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The Effects of Systemic Family Violence on Children's Mental Health 总被引:15,自引:0,他引:15
This study examines the link between different forms of family aggression and children's symptoms of psychopathology. The goal of the study was to understand what forms children's problems might take in violent homes and whether close ties within the family (to the mother or a sibling) buffered children. Interviews with 365 mothers and 1 of their children between the ages of 6 and 12 about abuse in the home, support and closeness within the nuclear family, and mother's and children's mental health formed the basis of this study. Families were recruited from battered women's shelters and the community. We found that different forms of abuse in the home were highly interrelated and that children of battered women were at risk for child abuse. Domestic violence predicted children's general psychopathology, but we uncovered little evidence for the presence of specific sorts of disorders as a result of family dysfunction. Although mothers experiencing conjugal violence were more likely to have mental health problems, their mental health did not mediate the children's response to family conflict. Finally, there was less sibling and parental warmth in families marked by aggression, although when it was present, family social support failed to buffer children. Although the general pattern of results was consistent across respondents (mother and child), there was low agreement on symptoms of child psychopathology. 相似文献
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This study conceptualizes parental migration as a dynamic family process that exposes children to parental absence and family instability. Using detailed migration histories, this study identifies the left-behind trajectories of rural Chinese children throughout childhood (age 1–12) and examines the impact on psychological well-being (N = 3,961). Results indicate heterogeneity in children’s experience of parental migration, which is characterized by both persistence (prolonged parental absence) and instability (repeated parental migration). A quarter of rural children experienced prolonged parental migration, and for half of these, by both parents. Another 50% of rural children experienced repeated parental migration. Children continuously left behind by both parents and children who experienced substantial family instability both fared worse in psychological development than those in stable two-parent families. 相似文献
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家庭是儿童社会化的主要场所,也是儿童接触的第一社会环境。家庭的各种因素都会影响儿童的社会化发展,因此家庭是儿童社会化的一个关键点,它对个体社会化的影响将持续一生,其主要表现在形成个体的生活习惯、态度和行为方式等方面。 相似文献
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The School Entry Gap: Socioeconomic, Family, and Health Factors Associated With Children's School Readiness to Learn 总被引:1,自引:0,他引:1
Notwithstanding the constant debate in the scientific and policy literature on the precise meaning of school readiness, research consistently demonstrates a wide variation between groups of children resulting in a gap at school entry. Recently, the teacher-completed Early Development Instrument (EDI), a new measure of children's school readiness in 5 developmental areas, was developed, tested, and implemented in Canada. EDI results confirmed the existence of a school entry gap. In this article, we explore factors in 5 areas of risk: socioeconomic status, family structure, child health, parent health, and parent involvement in literacy development. In a series of logistic regressions, we demonstrate that variables in all 5 areas, as well as age and gender, contribute to the gap. Child's suboptimal health, male gender, and coming from a family with low income contribute most strongly to the vulnerability at school entry. As the purpose of a tool like the EDI is primarily to assist in population-level reporting on children's school readiness, the results of our study provide additional and much-needed evidence on the instrument's sensitivity at the individual level, thus paving the way for its use in interpreting children's school readiness in the context of their lives and the communities in which they live. 相似文献
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《佳木斯教育学院学报》2018,(7)
随着社会的不断进步与发展,儿童的健康问题也愈来愈成为备受社会关注的焦点,由此"家庭体育"这一新兴名词也应运而生。本文以儿童健康现状为视角,通过对家庭体育干预儿童健康的相关分析,以家庭体育干预路径为突破口,并从政府、学校及社会三个层面提出改善儿童健康的建议。 相似文献
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Chelsea A.K. Duran Elizabeth Cottone Erik A. Ruzek Andrew J. Mashburn David W. Grissmer 《Child development》2020,91(2):577-595
Economic hardship can affect children's development through child–caregiver interactions, which may mediate cascading effects of other family stress processes. This study examined, simultaneously, the relations of financial strain, caregiver general stress, and child–caregiver conflict—each measured at two time points—with child self-regulatory outcomes in a high-poverty sample (age 5–7 years; n = 343). Increase in child–caregiver conflict mediated negative relations between other processes and development of executive function. In contrast, only increase in financial strain had direct, negative association with development of delay of gratification and did not significantly mediate relations between any other process and children's outcomes. Results have implications for understanding effects of family stress on self-regulatory outcomes and for interventions with low-income families. 相似文献
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Children's Evaluations of Decision-Making Procedures in Peer, Family, and School Contexts 总被引:1,自引:0,他引:1
Children's evaluations of decision-making procedures were examined in applications in different social contexts. Seventy-two children evenly divided into three grade levels (grades 1 – 2, 3 – 4, 5 – 6) were administered a structured interview requiring them to evaluate three decision-making procedures (consensus, majority rule, and authority-based) embedded in three social contexts (peer group, family, and school classroom) and to select the most appropriate decision-making procedure for two specific decisions: one expected to pull for procedures emphasizing children's autonomous decision making, and one expected to pull for adult authority. Judgments of decision-making procedures at all grade levels did not show a heteronomous acceptance of adult authority but rather were influenced by social context and type of decision. In general, consensus was preferred in peer and family contexts and authority-based procedures were preferred for school decisions about curriculum. Older children were more likely than younger children to consider how children's limited knowledge and competence may constrain their autonomous decision making. 相似文献
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Children's skills of social interaction is a significant index of their following psychological development. Prosocial behaviors which influenced by many factors are fundamental representatives of social interaction. Present essay illustrates an indepth review of literature concerning the impacts of family,peers, school and media in Children's prosocial behaviors and also indicates the limitations of each research. 相似文献
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李雪芬 《成都教育学院学报》2009,23(8):51-52,56
家庭文化氛围对孩子的学业成绩有重大的影响,因此父母要善于营造家庭良好的文化氛围:精心装扮居室,携同孩子一起学习,与孩子在一起玩出学问,端正自己的言行举止。 相似文献
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赵慧莉 《青海师范大学学报(哲学社会科学版)》2000,(4):121-125
在子女才能的形成和发展中,家庭教育的影响将相伴绐终,本文从家庭教育的现代入手,对家庭教育中子女素质的培养进行探讨,提出了家庭教育中子女素质培养的方向、原则和方式,为培养富于开拓性和创造力的二十一世纪的人才,如何做好家庭教育中子女素质的培养,提供了实践和理论的依据。 相似文献
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Children's representational models of self and attachment figures were investigated in family drawings at age 8–9 in a high-risk, raially mixed sample. Drawings were scored using a series of specific signs and a group of theoretically derived, global rating scales. When specific signs were treated in a combined way (versus separately), they were significantly related to early attachment history in predicted ways. Similarly, specific rating scales were found to be significantly related to early relationship history. Analyses exploring the relative contributions of early attachment history and contemporary measures of child IQ, life stress, and emotional functioning revealed that even after contemporary influences were taken into account, attachment history made a significant contribution to the prediction of negative drawing outcome. Results were interpreted as supporting an organizational perspective on development where qualitative differences in early relationships are hypothesized to shape core representational models of the self and to exert an ongoing influence on later representational processes. 相似文献
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《佳木斯教育学院学报》2018,(2)
现今学前儿童的家庭教育大多属于一种"家长判定式"的家庭教育,显现出家庭陈旧教育观念与学前儿童成长规律不相契合的矛盾和冲突,暴露出学前儿童家庭教育面临的困境,为了更好地提升学前儿童家庭教育的实效性和操作性,要采用有效的解决对策和措施,建立"关爱+适度教育"的家庭教育模式,全面促进学前儿童身心健康发展和成长,提升学前儿童家庭教育的效率和质量。 相似文献
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董钰萍 《宁波教育学院学报》2013,15(3):112-116
为了解学前儿童的家庭系统功能及与其成长经历的关系,以家庭画为主题的绘画测验作为测评工具,探讨绘画投射技术在学前儿童的家庭系统现状研究中的应用。通过质化研究,在了解学前儿童的思想、感情,以及其家庭、幼儿园等社会环境、文化背景等基础上,对被测的家庭画作品进行解读,以家庭系统理论为基础,从家庭亲密度、家庭适应性和家庭沟通三个方面对家庭系统功能进行分析描述。 相似文献
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Sara E. Rimm-Kaufman Robert C. Pianta Martha J. Cox Robert H. Bradley 《Early education and development》2003,14(2):179-198
This study examines the relation between teachers' report of family involvement in school and children's social and academic competencies during kindergarten, after accounting for the contribution of socioeconomic status and early maternal sensitivity. Teachers reported on the family involvement for 223 children. Two dimensions of family involvement with school were measured: families' attitudes toward schools and families' activities with schools. Children's social and academic competence was assessed through classroom observations and teachers' reports. Results describe the contribution of socioeconomic status and maternal sensitivity in predicting some aspects of kindergarten competence, and the association of family involvement and child competence after accounting for these covariates. Findings suggest that teachers' reports of family attitudes are a more consistent predictor of outcomes than teachers' reports of family involvement activities. These findings support the position that families and schools can collaborate and provide a social resource to children in kindergarten. 相似文献