Évaluation des effets de l’intervention Circle of Security Parenting auprès de mères d’enfants d’âge préscolaire : une étude pilote

La prévalence importante des troubles d’adaptation au sein de la population d’enfants et d’adolescents du Québec appuient l’importance d’accorder une attention particulière aux piliers développementaux influençant leur trajectoire (Ministère de la Santé et des Services sociaux du Québec, 2002). Dans ce sens, des données longitudinales ont permis de statuer sur la nature de l’impact de la relation d’attachement entre le parent et l’enfant sur son adaptation ultérieure (Sroufe, Egeland, Carlson, & Collins, 2005). La sécurité d’attachement aurait un rôle protecteur, mais cette relation a aussi été identifiée comme le système le plus influent dans la compromission du développement de l’enfant (Cicchetti & Valentino, 2006). Parmi les interventions disponibles, le programme d’intervention Circle of Security Parenting (COS-P) (Powell, Cooper, Hoffman, & Marvin, 2009) s’avère particulièrement prometteur étant donnée la qualité de l’intégration théorique et clinique qui le sous-tend. Cependant, aucune donnée n’est encore disponible pour appuyer son efficacité au sein de la population québécoise dans un contexte de soins de première ligne. La présente étude vise ainsi à amorcer cette démarche avec un devis pré/post tests en explorant les effets du protocole d’intervention COS-P auprès de quatre mères et leur enfant d’âge préscolaire. À ces fins, des mesures cernant la fonction réflexive parentale et les dimensions des représentations de l’expérience affective du parent (Parent Development Interview – PDI; Aber, Slade, Berger, Bresgi & Kaplan, 1985) sont recueillies avant et après l’intervention. Les retombées de l’intervention sont aussi examinées chez les parents au niveau du stress parental (Parental Stress Index — PSI; Abidin, 1995; Bigras, LaFrenière, & Abidin, 1996) et au niveau des problèmes comportementaux et émotionnels chez les enfants (Child Behavior Checklist – CBCL; Achenbach & Rescorla, 2000). L’ensemble de ces données est analysé dans un premier temps avec perspective groupale et dans un deuxième temps, avec une perspective individuelle descriptive détaillant les résultats pour chaque participante. Les analyses ne permettent pas de démontrer une amélioration des représentations parentales et une augmentation de la fonction réflexive parentale, tel qu’attendu. Toutefois, le stress parental et les problèmes intériorisés des enfants diminuent, bien que de façon non significative. Il est proposé que l’effet de l’intervention soit compris en considérant le parent à l’intérieur d’un système dynamique, lui permettant de s’approprier l’intervention à travers un ensemble de facteurs qui lui sont propres. Des suggestions pour les études futures sont formulées en regard des constats méthodologiques et cliniques qui se dégagent de la présente étude notamment quant à la pertinence de mesures de relance (Navarro, manuscrit en préparation) et à la poursuite de la démonstration de l’efficacité du protocole avec un devis expérimental (Lemieux, manuscrit en préparation).

Values and Beliefs Held About Parenting and Education by School Staff and Parents of Pupils with Special Educational Needs in the Context of Home- School Collaboration

Effective collaboration between school staff and parents of children identified as having special educational needs is considered to be an essential component of the child’s successful education. Differences in beliefs and perspectives adopted by the school staff and parents play an important role in the process of collaboration. However, little is known about the precise relationship between the beliefs and the process of collaboration. The purpose of this study was to explore the values and beliefs held by the school staff and parents in the areas of parenting and education. The study also explored the link between these beliefs and the process of collaboration within four parent-teacher dyads from mainstream primary schools. Focus groups and semi-structured interviews based on repertory grid technique were used. The findings highlighted an overall similarity in the participants’ views on collaboration and in their important beliefs about parenting and education. At the same time, differences in perspectives adopted by parents and teachers were also identified. The author discusses how these differences in perspectives are manifested in the process of collaboration from the point of Cultural Capital Theory. The factors such as power differentials, trust between parents and teachers, and limited resources and constraints of educational system are highlighted. Implication for practice for teachers and educational psychologists are discussed.

Touchpoints: parents and nurses perceptions and satisfaction

O apoio prestado às famílias que vivenciam a parentalidade deve basear-se numa relação de confiança entre enfermeiros e pais. A satisfação dos clientes e dos enfermeiros durante a prestação de cuidados assume grande relevância e pode ser considerada um ganho em saúde. Objetivo: Compreender a experiência e o significado atribuído pelos pais de crianças entre os 11 e os 24 meses e dos enfermeiros que participaram na implementação da metodologia Touchpoints (TP), uma intervenção de enfermagem inovadora. Desenho do Estudo e Métodos: Estudo qualitativo de cariz fenomenológico. A recolha de dados foi efetuada através de (i) diários de itinerância dos enfermeiros que participaram na implementação da metodologia TP e da (ii) técnica de grupos focais realizada junto de 10 pais de crianças do grupo de intervenção. Resultados: os pais consideraram que as sessões TP, implementadas pelos enfermeiros, contribuíram para: Aquisição de conhecimentos e competências; Validação de práticas parentais; Melhoria do comportamento da criança; Confiança parental; Relacionamento interpessoal; Competências profissionais; Competências específicas; Satisfação. Os enfermeiros que participaram no estudo consideraram que a metodologia TP contribuiu para: Mobilização e aplicação dos princípios TP; Processo de aprendizagem; Interesse dos pais; Sentimentos/emoções; Satisfação. Implicações Clínicas: Os enfermeiros que cuidam de famílias devem implementar metodologias inovadoras que facilitem a adaptação à parentalidade, como os Touchpoints. A implementação da metodologia TP contribuiu para a satisfação dos pais e enfermeiros.

Characterization and Predictors of Paranoid Ideation in Youths

Paranoid ideation is a common thought process that constitutes a defense against perceived social threats. The current study aimed at the characterization of paranoid ideation in youths and to explore the possible predictors involved in the development of paranoid ideations. Paranoid ideation, shame, submission, early childhood memories and current depressive, anxious and stress symptomatology were assessed in a sample of 1516 Portuguese youths. Higher frequencies of paranoid ideation were observed, particularly in females and youths from lower socioeconomic status. The main predictors identified relates to submissive behaviors and adverse childhood experiences, and especially to shame feelings. The current study emphasizes that the predictors are similar to findings in adults and clinical populations, and future implications to research and clinical practice aiming at paranoid ideations are discussed, as well as the pertinence of the study of mediating factors that allow a wider understanding of this thought process in younger populations and the prevention of psychopathology in adulthood.

Socializing toddlers : autonomy-supportive parenting practices and potential risk factors

Selon la théorie de l’auto-détermination, l’autonomie est un besoin universel de base qui, lorsque soutenu, permet aux individus de mieux fonctionner et de vivre plus de bien-être psychologique (p. ex., Deci & Ryan, 2008). Le style parental des parents qui soutiennent l’autonomie de leur enfant est caractérisé par le soutien du fonctionnement autodéterminé de ce dernier. Sa définition traditionnelle inclut des pratiques telles qu’offrir des explications et des choix lors des requêtes, communiquer de l’empathie, et encourager les prises d’initiatives tout en minimisant l’utilisation d’un langage contrôlant (p. ex., Soenens et al., 2007). Les bénéfices d’un style parental qui soutient l’autonomie d’un enfant ont été bien documentés (p. ex., Grolnick, Deci, & Ryan, 1997), toutefois, peu d’études ont été effectuées auprès des bambins. Or, cette thèse visait à enrichir la littérature sur le « parentage » en explorant les pratiques soutenantes qui sont utilisées par des parents de bambins dans un contexte de socialisation (étude 1), ainsi qu’en examinant les facteurs qui peuvent brimer leur mise en pratique (étude 2). La première étude a examiné un grand nombre de pratiques de socialisation que les parents qui favorisent davantage le soutien à l’autonomie (SA) pourraient utiliser plus fréquemment lorsqu’ils font des demandes à leurs bambins. Cette étude nous a permis d’explorer comment les parents manifestent leur SA et si le SA dans ce type de contexte est associé à un plus grand niveau d’internalisation des règles. Des parents (N = 182) de bambins (M âge = 27.08 mois) ont donc été invités à rapporter la fréquence avec laquelle ils utilisent 26 pratiques potentiellement soutenantes lorsqu’ils demandent à leurs bambins de compléter des tâches importantes mais non intéressantes et de rapporter à quel point ils valorisent le SA. Huit pratiques ont été identifiées comme étant soutenantes: quatre façons de communiquer de l’empathie, donner des explications courtes, expliquer pourquoi la tâche est importante, décrire le problème de façon informative et neutre, et mettre en pratique le comportement désiré soi-même. De plus, l’ensemble des huit pratiques corrélait positivement avec le niveau d’internalisation des bambins, suggérant aussi que celles-ci représentent bien le concept du SA. Des études futures pourraient tenter de répliquer ces résultats dans des contextes potentiellement plus chargés ou ébranlants (p. ex., réagir face à des méfaits, avec des enfants souffrant de retard de développement). La deuxième étude a poursuivi l’exploration du concept du SA parental en examinant les facteurs qui influencent la fréquence d’utilisation des stratégies soutenantes dans des contextes de socialisation. Puisque la littérature suggère que le stress parental et le tempérament difficile des bambins (c.-à-d., plus haut niveau d’affectivité négative, plus faible niveau de contrôle volontaire/autorégulation, plus faible niveau de surgency) comme étant des facteurs de risque potentiels, nous avons exploré de quelle façon ces variables étaient associées à la fréquence d’utilisation des stratégies soutenantes. Les buts de l’étude étaient: (1) d’examiner comment le tempérament des bambins et le stress parental influençaient le SA parental, et (2) de vérifier si le stress parental médiait la relation possible entre le tempérament des bambins et le SA parental. Le même échantillon de parents a été utilisé. Les parents ont été invités à répondre à des questions portant sur le tempérament de leur enfant ainsi que sur leur niveau de stress. Les résultats ont démontré qu’un plus grand niveau d’affectivité négative était associé à un plus grand niveau de stress parental, qui à son tour prédisait moins de SA parental. De plus, le stress parental médiait la relation positive entre l’autorégulation du bambin et le SA parental. Des recherches futures pourraient évaluer des interventions ayant pour but d’aider les parents à préserver leur attitude soutenante durant des contextes de socialisation plus difficiles malgré certaines caractéristiques tempéramentales exigeantes des bambins, en plus du stress qu’ils pourraient vivre au quotidien.

Predictors of feelings of depression among Asian American college students

The purpose of this study is to explore the relationship between various collegiate experiences including substance use, religiosity, campus climate, academic life, social life, self-concept, satisfaction with college, and perceived feelings of depression among Asian American college students compared to other racial groups. Employing Astin’s (1993) I-E-O model, the study utilized the 2008 Cooperative Institutional Research Program (CIRP) the Freshman Survey (TFS) and the follow up College Senior Survey (CSS) in 2012 with the final sample of 10,710 students including 951 Asian American students. Descriptive analysis, cross-tabulations, blocked hierarchical multiple regression analysis, the equality of the unstandardized beta coefficients from the regression analyses, and a one-way ANOVA were conducted for the data analysis. Asian American students who are female, from low SES backgrounds, academically less achieved, frequent substance users, less religiously involved, and less satisfied with overall college experiences showed higher levels of feeling depressed. For the rate of feeling depressed across racial groups, Asian American college students showed the highest rate of feeling depressed while White students reported the lowest rate of feeling depressed. For Asian American college students, feeling depressed in high school, hours spent per week on studying and homework, and self-confidence in intellectual ability were the most significant predictors of feelings of depression while drinking beer, drinking liquor, spirituality, failing to complete homework on time, hours spent per week on socializing, self rated self-confidence in social ability, and satisfaction with overall college experiences were significant predictors of feelings of depression. Asian American college students spent the longest hours on studying and homework, reported the highest GPA, but showed the lowest self-confidence on intellectual ability. For all four racial groups, feeling depressed in high school and self-confidence in intellectual ability were significant predictors of feelings of depression in common. Implications for practice and directions for future research emphasize the need for better understanding the unique cultural background and impact of academic life associated with feelings of depression among Asian American college students and developing customized psycho-educational and outreach programs to meet unique needs for psychological well-being for each racial group on campus.

Quality of implementation in evidence-based positive parenting programs in Spain: Introduction to the special issue

The main contribution of this special issue is to present evaluation studies involving large-scale experiences of implementation of positive parenting programs delivered through home, group-based, and on-line formats in Spain. Two research questions were addressed: (1) what factors affect implementation; and (2) for whom and under which implementation conditions the programs lead to positive outcomes. Target populations were mainly families from low and middle socioeconomic backgrounds, and parents at psychosocial risk attending family support services in need of improving their parenting skills. All the programs fall under the umbrella of the positive parenting initiative launched by the Council of Europe, are evidence-based, follow a collaborative schema with national, regional, or local authorities, have multi-site implementation, and are supported by highly experienced researchers from Spanish universities. Special attention is given to the program adaptations to different contexts, the profile of parents who benefited most from the programs, analyses of the implementation process, and the assessment of parenting programs in the community. The information provided will help to increase our knowledge of evidence-based parenting programs in Spain, their implementation processes and results, and the future challenges that need to be addressed to continue the current expansion of evidence-based parenting programs.

Living Adolescence in Family" parenting program: adaptation and implementation in social and school contexts

Adolescence is a developmental period that implies a series of rapid changes that might complicate the role of parents. This study evaluates changes in parental monitoring and the strategies to solve family conflicts reported by parents who participated in the "Living Adolescence in Family" program in local social services and school centers. In addition, the study analyses the moderating role of family and facilitator variables that may affect the final results. The participants were 697 parents attending the social services (438 in the intervention group and 259 in the control group) and 1283 parents from school centers (880 in the intervention group and 403 in the control group). The results showed that families from local social services decreased the amount of control and improved monitoring in education and leisure spheres as well as self-disclosure whereas the families coming from school centers improved supervision in leisure and in self-disclosure. In addition, both groups of families improved their strategies for solving family conflicts, increasing the use of integrative strategies and decreasing the use of dominant strategies. There were differences across contexts: the results of the program in the social services context differed according to the participant and professional profiles whereas program results were more homogeneous in the school context. In sum, the program appears to be an efficient work tool, both for the professionals who work with at-risk families with adolescents and for the teachers who make use of the program for families with children at risk of early school dropout.

Evidence in promoting positive parenting through the Program-Guide to Develop Emotional Competences

This study aims at providing evidence of the effectiveness of the Program-Guide to Develop Emotional Competences in promoting positive parenting. Contextual, institutional, methodological and professional issues were taken into account to develop a social innovation experience to support parenting as a preventive measure to family conflicts. The study describes both the contents of the Program-Guide and the methodological and evaluation issues that trained professionals need to consider when delivering the Program-Guide to families in natural contexts. Information was gathered and analyzed from 259 parents with children of ages 1-18 who participated in 26 parent training groups. A pre- and post-test design showed that after finishing the sessions parents perceived themselves more competent as parents according to the five dimensions of parenting competences considered: (1) emotional self-regulation abilities; (2) self-esteem and assertiveness; (3) communication strategies; (4) strategies to solve conflicts and to negotiate; and (5) strategies to establish coherent norms, limits and consequences to promote positive discipline. The study presents a discussion on these results from evidence-based parenting programs, as well as some strengths and limitations of the study, together with some suggestions for further research.

Assessment of positive parenting programmes in the Autonomous Region of the Basque Country (Spain)

This paper presents the results of a study aimed at identifying and assessing positive parenting programmes and activities carried out in the Autonomous Region of the Basque Country (ARBC), Spain. The study is a development of the III Inter-institutional Family Support Plan (2011), drafted by the Basque Government's Department of Family Policy and Community Development, and its aim is to offer a series of sound criteria for improving existing programmes and ensuring the correct design and implementation of new ones in the future. It analyses 129 programmes and gathers data relative to institutional management and coordination, format, quality of the established aims, adaptation to the theoretical proposal for an Optimal Positive Parenting Curriculum, scientific base, use of the framework of reference for competences, working method, assessment techniques, budgets and publicity, among others. The results highlight the good quality of the programmes' aims and content, and the poor systematic assessment of these same aspects. The study concludes with a series of recommendations for improving the initiatives, integrated into a proposal for a system of indicators to assess and implement positive parenting programmes.

The Impact of Childhood Sexual Abuse on Later Parenting Self-Perceptions: The Moderating Effect of Family Support

Childhood sexual abuse has been found to be a risk factor for developing negative parenting self-perceptions later in life. Given this established relationship, it is crucial to investigate factors that may mitigate negative outcomes, such as family support. The present study used secondary analysis of a dataset of 265 predominantly African-American and low-income mothers. This study examined differences in parenting self-perceptions among mothers who experienced childhood sexual abuse and those who did not. Analyses revealed that mothers who experienced childhood sexual abuse did not differ in terms of parenting self-perceptions from non-sexually-abused mothers. After controlling for depression, there was no moderating effect of family support; however, a main effect for family support was observed. The results indicate that depression plays a larger role in mothers’ parenting self-perceptions than childhood sexual abuse, and that family support is beneficial for all mothers, regardless of sexual abuse status. Clinical implications are discussed.

A Feminist Affective Turn for Public Relations: Mothers, Passionate Publics, and the Childhood Vaccine Debate

This project proposes a feminist intervention in how affect and publics are theorized in public relations research. Drawing from extant literature, I argue that public relations theories of affect and publics have been apolitical and lack depth and context (Leitch & Motion, 2010a). Using the context of the online childhood vaccine debate, I illustrate several theories and concepts of the new feminist affective turn, as well as postmodern theories of affect, relevant to public relations research: (a) Public Feelings, “ugly” feelings, agency, and community (Cvetkovich, 2012; Ngai, 2007); (b) passionate politics (Mouffe, 2014); (c) postmodern assemblages, biopower, and body politics (Deleuze & Guattari, 1988; Foucault, 1984); (d) affective facts and logics of future threats (Massumi, 2010); and (e) affective ethics (Bertleson & Murphie, 2010). Scholarship in the areas of public relations, risk, feminist and postmodern affect theory, and the vaccine debate provided theoretical grounding for this project. My research questions asked: How is feminist affect theory embodied by mothers in the vaccine debate? How do mothers understand risks as affective facts in the vaccine debate (if at all)? What affective logics are used by mothers in the vaccine debate (if any)? And, What are sources of knowledge for mothers in the vaccine debate? Multi-sited online ethnographic methods were used to explore how feminist affect theory contributes to public relations research, including 29 one-on-one in-depth interviews with mothers of young children and participant observation of 15 online discussions about vaccines on parenting websites BabyCenter.com, TheBump.com, and WhatToExpect.com. I used snowball sampling to recruit interview participants and grounded theory (Glaser & Strauss, 1967) to analyze interview and online data. Results show that feminist affect theory contributes to theoretical and practical knowledge in public relations by politicizing and contextualizing understandings of publics and elucidating how affective facts and logics inform publics’ knowledge and choices, specifically in the context of risk. I also found evidence of suppression of dissent (Martin, 2015) and academic bias in vaccine debate research, which resulted in cultures of silence. Further areas of study included how specific contexts such as motherhood and issues of privilege and access affect publics’ experiences, knowledges, and choices.

Cortisol Reactivity and Observed Parenting among Mothers of Children with and without ADHD

Parenting is a robust predictor of developmental outcomes among children with ADHD. Early parenting predicts the persistence and course of ADHD and comorbid problems above and beyond risk associated with shared genetic effects. Yet, on average, mothers of children with ADHD are less positive and more negative in their parent-child interactions compared to mothers of non-disordered children. Little is known about psychobiological markers which may be associated with individual variations in maternal parenting in families of children with ADHD. Neurobiological models of parenting suggest that maternal cortisol levels following a stressor may be positively associated with hostile and intrusive parenting; however, to date no studies have examined maternal cortisol reactivity and parenting in school-age, or clinical samples of, children. Mothers’ regulation of physiological stress responses may be particularly important for families of children with ADHD, as parenting a child with chronically challenging behaviors represents a persistent environmental stressor. The current study sought to extend the existing literature by providing an empirical examination of the relationship between maternal cortisol reactivity following two laboratory stressors and parenting among mothers of children with and without ADHD. It was hypothesized that child ADHD group would moderate the relationship between cortisol reactivity and self-reported and observed parenting. Greater total cortisol output and greater increase in cortisol during the TSST were associated with decreased positive parenting and increased negative and directive parenting, with the exception of parental involvement, which was associated with increased cortisol output during the TSST. Conversely, cortisol output during the PCI was associated with increased positive parenting, increased parental involvement, and decreased negative parenting. In contrast to the TSST, a greater decrease in cortisol during the PCI indicated more positive parenting and parental involvement. These associations were specific to mothers of children with ADHD, with the exception of maternal directiveness, which was specific to comparison mothers. Findings add to our understanding of physiological processes associated with maternal parenting and contribute to an integrative biological, psychological, and cognitive process model of parenting in families of children with ADHD.

Predictors of Adolescent Sexual Intentions and Behavior: Attitudes, Parenting, and Neighborhood Risk

The current study was a cross-sectional examination of data collected during an HIV risk reduction intervention in south Florida. The purpose of the study was to explore the relationships between neighborhood stress, parenting, attitudes, and adolescent sexual intentions and behavior. The Theory of Planned Behavior was used as a model to guide variable selection and propose an interaction pathway between predictors and outcomes. Potential predictor variables measured for adolescents ages 13-18 (n=196) included communication about sex, parent-family connectedness, parental presence, parent-adolescent activity participation, attitudes about sex and condom use, neighborhood disorder, and exposure to violence. Outcomes were behavioral intentions and sexual behavior for the previous eight months. Neighborhood data was supplemented with ZIP Code level data from regional sources and included median household income, percentage of minority and Hispanic residents, and number of foreclosures. Statistical tests included t-tests, Pearson’s correlations, and hierarchical linear regressions. Results showed that males and older adolescents reported less positive behavioral intentions than females and adolescents younger than 16. Intentions were associated with condom attitudes, sexual attitudes, and parental presence; unprotected sexual behavior was associated with parental presence. The best fit model for intentions included gender, sexual attitudes, condom attitudes, parental presence, and neighborhood disorder. The unsafe sexual behavior model included whether the participant lived with both natural parents in the previous year, and the percent of Hispanic residents in the neighborhood. Study findings indicate that more research on adolescent sexual behavior is warranted, specifically examining the differentials between variables that affect intentions and those that affect behavior. A focus on gender and age differences during intervention development may allow for better targeting and more efficacious interventions. Adding peer and media influences to the framework of attitudes, parenting, and neighborhood may offer more insight into patterns of adolescent sexual behavior risk.