Assessing Child Welfare Agency Practices and Attitudes that Affect Father Engagement

ABSTRACT

The importance of fathers' involvement in their children's lives is irrefutable. Supportive, warm, and positive involvement of fathers leads to children being well-adjusted. Indeed, involved fathers positively influence their children's cognitive ability, social behavior, psychological well-being, and educational achievement. For children in foster care, when fathers are involved they have significantly shorter stays in foster care than those whose fathers are not involved. For parents to demonstrate fitness to parent they must show the successful completion of goals specified in a case plan that promotes safety and permanence of their child. This cross-sectional study investigated how fathers' perception of social workers' attitude and practice skills was associated with fathers' understanding and confidence with regard to completing the case plan goals. A purposive sample of 56 child welfare-involved fathers completed the Child Welfare Father Involvement Questionnaire. The findings indicated that the more positive fathers perceived social workers' attitude and skills, the greater their understanding about the case plan goals and greater confidence to complete case plan goals. The results were statistically significant. These results have implications for child welfare training to build the social worker-client relationship in a compassionate manner while maintaining a rigorous assessment and monitoring of fathers' parenting capabilities.     

Peer Group Affiliation of Children: The Role of Perceived Popularity,Likeability, and Behavioral Similarity in Bullying

To understand children's peer group affiliation, this study examined to what extent children in naturally occurring groups resemble each other on bullying, likeability, and perceived popularity. Participants were fourth‐ to sixth‐grade pupils (N = 461). Peer groups were identified using the social cognitive map procedure. Resemblance on bullying, likeability, and perceived popularity was evaluated by means of variance components models. Resemblance in peer groups was strongest for perceived popularity, followed by bullying and likeability. Moreover, resemblance on bullying could for a large part be attributed to the high‐perceived popularity of the group, and to a lesser extent, to the low likeability of the group. It is concluded that children showing bullying seem to affiliate with each other most of all to attain or maintain their position in a perceived popular peer group. Results stress the importance of considering the functionality of bullying from a group perspective.     

Families and donor insemination: the views of semen donors

One of the consequences of donor insemination for the semen donor is that he becomes a member of two families: his own family in which he has a genetic and social connection with his offspring; and the family of the recipient couple, in which he has a genetic connection to the offspring, but usually no social connection with either the offspring or the recipient couple. This article challenges the dominant view that donor insemination as a practice of mainly medical or legal importance by looking at the attitudes of donors to both their own family and the family to which they have contributed their genetic material. Results are presented concerning who donors have told about their donation, who they think should be told, whether they think recipient couples should tell their donor insemination offspring about their conception, and concerning their opinions about factors that are considered in matching donors with recipient fathers.     

The Diversification of Children’s Support for Their Parents in the Context of an Aging Society: Concepts and Behavior*

China’s aging society and the family-based model of basic aged care determine that children’s support for their parents directly affects the standard of living of the majority of the aging population. Existing theories indicate that in this era of social transition, the implications of filial piety have shifted from the traditional emphasis on the parent-child generational relationship and children’s duty to obey their parents to a dual mode in which family love coexists with the authority of the elders. Using data from the Chinese General Social Survey of 2006, we explore the ways in which the two basic dimensions of authoritarian filial piety and reciprocal filial piety connect with various types of filial behavior. The results of our multivariate linear model show that on average, authoritarian filial piety, which emphasizes authority relationships and children’s duty, increases children’s financial support for their parents, while reciprocal filial piety, stressing family love and generational equality, significantly increases children’s emotional support for their parents. A comparison of the basic dimensions of filial piety shows that neither significantly increases children’s physical support for their parents. Further analysis of the interaction effect indicates that the link between authoritarian filial piety and financial support is more significant among younger groups. In addition, for males, a marginally significant positive relation exists between authoritarian filial piety and physical support for their parents.     

Parent and Child Cognitive Representations of Social Situations and Children's Social Competence

The current study examines the relations among parent and child social information processing components and their links to children's social competence. Ninety‐seven kindergarten children and their mothers and fathers responded to open‐ended vignettes that involved conflict with a peer. Goals and strategies for both parents and children were assessed. Results show that there is some consistency between parents and children in the types of goals and strategies that are provided. Further, fathers’ and children's goals and strategies were related to children's social competence but only limited support for children's cognitions as a mediator between parental cognitions and peer competence was found. The implications for the role of social information processing in the development of children's social competence are noted.     

Gender‐sensitive intervention to improve work with fathers in child welfare services

Although the importance of including fathers in child welfare services has been increasingly recognized, social workers' engagement with fathers is still limited and sometimes fraught with negative bias. This paper attempts to lay some needed foundation to meet the challenge of working with fathers. It presents in succinct form the existing knowledge on how fathers experience and manifest their distress and on how they view the social services and social workers. It discusses, in some detail, three main issues – power relations, mutual fear and communication differences – in the interactions between female social workers and the fathers in the social welfare services. And it emphasizes the need for social workers to be aware of how their experiences with their own fathers may affect their interventions with men. It ends with observations and recommendations for developing the gender awareness that is necessary for effective practice with fathers.     

家长教养方式的阶层差异及其对子女非认知能力的影响

本研究通过“中国教育追踪调查”（CEPS）2014-2015学年追踪数据,考察了当前中国青少年家长教养方式的分布、阶层差异及其对青少年非认知能力的影响。研究发现：首先,当前中国家长的教养方式以专制型和忽视型为主,权威型和宽容型教养方式的比例较低;其次,社会经济地位较高的家庭倾向于选择权威型和宽容型教养方式,社会经济地位较低的家庭倾向于选择专制型或忽视型教养方式;最后,教养方式对非认知能力的发展有显著影响。总体而言,权威型教养方式最有利于培养子女的非认知能力,忽视型教养方式最不利于培养子女的非认知能力。在涉及人际交往的非认知能力指标中,权威型和宽容型教养方式相对于其他两种教养方式具有明显的优势。     

Peer Groups, Social Identity, and Children's Bullying Behavior

Drawing on social identity theory, this study explored the impact of the peer group on childhood bullying. Participants were 351 students, aged 8 to 13 years. Involvement in bullying, friendship group membership, norms of particular groups, and intra-group positions (prototypical vs. peripheral) were determined using peer reports. Results revealed within-group similarities in bullying behaviors. In addition, bullying was found to be greater when it was endorsed by group norms and when children were prototypical vs. peripheral members of bullying groups. The implications of the findings for the conceptualization of childhood bullying are discussed.     

中国网民的意识形态立场及其形成——一个实证的分析

本文以4 000多份网民的调查问卷数据为依据,对中国公众的“左”“右”意识形态立场的现状、特征及其起源进行了分析。研究发现,中国“左”“右”派网民与西方国家的“左”“右”派在基础性政治心理特性上恰好相反,中国的“左派”相对于右派而言,具有更为显著的威权人格特征,也更倾向于维护现有社会秩序和传统价值,在对外态度上更为强硬和排外。右派比“左派”更关注社会公平、限制公权力和赞同后现代价值。从信息接触和政治心理两个理论视角进行分析后发现,媒体影响和威权人格对网民意识形态立场的形成均有明显影响。笔者认为,在新媒体时代,随着信息源日益多元,相对于外在的信息而言,个体内在的威权人格对个人意识形态立场形成的影响可能会更强。     

Standing Up for the Victim,Siding with the Bully or Standing by? Bystander Responses in Bullying Situations

In this study we examined children's self‐efficacy, outcome expectations, and outcome values in relation to bystander responses in bullying situations. We proposed that beyond the effect of self‐efficacy, the decision to defend the victim of bullying vs. remain passive vs. reinforce the bully depends on outcomes children expect from defending, and on the value they place on these outcomes. Our sample consisted of 6397 Finnish children (3232 girls and 3165 boys) from third, fourth, and fifth grades (mean ages 9–11 years). Results showed that the motivational underpinnings of defending the victim, remaining passive, and reinforcing the bully varied. Defending was associated with the expectation that the victim feels better as a result of defending as well as valuing such an outcome. Reinforcement of bullying was associated with negative expectations and not caring about the positive outcomes. Conflicting expectations and values were linked to remaining passive. Results are discussed in terms of their implications for anti‐bullying interventions.     

China’s Changing Family Structure and Adolescent Development

This paper examines the relationship between family structure and junior high school students’ educational and psychosocial development and its intermediate mechanisms. Our findings show, firstly, that family structure affects children’s development, and children living with both parents have better educational and psychosocial development than those without one or both parents. Secondly, family structure affects children’s development to some extent through the two mechanisms of family socioeconomic status and parental participation in education. Thirdly, fathers and mothers play different roles in children’s development. Mothers are more important to children’s educational development, while fathers are more important to their psychosocial development. In addition, the distribution of family structure shows marked group heterogeneity, and families lacking both parents tend to be groups with a lower socioeconomic status. Since adolescent development is closely related to the acquisition of socioeconomic status in adulthood, the negative impact of parental absence on children’s development should not be neglected by academics and policy researchers.     

Social work and the shadow father: lessons for engaging fathers in Northern Ireland

The legislative framework of social work practice has consistently highlighted the need to work in partnership with parents, with far‐reaching implications for families. However, the importance of engaging fathers in social work practice is an issue that has received limited attention within academic debate and research. A research study undertaken across six family centres, investigated paternal involvement in family centre social work in Northern Ireland. The study involved 46 semi‐structured interviews with social workers, fathers and mothers. This paper presents the views of 22 social workers on the barriers to paternal involvement in family centre interventions. A range of factors were identified which served to inhibit or promote engagement of fathers. There were substantially more deterrents than promoters, a clear indicator of the problematic nature of paternal involvement. The findings highlight that both attitudes and practices of social workers influence the engagement of fathers. Recommendations drawn from the findings are presented for the development of father – inclusive social work practices and research.     

Participant roles in preschool bullying: The impact of emotion regulation,social preference,and quality of the teacher–child relationship

The present work investigated whether emotion regulation and social preference were associated with participant roles in bullying as a function of the quality of the relationship with teachers. Participants were 332 children (172 boys), in the age of 42–76 months (M = 58.74; SD = 7.84). Peer nominations were employed to assess social preference and participant roles (bullying, victimization, defending the victim, and outsider behavior). Teachers completed the Emotion Regulation Checklist, which yields the dimensions of emotion regulation and lability/negativity, and the Student – Teacher Relationships Scale, to evaluate conflict and closeness with the teacher. Multilevel models highlighted that emotional lability was positively associated with bullying and outsider behavior, emotion regulation was positively related to bullying and defending behavior, and social preference was negatively associated with bullying and victimization and positively with defending behavior. Interactions indicated that lability and low social preference were associated with bullying, and emotion regulation with outsider behavior, in children with a conflictual relationship with the teacher whereas social preference was related to defending behavior in children with a close relationship with the teacher. Results are discussed highlighting the importance of the quality of teacher–child relationship and the relevance of intervention programs aimed at promoting social wellbeing in preschool.     

School Bullying and Moral Reasoning Competence

To examine whether high moral reasoning competence of adolescents is associated with low levels of bullying, and to understand whether moral disengagement mediates or moderates this relationship, 925 German children ranging from 11 to 17 years of age (M = 14.18, SD = 1.21) completed questionnaires on moral reasoning competence and moral disengagement in surveys at three different schools. The children were classified according to their bullying role, based on a peer‐nomination procedure. Multinomial logistic regression analyses showed that moral reasoning competence negatively predicted whether a student took an aggressive role. Moral disengagement partially mediated this relationship. Corresponding effects for defenders and outsiders were not found. These results extend previous findings about the effect of moral reasoning on bullying in primary school. The implications for the prevention of bullying are discussed.     

Longitudinal Pathways between Maternal Mental Health in Infancy and Offspring Romantic Relationships in Adulthood: A 30‐year Prospective Study

Longitudinal pathways between maternal mental health in infancy and offspring romantic relationship outcomes in adulthood were examined using a 30‐year prospective longitudinal study of 196 mothers and their children. Structural equation modeling revealed that maternal mental health at 30 months was related to offspring relationship status and relationship attachment insecurity at 30 years. The adolescent variables of offspring mental health and parental relationship status mediated the link between maternal mental health and offspring relationship status. In addition, adolescent mental health and family conflict mediated the pathway between maternal mental health and offspring attachment insecurity. These results highlight the importance of individual and parental mental health to romantic relationship outcomes, and emphasize the value of taking a developmental approach to the study of romantic relationships.     

Unique and Interactive Effects of Empathy and Social Status on Involvement in Bullying

This study investigated the relationships between affective and cognitive empathy, social preference and perceived popularity, and involvement in bullying situations by bullying others or defending the victimized children. The participants were 266 primary and 195 secondary school students. Affective and cognitive empathy, as well as the status variables, had some significant main effects on involvement in bullying. In addition, several interaction effects emerged. For instance, the positive association between affective empathy and defending behavior was stronger among boys who had a high status (i.e., were highly preferred) in the group. The results highlight the importance of studying child-by-environment models, which take into account both child characteristics and interpersonal variables in predicting social adjustment.     

Wait Until Your Mother Gets Home! Mothers' and Fathers' Discipline Strategies

From a traditional viewpoint, fathers are seen as the main disciplinarian in the family. However, recent studies suggest that these traditional family role patterns may have changed. In this study, we observed discipline strategies of mothers and fathers toward their sons and daughters. Participants included 242 families with two children (1 and 3 years of age). Findings revealed that parental discipline varied by the age of the children, but that mothers disciplined their children more often than fathers. Fathers, conversely, showed more laxness in response to child non‐compliance. Gender of the children was only related to physical interference, with mothers using more physical interference with boys than fathers, irrespective of birth order. Taken together, these findings highlight the importance of parent gender for parent–child interactions in early childhood, but also suggest that child age should be taken into account as important explanatory factors.     

A prospective study of adolescent mothers’ social competence,children's effortful control and compliance and children's subsequent developmental outcomes

Previous work has established that caregiver and child temperamental characteristics are associated with child compliance. Given the critical role that parents play in this process, and that children of teen mothers are at risk for poorer developmental outcomes, it is important to understand the development of compliance in the context of at‐risk parenting such as adolescent motherhood. The current study examined child compliance (Wave 5; W5) as a mediator of the association between adolescent mothers’ social competence (Wave 4; W4) and children's behavioral and academic outcomes (Wave 6; W6), and whether this mediation varied depending on children's effortful control (W4) in a sample of 204 Mexican‐origin adolescent mothers (M_age at W4 = 19.94, SD = .99) and their children (M_age at W4 = 36.21 months, SD = .45). Adolescent mothers reported on their own social competence and their children's effortful control and externalizing problems; compliance was assessed using observational methods; and academic readiness was assessed using standardized developmental assessments. Findings based on structural equation modeling revealed that adolescent mothers’ social competence was positively related to children's compliance among children with high effortful control, but not among those with low effortful control. Moreover, child compliance mediated the longitudinal association between adolescent mothers’ social competence and child externalizing problems and academic readiness. Discussion focuses on the importance of considering the role of child temperament in understanding how adolescent mothers’ social competence is subsequently associated with children's social and academic adjustment.     

Parental advice to preadolescent bystanders about how to intervene during bullying differs by form of bullying

The current study examined parental advice given to fourth‐ and fifth‐grade preadolescents who imagined being bystanders to different forms of bullying (physical, verbal, property attack, social manipulation, exclusion). We assessed the frequency with which parents advised youth to follow specific intervention strategies (stop the bully, help/comfort the victim, tell adults), and we tested whether the frequency by which parents provided each kind of advice varied by the form of bullying described. One hundred and six fourth‐ and fifth‐grade preadolescents completed an interaction in which their parent gave them advice about how to respond if they were bystanders to five hypothetical bullying situations. Each situation described a different form of bullying. Across forms of bullying, parents most frequently told bystander children to intervene by telling an adult. However, advice differed based on the form of bullying presented. Parents most frequently advised children to “tell an adult” in response to physical bullying or property attacks, most frequently advised children to “help/comfort victims” in response to social exclusion and physical attacks, and most frequently advised children to “stop the bully” in response to verbal and social manipulation bullying.     

Patterns of Bully/Victim Problems in Mixed Race Groups of Children

This study investigated the extent of bullying within and between British Asian and White girls and boys (n = 156) and some of the reasons why it occurs. There was no significant difference in the percentage of peers that nominated Asian and White children as either bullies or victims. Contrary to our prediction (derived from Tajfel's social judgement theory), both Asian children and White children were significantly more likely to be named as bullies of same-race classmates than to be named as bullies of other-race classmates. Again contrary to our prediction, for Asian boys and White boys there were no significant correlations between general racial preferences/attitudes on the one hand, and the extent to which they were named by classmates as bullies of other-race children on the other hand. In order to investigate the types of bullying directed at own-race and other-race pupils, a subset of the sample of children (n = 60) were also asked about the specific types of bullying they had experienced, and who was responsible. Some significant racial differences emerged, most notably that proportionally more Asian children than White children reported that they had been teased about their colour or race by children of the other-race, and the opposite was the case for non-racial types of teasing. The implications of these results for children's social development, and for school's attempts to remove bully/victim problems, are discussed. One recommendation was that teasing, and especially racial teasing by racial majority pupils, should be a focus for intervention.