Maternal gatekeeping, coparenting quality, and fathering behavior in families with infants.

The present study examined the role of maternal gatekeeping behavior in relation to fathers' relative involvement and competence in child care in 97 families with infant children. Parents' beliefs about fathers' roles were assessed prior to their infant's birth. Parents' perceptions of maternal gatekeeping behavior (encouragement and criticism) and coparenting relationship quality were assessed at 3.5 months postpartum. The authors assessed fathers' relative involvement and competence in child care using a combination of parent report and observational measures. Results suggest that even after accounting for parents' beliefs about the paternal role and the overall quality of the coparenting relationship, greater maternal encouragement was associated with higher parent-reported relative father involvement. Moreover, maternal encouragement mediated the association between coparenting quality and reported relative father involvement. With respect to fathers' observed behavior, fathers' beliefs and parents' perceptions of coparenting relationship quality were relevant only when mothers engaged in low levels of criticism and high levels of encouragement, respectively. These findings are consistent with the notion that mothers may shape father involvement through their roles as "gatekeepers." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An intervention to increase father involvement and skills with infants during the transition to parenthood.

This study examined whether a group educational intervention during the transition to parenthood can enhance the quality of father-child interaction and increase father involvement with their children. A randomized experimental design was used to evaluate an 8-session program with 165 couples who were first-time parents, beginning during the second trimester of pregnancy and ending at 5 months postpartum. Outcomes were assessed with time diaries, coded observations of parent-child play, and self-reports of fathers and mothers. The intervention had positive effects on fathers' skills in interacting with their babies and their involvement on work days but not home days. It is concluded that a relatively brief intervention during the transition to parenthood can improve fathering, and possible reasons for differential effects on areas of parenting are explored. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predictors of supportive coparenting after relationship dissolution among at-risk parents.

Supportive coparenting after relationship dissolution is associated with increased father involvement which can buffer against the negative effects of parental relationship dissolution. Low-income, at-risk families are much more likely to experience relationship dissolutions; hence, supportive coparenting after dissolution is particularly important in these families. We examined whether relationship (commitment and quality) and child (difficult temperament and gender) characteristics predicted initial levels of, and change in, supportive coparenting after relationship dissolution in the Fragile Families and Child Wellbeing Study (N = 1,603). We used structural equation modeling of latent growth curves to examine four time points collected at the focal child's birth and first, third, and fifth birthdays. Ninety-percent of the mothers had nonmarital births, and about three-quarters had a high school diploma or less education. Overall, supportive coparenting decreased over time. Mothers in more committed relationships prior to the dissolution initially had significantly lower supportive coparenting. But over time, mothers who had been in more committed relationships increased in supportive coparenting. Mothers who had been in higher quality relationships prior to dissolution initially reported more supportive coparenting. At each time point, if a mother was romantically involved with a new partner, she reported significantly lower supportive coparenting compared to mothers who were single. With regard to child characteristics, mothers who reported their child as more difficult had significantly lower initial supportive coparenting. Similar results for fathers are discussed. Overall, the relationship characteristics of parents were important predictors of supportive coparenting both initially and over time. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Cultural influences on positive father involvement in two-parent Mexican-origin families.

A growing body of research documents the importance of positive father involvement in children's development. However, research on fathers in Latino families is sparse, and research contextualizing the father–child relationship within a cultural framework is needed. The present study examined how fathers' cultural practices and values predicted their fifth-grade children's report of positive father involvement in a sample of 450 two-parent Mexican-origin families. Predictors included Spanish- and English-language use, Mexican and American cultural values, and positive machismo (i.e., culturally related attitudes about the father's role within the family). Positive father involvement was measured by the child's report of his or her father's monitoring, educational involvement, and warmth. Latent variable regression analyses showed that fathers' machismo attitudes were positively related to children's report of positive father involvement and that this association was similar across boys and girls. The results of this study suggest an important association between fathers' cultural values about men's roles and responsibilities within a family and their children's perception of positive fathering. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Assessing coparenting in families of school-age children: Validation of the Coparenting and Family Rating System.

Studied (1) the psychometric properties of an observational co-parenting measure and (2) the relationship between co-parenting and the adjustment of school-age children. Ss were 67 couples in the US with a 1st-born, 7-11 yr old child. Family interactions during unstructured family play in a laboratory setting were coded with the Coparenting and Family Rating System (CFRS; J. P. McHale et al, 2000). Three self-report measures of marital adjustment, the Child Behavior Checklist (CBCL), and the Revised Children's Manifest Anxiety Scale were administered. For boys, the CFRS measure Hostility-Competitiveness correlated with anxiety (Revised Children's Manifest Anxiety Scale) and with mother-reported internalizing, externalizing, and overall problems (CBCL). For girls, the CFRS measure Parenting Discrepancy correlated with mother-reported internalizing (CBCL). The possibility of sex differences in co-parenting-adjustment links is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Family involvement in school and low-income children's literacy: Longitudinal associations between and within families.

Longitudinal data from kindergarten to 5th grade on both family involvement in school and children's literacy performance were examined for an ethnically diverse, low-income sample (N = 281). Within families, increased school involvement predicted improved child literacy. In addition, although there was an achievement gap in average literacy performance between children of more and less educated mothers if family involvement levels were low, this gap was nonexistent if family involvement levels were high. These results add to existing evidence on the value of family involvement in school by demonstrating that increased involvement between kindergarten and 5th grade is associated with increased literacy performance and that high levels of school involvement may have added reward for low-income children with the added risk of low parent education. As such, these results support arguments that family involvement in school should be a central aim of practice and policy solutions to the achievement gap between lower and higher income children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Between father and child: How to become the kind of father you want to be.

Reviews the book, Between father and child: How to become the kind of father you want to be by R. Levant and J. Kelly (1989). This book is one of the most recent books on parenting that focuses on the father's unique relationship with his son and/or daughter. It is the result of the Boston University Fatherhood Project, a skills training and group interaction/discussion support group for fathers. Written for fathers (and according to the authors, for mothers as well), it is a nontechnical, readable approach to improving communications and relationships between fathers and their children. It is an outstanding contribution to the growing list of volumes dedicated to parenting 'in the next century,' and contributes a sensitive, practical approach to relationship enhancement as well as directly confronting such issues as sexism, male socialization processes and gender role strain and conflict issues. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The differential impact of early father and mother involvement on later student achievement.

The purpose of this exploratory study was to examine the direct and indirect effects of early parenting on later parental school involvement and student achievement. The sample, pulled from the 1st and 2nd waves of the Child Development Supplement data set of the Panel Study of Income Dynamics, consisted of 390 children age 2–5 at Time 1 and their families. Fathers' and mothers' participation in 5 dimensions of early parenting behaviors was assessed at Time 1, and later parental school involvement and student achievement were assessed at Time 2. Although early paternal and maternal parenting behaviors were not directly related to later student achievement, differences were revealed in the pattern of relationships between early parenting and later parental school involvement for fathers and mothers. In addition, fathers' later school involvement was found to be negatively related to student achievement, whereas maternal school involvement was found to be positively related to student achievement. These findings provide partial support for the hypothesized differential relationship between fathers' and mothers' early parenting and later student achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Concordance in Attachment States of Mind and Styles With Respect to Fathers and Mothers.

It is believed that by adulthood, independent attachments to the mother and the father coalesce into a single state of mind with respect to attachment. If true, states of mind with respect to mothers and fathers should be concordant. Fifty-six young adults were administered two versions of the Adult Attachment Interview, each of which asked about their relationship with one parent. State of mind with respect to the father was significantly related to state of mind with respect to the mother, as were attachment styles regarding the two parents. Perceptions of attachment styles were not very related to corresponding states of mind but were related to inferred loving from a parent. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Low-income, nonresident father involvement with their toddlers: Variation by fathers' race and ethnicity.

Using data from a racially and ethnically diverse sample of low-income mothers of 2-year-old children participating in the Early Head Start Research and Evaluation Project (N = 883), the authors examined fathers' education and employment, mother-father relationship, and mothers' relationships with kin in the household to explain variation in nonresident father involvement across racial and ethnic groups. Nonresident White fathers were less involved with their children than were African American and Latino fathers. This difference was explained by the status of mother-father relationships. White nonresident fathers were less likely than minority nonresident fathers to maintain romantic relationships with their child's mother. Mothers in the White father group were also more likely to re-partner, which negatively related to biological fathers' involvement. These findings suggest that approaches to strengthen nonresident father involvement in children's lives need to consider how father ethnicity and mother-father relations are associated with differential patterns of father involvement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Are some children harder to coparent than others? Children’s negative emotionality and coparenting relationship quality.

The current study examined relations between child temperament—specifically, negative emotionality—and parents’ supportive and undermining coparenting behavior, and further tested whether marital adjustment moderated relations between child negative affect and coparenting. One-hundred eleven two-parent families with a 4-year old child participated in this study. Parents completed questionnaires to provide information on children’s negative affectivity, marital adjustment, and the quality of their coparenting relationships. Furthermore, parents and children participated together in two 10-minute task-oriented interactions that were coded to assess coparenting behavior. As hypothesized, parents of children higher on levels of negative affect demonstrated greater undermining coparenting behavior. In addition, marital adjustment moderated relations between children’s negative affect and parents’ supportive coparenting behavior. However, contrary to expectations, couples with higher levels of marital adjustment were most vulnerable to effects of child negativity on supportive coparenting. Results suggest that high-quality marital relationships may not buffer the coparenting relationship from the effects of temperamentally difficult preschoolers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender differences in physical aggression: A prospective population-based survey of children before and after 2 years of age.

There has been much controversy over the past decades on the origins of gender differences in children's aggressive behavior. A widely held view is that gender differences emerge sometime after 2 years of age and increase in magnitude thereafter because of gender-differentiated socialization practices. The objective of this study was to test for (a) gender differences in the prevalence of physical aggression in the general population of 17-month-old children and (b) change in the magnitude of these differences between 17 and 29 months of age. Contrary to the differential socialization hypothesis, the results showed substantial gender differences in the prevalence of physical aggression at 17 months of age, with 5% of boys but only 1% of girls manifesting physically aggressive behaviors on a frequent basis. The results suggest that there is no change in the magnitude of these differences between 17 and 29 months of age. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The impact of domestic violence on the maternal-child relationship and preschool-age children's functioning.

Although preschool-age children are at risk for witnessing domestic violence, the majority of research has focused on children ages 6 to 12 years. This study examines the mediating role of the mother-child relationship on preschool-age children's functioning in families experiencing domestic violence. Maternal report and behavioral observations of mother-child interactions were used to assess relationship quality. Participants consisted of 103 children and their mothers. The data fit the model well but indicated that some of the correlations were not in the expected direction. Although depressed mothers were struggling with parenting, other mothers appeared to be compensating for the violence by becoming more effective parents. Domestic violence negatively impacted children's behavior with their mothers in interactions but did not influence maternal report of problem behaviors, suggesting that the impact of domestic violence begins very early and in the realm of relationships rather than in mental health. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evidence-based parent involvement interventions with school-aged children.

This paper reviewed 24 studies of parent involvement for school-aged children conducted between 1980 and 2002 and evaluated them according to the criteria developed by the Task Force on Evidence-Based Interventions in School Psychology. The parent involvement component of all studies had parents helping children learn at home, with most targeting a change in academic performance, including reading skills, mathematics skills, spelling, and homework completion. Results yielded a wide range of treatment effectiveness. The strongest evidence for parent involvement was provided for programs that implemented parent tutoring in the home and targeted a single academic problem of the elementary school-aged child, primarily reading and mathematics skills. Despite promising evidence for the effectiveness of parent home tutoring, it was concluded that the evidence base for the effectiveness of parent involvement as an intervention for children's academic problems is inconclusive due to methodological weaknesses in the studies reviewed. Recommendations for future empirical research are provided. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

When fathers’ supportiveness matters most: Maternal and paternal parenting and children’s school readiness.

Data from the NICHD Study of Early Child Care and Youth Development (N = 723) were used to test whether the effects of fathers’ supportive parenting on children’s school readiness are greater when mothers are least supportive. We distinguished between academic and social dimensions of school readiness. Mothers’ and fathers’ parenting was assessed in dyadic parent–child videotaped sessions during the preschool period. Results for both academic and social outcomes indicated that fathers’ supportiveness had larger benefits for children at lower levels of mothers’ supportiveness. In fact, fathers’ supportiveness was associated with children’s school readiness only when mothers scored average or below on supportiveness. Mothers’ supportiveness was similarly associated with children’s social school readiness when fathers scored average or below on supportiveness. However, mothers’ supportiveness was associated with children’s academic school readiness even when fathers scored above average on supportiveness. The results suggest that fathers may influence child development most as potential buffers against unsupportive mother parenting. Further research is needed to replicate these analyses in a less socioeconomically advantaged sample. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceptions of childhood relationships with mother and father: Daily emotional and stressor experiences in adulthood.

Adults who report having had high-quality relationships with their parents during childhood have better overall mental health and are at decreased risk for mental disorders compared with those who report low parental relationship quality. Researchers have predominantly focused on the relationship with the mother, oftentimes excluding the unique role that fathers may play in the long-term development of their offspring. The current study examined the unique associations of recalled childhood experiences of mother–child and father–child relationship quality with daily emotional experiences and stress processes in adulthood. Men and women (N = 912, ages 25–74) retrospectively reported the quality of their childhood relationships with their mother and father. Later, they reported their daily psychological distress and stressor exposure every night over 8 consecutive evenings. Results indicate that mother–child relationship quality was related to lower levels of daily psychological distress. The quality of both mother–child and father–child relationships was related to stressor exposure, but only father–son relationship quality was related to lower levels of emotional reactivity to stressors during adulthood. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

What predicts good relationships with parents in adolescence and partners in adult life: Findings from the 1958 British birth cohort.

This study drew on data from the National Child Development Study to explore the role of father involvement and mother involvement at age 7 in father-child and mother-child relations at age 16, and the role of closeness to father and closeness to mother at age 16 in quality of relationship with partner at age 33. Closeness to mother was associated with closeness to father, intact family structure and academic motivation, and closeness to father with closeness to mother, early father involvement, less emotional and behavioral problems in adolescence, male gender and academic motivation. Closeness to father at age 16 was more strongly related to level of father involvement at age 7 for daughters than for sons and to closeness to mother for sons than for daughters. Marital adjustment at age 33 was related to good relationships with siblings, mother, and father at age 16; less current psychological distress; female gender; and educational attainment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Unmarried, nonresident fathers' involvement with their infants: A risk and resilience perspective.

The authors used a subsample of fathers (n = 652) who participated during the 1-year follow-up of the Fragile Families and Child Wellbeing study to assess the influence of risk and resilience factors on unmarried, nonresident fathers' involvement with their infants. They examined the additive, multiplicative, and moderating models of risk and resilience in relation to paternal involvement. Fathers' relationship to the child's mother was conceptualized as a risk or resilience factor. Fathers in acquaintance relationships with the mother and fathers who scored higher on the additive risk index were less involved in child care. Fathers who scored higher on the additive resilience index were more involved in child care. There was a multiplicative effect of relationship status and the risk index on fathers' involvement. The findings point to the importance of programs that address risk and resilience conditions affecting nonresident fathers in interaction with the quality of relationships they have with their children's birth mother. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Earthquakes and children: The role of psychologists with families and communities.

The 2008 Sichuan Province earthquake and 2005 Pakistan earthquake are examples of natural disasters that took an unimaginable toll on children. In such disaster management contexts, family members as well as health care and school personnel are the first-line responders and are natural sources of continued social support as children recover. Although psychologists have increasingly sophisticated understandings of post-disaster reactions and strategies for helping children and adolescents cope with trauma, models for responding to mass catastrophes are limited, particularly in geographically remote communities and in regions in which mental health services are stigmatizing. With children’s well-being subsequent to earthquakes inextricably linked to family and community, psychologists can make important contributions in 3 spheres: (a) coordinating and activating collaborations within children’s existing social contexts to develop post-earthquake interventions; (b) designing prevention and preparedness programs focused on the emotional needs of children in earthquake-prone communities; and (c) conducting research on interventions and recovery with particular attention to developmental stage, sociocultural-economic contexts, and the similarities versus differences across various types of disasters. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Family and legal indicators of child adjustment to divorce among families with young children.

This research used structural equation modeling to examine relations among family dynamics, attorney involvement, and the adjustment of young children (0-6 years) at the time of parental separation. The article presents baseline data (N = 102 nonresidential fathers and N = 110 primary caretaking mothers) from a larger longitudinal study. Results showed that the effects of parental conflict on child outcomes were mediated by paternal involvement, the parent-child relationship, and attorney involvement. A scale assessing parental gatekeeping yielded two significant factors: Spouse's Influence on Parenting and Positive View of Spouse. Paternal involvement was related to children's adaptive behavior, whereas negative changes in parent-child relationships predicted behavior problems. Mothers who experienced greater psychological symptomatology were less likely to utilize an attorney, which in turn predicted greater internalizing problems in their children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)