In Search of the Helicopter Parent: Characteristics and Theoretical Underpinnings

2012 ◽  
Author(s):  
Jeffrey D. Roche ◽  
Annette S. Peters ◽  
Meag-Gan Walters ◽  
Brian D. Johnson ◽  
Janae Sones
Keyword(s):  
Parent Characteristics ◽  
Helicopter Parent

Parent characteristics and positive illusory bias in children with ADHD

2010 ◽  
Author(s):  
Heather J. Prime ◽  
Vicky K. Timmermanis ◽  
Angela Varma ◽  
Judith Wiener
Keyword(s):  
Positive Illusory Bias ◽  
Children With Adhd ◽  
Parent Characteristics

Substance Use and Parent Characteristics Among High School Students: Edirne Sample in Turkey

2016 ◽  
Vol 25 (3) ◽  
pp. 260-267
Author(s):  
Mehmet Bulent Sonmez ◽  
Digdem Cakir ◽  
Rugul Kose Cinar ◽  
Yasemin Gorgulu ◽  
Erdal Vardar
Keyword(s):  
High School ◽  
Substance Use ◽  
High School Students ◽  
School Students ◽  
Parent Characteristics

Parent Characteristics and Practices Classify Lifetime Substance Use Among Mexican Children

2021 ◽  
Author(s):  
Alejandro L. Vázquez ◽  
Melanie M. Domenech Rodríguez ◽  
Tyson S. Barrett ◽  
Nancy G. Amador Buenabad ◽  
María de Lourdes Gutiérrez López ◽  
...  
Keyword(s):  
Substance Use ◽  
Mexican Children ◽  
Parent Characteristics

Cross-Informant Agreement on the Child Behavior Checklist for Youths: A Meta-Analysis

2017 ◽  
Vol 120 (6) ◽  
pp. 1096-1116 ◽  
Author(s):  
Chiungjung Huang
Keyword(s):  
Child Behavior ◽  
Child Behavior Checklist ◽  
Rank Order ◽  
Meta Analysis ◽  
Informant Agreement ◽  
Parent Characteristics ◽  
The Mean

This meta-analysis of 169 studies examines the rank-order and mean-level agreements for the Child Behavior Checklist. The correlations between parents and teachers (.18–.35) and those between teachers and youths (.19–.32) were from small to moderate and generally moderate for those between parents and youths (.33–.40). The mean-level disagreements between parents and youths were small, while those between parents and teachers and those between teachers and youths varied. The rank-order agreement estimates were global, unlike those at mean level. The magnitude of mean-level disagreement was related to youth characteristics, parent characteristics, assessment contexts, and scale measured. Further research is needed on the agreement between teachers and youths, for which relatively few studies have been conducted.

Helicopters and Nazis

2020 ◽  
pp. 77-110
Author(s):  
Jennifer Patico
Keyword(s):  
Healthy Child ◽  
Emotional Content ◽  
The Self ◽  
Power Struggles ◽  
Social And Emotional ◽  
Good Parent ◽  
National Media ◽  
Food And Feeding ◽  
Helicopter Parent

Chapter 2 moves beyond nutritional discourse to consider the more social and emotional content of parents’ food talk. Much of this talk was oriented toward the concern to socialize and to train but not to overly limit children, project a negative adult persona, or come across as judgmental of others’ choices. The popular concept of the overprotective “helicopter parent” was an expression of these ambivalences, visible in national media and parenting blogs as well as in the ongoing commentaries of Atlanta parents; overattentiveness and food anxiety were seen as potentially negative influences on children. This chapter explores how food and feeding are wrapped up with models of personhood, that is, with conceptions of the kind of person one should be in order to be a good parent or a healthy child and socially attractive to others. In particular, it examines how power struggles around children’s food reflect ideas about individuality, relationships, and the fuzzy boundaries of the self.

Parent Education Program Evaluation: A Review of the Literature

1993 ◽  
Vol 12 (1) ◽  
pp. 225-257 ◽  
Author(s):  
Rubin Todres ◽  
Terry Bunston
Keyword(s):  
Parent Education ◽  
Attitude Change ◽  
Behaviour Modification ◽  
Experimenter Bias ◽  
Large Numbers ◽  
Methodological Problems ◽  
Parent Characteristics ◽  
Parent Education Programs ◽  
And Control

This review of parent education evaluations examined three approaches to parent education: behaviour modification, parent effectiveness training (PET), and the Adlerian approach. Our review demonstrated that on the majority of outcome measures, whether examining behaviour or attitude change or change in family dynamics, results were either mixed or not statistically significant. The most frequent methodological problems were lack of random assignment, failure to match groups, absence of consideration of experimenter bias, and failure to incorporate sufficiently large numbers of individuals into the design. There was also an absence of long-term follow-ups and control groups, whether a no-treatment or placebo group that was truly independent of the program. Finally these evaluations are limited in their ability to match outcome to process and to parent characteristics and thus hindered in their ability to plan effective parent education programs.

scholarly journals Measuring the Impacts of Teachers I: Evaluating Bias in Teacher Value-Added Estimates

2014 ◽  
Vol 104 (9) ◽  
pp. 2593-2632 ◽  
Author(s):  
Raj Chetty ◽  
John N. Friedman ◽  
Jonah E. Rockoff
Keyword(s):  
Student Achievement ◽  
School District ◽  
Experimental Design ◽  
Test Scores ◽  
Value Added ◽  
Good Measure ◽  
Teaching Staff ◽  
Quasi Experimental ◽  
Unbiased Estimates ◽  
Parent Characteristics

Are teachers' impacts on students' test scores (value-added) a good measure of their quality? One reason this question has sparked debate is disagreement about whether value-added (VA) measures provide unbiased estimates of teachers' causal impacts on student achievement. We test for bias in VA using previously unobserved parent characteristics and a quasi-experimental design based on changes in teaching staff. Using school district and tax records for more than one million children, we find that VA models which control for a student's prior test scores provide unbiased forecasts of teachers' impacts on student achievement. (JEL H75, I21, J24, J45)

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