Impact of parenting styles on preschoolers’behaviors

In this editorial,I comment on the article“Association of preschool children behavior and emotional problems with the parenting behavior of both parents”which was published in the latest issue of“World Journal of Clinical Cases”that demonstrates the prevalence of behavioral disorders in preschool children.Therefore I am focused on parenting which is the most effective factor shown to affect the development and continuity of these behaviors.The management of child behavior problems is crucial.Children in early ages,especially preschoolers who are in the first 5 years of life,are influenced by dramatic changes in various aspects of development,such as social,emotional,and physical.Also,children experience many changes linked to different developmental tasks,such as discovering themselves,getting new friendships,and adapting to a new environment.In this period,parents have a critical role in supporting child development.If parents do not manage and overcome their child’s misbehavior,it could be transformed into psychosocial problems in adulthood.Parenting is the most powerful predictor in the social development of preschool children.Several studies have shown that to reduce the child’s emotional and behavioral problems,a warm relationship between parents and children is needed.In addition,recent studies have demonstrated significant relationships between family regulation factors and parenting,as well as with child behaviors.

Comparative study on emotional behavior and parental job stress of only-child and non-only-child preschool children

BACKGROUND Studies have revealed that Children's psychological,behavioral,and emotional problems are easily influenced by the family environment.In recent years,the family structure in China has undergone significant changes,with more families having two or three children.AIM To explore the relationship between emotional behavior and parental job stress in only preschool and non-only preschool children.METHODS Children aged 3-6 in kindergartens in four main urban areas of Shijiazhuang were selected by stratified sampling for a questionnaire and divided into only and nononly child groups.Their emotional behaviors and parental pressure were compared.Only and non-only children were paired in a 1:1 ratio by class and age(difference less than or equal to 6 months),and the matched data were compared.The relationship between children's emotional behavior and parents'job stress before and after matching was analyzed.RESULTS Before matching,the mother's occupation,children's personality characteristics,and children's rearing patterns differed between the groups(P<0.05).After matching 550 pairs,differences in the children's parenting styles remained.There were significant differences in children's gender and parents'attitudes toward children between the two groups.The Strengths and Difficulties Questionnaire(SDQ)scores of children in the only child group and the Parenting Stress Index-Short Form(PSI-SF)scores of parents were significantly lower than those in the non-only child group(P<0.05).Pearson’s correlation analysis showed that after matching,there was a positive correlation between children's parenting style and parents'attitudes toward their children(r=0.096,P<0.01),and the PSI-SF score was positively correlated with children's gender,parents'attitudes toward their children,and SDQ scores(r=0.077,0.193,0.172,0.222).CONCLUSION Preschool children's emotional behavior and parental pressure were significantly higher in multi-child families.Parental pressure in differently structured families was associated with many factors,and preschool children's emotional behavior was positively correlated with parental pressure.

Association of preschool children behavior and emotional problems with the parenting behavior of both parents

BACKGROUND Parental behaviors are key in shaping children’s psychological and behavioral development,crucial for early identification and prevention of mental health issues,reducing psychological trauma in childhood.AIM To investigate the relationship between parenting behaviors and behavioral and emotional issues in preschool children.METHODS From October 2017 to May 2018,7 kindergartens in Ma’anshan City were selected to conduct a parent self-filled questionnaire-Health Development Survey of Preschool Children.Children’s Strength and Difficulties Questionnaire(Parent Version)was applied to measures the children’s behavioral and emotional performance.Parenting behavior was evaluated using the Parental Behavior Inventory.Binomial logistic regression model was used to analyze the association between the detection rate of preschool children’s behavior and emotional problems and their parenting behaviors.RESULTS High level of parental support/participation was negatively correlated with conduct problems,abnormal hyperactivity,abnormal total difficulty scores and abnormal prosocial behavior problems.High level of maternal support/participation was negatively correlated with abnormal emotional symptoms and abnormal peer interaction in children.High level of parental hostility/coercion was positively correlated with abnormal emotional symptoms,abnormal conduct problems,abnormal hyperactivity,abnormal peer interaction,and abnormal total difficulty scores in children(all P<0.05).Moreover,paternal parenting behaviors had similarly effects on behavior and emotional problems of preschool children compared with maternal parenting behaviors(all P>0.05),after calculating ratio of odds ratio values.CONCLUSION Our study found that parenting behaviors are associated with behavioral and emotional issues in preschool children.Overall,the more supportive or involved the parents are,the fewer behavioral and emotional problems the children experience;conversely,the more hostile or controlling the parents are,the more behavioral and emotional problems the children face.Moreover,the impact of fathers’parenting behaviors on preschool children’s behavior and emotions is no less significant than that of mothers’parenting behaviors.

Mindfulness and mindful parenting:Strategies for preschoolers with behavioral issues

The behavior issues of preschoolers are closely related to their parents'parenting styles.This editorial discusses the value and strategies for solving behavior issues in preschoolers from the perspectives of mindfulness and mindful parenting.We expect that upcoming studies will place greater emphasis on the behavioral concerns of preschoolers and the parenting practices that shape them,particularly focusing on proactive interventions for preschoolers'behavioral issues.

Observation on the Effect of Parental Participation in Nursing Under the IMCHB Model in Neonatal Hypoxic-Ischemic Encephalopathy

Objective:To investigate the clinical effects of parental participation in nursing under the Interaction Model of Client Health Behavior(IMCHB)model in neonatal hypoxic-ischemic encephalopathy(HIE).Methods:The First Affiliated Hospital of Gannan Medical University included 46 newborns with HIE admitted from October 2021 to October 2023 into the study population.They were divided into a control group and an observation group according to the random number table method,with the control group adopting routine nursing,and the observation group implementing parental participation in nursing under the IMCHB model.The indicators of physical,intellectual,and psychomotor development of the two groups were compared before and after nursing.Results:The physical,intellectual,and psychomotor development of the observation group was higher than that of the control group after 3 months of nursing,and the difference was statistically significant(P<0.05).Conclusion:The implementation of the IMCHB model of parental participation in the clinical care of HIE neonates can further promote their physical,intellectual,and psychomotor development.

Influence of Parental Rearing Patterns on School Bullying Behavior of Junior High School Students

Bullying,as an aggressive behavior,has become a common phenomenon among junior high school students.The occurrence of bullying behavior can have a serious negative impact on the mental health of junior high school students.Some students even suffer from psychological problems such as depression and anxiety.Many research results at home and abroad show that personality is an important factor affecting bullying behavior.In this case,this study explores the impact of parental rearing patterns on school bullying behavior.Improving the parenting styles of junior high school students and their parenting level has become an practicable practical approach to prevent the problem of school bullying.

Research on the Influence of Family Education on Children’s Behavioral Habits

Under the background of the all-round deepening of quality education,the cultivation of comprehensive quality has become the main theme of contemporary education reform.Good behavior and habits are of great significance to children’s future learning,growth,and development.Through literature review and other methods,this paper analyzes the current situation of children’s family education and the influence of family education on the cultivation of children’s behavioral habits and provides some strategies for cultivating children’s good behavioral habits in family education.

Parenting Skills Determinant in Preventing Adolescents’ Sexual Health Risk Behavior

Parenting skill is one of the crucial needs that parents must have in caring adolescents’ sexual health risk behavior. Present study aims to determine predictors of parenting skills in preventing adolescents’ sexual health risk behavior. A cross sectional study was conducted among adolescents’ parents who attended government health clinics in a semi-urban district, West Malaysia. Data were collected by systematic random sampling using validated questionnaire from eight government health clinics based on routine daily out-patient services. There were 386 respondents participated with 98.9% of response rate. Parental skill is categorized as appropriate or inappropriate based on Trans-Theoretical Model (TTM) staging. Eighteen independent variables were used: parental socioeconomic status, adolescent characteristic, parenting style, parent-adolescent communication, parental stress, perception on adolescent sexual risk, comfortable in discussing sexual issues, knowledge in sexual reproductive health (SRH) and knowledge in HIV/AIDS. Assessment of parenting skills using the TTM stage showed 139 respondents (36%) had inappropriate parenting skills, in which they were in pre contemplation, contemplation or preparedness stages, while 247 respondents (64%) showed appropriate parenting skills when they were in action and maintenance stages of TTM. Older parent, late adolescent, low parental education level, extended family living arrangement, comfortable in discussing sexual issues, good parent-adolescent communication and higher knowledge in HIV/AIDS were found significant in bivariate analysis. Multivariate logistic regression analysis identified older parent (AOR = 1.927, 95% CI = 1.889 - 1.966, p < 0.001), lower parental education (AOR = 2.394, 95% CI = 1.348 - 4.254, p = 0.003), comfortable in discussing sexual issues (AOR = 3.810, 95% CI = 1.622 - 8.948, p = 0.002), good parent-adolescent communication (AOR = 4.741, 95% CI = 2.478 - 9.071, p ≤ 0.001) and having higher knowledge on HIV/AIDS (AOR = 2.804, 95% CI = 1.528 - 5.147, p = 0.001) as significant predictors for appropriate parenting skills in preventing adolescent sexual health risk behavior. In conclusion, more than one third of parents were still not ready in preventing adolescent sexual risk behavior. Targeting the young parents and those having difficulty in communicating sexual issues with theirs adolescents should be emphasized in early intervention program for parents. Self-assessment using TTM stage questionnaire will help parents to identify their parenting skills in preventing adolescent sexual health risk behavior.

孤独症谱系障碍RUBI-PT方案的改编及适应性调查

目的·探究“行为干预研究单位孤独症网络家长培训”[the Research Units in Behavioral Intervention(RUBI)Autism Network Parent Training,RUBI-PT]方案的中国本土化改编并对其适应性进行调查。方法·按照文化改编的4个步骤对RUBI-PT方案进行改编,包括信息收集、初步改编设计、初步改编测试、进一步调整。信息收集阶段邀请了6位儿科专家和2位心理治疗师进行6次焦点小组访谈,并根据专家意见从语言、治疗形式、治疗设置等方面对RUBI-PT方案进行初步改编;初步改编测试阶段招募了16位孤独症谱系障碍(autism spectrum disorder,ASD)患儿的家长,分2批参加线上RUBI-PT,结束后收集项目反馈问卷并行适应性调查分析,最后根据测试结果进行方案的进一步调整。结果·RUBI-PT的初步改编方案由个体培训调整为团体培训,包含8次核心技能课程,采用线上会议形式实施。初步测试结果显示,家长对于上课进度、上课过程、课后作业完成情况、作业点评情况的满意度分别为90%、80%、100%和100%;课程难度方面,第7次课(功能性沟通训练)和第8次课(教授技能)的难度最大。依据上述调查结果和专家小组意见完成进一步调整,最终形成本土化RUBI-PT的改编方案。结论·经过改编和适应性调查,形成了适用于中国ASD儿童家庭的家长行为训练策略即RUBI-PT。

父母婚姻状况对中学生消极情绪和非自杀性自伤行为的影响:一项多中心横断面研究

背景父母婚姻状况对青少年负性心理及非自杀性自伤行为(NSSI)影响的研究报道较少,且现有的研究样本量较小。目的探究父母婚姻状况与中学生消极情绪和NSSI的关联,为中学生NSSI的防控提供参考。方法2020年3—4月,采用分层随机抽样法对南充市及周边20个乡镇、67所中学的学生进行问卷调查。调查人员将问卷输入问卷星平台生成二维码,学校发放二维码给家长或学生监护人。问卷包括一般信息问卷、渥太华自残量表(OSI)和中文版抑郁焦虑压力量表-21(DASS-21)。统计中学生NSSI、抑郁、焦虑、压力检出率,并分析影响中学生NSSI、抑郁、焦虑和压力的相关因素。结果本调查共对23所中学的8785名学生发放问卷,最终获得有效问卷8606份,有效回收率98.0%。8606名中学生中男4540名(52.8%)、女4066名(47.2%);初中5937名(69.0%),高中1028名(11.9%),职业高中1641名(19.1%);双亲家庭7274名(84.5%),父母离异单亲787名(9.1%),父母离异再婚545名(6.4%)。本次调查的中学生NSSI检出率为5.6%(486/8606),抑郁检出率为21.9%(1884/8606),焦虑检出率为26.8%(2305/8606),压力检出率为12.3%(1060/8606)。多因素Logistic回归分析结果显示,在所有中学生中,与男生相比,女生发生NSSI、焦虑的风险较大(OR=2.363,95%CI=1.946~2.868;OR=1.195,95%CI=1.086~1.315);与初中生相比,职业高中生发生NSSI、抑郁、焦虑、压力的风险较大(OR=1.847,95%CI=1.494~2.284;OR=1.886,95%CI=1.667~2.134;OR=1.857,95%CI=1.141~1.532;OR=1.527,95%CI=1.309~1.781);与双亲家庭的中学生相比,离异单亲、离异再婚家庭的中学生NSSI、抑郁、焦虑、压力的风险较大(离异单亲:OR=2.194,95%CI=1.699~2.834;OR=1.563,95%CI=1.326~1.843;OR=1.573,95%CI=1.346~1.839;OR=1.417,95%CI=1.153~1.741;离异再婚:OR=2.207,95%CI=1.638~2.975;OR=1.863,95%CI=1.543~2.249;OR=1.796,95%CI=1.499~2.153;OR=1.821,95%CI=1.453~2.282);与长期由双亲照顾的中学生相比,长期由父亲单独照顾、母亲单独照顾、祖父母照顾发生NSSI、抑郁、焦虑的风险较大(父亲单独照顾:OR=2.045,95%CI=1.366~3.062;OR=1.633,95%CI=1.289~2.145;OR=1.373,95%CI=1.069~1.762;母亲单独照顾:OR=1.772,95%CI=1.141~2.751;OR=1.435,95%CI=1.095~1.882;OR=1.513,95%CI=1.174~1.951;祖父母照顾:OR=2.465,95%CI=1.918~3.168;OR=1.783,95%CI=1.513~2.100;OR=1.843,95%CI=1.577~2.154),由母亲单独照顾、祖父母照顾发生压力的风险较大(OR=1.604,95%CI=1.166~2.207;OR=1.678,95%CI=1.375~2.049)(P<0.05)。结论中学生的NSSI、抑郁、焦虑、压力与父母离异及照顾者有关,因此,需要对处于这些情况的中学生给予特别关注和干预。

父母消极教养方式与大学生恶意创造性行为的关系:有调节的中介模型

本研究基于创造性行为的互动主义模型和一般压力理论,考察父母消极教养方式与恶意创造性行为的关系,并检验道德推脱的中介作用和性别的调节作用。采用整群取样法抽取长沙市三所高校的926名在校大学生进行问卷调查,结果表明:(1)父母消极教养方式能够显著正向预测恶意创造性行为;(2)道德推脱在父母消极教养方式和恶意创造性行为的关系中起中介作用;(3)“父母消极教养方式→道德推脱→恶意创造性行为”这一中介效应的前半路径受到性别的调节。具体而言,相较于女生,父母消极教养方式对男生道德推脱水平的正向预测作用更大。

父母养育心理灵活性与幼儿问题行为的关系--基于心理安全感和教养效能感的链式中介作用

为了探究父母养育心理灵活性与幼儿问题行为的关系,以及幼儿心理安全感和父母教养效能感在其中的作用,采用父母养育心理灵活性量表、学前儿童困难与长处问卷、幼儿心理安全感量表和幼儿父母教养效能感量表对重庆市355名幼儿进行问卷调查。结果显示,幼儿问题行为在父母学历和家庭结构中差异显著,幼儿心理安全感在家庭结构中差异显著和父母教养效能感在填表人上差异显著;父母养育心理灵活性、幼儿问题行为、幼儿心理安全感和父母教养效能感两两显著相关;父母养育心理灵活性能显著负向预测幼儿问题行为;幼儿心理安全感、父母教养效能感在父母养育心理灵活性对幼儿问题行为的影响中起链式中介作用。具体而言,父母养育心理灵活性通过三条路径影响幼儿问题行为、幼儿心理安全感和父母教养效能感:幼儿心理安全感的中介作用、父母教养效能感的中介作用以及两者的链式中介作用。因此,提高父母养育心理灵活性、激发父母教养效能感和重视幼儿心理安全感发展可以减少幼儿问题行为的产生。

家庭体育教育与义务教育阶段学生心理健康的关系:亲子沟通和锻炼行为的链式中介作用

本研究主要探讨家庭体育教育与义务教育阶段学生心理健康的关系,揭示亲子沟通与锻炼行为在其中的中介作用。运用横断面调查方法,采用《家庭体育教育问卷》《心理健康诊断测验》《亲子沟通量表》《体育活动等级量表》,对1049名义务教育阶段学生进行调查。结果表明:家庭体育教育、亲子沟通、锻炼行为和心理健康两两显著相关。家庭体育教育对心理健康的直接效应显著,亲子沟通、锻炼行为以及亲子沟通和锻炼行为在家庭体育教育和心理健康之间的中介和链式中介作用显著。结论:家庭体育教育是义务教育阶段学生心理健康的重要影响因素,同时可通过亲子沟通、锻炼行为的作用路径对心理健康产生间接影响。建议:推进立法,为家庭体育教育保驾护航;“校-社”协同,助力家庭体育教育开展;反客为主,主动开展家庭体育教育活动;以研促体,加强家庭体育教育研究的全面性。

幼儿家长法律认知与“校闹”行为倾向的关系:有调节的中介模型

“校闹”行为既严重扰乱教育教学秩序,也是对教育法治的挑衅。本文采用问卷法对近万名幼儿家长进行调查,探讨家长法律认知与“校闹”行为倾向的关系,考察家园信任度的中介作用和舆论卷入度的调节作用。结果显示:(1)法律认知度负向预测“校闹”行为倾向;(2)家园信任度在法律认知与“校闹”行为倾向之间起中介作用;(3)舆论卷入度调节了法律认知并通过家园信任度影响“校闹”行为倾向中介过程的后半路径和直接路径。建议营造法治文化氛围,提升家长法律认知水平;双向协同发力,重塑家园信任机制;强化信息监管,引导舆论适度卷入。

童年创伤、亲子依恋对青少年问题行为的影响研究

为了探明童年创伤、亲子依恋对青少年问题行为的作用,采用儿童创伤问卷、依恋方式问卷和长处困难问卷对300名青少年进行调研。结果显示:童年创伤与安全型依恋显著负相关,与不安全型依恋显著正相关,与问题行为之间显著正相关;问题行为与安全型依恋之间显著负相关,与不安全型依恋之间显著正相关。结论:童年创伤可能破坏亲子依恋关系,进而导致青少年问题行为的发生。家长应该为子女创设良好的成长环境,良好的童年经历、高质量的亲子依恋关系意味着更少的问题行为。

上海市青浦区小学生不良饮食行为现状及家庭因素调查

目的了解上海市青浦区小学生的饮食行为现状及家庭相关因素,为本区小学生的健康饮食行为干预提供科学依据。方法采用随机整群抽样的方法,整群抽取青浦区3所小学三、四年级的2个班级,对全部学生及学生家长进行问卷调查。结果小学生就餐时间过快或过慢、食用西式快餐频次>2次/月、喝含糖饮料频次>2次/周、吃油炸食物频次>2次/周的发生率分别为22.4%、8.4%、34.0%和15.5%。随着学生年龄的增长,不良就餐时间的发生率逐渐降低(P<0.05);仅父母作为看护人的小学生不良食用西式快餐行为的发生率低于祖父母辈参与看护的小学生(P<0.05),但不良摄入含糖饮料行为的发生率更高(P<0.05)。小学生无不良饮食行为、仅有1种不良饮食行为、同时有2种及以上不良饮食行为的占比分别为45.0%、35.1%和19.2%。导致小学生不良饮食行为的家长行为发生率较高。结论小学生的不良饮食行为发生率仍然较高。家长应在提高营养知识的同时,在行为上为子女做出榜样,共同养成良好的饮食习惯。

城市家长教育参与的行为、特征及提升策略——基于三所不同层级小学的研究

本研究在理论层面构建了家长教育参与行为分析框架,通过对1725位城市家长的问卷调查和30位教师的访谈,考察城市家长教育参与的行为与特征。研究发现,当下家长教育参与一方面存在“家庭本位”的局限,另一方面又向学校教育“越界”,其参与行为呈现“功利化”和“放任式”的特征。为实现家长教育参与由单一狭隘到全面深入的转变,应发挥学校的主导作用,实现“单向度”参与到“多维式”参与的跨越;明晰家校的权责边界,促成“越界式”参与向良好家校共育生态的蜕化;强化家长培训,推进从学业成就导向向学生全面发展的转变。

消极情绪对学前儿童问题行为的影响:父母严厉管教的中介作用

本研究以358名学步儿为被试,探讨儿童早期不同消极情绪表现是否会通过父母严厉管教影响学前期的问题行为。结果显示:(1)母亲严厉管教在受限后沮丧和学前儿童外化问题行为之间起部分中介作用,即受限后沮丧不仅直接正向预测外化问题行为,还会通过母亲严厉管教影响外化问题行为。(2)恐惧对学前儿童内化问题行为的直接作用显著,但父母严厉管教在其中的中介作用不显著。研究结果揭示了早期受限后沮丧和恐惧对学前期问题行为的作用机制存在差异。

父母暴力暴露对中学生问题行为的纵向影响:一个有调节的中介模型

采用间隔8个月的追踪研究设计,对369名中学生进行问卷调查,探讨父母暴力暴露与中学生问题行为的纵向关系,以及表达抑制的中介作用和同伴依恋的调节作用。结果发现:(1)父母暴力暴露能够直接正向预测中学生随后的问题行为;(2)表达抑制在父母暴力暴露和中学生问题行为之间起着纵向中介作用。父母暴力暴露也能通过中学生的表达抑制对其问题行为产生影响;(3)同伴依恋在中介过程的后半路径调节作用显著,具体而言,高同伴依恋水平中学生的问题行为较少受到表达抑制的影响。该研究对父母暴力暴露、表达抑制和中学生问题行为间的关系有了进一步的认识,同时强调了同伴依恋的调节作用。这对未来纠正中学生问题行为提供了重要启示。