From adverse childhood experiences to harsh parenting: Psychological symptoms as a mediator.

BACKGROUND: Research evidence has demonstrated a direct link between ACEs and harsh parenting. However, the mechanisms linking paternal ACEs to harsh parenting have remained largely unexplored among Asian populations. OBJECTIVE: In the current study, we examined the relationships between parental ACEs and harsh parenting and explored the potential mediating effect of psychological symptoms on the relationship between parental ACEs and harsh parenting. PARTICIPANTS AND SETTING: A total of 6195 Taiwanese parents of children aged 6 to 12 were recruited from 58 primary schools in the Taiwanese cities of Taipei and New Taipei. METHOD: Using probability-proportional-to-size sampling and a self-report survey, we collected data relating to parental ACEs, psychological symptoms, and child-rearing behaviors. A hierarchical regression analysis was completed to examine the effects of parental ACEs and psychological symptoms on harsh parenting. In addition, we tested the potential mediating effects of psychological symptoms on the relationship between parental ACEs and harsh parenting by employing a simple mediation model (PROCESS) with a bootstrapping procedure. RESULTS: We found that both parental ACEs and psychological symptoms were significant predictors for mothers' and fathers' adoption of harsh parenting behaviors. Moreover, after adjusting for covariates, we discovered the unique finding that psychological symptoms mediated the relationship between parental ACEs and harsh parenting among Taiwanese parents. CONCLUSIONS: The study revealed a direct link between parental ACEs and harsh parenting, with psychological symptoms serving as a mediator. Our findings suggest that trauma-recovery programs should promote regular screening and interventions for parents with ACEs.

Mothering Ideology: A Qualitative Exploration of Mothers' Perceptions of Navigating Motherhood Pressures and Partner Relationships.

Good mother ideology refers to beliefs that women are only 'good' mothers if they adhere to the tenets of dominant parenting discourse, such as intensive mothering ideology, which prioritizes children's needs and child-raising above all else. Undergirded by this ideology, mothers' attempts to navigate the transition to motherhood are fraught with pressures, and the transition is associated with negative health outcomes for mothers and children; yet existing research gives little attention to the quality or dynamics of the partner relationship as part of this transition. The current study examined motherhood pressure and the impact on partner relationships through individual, semi-structured interviews with 19 mothers living in Australia who were 18 years or older in a heterosexual relationship with at least one child under the age of five. Thematic analysis revealed four key themes: discourses on motherhood: criticisms of mothers and internalised guilt; transformation of identity; entrenchment of gender roles through childrearing; and positive relationship dynamics: supportive fathers and challenging gender roles. This study contributes to the larger body of literature highlighting the complexity of dominant mothering ideology and its entanglement with and impact on partner relationships. Further, this study includes mothers' perceptions of how they navigate these pressures within the relationship with their partner and the family unit. These findings have implications for programs to support mothers and other caregivers, as well as challenge unrealistic standards for motherhood. Supplementary Information: The online version contains supplementary material available at 10.1007/s11199-022-01345-7.

Association of healthy child-rearing practices and children's receipt of care in patient-centered medical homes.

Efforts to improve the quality of care for children have focused on the patient-centered medical home (PCMH), defined by the National Committee for Quality Assurance (NCQA). Little research has focused on caregivers' role in choosing physicians for children. This study aims to determine whether healthy caregiving behaviors and specific behaviors are associated with children's receipt of PCMH care. Using data from the 2016-2017 National Survey of Children's Health, which includes information on child-rearing behaviors, we estimated logistic regressions, controlling for children's and caregivers' characteristics, to quantify possible associations. We found that each additional healthy child-rearing practice followed increased a child's chance of receiving PCMH care by 4.5% (p < 0.001). Being breastfed (children aged 0-5 years), sharing ideas with their caregiver (children aged 6-17 years), their caregiver ensuring homework is finished (children aged 6-17 years), and having TV time monitored (all ages), each increased the likelihood of PCMH use. These findings show that caregiving behavior is independently associated with locus of care. Future research is warranted as educating caregivers about healthy child-rearing may lead them to seek higher quality care for their children. Also, evaluating the effect of behaviors on health outcomes associated with PCMH would be valuable.

Psychiatric referral is required in children with vaginal foreign body injury: A case-control study from China.

PURPOSE: The rate of vaginal foreign body (VFB) injury has been increasing in recent years. VFB will cause vaginal inflammation, injury and negative psychological impacts in girls. Our study aimed to elucidate the need of psychological referral in children with VFB. DESIGN AND METHODS: A case-control study was performed. A total of 67 girls who visited the clinic due to vaginal foreign bodies were recruited. A questionnaire and Family environment scale-Chinese version (FES-CV) and social anxiety scale for children-Chinese version (SASC-CV) were completed by parents and children. Demographic information, parenting pattern, girls' social anxiety status, and their daily life trajectory and outdoor activities were collected. RESULTS: The mean age of the 67 girls with VFB was 6.6 ± 2.1 years with a range of 2 years10 months-13 years. The 72 girls of the control group were age-matched with the patients. Scorings in two subscales of FES-CV including family cohesion, emotion expression were significantly lower in the VFB group than those in the control group (7.2 ± 2.4 vs. 7.9 ± 1.7, p < 0.05; 5.2 ± 1.6 vs. 6.5 ± 1.3, p < 0.001). Social anxiety level was higher in the VFB group comparing with the control group. Shorter time of outdoor activities (t = 3.205, p = 0.002) and significantly longer screen time were in the VFB group (t = 5.74, p < 0.001). CONCLUSIONS AND IMPLICATIONS: The occurrence of VFB was associated with parenting patterns and social anxiety level. Psychiatric referral is required in children with VFB.

Grupo reflexivo para promoção de parentalidade e coparentalidade: um relato de experiência / Reflexive group for promotion of parenting and coparenting: an experience report / Grupo reflexivo para la promoción de la parentalidad y la coparentalidad: un relato de experiencia

Este artigo objetivou descrever uma proposta de grupo reflexivo com pais, mães e/ou cuidadores de crianças para promover práticas parentais positivas. Foram realizados dois grupos, um com cinco e outro com sete encontros e a periodicidade foi semanal. A duração foi de uma hora e meia cada encontro e foram coordenados por duas terapeutas e uma equipe reflexiva. Os eixos temáticos dos encontros foram: parentalidade, coparentalidade, características das crianças, limites e relação família-escola. Por meio da análise dos relatos dos participantes constatou-se que o grupo reflexivo foi um importante espaço de troca de experiências com outros cuidadores e uma oportunidade para refletir sobre as preocupações, desafios, expectativas e experiências de ser responsável pela criação e educação de criança.

This article describes the execution of therapeutic groups (reflexive) with parents and/or caregivers of children to promote positive parenting practices. Two groups were carried out, with five and seven meetings each and weekly periodicity. Each meeting had an hour and a half duration, which was coordinated by two therapists and a reflective team. The thematic axes of the meetings were parenting, co-parenting, children's characteristics, limits and family-school relationship. Through the analysis of the participants' reports, it was verified that the reflective group was an important space for exchanging experiences with other caregivers and an opportunity to reflect on their concerns, challenges, expectations and experiences of being responsible for raise a kid.

Este artículo objetivó describir grupos reflexivos con padres, madres y/o cuidadores de niños para promover prácticas parentales positivas. Se realizaron dos grupos semanales, con cinco y siete encuentros cada uno. La duración fue de una hora y media cada encuentro, coordinados por dos terapeutas y un equipo reflexivo compuesto por seis integrantes. Los ejes temáticos de los encuentros fueron: parentalidad, coparentalidad, características de los niños, límites y relación familia-escuela. A través del análisis de los relatos de los participantes se constató que el grupo reflexivo fue un importante espacio de intercambio de experiencias con otros cuidadores y una oportunidad para reflexionar sobre sus preocupaciones, desafíos, expectativas y experiencias de ser responsable por la creación y educación de niños.

Involucramiento Parental Basado en el Hogar y Desempeño Académico en la Adolescencia / Home-based Parental Involvement and Academic Performance during Adolescence / Envolvimento Parental Baseado no Lar e no Desempenho Acadêmico na Adolescência

Resumen El artículo analiza el involucramiento parental basado en el hogar como práctica de crianza asociada al desempeño académico de los adolescentes. A través de la revisión sistemática de estudios con resultados empíricos en seis bases de datos, se presenta la influencia multidimensional del involucramiento parental en el hogar -expresado como monitoreo, apoyo, comunicación, instrucción, socialización académica y disposición de recursos-. Los hallazgos reportados sugieren el lugar relevante de las creencias parentales, el apoyo y la comunicación, para comprender el efecto del involucramiento parental en las trayectorias de desempeño académico durante la adolescencia. De igual forma, se manifiesta la importancia de interpretar dichos efectos con la mediación de diferentes factores personales de los adolescentes.

Abstract The article analyzes home-based parental involvement as a child-rearing strategy associated with the academic performance of adolescents. Through a systematic review of studies with empirical results in six databases, this article shows the multidimensional influence of parental involvement -expressed in monitoring, support, communication, instruction, academic socialization, and availability of resources- at home. The reported findings suggest that parents' beliefs, support, and communication are relevant in order to understand the effect of parental involvement on adolescents' academic performance. It is, nevertheless, important to interpret these effects with the mediation of different adolescents' personal factors.

Resumo O artigo analisa o envolvimento parental baseado no lar como prática de criação associada ao desempenho académico dos adolescentes. Através da revisão sistemática de estudos com resultados empíricos em seis bases de dados, apresenta-se a influência multidimensional do envolvimento parental - expressado como monitoramento, apoio, comunicação, instrução, socialização académica e disposição de recursos - no lar. As descobertas reportadas sugerem o lugar relevante das crenças parentais, do apoio e da comunicação para compreender o efeito do envolvimento parental nas tra-jetórias de desempenho académico durante a adolescência. Da mesma forma, manifesta-se a importância de interpretar tais efeitos com a mediação de diferentes fatores pessoais dos adolescentes.

Práticas de educação dos filhos em contexto não urbano / Child-rearing practices in non-urban context / Prácticas de educación de los hijos en contexto no urbano

Este estudo investigou as práticas de educação dos filhos, com base no relato de mães, em um contexto não urbano. Participaram 30 mães de crianças com idade entre 4 e 30 meses. Como instrumento, foi utilizada uma entrevista semiestruturada que abordava questões relativas aos cuidados diários que as mães apresentavam com os filhos, atividades desenvolvidas na interação mãe-criança e as práticas de controle do comportamento infantil. Os resultados da entrevista foram considerados por meio da análise de conteúdo. De uma forma geral, esses resultados apontaram a preocupação das mães com os cuidados básicos na educação dos filhos, interações lúdicas no cotidiano mãe-criança e o uso do diálogo como estratégia de controle do comportamento da criança. Considera-se que as práticas de educação dos filhos relacionam-se, de forma bidirecional, com as características da criança e dos pais, assim como do contexto sociocultural em que estão inseridos.

This study investigated child-rearing practices based on mothers’ reports in a non-urban context. 30 mothers of children aged from 4 to 30 months took part in this study. A semi-structured interview was applied with questions concerning the daily care mothers had with their children, activities carried out within the mother-child interaction and practices used to keep control of child behaviors. Results were studied using the analysis of content. In general, these results indicated mothers’ concern towards basic care in their child education, ludic interactions in the mother-child routine and the use of dialogue as a strategy to control the child behavior. It is considered that child-rearing practices are related, in a bidirectional way, to the child’s and parents’ characteristics, as well as to the socio-cultural context in which they live.

Este estudio investigó las prácticas de educación de los hijos, con base en los relatos de las madres en un contexto no urbano. Participaron 30 madres de niños de 4 a 30 meses. Como instrumento se utilizó una entrevista semiestructurada donde se trataron temas relacionados con el cuidado diario que las madres tenían con sus hijos, las actividades desarrolladas en la interacción madre-hijo y las prácticas de control de la conducta del niño. Los resultados de las entrevistas se analizaron mediante análisis de contenido. En general, estos resultados indican la preocupación de las madres con los cuidados básicos en la educación de sus niños, interacciones lúdicas en la relación cotidiana madre-hijo y el uso del diálogo como estrategia de control de la conducta del niño. Se considera que las prácticas de educación de los hijos se relacionan bidireccionalmente con las características del niño y los padres, así como del contexto socio-cultural en el que viven

Predictores de una interacción eficaz entre madre e hijo/a en contextos de riesgo psicosocial / Predictors of an Efficient Interaction between Mother and Child in Psychosocial Risk

RESUMEN Este estudio analiza la influencia de las prácticas, las metas, la representación materna de las propias acciones y la predictibilidad de prácticas y metas según los hijos/as sobre la interaccion madre-hijo/a observada en una tarea colaborativa. Las participantes fueron 82 diadas en riesgo psicosocial. Las madres reportaron las prácticas y las metas en situaciones hipotéticas y la representación de la propia acción en la interacción; los hijos/as, la predictibilidad de las prácticas y las metas de las propias madres. Los modelos de regresión muestran la influencia negativa de las prácticas coercitivas y restrictivas, la influencia positiva de la representación de la acción y de la predictibilidad de prácticas y metas en la dinámica de la interacción madre-hijo/a.

ABSTRACT This study investigates the influence of the practices, goals, maternal representation of their action and the child's readability of practices and goals on the mother-child interaction observed during a collaborative task. The participants were 82 dyads at psychosocial risk. The mothers reported their practices and goals in hypothetical situations and the representation of their actions in the interaction. Children reported the readability of mothers' practices and goals. The regression models showed the negative influence of the coercitive and restrictive practices, the positive influence of the maternal representation of their child-rearing actions and the child's readability of the practices and goals on the dynamic of the mother-child interaction.

Predictors of Childhood Depressed Mood: A Two-Generational Study.

This study tests a model of intergenerational influences on childhood depressed mood that proposes (1) indirect and direct paths from maternal drug use to offspring depressed mood; and (2) pathways from maternal maladaptive personality attributes to offspring depressed mood via adverse child-rearing practices. A cross-sectional two-generational design is employed. Data was obtained utilizing structured questionnaires administered by trained interviewers in the homes of the participants. The sample was comprised of African American and Puerto Rican children (N=210) and their mothers living in New York City. Using structural equation modeling, the analysis showed that maladaptive personality attributes are associated with adverse maternal child-rearing practices, which, in turn, are related to depressed mood in the offspring. Maternal drug use had a direct effect on offspring depressed mood. Maternal drug use also had an indirect path to offspring depressed mood via maladaptive personality attributes and adverse maternal child-rearing practices. The total effects analysis indicated that adverse maternal child-rearing practices was the strongest predictor of childhood depressed mood. This finding was consistent with the proximal position of the latent construct within the model. Maternal personality attributes and drug use were of lesser importance, but still statistically significant. The results suggest that maternal drug use and maladaptive personality attributes pose risks for the future depressive mood of children. The relative strength of maternal involvement with offspring should be the focus of preventive and therapeutic intervention efforts.

Prácticas de crianza, temperamento y comportamiento prosocial de estudiantes de educación básica / Parenting practices, children’s temperaments and prosocial behaviour of primary education students / Práticas de criança, temperamento e comportamento prossocial de estudantes de educação básica

En este artículo presento los resultados de la investigación en la que indago por la relación entre las prácticas de crianza, el temperamento de los niños y niñas, y su comportamiento prosocial. La muestra fue de 281 padres y madres (M = 40.1 años y DS = 7.0) de familia con hijos e hijas (M = 11.3 años y DS = 0.9) que cursaban quinto y sexto grado de la educación básica, pertenecientes a diferentes estratos socioeconómicos. Apliqué tres instrumentos: el Cuestionario de Prácticas de Crianza (CPC-P) versión padres, el Inventario de Temperamento y Carácter Juvenil (JTCI) versión padres, y la Escala de Comportamiento Prosocial para adolescentes. Para el análisis de los resultados utilicé la regresión logística. Los resultados muestran que la asociación entre las variables prácticas de crianza y temperamento de los niños y niñas predicen su comportamiento prosocial.

This article presents the results of research that explores the relationship between parenting practices, children’s temperament and their prosocial behavior. The sample consisted of 281 parents (M = 40.1 years and SD = 7.0) with children (M = 11.3 years and SD = 0.9) who were in fifth and sixth grade of primary education with different socioeconomic statuses. Three instruments were used: Parenting Practices Questionnaire (CPC-P) - parent version, Youth Temperament and Character Inventory (JTCI) - parent version and Prosocial Behavior Scale for adolescents. Logistic regression was used for the analysis of results, which show that the association between the variables of parenting practices and child temperament predict children’s prosocial behavior.

Neste artigo presento os resultados da investigação em que indago sobre a relação entre as práticas de criança, e o temperamento de meninos e meninas, e seu comportamento prossocial. A amostra foi de 281 pais (M = 40.1 anos y DS = 7.0) de família com filhos e filhas (M = 11.3 anos y DS = 0.9) que cursavam quinto e sexto grau da educação básica, pertencentes a diferentes estratos socioeconômicos. Apliquei três instrumentos: o Questionário de Práticas de Criança (CPC-P) versão pais, o Inventario de Temperamento e Caráter Juvenil (JTCI) versão pais, e a Escala de Comportamento Prossocial para adolescentes. Para a análise dos resultados utilizei a regressão logística. Os resultados mostram que a associação entre as variáveis práticas de criança e temperamento de meninos e meninas predizem seu comportamento prossocial.

Caracterização das relações entre depressão pós-parto, modelos culturais de self, etnoteorias e práticas maternas em uma amostra paulistana atendida pelo sistema público de saúde / Characterization of the relationship among postpartum depression, cultural models, maternal ethnotheories and practices in a sample attended by the public health system of São Paulo city

Como a literatura dificilmente investiga variáveis culturais e situacionais em conjunto, o presente trabalho procurou conjugar tais variáveis (depressão pós-parto, fatores ecossociais, modelos culturais de self, etnoteorias e práticas de cuidado) a fim de caracterizar uma amostra de mães paulistanas atendidas pelo sistema público de saúde do Butantã. Estas mães já faziam parte do projeto temático e longitudinal da FAPESP (No. 06/59192) que deu origem a este trabalho. Partiu-se da premissa de que etnoteorias (metas de socialização e crenças sobre práticas) e práticas de cuidado maternas, além de serem influenciadas pelo contexto ecossocial e modelos culturais de self, também poderiam ser afetadas por uma variável situacional materna mais específica: depressão pós-parto (DPP). Dividiu-se a amostra (N=91) em função da intensidade da DPP: (1) Menor intensidade (escores 0-24): N=46; e (2) Maior intensidade (escores 24-67): N=45. Foram utilizadas: (1) Entrevistas estruturadas; (2) Escala de Depressão Pós-parto de Edimburgo; (3) Escala de Apoio Social; (4) Critério de Classificação Econômica Brasil; (5) Escala de Metas de Socialização; (6) Escala de Crenças sobre Práticas; (7) Escala de Importância Atribuída às Atividades Realizadas; e (8) Escala de Atividades Realizadas. As mães foram de modo geral autônomo-relacionais e strictu sensu mais interdependentes em suas metas e mais autônomas em suas crenças e práticas de cuidado.(AU)

As literature hardly investigates cultural and situational variables together, we conjugate these variables (postpartum depression, ecosocial factors, cultural models, and maternal ethnotheories and practices of care) in order to characterize a sample of mothers who were attended by public health system of Butantã (city of São Paulo). Those mothers had already taken part of FAPESP´s thematic and longitudinal project (No. 06/59192) which gave rise to this work. The starting point was that maternal ethnotheories (socialization goals and beliefs about practices) and practices of care besides being influenced by ecosocial context and cultural models, they could also be affected by a specific maternal situational variable: postpartum depression (PPD). The sample was divided (N=91) according to intensity of PPD: (1) Lower intensity (scores 0-24): N=46; e (2) Higher intensity (scores 24-67): N=45. It was applied: (1) Structured interviews; (2) Brazilian Edinburgh Postnatal Depression Scale; (3) Brazil Economic Classification Criterion; (4) Brazilian Social Support Scale; (5) Brazilian Socialization Goals Scale; (6) Brazilian Parenting Ethnotheories Scale; (7) Brazilian Scale of Importance Assigned to Accomplished Parental Practices; and (8) Brazilian Scale of Accomplished Parental Practices.(AU)

Prácticas de Crianza Positiva: Entrenamiento a padres para reducir Bullying / Positive Child Rearing Practices: Parents training for reduce bullying

El estudio buscó evaluar la eficacia de un programa de prácticas de crianza positiva dirigido a padres para reducir el bullying y aumentar la conducta pro-social de sus hijos. Participaron ocho parejas y dos padres solteros de 10 niños identificados como bullies. La mitad de los padres conformó el grupo control y se entrenó a la otra mitad para identificar la conducta agresiva y pro-social de sus hijos, sus antecedentes y consecuentes. Durante ocho sesiones semanales se entrenó a los padres a establecer límites, reforzar la conducta pro-social y las alternas a las agresivas, a sobre-corregir, desaprobar levemente, castigar y extinguir la conducta agresiva. Padres y maestros registraron durante tres semanas de línea base y ocho de tratamiento, la frecuencia de emisión de conductas pro-sociales (hacer la tarea, ayudar con tareas domésticas y recoger sus juguetes) y de conducta agresiva física y verbal. Los resultados mostraron una reducción significativa de la conducta agresiva y un aumento de la pro-social respecto tanto a la línea base como a la frecuencia de emisión de esas conductas por los niños del grupo control. Notablemente, la conducta también cambió en la escuela. Se discute la efectividad de las intervenciones con padres para reducir la conducta de bullying en diferentes contextos.

The study aimed at assessing the effectiveness of a positive child rearing program with parents for reducing bullying and incrementing pro-social behavior of their children. Participants were eight couples and two single parents of 10 children identified as bullies. Half of the parents were assigned to a control group and the other half were trained to identify aggressive and pro-social behaviors of their children, as well as their antecedents and consequences. During eight weekly sessions parents were trained to set limits, reinforce both pro-social behavior and alternative responses to the aggressive ones, to correct, slightly disapprove, punish and extinguish aggressive behavior. Frequency of emission of specific pro-social behaviors (doing homework, helping in domestic chores and picking up toys) and of physical and verbal aggression was registered by parents and teachers during three weeks of base line and during eight weeks of treatment. Results showed a significant reduction of aggressive behavior and an increase of pro-social behavior compared both to base line and to the frequency of the same behaviors by children of the control group. Notably, behavior also changed at school. Results are discussed regarding the usefulness of interventions with parents in reducing bullying behavior by their children in different contexts.

Relações entre o temperamento infantil aos oito meses e as práticas educativas maternas aos 18 meses de vida da criança / Relations between the child's temperamental characteristics at eight months old and maternal childrearing practices at 18 months old

Este estudo investigou as relações entre características do temperamento infantil, avaliadas aos oito meses de vida do bebê, e as práticas educativas maternas, avaliadas aos 18 meses da criança. Participaram 28 díades mãe-criança, com bebês saudáveis do sexo masculino e de nível socioeconômico baixo, residentes em Salvador. Foram aplicados o Questionário de Temperamento Infantil Revisado e a Entrevista Estruturada sobre Práticas Educativas Maternas. A análise de conteúdo permitiu a classificação das práticas educativas maternas em práticas facilitadoras e não facilitadoras do desenvolvimento social. Embora tenham sido encontradas correlações moderadas entre as dimensões limiar de resposta e aproximação-retraimento e o escore total de temperamento e as práticas educativas maternas, a análise de regressão não confirmou nenhuma dessas relações. Discute-se a relevância de variáveis moderadoras e mediadoras e, ainda, particularidades do instrumento utilizado para a avaliação do temperamento.(AU)

This study investigated the relations between the child's temperamental characteristics assessed when the infant was eight months old and maternal childrearing practices assessed when the child was 18 months old. Participants were 28 mother-child dyads consisting of healthy, male infants and their mothers of low socioeconomic status living in the city of Salvador. The Revised Infant Temperament Questionnaire and the Structured Interview about Maternal Childrearing Practices were used. Content analysis allowed the maternal childrearing practices to be classified into practices facilitating social development and non-facilitating practices. There were moderate correlations between the threshold of response and the approach-withdrawal dimensions and the total score of temperament and maternal childrearing practices. However, regression analysis did not confirm any of these relationships. The relevance of moderator and mediator variables in this relationship and the peculiarities of the instrument used for assessing temperament are discussed.(AU)

Relações entre o temperamento infantil aos oito meses e as práticas educativas maternas aos 18 meses de vida da criança / Relations between the child's temperamental characteristics at eight months old and maternal childrearing practices at 18 months old

Este estudo investigou as relações entre características do temperamento infantil, avaliadas aos oito meses de vida do bebê, e as práticas educativas maternas, avaliadas aos 18 meses da criança. Participaram 28 díades mãe-criança, com bebês saudáveis do sexo masculino e de nível socioeconômico baixo, residentes em Salvador. Foram aplicados o Questionário de Temperamento Infantil Revisado e a Entrevista Estruturada sobre Práticas Educativas Maternas. A análise de conteúdo permitiu a classificação das práticas educativas maternas em práticas facilitadoras e não facilitadoras do desenvolvimento social. Embora tenham sido encontradas correlações moderadas entre as dimensões limiar de resposta e aproximação-retraimento e o escore total de temperamento e as práticas educativas maternas, a análise de regressão não confirmou nenhuma dessas relações. Discute-se a relevância de variáveis moderadoras e mediadoras e, ainda, particularidades do instrumento utilizado para a avaliação do temperamento.

This study investigated the relations between the child's temperamental characteristics assessed when the infant was eight months old and maternal childrearing practices assessed when the child was 18 months old. Participants were 28 mother-child dyads consisting of healthy, male infants and their mothers of low socioeconomic status living in the city of Salvador. The Revised Infant Temperament Questionnaire and the Structured Interview about Maternal Childrearing Practices were used. Content analysis allowed the maternal childrearing practices to be classified into practices facilitating social development and non-facilitating practices. There were moderate correlations between the threshold of response and the approach-withdrawal dimensions and the total score of temperament and maternal childrearing practices. However, regression analysis did not confirm any of these relationships. The relevance of moderator and mediator variables in this relationship and the peculiarities of the instrument used for assessing temperament are discussed.

Práticas educativas parentais, problemas de comportamento e competência social de crianças em idade pré-escolar / Parental child-rearing practices, behavior problems and pre-school children's social competence

O estudo investigou a relação das práticas educativas parentais, problemas de comportamento e a competência social de crianças pré-escolares. Participaram 48 mães e 33 pais, cujos primogênitos tinham seis anos de idade, que responderam a uma entrevista sobre práticas educativas e ao Sistema de Avaliação das Competências Sociais, o qual também avalia problemas de comportamento. Correlações de Spearman revelaram associações positivas entre práticas coercitivas maternas e problemas de comportamento infantil, especialmente os de externalização. Foram encontradas correlações positivas entre práticas coercitivas paternas e problemas de internalização, bem como entre as práticas indutivas e de não interferência paternas com a cooperação e a assertividade infantil, respectivamente. Mães de meninas referiram mais comportamentos de autocontrole e a competência social do que mães de meninos, enquanto aquelas de NSE baixo relataram mais práticas coercitivas e as de NSE alto, mais as indutivas. Os achados indicaram que as práticas indutivas paternas associaram-se com aspectos da competência social, enquanto as práticas coercitivas maternas e paternas aos problemas de comportamento infantil.(AU)

The study examined associations between parents' childrearing practices, behavior problems and pre-school children's social competence. A total of 48 mothers and 33 fathers, when their firstborn children were aged six, completed an interview about child-rearing practices and the Social Skills Rating System that also assesses behavior problems. Spearman correlations indicated positive associations between maternal coercive practices and children's behavior problems, especially those related to externalizing. Positive correlations were also found between fathers' coercive practices and internalizing problems, as well as among fathers' inductive and non-interference practices with children's cooperation and assertiveness, respectively. Girls' mothers reported higher levels of self-control and social competence than did boys' mothers. Moreover, lower SES mothers referred more coercive practices while higher SES mothers reported more inductive practices. Findings underscore the relationship between fathers' inductive practices and children's social competence. In addition, results suggested associations among both mothers' and fathers' coercive practices and children's behavior problems.(AU)

Práticas educativas parentais, problemas de comportamento e competência social de crianças em idade pré-escolar / Parental child-rearing practices, behavior problems and pre-school children's social competence

O estudo investigou a relação das práticas educativas parentais, problemas de comportamento e a competência social de crianças pré-escolares. Participaram 48 mães e 33 pais, cujos primogênitos tinham seis anos de idade, que responderam a uma entrevista sobre práticas educativas e ao Sistema de Avaliação das Competências Sociais, o qual também avalia problemas de comportamento. Correlações de Spearman revelaram associações positivas entre práticas coercitivas maternas e problemas de comportamento infantil, especialmente os de externalização. Foram encontradas correlações positivas entre práticas coercitivas paternas e problemas de internalização, bem como entre as práticas indutivas e de não interferência paternas com a cooperação e a assertividade infantil, respectivamente. Mães de meninas referiram mais comportamentos de autocontrole e a competência social do que mães de meninos, enquanto aquelas de NSE baixo relataram mais práticas coercitivas e as de NSE alto, mais as indutivas. Os achados indicaram que as práticas indutivas paternas associaram-se com aspectos da competência social, enquanto as práticas coercitivas maternas e paternas aos problemas de comportamento infantil.

The study examined associations between parents' childrearing practices, behavior problems and pre-school children's social competence. A total of 48 mothers and 33 fathers, when their firstborn children were aged six, completed an interview about child-rearing practices and the Social Skills Rating System that also assesses behavior problems. Spearman correlations indicated positive associations between maternal coercive practices and children's behavior problems, especially those related to externalizing. Positive correlations were also found between fathers' coercive practices and internalizing problems, as well as among fathers' inductive and non-interference practices with children's cooperation and assertiveness, respectively. Girls' mothers reported higher levels of self-control and social competence than did boys' mothers. Moreover, lower SES mothers referred more coercive practices while higher SES mothers reported more inductive practices. Findings underscore the relationship between fathers' inductive practices and children's social competence. In addition, results suggested associations among both mothers' and fathers' coercive practices and children's behavior problems.

Práticas educativas maternas e paternas aos 24 e aos 72 meses de vida da criança / Child-rearing practices of mothers and fathers with 24- and 72-month-old children

Este estudo investigou as práticas educativas indutivas, coercitivas e de não interferência maternas e paternas aos 24 e 72 meses de vida da criança. Participaram 24 mães e pais de um único filho/a, que responderam uma entrevista para avaliação dessas práticas. Análises estatísticas revelaram que as mães foram significativamente mais indutivas que os pais aos 24 meses, mas aos 72 meses não houve diferenças. Enfatiza-se que as mães tendem a conversar mais com seus filhos/as, expressar sentimentos, opiniões, estabelecer limites e elogiar comportamentos adequados. As mães também apresentaram médias mais elevadas no total de práticas relatadas, o que pode ser explicado pelo papel predominante que ainda exercem na socialização infantil, embora os pais venham participando mais da educação dos filhos/as.(AU)

The present study investigated mothers' and fathers' inductive, coercive and non-interference child-rearing practices with 24- and 72-month-old children. Twenty-four mothers and fathers with an only child were interviewed about their child-rearing practices. Statistical analyses revealed that the mothers described significantly more inductive practices than did the fathers at 24 months, but at 72 months there were no differences. These results indicate that the mothers talked, expressed feelings and opinions, established limits and praised appropriate behaviors more with their children. The mothers, on average, also used a greater total of child-rearing practices than did fathers, which can be explained by the predominant role that they still exercise in the children's socialization, although fathers are participating more in their children's education.(AU)

Práticas educativas maternas e paternas aos 24 e aos 72 meses de vida da criança / Child-rearing practices of mothers and fathers with 24- and 72-month-old children

Este estudo investigou as práticas educativas indutivas, coercitivas e de não interferência maternas e paternas aos 24 e 72 meses de vida da criança. Participaram 24 mães e pais de um único filho/a, que responderam uma entrevista para avaliação dessas práticas. Análises estatísticas revelaram que as mães foram significativamente mais indutivas que os pais aos 24 meses, mas aos 72 meses não houve diferenças. Enfatiza-se que as mães tendem a conversar mais com seus filhos/as, expressar sentimentos, opiniões, estabelecer limites e elogiar comportamentos adequados. As mães também apresentaram médias mais elevadas no total de práticas relatadas, o que pode ser explicado pelo papel predominante que ainda exercem na socialização infantil, embora os pais venham participando mais da educação dos filhos/as.

The present study investigated mothers' and fathers' inductive, coercive and non-interference child-rearing practices with 24- and 72-month-old children. Twenty-four mothers and fathers with an only child were interviewed about their child-rearing practices. Statistical analyses revealed that the mothers described significantly more inductive practices than did the fathers at 24 months, but at 72 months there were no differences. These results indicate that the mothers talked, expressed feelings and opinions, established limits and praised appropriate behaviors more with their children. The mothers, on average, also used a greater total of child-rearing practices than did fathers, which can be explained by the predominant role that they still exercise in the children's socialization, although fathers are participating more in their children's education.

Estabilidade e mudança nas práticas educativas maternas e paternas ao longo dos anos pré-escolares da criança / Stability and changes in mothers and fathers' child-rearing practices along child's pre-school years

O presente estudo teve como objetivo examinar a estabilidade e mudança nas práticas educativas maternas e paternas, em particular o uso de práticas indutivas, coercitivas e de não interferência aos 24, 36 e 72 meses de vida da criança. Participaram 24 mães e pais que tinham um único filho e residiam na região metropolitana de Porto Alegre. Quando as crianças completaram 24 e 72 meses de vida, os participantes responderam a uma entrevista para a avaliação das práticas educativas. Já aos 36 meses, as famílias foram observadas durante o almoço, quando as práticas educativas também foram investigadas. ANOVAs de medidas repetidas indicaram diferenças quanto às práticas indutivas maternas entre os 24 e 36 meses, bem como entre as práticas de não interferência entre os 24 e 36 meses e também entre os 36 e 72 meses. Quanto aos pais, as diferenças foram encontradas entre as práticas indutivas aos 24 e 72 meses e entre as práticas de não interferência aos 24 e 36 meses e aos 36 e 72 meses. Os resultados sugerem que tanto estabilidade quanto mudanças estão presentes nas práticas educativas parentais ao longo do desenvolvimento da criança. Isto pode estar associado ao fato de que à medida que ela cresce, expectativas e comportamentos parentais acabam sendo adaptados às novas habilidades e demandas infantis.(AU)

The present study had as its main objective to examine stability and change in mothers and fathers' childrearing practices, in particular the use of inductive, coercive and non-interference practices with 24, 36 and 72 month-old children. Twenty four mothers and fathers who had an only child and lived in the metropolitan area of Porto Alegre/RS participated in the study. When the children were 24 and 72 months old, the participants were interviewed about their child-rearing practices. When the children were 36 months old, they and their families were observed during lunch time, with focus on child-rearing practices. Repeated measures of ANOVA indicated differences in maternal inductive practices between 24 and 36 months old and differences in non-interference practices both between 24 and 36 as well as 36 and 72 months old. Concerning the fathers, differences were found between inductive practices at 24 and 72 months old and among non-interference practices at 24 and 36 months old as well as at 36 and 72 months old. The results suggest that both stability and change are found in parents' child-rearing practices over the course of children's development. Changes are related to the fact that parents' expectations and behaviors reflect their children's new abilities and demands.(AU)

Crenças e práticas de cuidado entre mães residentes em capitais e pequenas cidades Brasileiras / Beliefs and care practices of mothers living in Brazilian capital cities and small towns

Na presente pesquisa foram comparadas crenças e práticas de cuidado de mães de cidades pequenas e capitais brasileiras. Participaram do estudo 307 mães de cidades pequenas e 299 de capitais, as quais responderam a uma escala que avalia cuidados primários e estimulação. Os resultados indicaram que mães das cidades pequenas afirmaram realizar significativamente mais práticas de cuidados primários do que mães das capitais e estas afirmaram realizar e valorizar significativamente mais práticas de estimulação. Uma maior idade da criança e maior nível educacional da mãe explicaram significativamente a estimulação. Conclui-se que existe certa similaridade nas práticas e crenças das mães, que são independentes do lugar onde elas residem, assim como diferentes ênfases nas práticas de cuidado, dependendo da influência de variáveis sociodemográficas em cada contexto.(AU)

This study aimed to compare both beliefs and care practices of mothers living in capital cities and small towns. Three hundred seven mothers living in capital cities and 299 in small towns answered a scale that assesses primary care and stimulation. A sociodemographic questionnaire has also been used. The results indicated that mothers from small towns reported developing significantly more practices of primary care than the ones who live in the capitals. Mothers from the capitals value and practice more stimulation than primary care. The age of the child and the educational level of the mother explained significantly the stimulation results. Therefore, it seems there is some similarity in the practices and beliefs of mothers which are independent of the context where they live. There are also different emphases on health care practices, but these are influenced by sociodemographic variables depending on each context.(AU)