Family Process最新文献_第9页

Active Agents in Mental Health Socialization: Asian American Youth's Interpretations of Parental Messages of Mental Health. 心理健康社会化的积极动因：亚裔美国青年对父母心理健康信息的解读。

IF 2.2 3区心理学

Family Process Pub Date : 2026-03-01 DOI: 10.1111/famp.70134

Miwa Yasui, Eunseok Jeong

{"title":"Active Agents in Mental Health Socialization: Asian American Youth's Interpretations of Parental Messages of Mental Health.","authors":"Miwa Yasui, Eunseok Jeong","doi":"10.1111/famp.70134","DOIUrl":"10.1111/famp.70134","url":null,"abstract":"Parents are the primary socializing agents from whom youth learn about mental health and help-seeking. Yet youth are not passive receivers, rather, they engage in an active process of interpreting parental messages regarding mental health. To understand this bidirectional process of mental health socialization, we developed and tested a new measure, the Youth Response to Parental Mental Health Socialization (YR-PMHS) scale, to assess how youth interpret parental mental health messages among a sample of 486 East and Southeast Asian American youth. A split-sample approach was used to first identify salient factors of youth response to parental mental health socialization through exploratory factor analyses, followed by confirmatory factor analyses to determine the final factor structure. Bivariate correlations were conducted with attitudes towards mental health and professional help-seeking as well as mental health outcomes. Results showed a correlated five-factor structure, revealing distinct yet interrelated pathways through which youth interpret parental messages of mental health. The five factors are: acknowledging cultural and generational gap, reluctance to burden parents, honoring parental desires, inferring parental dismissal, and preserving autonomy over distress. All factors were positively associated with depression and somatic symptoms, and mental health stigma, and three were negatively associated with attitudes toward professional help seeking. The YR-PMHS is a reliable and valid multidimensional measure of youth processes in parent mental health socialization. Researchers and clinicians can use the scale to identify youth processes in mental health socialization central to developing and culturally responsive family interventions and approaches to mental health literacy and engagement.","PeriodicalId":51396,"journal":{"name":"Family Process","volume":"65 1","pages":"e70134"},"PeriodicalIF":2.2,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147286197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Influence of Parent-Child Discrepancies in Filial Piety on Depressive Symptoms in Chinese Parents With Preadolescent Children. 亲子孝道差异对中国学龄前儿童父母抑郁症状的影响。

IF 2.2 3区心理学

Family Process Pub Date : 2026-03-01 DOI: 10.1111/famp.70112

Xiaolin Guo, Yuelin Guan, Yiwen Tang, Ti Su, Liang Luo

{"title":"The Influence of Parent-Child Discrepancies in Filial Piety on Depressive Symptoms in Chinese Parents With Preadolescent Children.","authors":"Xiaolin Guo, Yuelin Guan, Yiwen Tang, Ti Su, Liang Luo","doi":"10.1111/famp.70112","DOIUrl":"10.1111/famp.70112","url":null,"abstract":"Filial piety has been shown to have a strong effect on the well-being of parents, but the findings have been inconsistent. This study aimed to clarify the mixed results by considering the role of parent-child discrepancies in filial piety. Specifically, we examined how congruence and incongruence in filial piety between parents and children are related to parental depressive symptoms. Data were obtained from 3922 eleven-year-old students and their fathers and mothers. Polynomial regression with response surface analysis was used to analyze the effects of parent-child discrepancies on depressive symptoms separately for reciprocal and authoritarian filial piety and separately for the four parent-child gender dyads. Approximately one-third of parents had congruent filial piety with their children, one-third had higher filial piety than their children did, and one-third had lower filial piety. When parent-child filial piety was congruent, greater reciprocal filial piety was associated with fewer parental depressive symptoms, while higher authoritarian filial piety was associated with more parental depressive symptoms. Moreover, parents with higher authoritarian filial piety than their children had more depressive symptoms than those with lower authoritarian filial piety. In addition, greater incongruence in authoritarian filial piety was associated with more parental depressive symptoms. The findings suggest that the type of filial piety, the level of congruent filial piety, and the direction and degree of incongruent filial piety between parents and children all influence parental depressive symptoms. The findings suggest focusing on the psychological needs of parents and reducing conflicts in filial relationships.","PeriodicalId":51396,"journal":{"name":"Family Process","volume":"65 1","pages":"e70112"},"PeriodicalIF":2.2,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147286182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Solicitous Parenting and Chinese Children's Perspective-Taking: The Moderating Role of Child Temperamental Inhibition. 关怀式养育与中国儿童的观点采纳：儿童气质抑制的调节作用。

IF 2.2 3区心理学

Family Process Pub Date : 2026-03-01 DOI: 10.1111/famp.70137

Ruhan Ding, Peipei Hong, Jinying Lu, Shuyi Zhai, Jie He

引用次数: 0

Promoting Parental Positive Involvement and Skill Encouragement: Jewels of Clinical Change in a Parenting Program for Latine Immigrants Exposed to Adversity. 促进父母的积极参与和技能鼓励：拉丁移民面临逆境的育儿计划的临床变化的珠宝。

IF 2.2 3区心理学

Family Process Pub Date : 2026-03-01 DOI: 10.1111/famp.70139

J Rubén Parra-Cardona, Ilana Shtivelman, Jaime Fuentes-Balderrama, Nancy G Amador-Buenabad, Lucía Vázquez Pérez, Carmen Gallardo-Hernandez, Alejandra Garcia Isaza, Tatiana Londoño, Eva González-Villanueva

{"title":"Promoting Parental Positive Involvement and Skill Encouragement: Jewels of Clinical Change in a Parenting Program for Latine Immigrants Exposed to Adversity.","authors":"J Rubén Parra-Cardona, Ilana Shtivelman, Jaime Fuentes-Balderrama, Nancy G Amador-Buenabad, Lucía Vázquez Pérez, Carmen Gallardo-Hernandez, Alejandra Garcia Isaza, Tatiana Londoño, Eva González-Villanueva","doi":"10.1111/famp.70139","DOIUrl":"10.1111/famp.70139","url":null,"abstract":"Parent training (PT) interventions constitute a gold standard for preventing a variety of mental health symptomatology in children and youth. Yet, there is a need to understand the best ways to deliver specific core PT components to caregivers who have experienced adverse backgrounds as children and contextual stressors that impact their parenting practices. In this review paper for clinicians and prevention interventionists, we reflect on lessons learned in a 15-year program of parenting prevention research with low-income Latine immigrants in the United States who have experienced significant adversity. Specifically, we examine the relevance of two core PT components of GenerationPMTO, an evidence-based parenting intervention. The components, positive involvement and skill encouragement, have been documented in empirical research as key precursors of positive child and youth development. Thus, we describe in this paper a process of clinical change that integrates GenerationPMTO theory, cultural adaptation and advocacy principles, as well as key tenets of experiential and contextual family therapy theories. We document the use of this process of clinical change as implemented across three prevention initiatives with low-income Latine immigrant populations. Lastly, we address implications for family therapy practice. Specifically, we elaborate on alternatives for providers to implement evidence-based programs and potentially enhance their effectiveness through the integration of experiential and contextual family therapy strategies. By focusing on Latine immigrant families as a case study, we hope that this manuscript can support the efforts of family therapists engaged in the delivery of parenting interventions for underserved caregivers exposed to backgrounds of adversity.","PeriodicalId":51396,"journal":{"name":"Family Process","volume":"65 1","pages":"e70139"},"PeriodicalIF":2.2,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147488446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examining Parenting and Anti-Racism Among White Parents: Does White Fragility Matter? 检视白人父母的教养和反种族主义：白人的脆弱重要吗？

IF 2.2 3区心理学

Family Process Pub Date : 2026-03-01 DOI: 10.1111/famp.70126

Shequanna Belizaire, Yara Mekawi, Sara J Bufferd

{"title":"Examining Parenting and Anti-Racism Among White Parents: Does White Fragility Matter?","authors":"Shequanna Belizaire, Yara Mekawi, Sara J Bufferd","doi":"10.1111/famp.70126","DOIUrl":"10.1111/famp.70126","url":null,"abstract":"The minimization of racism among White adults stifles racial progress and underscores the need to discuss racism starting in childhood. Parents are key contributors to children's racial socialization and their actions may influence the development of anti-racist behaviors through modeling. Previous work examining parenting styles and behaviors has focused on child outcomes, with little examination of characteristics of White parents themselves, such as frequency of anti-racist behavior. As parents are children's first teachers, implications of parents' own involvement in anti-racism may inform interventions disrupting the intergenerational transmission of racism. To address this, 229 White parents completed questionnaires assessing self-reported parenting, anti-racism behaviors, and White fragility. Authoritarian parenting was negatively associated with anti-racist behavior (r = -0.20, p = 0.002). This association was qualified by White fragility, such that authoritarian parenting was positively associated with anti-racist behavior at high White fragility (+1 SD) and negatively associated with anti-racist behavior at low White fragility (-1 SD). Authoritative parenting was positively associated with anti-racist behavior (r = 0.25, p < 0.001); this effect was also qualified by White fragility such that this positive association only existed at relatively low and mean levels of White fragility (but not at high levels). These results suggest that the degree to which parenting styles are associated with anti-racism depends on parents' level of White fragility. Implications of these results include potential influences of parenting style and parents' anti-racist behavior on children's racial socialization as well as considerations for research focused on anti-racist socialization efforts.","PeriodicalId":51396,"journal":{"name":"Family Process","volume":"65 1","pages":"e70126"},"PeriodicalIF":2.2,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147311780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Commemorative Naming, Intergenerational Legacy, and Continuing Bonds: An Interpretive Phenomenological Study of Being a Living Commemoration. 纪念性命名、代际遗产和持续的联系：作为一个活生生的纪念的解释性现象学研究。

IF 2.2 3区心理学

Family Process Pub Date : 2026-03-01 DOI: 10.1111/famp.70140

S Shorer, M Mahat-Shamir

{"title":"Commemorative Naming, Intergenerational Legacy, and Continuing Bonds: An Interpretive Phenomenological Study of Being a Living Commemoration.","authors":"S Shorer, M Mahat-Shamir","doi":"10.1111/famp.70140","DOIUrl":"10.1111/famp.70140","url":null,"abstract":"Commemorative naming-naming a child after a deceased family member-is a culturally rooted practice with profound emotional and relational implications. Although previous research has explored naming traditions from sociological and cultural angles, little attention has been given to the psychological experience of those who carry such names. This qualitative study examined the lived experiences of 14 Israeli adults named after deceased relatives, using interpretative phenomenological analysis to uncover personal and intergenerational meanings embedded in this practice. Participants were recruited through purposive sampling and completed in-depth interviews that revealed two central themes: (a) the continuum between identification and detachment in relation to the commemorative name and (b) how naming operates as both social compliance and an enduring emotional connection with the deceased. The findings illustrate the dynamic tension between honoring family legacy and negotiating personal autonomy. Participants described feelings of pride, duty, emotional burden, and identity conflict. Grounded in contextual family theory and the concept of continuing bonds, the analysis highlights how commemorative naming functions as both a vehicle for familial resilience and a source of psychological strain. These insights offer valuable implications for clinical practice. Therapists and family practitioners should consider naming histories as a meaningful part of family narratives, especially in contexts of grief, legacy, and relational ethics. Raising awareness of the emotional weight of commemorative names may support families in making more intentional, ethically sensitive naming decisions that consider the impact on future generations.","PeriodicalId":51396,"journal":{"name":"Family Process","volume":"65 1","pages":"e70140"},"PeriodicalIF":2.2,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13000867/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147482370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Addressing Urban BIYOC Suicide Through the Lens of Linked Fate. 从命运相连的视角看城市BIYOC自杀问题。

IF 2.2 3区心理学

Family Process Pub Date : 2026-03-01 DOI: 10.1111/famp.70132

Nelia Quezada-Horne

{"title":"Addressing Urban BIYOC Suicide Through the Lens of Linked Fate.","authors":"Nelia Quezada-Horne","doi":"10.1111/famp.70132","DOIUrl":"10.1111/famp.70132","url":null,"abstract":"This clinical paper examines the influence of linked fate and shared recognition related to historical and contemporary discrimination on suicidal thoughts and behaviors among urban Black, Indigenous, and Youth of Color in the United States. Increased rates of youth suicide within the U.S. have raised concerns as suicide has become the second leading cause of death among children and youth. Racial and ethnic disparities persist, with more Youth of Color hospitalized for suicidal ideation and attempts than ever, even as they remain less likely to access mental health supports. The connections Youth of Color create to their communities, and the histories of their cultures may offer insights into what influences them to consider and attempt suicide and self-harm. In this paper, I describe how collective experiences of discrimination toward Communities of Color compounded with the deep-rooted history of discriminatory practices may affect youth's mental well-being and influence suicidal thoughts and behaviors and illustrate how Opara's Integrated Model of Interpersonal Psychological Theory of Suicide may be applied through the lens of linked fate and shared recognition. A case example and clinical implications for mental health practitioners, such as adapting safety planning to include collective stressors and including therapeutic interventions that acknowledge the impact of collective trauma, are offered. This paper also offers implications for future research including the exploration of group-based prevention programs following publicized incidents of racialized trauma and examining how linked fate and shared recognition alter group identification and belongingness among Youth of Color experiencing suicidal thoughts and behaviors.","PeriodicalId":51396,"journal":{"name":"Family Process","volume":"65 1","pages":"e70132"},"PeriodicalIF":2.2,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147286185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring the Impact of a Culturally Adapted Parent-Directed Training Program for Latine Parents of Children With Autism. 探索一个文化适应的父母指导训练计划对自闭症儿童拉丁父母的影响。

IF 2.2 3区心理学

Family Process Pub Date : 2026-03-01 DOI: 10.1111/famp.70128

Noe Ramos, Valerie Leija, Javier Cavazos Vela, Deyanira Bedolla Maldonado, Susana Perez

{"title":"Exploring the Impact of a Culturally Adapted Parent-Directed Training Program for Latine Parents of Children With Autism.","authors":"Noe Ramos, Valerie Leija, Javier Cavazos Vela, Deyanira Bedolla Maldonado, Susana Perez","doi":"10.1111/famp.70128","DOIUrl":"10.1111/famp.70128","url":null,"abstract":"The purpose of this mixed methods study is to explore the impact of a culturally adapted parent-directed training program in the United States on 90 Latine parents' perceptions of their child's strengths and social functioning. In addition, the study aimed to investigate the impact of the program on Latine parents' stress and their empowerment to advocate for their children. Participants were 90 Latine parents who participated in a 10-session culturally adapted training program. Quantitative analyses of pre-post data on the Family-Outcome Survey-Revised Scale, the stress subscale of the DASS-21, and Quality of Play Questionnaire indicated statistically significant improvements. Estimates of effect size and clinical significance were also measured. Analyses indicated clinically significant changes for some Latine parents. Approximately 1 out of 4 Latine parents reported clinically significant improvements (i.e., meaningful improvement) or improvements without clinical significance as related to advocacy for their child's rights, and 1 out of 3 Latine parents reported clinically significant improvements or slight improvements in understanding their child's strengths. Approximately 1 out of 3 Latine parents reported clinically significant improvements or slight improvements in reducing their stress symptoms, and approximately 1 out of 3 parents reported clinically significant improvements or slight improvements in their child's social functioning. Our qualitative findings also revealed that participants (a) appreciated the role of parent leaders, (b) applied evidence-based strategies to help their children, and (c) connected with other parents to create a community. An implication for this study is that graduate programs need to continue to teach future practitioners how to engage in interdisciplinary and interprofessional work to provide effective services to culturally diverse populations.","PeriodicalId":51396,"journal":{"name":"Family Process","volume":"65 1","pages":"e70128"},"PeriodicalIF":2.2,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12967874/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147379592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using the Educator-Student Relationship in Mental Health Education to Teach Relational Processes. 运用心理健康教育中的师生关系进行关系过程教学。

IF 2.2 3区心理学

Family Process Pub Date : 2026-03-01 DOI: 10.1111/famp.70135

Kelly Duggan Shearer

{"title":"Using the Educator-Student Relationship in Mental Health Education to Teach Relational Processes.","authors":"Kelly Duggan Shearer","doi":"10.1111/famp.70135","DOIUrl":"10.1111/famp.70135","url":null,"abstract":"Clinical education requires both conceptual mastery and relational aptitude. Developing therapeutic presence through content mastery alone may fall short because relational skills are learned through attuned relationships. Relational teaching in mental health education espouses the use of the educator-student relationship to foster relational skills. This scoping review implemented a constant comparison method to identify essential components of relational teaching in mental health education between 2003 and 2025 and examine how they work together to promote students' development. Analysis of 15 articles on relational teaching in mental health education revealed four essential components: role clarity, restoration, reflexive responsivity, and (co)regulation. I organized these findings into a model, The Relational Teaching Clock, which depicts the relationship between these concepts as interdependent, framing (co)regulation as a foundational principle of relational teaching. This model challenges dominant narratives that espouse competition and independent success by inviting educators to facilitate relationships with students that intentionally promote students' personal healing. The Relational Teaching Clock provides a concise model, based on existing evidence, to guide the development of relational skills necessary for therapeutic relationships.","PeriodicalId":51396,"journal":{"name":"Family Process","volume":"65 1","pages":"e70135"},"PeriodicalIF":2.2,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12955758/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147345703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Interventive Interviewing Revisited: An Updated Framework. 重访干预性访谈：更新的框架。

IF 2.2 3区心理学

Family Process Pub Date : 2026-03-01 DOI: 10.1111/famp.70119

Karl Tomm, Carsten Hornstrup, Thomas Johansen, Lance Taylor

引用次数: 0