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Descriptors:
Student Attitudes; Secondary School Students; Early Adolescents; Bullying; Child Rearing; Family Environment; Parenting Styles; Semi Structured Interviews; Focus Groups; Victims; Qualitative Research; Conflict; Spouses; Family Violence; Intervention; Prevention

Abstract:
The present paper uses a qualitative method in order to study the ways in which bullying is discursively organized among young adolescent students in relation to the family factors related to it. Only a few studies have linked aspects of parenting and family functioning to bullying through the use of students' discourses despite the fact that family views and policies have a significant impact on bullying and the role the adolescent takes in relation to it, as well as the phenomenon. In the present study, 5 schools with a total number of 90 students in 14 focus groups participated through semistructured interviews. The analysis was facilitated by QSR NVivo, and three themes emerged under the heading of family-related factors of bullying: (a) difficult home environment with many conflicts between the spouses or between the parents and the young adolescents, (b) parenting styles such as parental overprotection, lack of supervision, or excessive control, and (c) domestic abuse. The findings of this study confirm patterns of bullying and its relation to familial factors in the international literature. The implications of the findings are discussed in light of intervention, as well as prevention. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Resilience (Psychology); Depression (Psychology); Foreign Countries; Family Violence; Cross Cultural Studies; Questionnaires; At Risk Persons; Individual Characteristics; Adolescents; Aggression; Gender Differences; Experience; Socioeconomic Status; Predictor Variables; Parenting Styles; Verbal Communication; Teacher Influence; Parent Influence; Substance Abuse; Peer Relationship; Grade 8

Abstract:
Questionnaire data from a cross-sectional study of a randomly selected sample of 5,149 middle-school students from four EU countries (Austria, Germany, Slovenia, and Spain) were used to explore the effects of family violence burden level, structural and procedural risk and protective factors, and personal characteristics on adolescents who are resilient to depression and aggression despite being exposed to domestic violence. Using logistic regression to identify resilience characteristics, our results indicate that structural risks like one's sex, migration experience, and socioeconomic status were not predictive of either family violence burden levels or resilience. Rather, nonresilience to family violence is derived from a combination of negative experiences with high levels of family violence in conjunction with inconsistent parenting, verbally aggressive teachers, alcohol and drug misuse and experiences of indirect aggression with peers. Overall, negative factors outweigh positive factors and play a greater role in determining the resilience level that a young person achieves. (Contains 7 tables and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Sleep; Infants; Infant Mortality; Mothers; Correlation; Questionnaires; Parenting Styles; Interviews; Foreign Countries

Abstract:
This study aimed to assess possible association between swaddling and sleep behaviour in two-month-old infants. It comprised 198 apparently healthy infants from the community setting selected by chance (86 boys, 112 girls), aged two months, who were singletons born in St Petersburg in 2007. The mothers were asked to complete the questionnaires addressing infant, maternal, and demographic major characteristics with particular emphasis on maternal swaddling practice and infant sleep routine. As part of the interview, the mothers were asked to describe possible sleep disturbances in infants in five major sleep domains: bedtime problems, excessive daytime sleepiness, awakenings, regularity and duration of sleep and snoring. Of 198 infants, 120 babies (60.6%) were never swaddled at night-time, 35 (17.7%) were swaddled occasionally and 43 (21.7%) were swaddled regularly. No significant associations were found between regular swaddling and infant-parent(s) room and bed sharing, type of mattress used and preferred position in which the infant was habitually put to sleep. There was no association between swaddling and habitual position in which the baby was usually found awake and maternal reports on infant sleep disturbances. In conclusion, no convincing evidence was found on any beneficial effect of swaddling in terms of modifying baby's night-time sleep behaviour and sleep routine that might have been potentially protective against sudden infant death syndrome. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Academically Gifted; Cognitive Ability; Student Attitudes; Measures (Individuals); Residential Programs; Child Rearing; Parenting Styles; Factor Analysis; Multiple Regression Analysis; Questionnaires; Age Differences; Gender Differences; Racial Differences; Summer Programs; Preadolescents; Adolescents; Elementary School Students; High School Students

Abstract:
Children whose parents are warm and responsive yet also set limits and have reasonable expectations for their children tend to have better outcomes than their peers whose parents show less warmth and responsiveness, have low expectations, or both. Parenting behavior is related to family race and children's sex, age, and cognitive ability. However, there is no work that examines how children's cognitive abilities are related to their perceptions of their mothers' and fathers' parenting styles and the extent to which these relationships are moderated by race, sex, and age in a sample of gifted students. Participants (N = 332, ages 9-17 years) attended a summer residential program for gifted students and completed the Parental Authority Questionnaire and the verbal battery of the Cognitive Abilities Test. Three main findings emerged. First, factor analyses provided support for the use of the Parent Authority Questionnaire with gifted populations. Second, findings from regression analyses as well as examinations of mean differences by cognitive ability level were consistent with earlier studies suggesting that more cognitively able students were likely to perceive their parents as employing a flexible (i.e., authoritative) parenting style. Finally, consonant with earlier studies with nonidentified populations, age, sex, and race were associated with parenting styles as reported by this group of identified gifted students. Results provide further support for the notion that authoritative parenting promotes positive outcomes for children, particularly those who have been identified as gifted. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Behavior Modification; Mass Media Effects; Child Rearing; Parenting Styles; Animal Behavior; Child Behavior; Power Structure

Abstract:
Behavior modification with children has been popularized through television shows such as "Super Nanny" and "Nanny 911". The popularity of these shows may be related to the demand parents have for improving their children's behavior. Interestingly, an approach adopted by "The Dog Whisperer" may prove effective when used with children. The purpose of this brief review is to summarize how behavior modification with children has been used in the media and to detail the surprisingly large amount of research support for "The Dog Whisperer's" approach. This article also may be used as a guide for those who interact with children. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Family Literacy; Foreign Countries; Socialization; Ideology; Bilingualism; Language Planning; Case Studies; Literacy; Chinese; English (Second Language); Second Language Learning; Public Policy; Language Acquisition; Cultural Context; Comparative Analysis; Family Environment; Cultural Background; Learning Experience; Parenting Styles; Academic Aspiration; Language Usage

Abstract:
This article reports a case study of two Chinese-English bilingual families in Singapore and illustrates the importance of incorporating two hitherto disconnected fields of research--family language policy and family literacy practices--to an understanding of early language and literacy acquisition in the familial milieu. Specifically, this work illuminates how such language socialization processes as prolepsis, syncretism, and synergy mediate the influences of the larger sociocultural context on the focal children's bilingual and biliteracy learning at home. A comparison of the two families reveals similarities and differences in the way they drew on language practices from multiple resources to involve their children in an array of bilingual/biliteracy activities and to align these activities to the current and projected future needs of the children. The study shows how the family members' cultural backgrounds, past experiences of learning and parenting, educational beliefs, and aspirations for the children shaped language ideology, language practices, and language management at home. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Parent Child Relationship; Punishment; Grade 4; Grade 5; Interpersonal Competence; Aggression; Child Behavior; Goal Orientation; Social Development; Child Rearing; Parenting Styles; Correlation; Gender Differences; Cognitive Processes; Student Attitudes; Parent Attitudes; Questionnaires

Abstract:
Although research has examined how parenting may influence children's social information processing, little research has examined how these factors may influence children's social goals. The current study examined how both parent- and child-reports of parenting behaviors were associated with regressed change in children's reported social goals over a one-year time period. Participants were 116 children (58.8% male), identified as being highly aggressive by their teachers in 4th grade, and their caregivers. Children's reports of positive parenting in 4th grade were positively associated with affiliation goals and negatively related to dominance and revenge goals in 5th grade, even after controlling for the corresponding goals in 4th grade. Additionally, parent-reported corporal punishment in 4th grade was positively related to dominance goals in 5th grade for boys, but not for girls. Results are discussed in terms of the possible ways that parenting may influence social goals. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Dyslexia; Ideology; Mothers; Short Term Memory; Females; Child Rearing; Autobiographies; Interviews; Fear; Reading Skills; Spelling; Parenting Styles; Role Models; Foreign Countries

Abstract:
Women with children have been depicted as struggling to justify themselves in the shadow of intensive mothering ideology. However, little is said about women who have a disability such as dyslexia, and how disability may intersect with intensive mothering ideology to present additional challenges. In this paper, life-story interviews are drawn upon to start to unpack the ways in which mothering and dyslexia may intersect. The themes discussed include: fear and perceived challenges of having a child with dyslexia; how mothers perceived their impairments manifest in their mothering, including poor organisational skills, short-term memory, reading and spelling; and how mothers may attempt to reframe the apparent contradiction between a "good" mother and a mother with dyslexia by, for example, portraying themselves as a positive role-model for their child and better able to identify and cater for their child's needs. (Contains 1 table and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Parent Child Relationship; Personality Traits; Child Behavior; Child Rearing; Compliance (Psychology); Parenting Styles; Behavior Modification; Behavior Problems; Feedback (Response); Guides

Abstract:
People are born with certain temperament traits. Some children are easy going and easy to get along with. Some are not. This article describes the temperament traits of the strong-willed child. The strong-willed is viewed as stubborn to parents and teachers. The child's goal is to always be in control of his own behaviors, regardless of the needs and feeling of people around him. The strong-willed child is resistant to change and has feelings of mistrust of others around him. His many temperament qualities that come across as negative to other people actually can be a catalyst to appropriate behaviors under the consistent care of parents and school teachers. This article describes the characteristics of the strong-willed child and also describes ways to control and guide the child's behaviors. Once viewed negative behaviors can become positive behaviors. Many a strong-willed child has become an important leader in society. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Parent Child Relationship; Infants; Fathers; Child Rearing; Child Development; Behavior Problems; Child Behavior; Reader Response; Parent Participation; Parenting Styles; Child Psychology; Early Experience

Abstract:
Many researchers have attempted to uncover the precise contribution of fathers to childrearing in relation to both young and older children's development during the past five decades (Lamb, 1975), including during the infancy period (Parke & O'Leary. S, 1975). However, few have been able to isolate precise mechanisms by which specific types of paternal childrearing practices may be linked to specific types of prosocial and problem behavior. The current paper by Ramchandani et al. (2013) breaks new ground in identifying a precise dimension of paternal parenting during early infancy--engagement--and linking it to maternal reports of infant externalizing problem behavior. Importantly, this association was found after accounting for the influence of several child, paternal, and maternal characteristics, including observed maternal sensitivity. Specifically, the authors found that fathers observed to be less engaging with their 3-month olds were reported by mothers to show fewer disruptive problems 9 months later. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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