Bulletin of the Division of Family Psychology (43)
نویسنده
چکیده
The link between family processes and children’s school behavior and learning is longstanding in the clinical literature and well established in research. Quite early Friedman (1973) eloquently argued that the family provides the child’s first social learning experience; quality of parent–child and family relationships may facilitate or impair school behavior and achievement; children’s behavior or learning problems in school can disrupt family harmony. Research consistently finds that family factors influence academic achievement (Christenson, Rounds, & Gourney, 1992). More specifically research finds the pathway to adolescent deviance originates with ineffective family management practices in young children that are associated with poor academic achievement and peer rejection in elementary school that, in turn, predicts low parental monitoring and association with deviant peers in adolescence (e.g., Dishion, Patterson, Stoolmiller, & Skinner, (1991). Given the family antecedents to school problems, family-based treatment would appear to be a logical and widespread choice. Many clinical resources have, in fact, proposed family treatment models and methods to effect a change in school behavior (e.g., Amatea, 1989; Dowling & Osborne, 1985; Fine & Carlson, 1992; Okun, 1984).
منابع مشابه
BULLETIN OF THE DIVISION OF FAMILY PSYCHOLOGY (43) THEME: SPIRITUALITY AND THE FAMILY From the President
Family psychology has evolved in the 21 century into what is almost inevitably an integrative discipline. Integration is everywhere in family therapy and family research. Can we speak of families without thinking of the individuals who live in those families or of the other social systems, such as peer n e t w o r k s , schools, and communities that interface with them? Or think of families jus...
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