Parenting and Child Outcome Flashcards
What are dimensions of parenting?
Expressed affection, involvement, conflict, control, monitoring, teaching, and security.
What did Diana Baumrind (1973) find?
Assessed four dimensions of parenting - control, nurturance, clarity of communication, and maturity demands. In combination, these yield four distinct parenting styles.
What is the authoritarian parenting style?
High on control and demandingness, low on nurturance and responsiveness. Children display low levels of independence and social responsibility.
What is the permissive parenting style?
High on love and affection, but exercise limited control, and place few demands on children. Children tend to be aimless, immature, lack impulse control and self-reliance, as well as lacking in social responsibility and independence.
What is the authoritative parenting style?
High levels of warmth and achievement demands. Firm, but non-punitive control, and open communication between parents and children. These children are most competent, self-reliant, socially responsible, keen to achieve, and cooperative.
What is the rejecting-neglecting parenting style?
Disengaged style. Parents are neither responsive nor are they demanding. They may be actively rejecting, or simply neglect their child-care responsibilities. Most harmful to children, resulting in low levels of cognitive and social competence.
What did Steinberg et al., (1994) find?
Longitudinal study of adolescents, rating their parents. Ask about parent involvement, how strict they are, etc. Scored fell on a dimension - from this created a scale, pure authoritative on one extreme and neglectful-rejecting on the opposite end. Steinberg’s work has replicated the idea that neglectful-rejecting is related to worst academic outcomes, and authoritative is related to the best academic outcomes. However, there is cultural variability in these predictions. In white Americans, Authoritarian parenting is related to negative outcomes, however in African-Americans it is related to positive outcomes.
What did Pettit, Bates, & Dodge 1997 find?
Focus on the positive side of parenting. Longitudinal study, age 5 followed to age 12. 585 families recruited. 80% caucasian, 18% African American. Full SES range. Home visits and questionnaires.
Findings: Significant predictions from harsh discipline to social skills and academics, also from discussion to externalising problems. However, although there’s quite a few significant predictions, the effect sizes is quite modest. Family adversity and child adjustment has a bigger effect size (ranging from modest to moderate). Family adversity is a bit more predictive of child adjustment (in this study).
What are cultural differences in parenting?
Aspects of authoritarian parenting linked with academic success for African American teenagers (Lamborn, Dornbusch & Steinberg, 1996). Parental warmth is negatively correlated with “directiveness” for European American parents, but positively correlated for parents in China (Wu et al., 2002). o At least for these samples, in Chinese culture, warmth goes hand in hand in telling the child what to do.
What is the evidence-based practice around parenting intervention?
Attachment theory (e.g. Bakermans-Kranenburg et al., 2003), mindfulness (Duncan, Coatworth, & Greenberg, 2009), behaviourism and social learning theory (Bandura and Skinner). For externalising and internalising problems, mostly based on the three main types of therapies.
What are the three main types of therapies?
- Behavioural Therapies (BT) - addresses problematic behaviour.
- Cognitive Behavioural Therapies (CBT) - addresses problematic behaviour, problematic thoughts and feelings.
- Systemic or Ecological Intervention: addresses multiple factors contributing to problem behaviour. Often include some BT and CBT. Many interventions look to improve martial relationships, providing parents with social support, providing job retraining for the parent, etc.
What are the assumptions of behavioural therapy?
Paying attention to what the child is doing and saying – positive and negative reinforcement (Skinner), ignoring ‘bad’ behaviour. All behaviour is learned (adaptive and maladaptive). Maladaptive behaviour can be changed by altering some aspect of the context in which it occurs, e.g. parenting: harsh punishment, hostility, criticism, insensitivity, attribution biases. Positive and negative reinforcement bring change: continuous schedule of reinforcement, partial schedule of reinforcement (if trying to sleep train child, for example, and want to reward child for sleeping on there on, may allow one night to sleep in the parents bed. Intermittent reinforcement keeps the unwanted behaviour alive).
What is the CBT approach to parent training?
Adds a layer of thoughts and feelings, of the child and most importantly the parent. Cognitions to improve understanding the why of behaviour, understanding of what might help this child (sensitivity), what and when (e.g. ignoring vs attending).
What are commonalities of parenting interventions?
Core components are play, praise, planned ignoring, and consequences. Intervention delivery: didactic instruction, modelling (in person through role play, video), role playing (parents), behavioural rehearsal, homework (practice with own child).
What do NICE recommend?
Evidence-based guidance/recommendations for public health. Parent training programmes for disruptive behaviour: both parents where possible and in child best interest. Group-based where possible - introduces an element of social support. 10-12 parents in a group. Based on a social learning model: modelling, rehearsal and feedback. 10-16 meetings of 90-120 minutes.
