Parental experiences of the “Time Together” home visiting intervention: an Attachment Theory perspective

This paper reports the results of research into parental experiences of the Somerset (UK) “Time Together” home visiting intervention, with regards to its impact on the parent-child relationship. The research was carried out using an Attachment Theory lens in order to understand the qualitative experiences of seven parents of children in the early years who were identified as being socially isolated and/or having difficulties relating to their child. The key findings were that parents experienced a change within their notion of self, seeing their child as a separate self and seeing the world more through their child’s eyes. They experienced a wider range of play activities which brought about greater levels of attunement and enjoyment. The parent and home visitor relationship served to empower parents. A flow diagram was created to illustrate the processes of the research interactions and outcomes. This provides a model of how parents can be supported to experience greater enjoyment within their relationship with their child, and increase their level of social engagement.     

Choosing the arts: the moral regulation of parents in the educational marketplace

The neoliberal turn in public education positions the parent as a consumer within an expanding educational marketplace. This shift is premised on the notion that the free market is best suited to promote equity. Critics of this claim highlight how a larger choice arena creates additional opportunities for privileged parents to mobilize their resources to further their child’s advantages. While extremely important, this framework of analysis ignores the role that educational choice plays in producing parent subjectivities. In this article, we explore how parents at one specialized arts high school construct notions of the ‘good/moral’ parent around the decision to ‘choose the arts,’ and how these categories work to reinforce dominant race, class, and gender hierarchies within the school. We hope to illuminate how educational choice is not solely about shaping the material and symbolic conditions of the child; it is about producing parent subjectivities as well.     

Communication Channel,Sex, and the Immediate and Longitudinal Outcomes of Verbal Person-centered Support

This study extended research on verbal person-centered (VPC) support by studying VPC in conversations, examining perceptions of support providers and receivers, testing the influence of different communication channels, and evaluating longitudinal outcomes. Two hundred fifty-five dyads composed either of two men, two women, or one man and one woman interacted in a laboratory wherein channel and level of VPC were manipulated. Evaluations of support were gathered from support providers and recipients, and recipients also reported outcomes three weeks later. Perceptions of support differed between channels, such that men providing high VPC support were evaluated more positively when using CMC, and women communicating low VPC support were evaluated more negatively online. Effects of level of VPC, channel, and provider's sex on receivers' outcomes persisted three weeks later.     

父母教养方式与儿童的反应性主动性攻击

父母教养方式作为儿童发展中最重要的背景因素如何影响与塑造儿童的行为方式一直是儿童发展心理学研究的重点。文章选取了中国内陆843名初中儿童（12．66±1．34）为被试,考察了不同的教养方式与不同亚类型攻击的关系。结果显示,儿童反应性主动性攻击行为受不同类型的教养方式的影响方式显著不同。权威型的教养方式下儿童无论是反应性攻击还足主动性攻击都显著低于其他三种不利的教养方式;而三种不利的教养方式在反应性攻击上没有显著差异,但在主动性攻击上差异显著。     

亲职教育的本土化实践:对陕西省农村学前教育巡回支教的思考与建议

农村学前教育巡回支教项目的开展,是我省农村偏远地区学前教育发展的一个重要契机。在此背景下应该借鉴先进国家和地区的相关经验,努力整合各方社会资源,运用亲职教育的方法和理念,开发有效的支教课程及相应的评估体系,为农村学前儿童的全面发展做出切实贡献。     

A Review of Parent-Based Barriers to Parent–Adolescent Communication about Sex and Sexuality: Implications for Sex and Family Educators

Although adolescents' sexual health is generally better when parents and adolescents communicate about sex and sexuality, researchers have found parents can be reluctant to engage adolescents in conversations about those topics. To better understand why, we reviewed prior literature and identified four types of parent-based barriers to communication with adolescents about sex: limited sexual health knowledge, believing adolescents are not ready to discuss sex, discomfort discussing sex, and demographic factors. We then used the Theory of Planned Behavior to develop recommendations for how health educators can address these barriers, thereby increasing parent–adolescent sexual health communication.     

Building alliance for preschool inclusion: Parents of typically developing children,attitudes and perceptions

The current study investigated perceptions, thoughts, and attitudes of parents of typically developing children enrolled in inclusive 3-year-old and 4-year-old preschool classrooms. Using a qualitative approach, guided by ecological system theory semi-structured interviews with parents (N = 7) were completed. Several common themes related to inclusive preschool interactions were identified. Results indicated that parental perspectives, perceptions, and experiences vary. While parents were supportive of inclusion philosophy in child care centers, they felt less confident in their ability to explain the limitations associated with special needs to their young children. Parental support and involvement within inclusive preschool classrooms may be strengthened through the development of educational programs and family–professional partnerships. The role and involvement of teachers in facilitating parental support of inclusion philosophy is also addressed.     

Repeated exposure to high-frequency spanking and child externalizing behavior across the first decade: A moderating role for cumulative risk

This study used the Fragile Families and Child Well-Being Study to examine the effects of repeated exposure to harsh parenting on child externalizing behavior across the first decade of life, and a moderating role for cumulative ecological risk. Maternal report of harsh parenting, defined as high frequency spanking, was assessed at age 1, 3, 5, and 9, along with child externalizing at age 9 (N = 2,768). Controlling for gender, race, maternal nativity, and city of residence, we found a cumulative risk index to significantly moderate the effects of repeated harsh parenting on child behavior, with the effects of repeated high-frequency spanking being amplified for those experiencing greater levels of cumulative risk. Harsh parenting, in the form of high frequency spanking, remains a too common experience for children, and results demonstrate that the effects of repeated exposure to harsh parenting across the first decade are amplified for those children already facing the most burden.     

Can supportive parenting protect against school delay amongst violence-exposed adolescents in South Africa?

Exposure to multiple forms of violence is common amongst adolescents from socioeconomically disadvantaged communities in South Africa. Adolescents’ exposure to violence at home, in school and in their communities can lead to detrimental outcomes in education. In particular, adolescents who are more frequently exposed to multiple forms of violence are at risk of school delay. This paper investigates the potential for supportive parenting to protect against adolescents’ school delay in this context. With this aim, this paper applies structural equation modelling to a sample of 503 adolescents exposed to multiple forms of violence from 40 socioeconomically disadvantaged communities. Adolescents’ self-report data on child abuse in the family, school and community, and adolescents’ perceptions of positive parenting, consistent discipline, good monitoring, parental involvement and social support were analyzed. Results showed that perceptions of more positive parenting and consistent discipline moderated the relationship between more frequent exposure to multiple forms of violence and school delay. Our findings suggest that supportive parenting has the potential to protect against school delay for poly-victimized adolescents in South Africa.     

Parental discipline in Spain and in the United States: differences by country,parent-child gender and education level / Disciplina parental en España y en Estados Unidos: diferencias en función del país,del sexo de padres e hijos y del nivel educativo

This study aimed to analyse and compare the frequency of a wide range of parental discipline methods between Spain and the United States of America, according to country, parent-child gender and education level. To this end, 2,755 undergraduates, 1,416 from Spain and 1,339 from the United States, retrospectively reported the discipline that their parents had administered. Spanish parents, compared with Americans, showed a higher frequency in all types of discipline. Mothers in both countries more often applied most of the discipline methods, while the gender of the children was generally not related to the discipline received. Finally, a higher parental education level was associated with a higher rate of verbal explanation, a higher frequency of penalty tasks and with a lower use of physical punishment by the mothers. The implications of these findings are discussed based on the results of previous studies and cultural differences between the two countries.