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1.
OBJECTIVE: A model was examined in which the association between a parent's history of abuse and the parent's own abusive behavior toward his or her children was hypothesized to be mediated by parental psychopathology, early childbearing, and consistency of discipline. Additionally, the effect of severity of abuse on the likelihood of becoming abusive was examined. METHOD: Participants were 109 parents (G1) and their male children (G2) who were involved in a longitudinal study. The G1 parents reported on their own experiences of abuse when they were children. Ten years later, the G2 youths reported on the G1 parents' abusive behavior toward them. A number of other factors, including parental socioeconomic status (SES), antisocial behavior, depression and Post-traumatic Stress Disorder (PTSD), consistency of discipline, and the perceived early difficulty of the G2 children were measured. RESULTS: As reported by their own children, parents who reported having been abused in childhood were significantly more likely to engage in abusive behaviors toward the next generation. Findings indicated that abuse experienced by the parents, as well as consistency of discipline and depression plus PTSD, were predictive of parental abuse of the child. Contrary to hypotheses, the effects were not fully mediated. However, there were significant interactions between parental history of abuse and consistency of discipline, as well as abuse history and depression and PTSD. Parents who had experienced multiple acts of abuse and at least one physical impact were more likely to become abusive than were the other parents. CONCLUSIONS: The implications of these findings for preventive interventions are discussed. 相似文献
2.
Acceptability of positive and punitive discipline methods: comparisons among abusive, potentially abusive, and nonabusive parents 总被引：1，自引：0，他引：1
The present study compared abusive, potentially abusive, and control group parents' perceptions of commonly used discipline procedures. The clinical samples were obtained from Parents Anonymous (PA) and consisted of both court-referred (abusive) and self-referred (potentially abusive) members. The subjects were presented with case vignettes that described a child with either mild or severe behavior problems and asked to rate four methods of disciplining the child. The discipline methods involved positive reinforcement, timeout, timeout with spanking, and spanking. The findings indicated that (1) overall, the parents generally evaluated positive reinforcement as significantly more acceptable than timeout, timeout with spanking, and spanking; (2) self-referred PA members viewed timeout, timeout with spanking, and spanking as relatively more acceptable than did their demographically similar comparison group; and (3) court-referred PA parents' ratings did not significantly differ from their comparison group, since both groups rated the reinforcement method as significantly more acceptable than the other three discipline methods. 相似文献
3.
OBJECTIVE: Two studies examined whether accessibility of hostility-related schema influenced ratings of ambiguous child pictures. Based on the social information processing model of child physical abuse (CPA), it was expected that CPA risk status would serve as a proxy for chronic accessibility of hostile schema, while priming procedures were used to manipulate temporary accessibility of hostility-related schema. METHODS: Participants included 108 parents (79 low and 29 high CPA risk) in Experiment 1 and 88 parents (43 low and 45 high CPA risk) in Experiment 2. Parents were randomly assigned to either hostile or neutral priming conditions. Following the priming procedures, all parents rated pictures that depicted children who appeared ambiguous with regard to the extent to which they were being hostile/cooperative. RESULTS: In both experiments, high, compared to low, CPA risk parents rated the ambiguous child pictures as more hostile. Further, both supraliminal (Experiment 1) and subliminal (Experiment 2) exposure to hostility-related words independently increased hostility ratings. In both experiments, the influence of chronic and temporary activation of hostile schema was additive and not interactive. CONCLUSION: Findings from these experiments are consistent with the proposition that high CPA risk parents are more likely to infer hostility in response to ambiguous child cues. Further, accessibility of hostility-related schema in parents increases the likelihood of hostile inferences, which in turn may increase attributions of hostile intent and aggressive parenting behaviors. 相似文献
4.
This study examines the implications of how teachers’ views of immigrant parents predict their ratings of first-grade students’ academic competence and behavioral problems. Teachers rated 191 first-grade immigrant students attending Islamic and public schools in the Northeast United States. The results showed that when teachers perceived parents as having discrepant value differences, they rated students more negatively both in terms of academic competence and behavioral problems, even after controlling for student gender and ethnicity, parental education and parental school involvement. Surprisingly, teachers in Islamic and public schools did not differ in their perceived value differences with parents. The type of school students attend, however, moderated the effects of teachers’ perceived value differences on their academic ratings, but not on their behavioral ratings. While both Islamic and public school teachers rated students’ academic competence equally high when they perceived little or no value differences with parents, public school teachers held lower academic expectations than Islamic school teachers with increased value differences. These findings suggest a mechanism by which children from immigrant families enter a path of diminished expectations, albeit through slightly different levels in Islamic and public school settings. 相似文献
5.
A sample of 236 predominantly middle class 8-year-olds from a state with minimal child care standards were examined for possible differences associated with earlier child care histories. In comparison to children in part-time child care (less than 30 hours a week) or exclusive maternal care, children with more extensive child care experiences since infancy were rated by teachers and parents as having more poor peer relationships, work habits, and emotional health, and as being more difficult to discipline. In this minimal standard environment, extensive infant care was also associated with more negative nominations from classmates, poorer academic and conduct report card grades, and lower standardized test scores. In stepwise regressions that included family social class, parents' marital status, family size, number of family moves, child gender, childbirth order, and current after school care, children's extensive experience in infant care was the single best predictor (in a negative direction) of ratings by parents, teachers, and peers, and of report card grades and standardized test scores. Child care history continued to be a significant negative predictor of child outcomes in full regression models that incorporated child and family variables. These results are in marked contrast with Andersson's (1989) findings of positive social and cognitive development associated with early, extensive child care in Sweden (a country characterized by high child care standards and opportunities for paid parental leave during early infancy). 相似文献
6.
Parents' and kindergarten teachers' beliefs about the effects of child care on children's adjustment to school were investigated. Using a standardized behavioral rating scale, both groups were asked to rate two hypothetical children just entering kindergarten; one with full-day child care experience and one who had only experienced care in the home by a parent or relative. There was an interaction between the experience of the believer and their ratings of the two hypothetical children. Parents who had used child care for their own children rated the 'day care child' most positively. Parents who had kept their own children at home rated the 'home care child' most positively. Kindergarten teachers rated both hypothetical children equally, but more negatively than parents. Implications of the findings are discussed. 相似文献
7.
Heather A. Holmes-Lonergan 《Early education and development》2003,14(1):29-46
Fifty-five children (21 boys, 34 girls) between the ages of 3 years 6 months and 5 years 6 months from 3 Head Start classrooms were administered 5 affective false belief tasks and 5 hypothetical scenarios that measured their perceptions of parental discipline. A subset of 40 children were rated by their teachers for behavior problems in the classroom. Results indicated that children performed better on questions about their own false beliefs than on questions about others' false beliefs. Overall, children performed below average on the false belief measures. Children expected parents in the hypothetical scenarios to use power-assertive methods of discipline more often than induction or love withdrawal. As predicted, total false belief scores were negatively correlated with classroom behavior problems. Children who stated that they or the child in the scenario would feel sad after being disciplined were also less likely to experience behavior problems in the classroom. The results of this study, together with the results of previous research, suggest that children from Head Start populations are not performing as well on measures of false belief understanding as children from traditional preschool populations. The causes of this discrepancy and possible interventions should be explored in future research. 相似文献
8.
《Early education and development》2013,24(2):131-146
Parents' and kindergarten teachers' beliefs about the effects of child care on children's adjustment to school were investigated. Using a standardized behavioral rating scale, both groups were asked to rate two hypothetical children just entering kindergarten; one with full-day child care experience and one who had only experienced care in the home by a parent or relative. There was an interaction between the experience of the believer and their ratings of the two hypothetical children. Parents who had used child care for their own children rated the ‘day care child' most positively. Parents who had kept their own children at home rated the 'home care child' most positively. Kindergarten teachers rated both hypothetical children equally, but more negatively than parents. Implications of the findings are discussed. 相似文献
9.
朱俊卿 《周口师范学院学报》2007,24(6):124-127
采用半结构访谈法,在河南省农村选取114名被试,研究农村父母的教育观念及其特点。研究发现:(1)农村父母在教育观念上明显重男轻女,文化程度越低表现得越严重,母亲比父亲有更多的重男倾向。(2)仍然强调传统的孝道教育。(3)认为影响学业成就的因素有三个:遗传素质、环境教育和个人的主观努力,其中遗传素质起主要作用。(4)对子女学历的追求不高,对子女职业选择抱有较高的希望。(5)对好父母、好孩子标准的认识比较清楚一致。 相似文献
10.
The Effects of Physical Abuse on Children's Social Relationships 总被引：2，自引：0，他引：2
Suzanne Salzinger Richard S. Feldman Muriel Hammer Margaret Rosario 《Child development》1993,64(1):169-187
Social behavior and peer status of 87 physically abused 8–12-year-old urban children were compared with those of 87 case-matched nonmaltreated classmates. Peer nominations and peer ratings were collected in classrooms, social networks were assessed by child interview, family variables were assessed by interviewing mothers, and behavior problems were rated by parents and teachers. Significant findings were that abused children had lower peer status and less positive reciprocity with peers chosen as friends; they were rated by peers as more aggressive and less cooperative and by parents and teachers as more disturbed; and their social networks showed more insularity, atypicality, and negativity. Social behavior as perceived by peers accounted for a significant portion of the variance in social status; global disturbance measures did not add to this association. Results are discussed in terms of a context of family violence in the development of social maladjustment. 相似文献
11.
Linda A. Camras Keping Sun Brittney R. Fraumeni Yan Li 《Parenting, science and practice》2017,17(4):262-280
Objective. This study examined whether mainland Chinese and U.S. American children’s interpretations of their parents’ coercive authority assertion and critical comparison and shaming moderate relations between their reports of parenting and adjustment. Design. Middle-school children from mainland China (n = 217) and the United States (n = 207) rated their parents on coercive authority assertion and critical comparison and shaming, indicated whether they approved of their parents’ practices, rated their parents’ underlying intentions, and reported their own depression, antisocial behavior, and school motivation. Results. Moderation analyses showed that associations between coercive authority assertion or critical comparison and shaming and child depression were stronger for American and Chinese children whose approval ratings for these practices were relatively low. Greater coercive authority assertion was related to lower antisocial behavior for children who rated their parents high for the child beneficial interpretation and to lower school motivation for children who rated their parents low for the parent beneficial interpretation. For American children, greater coercive authority assertion also was related to greater depression for those who rated their parents relatively low for the child beneficial interpretation. For Chinese children, greater critical comparison and shaming was related to increased school motivation for those who rated their parents high on the child beneficial and/or parent beneficial interpretations. Conclusions. When children interpret their parents’ behavior in a more positive manner (i.e., they approve or think it is motivated by concern for the child), negative effects of coercive authority assertion and critical comparison and shaming may be mitigated. However, some cultural differences were found, particularly with respect to school motivation. 相似文献
12.
Khamis V 《Child abuse & neglect》2000,24(8):1047-1059
OBJECTIVES: This study was designed to identify predictors of child psychological maltreatment (CPM) in Palestinian families. It examined the relative contributions of child characteristics, parents' sociodemographics, and economic hardship, in addition to family's characteristics such as family values, family ambiance, gender inequities, parental support, harsh discipline, and other forms of maltreatment, to psychological maltreatment. METHOD: The sample consisted of 1000 school age children who ranged in age from 12 to 16 years. Two school counselors carried the interviews with children at school, and with the available parent at home. RESULTS: Child school performance was specifically associated with CPM. The two-parent families and parents from refugee camps appeared to employ more psychological maltreatment of their children than single-parent families and parents from urban and rural areas. Parents who perceived that the family did not have enough money to meet the child's needs were more likely to abuse their children psychologically. Gender inequities, harsh discipline, family ambiance, and lack of parental support were the most salient predictors of CPM. Child psychological maltreatment occurred concurrently with other forms of maltreatment such as physical abuse and child's labor. Parental psychological maltreatment proved to be weakened with high traditional family values. CONCLUSION: A significant proportion of the sample could be considered psychologically maltreated. Intervention and prevention efforts should be focused on child welfare, educational programs aimed at high-risk parents, and mobilization of the community and social services agencies. 相似文献
13.
Why relationships matter: parent and early childhood teacher perspectives about the provisions afforded by young children's relationships 总被引：2，自引：1，他引：1
Sheila Degotardi Naomi Sweller Emma Pearson 《International Journal of Early Years Education》2013,21(1):4-21
This study investigated the perspectives of early childhood teachers and parents regarding the importance of provisions afforded by child–teacher and peer relationships in early childhood centres. Participants were 200 parents and 71 teachers of children aged 0–5 years who responded to an online survey containing a series of relationship function statements that were rated according to their perceived importance. Results demonstrate that most functions were rated as more important in the context of child–teacher relationships than peer relationships, although statements reflecting the provision of friendship were regarded as more important in the domain of peer relationships. Ratings for particular provisions of infant relationships were significantly lower than those for older children; a result generated largely by variation in the ratings of teachers in comparison to those of parents. Findings are discussed in relation to differences between parent and teacher perspectives and implications for the development of inclusive, relationship-based pedagogies. 相似文献
14.
The present study examined the child-rearing attitudes of incest and nonincest child sexual abuse survivors and their perceptions of their own parents' behavior. From a sample of women with a history of child sexual abuse, 40 women with children completed questionnaires designed to assess their own and their parents' child-rearing behavior in terms of the dimensions of parental acceptance and control. The data indicated that women from incestuous backgrounds had more negative perceptions of their fathers and mothers in terms of acceptance and control than women abused by men who were not related to them. Moreover, incest victims who perceived their mothers negatively endorsed autonomy promotion in their own attitudes toward child rearing. The findings are discussed in terms of (1) the lack of positive parenting models when relations with both parents are experienced as negative, (2) incest survivors' conflicts about their own early maturity, and (3) the relation of these findings to the tendency for intergenerational repetition of father-daughter incest. 相似文献
15.
Adolescent-parent conflict was examined in 120 lower-class Chinese early, mid-, and late adolescents in Hong Kong. Individually interviewed adolescents described actual family conflicts, rated their frequency and intensity, justified their own and their parents' perspective on disputes, described how conflicts were resolved, and rated their parents' parenting styles. Conflicts were primarily with mothers, of moderate frequency and severity, and occurred over everyday issues. Chinese adolescents reasoned about conflicts primarily in terms of personal jurisdiction; personal reasoning decreased with age and was more frequent among males than females. Parents' reasoning was seen as primarily pragmatic. Adolescents wanted greater autonomy in decision making than their parents granted them, but parents' views prevailed less with age. Chinese parents were described as relatively warm and controlling; greater parental control and lower warmth were significantly related to conflict frequency and intensity. The findings are seen as reflecting autonomy development in a different cultural context. 相似文献
16.
OBJECTIVE: The goal of the present study was to examine how children disclosed sexual abuse by alleged perpetrators who were not family members. METHODOLOGY: Thirty alleged victims of sexual abuse and their parents were interviewed. The children were interviewed using the NICHD Investigative Interview Protocol by six experienced youth investigators. The same principles were followed when the parents were asked to describe in detail what had happened since the abusive incidents. The statements made by the children and parents were then content analyzed. Major characteristics of the children's and parents' reported behaviors were identified by two independent raters. FINDINGS: More than half (53%) of the children delayed disclosure for between 1 week and 2 years, fewer than half first disclosed to their parents, and over 40% did not disclose spontaneously but did so only after they were prompted; 50% of the children reported feeling afraid or ashamed of their parents' responses, and their parents indeed tended to blame the children or act angrily. The disclosure process varied depending on the children's ages, the severity and frequency of abuse, the parents' expected reactions, the suspects' identities, and the strategies they had used to foster secrecy. CONCLUSIONS: The children's willingness to disclose abuse to their parents promptly and spontaneously decreased when they expected negative reactions, especially when the abuse was more serious. A strong correlation between predicted and actual parental reactions suggested that the children anticipated their parents' likely reactions very well. 相似文献
17.
PURPOSE: We evaluated the hypothesis that abusive parents' reports may exaggerate rates of child behavior problems in a clinical sample. METHOD: The association between parental ratings of behavior problems and independent observations of child behaviors was examined in a sample of 205 clinic-referred families, 58 of which had a reported history of physical abuse. RESULTS: Relative to the comparison group, parents in the abuse group reported more externalizing problems in their children after controlling for parental psychopathology, and displayed more emotionally controlling and less supportive behavior during parent-child interactions. However, there was no association between abuse history and observed child behaviors during the interaction tasks. Abuse status significantly moderated the association between parent-reported externalizing behaviors and observed demanding behavior by the child; the association was significant among comparison families, but not in the abuse group families. CONCLUSIONS: Results indicate that abusive parents may over-report externalizing behavior problems in their children. 相似文献
18.
《Early education and development》2013,24(3):221-231
To examine the relations of preschoolers' social acceptance to peer ratings and self-perceptions, 53 preschoolers were asked to rate how much they liked or disliked their peers and to justify these ratings. Preschoolers also rated their peers' aggressive, prosocial, and sociable behavior. Finally, they completed a pictorial self-perception scale that assessed their views of their physical competence and their relationships with mother and with peers. Children who were better liked by peers were rated as more prosocial, more sociable, and less aggressive than less liked children. Preschoolers often reported liking certain peers because they perceived that those peers liked them; they often reported disliking certain peers because they perceived those peers as aggressive. In contrast to findings with older children, preschoolers' social acceptance was not significantly related to any aspect of their self-perceptions. The results provide evidence for the validity of peer ratings by preschool-age children and bring up issues related to the development and assessment of self-perceptions among preschoolers. 相似文献
19.
OBJECTIVE: Providing culturally sensitive definitions of child abuse is difficult as perceptions of what constitutes abuse can vary around the world. This study was undertaken to assess how teachers in the Republic of Palau perceived the severity of potentially abusive incidents and what types of recommendations, if any, they would have for situations judged as severely abusive. Attitudes about child rearing practices were also evaluated. METHODS: Teachers (n = 141 ) were given: (1) a questionnaire consisting of 25 vignettes describing parent/child interactions that were potentially abusive and asked to rate the severity of abuse and recommended interventions for each vignette; and (2) a 40-item parenting styles questionnaires to evaluate attitudes about child-rearing practices. RESULTS: Teachers identified and recommended interventions for more severe forms of abuse at rates similar to other international samples. For less severe parental misconduct, teachers were reluctant to involve nonfamily and outside agencies. Sexual abuse was rated as the most serious type of abuse and when identified, intervention was highly recommended. Some traditional Palauan parenting practices that might be considered maltreatment by other cultures were not considered abusive. For parenting styles, older individuals were more likely to use guilt induction and less likely to use methods of acceptance. Aggressive parenting styles were negatively correlated with all forms of abuse, suggesting that teachers who used aggressive disciplinary styles were less likely to perceive abusive situations as harmful. CONCLUSIONS: These results indicate that cultural values and practices play important roles in shaping the definition and interpretation of child maltreatment. 相似文献
20.
Sex differences in parent and infant behavior in the home 总被引：1，自引：0，他引：1
Observations were made in the homes of 32 families, each with a child aged around 12 or 24 months. 16 of the children were boys and 16 girls. Boys showed more active play, play with transportation toys, and play generally forbidden by parents. Girls played more with soft toys and dolls. On questionnaire responses many parents rated these and other behaviors as sex appropriate. However, actual sex differences in immediate parental response to children were few or undetected. Sex differences in children's behavior did not appreciably increase from 12 to 24 months. Also, there was no correlation with how stereotyped parents' questionnaire responses were and the degree to which their children exhibited sex-typed behavior. 相似文献