Search History #1 Parent-Child Relationship (714 Records)

Search History #1 parent-child relationship (714 records)

AN: 2001-95004-215 DT: Dissertation-Abstract TI: The contribution of parents' internal working model of attachment relationships and parenting quality to toddler's autonomy. AU: Ohba,-Chie SO: Dissertation-Abstracts-International:-Section-B:-The-Sciences-and-Engineering. 2001 Mar; Vol 61(8-B): 4451 IS: 0419-4217 PY: 2001 UM: AAI9983309 AB: Focusing on both parents' prenatal Adult Attachment Interview and 8-months parenting quality, as well as the child's 24-months problem solving task behavior, the present study examined unique and combined contributions of parents' parenting quality and internal representation of attachment relationships to the development of toddlers' autonomy. It was found that mother's AAI classification was more predictive of the child's outcome than her parenting quality, whereas father's parenting quality was more predictive of the child's outcome than his AAI classification. Specifically, whereas mother's parenting quality marginally predicted the child's frustration, her AAI classification significantly predicted the child's flexible and resourceful task approach, directness and clarity of help-seeking communication, and almost significantly predicted the child's interested, involved, and persistent approach to the tasks and compliance to and acceptance of experimenter's suggestions and requests. On the other hand, father's parenting quality significantly predicted the child's interested, involved, and persistent task approach, flexibility, and compliance to and acceptance of experimenter's suggestions and requests, and almost significantly predicted the child's appropriate emotional regulation. This finding raises a question as to whether the previously believed connections between parent- child relationship and the child's adaptive development apply to both mother-child and father-child relationships. Additionally, controlling for both parents' parenting quality, children with two insecure parents were found to be significantly lower in their directness and clarity of help-seeking communication, compared to those with two secure parents. (PsycINFO Database Record (c) 2000 APA, all rights reserved)

AN: 2001-95003-143 DT: Dissertation-Abstract TI: Parental involvement: Quantifying parent behavior and its influence on a child's readiness to learn. AU: Conner,-V-Yvonne SO: Dissertation-Abstracts-International-Section-A:-Humanities-and-Social-Sciences. 2001 Mar; Vol 61(8-A): 3046 IS: 0419-4209 PY: 2001 UM: AAI9984610 AB: The purpose of this study is to assist with developing resources that encourage parental involvement. The overall research question for this study is: 'What types of parent behaviors have significant influence on literacy development among children enrolled in a local Head Start Program?' Parent behaviors are presented as a resource by quantifying their impact on a child's language development and personal-social development. This is a non-experimental study, designed to analyze childhood readiness to learn among children enrolled in a local Head Start Program. Multiple Regression was used to assess parent behaviors as predictors of language development and personal-social development of their children. 42 cases were analyzed using a child's rating on the Denver II Development screener for language development and personal-social development. These areas of development were statistically analyzed using SPSS on survey results from a Parent-Child Relationship Inventory (PCRI) as numerical scores for parent behavior. Parent and child data was also summarized by Bivariate Correlation. Based on these analyses, a statistical model was identified that uses limit setting as a parent behavior that influences a child's personal-social development at p = .02. Significant correlation was found between language development and personal-social development (p = .01). The findings of the study do allow the use of parent behavior as predictors of a child's readiness to learn in the areas of development defined in the study. Furthermore, the study gives educators an opportunity to promote a paradigm shift from traditional uses of resources for family literacy programs. This can be accomplished by using the identified parent influences/behaviors as tools for programs designed around several parent behaviors. When we have an identified purpose, we can work toward specific outcomes. This study supports and encourages data gathering from within the at risk populations and then using their data as a resourceful componen! t of a model designed to meet their needs. (PsycINFO Database Record (c) 2000 APA, all rights reserved)

AN: 2001-95003-036 DT: Dissertation-Abstract TI: Mechanisms linking work-to-family spillover and parents' knowledge of their children's daily lives. AU: Bumpus,-Matthew-Franklin SO: Dissertation-Abstracts-International-Section-A:-Humanities-and-Social-Sciences. 2001 Mar; Vol 61(8-A): 3368 IS: 0419-4209 PY: 2001 UM: AAI9982292 AB: A substantial body of research has examined the implications of negative work-to-family spillover, or the tendency for stressful or difficult jobs to have a negative impact on workers, family experiences. Few studies, however, have examined the specific ways in which spillover from work is related to particular parent-child relationship dimensions. This study focused on the connections between work-to-family spillover and parents' knowledge about their children's daily lives. Drawing from Repetti's (1989; 1994; Repetti & Wood, 1997) work showing a tendency for parental withdrawal from family activities after difficult work days, this study proposed that parents reporting high work-to-family spillover would be less knowledgeable about their children's daily lives. Further, a set of parent (i.e., parental depressive symptoms), marital dyad (i.e., marital love), and parent-child relationship (i.e., parental acceptance and parental centrality in children's activities) characteristics were examined as potential mediators of the relationship between spillover and parental knowledge. Participants in this study were 178 dual-earner families taking part in a longitudinal study examining development during middle childhood. Mothers, fathers, and firstborn children (M = 11.8 years) first were interviewed separately in their homes about their personal characteristics, family relationships, and parents, work circumstances. A subsequent series of telephone calls focused on family members, daily activities and parents' knowledge of children's daily experiences. Results indicated that fathers, (but not mothers') work-to-family spillover was associated with decreased knowledge about children's experiences. In addition, this relationship was mediated by marital love and father-child acceptance: When fathers reported high spillover, their marriages were on average less happy, which in turn was predictive of a less accepting father-child relationship and less knowledge about children's experiences. No evidence for me! diation was observed for mothers, or for models examining the role of parents, depressive affect or parents' centrality in children's activities. Several associations were moderated by children's sex; most notably, mediation was observed for fathers' spillover and their knowledge of daughters' activities, but not for fathers and sons. This research provides further evidence of some specific processes by which the worlds of work and family are linked, and has implications for service providers as well as work-family researchers. (PsycINFO Database Record (c) 2000 APA, all rights reserved)

AN: 2001-17419-002 DT: Journal-Article TI: Supporting parents: Can intervention improve parent-child relationships? AU: Letourneau,-Nicole; Drummond,-Jane; Fleming,-Darcy; Kysela,-Gerard; McDonald,-Linda; Stewart,-Miriam SO: Journal-of-Family-Nursing. 2001 May; Vol 7(2): 159-187 PB: US: Sage Publications. IS: 1074-8407 PY: 2001 AB: Healthy child development has been identified as one of the key determinants of health and resiliency in adulthood. This article reports on the results of 2 pilot studies of randomized controlled trials of parent support interventions aimed at improving the parent-child relationship and indirectly enhancing the resilience capacity among at-risk children. Participating children were at risk for mental health problems due to poverty and/or their parents' lack of educational attainment, inexperience, and young age. The interventions were composed of parenting skills training and social support. 18 families (16-19.8 yr old mothers and their 7-13 wk old infants) participated in Supportive Intervention I, and 34 families (21-52 yr old adults and their 3-4 yr old children) participated in Supportive Intervention II. Results suggested that parent-child relationships were enhanced in both pilot studies. These promising findings offer direction for future research and for nurses and other interventionists providing support to young at-risk families. (PsycINFO Database Record (c) 2000 APA, all rights reserved)

AN: 2001-16659-000 DT: Edited-Book; Book TI: Parenthood in America: An encyclopedia (vol. 1 A-M, vol. 2 N-Z). AU: Balter,-Lawrence (Ed) PB: Santa Barbara, CA, US: ABC-CLIO, Inc.(2000). xxxiii, 745 pp. SE: The American family. IB: 1576072134 (hardcover); 1576073874 (paperback) PY: 2000 AB: (from the cover) Parenthood in America is the work of the nation's most prominent authorities in psychology, sociology, and health. It fills the gap between how-to books that blend popular notions and authors' pet theories and specialized texts aimed at scholars. These books focus on the psychological aspects of the parent-child relationship, parenthood, and child development. Cultural, social, and historical matters are covered wherever relevant, and biological concepts (e.g., fertility, pregnancy, birth) receive full treatment as well. Readers will find cogent entries on the superstars of the field, both popular (e.g., Dr. Seuss, Mr. Rogers) and scholarly (e.g., Ainsworth, Erikson). The books provide comprehensive, original, and authoritative coverage of the field of parenthood. Parents, teachers, students, and professionals working in the field will find valuable information to enrich their knowledge. (PsycINFO Database Record (c) 2000 APA, all rights reserved)

AN: 2001-14363-001 DT: Journal-Article TI: Early childhood psychiatry as a new clinical and research field in Israel. . AU: Keren,-Miri; Tyano,-Sam SO: Israel-Journal-of-Psychiatry-and-Related-Sciences. 2000; Vol 37(3): 157-159 PB: Israel: Gefen Publishing House Ltd. IS: 0333-7308 PY: 2000 AB: Discusses early childhood psychiatry as a new clinical and research field in Israel. The sub-specialty of psychiatry for early childhood (aged 0-5 yrs) has developed in the opposite direction from the rest of child psychiatry. The 1st stage involved developmental studies based on direct observations. The next stage was to classify disturbed patterns of development. Relationship disturbances in early childhood were then clinically conceptualized, and the qualitative assessment of the caregiver-child interaction became an essential component of the child's psychiatric evaluation. Some disorders of infancy are represented in both Mental Disorders-IV (DSM-IV) and International Classification of Diseases (ICD). However, these classifications do not allow for the impact of the early parent-child relationship on the infant's emotional, cognitive, and developmental status. The importance of early detection and intervention is borne out by recent evidence that early psychiatric disorder persists in later childhood. (PsycINFO Database Record (c) 2000 APA, all rights reserved)

AN: 2001-07048-004 DT: Journal-Article TI: Parent management training. AU: Mabe,-P-Alex; Turner,-M-Kevin; Josephson,-Allan-M SO: Child-and-Adolescent-Psychiatric-Clinics-of-North-America. 2001 Jul; Vol 10(3): 451-464 PB: US: WB Saunders Co. IS: 1056-4993 PY: 2001 AB: Provides an overview of the theoretical and empirical basis of parent management training (PMT), the fundamental treatment characteristics of PMT, outcome findings for PMT, and process issues pertinent to PMT effectiveness. PMT involves teaching parents to understand a child's behavior in terms of its antecedents and consequences. Subsequently, parents are coached to develop prosocial behavior in the child by using reinforcement, extinction, and punishment. Significant attention is paid to methods designed to improve structure in the home and the nature of the parent-child relationship. Outcome findings strongly support the efficacy of PMT for treatment of conduct disorders, whereas more modest results have been found for attention-deficit/hyperactivity disorder and internalizing disorders. More recently PMT has been used in preventive efforts with promising outcome results. Limitations on the benefits of PMT are noted for situations in which the parents are experiencing stress and competing influences that inhibit their ability to attend to and respond in a timely and appropriate manner to parenting tasks. (PsycINFO Database Record (c) 2000 APA, all rights reserved)

AN: 2001-01764-008 DT: Journal-Article TI: Longitudinal change in parenting associated with developmental delay and catch-up. AU: Croft,-Carla; O'-Connor,-Thomas-G; Keaveney,-Lisa; Groothues,-Christine; Rutter,-Michael CA: English and Romanian Adoption Study Team SO: Journal-of-Child-Psychology-and-Psychiatry-and-Allied-Disciplines. 2001 Jul; Vol 42(5): 649-659 PB: US: Cambridge Univ Press. IS: 0021-9630 PY: 2001 AB: Examined the predictors of parent-child relationship quality and developmental change in a sample of children adopted into the UK following severe early privation, and in a comparison sample of nondeprived, within-country adoptees. 158 children adopted from Romania and 52 UK adoptees were assessed at age 6 yrs; longitudinal data (age 4 and 6 yrs) were available on the 110 Romanian adoptees placed into UK homes before 24 mo of age and all UK adoptees. Ratings of parent-child positivity and negativity during a semistructured interaction task were obtained from coders who were blind to the child's background. Results indicate that adoptive parent-child relationship quality was related to duration of deprivation and that cognitive/developmental delay mediated this association. The magnitude of this effect was modest and diminished over time. Longitudinal analyses revealed that positive change in parent-child relationship quality was most marked among children who exhibited cognitive catch-up between assessments. The direction of effects appeared to be primarily child to parent. (PsycINFO Database Record (c) 2000 APA, all rights reserved)

AN: 2001-01750-011 DT: Journal-Article TI: A parent-child relationship scale derived from the Child and Adolescent Psychiatric Assessment (CAPA). AU: Wamboldt,-Marianne-Z; Wamboldt,-Frederick-S; Gavin,-Leslie-; McTaggart,-Sandra SO: Journal-of-the-American-Academy-of-Child-and-Adolescent-Psychiatry. 2001 Aug; Vol 40(8): 945-953 PB: US: Lippincott Williams and Wilkins Co. IS: 0890-8567 PY: 2001 AB: Examined a measure of children's perception of their relationships with parents. The Child and Adolescent Psychiatric Assessment (CAPA) was administered to 114 inpatients (aged 9-18 yrs) at a tertiary asthma center from 1991-1994. 10 items from the CAPA were developed as a separate scale, the Parent-Child Relationship Scale (PCRS). Some 82 Ss were given family and child assessments. The PCRS had good internal reliability. Construct validity was demonstrated by correlations with child and parent report on the Family Assessment Device and high expressed emotion of the parent. Divergent validity may be evidenced by the fact the the PCRS was not significantly related to high emotional over-involvement. Predictive validity was shown by significant correlations with the total problem scores of parents' and children's Achenbach reports, and prediction of CAPA psychiatric diagnosis. The PCRS can potentially be used to assess the child's perspective of the parent-child relationship for research or clinical purposes and deserves further study. (PsycINFO Database Record (c) 2000 APA, all rights reserved)

AN: 2001-00080-011SEE PREVIOUS CHAPTER SEE NEXT CHAPTER DT: Chapter TI: Child-parent relations: Attachment and anxiety disorders. AU: Manassis,-Katharina BK: Silverman, Wendy K. (Ed); Treffers, Philip D. A. (Ed). (2001). Anxiety disorders in children and adolescents: Research, assessment and intervention. Cambridge child and adolescent psychiatry. (pp. 255-272). New York, NY, US: Cambridge University Press. xv, 402 pp.SEE BOOK IB: 0521789664 (paperback) PY: 2001 AB: (from the chapter) Reviews attachment theory and behavioral, cognitive, and emotional aspects in theoretical links to the parent-child relationship and anxiety in children. The following topics are discussed: (1) attachment theory and anxiety; (2) attachment theory and anxious temperament; (3) evidence for attachment-anxiety disorder links; (4) other aspects of parenting linked to anxiety; and (5) possible mechanisms for the development and maintenance of childhood anxiety disorders. (PsycINFO Database Record (c) 2000 APA, all rights reserved)

AN: 2000-95022-089 DT: Dissertation-Abstract TI: The relationship between parental stress, personality style, and parental abilities in a non-clinical population. AU: Sutherland,-Martha-Steve SO: Dissertation-Abstracts-International:-Section-B:-The-Sciences-and-Engineering. 2000 Dec; Vol 61(5-B): 2809 IS: 0419-4217 PY: 2000 UM: AAI9975698 AB: This study examines the relationship between personality factors, parenting stress, and parenting skills in a non- clinical sample. For the study, 49 parent-child dyads were analyzed, with the parents completing the Basic Adlerian Scales for Interpersonal Success (BASIS-A) and the Parenting Stress Index (PSI) and the children completing the Bricklin Perceptual Scales (BPS). Data analysis consisted of correlational matrices and multiple regressions utilizing the BASIS-A subscale scores, PSI total scores, and BPS total scores. The correlational matrices indicated a significant relationship between the BASIS-A Going Along Scale and the PSI total score. The multiple regression analysis indicated that the BASIS-A Going Along Scale and the BPS total scores were significant predictors of the PSI total score. The results of the multiple regression also suggest that there are other factors involved in the parent-child relationship which account for differences in parenting experiences which have not been accounted for in this study. These findings indicate that the parent's personality style, the amount of stress that parent experiences, and the children's perceptions of that parent's abilities are some of the many interrelated factors influencing the well-being and competency of a family system. (PsycINFO Database Record (c) 2000 APA, all rights reserved)

AN: 2000-95014-029 DT: Dissertation-Abstract TI: The emotional and psychological status of very low and extremely low birth weight children at an early school age. AU: Tremonti,-Susan-Marie SO: Dissertation-Abstracts-International:-Section-B:-The-Sciences-and-Engineering. 2000 Jul; Vol 61(1-B): 567 IS: 0419-4217 PY: 2000 UM: AAI9954569 AB: The purpose of this study was to investigate the psychological and emotional status of premature, very low birth weight and extremely low birth weight infants as school age children. It examined these children cognitively and affectively as they entered the school system, confronted the academic environment, attempted socialization with peers, and experienced long separation from their families and familiar home surroundings. The participants in this study were 15 parent-child dyads in each of the three groups (very low birth weight, extremely low birth weight, and normal birth weight children). The parents completed three instruments, Mother-Child Relationship Evaluation, Parent-Child Relationship Inventory, and a short demographic survey. The researcher completed the Wechsler Intelligence Scale, 3rd Edition and the Children's Depression Inventory with the children. The children's teachers were asked to complete the Achenbach Teacher Report Form. Five hypothesis were developed for this study. Significant differences were found among the three children on intelligence, with normal birth weight children having significantly higher scores than children in the other two groups. Significant findings were obtained for Mother-Child Relationship subscales acceptance, over protection, and rejection. Normal birth weight children had significantly higher scores than the other two groups on acceptance, with normal birth weight groups having significantly lower scores on over protection than the other two groups. The very low birth weight and extremely low birth weight groups had significantly higher scores on rejection than normal birth weight children. Normal birth weight children differed significantly from the very low birth weight children on the nervous/overactive scale on the teacher report. Autonomy and extremely low birth weight were predictors of depression, with higher levels of autonomy associated with greater depression. The findings of this study showed that depression did not differ among the ! three groups of children, with more study needed to determine the effects of other psychosocial developmental factors on very low birth weight and extremely low birth weight children as they mature from infancy to adulthood. (PsycINFO Database Record (c) 2000 APA, all rights reserved)

AN: 2000-95012-128 DT: Dissertation-Abstract TI: Cognitive-behavioral family therapy for socially anxious children: A multiple-baseline evaluation. AU: Anderson,-Dianna-Reit SO: Dissertation-Abstracts-International:-Section-B:-The-Sciences-and-Engineering. 2000; Vol 60(12-B): 6352 IS: 0419-4217 PY: 2000 UM: AAI9955895 AB: Six children (ages 8 to 12) who met criteria for clinically significant social anxiety participated in an 18-session, family-based cognitive-behavioral treatment program (Howard & Kendall, 1996) to evaluate effectiveness of a treatment program for social anxiety. A comprehensive literature review explores the problematic and clinical characteristics of shyness, which may also be referred to as social anxiety. Improvement was evaluated using Assessment data from multiple sources and a multiple-baseline (2, 4, and 6 weeks) across-cases design. Clinical cutoff scores established by the authors of the Social Anxiety Scale for Children-Revised (La Greca & Stone, 1993) established inclusion criteria. In addition, teacher and parent self-reports, and child self-reports assessed outcome. Changes in social anxiety scores, standardized parent- and teacher-report measures, and parent and child reports on specific measures of coping indicated me treatment-related gains that were clinically significant. Measures of parental stress using the Parenting Stress Index (Abidin, 1995) and the parent-child relationship using the Parent-Child Relationship Inventory (Gerard, 1994) were useful in exploring parental characteristics of attachment, depression, involvement, and autonomy. This exploration of family functioning contributes to some understanding about the nature of family environments associated with child social anxiety problems. (PsycINFO Database Record (c) 2000 APA, all rights reserved)

AN: 2000-95008-033 DT: Dissertation-Abstract TI: Mothers' representations of their relationships with their children related to maternal behavior, demographic information, and psychological characteristics. AU: Steinberg,-Donna-Rachel SO: Dissertation-Abstracts-International:-Section-B:-The-Sciences-and-Engineering. 2000 May; Vol 60(10-B): 5233 IS: 0419-4217 PY: 2000 UM: AAI9948512 AB: Internal working models, or mental models, develop when individuals are exposed to many similar, but different, experiences. The internal working model construct has been used to understand behavior in the parent-child relationship, focusing largely on attachment related aspects of mother-child relationships. However, there are many other components, such as the business of caregiving, child compliance, and child achievement, involved in parenting. This study examined these other components, in addition to attachment, to identify relations between mothers' mental models of their relationship with their four year old children and demographic variables, maternal psychological health, child characteristics, and mother-child interaction. This study expanded on previous work by Button (1997) and Sayre (1998), who measured maternal representational models with a new coding system for the Parent Development Interview (PDI: Aber, Slade, Berger, Bresgi, & Kaplan, 1985). Whereas Button and Sayre used a sample comprised mostly of children with cerebral palsy, this study involved mothers of typically developing children. Unlike most methods of assessing internal working models, this coding system uses a question-based, not a global or categorical, approach. The sample consists of 74 mother-child pairs, a subset of those who participated in the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care at the University of Virginia Site. The mothers were interviewed when their children were four years old. Demographic information was collected when the children were born. Measures of mothers' psychological health, child characteristics, and mother-child interaction were collected at 1, 6, 15, 24, 36, and 54 months. The results of this study suggest that maternal representations are organized, measurable, and relate to characteristics of the mother and child. Multiple relations were found between maternal representations and child characteristics, maternal characteristics, and d! emographic variables. Maternal representations, as measured by the PDI, predicted mother-child interaction, even when maternal education and psychological health were taken into account. Maternal representations did not account for significant changes in variance when maternal sensitivity was taken into account as well, yet no individual variable accounted for significant changes in variance in this model. (PsycINFO Database Record (c) 2000 APA, all rights reserved)

AN: 2000-13882-011 DT: Journal-Article TI: Emotional availability: Conceptualization and research findings. AU: Biringen,-Zeynep SO: American-Journal-of-Orthopsychiatry. 2000 Jan; Vol 70(1): 104-114 PB: US: American Orthopsychiatric Assn. IS: 0002-9432 PY: 2000 AB: The emotional availability (EA) construct (based on observations of parent-child interactions) was first reconceptualized for research in 1991 as a way to describe the quality of parent-child interactions. Since then, there has been considerable refinement of the construct. EA refers to several parental dimensions (sensitivity, structuring, nonintrusiveness, nonhostility) and 2 child dimensions (responsiveness to parent and involvement of parent). The EA empirical link with attachment and parent-child relationship are reviewed and avenues for future research are suggested. (PsycINFO Database Record (c) 2000 APA, all rights reserved)

AN: 2000-13016-006 DT: Journal-Article TI: Parent-child relationship, home learning environment, and school readiness. AU: Parker,-Faith-Lamb; Boak,-Alison-Y; Griffin,-Kenneth-W; Ripple,-Carol; Peay,-Lenore SO: School-Psychology-Review. 1999; Vol 28(3): 413-425 PB: US: National Assn of School Psychologists. IS: 0279-6015 PY: 1999 AB: Examined several of the links between the parent-child relationship, home learning environment, and school readiness. School readiness is construed as a multidimensional concept that considers behavioral and cognitive aspects of the child's development as well as the child's adaptation to the classroom. The conceptual model upon which this study is based depicts parent involvement in Head Start as having a positive effect on school readiness, mediated by the parent-child relationships and the home learning environment. Ss were 173 mothers and their Head Start children. Results indicated that changes in the parent-child relationship and home learning environment from pre- to post-Head Start were associated with improvements in school readiness. In particular, on the one hand, increases in a parent's understanding of play and ability to facilitate a child's learning predicted several positive behavioral outcomes in the classroom. On the other hand, increased parental aggravation and strictness over time had a negative impact on a child's distractibility and hostility in the classroom and predicted a decrease in associative vocabulary skills. Implications for the role of the school psychologist working with parents and teachers are discussed. (PsycINFO Database Record (c) 2000 APA, all rights reserved)

AN: 2000-07944-007 DT: Journal-Article TI: Connectedness and autonomy support in parent-child relationships: Links to children's socioemotional orientation and peer relationships. AU: Clark,-Karen-E; Ladd,-Gary-W SO: Developmental-Psychology. 2000 Jul; Vol 36(4): 485-498 PB: US: American Psychological Assn. IS: 0012-1649 PY: 2000 AB: Connectedness and autonomy support in the parent-child relationship are constructs that emerge from object relations and attachment theories but that overlap with other commonly studied qualities of parent-child relationships to provide a unifying focus for research in this domain. In this study, these constructs were examined in relation to children's relational competence, including socioemotional orientation, friendship, and peer acceptance. Semistructured conversations between mothers and their 5-year-olds (N = 192) were videotaped at home and rated for (a) connectedness between the members of the dyad and (b) the parent's support for the child's autonomy. Results showed that connectedness was correlated with children's socioemotional orientations, number of mutual friendships, and peer acceptance and that the relation between parent-child connectedness and children's peer relationships was mediated by children's prosocial-empathic orientation. Implications of these findings for theories that link parent-child relationships to the development of relational competence in children are discussed. (PsycINFO Database Record (c) 2000 APA, all rights reserved)(journal abstract)

AN: 2000-00088-002 DT: Journal-Article TI: Attachment, caregiving, and parental investment. AU: Geary,-David-C SO: Psychological-Inquiry. 2000; Vol 11(2): 84-86 PB: US: Lawrence Erlbaum Associates. IS: 1047-840X PY: 2000 AB: Comments on the target article by D. C. Bell and A. J. Richard (see record 2000-00088-001). The current author suggests that Bell and Richard's position is similar to K. MacDonald's (1992) argument that attachment involves at least two independent systems. The first is the fear-based system that is essentially the same as that originally described by J. Bowlby (1969), and the second is a warmth-based system that is very similar to the caregiving system described by Bell and Richard. The author argues that both systems of attachment, as related to the parent-child relationship, can be understood in terms of parental investment. The author also addresses a few misconceptions about evolution and proximate and ultimate causes. (PsycINFO Database Record (c) 2000 APA, all rights reserved)

AN: 1999-05721-001 DT: Journal-Article TI: Parent-child relationship disorders: What do the child vulnerability scale and the parent protection scale measure? AU: Thomasgard,-Michael; Metz,-W-Peter SO: Clinical-Pediatrics. 1999 Jun; Vol 38(6): 347-356 PB: US: Westminster Publications Inc. IS: 0009-9228 PY: 1999 AB: While scales exist to aid clinicians in the assessment of parent-child relationship disorders, there are minimal data regarding their clinical usefulness. This follow-up study examined the ability of parent responses to questions regarding the child's health, behavior, and development to predict total scores on the Child Vulnerability Scale (CVS) and the Parent Protection Scale (PPS). Of 120 potential participants, 103 parents (92% mothers, 69% white, 54% married, 44% lower socioeconomic status) with children aged 2-5 yrs, completed the Child Health and Family Functioning Questionnaire. Logistic regression yielded a correct prediction rate of 77% for perceived child vulnerability and 76% for parental overprotection. The data provide support for the independence of parental perceptions of increased child vulnerability and parental overprotection as well as for the content validity of the CVS and the PPS. (PsycINFO Database Record (c) 2000 APA, all rights reserved)

AN: 1999-02469-013SEE PREVIOUS CHAPTER SEE NEXT CHAPTER DT: Chapter TI: Early attachment and later development. AU: Thompson,-Ross-A BK: Cassidy, Jude (Ed); Shaver, Phillip R. (Ed). (1999). Handbook of attachment: Theory, research, and clinical applications. (pp. 265-286). New York, NY, US: The Guilford Press. xvii, 925 pp.SEE BOOK IB: 1572300876 (hardcover) PY: 1999 AB: (from the preface) The author discusses the complex issues that must be considered in efforts to understand why it is that infant attachment sometimes does and sometimes does not predict later functioning; he provides a detailed review of the many longitudinal studies of attachment in infancy and childhood. (from the chapter) Topics include: sources of developmental continuity (internal working models, ontogenetic adaptations, emergent personality and social skills); reasons for developmental discontinuity or "it depends" (juvenile adaptations, consistency and change in parent- child relationships, multidetermined and differentiated outcomes); empirical perspectives (parent-child relationship, other close relationships, encounters with unfamiliar partners, personality, representations of self, others, and relationships, other sequelae); and the lessons of early relationships. (PsycINFO Database Record (c) 2000 APA, all rights reserved)

AN: 1999-02329-007SEE PREVIOUS CHAPTER SEE NEXT CHAPTER DT: Chapter TI: The uniqueness of the parent-child relationship. AU: Maccoby,-Eleanor-E BK: Collins, W. Andrew (Ed); Laursen, Brett (Ed). (1999). Relationships as developmental contexts. The Minnesota symposia on child psychology, Vol. 30. (pp. 157-175). Mahwah, NJ, US: Lawrence Erlbaum Associates, Inc., Publishers. xiv, 369 pp.SEE BOOK IB: 0805826165 (hardcover) PY: 1999 AB: (from the chapter) Explores whether, and how, parent-child relationships can be described and distinguished in the same terms that have been found useful in the study of adult relationships. The author begins by discussing widely accepted definitions of the term "relationship." Some historical trends in the theorizing concerning different kinds of relationships (how they have been classified and contrasted) are sketched. This provides the basis for the consideration of how parent-child relationships fit, or fail to fit, within the taxonomic system that exists for the analysis of other kinds of relationships. (PsycINFO Database Record (c) 2000 APA, all rights reserved)