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To explore the impact mechanism of school climate on the well-being of secondary vocational students in China, we surveyed 1,427 secondary vocational students using the School Climate Scale, the PERMA-Profiler, the Chinese Positive Psychological Quality Scale for Primary and Secondary School Students, and the Parenting Styles Scale. The results showed that school climate, students' positive psychological quality, and well-being were all significantly and positively correlated with each other. Students' positive psychological quality partially mediated the relationship between school climate and their well-being. A positive parenting style moderated the relationship between positive psychological quality and well-being. The findings enhance understanding of the mechanisms underlying the relationship between school climate and well-being among secondary vocational students.

The purpose of this research was to evaluate the effectiveness of the Gestalt Oriented Positive Parenting Support Program. The study sample consisted of 36 parents (33 mothers and 3 fathers) who were selected through purposeful sampling. There were 13 participants in the experimental group, 12 participants in the placebo group, and 11 participants in the control group. The research utilized various measurement tools, such as the Demographic Information Form (DIF), Multidimensional Parental Perfectionism Questionnaire (MPPQ), Parent-Child Relationship Scale (PCRS), Me as a Parent Scale (MPS), and Alabama Parenting Questionnaire (APQ). The experimental group's pre-test and post-test scores showed significant differences for all dimensions, indicating that the program was an effective intervention. When comparing the experimental, placebo, and control group post-test scores, significant differences were found in three sub-dimensions of parental perfectionism, all dimensions of parent-child relationship, and positive parenting score. Further analysis revealed that all significant differences favored the experimental group. This finding shows that the program is an effective application for parents with children between the ages of 2-9. Finally, the post-test scores of the positive parenting dimension also differed significantly according to the experimental group pre-test scores and the control group post-test scores, confirming the hypothesis of the study and highlighting the effectiveness of the program in developing positive parenting practices. Bu araştırmanın amacı, Gestalt Odaklı Olumlu Ebeveynlik Destek Programının etkililiğini değerlendirmektir. Araştırmanın örneklemi, amaçlı örnekleme yoluyla seçilen 36 ebeveynden (33 anne ve 3 baba) oluşmaktadır. Deney grubunda 13 katılımcı, plasebo grubunda 12 katılımcı ve kontrol grubunda 11 katılımcı yer almıştır. Araştırmada Demografik Bilgi Formu (DBF), Çok Boyutlu Ebeveyn Mükemmeliyetçiliği Ölçeği (ÇBEMÖ), Ebeveyn Çocuk İlişkisi Ölçeği (EÇİO), Ebeveyn Olarak Ben Ölçeği (EOB) ve Alabama Çocuk Yetiştirme Anketi (AÇYA) ölçüm araçları kullanılmıştır. Deney grubunun ön test ve son test puanları tüm boyutlar için anlamlı farklılıklar göstererek programın etkili bir müdahale olduğunu göstermiştir. Deney, plasebo ve kontrol grubu son test puanları karşılaştırıldığında, ebeveyn mükemmeliyetçiliğinin üç alt boyutunda, ebeveyn-çocuk ilişkisinin tüm boyutlarında ve olumlu ebeveynlik puanında anlamlı farklılıklar bulunmuştur. İleri analizler, tüm anlamlı farklılıkların deney grubu lehine olduğunu ortaya koymuştur. Bu bulgu, programın 2-9 yaş arası çocuğu olan ebeveynler için etkili bir uygulama olduğunu göstermektedir. Son olarak, olumlu ebeveynlik boyutunun son test puanları da deney grubu ön test puanları ve kontrol grubu son test puanlarına göre anlamlı bir şekilde farklılaşarak çalışmanın hipotezini doğrulamış ve programın olumlu ebeveynlik uygulamaları geliştirmedeki etkililiğini vurgulamıştır.

[LANGUAGE= \"English\"] INTRODUCTION: Adolescence is a stage of life with fast cognitive, biological, and neurological changes. It has been shown that behavioral problems increase in late childhood and early adolescence. When mental, emotional, and behavioral health disorders are not effectively treated, the impact on the individual, their families, and society more broadly can be devastating and long-lasting. The aim of this study is to determine the effectiveness of Standard Teen Triple P (STTP) with parents who have behaviorally disturbed adolescents.METHODS: The research was conducted using quasi-experimental research on 78 parents who had teenagers aged between 11 and 16 years experiencing detectable behavioral and emotional problems. The participants were allocated to two groups, that is, 39 participants to the intervention group, and 39 to the control group. The data were collected using a demographic questionnaire, the strengths and difficulties questionnaire, conflict behavior questionnaire, and general health questionnaire-28. The STTP was carried out for the intervention group for 10 weeks. The data were collected immediately after the intervention, and also 2 months after the intervention. The data were evaluated using t-test, χ2 test, variance analysis, multivariate analysis of covariance, and analysis of covariance test.RESULTS: It was found that participation in the STTP resulted in improvement in parents’ mental health, reduction in adolescent problem behaviors, and fewer parent-adolescent conflicts.DISCUSSION AND CONCLUSION: STTP must be made available to parents of teenagers in Iran.

This review aimed to identify and synthesise the evidence for the positive aspects of parenting a child with autism spectrum disorder (ASD). To date, ASD parental research has predominantly focused on the negative aspects; parents and carers are left uninformed of how to strengthen their positive mental wellbeing. Three electronic databases—PubMed, Scopus, and Web of Science —were searched for literature reporting positive aspects of parenting a child with ASD, published between January 2013 and December 2023. The PRISMA 2020 checklist was used for reporting. Two hundred and fifty-four articles were retrieved from the databases. After title/abstract screening (n = 213) and full-text reviews (n = 32), six papers were included (n = 6). Sixteen positive aspects of parenting a child with ASD were identified and grouped into three themes: joyful moments, journey to resilience, and social connection. These three themes are eudaimonic wellbeing constructs and often under-represented in ASD parental studies. Focusing on joyful moments, building resilience through the parenting journey, and finding support and connection with others in similar situations can support the mental wellbeing of parents and carers of children with ASD. Future research is needed to further evaluate the positive aspects of parenting a child with ASD.

It has recently been asserted that a paradigm shift is emerging in the delivery of parenting programs. Specifically, it has been suggested that interventions from the field of interpersonal neurobiology represent sophisticated alternatives to positive parenting interventions based on social learning models and behavioural principles, and better reflect how contemporary practitioners consider parenting. We examine this assertion, dispel a number of myths, and conclude that characterisations of positive parenting programs are frequently misleading and do not adequately reflect contemporary models of practice. There is little justification to support the claim that the field should abandon this ‘paradigm’. Indeed, there has been a considerable expansion in the evidence base supporting positive parenting programs and the emergence of a public health framework that blends universal and indicated interventions that can greatly increase the reach and lower the costs of delivering parenting interventions.

This review examines the effectiveness of positive parenting interventions aimed at improving sensitivity, responsiveness, and/or non-harsh discipline on children’s early cognitive skills, in four meta-analyses addressing general mental abilities, language, executive functioning, and pre-academics. The objectives are to assess the magnitude of intervention effectiveness and identify moderators of effectiveness. We include randomized controlled trials of interventions targeting positive parenting to improve cognition in children < 6 years. Studies that include children with neurodevelopmental and/or hearing disorders were excluded. MEDLINE, PsycINFO, ERIC, and ProQuest Dissertations & Theses (October 2021) and citation chaining identified relevant records. Five reviewers completed screening/assessments, extraction, and risk of bias. Pooled analysis in Comprehensive Meta-Analysis (Version 3) used random effects modeling, with moderation via Q-statistics and meta-regression. Positive parenting interventions led to significant improvements in mental abilities (g = 0.46, N = 5746; k = 33) and language (g = 0.25, N = 6428; k = 30). Effect sizes were smaller and nonsignificant for executive functioning (g = 0.07, N = 3628; k = 14) and pre-academics (g = 0.16, N = 2365; k = 7). Robust moderators emerged for language and cognition. For cognition, studies with higher risk of bias scores yielded larger intervention effects. For language, studies with younger children had larger effect sizes. Studies mitigated selection and detection bias, though greater transparency of reporting is needed. Interventions that promote parental sensitivity, responsiveness, and non-harsh discipline improve early mental abilities and language. Studies examining executive functioning and pre-academics are needed to examine moderators of intervention effectiveness. Trial registration Systematic review PROSPERO registration. CRD42020222143

Background: COPING parent (Confident Parent Internet Guide) is an online universal parenting programme designed for parents of children aged 3-8 who are interested in learning positive parenting strategies to address everyday parenting challenges. Most people now have access to the internet and many parents seek online parenting advice, so it is important to ensure that advice is both evidence-based and freely available. The 10-week online COPING parent programme presents information and activities based on core social learning theory principles. The programme provides information and video examples of parenting skills, uses quizzes to test knowledge and suggests home practice activities. This study was undertaken to obtain feedback on the usefulness and acceptability of the programme to inform its further development. Design and Methods: The programme was created using the LifeGuide software and participants (n=20) were asked to complete one chapter of the programme each week and provide feedback. This feasibility study was undertaken to highlight any technical issues and suggest modifications prior to a more rigorous evaluation. Results: Both participant feedback and programme usage data are reported. Thirteen feedback forms were returned and programme usage data was downloaded for all participants. Feedback suggested modifications that included adaptations to enable the programme to be accessed by tablet users, an option to look back over previously completed chapters, the inclusion of more video examples of positive parenting and text message prompting to address attrition challenges.

Parenting has been reported to exert significant short-term and long-term impact on the offspring’s personality, behavior, and relationships during their lifespan. The present study aimed to assess the impact of positive parenting on the trait emotional intelligence, prosocial behavior (altruism) and friendship quality of adolescents. The sample of present study comprised 350 adolescents (208 boys and 142 girls) aged between 14 and 16 year (M = 15. 46 year, SD = .86) and their parents. The data were collected from two public and two private sector schools of Lahore, Pakistan. Parenting Style Scale (Batool and Mumtaz Pakistan Journal of Psychological Reseaech, 30(2), 225–248, 2015), the Emotional Intelligence Scale for Children and Adolescents (Batool and Hayat Pakistan Journal of Social and Clinical Psychology, 16(2), 17–26, 2018), the Altruistic Personality Scale (Rushton et al. Personality and Individual Differences, 1, 292–302, 1981), and the Intimate Friendship Scale (Sharabany 1974) were employed. The final model of a mediational path analysis revealed that positive parenting had a statistically significant indirect impact on the prosocial behavior of adolescents via emotional intelligence (R2 = .24). As the friendship quality of adolescents concerns, positive parenting had statistically significant direct and indirect impact (via emotional intelligence and prosocial behavior) on it (R2 = .28). Gender appeared as a significant covariate of both prosocial behavior and friendship quality. Based on the results, we suggest parents to practice positive parenting styles and recommend emotional intelligence training of adolescents to promote prosocial behavior and better relationship with friends.

The current study examined the association between hours spent online (HOS), positive parenting, negative parenting, autism parental stress and Internet addiction among Singapore based boys and girls (aged 6 to 14 years old) with Autism Spectrum Disorder (ASD). The research participants included 59 parents (41 females and 18 males) aged between 28 and 74 years old (mean age 37.95). Results indicated HOS, negative parenting and autism parenting stress predicted 54.8% of the total variance in Child Internet Addiction scores of children with ASD. Autism parental stress was the most significant predictor explaining 25.3% of the total variance with time spent online explaining another 23.5% and negative parenting predicted 6%. Positive parenting was not found to be significant. The findings reinforce the importance of according greater consideration for the role of parents when working with such children.