Some days, I feel like I do a pretty good job of balancing my career, my family, and myself. Other days, it feels like I'm falling desperately behind and failing on all three counts.
Some days, I feel like I do a pretty good job of balancing my career, my family, and myself. Other days, it feels like I'm falling desperately behind and failing on all three counts. |
I thought I kept my car clean and tidy. |
My 9-year-old son has never said "I love you." I honestly never gave it a second thought until I realized I was being told "I love you" multiple times daily by my 5-year-old daughter. |
We want to celebrate our child's unique traits, but sometimes their differences can be worrying. |
My partner and I had asked all the big questions as we got ready for the birth of our son. We'd prepared ourselves both physically and spiritually for what we expected to be a smooth, beautiful childbirth assisted by our midwife. |
Absolutely the greatest contribution I can make toward Earth's stewardship is to raise children who care. It's not enough to say we care for the planet: We must live it and model it to our children, and I've learned that this is best done... read more |
One of the many reasons parents find their way to Nurturings is that they're seeking a community and Nurturings can connect them to local parenting groups. |
We tend to believe that only a few people are genuinely creative, that they are born knowing they are creative and that they go through life with that creative spark undimmed. |
Perfectionism is probably the biggest creativity block I run across. When we speak of perfection, we actually are reaching for an unattainable goal, because as human beings, we aren't perfect. |
One of the hardest challenges with raising a special needs child is trying to keep people, including us as her parents, from attmepting to force her into being a "typical" child. Jackie is different. |
Wedmore, H. V. (2013). A mixed methods approach to understanding the relationship between attachment and child outcomes: The connection of related findings, theory and cultural implications as explored through the perspectives and practices of attachment parents. In Chapter 2 of this paper, a quantitative analysis investigated the association between positive couple interaction and child outcomes (externalizing behavior and social competence) as mediated through positive parenting and a secure parent-child attachment. In Chapter 3, a qualitative approach was used to explore the perspectives and parenting behaviors of mothers who identify as attachment parents Additionally, the implications of attachment theory, evolutionary theory, and the societal context in which parenting practices are embedded are explored. A connection between the quantitative and qualitative findings of this study is drawn in Chapter 4 via the discussion section. In addition, consistencies and inconsistencies were explored between the results of both studies as well as between previous research findings and pre-established theory. |
Social support was associated with a new mother’s confidence, which was further related to less postpartum depression. |
While maternal warmth was predictive of better behavior regulation in the child overall, maternal responsiveness to child distress was specifically related to the child’s internalization of rules of conduct. |
Permissive parenting intensified boys’ behavioral problems, and harsh discipline was related to child behavioral problems regardless of gender, but parent education lessened child behavioral problems, particularly for girls. |
Harsh discipline contributed to child behavior problems. |
Harsh discipline strategies were predictive of poor emotional adjustment in emerging adults, while positive discipline predicted healthy adjustment. |
Authoritative parenting—high on positive parenting and monitoring but low on inconsistent discipline—had the best long-term outcomes of all parenting styles. |
Insecurely attached children showed more resentful opposition toward their mothers than did those with secure attachments. |
Regardless of the quality of non-parental child care, children from low-quality home environments had more behavioral problems and children from high-quality homes had fewer behavioral problems. |
While high-quality child care was predictive of greater pre-academic skills, children who spent more time in non-parental child care, especially in center-type care, tended to have more behavior problems that continued into adolescence. |