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Table 1 Parenting dimensions of the General Parenting Observational Scale

From: Development of the General Parenting Observational Scale to assess parenting during family meals

GPOS Dimension

Definition

EMOTIONAL DIMENSIONS:

 

Warmth and affection

Parent expresses warmth and affection towards the child by saying “I love you” or other words of affection, praising the child, or showing that they care about the child. This affection can be reflected in the parent’s tone of voice, facial expressions, physical signs (like hugging, patting on the back, or gentle touching), or other affectionate acts. Parent may also provide positive reinforcement for child behaviors. Overall, parent shows genuine affection, care and attachment towards their child.

Support and sensitivity

Parent provides support and helps the child in some manner. Parent can listen to the child’s ideas; shows physical, emotional, or intellectual support and understanding of the child’s behaviors, thoughts, or emotions; appreciates the child’s ideas and behaviors; helps child to problem solve; and helps child through difficulties. Parent is sensitive to the child’s needs and goals. Ultimately, parent is aware of what the child is doing and adjusting his/her own behavior to take the child’s behaviors and needs into consideration.

Negative Affect

Parent shows anger, hostility, disdain, or disappointment towards the child. Parent may criticize, yell, make fun of child (mocking), belittle, make sarcastic comments towards child, or be frustrated by what the child is saying or doing. This attitude can be reflected in the tone of voice, facial expressions, or hostile acts.

Detachment

Parent is uninvolved or unresponsive towards the child. For example, the child may do something nice for the parent, but the parent does not acknowledge it. Parent can be distant or is “going through the motions”, but displays no feeling of attachment with the child. There is an overall lack of connection with child. Parent may be actively ignoring the child (e.g. child is trying to interact or get the parent’s attention but is not getting a response, or the child is being “boxed” out of conversation/interaction).

BEHAVIORAL DIMENSIONS:

 

Firm discipline and structure

This dimension captures how parents structure the environment to control or manage the child’s behaviors. Parents have adefined set of rules, guidelines, and boundaries for behaviors that are somehow expressed on the recording. For example,parent may enforce or remind the child about a rule or expectation, explain reasons for a rule, allow discussion around arule, provide warnings, or carry through with some disciplinary action or consequence. Parent may demonstrate flexibilityaround certain rules but usually has a limit which is not negotiable. Parent tries to be consistent when disciplining andcarry through with the discipline or consequence. He/she expects the child to follow rules and structures the environmentto support these behaviors.

 

(Parents can be calm or angry when disciplining, but if they are angry, using threats, raising their voice, or bullying, then also code for negative affect.)

Demands for maturity

Parent expects certain behaviors from the child that demonstrate maturity and respect for others, like not interrupting, saying please and thank you, using a napkin or silverware appropriately, etc. Parent also expects self-control of behaviors, emotions, and attitudes. Parents may remind the child of these expectations verbally or refer to these expectations through physical acts, gestures, or facial expressions.

Psychological control

This type of control intrudes into the psychological and emotional development of the child, and typically includes guilt or coercion to influence the child’s behaviors (guilt induction). Parents can show disappointment in the child behaviors or tell the child about all the sacrifices that were made for the child with the intention of guilting or persuading him/her to execute or complete the desired behavior. Parent may bring up previous bad behavior as a reminder to influence a new behavior. Parent may also withdraw affection if the child does something bad (love withdrawal), invalidate the child’s feelings, make a personal attack on the child, and demonstrate erratic emotional behavior (change their emotional reaction to suit their needs and goals). Parent can also be intrusive and push his/her goals and agenda on the child without regard for what the child is doing. Parent typically wants to control all of the child’s behaviors and wants to tell the child what to do. Child has no autonomy in this situation.

Physical control

Parent uses physical force to control the child’s behavior. Parent may physically hurt the child, push or grab the child, or spank the child when he/she disobeys.

Permissive

In this situation, the child usually decides what to do and controls his/her behaviors, actions, and daily schedule. The child can also determine the rules, e.g. what to eat, how much to eat. There are typically no rules. Parents are more laissez-faire. They may label the child’s misbehavior, but provide no follow-through with discipline. Parents may be more concerned with the child liking them and are therefore not as concerned about the discipline. These parents usually cannot say no to the child.

Neglectful

Parent does not provide support or respond to the child’s physical needs. For example, if the child hurts him- or herself, parent does not respond or show concern; or the parent does not provide more food or drink if the child asks for it or looks hungry. This is different from detachment in that it does not address the emotional needs of the child.

  1. Dimensions were based on classic parenting concepts introduced by Baumrind, Maccoby and Martin, Barber, and Slater and Power.
  2. Videotapes are divided into 2 minute time-periods and each dimension is scored on a scale from 1 (not at all present) to 5 (present a great deal). Composite scores are calculated for each dimension based on a 20 minute videotape of a family meal.