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• 1. [Article] Parenting styles and children's outcomes mediated by family problem solving

  Contemporary parenting strategies tend to involve parent-child interactions in which the parent neither repressively dominates the child nor follows a permissive laissez-faire course but respects the child's ...

  Citation × Citation Citation Abstract Copy Title: Parenting styles and children's outcomes mediated by family problem solving Author: Hadlock, Terry G. Contemporary parenting strategies tend to involve parent-child interactions in which the parent neither repressively dominates the child nor follows a permissive laissez-faire course but respects the child's dignity as a person. This paper integrates several current theories of parenting and parent education into the construct of "respectful parenting," which is a new construct developed in this study. Family research suggests that such parenting is associated with the well-being of the child, including prosocial behavior, positive academic behavior, and physical, social, and emotional development. This study tests two hypotheses: (a) that respectful parenting facilitates effective family problem-solving practices, and (b) that family problem-solving skills learned in the family facilitate a child's success outside the family in school and with peers. In addressing these hypotheses key variables were measured, using instruments developed both in previous research and as part of this project. The study controlled for relevant background variables, including family income, education of parents, gender of child, and family size. Eighty-two families with two biological-parents, of which Forty-two had male target children and forty female target children, were subjects in this study. Each target child also had at least one sibling. Data was collected through questionnaires and observations of video-recorded family problem-solving sessions. The results strongly confirmed the first hypothesis: respectful parenting positively affected family problem solving. Respectful parenting and family problem solving were positively associated with children's well-being outside the home through behavior with their peers. Evidence for effects on performance at school was marginal. Also important to this study was the finding that family problem solving has mediating effects between respectful parenting and outcome in children's behavior in terms of peer relationships. Title: Parenting styles and children's outcomes mediated by family problem solving Author: Hadlock, Terry G. Contemporary parenting strategies tend to involve parent-child interactions in which the parent neither repressively dominates the child nor follows a permissive laissez-faire course but respects the child's dignity as a person. This paper integrates several current theories of parenting and parent education into the construct of "respectful parenting," which is a new construct developed in this study. Family research suggests that such parenting is associated with the well-being of the child, including prosocial behavior, positive academic behavior, and physical, social, and emotional development. This study tests two hypotheses: (a) that respectful parenting facilitates effective family problem-solving practices, and (b) that family problem-solving skills learned in the family facilitate a child's success outside the family in school and with peers. In addressing these hypotheses key variables were measured, using instruments developed both in previous research and as part of this project. The study controlled for relevant background variables, including family income, education of parents, gender of child, and family size. Eighty-two families with two biological-parents, of which Forty-two had male target children and forty female target children, were subjects in this study. Each target child also had at least one sibling. Data was collected through questionnaires and observations of video-recorded family problem-solving sessions. The results strongly confirmed the first hypothesis: respectful parenting positively affected family problem solving. Respectful parenting and family problem solving were positively associated with children's well-being outside the home through behavior with their peers. Evidence for effects on performance at school was marginal. Also important to this study was the finding that family problem solving has mediating effects between respectful parenting and outcome in children's behavior in terms of peer relationships. Close

• 2. [Article] Nontraditional families : a guide for parents

  Published October 1992. Facts and recommendations in this publication may no longer be valid. Please look for up-to-date information in the OSU Extension Catalog: http://extension.oregonstate.edu/catal...

  Citation × Citation Citation Abstract Copy Title: Nontraditional families : a guide for parents Author: Gray, Lizbeth A., Hare, Jan, Oregon State University. Extension Service Published October 1992. Facts and recommendations in this publication may no longer be valid. Please look for up-to-date information in the OSU Extension Catalog: http://extension.oregonstate.edu/catalog Title: Nontraditional families : a guide for parents Author: Gray, Lizbeth A., Hare, Jan, Oregon State University. Extension Service Published October 1992. Facts and recommendations in this publication may no longer be valid. Please look for up-to-date information in the OSU Extension Catalog: http://extension.oregonstate.edu/catalog Close

• 3. [Article] Enriching foster family relationships through problem solving : guidelines for foster parents

  Published January 2001. Facts and recommendations in this publication may no longer be valid. Please look for up-to-date information in the OSU Extension Catalog: http://extension.oregonstate.edu/catal...

  Citation × Citation Citation Abstract Copy Title: Enriching foster family relationships through problem solving : guidelines for foster parents Author: Bowman, Sally R., 1949-, Pratt, C., Ozretich, Rachel A., Vuchinich, S., Oregon State University. Extension Service Published January 2001. Facts and recommendations in this publication may no longer be valid. Please look for up-to-date information in the OSU Extension Catalog: http://extension.oregonstate.edu/catalog Title: Enriching foster family relationships through problem solving : guidelines for foster parents Author: Bowman, Sally R., 1949-, Pratt, C., Ozretich, Rachel A., Vuchinich, S., Oregon State University. Extension Service Published January 2001. Facts and recommendations in this publication may no longer be valid. Please look for up-to-date information in the OSU Extension Catalog: http://extension.oregonstate.edu/catalog Close

• 4. [Article] Raising fragile : the experiences & perspectives of the families of male Fragile X individuals

  The purpose of this qualitative research study was to address the experiences and perspectives of those who have grown up with and raised males who have Fragile X syndrome. The methods used in the study ...

  Citation × Citation Citation Abstract Copy Title: Raising fragile : the experiences & perspectives of the families of male Fragile X individuals Author: Shorb, JoAnne E. The purpose of this qualitative research study was to address the experiences and perspectives of those who have grown up with and raised males who have Fragile X syndrome. The methods used in the study included surveying and interviewing the family members of adult individuals with Fragile X, reviewing resources for Fragile individuals entering adulthood, and researching existing data and the memoirs of other families who have experienced the fragile cycle and lifestyle. This study resulted in many families coming forward, expressing their thanks for attempting to identify resources for fragile families, as well as expressing interest in participating in the study. Findings resulted in shared memories of joyous times spent with the "proverbial child" of the households interviewed, as well as reflections upon difficult experiences laced with seizures, fits of rage, and loss. The families interviewed bared their souls in hopes to provide insight, hope, and forethought to families who either are, or have yet to begin the journey of helping a fragile loved one enter adulthood. Title: Raising fragile : the experiences & perspectives of the families of male Fragile X individuals Author: Shorb, JoAnne E. The purpose of this qualitative research study was to address the experiences and perspectives of those who have grown up with and raised males who have Fragile X syndrome. The methods used in the study included surveying and interviewing the family members of adult individuals with Fragile X, reviewing resources for Fragile individuals entering adulthood, and researching existing data and the memoirs of other families who have experienced the fragile cycle and lifestyle. This study resulted in many families coming forward, expressing their thanks for attempting to identify resources for fragile families, as well as expressing interest in participating in the study. Findings resulted in shared memories of joyous times spent with the "proverbial child" of the households interviewed, as well as reflections upon difficult experiences laced with seizures, fits of rage, and loss. The families interviewed bared their souls in hopes to provide insight, hope, and forethought to families who either are, or have yet to begin the journey of helping a fragile loved one enter adulthood. Close

• 5. [Article] An analysis of the attitudes of two hundred high school seniors toward adjustments in family living

  Citation × Citation Citation Abstract Copy Title: An analysis of the attitudes of two hundred high school seniors toward adjustments in family living Author: Rowland, Priscilla, 1907- Title: An analysis of the attitudes of two hundred high school seniors toward adjustments in family living Author: Rowland, Priscilla, 1907- Close

• 6. [Article] The influence of selected factors in family relationships on the life patterns of 160 college women

  Citation × Citation Citation Abstract Copy Title: The influence of selected factors in family relationships on the life patterns of 160 college women Author: Ware, Margaret Christian Title: The influence of selected factors in family relationships on the life patterns of 160 college women Author: Ware, Margaret Christian Close

• 7. [Article] Communication through family meetings : a resource for parents of pre-teens and adolescents

  Published May 1994. Please look for up-to-date information in the OSU Extension Catalog: http://extension.oregonstate.edu/catalog

  Citation × Citation Citation Abstract Copy Title: Communication through family meetings : a resource for parents of pre-teens and adolescents Author: Hall, Leslie Duke, Angelelli, Joe, Oregon State University. Extension Service Published May 1994. Please look for up-to-date information in the OSU Extension Catalog: http://extension.oregonstate.edu/catalog Title: Communication through family meetings : a resource for parents of pre-teens and adolescents Author: Hall, Leslie Duke, Angelelli, Joe, Oregon State University. Extension Service Published May 1994. Please look for up-to-date information in the OSU Extension Catalog: http://extension.oregonstate.edu/catalog Close

• 8. [Article] Transition to kindergarten for children with disabilities: school practices and parent involvement

  Using Pianta and Walsh's (1996) Contextual Systems Model (CSM), this study analyzed parent involvement in school as a key element for transition to kindergarten for children with disabilities and their ...

  Citation × Citation Citation Abstract Copy Title: Transition to kindergarten for children with disabilities: school practices and parent involvement Author: Dogaru, Cristian M. Using Pianta and Walsh's (1996) Contextual Systems Model (CSM), this study analyzed parent involvement in school as a key element for transition to kindergarten for children with disabilities and their families, along with the practices schools employ to improve school-family collaboration. Focusing on the relationship between the school system and the family/child system, this research explored the parent involvement and the factors influencing it using the views of Hoover-Dempsey and Sandler (1995), Eccles and Harold (1996), and Smith et al. (1997). The study drew from the Early Childhood Longitudinal Study Kindergarten Year of 1998-1999 (ECLS-K) a subsample of 1,016 children who have Individualized Education Programs (IEP). A profile of kindergarten-aged children with disabilities was created. School practices related to families were found to be low-intensity, formalized, and poorly correlated in number with degree of parent involvement. Parent involvement was assessed using seven items from the parent interviews. The items measured whether or not a parent participated in parent involvement activities with the schools during the kindergarten year. A composite variable measuring the number of types of activities a parent was involved in during the kindergarten year was created and used in a Linear Regression. A second parent involvement variable measuring the total number of activities that parents reported was created and used in a second Linear Regression. Parent involvement was unbalanced; i.e., parents tended to become involved in some types of parent involvement activities, but not in all types, and they chose different types. Family demographics (education, language), other family characteristics (perceptions, expectations, involvement at home) were found to be significant predictors for parent involvement. These results are discussed, and recommendations are offered. Title: Transition to kindergarten for children with disabilities: school practices and parent involvement Author: Dogaru, Cristian M. Using Pianta and Walsh's (1996) Contextual Systems Model (CSM), this study analyzed parent involvement in school as a key element for transition to kindergarten for children with disabilities and their families, along with the practices schools employ to improve school-family collaboration. Focusing on the relationship between the school system and the family/child system, this research explored the parent involvement and the factors influencing it using the views of Hoover-Dempsey and Sandler (1995), Eccles and Harold (1996), and Smith et al. (1997). The study drew from the Early Childhood Longitudinal Study Kindergarten Year of 1998-1999 (ECLS-K) a subsample of 1,016 children who have Individualized Education Programs (IEP). A profile of kindergarten-aged children with disabilities was created. School practices related to families were found to be low-intensity, formalized, and poorly correlated in number with degree of parent involvement. Parent involvement was assessed using seven items from the parent interviews. The items measured whether or not a parent participated in parent involvement activities with the schools during the kindergarten year. A composite variable measuring the number of types of activities a parent was involved in during the kindergarten year was created and used in a Linear Regression. A second parent involvement variable measuring the total number of activities that parents reported was created and used in a second Linear Regression. Parent involvement was unbalanced; i.e., parents tended to become involved in some types of parent involvement activities, but not in all types, and they chose different types. Family demographics (education, language), other family characteristics (perceptions, expectations, involvement at home) were found to be significant predictors for parent involvement. These results are discussed, and recommendations are offered. Close

• 9. [Article] The effects of the family context and parent involvement on perceptions of children's school achievement

  The study examined dimensions of the family context associated with variations in parent involvement and parent perceptions of children's school achievement using data from 1,085 male and 2,239 female respondents ...

  Citation × Citation Citation Abstract Copy Title: The effects of the family context and parent involvement on perceptions of children's school achievement Author: Katzev, Aphra R. The study examined dimensions of the family context associated with variations in parent involvement and parent perceptions of children's school achievement using data from 1,085 male and 2,239 female respondents with a child between the ages of 5 and 18 years collected in the 1987-88 National Survey of Families and Households. Small but significant differences in parent perceptions of school achievement were found in favor of children being raised in a first-married two-parent home. Negative effects on school outcomes were centered on children who experienced family disruption. Living in a one-parent household with a parent who was previous married was associated with parent reports of poorer performance for elementary school children and lower grades for adolescents. Neither living in a one-parent household with a continuously single parent nor living in a stepfamily was significantly related to achievement. Parent employment status was not directly related to children's achievement but did have indirect effects through parent involvement both at home and school. Parent involvement at school and in child-centered home activities was associated with perceptions of improved school performance for elementary school children and higher grades for adolescents. Mothers were more likely to be involved in children's schooling than fathers. Single and cohabiting mothers were less involved at school than first-married mothers, but single fathers tended to be more likely to participate than their first-married counterparts. There were no significant differences between the home involvement of single mothers and their first-married counterparts but single fathers were more involved at home than first-married fathers. For both mothers and fathers, receiving tangible aid from a wide network of relatives and friends was associated with higher levels of school and home involvement. Findings suggest that educators who have negative beliefs about single parents' engagement in school-family partnerships may be influenced by these parents' low presence at school. Recognizing that single parents are as involved with their children at home as parents in traditional families can lead to educational practices that support home involvement and result in positive effects on children's academic progress. Title: The effects of the family context and parent involvement on perceptions of children's school achievement Author: Katzev, Aphra R. The study examined dimensions of the family context associated with variations in parent involvement and parent perceptions of children's school achievement using data from 1,085 male and 2,239 female respondents with a child between the ages of 5 and 18 years collected in the 1987-88 National Survey of Families and Households. Small but significant differences in parent perceptions of school achievement were found in favor of children being raised in a first-married two-parent home. Negative effects on school outcomes were centered on children who experienced family disruption. Living in a one-parent household with a parent who was previous married was associated with parent reports of poorer performance for elementary school children and lower grades for adolescents. Neither living in a one-parent household with a continuously single parent nor living in a stepfamily was significantly related to achievement. Parent employment status was not directly related to children's achievement but did have indirect effects through parent involvement both at home and school. Parent involvement at school and in child-centered home activities was associated with perceptions of improved school performance for elementary school children and higher grades for adolescents. Mothers were more likely to be involved in children's schooling than fathers. Single and cohabiting mothers were less involved at school than first-married mothers, but single fathers tended to be more likely to participate than their first-married counterparts. There were no significant differences between the home involvement of single mothers and their first-married counterparts but single fathers were more involved at home than first-married fathers. For both mothers and fathers, receiving tangible aid from a wide network of relatives and friends was associated with higher levels of school and home involvement. Findings suggest that educators who have negative beliefs about single parents' engagement in school-family partnerships may be influenced by these parents' low presence at school. Recognizing that single parents are as involved with their children at home as parents in traditional families can lead to educational practices that support home involvement and result in positive effects on children's academic progress. Close

• 10. [Article] Family environment, adult psychosocial competence, parental acceptance, and social competence in children's peer relations

  Traditional studies of parent-child relationships have focused on the influence of parental characteristics on various behavioral, social, and personality outcomes in children. During the past decade, social ...

  Citation × Citation Citation Abstract Copy Title: Family environment, adult psychosocial competence, parental acceptance, and social competence in children's peer relations Author: Bullock, Janis R. Traditional studies of parent-child relationships have focused on the influence of parental characteristics on various behavioral, social, and personality outcomes in children. During the past decade, social scientists have suggested that other influences of the social worlds of individuals be studied. As a result, the parent-child system is being studied in relationship to the child-peer system. These studies are beginning to indicate that the family and peer system are related in a variety of ways. In accordance with these ideas, the purpose of this study was to examine how parental perceptions of the family environment (i.e., cohesion, expressiveness, and conflict), adult psychosocial competence, acceptance of children, and socioeconomic status predict social competence in children's peer relations. Subjects consisted of 74 pairs of parents and their children aged 3-5 years who resided in northwest communities with populations of 30,000-40,000. Questionnaire data were administered to the parents and sociometric measures and teacher ratings were collected on the children. Multiple regression analyses were used to test the theoretical model developed for the study. Separate regression analyses were conducted to analyze the father-mother-child, father-mother- son, and father-mother-daughter relationships. Partial support was found for the predicted relationships between parental perceptions and children's social competence. In addition, differences between fathers' and mothers' and the sex of the child were noted. In general boys' peer acceptance was predicted by mothers' competence and cohesion, while popularity was predicted by fathers' competence. Rejection by peers was predicted by low maternal acceptance and cohesion. Teacher ratings were predicted by mothers' cohesion and acceptance and fathers' competence. For girls, peer acceptance was predicted by fathers' expressiveness and cohesion. Popularity was predicted by fathers' competence and acceptance, and mothers' expressiveness, while rejection was predicted by fathers' conflict. Teacher ratings were predicted by mothers' acceptance and competence and fathers' competence. It was concluded that parental perceptions of some aspects of the family environment are adequate predictors of social competence in children's peer relations. Title: Family environment, adult psychosocial competence, parental acceptance, and social competence in children's peer relations Author: Bullock, Janis R. Traditional studies of parent-child relationships have focused on the influence of parental characteristics on various behavioral, social, and personality outcomes in children. During the past decade, social scientists have suggested that other influences of the social worlds of individuals be studied. As a result, the parent-child system is being studied in relationship to the child-peer system. These studies are beginning to indicate that the family and peer system are related in a variety of ways. In accordance with these ideas, the purpose of this study was to examine how parental perceptions of the family environment (i.e., cohesion, expressiveness, and conflict), adult psychosocial competence, acceptance of children, and socioeconomic status predict social competence in children's peer relations. Subjects consisted of 74 pairs of parents and their children aged 3-5 years who resided in northwest communities with populations of 30,000-40,000. Questionnaire data were administered to the parents and sociometric measures and teacher ratings were collected on the children. Multiple regression analyses were used to test the theoretical model developed for the study. Separate regression analyses were conducted to analyze the father-mother-child, father-mother- son, and father-mother-daughter relationships. Partial support was found for the predicted relationships between parental perceptions and children's social competence. In addition, differences between fathers' and mothers' and the sex of the child were noted. In general boys' peer acceptance was predicted by mothers' competence and cohesion, while popularity was predicted by fathers' competence. Rejection by peers was predicted by low maternal acceptance and cohesion. Teacher ratings were predicted by mothers' cohesion and acceptance and fathers' competence. For girls, peer acceptance was predicted by fathers' expressiveness and cohesion. Popularity was predicted by fathers' competence and acceptance, and mothers' expressiveness, while rejection was predicted by fathers' conflict. Teacher ratings were predicted by mothers' acceptance and competence and fathers' competence. It was concluded that parental perceptions of some aspects of the family environment are adequate predictors of social competence in children's peer relations. Close