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Descriptors:
Disabilities; Literacy; Developmental Delays; Play; Dramatic Play; Special Education Teachers; Fathers; Role Models; Parent Role; Child Development; Preschool Children; Special Education; Parent Teacher Cooperation

Abstract:
Fathers and paternal role models make a unique contribution to children's development. There is some research to suggest that the types of play males engage in with children is typically more active and thus offers unique possibilities for embedding activities for language and literacy development. In this article, we offer suggestions for how preschool special education teachers can assist fathers and paternal role models as they work and play to enhance the language and literacy skills of their children through reading activities, dramatic play, and pretend or free play. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Rating Scales; Parent Child Relationship; Foreign Countries; Infants; Fathers; Predictor Variables; Behavior Problems; Parent Role; Mother Attitudes; At Risk Persons; Prevention; Intervention

Abstract:
Background: Factors related to parents and parenting capacities are important predictors of the development of behavioural problems in children. Recently, there has been an increasing research focus in this field on the earliest years of life, however, relatively few studies have addressed the role of fathers, despite this appearing to be particularly pertinent to child behavioural development. This study aimed to examine whether father-infant interactions at age 3 months independently predicted child behavioural problems at 1 year of age. Method: A sample of 192 families was recruited from two maternity units in the United Kingdom. Father-infant interactions were assessed in the family home and coded using the Global Rating Scales. Child behaviour problems were assessed by maternal report. Hierarchical and logistic regression analyses were used to examine associations between father-infant interaction and the development of behavioural problems. Results: Disengaged and remote interactions between fathers and their infants were found to predict externalising behavioural problems at the age of 1 year. The children of the most disengaged fathers had an increased risk of developing early externalising behavioural problems [disengaged (nonintrusive) interactions--adjusted Odds Ratio 5.33 (95% Confidence Interval; 1.39, 20.40): remote interactions adj. OR 3.32 (0.92, 12.05)] Conclusions: Disengaged interactions of fathers with their infants, as early as the third month of life, predict early behavioural problems in children. These interactions may be critical factors to address, from a very early age in the child's life, and offer a potential opportunity for preventive intervention. (Contains 5 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:
Talent; Gifted; Public Schools; Home Schooling; Parent Attitudes; Educational Research; Interviews; Identification; Family Role; Parent School Relationship; Mothers; Parent Role

Abstract:
Homeschooling has witnessed a dramatic growth over the past decade. Included in this population are gifted and talented students, yet despite this growth there has been no appreciable increase in the research literature. To better understand the gifted homeschooling family, researchers interviewed 13 parents of homeschooled children their parents identified as being gifted. Four major themes emerged from the data: (a) "parents know best," (b) "isolation," (c) "challenges," and (d) "family roles." Findings reveal that these parents decided to homeschool only after numerous attempts to work in collaboration with the public school and that the mothers bore the primary burden of responsibility for homeschooling in these families. Though the move to homeschooling alleviated many of the issues experienced in public school, it brought a different set of challenges to these families. This exploratory study establishes a better understanding of why parents of gifted children ultimately decide to homeschool. (Contains 1 table 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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Community Support; Sexual Identity; Gender Issues; Transitional Programs; Family Involvement; Case Studies; Resilience (Psychology); Mental Health; Drug Therapy; Counseling Techniques; Identification (Psychology); Teamwork; Interdisciplinary Approach; Mothers; Parent Role

Abstract:
Interventions with a school-aged youth are presented to demonstrate a child's gender transition from female to male with the support of a single mother, grandmother, therapist, pediatric endocrinologist, gender education and advocacy group, and gender-affirming school. This single case study illustrates both the positive psychological effects of resilience-building therapy and family/community supports in facilitating a transition to an affirmed gender and the dilemmas confronted when introducing hormone blockers to a child, removing a child from a familiar environment to allow a fresh gender start, and respecting a child's wishes to stay private about the child's gender past. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Self Efficacy; School Personnel; Change Agents; Educational Change; Economic Status; Parent Participation; Parent School Relationship; Socioeconomic Status; Individual Characteristics; Low Income Groups; Principals; Interviews; Language Proficiency; Parent Role; Biculturalism

Abstract:
The relationship between bicultural parents, low socio-economic parents and the public school system is made tenuous in large part by cultural disparities between school officials and parents. The greater the disparity, the more likely parent groups are to be silenced and the more likely they are to refrain from the role of change agents or advocates for school reform. To contemplate what it takes for these disadvantaged parent groups to enact changes they desire at the school or district level, this study culls from research on in several areas of academic literature: parent involvement and student achievement, community organizing, and change management. Each of these areas of research offers insights on how success change is enacted; the characteristics and the attributes groups must have in order to bring about desired changes to processes and outcomes. Parent leaders and principals from low socio-economic status considered to be change agents in their community were interviewed. Their insights reinforce the literature, commenting on the nature of relationship parents and school and the nature of change. Open-ended questions relating to the nature of changes undertaken, the efficacy of tactics employed, and perceived deficit thinking on the part of parents and school personnel are addressed. Results indicated that self-efficacy and competence in the English language are key characteristics of parent groups with high levels of engagement. 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:
Inhalants; Parent Child Relationship; Aggression; Parent Role; Adolescents; Correlation; Rural Areas; Verbal Communication; Antisocial Behavior; Prevention; Family Relationship

Abstract:
The purpose of this article is to examine the dynamics of the relationship between parents and their adolescent children and their association with lifetime and past-month inhalant usage. The population studied was seventh- through ninth-grade students in rural Idaho (N = 570). The authors found a small, but consistent, significant inverse correlation between parental bonding and monitoring of behavior and inhalant usage. There was also a significant positive correlation between verbally aggressive behavior in the family and inhalant use. The data imply that family interaction may play a significant role in the use of inhalants and that the family can play a major role in prevention. (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:
Attendance; Psychological Patterns; Adolescents; Extracurricular Activities; Foreign Countries; Self Esteem; One Parent Family; Economic Status; Mothers; Fathers; Regression (Statistics); Family Structure; Parent Role; Housework; Correlation; Surveys; Mental Health; Social Indicators

Abstract:
This paper explores family and non-family factors contributing to happiness among students aged 15-18 in Thailand. Data come from the Social and Cultural Situation and Mental Health Survey (n = 905). Based on regression analysis, family factors are more important than non- family factors in explaining the variations in adolescents' happiness. Regarding the family domain, those who reported sufficient time spent with family members and highest level of love and connectedness were happiest. Those living in a two-parent family were happiest, followed by those living with a married father or a married mother (in a single parent family). Those living in an unmarried mother family were unhappiest, controlling for household economic status. These findings highlight the important role of a father in a country with a matrilocal family system. Regarding non-family factors, adolescents with the highest school attendance, highest self-esteem, and highest economic status who also regularly participated in extracurricular activities were happiest. Adolescents who were older and who had to do chores regularly tended to be less happy than their peers. 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 Efficacy; Parent Child Relationship; Parent Role; Mothers; Fathers; Stress Variables; Role; Schemata (Cognition); Health; Measures (Individuals); Predictor Variables

Abstract:
Although parent behaviors and cognitions are important for stress/health outcomes throughout development, little research examines whether cognitions mediate the relationship between parent behaviors and stress/health outcomes. As a result, the current study examined the reports of 160 emerging adults regarding their mothers' and fathers' behaviors (via the Parental Bonding Instrument and Alabama Parenting Questionnaire), their cognitions (via the Stress Appraisal Measure, Negative Mood Regulation Scale, Life Orientation Test-Revised, General Self-Efficacy Scale, and Ruminative Response Scale-Abbreviated), and their stress/health outcomes (via the Perceived Stress Scale and Short-Form Health Survey). Results of this study suggested that emerging adults' cognitions partially mediated the relationship between their mothers' behaviors and their stress/health outcomes and fully mediated the relationship between their fathers' behaviors and their stress/health outcomes. Future research should examine parent behaviors as important distal variables in emerging adults' stress/health outcomes but should examine cognitions as more salient, immediate predictors of their stress/health outcomes. 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:
Identification (Psychology); Socialization; Academic Achievement; Males; African American Students; Minority Group Students; Middle School Students; Urban Schools; Parent Role; Parent Influence; Self Concept; Goal Orientation; Self Motivation; Achievement Need; Parent Student Relationship; Mediation Theory; Standardized Tests; Achievement Tests; Student Motivation; Student Attitudes; Correlation

Abstract:
This study examines whether academic identification, or one's psychological and emotional investment in academics, mediates the association between child-reported parental educational socialization and standardized achievement test scores among a predominantly ethnic minority sample of 367 urban middle school students. We predicted that academic identification would mediate the relationship between five forms of perceived parental academic socialization (future-oriented, teaching-oriented, effort-oriented, shame-oriented, and guilt-oriented) and achievement when controlling for prior achievement. We found confirmation for this effect among analyses involving "teaching," "future," and "guilt" forms of socialization. For "teaching," this effect was not present for Black boys. Direct effects indicated that "teaching" and "future" socialization was inversely related to student achievement, but when mediated by academic identification it was positive. "Guilt" was only related to achievement through academic identification. Results suggest the importance of the manner in which parental educational socialization is engaged. (Contains 5 tables and 2 figures.) 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:
Developmentally Appropriate Practices; Interpersonal Competence; Social Cognition; Parents as Teachers; Parent Materials; Child Rearing; Parent Role; Social Justice; Bias; Disabilities; Social Attitudes; Expertise

Abstract:
Whether one is a parent of a 3-year-old who is curious about why a friend's skin is brown, the parent of a 9-year-old who has been called a slur because of his religion, or the parent of a 15-year-old who snubs those outside of her social clique at school, this book is designed to help teach children to honor the differences in themselves and in others--and to reject prejudice and intolerance. Three age-specific sections feature everyday parents sharing personal stories about the challenges and rewards of raising children in today's diverse world. Psychologists, educators and parenting experts offer practical, age-appropriate advice to help integrate lessons of respect and tolerance in day-to-day activities. And a final section offers guidance for reflecting upon one's own biases, and how those biases affect one's parenting. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (2896K)