Risk and Protective Factors Related to Fathers’ Positive Involvement and Negative Reinforcement With 1-Year-Olds

Objective. Guided by a social interaction learning model, this study investigated potential risk and protective factors related to fathers’ early parenting behaviors. Design. Parenting behaviors in 726 Norwegian fathers with their 1-year olds (51.7% boys) were assessed by both micro social coding and global ratings from direct observation of structured interactions. Father and child factors were reported by fathers when the child was 6 months and 1 year old. Results. Fathers’ positive involvement was associated with children’s observed sustained attention, and lack of positive involvement was associated with children’s communicative risk and fathers’ lower education. Fathers’ negative reinforcement was associated with children’s developmental difficulties and communicative risk. Positive involvement and negative reinforcement were not correlated and were predicted by different factors, indicating they are separate dimensions of parenting. Conclusion. Multiple predictors relate to different parenting dimensions and point to factors that may enhance father–infant interaction and identify fathers and children who may benefit from early intervention.     

Maternal Coparenting Attitudes and Toddler Adjustment: Moderated Mediation through Father’s Positive Engagement

Objective. To better understand the antecedents of fathers’ positive engagement and child externalizing behaviors, we examined the roles of maternal coparenting attitudes and fathers’ prenatal intuitive parenting behaviors in predicting fathers’ positive engagement and toddler externalizing behaviors. Design. One hundred and eighty-two dual-earner families residing in Columbus, Ohio, were recruited when parents were expecting their first child. They were followed across the transition to parenthood and assessed at the third trimester (Time 1), 3 months postpartum (Time 2), 9 months postpartum (Time 3), and when the child reached approximately 27 months of age (Time 4). Mothers reported their perceptions of their partners’ parenting competence (i.e., coparenting attitudes) and their children’s externalizing behaviors at Times 2 and 4, respectively. Fathers reported their own positive engagement at Times 2 and 3. Fathers’ intuitive parenting behaviors were observed at Time 1. Results. After controlling for fathers’ positive engagement at Time 2, maternal endorsement of fathers’ parenting competence positively predicted fathers’ positive engagement at Time 3, especially for fathers who displayed average or high levels of prenatal intuitive parenting behaviors. For families with fathers who displayed average or above-average intuitive parenting behaviors, maternal endorsement of fathers’ parenting competence was negatively associated with children’s externalizing behaviors through its positive association with fathers’ positive engagement. Conclusions. Maternal coparenting attitudes in conjunction with fathers’ prenatal intuitive parenting predicted toddler externalizing behaviors through their association with fathers’ positive engagement.     

Benefits of Playing Numerical Card Games on Head Start Children’s Mathematical Skills

Abstract

Low-income preschoolers have lower average performance on measures of early numerical skills than middle-income children. The present study examined the effectiveness of numerical card games in improving children’s numerical and executive functioning skills. Low-income preschoolers (N?=?76) were randomly assigned to play a numerical magnitude comparison card game, a numerical memory and matching card game, or a shape and color matching card game across four 15-minute sessions. Children who played either of the numerical games improved their numeral identification skills, while only children who played the numerical magnitude comparison game improved their symbolic magnitude comparison skills. These improvements were maintained eight weeks later. The results suggest that a brief, low-cost intervention can successfully improve the numerical skills of low-income children.     

Enhancing motivation to read and reading abilities in first grade

Abstract

This study examined changes in reading motivation and reading achievement among Hebrew-speaking first graders following an intervention program designed to increase intrinsic reading motivation. The program was delivered by the class teacher and focused on choosing relevant reading materials, providing choices for reading and encouraging social collaboration. Twenty-nine children in the intervention group (IG) were compared with 29 children in the control group (CG) who followed the official reading instruction program. During the year, the IG improved their reading motivation, while the CG declined in self-concept as a reader. Reading achievement improved more in the IG than in the CG. These findings suggest that a reading motivation program should be embedded in the regular reading acquisition curriculum to enhance children's reading motivation and improve their reading skills. Special attention should be paid to prevent a decline in young children's motivation as it may predict their future involvement in reading.     

Metacognition: Students in charge of their thinking

The authors present the findings of a survey completed by 280 families of children identified as gifted by two Midwestern school districts with distinctly different gifted and talented programs. The authors examined: (a) How parents perceive the learning needs of their children who are identified as gifted; (b) How families address their children's perceived needs; and (c) How children's needs were perceived in school districts with different service delivery models. Parents perceived their children's learning needs similarly across districts. Noted differences were the need for higher level content and time to verbalize ideas. Low on the list of needs was to have a special environment, the need to work with adults, and the need to have role models. Based on the results of this study, the authors address issues associated with developing programs to meet the learning needs of gifted students.     

Repeat missing child reports in Wales

BackgroundThere were approximately 306,000 reports of missing persons in the UK from 2012 to 2013, 64% involved children. Repeat missing incidents account for approximately 38% of reported missing incidences. Within their research Biehal et al. (2003) identified that 70% of missing children had voluntarily left their home and the majority of these were considered to have 'run away'. Research suggests that there is heavy demand on public services in responding to children that are regularly reported missing.ObjectiveThe purpose of this study was to explore data recorded in respect of children reported missing as a result of running away. The main objective of this study was to develop a set of risk factors to predict repeat missing incidences using a logistic regression method.Participants and settingThis study explored the characteristics of 523 children who were reported missing to Gwent (Wales) Police as a result of running away.MethodsUsing data collected by the Gwent Missing Children's Team in Wales, over a one-year period, this study compared two groups of children: 275 (53%) who were reported missing once ('low risk') and 248 (47%) who were reported more than once ('high risk').ResultsResults indicated that five significant risk factors identified by logistic regression could distinguish outcome in 73% of cases. The five risk factors were; looked after children, substance use, suspected sexual exploitation, known to Youth Offending Services and a history of abuse/neglect.ConclusionsThese risk factors could potentially be used in Gwent to guide intervention strategies, with those children identified as 'high risk' of repeat missing incidents requiring more comprehensive intervention and support.     

Father Psycho-education Program for Developing Interaction with Children: Disability Program Development

ABSTRACT

The aim of this study was to indicate the effect of fathers’ psycho-education program on their interaction with their children. The participants of the study consisted of 10 fathers in experimental group and 9 fathers in the control group. Mixed research design was carried out. Quantitative data were collected using Personal Information Form, Child–Parent Relationship Scale and Father Involvement Scale. Semi-structured interview form consisting of open-ended questions was used. The fathers were trained for an eight-week period one week after the study group was provided with Fathers’ Interview Form as a pre-test. One week after the study was completed the same test was applied to fathers as the last test. The data obtained from the study were analysed using Non-Parametric Wilcoxon Signed Ranks Test. The findings indicated that the training given to fathers increased their interaction with their children. The scores of fathers in the experimental group from the ‘Father Involvement Scale’ were significantly higher than those in the control group. The evaluation of the semi-structured interview questions in the qualitative part of the study, the responsibilities and roles of fathers in raising children altered after their involvement in the fathers’ psychoeducation program. This study proposes disability programand inclusion.     

Fathers' involvement in young children's literacy development: Implications for family literacy programmes

Relatively few studies of family literacy programmes have investigated parents' experiences and whilst a number of such programmes have been specifically aimed at fathers, little is known about the involvement of fathers in programmes which target both mothers and fathers. This article reports fathers' involvement in a family literacy programme and their home literacy practices with their young children. The article provides a definition of family literacy and describes the context of the study, which was carried out in socio‐economically disadvantaged communities in a northern English city. Fathers' participation in their children's literacy was investigated through interviews at the beginning and end of the programme (n = 85) and home visit records made by teachers throughout the programme. Quantitative and qualitative analysis of these data indicate that, while fathers' participation in the family literacy programme was not easily visible, almost all fathers were involved to some extent in home literacy events with their children. During the programme, teachers shared information about literacy activities and the importance of children having opportunities to share literacy activities with their parents. Data indicate that fathers who were not mentioned by mothers as having been involved in their children's literacy were significantly more likely to be on a low income than those who were reported as being engaged with their children in home literacy activities. Fathers in the study were involved in providing literacy opportunities, showing recognition of their children's achievements, interacting with their children around literacy and being a model of a literacy user. Although involved in all four of these key roles, fathers tended to be less involved in providing literacy opportunities than mothers. While fathers and sons engaged in what might be described as traditionally ‘masculine’ literacy activities, fathers were more often reported to be involved with their children in less obviously gendered home literacy activities. The article concludes with discussion of implications for involving fathers in future family literacy programmes.     

Low-income minority mothers’ and fathers’ reading and children's interest: Longitudinal contributions to children's receptive vocabulary skills

Using data from a diverse sample of low-income African American and Latino mothers, fathers, and their young children who participated in Early Head Start (n = 61), the current study explored the association between parents’ reading quality (i.e. metalingual talk) while reading with their 2-year-old children and their children's receptive vocabulary skills at pre-kindergarten. It further examined whether children's interest in reading mediated this association. There were three main findings. First, most mothers and fathers in our sample read relatively often to their children (a few times a week) and used some metalingual talk; fathers used more than mothers. Second, controlling for parental education, mothers’ and fathers’ early reading quality significantly predicted children's receptive vocabulary skills at pre-kindergarten. Third, children's interest in reading mediated the association between mothers’ and fathers’ reading quality and children's receptive vocabulary scores. These findings have important implications for programs aimed at fostering low-income children's vocabularies and suggest that both mothers and fathers need to be included in programs.     

Paternal support for child sexual abuse victims: A qualitative study

BackgroundThe current state of knowledge regarding the role of non-offending fathers in supporting their sexually abused children is very scarce.ObjectiveThe objective of this study is to further our understanding of fathers’ roles following disclosure of their children’s sexual abuse (SA) by evaluating fathers’ perceptions of the impact of disclosure on their involvement and support of their children.Participants and methodThis qualitative study relies on individual semi-structured interviews conducted with 17 fathers of allegedly abused children.ResultsInductive thematic analysis first highlighted that some reported a period of disengagement from the child during which they put into question their role and attitudes, followed by a period of re-involvement. This period of difficulties experienced by some fathers in regard to their involvement towards their children was due to either their own important psychological distress, their ambivalence towards their child or even because of feelings of uneasiness experienced during physical contact with them. Despite this, findings indicate the presence of thoughts and attitudes that suggest children are a source of concern for fathers. The four forms of abuse-specific support previously observed among mothers (believing the child, seeking out professional services, protecting him/her from the offender, supporting him/her emotionally) were also observed among fathers. In accordance with the activation theory, a form of support specific to fathers, namely, encouraging the child to open up to and explore the world outside the family, thereby, fostering the child’s self-esteem development, was observed and constitutes a relevant finding.ConclusionClinical and empirical implications are discussed.     

Exploring the reciprocal relations between mothers’ and fathers’ use and attitudes of corporal punishment in China: A cross-lagged analysis

BackgroundCorporal punishment is a commonly used form of disciplinary technique. Sanctified parental attitudes of corporal punishment have been found to be a significant predictor of parental use of corporal punishment in previous research, while little is currently known about the reciprocal relations between parental use and their attitudes of corporal punishment.ObjectiveThis research aimed to examine the reciprocal relations between mothers’ and fathers’ use and attitudes of corporal punishment in China.MethodsData were collected on a total of 320 Chinese father-mother dyads with their children (10–11 years of age at baseline) through convenience sampling techniques at two time points, one year apart. Parents completed self-report measures of mothers' and fathers' use and attitudes of corporal punishment. Children completed self-report measures of parental corporal punishment.ResultsThe cross-lagged analysis indicated that parental attitudes of corporal punishment in a given year predicted their use of corporal punishment in the subsequent year both for mothers (β = 0.15, p < .01) and fathers (β = 0.10, p < .05), while their corporal punishment in a given year did not predict their attitudes of it in the subsequent year (βs < 0.11, ps > .05).ConclusionsFindings indicate that the reciprocal relations do not emerge, with only attitude-behavior effects being evident for both mothers and fathers, while behavior-attitude effects were not present. Findings in the present study highlight the importance of changing both mothers’ and fathers’ favorable attitudes toward corporal punishment when conducting appropriate prevention intervention to decrease its use.     

Factors discriminating among profiles of resilience and psychopathology in children exposed to intimate partner violence (IPV)

ObjectiveTo evaluate the social and emotional adjustment of 219 children in families with varying levels of intimate partner violence (IPV) using a model of risk and protection. To explore factors that differentiate children with poor adjustment from those with resilience.MethodologyMothers who experienced IPV in the past year and their children ages 6–12 were interviewed. Standardized measures assessed family violence, parenting, family functioning, maternal mental health, and children's adjustment and beliefs.ResultsUsing cluster analysis, all cases with valid data on the Child Behavior Checklist, Child Depression Inventory, General Self-Worth and Social Self-Competence measures were described by four profiles of children's adjustment: Severe Adjustment Problems (24%); children who were Struggling (45%); those with Depression Only (11%); and Resilient (20%) with high competence and low adjustment problems. Multinomial logistic regression analyses showed children in the Severe Problems cluster witnessed more family violence and had mothers higher in depression and trauma symptoms than other children. Resilient and Struggling children had mothers with better parenting, more family strengths and no past violent partner. Parents of children with Severe Problems were lacking these attributes. The Depressed profile children witnessed less violence but had greater fears and worries about mother's safety.ConclusionFactors related to the child, to the mother and to the family distinguish different profiles of adjustment for children exposed to IPV who are living in the community. Resilient children have less violence exposure, fewer fears and worries, and mothers with better mental health and parenting skills, suggesting avenues for intervention with this population.Practice implicationsFindings suggest that child adjustment is largely influenced by parent functioning. Thus, services should be targeted at both the child and the parent. Clinical interventions shaped to the unique needs of the child might also be tested with this population.     

Fathers’ perpetration of intimate partner violence and parenting during early childhood: Results from the Fragile Families and Child Wellbeing Study

BackgroundExperiences of intimate partner violence (IPV) victimization negatively impact maternal parenting. However, little is known about the association between fathers’ perpetration of IPV and paternal parenting.ObjectiveTo examine associations between fathers’ IPV perpetration against the child’s mother and fathers’ stimulation and spanking practices with their young child.Participants and SettingWe used two waves of data from the Fragile Families and Child Wellbeing Study in the United States. The analytic sample comprised of 2,257 biological fathers who had been in a romantic relationship with the child’s mother.MethodsFathers’ IPV perpetration at year 1 and 3 was measured based on maternal report. Fathers were categorized into: never perpetrators (no IPV at either year), persisters (IPV at both years), desisters (IPV at year 1 only), and emergers (IPV at year 3 only). Fathers’ parenting at year 3 was measured based on self-reported stimulation (e.g., reading books, playing games, telling stories) and spanking.ResultsApproximately one-third of fathers never perpetrated IPV, 35.8% were persisters, 14.4% were desisters, and 16.9% were emergers. For stimulation, persisters (β=-0.16, 95% CI: -0.25, -0.06) and emergers (β=-0.25, 95% CI: -0.36, -0.14), but not desisters (β=-0.02, 95% CI: -0.14, 0.11), were less engaged in stimulation than fathers who never perpetrated IPV. However, for spanking, there were no differences in the associations by father IPV profiles.ConclusionsFindings suggest that fathers’ perpetration of IPV is related to their stimulation practices. Partner-abusive men and their children may benefit from parenting programs that promote engagement in stimulation and improve the quality of parent-child relationships.     

Ain’t nobody got time for dad? Racial-ethnic disproportionalities in child welfare casework practice with nonresident fathers

BackgroundGiven fathers’ potential role in bringing about desired child welfare case outcomes, researchers have begun to identify factors that impact agency efforts to identify and involve fathers. Racial-ethnic inequality and bias are not among factors studied, despite longstanding evidence that racial-ethnic minority children make up a disproportionate share of the child welfare population.ObjectiveWe set out to identify racial-ethnic patterns in initial casework activity with nonresident fathers and explore whether select factors explain racial-ethnic differentials.Participants and SettingCaseworkers of 1,754 children in foster care in four U.S. states were surveyed.MethodsBivariate and multivariate logistic regression models were used to identify factors associated with whether agencies identified, located, and contacted nonresident fathers.ResultsAgencies were less likely to identify nonresident fathers of Black, Latinx, and Multiracial children, relative to those of White children. Among fathers whom agencies identified, Black and Latinx fathers were less likely to be located. Among fathers whom agencies located, Black and Latinx fathers were less likely to be contacted. Whereas greater rates of international mobility among Latinx fathers explained agencies’ disproportionately low rates of contact, no other factor explained racial-ethnic differentials.ConclusionWe find evidence of historical racial-ethnic disproportionalities across the three initial stages of casework practice with nonresident fathers in U.S. child welfare systems. Though more recent data are needed, this research suggests that racial-ethnic minority foster children are more likely than White foster children to be denied the benefits of agency-father contact, whether due to societal or systemic racial inequalities.     

CHARACTERISTICS OF FATHERS AND DEVELOPMENT OF CREATIVITY IN THEIR SONS

Biographical surveys of 65 inventors employed in the mining industry were contrasted with those of a control group of men of similar age, education and period of employment who had failed to display inventiveness in their work. The following variables were taken into account: health and physical fitness; family life; financial status; educational status; origin and development of interests; work history. Among family variables certain characteristics of both parents were found to be decisive such as age, education, practising a profession, parental relationship and attitudes, atmosphere in the home created by parents as well as child rearing strategies. The empirical data showed that certain features of fathers who were inventors stimulated development of their sons' creativity, while some features of fathers of the control group children inhibited such trends in their children.     

Fatherhood Education From a Cultural Perspective: Evolving Roles and Identities After a Fatherhood Intervention for Latinos in South Florida

This article uses gender-role theory to consider the involvement of Latino fathers in their children’s lives as a result of participating in a fatherhood educational intervention. Open-ended interviews (n = 48) were conducted with participants of the program. Findings revealed that the content of the group intervention encouraged fathers to redefine their identity as a male and father by examining their own communication, discipline, and self-control as well as recognizing certain aspects of Latino culture. Implications of this study can be used to design culturally competent behavioral interventions for Latino fathers.     

Children's adjustment problems in families characterized by men's severe violence toward women: Does other family violence matter?

ObjectiveThis research examined whether additional forms of family violence (partner-child aggression, mother-child aggression, and women's intimate partner violence [IPV]) contribute to children's adjustment problems in families characterized by men's severe violence toward women.MethodsParticipants were 258 children and their mothers recruited from domestic violence shelters. Mothers and children completed measures of men's IPV, women's IPV, partner-child aggression, and mother-child aggression. Mothers provided reports of children's internalizing and externalizing behavior problems; children provided reports of their appraisals of threat in relation to interparent conflict.ResultsAfter controlling for sociodemographics and men's IPV: (1) each of the additional forms of family violence (partner-child aggression, mother-child aggression, and women's IPV) was associated with children's externalizing problems; (2) partner-child aggression was associated with internalizing problems; and (3) partner-child aggression was associated with children's threat appraisals. The relation of mother-child aggression to externalizing problems was stronger for boys than for girls; gender differences were not observed for internalizing problems or threat appraisals.ConclusionsMen's severe IPV seldom occurs in the absence of other forms of family violence, and these other forms appear to contribute to children's adjustment problems. Parent-child aggression, and partner-child aggression in particular, are especially important. Systematic efforts to identify shelter children who are victims of parental violence seem warranted.Practice implicationsMen's severe IPV seldom occurs in the absence of other forms of family violence (partner-child aggression, mother-child aggression, and women's IPV), and these different forms of family violence all contribute to children's adjustment problems. Treatment programs for children who come to domestic violence shelters should address these different forms of family violence, especially parent-child aggression.     

Enhancing Father Involvement in Low‐Income Families: A Couples Group Approach to Preventive Intervention

To address the problem of fathers’ absence from children's lives and the difficulty of paternal engagement, especially among lower income families, government agencies have given increasing attention to funding father involvement interventions. Few of these interventions have yielded promising results. Father involvement research that focuses on the couple/coparenting relationship offers a pathway to support fathers’ involvement while strengthening family relationships. Relevant research is reviewed and an exemplar is provided in the Supporting Father Involvement intervention and its positive effects on parental and parent–child relationships and children's outcomes. The article concludes with policy implications of this choice of target populations and the need to develop new strategies to involve fathers in the lives of their children.     

Men who were sexually abused in childhood: Coping strategies and comparisons in psychological functioning

ObjectiveCoping strategies of men who were sexually abused in childhood were examined to ascertain their relationship to clinical diagnoses. Time elapsed since the abuse occurred was examined for its relationship to psychological functioning. Clinical psychopathology of this primary sample of sexually abused men was compared to a community sample of men.MethodsA primary sample of 147 Australian men was recruited from agencies and self-help groups who support adults who were sexually abused in childhood. For comparative purposes a secondary data set that consisted of 1,231 men recruited randomly in an Australian community survey was utilized. Both samples were administered the 28-item General Health Questionnaire (GHQ28). The primary sample was administered the 60-item coping style inventory instrument (COPE).ResultsCoping strategies influenced the possibility of being classified as clinical or nonclinical. The most important strategies associated with better functioning were positive reinterpretation and growth and seeking instrumental social support. Whereas strategies that were more associated with a clinical outcome were themed around internalization, acceptance and disengagement. The sample of men who were sexually abused in childhood was up to 10 times more likely to be classified as “clinical” then the sample of community men. Time elapsed since the abuse occurred did not have a moderating effect on men's psychological functioning.ConclusionsMen who have been sexually abused in childhood are more likely to have clinical diagnoses but coping strategies may play an important part in this outcome. Seeking active assistance appears to be important coping strategy in reframing the experience, however, the timing of this help seeking is not critical.Practice implicationsThe findings reinforce the importance of professionals being aware that men's psychiatric symptoms might be the sequel to past child sexual abuse. Coping strategies that focus on internalization or disengagement are potentially damaging to the men's long-term psychological functioning. Importantly there are coping strategies that appear to have a moderating effect on clinical diagnoses. Focus needs to be given to support services to male victims that provide practical strategies and allow for cognitive reframing to assist men to see their strength and positive growth arising from survival.     

Reading self‐concepts and task choices for children with reading difficulties

Abstract

This project examined the personal and the social basis of children's self‐concepts about reading. Study 1 [N= 55] was a correlational study. Results suggest a stronger personal than social basis for children's self‐concepts about reading. In particular, children made stronger comparisons among content areas than gender groups. Study 2 [N= 18] was an intervention study. The focus was on the personal basis of self‐concepts, for children with reading difficulties. Results showed that self‐concepts were responsive to the intervention, with associated change in task choices. Findings support a self‐categorization approach to understanding children's self‐concepts, and imply that this approach would be useful in motivating children about reading.

Reading is regarded as integral to general living skills and is central to children's learning across many areas of schooling. This means that we need to understand more about the self‐concepts that motivate children to take up and persist with reading activities. H is a particularly pressing issue for children who experience difficulties with reading. This project therefore examined the personal and social basis of children's self‐concepts about reading. The focus was the salience of children's personal and social categorisations about reading that underpin reading self‐concepts and associated choices of reading tasks.