Parenting

Three favorite 2020 books on parenting and mental health

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For a lot of fam­i­lies, par­ent­ing has nev­er been hard­er than it was this year. Many have been strug­gling for months try­ing to pro­vide child care and school­ing at home while simul­ta­ne­ous­ly work­ing either along­side their chil­dren or as essen­tial work­ers in the com­mu­ni­ty, if they haven’t already lost their jobs.

The theme that emerges across our favorite par­ent­ing books of the year is how impor­tant con­nec­tion and com­mu­ni­ca­tion are. These 2020 books offer sci­ence-based prac­ti­cal tips and sam­ple scripts to help you com­mu­ni­cate bet­ter with your chil­dren, build clos­er rela­tion­ships, and set them up for hap­pi­ness and resilience in life. [Read more…] about Three favorite 2020 books on par­ent­ing and men­tal health

How children’s ADHD symptoms affect parents’ feelings & parenting behavior

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parenting——-

ADHD in chil­dren puts stress on par­ents. In fact, par­ents of chil­dren with ADHD report greater par­ent­ing stress, less sat­is­fac­tion in their par­ent­ing role, and more depres­sive symp­toms than oth­er par­ents. They also report more neg­a­tive inter­ac­tions with their child. This is cer­tain­ly not true in all fam­i­lies where a child has ADHD but instead reflects aver­age dif­fer­ences that have been found.

How do ADHD symp­toms in chil­dren affect par­ents’ feel­ings about par­ent­ing and their behav­ior toward their child? [Read more…] about How children’s ADHD symp­toms affect par­ents’ feel­ings & par­ent­ing behavior

Study: Raising a teen with ADHD adds significant stress to parents–especially to mothers

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MOTHER-TEENAGE-SONNumer­ous stud­ies have estab­lished that par­ents of chil­dren with ADHD expe­ri­ence more stress in their par­ent­ing role than oth­er par­ents. Although it is rea­son­able to expect that this would also be true for par­ents of ado­les­cents with ADHD, this issue [Read more…] about Study: Rais­ing a teen with ADHD adds sig­nif­i­cant stress to parents–especially to mothers

On brain development, socioeconomic status and parenting styles

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wheelRich Man, Poor Man: Socioe­co­nom­ic Adver­si­ty and Brain Devel­op­ment (Cere­brum):

“..While ear­ly expo­sure to addi­tion­al lan­guages or music may lead to ben­e­fi­cial changes in brain devel­op­ment, ear­ly adver­si­ty can like­wise have impor­tant but detri­men­tal effects on the brain. For exam­ple, [Read more…] about On brain devel­op­ment, socioe­co­nom­ic sta­tus and par­ent­ing styles

Epigenetics: Nature vs. Nurture?

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In yes­ter­day’s inter­view with Michael Pos­ner, he says:

- “There is a grow­ing num­ber of stud­ies that show the impor­tance of inter­ac­tion between our genes and each of our envi­ron­ments. Epi­ge­net­ics is going to help us under­stand that ques­tion bet­ter, but let me share a very inter­est­ing piece of research from my lab where we found an unusu­al inter­ac­tion between genet­ics and parenting.”

- “Good par­ent­ing, as mea­sured by dif­fer­ent research-based scales, has been shown to build good effort­ful con­trol which, as we saw ear­li­er, is so impor­tant. Now, what we found is that some spe­cif­ic genes reduced, even elim­i­nat­ed, the influ­ence of the qual­i­ty of par­ent­ing. In oth­er words, some chil­dren’s devel­op­ment real­ly depends on how their par­ents bring them up, where­as oth­ers do not — or do to a much small­er extent.”

Now check out this fas­ci­nat­ing arti­cle in the Econ­o­mist:Domes­ti­ca­tion and intel­li­gence in dogs and wolves | Not so dumb animals

- “Monique Udell of the Uni­ver­si­ty of Flori­da … won­dered whether learn­ing rather than evo­lu­tion explained his obser­va­tions. Her team there­fore worked with a mix­ture of pet dogs, dogs from ani­mal shel­ters that had had min­i­mal inter­ac­tion with peo­ple, and wolves raised by humans.”

- “As they report in Ani­mal Behav­iour, the wolves out­per­formed both shel­ter dogs and pets. Indeed, [Read more…] about Epi­ge­net­ics: Nature vs. Nurture?

Training Attention and Emotional Self-Regulation — Interview with Michael Posner

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(Edi­tor’s Note: this is one of the 20 inter­views includ­ed in the book The Sharp­Brains Guide to Brain Fit­ness: How to Opti­mize Brain Health and Per­for­mance at Any Age)

Michael I. Pos­ner is a promi­nent sci­en­tist in the field of cog­ni­tive neu­ro­science. He is cur­rent­ly an emer­i­tus pro­fes­sor of neu­ro­science at the Uni­ver­si­ty of Ore­gon (Depart­mentMichael Posner of Psy­chol­o­gy, Insti­tute of Cog­ni­tive and Deci­sion Sci­ences). In August 2008, the Inter­na­tion­al Union of Psy­cho­log­i­cal Sci­ence made him the first recip­i­ent of the Dogan Prize “in recog­ni­tion of a con­tri­bu­tion that rep­re­sents a major advance in psy­chol­o­gy by a schol­ar or team of schol­ars of high inter­na­tion­al reputation.”

Dr. Pos­ner, many thanks for your time today. I real­ly enjoyed the James Arthur Lec­ture mono­graph on Evo­lu­tion and Devel­op­ment of Self-Reg­u­la­tion that you deliv­ered last year. Could you pro­vide a sum­ma­ry of the research you presented?

I would empha­size that we human beings can reg­u­late our thoughts, emo­tions, and actions to a greater degree than oth­er pri­mates. For exam­ple, we can choose to pass up an imme­di­ate reward for a larg­er, delayed reward.

We can plan ahead, resist dis­trac­tions, be goal-ori­ent­ed. These human char­ac­ter­is­tics appear to depend upon what we often call “self-reg­u­la­tion.” What is excit­ing these days is that progress in neu­roimag­ing and in genet­ics make it pos­si­ble to think about self-reg­u­la­tion in terms of spe­cif­ic brain-based networks.

Can you explain what self-reg­u­la­tion is?

All par­ents have seen this in their kids. Par­ents can see the remark­able trans­for­ma­tion as their chil­dren devel­op the abil­i­ty to reg­u­late emo­tions and to per­sist with goals in the face of dis­trac­tions. That abil­i­ty is usu­al­ly labeled ‚ self-regulation.

The oth­er main area of your research is atten­tion. Can you explain the brain-basis for what we usu­al­ly call “atten­tion”?

I have been inter­est­ed in how the atten­tion sys­tem devel­ops in infan­cy and ear­ly childhood.

One of our major find­ings, thanks to neu­roimag­ing, is that there is not one sin­gle “atten­tion”, but three sep­a­rate func­tions of atten­tion with three sep­a­rate under­ly­ing brain net­works: alert­ing, ori­ent­ing, and exec­u­tive atten­tion. [Read more…] about Train­ing Atten­tion and Emo­tion­al Self-Reg­u­la­tion — Inter­view with Michael Posner