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Descriptors:
Immigrants; Foreign Countries; Language Proficiency; Preschool Children; Student Adjustment; Cultural Background; Behavior Problems; Child Rearing; Academic Ability; Spanish; Student Attitudes; Second Language Learning; Cultural Differences

Abstract:
The continuing incorporation of immigrant populations into the Spanish educational system poses an important challenge in that all participants must cooperate toward creating the best possible adaptation process at the academic level as well as on the personal and social levels. A number of different factors appear to influence children's adjustment during the preschool stage, and these factors are especially relevant since many studies have shown that this is a key period for the prevention of future difficulties. The present study examines the variables involved in the adaptation of a group of preschool-aged children from different cultural backgrounds in Spain. The results indicate that preschoolers, regardless of their background, have similar performance and learning potential, with language proficiency being the factor that most clearly affects the other variables investigated. It was also found that children's attitudes toward learning were related to the presence of behavioral difficulties and with the quality and type of parental child-rearing practices. These practices appear to be related to a number of difficulties immigrant children may experience on personal and social levels. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Secondary School Students; Early Adolescents; Bullying; Child Rearing; Family Environment; Parenting Styles; Semi Structured Interviews; Focus Groups; Victims; Qualitative Research; Conflict; Spouses; Family Violence; Intervention; Prevention

Abstract:
The present paper uses a qualitative method in order to study the ways in which bullying is discursively organized among young adolescent students in relation to the family factors related to it. Only a few studies have linked aspects of parenting and family functioning to bullying through the use of students' discourses despite the fact that family views and policies have a significant impact on bullying and the role the adolescent takes in relation to it, as well as the phenomenon. In the present study, 5 schools with a total number of 90 students in 14 focus groups participated through semistructured interviews. The analysis was facilitated by QSR NVivo, and three themes emerged under the heading of family-related factors of bullying: (a) difficult home environment with many conflicts between the spouses or between the parents and the young adolescents, (b) parenting styles such as parental overprotection, lack of supervision, or excessive control, and (c) domestic abuse. The findings of this study confirm patterns of bullying and its relation to familial factors in the international literature. The implications of the findings are discussed in light of intervention, as well as prevention. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Content Analysis; Early Intervention; Mothers; Infants; Parent Child Relationship; Interaction; Interviews; Parent Attitudes; Program Effectiveness; Mental Disorders; Knowledge Level; Emotional Development; Child Rearing; Foreign Countries; At Risk Persons

Abstract:
Studies focusing on mothers' own reports of their experience with intervention programmes are rare, so very little has been known about their evaluations of the programmes and what they have learned. The aim of the present study was to use interviews to evaluate these aspects of an intervention programme. The interviews were designed to capture the mothers' memories and thoughts about their experiences and to learn about the knowledge they acquired in a short-term intervention programme. Forty-six mothers identified as being at psychosocial risk were interviewed. The interview materials were analysed using qualitative content analysis. Two categories were identified: emotional context, and knowledge. The material assigned to the second category was further divided into three sub-categories. The study results point to the equal importance of actual knowledge and to the emotional dimension. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Academically Gifted; Cognitive Ability; Student Attitudes; Measures (Individuals); Residential Programs; Child Rearing; Parenting Styles; Factor Analysis; Multiple Regression Analysis; Questionnaires; Age Differences; Gender Differences; Racial Differences; Summer Programs; Preadolescents; Adolescents; Elementary School Students; High School Students

Abstract:
Children whose parents are warm and responsive yet also set limits and have reasonable expectations for their children tend to have better outcomes than their peers whose parents show less warmth and responsiveness, have low expectations, or both. Parenting behavior is related to family race and children's sex, age, and cognitive ability. However, there is no work that examines how children's cognitive abilities are related to their perceptions of their mothers' and fathers' parenting styles and the extent to which these relationships are moderated by race, sex, and age in a sample of gifted students. Participants (N = 332, ages 9-17 years) attended a summer residential program for gifted students and completed the Parental Authority Questionnaire and the verbal battery of the Cognitive Abilities Test. Three main findings emerged. First, factor analyses provided support for the use of the Parent Authority Questionnaire with gifted populations. Second, findings from regression analyses as well as examinations of mean differences by cognitive ability level were consistent with earlier studies suggesting that more cognitively able students were likely to perceive their parents as employing a flexible (i.e., authoritative) parenting style. Finally, consonant with earlier studies with nonidentified populations, age, sex, and race were associated with parenting styles as reported by this group of identified gifted students. Results provide further support for the notion that authoritative parenting promotes positive outcomes for children, particularly those who have been identified as gifted. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Self Control; Parents; Children; Child Rearing; Intervention; Parent Education; Parent Child Relationship; Behavior Modification

Abstract:
The capacity for a parent to self-regulate their own performance is argued to be a fundamental process underpinning the maintenance of positive, nurturing, non-abusive parenting practices that promote good developmental and health outcomes in children. Deficits in self-regulatory capacity, which have their origins in early childhood, are common in many psychological disorders, and strengthening self-regulation skills is widely recognised as an important goal in many psychological therapies and is a fundamental goal in preventive interventions. Attainment of enhanced self-regulation skills enables individuals to gain a greater sense of personal control and mastery over their life. This paper illustrates how the self-regulatory principles can be applied to parenting and family-based interventions at the level of the child, parent, practitioner and organisation. The Triple P--Positive Parenting Program, which uses a self-regulatory model of intervention, is used as an example to illustrate the robustness and versatility of the self-regulation approach to all phases of the parent consultation process. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Behavior Modification; Mass Media Effects; Child Rearing; Parenting Styles; Animal Behavior; Child Behavior; Power Structure

Abstract:
Behavior modification with children has been popularized through television shows such as "Super Nanny" and "Nanny 911". The popularity of these shows may be related to the demand parents have for improving their children's behavior. Interestingly, an approach adopted by "The Dog Whisperer" may prove effective when used with children. The purpose of this brief review is to summarize how behavior modification with children has been used in the media and to detail the surprisingly large amount of research support for "The Dog Whisperer's" approach. This article also may be used as a guide for those who interact with children. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mental Health; Homosexuality; Child Rearing; Sexual Identity; Gender Issues; Identification (Psychology); Family Environment; Social Attitudes; Social Bias; Child Development; Well Being

Abstract:
This article reviews Diane Ehrensaft's "Gender Born, Gender Made: Raising Healthy Gender-Nonconforming Children", a thoughtful and practical guide that can help parents, other family members, and therapists better understand and support children and youth whom the author refers to as "gender creative." Ehrensaft's work is at the forefront of a paradigm shift in how gender-nonconforming children are treated in and outside of mental health settings. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Adolescents; Drinking; Foreign Countries; Child Rearing; Quasiexperimental Design; Attachment Behavior; Behavior Problems; Parent Education; Prevention; Statistical Analysis; Parent Child Relationship; Risk; Health Behavior

Abstract:
Background: In spite of the proven effectiveness of parenting based programs to prevent adolescent risk behaviors, such programs are rarely implemented in Mediterranean countries. Objective: This pilot study was aimed at assessing the feasibility and the effects of a parenting based universal prevention program (Connect) in Italy. Methods: Our sample comprised 147 mothers and 147 youths, aged 11-14 (M = 12.46, SD = 0.72). We adopted a quasi-experimental design. Forty percent of the parents in the sample were in the intervention condition (receiving 10 one hour lessons a week). ANCOVAs and Cohen's d coefficients were used to compute intervention effects. Results: The results showed that, despite difficulty in recruiting parents, the program held promising effects regarding the prevention of alcohol use at a universal level (Cohen's d = 0.55); the intervention also marginally decreased the level of non-empathic answers from parents, at least in the short term (Cohen's d = 0.32). Conclusions: This study highlighted the importance of focusing on families to prevent problem behaviors in adolescence. It also points to the need for new strategies to engage parents in universal prevention. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Programming (Broadcast); Television; History; Home Economics; Child Rearing; Social Change; Foreign Countries; Ideology; Gender Issues; Letters (Correspondence); Cultural Background; Gender Differences

Abstract:
This research explores political-educational debates regarding the concept of women's emancipation in women and family programmes on Belgian television between 1954 and 1975. From the very beginning, the women's episodes were regarded as explicitly educational. The episodes were created to increase women's participation by means of their emancipation, but simultaneously continued to underline women's segregation from men. Therefore, we want to reveal the paradoxical effects of this emancipatory educational project for women. This paper takes as its starting point the debate about the concept of women's emancipation in the episode "From home economics to state home economics" in 1964, in which the emancipatory notion was used explicitly for the first time in the women's episodes. The highly debated status of this concept in viewers' letters to producer Paula Semer is intriguing. Women's emancipation had very different meanings based on the viewers' various cultural and ideological backgrounds and their positioning in discourse. Consequently, the letters reveal a highly ideological tension and therefore deepen our understanding of women's emancipation as a normative, political and historically constituted concept. This helps to understand how different (political) actors have used this episode and concept to establish, maintain and traverse borders separating not only men from women but also emancipated from non-emancipated women. In spite of the emancipatory project, limits were established by "closing" womanhood in terms of a proposed ideal of "emancipated womanhood", linking women's individuality to the collective and the state and simultaneously gendering the notion of citizenship. (Contains 1 table and 81 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Parent Child Relationship; Punishment; Grade 4; Grade 5; Interpersonal Competence; Aggression; Child Behavior; Goal Orientation; Social Development; Child Rearing; Parenting Styles; Correlation; Gender Differences; Cognitive Processes; Student Attitudes; Parent Attitudes; Questionnaires

Abstract:
Although research has examined how parenting may influence children's social information processing, little research has examined how these factors may influence children's social goals. The current study examined how both parent- and child-reports of parenting behaviors were associated with regressed change in children's reported social goals over a one-year time period. Participants were 116 children (58.8% male), identified as being highly aggressive by their teachers in 4th grade, and their caregivers. Children's reports of positive parenting in 4th grade were positively associated with affiliation goals and negatively related to dominance and revenge goals in 5th grade, even after controlling for the corresponding goals in 4th grade. Additionally, parent-reported corporal punishment in 4th grade was positively related to dominance goals in 5th grade for boys, but not for girls. Results are discussed in terms of the possible ways that parenting may influence social goals. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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