Parenting and Mental Health


Course Objective

To gain theoretical insight in the models that connect parenting to the
development of psychopathology, either as a risk or a resilience factor,
most prominently attachment theory. To
scrutinize the assumptions of current research that examines
environmentally mediated linkages between parenting and development and
models of intergenerational transmission of attachment and
psychopathology. To learn how to avoid common confounds in parenting-
mental health research. To become proficient in analyzing theoretical
propositions in terms of causal models, including mediating and
moderating mechanisms. To critically examine evidence for theoretical
models of attachment and emotional security.

Course Content

From the perspective of developmental psychopathology, we focus in this
course on parenting and parent-child relationships. This includes
in-depth theorizing on attachment, as well as parental behaviour and
socialization practices, the exposure of children to conflicts between
parents, and child maltreatment. Particular attention is paid to the
interplay between parenting, parent-child relationships, and biological
processes. This course also pays attention to the methodology of
research on parenting and parent-child relationships, including the use
of interventions as well as experiments of nature such as adoption or
foster care. Developmental psychopathology offers different theoretical
tools to analyse the interactions of
factors at different systems levels. A common thread in the course will
be training in analysis of theoretical models, using mediating and
moderating mechanisms as theoretical tools, and learning how evidence
for mediating and moderating effects can be derived from quantitative
research data.
Furthermore, students will be exposed to tools used in research on
parenting and parent-child relationships (e.g., Adult Attachment
Interview, Strange Situation Procedure, Three Boxes Procedure).

Teaching Methods

Lectures and seminars with small-group discussions and assignments.

Method of Assessment

Written exam and paper. Both count for 50% of the grade.


- Sroufe, L.A., Egeland, B., Carlson, E.A., & Collins, W.A. (2005 or
2009). The development of the person. New York: Guilford. Ch 1 t/m 14
- additional literature to be announce through DLO

Additional Information

This course is taught every two years. It is not offered in 2018-19, but
in 2019-2020.

General Information

Course Code P_MPARMEN
Credits 6 EC
Period P2
Course Level 400
Language of Tuition English
Faculty Fac. of Behavioural and Movement Science
Course Coordinator prof. dr. C. Schuengel
Examiner prof. dr. C. Schuengel
Teaching Staff prof. dr. M.J. Bakermans
prof. dr. C. Schuengel

Practical Information

You need to register for this course yourself

Teaching Methods Lecture