Facilitative Parenting and Children’s Social, Emotional and Behavioral Adjustment

Healy, Karyn L.; Sanders, Matthew R.; Iyer, Aarti

doi:10.1007/s10826-014-9980-x

Cited by 30 publications

(26 citation statements)

References 60 publications

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“…This parental support could have aided in the improvements observed in the pragmatic language skills as only three clinic sessions were provided, and children with ADHD continued to show gains beyond the intervention at the one month follow‐up. This is similar to previous research that has shown that facilitative parenting supports the development of children's social and emotional competence and effective peer relationships and can be a protective factor for children against a wide range of adjustment problems (Healy, Sanders & Iyer, ; Hoza et al ., ). Parents in this study were interviewed after delivering the intervention.…”

Section: Discussionsupporting

confidence: 90%

Evaluating the pragmatic language skills of children with ADHD and typically developing playmates following a pilot parent‐delivered play‐based intervention

Cordier

Munro

Wilkes‐Gillan

et al. 2016

Aus Occup Therapy J

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The preliminary findings suggest that using parents to facilitate their child's pragmatic language skills was a feasible intervention approach with parents acting as agents of change to improve the pragmatic language of their children. This exploratory study identifies the need for further large-scale research to address the pragmatic language skills of children with ADHD using parent-delivery in a play-based, peer-peer context.

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Section: Discussionsupporting

confidence: 90%

Evaluating the pragmatic language skills of children with ADHD and typically developing playmates following a pilot parent‐delivered play‐based intervention

Cordier

Munro

Wilkes‐Gillan

et al. 2016

Aus Occup Therapy J

View full text Add to dashboard Cite

show abstract

“…This may involve referral in the most extreme cases to professional services outside the school, which according to the victimized students occurs in 12% of cases, and/or coaching the student to develop interpersonal skills to effectively deal with being bullied, such as 'fogging' (19). Working closely with parents and offering them emotional support and advice can also make an important contribution [40].…”

Section: Implications For Interventions In Cases Of Bullyingmentioning

confidence: 99%

“…It is acknowledged that many other factors may affect the effectiveness of teacher interventions. These include personality attributes, such as personal aggressiveness, in part genetically determined [44], and home backgrounds that may result in some children having inadequate social skills [40]. In this study bullying was assessed in a general sense, without considering specific forms of bullying such as cyberbullying and how well each form is addressed by schools.…”

Section: Strengths and Limitationsmentioning

confidence: 99%

How Teachers Deal with Cases of Bullying at School: What Victims Say

Rigby

2020

IJERPH

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Student victims of peer bullying (n = 223) in 25 coeducational Australian schools answered a questionnaire to provide accounts of how their school responded to their requests for help. In addition, respondents indicated how severely they were emotionally impacted by the bullying and whether the bullying was perpetrated by an individual or by a group. The reported outcomes from the intervention indicated that in 67% of cases the bullying stopped or was reduced. In cases where the emotional impact was reported as relatively severe, the school interventions were less successful. In addition, reportedly being bullied relatively often by groups, as distinct from individuals, was independently predictive of a less positive outcome. Among girls, but not boys, younger students reported more satisfactory outcomes. Implications are suggested for more effective interventions in cases of bullying.

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“…Researchers have therefore investigated how a child's resources can be developed to help them grow and learn from positive stress. Within this line of inquiry, the role that parents play in helping children deal with stress has been investigated in non-clinical samples (Hardy, 1993;Healy, Sanders, & Iyer, 2014;McLeod, Wood, & Weisz, 2007;Wolfradt, Hempel, & Miles, 2003) as well as special needs, at risk and clinical samples (Burgess, Sly, Morawska Cooper, & Devadason, 2008;Morawska, Stelzer, & Burgess 2008;Morawska & Sanders, 2008;Tellegen & Sanders, 2014). Summarizing the literature on the link between parenting and childhood stress, Power (2004) concluded that "Children who approach potentially stressful events with active forms of coping have parents who are warm and supportive, and who employ authoritative control practices" (Power, 2004: p. 305).…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Strength-Based Parenting with Children’s Stress Levels and Strength-Based Coping Approaches

Waters¹

2015

PSYCH

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The current study adopted a positive psychology approach to examine the role of a positively oriented style of parenting-strength-based parenting (SBP)-on levels of stress in primary school aged children. Specifically, the study tested the degree to which SBP was directly and indirectly related to stress levels in children, partly through its influence on children' coping responses. A community sample of Australian upper-primary school aged children (N= 103; M age = 11.30; SD = 1.10; 57% female, 43% male) participated in a cross-sectional, mixed methods field study using self-report surveys and behavioral vignette. A series of multiple regression analyses found that SBP was significantly negatively related to stress levels and significantly positively related to strength-based coping in children. In addition, strength-based coping partially mediated the relationship between SBP and stress levels in children, suggesting that one reason why SBP reduced stress in children was that it encouraged children to take strength-based coping approaches when faced with adversity. SBP thus increases the endogenous resources (i.e., personal strengths) that children can draw upon to address resources with demands that leads to stress. The discussion provides practical implications for SBP and suggestions for future research in this area.

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Facilitative Parenting and Children’s Social, Emotional and Behavioral Adjustment

Cited by 30 publications

References 60 publications

Evaluating the pragmatic language skills of children with ADHD and typically developing playmates following a pilot parent‐delivered play‐based intervention

Evaluating the pragmatic language skills of children with ADHD and typically developing playmates following a pilot parent‐delivered play‐based intervention

How Teachers Deal with Cases of Bullying at School: What Victims Say

The Relationship between Strength-Based Parenting with Children’s Stress Levels and Strength-Based Coping Approaches

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