Orientador: Tânia Gracy Martins do Valle / Banca: Maria de Lourdes Merighi Tabaquim / Banca: José Gualberto Tuga Martins Angerami / Resumo: A intoxicação por chumbo é prejudicial ao desenvolvimento das crianças, sendo potencializada por outras variáveis ambientais e sociais como: alimentação inadequada, pobreza, baixa renda e qualidade da estimulação e interação fornecidas pelos pais e escola. Isso posto, o presente estudo tem por objetivo geral comparar o desempenho intelectual de crianças com alta e baixa plumbemia com os estilos parentais nas respectivas interações com os filhos. Para isso, foi utilizada a Escala Wechsler de Inteligência - WISC-III; Roteiro de Anammese e o IEP (Inventário de Estilos Parentais). Este estudo foi realizado com 80 participantes - 40 crianças, de ambos os sexos, com idades entre 7 e 13 anos; e 40 pais (pai e mãe), todos moradores da área de risco próximo ao local de contaminação. As crianças foram divididas em dois grupos: G1 - 20 crianças com alta plumbemia (superior a 10μg/dl); e G2 - 20 crianças com baixa plumbemia (inferior a 10μ/dl). Com as informações coletadas, procedeu-se a análise estatística com Teste do Mann Whitney, com 5% de significância. Os resultados foram apresentados de forma a contemplar cinco conjuntos de dados: I) Caracterização das crianças com alta plumbemia; II) Dados anamnésicos; III) WISC-III; IV) IEP - Inventário de Estilos Parentais e V) Comparação entre o WISC-III com o IEP. A análise dos dados apontou redução da plumbemia nas crianças entre os anos de 2002 e 2005. Para as crianças com alta plumbemia os pais relataram maior número de queixa escolar, problemas de saúde, socialização e motor, embora sem significância estatística entre os grupos. Nos itens avaliados pelo WISC-III, o desempenho do Grupo I foi menor que o do Grupo 2. Na Escala de Execução o desempenho dos dois grupos foi menor que para a escala Verbal, com diferença estatística entre os grupos em: QIE (0,001) e QIOP (0,04)... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The lead poisoning cause impairment to the children's development, being strenghten by other environmental and social variables, as inadequate feeding, poverty, low income and quality of the stimulation and interaction supplied by the parents and school. The aim of the present study is to evaluate the children's intellectual development with high and low blood lead level with the parenting styles in the respective interactions with these children. In order to accomplish this study were used - WISC-III; Anamnese's Script and IEP (Parenting Styles's Inventory), in which all of the 80 participants - 40 children, of both sexes, with ages among 7 to 13 years old, and 40 parents (father or mother), lived in the risk's area, next to the contamination place. The children were divided into two groups: G1-20 children with blood lead level above 10μg/dl; and G2 - 20 children with blood lead level lower than 10μg/dl. With the collected information, the statistical analysis was preceded with Mann Whitney's test, with 5%. The results were presented in way to contemplate five groups of data: I) the children's Characterization with plumbemia; II) Anamnese's Script Date; III) WISC-III; IV) IEP - Parenting Styles's Inventory I and V) Comparison between WISC-III IEP. The analyzed data's showed a reduction of the bllod lead level in children between 2002 and 2005. For the children blood lead level the parents related a larger number of school complaints, health problems, socialization and less motor development, although without statistical difference between the groups. In the items evaluated by WISC-III, the development of Group 1 was smaller than Group 2. In the Scale of Execution the development for both groups were lower than the Verbal Scale, with statistical difference between the groups in: QIE (0,001) and QIOP (0,04). In the Parenting Styles... (Complete abstract click electronic access below) / Mestre

Philosophiae Doctor - PhD / Parenting practices are known to influence the development of children and family functioning. However, the extent to which these generational influences stretch, and the continuities brought forth between generations has not been adequately studied. Therefore, this study aimed to explore intergenerational parenting in Genadendal for the purpose of developing guidelines for parents and practitioners. The concept of parenting was extensively unpacked to understand the intergenerational transmitted parenting factors being transferred from one generation to the next, in order to examine the parenting styles, parenting practices, parenting traits, and how these are transmitted over generations.

A predicted association between family relations and cognitive development and the emergence of adolescent egocentrism was explored in this study. A sample of seventh grade boys (n=131) and girls (n=120) completed Elkind and Bowen's Imaginary Audience Scale (a measure of egocentrism) and selected items from Heilbrun's Parent-Child Interaction Rating Scale and Schaefer's Parent-Behavior Inventory. A modified version of Lawson's Classroom Test of Formal Operations was used to measure cognitive development. Contrary to a theoretical based hypothesis a negative rather than positive relationship was found between level of formal operational thought egocentrism. For parenting style, perceived rejection/control and emotional support was associated with diminished egocentrism. Mixed results were found for perceived physical effect and egocentrism. Perceived parental withdrawal heightened egocentrism for both sexes. The data provide an alternative model to past cognitive development theory for the development of egocentrism. Parental socialization factors were found to contribute as much variance to the level of egocentrism as did level of formal operational thought.

Parental involvement practices in education have traditionally referred to overt forms of involvement such as attending school meetings, parent teacher conferences, and volunteering at the school. Research suggests that Latinx parents do not utilize these approaches as much as they do subtler practices. These practices are manifested in parents’ communication with their children, their parenting styles, and the academic expectations they place on their children. The current study intended to recognize the parental practices used by Latinx parents that contribute to educational attainment and combat fixed beliefs regarding their lack of involvement in their children’s education. The data collection was completed via Qualtrics panel and funded by the CEHS Graduate Student Research Award grant. The final sample consisted of 252 Latinx parents (age 18 or older) nationwide who had a child or children in kindergarten through sixth grades. Respondents reported being more involved in their children’s education than their parents. Each parenting variable was significantly associated with respondents’ academic outcomes with the exception of parental pressure. Results suggest intergenerational transmission of parenting practices regardless of acculturation level and support for a nuanced examination of predictors of academic achievement for Latinxs. Results also reflect vi Latinx parents’ involvement in their children’s education in meaningful ways. Parents’ level of acculturation played a role in the relationship between their self-reports and what they recalled about how they were parented. Specifically, the relationship between self-report and retrospective report of authoritarian parenting and parental pressure was strongest for respondents at the highest levels of Latinx acculturation and lowest at the lowest levels of Latinx acculturation. Overall, Latinx respondents appear to be following their parents’ parenting practices regardless of their level of acculturation, and these practices predict Latinxs’ educational attainment. Understanding how Latinx parents involve themselves in their children’s education debunks the myth that they are not involved and opens pathways to collaboration and support between these parents and the U.S. education system

Relationships between adolescents' perceptions of their parents' responsiveness and demandingness, adolescents' locus of control orientation, and adolescents' self-concept ratings were investigated. Subjects included 198 students from a middle school in northern Utah. Subjects were given the Nowicki-Strickland Internal-External Control Scale for Children, the Harter Self-Perception Profile for Adolescents, and the Perceived Parenting Style Survey. Results indicated that subjects who perceived their parents as being authoritative had significantly (p < .001) more internal locus of control scores than subjects who reported either the permissive or authoritarian styles. Also, self-concept scores were significantly higher (p < .001) for the authoritative group than the authoritarian group on the Self-Perception Profile for Adolescents subscales of Scholastic Competence, Social Acceptance, Physical Appearance, Behavioral Conduct, Close Friendship, and Global Self Worth. The permissive group reported significantly lower scores (p < .05) on the subscales of Scholastic Competence and Behavioral Conduct. There was also a significant negative correlation (p < .001) between locus of control scores and the subscale scores on the Self-Perception Profile for Adolescents. Although there were some limitations in the study methodology, the significant differences found between the groups indicated that the authoritative parenting style positively correlates with higher self-concept and internal locus of control, while the authoritarian parenting style negatively correlates with self-concept and internal locus of control.

The purpose of this study was to evaluate observed parenting styles among Puerto Rican parents living in Puerto Rico. Participants included 51 families with a child between the ages of 6 and 11. Families engaged in different behavioral observational tasks. Observations were coded for parenting dimensions and family parenting styles in order to determine its relationship to child outcomes. The Parenting Styles Observation Rating Scale was used to code the observations and the Child Behavior Checklist was used to assess for behavioral problems. Overall, parents received high ratings on warmth, demandingness, and autonomy granting. Supportive demandingness was negatively associated with internalizing, externalizing, and total child problems. The majority of the sample was categorized as authoritative (68.6%), while 23.5% was categorized as “cold.” Authoritative parenting was significantly associated with lower child problems across the board in comparison to “cold” and permissive families. Limitations of the current study were considered. Lastly, the implications of the results and directions for future research in regards to Puerto Rican parenting for families living in Puerto Rico were discussed.

Magister Artium (Child and Family Studies) - MA(CFS) / The first 1000 days, is the most crucial period not only for survival but also for thriving. What happens in the early days has an immense impact on long-term development with the potential to transform a next generation and society. Research suggests that if parents are nurturing, responsive and have a strong attachment with their baby in the first 1000 days, they will develop positively but parents need to be well to do this. The research on nurturing parenting and the mental health of parents is very limited in South Africa. The study aimed to assess the association between parental mental health (mental well-being) and parental perceptions of nurturing care in the first 1000 days. A quantitative research approach was used with a crosssectional correlational research design. A non-probability purposive sample was selected in Cape Town, Western Cape. The sample consisted of 147 parents who are either pregnant or has children aged between 0 and 2 years old. The data for this study was obtained through selfreport questionnaires which consisted of demographics, Parenting (PASCQ), Nurturing Care (Parent child attachment and PAI), responsive parenting and parental mental health (DASS 21). Questionnaires were in English, Afrikaans and isiXhosa. Data was analysed using the Statistical Package for Social Sciences (SPSS) v27. Data was interpreted using descriptive and inferential statistics. The findings of the study suggest that for parents with children in the first 1000 days, there is a significant positive relationship between parental mental health (depression, anxiety, stress) and negative parenting approaches and vice versa. The assumptions of the study were confirmed that there is a relati / 2024

Given that more and more young people are living at home well into their twenties, and parents no longer see their children as adults until well into their mid to late twenties (Nelson, Walker, Carroll, Madsen, Barry, & Badger, 2006), parents may continue to "parent" for much longer than we have typically believed. Although parenting may still play an important role, little research has been done examining parenting in emerging adulthood, including its correlates and outcomes. As such, there is a need for a measure of parenting that is appropriate for use in emerging adulthood. The current study attempted to develop a measure that identifies and assesses behaviors that reflect various styles of parenting during emerging adulthood including authoritative, authoritarian, and permissive parenting. Specifically, the purposes of this study were: 1) to examine whether or not authoritative, authoritarian and permissive parenting styles could be identified in parents of emerging adults and 2) to assess the validity and reliability of the parenting measure that emerges from the factor analysis for both parents' self reports and spouse reports. Based on the factor analyses of items in the parenting scale, it appears that authoritative, authoritarian, and permissive parenting can be identified as distinct and separate parenting styles in parents of emerging adults. The results of the study further suggest that the parenting measure is a reliable and valid measure for use with parents of emerging adults.

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