The Psychological Effects of Parentification in Girls within Single-Parent Families
Bibliographic record
Abstract
Objective: Parentification, the process whereby children assume roles and responsibilities typically associated with those of a parent, has been identified as a phenomenon with significant psychological implications, particularly within single-parent families. This study aims to explore the psychological effects of parentification on girls living in single-parent households, focusing on their emotional, social, academic, and personal development. Methods and Materials: Employing a qualitative research design, this study collected data through semi-structured interviews with 21 girls aged 13 to 18, who were identified as assuming adult roles within their single-parent families. Theoretical saturation was achieved to ensure a comprehensive understanding of the phenomenon. Data analysis followed a thematic approach, allowing for the identification of key themes related to the psychological effects of parentification. Findings: The findings reveal that parentification leads to both positive and negative psychological effects. Positively, it fosters emotional maturity, resilience, and independence. Negatively, it imposes an emotional burden, results in social isolation, and poses challenges to academic performance. Importantly, the presence of social support was identified as a crucial factor in mitigating some of the adverse effects of parentification. Conclusion: The study concludes that parentification has a profound impact on the psychological well-being of girls in single-parent families, with significant implications for their emotional, social, and academic development. While parentification can promote certain developmental strengths, it also necessitates the need for targeted interventions to support parentified children and mitigate the challenges they face.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".