No description available.

<p>The main purpose of this study was to assess the psychological well-being of mothers and their pre-adolescent children (aged 10-12). Specifically, the study used a mixed methods sequential explanatory design to compare and understand the interaction between 245 single and married mother-pre adolescent relationships with regard to self esteem, autonomously-supportive and psychologically controlling parenting practices. And their familial enviironment within low and high socio-economic settings. A qualitative component was used to explore mothers' understanding of their relationships with their pre adolescent children. The Coppersmith- Self-steem Inventory and the Satisfaction with Life Scale were used to assess the psychological well-being of mothers and children, the Perceptions of Parents Scale for autonomously-supportive maternal parenting practices, Parent Psychological Control for psychologically controlling parenting practices and the environment Scale for family functioning. The findings provide an understanding of how healthy families function within enhancing and hindering environments and empasises the importance of parenting.</p>

Thesis (Ph.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This study was designed to investigate whether individuals with neurodermatitis would demonstrate in their fantasies and conscious descriptions of parent-child interactions specific patterns of parent-child relationships not shown to be present to a significant degree in either a group of symptom-free control subjects or a group of emotionally disturbed subjects, without psychosomatic disorders. The hypotheses of the study were stated in tenus of testable predictions. The first prediction was that neurodermatitis, as represented by a sample of college student patients, is associated with fantasies of high maternal Affection and Control, and with fantasies of low paternal Affection and Control. The second prediction was that neurodermatitis, as represented by a sample of college student: patients, is associated with the conscious reporting of high maternal Casual and Loving behavior, and with the conscious reporting of high paternal Demanding behavior [TRUNCATED]. / 2031-01-01

No description available.

<p>The main purpose of this study was to assess the psychological well-being of mothers and their pre-adolescent children (aged 10-12). Specifically, the study used a mixed methods sequential explanatory design to compare and understand the interaction between 245 single and married mother-pre adolescent relationships with regard to self esteem, autonomously-supportive and psychologically controlling parenting practices. And their familial enviironment within low and high socio-economic settings. A qualitative component was used to explore mothers' understanding of their relationships with their pre adolescent children. The Coppersmith- Self-steem Inventory and the Satisfaction with Life Scale were used to assess the psychological well-being of mothers and children, the Perceptions of Parents Scale for autonomously-supportive maternal parenting practices, Parent Psychological Control for psychologically controlling parenting practices and the environment Scale for family functioning. The findings provide an understanding of how healthy families function within enhancing and hindering environments and empasises the importance of parenting.</p>

Philosophiae Doctor - PhD / The main purpose of this study was to assess the psychological well-being of mothers and their pre-adolescent children (aged 10-12). Specifically, the study used a mixed methods sequential explanatory design to compare and understand the interaction between 245 single and married mother-pre adolescent relationships with regard to self esteem, autonomously-supportive and psychologically controlling parenting practices. And their familial enviironment within low and high socio-economic settings. A qualitative component was used to explore mothers' understanding of their relationships with their pre adolescent children. The Coppersmith- Self-steem Inventory and the Satisfaction with Life Scale were used to assess the psychological well-being of mothers and children, the Perceptions of Parents Scale for autonomously-supportive maternal parenting practices, Parent Psychological Control for psychologically controlling parenting practices and the environment Scale for family functioning. The findings provide an understanding of how healthy families function within enhancing and hindering environments and empasises the importance of parenting. / South Africa

Dissertation (Ed.D.)--Boston University, 1983 / The purpose of this study was to determine if a 12-week course would result in increased parental awareness and improved perceptions of parental behavior. The format included child development information and group problem solving of parent-child conflict dilemmas. A pre/post control group design was used with equivalent voluntary groups. The statistical techniques employed to analyze the data were the analysis of covariance and the t-test for correlated samples. The treatment group consisted of 11 parents and their 16 children while the control group comprised 11 parents and their 14 children. The Newberger (1977) Parental Awareness Scale (PAS) was administered to both sets of parents subsequent to the program and to the treatment group parents four months later. A modified version of the Schaefer (1965) Children's Reports of Parental Behavior Inventory (CRPBI) was administered to the parents and children of both groups. Analysis of the results of the PAS indicated that parents in the treatment group significantly increased their levels of parental awareness upon termination of the program (p<.03) and made further significant gains following a four month hiatus (p<.05). The results of the modified CRPBI indicated that parents perceived themselves as improving in their behavior to a significant level (p<.05) upon completion of the program but did not make likewise gains when retested four months later. The children of the parents of both groups failed to perceive improved behavior on the part of their parents. These results tentatively indicate that cognitive-structural growth can occur over time when the original stimulus conditions which facilitated it have been removed. It also appears that cognitive-developmentally oriented parent intervention is conducive to such growth. [TRUNCATED]

Developmental psychology aims to elucidate how children's early relationships influence their interactions with the world. Piaget's cognitive development theory is often noted when discussing development, and although his cognitive descriptions of decentering (i.e., perspective taking) were compelling, they neglected interpersonal contexts. Accordingly, Feffer conceptualized decentering within a social context. To expand on Feffer's consideration of the social context, the current study explored early parent-child bonds and their impact on child development, specifically interpersonal decentering, in adolescence. In the present secondary analysis of data from the Institute of Human Development longitudinal Guidance Study at the University of California, Berkeley, I hypothesized that, for both boys and girls, conflict with relatives and a parent's nervous instability would moderate the association between early strong parental bonds and more mature decentering at ages 12.5 and 18 years, and that more imaginative play, introspection, and better physical health would moderate the relationship between strong father-son bonds at age 21 months and the son's more mature decentering at age 12.5 and 18 years. The findings revealed that the association between strong father-son bonds at 21 months and the son's more mature decentering at age 12.5 was strongest when the son was less introspective compared to when the son was more introspective. When sons were in better health at ages 5-10 years and 11-17 years, their father-son bonds at age 21 months were more strongly related to more mature decentering at age 18 compared to sons who were in fair to poor health. The current study expands on the impact parental bonds, particularly paternal for sons, have on a child's social cognitive development.

In my thesis, I studied patterns of associations between the quality of parent-child relations and components of parent-child conflict in families with preadolescent children from European Canadian families, as well as recent immigrant families of Chinese and Eastern European backgrounds. A sample of 96 provided the data, which I organized in three parts. Part 1 examined associations between the quality of parent-child relations and confrontation in parent-child conflicts. 277 children and parents from 96 families participated (i.e., 96 children, 96 mothers, and 85 fathers). Hierarchical regression analyses were conducted to predict children's and parents' confrontation in conflicts at the parent-child dyadic level. In all models, the parent-child relationships variables (i.e., lower levels of egalitarian warmth and higher levels of power assertive parenting strategies) jointly predicted each family member's confrontation in conflicts over and above the contribution of the cultural differences. Few interactions were found. These results suggest that there are general principles governing the interface between family relationships and parent-child conflicts that transcend culturally specific socialization practices in these groups. Part 2 investigated associations between children's and parents' English knowledge, use and preference for the host or native language, and the quality of parent-child relationships and conflict negotiation in the Chinese and Eastern European immigrant families. 183 family members participated: 64 children, 64 mothers and 55 fathers. Participants independently filled out questionnaires on parent-child relationship and assessments of English knowledge and use. The results demonstrated that (1) children's English knowledge is related to warm and egalitarian relationships with their parents; (2) children's use and preference for using English at home is related to the quality of children’s relationship and conflict negotiation with mothers but not with fathers; and (3) contrary to expectations, parents' knowledge of English and the gap between parents’ and children’s English knowledge was not associated with the quality of parent-child relationships in the first years of families' adaptation to Canada. Part 3 examined associations between frequencies of conflict components with particular focus on actual and desired conflict outcomes within individually reported conflicts in parent-child dyads from the three cultural groups. Ninety two children and mothers and 75 fathers provided diary accounts of parent-child conflicts, reporting on types of conflicts, conflict outcomes, their individual satisfaction with conflict endings and any aspects of conflict that they would have changed in retrospect. Moreover, each respondent reported on their dyadic partner’s typical use of conflict strategies across daily disputes. The participants reported 1406 conflicts over a period of two weeks. Several interesting patterns of findings emerged: First, very few cultural differences emerged; rather, similar frequencies of reported conflict issues and outcomes were found across the three cultural groups. Second, preadolescent children and parents appear to have different views on which conflict components are associated with frequency of particular outcomes. Mothers' views of conflict endings are more frequently related to the nature of conflict issues than children's and fathers' views. Preadolescent children, being generally dependent on their parents, are less often likely to experience control over how conflicts should be resolved; however, they have clear views on how specific conflict issues should be resolved. More specifically, children often wished to submit when they often argued with their parents about obligations but expressed wishes to yield in retrospect less often when they argued over activities of their personal choice. In turn, mothers were less likely to compromise when they often argued over obligations and were more often likely to do so when they disagreed with their children over children's personal interests. Fathers, however, may expect to exert control regardless of the conflict issue that is being negotiated and appear satisfied when they often won. Third, conflicts over children's misbehavior appeared to be particularly salient for parents but not for their children. Parents reported more conflicts over children's misbehavior than their children did, such conflicts were related to frequencies of reported standoffs, parents were often dissatisfied and desired more often changes for constructive negotiation by both sides of parent-child dyads than their children did. Children, on the other hand, often chose not to report conflicts related to their misbehavior, which likely showed self-serving biases in disclosing their own transgressions. Fourth, children's and parents' desires for a change in reported conflicts in retrospect often did not challenge but re-affirmed patterns of actual conflict outcomes, which likely suggests that in preadolescence certain conflict sequences are relatively well established. Finally, the findings presented in Part 3 are among the first to provide evidence of links between frequencies of conflict issues, intensity of disagreements, actual and desired outcomes in parent-child dyads from three cultural groups. This multicultural study contributes to the existing literature (1) by substantiating the generality of interrelations between major qualities of parent-child relationships, (2) by providing evidence of the relations between children's and parents' English knowledge and the quality of their relationships and conflict negotiation in the earlier phases of acculturation, and (3) by providing a nuanced presentation of children's and parents' views on how they resolve conflicts on a daily basis. These evaluations provide an integrated picture of how preadolescents view and assess as well as are being viewed and assessed by their parents on important relationships matters.

In my thesis, I studied patterns of associations between the quality of parent-child relations and components of parent-child conflict in families with preadolescent children from European Canadian families, as well as recent immigrant families of Chinese and Eastern European backgrounds. A sample of 96 provided the data, which I organized in three parts. Part 1 examined associations between the quality of parent-child relations and confrontation in parent-child conflicts. 277 children and parents from 96 families participated (i.e., 96 children, 96 mothers, and 85 fathers). Hierarchical regression analyses were conducted to predict children's and parents' confrontation in conflicts at the parent-child dyadic level. In all models, the parent-child relationships variables (i.e., lower levels of egalitarian warmth and higher levels of power assertive parenting strategies) jointly predicted each family member's confrontation in conflicts over and above the contribution of the cultural differences. Few interactions were found. These results suggest that there are general principles governing the interface between family relationships and parent-child conflicts that transcend culturally specific socialization practices in these groups. Part 2 investigated associations between children's and parents' English knowledge, use and preference for the host or native language, and the quality of parent-child relationships and conflict negotiation in the Chinese and Eastern European immigrant families. 183 family members participated: 64 children, 64 mothers and 55 fathers. Participants independently filled out questionnaires on parent-child relationship and assessments of English knowledge and use. The results demonstrated that (1) children's English knowledge is related to warm and egalitarian relationships with their parents; (2) children's use and preference for using English at home is related to the quality of children’s relationship and conflict negotiation with mothers but not with fathers; and (3) contrary to expectations, parents' knowledge of English and the gap between parents’ and children’s English knowledge was not associated with the quality of parent-child relationships in the first years of families' adaptation to Canada. Part 3 examined associations between frequencies of conflict components with particular focus on actual and desired conflict outcomes within individually reported conflicts in parent-child dyads from the three cultural groups. Ninety two children and mothers and 75 fathers provided diary accounts of parent-child conflicts, reporting on types of conflicts, conflict outcomes, their individual satisfaction with conflict endings and any aspects of conflict that they would have changed in retrospect. Moreover, each respondent reported on their dyadic partner’s typical use of conflict strategies across daily disputes. The participants reported 1406 conflicts over a period of two weeks. Several interesting patterns of findings emerged: First, very few cultural differences emerged; rather, similar frequencies of reported conflict issues and outcomes were found across the three cultural groups. Second, preadolescent children and parents appear to have different views on which conflict components are associated with frequency of particular outcomes. Mothers' views of conflict endings are more frequently related to the nature of conflict issues than children's and fathers' views. Preadolescent children, being generally dependent on their parents, are less often likely to experience control over how conflicts should be resolved; however, they have clear views on how specific conflict issues should be resolved. More specifically, children often wished to submit when they often argued with their parents about obligations but expressed wishes to yield in retrospect less often when they argued over activities of their personal choice. In turn, mothers were less likely to compromise when they often argued over obligations and were more often likely to do so when they disagreed with their children over children's personal interests. Fathers, however, may expect to exert control regardless of the conflict issue that is being negotiated and appear satisfied when they often won. Third, conflicts over children's misbehavior appeared to be particularly salient for parents but not for their children. Parents reported more conflicts over children's misbehavior than their children did, such conflicts were related to frequencies of reported standoffs, parents were often dissatisfied and desired more often changes for constructive negotiation by both sides of parent-child dyads than their children did. Children, on the other hand, often chose not to report conflicts related to their misbehavior, which likely showed self-serving biases in disclosing their own transgressions. Fourth, children's and parents' desires for a change in reported conflicts in retrospect often did not challenge but re-affirmed patterns of actual conflict outcomes, which likely suggests that in preadolescence certain conflict sequences are relatively well established. Finally, the findings presented in Part 3 are among the first to provide evidence of links between frequencies of conflict issues, intensity of disagreements, actual and desired outcomes in parent-child dyads from three cultural groups. This multicultural study contributes to the existing literature (1) by substantiating the generality of interrelations between major qualities of parent-child relationships, (2) by providing evidence of the relations between children's and parents' English knowledge and the quality of their relationships and conflict negotiation in the earlier phases of acculturation, and (3) by providing a nuanced presentation of children's and parents' views on how they resolve conflicts on a daily basis. These evaluations provide an integrated picture of how preadolescents view and assess as well as are being viewed and assessed by their parents on important relationships matters.