Parental Coping Mechanisms: Effects on Child Social and Cognitive Development

Previous studies among Latino and African American parents have found a relationship between high levels of parent religiosity and increased levels of children’s high school completion compared to less religious parents. Numerous studies have also shown a correlation between parental depression and negative child academic and social outcomes. In this study we investigate the following questions based on existing evidence: Do parental coping mechanisms explain the variance in the social and cognitive development of children?  And if so, are particular coping styles associated with more positive outcomes? Our hypothesis posits that parents who report more adaptive coping strategies will have children with increased perceived self-competence across several domains including cognitive, social, physical and general self-worth. Participants in the study include ethnic minority families with children enrolled in a grant-funded after-school and summer camp program in an urban, low-income community in the Southeastern U.S. Results are based on primary caregivers’ self-reports of perceived stress, coping, and religious problem solving correlated with children’s self-report responses to the Harter Perceived Competence Scale for Children, as well as de-identified pre and post assessment scores from the yearlong afterschool program. Regression analyses are utilized to test a model of parental coping and religious problem solving in relation to child competence and academic achievement, controlling for parental stress and demographic factors.  We anticipate finding a significant relationship between specific coping styles and child outcomes. In addition, we expect that parents who use religion as a mechanism for problem solving will have children with increased perceived competence.