Early parent–child relationships and child sleep at school age

2019 ◽  
Vol 64 ◽  
pp. 101057
Author(s):  
Catherine Cimon-Paquet ◽  
Émilie Tétreault ◽  
Annie Bernier
Keyword(s):  
School Age ◽  
Child Sleep ◽  
Early Parent ◽  
Parent Child Relationships ◽  
Parent Child

Early Parent-Child Relationships

2004 ◽  
Author(s):  
Kimberly K. Mathos ◽  
Ray Firth
Keyword(s):  
Early Parent ◽  
Parent Child Relationships ◽  
Parent Child

scholarly journals FEATURES OF ARBITRARY BEHAVIOR IN PRESCHOOL CHILDREN

2016 ◽  
pp. 123-127
Author(s):  
A. Tepliuk
Keyword(s):  
Preschool Children ◽  
Personal Development ◽  
Family Education ◽  
School Age ◽  
Child Interaction ◽  
Methods And Techniques ◽  
Educational Potential ◽  
Parent Child Relationships ◽  
Complex Subject ◽  
Parent Child

In this article the author presented the program of development of arbitrary behavior of preschool children by optimizing their emotional experiences and parent-child relationships. The components of the program is methodological, practical, diagnostic blocks. By methodological unit is objective, methodical approaches, principles and objectives. Practical unit describes the contents, forms, methods and techniques of application of arbitrary behavior of children under school age. The diagnostic block contains the procedure, content, methods and techniques for measuring the results of this program. The main objective of this program was to: review the parents of minimum required knowledge of emotional distress, arbitrary behavior of preschool children and their conditions of system parent-child interaction; familiarize parents with effective methods of arbitrary behavior of preschoolers; intensification of the educational potential of family by including both parents in the upbringing of their own children; implementation in practice of family education together - father and mother - appropriate approaches to education, independent, emotionally happy child. A complex subject classes the designated program. Subjects consisted of 17 complex, developmental classes with elements of training for parents. Complete correction classes and personal development preschooler constructed on the basis of unity of mental and emotional (affective and cognitive), internal and external components of the mental development of children.

Attachment Theory and Research

2013 ◽  
Author(s):  
Ross A. Thompson
Keyword(s):  
Attachment Theory ◽  
Developmental Psychopathology ◽  
Social Representations ◽  
Research Priorities ◽  
Research Literature ◽  
Future Research ◽  
Attachment Research ◽  
Early Parent ◽  
Parent Child Relationships ◽  
Parent Child

Attachment theory has long been at the forefront of research efforts to understand the origins and enduring impact of early parent–child relationships. It has also expanded into a theory of lifespan implications with relevance to problems in developmental psychopathology, early intervention, and mental representation. This review of the expanding research literature on attachment is organized around eight questions: (a) To whom do attachments develop? (b) What are the biological foundations of attachment? (c) How does culture influence attachment and its consequences? (d) What contributes to attachments becoming secure or insecure? (e) How does attachment security change over time? (f) What are the later outcomes of secure or insecure attachments? (g) How does attachment influence thinking and social representations? (h) What are the clinical implications of attachment research? The answers to these questions summarize what has been learned about the importance of early parent–child relationships and identify future research priorities.

scholarly journals Toward a new understanding of legacy of early attachments for future antisocial trajectories: Evidence from two longitudinal studies

2012 ◽  
Vol 24 (3) ◽  
pp. 783-806 ◽  
Author(s):  
Grazyna Kochanska ◽  
Sanghag Kim
Keyword(s):  
Causal Chain ◽  
School Age ◽  
Infant Attachment ◽  
Child Study ◽  
Proposed Model ◽  
Early School ◽  
Early School Age ◽  
Early Parent ◽  
Parent Child

AbstractEarly parent–child attachment has been extensively explored as a contributor to children's future adaptive or antisocial outcomes, but the specific developmental mechanisms remain to be fully understood. We examined long-term indirect developmental sequelae of early security in two longitudinal community samples followed from infancy to early school age: the Family Study (102 mothers, fathers, and infants) and the Parent–Child Study (112 mothers and infants). Constructs at multiple levels (child characteristics, parent–child security, parental discipline, and child antisocial outcomes) were assessed using a range of methods (extensive behavioral observations in a variety of settings, informants' ratings). Both studies supported the proposed model of infant attachment as a potent catalyst that moderates future developmental socialization trajectories, despite having few long-term main effects. In insecure dyads, a pattern of coercion emerged between children who were anger prone as toddlers and their parents, resulting in parents' increased power-assertive discipline. Power assertion in turn predicted children's rule-breaking conduct and a compromised capacity to delay in laboratory paradigms, as well as oppositional, disruptive, callous, and aggressive behavior rated by parents and teachers at early school age. This causal chain was absent in secure dyads, where child anger proneness was unrelated to power assertion, and power assertion was unrelated to antisocial outcomes. Early insecurity appeared to act as a catalyst for the parent–child dyad embarking on a mutually adversarial path toward antisocial outcomes, whereas security defused such a maladaptive dynamic. The possible mechanisms of those effects were proposed.

Assessment of Early Parent–Child Relationships

2019 ◽  
pp. 45-77
Author(s):  
Roseanne Clark ◽  
Audrey Tluczek ◽  
Elizabeth C. Moore ◽  
Amber L. Evenson
Keyword(s):  
Cultural Context ◽  
Assessment Tools ◽  
Assessment Process ◽  
Parent Child Relationship ◽  
Wide Range ◽  
The Individual ◽  
Early Parent ◽  
Relationship Assessment ◽  
Parent Child Relationships ◽  
Parent Child

Using a relational approach to assessment integrates the theoretical application of developmental, psychological and psychiatric disciplines (Clark, Tluczek, & Gallagher, 2004; Sameroff & Emde, 1989; Sameroff, McDonough, & Rosenblum, 2004). Clark, Tluczek, Moore, and Evenson (2019, Chapter 2) presents a review of these perspectives. This chapter introduces best practices in the assessment of parent–child relationships and provides an in-depth description and illustration of the Parent–Child Early Relational Assessment, composed of both objective ratings and a subjective video replay interview used to engage the parent in assessing his or her relationship with his or her child. In addition, reliability, validity, research findings, and the clinical utility of a wide range of parent–child relationship assessment tools and procedures are provided. The importance of considering the individual contributions of the parent, the infant or young child, the family, and the cultural context in the assessment process is highlighted. Guidelines are also included on the use of relational assessments in research and to inform clinical practice.

Parental Bonding and Body Mass Index in a Female Community Sample: The Mediating Role of Eating Disorder Thoughts and Core Beliefs

2015 ◽  
Vol 44 (1) ◽  
pp. 123-127
Author(s):  
Myra J. Cooper ◽  
Eliane Young
Keyword(s):  
Body Mass Index ◽  
Eating Disorder ◽  
Body Mass ◽  
Psychological Treatment ◽  
Community Sample ◽  
Parental Bonding ◽  
Mediating Role ◽  
Early Parent ◽  
Parent Child Relationships ◽  
Parent Child

Background: It is likely that disrupted early parent-child relationships, eating disorder related cognitions and negative self-beliefs are relevant to some women who are overweight/obese. Aims: This study tested the hypotheses that disrupted parent-child relationships would be linked to higher body mass index (BMI) and that this relationship would then be mediated by cognition. Method: A group of women were recruited from the community and completed measures of eating disorder (ED) thoughts, negative self-beliefs, and parental bonding. Individual body mass indices (BMIs) were calculated. Results: One hundred and eighteen women completed the study. There was a relationship between parental bonding and higher BMI. As hypothesized, the relationship between parental bonding (as measured by maternal care, and paternal overprotection) and BMI appeared to be mediated by a range of ED thoughts, and some negative self-beliefs. Conclusion: The cognitions measured here, both ED related cognitions and negative self-beliefs, may be a useful target when considering psychological treatment for women who are overweight or obese.

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