Parenting stress and child adjustment: Some old hypotheses and new questions.

Deater‐Deckard, Kirby

doi:10.1111/j.1468-2850.1998.tb00152.x

Cited by 719 publications

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References 164 publications

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“…Second, mother-child discrepancies in perceived child behavior problems were related to maternal stress. Nevertheless, other domains of maternal and family functioning, such as spousal conflict or maternal depression, may be related to maternal stress as well (e.g., Deater-Deckard, 1998;Reisinger, Frangia, & Hoffman, 1976;Strain, Young, & Horowitz, 1981;Wahler & Afton, 1980). Our study showed that maternal stress was related to discrepancies.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, when examining informant discrepancies, prior work has controlled for child intelligence (e.g., IQ; Chi & Hinshaw, 2002). Maternal depression is also often positively related to maternal stress (Deater-Deckard, 1998). Thus, subject and demographic variables of the child, mother, and family might account for mother-child discrepancies in their ratings of child behavior problems in this study, and make unnecessary the constructs of stress and conflict we propose as critical.…”

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Informant Discrepancies in Assessing Child Dysfunction Relate to Dysfunction Within Mother-Child Interactions

Reyes

Kazdin

2006

J Child Fam Stud

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Examined whether mother-child discrepancies in perceived child behavior problems relate to dysfunctional interactions between mother and child and stress in the mother. Participants included 239 children (6-16 years old; 58 girls, 181 boys) referred for oppositional, aggressive, and antisocial behavior, and their mothers. Mother-child discrepancies in perceived child behavior problems were related to mother-child conflict. Moreover, maternal stress mediated this relationship. The findings suggest that discrepancies among mother and child evaluations of child functioning are not merely reflections of different perspectives or artifacts of the assessment process, but can form components of conceptual models that can be developed and tested to examine the interrelations among critical domains of child, parent, and family functioning. Keywordsattribution bias context; disagreement; discrepancies; stress; conflict Parents, teachers, children, and clinicians are often discrepant in how they perceive and rate the child's social, emotional, and behavioral problems (e.g., Achenbach, McConaughy, & Howell, 1987;De Los Reyes & Kazdin, 2005;Grills & Ollendick, 2002). Discrepancies among informants' ratings, especially those between mothers and children, have been studied extensively to examine correlates of the discrepancies, whether discrepancies are more likely with some disorders rather than others, and whether data from some informants (e.g., mother vs. child) are more useful for some disorders or purposes than others (see De Los Reyes & Kazdin, 2005, for a review).Discrepancies among informants' ratings are often considered as both a clinical reality and methodological nuisance. The clinical reality refers to the fact that informants' perceptions of children's functioning are more often than not disparate from one another, and their ratings simply will differ, even when the same measure (e.g., identical rating scale) is used. The methodological nuisance refers to the fact that clinicians and researchers can obtain quite different results in either a clinical evaluation or research, based on whose views (mother's, child's, teacher's) are assessed, or whether one or all are used to characterize the child. For example, in a given sample, different children will be identified as meeting criteria for a disorder, depending on whose ratings are used or whether informants' ratings are combined (e.g., Kazdin, 1989;Offord et al., 1996; Youngstrom, Findling, & Calabrese, 3 Correspondence regarding this manuscript should be addressed to Alan E. Kazdin, Child Study Center, Yale University School of Medicine, 230 S. Frontage Road, New Haven, CT 06520-7900, alan.kazdin@yale.edu. Note: This paper was forwarded on August 29, 2005, and is not the final version of this article. NIH Public AccessAuthor Manuscript J Child Fam Stud. Author manuscript; available in PMC 2011 January 13. . Similarly, the extent to which individuals improve with treatment and whether one treatment is more effective than another can vary as a function ...

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Section: Discussionmentioning

confidence: 99%

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Informant Discrepancies in Assessing Child Dysfunction Relate to Dysfunction Within Mother-Child Interactions

Reyes

Kazdin

2006

J Child Fam Stud

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“…Específi camente, los puntajes en estrés presentaron decrementos signifi cativos en los tres factores del índice de estrés parental (PSI) (malestar paterno, interacción disfuncional padre-hijo y niño difícil) tras la intervención. Los resultados de esta investigación validan los resultados de estudios similares (Deater-Deckard, 1998;Kazdin & Whitley, 2003). Por otra parte, con respecto a los factores del cuestionario de cinco facetas de atención plena (FFMQ; observar, describir, actuar dándose cuenta, no juzgar la experiencia interna, y no reactividad sobre la experiencia interna), los resultados muestran un incremento signifi cativo en los puntajes tras el entrenamiento de esta habilidad.…”

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“…Además, restringe las oportunidades para que el niño aprenda un espectro amplio de repertorios necesarios para la socialización, adaptación y autonomía (Dishion & Snyder, 2016). De otra parte, la investigación en estrés parental ha demostrado que las estrategias asociadas al ciclo coercitivo, reducen temporalmente tanto los comportamientos problemáticos del niño, como el malestar emocional que experimenta el padre en estos contextos (Deater-Deckard, 1998;Kazdin & Whitley, 2003). Finalmente, cabe mencionar que el establecimiento de una relación padre-hijo basada en una emocionalidad negativa, traza un factor de riesgo para el desarrollo de competencias de socialización y regulación emocional (Havighurst et al, 2015).…”

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“…Adicionalmente, la investigación ha mostrado que existen otros factores que contribuyen a una crianza negativa (e.g., ambigüedad en el establecimiento de límites y consecuencias, disciplina inconsistente, demandas desproporcionadas para la edad) (Berg-Nielsen, Vikan, & Dahl, 2002;Chamberlain, Reid, Ray, Capaldi, & Fisher, 1997;Crnic, Gaze, & Hoff man, 2005). En general, la calidad de las interacciones padres-hijos como contexto precursor de los primeros sistemas de conducta, se ve afectada por las estrategias de afrontamiento, usualmente bajo condiciones de estrés, que los padres usan para responder a momentos de confl icto y atender contingentemente a las expresiones emocionales y necesidades del niño (Deater-Deckard, 1998;García, Cristiano, & Grau, 2016;Hall & Cook, 2011;Kiel & Kalomiris, 2015).…”

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Entrenamiento Conductual y Atención Plena sobre el Estrés Parental y Relación Padre-Hijo

García

Grau

2018

Psic.: Teor. e Pesq.

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RESUMEN -El objetivo principal de este estudio fue evaluar la efectividad de un procedimiento tradicional a padres combinado con uno de atención plena en la reducción del estrés parental e incremento en interacción positiva padre-hijo. Se utilizó un diseño pre test -pos test de un solo grupo. Durante el pre test y pos test se aplicaron el PSI, FFMQ y PCRI-M para evaluar el estrés parental, atención plena y relación padre-hijo, respectivamente. La intervención duró ocho semanas en que se implementó un procedimiento de entrenamiento de padres y uno de atención plena. Los resultados muestran que el entrenamiento combinado fue efectivo en la reducción del estrés parental, el incremento del uso de la atención plena y la mejora en la relación padre-hijo. ABSTRACT -The main objective of this study was to evaluate the eff ectiveness of a traditional parent training procedure combined with one of mindfulness in reducing parental stress and increasing positive parent-child interaction. A pretest-posttest design with one group was used. During the pretest and posttest phases the PSI, FFMQ and PCRI-M were applied to assess parental stress, mindfulness and parent-child relationship, respectively. The intervention lasted eight weeks in which a parent training procedure with mindfulness training was implemented. The results show that the combined training was eff ective in reducing parental stress, increasing mindfulness and improving parent-child relationship.Keywords: parental stress, mindfulness, parent-child relationship, behavior problems 1 Endereço para correspondência: Fundación Universitaria Konrad Lorenz, Carrera 9ª, nº. 62-27, Bogotá, Colombia. E-mail: yorsgarcia@ yahoo.com El modelo de intervención de entrenamiento conductual a padres considera que las prácticas parentales inefectivas evidencian la carencia de habilidades básicas para el manejo de conducta de los hijos, igualmente establece que parte de los factores mantenedores de conductas problema son las prácticas de crianza inconsistentes enmarcadas en contingencias de reforzamiento negativo en la interacción padre-hijo (Patterson, 2016). El curso repetitivo y escalonado en el que la conducta del padre es reforzada negativamente por la conducta del niño y viceversa, es conocido como el ciclo coercitivo, que a largo plazo tiene efectos negativos para el desarrollo ajustado de la conducta infantil. Además, restringe las oportunidades para que el niño aprenda un espectro amplio de repertorios necesarios para la socialización, adaptación y autonomía (Dishion & Snyder, 2016). De otra parte, la investigación en estrés parental ha demostrado que las estrategias asociadas al ciclo coercitivo, reducen temporalmente tanto los comportamientos problemáticos del niño, como el malestar emocional que experimenta el padre en estos contextos (Deater-Deckard, 1998;Kazdin & Whitley, 2003). Finalmente, cabe mencionar que el establecimiento de una relación padre-hijo basada en una emocionalidad negativa, traza un factor de riesgo para

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Play Therapy Effect on Relationship Stress

Ray¹,

Edwards²

2010

Child‐Centered Play Therapy Research

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Parenting stress and child adjustment: Some old hypotheses and new questions.

Cited by 719 publications

References 164 publications

Informant Discrepancies in Assessing Child Dysfunction Relate to Dysfunction Within Mother-Child Interactions

Informant Discrepancies in Assessing Child Dysfunction Relate to Dysfunction Within Mother-Child Interactions

Entrenamiento Conductual y Atención Plena sobre el Estrés Parental y Relación Padre-Hijo

Play Therapy Effect on Relationship Stress

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