Query: research study on attachment style social support and adjustment in grandparents parents and children pdf

title: Social support as a protective factor for children impacted by HIV/AIDS across varying living environments in southern Africa
abstract: The literature on the psychological well being of children impacted by HIV/AIDS in Africa highlights increased vulnerability due to loss of parents and environmental stressors (e.g. hunger) Research shows that the lack of attachment and social support due to loss limits the grieving process in children. Access to trusting adults and social support through caregivers can be an important protective factor to allow for coping and better emotional adjustment in the future. This study examined social support systems across varying living environments to determine if social support promoted higher levels of well being in children orphaned and made vulnerable by HIV/AIDS. The participants included 100 children from a small targeted population in southern Africa who receive varying levels of support from a private not for profit organization. Children's well being was assessed through the Psycho Social Adjustment Scale Adolescents developed specifically for vulnerable child populations in Africa. Children were individually interviewed either on their homestead, school or hostel. Data demonstrated that children who do not share their feelings had significantly lower measures of positive well being (M 2.61 (0.87) vs. M 3.10 (0.57) d 0.60) Children with trusted adults were significantly more likely to share their feelings and had lower incidence of hunger (49.1% vs. 62.5% suicide ideation (15.1% vs. 62.5% and witnessing violence (69.8% vs. 87.5% Sharing feelings with caregivers was more pronounced among children who had greater access to trusted adults and correlated with stronger attachment scores (r .30, p .01) An important component to decrease levels of anxiety and depression in this vulnerable population is providing access to trusted individuals. Social support interventions are discussed.

title: Parental Attachment, Reverse Culture Shock, Perceived Social Support, and College Adjustment of Missionary Children
abstract: This study explored: (a) the differences between MKs and Non MKs on measures of parental attachment, perceived social support, reverse culture shock and college adjustment; (b) within group difference on the personality measures for MKs; and (c) the relations between the constructs of parental attachment, perceived social support, reverse culture shock and college adjustment for MKs and for Non MKs. There were 110 subjects, 49 MKs (completed data on 45) and 65 Non MKs recruited from Westmont College and Biola University. A significant difference was found between MKs and Non MKs on the Parents as Facilitators of Independence scale of the Parental Attachment Questionnaire and the Cultural Distance and Interpersonal Distance scales of the Homecomer Culture Shock scale. Significant MK within group comparisons were also found on all of the personality measures. Parental Attachment was found to have a direct causal effect on perceived social support and college adjustment for all subjects. Perceived social support was found to be significantly correlated with college adjustment. Pertinent research and applied implications are discussed.

title: Parenting Styles and Adjustment in Gifted Children
abstract: The present study examined the relationship between parenting styles and the psychosocial adjustment of 48 children aged 7 to 11 years, each of whom had been identified as gifted on the basis of a score of 130 or above on the Wechsler Intelligence Scale for Children Fourth Edition. Parenting styles and child psychosocial adjustment were measured using self report questionnaires. Nineteen of the 48 gifted children in the sample (39.6% were described by their parents as having peer social problems, descriptions that were not consistent with results obtained from the children and their teachers. Mothers also reported more child conduct problems than did the teachers. No associations were found between parenting styles and social problems with peers. Although the findings supported existing research on fathers' parenting styles, some of the relationships between mothers' parenting style and gifted child outcomes were not consistent with previous studies on parenting styles.

title: Exploring end of life interaction in dyads of parents and adult children: a protocol for a mixed methods study
abstract: BackgroundA considerable number of terminally ill adult children are outlived by at least one parent and receive palliative care prior to their death. At the same time, adult children continue to be confronted with their parents' terminal illnesses and end of life situations. The current study explores the specifics of dyadic interaction at the end of life between a) adult children suffering from a life threatening disease and their parents, and b) terminally ill parents and their adult children.MethodsThis prospective observational study aims at filling the existing gap on adult child parent interaction specifics at the end of life using an exploratory mixed methods framework. The mixed methods framework combines a qualitative face to face interview and quantitative self report questionnaires to study the topic at hand. The qualitative interview will focus on experiences, expectations, and wishes with regard to dyadic communication, information about illness and prognosis, expressed and perceived burden and support as well as caregiving role at the end of life. The questionnaires will cover socio demographics, loneliness, attachment style, social support, and emotional closeness.DiscussionThe research group is currently adjusting a semi structured interview guide and questionnaire instructions based on the results of a multiprofessional scientific advisory board meeting (Jan. 2018) In a next step, and prior to qualitative and quantitative data collection, the questionnaires will be piloted on patients and their family members in a palliative care setting. The main expected results are i) a description of the specifics of the interaction within and between both dyads, ii) the development of hypotheses and a theoretical framework on the specifics, similarities, and differences for both study groups, and iii) clinical conclusions on specific psychosocial care needs of both groups. 2017) and in the German Clinical Trials Register (Deutsches Register Klinischer Studien) (Registration Ndeg DRKS00013206; date of registration: October 27, 2017) The study is visible in the International Clinical Trials Registry Platform Search Portal of the World Health Organization under the German Clinical Trials Register number.

title: A Study of Parenting Style in Relation to Emotional Intelligence Value Orientation and Social Adjustment among Secondary School Students of Delhi
abstract: The Indian family plays a key role in the socialization process of the child (from infancy to childhood and even to the extent of adulthood) and uses family specific values to bring up the child. Children who are the carriers of the value certainly have an important role in the family system. Children learn the culture and values within the bosom of a family. It means the children raised by certain specific set of culture are reflection of familial and cultural values. Therefore, socially learned norms and values offer standards which parents usually use to direct their own interaction with their children. As, this interaction or process of socialization process is bidirectional in nature, therefore, parents conveys the socialization messages to their children, but their children vary in their level of acceptance, receptivity, and internalization of these messages. Processes of socialization of child generally do depend upon the beliefs, values, goals held by the parents who are generally are passed from one generation to the next. Philosophers and developmental psychologists are always interested in understanding and unravelling the intricacies of socialization process by which parents attempt to transmit their values, goals, skills, and attitudes to their children. Behaviourist and Freudian theory tried to explain in their own way about the process of socialization. But it was in the late sixties, Baumrind work on children which resulted into a paradigm shift in looking after the socialization process of children. She gave three parenting typologies: authoritative, authoritarian and permissive. These three parenting styles differ in behaviours, values, and standards which parents expect their children to adopt. The three parenting styles have different consequences on children cognitive and social competence development.Baumrind suggested that authoritative parents are warm and responsive, providing their children with affection and support in their explorations and pursuit of interests. These parents have high maturity demands (e.g. expectations for achievement) for their children but foster these maturity demands through bidirectional communication, induction (i.e. explanations of their behaviour) and encouragement of independence. Baumrind further suggested that authoritarian parents are neither warm nor responsive to their children. They have high maturity demands for their children primarily because they are intolerant of selfishness or inappropriate behaviour. These parents are strict, expect obedience, and assert power when their children misbehave. When socializing their children, authoritarian parents express their maturity demands and expectations through rules and orders, and do not communicate to their children the rationale behind these rules. In case of permissive parents are moderate in their responsiveness (i.e. some parents are high and some are low) toward their children's needs. These parents, however, are excessively lax in their expectations for their children's level of maturity and their tolerance of misbehaviour. When socializing their children, permissive parents are usually dismissive and unconcerned. These parents score moderately high on measures of responsiveness and low on measures of maturity demands and control. Researches in western and European countries have further confirmed that authoritative parenting is optimum for children socialization and development. But, the researches cross culturally though agree with the parenting typology but they found rather than authoritative parenting it is authoritarian or permissive parenting is related to the positive developmental outcomes in other culture especially in South East Asian and Middle east countries. This is because parenting varies with values, belief, socialization goals of a particular culture. In South Asian countries like Nepal, Bangladesh, Pakistan and even in India where it is predominantly collectivistic culture prevails in homes and literature provides the evidence of it, what could be the parenting style adopted by Indian families, it could not be say with authority. Moreover, present India is passing through transition phase where influence of modernization, high rate of urbanization, higher level of educational level among people and influence of technology has permeated in the life of the urban Indian families. Therefore, in this context it is indeed necessary to identify parenting style among the parents. Moreover, the parenting is associated with various developmental outcomes of children therefore, it is necessary that emotional intelligence a key predictor of handling emotional situations of life in an intelligent manner, value orientation the attunement of children towards positive or negative values and social adjustment the ability of the child to have a harmonious adjustment with his/her social surroundings, were the three important variables studied in relationship with the parenting style. Since the adolescent is the phase which is crucial especially related to various developmental aspects and more so in context to contemporary society where adolescence age children were surrounded by complex environment and influenced by so many factors, therefore, it was necessary to conduct research on: Study Parenting Style in Relation to Emotional Intelligence, Value Orientation and Social Adjustment among Secondary Students The main objective of the study was to identify parenting style of both the parents. Further objective was to find out the relationship between parenting style and emotional intelligence, value orientation and social adjustment. The study was carried out on a sample of 246 students of tenth standard and their parents selected through random sampling technique. The tools used were Parenting Style Dimension Questionnaire (PSDQ) developed by Robinson et al. to identify parenting style of parents. The Emotional Intelligence Test (EIT) was used to find out the level of emotional intelligence among students, Value Orientation Scale (VOS) to determine the value orientation among students and Social Adjustment Scale (SAS) developed and standardized by the researcher. The findings of the research study were as follows: 1. Majority of parents had authoritative parenting. 2. Another finding was that majority of students have average emotional intelligence and social adjustment. In case of value orientation, both girls and boys had an inclination towards higher end of values i.e.cosmopolitanism, scienticism, venturesome, democratism, progressivism and empathy. 3. It was found out that girls had higher emotional intelligence than boys and the difference between both the groups were found out to be significant. 4. It was found out that there is no significant difference between girls and boys on value orientation except in one of its dimension scienticism. 5. There is no significant correlation between parenting style of father and mother with emotional intelligence and value orientation of their children. 6. Authoritative parenting style component of father and mother is significantly negatively correlated with social adjustment whereas authoritarian parenting style component of father and mother is significantly positively correlated with social adjustment.

title: The Development and Testing of MyT1DHope A Website for Parents of Children with Type 1 Diabetes
abstract: Caring for a child with type 1 diabetes (T1D) may be stressful for the entire family. Management is complex and requires parents to take on this complex responsibility. As a result, parents are at risk of being diagnosed with depression and anxiety, and may experience feelings of isolation. Diabetes education and support group involvement can lead to successful adjustment to life with a child with T1D. Websites have the ability to provide this type of support, and many T1D websites exist. However, a well organized, parent focused tool with social support capabilities is needed.  The objective of this study was to develop and conduct a randomized controlled pilot test of a website, MyT1DHope, for parents of children with T1D.  Once the website was developed, participants were recruited through a Michigan family network, to begin the 8 week testing. Participants (N=102) were randomly assigned to receive access to our website (n=51) or receive a PDF packet (n=51) on T1D. All participants were assessed pre and post intervention on validated measures of parents' diabetes knowledge, health literacy, social support, self efficacy, quality of life as well as usability and acceptability of the website.  Our concept for the website was well received by participants in the formative research phases. Specifically, parents stated a need for a "one stop shop" for all information a parent with a child with T1D may need and to organize that information by stages of the child's development. Our preliminary results suggest that parents in both groups started the study with high diabetes knowledge, social support, self efficacy, and quality of life. Data analysis of the 8 week pilot test is ongoing.  Many websites exist with the purpose of providing information to those impacted by T1D. This paper reports results of testing a website, MyT1DHope for parents with children with T1D. MyT1DHope has the potential to improve the lives of parents caring for a child with T1D. Disclosure B. Holtz: None. K. Murray: None. D. Hershey: None. A.K. Nuttall: None. S.  None. T. Park: None. J.K. Dunneback: None. M.A. Wood: Research Support; Self; Medtronic MiniMed, Inc.

title: Family Resources: Perceived Social Support and Parents Adjustment
abstract: Social networks often provide an important source of support for new parents. General, parent support programs sustain social emotional development of children. Different aspects could impact both the quantity and quality of the sources of social support and the perception that parents would had. This study examines the role of social support in the couples of new parents and assesses the influence of attachment models on it. The Adult Attachment Interview (AAI) and the Multidimensional Scale of Perceived Social Support (MSPSS) were administered to a sample of 100 participants. Results indicated a perception of social support more pronounced in women, mainly on the dimension of social support derived from the partner. Furthermore, for women and not for men, an association between attachment models to the AAI and the different perceptions of social support was revealed. Data seems support the opportunity to assess parents during early rehabilitation interventions. Support groups could be used with insecure parents and has positive effects in reducing stress and promoting adjustment to the disability for children and their families.  social support, parents, attachment.  The well being of children has become a focal concern for a variety of political, governmental, school, and researcher groups. One question, often addressed by such groups, focuses on children's developmental success and the effectiveness of the family in assisting intellectual development, mental health and well being. Decades of research have recognized that social support can buffer the effects of stress on health (1) Specifically, results indicated that the relationship between life change and psychological well being was buffered by various aspects of social support. These aspects were the number of sources from which support was received, support from family and friends, and support that functioned to enhance self esteem and provide social companionship. During couples life the transition to parenting has been widely considered as a stressful period (2, 3) and researchers are extremely interested in discerning the risks or protective factors in this context. Literature highlights the importance of perception of support the perception of being loved by others and that they will be available if needed in welfare and adjustment of the members of the couple (4 7) Scholars have also extensively documented the role of this factor in influencing the quality of maternal behaviour towards the child (8, 9) The studies in this area have generally emphasized that the support offered at this stage of the cycle of life is very important (10) They found that parental support showed stress buffering effects, i.e. the impact of negative life events was reduced for children with high parental support. In a randomized, controlled study with 34 families, structured social support was provided to parents of children who were high risk for mental health problems, wherein the relationship between parent and child was enhanced (11) However, there is a growing evidence that the degree to which a person feels supported and cared for by the others is a function of the amount and quality of one's supportive transactions with others, but is also influenced by features of the support receiver such as his or her personality expectations and needs (9) In recent decades, attachment theory was a useful theoretical framework of a broad range of research. These studies have found that individual differences in partners attachment are associated with different perceptions of social support during marriage stressful events (12) Nevertheless, the literature that investigated the influence of the partner's model of attachment (13) has provided fewer contributions on these issues. These studies assume that there is a link between attachment during infancy and social support received in adulthood; a secure attachment model would result in the ability to consider other available when needed and themselves as worthy to receive support.

title: 3 A study on the medium term effectiveness of a community based bereavement programme for vulnerable children and young people
abstract: Utilising the knowledge derived from Attachment theory, Growing Around Grief theory and Continuing Bonds theory, Winston's Wish supports children and young people (CYP) to rebuild their lives after a death in the family. This study investigated the medium term effectiveness of SWITCH, a programme supported by the Big Lottery, for CYP aged 8 14 years who were at increased risk of truancy or antisocial behaviour.  The study explored whether tailored psychotherapeutic support after the death of a parent, grandparent or sibling can enhance CYP's psychological, social and educational functioning. Data was collected at either home or school settings across three points in time: initial attendance (baseline) one month after the end of support and six months afterwards. Participants (n=108) completed the Strengths and Difficulties Questionnaire (SDQ) which enhances the identification of children at risk of developing mental health problems.  The cause of death for the vast majority of families was accident or illness. Death of a father was experienced by 41% of CYP. Six months after the end of support, improvements were shown for the following areas: peer relationship difficulties, emotional difficulties, behavioural difficulties, overall stress and impact of difficulties on the child's life.  CYP with multiple needs who were supported through this programme experienced fewer mental health difficulties in the medium term. Tailored psychosocial support can promote adaptive developmental outcomes after bereavement and it can be particularly helpful for CYP who face school or social adjustment difficulties.

title: Relationship of Parental Mental Health with Children's Behavioral Problems: Role of Social Support and Resilience

title: Children's Interactive Style with Parents, Teachers and Strangers: A Comparative Study across Three Contexts.
abstract: Numerous studies have demonstrated predictive links between children's attachment relationships with parents and teachers and their success in the social contexts of child care and school. This body of research underlines the importance of children's ability to establish positive relationships with adults and to effectively use these adults to meet their social and emotional needs. This study used an observational procedure, based on White and Watt's (1973) categories for assessing children's social interactions with adults, to measure the social abilities of 68 2.5 year old children across social contexts of the home, the child care center, and the "strange situation." Children's social bids were defined as: (1) seeking attention; (2) seeking help; (3) seeking to control; (4) seeking emotional support; (5) initiating play; and (6) offering help. Affectionate and hostile behaviors toward adults were also recorded. The contexts in which children's social interactive behaviors were assessed placed differing social and emotional demands on them. Results led to arguments for hierarchical versus independent models of child adult relationships, assessing whether the mother child prototype for social interaction with adults or the differing demands of separate social contexts determines children's social interactive style. The results also have implications for interpreting observational research across different cultural contexts.  Reproductions supplied by EDRS are the best that can be made from the original document. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Nik This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. CHILDREN'S INTERACTIVE STYLE WITH PARENTS, TEACHERS AND STRANGERS A COMPARATIVE STUDY ACROSS THREE CONTEXTS Ungerer, J.A. School of Behavioural Sciences, Macquarie University, Sydney and Harrison, L.J. Dept of Early Childhood Studies, The University of Melbourne Symposium of the XIVth Biennial Meetings if ISSBD August 12 16, 1996, Quebec City, Canada PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY L..q\ x sovN TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Please address correspondence to Linda Harrison, Dept. of Early Childhood Studies, The University of Melbourne, Locked Bag 10, 4 Madden Grove, Kew, Victoria 3101, Australia email 1.harrison@edfac.unimelb.edu.au 9 EST COPY AV iLABLE