Children's rights and parenting beliefs : a study of attitudes, values and emotions

The conceptualization of childhood has changed over the centuries and appears to be undergoing further change in our post-modern culture. While the United Nations Convention on the Right of the Child is designed to give children everywhere basic human rights while taking into consideration their special needs, no recent research has examined adult attitudes toward those rights. In an attempt to understand the attitudes adults hold regarding autonomy rights and to look for some factors that could predict those attitudes, the current study considers values, parenting style, emotions and the issue of parent status as possible predictor variables. A total of 90 participants took part in the research, which had both written and interview components. Results generally failed to establish a reliable set of predictors. However, some interesting information was obtained regarding the endorsement of children's autonomy rights and some general conclusions were reached about our view of children and their rights at the end of the twentieth century.

Construção e validação da Escala de Crenças Parentais e Práticas de Cuidado (E-CPPC) na primeira infância

O presente estudo teve como objetivo construir e validar uma escala de crenças parentais e práticas de cuidado na primeira infância para o contexto brasileiro. Após a construção teórica dos itens, a versão final da escala foi aplicada em dois estudos com populações distintas (estudo preliminar - 250 mães; estudo final - 600 mães), visando avaliar a frequência de comportamento e o grau de importância atribuído às práticas. Para as análises psicométricas, foram realizadas: análise fatorial e o cálculo da consistência interna. Em ambos os estudos a análise fatorial resultou em dois fatores, sendo o primeiro denominado "cuidados primários" e o segundo "estimulação". Os alfas de Cronbach apresentaram-se satisfatórios, variando de 0,68 a 0,83. Os resultados do estudo demonstraram a validade e precisão da escala, a qual poderá ser utilizada em futuras pesquisas, bem como em práticas de intervenção familiar, principalmente durante os primeiros anos de vida das crianças.

L'engagement parental des mères et des pères : associations avec la relation coparentale et l'adaptation socio-affective à l'âge préscolaire

La majorité des études qui ont cherché à identifier les déterminants d’un développement harmonieux chez l’enfant ont considéré l’impact des variables maternelles ou paternelles sur ce dernier, mais rares sont celles qui ont tenu compte des deux parents, des influences et des interactions entre ceux-ci, ou même de la relation qu’ils entretiennent en tant que coparents. La présente recherche a pour objectif de pallier à ces faiblesses afin de mieux cerner les déterminants de l’engagement parental des mères et des pères, ainsi que de l’adaptation de l’enfant. Dans ce but, 70 familles (père, mère et enfant) ont été recrutées par l’intermédiaire de centres de la petite enfance (CPE) de la région de Montréal, pour former un échantillon qui comporte 38 garçons et 32 filles âgés de 34 à 70 mois. Les parents participants ont été visités à deux reprises par un assistant de recherche pour la complétion de questionnaires qui ont permis d’évaluer l’engagement parental, la relation coparentale et l’adaptation de l’enfant. On observe plusieurs relations significatives entre l’engagement parental et différentes dimensions de la relation coparentale, surtout dans les domaines traditionnellement réservés aux mères. La coparentalité et l’engagement parental apparaissent aussi reliés à la compétence sociale de l’enfant, mais pas à l’anxiété/retrait de ce dernier, ni à son agressivité/irritabilité. Des analyses de régression hiérarchique ont été effectuées afin d’expliquer la variance l’engagement parental par les caractéristiques de la relation coparentale, puis la variance de l’adaptation de l’enfant par la relation coparentale et l’engagement parental des mères et des pères. Ces analyses ont notamment permis de constater que certaines caractéristiques du père modèrent la relation entre les croyances parentales de la mère et la participation relative des deux parents au soutien émotionnel, aux jeux et à l’introduction de nouveauté. Elles ont également permis de cerner une relation de médiation, dans laquelle les croyances paternelles sont positivement associées à la chaleur paternelle, qui est elle-même positivement associée à la compétence sociale de l’enfant. La discussion met en évidence l’importance d’étudier l’engagement parental et l’adaptation de l’enfant dans un cadre systémique, qui s’intéresse à la fois aux caractéristiques des mères et des pères, à la relation entre les parents et aux influences que mère et père ont l’un sur l’autre.

História de vida, concepções sobre a família, maternidade e práticas parentais de mães atendidas pelo judiciário por denúncia de negligência materna

Pós-graduação em Saúde Coletiva - FMB

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.

Emergence of normative beliefs legitimizing antisocial behaviour in adolescents : the roles of monitoring, attachment, and temperament /

Beliefs about the rightness or wrongness of engaging in various antisocial acts, referred to here as nonnative beliefs legitimizing antisocial behaviour (nblab), have been shown to playa role in the emergence oflater antisocial behaviour. The current study represented an attempt to understand whether parental monitoring and parent-child attachment have differential relationships with these antisocial nonnative beliefs in adolescents of different temperaments. The participants, 7135 adolescents in 25 high schools (ages 10- 18 years, M = 15.7) completed a wide-ranging questionnaire as part of the broad Youth Lifestyle Choices - Community University Research Alliance project, whose goal is to identify and describe the major developmental pathways of risk behaviours and resilience in youth. Two aspects of monitoring (monitoring knowledge and surveillance/tracking), attachment security, and two measures of temperament (activity level and approach) were examined for main effects and in interactions as predictors of adolescent nonnative beliefs. All of these measures were based on adolescent self-ratings on either 3- or 4-point Likert-type scales. Several important results emerged from the study. Males were higher than females in nblab; parental monitoring knowledge and adolescent attachment security were negatively related to nblab; and temperamental activity level was positively related. Monitoring knowledge, the strongest of the predictors, was much more strongly related to nonnative beliefs than was parental surveillance/tracking, supporting the contention that it is how much parents actually know, and not their surveillance efforts, that predict adolescent nonnative beliefs. A surprising finding that is of the utmost importance was that, although several of the interactions tested were significant, none were considered to be of a meaningful magnitude (defined as sr^ > .01). The current study supported the suggestion that normative beliefs legitimizing antisocial behaviour are multiply determined, and the results were discussed with respect to the observed differential relations of parental monitoring, parent-child attachment, temperament, age, and gender to antisocial normative beliefs in adolescents. Also discussed were the need to test other parenting, temperament, and other variables that may be involved in the development of nblab; the need to directly test possible mechanisms explaining the links among the variables; and the usefulness of longitudinal research in determining possible directions of causality and developmental changes in the relationships.

Parental beliefs as predictors of children's externalizing behaviors

The relationship between maternal beliefs about children's externalizing behaviors (EB) and the frequency of their children's EB was investigated. The sample of 71 consisted of two groups of mothers of children between 8-12 years of age. The Clinic group consisted of 35 mothers of children referred to a Children's Clinic due to externalizing behavior problems. The School group consisted of 36 mothers of children attending elementary school. Mothers completed questionnaires measuring parental beliefs and the frequency of their children's EB. Results showed that mothers' endorsement of authoritarian parenting was positively related to children's EB scores. A U-shaped relationship was found between mothers' relationship-centered goals and children's EB scores. Parent-centered goals and children's EB scores were positively correlated only in the clinic group. Mothers'-hostile attribution scores were positively related to their children's EB scores in both groups. Mothers with low perceived parenting scores were associated with higher children's EB scores in both groups. Overall, results revealed potential clinical implications. Parenting programs that change parenting goals, attributions, and ii Parental Beliefs sense of parenting control, which in turn influences parenting behavior, may influence the frequency of their children's externalizing behaviors.

Parental responsibility beliefs: associations with parental anxiety and behaviours in the context of childhood anxiety disorders

Background: High levels of parental anxiety are associated with poor treatment outcomes for children with anxiety disorders. Associated parental cognitions and behaviours have been implicated as impediments to successful treatment. We examined the association between parental responsibility beliefs, maternal anxiety and parenting behaviours in the context of childhood anxiety disorders. Methods: Anxious and non-anxious mothers of 7-12 year old children with a current anxiety disorder reported their parental responsibility beliefs using a questionnaire measure. Parental behaviours towards their child during a stressor task were measured. Results: Parents with a current anxiety disorder reported a greater sense of responsibility for their child’s actions and wellbeing than parents who scored within the normal range for anxiety. Furthermore, higher parental responsibility was associated with more intrusive and less warm behaviours in parent-child interactions and there was an indirect effect between maternal anxiety and maternal intrusive behaviours via parental responsibility beliefs. Limitations: The sample was limited to a treatment-seeking, relatively high socio-economic population and only mothers were included so replication with more diverse groups is needed. The use of a range of stressor tasks may have allowed for a more comprehensive assessment of parental behaviours. Conclusions: The findings suggest that parental anxiety disorder is associated with an elevated sense of parental responsibility and may promote parental behaviours likely to inhibit optimum child treatment outcomes. Parental responsibility beliefs may therefore be important to target in child anxiety treatments in the context of parental anxiety disorders.

Coping With a Family Member's Death: Parenting, Religiosity, and Parent-Child Communication

The present study had three major aims. First, this study was a basic descriptive exploration of the frequency and nature of parent-child communication about death. Second, this study conducted a quantitative analysis to identify predictors of communication and bereaved children¿s emotional and behavioral problems. Third, this study was also a qualitative analysis of parents¿ descriptions of how religious views shape conversations about death and how conversations are beneficial. Based on prior research, it was predicted that positive child outcomes would be associated with parental warmth, religiosity, adaptive coping, positive religious coping, and frequent parent-child communication about death. Conversely, it was predicted that negative child outcomes would be associated with parental psychological control, maladaptive coping, negative religious coping, and less frequent parent-child communication about death. Additionally, it was hypothesized that parents¿ religious and spiritual views would shape parent-child communication about death, and parents would describe numerous benefits of discussing death with children. Parents completed a series of survey measures assessing their religiosity, coping strategies, parent-child communication about death, and their children¿s emotional and behavioral symptoms. Almost 80% of parent-child dyads discussed death at least once a week, and children initiated approximately half of these conversations. Parent-child communication about death was predicted by parents¿ warmth toward and acceptance of their children and inversely predicted by children¿s hyperactivity and social problem solving. Higher levels of children¿s social problem solving could predict lower frequency of parent-child communication about death if children were holding frequent, meaningful, and comforting conversations with friends and other adults. Higher levels of parents¿ psychological control predicted more emotional and behavioral problems in the child. Parents¿ adaptive coping had significant relationships with all of the dimensions of parent-child communication about death. Qualitative analyses revealed that parents perceived their religious beliefs as shaping conversations about death and grief as an individualized journey. A majority of parents described the emotional, social, and intellectual benefits of holding parent-child conversations about death. This study contributes to the literature by further describing parent-child communication about death, identifying its predictors, and investigating parents¿ religiosity and coping strategies in relation to child well-being. Overall, this study revealed the importance of assessing global parenting characteristics (i.e., warmth/acceptance and psychological control) when examining parent-child relationships and communication about death. Furthermore, this unique study illustrates the value of qualitative data when examining parent-child communication about death and religiosity.

Beliefs And Misbeliefs About Current Interventions During Labor And Delivery In Brazil.

30 Suppl 1

Beliefs Related To Adherence To Oral Antidiabetic Treatment According To The Theory Of Planned Behavior.

to identify salient behavioral, normative, control and self-efficacy beliefs related to the behavior of adherence to oral antidiabetic agents, using the Theory of Planned Behavior. cross-sectional, exploratory study with 17 diabetic patients in chronic use of oral antidiabetic medication and in outpatient follow-up. Individual interviews were recorded, transcribed and content-analyzed using pre-established categories. behavioral beliefs concerning advantages and disadvantages of adhering to medication emerged, such as the possibility of avoiding complications from diabetes, preventing or delaying the use of insulin, and a perception of side effects. The children of patients and physicians are seen as important social references who influence medication adherence. The factors that facilitate adherence include access to free-of-cost medication and taking medications associated with temporal markers. On the other hand, a complex therapeutic regimen was considered a factor that hinders adherence. Understanding how to use medication and forgetfulness impact the perception of patients regarding their ability to adhere to oral antidiabetic agents. medication adherence is a complex behavior permeated by behavioral, normative, control and self-efficacy beliefs that should be taken into account when assessing determinants of behavior.

BIO Logical Agents: Norms, Beliefs, Intentions in Defeasible Logic

In this paper we follow the BOID (Belief, Obligation, Intention, Desire) architecture to describe agents and agent types in Defeasible Logic. We argue, in particular, that the introduction of obligations can provide a new reading of the concepts of intention and intentionality. Then we examine the notion of social agent (i.e., an agent where obligations prevail over intentions) and discuss some computational and philosophical issues related to it. We show that the notion of social agent either requires more complex computations or has some philosophical drawbacks.

Using household survey data to inform policy decisions regarding the delivery of evidence-based parenting interventions.

Background: This study used household survey data on the prevalence of child, parent and family variables to establish potential targets for a population-level intervention to strengthen parenting skills in the community. The goals of the intervention include decreasing child conduct problems, increasing parental self-efficacy, use of positive parenting strategies, decreasing coercive parenting and increasing help-seeking, social support and participation in positive parenting programmes. Methods: A total of 4010 parents with a child under the age of 12 years completed a statewide telephone survey on parenting. Results: One in three parents reported that their child had a behavioural or emotional problem in the previous 6 months. Furthermore, 9% of children aged 2–12 years meet criteria for oppositional defiant disorder. Parents who reported their child's behaviour to be difficult were more likely to perceive parenting as a negative experience (i.e. demanding, stressful and depressing). Parents with greatest difficulties were mothers without partners and who had low levels of confidence in their parenting roles. About 20% of parents reported being stressed and 5% reported being depressed in the 2 weeks prior to the survey. Parents with personal adjustment problems had lower levels of parenting confidence and their child was more difficult to manage. Only one in four parents had participated in a parent education programme. Conclusions: Implications for the setting of population-level goals and targets for strengthening parenting skills are discussed.