"Review of The parent-child connection": Erratum.

Reports an error in "Review of The parent-child connection" by Charlotte Johnston (Canadian Psychology Psychologie Canadienne, 1989[Oct], Vol 30[4], 697-698). Arnold Rincover's affiliation with the Ontario Institute for Studies in Education was incorrectly given as Associate Professor. He has been an Extramural Instructor at O.I.S.E. (The following abstract of the original article appeared in record 2007-09101-001.) Reviews the book, The parent-child connection by Arnold Rincover (1988). The Parent-Child Connection is a well written book that offers valuable advice to help parents of young children evaluate and understand their children's behaviour. It also offers useful suggestions on managing child behaviour, although these parenting tips are most likely to be useful to those parents who least need them (i.e., those with numerous personal and social resources, whose children are presenting only minor behavioural difficulties). The two general themes of the book, child behaviour as communication and developmental norms as guidelines for deciding if behaviour is problematic, are well-suited to the purposes of a parent reference book. They offer an appropriate framework for discussing specific child behaviours and helping parents to determine if these behaviours are problematic in their children. This book is a welcome addition to the list of available parenting books, and may prove particularly useful for younger parents in need of accurate and understandable information about normal child development and behaviour. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The parent-child connection.

[Correction Notice: An erratum for this article was reported in Vol 31(2) of Canadian Psychology Psychologie Canadienne (see record 2007-08913-001). In the October 1989 issue (Vol. 30, No. 4, p. 697), Arnold Rincover's affiliation with the Ontario Institute for Studies in Education was incorrectly given as Associate Professor. He has been an Extramural Instructor at O.I.S.E.] Reviews the book, The parent-child connection by Arnold Rincover (1988). The parent-child connection is a well written book that offers valuable advice to help parents of young children evaluate and understand their children's behaviour. It also offers useful suggestions on managing child behaviour, although these parenting tips are most likely to be useful to those parents who least need them (i.e., those with numerous personal and social resources, whose children are presenting only minor behavioural difficulties). The two general themes of the book, child behaviour as communication and developmental norms as guidelines for deciding if behaviour is problematic, are well-suited to the purposes of a parent reference book. They offer an appropriate framework for discussing specific child behaviours and helping parents to determine if these behaviours are problematic in their children. This book is a welcome addition to the list of available parenting books, and may prove particularly useful for younger parents in need of accurate and understandable information about normal child development and behaviour. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Helping the noncompliant child: Family-based treatment for oppositional behavior (2nd ed.).

Reviews the book, Helping the noncompliant child: Family-based treatment for oppositional behavior (2nd ed.) by R. J. McMahon and R. L. Forehand (see record 2004-00004-000). Positive outcomes of parent training programs have been well documented in the literature (Lonigan, Elbert, & Johnson, 1998). These programs are often recommended for young children exhibiting disruptive behaviors (Kazdin, 1997). The efficacy of parent training programs for families who are able to complete treatment is documented for both short-term and long-term goals (Brestan & Eyberg, 1998; Lonigan et al., 1998). Helping the Noncompliant Child: Family-Based Treatment for Oppositional Behavior is the second edition of a successful parent training program that promises to deliver results similar to those of the earlier program. In their book, McMahon and Forehand present an intervention treatment program designed for children ages 3 to 8 years who present as "excessively noncompliant." The treatment program is based on the premise that "the child's noncompliant, inappropriate behavior is shaped and maintained through maladaptive patterns of family interaction, which reinforce coercive behaviors" (p. 28). McMahon and Forehand's HNC program provides parents with a specific and practical way to get out of the coercive cycle of negative interactions by using attention and rewards, ignoring negative behaviors, and giving clear instructions. The program falls short when it uses essentially the same time-out procedure for noncompliance for children between the ages of 3 and 8 and regardless of the function or reason for the noncompliance. To intervene effectively with a child, all of the issues at hand must be taken into consideration. In severe cases, the time-out procedure recommended could actually increase conflict between the parent and the child should the child not comply, resulting in family drop out or the need to modify the adjunctive individual therapies. Preparing parents for these exceptions and possible need for modifying the program by clarifying the populations who have been successful and unsuccessful in parent training programs would be a good addition to the book. This book can only be recommended for use with families for whom a thorough evaluation has determined that the child's noncompliant behaviors are a function of coercive family interactions consisting of unclear parenting messages. The child must evidence the ability to participate effectively in the time-out procedure. The child and family must clearly fit into the population shown to benefit from parent training programs. For these families, the HNC program may decrease noncompliant behaviors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hope and Guidance for Parents of Children with OCD: A Review of Freeing Your Child from Obsessive-Compulsive Disorder.

Reviews the book "Freeing Your Child from Obsessive-Compulsive Disorder," by T.E. Chansky (see record 2000-16012-000). This is a concise and helpful resource for parents who are seeking active participation as an agent in their child's treatment of Obsessive-Compulsive Disorder (OCD). It is likely that one book alone will never be sufficient to help a child and/or parent through an entire course of treatment for OCD; rather, change appears to come through a combination of many resources, including information, books, professional support, and skill development. As part of a comprehensive intervention approach, this book provides a "roadmap" for parents seeking a helping role in supporting their child's treatment trajectory. Although this book contains invaluable information for parents, the information and guidelines will be best understood and most effectively employed when parents are consulting with a qualified psychologist. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Establishing family foundations: Intervention effects on coparenting, parent/infant well-being, and parent-child relations.

This study investigated the ability of a theoretically driven, psychosocial prevention program implemented through childbirth education programs to enhance the coparental relationship, parental mental health, the parent-child relationship, and infant emotional and physiological regulation. A sample of 169 heterosexual, adult couples who were expecting their 1st child was randomized to intervention and control conditions. The intervention families participated in Family Foundations, a series of 8 classes, delivered before and after birth, that was designed as a universal prevention program (i.e., it was applicable to all couples, not just those at high risk). Intent-to-treat analyses indicated significant program effects on coparental support, maternal depression and anxiety, distress in the parent-child relationship, and several indicators of infant regulation. Intervention effects were not moderated by income, but greater positive impact of the program was found for lower educated parents and for families with a father who reported higher levels of insecure attachment in close relationships. These findings support the view that coparenting is a potentially malleable intervention target that may influence family relationships as well as parent and child well-being. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Helping Bereaved Children, Second Edition: A Handbook for Practitioners.

Reviews the book, Helping Bereaved Children, Second Edition: A Handbook for Practitioners edited by Nancy Boyd Webb (see record 2002-02276-000). When health policy decision-makers understand the greater societal benefits of providing evidence-based bereavement support to children and adolescents, our country will have coordinated, accessible, and comprehensive Loss Support programs for every family member. Until then, we are fortunate to have this guide to educate us on how to best support our most vulnerable family members when someone loved dies. Although the title specifically targets practitioners, I believe that the plain language and holistic approach would assist parents and other adults in supporting these children and teens. I am pleased to endorse this book as an excellent resource for professionals and lay people alike as we all strive to ensure that our children receive the best support for the grief they experience in their young lives. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Helping students succeed in the regular classroom: A guide for developing intervention assistance programs.

Reviews the book, Helping students succeed in the regular classroom: A guide for developing intervention assistance programs by Joseph E. Zins, Michael J. Curtis, Janet L. Graden, and Charlene R. Ponti (see record 1988-97800-000). The goal of this book is to provide sufficient detail to enable practitioners to make intervention assistance programs integral components of their current educational systems. Authored by four of the field's leading scholars and practitioners in the area of prereferral intervention, the book clearly succeeds in achieving these goals and, hopefully, in helping to stave off the "bandwagon" mentality that could easily engulf the new service delivery models that are appearing nationwide. Helping Students Succeed in the Regular Classroom begins at a conceptual level by examining the rationale, logic and need for intervention assistance programs. Reflecting the best of contemporary thinking in this area, the authors' arguments for alternatives to traditional special education services are sound and convincing. Moving beyond merely critiquing the mistakes of traditional service delivery models, the book rapidly builds a solid theoretical framework from which innovative solutions to old and persistent problems can be developed. Complementing the conceptual and theoretical elements of the book is a broad-ranging overview of pragmatic, "how to" information for the practitioner. If Helping Students Succeed in the Regular Classroom has a shortcoming, it is that some of these practice-oriented chapters suffer from trying to cover too much material in too little space. For example, while the authors acknowledge the critical nature of obtaining sanction and support at the district level for intervention assistance programs, they devote less than one page to this extremely complex topic. Overall, I recommend this book to the readership of School Psychology Quarterly with great enthusiasm. It addresses topics of critical importance to our field, and does so in a well-reasoned, scholarly and practical manner. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Parent-child interaction and development disabilities: Theory, research, and intervention.

Reviews the book, Parent-child interaction and development disabilities: Theory, research, and intervention by Kofi Marfo (see record 1988-98167-000). The growing interest in social support family-centered interventions for developmentally disabled children has found expression in this volume. The editor has outlined an ambitious set of objectives for the book, including "the integration of theoretical, research and clinical perspectives" on parent-child interactions with handicapped children. While certainly not the first attempt to apply a family focus to this population (e.g., Gallagher & Vietze, 1986), this book provides both a multidisciplinary approach to the field with an emphasis on data presentation. The book is divided into four major parts: (1) social-emotional aspects of parent-child interaction, (2) maternal response style and language development, (3) issues in intervention and evaluation, and (4) a review of parent-child observational systems. Each section is preceded by a brief introduction to the authors and topics to be covered. Although this method of organization enhances the cohesion of each section, certain topics are covered in much greater depth than others. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Filial Therapy with Immigrant Korean Parents in the United States.

This study was designed to determine the effectiveness of a 10-week filial therapy training model as a method of intervention for immigrant Korean parents in the United States. Results of the analyses of covariance revealed that the immigrant Korean parents in the experimental group significantly increased their level of empathic interactions with their children and their attitude of acceptance toward their children, and significantly reduced their level of stress related to parenting as compared to parents in the control groups. This study supports the use of filial therapy for promoting the parent-child relationship in immigrant Korean families in the United States. Filial therapy helps immigrant Korean parents to be therapeutic agents for their children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Bulimia: A guide to recovery.

Reviews the book, Bulimia: A guide to recovery by Lindsey Hall and Leigh Cohn (1986). This self-help book is presented in three parts. The opening section includes two chapters. The first consists of answers to common questions about bulimia such as: What is bulimia? Is it dangerous? Why do people become bulimic? Why are bulimics mainly women? What does it feel like to binge-vomit? The answers to these questions are accurate, informative, and concise. The second chapter is the personal story of Lindsey Hall's nine-year history of binging and purging. The second section of the book, entitled "Overcoming Bulimia" and addressed to individuals coping with bulimia, includes a systematic approach to dealing with the disorder. Logical, practical ways to undertake the self-change process are presented. The final section of the book contains a variety of appendices including a 2-week program to stop binging and a guide for developing a bulimia support group. This brief book is an excellent adjunct to therapy for bulimia. In describing her struggle to overcome a serious eating disorder, Lindsey Hall serves as an appropriate coping model for others dealing with bulimia. Her honest account of repeated efforts at self-change are instructive and inspirational. I suspect that many clients will be able to identify with her and her struggle to change and will be positively motivated by this book. I am less optimistic about the value of the book without some form of treatment by a professional or recognized self-help organization. As is often the case with self-help books, it is questionable whether clients can successfully apply the recommended treatment strategies on their own. Nonetheless, I found the book to be informative, interesting, and well written. I recommend it highly as an adjunct to treatment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Managing physical handicaps: A practical guide for parents, care providers, and educators.

Reviews the book, Managing physical handicaps: A practical guide for parents, care providers, and educators by Beverly A. Fraser and Robert N. Hensinger. This is a well-written, information-packed potential source of assistance to those working with the more severely involved members of the physically disabled population. The book contains 14 chapters organized into four sections: (1) Looking Beyond the Patient to the Person, (2) About Physical Handicaps, (3) Techniques and Tips for Helping Those with Severe Impairments, and (4) Looking Ahead. The orientation of the book is centered on the management of the physical disabilities of the childhood population under discussion. This book would serve a very practical purpose not only as a desk reference for teachers and others caring for the severely physically disabled child and young adult in the school system, but in the preservice classrooms of those students preparing for careers in this area. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Impacts d'un programme d'interventions multidimensionnel con?u pour les parents et leur enfant ayant un TDAH sur le stress parental et la relation parent–enfant.

The behaviours that characterize ADHD (Attention-Deficit/Hyperactivity Disorder) often lead to impairments in the parent–child relationship and contribute to increased stress amongst parents of children with the disorder. The main objective of this research is to evaluate the impact of a multimodal intervention program (Multi-Propulsions) on parental stress and on parent–child relationship as perceived by parents. The program combines: (1) a cognitive-behavioural program for ADHD children including physical activities in an adapted gymnasium; (2) a cognitive-behavioural parent training program; (3) joint activities with children and parents under the supervision of professionals. Sample contents 23 families with ADHD children aged between 6 and 12 years old from the ADHD clinic of the Rivière-des-Prairies Hospital in Montreal. Participants were randomly assigned to treatment or waiting group. Results highlight the efficiency of Multi-Propulsions program for diminishing parental stress, particularly stress associated with child's characteristics, and these therapeutic gains were maintained four months after the treatment. Furthermore, the results show an improvement in the quality of parent–child relationship. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Perceptions of the Parent-Adolescent Relationship: A Longitudinal Investigation.

Aself-report measure of conflict and aspects of warmth in the parent-child relationship was completed by 1,330 11-year-old twins, 1,176 of whom completed the inventory again 3 years later. On average, adolescents' perceptions of the quality of the parent-child relationship declined consistently and moderately between age 11 and age 14. Conflict with parents increased, whereas all aspects of warmth decreased; changes were significantly greater for girls than boys. Variances increased with age, primarily because of increases in the magnitude of genetic effects. Heritability estimates ranged from .09 to .31 at intake and .35 to .45 at follow-up and tended to be higher for boys than girls. Changes in the parent-child relationship are interpreted as reflecting genotype-environment correlation processes whereby adolescents increasingly influence their relationships with their parents. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mutual attachment, personality, and drug use: pathways from childhood to young adulthood

Young adult drug use stemming from childhood aggression, the parent-child mutual attachment relationship, and the effect of unconventionality were studied. Youngsters and their mothers were interviewed when the former were early adolescents, late adolescents, and young adults. Additional data were collected from the mothers when their youngsters were children. The analysis was conducted on youngsters who had complete data at all 4 points in time. The findings were in accord with the family interactional model; that is, the parent-child mutual attachment relationship affects unconventionality in the youngster, which, in turn, affects young adult drug use. The results indicate that the parent-child mutual attachment relationship does so through (a) the stability of the attachment relationship from childhood to young adulthood, (b) the stability of unconventional personality and behavioral attributes from early adolescence to young adulthood, and (c) the stability of drug use from early adolescence to young adulthood. The findings imply that (a) early intervention with respect to aggression, (b) interventions that focus on strengthening the parent-child bond and conventional behavior, and (c) interventions aimed at early drug use should be most effective in reducing young adult drug use.     

Parental influences on adolescents' oral health behavior: two-year follow-up of the Norwegian Longitudinal Health Behavior Study participants

This study explores the influences of parents' behavior and the parent-child relationship upon adolescents' smoking, oral hygiene performance and intake of sugared foods. In 1993 (Time 1), a representative sample of 709 16-yr-old adolescents in Hordaland County, Norway and their parents completed questionnaires at home. A postal follow-up 2 yr later (Time 2) provided 781 answers. The present analyses included 597 cohort participants who responded on both occasions, and 460 mothers and 399 fathers who replied in 1993. Influence of the parent-child relationship was assessed in terms of two scales: parental support and parental control of the youngsters. Multivariate regression analyses indicated that adolescents' oral health behaviors at Time 1, were each powerful predictors of their corresponding behaviors at Time 2. When the Time 1 parental behavior and the Time 2 parent-child relationship scales were added, mothers' oral hygiene performance and sugar intake accounted for a significant amount of the variance in the corresponding behaviors of adolescents at Time 2. Fathers' smoking and the parental control scale contributed to the prediction of adolescents' Time 2 smoking. These results extend previous ones obtained from cross-sectional studies and give further support to the importance of including the family in prevention campaigns aimed at adolescents.     

Review of Conducting child custody evaluations: A comprehensive guide.

Reviews the book, Conducting child custody evaluations: A comprehensive guide by Philip Michael Stahl (see record 1994-98484-000). In this book, the author details how the courts benefit from custody evaluations, how the family benefits, when evaluations could actually be harmful, and offers some particularly unique and useful suggestions on evaluator biases. He brings up the interesting issue of who is the real client/consumer. He understands that the client really cannot be the child independent of his/her family, even though we all mourn the cliche, "best interests of the child," as if this phrase were some operationally clear "guideline." A main author bias is "the best parenting is achieved with two parents" (p. 25). There is at least some research evidence (and clinical experience) that would dispute this in more cases than the author might care to acknowledge. A second bias is that children must perceive that their parents can develop a post-divorce relationship free of hostility in which each parent is a champion for the other. Stahl displays a keen understanding of the dynamics of the post-divorce world. In his heart, he seems more a therapist than an "objective evaluator" and harbors a strong bias to help people move productively through the crises that are everywhere in evidence in post-divorce situations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Parent-Child Interaction.

Reviews the book, Parent-Child Interaction by Hugh Lytton (1980). In this book, Lytton describes the planning, execution, and results of a long-term study of two-year-old boys. Some of the data have already appeared in journal articles. However, the book format affords the opportunity to provide greater detail than any journal editor would ever allow, and the result is interesting and worthwhile reading. Lytton's research objective was three-fold: to describe social development in the areas of attachment, compliance, and verbal communication; to look at the reciprocal interactions occurring between young boys and their parents; and, finally, to evaluate the role of certain parental child-rearing practices as predictors of social development. The results themselves provide interesting reading, particularly as they are tied to existing research findings as well as being related to various current theoretical positions. For any serious student of parent-child interaction it should be considered highly recommended reading. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Dialogues on difference: Studies of diversity in the therapeutic relationship.

Reviews the book, Dialogues on difference: Studies of diversity in the therapeutic relationship edited by J. Christopher Muran (see record 2006-11731-000). Muran, the editor and one of the authors of the book being reviewed here, has contributed an excellent tome. The book fastens a time when speaking of psychotherapy and cultural competence will be unnecessary because of its redundancy. Furthermore, Muran has made use of a powerful, extremely relevant yet equally demanding structure to bring this book about: actual, consecutive dialogues between the chapter author(s), the respective two commentators, and the author(s) once again in a rejoinder. The dialogue format requires a significant commitment to the project over time and a systematic follow through for the dialogues to come to fruition. The final product is highly recommended reading for psychotherapy practitioners at all stages of professional development, for psychotherapy researchers seeking important lines of research on psychotherapy process, and for instructors wanting potent illustrations by courageous therapists willing to expose their internal processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)