1. I see both the child’s good points and his/her fault
2. I let him/her know that I feel hurt if he/she not does what he/she is told
3. I ask others what he/she does while he/she is away from me
4. I speak in strong way in order to teach him/her how to behave
5. I think of things that will please him/her
6. I forget things he/she has told me
7. I avoid talking to him/her after he/she displeases me.
8. I care about him/her‚ even when he/she does less well than I know he/she could.
9. I let him/her know that If he/she really cared he/she wouldn't do things to cause me worry
10.I get angry about little things he/she does.
11.I lose my temper when he/she does not do as I ask.
12.I consider his/her needs and interests when making my own plans.
13.I am unaware of what he/she thinks or feels.
14.I withdraw from being with my child when he/she displeases me.
15.I like to hug and kiss him/her.
16.I let him/her dress as he/she wants
17.I can predict how he/she will respond or feel about something new
18.I accept a decision even if it’s not the way I think
19.I make clear rules for him/her to follow
20.I let him/her express his/her feeling about being punished or restricted
21.I change rules
22.I let myself be talked out of things
23.I tell him/her that I worry about how he/she will turn out because of his/her bad behavior
24.Fusses and cries when he/she must give up something he/she wants
25.Talks and acts happily and with excitement about things that Interest him/her
26.Tries to strike up friendships with other children by approaching them to play
27.Even a slight distraction will make him/her forget what he/she is doing
28.Happy to accept a toy or other object and is satisfied to keep it‚ look at it‚ and play with it
29.Does things vigorously. Likes to use his/her strength
30.Uninvolved when there are happy events‚ like trips‚ visits‚ new toys‚ treats‚ and parties
31.Makes a great effort to do something that is difficult for him/her by reaching‚ pulling‚ or dragging
32.Active‚ impossible to keep up with him/her
33.Pushes other children and adults in an unfriendly way
34.Can pay attention for a long time to something
35.Lies down‚ rests his/her head‚ or falls asleep instead of playing
36.Shies away from getting attention. Moves away from people
37.I afraid to go near novel and strange things or moving toys‚ noisy toys‚ or balloons
38.Is cheerful‚ smiles and laughs a lot
39.Carries on and won’t cooperate with routine activities such as washing. eating‚ or going to bed
40.Watches and follows what you are doing when shown how a toy works‚ how it moves‚ or makes sounds
41.Tries to please others
42.Bites‚ hits‚ kicks‚ and tries to hurt you
43.Gives long attention to objects‚ toys‚ or books that interest him/her
44.Seems to have little zest for normal activities‚ Acts tired
45.Would rather be left alone if you try to play with him/her or talk to him/her
46.Is afraid to go close to or touch insects‚ dogs‚ cat‚ or other animals
47.Seems to enjoy most of the things that he/she does
48.Will keep pushing you for something else when you give him/her a toy or something
49.Pays close attention when you show him/her something
50.Shows sympathy for others who are having trouble or are sad
51.Is a talkative child who expresses himself/herself In language or near-language
52.Tends to be resistant and unfriendly
53.Sucks his/her thumb‚ twiddles his/her hair‚ or does something by habit
54.Enjoys being played with
55.Is unhappy being with people and being the center of attention
56.Likes to feel‚ smell‚ taste‚ pound‚ squeeze‚ or examine new things and toys
Respect for Autonomy (11 items; e.g.‚ I accept a decision even if it is not the way I think)‚ Control (8 items; e.g.‚ I speak in a strong way in order to teach my child how to behave)‚ Consistency (9 items; e.g.‚ I make clear rules for him to follow)‚ Child-Centeredness (12 items; e.g.‚ I consider my child’s needs and interests when making my own plans) and Detachment (8 items; e.g.‚ I avoid talking to him after he displeases me)
There are two answers for each of the first 23 questions
How I really act: 0= Never‚ 1 = Almost never‚ 2= seldom‚ 3= Half the time‚ 4=Frequently‚ 5= Almost always‚ 6= Always
How the ideal parent would be: 0= Never‚ 1= Almost never‚ 2= Seldom‚ 3= Half the time‚ 4= Frequently‚ 5= Almost always‚ 6= Always
The other questions: 0= Never‚ 1= Almost never‚ 2= Seldom‚ 3= Half the time‚ 4= Frequently‚ 5= Almost always‚ 6= Always
This instrument can be found in: Fischer‚ Joel.‚ Corcoran‚ Kevin J. (2007 ). Measures for Clinical Practice and research: A sourcebook. (4th ed.). NY. Oxford University Pr. Vol. 1‚ Page (s): 378-384.
Dibble. E.‚ Cohen‚ D. J.‚ (1974). Companion Instruments for Measuring Children's Competence and Parental Style. Archives of General Psychiatry‚ 30(6):805-815.
Cohen‚ D. J.‚ Dibble. E.‚ Grawe‚ J.M. (1977). Parental style. Mothers' and fathers' and perceptions of their relations with twin children. Archives of General Psychiatry‚ 34(4):445-451.
Cohen‚ Orna.‚ Finzi-Dottan‚ Ricky. (2005). Parent-Child Relationships During the Divorce Process: From attachment theory and intergenerational perspective. Contemporary Family Therapy 27(1)‚ 81-98.
Dibble and Cohen (1974). Parent’s Report (PA). Fischer‚ Joel.‚ Corcoran‚ Kevin J. (2007 ). Measures for Clinical Practice and research: A sourcebook. (4th ed.). NY. Oxford University Pr. Vol. 1‚ Page (s): 378-384.
Gilmore‚ Linda & Cuskelly‚ Monica. (2012). Parenting satisfaction and self-efficacy : a longitudinal study of mothers ofchildren with Down Syndrome.Journal of Family Studies‚ 18(1)‚ 28-35.