The study aims to investigate the role of parenting behaviors as a mediator, between children&#039 / s witnessing of interparental violence and coping ways of children with interpersonal and academic stressors. For the purpose of assesment, The Conflict Tactic Scale Adapted for Italian Youngsters and The Question Set about Parental Abuse towards Children have been translated into Turkish and their psychometric properties therein were tested on 10-12 year-old children. With the same aged sample group which involved 343 elementary students, the relationship among witnessing interparental violence, perceived parenting behaviors, and coping ways with the interpersonal and academic stressors were tested through mediation analysis. After determination of the mediators, four path anaylses were conducted in order to test the convergence between the mediation models and the data obtained in the study, via Structural Equation Modeling (SEM). Results revealed that perceived emotional warmth, rejection and comparison behaviors of parents have mediator roles between witnessing interparental violence and ways of coping with the interpersonal stressors. Additionally, perceived emotional warmth and rejection from parents also mediated the relationship between witnessing interparental violence and ways of coping with academic stressors. Lastly, the conducted Structural Equation Modeling indicated existence of a good fit between the model and the data. After findings were evaluated, the implications of the results were mentioned and limitations were discussed with an emphasis on recommendations for future research.

<p>Preschoolers in the US are not meeting dietary guidelines, which is concerning since experience with foods during early childhood may influence food preferences in later life. To better understand why preschoolers are not meeting dietary guidelines it is necessary to understand the factors that influence why parents offer their children specific foods. The purpose of this study was to use the means-end framework and the laddering interview technique to better understand <i>why </i>parents of preschoolers decide to offer their children certain foods and <i>why</i> certain feeding strategies are helpful. A total of 33 parents of preschoolers (3–5-year-olds) completed one-on-one phone interviews regarding the foods they typically offer their child. Laddering data were elicited for three food groupings: foods parents typically offer, foods parents typically avoid, and foods parents prefer to offer. The resulting data were analyzed and summarized in a series of hierarchical value maps (HVMs). Parent and child-centric themes emerged as factors that influenced the foods parents offered their preschooler. The results of this study provide insight into the meanings and beliefs that impact the food decisions and feeding strategies used by parents of preschoolers.</p>

Youth psychotherapy literature is in need of more research related to understanding psychotherapy process and outcome in child psychotherapy in community settings. The purpose of this study was to examine how key parenting skills were associated with child and adolescent symptoms and outcomes over the course of treatment in an outpatient community mental health system. Much of the research on child and adolescent outcomes has been conducted in controlled research settings, which raises the importance of more research needing to be done in representative clinical practice conditions (Weisz & Jensen, 2001). Further, few child and adolescent studies have examined potential mechanisms of change in child and adolescent psychotherapy (Kazdin & Nock, 2003), including moderators and mediators of the relation between parenting skills and child and adolescent outcomes.Participants included 407 youth, ages 4-17 (mean age = 9.7 years), and their parents or guardians, receiving routine outpatient mental health services in a community mental health setting. The youth sample included 51% males, 49% females. Measures used included the Youth Outcome Questionnaire (Y-OQ; Burlingame, Wells, Lambert, & Cox, 2004; Burlingame et al., 2001), and the Treatment Support Measure (TSM). Data were collected starting at the intake session, each of the first five therapy sessions, then every three weeks thereafter for six months post-intake. Parenting Skills items from the TSM included domains of overreactivity, laxness, verbosity, monitoring, consistency, and positive reinforcement. Hierarchical linear modeling was used to examine changes in parenting behaviors and youth symptoms. Results indicated that parenting skills significantly improved over the course of treatment (p < .001) and best fit a logarithmic (natural log) function, such that most of the reported change in parenting skills occurred during the first few sessions of treatment. Further, there was a significant inverse relationship at intake between parenting skills and Y-OQ scores; specifically, lower parenting skills scores were associated with higher Y-OQ scores for parent and youth report (p < .001; p = .033). In addition, parenting skills at intake were associated with the subsequent rate of change of youth symptoms for parent report (p < .001) and youth report (p = .026). Lastly, improvements in parenting scores were associated with improved youth symptoms over the course of treatment for parent and youth report of symptoms (p = .021; p = .02). These findings can be generalized to other community outpatient settings and highlight the importance of attending to parenting skills as an avenue to improving child psychotherapy outcomes. Specifically, the results of this study emphasize the importance of parents implementing effective parenting skills and its influence on their child's overall symptoms at intake and outcomes in therapy.

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Research suggests that the causal attributions utilized by children with attentiondeficit/ hyperactivity disorder (ADHD) differ from those of nonclinical children. Additionally, research indicates differences among the mothers of children with and without ADHD regarding parenting behaviors and attributions for child behavior. In this study, children' s attributions , maternal attributions , and maternal discipline styles were examined in ADHD and non-ADHD populations Participants included 26 children diagnosed with ADHD and their mothers as well as a nonclinical sample of 24 children who had never been diagnosed with ADHD and their mothers. The results support the hypotheses that child and maternal attributions would differ between these two groups. The hypothesis that discipline styles would differ between the two groups was not supported Results suggest that while maternal discipline styles are correlated with children's attributions, the nature of this association differs within AD.HD versus nonADHD populations.

Many researchers have used the terms 'temperament' and 'personality' interchangeably when describing parents' behavioral styles. Although individual relationships among parents' temperament and personality, parenting behaviors, other parent characteristics, and young children's outcomes have been documented in the literature, parents' temperament and personality have not been examined collectively in conjunction with parenting and child outcome variables. As part of this study, 214 culturally diverse mothers with young children who ranged in age from 2- to 6-years rated their own temperament and personality, their parenting characteristics, and their young child's functioning (i.e., temperament and emotional and behavioral functioning). When examining mothers' temperament and personality together, factor analyses revealed a three-factor solution (i.e., General Life Approach, Rhythmicity, and Sticktoitiveness) and suggested that temperament and personality generally were separate but related constructs. Hierarchical and mediation regression analyses suggested the importance of examining both temperament and personality in the context of parenting behaviors and the outcomes experienced by young children. Overall, these findings suggested that mothers' temperament and personality play a significant role in parenting young children and optimizing young child outcomes. These findings are particularly helpful for professionals working with families experiencing difficulties dealing with their young child's difficult temperament styles as well as difficult emotional and behavioral functioning.

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The purpose of this study was to examine the relationship among early parenting experiences, adult mental health functioning, and adult parenting behaviors among a population of incarcerated women in San Bernardino, CA. An archival data set was utilized. Data were collected from three hundred thirty-six female participants in the San Bernardino County Jail System in 2011, aged 18 – 60 years (M = 34.02). Only those who are mothers (N=132), with children between the ages of two and 18 years old, participated in the current study. Structural equation modeling was conducted using EQS. Results showed that early experiences, specifically adverse childhood experiences, were strongly predictive of adult mental health. Surprisingly, adult mental health was not predictive of adult parenting behaviors. Adult parenting behaviors, though, were strongly predictive of the quality of parent-child relationship. Contrary to expectation, the hypothesized relationship between early experiences and adult parenting behaviors was not supported. The implication of these findings is that the central task of interventions seeking to improve adult mental health should include a focus on the impact of negative early experiences.

No description available.