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The role of parenting practices in parent and child mental health over time
- Katherine T. Cost, Piyumi Mudiyanselage, Eva Unternaehrer, Daphne J. Korczak, Jennifer Crosbie, Evdokia Anagnastou, Suneeta Monga, Elizabeth Kelley, Russell Schachar, Jonathon Maguire, Paul Arnold, Christie L. Burton, Stelios Georgiades, Rob Nicolson, Catherine S. Birken, Alice Charach
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- Journal:
- BJPsych Open / Volume 9 / Issue 5 / September 2023
- Published online by Cambridge University Press:
- 08 August 2023, e147
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- Article
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Background
Parent and child mental health has suffered during the pandemic and transition phase. Structured and shared parenting may be intervention targets beneficial to families who are struggling with parent or child mental health challenges.
AimsFirst, we investigated associations between structured and shared parenting and parent depression symptoms. Second, we investigated associations between structured and shared parenting and depression, hyperactivity/inattention and irritability symptoms in children.
MethodA total of 1027 parents in two-parent households (4797 observations total; 85.1% mothers) completed online surveys about themselves and their children (aged 2–18 years) from April 2020 to July 2022. Structured parenting and shared parenting responsibilities were assessed from April 2020 to November 2021. Symptoms of parent depression, child depression, child hyperactivity and inattention, child irritability, and child emotional and conduct problems were assessed repeatedly (one to 14 times; median of four times) from April 2020 to July 2022.
ResultsParents who reported higher levels of shared parenting responsibilities had lower depression symptoms (β = −0.09 to −0.32, all P < 0.01) longitudinally. Parents who reported higher levels of shared parenting responsibilities had children with fewer emotional problems (ages 2–5 years; β = −0.07, P < 0.05), fewer conduct problems (ages 2–5 years; β = −0.09, P < 0.01) and less irritability (ages 13–18 years; β = −0.27, P < 0.001) longitudinally. Structured parenting was associated with fewer conduct problems (ages 2–5 years; β = −0.05, P < 0.05).
ConclusionsShared parenting is beneficial for parent and child mental health, even under chaotic or inflexible life conditions. Structured parenting is beneficial for younger children.
7 - Making a difference in bullying: evaluation of a systemic school-based programme in Canada
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- By Debra J. Pepler, LaMarsh Centre for Research on Violence and Conflict Resolution, York University, 4700 Keele Street, Toronto, Ontario, Canada M3J 1P3, pepler@yorku.ca, Wendy M. Craig, Department of Psychology, Queen's University, Kingston, Ontario, Canada, craigw@queensu.ca, Paul O'Connell, LaMarsh Centre for Research on Violence and Conflict Resolution, York University, Canada, Rona Atlas, LaMarsh Centre for Research on Violence and Conflict Resolution, York University, Canada, Alice Charach, Hospital for Sick Children, 555 University Avenue, Toronto, Ontario, Canada M5G 1X8
- Edited by Peter K. Smith, Goldsmiths, University of London, Debra Pepler, York University, Toronto, Ken Rigby, University of South Australia
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- Book:
- Bullying in Schools
- Published online:
- 02 December 2009
- Print publication:
- 21 October 2004, pp 125-140
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Summary
Impetus for the intervention study, early stages of planning, and funding
Over the past decade, Canadians have become increasingly aware of the extent and consequences of bullying problems. Recently, there have been several high-profile cases of Canadian children who have suffered from prolonged victimisation, with severe consequences of suicide, revenge attacks, or death at the hands of peers. These cases have highlighted the need for empirically based prevention and intervention programmes. We will describe a school-based intervention programme developed prior to the recent surge in interest in the problem of bullying in Canada.
This anti-bullying initiative emerged from a survey conducted in the early 1990s by the Toronto Board of Education in collaboration with researchers from York University. The questionnaire used for the survey was modelled after the Olweus self-report questionnaire (Olweus, 1989), with some adaptations for the Canadian context. The survey indicated that bullying and victimisation were pervasive problems. During the past two months, 24% of the grade 3–8 students reported that they had bullied other students at least once or twice, and 15% more than once or twice. Half of the students (49%) indicated that they had been victims of bullying at least once, 20% more than once or twice, and 8% reported being victimised weekly or more often during the past two months (Charach, Pepler, and Ziegler, 1995).