficient and effective management of education. Second, more resources should be provided by the Education Bureau for special schools to educate parents and subsidize their involvement. Third, more training opportunities regarding knowledge and skills of parental involvement should be provided for frontline teachers.

Abstract:

Temple University Owls Athletic Training Society (OATS), committed to education and community involvement, formed a relationship with Lanning Square Elementary School (LSE). Located less than 10 miles from campus in Camden, NJ, a high incidence of poverty, violence, and one-parent families is the norm. Through a grant, OATS adopted the fifth-grade classes at LSE for 1 year, beginning with letter exchanges between OATS students and elementary students. OATS traveled to LSE for their holiday party, met their pen pals, and provided healthy snacks. In the spring, the LSE completed a health/wellness unit and visited Temple. Students shared several health activities including learning about bones/muscles in the anatomy laboratory, stretching properly, and exercising. They received lunch and Temple mementos. OATS raised money the following year to continue the project. This allowed OATS and administrators to participate positively in our community, promote diversity, and introduce healthy lifestyles to youngsters.

Abstract:

Child sexual abuse is a universal problem that affects both boys and girls. In Zambia, like many other African countries, there are certain conditions and circumstances that put children at risk of sexual abuse. However, these risk factors remain explored (Chiroro et al., 2006). This study, therefore, was aimed at investigating risk factors and exploring child sexual abuse in Lusaka District. Specifically, it focused on identifying the forms of sexual abuse; examine the factors that put children at risk for sexual abuse; find out the grooming tactics used by sexual abusers; find out the disclosure rate for child sexual abuse cases; examine the abuser-victim relationships; and make recommendations for child sexual abuse prevention. Participants were 200 secondary school pupils (86 males and 114 females), who were randomly selected. Their ages ranged from sixteen to twenty-one years. Data was collected using a structured selfreport questionnaire and Focus Group Discussions (FGDs). Data analysis was done using the Statistical Package for the Social Sciences (SPSS). The results show an overall prevalence rate of child sexual abuse to be 43.5 per cent (n=87). Of the 87 victims, 41.1 per cent (n=36) were males and 58.6 per cent (n=51) were females. Among the forms of sexual abuse, sexual touch/arousal had the highest frequency (n=54, 62.1%). Most of the subjects (75.6%, n=19) did not disclose their sexual experiences, whereas only 24.4 per cent (n=19) did. Most abusers were found to be family members (n=39, 44%). Six risk factors for sexual abuse were examined, and the most powerful one was parental absence (n=63, 73.3%); having punitive parents (n=57, 68.7%); alcohol intake by a parent or other guardian (n=30, 34.5%); poor parent-child relationship (n=20, 23.7%); parental conflict (n=19, 22.4%); and presence of a stepparent (n=13, 13.1%). Furthermore, the results obtained from the FGDs show that the most frequently used trick for sexual abuse is the offer of money and/other gifts (n=21, 67.8%). Fifty-six (69%) of the victims lacked knowledge to know that the grooming they experienced would result into sexual abuse. The study tested two hypotheses: (a) alcohol intake by the parent or guardian is not a significant risk factor for child sexual abuse; (b) in Lusaka District, children and adolescents that are sexually abused have adequate knowledge of the grooming tactics used by abusers. The results showed that: (a) there is a significant relationship (p=0.004) between child sexual abuse and parental or guardian intake of alcohol; (b) there is a significant relationship (p=0.000) between child sexual abuse and children’s lack of knowledge of the grooming tactics used by sexual abusers. Recommendations made include: (a) teacher training in the area of child sexual abuse; (b) encouragement of research culture among Zambian scholars in the area of child sexual abuse; and (c) active involvement of children, parents, teachers and the government in the prevention of child sexual abuse.

Abstract:

New emphasis is being placed on the importance of parent involvement in children’s education. In a synthesis of research on the effects of parent involvement in homework, a meta-analysis of 14 studies that manipulated parent training for homework involvement reveals that training parents to be involved in their child’s homework results in (a) higher rates of homework completion, (b) fewer homework problems, and (c) possibly, improved academic performance among elementary school children. A meta-analysis of 22 samples from 20 studies correlating parent involvement and achievement-related outcomes reveals (a) positive associations for elementary school and high school students but a negative association for middle school students, (b) a stronger association for parent rule-setting compared with other involvement strategies, and (c) a negative association for mathematics achievement but a positive association for verbal achievement outcomes. The results suggest that different types of parent involvement in homework have different relationships to achievement and that the type of parent involvement changes as children move through the school grades.

Abstract:

This article examines how early childhood staff in diverse circumstances negotiate relationships with parents. It draws on interviews with staff in two rural and three urban communities in Australia, who were asked about their parent communication practices, their experiences of these practices, and their preferences within these practices. Their responses were analysed in the light of international research showing the importance of creating strong interpretive communities between staff and parents but consistent staff anxiety about their relationships with parents. The paper explores the extent to which staff's different approaches to communicating with parents can create sustainable interpretive communities between them, and it highlights some implications for staff training and development around parent involvement.

Abstract:

The involvement of parents in their children's education can take a number of forms. In their synthesis of the research literature. Tangri and Moles (1987) outlined three dimen-sions of parental involvement. First, it can refer to service in schools (e.g., participating in school governance activities, working in classrooms as paid aides or volunteers). Second, it can refer to home-school relationships (e.g., written and phone communications. home visits by teachers, parent- teacher conferences at school, parent education and training sponsored by the school). Finally, parental involvement can refer to support of learning activities at home (e.g., assisting with homework, tutoring, providing educational enrichment activities). It should be noted that in this article, “parent” refers to any adult caregiver in the home.

Abstract:

AbstractThis report uses 6-year outcomes of the Oregon Divorce Study to examine the processes by which parenting practices affect deviant peer association during two developmental stages: early to middle childhood and late childhood to early adolescence. The participants were 238 newly divorced mothers and their 5- to 8-year-old sons who were randomly assigned to Parent Management Training—Oregon Model (PMTO®) or to a no-treatment control group. Parenting practices, child delinquent behavior, and deviant peer association were repeatedly assessed from baseline to 6 years after baseline using multiple methods and informants. PMTO had a beneficial effect on parenting practices relative to the control group. Two stage models linking changes in parenting generated by PMTO to children's growth in deviant peer association were supported. During the early to middle childhood stage, the relationship of improved parenting practices on deviant peer association was moderated by family socioeconomic status (SES); effective parenting was particularly important in mitigating deviant peer association for lower SES families whose children experience higher densities of deviant peers in schools and neighborhoods. During late childhood and early adolescence, the relationship of improved parenting to youths' growth in deviant peer association was mediated by reductions in the growth of delinquency during childhood; higher levels of early delinquency are likely to promote deviant peer association through processes of selective affiliation and reciprocal deviancy training. The results are discussed in terms of multilevel developmental progressions of diminished parenting, child involvement in deviancy producing processes in peer groups, and increased variety and severity of antisocial behavior, all exacerbated by ecological risks associated with low family SES.

Abstract:

There has been increasing academic interest in understanding the nature of parental involvement in youth sport. Much scholarly focus has illuminated both positive and negative forms of sport parenting from the perspectives of coaches, parents and youth participants. One less understood aspect however surrounds the potentially conflicting role of parents who coach their own children in youth sport. This is surprising given that many parents, especially fathers, demonstrate support by fulfilling essential roles such as team manager and team coach (Jeffery-Tosoni, Fraser-Thomas, & Baker, 2015). This paper emerges from an Australian study of 16 parent-coaches involved in Australian football. The original purpose of the study was to understand the nature of the sport parenting role in youth sport in Australia. A number of pertinent themes were constructed surrounding the contemporary experiences of parent-coaches who coach their own children, and how coaching is subsequently justified. The findings illustrate how concerns of favouritism impact how parent-coaches interact with their child in contrast to the rest of the team, encouraging nuances of ‘negative’ parenting toward their own children under the guise of being the coach. Examples of this include demonstrating deliberate criticism at training and matches and overlooking their child in awarding encouragement awards after each weekly match. Significantly, parent-coaches justify these behaviours in attempting to fulfil the dual role of parent and team coach. We argue that this can be potentially problematic for some parent and child relationships and have a reinforcing influence on how other parent-coaches negotiate being a parent and coach.

Abstract:

We examined the relationship between adolescents' participation in sport activities and their parent and peer attachment, using a quantitative cross-sectional design. Adolescents (1,348; 716 girls and 632 boys) aged 12 to 16 years completed a survey assessing parent and peer attachment in terms of trust, communication, and alienation. Results showed that adolescents not participating in sport scored significantly lower than adolescent athletes on parent attachment, and that involvement in sport activities was important as a factor determining the quality of parent–adolescent relationships. Conversely, adolescents' involvement in competitive sport had no effect on their peer attachment, which indicates that a close relationship with other sport participants does not predict greater peer attachment.

Abstract:

The objectives of this study were to explore parenting practices from the perspectives of Palestinian parents and their children, and concordance between parents and children in their reports of parenting practices, in a culture that is underrepresented in the literature. A descriptive cross-sectional design was used. The Alabama Parenting Questionnaire (APQ) was administered to 120 parents and 120 children drawn from 4 districts in Palestine. Children had higher scores on parental involvement, positive parenting, poor monitoring, inconsistent discipline, and corporal punishment. Three significant parent–child relationships were obtained1: parental involvement ( r = .276, P = .003), positive parenting ( r = .0301, P = .001), and poor parental monitoring ( r = −.241, P = .008). The findings of this study might be used by Palestinian authorities and policy-makers to formulate guidelines and training to aid parental decision-making about child rearing.

Abstract:

Elevated rates of risky behavior among Latino youth have been linked to features of acculturation such as discrepant rates of acculturation between parents and adolescents. This study examined how parent-adolescent mainstream and Mexican cultural gaps are differentially related to adolescent risky behavior through family conflict, parental monitoring, and parental involvement among Mexican immigrant families. Contrary to the acculturation gap–distress hypothesis, family conflict did not mediate the relationship between acculturation gaps and adolescent risky behavior. Whereas the mainstream cultural gap was associated with less risky adolescent behavior through increased parental monitoring and involvement, the opposite relationship emerged for the Mexican cultural gap. Findings are discussed in relation to the acculturation gap–distress model and the broader parent-child relationship context. Findings illuminate the practical, theoretical, and empirical importance of recognizing Mexican-heritage youth as embedded within an influential family milieu situated in a culturally plural context.

Abstract:

Adolescents' challenges could be effectively addressed by treating their parents. Prior evaluations of CONNECT, an attachment-based program intervention for parents of adolescents at risk, indicated that improving parenting skills and the quality of parent-adolescent relationship may result in decrease of adolescents' behavioural problems. The present study is part of a longitudinal research involving three Italian centres (Pavia, Milan, Pisa) aimed at investigating whether helping parents reduce their reliance on coercive or unproductive parenting strategies and understand changes occurring during adolescence from an attachment-based perspective would reduce their adolescents' externalizing and internalizing symptoms. One-hundred and eighteen parents of adolescents (Mage = 15.26 years, SD = 1.49; 64% boys), randomly assigned to the intervention group (n = 66) or to the wait-list control group (n = 52), reported on their perceptions of their adolescents' externalizing and internalizing symptoms (using the Strength and Difficulties Questionnaire-parent version; Goodman, 1997), as well as attachment avoidance and attachment anxiety (using the Adolescent Attachment Anxiety & Avoidance Inventory; Moretti and Obsuth, 2009) prior to treatment (t0), within a two-week period following the final treatment session (t1) and at a four months follow-up (t2). Parents attending the CONNECT program reported significant reductions in their adolescents' externalizing symptoms, and slightly significant reductions in their adolescents' internalizing symptoms by a reduction of anxiety and avoidance attachment strategies. The findings add evidence to the importance of investigating mechanisms of change underlying the effectiveness of CONNECT program, providing further indications on its application in therapeutic contexts.

Abstract:

Participation in physical activity (PA) provides young people significant health benefits, including improved well-being. However, large percentages of children and adolescents do not meet the recommendations for PA. Given that PA patterns are established during childhood and adolescence, and evolve within the context of the family, the current study explores the relationship between perceived parent–adolescent relationships and adolescents’ PA levels, body mass index (BMI), and subjective well-being. The study was conducted in Israel, and the sample included 233 participants (126 girls, 107 boys) aged 13 to 18 years. Participants self-reported the following measures: demographic information, BMI, the Godin-Shephard Leisure-Time Physical Activity Questionnaire, the Personal Well-Being Index, and parent–adolescent relationship. The data were analyzed using Pearson analyses, t tests, and regressions. A clear difference emerged in strenuous PA activity by sex [ t(223) = 2.1, p < .01]; the average strenuous PA was greater for boys ( M = 3.9, SD = 2.4) than for girls ( M = 1.8, SD = .2.4). Furthermore, different predictors of strenuous PA by sex were found: for boys, parent–adolescent relationship was a significant predictor; for girls, subjective well-being was a predictor. The findings can shed light on the need for different intervention programs for adolescent boys and girls to increase their involvement in PA.

Abstract:

We investigate whether the anticipated risks of increasing maternal work hours for mother–adolescent relationships differ across family structures: Do intensive mothering norms exacerbate these risks particularly for mothers in two-parent biological families or does their partners’ greater involvement significantly mitigate these risks? We predict mothers’ accessible time, engaged time, and the quality of their relationship with their adolescent children using the National Study of Adolescent to Adult Health. Although the association between mothers’ labor force participation and mothers’ accessible time is significantly weaker in stepfather families relative to two-parent biological families, family structure does not moderate the associations between mothers’ labor force participation and mother’s engaged time or the quality of her relationship with her adolescent. We conclude that mothers face strong normative pressure to privilege their relationship with their child even in the face of long work hours and weaker family support.

Abstract:

This study reports on the effects of a cognitive-behavioral treatment program for two pre-adolescent children with chronic headaches. The program involved a combination of training the child in self-management skills (e.g. relaxation training, attention training, cognitive self-statements), and training for parents in how to prompt and reinforce children's self-help behaviors. Self-report assessment utilized a headache diary, a general activity measure, and a depression measure, whilst parental report measures were taken of the child's headache behavior and contingent parental care-giving behavior. Child headache behavior at school was also recorded by the child's teacher. The results indicated that by six months follow-up the subjects had improved in headache intensity 100% and 61% respectively, and in headache frequency 100% and 84% respectively. Both subjects also showed decreases in headache behaviors and reductions in contingent care-giving behavior by parents. Overall, the results suggest the potential usefulness of systematic involvement of parents in cognitive-behavioral treatment of children's chronic headaches.

Abstract:

This study explored predictors of school disciplinary events on a sample of 249 first-year high school students using two instruments developed by Steinberg, Lamborn, Dornbusch, and Darling (1992) and Epstein, Connors, and Salinas (1993), respectively. Logistic regression analyses revealed two parental involvement factors positively associated with school disciplinary events. One parenting style factor showed a negative relationship with school disciplinary events. It appears that parent-adolescent interactions based on daily school matters occurred in response to inappropriate behaviors. Parent-teacher communications were related to students' behavior problems. Adolescents whose parents provided supervision were less likely to have received disciplinary action. Implications for future research in terms of primary prevention of behavior problems are discussed.

Abstract:

Data from 752 Bahamian youth and their parents were analyzed to examine the relationship of youth depression with youth risk involvement, parental monitoring, and parent-youth communication. Depressed youth were older, more likely to engage in risk behaviors, and they perceived significantly lower levels of parental monitoring and higher levels of impaired communication than did nondepressed youth. Both depressed and nondepressed youth perceived significantly lower rates of parental monitoring and open communication and higher rates of problem communication than did their parents, but the differences in perceptions of open communication were significantly greater among depressed parent-youth dyads. Depressed youth, youth with past histories of risk behavior, youth reporting higher levels of impaired communication and lower levels of parental monitoring were more likely to anticipate future risk behavior.

Abstract:

This study focuses on intergenerational continuity in violent partner relationships. We investigate whether exposure to caregiver intimate partner violence (IPV) during adolescence leads to increased involvement in IPV during early adulthood (age 21-23) and adulthood (age 29-31). We also investigate whether this relationship differs by gender. Although there is theoretical and empirical support for intergenerational continuity of relationship violence, there are few prospective studies of this issue. We use data from the Rochester Youth Development Study (RYDS), a longitudinal study of the development of antisocial behavior in a community sample of 1,000 urban youth followed from age 14 to adulthood. The original sample includes 73% men and 85% African American or Hispanic youth. Measures come from a combination of interviews and official records. The Conflict Tactics Scale (CTS) is used to assess IPV and severe IPV in the youth and parent generations. Analyses controlled for child physical abuse, race/ethnicity as well as parent education, family stability, and poverty. In multivariate models, adolescent exposure to caregiver severe IPV resulted in significantly increased risk of relationship violence in early adulthood (age 21-23). Furthermore, there is an indirect effect of adolescent exposure to severe IPV on later adult involvement in IPV (age 29-31), mediated by involvement in a violent relationship in early adulthood. These results were largely invariant by gender. However, we observed a direct pathway between IPV exposure and adult IPV for women (marginally significant) suggesting that adolescent exposure to caregiver IPV may set in motion women-specific processes.

Abstract:

Literature points out the role of parenting on adolescent cyberbullying involvement. However, it is necessary to clarify how gender affects this relationship. The aim of this study has been to examine the relation between the adolescents’ perception about parenting practices, and their involvement in cyberbullying, bearing in mind both girls’ and boys’ gender and progenitors’ gender. The sample comprised 2060 Spanish secondary school students (47.9% girls; Mage = 14.34). Two-way ANOVA and binary logistic regression analyses were carried out. An effect of the interaction between sex and cyberbullying roles in maternal affection and communication, inductive discipline, and psychological control, as well as paternal promotion of autonomy and psychological control, was found. In general, it can be observed that the more negative results were found in cyber-aggressors, especially when this role is assumed by girls. The results of logistic regression analysis suggest that parenting practices explain better cyberbullying involvement in girls compared to boys, finding some important differences between both sexes regarding protective and risk factors. These findings highlight the importance of parenting practices to explain cyberbullying involvement, which supports the necessity of including family among the addresses of intervention programs.

Abstract:

AbstractThis study examined the peer dynamics linking early adolescent problem behavior, school marginalization, and low academic performance to multiple indices of late adolescent violence (arrests, parent report, and youth report) in an ethnically diverse sample of 998 males and females. A cascade model was proposed in which early adolescent risk factors assessed at age 11 to 12 predict gang involvement at age 13 to 14, which in turn, predicts deviancy training with friends at age 16 to 17, which then predicts violence by age 18 to 19. Each construct in the model was assessed with multiple measures and methods. Structural equation modeling revealed that the cascade model fit the data well, with problem behavior, school marginalization, and low academic performance significantly predicting gang involvement 2 years later. Gang involvement, in turn, predicted deviancy training with a friend, which predicted violence. The best fitting model included an indirect and direct path between early adolescent gang involvement and later violence. These findings suggest the need to carefully consider peer clustering into gangs in efforts to prevent individual and aggregate levels of violence, especially in youths who may be disengaged, marginalized, or academically unsuccessful in the public school context.

Abstract:

Parents’ behavior, attitudes and beliefs greatly impact their children’s development. Parents play a crucial role in the moral development of their children. This study aims to explore, describe, and interpret the lived experiences of parents and their Gen Z adolescent children regarding morality. This study also aims to determine the relationship between parental morality and the morality of their Gen Z adolescent children. It utilized the mixed methods research design, specifically the phenomenological research design and the correlational research design. Fifty-two high school students of a private school and their parents participated in the study. Students are between ages 13 and 16 years. This study utilized the Moral Authority Scale (MAS-R) to measure parental and adolescent morality. Common themes for the lived experiences of the parents and their Gen Z adolescent children are: parents are dispensers of values, obedience to parents, listening to a friend’s opinion, showing concern for others, treat everybody equally, and the law over self-interest. The results of the study revealed that the morality of both parents and the morality of their adolescent children was predominantly the Principle Morality, specifically the Equality Source. There is no significant relationship between parental morality and the morality of their adolescents, although the father’s morality appears to have more influence on their adolescent children’s morality. The findings suggest implications in family strengthening programs utilizing parent education and parent training.

Abstract:

Nowadays, the problem of protecting the rights and interests of orphaned children and children deprived of parental care is gaining relevance. The family is viewed as a leading institution for child socialization, a guarantor of his/her harmonious development and satisfaction of his/her needs; therefore, foster families as a modern form of temporary family placement for children is currently deemed to be preferential. Experts gradually start to realize the necessity of transition to the “professionalization of care” in general and parenthood in particular, when care is considered as a special type of activity that implies possession of specific skills and abilities. Such activity may go beyond the domestic sphere and take place with the involvement of the family, state, market and non-governmental associations. In view of this, the development of family forms of placement requires creation of mechanisms for the selection and training of adults who intend to take children deprived of parental care into their family. The article presents motivational complexes and values encouraging parents to start a foster family. Replacement family models have been characterized in terms of the educational function implementation being successful or unsuccessful. Successful parenthood criteria have been defined at three levels: child-parent relationships, parents' interactions, interrelation between the family and society. Social and psychological features of foster parents have been analyzed, which features have an impact on successful adaptation of the family in the situation where a child is being taken into the family. The importance of taking account of additional factors that underlie potential success of a foster family has been substantiated. It is emphasized that such gender-related aspects of foster parenthood as the husbands' involvement in doing housework and looking after children, children's gender socialization, single foster parents, instances of domestic violence in foster families, etc. still have not been extensively covered in scientific literature.

Abstract:

This article explores some core findings from a qualitative investigation of parents’ experiences of their child’s treatment in an adolescent mental health service in Sydney, Australia. In particular, the research question was, “How does parents’ involvement in the child/adolescent’s treatment influence their perception of how they can be helpful in their child’s recovery?” The theme of parent hope emerged from the broad qualitative exploration of parent’s experience of their involvement in their adolescent’s intensive treatment program. A purposive sample of 14 sets of parents participated, being interviewed at admission, discharge, and 6 months following their adolescent’s discharge. A continuum of high, moderate, and low levels of hope were evident in this parent sample 6 months after their treatment involvement. The strongly emergent theme was the relationship between parents’ hope and agency/self-efficacy. Parents who remained more passive in expecting expert helpers to fix their child experienced reduced hope months after finishing the program. When parents positively changed their interaction with their child, they felt a more sustained hopefulness. These findings generate the hypothesis that if parents are actively involved in changing themselves as part of their child’s treatment, they experience increased hope and effectiveness in contributing to their child’s recovery.

Abstract:

A longitudinal, prospective design was used to examine the roles of peer rejection in middle childhood and antisocial peer involvement in early adolescence in the development of adolescent externalizing behavior problems. Both early starter and late starter pathways were considered. Classroom sociometric interviews from ages 6 through 9 years, adolescent reports of peers' behavior at age 13 years, and parent, teacher, and adolescent self-reports of externalizing behavior problems from age 5 through 14 years were available for 400 adolescents. Results indicate that experiencing peer rejection in elementary school and greater involvement with antisocial peers in early adolescence are correlated but that these peer relationship experiences may represent two different pathways to adolescent externalizing behavior problems. Peer rejection experiences, but not involvement with antisocial peers, predict later externalizing behavior problems when controlling for stability in externalizing behavior. Externalizing problems were most common when rejection was experienced repeatedly. Early externalizing problems did not appear to moderate the relation between peer rejection and later problem behavior. Discussion highlights multiple pathways connecting externalizing behavior problems from early childhood through adolescence with peer relationship experiences in middle childhood and early adolescence.

Abstract:

The transition from adolescence to adulthood includes, for most young adults, physical separation from their parents in order to live away from home (Moore, 1987). This physical separation was found to be associated with positive changes in the parent-adolescent relationship (Sullivan & Sullivan, 1980). The present study extended previous findings by examining the effects of physical separation from one’s parents in the Israeli culture, where the time of home-leaving is based on the youngster’s age (18) and is not chosen by the parents or the adolescent, and where the transition is into mandatory military service. A group of 143 young men participated in the study and filled out questionnaires regarding their relationships with their parents and their adjustment and coping at two points in time: three months before conscription and three months later, following their basic training period in the army. Relationships with mothers and fathers were reported to improve (more warmth, less confrontation, and more autonomy) between the two times of measurement. Baseline level (Time l) relationships with parents contributed significantly to reported coping and adjustment. In addition, changes in relationships with parents, in particular a decrease in confrontation with parents and an increase in autonomy granted by parents, all significantly contributed to an increase in feelings of control and adjustment. Results are discussed in the light of the importance of relationships with primary caregivers (i.e. parents) and developmental changes in these relationships in promoting adjustment in early adulthood during home leaving transition.

Abstract:

Various self-regulated learning (SRL) problems often occur in early childhood during the transition from pre-school to elementary school. The ability to self-regulated learning is im- portant for school readiness and success throughout life, requiring the ability of parents to encourage the development of these abilities. The purpose of this study is to develop childcare strategies on self-regulation, such as children's ability to regulate metacognition, motivation and behavior to re- duce problems. Research produces certain products and tests their effectiveness. Respondents in- volved parents from 18 districts in 9 cities in the technique of data analysis using quantitative and qualitative approaches. The results showed differences in the average scores of children's independ- ent learning both before and after parents learned and applied the contents of the manual book. The result of the effectiveness test is sig = 0,000 <α = 0.05. So, H0 is rejected, and the results of the chi- square test sig = 0,000 <0.05, then H0 is rejected. In conclusion, parenting strategies using manuals so that parents can improve competencies such as parents' knowledge, attitudes and skills, and prove effective in increasing children's independent learning. Keywords: Early Childhood, Parenting strategy, Self-regulated learning References Bandura, A. (1977). Social learning theory. Englewood Cliffs: Prentice-Hall. Ben-Eliyahu, A. (2019). Academic Emotional Learning: A Critical Component of Self-Regulated Learning in the Emotional Learning Cycle. Educational Psychologist, 54(2), 84–105. https://doi.org/10.1080/00461520.2019.1582345 Bergen, D., & Davis, D. (2011). Influences of Technology-Related Playful Activity and Thought on Moral Development. American Journal of Play, 4(1), 80–99. Retrieved from http://eric.ed.gov/?id=EJ985549 Bjorklund, F, D. (2012). Children’s Thinking: Cognitive Development and Individual Differences. USA: Wadsworth, Cengage Learning. Borg, W. R., & Gall, M. D. (1989). Educational research. New York: Longman. Bronson, M. B. (2000). Self-regulation in early childhood. New York: The Guilford Press. Carlton, M. P., & Winsler, A. (1998). Fostering intrinsic motivation in early childhood classrooms. Early Childhood Education Journal, 25(3), 159–166. https://doi.org/10.1023/A:1025601110383 Daniel, G. R., Wang, C., & Berthelsen, D. (2016). Early school-based parent involvement, children’s self-regulated learning and academic achievement: An Australian longitudinal study. Early Childhood Research Quarterly, 36, 168–177. https://doi.org/10.1016/j.ecresq.2015.12.016 Dick, W., & Carey, L. (2009). The Systematic Design of Instruction. New Jersey: Pearson Education. Jacob, L., Dörrenbächer, S., & Perels, F. (2019). A pilot study of the online assessment of self- regulated learning in preschool children: Development of a direct, quantitative measurement tool. International Electronic Journal of Elementary Education, 12(2), 115–126. https://doi.org/10.26822/iejee.2019257655 Jeong, J., & Frye, D. (2020). Self-regulated learning: Is understanding learning a first step? Early Childhood Research Quarterly, 50, 17–27. https://doi.org/10.1016/j.ecresq.2018.12.007 Jittaseno, P., & Varma S, P. (2017). Influence of Parenting Styles on Self-Regulated Learning Behavior Mediated By Self-Efficacy and Intrinsic Value. University of Thailand Journals, (March), 44–62. https://doi.org/https://www.researchgate.net/publication/315458200 Morawska, A., Dittman, C. K., & Rusby, J. C. (2019). Promoting Self-Regulation in Young Children: The Role of Parenting Interventions. Clinical Child and Family Psychology Review, 22(1), 43–51. https://doi.org/10.1007/s10567-019-00281-5 Oppong, E., Shore, B. M., & Muis, K. R. (2019). Clarifying the Connections Among Giftedness, Metacognition, Self-Regulation, and Self-Regulated Learning: Implications for Theory and Practice. Gifted Child Quarterly, 63(2), 102–119. https://doi.org/10.1177/0016986218814008 Ormrod, J. E. (2009). Psikologi Pendidikan Membantu Siswa Tumbuh dan Berkembang (6th editio). Jakarta: Erlangga. Perels, F., Merget-kullmann, M., Wende, M., Schmitz, B., & Buchbinder, C. (2009). The British Psychological Society Improving self-regulated learning of preschool children : Evaluation of training for kindergarten teachers. British Journal of Educational Psychology, 79, 311– 327. https://doi.org/10.1348/000709908X322875 Sanders, M. R., Turner, K. M. T., & Metzler, C. W. (2019). Applying Self-Regulation Principles in the Delivery of Parenting Interventions. Clinical Child and Family Psychology Review, 22(1), 24–42. https://doi.org/10.1007/s10567-019-00287-z Schunk, H. ., & Pintrich, P. R. (2008). Motivational In Education: Theory, Research, and Application. Ohio: Pearson. Seroussi, D. E., & Yaffe, Y. (2020). Links Between Israeli College Students’ Self-Regulated Learning and Their Recollections of Their Parents’ Parenting Styles. SAGE Open, 10(1). https://doi.org/10.1177/2158244019899096 Sugiyono. (2013). Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif dan R & D. Bandung. Thomas, V., De Backer, F., Peeters, J., & Lombaerts, K. (2019). Parental involvement and adolescent school achievement: the mediational role of self-regulated learning. Learning Environments Research, 22(3), 345–363. https://doi.org/10.1007/s10984-019-09278-x Thomas, V., Muls, J., De Backer, F., & Lombaerts, K. (2019). Exploring self-regulated learning during middle school: views of parents and students on parents’ educational support at home. Journal of Family Studies, 9400. https://doi.org/10.1080/13229400.2018.1562359 Tiniakou, E. (2017). Patterns of parenting in the life histories of highly self-regulated learners (Universiteit Twente). Retrieved from http://essay.utwente.nl/73234/ Tiniakou, E., Hirschler, T., Endedijk, M. D., & Margaryan, A. (2018). Becoming self-regulated: Patterns of parenting in the lives of professionals who are highly self-regulated learners. Journal of Self-Regulation and Regulation, 4(0), 7–42. https://doi.org/10.11588/JOSAR.2018.0.49364 Tobias, S., & Everson, H. (2000). Assessing Metacognitive Knowledge Monitoring. Report No. 96-01. College Entrance Examination Board, (96). Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED562584&site=ehost -live Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1(1), 3–14. https://doi.org/10.1007/s11409-006-6893-0 Venitz, L., & Perels, F. (2019). Promoting self-regulated learning of preschoolers through indirect intervention: a two-level approach. Journal of Family Studies, 9400(13), 2057–2070. https://doi.org/10.1080/03004430.2018.1434518 Vygotsky, L. (1978). Interaction between learning and development (In M. Gauv). New York: Scientific American Books. Whitebread, D., Coltman, P., Pasternak, D. P., Sangster, C., Grau, V., Bingham, S., ... Demetriou, D. (2009). The development of two observational tools for assessing metacognition and self- regulated learning in young children. Metacognition and Learning, 4(1), 63–85. https://doi.org/10.1007/s11409-008-9033-1 Wolters, C. A. (2003). Conceptualizing the Role and Influence of Student- Teacher Relationships on Children ’ s Social and Cognitive Development. Educational Psychologist, 38(4), 207– 234. https://doi.org/10.1207/S15326985EP3804 Zimmerman, B. J. (2010). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501

Abstract:

This study compared the romantic involvements of Canadian and Chinese adolescents as well as linkages with friend and parental relationships. Participants were 496 Chinese adolescents and 395 Canadian adolescents, aged 16—17 years. Chinese adolescents were less likely to have any form of romantic involvement, including a romantic relationship, displayed lower levels of romantic experience, and had fewer close romantic relationships. Gender moderated cultural differences, with Chinese girls least involved in romantic experiences. Although friendships were more intimate in Canada and parent relationships were closer in China, the linkages of parental and friend relationships with romantic experience were quite consistent across the two cultures, with friends being positively linked to romantic experiences and parents indirectly linked through their connection to friends. Among Chinese adolescents, parents also directly connected with romantic experiences in a negative direction. Implications of the findings for understanding the interface between individual growth and cultural context are discussed.

Abstract:

Parental Involvement in their children's schooling has long been recognized as a critical component of good education. This study aims to find out the relationship between socioeconomic status, interpersonal communication, and school climate with parental involvement in early childhood education. Using survey and correlational research design, data collection was carried out through accumulation techniques with tests and questionnaires. The data analysis technique used statistical analysis and multiple regressions. The findings in the socio-economic context of parents show that the measure of power is an indicator in the very high category with a total score of 5, while the measures of wealth, honour and knowledge are included in the high category with a total score of 4 in relation to parental involvement. The form of interpersonal communication, the openness of parents in responding happily to information / news received from schools about children is a finding of a significant relationship with parental involvement in early childhood education. The school climate describes the responsibility for their respective duties and roles, work support provided, and interpersonal communication relationships, parents at home and teachers at school. Keywords: Socio-economic Status, Interpersonal Communication, Climate School, Parental Involvement, Early Childhood Education References Amato, P. R. (2005). The Impact of Family Formation Change on the Cognitive, Social, and Emotional Well-Being of the Next Generation. The Future of Children, 15(2), 75–96. https://doi.org/10.1353/foc.2005.0012 Arnold, D. H., Zeljo, A., Doctoroff, G. L., & Ortiz, C. (2008). Parent Involvement in Preschool: Predictors and the Relation of Involvement to Preliteracy Development. School Psychology Review, 37(1), 74–90. https://doi.org/10.1080/02796015.2008.12087910 Barbato, C. A., Graham, E. E., & Perse, E. M. (1997). Interpersonal communication motives and perceptions of humor among elders. Communication Research Reports, 14(1), 48–57. https://doi.org/10.1080/08824099709388644 Barbato, C. A., Graham, E. E., & Perse, E. M. (2003). Communicating in the Family: An Examination of the Relationship of Family Communication Climate and Interpersonal Communication Motives. Journal of Family Communication, 3(3), 123–148. https://doi.org/10.1207/S15327698JFC0303_01 Barnard, W. M. (2004). Parent involvement in elementary school and educational attainment. Children and Youth Services Review, 26(1), 39–62. https://doi.org/10.1016/j.childyouth.2003.11.002 Benner, A. D., Boyle, A. E., & Sadler, S. (2016). Parental Involvement and Adolescents’ Educational Success: The Roles of Prior Achievement and Socioeconomic Status. Journal of Youth and Adolescence, 45(6), 1053–1064. https://doi.org/10.1007/s10964-016-0431-4 Berkowitz, R., Astor, R. A., Pineda, D., DePedro, K. T., Weiss, E. L., & Benbenishty, R. (2021). Parental Involvement and Perceptions of School Climate in California. Urban Education, 56(3), 393–423. https://doi.org/10.1177/0042085916685764 Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2017). A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement. Review of Educational Research, 87(2), 425–469. https://doi.org/10.3102/0034654316669821 Brand, S., Felner, R. D., Seitsinger, A., Burns, A., & Bolton, N. (2008). A large-scale study of the assessment of the social environment of middle and secondary schools: The validity and utility of teachers’ ratings of school climate, cultural pluralism, and safety problems for understanding school effects and school improvement. Journal of School Psychology, 46(5), 507–535. https://doi.org/10.1016/j.jsp.2007.12.001 Brand, S., Felner, R., Shim, M., Seitsinger, A., & Dumas, T. (2003). Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety. Journal of Educational Psychology, 95(3), 570–588. https://doi.org/10.1037/0022-0663.95.3.570 Culp, A. M., Hubbs-Tait, L., Culp, R. E., & Starost, H.-J. (2000). Maternal Parenting Characteristics and School Involvement: Predictors of Kindergarten Cognitive Competence Among Head Start Children. Journal of Research in Childhood Education, 15(1), 5–17. https://doi.org/10.1080/02568540009594772 Dearing, E., McCartney, K., Weiss, H. B., Kreider, H., & Simpkins, S. (2004). The promotive effects of family educational involvement for low-income children’s literacy. Journal of School Psychology, 42(6), 445–460. https://doi.org/10.1016/j.jsp.2004.07.002 Desforges, C., Abouchaar, A., Great Britain, & Department for Education and Skills. (2003). The impact of parental involvement, parental support and family education on pupil achievements and adjustment: A literature review. DfES. El Nokali, N. E., Bachman, H. J., & Votruba-Drzal, E. (2010). Parent Involvement and Children’s Academic and Social Development in Elementary School: Parent Involvement, Achievement, and Social Development. Child Development, 81(3), 988–1005. https://doi.org/10.1111/j.1467-8624.2010.01447.x Englund, M. M., Luckner, A. E., Whaley, G. J. L., & Egeland, B. (2004). Children’s Achievement in Early Elementary School: Longitudinal Effects of Parental Involvement, Expectations, and Quality of Assistance. Journal of Educational Psychology, 96(4), 723–730. https://doi.org/10.1037/0022-0663.96.4.723 Epstein, J. L. (Ed.). (2002). School, family, and community partnerships: Your handbook for action (2nd ed). Corwin Press. Fan, X. (2001). Parental Involvement and Students’ Academic Achievement: A Growth Modeling Analysis. The Journal of Experimental Education, 70(1), 27–61. https://doi.org/10.1080/00220970109599497 Fan, X., & Chen, M. (2001). Parental Involvement and Students’ Academic Achievement: A Meta-Analysis. Educational Psychology Review, 23. Georgiou, S. N., & Tourva, A. (2007). Parental attributions and parental involvement. 10. Gorski, P. (2008). The Myth of the Culture of Poverty. Educational Leadership, 65(7), 32–36. Hamre, B. K., & Pianta, R. C. (2005). Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? Child Development, 76(5), 949–967. https://doi.org/10.1111/j.1467-8624.2005.00889.x Hill, N. E., & Taylor, L. C. (2004). Parental School Involvement and Children’s Academic Achievement: Pragmatics and Issues. Current Directions in Psychological Science, 13(4), 161–164. https://doi.org/10.1111/j.0963-7214.2004.00298.x Hong, S., & Ho, H.-Z. (2005). Direct and Indirect Longitudinal Effects of Parental Involvement on Student Achievement: Second-Order Latent Growth Modeling Across Ethnic Groups. 11. Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37–52. https://doi.org/10.1080/00131911.2010.488049 Hoy, W. K., Tarter, C. J., & Hoy, A. W. (2006). Academic Optimism of Schools: A Force for Student Achievement. American Educational Research Journal, 43(3), 425–446. https://doi.org/10.3102/00028312043003425 Jeynes, W.H. (2014). Parent involvement for urban youth and student of color. In Handbook of urban education (In H. R. Milner&K. Lomotey (Eds.)). NY: Routledge. Jeynes, William H. (2005). Effects of Parental Involvement and Family Structure on the Academic Achievement of Adolescents. Marriage & Family Review, 37(3), 99–116. https://doi.org/10.1300/J002v37n03_06 Jeynes, William H. (2007). The Relationship Between Parental Involvement and Urban Secondary School Student Academic Achievement: A Meta-Analysis. Urban Education, 42(1), 82–110. https://doi.org/10.1177/0042085906293818 Kaplan, D. S., Liu, X., & Kaplan, H. B. (2010). Influence of Parents’ Self-Feelings and Expectations on Children’s Academic Performance. 12. Kuperminc, G. P., Leadbeater, B. J., & Blatt, S. J. (2001). School Social Climate and Individual Differences in Vulnerability to Psychopathology among Middle School Students. Journal of School Psychology, 39(2), 141–159. https://doi.org/10.1016/S0022-4405(01)00059-0 Kutsyuruba, B., Klinger, D. A., & Hussain, A. (2015). Relationships among school climate, school safety, and student achievement and well-being: A review of the literature. Review of Education, 3(2), 103–135. https://doi.org/10.1002/rev3.3043 Long, H., & Pang, W. (2016). Family socioeconomic status, parental expectations, and adolescents’ academic achievements: A case of China. Educational Research and Evaluation, 22(5–6), 283–304. https://doi.org/10.1080/13803611.2016.1237369 Loukas, A. (2007). High-quality school climate is advantageous for all students and may be particularly beneficial for at-risk students. 3. Mattingly, D. J., Prislin, R., McKenzie, T. L., Rodriguez, J. L., & Kayzar, B. (2002). Evaluating Evaluations: The Case of Parent Involvement Programs. Review of Educational Research, 72(4), 549–576. https://doi.org/10.3102/00346543072004549 McWayne, C., Hampton, V., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in the Schools, 41(3), 363–377. https://doi.org/10.1002/pits.10163 Miedel, W. T., & Reynolds, A. J. (1999). Parent Involvement in Early Intervention for Disadvantaged Children: Does It Matter? 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Abstract:

Co-production is the involvement of citizens in the design and delivery of services. In primary schools, this involves parents working with teachers to improve the educational development of their children. In this contribution, we present the results of a systematic literature review on co-production in primary schools to establish what research has been conducted and to what extent there is evidence on the effectiveness of co-production in this context. After three subsequent steps of literature selection, an initial database of 3121 articles was reduced to 122 articles which were then carefully analysed. Generally, co-production in education tends to be aimed at specific groups, which makes it hard to generalize, but some findings appear more generally applicable. Co-production does appear to improve students’ knowledge acquisition. Parent–teacher relationships can be difficult and ambiguous, but teacher training appears to be an effective tool for improving co-production. Points for practitioners Although co-production in schools is increasingly popular, it has been tested mostly for specific socioeconomic groups. Further testing is necessary to know whether it would work as a mainstream method. Co-production in school requires a tailor-made approach. The evidence suggests that it is only effective if it is adapted to the specific context. It is therefore misleading to speak of co-production in schools as a single phenomenon; there are many different types of co-production in schools. Investing in teacher training turns out to be helpful in overcoming initial resistance.

Abstract:

AbstractEvidence on the intergenerational continuity of intimate partner violence (IPV) suggests small to moderate associations between childhood exposure and young adult IPV involvement, suggesting an indirect effects model. Yet, few prospective studies have formally tested meditational mechanisms. The current study tested a prospective (over 9 years) moderated-mediational model in which adolescent psychopathology symptoms (i.e., internalizing, externalizing, and combined) mediated the association between exposure to IPV in middle childhood and young adult IPV perpetration. In a more novel contribution, we controlled for proximal young adult partner and relationship characteristics. The sample consisted of n = 205 participants, who were, on average, assessed for exposure to parent IPV at age 12.30 years, adolescent psychopathology symptoms at age 15.77 years, and young adult IPV at 21.30 years of age. Data suggest a small, significant direct path from IPV exposure to young adult perpetration, mediated only through adolescent externalizing. Gender moderation analyses reveal differences in sensitivity to exposure across developmental periods; for males, effects of exposure were intensified during the transition to adolescence, whereas for females, effects were amplified during the transition to adulthood. In both cases, the mediational role of psychopathology symptoms was no longer significant once partner antisocial behavior was modeled. Findings have important implications for both theory and timing of risk conveyance.

Abstract:

Family violence research has uncovered a positive relationship between parental violence and children’s later involvement in intimate violence. In a similar vein, criminology’s social control theory suggests that weak or absent parental controls are associated with a variety of delinquent acts. Little research, however, investigates the link between parental violence, parental controls, and dating violence. This article asks two research questions: How is interparental violence associated with parent-child attachments, monitoring, adolescent dating, attitudes toward violence, and dating violence? And second, are there independent and interactive effects of inter-parental violence, and parental controls on dating violence offending and attitudes towards violence? Dating violence offending is significantly associated with witnessed inter-parental violence, high dating frequency, and low parental monitoring. Attitudes towards violence are associated with witnessed inter-parental violence, lower parental attachment, and the interaction of witnessed inter-parental violence and parental attachment. The implications for role modeling and social control theory are discussed.

Abstract:

This study examined South African early adolescent youth (aged 10-14 years) and their female caregivers ( N = 99 dyads) participating in an HIV prevention intervention over a period of 8 months. We examined youth perceptions of neighborhood cohesion, safety, and collective monitoring as they related to concurrent and longitudinal associations with youth (externalizing behavior and hope about the future) and family (parent-youth relationship quality, parental involvement, and parental responsiveness to sex communication) functioning while controlling for baseline characteristics. Neighborhood perceptions were significantly associated ( p < .05) with short- and longer term outcomes. Gender differences suggested a greater protective association of perceived neighborhood conditions with changes in functioning for boys versus girls. Unexpected associations were also observed, including short-term associations suggesting a link between better neighborhood quality and poorer family functioning. We account for the culture of this South African community when contextualizing our findings and conclude with recommendations for interventions targeting neighborhood contexts.

Abstract:

Background: Substance abuse is a major public health issue worldwide, particularly manifesting during the late adolescent and early adult period. Each culture has distinct beliefs and unique ways of raising children. Cultural differences in parenting beliefs and behaviors are an interesting area that enhances understanding of the nature of differences across cultures. Substance abuse risk may be related to family sociocultural factors; however, there are limited studies that address the relationships between pertinent variables. Objective: To examine and compare family sociocultural factors, sensation seeking, and risk of drug involvement among Egyptian and Saudi university students. Methods: The study employed a comparative correlational descriptive design using two-stage cluster sampling techniques. Data were collected using self-administered questionnaires distributed to students enrolled in Imam Abdulrahman Bin Faisal University (IAU) in Saudi Arabia and Damanhur University (DU) in Egypt. Results: The study showed that Egyptian and Saudi students with a higher percentage of supportive parent relationships have less risk of drug involvement. In both countries, cigarette smoking was the first substance used. Moreover, factors predicting the risk of drug involvement and regression analysis revealed that male students had five times more risk of drug involvement than their female peers, keeping all other factors constant (OR = 5.734; 95%CI:3.231-10.174), while highly supportive paternal relationship reduced the risk of drug involvement by 85% (OR = 0.148; 95% CI: 0.045-0.489). Conclusion: The risk for substance abuse in both cultural settings was moderate, and smoking was the most common substance used. Moreover, a highly supportive paternal relationship reduced the risk of drug involvement by 85%.

Abstract:

In the context of this paper, the formation of civil activity of adolescent students is understood as a purposeful process of organizing academic and non-academic forms of student activity aimed at the formation and development of adolescents’ holistic and conscious ideas about the nature of citizenship, the development of positive motivation and awareness of the value of the rights and duties of citizens, the development of skills of active citizenship and its expression in the behavior and activities of students.We have conducted a theoretical study which shows that the degree of readiness of teenagers to civil engagement in their practice directly and immediately determined by the level of development of its cognitive, motivational and procedural components, all of which work together and ensure the establishment and development of integrated personality of the student.The results of the final measurement show the developed complex of actions that ensure the involvement of students in various activities, organization of children’s interaction with the organization and parents in the formation of civil engagement allow students to achieve tangible growth of the studied quality in adolescents due to the existence of sufficient and high levels of action, together representing the procedural component of civil engagement of adolescent studies.We conducted special work with the teachers of the school according to the method of formation of civil activity of students, interaction with children’s organization and the parent community contributed to the change in the quality of relations between social institutions. During the formative experiment was discovered a direct correlation of the formation and development of civil activity from the level of formation of a group of children, her educational system. This has resulted in the formation of personal relationship, such as: expansion of subject desire of a group of socially useful and important activity; intolerance to manifestations of anti-social and civil engagement of studies; the desire to obtain new knowledge, to raise the general level of culture, to work for their country, etc.

Abstract:

Background: Parents play important role for educationg children about sexual and reproductive health. Sexual and reproductive health education is very important to be provided for children in early age, so that they could protect themselves from sexual violence. However, the information about sexual and reproductive health should be taught by parents so that children do not misstep in their lives. Objective: to review the evidence of parenting involvement in adolescent sexual and reproductive health education. Methods: The method of scoping reviews have adopted the framework of Arksey and O'Malley (2005), the steps of framework are (1) The identification of scoping review questions, (2) The identification of relevant articles, (3) The selection of articles, (4) Data Charting , (5) Maping, collating and summarizing. The writer searches for articles in 3 databases and selects the original article for review. The article theme focuses on the parents involvement in sexual and reproductive health education against children in developing countries that conducted in 2009-2019. Findings: Out of the 8 selected articles. Five themes of scoping review are the factors that influence parent and child communication, such as age, gender, education, social, economic, generation and relationship of family gaps. The obstacle of providing reproductive health education and sexual in children due to parents are ashamed, uncomfortable , lack of knowledge , and the influence of culture and norms. HIV/AIDS is a topic that is often discussed by parents. Knowing about sex education is important for children, while parents and teachers are sources of this information. In order to teach sexual and reproductive health education well, parents need good communication and improve their knowledge. Conclusion: In order to provide sexual and reproductive health education, there are several factors and barriers that affect the communication of parents and children. Parents only discuss sexual and reproductive health issues generally. They also teach their children about the dangers of premarital sex.

Abstract:

This study aimed to: (a) examine the relationships between high-level athletes' perceptions of mothers' and fathers' behaviors, their satisfaction of basic psychological needs, and sport motivation and (b) explore whether the sex of the athlete moderated the aforementioned relationships. A total of 333 adolescent athletes involved in intensive training settings completed the Parental Involvement in Sport Questionnaire (PISQ), the Behavioral Regulation in Sport Questionnaire (BRSQ) and the Basic Need Satisfaction in Sporting Context Scale (BNSSS). Data were examined using correlational analyses and partial least square path modeling (PLS-PM). The PLS-PM revealed that father's perceived pressure positively predicted maladaptive outcomes (controlled forms of motivation and amotivation). Perceptions of the mothers' and fathers' praise and understanding positively predicted adaptive athletes' outcomes (self-determined forms of motivation and satisfaction of competence and relatedness), whereas the mothers' and fathers' perceived pressure negatively predicted such adaptive outcomes. Furthermore, differences regarding the aforementioned relationships between mother's and father's behaviors and athletes' outcomes were highlighted across their sex. More significant relationships emerged for boys versus girls and between athletes' outcomes and the perceived behaviors of the same-sex parents. In particular, the direction of relationships between introjected regulation and two parental behaviors (i.e. perception of father's directive behaviors and perception of mother's pressure) was reversed for boys and girls. As a whole, this study highlighted that both parent's and child's sex should be evaluated to understand sport parenting.

Abstract:

The age period of 0-8 years is the most important moment for every human being to develop all the developmental features supported by parents at home and teachers / tutors at the Early Childhood Education Institute (ECE). In parenting, six main aspects must be known and applied by each parent. Lack of education, nutritional knowledge, care and care, and aspects of clean-living habits in the family can have an impact on children's growth and development processes. This study aims to develop a module 6 aspects of child development for parental guidance. This study uses a research and development approach to test the effectiveness of the posttest design. Respondents in this study are parents who have children up to 5 years and early childhood educators. The findings show that from these six main aspects, it seems that parents and ECE tutors do not yet understand the ECE concept. In another perspective, there is still a lack of knowledge about these 6 main aspects which require training and parenting modules to develop the 6 aspects of child development. Keywords: Early Childhood Education, Child Development Aspect, Parenting Training Module References: Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Asdi Mahasatya. Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., … Bhutta, Z. A. (2017). Nurturing care: promoting early childhood development. The Lancet, 389(10064), 91–102. https://doi.org/10.1016/S0140-6736(16)31390-3 Coore Desai, C., Reece, J. A., & Shakespeare-Pellington, S. (2017). The prevention of violence in childhood through parenting programmes: a global review. Psychology, Health and Medicine, 22(February), 166–186. https://doi.org/10.1080/13548506.2016.1271952 Darling-Churchill, K. E., & Lippman, L. (2016). Early childhood social and emotional development: Advancing the field of measurement. Journal of Applied Developmental Psychology, 45, 1–7. https://doi.org/10.1016/j.appdev.2016.02.002 Davis, S., Votruba-Drzal, E., & Silk, J. S. (2015). Trajectories of Internalizing Symptoms From Early Childhood to Adolescence: Associations With Temperament and Parenting. Social Development, 24(3), 501–520. https://doi.org/10.1111/sode.12105 Đorđić, V., Tubić, T., & Jakšić, D. (2016). The Relationship between Physical, Motor, and Intellectual Development of Preschool Children. Procedia - Social and Behavioral Sciences, 233(May), 3–7. https://doi.org/10.1016/j.sbspro.2016.10.114 Eisenberg, N., Taylor, Z. E., Widaman, K. F., & Spinrad, T. L. (2015). Externalizing symptoms, effortful control, and intrusive parenting: A test of bidirectional longitudinal relations during early childhood. Development and Psychopathology, 27(4), 953–968. https://doi.org/10.1017/S0954579415000620 Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational Research: An Introduction (4th ed.). New York: Longman Inc. Gardner, F., Montgomery, P., & Knerr, W. (2016). Transporting Evidence-Based Parenting Programs for Child Problem Behavior (Age 3–10) Between Countries: Systematic Review and Meta-Analysis. Journal of Clinical Child and Adolescent Psychology, 45(6), 749–762. https://doi.org/10.1080/15374416.2015.1015134 Gilmer, C., Buchan, J. L., Letourneau, N., Bennett, C. T., Shanker, S. G., Fenwick, A., & Smith-Chant, B. (2016). Parent education interventions designed to support the transition to parenthood: A realist review. International Journal of Nursing Studies, 59, 118–133. https://doi.org/10.1016/j.ijnurstu.2016.03.015 Grindal, T., Bowne, J. B., Yoshikawa, H., Schindler, H. S., Duncan, G. J., Magnuson, K., & Shonkoff, J. P. (2016a). The added impact of parenting education in early childhood education programs: A meta-analysis. Children and Youth Services Review, 70, 238–249. https://doi.org/10.1016/j.childyouth.2016.09.018 Guyer, A. E., Jarcho, J. M., Pérez-Edgar, K., Degnan, K. A., Pine, D. S., Fox, N. A., & Nelson, E. E. (2015). Temperament and Parenting Styles in Early Childhood Differentially Influence Neural Response to Peer Evaluation in Adolescence. Journal of Abnormal Child Psychology, 43(5), 863–874. https://doi.org/10.1007/s10802-015-9973-2 Jones, D. E., Feinberg, M. E., Hostetler, M. L., Roettger, M. E., Paul, I. M., & Ehrenthal, D. B. (2018). Family and Child Outcomes 2 Years After a Transition to Parenthood Intervention. Family Relations, 67(2), 270–286. https://doi.org/10.1111/fare.12309 Jürges, H., Schwarz, A., Cahan, S., & Abdeen, Z. (2019). Child mental health and cognitive development: evidence from the West Bank. Empirica, 46(3), 423–442. https://doi.org/10.1007/s10663-019-09438-5 Kalland, M., Fagerlund, Å., Von Koskull, M., & Pajulo, M. (2016). Families First: The development of a new mentalization-based group intervention for first-Time parents to promote child development and family health. Primary Health Care Research and Development, 17(1), 3–17. https://doi.org/10.1017/S146342361500016X Knauer, H. A., Ozer, E. J., Dow, W. H., & Fernald, L. C. H. (2019). Parenting quality at two developmental periods in early childhood and their association with child development. Early Childhood Research Quarterly, 47, 396–404. https://doi.org/10.1016/j.ecresq.2018.08.009 Kopala-Sibley, D. C., Cyr, M., Finsaas, M. C., Orawe, J., Huang, A., Tottenham, N., & Klein, D. N. (2018). Early Childhood Parenting Predicts Late Childhood Brain Functional Connectivity During Emotion Perception and Reward Processing. Child Development, 00(0), 1–19. https://doi.org/10.1111/cdev.13126 Kurniah, N., Andreswari, D., & Kusumah, R. G. T. (2019). Achievement of Development on Early Childhood Based on National Education Standard. 295(ICETeP 2018), 351–354. https://doi.org/10.2991/icetep-18.2019.82 Leijten, P., Raaijmakers, M. A. J., Orobio de Castro, B., van den Ban, E., & Matthys, W. (2017). Effectiveness of the Incredible Years Parenting Program for Families with Socioeconomically Disadvantaged and Ethnic Minority Backgrounds. Journal of Clinical Child and Adolescent Psychology, 46(1), 59–73. https://doi.org/10.1080/15374416.2015.1038823 Lomanowska, A. M., Boivin, M., Hertzman, C., & Fleming, A. S. (2017). Parenting begets parenting: A neurobiological perspective on early adversity and the transmission of parenting styles across generations. Neuroscience, 342, 120–139. https://doi.org/10.1016/j.neuroscience.2015.09.029 Lucassen, N., Kok, R., Bakermans-Kranenburg, M. J., Van Ijzendoorn, M. H., Jaddoe, V. W. V., Hofman, A., … Tiemeier, H. (2015). Executive functions in early childhood: The role of maternal and paternal parenting practices. British Journal of Developmental Psychology, 33(4), 489–505. https://doi.org/10.1111/bjdp.12112 Molchanov, S. V. (2013). The Moral Development in Childhood. Procedia - Social and Behavioral Sciences, 86, 615–620. https://doi.org/10.1016/j.sbspro.2013.08.623 Morris, A. S., & Williamson, A. C. (2019). Building early social and emotional relationships with infants and toddlers: Integrating research and practice. Building Early Social and Emotional Relationships with Infants and Toddlers: Integrating Research and Practice, 1–351. https://doi.org/10.1007/978-3-030-03110-7 Parhomenko, K. (2014). Diagnostic Methods of Socio – Emotional Competence in Children. Procedia - Social and Behavioral Sciences, 146, 329–333. https://doi.org/10.1016/j.sbspro.2014.08.142 Rutherford, H. J. V., Wallace, N. S., Laurent, H. K., & Mayes, L. C. (2015). Emotion regulation in parenthood. Developmental Review, 36, 1–14. https://doi.org/10.1016/j.dr.2014.12.008 Sheedy, A., & Gambrel, L. E. (2019). Coparenting Negotiation During the Transition to Parenthood: A Qualitative Study of Couples’ Experiences as New Parents. American Journal of Family Therapy, 47(2), 67–86. https://doi.org/10.1080/01926187.2019.1586593 Sitnick, S. L., Shaw, D. S., Gill, A., Dishion, T., Winter, C., Waller, R., … Wilson, M. (2015). Parenting and the Family Check-Up: Changes in Observed Parent-Child Interaction Following Early Childhood Intervention. Journal of Clinical Child and Adolescent Psychology, 44(6), 970–984. https://doi.org/10.1080/15374416.2014.940623 Sulik, M. J., Blair, C., Mills-Koonce, R., Berry, D., & Greenberg, M. (2015). Early Parenting and the Development of Externalizing Behavior Problems: Longitudinal Mediation Through Children’s Executive Function. Child Development, 86(5), 1588–1603. https://doi.org/10.1111/cdev.12386 Theise, R., Huang, K. Y., Kamboukos, D., Doctoroff, G. L., Dawson-McClure, S., Palamar, J. J., & Brotman, L. M. (2014). Moderators of Intervention Effects on Parenting Practices in a Randomized Controlled Trial in Early Childhood. Journal of Clinical Child and Adolescent Psychology, 43(3), 501–509. https://doi.org/10.1080/15374416.2013.833095 UNDP. (2018). Human Development Indices and Indicators. 2018 Statistical Update. United Nations Development Programme, 27(4), 123. Retrieved from http://hdr.undp.org/sites/default/files/2018_human_development_statistical_update.pdf%0Ahttp://www.hdr.undp.org/sites/default/files/2018_human_development_statistical_update.pdf%0Ahttp://hdr.undp.org/en/2018-update

Abstract:

The pandemic that occurred this year created conditions that changed the activities of parents and children, the role of parents working outside the home often led to a lack of parental involvement in child development, especially the development of independence. The conditions of the Covid-19 pandemic have caused parents and children to be in one place at the same time. This study aims to determine the effect of parental involvement and maternal employment status on the independence of children aged 7-8 years in the Covid-19 pandemic situation. This quantitative research uses a comparative causal ex-post facto design, with groups of working mothers and groups of non-working mothers. The sample of each group was 60 people who were randomly selected. The findings of the study with the calculation of the two-way ANOVA test obtained the value of Fo = 4.616> F table = 3.92 or with p-value = 0.034 <α = 0.05, indicating that there is an interaction between parental involvement and maternal employment status on children's independence, and Based on the results of hypothesis testing, there is no effect of parental involvement and mother's work status on the independence of the child even though there are differences in the average results of children's independence. Keywords: Children's Independence, Parental Involvement and Mothers' Employment References: Areepattamannil, S., & Santos, I. M. (2019). Adolescent students’ perceived information and communication technology (ICT) competence and autonomy: Examining links to dispositions toward science in 42 countries. Computers in Human Behavior. https://doi.org/10.1016/j.chb.2019.04.005 Benner, A. D., Boyle, A. E., & Sadler, S. (2016). Parental Involvement and Adolescents’ Educational Success: The Roles of Prior Achievement and Socioeconomic Status. Journal of Youth and Adolescence, 45(6), 1053–1064. https://doi.org/10.1007/s10964-016-0431-4 Chusniatun, Kuswardhani, & Suwandi, J. (2014). Peran ganda pengembangan karier guru-guru perempuan. Jurnal Pendidikan Ilmu Sosial, 24(2), 53–66. Cohen, J. (1994). The earth is round (p < .05). (Vol. 49). American Psychologist,. DeLuca, C., Pyle, A., Braund, H., & Faith, L. (2020). Leveraging assessment to promote kindergarten learners’ independence and self-regulation within play-based classrooms. Assessment in Education: Principles, Policy & Practice, 27(4), 394–415. https://doi.org/10.1080/0969594X.2020.1719033 Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review. https://doi.org/10.1016/j.childyouth.2020.105440 Eisenberg, N., Valiente, C., Morris, A. S., Fabes, R. A., Cumberland, A., Reiser, M., Gershoff, E. T., Shepard, S. A., & Losoya, S. (2003). Longitudinal relations among parental emotional expressivity, children’s regulation, and quality of socioemotional functioning. Developmental Psychology, 39(1), 3–19. https://doi.org/10.1037/0012-1649.39.1.3 Gassman-Pines, A., Ananat, E. O., & Fitz-Henley, J. (2020). COVID-19 and parent-Child psychological well-being. Pediatrics, 146(4). https://doi.org/10.1542/peds.2019-3211 Grolnick, W. S., Benjet, C., Kurowski, C. O., & Apostoleris, N. H. (1997). Predictors of Parent Involvement in Children’s Schooling. 11. Gürbüztürk, O., & Şad, S. N. (2010). Turkish parental involvement scale: Validity and reliability studies. Procedia - Social and Behavioral Sciences, 2(2). https://doi.org/10.1016/j.sbspro.2010.03.049 Gusmaniarti, G., & Suweleh, W. (2019). Analisis Perilaku Home Service Orang Tua terhadap Perkembangan Kemandirian dan Tanggung Jawab Anak. Aulad : Journal on Early Childhood. https://doi.org/10.31004/aulad.v2i1.17 Hatzigianni, M., & Margetts, K. (2014). Parents’ beliefs and evaluations of young children’s computer use. Australasian Journal of Early Childhood. https://doi.org/10.1177/183693911403900415 Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37–52. https://doi.org/10.1080/00131911.2010.488049 Iftitah, S. L., & Anawaty, M. F. (2020). Peran Orang Tua Dalam Mendampingi Anak Di Rumah Selama Pandemi Covid-19. JCE (Journal of Childhood Education), 4(2), 71. https://doi.org/10.30736/jce.v4i2.256 Jeynes, W. H. (2005). Effects of Parental Involvement and Family Structure on the Academic Achievement of Adolescents. Marriage & Family Review, 37(3), 99–116. https://doi.org/10.1300/J002v37n03_06 Kadir. (2017). Statistika Terapan. PT Raja Grafindo Persada. Komala. (2015). Mengenal dan Mengembangkan Kemandirian Anak Usia Dini Melalui Pola Asuh Orang Tua dan Guru. Tunas Siliwangi, 1(1), 31–45. Kumpulainen, K., Sairanen, H., & Nordström, A. (2020). Young children’s digital literacy practices in the sociocultural contexts of their homes. Journal of Early Childhood Literacy, 20(3), 472–499. https://doi.org/10.1177/1468798420925116 Levitt, M. R., Grolnick, W. S., Caruso, A. J., & Lerner, R. E. (2020). Internally and Externally Controlling Parenting: Relations with Children’s Symptomatology and Adjustment. Journal of Child and Family Studies, 29(11), 3044–3058. https://doi.org/10.1007/s10826-020-01797-z Lie, A., & Prasasti, S. (2004). Menjadi Orang Tua Bijak 101 Cara Membina Kemandirian dan Tanggung Jawab Anak. PT. Alex Media. Livingstone, S., Mascheroni, G., Dreier, M., Chaudron, S., & Lagae, K. (2015). How parents of young children manage digital devices at home: The role of income, education and parental style. 26. Mikelić Preradović, N., Lešin, G., & Šagud, M. (2016). Investigating Parents’ Attitudes towards Digital Technology Use in Early Childhood: A Case Study from Croatia. Informatics in Education, 15(1), 127–146. https://doi.org/10.15388/infedu.2016.07 Moonik, P., Lestari, H. H., & Wilar, R. (2015). Faktor-Faktor Yang Mempengaruhi Keterlambatan Perkembangan Anak Taman Kanak-Kanak. E-CliniC, 3(1), 124–132. https://doi.org/10.35790/ecl.3.1.2015.6752 Ogg, J., & Anthony, C. J. (2020). Process and context: Longitudinal effects of the interactions between parental involvement, parental warmth, and SES on academic achievement. Journal of School Psychology. https://doi.org/10.1016/j.jsp.2019.11.004 Pek, L. S., & Mee, R. W. M. (2020). Parental Involvement On Child’s Education At Home During School Lockdown. Jhss (Journal Of Humanities And Social Studies). https://doi.org/10.33751/jhss.v4i2.2502 Porumbu, D., & Necşoi, D. V. (2013). 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Abstract:

<p><strong>List of Abstract Titles and authors:<br /></strong></p><p><strong>1. Psychosis: A matter of mental effort?</strong></p><p>M Borg, Y Y van der Zee, J H Hsieh, H Temmingh, D J Stein, F M Howells</p><p><strong>2.In search of an affordable, effective post-discharge intervention: A randomised control trial assessing the influence of a telephone-based intervention on readmissions for patients with severe mental illness in a developing country</strong></p><p><strong></strong>U A Botha, L Koen, M Mazinu, E Jordaan, D J H Niehaus</p><p><strong>3. The effect of early abstinence from long-term methamphetamine use on brain metabolism using 1H-magnetic resonance spectro-scopy (1H-MRS)</strong></p><p>A Burger, S Brooks, D J Stein, F M Howells</p><p><strong>4. The effect of <em>in utero exposure </em>to methamphetamine on brain metabolism in childhood using 1H-magnetic resonance spectroscopy (1H-MRS)</strong></p><p>A Burger, A Roos, M Kwiatkowski, D J Stein, K A Donald, F M Howells</p><p><strong>5. A prospective study of clinical, biological and functional aspects of outcome in first-episode psychosis: The EONKCS Study</strong></p><p><strong></strong>B Chiliza, L Asmal, R Emsley</p><p><strong>6. Stimulants as cognitive enhancers - perceptions v. evidence in a very real world</strong></p><p><strong></strong>H M Clark</p><p><strong>7. Pharmacogenomics in antipsychotic drugs</strong></p><p><strong></strong>Ilse du Plessis</p><p><strong>8. Serotonin in anxiety disorders and beyond</strong></p><p><strong></strong>Ilse du Plessis</p><p><strong>9. HIV infection results in ventral-striatal reward system hypo-activation during cue processing</strong></p><p><strong></strong>S du Plessis, M Vink, J A Joska, E Koutsilieri, A Bagadia, D J Stein, R Emsley</p><p><strong>10. Disease progression in schizophrenia: Is the illness or the treatment to blame?</strong></p><p>R Emsley, M J Sian</p><p><strong>11. Serotonin transporter variants play a role in anxiety sensitivity in South African adolescents</strong></p><p> S M J Hemmings, L I Martin, L van der Merwe, R Benecke, K Domschke, S Seedat</p><p><strong>12. Iron deficiency in two children diagnosed with multiple sclerosis: Report on whole exom sequencing</strong></p><p><strong></strong>S Janse van Rensburg, R van Toorn, J F Schoeman, A Peeters, L R Fisher, K Moremi, M J Kotze</p><p><strong>13. Benzodiazepines: Practical pharmacokinetics</strong></p><p><strong></strong>P Joubert</p><p><strong>14. What to consider when prescribing psychotropic medications</strong></p><p><strong></strong>G Lippi</p><p><strong>15. Current prescribing practices for obsessive-compulsive disorder in South Africa: Controversies and consensus</strong></p><p><strong></strong>C Lochner, L Taljaard, D J Stein</p><p><strong>16. Correlates of emotional and behavioural problems in children with preinatally acquired HIV in Cape Town, South Africa</strong></p><p><strong></strong>K-A Louw, N Phillips, JIpser, J Hoare</p><p><strong>17. The role of non-coding RNAs in fear extinction</strong></p><p><strong></strong>S Malan-Muller, L Fairbairn, W M U Daniels, M J S Dashti, E J Oakleley, M Altorfer, J Harvey, S Seedat, J Gamieldien, S M J Hemmings</p><p><strong>18. An analysis of the management og HIV-mental illness comorbidity at the psychiatric unit of the Dr George Mukhari Academic Hospital</strong></p><p><strong></strong>M L Maodi, S T Rataemane, T Kyaw</p><p><strong>19. The identification of novel genes in anxiety disorders: A gene X environment correlation and interaction study</strong></p><p><strong></strong>N W McGregor, J Dimatelis, S M J Hemmings, C J Kinnear, D J Stein, V Russel, C Lochner</p><p><strong>20. Collaborations between conventional medicine and traditional healers: Obstacles and possibilities</strong></p><p><strong></strong>G Nortje, S Seedat, O Gureje</p><p><strong>21. Thought disorder and form perception: Relationships with symptoms and cognitive function in first-episode schizophrenia</strong></p><p>M R Olivier, R Emsley</p><p><strong>22. Investigating the functional significance of genome-wide variants associated with antipsychotic treatment response</strong></p><p><strong></strong>E Ovenden, B Drogemoller, L van der Merwe, R Emsley, L Warnich</p><p><strong>23. The moral and bioethical determinants of "futility" in psychiatry</strong></p><p><strong></strong>W P Pienaar</p><p><strong>24. Single voxel proton magnetic resonance spectroscopy (1H-MRS) and volumetry of the amylgdala in social anxiety disorder in the context of early developmental trauma</strong></p><p>D Rosenstein, A T Hess, J Zwart, F Ahmed-Leitao, E Meintjies, S Seedat</p><p><strong>25. Schizoaffective disorder in an acute psychiatric unit: Profile of users and agreement with Operational Criteria (OPCRIT)</strong></p><p><strong></strong>R R Singh, U Subramaney</p><p><strong>26. The right to privacy and confidentiality: The ethics of expert diagnosis in the public media and the Oscar Pistorius trial</strong></p><p><strong></strong>C Smith</p><p><strong>27. A birth cohort study in South Africa: A psychiatric perspective</strong></p><p>D J Stein</p><p><strong>28. 'Womb Raiders': Women referred for observation in terms of the Criminal Procedures Act (CPA) charged with fetal abduction and murder</strong></p><p><strong></strong>U Subramaney</p><p><strong>29. Psycho-pharmacology of sleep wake disorders: An update</strong></p><p>R Sykes</p><p><strong>30. Refugee post-settlement in South Africa: Role of adjustment challenges and family in mental health outcomes</strong></p><p><strong></strong>L Thela, A Tomita, V Maharaj, M Mhlongo, K Jonathan</p><p><strong>31. Dstinguishing ADHD symptoms in psychotic disorders: A new insight in the adult ADHD questionnaire</strong></p><p>Y van der Zee, M Borg, J H Hsieh, H Temmingh, D J Stein, F M Howells</p><p><strong>32. Oscar Pistorius ethical dilemmas in a trial by media: Does this include psychiatric evaluation by media?</strong></p><p>M Vorster</p><p><strong>33. Genetic investigation of apetite aggression in South African former young offenders: The involvement of serotonin transporter gene</strong></p><p>K Xulu, J Somer, M Hinsberger, R Weierstall, T Elbert, S Seedat, S Hemmings</p><p><strong>34. Effects of HIV and childhood trauma on brain morphemtry and neurocognitive function</strong></p><p>G Spies, F Ahmed-Leitao, C Fennema-Notestine, M Cherner, S Seedat</p><p><strong>35. Measuring intentional behaviour normative data of a newly developed motor task battery</strong></p><p><strong></strong>S Bakelaar, J Blampain, S Seedat, J van Hoof, Y Delevoye-Turrel</p><p><strong>36. Resilience in social anxiety disorder and post-traumatic stress disorder in the context of childhood trauma</strong></p><p>M Bship, S Bakelaar, D Rosenstein, S Seedat</p><p><strong>37. The ethical dilemma of seclusion practices in psychiatry</strong></p><p>G Chiba, U Subramaney</p><p><strong>38. Physical activity and neurological soft signs in patients with schizophrenia</strong></p><p>O Esan, C Osunbote, I Oladele, S Fakunle, C Ehindero</p><p><strong>39. A retrospective study of completed suicides in the Nelson Mandela Bay Metropolitan Area from 2008 to 2013 - preliminary results</strong></p><p><strong></strong>C Grobler, J Strumpher, R Jacobs</p><p><strong>40. Serotonin transporter variants play a role in anxiety sensitivity in South African adolescents</strong></p><p><strong></strong>S M J Hemmings, L I Martin, L van der Merwe, R Benecke, K Domschke, S Seedat</p><p><strong>41. Investigation of variants within antipsychotic candidate pharmacogenes associated with treatment outcome</strong></p><p>F Higgins, B Drogmoller, G Wright, L van der Merwe, N McGregor, B Chiliza, L Asmal, L Koen, D Niehaus, R Emsley, L Warnich</p><p><strong>42. Effects of diet, smoking and alcohol consumption on disability (EDSS) in people diagnosed with multiple sclerosis</strong></p><p>S Janse van Rensburg, W Davis, D Geiger, F J Cronje, L Whati, M Kidd, M J Kotze</p><p><strong>43. The clinical utility of neuroimaging in an acute adolescnet psychiatric inpatient population</strong></p><p><strong></strong>Z Khan, A Lachman, J Harvey</p><p><strong>44. Relationships between childhood trauma (CT) and premorbid adjustment (PA) in a highly traumatised sample of patients with first-episode schizophrenia (FES</strong>)</p><p>S Kilian, J Burns, S Seedat, L Asmal, B Chiliza, S du Plessis, R Olivier, R Emsley</p><p><strong>45. Functional and cognitive outcomes using an mTOR inhibitor in an adolescent with TSC</strong></p><p>A Lachman, C van der Merwe, P Boyes, P de Vries</p><p><strong>46. Perceptions about adolescent body image and eating behaviour</strong></p><p><strong></strong>K Laxton, A B R Janse van Rensburg</p><p><strong>47. Clinical relevance of FTO rs9939609 as a determinant of cardio-metabolic risk in South African patients with major depressive disorder</strong></p><p>H K Luckhoff, M J Kotze</p><p><strong>48. Childhood abuse and neglect as predictors of deficits in verbal auditory memory in non-clinical adolescents with low anxiety proneness</strong></p><p>L Martin, K Martin, S Seedat</p><p><strong>49. The changes of pro-inflammatory cytokines in a prenatally stressed febrile seizure animal model and whether <em>Rhus chirindensis</em> may attenuate these changes</strong></p><p><strong></strong>A Mohamed, M V Mabandla, L Qulu</p><p><strong>50. Influence of TMPRSS6 A736v and HFE C282y on serum iron parameters and age of onset in patients with multiple sclerosis</strong></p><p><strong></strong>K E Moremi, M J Kotze, H K Luckhoff, L R Fisher, M Kidd, R van Toorn, S Janse van Rensburg</p><p><strong>51. Polypharmacy in pregnant women with serious mental illness</strong></p><p>E Thomas, E du Toit, L Koen, D Niehaus</p><p><strong>52. Infant attachment and maternal depression as predictors of neurodevelopmental and behavioural outcomes at follow-up</strong></p><p>J Nothling, B Laughton, S Seedat</p><p><strong>53. Differences in abuse, neglect and exposure to community violence in adolescents with and without PTSD</strong></p><p><strong></strong>J Nothling, S Suliman, L Martin, C Simmons, S Seedat</p><p><strong>54. Assessment of oxidative stress markers in children with autistic spectrum disorders in Lagos, Nigeria</strong></p><p><strong></strong>Y Oshodi, O Ojewunmi, T A Oshodi, T Ijarogbe, O F Aina, J Okpuzor, O C F E A Lesi</p><p><strong>55. Change in diagnosis and management of 'gender identity disorder' in pre-adolescent children</strong></p><p>S Pickstone-Taylor</p><p><strong>56. Brain network connectivity in women exposed to intimate partner violence</strong></p><p>A Roos, J-P Fouche, B Vythilingum, D J Stein</p><p><strong>57. Prolonged exposure treatment for PTSD in a Third-World, task-shifting, community-based environment</strong></p><p>J Rossouw, E Yadin, I Mbanga, T Jacobs, W Rossouw, D Alexander, S Seedat</p><p><strong>58. Contrasting effects of early0life stress on mitochondrial energy-related proteins in striatum and hippocampus of a rat model of attention-deficit/ hyperactivity disorder</strong></p><p><strong></strong>V Russell, J Dimatelis, J Womersley, T-L Sterley</p><p><strong>59. Attention-deficit hyperactivity disorder in adults: A South African perspective</strong></p><p>R Schoeman, M de Klerk, M Kidd</p><p><strong>60. Cognitive function in women with HIV infection and early-life stress</strong></p><p>G Spies, C Fennema-Notestine, M Cherner, S Seedat</p><p><strong>61. Changes in functional connectivity networks in bipolar disorder patients after mindfulness-based cognitic therapy</strong></p><p>J A Starke, C F Beckmann, N Horn</p><p><strong>62. Post-traumatic stress disorder, overweight and obesity: A systematic review and meta-analysis</strong></p><p><strong></strong>S Suliman, L Anthonissen, J Carr, S du Plessis, R Emsley, S M J Hemmings, C Lochner, N McGregor L van den Heuvel, S Seedat</p><p><strong>63. The brain and behaviour in a third-trimester equivalent animal model of fetal alcohol spectrum disorders</strong></p><p>P C Swart, C B Currin, J J Dimatelis, V A Russell</p><p><strong>64. Irritability Assessment Model (IAM) to monitor irritability in child and adolescent psychiatric disorders.</strong></p><p>D van der Westhuizen</p><p><strong>65. Outcome of parent-adolescent training in chilhood victimisation: Adaptive functioning, psychosocial and physiological variables</strong></p><p>D van der Westhuizen</p><p><strong>66. The effect of ketamine in the Wistar-Kyoto and Sprague Dawley rat models of depression</strong></p><p>P J van Zyl, J J Dimatelis, V A Russell</p><p><strong>67. Investigating COMT variants in anxiety sensitivity in South African adolescents</strong></p><p>L J Zass, L Martin, S Seedat, S M J Hemmings</p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p><strong><br /></strong></p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p>

Abstract:

Physical activity is very important for early childhood, especially outdoor activities that add a lot of new experiences. This study aims to check the relationship of children's outdoor activities and parenting styles and children's social skills. The participants are 125 parents of early childhood who attend kindergarten. The research method is a descriptive study using the relational screening model. The results showed that there was a relationship between outside play and parenting style on the social skills of children in their childhood. Democratic parenting styles are found to promote children's social skills, while authoritative parenting styles have a negative correlation with interpersonal skills, the ability to express verbally, self-control, listening skills, emotional management and adaptation to change. In the sub-dimensions of anger management and adaptation to changing skills is a significant difference between authoritative parenting styles and not permissive parenting with children's social skills. Keywords: Early Childhood Social skills, Outdoor Activities, Parenting Styles Reference: Azlina, W., & S., Z. A. (2012). A Pilot Study: The Impact of Outdoor Play Spaces on Kindergarten Children. Procedia - Social and Behavioral Sciences, 38(December 2010), 275–283. https://doi.org/10.1016/j.sbspro.2012.03.349 Bento, G., & Dias, G. (2017). The importance of outdoor play for young childrenʼs healthy development. Porto Biomedical Journal, 2(5), 157–160. https://doi.org/10.1016/j.pbj.2017.03.003 Beyer, K., Bizub, J., Szabo, A., Heller, B., Kistner, A., Shawgo, E., & Zetts, C. (2015). Development and validation of the attitudes toward outdoor play scales for children. Social Science and Medicine, 133, 253–260. https://doi.org/10.1016/j.socscimed.2014.10.033 Boxberger, K., & Reimers, A. K. 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(2019). Outdoor Time, Screen Time, and Connection to Nature: Troubling Trends Among Rural Youth? Environment and Behavior, 51(8), 966–991. https://doi.org/10.1177/0013916518806686 Lindsey, G., Maraj, M., & Kuan, S. C. (2001). Access, Equity, and Urban Greenways: An Exploratory Investigation. Professional Geographer, 53(3), 332–346. https://doi.org/10.1111/0033-0124.00288 Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books. Maynard, T., & Waters, J. (2007). Learning in the outdoor environment: A missed opportunity? Early Years, 27(3), 255–265. https://doi.org/10.1080/09575140701594400 Moreland, A. D., & McRae-Clark, A. (2018). Parenting outcomes of parenting interventions in integrated substance-use treatment programs: A systematic review. Journal of Substance Abuse Treatment, 89(August 2017), 52–59. https://doi.org/10.1016/j.jsat.2018.03.005 Moriguchi, Y., Zelazo, P. D., & Chevalier, N. (2016). Development of Executive Function During Childhood. https://doi.org/10.3389/978-2-88919-800-9 Mullenbach, L. E., Andrejewski, R. G., & Mowen, A. J. (2019). Connecting children to nature through residential outdoor environmental education. Environmental Education Research, 25(3), 365–374. https://doi.org/10.1080/13504622.2018.1458215 Norðdahl, K., & Einarsdóttir, J. (2015). Children’s views and preferences regarding their outdoor environment. Journal of Adventure Education and Outdoor Learning, 15(2), 152–167. https://doi.org/10.1080/14729679.2014.896746 Pinquart, M. (2016). Associations of Parenting Styles and Dimensions with Academic Achievement in Children and Adolescents: A Meta-analysis. Educational Psychology Review, 28(3), 475–493. https://doi.org/10.1007/s10648-015-9338-y Riany, Y. E., Cuskelly, M., & Meredith, P. (2016). Cultural Beliefs about Autism in Indonesia. International Journal of Disability, Development and Education, 63(6), 623–640. https://doi.org/10.1080/1034912X.2016.1142069 Riany, Y. E., Meredith, P., & Cuskelly, M. (2017). Understanding the Influence of Traditional Cultural Values on Indonesian Parenting. Marriage and Family Review, 53(3), 207–226. https://doi.org/10.1080/01494929.2016.1157561 Saltali, N. D., & Arslan, E. (2012). Parent ’ s Attitudes as a Predictor of Preschoolers ’ Social Competence and Introverted Behavior. Elementary Education Online, 11(3), 729–737. Schoeppe, S., Vandelanotte, C., Bere, E., Lien, N., Verloigne, M., Kovács, É., … Van Lippevelde, W. (2017). The influence of parental modelling on children’s physical activity and screen time: Does it differ by gender? European Journal of Public Health, 27(1), 152–157. https://doi.org/10.1093/eurpub/ckw182 Shi, Y. (2017). Explore Children’s Outdoor Play Spaces of Community Areas in High-density Cities in China: Wuhan as an Example. Procedia Engineering, 198(September 2016), 654–682. https://doi.org/10.1016/j.proeng.2017.07.118 Strasburger, V. C., Jordan, A. B., & Donnerstein, E. (2012). Children, Adolescents, and the Media:. Health Effects. Pediatric Clinics of North America, 59(3), 533–587. https://doi.org/10.1016/j.pcl.2012.03.025 Victoria J. Rideout, Foehr, M. A. U. G., & Roberts, D. F. (2010). GENERATION M2 Media in the Lives of 8- to 18-Year-Olds. In Theresa Boston (Ed.), Henry J. Kaiser Family Foundation. Boston: Henry J. Kaiser Family Foundation. Wang, S. hua, Zhang, Y., & Baillargeon, R. (2016). Young infants view physically possible support events as unexpected: New evidence for rule learning. Cognition, 157, 100–105. https://doi.org/10.1016/j.cognition.2016.08.021 Waters, J., & Rekers, A. (2019). Young Children ’ s Outdoor Play-Based Learning. 1–7. Webster-Stratton, C., Reid, J., & Hammond, M. (2001). 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Abstract:

We conducted a dismantling design treatment study comparing individual cognitive behavioral therapy (CBT), CBT targeting parents’ reinforcement skills (CBT + Reinf), and CBT targeting parents’ relationship skills (CBT+ Relat) in 341 youths with primary anxiety diagnoses. At posttreatment, youths in CBT with parent involvement had lower anxiety than youths in CBT. At 12-month follow-up, youths in CBT + Relat maintained lower anxiety relative to CBT. At posttreatment, negative reinforcement was significantly lower in CBT + Reinf than CBT + Relat and CBT; negative reinforcement partially mediated anxiety reduction in youths. Reducing parental negative reinforcement in CBT + Reinf was associated with lower parental psychological control, which also partially mediated anxiety reduction in youths. Some of these mediational dynamics continued through follow-up. Targeting concrete behavioral parenting skills, especially negative reinforcement, produced treatment specificity and partial mediation relative to less concrete targeting and enhanced CBT. Findings highlight complexities in identifying mechanisms through which targeting of parenting skills produces anxiety reduction in youths and suggest avenues for future research.

Abstract:

Parenting self-efficacy, described as the beliefs parents hold about their ability to successfully parent their children, has been shown to support parent and child well-being. Parents of children with autism spectrum disorder face disproportionately high levels of demand both as caregivers, and as partners in multiple, complex, intervention programs. This study examines the relationship between parents’ experiences with their child’s interventions—specifically their sense of involvement in treatment and satisfaction with intervention-related training—and their confidence in parenting a child with autism spectrum disorder, defined as autism-specific parenting self-efficacy. Participants ( N = 438, 93% mothers of children with autism spectrum disorder aged 2–17 years) completed our novel autism-specific parenting self-efficacy scale and rated their experience of involvement in their child’s interventions and satisfaction with intervention-related training across a range of common autism spectrum disorder–related treatments. Respondents also completed a caregiver burden scale. Findings indicate that parents who report greater involvement in their child’s interventions, and note greater satisfaction with intervention-related training, also report greater autism-specific parenting self-efficacy. Parents who report greater financial and social burden report lower autism-specific parenting self-efficacy. We propose that these results are important in creating intervention experiences that foster parental self-efficacy through involvement, productive training experiences, and addressing parental burden. Lay abstract What is already known about the topic? Parents of children with autism experience enormous challenges managing the complex needs of caring for their children. This includes coordinating multiple and complex therapies and acting as partners in treatment. Parenting self-efficacy is the confidence a person has in their ability to manage the tasks that are part of raising a child. People who have more confidence, or greater parenting self-efficacy, often feel less stressed and are more able to manage the demands of family life. This is particularly important for parents with children who have autism spectrum disorder, since they experience more parenting pressures. Although a lot is known about parenting self-efficacy in parents of neurotypical children, we do not know enough about how to help parents of children with autism spectrum disorder develop greater parenting self-efficacy. What this paper adds? This study shows that parents gain a greater sense of parenting self-efficacy when they feel more involved in their child’s therapy and are more satisfied with the training they receive as part of these therapies. We also find that feeling pressure related to being a caregiver of a child with autism spectrum disorder can undermine autism-specific parenting self-efficacy. However, parents’ sense of confidence was not limited by the severity of their child’s symptoms. Implications for practice, research, or policy The results suggest that there is an opportunity to help parents develop a greater sense of confidence in their ability to manage the complexities of raising a child with autism spectrum disorder by helping them feel more involved in treatment and by creating intervention-related training experiences that are more satisfying. Providers might also help by taking time to address the challenges and pressures that parents are experiencing, and helping them find ways to deal with these challenges. We suggest that there needs to be more research exploring how providers can best design interventions that support autism-specific parenting self-efficacy as a way of improving parental and child well-being.

Abstract:

Abstract Background Over the last 10 years HENRY has been working to reduce and prevent child obesity by training health and early years professionals to deliver its evidence-based programme to parents. The aim and unique contribution of this study was to evaluate whether training volunteers to deliver this programme on a one-to-one basis was feasible. Methods Mixed-methods service evaluation with parent-reported pre- and post-programme outcomes and focus groups conducted with parents and volunteer facilitators. The programme consisted of 8 one-to-one sessions delivered weekly by volunteers (n = 18) to build food and activity-related knowledge, skills, and understanding, and improve parenting efficacy, and parent and child eating and physical activity. Programmes took place at parent’s (n = 69) home or local community venues in four London boroughs, United Kingdom. Parent-reported parenting efficacy, emotional wellbeing, eating, and physical activity data were captured, alongside parent ratings of the programme and volunteer ratings of the training. Parent and volunteer focus groups explored involvement, expectations, and experiences of the programme, training and delivery, feedback, and impact. Results Parents were mostly female, had varied ethnic backgrounds, and were often not working but well educated. There were statistically significant improvements of a medium-to-large size in parent and child emotional wellbeing, parenting efficacy, fruit and vegetable consumption, family eating and food purchasing behaviours. Parent ratings of the programme were positive and qualitative data highlighted the holistic nature of the programme, which focused on more than just food, and the relationships with volunteers as key facets. Volunteers were also mostly female, had varied ethnic backgrounds, and were often well educated, but more likely to be employed than parents. Volunteers rated the training and delivery as useful in enabling them to deliver the programme confidently and for their own wellbeing. Despite finding some sessions challenging emotionally, volunteers reported positive family lifestyle improvements by parents and children and that the experience would be useful for future employment. Conclusions It is feasible to recruit and train volunteers to deliver a structured preschool obesity prevention programme, which parents considered acceptable and enjoyable, with preliminary reports of parent and child benefits.

Abstract:

Abstract Background: Contingency management (CM) interventions, which use operant conditioning principles to encourage completion of target behavioral goals, may be useful for improving adherence to behavioral skills training (BST). Research-to-date has yet to explore CM for weight loss in minority adolescents. Objective: To examine the effects of CM in improving adolescent weight loss when added to BST. Design: The study utilized an innovative experimental design that builds upon multiple baseline approaches as recommended by the National Institutes of Health. Participants/setting: Six obese African-American youth and their primary caregivers living in Detroit, Michigan, USA. Intervention: Adolescents received between 4 and 12 weeks of BST during a baseline period and subsequently received CM targeting weight loss. Main outcome measures: Youth weight. Statistical analysis performed: Linear mixed effects modeling was used in the analysis. Results: CM did not directly affect adolescent weight loss above that of BST (p=0.053). However, when caregivers were involved in CM session treatment, contingency management had a positive effect on adolescent weight loss. The estimated weight loss due to CM when caregivers also attended was 0.66 kg/week (p<0.001, [95% CI; –1.96, –0.97]) relative to the baseline trajectory. Conclusion: This study demonstrates application of a novel experimental approach to intervention development and demonstrated the importance of parent involvement when delivering contingency management for minority youth weight loss. Lessons learned from contingency management program implementation are also discussed in order to inform practice.

Abstract:

Background: Sexuality education is one of the most important educational needs for adolescents. Parents play a significant role in shaping healthy sexuality in adolescents. There is little evidence in Iran about sexuality education for empowering adolescences. Objectives: This study aimed at developing, implementing, and evaluating a training program for mothers to educate sexuality matters to their adolescent girls in Mahshahr, Iran. Patients and Methods: This field trial was conducted among 140 mothers with 12- to 18-year-old adolescent girls in Mahshahr during the second half of 2014. The multi-stratified sampling method was performed for determining the study participants. Data was collected by using “Parent-Child Relationship: Mother” and “Knowledge and Attitude About Sexuality Education to Adolescents” questionnaires. Based on the baseline results, an educational intervention for mothers was designed and implemented. Data were collected, analyzed, and compared before and three months after the intervention implementation. Means and standard deviations were calculated, and statistical analysis was performed using a paired t-test. A confidence interval of 95% with significance at P < 0.05 was used. Results: Compared with the pre-intervention phase, mothers’ awareness of sexual issues significantly increased from 30.00 to 36.50 (P < 0.001). While the mean score of attitudes towards sexuality education significantly increased from 46.65 to 48.57 (P < 0.001), no significant difference was observed between mothers’ communication skills before and after the educational intervention (P = 0.98). Conclusions: The designed educational program was an effective tool to improve the knowledge and attitudes toward sexuality matters in mothers. Thus, continuous and regular programs are required to improve communication skills in mothers.