Application of Application of Developmental Stages to Developmental Stages to

Parent-Child InteractionsParent-Child Interactions

Two dimensions of parentingTwo dimensions of parenting that appear to be most that appear to be most

important in child rearing:important in child rearing:

• A large amount of love, acceptance, and warmth of the parent to the child

• A moderate to high level of restrictive control

Love, Acceptance, and WarmthLove, Acceptance, and Warmth

Satisfaction with the child’s abilitiesSatisfaction with the child’s abilities

High involvementHigh involvement

High responsiveness - Positive reinforcementHigh responsiveness - Positive reinforcement

Sensitivity to the child’s needsSensitivity to the child’s needs

Open Communication / FeelingsOpen Communication / Feelings

Level of Restrictive ControlLevel of Restrictive Control

Clear standards of behavior, rules, and consequencesClear standards of behavior, rules, and consequences

Rules firmly and consistently reinforcedRules firmly and consistently reinforced

Coercive demands rarely given in toCoercive demands rarely given in to

Mature behavior expectedMature behavior expected

Good modeling of parental behaviorGood modeling of parental behavior and how parents resolve conflictsand how parents resolve conflicts

This Pattern of Parenting This Pattern of Parenting is Associated is Associated With Children Who DisplayWith Children Who Display

High self-esteem and self-confidenceHigh self-esteem and self-confidence Emotional stabilityEmotional stability IndependenceIndependence Competence in social and academic areasCompetence in social and academic areas Social responsibilitySocial responsibility Ability to control aggressionAbility to control aggression

Love and Limits

Other Parenting StylesOther Parenting Styles Associated With Inappropriate Child Associated With Inappropriate Child

BehaviorsBehaviors

AuthoritarianAuthoritarian

Indulgent or PermissiveIndulgent or Permissive

Uninvolved or IndifferentUninvolved or Indifferent

Interactions With ChildrenInteractions With ChildrenTaken from Hembree-Kigin, T., & McNeil, C.D. (1995). Parent-Child Interaction Taken from Hembree-Kigin, T., & McNeil, C.D. (1995). Parent-Child Interaction

Therapy. Plenum Press: New York, London.Therapy. Plenum Press: New York, London.

PP - Praise

RR - Reflect

II - Imitate

DD - Describe

EE – Enthusiasm

Interactions With AdolescentsInteractions With AdolescentsAdapted from Hembree-Kigin, T., & McNeil, C.D. (1995). Parent-Child Adapted from Hembree-Kigin, T., & McNeil, C.D. (1995). Parent-Child

Interaction Therapy. Plenum Press: New York, London.Interaction Therapy. Plenum Press: New York, London.

PP - Praise

RR - Respect

II - Interest

DD - Disclosure

EE - Empathy

Set reasonable limits and consequencesin advance when possible

Natural and logical consequences

Other consequences

Follow through with consequences usingrespect and caring - Let child know that theymade the decision

Limits

•Be direct, not indirect•Positively stated•Single, not compound•Specific, not vague•Neutral tone of voice•Polite and respectful•Developmental level•Give a rationale•Use choices

Effective CommandsEffective CommandsTaken from Hembree-Kigin, T., & McNeil, C.D. (1995). Parent-Child Interaction Therapy. Plenum Press: New York, London.Taken from Hembree-Kigin, T., & McNeil, C.D. (1995). Parent-Child Interaction Therapy. Plenum Press: New York, London.

C C ommunicate unqualified love and respectommunicate unqualified love and respect

U nderstand the child’s perception, then share ours

E stablish and maintain family rituals and customs

S tructure opportunities for the child to contribute

Spend Quality Time Spend Quality Time With Your Children and With Your Children and

Loved OnesLoved Ones

Questions or Comments?