Maternal depressive symptomatology and child maladjustment: A comparison of three process models

Dumas, Jean E.; Serketich, Wendy J.

doi:10.1016/s0005-7894(05)80281-3

Cited by 37 publications

(32 citation statements)

References 29 publications

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“…Finally, we considered only those studies examining children in the age range of two to eighteen, as our child outcomes of interest (externalizing and internalizing problems) cannot be appropriately diagnosed or reliably assessed in children younger than two, and we defined children as individuals younger than 18 years of age. From the original 121 studies identified, 17 met the above-described inclusion criteria (i.e., Brody, Kim, Murray, & Brown, 2004;Chi & Hinshaw, 2002;Conger, Patterson, & Ge, 1995;Conger et al, 1992;Conger et al, 1993;DeGarmo, Patterson, & Forgatch, 2004;Dumas & Serketich, 1994;Fendrich, Warner, & Weissman, 1990;Frye & Garber, 2005;Hammen et al, 2004;Herwig, Wirtz, & Bengel, 2004;Jaser et al, 2005;Kim & Brody, 2005;Low & Stocker, 2005;Marchand & Hock, 1998;Nelson, Hammen, Brennan, & Ullman, 2003;Panaccione & Wahler, 1986).…”

Section: Criteria For Inclusionmentioning

confidence: 99%

Parenting and child externalizing behaviors: Are the associations specific or diffuse?

McKee

Colletti

Rakow

et al. 2008

Aggression and Violent Behavior

160

119

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Building upon the link between inadequate parenting and child noncompliance, aggression, and oppositionality, behavioral parent training has been identified as a well-established treatment for externalizing problems in children. Much less empirical attention has been devoted to examining whether inadequate parenting and, in turn, behavioral parent training programs, have specific effects on child externalizing problems or more diffuse effects on both internalizing and externalizing problems. As an initial attempt to examine the specificity of parenting and childhood externalizing problems, this review examines prior research on the association of three parenting behaviors (parental warmth, hostility, and control) with child externalizing versus internalizing problems. Notably, findings revealed relatively little evidence for the specificity of parenting and child externalizing behaviors in the general parenting literature or in the family context of parent depression. Clinical implications and directions for future research are discussed.

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Section: Criteria For Inclusionmentioning

confidence: 99%

Parenting and child externalizing behaviors: Are the associations specific or diffuse?

McKee

Colletti

Rakow

et al. 2008

Aggression and Violent Behavior

160

119

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“…However, much research suggests that maternal depression is a risk factor for many child problems including both internalizing and externalizing behavior (e.g., Cummings & Davies, 1994;Downey & Coyne, 1990;Dumas & Serketich, 1994) and social and academic competence (e.g., Downey & Coyne, 1990). Along with the direct effects of maternal depression on children's academic success, PI in school may be a mediating factor between maternal depression and children's academic success.…”

Section: Family and Demographic Risk Factors And Parent Involvement Imentioning

confidence: 99%

Parent Involvement in School Conceptualizing Multiple Dimensions and Their Relations with Family and Demographic Risk Factors

Kohl

Lengua

McMahon

2000

Journal of School Psychology

423

300

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Parent involvement (PI) in school is associated with more positive academic performance and social competence in children. However, there are inadequacies in current measures of PI and a need for a better understanding of predictors of PI. In this study, measures were obtained from a normative sample of 387 children in kindergarten and first grade from high-risk neighborhoods in 4 different sites. First, a confirmatory factor analysis of a theoretical factor model of PI identified 6 reliable multiple-reporter PI factors: Parent-Teacher Contact, Parent Involvement at School, Quality of Parent-Teacher Relationship, Teacher's Perception of the Parent, Parent Involvement at Home, and Parent Endorsement of School. Next, the relations among 3 specific family and demographic risk factors-parental education level, maternal depression, and single-parent status-and these 6 PI factors were examined using path analyses in structural equation modeling. Results indicated that the 3 risk factors were differentially associated with the 6 PI factors: Parental education was significantly associated with 4 PI outcomes, maternal depression was significantly associated with 5 PI outcomes, and single-parent status was significantly associated with 3 PI outcomes. No significant ethnic group differences between African American and Caucasian families were found in these relations. KeywordsParent-school relationship; Single parents; Depression; Parent educational background; Racial and ethnic differences Parent involvement (PI) in school is a topic of great interest for researchers and practitioners. At this point, there is substantial evidence that PI is associated with children's academic performance (e.g., Comer, 1988;Epstein, 1991;Reynolds, 1992) and social competence (Henderson, 1987;Kohl, Weissberg, Reynolds, & Kasprow, 1994;Reynolds, Weissberg, & Kasprow, 1992), and policymakers recognized the importance of involving parents in schools by incorporating federal legislation into the Goals 2000 Educate America Act (U.S. Department of Education, 1994). Given the importance of PI, identifying and understanding the variables NIH-PA Author Manuscript NIH-PA Author Manuscript NIH-PA Author Manuscriptimpacting it is essential in developing interventions to enhance PI. Many family and demographic factors such as ethnicity, family composition, income, education level, and work status are associated with PI (see review, Eccles & Harold, 1996). When these variables are immutable, as in the case of many sociodemographic variables, their identification is useful in determining specific groups at risk for low levels of PI. With proper identification, interventions can target these at-risk populations with more outreach and added support. The goal of this study was to examine the relations between a circumscribed set of family and demographic risk factors and PI. Prior to examining these relations, we conceptualized PI along six dimensions and empirically validated this model. FAMILY AND DEMOGRAPHIC RISK FACTORS AND PARENT INVOLVEMENT IN ...

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“…Parents with low well-being are often at higher risk for having children with conduct problems and may be less likely to respond positively to associated interventions (Dumas & Serketich, 1994; Reyno & McGrath, 2006; Webster-Stratton, 1989). Given this additional risk, it is critical to identify service approaches to best meet the needs of this population.…”

Section: Discussionmentioning

confidence: 99%

“…Relatedly, depressive symptoms in mothers are associated with poor parenting efficacy (Cutrona & Troutman 1986; Halpern & McLean 1997; O'Neil, Wilson, Shaw, & Dishion, 2009; Teti & Gelfand 1991; Weaver, Shaw, Dishion, & Wilson, 2008). Parental well-being factors are also associated with child behavioral and emotional problems (Dumas & Serketich, 1994; Webster-Stratton, 1989). Response to parent training is diminished when parents exhibit lower levels of personal well-being (or higher levels of stress and/or depression) (Reyno & McGrath, 2006).…”

mentioning

confidence: 99%

“…Response to parent training is diminished when parents exhibit lower levels of personal well-being (or higher levels of stress and/or depression) (Reyno & McGrath, 2006). Furthermore, it is important to account for parental well-being in such interventions so that positive impact can be enhanced (Dumas & Serketich, 1994; Weaver et al, 2008; Webster-Stratton, 1989). …”

mentioning

confidence: 99%

See 1 more Smart Citation

Moderating Effects of Parental Well-Being on Parenting Efficacy Outcomes by Intervention Delivery Model of the Early Risers Conduct Problems Prevention Program

et al. 2014

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Parent-focused preventive interventions for youth conduct problems are efficacious when offered in different models of delivery (e.g., individual in-home, group center-based). However, we know little about the characteristics of parents associated with a positive response to a particular model of delivery. We randomly assigned the parents of an ethnically diverse sample of kindergarten through second grade students (n = 246) displaying elevated levels of aggression to parent-focused program delivery models emphasizing receiving services in a community center largely with groups (Center; n = 121) or receiving services via an individualized in-home strategy (Outreach; n = 125). In both delivery models, parents received parent skills training and goal setting/case management/referrals over an average of 16 months. Structural equation modeling revealed a significant interaction between parental well-being at baseline and intervention delivery model in predicting parenting efficacy at year two, while controlling for baseline levels of parenting efficacy. Within the Outreach model, parents with lower levels of well-being as reported at baseline appeared to show greater improvements in parenting efficacy than parents with higher levels of well-being. Within the Center model, parental well-being did not predict parenting efficacy outcomes. The strong response of low well-being parents within the Outreach model suggests that this may be the preferred model for these parents. These findings provide support for further investigation into tailoring delivery model of parent-focused preventive interventions using parental well-being in order to improve parenting outcomes.

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Maternal depressive symptomatology and child maladjustment: A comparison of three process models

Cited by 37 publications

References 29 publications

Parenting and child externalizing behaviors: Are the associations specific or diffuse?

Parenting and child externalizing behaviors: Are the associations specific or diffuse?

Parent Involvement in School Conceptualizing Multiple Dimensions and Their Relations with Family and Demographic Risk Factors

Moderating Effects of Parental Well-Being on Parenting Efficacy Outcomes by Intervention Delivery Model of the Early Risers Conduct Problems Prevention Program

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