The Experts below are selected from a list of 131463 Experts worldwide ranked by ideXlab platform
Mark T. Greenberg - One of the best experts on this subject based on the ideXlab platform.
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A Model of Mindful Parenting: Implications for Parent–Child Relationships and Prevention Research
Clinical Child and Family Psychology Review, 2009Co-Authors: Larissa G. Duncan, J. Douglas Coatsworth, Mark T. GreenbergAbstract:This paper introduces a model of “mindful parenting” as a framework whereby parents intentionally bring moment-to-moment awareness to the parent–child relationship. This is done by developing the qualities of listening with full attention when interacting with their children, cultivating emotional awareness and self-regulation in parenting, and bringing compassion and nonjudgmental acceptance to their parenting interactions. First, we briefly outline the theoretical and empirical literature on mindfulness and mindfulness-based interventions. Next, we present an operational definition of mindful parenting as an extension of mindfulness to the social context of parent–child Relationships. We discuss the implications of mindful parenting for the quality of parent–child Relationships, particularly across the transition to adolescence, and we review the literature on the application of mindfulness in parenting interventions. We close with a synopsis of our own efforts to integrate mindfulness-based intervention techniques and mindful parenting into a well-established, evidence-based family prevention program and our recommendations for future research on mindful parenting interventions.
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A Model of Mindful Parenting: Implications for Parent-Child Relationships and Prevention Research
Clinical child and family psychology review, 2009Co-Authors: Larissa G. Duncan, J. Douglas Coatsworth, Mark T. GreenbergAbstract:This paper introduces a model of “mindful parenting” as a framework whereby parents intentionally bring moment-to-moment awareness to the parent–child relationship. This is done by developing the qualities of listening with full attention when interacting with their children, cultivating emotional awareness and self-regulation in parenting, and bringing compassion and nonjudgmental acceptance to their parenting interactions. First, we briefly outline the theoretical and empirical literature on mindfulness and mindfulness-based interventions. Next, we present an operational definition of mindful parenting as an extension of mindfulness to the social context of parent–child Relationships. We discuss the implications of mindful parenting for the quality of parent–child Relationships, particularly across the transition to adolescence, and we review the literature on the application of mindfulness in parenting interventions. We close with a synopsis of our own efforts to integrate mindfulness-based intervention techniques and mindful parenting into a well-established, evidence-based family prevention program and our recommendations for future research on mindful parenting interventions.
Larissa G. Duncan - One of the best experts on this subject based on the ideXlab platform.
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A Model of Mindful Parenting: Implications for Parent–Child Relationships and Prevention Research
Clinical Child and Family Psychology Review, 2009Co-Authors: Larissa G. Duncan, J. Douglas Coatsworth, Mark T. GreenbergAbstract:This paper introduces a model of “mindful parenting” as a framework whereby parents intentionally bring moment-to-moment awareness to the parent–child relationship. This is done by developing the qualities of listening with full attention when interacting with their children, cultivating emotional awareness and self-regulation in parenting, and bringing compassion and nonjudgmental acceptance to their parenting interactions. First, we briefly outline the theoretical and empirical literature on mindfulness and mindfulness-based interventions. Next, we present an operational definition of mindful parenting as an extension of mindfulness to the social context of parent–child Relationships. We discuss the implications of mindful parenting for the quality of parent–child Relationships, particularly across the transition to adolescence, and we review the literature on the application of mindfulness in parenting interventions. We close with a synopsis of our own efforts to integrate mindfulness-based intervention techniques and mindful parenting into a well-established, evidence-based family prevention program and our recommendations for future research on mindful parenting interventions.
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A Model of Mindful Parenting: Implications for Parent-Child Relationships and Prevention Research
Clinical child and family psychology review, 2009Co-Authors: Larissa G. Duncan, J. Douglas Coatsworth, Mark T. GreenbergAbstract:This paper introduces a model of “mindful parenting” as a framework whereby parents intentionally bring moment-to-moment awareness to the parent–child relationship. This is done by developing the qualities of listening with full attention when interacting with their children, cultivating emotional awareness and self-regulation in parenting, and bringing compassion and nonjudgmental acceptance to their parenting interactions. First, we briefly outline the theoretical and empirical literature on mindfulness and mindfulness-based interventions. Next, we present an operational definition of mindful parenting as an extension of mindfulness to the social context of parent–child Relationships. We discuss the implications of mindful parenting for the quality of parent–child Relationships, particularly across the transition to adolescence, and we review the literature on the application of mindfulness in parenting interventions. We close with a synopsis of our own efforts to integrate mindfulness-based intervention techniques and mindful parenting into a well-established, evidence-based family prevention program and our recommendations for future research on mindful parenting interventions.
J. Douglas Coatsworth - One of the best experts on this subject based on the ideXlab platform.
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A Model of Mindful Parenting: Implications for Parent–Child Relationships and Prevention Research
Clinical Child and Family Psychology Review, 2009Co-Authors: Larissa G. Duncan, J. Douglas Coatsworth, Mark T. GreenbergAbstract:This paper introduces a model of “mindful parenting” as a framework whereby parents intentionally bring moment-to-moment awareness to the parent–child relationship. This is done by developing the qualities of listening with full attention when interacting with their children, cultivating emotional awareness and self-regulation in parenting, and bringing compassion and nonjudgmental acceptance to their parenting interactions. First, we briefly outline the theoretical and empirical literature on mindfulness and mindfulness-based interventions. Next, we present an operational definition of mindful parenting as an extension of mindfulness to the social context of parent–child Relationships. We discuss the implications of mindful parenting for the quality of parent–child Relationships, particularly across the transition to adolescence, and we review the literature on the application of mindfulness in parenting interventions. We close with a synopsis of our own efforts to integrate mindfulness-based intervention techniques and mindful parenting into a well-established, evidence-based family prevention program and our recommendations for future research on mindful parenting interventions.
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A Model of Mindful Parenting: Implications for Parent-Child Relationships and Prevention Research
Clinical child and family psychology review, 2009Co-Authors: Larissa G. Duncan, J. Douglas Coatsworth, Mark T. GreenbergAbstract:This paper introduces a model of “mindful parenting” as a framework whereby parents intentionally bring moment-to-moment awareness to the parent–child relationship. This is done by developing the qualities of listening with full attention when interacting with their children, cultivating emotional awareness and self-regulation in parenting, and bringing compassion and nonjudgmental acceptance to their parenting interactions. First, we briefly outline the theoretical and empirical literature on mindfulness and mindfulness-based interventions. Next, we present an operational definition of mindful parenting as an extension of mindfulness to the social context of parent–child Relationships. We discuss the implications of mindful parenting for the quality of parent–child Relationships, particularly across the transition to adolescence, and we review the literature on the application of mindfulness in parenting interventions. We close with a synopsis of our own efforts to integrate mindfulness-based intervention techniques and mindful parenting into a well-established, evidence-based family prevention program and our recommendations for future research on mindful parenting interventions.
Judith L. Fischer - One of the best experts on this subject based on the ideXlab platform.
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Self-efficacy, parent–child Relationships, and academic performance: a comparison of European American and Asian American college students
Social Psychology of Education, 2016Co-Authors: Shu Yuan, Dana A. Weiser, Judith L. FischerAbstract:Parent–child Relationships play an important role in successful academic outcomes. Previous research suggests that the association between parent–child Relationships and offspring’s academic achievement may be mediated by offspring’s self-efficacy levels, although these Relationships are not fully understood. Furthermore, the association between family support and academic outcomes is well-documented among European Americans, but not across cultures. Therefore, the present study examined how parent–child relationship quality relates to young adults’ academic achievement and self-efficacy among European Americans and Asian Americans. Participants were 258 undergraduate students (85 male, 173 female) who completed a survey. Overall, both parent–child Relationships and self-efficacy were significantly associated with the offspring’s academic performance, and self-efficacy mediated the relationship between parent–child Relationships and school outcomes. Ethnicity moderated these Relationships: among European American students, quality of parent–child Relationships was not associated with self-efficacy level whereas for Asian Americans, parent–child Relationships were associated with self-efficacy. These findings suggest that European American college students’ self-efficacy levels are less dependent on parent–child relationship quality, but for Asian Americans college students it may be important for educators to facilitate communication and family support so students may continue to use family as a resource for self-efficacy levels.
Patricia T. Becker - One of the best experts on this subject based on the ideXlab platform.
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Furthering the Understanding of Parent–Child Relationships: A Nursing Scholarship Review Series. Part 5: Parent–Adolescent and Teen Parent–Child Relationships
Journal for specialists in pediatric nursing : JSPN, 2010Co-Authors: Susan K. Riesch, Lori S. Anderson, Karen A. Pridham, Kristin F. Lutz, Patricia T. BeckerAbstract:This paper is the fifth in a series of papers published in this journal to examine nursing’s contribution to knowledge development about the parent–child relationship. The overall purpose of this integrative review series is to explore published nursing scholarship concerning the parent–child relationship. In this paper, we aim to (a) examine nursing research approaches to the study of parent–child Relationships between parents and adolescents, and teens who become parents; (b) critique the substantive and methodological aspects of nursing scholarship about parent–child Relationships; and (c) identify directions for future nursing research. The topic, parent–child Relationships, is vast, with considerable contribution from many disciplines. Nursing’s contribution to knowledge development has not been captured and highlighted. What is unique about knowledge development of parent–child Relationships from a nursing perspective, in contrast to other disciplines, is the goal of developing an evidence base to improve the nursing care of parents and children and adolescents.
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Furthering the understanding of Parent-Child Relationships: A nursing scholarship review series. part 4: Parent-Child Relationships at risk
Journal for specialists in pediatric nursing : JSPN, 2010Co-Authors: Lori S. Anderson, Susan K. Riesch, Karen A. Pridham, Kristin F. Lutz, Patricia T. BeckerAbstract:Purpose The purpose of this integrative review is to synthesize nursing scholarship on Parent-Child Relationships considered fragile because of parent/child’s chronic condition or occurrence within a risky context.
