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Topic Review
Parasocial Relationships
A parasocial relationship (PSR) is a one-sided relationship that media users form as a result of exposure to media personas. In 1956, the term parasocial relationship was coined by Donald Horton and R. Richard Wohl. They focused on the psychological attachment that was formed from viewing television personalities. Their work laid the foundation and popularized a wide range of research on parasocial phenomena. A parasocial interaction, an exposure that garners interest in a persona, becomes a parasocial relationship after repeated exposure to the media persona causes the media users to develop illusions of intimacy, friendship, and identification. Positive information learned about the media persona results in increased attraction and the relationship progresses. Parasocial relationships are enhanced due to trust and self-disclosure provided by the media persona. Media users are loyal and feel directly connected to the persona much like their close friends by observing and interpreting their appearance, gestures, voice, conversation, and conduct. Media personas have a significant amount of influence over media users, positive or negative, informing the way that they perceive certain topics or even their purchasing habits. Social media introduces additional opportunities for parasocial relationships to intensify because it provides more opportunities for intimate, reciprocal, and frequent interactions between the user and persona.
  • 9.4K
  • 24 Nov 2022
Topic Review
Parent-Implemented Early Start Denver Model
Autism spectrum disorder (ASD) is a neurodevelopmental disorder that can cause difficulties in communication and social interaction. Naturalistic developmental behavioral interventions (NDBIs) have been tested by clinical trials of behavioral treatments. NDBIs integrate developmental and relationship-based approaches with applied behavioral analysis (ABA) strategies and are implemented in the child’s day-to-day environment, including in play and routine activities where many learning opportunities can be embedded. Among evidence-based practices, the Early Start Denver Model (ESDM) is a representative approach to NDBIs. In addition, ESDM follows comprehensive NDBI principles, grounded in developmental and behavioral science and neuroscientific evidence.
  • 616
  • 22 Feb 2022
Topic Review
Parent-Teacher Conference
A parent-teacher conference, parent-teacher interview, parent-teacher night or parents' evening, is a short meeting or conference between the parents and teachers of students to discuss a child's progress at school and find solutions to academic or behavioral problems. Parent-teacher conferences supplement the information conveyed by report cards by focusing on students' specific strengths and weaknesses in individual subjects and generalizing the level of inter-curricular skills and competences. Most conferences take place without the presence of the students whose progress is being discussed, although there is evidence that their inclusion increases the productivity of the meetings. The meetings are generally led by teachers who take a more active role in information sharing, with parents relegated mostly to the role of listeners.
  • 291
  • 22 Nov 2022
Topic Review
Parent‒Child Relationship and Neuroticism and Conscientiousness
Conscientiousness and neuroticism, the integral parts of the widely recognized Big Five personality model, play contrasting roles in adolescent mental health. Conscientiousness typically refers to an individual’s tendencies toward diligence, self-discipline, caution and self-control, while neuroticism manifests as emotional traits, such as anxiety, depression, hostility, inhibition and vulnerability. 
  • 203
  • 14 Nov 2023
Topic Review
Parental Attachment and Peer Relationships in Adolescence
Attachment theory is a social-emotional development theory that was originally developed by John Bowlby in order to explain the bond between babies and their caretakers. The basic premise is that an individual’s security and trust toward others in later life stages are molded by their experiences with relationship patterns and the emotional availability of their caretakers, that is to say, their attachment figures. Later, Ainsworth carried out some of the first studies on the individual differences which manifest in attachment, observing how this system is activated and discovering differences based on the behaviors of the caretakers. Through a standardized laboratory procedure called “strange situation”, Ainsworth recorded systematic observations on mother–child interactions in the first year of life, as well as the reaction of the child during separation from and reunion with the mother.
  • 604
  • 27 Jan 2022
Topic Review
Parental Involvement
Parental involvement is seen as an important strategy for the advancement of the quality of education. The ultimate objective of this is to expand the academic and social capacities of students, especially those of disadvantaged backgrounds determined by ethnic minority origin and low socio-economic status. In this contribution, various forms of both parental and school-initiated involvement will be described. In addition, results of studies into the effectiveness of parental involvement will be presented.
  • 6.3K
  • 15 Nov 2021
Topic Review
Parental Involvement and Learners with Intellectual Disability
Intellectual disability is a lifelong condition with an estimated prevalence rate of 1–3% of the global population. Intellectual disability has a prehistorical origin that can be traced back to the Greek and Roman eras. Historic intellectual disability definitions were based solely on intelligence, with an emphasis on routine care and maintenance rather than treatment and care. Considering that learners with intellectual disabilities require more support in adaptive behavior and reasoning than their peers without intellectual disabilities, meeting these needs can be challenging for parents shortly after learning of the intellectual disability diagnosis; thus, parenting a child with intellectual disabilities is likely to result in some stress for parents. Therefore, parents require information, knowledge, and additional support in raising a learner with intellectual disabilities to enhance their support for these learners and increase their level of independence and development.
  • 474
  • 02 Aug 2023
Topic Review
Parental Involvement in Education: The COVID-19 Panacea?
The achievement gap of disadvantaged students has always been large, and is still widening. Even more now, during the COVID-19 pandemic. Parental involvement is seen as an important strategy for closing this gap. The question is whether this optimism is warranted. A review of the literature pointed to a considerable diversity in parental involvement typologies, classifications, roles, forms, and activities. A synthesis of the results from twelve meta-analyses showed that the average effect of involvement on attainment is small. The type of involvement with the strongest effect appeared to be parents having high aspirations and expectations for their child. Prudence is called for, however, as there are many limitations to studying parental involvement in a reliable and valid way.  
  • 1.5K
  • 22 Oct 2021
Topic Review
Parental Mentalizing during Middle Childhood
Middle childhood represents for the child and his family a period of important changes that occur on several levels. At the individual level, we witness the maturational evolution of a child’s cognitive and emotional processes parallel to pubertal growth. These processes also include significant development of the child’s mentalization and social cognition skills. Concurrently, at a social level, there is an expansion of the relevance that the extra-familiar context assumes for child development. Relationships with peers, primarily grounded within the school context, become a significant source of exploration and enhancement of social–emotional competencies. Although such important changes make this stage of child’s life of great interest, studies related to attachment theory that have addressed middle childhood are relatively lacking. Furthermore, although there has been an increase in research in recent years, several gaps related to the study of parental mentalizing, the father’s role, and the link between parenting variables and a child’s psychological and psychopathological outcomes still remain.
  • 769
  • 30 May 2022
Topic Review
Parental Phubbing and Children’s Electronic Media Use
In this digital age, where parental attention is often diverted by digital engagement, the phenomenon of “parental phubbing,” defined as parents ignoring their children in favor of mobile devices, is scrutinized for its potential impact on child development. 
  • 203
  • 21 Feb 2024
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