Parenting - Child Outcome

Question 1

What are the dimensions of parenting?

Answer 1

Expressed affection
Involvement
Conflict
Control
Monitoring
Teaching
Security

Question 2

What did Diana Baumrind assess?

Answer 2

Four dimensions of parenting:
control
nurturance
clarity of communication
maturity demands

These yield 4 distinct parenting styles

Question 3

What is authoritative parenting?

Answer 3

High responsiveness and high demandingness - high levels of warmth and achievement but firm, punitive control, open communication

Children most competent, self reliant, socially responsible, keen to achieve, cooperative

Question 4

What is permissive parenting?

Answer 4

High responsiveness, love and affection and low demandingness, limited control, few demands

Children are aimless, immature, lack impulse control and lack responsibility and independence

Question 5

What is authoritarian parenting?

Answer 5

Low responsiveness and nurturance (don’t praise children) and high demandingness and control (expect orders to be obeyed)

Children show low levels of independence and social responsibility

Question 6

What is neglectful parenting?

Answer 6

Low responsiveness and low demandingness - parents neither, rejecting

Most harmful to children, resulting in low levels of cognitive and social competence

Question 7

What did Steinberg et al come up with?

Answer 7

Dimensional approaches - get a score on a dimension

Longitudinal study of adolescents, ratings of their parents (self-report) and its relation with educational outcomes
authoritative - extreme end of involvement and strictness
authoritarian - low involvement but high strict
permissive - high involvement, low strictness
neglectful - low involvement and strict

Question 8

What are the problems with categories?

Answer 8

Mean if someone is on one end, and then someone is a little different to them it means they are completely different - not meaningful difference, capture more by having a dimensional score

Question 9

Is authoritarian always bad?

Answer 9

It is less optimal outcomes for white Americans

but good outcomes with African Americans

Question 10

What did Pettit, bates and dodge look at and measure?

Answer 10

Supportive parenting - focus on the positive side of parenting
Longitudinal study of families with children aged 5, followed to age 12 - home measures in depth, 1 hour home visits including interviews with mothers, observations, interactions
Teachers provided the outcome data
Measures:
Parenting - harsh parenting and SP (warmth, involvement)
Family adversity - family life stress, challenging events, SES, single parenthood
Child outcome - teacher ratings of externalising problems, social skills academic performance

Question 11

What did Pettit, bates and dodge find?

Answer 11

Strength of correlations between parenting and child adjustment are modest
Better predictions from family adversity and child adjustment - moderate
SES correlated most highly with children externalising problems
Different aspects of childrens lives are important

Question 12

What are the cultural differences?

Answer 12

Aspects of authoritarian parenting (i.e., unilaternal decision making) linked with academic success for African American teenagers

Parental warmth is negatively correlated with directiveness for European American parents (if warm, not direct) but positively correlated for parents in China (if warm, more direct)

Warmth - hand in hand with telling your child what they should be dong in China

Question 13

What does good parenting predict?

Answer 13

Better outcomes for children - the effect is modest and variable by culture

Question 14

When the link between parenting and children’s outcomes exists, is it causal?

Answer 14

Pitfall of correlational research - not experimental

Question 15

What are parenting interventions based on?

Answer 15

Evidence-based practise
Attachment theory
Mindfullness
Behaviourism and social learning theory (main ones)

Question 16

What are the three main types of interventions for internalising and externalising problems?

Answer 16

Behavioural therapies (BT)
CBT 
Systematic or ecological interventions

Question 17

What is behavioural therapy?

Answer 17

Addresses problematic behaviour - pay attention to child and then reward them or punish them
All behaviour is learned, so can be changed by altering some aspect of the context in which it occurs e.g. - parenitng
Positive and negative reinforcement can bring change - continuous schedule of reinforcement
- partial schedule of reinforcement - bad
shaping, generalisation, maintenance

Question 18

What is CBT?

Answer 18

Addresses problematic behaviour and thoughts and feelings
Cognitions to improve:
understand the why of behaviour
understand what might help the child
what and when (ignoring vs attending)

Question 19

What are systematic interventions?

Answer 19

Addresses multiple factors contributing to problem behaviour - includes some BT and CBT
this is because parents don’t operate in isolation - marital relationships etc need helping

Question 20

What are the core components of parenting interventions?

Answer 20

Play
Praise
Planned ignoring
Consequences

Question 21

What is included in intervention delivery?

Answer 21

Didactic instruction 
Modelling - in person through role play, video 
Role playing (parents)
Behavioural rehearsal (not letting them have breakfast till fully dressed)
Homework (practise)

Question 22

What are the NICE recommendations?

Answer 22

National institute for health and care excellence
Evidence-based guidance/recommendations for public health
Parent training programmes for disruptive behaviour:
both parents
group based
10-12 parents in a group
based on a social learning model - modelling, rehearsal and feedback
10-16 meetings of 90-120 minutes

Question 23

What is the Carolyn webster-stratton?

Answer 23

Group format
For parents of children age 2-10
Parents view videotape vignettes
Stimulus for discussion and problem solving
Focuses first on parent-child interactive play skills then effective discipline
Parents also taught how to teach children problem solving

Question 24

What is the Matt Sanders?

Answer 24

Different levels of interventions - as it gets more challenged, interventions are more intense

Question 25

Kaufman best practises project: what is evidence-based?

Answer 25

Need a theoretical base in psychological principles - so we know it will be effective for at least some people
Generally accepted in practise as appropriate
one randomised controlled study indicating efficacy
mannualised (written up) available to professionals and how to conduct program
Delivered by professionals who have had training

Question 26

How do we evaluate programmes?

Answer 26

Random assignment to treatment groups
Use of appropriate control or comparison
Valid and reliable outcome measures
Pre and post treatment evaluation

Question 27

Ways of evaluating programs

Answer 27

Within subjects - individual/group act as own control by undergoing all conditions A-B-A-B

Multiple baseline design - stepwise introduction of treatment, reduce A, reduce B, reduce C

Between-subjects - groups of individuals undergo different treatment types, naturally occurring groups e.g. ADHD with/without medication (no way if knowing they differed before treatment)

Randomised-controlled trials - gold standard, no treatment control group (ethics), wait-list control, placebo control. Compare multiple treatment - post assessment

If confident the intervention will do good and no harm, use a waitlist control, cos unethical to withhold a service

Question 28

Can we fix it?

Answer 28

Sometimes - 60% of children

Question 29

Why can’t we fix it?

Answer 29

Child characteristics - age at onset (younger more responsive), maltreatment, gender, type of behaviour, severity of behaviour, comorbidity, temperamental factors)

Family risk factors, predictive of conduct problems - parental psychopathology, drug use, alcohol abuse, interparental conflict, single parenthood, low socioeconomic status, teenage parenthood

Question 30

What is helping children achieve?

Answer 30

Children age 5-7 with conduct problems in Hackney and Plymouth
Groups run in familiar settings
Financial assistance with transport and childcare
42% of families who consented to participate did not attend
Higher drop out in Hackney than Plymouth - personal safety, understanding trial, other time commitments, motivation, flexibility of intervention days

Question 31

What did Moore et al look at?

Answer 31

Interactions between mothers and children: impacts of maternal and child anxiety

Question 32

What did Moore et al find?

Answer 32

Mothers of anxious children were less warm and granted less autonomy, regardless of their own anxiety
When mothers were anxious, catastrophizing (irrational thoughts) were present in most dyads. When mothers weren’t anxious, child anxiety increase the probability of maternal catastrophizing - having an anxious child meant it biased the parents belief of reality
Implications - anxious mother would reduce Childs exposure to novelty and result in less ability to cope

Question 33

What did McGilloway look at?

Answer 33

A parenting intervention for childhood behavioural problems: random controlled trial in disadvantaged community-based settings
IYBP - 12-18 session, group based intervention to address conduct problems in early childhood
9 intervention groups were delivered in weekly 2 hour sessions to the parents
Child was aged 32-88 months, then assessed 6 months later

Question 34

What did McGilloway find?

Answer 34

Intervention group parents used less aversive parenting strategies
The intervention had a positive impact on child conduct behaviour
Shows importance of early intervention in childhood in families who need support
Intervention not moderated by child or family risk factors