The Pandemic Period and the Parent-Child Relationship


Abstract views: 409 / PDF downloads: 104

Authors

  • Sema ÖNGÖREN

DOI:

https://doi.org/10.33200/ijcer.800990

Keywords:

Pandemic, Family, Mother, Father, Child, Relationship

Abstract

The aim of this study is to investigate parents’ relationships with their children during the pandemic period. The study is a qualitative research study and was conducted with a case study design. The study group of this research consisted of 19 parents. The study group was selected using the criterion sampling method of purposive sampling. The criteria specified in this research were that parents should have a child attending preschool and at least a secondary school level of education. The research data were gathered during the 2019-2020 academic year via interviews conducted with parents having at least one child who was still receiving preschool education, using a semi-structured interview form. The study variables were age, occupation, education level, number of children, and cohabitation status of the parents. The data obtained from the interviews were analysed using the content analysis method. Accordingly, the researcher aimed to assess, through content analysis, the reasons for directly unobservable or non-quantifiable behaviours of the parents by conducting interviews. The research findings revealed that the positive aspects of the parent-child relationship during the pandemic were stated to be spending time together, sharing, doing activities, and communication, while the negative aspects were reported as social isolation, domestic conflicts, and mobile phone addiction. Changes in the mother-child relationship during the pandemic were revealed to be related to knowing each other, spending time together, conflicts, and obeying rules, while in terms of the father-child relationship, changes were seen in communication, doing activities and sense of responsibility. While participants evaluated domestic relationships positively with regard to being together, being supportive and positive communication, they regarded them negatively in terms of conflicts, communication problems and boredom. Lastly, participants stated that educational activities, playing games, watching educational videos and preparing food were the activities on which the most time was spent.

Author Biography

Sema ÖNGÖREN

Corresponding Author: Sema Öngören, ongorensema@gmail.com

Sema ÖNGÖREN
NEVSEHIR HACI BEKTAS VELI UNIVERSITY
0000-0002-6034-1400
Türkiye

References

Adler, A. (2005). Child education. In K. Şipal (Edt.). İstanbul: Cem publishing.

Ainsworth, M. S. (1989). Attachments beyond infancy. American Psychologist, 44(4), 709-716.

Akbaş-Zeybekoğlu, Ö. & Dursun, C. (2020). Mothers interpolating public space into private space during the Coronavirus (COVID-19) pandemic. Eurasian Journal of Social and Economic Research, 7(5), 78-94.

Alon, T. M., Doepke, M., Olmstead-Rumsey, J., & Tertilt, M. (2020). The impact of COVID-19 on gender equality. National Bureau of Economic Research, 4, 62-85.

Amakiri, P. C., Chude, C. F., Uchenna, S., Oradiegwu, I. P., Anoka, K. C., & Amarachi, Q. (2020). Psychologıcal effect of pandemic Covıd-19 on families of health care professionals. British Journal of Psychology Research, 8(2), 1-7.

Başaran, M. & Aksoy, A. B. (2020). Parents' views on the family lives in the Corona-Virus (Covıd-19) outbreak process. The Journal of International Social Research, 13(71), 667-678.

Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology, 4, 1–103.

Beck, S. J. & Ledbetter, A. M. (2013). The influence of parent conflict style on children. Personal Relationships, 20(3), 495-510.

Becvar, R. J. & Becvar, D. S. (2017). Systems theory and family therapy: A primer. USA: Rowman & Littlefield.

Bernet, W., Wamboldt, M. Z., & Narrow, W. E. (2016). Child affected by parental relationship distress. Journal of the American Academy of Child & Adolescent Psychiatry, 55(7), 571-579.

Bouchard, G., Lee, C. M., Asgary, V., & Pelletier, L. (2007). Fathers' motivation for involvement with their children: A self-determination theory perspective. Fathering, 5(1), 25-41. Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development . London, England: Routledge.

Bronfenbrenner, U. & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner (Edt.), Handbook of child development: Theoretical models of human development. Hoboken, NJ: Wiley.

Bronfenbrenner, U. (1989). Ecological systems theory. In R. Vasta (Ed.), Annals of child development, theories of child development: Revised reformulations and current issues. Greenwich, CT: JAI Press.

Bronfenbrenner, U. (1992). Ecological systems theory. In R. Vasta (Ed.), Six theories of child development: Revised formulations and current issues (p. 187–249). Jessica Kingsley Publishers.

Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: Rapid review of the evidence. The Lancet, 395, 912-920.

Brown, S. M., Doom, J. R., Lechuga-Peña, S., Watamura, S. E., & Koppels, T. (2020). Stress and parenting during the global COVID-19 pandemic. Child Abuse & Neglect. https://doi.org/10.1016/j.chiabu.2020.104699.

Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2015). Scientific research method. Ankara: Pegem publishing.

Caldera, Y. M. & Lindsey, E. W. (2006). Coparenting, mother-infant interaction, and infant-parent attachment relationships in two-parent families. Journal of Family Psychology, 20(2), 275-283.

Campbell, A. M. (2020). An increasing risk of family violence during the Covid-19 pandemic: Strengthening community collaborations to save lives. Forensic Science International: Reports, 2 (100089), 1-3. https://doi.org/10.1016/j.fsir.2020.100089.

Cantekin, D. & Akduman, G. G. (2020). The relationship between mothers’ attitudes towards child rearing and their children’s emotion management skills. Anatolian Journal of Psychiatry, 21(1), 87-92.

Chung, S. K. G., Lanier, P., & Wong, P. (2020). Mediating effects of parental stress on harsh parenting and parent-child relationship during Coronavirus (COVID-19) Pandemic in Singapore.Journal of Family Violence. doi: 10.1007/s10896-020-00200-1

Collins, C., Landivar, L. C., Ruppanner, L., & Scarborough, W. J. (2020). COVID‐19 and the gender gap in work hours. Gender, Work & Organization, 28, 101-112. https://onlinelibrary.wiley.com/doi/epdf/10.1111/gwao.12506

Corbin, J. & Strauss, A. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.

Coyne, L. W., Gould, E. R., Grimaldi, M., Wilson, K. G., Baffuto, G., & Biglan, A. (2020). First things first: Parent psychological flexibility and self-compassion during COVID-19. Behavior Analysis in Practice, 1, 1-7.

Cresswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches. California: SAGE Publications, Inc.

Creswell, J. W. & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3), 124-130.

Cummings, E. M., Braungart-Reiker, J. M., & Du Rocher-Schudlich, T. (2003). Emotion and personality development in childhood. In R. Lerner, M. Easterbrooks, J. Mistry, & I. Weiner (Eds.), Handbook of psychology: Developmental psychology. Hoboken: John Wiley & Sons.

Daks, J. S., Peltz, J. S., & Rogge, R. D. (2020). Psychological flexibility and inflexibility as sources of resiliency and risk during a Pandemic: Modeling the cascade of COVID-19 stress on family systems with a contextual behavioral science lens. Journal of Contextual Behavioral Science. 18, 16-27.

Deković, M. & Buist, K. L. (2005). Multiple perspectives within the family: Family relationship patterns. Journal of Family Issues, 26(4), 467-490.

Delvecchio, E., Raspa, V., Germani, A., Lis, A., & Mazzeschi, C. (2020). Parenting styles and child’s well-being: The mediating role of the perceived parental stress. Europe’s Journal of Psychology, 16(3), 514-531.

Demirbaş-Kurt, N. & Koçak-Sevgili, S. (2020). Evaluatıon of the covıd-19 pandemıc perıod from the perspectıve of parents wıth children between the ages of 2-6. Eurasian Journal of Social and Economic Research, 7(6), 328-349.

Dereli, E. & Dereli, B. M. (2017). The prediction of parent- child relationship on psychosocial development in preschool. VanYuzuncu Yıl University Journal of Education, 14(1), 227-258.

Di Giorgio, E., Di Riso, D., Mioni, G., & Cellini, N. (2020). The interplay between mothers’ and children behavioral and psychological factors during COVID-19: An Italian study. European Child & Adolescent Psychiatry. https://link.springer.com/article/10.1007/s00787-020-01631-3

Epstein, N. B., Baldwin, L. M., & Bishop, D. S. (1983). The McMaster family assessment device. Journal of Marital and Family Therapy, 9(2), 171-180.

Erdoğan, Ö. & Zelyurt, H. (2016). The effect of parent education on parent-child relationship. Journal of Social Policy Studies, 16(36), 9-34.

Feinberg, M. E. (2003). The internal structure and ecological context of coparenting: A framework for research and intervention. Parenting: Science and Practice, 3(2), 95-131.

Feinberg, M. E., Jones, D. E., Kan, M. L., & Goslin, M. C. (2010). Effects of family foundations on parents and children: 3.5 years after baseline. Journal of Family Psychology, 24(5), 532-542.

Fraenkel, J. R., Wallen, N. E.,& Hyun, H. H. (2012). How to design and evaluate research in education. New York: McGraw-Hill.

Gander, M. J. & Gardiner, H. W. (2001). Child and adolescent development. In B. Onur (Edt.). Ankara: İmge publishing.

Ghosh, R., Dubey, M. J., Chatterjee, S., & Dubey, S. (2020). Impact of COVID-19 on children: Special focus on psychosocial aspect. Minerva Pediatrica,72(3), 226-235.

Glesne, C. (2016). Becoming qualitative researchers: An introduction. Pearson. One Lake Street, Upper Saddle River, New Jersey.

Goldman, P. S., van Ijzendoorn, M. H., Sonuga-Barke, E. J., Bakermans-Kranenburg, M. J., Bradford, B., Christopoulos, A., ... & Gunnar, M. R. (2020). The implications of COVID-19 for the care of children living in residential institutions. The Lancet Child & Adolescent Health, 4(6), 12.

Griffith, A. K. (2020). Parental burnout and child maltreatment during the COVID-19 pandemic. Journal of Family Violence.https://link.springer.com/content/pdf/10.1007/s10896-020-00172-2.pdf

Hetherington, E. M. & Clingempeel, W. G. (1992). Coping with marital transitions: A family systems perspective. Monographs of the Society for Research in Child Development, 57(2-3, Serial No. 227). https://doi.org/10.2307/1166050.

Hughes, C., Devine, R. T., Mesman, J., & Blair, C. (2020). Parental well-being, couple relationship quality, and children's behavioral problems in the first 2 years of life. Development and Psychopathology, 32(3), 935-944.

Imran, N., Zeshan, M., & Pervaiz, Z. (2020). Mental health considerations for children & adolescents in COVID-19 Pandemic. Pakistan Journal of Medical Sciences, 36, 67-72.

Jiao, W. Y., Wang, L. N., Liu, J., Fang, S. F., Jiao, F. Y., Pettoello-Mantovani, M., & Somekh, E. (2020). Behavioral and emotional disorders in children during the COVID-19 epidemic. The Journal of Pediatrics, 221, 261-264.

Johnson, B. (2020). Importance of positive parenting during the Pandemic. BMH Medical Journal. 7(3), 46-49.

Kelifa, M. O., Yang, Y., Carly, H., Bo, W., & Wang, P. (2020). How adverse childhood experiences relate to subjective wellbeing in college students: The role of resilience and depression. Journal of Happiness Studies, 1-21. https://doi.org/10.1007/s10902-020-00308-7

Kennison, S. M. & Spooner, V. H. (2020). Childhood relationships with parents and attachment as predictors of resilience in young adults. Journal of Family Studies, 1-13. https://doi.org/10.1080/13229400.2020.1861968

Kochanska, G., Boldt, L. J., & Goffin, K. C. (2019). Early relational experience: A foundation for the unfolding dynamics of parent–child socialization. Child Development Perspectives, 13(1), 41-47.

Kuo, P. X., Volling, B. L., & Gonzalez, R. (2018). Gender role beliefs, work–family conflict, and father involvement after the birth of a second child. Psychology of Men & Masculinity, 19(2), 243.

LaBrenz, C., Baiden, P., Findley, E., Tennant, P. S., & Chakravarty, S. (2020). Parental history of trauma and resilience during COVID-19. Research Square, 1, 1-23. doi: 10.21203/rs.3.rs-59182/v1.

Lee, P. I., Hu, Y. L., Chen, P. Y., Huang, Y. C., & Hsueh, P. R. (2020). Are children less susceptible to COVID-19?. Journal of Microbiology, Immunology, and Infection, 53(3), 371-372.

Lee, S. J. & Ward, K. P. (2020). Stress and parenting during the Coronavirus pandemic. Research Brief. Ann Arbor: University of Michigan, School of Social Work. Retrieved from https://www.parentingincontext.org/uploads/8/1/3/1/81318622/research_brief_stress_and_parenting_during_the_coronavirus_pandemic_final.pdf

Longhurst, R. (2010) Semi-structured interviews and focus groups. In NJ. Clifford and G. Valentine (Edt.), Key methods in geography. London: Sage.

Maccoby, E. E. & Martin, J. A. (1983). Socialization in the context of the family: Parent–child interaction. In P. H. Mussen (Edt.), Handbook of child psychology: Socialization, personality and social development. New York: Wiley.

Mahoney, G. & Bella, J. M. (1998). An examination of the effects of family-centered early intervention on child and family outcomes. Topics in Early Childhood Special Education, 18(2), 83-94.

Mangiavacchi, L., Piccoli, L., & Pieroni, L. (2020). Fathers matter: Intra-household responsibilities and children's wellbeing during the COVID-19 lockdown in Italy. IZA – Institute of Labor Economics. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3660266

McCubbin, H. I. & Figley, C. R. (Eds.). (2014). Stress and the family: Coping with normative transitions. New York: Routledge.

Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: A source book of new methods. London: SAGE Publications.

Orth, U. (2018). The family environment in early childhood has a long-term effect on self-esteem: A longitudinal study from birth to age 27 years. Journal of personality and social psychology, 114(4), 637-655.

Öztürk-Demir, E., Kuru, G., & Yıldız-Demir, C. (2020). What do mothers think and what do children want during Covıd-19 Pandemıc days? Perceptıons of mothers and their children related to pandemic. Eurasian Journal of Social and Economic Research, 7(5), 204-220.

Ragamayi, M. P. (2020). Level of family bonding amond young adults during national lockdown due to Covıd-19. UGC CARE Journal, 31(12), 684-698.

Santrock, J. W. (2011). Life span development. New York: McGraw-Hill.

Saygı, D. & Uyanık Balat, G. (2013). The research of relationship between mothers and their children who continue their nursery class education. International Journal of Human Science, 10(1), 844-862.

Schonfeld, D. J. & Demaria, T. (2015). Providing psychosocial support to children and families in the aftermath of disasters and crises. Pediatrics, 136(4), 1120-1130.

Stemler, S. (2000). An overview of content analysis. Practical Assessment, Research and Evaluation, 7(7), 1-6.

Sweeney, S. & MacBeth, A. (2016). The effects of paternal depression on child and adolescent outcomes: a systematic review. Journal of Affective Disorders, 205, 44-59.

Szabo, T. G., Richling, S., Embry, D. D., Biglan, A., & Wilson, K. G. (2020). From helpless to hero: Promoting values-based behavior and positive family interaction in the midst of Covid-19. Behavior Analysis in Practice, 13, 568-576.

Tamis‐LeMonda, C. S., Shannon, J. D., Cabrera, N. J., & Lamb, M. E. (2004). Fathers and mothers at play with their 2‐and 3‐year‐olds: Contributions to language and cognitive development. Child Development, 75(6), 1806-1820.

Tavassolie, T., Dudding, S., Madigan, A. L., Thorvardarson, E., & Winsler, A. (2016). Differences in perceived parenting style between mothers and fathers: Implications for child outcomes and marital conflict. Journal of Child and Family Studies, 25(6), 2055-2068.

Trawick-Smith, J. (2014). Early childhood development a multıcultural perspectıve. B. Akman (Edt.). Ankara: Nobel publishing.

Usta-Yüksek, S. & Gökcan, H. N. (2015). Covid-19 through the eye of children and mothers. International Journal of Social Sciences and Education Research, 6(2), 187-206.

Uzun, H. & Baran, G. (2019). Examination of relationship between preschool children and their fathers according to some variables. Mersin University Journal of the Faculty of Education 15(1), 47-60.

Üstün, Ç. & Özçiftçi, S. (2020). Effects of COVID-19 Pandemic on social life and ethical plane: an evaluation study. Anatolian Clinic the Journal of Medical Sciences, 25(19), 142-153.

Vasilyeva, E. N. & Shcherbakov, A. V. (2016). Parental roles and types of parentings as determinants of a preschooler's emotional and personal well-being. Procedia-Social and Behavioral Sciences, 233, 144-149.

Woolfolk-Hoy, A. (2010). Education psychology. D. Özen (Eds.). İstanbul: Kaknüs publishing.

Xie, X., Xue, Q., Zhou, Y., Zhu, K., Liu, Q., Zhang, J., & Song, R. (2020). Mental health status among children in home confinement during the coronavirus disease 2019 outbreak in Hubei Province, China. JAMA Pediatrics, 174(9), 898-900.

Yıldırım, A. & Şimşek, A. (2011). Qualitative research methods in the social sciences. Ankara: Seçkin publishing.

Yıldız, E. (2020). Lifestyle and psychosocial effects of the COVID-19 Pandemic. In R. Aylaz & E. Yıldız (Eds.). The impacts of new coronavirus disease on society and nursing approaches. Malatya: Inonu University publishing.

Yin, R. K. (2015). Qualitative research from start to finish. Thousand Oaks, CA: Sage: Guilford publications.

Zeanah, C. H., Benoit, D., Hirshberg, L., Barton, M. L., & Regan, C. (1994). Mothers’ representations of their infants are concordant with infant attachment classifications. Developmental Issues in Psychiatry and Psychology, 1(1), 1-14.

Zorbaz, S. D. (2018). Child–parent relationship as a predictor of parental self-efficacy. The Journal of Buca Faculty of Education, 46, 144-153.

Downloads

Published

2022-10-30

How to Cite

ÖNGÖREN, S. (2022). The Pandemic Period and the Parent-Child Relationship. International Journal of Contemporary Educational Research, 8(1), 94–110. https://doi.org/10.33200/ijcer.800990

Issue

Section

Articles