ReCAPP: Professional Credits: PCC Implications

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Web Site Wide:
Parent-Child Connectedness Implications for Research & Interventions

Continuing Education
Self-Study Quiz
for CHES and CFLE Contact Hours

Directions:
Read each question carefully. Circle the appropriate letter for each answer on a printed version of the self-study quiz answer sheet. Circle only one answer for each question.

Note: Links on this page with the Portable Document Format icon require Adobe Acrobat Reader 4.0 to view and print them. You can download this free software at: http://www.adobe.com/prodindex/acrobat/readstep.html

Self-Study Quiz

Authoritative parenting is:
1. Considered "old school" and potentially damaging for children.
2. Characterized as combining moderate levels of warmth with moderate levels of control.
3. Characterized as combining high levels of warmth with moderate levels of control.
4. Characterized as combining high levels of warmth with high levels of control.
According to Steinberg (2001), adolescents from homes where authoritative parenting is the norm:
1. Earn higher incomes.
2. Are more likely to help the elderly.
3. Are less likely to engage in antisocial behavior.
4. All of the above.
Parental monitoring and supervision are hallmarks of:
1. Psychological control.
2. Behavioral control.
3. Moderate control.
4. High control.
According to Conger (1977), an increase of adjustment problems and a decrease in self-confidence in children can result from:
1. Parental use of intrusion, guilt, pressure and manipulation.
2. Extreme behavioral control by parents.
3. Psychological control by older siblings.
4. None of the above.

Instead of pulling away from their families, adolescents can renegotiate their place in their families if:
1. Parents are open and flexible.
2. Parents are able to reason with their teen and abide by some of their teen's input.
3. Teens have developed the basic social competencies and self-regulation that earns their parents' trust.
4. All of the above.
When studying differential effects of parenting by gender, Barber and Thomas (1986) found that:
1. The self-esteem of sons was predicted by companionship from mothers and sustained contacts with fathers.
2. The self-esteem of daughters was predicted by physical affection from mothers and general support from fathers.
3. Parents tend to provide more companionship to the opposite-sex child.
4. Parents tend to provide about the same companionship to same and opposite-sex children.
According to Simons, Lin et al. (1999), divorcing parents may be able to substantially reduce the developmental and adjustment problems experienced by their children by:
1. Waiting two to three years before remarrying.
2. Reducing conflict and concentrating on effective parenting.
3. Increasing monitoring and supervision of children.
4. Involving the children in therapist-led playgroups.
ETR Associates defines PCC as:
1. The parent-child bond created by a climate of trust, communication, appropriate structure, and shared time together.
2. The quality of the emotional bond between parents and their children, and the degree to which this bond is both mutual and sustained over time.
3. The emotional bond the child has with the parent based on connection, regulation, and psychological autonomy.
4. The close connection between parent and child created only by a melted tootsie pop.

After reviewing 20 studies investigating the relationship between adolescent sexual behavior and PCC, Miller (1998) found:
1. Serious methodological problems in several of the studies, which he explains is a "testament to how difficult it is to conduct sound family-based research."
2. That parents were generally very effective sex educators of their children.
3. Only one study failed to link PCC to a reduced risk of adolescent pregnancy.
4. Over half of the studies linked PCC with increased condom use.

The social ecology model:
1. Refers to PCC as "family climate."
2. Stems from research on the association between adolescent substance abuse and association with deviant or antisocial peers.
3. Explains how positive family and school environments buffer childrens' involvement with negative peers.
4. All of the above.

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