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Related Concept Videos

Relationship with Other Adult Family Members and Siblings01:29

Relationship with Other Adult Family Members and Siblings

Other adult family members and siblings play a crucial role in shaping children’s social and emotional development. While parents or primary caregivers are often the central figures in early attachment and socialization, other adults in a child’s life, such as grandparents, aunts, and uncles, can significantly influence developmental outcomes. These influences depend on each adult’s personality and may help compensate when a primary caregiver is emotionally distant or inconsistent. For...
Oppositional Defiant Disorder01:30

Oppositional Defiant Disorder

A persistent pattern of angry or irritable mood, defiant behavior, or vindictiveness characterizes Oppositional Defiant Disorder (ODD). Symptoms must occur over at least six months, involve interactions with individuals beyond siblings, and meet specific diagnostic criteria to be clinically significant. The disorder affects emotional regulation, social interactions, and behavior, often manifesting early in life and influencing long-term development and functioning.
Diagnostic Criteria and...
Social Foundations of Self II: The Generalized Other01:20

Social Foundations of Self II: The Generalized Other

According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group effort.
Stereotype Content Model02:16

Stereotype Content Model

The Stereotype Content Model (SCM) was first proposed by Susan Fiske and her colleagues (Fiske, Cuddy, Glick & Xu, 2002; see also Fiske, 2012 and Fiske, 2017). The SCM specifies that when someone encounters a new group, they will stereotype them based on two metrics: warmth—or that group’s perceived intent, and how likely they are to provide help or inflict harm—and competence—or their ability to carry out that objective. Depending on the warmth-competence categorization, a person will feel...
Bullying02:04

Bullying

A modern form of aggression is bullying. As you learn in your study of child development, socializing and playing with other children is beneficial for children’s psychological development. However, as you may have experienced as a child, not all play behavior has positive outcomes. Some children are aggressive and want to play roughly. Other children are selfish and do not want to share toys. One form of negative social interactions among children that has become a national concern is bullying.
Modeling in Therapy01:26

Modeling in Therapy

Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in situations...

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Related Experiment Video

Updated: Jul 10, 2026

Assessing the Coherence of Parents' Short Narratives Regarding their Child Using the Five-Minute Speech Sample Procedure
07:56

Assessing the Coherence of Parents' Short Narratives Regarding their Child Using the Five-Minute Speech Sample Procedure

Published on: September 19, 2019

Perceived Relational Harm Across Children's Disability Constellations in Parent-Professional Interactions.

Sabrina Fuths1, Rebekka Daubert1, Christian Walter-Klose2

  • 1Faculty of Psychology, Ruhr University Bochum, Bochum, Germany.

Child: Care, Health and Development
|July 8, 2026
PubMed
Summary

Relational harm is common for parents of children with disabilities, with 86.8% experiencing dismissive or blaming interactions. These negative experiences impact trust and well-being, affecting children's support.

Keywords:
child disabilityparent–professional interactionrecognitionrelational harm

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Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder
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Published on: April 22, 2015

Related Experiment Videos

Last Updated: Jul 10, 2026

Assessing the Coherence of Parents' Short Narratives Regarding their Child Using the Five-Minute Speech Sample Procedure
07:56

Assessing the Coherence of Parents' Short Narratives Regarding their Child Using the Five-Minute Speech Sample Procedure

Published on: September 19, 2019

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder
09:13

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder

Published on: April 22, 2015

Area of Science:

  • Social Sciences
  • Health Services Research
  • Disability Studies

Background:

  • Parents of children with disabilities frequently encounter healthcare, education, and social services.
  • These interactions are often perceived as dismissive, blaming, or controlling by parents.

Purpose of the Study:

  • To examine the prevalence, accumulation, social patterning, and qualitative aspects of relational harm in parent-professional interactions.
  • To assess four key indicators of relational harm: not being taken seriously, ability negation, blame attribution, and autonomy constraint.

Main Methods:

  • A mixed-methods study utilizing a nationwide survey of 645 parents in Germany.
  • Quantitative analysis of relational harm indicators and logistic regression.
  • Qualitative analysis of recurring domains of relational harm.

Main Results:

  • Relational harm is widespread (86.8%) and cumulative, with 'not being taken seriously' being the most frequent experience (79.5%).
  • Parents of children with psychosocial disabilities and those with higher support intensity reported significantly higher rates of relational harm.
  • Qualitative findings revealed epistemic marginalization, normative evaluation, and autonomy constraints as key domains of harm.

Conclusions:

  • Relational quality is crucial in professional practice for families of children with disabilities.
  • Experiences of relational harm can erode trust, service engagement, and parental well-being, potentially impacting children's outcomes.
  • Addressing relational harm is essential for improving support systems for these families.