This study was conducted to investigate the interactions of mothers and 30-42 months old children living in large and nuclear family types in the context of maternal sensitivity. In this study, one of the qualitative research methods, embedded multi-case research was used. The participants of the study consisted of 8 mothers living in 4 large-4 nuclear family types and their children aged 30-42 months in the town of Muş. Descriptive-interpretive data analysis was used to describe the interactions of the studied group in depth by using natural and structured observation, mother-child information form and mother-child observation form. It was observed that children send their messages verbally, mothers' reactions are mostly positive in the extended family, mostly in the negative nuclear family, and mothers of both family types exhibit very limited behaviors in showing and sharing their feelings, showing cooperation and coordination behaviors, physical contact and eye contact. It is thought that mothers who have moved from extended families to nuclear families have predominantly extended family behavior patterns in these respects.
In this study, the synchronisation characteristics of mothers and their 3-year-old children living in extended and nuclear family types were examined in a semi-structured play process. In this study, grounded multi-case research, which is a type of case study, was used. The participants of the study consisted of 12 mothers and their 3-year-old children, 6 of them are from an extended family type and 6 of them are from a nuclear family type. Observational and interview techniques were used to describe the interactions of the studied group in detail. As a result, interactional synchrony behaviors were very limited in all mother–child couples in the extended and also nuclear families. However, it was observed that the eye contact of mothers was inadequate.
Keywords: Interactional synchrony, parents, social interaction, family, attachment.
In this study, social interaction situations of adolescents who were identified as having either high or low problem behaviours (LPB) were investigated. Previously, the Teacher Form of Social Skill Rating System scale was applied to 110 children when they were 6 years old. Accordingly, among these participants, there were 26 adolescents who were 19-year old and were available to become participants of this study. In this study, eight adolescents were interviewed in order to investigate their social interactions based on the previous examination of problem behaviours at the highest or lowest level. Results show that the degree of problem behaviours determined at the age of six was the determinant in the current social interactions of these participants. It was observed that children who were defined with high problem behaviours experienced social breaks, insecurities and problems, whereas those with LPB showed better developed social relationships, such as being successful in coping with problems and having the feelings of trust and competence.
Keywords: Problem behaviours, externalising, internalising, early childhood, early adulthood.
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