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What Do Parents Know, How Do They Know It and What Do Their Children Think About These Things? Exploring Perceived Parental Knowledge of Children’s Safety Practices In Relation to Parent-Child Relationship Quality

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Title: What Do Parents Know, How Do They Know It and What Do Their Children Think About These Things? Exploring Perceived Parental Knowledge of Children’s Safety Practices In Relation to Parent-Child Relationship Quality
Author: Hou, Sharon H.J.
Department: Department of Psychology
Program: Psychology
Advisor: Morrongiello, Barbara
Abstract: Middle childhood to pre-adolescence is an important time for children to experience increasing separation from their parents and develop independent thinking, and for parents to adjust to granting increasing autonomy to their children. The present study aimed to better understand parents’ perceptions of their knowledge about their child (who, what, where), how they attained this knowledge, their safety practices, and how perceived relationship quality is related to these processes during this transition period. Parent-child dyads (N = 46) were recruited, with children (25 boys, 21 girls) 8 to 13 years old. Results revealed that parents reporting a high level of communication with their child were more likely to believe they possessed greater knowledge of their children, whereas a high level of trust was linked to lesser knowledge of children’s whereabouts. Parents employed a variety of safety strategies to keep their children safe, though strategy use was unrelated to relationship quality. Findings can inform families on how to best guide their children into adolescence and foster their optimal development by attaining and managing awareness, implementing age-appropriate safety practices, and securing a positive relationship that will likely persist across children’s development.
URI: http://hdl.handle.net/10214/9307
Date: 2015-10


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