Comparing Anxiety between Children with Military Parents and Children with Civilian Parents

American Psychologist has many articles that have explored the effects of military deployment on U.S. service members' mental health outcomes. While increased attention has also begun to focus on the consequences of a family member getting orders to deploy the family members are provided a conceptualization for the mechanisms of this process to help them can contribute to receive existing information and inform future efforts (Sheppard, Malatras, & Israel, 2010).

For instance, within teenagers, the ones with parents deployed had higher measured heart rates and perceived stress levels compared with individual controls and young people who did not have a parent stationed overseas.

Research done during the wars in Iraq and Afghanistan (Adler, Bliese, and Castro 2011) found that adolescents with a deployed parent displayed emotional states of feeling lost and had self-doubt. Which in turn could disrupt their adolescent development?

Theory and research on parent- child relationships in adolescence emphasize that parents have a critical part to do when it comes to their adolescents' well-being and to decrease their likelihood of engaging in risk behaviors is essential (Routledge 2013).

Given the extensive literature on parent- teen relationships. Kids who had parents stationed overseas can often feel the same as a child who has a parent getting a divorce. A deployed parent will leave, too and they ask themselves who will take care of them? Preparing a child emotionally before departure will help the child cope as the service member leaves for training or deployment.

Recent studies have focused on the past ten years. Comparing with adolescence involves different trials. One part of a parent's role is keeping the lines of communication open, providing support, and managing their children's behavior. All of these will help the shift to adolescence.

Adolescents often have issues with must deal with problems finding their identity, their friends giving them pressure to do things they do not feel comfortable with, bullying, sexual activity, and drugs just to mention a few main (Zaff & Moore, 2002).

A parent's diligent involvement is crucial at this time; this could be the starting point of a long journey of outcomes into being an adult (Arnett, 1996, 2010; Heard, Gorman, & Kapinus, 2008; Oesterle, Hawkins, Hill, & Bailey, 2010).

Issues of the military and civilian sector concerning children both have an enormous impact on the issues of how a child is brought up. As America continues to deploy troops, so has the number of children exposed to the deployment of a parent.

The increase in deployments enhances the importance of understanding how parental deployment impacts children. Information, with Family Systems Theory past research, shows a parent deployed changes the dynamics of the structure in the family, which may increase stress and anxiety for children and families (Huebner, Mancini, Wilcox, Grass, & Grass, 2007).

Research states grades could be affected by children with deployed parent (Lyle, 2006 ) and that adolescents who already have behavioral or emotional disorders could fall short in school (Nelson, Benner, Lane,& Smith, 2004). Clear signs show of families who had long oversea tours went through troubles of abusing the youth, and young couples had reports of the child neglect and ill-treatment.

Research has argued that after-the-fact mental health delivery can not sufficiently address the number of social problems experienced by children (e.g., Felner, 1999).

According to the Navy Stats To address a critical issue facing American children, training techniques have been developed to enhance parent functioning and thereby to promote better outcomes for children. Parenting programs fall into two categories.

Parent education programs that aim to prevent poor parenting are primary prevention programs, whereas parent skills training or intervention programs targeted toward at-risk parents or parents with a particular type of behavior (punitive, abusive, or neglectful parenting) are secondary prevention programs (Fields & McNamara, 2003).

Being proactive with parent skills training reduces parenting stress (Huebner, 2002). The training can allow parents to avoid ineffective family management behaviors (Farrington & Hawkins, 1991; Harachi, Catalano, & Hawkins, 1997), and produces short-term improvements in family interactions and school achievement (e.g., Catalano, Haggerty, Gainey, & Hoppe, 1995; Dumas, 1989).

Parent skills training also increases protective factors, such as communication, decision-making skills, and parent-child bonding (e.g., Redmond, Spoth, Shin, & Lepper, 1999).

Parent education programs, however, face obstacles in recruiting and retaining parents. For instance, parents with less education are more likely to drop out of such programs prematurely (Dore & Lee, 1999).

Clearly, one-time-only workshops are necessary for families who cannot commit to continuing attendance. For those parents whose problems exceed simple lack of knowledge of child development and behavior management techniques, behavioral approaches have to be added to reduce larger problems in the future (Dore & Lee, 1999).

In 1974, the U.S. Congress passed the Child Abuse Prevention and Treatment Act (i.e., Public Law 98-457). By 1981, a directive assigned responsibility to all military branches for establishing and operating programs that address family and domestic violence.

An evaluation of 379 parents at 25 U.S. Air Force bases who participated in a collaborative child physical abuse prevention project found between 19% to 30% of parents reported significant improvement in the areas assessed (Thompson, Ruma, Brewster, Besetsney, & Burke, 1997).

Parents who decreased their risk for child abuse were at a higher level of risk and were less satisfied with family relationships before their participation than those who did not change, however, many parents who were not at risk demonstrated benefits from attending the program. The 2003 study states that a good relationship with the adolescent can become a safeguard for the stressful issues the military family undergoes. Influences such as length of time in one location. The age of the child, peer groups, and social behavior was measured and studied. The findings were amazing to see.

This research study will compare military and civilian groups of teenage children of Hispanics and the coping and specific behavior.

The study will compare the difference in young children whose parents experienced deployment more likely to exhibit clinical levels of anxiety than children with a nondeployed parent. I predict that children with military Hispanic parents experience higher social anxiety than children with civilian Hispanic parents. This paper will compare the stress between civilian and military Hispanic children. I hypothesized that occurrence and severity of adjustment problems among children of both deployed and returned parents would be higher than normal and increased by psychological distress rising by the growing duration of parental combat deployments during the child's lifetime.

Method
Participants
Adolescents 12-17 years of age
General Health Questionnaire (GHQ 12), the PTSD Checklist-Civilian Version (PCL-C), and an Attitude to Mental Health Questionnaire Analysis
Adolescent who volunteer will be asked to complete a combination of a questionnaire, participate in an interview face-to-face, and (TRM)which is the Trauma Risk Management. Adolescent participants will be asked to complete a combination of a questionnaire, participate in an interview face-to-face, and (TRM) which is the Trauma Risk Management.

This research will stop at any time upon request guardian, or parent is required to remain in the room. The interview will be no more than 30 minutes and a 25 question questionnaire. Being completely honest is important. Using the TRM practitioners can implement in commands and provide continuous before and after mentoring. The research can be stopped at any time upon request guardian/parent are required to remain in the room. The interview will be no more than 30 minutes and a 25 question questionnaire. Being completely honest is important.
Using the TRM practitioners can implement in commands and provide continuous before and after mentoring.The study can help the medical and mental health services and to identify children who might benefit from this to help support the adolescent who is going through tough times and so preventive measures will be taken.

Official assessment or treatment can help and be a useful instrument, empirical evidence supporting its use. Adolescent has to have anxiety.Possible Risks are anxiety with a parent in the room or false answers to be given. The interview will stop upon request. Potential Benefits is if maintenance treatment can conduct while the parent of an adolescent is deployed so that all anxieties are taken care of before or during a parent departs for deployment.

With the permission of the caregiver/ parent's teen will be involved in a research study designed to compare military and civilian groups of young children and the coping and expressing behavior between them. I, Corina M. Steinborn student of University of Rio Grande Valley, Texas (psychology major). I would like to compare if the difference in children whose parents experienced deployment more likely to exhibit clinical levels of anxiety than children with nondeployed parents.

Provide the abstract for the given.