Search

Schleider et al. (2023, International Journal of Eating Disorders, current issue) propose multiple applications of single‐session intervention (SSI) models to the eating disorders (EDs) intervention spectrum. In this commentary, we propose extending the potential of SSIs to target parents as agents of change for youth with restrictive EDs, particularly anorexia nervosa (AN). Directing SSIs to parents of children with AN can circumvent psychological barriers to care while capitalizing on the unique level of motivation in a parent to protect a child and advance their capacity to thrive. Key design components of effective SSIs map well onto the core principles of family‐based treatment (FBT), which can be distilled to inform the development of SSIs for parents of youth at risk or exhibiting emerging or diagnostic AN. The participatory action research framework highlighted by Schleider et al. (2023) speaks to the importance of developing SSIs using co‐design methodologies with parents. Doing so reflects the FBT principle of parent empowerment, acknowledges the research on parental self‐efficacy as a mediator of FBT, and recognizes parents as both key stakeholders in the prevention and treatment of child and adolescent EDs, and as the intended recipients of the SSIs created for this population. Public Significance: Schleider et al. (2023, International Journal of Eating Disorders, current issue) propose multiple applications of single‐session intervention (SSI) models to eating disorders (EDs). In this commentary, we extend the potential of SSIs to target parents as agents of change for youth with restrictive EDs. Parent‐focused SSIs can circumvent psychological barriers to care while capitalizing on the unique level of motivation in a parent to advance their child's capacity to thrive. [ABSTRACT FROM AUTHOR]

Copyright of Revista Interamericana de Psicología is the property of Sociedad Interamericana de Psicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present study focuses on the involvement of a parent in their child’s learning processes, particularly, their help-giving orientation while learning at home. The main goal of the study was to identify the connection between the parent’s personal characteristics and the help-giving orientation the parent provides to their child: autonomous vs. dependent (parent as student) help-giving. The sample was collected using online participant recruitment surveys in Israel. In total, 306 parents aged 27–59, who had at least one child in elementary school, answered five questionnaires measuring the research variables: the short grit scale; the satisfaction with life scale; the advice/affect management–overparenting subscale; the parenting sense of competence scale; the parental help-giving orientations scale (PHGOs), and a background questionnaire. The findings identified negative associations between parental personal characteristics (grit, advice/affect management, well-being) and parent-as-student orientation and positive associations between the parent’s characteristics and parental autonomous help-giving orientation, with all of these effects at least partially mediated by parental self-efficacy (indirect effects). The results provide greater insight into the relationship between a parent’s personal characteristics and their choice of assistance to their child and contribute to the knowledge regarding parental involvement in learning at home and educational contexts in general.

Purpose: We aimed to compare emotional and behavioral problems, parental attitude characteristics, and the risk of parental anxiety and depression between children diagnosed with a communication disorder and healthy controls. Materials and Methods: A total of 117 children diagnosed with a communication disorder in the psychiatric evaluation according to the DSM-5 diagnostic criteria and their parents were included in the communication disorder group, whereas 105 children who presented to the outpatient clinics other than child psychiatry and were not diagnosed with a communication disorder, and their parents formed the control group. Sociodemographic Data Form, Child Adjustment and Parent Efficacy Scale (CAPES-TR), The Parenting Styles and Dimensions Questionnaire-Short Form (PSDQSF), and Hospital Anxiety Depression Scale (HADS) were filled in by the parents. Results: Psychiatric comorbidity was found in 27.3% of the children in the communication disorder group, with the most common diagnoses being Attention deficit and hyperactivity disorder (n=17, 15.5%) and Conduct disorder (n=4, 3.6%). CAPES-TR child adjustment total difficulty score and the mean scores of emotional problems and behavioral problems were higher in the communication disorder group. The mean CAPES-TR parental self-efficacy score was lower in the communication disorder group. In the communication disorder group, democratic parenting attitudes were lower , whereas authoritarian and permissive parenting attitudes were higher. HAD-D mean score was higher in the communication disorder group. Conclusion: Our study provides essential information such as an increase in emotional and behavioral problems, more authoritarian or permissive parenting attitudes, a decrease in parental self-efficacy, an increased risk of depression in parents in the presence of communication disorder, and studies that deal with these areas together are limited in the literature. Our findings will contribute to the literature regarding the assessment and planning of appropriate intervention programs for factors that are not only child-focused but also related to parental mental health and parenting skills in the presence of communication disorders.

• This RCT evaluated PPOP, a new home-based PMT intervention developed in Israel. • PPOP effectively reduced preschoolers' disruptive behaviors (d = 3.35). • PPOP Effects were also large for parenting stress and self-efficacy (d = 1.78; 1.32). • All positive gains were maintained at follow-up. • Attendance was high; dropout was low; parents were highly satisfied with the program. Parent management training (PMT) is a well-established approach for treating young children's disruptive behavior. This randomized controlled trial (RCT) examined the effectiveness of Positive Parenting for Oppositional Preschoolers (PPOP), an Israeli-developed PMT intervention for treating young children's opposition and accompanying disruptive behaviors. Eighty-five Israeli parental couples (170 individuals: 85 fathers, and 85 mothers) with a 3–6-year-old child exhibiting non-clinical disruptive behavior were randomly assigned to either an 8-session PPOP (N = 42) or a waitlist control group (N = 43). Parents completed measures of child disruptive behavior, parenting stress, and parental self-efficacy before and after the intervention and at a 3-month follow-up. The intervention effects (Cohen's d) were very large for children's disruptive behavior (d = 3.35), parenting stress (d = 1.78), and self-efficacy (d = 1.32). Improvements were only evident for the PPOP group, and all gains were maintained at follow-up. Participants in the waitlist control group did not report changes in their child's behavior, parenting stress, or parental self-efficacy. PPOP had a very low dropout rate (4.76%) and a very high attendance rate for mothers (100%) and fathers (98.7%). Both parents were highly satisfied with the parent training program. This study provides evidence of the effectiveness of PPOP, a new home-based PMT intervention developed in Israel. In the short and long term, PPOP effectively treats young children's non-clinical disruptive behavior, reduces parenting stress, and increases parental self-efficacy. [ABSTRACT FROM AUTHOR]

Refugee parents raise their adolescent children in a world that is different from the world they themselves grew up in, often experiencing postmigration stress. This may hamper parents' confidence in their parenting skills and make it difficult for them to grant adolescent children the autonomy they desire and need. In this preregistered study, we aimed to advance our understanding of this process by examining, in daily life, whether postmigration stress contributes to less autonomy-supportive parenting through compromised feelings of parental self-efficacy. Fifty-five refugee parents of adolescent children resettled in the Netherlands (72% Syrian; Mage children = 12.81) reported on their postmigration stress, parental self-efficacy, and parental autonomy support up to 10 times a day for 6–8 days. We fit a dynamic structural equation model to test whether postmigration stress predicted reductions in parental autonomy support, and whether parental self-efficacy explained this link. Results showed that when parents experienced more postmigration stress, they granted their children less autonomy at a later timepoint, in part, through parents feeling less efficacious after having experiencing postmigration stress. Findings held after controlling for parents' posttraumatic stress symptoms, and when controlling for all possible temporal and lagged associations. Our results highlight that postmigration stress shapes parenting practices, above and beyond symptoms of war-trauma, in the daily lives of refugee families. [ABSTRACT FROM AUTHOR]

Background: Child health and development can be promoted by strengthening and supporting parents. Research on parental support programs based on positive psychology and a health-promoting approach aimed at all parents, and in particular parents of infants is limited. All Children in Focus (ACF) is a parental support program that has been evaluated in a randomized trial in parents of children 3–12 years. The ACF is based on health promotion aiming to increase parents' confidence and child's well-being. In the current study, we will study the effects of a revised version of the ACF called Little ACF adapted to parents with children aged 1–2 years. Methods: The study includes a randomized controlled trial (RCT) taking place at several Child Health Centers (CHCs) in Sweden. The RCT will evaluate the efficacy of Little ACF (intervention) in comparison with four digital lectures about child development and parenting (active control). Parents are recruited at the 10-, 12-, or 18-month visits to CHC by CHC-nurses. Data to assess changes in parental competencies and child socio-emotional development are collected through online questionnaires completed by parents at five time points: baseline, post-intervention, after 6 and 12 months, and when the child is 3 years old. Discussion: The paper describes a study protocol of a randomized controlled trial evaluating the effects of a parental support program during infancy. Several issues related to the methodology and implementation are discussed. Trial registration: ClinicalTrials.gov NCT05445141. Registered on 6 July 2022. [ABSTRACT FROM AUTHOR]

Introduction Parents’ divorce is one of the most common stressors for children and has severe consequences for children of divorce (Quchani et al., 2021). A meta-analysis of 92 studies published in the 1980s (Amato & Keith, 1991) and 67 studies in the 1990s (Amato, 2001) showed that children of divorce experience more behavioral, internalizing, social, and academic problems than other children. Adolescents from divorced families are more likely to be involved in drug and alcohol abuse (Hoffmann & Johnson, 1998). They are also two or three times more likely to have significant mental health problems and use mental health services (Hetherington et al., 1992). Moreover, excessive aggression, stress, low self-esteem, and poor relationships with peers are more common in these children (Wolchik et al., 2009). Parents play a central role in facilitating the optimal adjustment of children after divorce. Besides, the skills and resources required to successfully resolve early developmental tasks after divorce are important tools for overcoming future challenges (Patterson & Fisher, 2002). Mothers are more affected by the consequences of divorce than fathers (Wickrama et al., 2022). They are more affected by psycho-emotional issues than men, and are more concerned about their children and their fate than fathers (Akhavan Tafti, 2003). The New Beginnings Program (Wolchik et al., 2009) is an experimental program to help divorced mothers improve their ability for adapting to their children’s conditions. The program is an experimentally evaluated program for children of divorced parents, in which custodial mothers act as mediators of change. This study examines whether the New Beginnings Program affects the parenting self-efficacy of divorced mothers and the adjustment of children of divorce. Method This quasi-experimental study was conducted using a pre-test post-test design with a control group. The research population consisted of divorced mothers in Ahvaz who were the custodians of their children aged 5 to 13 and who applied to participate in the New Beginnings Program. The participants were 30 divorced mothers who were selected through purposive sampling and were randomly placed into the intervention and control groups each with 15 members. The data were collected through the Parental Self-Efficacy Questionnaire and the Child Adjustment Scale. The New Beginnings Program was conducted for 10 sessions, once a week and for 90 minutes only for the participants in the intervention group. The data gathered from the two groups were compared using univariate and multivariate analysis of covariance (ANCOVA). Results The results of one-way ANCOVA for parenting self-efficacy (F=307.05) and children’s social adjustment (F=192.57) showed significant differences between the intervention and control groups. The mean scores of parenting self-efficacy for the participants in the intervention and control groups were 55.53 and 29.33, respectively, after the intervention, showing a significant increase in parenting self-efficacy for the participants in the intervention group compared to the control group after the intervention. Moreover, the mean scores of the children’s social adjustment for the participants in the intervention and control groups were 78.80 and 33.87, respectively, after the intervention, confirming a significant increase in the children’s social adjustment for the participants in the intervention group compared to the control group after the intervention. Discussion and Conclusion Some divorced mothers feel incompetent and ineffective in parenting after divorce. Thus, the main goal of the New Beginnings Program is to teach correct parenting and childrearing skills to mothers to help them establish a correct relationship with their children. This program also empowers mothers to develop a sense of efficiency, self-worth, and parenting self-efficacy. Mothers can also develop effective listening and problem-solving skills, helping them to spend adequate time responding correctly to their children. The program also helps mothers develop effective childrearing and anger management skills. Thus, the New Beginnings Program can positively affect the self-efficacy of divorced mothers and their children’s social adjustment. The program also contributes to fostering warm behavior, acceptance, and support in these women to become more effective mothers for their children and teach them skills to prevent future problems. The mothers participating in this study were able to create a safe and welcoming environment for themselves and their children and develop a more positive attitude towards themselves. Moreover, it seems that changing some childrearing misconceptions in mothers can help to improve social adjustment in children of divorce. Providing training for mothers to establish effective communication with the child, turning negative cycles of dialogue into positive cycles, paying attention to good behavior, encouraging children to behave well and speak well using favorable outcomes, removing obstacles to father-child visits, and protecting the child from parents’ problems during training sessions are some strengths of the New Beginnings Program, which enhanced the children’s social adjustment in the post-intervention phase. [ABSTRACT FROM AUTHOR]

The present research examined helping relations among Israeli Arab and Jewish parents by focusing on collaboration between parents and teachers, parental self-efficacy, and help-seeking orientations from teachers: autonomy, dependency, and avoidance of help-seeking. The difference between the two main forms of help--autonomy and dependence--represent different qualities of help which parents can obtain for their children. The current study included 121 Arab parents and 192 Jewish parents who have at least one child in elementary school. According to the regression analysis, Jewish parents reported using higher levels of autonomous help-seeking, while Arab parents reported using dependent and avoidant help-seeking orientations. Furthermore, for both Arab and Jewish parents, high levels of collaboration between parents and teachers increased their tendency to seek autonomous help from teachers. In addition, ethnicity (Arab/Jewish), parental self-efficacy, and collaborative relations between parents and teachers predicted parents' help-seeking orientation in diverse domains. This study highlights cultural differences regarding parents' engagement with teachers. Based on the positive contribution of parents' engagement in general, we recommend conducting a culture-specific intervention aimed at encouraging both parents and teachers to establish helping relations. [ABSTRACT FROM AUTHOR]

Parenting and parent–child relationships in Western countries have undergone notable changes over recent decades. Parents today generally spend more time with their children and use less harsh discipline compared to parents over 50 years ago. Less is known about trends in parental beliefs over this time period. In this study, we examined differences in parental self-efficacy (PSE) between parents of young adolescents from two samples, one collected in 1999/2000 and one in 2014. We focused specifically on PSE concerning children's school adjustment and other behaviors outside the home. Results showed that although the meaning of PSE was the same at both time points (i.e., the latent PSE factor showed equivalence across the samples), parents in the 2014 sample reported significantly lower levels of PSE than did parents in the 1999/2000 sample. This difference contrasts with trends concerning parenting practices and is discussed in relation to societal changes over this time period, such as changes in expectations and societal pressure on parents, and in technology, including social media. This study adds to research on trends in parenting, suggesting that parents in Western countries feel less efficacious in promoting certain positive behaviors among young adolescents compared to parents 15 years ago. [ABSTRACT FROM AUTHOR]

The Stop Now and Plan (SNAP) intervention program is designed specifically for children with serious conduct problems and their families. The program also focuses on improving parents' self-efficacy (PSE). The purpose of this study was to examine how the program impacts children's behavior problems and PSE, and to explore the bidirectional longitudinal associations between children's antisocial behaviors and their parents' self-efficacy. Our study included 62 boys and 18 girls with mean age of 8.2 years old (SD = 1.8, range from 6 to 12 years) and their parents or caregivers. For each family, one parent or caregiver was asked to complete the psychometrics assessments even if both parents participated in the SNAP program. The following assessment tools were used in the pre- and post-tests: The Child Behavior Checklist (CBCL), Teacher Report Form (TRF), Strength and Difficulties Questionnaire (SDQ), and Tool to Measure Parent Self-Efficacy (TOPSE). Latent growth curve analyses indicated that SNAP effectively decreased antisocial behaviors (parents-reported effect sizes ranged from 0.39 to 0.66) and increased prosocial behaviors (effect size of 0.31) for participating children; parental self-efficacy also increased (effect sizes ranged from 0.14 to 0.56). Further, parallel process latent growth curve analysis indicated negative relationships between the PSE and behavior problems. Parents whose children had higher levels of behavior problems at admission were more likely to show greater improvements in PSE through the program. Our results further support SNAP's focus on improving PSE as a mechanism to reduce behavior problems. Highlights: This was a study of 80 children and their parents who participated in SNAP programing to promote effective social and parenting skills and to prevent risk for antisocial behavior problems. After participating in SNAP, children's behavior problems decreased and parents' self-efficacy improved. Parents' improvements in parental self-efficacy through the program were positively associated with their children's initial levels of behavior problems. Findings provide direction for future research that focuses on changes in parenting practices as a potential mechanism of change for children's outcomes. [ABSTRACT FROM AUTHOR]

Objective: We examine the effect of children's sex and behaviors on parents' level of parental self‐efficacy (PSE). Background: PSE is a fundamental predictor of effective and positive parenting. Child characteristics could influence PSE and can help in understanding why some parents feel lower PSE. Method: We randomly assigned 1,020 American parents to read one of four vignettes describing a 16‐year‐old boy or girl with either externalizing or internalizing behaviors. Then, parents reported on their level of PSE for this hypothetical adolescent. We ran analyses of variance, including the sex of parents' focal child (6th–12th grade) as a factor. Results: Parents reported higher levels of PSE for girls and for externalizing behaviors than for boys and internalizing behaviors, respectively. A three‐way interaction (vignette behavior × vignette sex × focal child's sex) was significant for the level of PSE. Parents whose focal child was a boy reported higher levels of PSE if they read a vignette of a boy with externalizing behaviors than if they read a vignette of a boy with internalizing behaviors. This was not found for parents whose focal child was a girl. Conclusion: The results gave partial support for a sex‐incongruent hypothesis, as parents might find it easier to relate to the problems described if they have at least one child of the same sex as the vignette child. Implications: These results offer a test of the effect of children's sex and behavior on PSE that has been lacking in the PSE literature. [ABSTRACT FROM AUTHOR]

Emotion dysregulation in young adults has become an important issue in the literature. By building a moderated mediating model, this study tested the underlying mechanism of young adults’ emotion dysregulation by examining the indirect effect of parental self-efficacy (PSE) on family cohesion and the moderating effect of parents’ affective involvement.Two complementary approaches were adopted to validate our hypotheses using three-stage longitudinal data from 537 Chinese families.PSE significantly affected young adults’ emotion dysregulation and that family cohesion mediated the relationship between PSE and young adults’ emotion dysregulation. Moreover, parents’ affective involvement moderated this indirect relationship.Parental and family factors play important roles in addressing young adults’ emotion dysregulation. Our findings provide empirical evidence of the effects of family atmosphere and affective support by elucidating the mediating and moderating roles of family cohesion and affective involvement. [ABSTRACT FROM AUTHOR]

In this study, we aimed to expand the domain specificity of grit by exploring it in the realm of parenting. Parental grit was defined as parents’ inclination to demonstrate perseverance, sustained passion, and adaptability in pursuing long-term parenting goals. With longitudinal data from 1,373 U.S. parents, we developed and validated the Parental Grit Scale (PGS) in three phases: item development and revision, establishment of factor structure, and examination of criterion-related and incremental validity. The PGS exhibited a three-factor structure and (partial) scalar measurement invariance across genders, the status of the child’s special needs, and measurement occasions. The PGS demonstrated moderate temporal stability. We found evidence of its validity in predicting parental emotional exhaustion, self-efficacy, autonomy support, and parents’ perceptions of children’s school well-being. Parental grit explained variance in these outcomes beyond domain-general grit and conscientiousness. The PGS has sound psychometric properties and is a valuable measure in the parenting domain. [ABSTRACT FROM AUTHOR]

Parental self-efficacy is key for guiding parents' interactions with their child and is an important target for early intervention. This study reports a pilot randomized control trial (RCT) of a parenting application (app) with 79 parents of children aged 0-6 months in the United Kingdom. The app includes 1,026 daily age-appropriate activities across eight areas of child development, using resources accessible at home. While controlling for pre-test scores, parents who used the parenting app (Treatment Group) had significantly higher parental self-efficacy, after the 4-week intervention period, compared to the Active Control Group. Partial correlation analyses indicated that higher frequency of self-reported use of the parenting app was associated with greater parental self-efficacy outcomes. This evidence establishes proof of concept that parenting apps can have significant benefits on parental selfefficacy in early childhood. Limitations to the interpretation and generalization of the findings, as well as directions for future research are discussed. [ABSTRACT FROM AUTHOR]

Objective: This study investigated treatment‐engagement fears, self‐efficacy, and accommodating and enabling in mothers and fathers of adolescent and adult children with eating disorders. Methods: This study involved a secondary analysis of pre‐treatment data from a subsample of 143 parents (95 mothers; 48 fathers) from a Canada‐wide multi‐site study. Parents completed the Caregiver Traps Scale, Parents Versus Anorexia Scale, and the Accommodation and Enabling Scale for Eating Disorders. Data were analysed using factorial Multivariate Analysis of Variance and mediation via multiple regression. Results: Mothers reported higher levels of treatment‐engagement fears than fathers. Among mothers, higher fear predicted lower self‐efficacy and more accommodating and enabling behaviours. Among fathers, neither fear nor self‐efficacy predicted accommodating and enabling. No differences in treatment‐engagement fear or self‐efficacy between parents of adolescent child and adult children were found at pre‐treatment. Conclusions: Mothers' and fathers' experience different levels of fear related to their involvement in their ill‐child's treatment at pre‐treatment, and that fear is uniquely related to variables that impact treatment outcomes. There is a need to support parents even when their child is an adult. This study can inform family‐based treatments vis‐a‐vis tailoring interventions for mothers and fathers and providing support to parents of children with eating disorders across the lifespan. Key points: Mother's experience higher levels of fear related to their involvement in their child's treatment than fathers at pre‐treatment.Fear predicted self‐efficacy and accommodating and enabling behaviours among mothers whereas neither fear nor self‐efficacy predicted accommodating and enabling behaviours among fathers.Parents of adult children experience the same degree of treatment‐engagement fear and self‐efficacy than parents of adolescent children. [ABSTRACT FROM AUTHOR]

This questionnaire-based study compared 36 Israeli lesbian mother families (n = 72 lesbian mothers) formed by donor insemination, 39 Israeli gay father families (n = 78 gay fathers) formed by gestational surrogacy, and 36 Israeli heterosexual parent families (n = 72 heterosexual parents) formed by assisted reproduction (without donated gametes), all with a target child aged 3–10 years. The families were examined for parents' assisted conception socialization self-efficacy, depression, negative and positive affect, life satisfaction, positivity, resilience, social support, and child externalizing problems. Multiple factors associated with child externalizing problems were also examined. Multilevel modeling analyses indicated that parents' assisted conception socialization self-efficacy did not differ between family groups; however, lesbian mothers and gay fathers reported fewer child externalizing problems and greater social support, relative to heterosexual parents. Also, lesbian mothers—but not gay fathers—reported lower levels of depression, greater life satisfaction, and more positivity than did heterosexual parents. Finally, irrespective of family type, greater assisted conception socialization self-efficacy was associated with fewer parent-reported child externalizing problems. Findings are interpreted in light of the cultural socialization framework and Israel's familistic and pronatalist environment. Implications for health professionals, educators, and policymakers working with diverse family forms are discussed. Highlights: Parents' assisted conception socialization self-efficacy and child externalizing problems were compared between lesbian, gay, and heterosexual parent families. Parents' assisted conception socialization self-efficacy did not differ between family groups. Lesbian mothers and gay fathers reported fewer child externalizing problems and greater social support, relative to heterosexual parents. Irrespective of family type, greater assisted conception socialization self-efficacy was associated with fewer parent-reported child externalizing problems. [ABSTRACT FROM AUTHOR]

Parental self-efficacy is an important predictor influencing the positive behavior of parents in parenting. This study aims to identify the influence of smart parenting training on the enhacement of parental self-efficacy in working mothers with toddlers. This study used a quasi-experimental design in a model of the untreated control group design with dependent pretest and posttest samples. Fourteen participants were divided into two groups between the experimental group and the control group. The measurement in this study used the short version SEPTI-TS scale. The results of data analysis using Mann-Whitney U showed a significant difference in parental self-efficacy (p=0.002) between the experimental and control groups. Moreover, the Wilcoxon sign rank test showed an enhacement of parental self-efficacy in the experimental group participants (p=0.018) after receiving smart parenting training treatment. The results of the study show that smart parenting training influences the enhacement of parental self-efficacy in working mothers with toddlers. [ABSTRACT FROM AUTHOR]

The parental self-efficacy or parents' confidence in raising their children is believed to influence the parent-child relationship. A scale was developed for parents of Pakistani adolescents to understand and measure experience and expression of parental self-efficacy. Initially, an open-ended question was asked for the item generation of parental self-efficacy with parents of 11-15 years old adolescents. Further, scale's content validity was established and then pilot testing was conducted to assess the user-friendliness of the developed scale. Lastly, sample of 300 parents (143 fathers and 157 mothers) with the age range of 25-67 (M=42.23; SD=6.57) was given the Parents Self-Efficacy Scale protocol General Self-Efficacy Scale. The results showed that the exploratory and confirmatory factor analysis generated four factors namely, Educating Morality, Providing Basic Needs, Inculcating Discipline and Teaching Autonomy. Also, the scale was proven to be highly reliable and valid. The results of this study provides singificnant information in order to validated the desired scale and reaching the conclusion in systematic manner. Further, the results have been discussed in the Pakistani cultural context. [ABSTRACT FROM AUTHOR]

This experimental study aimed to advance our understanding of parental negative attributions of children's misbehavior (parental interpretations of what causes children's misbehavior) and how they relate to other parental characteristics. Specifically, we examined: (1) How different measures of parental negative attributions relate to cognitive and affective parental characteristics (e.g., stress, temperament, parental self-efficacy); and (2) How reducing negative parental attributions affects parenting. In all steps, we differentiated between two types of negative parental attributions: parent-causal attributions (identifying one's parenting or parent characteristics as cause for the child's behavior) and child-responsible attributions (identifying the child as responsible for the behavior). Data were collected from 78 parents and their 3 to 5-year-old children (M = 51.67 months, SD = 8.56) in a lab experiment. Parents were randomly assigned to conditions aimed to reduce negative attributions (parent-causal, child-responsible) or a control condition. Results suggest that different parental characteristics tap into complementary aspects of negative parental attributions. Global parental negative attributions were associated with parent negative affect, laxness and positive discipline, and these associations were stronger for parent-causal than child-responsible attributions. Experimental manipulation of parental negative attributions seemed to reduce situation-specific attributions (both parent-causal and child-responsible), but not global attributions, parental self-efficacy or parenting behavior. Our findings suggest parental negative attributions of child's misbehavior may be a node in the complex parenting network of parental cognitions, affect, and behavior. Understanding the causal effects and malleability of negative parental attributions may advance parenting process theory and practice. Highlights: Parental negative attributions about children's misbehavior are associated with parenting behavior (self-reported and observed) and parental characteristics (stress, temperament, self-efficacy). Parent-causal and child-responsible parental negative attributions relate to parent characteristics in different ways. Parental negative attributions specific to a context, but not global parental negative attributions, may be modifiable. Stimulating positive parental attributions may be a target for interventions, potentially increasing positive parenting and reducing negative parenting. [ABSTRACT FROM AUTHOR]

Mothers on maternity leave in this era belong to a generation that makes inherent use of social networks for various needs. However, when looking at the needs that this use fulfills for them, we see a complex picture. Therefore, the goals of the present study are twofold: (1) to check whether there is a connection between the sense of parenthood-self-efficacy, the use of cellphones (a tool for accessing social networks) while interacting with the baby, and excessive social network use. (2) to deepen the knowledge about the usefulness of the social network in the lives of mothers on maternity leave. In the first study, 91 mothers on maternity leave filled out questionnaires regarding their cellphone use while interacting with the baby, excessive social network use and parental self-efficacy. The findings indicated that excessive social networks use predicted self-efficacy; mothers who used more social networks reported lower parental self-efficacy. However, cell phone use while with the baby did not predict parenting self-efficacy after taking into account the control variables and excessive social networks use. In the second part of the study, 72 of the mothers were interviewed regarding the role of social networks in their lives as mothers on maternity leave. The analysis of the interviews revealed findings on the types of networks they use and their usefulness. Moreover, it was possible to distinguish the support component that was divided between a public (foreign) audience and a familiar or professional audience, passive versus active consumption; and turning to the network as a primary or secondary source. The research findings show the importance of social networks in the lives of mothers and the growing need to maintain a balanced use. [ABSTRACT FROM AUTHOR]

Parental self-efficacy (PSE), a measure of the subjective competence in the parental role, has been linked with child well-being and health. Research on the influence of PSE on child eating habits is scarce, and the few studies have concentrated on certain food groups, such as vegetables or fruits, and have mostly included only maternal PSE. Thus, the aim of this study was to explore the associations between PSE (separately for mothers and fathers and as a total family-level score) and child diet quality in a cross-sectional and longitudinal study setting. PSE was measured at child ages of 1.5 and 5 years, and diet quality was measured at ages 2 and 5. Participants are from the Steps to Healthy Development (STEPS) Study (n = 270−883). We found that maternal PSE and family level PSE score were associated with child diet quality. Paternal PSE was not, but the dimension Routines was associated with child diet quality. PSE was similarly associated with child diet quality at both age points. Our results suggest that PSE is an important construct in the development of healthy dietary habits in children, and supporting parenting programs aimed at higher PSE could promote healthy diet quality in children. [ABSTRACT FROM AUTHOR]

Early Intensive Behavioural Intervention (EIBI) is effective for preschoolers with autism spectrum disorder (ASD). Parental measures are rarely included in EIBI effectiveness studies, yet parental distress and lower self-efficacy are associated with poorer child outcomes. Parents of preschoolers with ASD (N = 485) were surveyed at baseline (T1), one-year post-intervention (T2), and school entry (T3) about family distress/crisis, parental self-efficacy, and satisfaction with services in two Canadian provinces. Family distress/crisis decreased and parental self-efficacy increased from T1 to T2. Increases in self-efficacy were largely maintained at T3. Parents were highly satisfied with services. Greater satisfaction for those residing in the province utilizing a parent-coaching model suggests that parent involvement is associated with positive parent outcomes. [ABSTRACT FROM AUTHOR]

How mother's recall their experience of childbirth, their concerns about body image, their sense of competence in parenting, and their combined sense of self-esteem are all factors with the potential to impact on mental well-being. A total of 234 women, who had given birth within the past 3 years, completed a survey comprised of the Birth Memories and Recall Questionnaire, the Parenting Sense of Competence Scale, the Warwick–Edinburgh Mental Well-being Scale, the Rosenberg Self-Esteem Questionnaire and the Body Shape Questionnaire. Mothers who have higher body dissatisfaction show significantly lower well-being, self-esteem and perceived parenting competence. Mothers who experienced higher levels of mental well-being were found to have higher levels of perceived parenting competence and self-esteem, and those who experienced higher levels of self-esteem were also found to have higher levels of perceived parenting competence. Memories of the birth experience, perceived postpartum body image, parenting sense of competence and self-esteem have a combined and complex relationship with mental well-being. Health care professionals should inform mothers about the body changes which may occur throughout the postpartum period, to encourage mothers not to be deceived by media images and to stress the importance of realistic expectations following giving birth. [ABSTRACT FROM AUTHOR]

The foremost index of caregiving quality is child attachment, as supported by attachment theory. Research supports the relevance of early parenting interventions in improving child outcomes in attachment quality to promote public health because of their long-term effects on mental health and functioning. This study aimed at evaluating the impact on both parenting and child outcomes of the Parent-Child Psychological Support Programme® (PCPS), a community-based program individually tailored to parents and their infants during periodic center-based visits to promote attachment security. The evaluation involved two cohorts from "vulnerable populations" and used the resources embedded in the program design without interfering with the normal functioning of the service. From an evaluative research approach, the effects on mothers and children were assessed using a quantitative approach. Pre- and post-test measures (parenting questionnaires) and child attachment quality assessments through the Strange Situation Procedure were examined. The equivalence of the cohorts was verified and used as a baseline for parenting outcomes. PCPS participants demonstrated increased parental competence and self-efficacy, as well as reduced levels of parenting stress. Analysis of the two cohorts showed a significant difference in the number of visits and proxies for intervention, which were associated with the expected pre-post changes in parenting dimensions. The proportion of securely attached children was significantly higher in the "medium-high intervention" group than in the "no/low intervention" group (72.7% vs 54.5%). Furthermore, compared with international baselines, this proportion showed no differences in the "no-/low-intervention" group but demonstrated expected significant differences in the "medium-high intervention" group., Competing Interests: Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Objectives: To identify factors that help explain associations between parent-staff interactions and: (1) parental depression, anxiety, and post-traumatic stress; and (2) parent-child bonding in the neonatal intensive care unit., Study Design: Our cross-sectional mixed methods survey investigated the ways in which parental-staff interactions relate to parental distress and parent-child bonding. Parents with babies in the neonatal intensive care unit (n = 165) completed validated measures and open-ended questions about their experiences with staff. Using a sequential explanatory approach, we examined: (1) whether and how parental self-efficacy and personal time mediated parent-staff interactions on distress and bonding; and (2) parental written accounts of experiences with staff., Results: Multiple mediation analyses revealed that parent-staff interactions exhibited an: (1) indirect effect on parental depression (b = -0.05, SE = 0.02, CI [-0.10, -0.01]), anxiety (b = -0.08, SE = 0.04, CI [-0.16, -0.02]), and parent-child bonding (b = -0.26, SE = 0.08, CI [-0.43, -0.11]) through parental self-efficacy; and (2) indirect effect on parental post-traumatic stress (b = -0.08, SE = 0.04, CI [-0.17, -0.00], completely standardized indirect effect = -0.06) through parental personal time. Thematic analyses revealed that emotional and instructional support from staff helped build parental self-efficacy. Trust with staff helped parents feel comfortable leaving the bedside and engage in basic needs (eg, eat, sleep)., Conclusions: Family-staff dynamics are the foundation for high quality family-centered care. Staff who empower parents to participate in care, engage in parenting tasks, and take care of themselves may reduce their distress and improve relationships among staff, parents, and babies., Competing Interests: Declaration of Competing Interest The authors declare no conflicts of interest., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Transitioning to motherhood comes with new and intensive tasks that may cause parental stress, low parental self-efficacy, and internalizing problems. This can in turn negatively affect the mother-child relationship. Mindful with your Baby/Toddler (MwyB/T) is a mindfulness-based intervention for parents of young children experiencing parental stress and internalizing problems. Previous evaluative studies showed promising results, but methodology of these studies was limited. The current study used a single case design, including a baseline, intervention, posttest, and follow-up phase, to evaluate the effectiveness of MwyB/T. Ten participants were included and completed daily administered personalized items and validated questionnaires measuring mindfulness, mindful parenting, parental self-efficacy, internalizing problems, and parental stress, for 10 participants. Personalized items were first coded into themes and then assessed using visual analysis and descriptive effect size measures. Reliable change indices were computed for the questionnaires. All mothers improved on personalized items, with most improving on most (or all) of their items. On the questionnaires the majority of mothers improved. Results indicate that MwyB/T could benefit mothers with various intervention goals. More research is needed on the role of personalized items, both as a research measure and an as a possible additional element of interventions., Competing Interests: Declaration of Conflicting InterestsThe author(s) declared the following potential conflicts of interest with respect to the research, authorship, and/or publication of this article: Eva Potharst has written books on Mindful with your Baby/Toddler for parents (in Dutch).

The aim of this study is to investigate effectiveness of the Islamic parenting skills approach on improving the quality of mother-child relationship and psychological well-being and maternal self-efficacy of mothers who have primary school children. This was an applied quasi-experimental research with pre-test and post-test. The Intended sample was selected by the availability sampling among the mothers. These 90 subjects were virtual and available selection assigned to two groups of 45 controls and experiments. Due to the drop in subjects, the study ended with 30 people in the control group and 30 people in the experimental group. Research tools consisted of the Child-Parent Relationship Scale (Pianta, 1994), Psychological Well-Being Questionnaire (Riff's, 2002) and Parenting Self-Agency Measure (Dumka et. al, 1996). Covariance analysis was applied for data analysis. The results of the study indicated that Islamic parenting program had a significant positive effect (p≤0.001), in all subscales of the parent-child relationship questionnaire (dependency, conflict and overall positive relationship) except for the proximity subscale also in all subscales of psychological well-being (independence, personal growth, positive communication with others, purposefulness and self-acceptance) except for dominating the environment and this program significantly increased parental self-efficacy (p≤0.001). Thus, the main research question that was the effectiveness of the Islamic parenting program on improving the quality of the mother and primary school child relationship and improving the levels of maternal mental health and parental self-efficacy, was confirmed. it is suggested applying this intervention attempt to help mothers to improve their quality of communication with their children, psychological well-being and parental self-efficacy.

Students’ educational outcomes are influenced by several factors that are not directly related to their personal characteristics, among which parental beliefs and behaviours are of special relevance. The present study was conducted on a sample of 301 primary school students and their parents, who completed a set of prepared questionnaires used for investigating the contribution of parental self-efficacy and the perception of parental involvement to students’ academic achievement, perceived academic control and achievement goals. The obtained results indicated parental self-efficacy as a predictor of perceived academic control and avoidance goals, whereas perception of parental involvement predicted perceived academic control, mastery approach and work avoidance goals. These findings confirm and extend previous knowledge regarding the relevance of parents’ engagement to children’s educational outcomes.

Parental self-efficacy is key for guiding parents’ interactions with their child and is an important target for early intervention. This study reports a pilot randomized control trial (RCT) of a parenting application (app) with 79 parents of children aged 0–6 months in the United Kingdom. The app includes 1,026 daily age-appropriate activities across eight areas of child development, using resources accessible at home. While controlling for pre-test scores, parents who used the parenting app (Treatment Group) had significantly higher parental self-efficacy, after the 4-week intervention period, compared to the Active Control Group. Partial correlation analyses indicated that higher frequency of self-reported use of the parenting app was associated with greater parental self-efficacy outcomes. This evidence establishes proof of concept that parenting apps can have significant benefits on parental self-efficacy in early childhood. Limitations to the interpretation and generalization of the findings, as well as directions for future research are discussed.

ObjectiveThe purpose of this study was to investigate the impact of the COVID-19 pandemic on the quality of life of families of children with disabilities and the mediating roles of perceived social support, perceived parental self-efficacy, psychological health, psychological resilience, and perceived family burden on this relationship.BackgroundChildren with disabilities and their families are among the most affected populations from the restrictions imposed to prevent the spread of COVID-19 virus, as the special education and rehabilitation services they had been receiving were interrupted.MethodA correlational survey design was used to collect data from 824 parents of children with disabilities in Turkey. Path analysis was used to examine the direct and indirect effects of COVID-19 on family quality of life.ResultsResults indicated that COVID-19 had a significant total effect on family quality of life and perceived social support, parental self-efficacy and psychological resilience had a mediating role on the relationship between impact of the COVID-19 pandemic and family quality of life. Perceived social support was found to the strongest mediator of the relationship between the impact of COVID-19 and the family quality of life, while perceived family burden did not have a statistically significant association with these variables.ConclusionFamily quality of life for children with disabilities decreased as the impact of COVID-19 pandemic increased. Perceived social support, parental self-efficacy and psychological resilience had mediating roles in the relationship between the impact of the COVID-19 pandemic and family quality of life.ImplicationsCOVID-19 has resulted in disruption of special education and rehabilitation services for children with disabilities and their families. Changes in daily routines have brought up additional responsibilities to parents of children with disabilities. These additional responsibilities may adversely affect and increase the burden and stress families of children with disabilities experience. The high levels of stress in families negatively affect the welfare and quality of life and result in decreased parental attention to support their children. Findings of this study show the mediating link of perceived social support, parental self-efficacy and psychological resilience in the relationship between the impact of the COVID-19 pandemic and family quality of life. Policymakers and service providers should develop and implement specific care actions to support children with disabilities and their families during and after the pandemic.

In digital societies, the use of smart devices to solve childcare problems has become commonplace. Mothers are influenced both positively and negatively by smart devices used to resolve childcare concerns. Focusing on parental self-efficacy, this study identified the factors associated with relief and anxiety caused by the use of smart devices to eliminate parenting concerns among mothers with infants. A random sampling cross-sectional survey was administered to 257 Japanese mothers with infants aged 6–11 months. Structural equation modeling was used to explain the relief and anxiety caused by their use of smart devices in terms of maternal demographics, parental self-efficacy, smart-device dependence, and confidence in their ability to discriminate information. Mothers with high parental self-efficacy experienced increased relief and reduced anxiety by using smart devices to address concerns about child-rearing practices. Mothers who were highly dependent on smart devices felt more secure with their use of smart devices. Homemakers and highly educated mothers who used smart devices because of concerns regarding child health and development experienced more anxiety. Parenting professionals need to recognize the effectiveness of smart devices as a tool to relieve anxiety in parenting and provide additional support for parents to improve their parenting self-efficacy.

Relationships are at the heart of well-being. Parental self-efficacy emerges as a powerful construct for understanding parenting and parent–child relationships. However, person-centered approaches that allow identification of different family-specific configurations of mothers' and fathers' parental self-efficacy and potential within-family discrepancies remain scarce. Families are more than the sums of their parts, and holistic approaches are needed to deepen our understanding of potential family-level accumulation of relationship well-being and vulnerability. A latent profile analysis of 249 families of preadolescents identified four family profiles of parental self-efficacy: (1) low–low, (2) low–average, (3) high–average, and (4) high–high (a mother's–a father's parental self-efficacy within the family). We further applied the Mplus auxiliary function to explore what characterizes mothers', fathers', and their preadolescents' intra- and extra-familial relationships within these profiles. Belonging to the balanced low parental self-efficacy family profile was associated with intra- and extra-familial relationship vulnerability: mothers, fathers, and preadolescents reported the highest social and emotional loneliness, parents perceived their family communication as less open, and preadolescents were evaluated as the least prosocial (in parent, teacher, and peer evaluations) and as the most antisocial (in parent evaluations). Mothers', fathers', and preadolescents' intra- and extra-familial relationship well-being was the strongest in high parental self-efficacy family profiles. Promoting parental self-efficacy can be a promising way to enhance all family members' relationship well-being. Moreover, as loneliness experiences accumulated in the balanced low parental self-efficacy family profile, efforts to tackle preadolescents' loneliness should acknowledge the well-being of all family members. Highlights: Holistic approaches to family-specific configurations of mothers' and fathers' parental self-efficacy are needed. Balanced and discrepant family profiles of parental self-efficacy were identified through a latent profile analysis. Parents' loneliness was the highest and family communication the least open in low parental self-efficacy profiles. Preadolescents' loneliness was the highest and social competence the lowest in low parental self-efficacy profiles. Ensuring that parents feel efficacious and not left alone can help preadolescents establish meaningful relationships. [ABSTRACT FROM AUTHOR]

Aim: This randomised controlled trial evaluated changes in parental self‐efficacy and children's weight, after a Child‐Centred Health Dialogue about preventing obesity. Methods: We randomly assigned 37 Child Health Centres in Skåne county Sweden to provide usual care or the dialogue intervention. They included centres from high and low socioeconomic areas. The outcomes were changes in parental self‐efficacy and any moderating effect on their children's body mass index 1 year later. Results: The baseline data were based on 1115 mothers and 869 fathers representing 1197 children (52% females) aged 4 years (3.9–4.2) with a standardised body mass index (zBMI) of 0.1 ± 0.9. The participation rates at follow‐up, 1.1 ± 0.2 years after the intervention were 817 mothers and 508 fathers. Overall, parental self‐efficacy had decreased by the 1‐year follow‐up. There was a significant intervention effect on maternal self‐efficacy in promoting physical activity, however with unclear clinical relevance. Mothers' change in perceived self‐efficacy in promoting a healthy diet seemed to moderate the intervention effect on zBMI change in children with zBMI > 0 with −0.01 (95% CI: −0.025 to −0.001; p = 0.03). Conclusion: Our study suggested a possible link between increased maternal self‐efficacy in promoting a healthy diet and a favourable development of zBMI. [ABSTRACT FROM AUTHOR]

In the present study we aim to develop a model that focuses on identifying factors which influence the parent-adolescent relationship. We use the structural equation model to test this model. In the study, among the variables affecting parent-adolescent relationship spousal support, sibling relations, peer relationships, and parental selfefficacy variables are discussed on the basis of an ecological approach. The sample consisted of 391 adolescents aged between 14-17 years and their parents (n=782). The results show that spousal support, peer relationships, and sibling relationships have a positive effect on the parent-adolescent relationship, while parental self-efficacy has a negative effect on the parent-adolescent relationship. Furthermore, parental selfefficacy affects the parent-adolescent relationship with the mediating role of sibling relationships. As a result of these findings, it can be stated that variables that were determined on the basis of the ecological system approach have both direct and indirect effects on the parent-adolescent relationship. We suggest that these variables may be used at intervention programs on relationship in further research, and parents' and adolescents' opinions about their relationships may be further examined by way of qualitative methods. [ABSTRACT FROM AUTHOR]

Shu Dan Chen,1 Yun Yu,2 Xing Kai Li,1 Sui Qing Chen,1 Jie Ren1 1School of Education, Guangzhou University, Guangzhou, People’s Republic of China; 2Guangzhou Haizhu Foreign Language School, Guangzhou, People’s Republic of ChinaCorrespondence: Sui Qing Chen; Jie RenSchool of Education, Guangzhou University, No. 230, West Waihuan Road, Higher Education Mega Center, Panyu District, Guangzhou City, Guangdong Province, People’s Republic of ChinaTel +86 135 80313469Fax +86 137 24071821Email chensq@gzhu.edu.cn; renjie@gzhu.edu.cnPurpose: COVID-19 pandemic has been verified as a public health emergency of international concern. During the special period, the health of vulnerable groups, such as children with autism, should be concerned. Some studies have been carried out to investigate the behavioral problems of children with autism during the COVID-19, but underlying mechanisms behind it is not clear. This study examines the role of parenting stress as a mediator in the relationship between parental self-efficacy and behavioral problems in Chinese children as well as the role of perceived social support as a moderator for this mediation effect.Methods: A total of 439 parents of children with autism (mean age=40.17, SD=5.26) were surveyed and completed five questionnaires (Conners Parent Symptom Questionnaire, Parental Self-Efficacy Questionnaire, Parenting Stress Index-Short Form 15, Perceived Social Support Questionnaire, and Neuroticism Extraversion Openness Five Factor Inventory). The statistical analyses were conducted by SPSS 26.0 and SPSS PROCESS macro.Results: Controlling for neuroticism, which is highly associated with psychological changes in parents, the study found that parental self-efficacy was significantly and negatively correlated with behavioral problems in children with autism. In addition, the relationship between parental self-efficacy and behavioral problems was mediated by parenting stress. Furthermore, parenting stress moderated the indirect relationship between parental self-efficacy and behavioral problems via perceived social support.Conclusion: These results provide direct evidences for the inextricable relationship between family, social factors and behavioral problems of children with autism. It suggest that improving perceived social support to enhance parental self-efficacy is critical to buffering against parenting stress and stabilizing children with autism during the COVID-19 pandemic.Keywords: behavioral problems, children with autism, parental self-efficacy, moderated mediation model, COVID-19

ObjectivesChildren with autism spectrum disorder (ASD) can exhibit persistent deficits in social communication, causing their mothers to experience elevated parenting stress during the childrearing process. Some internal and external psychosocial resources may mediate or moderate the mother-child relationship, though the underlying mechanisms remain unclear. This study aimed to explore the predictors of parenting stress in mothers of children with ASD and elucidate the mechanisms underlying the relationship between child social impairment and parenting stress.MethodsA cross-sectional study was conducted between October 2020 and March 2022 in Shanghai, China. Mothers of children with ASD completed a survey investigating child social impairment, parenting stress, parental self-efficacy, and social support.ResultsA total of 185 mothers of children with ASD were included in the final analysis. 70.27 percent of mothers experienced a clinically significant level of parenting stress. Child social impairment (r = 0.46, P < 0.001), parental self-efficacy (r = −0.58, P < 0.001), and social support (r = −0.35, P < 0.001) were significantly correlated with parenting stress. Parental self-efficacy completely mediated the relationship between child social impairment and parenting stress (B = 0.51, P < 0.001), after controlling for socioeconomic status (SES) correlated with parenting stress. There was no significant moderating effect of social support between child social impairment and parenting stress (B = 0.01, P = 0.09).ConclusionFuture early intervention programs that focused on child's social communication skills and empowered mothers with related strategies through group-based parent training programs may help reduce parenting stress.

While there are several parenting programs for NICU caregivers, no studies, to our knowledge, have developed parenting programs aimed at preventing child maltreatment that specifically address these parental factors: parental stress , parental self-efficacy , and positive parent-infant interaction. The objectives of this study were to: 1) Identify adaptations and/or augmentations needed to optimize SafeCare® for NICU caregivers, and 2) Examine the acceptability and preliminary effects of the adapted SafeCare NICU (SCNC) program with NICU caregivers. This study consisted of two phases: formative (phase one) and pilot (phase two). For phase one, 5 NICU former caregivers and 5 NICU staff were interviewed to make relevant, NICU-specific adaptations for SCNC. Phase two consisted of a pilot study, where 13 current NICU caregivers were enrolled in the adapted SCNC program. Outcomes included acceptability and preliminary effects of parental stress, parental self-efficacy, and parent-infant interaction. Adaptations to SafeCare consisted of adding a pre-session to discuss individualized experiences, incorporation of adjusted developmental milestones, a NICU-specific resource sheet, and individualized adaptations to activities based on relevant medical concerns. Out of the 13 participants, 8 completed SCNC (61.5 % retention rate). Participants indicated significant reductions in stress after SCNC (Parental stress index score = 61.7) compared to baseline (79.2, p = 0.02). Among participants who completed SCNC (n = 8), all stated they supported this program for implementation among NICU caregivers. The adapted SCNC demonstrated acceptability among NICU caregivers. • SafeCare is an evidence-based parenting program which may be beneficial for NICU caregivers. • SafeCare was adapted to meet the unique needs of NICU families in this study. • SafeCare NICU was acceptable in a pilot study of NICU caregivers. • SafeCare NICU showed preliminary effects in reducing parenting stress. [ABSTRACT FROM AUTHOR]

The current study examined the impact of parental style on early childhood learning, as well as the role of parental self-efficacy (PSE) as a mediating factor. In the domains of education and psychology, it is increasingly recognized that parents have a considerable impact on their children's learning and development. Purposive sampling was used and data was gathered over 3 months from school children's parents. Hypotheses were tested using smart partial least squares-structural equation modeling (PLSSEM v3.2.8) software. The findings of the present study reveal that an authoritative parenting style is positively associated with learning outcomes among Chinese students. Moreover, the mediating role of parental self-efficacy has been tested and proved to be a potential mediator between parental style and children's learning outcomes. High PSE is linked to parents' adoption of a variety of optimum parenting practices throughout childhood, including maternal sensitivity and responsiveness to children's needs, warm and affectionate parental behavior, and monitoring. Hence, low PSE has been linked to coercive or harsh parenting as well as a proclivity to give up easily when faced with parental difficulties. In China, further study is needed on the relationship between parenting style, parental self-efficacy, and learning outcome. Future parenting programs could also focus on raising parents' understanding of the need for both parents' involvement in expressive activities and mentoring. This could help them boost their parenting self-efficacy even more. Lastly, the implications for parents, children, and teachers are discussed. [ABSTRACT FROM AUTHOR]

The child patient who presents for psychiatric evaluation due to aggressive behavior poses specific challenges to the treating psychiatrist. Boundary violations, devaluation of relationships and social skills, and transference/countertransference issues are some of the challenges that may arise during the psychiatric treatment of the aggressive child patient. The child who displays aggression may have complex challenges, including major transitions, insomnia, trauma history, custody considerations, and family disruption, among others. This article reviews the treatment dynamics created by the child patient with history of aggression, as well as the approaches that the psychiatrist can utilize in a therapeutic manner. [ABSTRACT FROM AUTHOR]

Copyright of Cukurova Medical Journal / Çukurova Üniversitesi Tip Fakültesi Dergisi is the property of Cukurova University, Faculty of Medicine and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Aim: This study aimed to investigate effectiveness of attachment-based Theraplay on parental self-efficacy of mothers, emotional regulation, social adjustment and anxiety of children with separation anxiety. Method: The present study is a quasi-experiment, a kind of single-subject individual baseline A.B. The statistical population of the study incorporates mothers and children with separation anxiety (SAD) who have referred to Pardis counseling and psychological center in Isfahan for 4 months in 2020. Three children with Separation anxiety, between 3.5 to 6 years old were selectedby available sampling. Children and their mothers participated individually in attachment-based Theraplay for eight forty-five-minute sessions. In order to evaluate the effectiveness of the package, Parental Self-Efficacy Questionnaire (Domka, 1996), Emotional Regulation Checklist (Shields & Cicchetti, 1998), Social Skills Questionnaire (Matson, 1983), and Preschool Anxiety Questionnaire (Spence, 2001) were utilized and the results were demonstrated by graphs and improved effectiveness percentage. Results: The results indicated that in the post-test and follow up, children's anxiety scores have decreased significantly mothers' parental self-efficacy scores and children's emotional regulation and social adjustment have increased significantly. Conclusion: Based on the findings of this research, it can be concluded that the presence of attachment components in attachment-based Theraplay intervention improved performance of mother-child relationship and reduces separation anxiety in children. Attachment-based play therapy provides effective and advantageous strategies for mothers, parents, and child psychotherapy centers in order to promote parental sensitivity and treat behavioral problems and separation anxiety in children with attachment problems. [ABSTRACT FROM AUTHOR]

This longitudinal study examined the associations between child negative affect, parental self‐efficacy (PSE), and parents' approaches to the provision of supportive socialization. It also investigated the bidirectionality between PSE, problem‐focus socialization, and emotion‐focus socialization across two time points separated by one year. Participants were 757 Hong Kong Chinese parents (47.4% fathers) of kindergarten children. At both time 1 and time 2, parents reported their PSE, problem‐focus socialization, and emotion‐focus socialization. Additionally, parents rated their child's negative affect at time 1. Results from the cross‐lagged panel model revealed that, controlling for the effects of school's socioeconomic strata, child gender, parental age, and educational level, PSE at time 1 mediated the indirect links of child negative affect at time 1 with problem‐focus (indirect effect: β = −.02, SE =.02, p <.05) and emotion‐focus (indirect effect: β = −.02, SE =.01, p <.05) socialization at time 2 and that PSE (β =.10, SE =.06, p <.01) and problem‐focus socialization (β =.15, SE =.03, p <.05) were reciprocally associated with each other. Findings underscored the role of PSE in understanding parental provision of supportive socialization and the co‐development of belief about parenting and parenting behaviors. [ABSTRACT FROM AUTHOR]

Parental Self Efficacy (PSE) is a key predictor of positive parenting practices and child outcomes. The Karitane Parenting Confidence Scale (KPCS) is a global measure of PSE that has been validated for use with mothers, but not fathers. The aims of the study were to assess the construct validity and internal consistency reliability of the KPCS with 110 fathers of young children (aged 0–4 years) in an Australian parenting program. Confirmatory Factor Analysis (CFA) of the KPCS items revealed good model fit for a two-factor structure of parenting self-efficacy: self-efficacy for parenting tasks and self-efficacy for parental role. Overall KPCS reliability was strong, with each factor demonstrated to have acceptable internal reliability. Preliminary analysis suggests that the KPCS is a reliable and valid tool for use with fathers of children aged 0–4 years. Further validation of the KPCS in a larger sample of fathers is warranted. Highlights: A factor analysis was completed for the Karitane Parenting Confidence Scale (KPCS) based on paternal data. Sample was 110 fathers with children aged 0–4 years attending Working Out Dads, a parenting program in Australia. A two-factor structure of self-efficacy for parenting tasks and self-efficacy for parental role was supported. KPCS reliability was strong, α = 0.80, with acceptable internal reliability for each factor. Preliminary analysis suggests the KPCS is a reliable tool for use with fathers of children aged 0–4 years. [ABSTRACT FROM AUTHOR]

Background: Parental self‐efficacy describes parents' self‐perceived competence in fulfilling their roles. The Parenting Sense of Competence Scale (PSOC) is one of the most commonly used self‐report instruments, allowing for parental self‐efficacy measurement. Methods: This paper summarizes the results of three studies (total N = 2088) conducted to examine factor structure, internal consistency, test–retest reliability and criterion validity of the Polish version of PSOC (PSOC‐PL). The studies were carried out among parents (mothers and fathers) of typically developing 14‐ and 15‐year‐olds (Study 1, n = 1404) as well as among parents of typically developing children aged 6–16 (Study 2, n = 248), parents of typically developing children and children with a diagnosis of autism spectrum disorder (Study 3, n = 436, ages ranged from 6 to 13). Results: Confirmatory factor analysis (Study 1) demonstrated an acceptable fit of the theorized two‐factor model, with theorized Satisfaction and Efficacy factors. The subscales' internal consistencies were satisfactory across all studies (Studies 1–3), and PSOC's test–retest reliability (Study 2) over a 3‐week interval was very high. Parents of children with developmental disorders (Study 3) reported lower efficacy than parents of typically developing children. Conclusions: The results of these three studies attest that the Polish version of PSOC is a reliable and valid measure of parental self‐efficacy beliefs. [ABSTRACT FROM AUTHOR]

Objective: To test whether parents of premature infants less than 37 weeks of gestation provided with a unique smartphone app designed to support parents had greater parenting self-efficacy, a key element in parenting confidence, compared with controls.Study Design: Using a quasiexperimental, time-lagged study design, parents were assigned to either usual care (control) or NICU2HOME app (intervention) groups. Both groups completed the validated Parenting Sense of Competence (PSOC) scale at 4 time points (approximately day of life 7, 1 day before discharge, and at 14 and 30 days after discharge) representing the neonatal intensive care unit, discharge, and home contexts. App use was described and categorized. Univariate group differences were assessed, and linear mixed effect regression models were used to assess treatment group effect on PSOC score across time, adjusted for covariates and controlling for overall family effect.Results: We enrolled 298 parents (123 control, 175 intervention) with 256 completing 1 or more PSOC screenings. The intervention group had sustained higher PSOC scores than those of the control group (estimate, 4.3; P = .0042) from the first measurement onward with no significant change in PSOC score across time for either group. Average app use was 15 taps per average day; average and above-average users had significantly higher PSOC scores (estimate, 5.16; P = .0024; estimate, 5.16; P = .014) compared with controls or below-average users.Conclusions: Compared with controls, parents assigned to use the NICU2HOME app reported greater parenting self-efficacy while in the neonatal intensive care unit and this continued once discharged to home. Novel technologies such as point-of-care smartphone applications may hold promise for supporting parents in difficult and stressful situations.Trial Registration: ClincalTrials.gov: NCT03505424. [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate the effect of emotional communication skills training on emotion regulation, parental self-efficacy and child acceptance in mothers of children with special learning disabilities. The statistical population of this study consisted of all mothers of students with special learning disabilities. Sampling method was accessible in that the participants were selected from mothers of children with learning disabilities who referred to clinics under the supervision of education in Shiraz. Of the 32 selected participants, 15 were assigned to the experimental group and 17 to the control group, randomly. After the pretest, the experimental group was trained in emotional communication skills in ten sessions, while the control group did not receive any specific intervention. Then, post-test was performed for both groups. Garnefski Cognitive Emotion Regulation Questionnaire (CERQ), Dumka Parental Self Agency Measure (PSAM) and Parental Acceptance Questionnaire (PAQ) were used to collect data. The results indicated that the experimental and control groups had significant differences in the variables of cognitive emotion regulation, parental self-efficacy and parental acceptance. In general, the findings supported the effectiveness of emotional-communication regulation skills training on parental characteristics and personality of parents.