Parenting Stress A set of processes that lead to aversive psychological and physiological reactions arising from attempts to adapt to the demands of parenthood Causes and Effects Theories of Parenting Stress ID: 360456
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Assessment of Parenting Stress and the PSI-4 SFSlide2
Parenting Stress
A set of processes that lead to aversive psychological and physiological reactions arising from attempts to adapt to the demands of parenthoodSlide3
Causes and Effects:
Theories of Parenting StressSlide4
Parent-Child-Relationship (P-C-R) Stress
P=those aspects of parenting stress that arise from within the parentC=those aspects of parenting stress that arise from the child’s behaviorR=those aspects of parenting stress that arise within the parent-child relationshipSlide5
Daily Hassles (DH) Theory
Complements and extends P-C-R TheoryCumulative effect of daily stressorsEffects are serious in more extreme formsCreates potential threat to parent’s identity or roleSlide6
Stability and Change
External stressorsIndividual differencesStability vs. ChangeSlide7
Perception, Cognition, Emotion, and PhysiologySlide8
Four Components
External causal event or agent—stressorCognitive appraisalCoping mechanismsStress reactionSlide9
The Child and the Parenting Role as Causes of Stress
What makes parenting stress different from other types of stress?Chronic daily hasslesDependencyAttributes of the parentParenting role
Societal expectationsSlide10
Appraisal
ValenceControllabilityChangeabilityAmbiguitySlide11
Coping
Emotion-focusedProblem-focusedPerception of ControlSlide12
Information Processing Model of Coping
Gathering and Accumulation of ResourcesObjects (material goods)Conditions (status, social capital)Personal Attributes (personality)Energy (money, knowledge)Threats to Resources
Conscious and Unconscious
Approach and Avoidance
Initial Appraisal Formulation
Secondary Appraisal
FeedbackSlide13
Information Processing Model (cont.)
ForethoughtIntentional BehaviorSelf-reflectionSlide14
The Stress Reaction
Parenting behaviors (e.g., parental discipline, maltreatment, and abuse)Social cognitions (attitudes about and feelings toward the child)Psychopathology (e.g., depression, anxiety)Biological mechanisms of stressSlide15
Parenting Stress and the ParentSlide16
Parenting Stress and the Parent
Transition to ParenthoodAge of ParentGender of ParentIndividual DifferencesDepression and PsychopathologyTemperament and Personality
Self-referent Social CognitionsSlide17
Parenting Stress and the ChildSlide18
Parenting Stress and the Child
Prematurity and Low Birth WeightChild IllnessDevelopmental Disabilities and DisordersBehavioral and Emotional ProblemsExternalizing ProblemsInternalizing Problems
Diagnosis, Stigma, and Blame
Temperament
Gender and AgeSlide19
Parenting Behavior and the Parent-Child RelationshipSlide20
The Parent-Child Relationship
Parent-Child “Co-regulation”Child-rearing PracticesParenting StyleDiscipline PracticesChild Abuse
Physical Abuse
Psychological Abuse
Sexual AbuseSlide21
The Parent-Child Relationship
Parents’ Social CognitionsSchematicEvent-dependentKnowledge, Goals, AttributionsBiological FactorsPsychophysiologySlide22
Parent and Child EffectsSlide23
Parent and Child Effects
Bi-directionality and CausalityLongitudinal StudiesExperimentsQuasi-experimental DesignsSlide24
Family, Culture, CommunitySlide25
Family
Parents as PartnersParent GenderFamily Structures and TypesSingle ParentsStep-parent FamiliesGay or Lesbian Parent Families
Adoptive and Foster Families
Grandparents as ParentsSlide26
Community as Culture
Collectivism vs. IndividualismCultural DifferencesCommunity as WorkplaceDemands and ResourcesCommunity as NationSocioeconomic Resources
Family Leave and Child CareSlide27
Coping and InterventionSlide28
Coping Strategies
Problem-Focused CopingEmotion-Focused CopingApproach CopingAvoidance CopingRelationship-Focused CopingEmotional Support
Normalizing
Instrumental Support
EmpathySlide29
Coping Strategies
Goals, Planning, Assessment, and EvaluationIndividual DifferencesPreemptive CopingOngoing ProcessSlide30
Intervening to Reduce Parenting Stress
Expanding repertoire of child-rearing behaviorsClinical interventionsCounselingTeachingIndividual
Family
Targets
Family situation
Parental functioning
Child behaviorSlide31
Community ResourcesSlide32Slide33
Parenting Stress
Child Characteristics
Child Outcomes
Dysfunctional Parenting
Parental Characteristics
Social Eco-Environment
Parenting Stress ModelSlide34
Parenting Stress
Child Characteristics
Adaptability
Acceptability
Demandingness
Mood
Hyper/Distract
Reinforces Parent
Child Outcomes
Dysfunctional Parenting
Parental Characteristics
Depression
Sense of Competence
Perceived Role Restrictions
Parental Attachment
Physical Health
Social Eco-Environment
Social Isolation
Relatives/Spouse
Parenting Stress ModelSlide35
Domain and Subscales (101 items)
Child Characteristics
Adaptability
Demandingness
Mood
Distractibility/Hyperactivity
Acceptability – Child to parent
Child
’
s reinforcement of parent
Parent Characteristics
Depression/Guilt
Attachment to child
Social Isolation
Sense competence as a parent
Relationship spouse/partner
Role restrictions
Parental healthSlide36
Domains and Sub scalesSlide37
PSI – Short Form
Total Score (36 items)Parental Distress
(12)
Parent-Child Dysfunctional Interaction (12)
Difficult Child (12)Slide38
Total Stress Score
Designed to provide an indication of the overall level of parenting stress that an individual is experiencingSlide39
Parental Distress (PD) Subscale
Determines the level of distress a parent is experiencing in his or her role as a parent as a function of personal factors that are directly related to parenting.Slide40
Parent-Child Dysfunctional Interaction (P-CDI) Subscale
Focuses on the parent’s perception that the child does not meet his or her expectations and that his or her interactions with the child are not reinforcing to him or her as a parent.Slide41
Difficult Child (DC) Subscale
Focuses on some of the basic behavioral characteristics of children that make them either easy or difficult to manage.Slide42
Defensive Responding Scale
Assesses the extent to which the respondent approaches the questionnaire with a strong bias to present the most favorable impression of himself or herself or to minimize indications of problems or stress in the parent-child relationship.Slide43
Validity
Long form: manual refers to >250 studies documented on the PAR website Short form: manual uses the correlations between PSI-4 and PSI-4 SF to support validitySlide44
Uses of the PSI
Screening/TriageAssessment Planning/Focus
Treatment Planning and Evaluation
ResearchSlide45
Interpretation
LiteralClinical cutoff (90% ile)
Profiles – Relative elevations
Computer generated interpretive reportsSlide46
Validity With Different Cultures
Translated into 42 languagesNormed and published 10 countries
Multiple replications of factor structure
Replications of predictive studiesSlide47
Prediction and Association to Observed Behavior and Objective Criteria
Warmth and sensitivity
Parental intrusiveness
Parental negativity, hostility, rejection
Child development, child behavior objective criteriaSlide48
Intervention Studies
Early termination of treatmentTreatment outcomes
Non-adherence to medical treatmentsSlide49
Topically Arranged PSI References
(1983 – 2011)
http://www4.parinc.com/webuploads/productinfo/PSI_Bibliography.pdf