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Objective: The aim of this study is to evaluate the role of mothers' democratic, authoritarian, permissive, and overprotective parenting styles in childhood obesity and mothers' perception of their children's body weight. Method: The research was cross-sectional in design, and a total of 94 children aged between two and six years were included, together with their mothers. Mothers were administered the Parental Attitude Scale, and children's Body Mass Index (BMI) was classified using agegender- specific tables of the International Obesity Task Force (IOTF). The effect of mothers' parental attitudes on their children's BMI groups was evaluated. However, mothers matched their child's appearance to the appearance they thought corresponded to the age and genderspecific weight plot and mothers' weight perceptions were evaluated. Results: The prevalence of overweight-obesity among children was found to be 19.2%. There wasn't statistically difference between democratic, authoritarian, overprotective and permissive parenting styles and BMI categories of children (p=0.819, p=0.878, p=0.319, p=0.494). The mothers of overweight-obese children perceived their children as significantly overweight compared to other children (p<0.001), they associated their overweight-obese children with the normal body weight imagery. Mothers of children with a normal body weight also selected thinner child images to represent their own child. Conclusions: Mothers of children with normal body weight and overweight-obese BMI, perceived their children's body weight as thinner than it actually was. It's recommended that mothers' perceptions of their children's body weight be assessed in well-child clinics. In cases where these perceptions are inaccurate, mothers should be informed and provided with educational materials. [ABSTRACT FROM AUTHOR]

Objective: A bidirectional relationship between family functioning and parenting styles and Attention Deficit and Hyperactivity Disorder (ADHD) is proposed. The aim of this study is to examine the effect of ADHD symptoms on parenting styles and the general functionality of the family as well as symptoms of depression and anxiety., Methods: 73 children with ADHD (56%) and 56 controls (43%) (a total of 129 participants, 31% female, 69% male) with a mean age of 11.3 (7-17, n: 129) were included in the study, which was conducted in Gaziantep University Hospital Child Psychiatry Department in 2022. The participants completed psychometric scales., Results: Parents of children with ADHD showed higher positive parenting scores than the control group ( p  < 0.05). Inconsistent discipline scores were substantially higher in the ADHD combined subtype (14.38 ± 5.2) than in the attention deficit dominant group (17.59 ± 3.96) In addition, a strong correlation was found between familial functionality scores and ADHD severity in the ADHD attention deficit dominant subtype (r:0.601; p:0.027) and as ADHD severity increased, family functionality decreased., Conclusions: This study shows that parents of children with ADHD have different parenting styles and ADHD affects the overall functionality of the family in the Turkish sample.

The current study explored Turkish prospective early childhood teachers’ emotional intelligence scores in order to determine whether levels indicated differentiations according to grade level, and parenting style. Participants responded to the Turkish version of the Parenting Style Inventory and Emotional Intelligence Scale (EIS). EIS also contains the Perception of Own Emotions (POE), Understanding Others’ Emotions (UOE) and Regulating Emotions (RE) subscales. Study findings revealed that participants had moderate scores on the POE, UOE, and RE subscales and for whole emotional intelligence. Significant differences in total emotional intelligence and some subscales were found among grade levels and parenting styles. However findings showed that prospective teachers’ EI level did not increase as their professional education level increases. Also, prospective teachers with neglecting parents obtained the lowest mean scores from the total scale and every subscale for EIS. The study concluded that teacher education programs should support emotional development too. [ABSTRACT FROM PUBLISHER]

This study explored the roles of individual factors (age, gender, locus of control, self-esteem, and loneliness), parenting style, and academic achievement in discriminating students involved in bullying (as bullies, victims, and bully/victims) from those not involved. Participants comprised 742 middle school students (393 females, 349 males). The results of multinomial logistic regression analysis indicated that a higher locus of control, lower strictness/supervision scores, increased age, and being male increased the likelihood of being a bully; a higher locus of control, higher loneliness score, and a lower acceptance/involvement score increased the likelihood of being a victim; and higher loneliness and psychological autonomy scores and lower acceptance/involvement, strictness/supervision, and academic achievement scores increased the likelihood of being a bully/victim. Although parental style variables play an important role in involvement in bullying, the individual factor loneliness is a more powerful predictor than other predictors in discriminating victims and bully/victims from uninvolved students. Age and gender are stronger predictors than other predictors in discriminating bullies from uninvolved students. [ABSTRACT FROM PUBLISHER]

The aim of this research is to analyze parenting styles of families with 5-6 year-old children according to several variables (gender of children, number of children, immediate family, big family, education level of mother and father). The sample of the study consists of 2751 families living in 12 different cities in different regions of Turkey. Data was collected through "Parenting Styles and Dimensions Scale" which were developed by Kapçı ve Erdinç-Demirci (2009). The results of the study showed that child gender, number of children, parents' level of education cause significant difference on parenting style. [ABSTRACT FROM AUTHOR]

When families migrate the new culture and culture of origin may conflict, with possible consequences for parenting and children's development. Turks form one of the largest immigrant groups in Western Europe, and there is also much movement within Turkey. This study compares three groups; Turkish immigrants to the UK (N = 142), migrants within Turkey (N = 229), and Turkish non-migrants (locals, N = 396). The children were 39-71 months old (M = 58 months, SD = 6.5), 392 were boys and 375 were girls. Parents supplied data on family characteristics and parenting, and teachers supplied data on children's behaviour. Using Baumrind's parenting model and allowing for background effects, compared to non-migrants and migrants, the immigrant parents were less permissive and more authoritarian. Children in immigrant families had more externalizing problems, internalizing problems and emotional dysregulation and less social competence than migrant and non-migrant children. Multilevel models and structural equation models both found that these effects upon child behaviour were evident after taking into account demographic factors and were not eliminated by taking into account parenting style differences, and thus suggest that immigration and migration are risk factors for child behaviour. Effects of immigrant and migrant status were partly direct and partly indirect via their effects on parenting. [ABSTRACT FROM AUTHOR]