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This study investigates the associations between perceived parenting and borderline personality disorder (BPD) in adolescents. The relations between components of parenting and BPD features were explored. Participants (N = 270; mean age = 15.3) assessed their own BPD features (Personality Assessment Inventory) and both of their parents' parenting practices (Parents as Social Context Questionnaire; Perceived Parental Autonomy Support Scale). SEM results suggest that controlling, rejecting and chaotic parenting all predicted global BPD, and all these parenting components were significantly associated with at least one BPD feature. Chaotic parenting, a relatively neglected construct in the BPD literature, seems to play an important role in early BPD. [ABSTRACT FROM AUTHOR]

Some aspects of parenting have been differentially associated with adolescents' intrinsic values (affiliation, self-acceptance, and community) and extrinsic values (wealth, beauty, and fame). This study examines how the three components of detrimental parenting (i.e., rejecting, chaotic, and controlling parenting) relate to adolescents' values (N = 647; ages 14–17; 57% girls). In addition to their perceptions of detrimental parenting, adolescents rated how important intrinsic and extrinsic values are to them and the extent to which their parents put intrinsic and extrinsic values into practice. Controlling for age, gender, and parents' values, chaotic parenting moderated the correspondence between parents' and adolescents' extrinsic values. In addition, controlling parenting was the only parenting component directly related to adolescents' values, being positively associated with adolescents' extrinsic values. Highlights: Perceived controlling (but not chaotic or rejecting) parenting was linked with more adolescents' extrinsic values. When adolescents perceived higher chaos, their values corresponded slightly less strongly to their perceived parent's enacted values. All results were obtained after controlling for key covariates, such as adolescents' age and gender. [ABSTRACT FROM AUTHOR]

A pre-post pilot study suggests that the How-to Parenting Program (Faber & Mazlish, 2012) could improve parenting quality (structure, affiliation, autonomy support) and child mental health (Joussemet et al., 2014). However, whether improvements are maintained over time and whether they are reported by all parents remain unclear. In this study, we followed Joussemet et al.'s sample of parents during one year after their program participation. A total of 93 parents of elementary school children reported on their parenting practices and evaluated their children's externalizing and internalizing problems at pre- and post-test, and again at 6- and 12-month follow-ups. Multivariate multilevel analyses revealed that linear and quadratic trends over the four assessments were significant for all variables, except for affiliation (linear trend only). Affiliation improvements continued to increase over time whereas all other improvements generally occurred before the six-month follow-up and then stabilized (or decreased) from the six-month to the one-year follow-up. Exploratory analyses revealed that only parent gender and child age moderated improvements in some aspects of parenting, but no other moderation was observed. Positive associations between parenting and child mental health change were also observed. These results suggest that the How-to Parenting Program could yield long-term benefits for many families. Highlights: The How-to Parenting Program includes skills to provide structure, affiliation, but also autonomy support. Parents reported improvements in all parenting dimensions several months after participating in the program, compared to baseline. Parents reported fewer child externalizing problems several months after participating in the program, compared to baseline. A linear trend was observed for affiliation, while changes in other outcomes followed a quadratic pattern. [ABSTRACT FROM AUTHOR]

Using structural equation modeling (SEM), this study examines how adolescents' rated importance (talk) and enactment (walk) of extrinsic values (wealth, beauty, and fame) and intrinsic values (affiliation, self-acceptance, and community) relate to their well-being and risk-taking. An online questionnaire was filled out by 647 adolescents (57.1% girls), aged between 14 and 17 years old (Mage = 15.5 years). Talk intrinsic values were positively associated with well-being, whereas talk extrinsic values were non-significantly related to it. As for the walk measures, we found an interaction between extrinsic and intrinsic values in the prediction of well-being. Extrinsic values enactment and well-being were positively related among adolescents reporting lower intrinsic values enactment, but not among adolescents who reported higher intrinsic values enactment. Finally, using either talk or walk measures, only extrinsic values were associated with higher risk-taking behaviors. [ABSTRACT FROM AUTHOR]

Praise may have different effects on child self-esteem, depending on its informational and evaluative value. In this multiphase, multimethod investigation, we assessed the interplaying role of two outcome-oriented praises that differed in their informational and evaluative value (i.e., descriptive and non-specific praise) on indicators of child self-esteem. In phase 177 mothers reported on their usage of descriptive and non-specific praise, while their child (M = 10.09 years old) reported on their level of self-esteem. In phase 2, a subsample of 43 children completed an experimental art task during which an experimenter offered either descriptive or non-specific praise. Children then rated their competence at that task. Results from phase 1 showed that mother usage of descriptive and non-specific praise interacted to predict child self-esteem. Specifically, the relation between descriptive praise and child self-esteem was positive (vs. non-significant) when mothers used moderate to high (vs. low) amounts of non-specific praise. Furthermore, the relation between non-specific praise and child self-esteem was negative (vs. non-significant) when mothers used low (vs. moderate to high) levels of descriptive praise. Results from phase 2 showed that differences between descriptive and non-specific praise conditions emerged on child perceived competence for children reporting lower (but not higher) global self-esteem. Specifically, children with lower global self-esteem rated themselves as more competent when given descriptive (rather than non-specific) praise. Results underlie the relevance of including descriptive elements when offering outcome-oriented praise to children. They also advance the field by identifying different ways to offer outcome-oriented praise. Highlights: Compared to non-specific praise, descriptive praise is believed to be more informational. Descriptive praise is positively linked to child self-esteem when mothers combine it with non-specific praise. Non-specific praise is negatively linked to child self-esteem when mothers don't combine it with descriptive praise. Children with lower (vs. higher) global self-esteem respond better (vs. similarly) to descriptive praise, compared to non-specific praise. [ABSTRACT FROM AUTHOR]

Abstract: Although child difficult temperament is a well‐known risk factor for parenting quality, few studies have focused on the association between specific temperament dimensions and parental behaviours. This study focused on negative emotionality, one of the best‐accepted dimensions of temperament, and its subdimensions of irritability and fearfulness. The aim of the present study was to evaluate the predictive value of irritability and fearfulness at 17 months upon parenting practices (involvement, coercion, and overprotection) at 29 months, beyond the influence of other well‐known risk factors (e.g., socio‐economic status and maternal depression). The study used data from the Quebec Longitudinal Study of Child Development, a longitudinal study conducted upon 1,829 families from Quebec (Canada), using self‐report questionnaires and medical files. Structural equation modelling identified irritability as a predictor of coercion, an externally controlling practice, whereas fearfulness predicted overprotection, an internally controlling practice. No significant associations were found after modelling between dimensions of negative emotionality and involvement. These results underline how certain aspects of child temperament may differentially “pull for control” and lead parents to act in a certain way, which may thwart young children's development and need for autonomy. Highlights: This article investigates the associations between negative emotionality (i.e., irritability and fearfulness) and parenting (i.e., involvement, coercion, and overprotection). Structural equation modelling was used on data collected during a longitudinal study with a representative sample of 2,223 families. Each dimension of negative emotionality was associated to a different form of controlling parenting 1 year later (i.e., irritability with coercion and fearfulness with overprotection). [ABSTRACT FROM AUTHOR]

Mindfulness-Based Interventions (MBIs) have been increasingly implemented in schools to foster better emotional regulation skills for students with special education needs such as learning disabilities (LDs). This pilot study aimed to evaluate the impact of a MBI on the need satisfaction of elementary students with severe LDs. A prospective quasi-experimental design involving one group and two time points was employed. A sample of 14 elementary school students from a severe LDs special education class participated in this project. Repeated-measures ANOVAs were conducted and revealed a significant reduction in need satisfaction, with a large effect size (η2 = .35). Contrary to our hypothesis, the MBI appeared to be negatively related to need satisfaction among participants. These results indicate that MBIs could be linked with better self-evaluation skills in students with severe LDs, which, in turn, may change (or increase the accuracy of ) the perception that children have of their own need satisfaction. [ABSTRACT FROM AUTHOR]

Motivational research conducted within self-determination theory suggests that autonomy-supportive (AS) parenting fosters rule internalization, while more controlling tactics hinder it. The goal of the present study is to examine how AS in a socialization context relates to toddlers' internalization. Toddlers participated in a clean-up and a toy prohibition task at 2 and 3.5 years of age (T1: N = 102; T2: N = 85). Their parent's disciplinary strategies were coded the first year. Toddlers' committed compliance, indicative of rule internalization, was coded at both time points. After controlling for covariates and initial committed compliance, a linear regression was conducted to predict change in committed compliance over time. As expected, results reveal that parental AS strategies when toddlers were 2 years old were positively related to an improvement in committed compliance from 2 to 3.5 years of age, while controlling strategies predicted deterioration. This prospective, observational study suggests that supporting toddlers' autonomy in socialization contexts fosters rule internalization. [ABSTRACT FROM AUTHOR]

Background The benefits of autonomy support with the general population have been demonstrated numerous times. However, little research has been conducted to verify if these benefits apply to people with special needs. Methods The goal of the study was to examine whether autonomy support (AS) can foster the sense of autonomy of people with a mild intellectual disabilities (MIDs) and improve their experience while engaging in an important but unpleasant learning activity. This experiment compares the effects of two contexts: with and without AS. All participants ( N = 51) had a mild intellectual disability and were recruited from rehabilitation centres. Results Compared to participants in the control group, participants in the AS group tended to experience greater autonomy satisfaction and tended to perceive more value to the activity. They were also significantly more engaged in it, and they experienced a steeper decrease in anxiety over time. Conclusions This study suggests that the benefits of AS extend to individuals with mild intellectual disability. [ABSTRACT FROM AUTHOR]

The purpose of this study was to evaluate coaches' experience of the reROOT program, a program aiming to increase coaches' autonomy-supportive skills, structure, and involvement. We delivered the program to 32 university sports coaches, and of these coaches, 13 participated in three semistructured focus groups 2 weeks postprogram and discussed their experience of the program. Guiding questions aimed at assessing participants' responsiveness to the program and its perceived usefulness. Classical content analyses were performed and organized based on the guiding questions when applicable. Results suggest that coaches appreciated the program, believed that they could implement its skills in their day-to-day coaching, and observed positive impacts on themselves and their athletes despite the COVID-19 pandemic. It thus appears that coaches are responsive to the reROOT program and that it could be a useful part of their training. [ABSTRACT FROM AUTHOR]

We examined the distinct effects of early types of externally and internally controlling parenting (coercion and overprotection) on the development of childhood anxiety, while controlling for other important risk factors. Developmental trajectories of child anxiety were modeled from a Quebec representative sample ( N = 2,120 children; 2.5- to 8-years of age). The relative impact of a host of putative child, mother, and family risk factors measured in early childhood was assessed using multinomial regressions. In addition to child shyness, maternal depression and family dysfunction, both coercive and overprotective parenting increase the risk for higher child anxiety. An interaction between maternal depression and overprotection was found, indicating that overprotection only increases child anxiety when maternal depression is high. Finally, maternal overprotection was also found to predict second grade teacher reports of children's anxiety. [ABSTRACT FROM AUTHOR]

Parenting quality is widely accepted as a primary predictor of children's mental health. The present study examined the effectiveness of a parenting program in fostering optimal parenting and child mental health. The selected program was How to talk so kids will listen & listen so kids will talk (How-to Parenting Program). This program was selected because its content corresponds closely to what the parenting style literature suggests is optimal parenting (i.e., includes structure, affiliation and autonomy support). Eleven groups of six to twelve parents were conducted in 7 local grade schools. The program, offered by two trained leaders, consisted of eight weekly sessions and taught a total of 30 skills. A total of 82 parents completed questionnaires both prior to and after the program. Participants' children between eight and 12 years old ( N = 44) completed questionnaires at school, at both assessment points. Repeated measures ANOVAs using parent reports indicated that structure, affiliation and autonomy support were increased after the program, compared to baseline. The level of child internalizing and externalizing problems also decreased significantly. Importantly, children reports confirmed that parental autonomy support increased from pre to post-test and child-reported well-being improved as well. The preliminary evidence from this pre-test versus post-test repeated measures design suggests that the How-to Parenting Program is effective in improving parenting style and in promoting children's mental health and that future evaluation research examining the potential of this program is warranted. [ABSTRACT FROM AUTHOR]

"How to Talk so Kids will Listen & Listen so Kids will Talk" is a universal parenting program hypothesized to teach three key parenting components: autonomy support, affiliation, and structure. To assess its impact on these components, we conducted its first randomized controlled trial. We recruited 293 parent-child dyads, which we randomized into 30 parenting groups. Fifteen groups received the program immediately (How-to condition), while the other half received it 14 months later (waitlist condition). Parents and their child (M age = 7.60) rated parent autonomy support, affiliation and structure at pre- and post-intervention as well as at six- and twelve-month follow-ups. At post-intervention, parents in the How-to condition reported more autonomy support than parents in the waitlist condition and, for those scoring low on affiliation or structure at pre-intervention, more affiliation and (potentially) structure, respectively. Limited differences were reported by children. Post-intervention differences remained stable over the 12-month follow up. • This RCT examined the impact of the How-to Parenting Program on parenting. • The program enhanced autonomy support, and to some extent affiliation and structure. • Observed benefits persisted over a 12-month follow up period. • The program seemed most beneficial for parents with lower initial parenting skills. • This was the first RCT assessing the How-to Parenting Program. [ABSTRACT FROM AUTHOR]

The benefits of autonomy support in the domain of education have been well established within the general population, but have yet to be demonstrated within clinical populations. The present study investigated the benefits of an autonomy-supportive interpersonal style on teenage girls' internalization of a tedious clinical workshop and their subjective experience during this task. Participants were female teenagers placed in a social rehabilitation center for their severe emotional and behavioral problems ( n = 29). An experimental design allowed comparing the impact of learning a tedious, but important workshop with or without autonomy support on internalization and experiential outcomes. Results demonstrate that autonomy support leads to higher perceived task's value, task liking as well as less negative affect compared to a condition without autonomy-support. Participants in the autonomy-supportive condition also perceived the instructor as more competent. By uncovering benefits of autonomy support to a clinical population of adolescents, the present study supports self-determination theory's tenet that the benefits of autonomy support are universal. [ABSTRACT FROM AUTHOR]

The goal of the present study was to examine whether controlling parenting contributes to the problem of physical aggression. Developmental trajectories of children’s physical aggression were modeled from yearly teachers’ ratings, from ages 6 to 12. Multinomial logistic regressions ( N = 1,508) served to identify risk factors that distinguish children who display different levels of physical aggression throughout grade school. Results revealed that being a boy and having a reactive temperament were important child predictors. Parental separation and an early onset of motherhood were also significant risk factors. Finally, mothers’ controlling parenting increased the odds of following the highest trajectory of physical aggression, above and beyond the previous risk factors. [ABSTRACT FROM AUTHOR]

A longitudinal study examined the relations of maternal autonomy support to children's school adjustment. Autonomy support and other parenting dimensions were measured when children were 5 years old. School measures were teacher-rated academic and social adjustment and achievement in reading and math in grade 3. Regression analyses controlling for age 5 family and child factors (e.g., socioeconomic status [SES], kindergarten adjustment, IQ) revealed that autonomy support was positively related to grade 3 adjustment (social and academic) and reading achievement. Maternal emphasis on school performance was positively related to achievement measures but negatively related to social adjustment. Maternal use of rewards and praise was unrelated to grade 3 school measures. Finally, supplemental analyses revealed that autonomy support was associated with greater consistency in children's adjustment across social and academic domains as well as higher overall adjustment. These results highlight the developmental significance of parental autonomy support in early childhood. [ABSTRACT FROM AUTHOR]

Two experiments compared rewards and autonomy support as methods to promote children's self-regulation for an uninteresting vigilance task. Dependent measures were ratings of positive affect, perception of the task's value, and free-choice engagement. ANOVA results revealed some positive effects associated with autonomy support, whereas no effect for rewards was found in either study. The outcomes of most interest were correlations between free-choice behavior and self-reported measures of affect and value, reflecting the level of integration in self-regulation. As predicted by self-determination theory (Deci & Ryan, 1985, 1991, 2000), rewards were associated with behaviors incongruent from affect and value, whereas autonomy support led to integrated self-regulation. This finding was first detected in Study 1 and later replicated in Study 2. Together, these results point to autonomy support as a beneficial alternative to the common use of rewards. [ABSTRACT FROM AUTHOR]

Examines the effect of expected rewards on children's creativity. Assessment of creativity; Effect of rewards on the participants' task performance; Age factors in the sensitivity of consensual judgement and rarity measures.

The present study examined how toddler temperament (negative affectivity, effortful control, and surgency) and parent stress relate to parents' use of autonomy support (AS) when making requests. Based on past studies pointing to parent stress and toddler difficult temperament as possible risk factors, we proposed a mediation model where toddler temperament was expected to be related indirectly to parents' use of autonomy-supportive practices via parent stress. Parents (N = 181) reported how often they used autonomy-supportive practices when asking their toddlers (Mage = 27.7 months) to engage in important, yet uninteresting activities. They also answered questions regarding their toddler's temperament and their own stress levels. A complete mediation hypothesis was supported for negative affectivity but not for the other temperament dimensions. Both toddler negative affectivity and effortful control were indirectly related to parents' AS, via parent stress. However, effortful control was also directly associated with parent AS over and above parent stress, while surgency was not related to parent stress or parent AS. The present findings underline the need for more research on how to mitigate the impact of difficult temperamental characteristics so as to preserve parents' support for their toddlers' need for autonomy. Highlights: Parents' socialization role is key during toddlerhood but it can be challenging. Toddler temperament may affect parental stress, known to hinder parenting quality. Parents rated how much they use autonomy-supportive practices when making requests. Toddler negative affectivity was linked to less autonomy support, via parent stress. Toddler effortful control was linked to more autonomy support (directly/indirectly). [ABSTRACT FROM AUTHOR]

The present investigation examined motivation for parenting and some of its correlates in parents and children. The data came from samples of 151 first-time mothers of infants, 153 mothers of middle school children, and 260 mothers and fathers of high school children. Parents provided self-report data about their motivation in their parenting role as well as reports of role satisfaction, parental competence, child temperament, and parenting styles. Using three samples, factor analyses confirmed the distinction between autonomous and controlled forms of parenting motivation. Autonomous motivation refers to investing in the parenting role because it is interesting and meaningful whereas controlled motivation refers to investment based on external or internal pressures. Results showed that autonomous motivation was associated concurrently with parenting satisfaction and competence as well as with authoritative and autonomy-supportive parenting styles. Child temperament was unrelated to parenting motivation, but mothers reported greater autonomous motivation for girls than boys and for younger children rather than older children. Autonomous parenting motivation was associated with children reporting autonomy supportive parenting and high levels of well-being. A prospective analysis showed that controlled parenting motivation in first time mothers was associated with reductions in parenting satisfaction as infants became toddlers. A similar analysis showed that autonomous parenting motivation was associated with children developing fewer behavior problems whereas controlled motivation was associated with children developing more behavioral problems. The present findings highlight the heuristic value of assessing why parents invest themselves in the parenting role. [ABSTRACT FROM AUTHOR]

Researchers have identified socioeconomic status (SES) as a risk factor for suboptimal parenting in guided-learning settings. Yet, the confounding role of co-occurring child risk factors in the SES-parenting linkage is understudied. In this prospective study, we examined how SES, child temperament, and child cognitive abilities of 197 mother-preschooler dyads uniquely predicted later observations of key parenting components during a guided-learning task. We also assessed how family profiles of risk predicted parenting. Results showed that SES was related to affiliation but not to other parenting components when adjusting for child risk factors. Results also revealed that child temperament predicted (non-solicited) structure, whereas cognitive abilities predicted controlling parenting. Latent profile analyses supported an accumulation of risk hypothesis; families scoring high on all risk factors displayed the least optimal parenting. By pointing to the specificity of the relations between risk factors and parenting components, this research may help clarify more specific intervention targets. [ABSTRACT FROM AUTHOR]

Two studies examined the impact of performance-contingent rewards on perceived autonomy, competence, and intrinsic motivation. Autonomy was measured in terms of both decisional and affective reports. The first study revealed an undermining effect of performance-contingent rewards on affective reports of autonomy among university students, and an increase in reports of competence. Decisional autonomy judgements were unaffected by rewards. The second study replicated this pattern of findings among elementary school children. These results help resolve Cognitive Evaluation Theory's (E. L. Deci & R. M. Ryan, 1985; R. M. Ryan, V. Mims, & R. Koestner, 1983) and Eisenberger, Rhoades, et al.'s (R. Eisenberger, L. Rhoades, & J. Cameron, 1999) divergent positions on the impact of performance-contingent rewards on autonomy. The studies also included measures of intrinsic motivation. [ABSTRACT FROM AUTHOR]

Using hypothetical scenarios of rule-breaking situations, this study contrasted two behavioral limitation (BLIMIT) strategies that differ in terms of their connection to the transgression-induced problem (logical consequences vs. mild punishments, compared to no BLIMIT). A total of 215 children ( M age = 10.42) and their mothers rated the effectiveness and acceptability of these strategies, when preceded by different discipline climates (autonomy-supportive [AS] vs. controlling). Mothers rated logical consequences as the most effective and acceptable strategy in both climates and perceived BLIMIT strategies more positively in AS climates. A significant interaction also revealed that all differences between BLIMIT strategies were accentuated in AS climates. Children believed that logical consequences and mild punishments were equally effective and more effective than no BLIMIT, but they rated logical consequences as more acceptable. Children also perceived BLIMIT strategies more positively in AS climates. However, for children, climates did not moderate the effect of BLIMIT strategies. [ABSTRACT FROM AUTHOR]

The current studies examined relations between mothers’ trust in organismic development, autonomy supportive parenting, and adaptation among mothers and their young children. Study 1 showed that trust in organismic development was distinct from optimism, neuroticism, and social desirability whereas it correlated with having relaxed expectations for developmental milestones and making fewer social comparisons about one’s child. Study 2 used observational methods to demonstrate a significant link between trust in organismic development and mothers behaving in an autonomy-supportive rather than controlling manner toward their 1-year-old child during puzzle solving activities. Study 3 used a 1 year prospective design to show that trust in first time mothers was associated with better maternal and child adaptation over time, controlling for initial levels of adaptation and child temperament. Study 4 explored possible social/political antecedents of trust in organismic development by comparing the beliefs of first time mothers from Canada and Norway. The four studies suggest that trust in organismic development fosters autonomy supportive parenting practices and positive maternal and child adaptation. These findings are discussed from the perspective of self-determination theory. [ABSTRACT FROM AUTHOR]

Preliminary evidence suggests that the COVID-19 pandemic has had a negative impact on children's mental health. Given these problems can have significant impacts throughout the lifespan, preventing the negative repercussions of COVID-19 on children's mental health is essential. Philosophy for children (P4C) and mindfulness-based interventions (MBIs) show promise in this regard. The goal of the present study was to compare the impact of online MBI and P4C interventions on mental health, within the context of the COVID-19 pandemic. We used a randomized cluster trial to assess and compare the impact of both interventions on elementary school students' (N = 37) anxiety and inattention symptoms as well as on their basic psychological need satisfaction (BPN). ANCOVAs revealed a significant effect of the P4C intervention on mental health difficulties, controlling for baseline levels. Participants in the P4C group showed lower scores on the measured symptoms at post-test than participants in the MBI group. Significant effects of the MBI on levels of BPN were also found. Participants in the MBI intervention reported greater BPN satisfaction at post-test than participants in the P4C intervention. Results from this study suggest that, in the current context of the COVID-19 pandemic, a P4C intervention centered around COVID-19 related themes may be helpful to reduce mental health difficulties, that a MBI may be useful to satisfy BPN, and that both interventions were easy to offer online to elementary school students. Future work including a larger sample size and follow-up measures is warranted. Practice: Philosophy for children (P4C) and mindfulness-based interventions (MBIs) can be used to foster mental health in elementary school students, in the current COVID-19 context. Policy: As we do not anticipate that facilitators will be allowed in schools during the 2020–2021 school year and that children will, most likely, be attending school in the current COVID-19 context, policymakers who want to implement psychological support measures in elementary schools should consider an online modality, which has shown in this study to work well, be feasible, and yield positive results on youth mental health. [ABSTRACT FROM AUTHOR]