Is There a Right Way to Parent?

The chapter focuses on bringing mindfulness into the parent-child relationship. The concept of mindfulness is discussed and its dimensions are examined as having an impact on effective parenting and a harmonious relationship between the parent and child. A model of mindful parenting emphasizing on the social context of parent-child relationship is described. The chapter highlights the significance of mindful parenting which includes being mindful to one's self as well as being mindful of the relationship between the parent and child, indicating a shift from doing mode to being mode. Thus, mindful parenting requires the parent to be mindful of the parent-child relationship itself rather than considering parenting as a task to be carried out and just doing or acting in this relationship. Infusing mindfulness into the dynamics of the parent-child relationship will usher in the well-being of both child and parent.

Monitoring Australian parents’ shifting receptiveness to digital mental health interventions during the COVID-19 pandemic

Background: Nascent evidence indicates that the mental health of parents and children has markedly declined during the COVID-19 pandemic. Considering disruptions to traditional face-to-face mental health services resultant from stay-at-home orders, the potential value of digital mental health interventions has become extremely apparent. Despite this, uptake of digital interventions remains poor, indicating that a better understanding is needed of factors that determine a willingness to use digital platforms. Method: The present multi-wave, longitudinal study of 2365 Australian parents explored between-person and within-person predictors of intentions to use digital interventions during the pandemic. Results: More than one-third of parents reported likely use of a self-guided and therapist-guided digital intervention, with the most endorsed reason for use being to support their child’s mental health. Between-person baseline predictors of higher intention ratings were parent’s prior mental illness, not living with a partner and recent environmental stressors. Within-person predictors of higher intention ratings were endorsement of mindful parenting strategies, child access to the Internet, better perceived management of child’s education, lower social support and financial hardship. Conclusion: Findings demonstrate that willingness to engage in digital interventions fluctuates in response to changing circumstances. Identifying novel ways to increase acceptance and uptake of digital interventions based on modifiable predictors established here is needed to realize the full potential of these modes of care in times of need.

Adaptation of Mindfulness in Parenting Questionnaire (MIPQ) for parents of children aged 2-12 years

Mindful parenting intervention programs and trait can support positive parenting conditions and affect children's psychosocial development. However, the measurement of mindful parenting has not been widely developed. The Mindfulness in Parenting Questionnaire (MIPQ) scale is one approach that has been developed; it is considered to have good psychological properties and has been validated in several countries. This study aims to find evidence for the validity of the Indonesian version of the MIPQ score interpretation (MIPQ-Ind) in a population of parents of children aged 2-12 years. The total participants are 822 parents (268 fathers and 554 mothers) who live in Jakarta. Using the split sample technique and employing EFA and CFA tests, the research results show that the MIPQ-Ind has two valid factors, as indicated by the index χ2/df= 2.8, CFI= 0.9, GFI= 0.96 RMSEA= 0.06, and RMSR = 0.04. The internal structure validity is 0.913 for being in the moment with child (BMC) factor and 0.906 for the mindful discipline (MD) factor. The study shows that MIPQ-Ind can measure mindful parenting in the population of parents of children aged 2-12 years in Indonesia.

Parental Burnout Reduces Primary Students' Academic Outcomes: A Multi-Mediator Model of Mindful Parenting and Parental Behavioral Control

Academic outcomes have long been one of the important issues of childhood research, which has a strong influence on the overall development of children. The present study aimed to explore the relationship between parental burnout and academic outcomes and the mediating role of parental behavioral control, and mindful parenting. The participants included 786 Vietnamese primary school students ( Mage = 9,980, SD = 0.889) and their parents. Parents completed questionnaires about demographic information, parental burnout, behavioral control, and mindful parenting. The student's academic grades are reported by the school office where the student is enrolled. The results support three main findings: (a) parental burnout has a direct influence on student's academic outcomes, (b) the mediating role of parental behavioral control was significant, and (c) the mediating role of mindful parenting was also significant. Practical implications of these findings highlight how parent's mental health status and parenting practices influence academic outcomes.