Related Experiment Video

Updated: May 25, 2026

Murine Model of Controlled Cortical Impact for the Induction of Traumatic Brain Injury
05:01

Murine Model of Controlled Cortical Impact for the Induction of Traumatic Brain Injury

Published on: August 16, 2019

Parental distress, parenting practices, and child adaptive outcomes following traumatic brain injury

Jackie L Micklewright1, Tricia Z King, Kathleen O'Toole

  • 1Department of Neuropsychology, Hennepin County Medical Center, Minneapolis, MN 55415, USA. jmicklewright1@gmail.com

Journal of the International Neuropsychological Society : JINS
|February 9, 2012
PubMed

Insights

Parental distress impacts child adaptive functioning after pediatric traumatic brain injury (TBI), but not orthopedic injury. Authoritarian parenting mediates this relationship, highlighting its importance in TBI recovery.

Area of Science:

  • Pediatric neurology
  • Developmental psychology
  • Family studies

Background:

  • Moderate and severe pediatric traumatic brain injuries (TBI) cause significant familial distress and affect child adaptive functioning.
  • Understanding the interplay between parental psychological distress, parenting styles, and child outcomes post-injury is crucial.

Purpose of the Study:

  • To examine the relationship between parental psychological distress, parenting practices, and child adaptive functioning 12-36 months after pediatric TBI or orthopedic injury (OI).
  • To investigate if injury type moderates the association between parental distress and child adaptive functioning.
  • To determine if authoritarian parenting mediates the link between parental distress and child adaptive functioning.

Main Methods:

  • Hierarchical multiple regression and bootstrapping were used to test moderation and mediation hypotheses.
  • Parents of children with TBI (n=21) or OI (n=23) completed validated questionnaires assessing psychological distress, parenting practices, and child adaptive functioning.
  • Study groups were comparable on demographics such as age at injury, time since injury, sex, race, and socioeconomic status.

Main Results:

  • Parental psychological distress was significantly associated with lower child adaptive functioning in the TBI group, but not the OI group, supporting the moderation hypothesis.
  • Higher parental distress was linked to increased authoritarian parenting practices across both injury groups.
  • Authoritarian parenting practices were found to mediate the relationship between parental distress and child adaptive functioning.

Conclusions:

  • Parental psychological distress is a critical factor influencing child adaptive functioning specifically after pediatric TBI.
  • Authoritarian parenting practices play a mediating role in the relationship between parental distress and child outcomes, regardless of injury type.
  • Parenting practices represent a key area for intervention and support in families affected by pediatric TBI.

More Related Videos

Assessing Dominant-Submissive Behavior in Adult Rats Following Traumatic Brain Injury03:56

Assessing Dominant-Submissive Behavior in Adult Rats Following Traumatic Brain Injury

Published on: December 16, 2022

A Pediatric Concussion Model in Mice: Closed Head Injury with Long-Term Disorders (CHILD)07:01

A Pediatric Concussion Model in Mice: Closed Head Injury with Long-Term Disorders (CHILD)

Published on: February 7, 2025

Related Concept Videos

Traumatic Brain Injury l: Introduction01:28

Traumatic Brain Injury l: Introduction

DefinitionTraumatic brain injury, or TBI, is a disturbance of normal brain function induced by an external mechanical force, such as a direct blow to the head or a penetrating injury. It can affect both brain structure and function, producing a wide range of clinical outcomes. TBI is a heterogeneous condition, meaning its effects may differ based on the type, location, and severity of the injury.Basis of ClassificationTBI is classified based on severity, injury mechanism, or pathophysiology. In...
Parenting Styles01:27

Parenting Styles

Diana Baumrind's four parenting styles — authoritarian, authoritative, neglectful, and permissive — each influence children's socio-emotional development differently.
Authoritarian Parenting
This style is strict and controlling, with little room for open dialogue. Authoritarian parents demand obedience and often enforce rules with minimal warmth. Children raised this way may lack social skills and initiative, usually comparing themselves to others unfavorably.
Authoritative Parenting
This...
Post-traumatic Stress Disorder01:27

Post-traumatic Stress Disorder

Post-traumatic stress disorder (PTSD) is a psychiatric condition that arises following exposure to traumatic events such as natural disasters, forced displacement, or severe accidents. It significantly impairs individuals' ability to cope with daily activities and disrupts their emotional and psychological equilibrium.
Symptoms and Behavioral Manifestations
A spectrum of distressing symptoms characterizes PTSD. Recurrent flashbacks, where individuals involuntarily relive traumatic events, are a...
Relationship with Parents: Attachment01:28

Relationship with Parents: Attachment

Parent-child interactions lay the foundation for how we understand relationships throughout life. These interactions are not uniform across families; instead, they are shaped by a range of environmental, emotional, and behavioral factors unique to each caregiver-child dynamic. Social psychologists study these early relationships to understand how patterns formed in infancy influence social functioning and interpersonal behavior in adulthood.Attachment Theory and Early Relational ModelsJohn...
Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.