Parenting styles and attachment in school-aged children who stutter

Lau, Su Re; Beilby, Janet M.; Byrnes, Michelle; Hennessey, Neville

doi:10.1016/j.jcomdis.2011.12.002

Cited by 44 publications

(31 citation statements)

References 55 publications

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“…These results support previous studies that reported behavioral (5) and social changes (1,3,4,7,8,21,22) in individuals who stutter. In relation to behavior, the intragroup analysis of the SG suggested that the most relevant characteristics are related to anxiety/depression, withdrawn, and somatic complaints.…”

Section: Discussionsupporting

confidence: 92%

“…Emotional adverse reactions in routine communication situations (3) , such as physical, psychological, social, and vocational losses (4) , were reported by individuals who stutter. Parents of children who stutter reported that the children often exhibit behavioral changes in school and in relationships with parents and colleagues (5) . Individuals who stutter are considered emotionally unstable (6,7) , nervous, clumsy, and unable to communicate effectively in daily life (7) .…”

Section: Introductionmentioning

confidence: 99%

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Behavioral and social competency profiles of stutterers

Giorgetti

Oliveira

Giacheti

2015

CoDAS

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PURPOSE: To investigate the behavioral and social competency profiles of individuals who stutter and to compare them with persons who do not stutter, according to their parents; to correlate the behavioral and the social competence performances with the severity of stuttering. METHODS: Sixty-four participants, aged 6 to 18 years, of both genders, were divided into two groups: the study group (SG), composed of 32 individuals with persistent developmental stuttering, and the control group (CG), composed of 32 fluent individuals. The procedures used were fluency assessment, stuttering severity instrument, and the Child Behavior Checklist inventory. RESULTS: In the behavioral profile of the SG, the mean of the total score and that of the internalizing problems were classified as clinical. The comparison between the groups showed differences in the behavioral profile concerning the total score, and in the internalizing and externalizing problems; and in the social profile, concerning the total score and activity scale. There were no statistically significant differences in the scales among the mild, moderate, and severe stuttering. CONCLUSION: According to the information provided by parents, children who stutter showed peculiar behavior and social competence, with a higher tendency to manifest alterations in this area, in comparison to those who do not stutter. Fear, nervousness/tension, guilt, anxiety, perfectionism, and worry were the most frequent alterations in relation to the behavior, whereas damages in the social field and in the habitual communication situations characterized the social competence of persons who stutter.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Behavioral and social competency profiles of stutterers

Giorgetti

Oliveira

Giacheti

2015

CoDAS

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“…The other reason is that good attachment decreases gelotophobia (Chen, Chan, Ruch, & Proyer, ). The manner of parenting affects parent–child attachment (Lau, Beilby, Byrnes, & Hennessey, ), and parenting that emphasises emotional bonding is helpful in building positive parent–child attachment. Does parenting have a direct influence on a child's gelotophobia?…”

Section: Influence Of Parental Care and Protect On Fear Of Being Laugmentioning

confidence: 99%

Parent–child attachment as a mediator of the relationship between parenting style and gelotophobia among adolescents

Huang

Wang

et al. 2018

Int J Psychol

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Fear of being laughed at and family interaction are highly related. Parental over-control and over-protection influence children's excessive anxiety over being laughed at. Conversely, parental attachment is an important index of the parent-child relationship and is closely correlated to children's gelotophobia. However, is it the style of parenting or the outcome of parenting (i.e. attachment) that influences a child's gelotophobia? To answer this question, the present study analysed the relationships between gelotophobia, perceived parenting of children and parent-child attachment, as well as the mediating role of attachment between parenting and children's gelotophobia, using a sample of 373 high-school students. The results show that being highly communicative and close attachment completely weakened the negative correlation between warm, caring parenting and the child's gelotophobia; moreover, being highly communicative and close attachment, together with over-protective and over-controlling parenting, influence children's gelotophobia. In sum, this study indicates that parent-child attachment has a direct and indirect influence on perceived parental care and protection and children's fear of being laughed at.

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“…Parents of students who stutter reported that their children often presented behavioral alterations in school 15 . In this sense, this research will provide to the speech pathologist better understanding of the possible consequences of stuttering in reading, which will help reducing the impairments for stuttering students.…”

mentioning

confidence: 99%

Fluência da leitura e da fala espontânea de escolares: estudo comparativo entre gagos e não gagos

et al. 2015

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OBJETIVO: comparar a fluência da leitura e da fala espontânea entre escolares com e sem gagueira, quanto à frequência e tipologia das disfluências, e taxa de elocução. MÉTODOS: participaram 40 escolares, de ambos os gêneros (8-11anos), divididos em dois grupos: experimental (GE - 20 escolares com gagueira), e controle (GC - 20 escolares sem gagueira). A coleta de dados foi realizada por meio da avaliação da fluência da leitura e da fala espontânea, utilizando um Teste de Fluência. RESULTADOS: na leitura os grupos mostraram diferença estatisticamente significante para a frequência de disfluências gagas (p=0,038) e do total de disfluências (p=0,023), sendo que o GE apresentou maior frequência. Na fala ocorreu diferença estatisticamente significante para todas as variáveis analisadas. Em relação às disfluências da leitura e da fala, o GE mostrou maior frequência. O fluxo de sílabas e de palavras por minuto foi maior no GC na fala, e no GE durante a leitura. CONCLUSÃO: a leitura dos grupos foi semelhante quanto à porcentagem de disfluências comuns, ao fluxo de sílabas e de palavras por minuto e as tipologias comuns e gagas. Porém, o GE manifestou maior quantidade de disfluências gagas e do total das disfluências. Na fala espontânea os grupos se diferenciaram quanto ao total de disfluências, disfluências comuns e gagas, fluxos de sílabas e de palavras por minuto. Repetição de palavra, de parte da palavra e de som, prolongamento, bloqueio e intrusão foram mais frequentes no GE.

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Parenting styles and attachment in school-aged children who stutter

Cited by 44 publications

References 55 publications

Behavioral and social competency profiles of stutterers

Behavioral and social competency profiles of stutterers

Parent–child attachment as a mediator of the relationship between parenting style and gelotophobia among adolescents

Fluência da leitura e da fala espontânea de escolares: estudo comparativo entre gagos e não gagos

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