Which is an effect of positive parenting on a child?
: a new perspective on the origins and development of disease.
: a new perspective on childhood development and pathology.
: a new generation of researchers is working to understand the genetic underpinnings of age-related pathology.
: a project of the Association for Behavioral and Cognitive Therapies, the research program of graduate students in the Departments of Psychology and of mathematics and statistics at the University of California, Berkeley, with support from the Fondation national de southese aux Meadows Foundation, the French National Foundation for Scientific and Technological Research, the Swiss National Science Foundation, the Wellcome Trust Sanger Institute, the Wellcome Fund, and the European Commission.
: an ongoing project of the MRC Autism and Developmental Neuroendocrinology Group at the Icahn School of Medicine at Mount Sinai and the Weill Cornell Medical College, with support from the Fondation national de southese aux Meadows Foundation, the Fondation national de southese aux Reines, the Fondation internationale de recherche en système Mathématique, the Fondation nationale de la recherche scientifique, the Society for Neuroscience, and the French National Commission for Scientific and Technological Research.
Which is an effect of positive parenting on a child? How strong is the link between the two? And how long will it take for the effects to show up in adulthood? These are some of the questions that remain largely unexplored.
A growing body of evidence shows that positive parenting is related to various aspects of healthy development (many more examples are positive parenting findings are reported in numerous peer-reviewed scientific journals). The evidence clearly supports a relationship between positive parenting approaches and a variety of prosocial parent and child outcomes.
A growing body of research also indicates that certain types of social behavior problems or risk-taking children may be more apt to show up later in life—in particular, problems associated with hyperactivity, impulsivity, and defiance (i.e., runaways, pick-ups, etc.).
The term ” runaway ” is often used synonymously with ” misbehaving .” However, the term ” misbehaving ” is also sometimes used to describe a range of behaviors that are not always amenable to explanation, although they often have similar causes (e.g., defiance, poor behavior).
A growing body of research also indicates that certain types of communication difficulties or difficulties often persist into adulthood (e.g., poor language acquisition, poor handwriting, etc.). In a nutshell, the nature of the relationship between how a child communicates with a parent and the type of communication that will be expected of the adult is a developmental issue that will determine the type of communication the child will receive in the future (
). Although the exact causes and consequences of these
, or any other
, mental health or behavior issues that aren’t clear from this article are left up to the individual to discover for themselves.
However, given the paucity of information available about the development and progression of mental health or behavior issues, it seems reasonable to assume that most
, issues related to the etiology of mental illness will involve some aspect of communication.
Which is an effect of positive parenting on a child?
For many years, the prevailing view among psychologists has been that ‘no effect’ means that the effects of a given intervention do not warrant further investigation. The reason for this stance is that it is difficult to demonstrate that any given treatment has an effect other than through indirect effects or interactions. In the social and behavioral sciences, this view overlooks the fact that the effects of any given intervention may be quite different for different types of interventions.
The reason for this view is that it overlooks the fact that socialization research has identified strong interactions between a variety of environmental factors and the development of the child’s characteristics. For example, the frequency of play interactions, which has been on the rise in recent years, is strongly related to the amount of development a child receives from his/her caregivers (Duncan & Linehan, 1998; Jung & Goodchild, 2006).
In a nutshell, the amount of time a child spends with a parent(s) who are also parents (or children who are their parents’ children) is a strong predictor of many of the characteristics of the child (e.g.,
If these strong interactions are present, then it follows that the level of a given set of characteristics (e.g., IQ, affection, conscientiousness) should also be related to the level of a given interaction (Jung, 1998; Rushton & Ellis, 2007).
This proposition has the essential effect of restoring order to the confusing picture of the relationship between environment and behavior that has emerged in psychology textbooks and online. For example,
(1) shows that the frequency of interactions between siblings is positively related to their
, (2) finds that the shared environment has a strong positive effect on the development of, and the risk of developing, different
, (3) finds that the shared environment also has a weak negative effect on, and a moderate positive effect on, differentiating characteristics of the children who do or do not have a certain trait, and so forth.
