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Handbook of Child Psychology
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Abstract book of the 19th European Conference on Developmental Psychology. Athens 29 August - 1 September.
Low-income families are often struggling with recurrent multiple problems, and disruptive family interactions. This exploratory longitudinal study aims to 1) described a group of families from a project neighborhood 2) evaluate a family-centered dyadicplay intervention thought to stimulate mother-child interactions and parenting skills. Semi-structured clinical interviews were conducted with 9 mothers (mean age 31) of 4 toddler boys and 5 girls (mean age 2.2), mostly from a single mother or blended families. Mothers studied 9 years or less, 78% were unemployed. Participation procedures and consent forms followed ethical standards. Measurements application and sessions occurred in a private play room in a community center. Interviews were transcribed and submitted to phenomenological (PA) and lexical analysis (LA). Mothers answered Parenting Authority Questionnaire for parents (PAQ-P) at T0/T2. The 14 weekly 50’ sessions of dyadic play intervention, were videotaped in 5’ situations 1) free play, 2) guided play, 3) the clear up task at three T and coded with DPICS. PA revealed three central themes: family life; history; parenting (family of origin, abusive relations; pregnancy; parenting behavior). Themes corroborated by LA classes: Parenting concerns/dyadic interactions; changes in family life; conflict/ trauma/ violence; family type; family day-to-day interactions. Mothers consider themselves authoritative, however authoritarian scores are above standardized mean (P90). No differences were found between assessments, still an increase tendency in mothers’ positive communication was observed. Significant differences were found between situations in Information question/answer in (1) and direct and indirect order with compliance in (2/3). Mothers, exposed themes of conflict, violence experiences and trauma, but also common parenting concerns. Mix-method provide a closer description of family reality and difficulties, relevant for implementing family-centered interventions. Although with few significant results, changes in positive communication were observed. By playing together in a secured mediated setting, mothers can experience freely pleasure in interactions, while enhancing parenting skills.
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Abstract book of the 19th European Conference on Developmental Psychology. Athens 29 August - 1 September.
Low-income families are often struggling with recurrent multiple problems, and disruptive family interactions. This exploratory longitudinal study aims to 1) described a group of families from a project neighborhood 2) evaluate a family-centered dyadicplay intervention thought to stimulate mother-child interactions and parenting skills. Semi-structured clinical interviews were conducted with 9 mothers (mean age 31) of 4 toddler boys and 5 girls (mean age 2.2), mostly from a single mother or blended families. Mothers studied 9 years or less, 78% were unemployed. Participation procedures and consent forms followed ethical standards. Measurements application and sessions occurred in a private play room in a community center. Interviews were transcribed and submitted to phenomenological (PA) and lexical analysis (LA). Mothers answered Parenting Authority Questionnaire for parents (PAQ-P) at T0/T2. The 14 weekly 50’ sessions of dyadic play intervention, were videotaped in 5’ situations 1) free play, 2) guided play, 3) the clear up task at three T and coded with DPICS. PA revealed three central themes: family life; history; parenting (family of origin, abusive relations; pregnancy; parenting behavior). Themes corroborated by LA classes: Parenting concerns/dyadic interactions; changes in family life; conflict/ trauma/ violence; family type; family day-to-day interactions. Mothers consider themselves authoritative, however authoritarian scores are above standardized mean (P90). No differences were found between assessments, still an increase tendency in mothers’ positive communication was observed. Significant differences were found between situations in Information question/answer in (1) and direct and indirect order with compliance in (2/3). Mothers, exposed themes of conflict, violence experiences and trauma, but also common parenting concerns. Mix-method provide a closer description of family reality and difficulties, relevant for implementing family-centered interventions. Although with few significant results, changes in positive communication were observed. By playing together in a secured mediated setting, mothers can experience freely pleasure in interactions, while enhancing parenting skills.
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