Perceived Parental Inconsistency as a Factor in the Emotional Development of Behaviour-Disordered Children

Brand, Handré J.; Crous, Bernhardt Hermann; Hanekom, Jurgens D. M.

doi:10.2466/pr0.1990.66.2.620

Cited by 13 publications

(7 citation statements)

References 2 publications

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“…Our findings are less congruent with a fully bidirectional conceptualization of reciprocal influence, and more consistent with a model where parents "set the stage" for children's development through their stable differences from other parents, and continue to adjust to children's changing needs over time. Our findings further serve as a reminder that we should be critical of causal interpretations of research that does not account for stable between-family differences (e.g., Brand et al, 1990).…”

Section: Theoretical Implications Of Disentangling Within-and Betweenmentioning

confidence: 76%

“…We examined two aspects of demandingness: Consistency; the extent to which consequences for transgressions are clear and enforced, and inductive reasoning; explaining the reasons for rules and punishments. As prior research found positive correlations between consistency and emotional adjustment (Brand, Crous, & Hanekom, 1990), we also hypothesized to find these positive associations, H 1b . There is less evidence for links between inductive reasoning and emotional adjustment.…”

Section: Qualitative Parenting and Emotional Adjustmentmentioning

confidence: 89%

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Mothers’ and fathers’ quantitative and qualitative parenting in relation to children’s emotional adjustment: A between- and within-family investigation.

Lissa¹,

Keizer²

2020

Developmental Psychology

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This longitudinal study of Australian families (n = 1884, from age 6-12) examined how fathers' and mothers' quantitative involvement (time spent on childcare) and qualitative involvement (specific parenting behaviors) relate to children's emotional adjustment development. We used dynamic structural equation modeling to disentangle stable between-family differences from within-family fluctuations in qualitative parenting and emotional adjustment, allowing us to investigate the direction of effects between parents and children. Because fathers have been theorized to contribute uniquely to emotional adjustment development, we examined differences between mothers and fathers, and the interplay between parent-and child sex. We further examined whether between-family differences in quantitative involvement, operationalized as joint (total) and relative (one parent does more) involvement, predict qualitative parenting behaviors and emotional adjustment, and moderate the within-family interplay between them. Results revealed between-family correlations of qualitative involvement with emotional adjustment. Evidence for significant average within-family effects was limited to a parenting effect of maternal warmth, and several child effects, which indicated that emotional adjustment evokes changes in parenting. Parenting effects varied substantially across families however, especially for fathers. Between-family differences in quantitative involvement explained some of these differences. When joint quantitative involvement was higher, both parents engaged in more desirable qualitative parenting. When mothers were relatively more involved than fathers, fathers displayed less desirable qualitative parenting, and children were less well-adjusted. There was some limited evidence that within-family predictive effects were moderated by quantitative involvement, particularly relative involvement. These findings suggest that all family members benefit from a more equal childcare distribution.

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Section: Theoretical Implications Of Disentangling Within-and Betweenmentioning

confidence: 76%

Section: Qualitative Parenting and Emotional Adjustmentmentioning

confidence: 89%

Mothers’ and fathers’ quantitative and qualitative parenting in relation to children’s emotional adjustment: A between- and within-family investigation.

Lissa¹,

Keizer²

2020

Developmental Psychology

View full text Add to dashboard Cite

show abstract

“…The fact that helping families care for themselves and their own needs contributes to their ability to support and nurture their children's personal, developmental, and social needs (e.g., McDaniel, 1993) is corraborated by research, which shows that certain parenting qualities are significantly linked with better adjusted children (Arendell, 1997). These qualities include warmth, emotional support, caring, love, affection, clearly enforced expectations, clear communication, positive rolemodeling, problem-solving skills, and democracy in family decisions (Agrawal, Saksena, & Singh, 1978;Brand, Crous, & Hanekom, 1990;Marcus, 1991). Once again, school counselor training in these areas ideally positions counselors to effectively develop parent-training and education programs that lead to healthier homes and better adjusted students.…”

Section: Family-based Focused Interventionsmentioning

confidence: 99%

The SAFI Model as a Critical Link Between Marginalized Families and Schools: A Literature Review and Strategies for School Counselors

Bemak

Cornely

2002

Jour of Counseling & Develop

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Schools have a vital role in more effectively working with students at risk by linking with families that are disengaged from their children's education. Family participation in students' education has been shown to positively affect academic, behavioral, and social development. School counselors can be leaders in facilitating family‐school partnerships to foster academic and career success for all students. This article presents an overview of the current research about family and school linkages and offers a new model, The School and Family Intervention Model (SAFI), for school counselors. The model provides strategies for better cooperation with marginalized families aimed at ensuring an interactive and dynamic collaboration and explores this work within the context of systems change to improve academic success, reduce at‐risk behaviors, and increase family involvement.

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“…However, these studies were based on clinical case reports. In contrast, only a few empirically verified studies dealt with the relationship between parental inconsistency and the mental health of the children (Brand, Crous, & Hanekom, 1990). Moreover, no test which actually measured inconsistency of various aspects of parental rearing style had been developed.…”

mentioning

confidence: 99%

Reliability and Validity of the Parenting Scale of Inconsistency

et al. 2006

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The purposes of the present study were to develop a Parenting Scale of Inconsistency and to evaluate its initial reliability and validity. The 12 items assess the inconsistency among parents' moods, behaviors, and attitudes toward children. In the primary study, 517 participants completed three measures: the new Parenting Scale of Inconsistency, the Parental Bonding Instrument, and the Depression Scale of the General Health Questionnaire. The Parenting Scale of Inconsistency had good test-retest reliability of .85 and internal consistency of .88 (Cronbach coefficient alpha). Construct validity was good as Inconsistency scores were significantly correlated with the Care and Overprotection scores of the Parental Bonding Instrument and with the Depression scores. Moreover, Inconsistency scores' relation with a dimension of parenting style distinct from Care and Overprotection suggested that the Parenting Scale of Inconsistency had factorial validity. This scale seems a potential measure for examining the relationships between inconsistent parenting and the mental health of children.

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Perceived Parental Inconsistency as a Factor in the Emotional Development of Behaviour-Disordered Children

Cited by 13 publications

References 2 publications

Mothers’ and fathers’ quantitative and qualitative parenting in relation to children’s emotional adjustment: A between- and within-family investigation.

Mothers’ and fathers’ quantitative and qualitative parenting in relation to children’s emotional adjustment: A between- and within-family investigation.

The SAFI Model as a Critical Link Between Marginalized Families and Schools: A Literature Review and Strategies for School Counselors

Reliability and Validity of the Parenting Scale of Inconsistency

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