Laura McFarland

Fathers’ frightening behaviours and sensitivity with infants: relations with fathers’ attachment representations, father–infant attachment, and children’s later outcomes

This longitudinal study of 125 families investigated whether negative child outcomes related to fathers’ frightening (FR) behaviours with infants would be mitigated if fathers were also sensitive. Results indicated that children whose fathers were frightening and insensitive with them during infancy showed the highest emotional under‐regulation at 24 months and highest teacher ratings of attention problems at age 7, whereas those whose fathers were frightening and sensitive did not differ from children whose fathers were sensitive but not frightening. Sensitive caregiving mitigated the negative impact of FR behaviours on child outcomes for fathers, but not mothers. Perhaps fathers who can be sensitive but also engage in stimulating, albeit frightening, interactions with their infants may actually be scaffolding their ability to regulate their affect in intensely emotional situations. FR behaviours by mothers may be more problematic for child outcomes since these behaviours conflict with the primary caregiver’s role of providing comfort.

Unfogging the future: investigating a strengths-based program to build capacity and resilience in parents with mental illness

ABSTRACT Objective: This paper presents a case study of a strength-based and recovery-focused parenting program designed for parents with a mental illness. Method: The face-face program was delivered at a regional health organisation in Victoria, Australia and consisted of interactive and reflective weekly modules. Data were gathered using an interpretivist case study design, using a small sample of 4 parents and 2 program facilitators. Participating parents completed weekly reflective activities and program facilitators were interviewed about the implementation of the program. Results: Findings indicated that parents particularly valued the opportunity to meet with other parents with a mental illness and found aspects of the program covering communication strategies, reducing stress and setting routines most useful. Strengths identified by facilitators included increased group cohesion and flexibility in the program which could be adapted to the groups needs. Discussion: While recruitment to the program was difficult, this was possibly due to stigma around mental illness. However, although participant numbers were low, a small group size allowed for a personalised and tailored implementation of the program, meeting the particular needs of each parent.

Student-teacher relationships and student self-concept: relations with teacher and student gender

Research has established that qualities of student–teacher relationships impact children’s self-concept, however, the role of teacher and child gender in these relations is unclear. This study used data from 4169 children aged 10–11 years and 3343 teachers from Wave 4 of the Longitudinal Study of Australian Children to examine the relationship between child and teacher gender, qualities of the student–teacher relationship and students’ self-concept. A nested structural equation model was constructed to test the concurrent and predictive effects student gender had on student–teacher relationships and students’ self-concept. Moreover, analysis of the model examined the extent to which relationships were mediated by student enjoyment of school and student perceptions of their teacher. For boys, closeness with their teachers did not predict their self-concept although conflict in their relationships negatively affected self-concept. For girls, both closeness and conflict predicted self-concept, with conflict having a greater effect on self-concept than closeness.