Social skills training and parent education programs for aggressive preschoolers and their parents in South Korea

The purpose of this study was to develop and evaluate social skills training and parent education programs for aggressive young children and their parents in South Korea. Participants consisted of intervention group I, which included six children and their mothers in the social skills training and parent education programs; intervention group II, which included seven children and their mothers in the social skills training; and control group, which consisted of six children and their mothers. Pre-test-post-test control group design was used. Participants in both intervention groups reported a significant decrease in aggression and on improvement in pro-social behavior, emotional regulation, and social skills, while the control group reported an increase in aggressive behavior. Mothers in the intervention group I also reported an increase in warmth/acceptance. The findings indicate that both programs are highly effective in reducing aggressive behavior among young children and in fostering positive parenting behaviors.     

Social skills of adopted Chinese girls at home and in school: Parent and teacher ratings

This study examines adopted Chinese girls' social skills at home and in school as well as the effect of pre-adoption adversity on these skills. Parent ratings of 869 girls and teacher ratings of 611 of the 869 girls were obtained using the Social Skills Rating System for parent (SSRS-P) and teacher (SSRS-T) respectively. The girls were adopted on average at 15.6 months (SD = 13.9) and were in three age groups, including preschool, elementary school, and secondary school. Data on five indicators of pre-adoption adversity (i.e., signs/symptoms, delays at adoption, initial refusal/avoidance of adoptive mothers, crying/clinging behaviors, and age at adoption) were obtained from the same adoptive parents 2 years prior. Findings suggest that both parents and teachers rated the girls as either similar to or better than US norms on the SSRS. Parent–teacher agreement on SSRS subscales was significant but modest (rs = 0.12–0.25). Two indicators of pre-adoption adversity (i.e., delays at adoption and initial refusal/avoidance of adoptive mothers) predicted poorer social skills at home; two other indicators of pre-adoption adversity (i.e., signs/symptoms and age at adoption) predicted poorer social skills in school.     

Explaining Native‐Migrant Differences in Parental Knowledge about the German Educational System

To make sound educational decisions, students and their parents have to be informed about the way the educational system works. Such knowledge, however, tends to vary across social groups. This study investigates the differences in education‐related knowledge between native and migrant mothers in the German context. Empirical analyses based on a sample of native German mothers and mothers from Turkey or the former Soviet Union (N = 2076) indicate that migrant mothers know less about the German educational system than their native counterparts. An investigation of the potential sources of these knowledge gaps shows that migrants’ weaker socio‐economic status explains a substantial part of their lower level of knowledge, particularly among families of Turkish origin. Furthermore, migrants’ less profitable social network composition and lower levels of German language skills contribute to their information deficits. Based on these empirical results, the study considers opportunities for improving the knowledge base of migrant parents.     

Making something of the sacrifice: gender,migration and Mexican children's educational aspirations

Transnational families often use international migration as a strategy not only for survival, but also for social mobility. Migrant parents hope their sacrifices via migration will translate into educational benefits for non‐migrant children. In this article, we use mixed methods to explore the success of parents' efforts by considering the relationship between gender, family migration patterns and the educational aspirations of children in the Mixteca region of Mexico. Analysis of surveys collected from 1273 students show that mothers' migrations affect children's educational goals in different ways depending on whether they migrate alone or with their husbands. Fathers' lone migrations have no significant impact on children's educational aspirations. Interviews with 51 children of migrants suggest that children of unmarried migrant mothers are motivated academically because they invest in their mothers' migrations as a sacrifice, whereas the emotional consequences of parental absences lower the educational aspirations of children with both parents in the USA.     

Effects of a video feedback parent training program during child welfare visitation

Behavioral parent training programs have documented efficacy for improving behaviors among parents and their children and are frequently used by child welfare agencies to prevent removal of a child from the parental home or to facilitate reunification. Although an ideal time for parent training might be during supervised visits where parents may practice skills with their children under the guidance and support of a therapist or caseworker, this is not typically the case. Most often, parents within the child welfare system receive parent training in small groups without their children present, and to date, few studies have examined effects of behavioral parent training interventions during supervised visitation. In this study, concurrent multiple baseline across behaviors design was used to examine effects of a behavioral parent training program, Filming Interactions to Nurture Development (FIND), on parental skill acquisition with four mothers who had lost custody of their children but were being considered for reunification. Children emitted little or no problem behaviors during baseline or intervention, so parenting behavior was the primary dependent variable. Results obtained across participants documented a clear functional relation between implementation of the FIND intervention and increases in developmentally supportive parenting behaviors. Results of social validity and contextual fit measures suggest the intervention was perceived by mothers to be positive, feasible, and appropriate within the child welfare context. Practical and conceptual implications, limitations of this study, and directions for future research are discussed.     

The role of therapeutic mentoring in enhancing outcomes for youth in foster care

Effective service interventions greatly enhance the well-being of foster youth. A study of 262 foster youth examined one such intervention, therapeutic mentoring. Results showed that mentored youth improved significantly in the areas of family and social functioning, school behavior, and recreational activities, as well as in the reduction of expressed symptoms of traumatic stress. Study results suggest that therapeutic mentoring shows promise for enhancing treatment interventions.     

Child custody placement outcomes for mothers

Internationally there is a broad literature on risks for child custody placements. In contrast, very little is known about their outcomes on parents. The topic is relevant not only for parents themselves but also for children placed outside their homes, as many children keep contact with their birth parents or return to live with them. In a retrospective cohort study setting we analyze child custody placement outcomes (social assistance receipt, unemployment and work disability) for mothers whose children had been taken into custody between 1997 and 2004 in Finland. Data from a child placement register were merged with several administrative social insurance registers. Comparison groups of population mothers are included in the study. The procedure yielded an internationally unique database. According to the results of our study, mothers whose children are taken into custody are more often unemployed and in need of social assistance than mothers in the comparison group. Furthermore, they are also more often on a disability pension, due to mental health problems in particular, than mothers in general. While considering the results, we examine family policy and general welfare policy implications of support to families whose children have been taken into custody.     

Comparison of Role Demands,Relationships, and Child Functioning in Single-Mother,Single-Father,and Intact Families

Abstract

Numerous studies have examined the impact of divorce on parents and children, but most of these studies have been restricted to single-mother families. This study compared differences in role demands, relationships, and child functioning using the responses of parents and children in 30 single-mother, 30 single-father, and 30 intact families. Single fathers had better resources than single mothers, more positive parenting than married fathers, and relied more on friends than the married parents. Single mothers had less education, less prestigious jobs, lower incomes, and more economic strain than the other parents. They also had fewer social resources and more difficulty than married parents with the parenting role. Despite these disadvantages of single mother families, children in these families were no different than children in other families on most measures of well-being. The only problem that was identified in the functioning of children from single-parent families was with their behavior. These findings can be used to develop strategies to reduce risks and enhance the existing resources and strengths of single-parent families.     

Nonviolent resistance: a treatment for parents of children with acute behavior problems

Nonviolent resistance (NVR) is a new training model aimed at helping parents deal effectively with their helplessness, isolation, and escalatory interactions with their children. The purpose of this study is to evaluate training in NVR with the parents of children with acute behavior problems. Seventy-three parents (41 families) were randomly assigned to a treatment group and wait-list control group. Measures were taken at pretreatment, posttreatment, and a 1-month follow-up. In comparison with the wait-list group, parents who received training in NVR showed a decrease in parental helplessness and escalatory behaviors, and an increase in perceived social support. The children's negative behaviors as assessed by the parents also decreased significantly.     

Privileged American Families and Independent Academic Consultants They Employ

This article focuses on how economically advantaged families hire independent educational consultants (IECs) to help them navigate the college application process. We argue that the help provided by IECs embodies the marketization of emotional and relational mediation that many privileged families pursue during times of great anxiety. We offer the concept of “family mediator” to illustrate the relationship between parents, children, and the IECs whom these families employ. First, this article will chronicle why many advantaged parents feel apprehensive about their children's application to college and how they decide to turn to IECs for help. Furthermore, we will demonstrate how privileged parents, especially mothers, rely on IECs to assuage their feelings and emotions. Finally, we will examine how IECs enable parents and children to avoid conflicts and sustain connections to each other. Nevertheless, we find that resorting to IECs as emotional and intergenerational mediators may not always work. Some parents and children occasionally resist the mediation provided by these IECs, just as a few IECs are unwilling to work as the bridge persons in these privileged families in order to protect their professional reputation and boundaries.     

Social competence in Russian post-institutionalized children: A comparison of adopted and non-adopted children

The study examined the social skills of 92 Russian children (males = 64) adopted by Italian families. The children, aged between 8 and 14 years, were compared with a control group of children who grew up with the biological family. Evaluation by both parents and children of the children's social competence were investigated. The results showed that, according to the parents' reports, the adopted children had more problems in social functioning than peers in the control group, along with a greater propensity to use maladaptive behaviors such as Oppositive Behavior, Rule-Breaking Behavior, Aggressive Behavior and Externalization. By contrast, according to the children's assessments, the adopted children were less aggressive and used prosocial behaviors to a greater extent than children raised in the biological family. The views of the parents and the children about the children's aggressive behavior were mutually conflicting.Finally, the influence of adoption related variables on the social competence of children was examined. Contrary to our expectations, there were no significant relationships between social competence and age of adoption, the duration of institutionalization and the time spent in the adoptive family.     

Nonverbal communication between parents and adolescents: A study of approach and avoidance behaviors

This study investigated nonverbal approach and avoidance behaviors exhibited by 30 families with a target child between 7 and 16 years old during a family interaction task. It was hypothesized that avoidance in the form of shame and contempt would be displayed more frequently by early and mid-adolescents than by younger pre-adolescents. It was also expected that approach behaviors would not differ across these age groups. Results provided evidence for increased avoidance and stability of approach behaviors in the parent-child dyad from pre-adolescence to mid-adolescence. Compared to pre-adolescent children (7–10), early adolescents (11–13) displayed more avoidance behaviors toward their parents, particularly shame. Both older adolescents (14–16) and their parents displayed increased avoidance in the form of reciprocated contempt. Despite increased avoidance in adolescence, no age group differences emerged in the amount of approach displayed between mothers, fathers, and children. This dynamic of attachment and separation occurred in both mother-child and father-child dyads, suggesting that both parents play an important role in the adolescent's developing autonomy.This research is based on the doctoral dissertation of Patricia E. Kahlbaugh under the direction of Jeannette M. Haviland at the Graduate School at Rutgers University. We thank the families who gave of their time to participate in this project and the individuals who helped in data recruitment, collection, and coding.     

From the Mouths of Mothers: Can Drama Facilitate Reflective Learning for Social Workers?

This article explores and evaluates a cross-disciplinary small-scale project using applied theatre in social work education. The aim was to provide an ‘Affective Encounter’ where students could practice empathic engagement, understanding of the needs of children who have been sexually abused and their protective parents/carers and engage in the complexities of working with family members who may be resistant. The workshop took place five times over a period of three years and was attended by children and families social workers on a one year post-qualifying graduate diploma course. While the use of verbatim theatre does not offer a guarantee of factual truth, it provided the students with some performed moments of personal testimony which was taken word-for-word from mothers whose children had been sexually abused. This allowed the social workers to hear the marginalised narratives of the protective mothers and to practice without a negative impact on the service user. The evaluation identified from self-report the development of emotional and practical skills and knowledge of available resources. This paper focuses on the emotional skills reported and two emerging themes are discussed: learning for humane practice, and the use of this pedagogical approach to encourage affective reflection.     

Transition to parenthood: it does not get easier the next time. Exploring ways to support well-being among parents with newborns

Investing in parents is important because their well-being is positively related to the development and well-being of their children. This study investigated which factors predict two types of parents’ well-being: individual well-being and parenting-related well-being. Participants were 416 parents (90 fathers, 326 mothers) of a baby (younger than age 1 year old), both first-time parents and not-first-time parents. Relationship quality, life skills, parenting skills, and social support were taken into account. Results show that both types of well-being have different main predictors. Self-esteem, self-management, and interpersonal relationship skills contribute to both types of well-being, suggesting that interventions aimed at improving these skills could be very beneficial for parents in their transition to parenthood. Fathers and mothers differ significantly on several predictors—for example, self-esteem, self-management, parenting behavior, and empathy—suggesting they might have different needs for support in the transition to parenthood. Finally, results show that, though parents get better at providing basic care for their children, regarding well-being and relationship quality, not-first-time parents are not better off then first-time parents. Therefore, interventions aimed at easing the transition to parenthood should not only be aimed at first time parents, they might be more effective for parents who already have children.     

Cognitive and language skills of Turkish children in Germany: a comparison of the second and third generation and mixed generational groups

The paper compares several generational groups of Turkish children in Germany with respect to cognitive skills and German language skills at an early age. Empirically, children of inter-marriages outperform the other groups of Turkish children in both tests while children with a first generation mother and a second generation father score worse than all others. All group differences regarding children’s cognitive skills can be explained by the families’ socio-economic status and educational resources. In contrast, with respect to children’s language skills also parents’ endowment with receiving country specific resources (e.g., parental German language proficiency) needs to be taken into account.     

Voices of Homeless Parents

Abstract

Homeless families with children comprise approximately 40% of homeless people and the fastest-growing group among the homeless. However, the pain and suffering faced by homeless parents, especially single mothers, as providers for and protectors of their children has yet to be documented and understood. In this paper, we illustrate the frustrations, guilt, confusion, and hope of 50 homeless parents staying at three homeless shelters in two large northeastern cities. We hope that a clear understanding of these parents' subjective experiences of homelessness will contribute to the evaluation and improvement of the effectiveness of social work interventions for homeless families.     

Economic Well‐Being in Salvadoran Transnational Families: How Gender Affects Remittance Practices

This article examines how migrant parents' gender affects transnational families' economic well‐being. Drawing on 130 in‐depth interviews with Salvadoran immigrants in the United States and adolescent and young adult children of migrants in El Salvador, I demonstrate that the gender of migrant parents centrally affects how well their families are faring. Gender structurally differentiates immigrant parents' experiences through labor market opportunities in the United States. Simultaneously, gendered social expectations inform immigrants' approaches to parental responsibilities and remitting behaviors. Remittances—the monies parents send—directly shape children's economic well‐being in El Salvador. I find that even though immigrant mothers are structurally more disadvantaged than immigrant fathers, mother‐away families are often thriving economically because of mothers' extreme sacrifices.     

Bildungserfolg von Kindern in Abhängigkeit von der Stellung in der Geschwisterreihe

Based on grades in school and on parental educational aspirations the article investigates the influence of siblings’ birth order on educational opportunities and educational success of elementary school pupils. It is examined whether this influence varies by social strata, i.e., whether it is moderated by the socio-economic status of parental households. Theoretical background are the resource dilution model which focuses on siblings’ rivalry for scarce family resources, the confluence model which refers to the intellectual environment within families, and the family niche model which postulates effects of siblings on personality traits of children. Furthermore, status maintenance motives of parents are used to explain birth order effects. Empirical analyses are based on a study of 1369 pupils—4th graders of elementary schools—in the city of Wiesbaden, Germany. It can be shown that the birth order has negative effects on the chosen educational indicators (grades in school, parental educational aspirations). In accordance with prior research, grades of children get worse with their position in the birth order, other things being equal. The birth order also affects educational aspirations which parents hold for their children. In this context, the crucial result of the article is: When older siblings already guarantee the social status of the family in an intergenerational perspective, parents with high SES reduce their educational aspirations for younger siblings (elimination of the status maintenance motive). In families with low SES, however, parental educational aspirations for younger siblings increase, when older siblings successfully have reached higher educational credentials (social learning from role models).     

Parental functioning and child sexual abuse

Eighty-two mothers and 46 fathers of emotionally disturbed youth in a day treatment program completed the Family Assessment Device (FAD) at time of intake. Interviews with therapists enabled classification of families into three groups: those whose client (the youth) had been sexually abused, those where sexual abuse was suspected but not confirmed, and those without a sexual abuse history. All cases of abuse were non-incestuous. Comparisons of the confirmed abuse and non-abuse groups were made, using three types of analyses. ANOVA of parental responses to the FAD by group yielded significance for mothers but not for fathers, with mothers of abused children reporting more family dysfunction in problem-solving and roles than mothers of non-abused children. Second, significant differences between parents according to group were found in the abused sample in problem-solving, communication, and general functioning, but not in the non-abused sample; mothers reported significantly greater pathology in their families than did fathers. Third, comparison of differences between mothers and their children within families yielded a greater number of differences in the non-abused group. Significance was obtained in affective responsivity and behavior control in both samples. Additionally, however, significant differences in communication and roles were obtained in the non-abused group. Caution in differentiating between incestuous and non-incestuous families is suggested. Implications of this research for family interventions, especially with regard to mother/child perceptual congruence, are discussed.     

Social disparities in children's vocabulary in early childhood. Does pre‐school education help to close the gap?1

Children start school with differing levels of skills. Thus, children of different social origin have different probabilities of educational success right from the start of their school career. This paper analyses how the gap in language abilities of children with different social backgrounds develops from age three to five. A focus lies on the question whether pre-school education can help to close this gap. The data of the UK Millennium Cohort Study (MCS) show that children's score on a standardized vocabulary test strongly depends on their parents' education. These social differences remain stable or even increase slightly over the two-year period. Using fixed effect models, it is demonstrated that children of higher educated parents can improve their vocabulary more strongly than children whose parents have a lower educational level. Participation in an early education institution positively affects the vocabulary development of children with lower educated parents while there is no significant pre-school effect for children of higher educated parents. The results indicate that pre-school attendance does not lead to a catching-up process of children with lower educated parents. But without pre-school attendance, the gap between children of higher and lower educated parents widens even further.