The Impact of Children's Language Ability on Parent Cognitions and Harsh Discipline Practices

2013 ◽  
Vol 23 (4) ◽  
pp. 388-401 ◽  
Author(s):  
Tamara Del Vecchio ◽  
Randi Pochtar ◽  
Kimberly Rhoades
Keyword(s):  
Language Ability ◽  
Harsh Discipline ◽  
Discipline Practices ◽  
The Impact ◽  
Parent Cognitions

scholarly journals The impact of the 2014 Ebola virus disease outbreak in Liberia on parent preferences for harsh discipline practices: a quasi-experimental, pre-post design

2018 ◽  
Vol 5 ◽  
Author(s):  
Eric Green ◽  
Rhea M Chase ◽  
John Zayzay ◽  
Amy Finnegan ◽  
Eve S. Puffer
Keyword(s):  
Ebola Virus ◽  
Virus Disease ◽  
Ebola Virus Disease ◽  
Baseline Survey ◽  
Harsh Discipline ◽  
Comic Strips ◽  
Discipline Practices ◽  
Before And After ◽  
Quasi Experimental ◽  
The Impact

Background.This paper uses data from a cohort of parents and guardians of young children living in Monrovia, Liberia collected before and after the 2014 outbreak of Ebola virus disease (EVD) to estimate the impact of EVD exposure on implicit preferences for harsh discipline. We hypothesized that parents exposed to EVD-related sickness or death would exhibit a stronger preference for harsh discipline practices compared with non-exposed parents.Methods.The data for this analysis come from two survey rounds conducted in Liberia as part of an intervention trial of a behavioral parenting skills intervention. Following a baseline assessment of 201 enrolled parents in July 2014, all program and study activities were halted due to the outbreak of EVD. Following the EVD crisis, we conducted a tracking survey with parents who completed the baseline survey 12 months prior. In both rounds, we presented parents with 12 digital comic strips of a child misbehaving and asked them to indicate how they would react if they were the parent in the stories.Results.Parents from households with reported EVD sickness or death became more ‘harsh’ (Glass's delta = 1.41) in their hypothetical decision-making compared with non-exposed parents,t(167)=−2.3,p  <  0.05. Parents from households that experienced EVD-related sickness or death not only reported significantly more household conflict and anxiety, but also reported that their child exhibited fewer difficulties.Conclusions.Results support the need for family-based interventions, including strategies to help parents learn alternatives to harsh punishment.

scholarly journals The Potential of Restorative Practices to Ameliorate Discipline Gaps: The Story of One High School’s Leadership Team

2018 ◽  
Vol 54 (2) ◽  
pp. 303-323 ◽  
Author(s):  
Katherine Cumings Mansfield ◽  
Beth Fowler ◽  
Stacey Rainbolt
Keyword(s):  
Special Education ◽  
Restorative Justice ◽  
Leadership Team ◽  
Restorative Practices ◽  
Community Engaged Research ◽  
Discipline Practices ◽  
The Impact ◽  
Special Education Identification

The purpose of this “From the Field” article is to share the tentative results of community-engaged research investigating the impact of Restorative Justice Discipline Practices on persistent discipline gaps in terms of race, gender, and special education identification.

scholarly journals How Do Mothers’ Parental Attributions Affect Child Outcomes from a Positive Parenting Intervention? A Mediation Study

2019 ◽  
Vol 51 (4) ◽  
pp. 597-608 ◽  
Author(s):  
Vilas Sawrikar ◽  
David J. Hawes ◽  
Caroline Moul ◽  
Mark R. Dadds
Keyword(s):  
Conduct Problems ◽  
Intervention Program ◽  
Child Outcomes ◽  
Parenting Intervention ◽  
Parental Attributions ◽  
Harsh Discipline ◽  
Causal Explanations ◽  
Child Conduct Problems ◽  
Pre Treatment ◽  
The Impact

AbstractProblematic parental attributions refer to negative causal explanations for child problem behaviour and are known to predict parenting intervention outcomes. This study examines alternative accounts of how mothers’ problematic parental attributions, operationalised as negative pre-treatment and change resistant parental attributions during treatment, may affect child behaviour outcomes from a parenting intervention program. Putative mediators included parental feelings about the child and use of harsh discipline. Participants were 163 families with children aged from 3 to 16 referred to specialist clinics for the treatment of conduct problems. Measures were collected as part of pre-treatment, post-treatment, and 3-month follow-up assessments. Mothers’ pre-treatment and change resistant parental attributions were associated with smaller improvements in parental feelings at the end of treatment which in turn were associated with greater use of harsh discipline. Greater use of harsh discipline was associated with greater conduct problems overall. Smaller improvements in parental feelings mediated the effects of pre-treatment and change resistant parental attributions on outcomes in mothers’ use of harsh discipline and mediated the effects of change resistant parental attributions on outcomes in child conduct problems. Smaller improvements in parental feelings about the child may act as a mechanism that explains the impact of problematic parental attributions on treatment outcomes.

The Impact of Primary Progressive Aphasia on Picture Naming and General Language Ability

2021 ◽  
Vol 34 (3) ◽  
pp. 188-199
Author(s):  
Eleni Peristeri ◽  
Lambros Messinis ◽  
Mary H. Kosmidis ◽  
Grigorios Nasios ◽  
Alexios-Fotios A. Mentis ◽  
...  
Keyword(s):  
Picture Naming ◽  
Primary Progressive Aphasia ◽  
Language Ability ◽  
Progressive Aphasia ◽  
Primary Progressive ◽  
The Impact

Spanking Children

2003 ◽  
Vol 12 (3) ◽  
pp. 99-103 ◽  
Author(s):  
Alan E. Kazdin ◽  
Corina Benjet
Keyword(s):  
Side Effects ◽  
Research Agenda ◽  
Current Debate ◽  
Parental Discipline ◽  
Developmental Processes ◽  
Alternative Discipline ◽  
Discipline Practices ◽  
The Impact

Whether or not to spank children as a discipline practice is controversial among lay and professional audiences alike. This article highlights different views of spanking, key conclusions about its effects, and methodological limitations of the research and the resulting ambiguities that fuel the current debate and plague interpretation. We propose an expanded research agenda to address questions about the goals of parental discipline; the role, if any, that punishment plays in achieving these goals; the effects and side effects of alternative discipline practices; and the impact of punishment on underlying developmental processes.

The Impact of Language Ability on Employment and Earnings of Britain’s Ethnic Communities

Economica ◽  
2001 ◽  
Vol 68 (272) ◽  
pp. 587-606 ◽  
Author(s):  
Derek Leslie ◽  
Joanne Lindley
Keyword(s):  
Language Ability ◽  
Ethnic Communities ◽  
The Impact

scholarly journals Adolescent Mental Health Following Exposure to Positive and Harsh Parenting in Childhood

2019 ◽  
Vol 65 (6) ◽  
pp. 392-400 ◽  
Author(s):  
Mila Kingsbury ◽  
Ewa Sucha ◽  
Ian Manion ◽  
Stephen E. Gilman ◽  
Ian Colman
Keyword(s):  
Suicidal Ideation ◽  
Physical Aggression ◽  
Psychiatric Symptoms ◽  
Population Based ◽  
Social Aggression ◽  
Positive Parenting ◽  
Harsh Parenting ◽  
Harsh Discipline ◽  
Symptoms Of Depression ◽  
The Impact

Objectives: The purpose of the present study was to assess longitudinal associations between positive and harsh parenting in childhood and adolescent mental and behavioral difficulties. Methods: Data were drawn from Canada’s population-based National Longitudinal Survey of Children and Youth (data collected from 1994 to 2009, analyzed 2018). The sample included 9,882 adolescents aged 12/13 years old. Parents self-reported positive and harsh parenting when children were 6/7, 8/9, and 10/11 years old. Symptoms of depression/anxiety, hyperactivity, physical aggression, social aggression, and suicidal ideation were self-reported by adolescents at age 12/13. Linear regression was used to examine the associations between parenting behaviors at each age and adolescent psychiatric symptoms, adjusted for children’s baseline symptoms. Results: Harsh parenting at 10/11 was associated with elevated symptoms of early-adolescent physical aggression, social aggression, and suicidal ideation for boys only, and for all children at earlier ages. Beginning at age 8/9, harsh discipline was associated with elevated symptoms of depression/anxiety for boys only. Overall, positive parenting at age 6/7 was protective against depression/anxiety, physical aggression, and social aggression. Significant sex differences emerged beginning at age 8/9, with positive parenting associated with higher symptoms of depression/anxiety for boys only. Positive parenting at age 10/11 was associated with increased depression/anxiety, physical aggression, social aggression, and suicidal ideation among boys, but decreased symptoms of physical aggression, social aggression, and suicidal ideation among girls. Conclusions: Results suggest that the impact of positive and harsh parenting may depend on age and sex, with harsh parenting being more detrimental to boys as they approach adolescence.

Mindfulness-Enhanced Behavioral Parent Training for Clinic-Referred Families of Children With ADHD: A Randomized Controlled Trial

2020 ◽  
pp. 108705472092588
Author(s):  
Janet W. T. Mah ◽  
Candice Murray ◽  
Jake Locke ◽  
Nicole Carbert
Keyword(s):  
Parent Training ◽  
Parenting Stress ◽  
Behavioral Parent Training ◽  
Mindful Parenting ◽  
Adhd Symptoms ◽  
Harsh Discipline ◽  
Significant Group ◽  
Children With Adhd ◽  
Discipline Practices ◽  
Child Adhd

Objective: This study evaluated the efficacy of a mindfulness-enhanced behavioral parent training (BPT) group program compared to standard BPT in families of children with ADHD. Method: Parents ( N = 63) of children (aged 6–11) diagnosed with ADHD were randomly assigned to either mindful or standard BPT, and participated in 12 weekly 2-hr group sessions. Parents completed a series of questionnaires assessing mindful parenting, parenting stress, harsh discipline practices, behavioral dysregulation, and child ADHD symptoms, before and after completing the group intervention. Results: Parents in the mindful group had decreased harsh discipline practices and improved self-regulation compared to parents in the standard group. Both groups improved in parenting sense of competence and child ADHD symptoms. No significant group differences were found in mindful parenting or parenting stress. Conclusion: There are some important parental benefits to enhancing BPT with mindfulness.

Sign in / Sign up

Export Citation Format

Share Document