Parents' Aggressive Influences and Children's Aggressive Problem Solutions With Peers

Duman, Sarah; Margolin, Gayla

doi:10.1207/s15374424jccp3601_5

Cited by 17 publications

(19 citation statements)

References 50 publications

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“…In a study involving 7‐ to 13‐year‐old children, Marcus, Lindahl, and Malik (2001) found that children's aggressive problem‐solving solutions mediated the relation between interparental conflict and children's aggressive behavior at school but not their aggressive behavior at home. Finally, Duman and Margolin (2007) discovered that children's aggressive problem‐solving strategies corresponded with same‐gender parents' reported marital aggression. To this point, no published studies have examined child social problem solving in mediating the link between marital conflict and child peer competence.…”

Section: Social Information Processing Theorymentioning

confidence: 99%

Marital aggression and child peer competence: A comparison of three conceptual models

Finger

Eiden

Edwards

et al. 2010

Personal Relationships

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This study examined longitudinal data linking marital aggression with child peer competence in kindergarten. The study compared three conceptual models for understanding the relation between marital aggression and child peer competence. Model 1 examines the direct effects of marital aggression, parental alcoholism, and parenting on child peer competence, model 2 posits that this relation is mediated by child social problem solving abilities (social information processing theory), while model 3 proposes that the relation is mediated by parental warmth/sensitivity (spillover theory). Structural Equation Modeling was most supportive of models 1 and 3 indicating that parenting behavior, but not social problem solving, partially mediates the relation between marital conflict and child peer competence.

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Section: Social Information Processing Theorymentioning

confidence: 99%

Marital aggression and child peer competence: A comparison of three conceptual models

Finger

Eiden

Edwards

et al. 2010

Personal Relationships

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“…Children learning can take place through observation of actions modeled by their parents, and through the application of reward/punishment system to reinforce specific behavior. Based on these facts, it does not ease to understand how consistent discipline and parental displays of warmth could foster adaptive socioemotional skills, while tough, inconsistent, or furious parenting may facilitate undesirable behaviors in children [11] .…”

Section: Introductionmentioning

confidence: 99%

Effect of Parenting Style on Severity of Attention-Deficit/Hyperactivity Disorder among Children Attending Al-Azhar University Hospital, New Damietta

Elemam

Abdelmaksoud

Abo-Elabbas

2019

International Journal of Medical Arts

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Background: Having an attention deficit hyperactivity disorder (ADHD) child has a disruptive effect on parenting style. As it demands more efforts to be managed and control their behaviors. Insufficient parenting style in childhood can affect the progress of the disorder, worse its signs and symptoms, and increases the risk of development of other behavioral problems, as an oppositional defiant disorder. Aim of the work: We were aiming in this study to assess the relationship between the severity of ADHD and parenting style. Patients and methods: This cross-sectional study was conducted on 100 children who had been attending the psychiatry outpatient clinic from January to June 2019. ADHD was diagnosed with an interview. The ADHD severity and parenting style were assessed by Conner's Parent Rating Scale (CPRS-R-L) and parenting style scale, respectively. Results: The mean age of the enrolled children was 7.91 ± 2.39 years, and 72% were males. The severity of ADHD was 9% mild, 36% moderate, 32% severe, and 23% very severe. There was a statistically significant relation between "negative" or authoritarian parenting style and severity of ADHD (p <0.001). Conclusion: The results of this study demonstrated that ADHD was more common among males with statistically significant relation with parenting style, and a "positive" parenting style may help in decrease the severity of ADHD symptoms.

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“…Maccoby (1996) highlighted the need for a "conceptual bridge" between intrafamily conflict and peer conflict. mothers' as well as fathers' marital aggression as important influences in children's aggressive problem solving ( e.g., Duman & Margolin, 2007). In order to improve individual development and social acceptance, it is necessary for programs that support important competence skills such as analyzing the problems in interpersonal relations in a way in which both parties win, self-regulation, social competence, adaptive behavior, decision-making and resiliency to be started in the pre-school period with early training programs.…”

Section: Discussionmentioning

confidence: 99%

The interpersonal cognitive problem solving approach for preschoolers

Öğülmüş¹,

Kargı²

2015

Turkish Journal of Education

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Children's ability to produce effective solutions to the problems related with their interpersonal relationships in their daily lives and to develop these problem-solving skills is closely concerned with their level of social adaptation and emotional satisfaction. It is observed that children who display behavior problems in preschool education settings usually lack interpersonal problem-solving skills. These skills are teachable to teachers and parents to help children learn I Can Problem Solve (ICPS) skills and how to use those when real problems came up. Children could learn ICPS skills and generalize them their newly acquired skills. ICPS is an extremely promising approach for promoting pro-social competence. Prevention of behavior problems in children and because of the for development of social competence is an important issue many of these models is needed to identify. This article describes the results of studies in different cultures, the interpersonal problem solving models based. (Loeber, 1990; Walker, Colvin ve Ramsey, 1995; Walker ve Sylwester, 1991). BSÇ programının etkililiğine ilişkin, Kargı (2009), tarafından yürütülen bir diğer çalışmada da, kişiler arası sorun çözme becerileri eğitimi alan çocukların sorun çözme beceri puanlarının kontrol grubuna oranla anlamlı bir şekilde yüksek olduğu, deney grubunda yer alan çocukların sorun davranışlarının da anlamlı bir şekilde azaldığı saptanmıştır. Araştırma bulgularına dayalı olarak çocuklara verilen kişiler arası sorun çözme becerileri eğitiminin çocukların sorun çözme becerilerini geliştirme ve davranış sorunlarını azaltmada etkili olduğu belirlenmiştir. Ayrıca sorun çözme ve sorun davranış değişkenleri arasında bir ilişki olduğu, ancak çocukların anne-çocuk sorunlarına ve akran sorunlarına ilişkin olarak önerdikleri kategori ve çözüm sayılarının sorun davranışların anlamlı bir yordayıcısı olmadığı saptanmıştır.Son yıllarda çocuk, aile ve okullara yönelik önleme çalışmalarına ilişkin yapılan araştırmalarda önemli bir ilerleme kaydedilmiş ve psikolojik belirtilerin azaltılmasında etkililiği kanıtlanmış programların sayısı artmıştır. Duygusal ve davranışsal sorunları olan çocuk ve ailelerin yaşadıkları bireysel zorlukların yanı sıra, ruh sağlığı sorunlarının toplum için de bedeli ağırdır. Çocukluk dönemi ruhsal sorunlarının azaltılması için, müdahalenin erken dönemlerde, belirtiler ortaya çıkmadan önce başlatılması gerekmektedir. Keywords

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Parents' Aggressive Influences and Children's Aggressive Problem Solutions With Peers

Cited by 17 publications

References 50 publications

Marital aggression and child peer competence: A comparison of three conceptual models

Marital aggression and child peer competence: A comparison of three conceptual models

Effect of Parenting Style on Severity of Attention-Deficit/Hyperactivity Disorder among Children Attending Al-Azhar University Hospital, New Damietta

The interpersonal cognitive problem solving approach for preschoolers

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