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1
Bergman, Ellen Feldman. "Homebound instruction policy in public school districts in New York : implications for educational administration /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11789979.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.<br>Includes tables. Typescript; issued also on microfilm. Sponsor: Jeannette Fleischner. Dissertation Committee: Thurston Atkins. Includes bibliographical references (leaves 117-125).
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Hanko, Johanne. "Access to education for handicapped children in Thailand." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61101.
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Thailand is one of the South East Asian countries undergoing major economical and social changes. On the verge of becoming industrialized, it has a literacy rate of 91% which is well above international standards. Yet, handicapped people have very limited educational opportunities. Less than 4% of handicapped children in Thailand have access to education.<br>The purpose of this study is to determine specific needs of special education by comparing findings from agencies visited such as schools, foundations, government and non government organizations, with government policies.<br>The educational system is studied and special education policies described. A look at implemented laws shows that the government recognizes its responsibility towards the handicapped; it is also pointed out that the major causes for handicaps are generally due to avoidable situations. Finally, special government projects are highlighted and suggestions are submitted for future developments.
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Rollefson, Mark. "Why parents choose to open enroll children into a rural school district." Thesis, Edgewood College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705735.
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<p> The purpose of this quantitative study was to examine considerations that a sample of parents identified as influential when deciding to open enroll their children into a specific Wisconsin school district. Under Wisconsin Act 27, parents have the right to choose their children's public school through so-called open enrollment. This act also provides for state funding of public schools based in part on student enrollment. If a public school district's student enrollment increases, state funding increases. In recent years the district in this study experienced significant net loss in student enrollment and funding. As a result, programming, salaries, curriculum, facilities, and more were adversely affected. A survey was administered to a convenience sample of 64 families out of a target population of 117. Results indicated school culture and relationships were reportedly primary influences on parents' decisions to open enroll into the study district. Additionally, quality of academics was reported as an influential consideration. Stakeholders may incorporate these considerations when planning marketing and public relations strategies. Findings from this study may provide stakeholders with ways to attract and maintain students in the study district, and may also assist policymakers.</p>
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Yee, Andrea M. "Unfiltered Administration of the YMRS and CDRS-R in a Clinical Sample of Children." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1340296257.
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Lam, Shuk-wah Grace. "An examination of the care and protection order in Hong Kong." [Hong Kong : University of Hong Kong], 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12840488.
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Fili, Linda Phinx. "The effectiveness in the administration of the national school nutrition programme in King Williams Town in the Eastern Cape." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020965.
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Health and education are two important aspects of human capital and form the basis of an individual’s economic productivity in any country. In South Africa, hunger and malnutrition continue to hamper the health, quality of life and survival of school going children such that some children drop- out of school due to these socio-economic problems (Tomlinson,2007:2). The introduction of previous School Feeding Schemes to address the question of hunger and poverty within schools was mostly left in the 1980’s and 1990’s to charitable and Non-Governmental Organizations such as Operation Hunger and ITHUBA (Swartz, 2009:38). According to Perlman (1993:14) South Africa’s track record of child deaths was more than double that of any other country of similar income levels worldwide, due to the apartheid government deserting its responsibility of feeding the nation. The White Paper for the Transformation of Health System (1997: 125) had also stated that improving nutrition within the rural schools is an imperative and a sound economic investment which is politically rewarding. Nelson Mandela (1996:8) once said “Our children are our nation’s future. Prospects for development are seriously undermined by the kind of large scale deprivation of children that South Africa has experienced. On the other hand investing in their health, nutrition and education not only improves our children’s quality of life – the gains reverberate into the future generations. ” From April 1994, through the Reconstruction and Development Programme (RDP) the Government of National Unity under the leadership of Dr. Nelson Mandela identified the area of school feeding as a policy prime concern in redressing the imbalances and inequities of the past governments. Another initiative to redress the inequities of the past, was through the programme of Poverty Reduction which manifested itself in lack of income, lack of education and skills, lack of access to services and amenities and lack of ownership of land and housing (Public Service Commission, 2007.
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Chrisinger, Laura. "Policies and practices associated with medication administration in Ohio public elementary schools." Connect to this title online, 2004. http://hdl.handle.net/1811/180.
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Thesis (Honors)--Ohio State University, 2004.<br>Title from first page of PDF file. Document formatted into pages; contains 24 p.; also includes graphics (some col.). Available online via Ohio State University's Knowledge Bank. Includes bibliographical references (p. 20-21). Available online via Ohio State University's Knowledge Bank.
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Tuliao, Narcisa Ann C. "The Identification Of Culturally-Different Gifted And Talented Children (California)." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3484.
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Purpose. The major purpose of the study was to describe the procedures for identifying culturally-different gifted and talented children. Other goals were to: (a) identify how the Gifted and Talented Education (GATE) programs are administered; (b) investigate the enrollment of GATE programs from the general and different cultures; (c) determine the similarities and differences of perceptions of GATE programs among administrators and teachers; and (d) contrast identification procedures and administration of the programs in the seven GATE districts that had the highest number of culturally-different gifted and talented students and the seven GATE districts that had the lowest number of such children. Procedures. Ten California counties with school districts offering GATE programs were selected as samples for the study. Two questionnaires were developed, the first sent to 124 administrators and teachers and the second to 14 districts that had the highest or lowest number of culturally-different gifted and talented students. Findings. Teacher recommendations were the key criteria during the identification process. Psychological services were contributors to the identification process. A school site study team was utilized and was the most unique feature of the districts that had the highest number of GATE culturally-different students. Tests and instruments most utilized were nationally-published which included Stanford-Binet and the Comprehensive Test of Basic Skills (CTBS). The elements of giftedness that were tested most often were intelligence and high achievement. The program approaches most often offered were acceleration, special day classes and cluster grouping. The percentage of White students in the GATE programs was higher than their percentage in the overall district enrollment. Conclusion. The identification processes of culturally-different gifted and talented students appear inadequate; thus they are underrepresented in GATE programs. Recommendations. Research is needed as to the means of increasing the participation of culturally-different gifted and talented students in GATE programs. The recommended areas for study include: increasing the use of elements of giftedness such as creativity, leadership, and visual and/or performing arts; raising funds or identifying the best use of limited funding; improving identification tests; identifying approaches to meet the needs of GATE culturally-different students; clarifying GATE teacher attitudes and promoting effective staff-development; and examining learning styles and cognitive strengths of students from different cultures.
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Lewis, Sharon. "Juvenile diversion: keeping children out of prison." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003197.
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This thesis covers the topic of juvenile diversion with respect to keeping juveniles from progressing further into the justice system as well as keeping them out of prison. It deals with a number of areas. The first is diversion before an offence has been committed - prevention. Here a number of recommendations are made with respect to education of the child and the community in order to make prevention a priority when new diversion programmes are considered and introduced. The second area is that of diversion after the offence has taken place. This deals with diversion by the police at the moment of apprehension and recommends the introduction of cautions as a diversionary measure. The third aspect that is considered is diversion after the juvenile has been arrested and/or charged. The establishment of Reception and Assessment Centres and the setting up of Family Group Conferences are especially highlighted. The detention of the child until his/her trial is also investigated and it is concluded that this is an unnecessary measure except in extreme circumstances. The progression of the child's case to court is the fifth area considered. Here, recommendations are made as to the necessity for the proper training of court personnel and the need for the introduction of court imposed diversionary programmes before sentencing. With respect to diversion after the child has been found guilty, a number of suggestions are made as to the introduction of new sentencing options and new or improved institutions. Finally, recent reforms are discussed. The conclusion reached is that juveniles should not be imprisoned except in the most extreme cases, and that diversion programmes should be instituted as soon as possible as the basis of SouthAfrica's juvenile justice system. It is deemed essential that diversion begins with prevention and continues until sentencing is completed, and that all children are diverted unless this is not possible.
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Motlogelwa, Kealeboga Kelly. "An exploration of social policy responses for orphans and vulnerable children in Botswana." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12081.
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Includes abstract.<br>Includes bibliographical references.<br>This study explores whether social policy responses for orphans and vulnerable children(OVC) in Botswana address the needs of this category of children. The objectives of social policies and legislation (such as the Constitution, the Children's Act of 2009, the National Guidelines on the Care of OVC of 2008, and the Botswana National Plan of Action for OVC of 2010-2016) in relation to social protection are analysed, and the availability, accessibility and adequacy of the HIV and AIDS social protection measures for OVC, namely prevention of mother-to-child transmission, antiretroviral therapy, and community home-based care and orphan food baskets, are described. The study argues that these social policy responses for OVC are inadequate and do not comprehensively meet the needs of OVC. There is an inadequate legal and policy framework, fragmentation of social protection provisions, inadequate minimum eligibility criteria, shortage of human resources, insufficient funding, lack of awareness, and the presence of stigma and discrimination. These present barriers to the availability, accessibility and adequacy of social protection provision to OVC.
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Inderbitzin, Michelle Lee. "Problem children : the view from the end of the line /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/8897.
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Ekwerike, Adina Maureen. "Increasing Permanent Home Placements for Children With Diagnosed Disabilities in Foster Care." Thesis, Walden University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825722.
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<p> In the United States, 397,000 children received foster care services in 2012. Some states successfully achieved permanent homes for children with diagnosed disabilities who exited care while others were less successful. Using change theory and social ecological theory as the foundations, the purpose of this study was to determine the impact that diagnosed disabilities had on permanent home placements among Pennsylvania’s foster care children who were discharged and were between ages of 0 to 6 years in 2012. Hernandez’s and Hodges’s theory of change was used to evaluate the 1982 standards that license foster care agencies, while Stokol’s ecological theory provided the framework to assess whether there were measurable increases in child welfare outcomes for permanent placements among children with diagnosed disabilities. Following a retrospective, nonexperimental, quantitative design, data were acquired from a purposive sample of 344 archived foster care files across the state. These data were analyzed using bivariate correlation procedures to evaluate the strength of the relationship between medically diagnosed conditions and permanent placement. The findings indicated a statistically significant association between medically diagnosed conditions and permanent placements (p=0.01). Additionally, length of stay in care was also found to be statistically associated with permanent placement (p=0.019). The theoretical constructs evaluation with a theory of change found the 1982 standards were outdated to authorize the licensing of foster care agencies; the social ecological theory identified evidence for change to achieve the intended goal. Findings of this study may provide guidance to policymakers in term of improving standards related to oversight and licensing foster care agencies in order to better support permanent placement of children with disabilities.</p><p>
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Bhogal, Sanjit. "Application of the Knowledge-to-Action Framework: delayed administration of systemic corticosteroids in children with acute asthma." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103582.
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As part of the best evidence, it has been demonstrated that the administration of systemic corticosteroids in the emergency department prevent hospital admissions in children with moderate and severe asthma. Although timing in the administration of systemic corticosteroids is critical to the magnitude of effect, this evidence is not necessarily making its way into practice. Using the Knowledge-to-Action Framework, this thesis aimed to bridge the gap between recommended and actual administration of systemic corticosteroids. In order to meet the demands of the primary objective, this thesis fulfills three sequential objectives: (1) to evaluate the impact of early administration of systemic corticosteroid on admission and document the factors associated with its administration; (2) to explore barriers and potential solutions to delayed corticosteroid administration; and (3) to explore and adapt solutions to the pathway to improve patient outcome. A prospective observational cohort of children aged 2-17 years presenting to the emergency department with asthma was conducted to meet objectives (1) and (3). The main outcome for both objectives was hospital admission. A cross-sectional, self-administered survey as well as two focus groups of physicians, nurses and respiratory therapists who worked in the emergency department was conducted to meet objective (2). Seven hundred thirty-nine (739) children with moderate or severe acute asthma and 79 healthcare professionals working in the emergency department were enrolled as part of this thesis. We documented that the administration of systemic corticosteroids within 75 minutes of triage was associated with decreased rate of hospital admissions and a shorter duration of active treatment compared to administration beyond 75 minutes. Lower triage prioritization and lower baseline Pediatric Respiratory Assessment Measure (PRAM) severity score were associated with delayed corticosteroids administration. Our survey confirmed that healthcare professionals have positive attitudes towards the acute asthma pathway. Knowledge gaps and the struggle to balance the standardization versus individualization of care appeared as key elements to sub-optimal adherence to the pathway. Focus groups of emergency healthcare professionals identified emergency department overcrowding as the main barrier to early corticosteroid administration and endorsed the administration of oral corticosteroids at triage under a medical directive as the best solution to overcome undue delay. However, the solution to administer systemic corticosteroids at triage conflicts with international recommendations that suggest administering systemic corticosteroids to children who have demonstrated a suboptimal response to initial β2-agonist therapy. When comparing these two approaches, we confirmed that delaying administration of corticosteroids after initial bronchodilator does not improve health outcomes and that systemic corticosteroids should preferably be administered as early as possible to children presenting with asthma severity of a PRAM score equal to or greater than 4. This thesis firmly confirms the importance of timing in the administration of systemic corticosteroids in the magnitude of effectiveness. Barriers to timely corticosteroid administration are perceived by healthcare professionals to be organizational and related to the conflict between following the pathway versus individualizing treatment. In exploring strategies to the administration of systemic corticosteroid, increasing delay resulted in increasing admission rates; thereby, negating the value of waiting to administer systemic corticosteroid based on response or severity after initial bronchodilator. Implementation of the interventions should include reassessment of the use of the acute asthma pathway, health outcomes, and the barriers its uptakes, thus repeating the Knowledge-to-Action cycle until optimal adherence has been documented.<br>Il a été démontré que l'administration de corticostéroïdes systémiques au département d'urgence prévenait l'hospitalisation chez les enfants atteints d'asthme modéré ou sévère. En utilisant le cadre Knowledge-to-Action (KTA), cette thèse vise à combler l'écart existant entre l'administration de corticostéroïdes systémiques recommandée et réelle. Pour rencontrer les exigences de l'objectif principal, cette thèse poursuit trois objectifs consécutifs: 1. évaluer l'impact de l'administration précoce de corticostéroïdes systémiques sur l'hospitalisation et documenter les facteurs associés à leur administration; 2. explorer les barrières et solutions potentielles à l'administration tardive de corticostéroïdes; et 3. adapter les solutions à la trajectoire d'amélioration du pronostic du patient. Une cohorte prospective observationnelle d'enfants âgés de 2 à 17 ans se présentant au département d'urgence pour une exacerbation d'asthme à été menée pour rencontrer les objectifs (1) et (3). Un sondage transversal auto-administré ainsi que des groupes de discussion composés de médecins, d'infirmières et d'inhalothérapeutes travaillant au département d'urgence ont été menés pour rencontrer l'objectif (2). Sept cent trente-neuf (739) enfants atteints d'asthme modéré ou sévère et 79 professionnels de la santé travaillant au département d'urgence ont été recrutés dans le cadre de cette thèse. Nous avons documenté que l'administration de corticostéroïdes systémiques dans les 75 minutes suivant le triage est associée à une diminution du taux d'hospitalisation et à une plus courte durée de traitement actif par rapport à l'administration au-delà de 75 minutes. Une priorité moins élevée au triage et un score de sévérité de base plus bas au Pediatric Respiratory Assessment Measure (PRAM) ont été associés à une administration tardive de corticostéroïdes. Notre sondage a confirmé que les professionnels de la santé ont des attitudes positives envers la trajectoire d'asthme aigu. Le manque de connaissances et la lutte pour atteindre un équilibre entre la standardisation et l'individualisation des soins semblent être des éléments clés pour expliquer l'observance sous-optimale à la trajectoire. Au terme des groupes de discussion auprès de professionnels de la santé du département d'urgence, le surpeuplement de salle d'urgence a été identifié comme étant la barrière principale à l'administration précoce de corticostéroïdes. L'administration de corticostéroïdes oraux au triage sous directive médicale a été identifiée comme étant la meilleure solution pour éviter l'induction d'un délai. Toutefois, la solution d'administrer des corticostéroïdes systémiques au triage entre en conflit avec les recommandations internationales suggérant d'administrer des corticostéroïdes systémiques aux enfants ayant démontré une réponse sous-optimale à un traitement initial de β2-agoniste. En comparant ces deux approches, nous avons confirmé que de retarder l'administration de corticostéroïdes après la bronchodilatation initiale n'améliore pas l'effet sur la santé et que les corticostéroïdes systémiques devraient préférablement être administrés le plus tôt possible aux enfants présentant un score PRAM supérieur à 3. Cette thèse confirme fermement l'importance du délai d'administration des corticostéroïdes systémiques pour la magnitude le l'efficacité. Les barrières au respect du délai d'administration des corticostéroïdes, telles que perçues par les professionnels de la santé, sont organisationnelles et reliées au conflit entre le respect de la trajectoire et l'individualisation du traitement. En explorant les stratégies d'administration de corticostéroïdes systémiques, l'augmentation du délai a entrainé une augmentation des taux d'hospitalisation.
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Cota, Luis Quihui. "Prevalence of intestinal parasites in school children from two Mexican states after 7 years of albendazole administration." Thesis, University of Glasgow, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268339.
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Partlo, Sally. "Meeting Learning Needs of Children With Autism Spectrum Disorder in Elementary Education." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4672.
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In a southeast school district, students with autism spectrum disorder (ASD) are taught by elementary general education teachers despite their lack of training to meet the needs of such students. To provide effective education that supports the learning needs of students with ASD, exploration of the problem was needed. The intended outcome of this qualitative case study was to provide information to district administrators that could be used to develop interventions to help general education teachers meet the learning needs of students with ASD. The Iovannone, Dunlap, Huber, and Kincaid model of effective educational practices for students with ASD grounded the study. Research questions explored how general education teachers met students' individual support and service needs, academic needs, structured learning environment needs, communication and language needs, and disciplinary needs, as well as what supports and resources teachers perceived they needed to meet student needs. Ten elementary general education teachers participated in the study. Data were collected through interviews and analyzed using provisional coding and pattern coding. Six themes emerged from the analysis: (a) individual support and service, (b) academic needs, (c) structured environment needs, (d) communication and language needs, (e) disciplinary needs, and (f) teachers' perceptions of needed supports and resources. The results were used to create a professional development 3-day program from which teachers could strengthen their knowledge and skills in providing quality instruction to students with ASD. Such training may result in social change by improving the quality of education provided to students with ASD that will enhance their opportunities to live valued lives.
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Williams, Santoria Lushell. "Increasing Employee Retention Within the Georgia Division of Family and Children Services." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4763.
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Walden University
College of Social and Behavioral Sciences
This is to certify that the doctoral dissertation by
Santoria Lushell Williams
has been found to be complete and satisfactory in all respects,
and that any and all revisions required by
the review committee have been made.
Review Committee
Dr. Hilda Shepeard, Committee Chairperson,
Public Policy and Administration Faculty
Dr. Clarence Williamson, Committee Member,
Public Policy and Administration Faculty
Dr. Anne Hacker, University Reviewer,
Public Policy and Administration Faculty
Chief Academic Officer
Eric Riedel, Ph.D.
Walden University
2018
In Fulton County, Georgia, the Division of Family and Children Services (DFCS) child-welfare workers (CWWs) voluntarily separate from the agency at a rate higher than among other similar agencies in the state of Georgia. The problems of retention among CWWs in Fulton County have caused a subsequent problem in terms of the continued provision of quality services to foster children and families. This phenomenological study used McGregor's conceptualization of theory X-Y as the foundation for the exploration of the experiences of former Fulton County DFCS CWW workers related to their reasons for voluntary separation. Data were acquired through interviews with 10 CWWs who voluntarily separated from their positions with Fulton County between the years of 2013 and 2015. These interview data were transcribed and then coded and analyzed using a modified van Kaam procedure. Findings revealed that workers experienced what they perceived as a lack of administrative empathy, devaluation of workers, disrespect, and burnout, as well as the differences in knowledge between child welfare workers and management about the depth of CWW job duties. Two additional themes emerged regarding longevity that included motivation from peers and children safety. The positive social change implications of this study include recommendations to DFCS to engage CWWs in organizational decision making regarding child welfare policy and to seek opportunities to enhance feelings of value and inclusiveness among CWWs in strategic planning and policy making.
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Reed, Eric Jon. "An examination of the educational aspirations parents have for their children." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2972.
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I use unique longitudinal data to examine, with greater detail than previously achieved by quantitative researchers, variation in parents' educational aspirations. More specifically, I examine the effects of background characteristics (including demographic, geographic, and socioeconomic origin characteristics), socioeconomic status characteristics, such as education attainment and household income, and social-psychological characteristics, such as locus of control, job-satisfaction, and subjective well-being, on parents' odds of having high educational aspirations for their children (i.e. wanting their children to attain a Graduate or Professional degree).
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Gal, Tali. "Victims to partners : child victims and restorative justice /." View thesis entry in Australian Digital Theses Program, 2006. http://thesis.anu.edu.au/public/adt-ANU20061114.100521/index.html.
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Wiatr, Jeanne Malecki. "Personal Perspectives About Sustaining Inclusion in School Environments for Children wih High Functioning Autism." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2061.
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Students, at a partial hospital setting in Western Tennessee with high functioning autism spectrum disorders (HFASD) were being removed from general education classrooms. Researchers have indicated that restrictive settings preclude interaction with neurotypical peers and access to general education experiences. The purpose of this case study was to examine educational inclusion for children with HFASD from the perspective of 2 teachers, 2 therapists, and 2 parents of students at the distirct site. This study was grounded in the principles of social learning theory and theory of mind, executive function, and central coherence processes. The guiding research questions focused on how parents, teachers, and therapists perceived behavior and social skills of the child with HFASD could be supported and developed in inclusive environments and what support was needed to foster inclusion of students with HFASD. Individual interview data were transcribed, open coded, and thematically analyzed. Findings included 3 primary themes: providing support in inclusive groups, helping included students develop relationships with those who are different from themselves, and considering the individual nature of the children. The participants also noted that orientations were needed for peer group, parents, and teachers. Implications for positive social change include providing recommendations to the local district on how to best support inclusion
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Thomas, Michelle Sylinda. "A descriptive study of substance abuse by parents who abuse and neglect their children." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1991. http://digitalcommons.auctr.edu/dissertations/1302.
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The overall objective of this study was to present characteristics of parents with substance abuse problems and how these relate to child abuse and neglect. To attain this objective, the literature addressed the following areas: a) parent-child communication, b) family break up c) more coordination between professionals d) relapse, e) permanency planning and f) parental failure. The study's survey of parents focused upon:
a.) Demographics
b.) Use of substance and frequency of relapse
c.) Childrearing practices and
d.) parents beliefs about the understanding of their case welfare caseworkers and substance abuse counselors.
A survey was administered to parents who were clients of a child welfare agency in the Atlanta metropolitan area.
The study was an attempt to provide a clearer understanding of families who are confronted with the dual problems of substance abuse and child abuse and neglect.
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Richey, Roberta. "The manipulation of dosage forms of medications, with the aim of achieving the required dose, for administration to children." Thesis, University of Liverpool, 2013. http://livrepository.liverpool.ac.uk/15475/.
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Background: There is a lack of commercially-available, age-appropriate formulations designed for administration to babies and children. This means that medicines may need to be manipulated to achieve the dose that is required in paediatric practice. This raises concerns about the dose accuracy and safety of the manipulated product. Though this is known and accepted as necessary, to date there has been no assessment of the evidence relating to these manipulations, the extent and nature of manipulations or of any associated practice issues. Objective: This thesis aimed to determine whether there is an evidence base for drug manipulations, to investigate the nature of manipulations, at the point of administration, in current clinical practice in neonatal and paediatric settings in the UK and to explore drug manipulations in the context of long-term medication administration by parents. Methods: Several methods were used to explore drug manipulations: a wide-ranging systematic review, an observation based study of drug manipulations in in-patient neonatal and paediatric areas, a UK wide survey of paediatric nurses and an interview based study with parents of children taking long-term medications. Outcomes: Manipulations to administer the required dose occur throughout practice and are not supported by evidence. Drug manipulation is intrinsic in neonatal and paediatric practice. Manipulations were identified more often in high dependency areas but were found throughout all clinical areas. Manipulations occurred more commonly with certain dosage forms, notably with tablets, but were found involving many dosage forms. Manipulations were identified involving drugs that are commonly prescribed and for prescriptions that had been written for babies and children of all ages and with a wide variety of diagnoses. Concerns relating to drug manipulations have been raised by those working in these areas. Parents described undertaking manipulations prior to administering medications to children, though undertaking these manipulations did not appear to cause undue concern. Conclusions: This thesis has reviewed the limited evidence, scoped out the nature of manipulations used in practice and by parents and suggested areas where future work would be appropriate. In exploring drug manipulation this thesis has added to ongoing discussion about the need for appropriate medication for paediatric use.
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Kruger, Marie Elizabeth. "The development of a protocol to ensure the recognition of the rights of children during a legal process." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-07182006-103946.
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Rodriguez, Dawn H. "Caregivers' Highly Valued Factors for Enrolling Their Children in California ACSI Christian Schools." Thesis, Columbia International University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3644526.
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<p> This study investigated the caregivers' most highly valued factors for enrolling their children in Christian schools. Caregivers (N = 297) were included from more than 39 California Association of Christian Schools International (ACSI) schools. They responded to survey questions regarding their most highly valued factors for enrolling their children in Christian schools. The survey considered factors from five categories: (a) biblical values, (b) academics, (c) school culture, (d) student-centeredness, and (e) economic considerations. The study found their highest valued factors to be biblical values and care of the student. Quality academics, safe environment, and number of highly qualified teachers were also found to be highly valued factors. Factors that were found not likely to be important to caregivers were adherence to state standards, attention to special learning needs, technology in the classroom, fine arts, athletic programs, tuition and other school expenses, and distance from the home.</p>
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Russell, Regena Kaye. "Welfare reform in Quebec : implications for single mothers and their children." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61157.
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This thesis examines the process of welfare policy-making in Quebec with respect to single mothers and their children. Historically, traditional notions of the role of women in society and the distinction between "deserving" and "undeserving" poor have inhibited adequate social assistance for single mothers. Chapter 1 examines the 1937 Needy Mother's Assistance Act, the first state assistance program for single mothers in Quebec. Chapter 2 discusses the ideological basis for present-day welfare policy making. The liberal feminist commitment to gender neutrality and acceptance of the marketplace economic model have abetted recent attacks on the Motherwork norm in welfare policy and thus reinforced existing disadvantages of single mothers. Chapter 3 examines the Quebec welfare policy-making process embodied in the 1987 position paper Towards an Income Security Policy and subsequent parliamentary commission hearings. The Return to School Program for single parents, and other provisions, with their renewed emphasis on the marketplace and their attack on the Tender Years Presumption, left single mothers effectively worse off under the new Income Security Act.
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Theron, Mariette. "How do conceptual and contextual problems affect the measurement validity of policies directed at orphans and vulnerable children in South Africa?" Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/11077.
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Includes abstract.<br>Includes bibliographical references (leaves 81-86).<br>The research question examines how conceptual and contextual problems affect the measurement validity of policies directed at Orphans and Vulnerable Children (OVC) in South Africa. This study looks at the definition of concepts used in policies directed at OVC in South Africa and to what extente these concepts lend themselves measurement. The research focused on two specific concepts related to OVC policy: 'OVC' and 'stigma'.
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Baker, Audrey Marie. "Changing Roles and Perspectives| An Examination of the Evolving Roles of Principals During the Historical Reform of Children First." Thesis, Sage Graduate School, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10276599.
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<p> Reforms and changes in the public school system across the United States have affected all aspects of public school learning, governance, and the leadership roles of principals. This investigative, qualitative case study explored the educational reforms under Children First, a wide scale reform that re-ordered and re-designed the New York City public school system from 2002 to 2014, and its effects on the leadership roles of principals. Furthermore, it examined the New York City Public School System under this innovative mayoral reform. This qualitative study used interviews, observations, and survey methods of inquiry to examine how three veteran New York City principals perceived their leadership roles and their skills; and how they maintained their leadership roles during Children First. Through Bolman and Deal’s (1991) four frames model, this research explored the number of frames that the participants exhibited while conducting their executive daily practices. The findings of the study highlighted the theory of the four frames model, in the context of NYC principals’ changing roles. The investigation examined the lens that veteran principals used to re-organize, re-adjust, and realign their approaches to educational leadership during Children First. One significant finding of this research was that principals were empowered as a result of Children First. </p>
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Dyall, Kate. "The Bender Gestalt Test: an investigation into problems concerning administration and scoring and its application to low-educated adults." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1002477.
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The study investigates .the use of the Bender Gestalt Test (BGT) amongst low-educated adults. Three versions of the BGT are used in this study; the original 'copy' version as well as the 'immediate' and 'delayed'recall versions. This is done so as to expand the ability of the BGT to identify neurological impairment and to differentiate between this and functional impairment. A literature review explores the problems of standardization in the administration, scoring and application of all three versions of the test Suggestions are made to correct the problems identified and a novel system of scoring the recall versions are proposed, which allows for the comparison of results of the three versions of the test and which is based on Lacks's (1984) and Weiss's (1970) systems. Administration procedures were also developed to suit the context of the study. The copy, immediate and delayed versions of the BGT were administered to a group of 184 low-educated adults. Statistical analyses revealed significant education effects for the sample tested with regards to both test scores and performance time. The finding of an education effect for performance time is discussed at length, as some literature regards excessive time as a neurological indicator. An anomaly for the group with no education was found to exist, with the scores of these subjects not Significantly different from those with 4-6 years of education. Possible reasons for this were explored. In addition, the findings of this research revealed a plateau effect with those having less than 6 years of education scoring substantially lower than those with 7 years and more. The scores of adults with 7 and more years of education level out with no significant differences between educational levels. This appears to suggest that education effects rather than the developmental maturity level proposed by Koppitz, are involved. In addition, the scores of low-educated adults on the expanded Bender Gestalt Test were significantly lower than those of children with similar educational levels, in other studies. These findings and possible explanations are discussed. The study concludes by suggesting new research areas and emphasizing the urgent need for separate normative data on the expanded BGT for low-educated adults, and the establishment of appropriate 'cut-off' points.
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Chislom, Christina S. "Teachers perceptions of children coping during active-duty parental deployment| A single exploratory case study." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708850.
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<p> The war on terror after the tragic events of September 11, 2001, continues to include ongoing efforts in Iraq, Afghanistan, and other countries in which the military serve and protect. Active-duty members of the Army, Marines, Navy, Air Force, and Coast Guard continue to serve in these hazardous zones to minimize war crimes where families are left behind. With the necessity of military deployments, issues of psychological, emotional, and behavioral tribulations surrounding the children of deployed active-duty members are observed. The purpose of the qualitative study was to explore schoolteacher’s perceptions about effective actions taken to enhance the performance of children and the classroom environment, while the children were coping with their active-duty parent’s deployment. The sample included elementary schoolteachers and administrators that taught in the Department of Defense Dependents Schools (DoDDS) in Belgium who have had parents of their students deployed to Iraq, Afghanistan, and other hazardous zone areas. The research question asked: When observed behaviors are identified in relation to parental deployment, how do effective actions taken mitigate behavioral problems and enhance the classroom learning environment? The qualitative explorative case study aided in identifying and understanding schoolteachers’ perceptions about effective actions taken to enhance the performance of children and the classroom environment while children were coping with their active-duty parent’s deployment. This critical situation for children showed stressful and coping challenges and an imposed hardship on the children’s customary way of living and participation in the school environment.</p>
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Fluellen, Jackiethsha Lynette. "Single Mothers of Young Children and Continuing Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2815.
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The number of households headed by single mothers living in poverty exceeds that of all other categories of poverty-stricken households, and poverty impacts the children negatively in various ways. When single mothers choose not to continue their education, they lessen their chances of finding higher paying jobs and raising their families out of poverty. The purpose of this phenomenological study was to better understand why some single mothers decided to continue into higher education. The study considered the decisions of 6 single mothers of young children in Montgomery County, Texas, and the obstacles they overcame while completing their education. The women were recruited from a co parenting workshop using snowball sampling. The inclusion criteria included single mothers of children ages 0-10 years old and who obtained a degree or specialized certificate. The conceptual framework was based on Bandura's concept of self-efficacy and Carspecken's critical theory. Interviews were used with the 6 women to collect data that were then transcribed, compared, coded, and thematically analyzed. Emergent themes included overcoming obstacles, receiving help from others, acting as their children's role models, dealing with the impact of the father's absence, and receiving motivation from their own parents. The social significance of this research is that it illuminates the problem of poverty among single female-headed households and increases the understanding of why some single mothers decide to continue into higher education.
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Ernest, Terry. "Use of hypromellose and hydroxypropyl cellulose to develop an age appropriate platform technology for the administration of medicines to children." Thesis, Liverpool John Moores University, 2014. http://researchonline.ljmu.ac.uk/4430/.
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There is a significant need for research and development into paediatric medicines. The absence of suitable medicines or critical safety and efficacy information, poses significant risks to a particularly vulnerable patient population. The paediatric population is made up of a wide range of individuals of substantially varied physical size, weight and stage of physiological development. Some commonly used excipients may be unsuitable for use in children; and some dosage forms may be undesirable to the paediatric population. There is a need for a dosage form platform that is designed to meet the needs of the paediatric patient. The dosage form should offer dose flexibility, dose accuracy, afford acceptable taste of undesirable tasting drug substances and be suitable for administration to all paediatric sub groups. To ensure affordability and thus enhance access to medicines for children in developing countries or emerging markets, the dosage form should be simple to manufacture without the need for specialised equipment. Spray-drying was investigated to co-process a functional polymer, hypromellose, with a model drug substance, paracetamol, to enhance the functionality of the polymer and to taste mask the paracetamol. Though hypromellose was successfully spray-dried it was not possible to spray-dry hypromellose with paracetamol. The viscosity of aqueous solutions of hypromellose played a key role in determining the grade and concentration of hypromellose that could be successfully spray-dried. Temperature was used to reduce viscosity of hypromellose solutions but careful temperature control is required to avoid reaching the gelation temperature of the hypromellose. The effect of temperature on aqueous hydroxyl propylcellulose (HPC) solutions showed that heating causes a reduction in solubility of HPC in water which results in its precipitation and the formation of liquid crystals. Consequently, the aqueous HPC solutions appear ‘cloudy’ and their viscosity decreases. The temperature at which these changes occur is referred to as the ‘cloud-point’. The effect of temperature on aqueous HPC solutions containing drug is dependent on the properties of the drug. Paracetamol decreased the temperatures of dehydration and onset of precipitation and ranitidine hydrochloride increased the temperatures of dehydration and precipitation. This is probably associated with a salting in effect. HPC was used to form films which disintegrate in <30 seconds but are able to retard dissolution rate of paracetamol. HPC may be used to form films which meet the pharmacopoeial content uniformity criteria typically applied to oral dosage forms. HPC films have application for administering drugs to paediatric or geriatric patients by disintegrating in the mouth and so overcoming swallowing difficulties; potentially providing taste masking and aiding absorption across the oral cavity. HPC films offer significant benefits to the paediatric population. The manufacturing process is simple and transportation is easy as secondary packs are likely to be less bulky than currently used for tablets. The films may also be suitable for administering combinations of drugs in the same dosage form by layering or by combining the drugs at the HPC solution stage. For these reasons the HPC films may have particular application for diseases in the developing world and meet many requirements associated with WHO and other global regulatory guidelines.
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Scotch, Melissa. "The Experience of Children Living with Sensory Processing Disorder." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4328.
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Sensory processing disorder (SPD) is a neurological condition that alters the way an individual perceives sensory information. Although the condition has been studied for more than 40 years, SPD remains a difficult condition to diagnose, treat, and live with because it affects individuals uniquely, and the symptoms can change from childhood to adulthood. For children diagnosed with SPD, the misinterpretation of sensory cues can cause difficulties in family, social, and academic settings. While there is some research on the assessment and treatment of SPD, what is missing is a deeper understanding of the family, social and academic challenges these children and their families face. The purpose of this case study was to examine the experiences of children diagnosed with SPD, as told by 4 parents and their occupational therapist in semi-structured interviews. Four themes emerged from the analysis: family dynamics (challenges within the family structure), support impact (seeking and having support), emotion and balance (overcoming the struggles related to the emotional demand), and an SPD child (the search for balance for the child and the family). The results may serve as a catalyst to encourage positive social change for the children with SPD and their families by expanding the available knowledge on the challenges of SPD.
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Jones, Anita Payne. "Caregivers' Challenges in Accessing Services for Children with Autism." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7021.
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The perspective of the caregiver is vital to understanding the experiences of raising a child with autism, including the challenges faced in accessing services. The purpose of this qualitative, transcendental phenomenological study was to examine the lived experiences of primary caregivers raising a school-age child with autism and to bring about an understanding of the challenges faced in accessing services. Resiliency theory provided the conceptual framework for the study. Semi-structured, in-depth interviews were conducted with 11 participants raising a child with autism in the Washington, DC metropolitan area. Data were analyzed using Moustakas's descriptive approach. Results yielded 5 themes: overall experience, challenges, relationships, access to services, and stressors. Findings revealed effective ways to support caregivers through programs and services and highlighted the importance of supportive relationships and family connections. Implications for social change include opening conversations regarding the unique perspectives and needs of primary caregivers of children with autism, supporting awareness of the stressors associated in daily caregiving, and engaging in broader discussions regarding the importance of establishing supportive relationships among physicians, mental health providers, specialists, social workers and care managers in order to support the advocacy efforts of caregivers.
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Wiese, Katja Kristina. "Juvenile Justice: A comparison between the laws of New Zealand and Germany." University of Canterbury. Law, 2007. http://hdl.handle.net/10092/851.
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The main objective of this thesis is to make a contribution to the controversial subject of how the German youth justice system could be reformed. In this context, this thesis aims to discover innovative strategies that might be implemented into German youth justice law. As New Zealand's juvenile justice system, which was established under the Children, Young Persons, and Their Families Act 1989, has become the centre of extensive international attention and has already been adopted and adapted by other jurisdictions, this thesis focuses on the question whether parts of New Zealand's legislation could be transplanted into German youth justice law. For these purposes, the method of Comparative Law is employed. Accordingly, New Zealand's and Germany's social, legal, historical and cultural background are briefly outlined and compared. This comparison reveals that an implementation of concepts of New Zealand law into German law would generally be possible. The historical development of distinct youth justice systems in both countries are presented and differences and similarities are compiled. Both countries' current youth justice legislations are then critically examined. This thesis further provides an evaluation of the practical effectiveness of New Zealand's youth justice system. In this regard, this research is exploratory and qualitative, drawing on semi-structured interviews with 10 practitioners working in the field of youth justice. The comparative and qualitative research identified many strengths as well as some weaknesses of the current youth justice system in New Zealand. Consequently, this thesis comes to the conclusion that an implementation of a youth justice forum comparable to New Zealand's Family Group Conference would be expedient and worthwhile from Germany's perspective, but that some aspects of the New Zealand system like police diversion and the formal court orders, cannot or should not be introduced in Germany. Regarding the latter topic, the comparison of both systems revealed that New Zealand might even be inspired by the German option of imposing youth prison sentences on recidivist offenders.
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Davis, Karen Ann Conway. "The status of policies, procedures and practice of the legal requirements for suspension, expulsion and manifestation determination of children with disabilities." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/289072.
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The Individuals with Disabilities Education Act of 1997 added new provisions for disciplining children with disabilities by suspension and/or expulsion. The purpose of this study was to determine the status of policies, procedures and accepted practice for suspensions, expulsions, and manifestation determinations of children with disabilities in two types of public school districts (traditional and charter) in the State of Arizona. Using document analysis of local school district policies, procedures, and child files for review from recent state education monitoring information and a structured telephone interview questionnaire with Directors of Special Education in both types of districts reporting documented suspensions and/or expulsions over ten days, the research findings indicated that the major changes in the federal special education law had not been a catalyst, to date, for the development of new local education agency policies and procedures regarding suspension and/or expulsion of children with disabilities. Results indicated no major difference in policies and procedures among or between traditional and charter public school districts. Respondents from both types of districts described the procedures used by their IEP teams that indicated the teams were conducting manifestation determinations in an appropriate manner. However, neither type of school district was in compliance with the new discipline requirements of IDEA regarding the mandate to have written policies and procedures. Expedited due process hearing to decide if a child is so dangerous that the requesting district will qualify for an exemption to stay-put rules appear to be unnecessary as a procedure to remove the child from school. Research directions are discussed.
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Slaymaker, Phillip C. "Attitudes toward gifted and talented education in the preservice training programs for school principals by heads of programs for educational administration at selected universities /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487329662147482.
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Kehoe, Rachael M. "Parental long-term care choices from the perspectives of their sandwich-generation adult children." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3691414.
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<p> As the Baby Boomers age, the question of how to care for the burgeoning frail-elderly population grows more pressing. Sandwich-generation adult children are often called upon to make long-term care choices for their frail-elderly parents. This study used a Likert-type survey to determine if any of the six options for long-term care – no care, skilled nursing facilities, group homes, assisted living residences, home health care, and living at home with the sandwich-generation adult child – led to the highest degree of satisfaction for the sandwich-generation adult child who made the long-term care decision. The results indicated that having the frail-elderly parent live with the sandwichgeneration adult child brought the highest level of satisfaction.</p>
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Marti-Morales, Madeline. "Care coordination, family-centered care and functional ability in children with special health care needs in the United States." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/870.
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Children with special health care needs (CSHCN) generally have physical, mental, or emotional conditions that require a broader range and greater quantity of health and related services compared to typical children. Care coordination (CC) and family-centered care (FCC) are necessary in the quality of health care for CSHCN. A gap exists in the literature regarding the impact of CC and FCC on children's functional ability (FA). Previous researchers have focused on met and unmet health care needs, but not on health outcomes or functionality. The purpose of this study was to determine if there was an association between CC, FCC, and FA in CSHCN. The design of this study was a secondary analysis of data from the 2005--2006 National Survey of CSHCN. The study was guided by an adapted socioecological multilevel conceptual framework. Statistical methods included univariate, bivariate, and multiple logistic regression analysis. Results indicated that CC was associated with FA in CSHCN. CSHCN that did not receive CC had a 53% increased risk (OR =1.53, 95%CI 1.21--1.94, p < 0.001) for a limitation in FA compared to CSHCN that received CC, controlling for age, gender, number of conditions, household poverty level, parental educational level, and health insurance. FCC was not associated with a limitation in FA in CSHCN ( p = 0.61). Findings from this study were consistent with the socioecological multilevel framework and the literature on care coordination. This study contributed to positive social change by providing information that can be used by public health officials, health care providers and policy makers in developing policies to assure that care coordination is provided to CSHCN and their families in order to improve their health outcomes and functionality.
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Bracey, Kimberly Vaunterice. "Experiences of Parents With Chronically Ill Children Regarding the Affordable Care Act." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6975.
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Ways in which the implementation of the Patient Protection and Affordable Care Act (ACA) affect parents with chronically ill children are not well understood. The purpose of this phenomenographic study was to gain greater insight into the perceived experiences of parents of chronically ill children regarding implementation of the ACA in a southern state. Argyris's intervention theory provided the framework for the study. Face-to-face interviews were conducted with a purposeful sample of 12 female parents who are caregivers of chronically ill children. Data were analyzed and coded to identify categories and themes. Findings indicated that parents view physicians and policymakers as key actors in their communities to create more equitable services for parents of chronically ill children through the expansion of Medicaid services in southern state. Many participants did not perceive that the ACA had made significant changes to services received prior to its implementation. Findings may assist health care providers, insurance companies, legislators, and other policymakers to develop appropriate health care policies and interventions to lessen the financial burden experienced by parents of chronically ill children. Providing more support services that address the physical, emotional, and financial needs of parents may improve the health outcomes of their chronically ill children.
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Alnajdawi, Ann. "The role of residential care institutions for children in conflict with the law in Jordan : workers' and children's experiences." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/16463.
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In Jordan, residential care institutions (RCIs) for children in conflict with the law are identified as various specialised state institutions which constitute a state formal response to youth crime, and specialise in taking care of children. This thesis examines the objectives of RCIs’ programmes for children in conflict with the law in Jordan, as they attempt to reduce offending by convicted children, and whether these objectives meet children’s needs, according to the view and experiences of children themselves (12-17 years). This study is based on qualitative methods, using data from individual and focus group interviews with institutional staff, and participant observation and individual interviews with children. Exploring the divergent claims made within childhood and youth crime theoretical perspectives, this thesis develops a nuanced understanding of institutions’ crime-reduction programmes by drawing upon key theoretical concepts from these frameworks: children as ‘socially becoming’ and ‘social beings’. RCIs provide four rehabilitative programmes to help reduce children’s problematic and offending behaviour; namely, a family guidance programme (FGP), a poverty reduction programme (PRP), an educational programme (EP) and a child behaviour modification programme (CBMP). To a large extent, these programmes tended to provide polices of crime prevention which focus on re-socialising children according to the normative and cultural system of behaviour in which children were generally perceived as incompetent social actors, and where their best interest was not always acknowledged. To a large extent, children’s own perspectives and experiences of institutional rehabilitative programmes revealed the institutional failure to treat their familial, economical, educational and behavioural problems. Overall, children thought such failure happened either because the institutional aims were not actually implemented, or because the methods of delivering the institutional programmes per se were ineffective. This finding reflects a contradictory picture between the RCIs’ objectives and their actual practices, reflecting the institutional departure from a set of theoretical ideas regarding the prevention of youth crime. Focus group discussion with key informant staff referred to a variety of obstacles that contribute to their inability to address children’s wider needs within the existing institutional aims. Parental refusal to participate in child abuse and supervisory neglect interventional sessions, short-term intervention for chronically abused children and institutional reliance on talking methods in promoting parental supervision over children’s behaviour were all issues hindering effective institutional intervention within the familial environment. The institutional failure to meet children’s educational and career training needs occurred because these programmes are scheduled at the same time. The seriousness of some children’s crimes and the inability of some families to accompany their children to school were other issues preventing children from attending school. The lack of staff motivation, along with staff’s interrelated roles, prevented child monitoring staff from fully carrying out the intended intervention of modifying children’s negative behaviours. Ultimately, the findings from this study indicate the inconsistency between RCIs’ principles of rehabilitating children in conflict with the law and their actual practices, including the lack of policies in place to meet the institutional objectives. This in turn meant that RCIs do not actually operate to rehabilitate children in order to reduce reoffending, but are largely punitive and operate to criminalise children and separate them from society.
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Mogga, Oliver Kenyi A. "EDUCATIONAL EXPERIENCE OF THE SUDANESE REFUGEE CHILDREN IN THE UNITED STATES." Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1187793319.
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Acosta, Ana Gabriela. "The Successes and Challenges of an Early Childhood Program Serving Children in Exceptional Circumstances| A Qualitative Case Study with Teachers, Administrators, and Parents." Thesis, California State University, Long Beach, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10977969.
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<p> The purpose of this case study was to explore the successes and challenges faced by a private, faith-based preschool in Los Angeles County in providing quality care and education to homeless children and their families. The study included interviews with parents, teachers, and administrator/staff to gather their perspectives as well as examined program structure through field observations and analysis of relevant documents. The National Association for the Education of Young Children’s quality standards were used to examine the quality of the program. Findings showed that the relationships among all stakeholders involved in the preschool program were crucial to the success of this preschool. The study’s findings highlighted some challenges in the following areas: support for teachers, sustained teacher training and development, strong administrative program structure, and funding. The findings bear important implications, both at the program and policy-level, for early childhood education programs serving children in exceptional circumstances, and specifically homeless children and their families.</p><p>
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Franco-Cook, Andrea Guadalupe. "Lead Your Children and Raise Your Employees: The Connection Between Parenting and Leadership in a Public Administraion Setting." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/32028.
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The purpose of this project was to establish whether a relationship exists between parenting and leadership among public administration professionals. Although there has been considerable research in both fields as independent disciplines, there is minimal information on potential relationships between the two subjects. This is surprising because parents are the first leaders each of us are introduced to in childhood. Similar to leaders, parents must use their experiences as a guide for leading their children, inspire and lead by example, and set clear goals to maintain order within the household. These similarities caused me to ponder the value of parenting in leadership. However, the paucity of published research on this subject leads one to conclude that the role of parenting is historically undervalued as a leadership skill that could be used within the workplace. This study was designed to explore the gap between these two subjects by focusing on the following research question.
<blockquote>Does a relationship exist between parenting and leadership, especially in a public administration setting? </blockquote>
In order to answer this question, the study followed a qualitative research model where semi-structured interviews were conducted with nine public administration professionals who were parents. These individuals were selected from the fields of criminal justice, education and social services. Such diverse agencies were chosen in order to include a broad a range of views and perspectives about leadership and parenting while eliminating possible biases which may have occurred if only agencies with similar missions (i.e., all law enforcement) had been selected. In addition, document analysis from questionnaires and other books and web sources were referenced in this research in order to broaden its scope. <p>
Interestingly, the above approach resulted in some very intriguing findings. Female participants were more likely to see a relationship between leadership and parenting than their male counterparts. The culture of an organization weighed heavily in the participant's perspectives about parenting and leadership. Those from the Virginia Department of Education (a more female dominated organization) felt parenting did influence their leadership styles while the majority of subjects from the Bureau of Prisons (a more male dominated agency) did not see a relationship. Stage in life and experience were found to influence competence and clarity in leadership style as well as in recognizing relationships between parenting and leadership. Finally, several of the participants were found to have adopted a situational leadership approach in both their parenting and/or their leadership styles.
<p>The above noted findings have provided some useful information that could be a first step in improving the fields of leadership and parenting by opening new possibilities for understanding the interconnectedness of work and family life. Currently, most researchers study leadership as something that occurs at work and parenting as it takes place in the home. Integrating the two disciplines could be useful in the development of leadership and parenting training courses. It could also help experts in the field of leadership to understand the developmental aspects of how relationships between good leaders and followers grow.
<p>
Having a leader that could motivate and empower others may create a more desirable workplace that emphasizes mutual trust and respect. In addition, the heightened sensitivity that attenuates in parents could evolve into a similar instinct in leaders. Just as parents give of themselves to create a child who is a responsible member of society, the leader could learn to give of himself or herself to develop the human capital that are his/her followers. This could create an employee who would mature into a valuable component of an organization. Gaining insight into public administrator's perceptions regarding possible connections between parenting and leadership may contribute to future research on this subject.<br>Master of Science
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Ricker, Audrey 1941. "Effects of mainstream media on upper-middle-class children of middle-school age: A qualitative study." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282359.
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This study shows the findings of a qualitative study undertaken in the homes of seven primary participants of middle school age in Tucson, Arizona, Southern California, and New York City. The purpose of the study was to determine whether mainstream media has commodified these children into saleable audiences who would consume its media products. Findings show that all participants, at all levels, were ready to buy, and wanted to buy, at least one kind of mainstream media at any time. All participants with the exception of one, who did not seem to care about one form of media over another, pursued at least one form of mainstream media, usually more, during most of his waking hours and often. During the ninety hours of observation, at least two or more mainstream media products were used consistently. All participants expressed the desire to buy more specific products and wanted to have more than one title at a time. No regionally or locally distributed media were desired by any subject, only the mainstream media on forced-choice menus. Limitations of the research included difficulty of finding parents and children willing to allow the researcher into the home. Another problem was the invasion of privacy that some subject felt during the study. These were the major two limitations. Further research should be conducted on preschoolers' use of media. This study suggests that children aged one to five may already be addicted to Disney media in ways that preclude their enjoyment of other mainstream media. This study also suggests that these children may be so affected cognitively by their constant use of mainstream media products that their placement in school must be reassessed. Another area that requires more research is the ability of students with diagnosed learning disabilities to concentrate on, and operate, interactive media and to read any manual, article or electronic text having to do with their chosen media, without any problem. The conclusion is that participants in this study are, by their desire and willingness to buy, members of a commodity audience. Thus, the commodity audience actually exists.
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McKinney, Kimberlina N. "The punishment of other people's children: an investigative look at our juvenile justice system and its structural shortcomings." Scripps College, 2007. http://ccdl.libraries.claremont.edu/u?/stc,9.
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The juvenile justice system has been criticized for its inability to curb the trend of juvenile crime and its continued ignorance to the valuable resources of community-based rehabilitation and treatment programs. The goal of this research paper is to discover new solutions to the structural shortcomings of the juvenile justice system and present my findings on the reasons for its contradictive structure and practices.
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Payton, Raymond. "Music Therapy Effects on Social-Communicative Response of Children with Autism Spectrum Disorder." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6943.
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Children diagnosed with Autism Spectrum Disorder (ASD) are challenged with communicative skills, which can negatively influence their emotional development. As children with ASD in the local school were not demonstrating functional communication skills as measured by the Assessment of Social Skills for Children with Autism (ASSCM), music therapy was introduced as remediation. The purpose of this study was to determine the extent to which music therapy increased the ASSCM scores. This single subject design study was guided by Bronfenbrenner's ecological theory, which holds that individuals are impacted by various environmental systems around them. The research question addressed the extent to which 9 weeks of music therapy increased ASSCM scores of 6 children with ASD that participated in weekly music therapy. The deidentified secondary data showed initial ASSCM scores were 32 on a scale from 30 to 90. The scores of the 6 students that attended the weekly music therapy increased by 36 points. The Percentage of Data Points Exceeding the Median (PEM) effect size used in single subject studies to determine potential statistically significant performance improvement over time was 100%, meaning that all students exceeded the median pretest score. A professional development program was designed to assist the school district's special education teachers in the use of music therapy. Positive social change implications may include the ability for children with ASD to communicate with their peers and hence, integrating them into the classroom and school environment. After all, school is not only about learning academic subjects but an opportunity to interact and function in a social setting, increasing the social and emotional well-being of children.
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Herman, Jerry R. "The Adaptation of Regular Elementary Classrooms for Children With Moderate and Severe Disabilities: Inclusion Practices from the Principal's Perspective." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etd/2698.
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This study examined the perceptions of elementary school principals in Tennessee regarding the desirability and feasibility of adapting regular elementary classrooms and programs for the inclusion of children with moderate and severe disabilities. The purpose of the study was to add an administrative dimension to current research on inclusive educational programming for children typically educated in special (CDC) class settings. Data collection for the descriptive design of the study was accomplished by use of a 40 item survey instrument with a 7-point Likert-type scale for each construct (i.e., desirability and feasibility). Four ten item subscales addressed the areas of Staff Organization, Curriculum, Materials, and Instructional Methodology and the demographic factors of gender, age, teaching and administrative experience, training, and system size were examined for effect. Responding elementary principals in this study identified 95% of the presented adaptations as significantly more desirable than feasible with demographic factors having little or no effect. Moderate to high scores on the feasibility scale, however, indicated that principals do not view implementation of the adaptations as impractical. Conclusions of the study emphasize that the differing views of desirability and feasibility may be attributed to either a perceived lack of available resources or administrative autonomy or both, that adaptations may become less desirable and feasible as the time required for implementation increases, that adaptations of the curriculum were viewed as less desirable than other types of adaptations, and that the active participation of parents in curriculum design was viewed among the least desirable and feasible of all adaptations.
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Josefsson, Jonathan. "Children at the Borders." Doctoral thesis, Linköpings universitet, Tema Barn, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-133238.
Full textAbstract:
In the wake of a steady flow of child migrants attempting to cross borders and states’ efforts to restrict immigration, various public controversies have arisen about the rights of asylum-seeking children. The ‘moral gap’ between the outcome of democratically enacted laws and the aim of controlling immigration, on the one hand, and public calls to protect the universal rights of asylum seeking children, on the other, have created a political challenge for Western democracies. This thesis sets out to examine two particular settings in which norms about the rights of asylum-seeking children and immigration control have been established and contested over the years: the Swedish Migration Court of Appeal and Sweden’s largest morning paper, Dagens Nyheter. It combines empirically oriented analysis with theoretical enquiry, and it brings the issue of the rights of asylumseeking children into dialogue with the contemporary political-philosophical debate about membership, rights and borders.<br>I kölvattnet av en stadig ström av barn som migrerar över statsgränser har medial rapportering, protester och offentliga diskussioner aktualiserat frågor om asylsökande barns rättigheter. Det ”moraliska glappet” mellan tillämpningen av demokratiskt stiftade lagar i syfte att reglera invandringen,å ena sidan, och offentliga krav på att skydda universella rättigheter för asylsökande barn, å andra sidan, har växt fram som en samtida utmaning för demokratiska stater att hantera. I denna avhandling undersöks två specifika arenor där normer om asylsökande barns rättigheter och immigrationskontroll har etablerats och ifrågasatts under de senaste åren; den svenska Migrationsöverdomstolen och Sveriges största morgontidning, Dagens Nyheter. Avhandlingen kombinerar empiriska analyser med teoretiska undersökningar om asylsökande barns rättigheter i dialog med en samtida politisk filosofisk diskussion om medlemskap, rättigheter och gränser.
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Matatyaho, Hanna. "Silence Improves Anxiety Levels and Test Scores Among Children With Disabilities." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1201.
Full textAbstract:
Students with disabilities may experience more anxiety when taking a test than do students without a disability. The purpose of this study was to assess whether a technique called 1-minute of silence reduces anxiety and improves test scores among students with disabilities. The theoretical framework for this study was the theory of planned behavior/reasoned action and the health belief model. Two research questions were used, one to determine the difference in anxiety levels in students with special needs and the other to determine the difference in New York State (NYS) Math posttest scores in children with special needs (no silence, 1minute of silence). This study was a secondary quantitative data analysis. Convenience sampling rendered data to address 6 variables: dependent variables were (post) anxiety and NYS Math posttest scores; independent variables were intervention type (experimental and control); 2 covariates specified were pre-anxiety levels and NYS Math pretest. ANCOVA was used to assess each research question. Key results revealed that students with special needs who were given the 1-minute of silence technique (N = 27) over 4 weeks had lower levels of anxiety (p 0.001) and higher test scores (p < 0.001), while students with special needs who were not given the 1-minute of silence technique (N = 28) had higher or stable levels of anxiety and lower or similar test scores. This study recommended that all educators use specialized teaching techniques for students with special needs, which can help to ensure their emotional and academic success. This study contributes to positive social change by demonstrating to educators that specialized teaching techniques are useful for students with disabilities and can help them to be as successful as their counterparts who are not disabled.
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McLoughlin, Robert. "Healthcare Disparities and Noncompliance in Children and Young Adults with Crohn’s Disease." eScholarship@UMMS, 2019. https://escholarship.umassmed.edu/gsbs_diss/1026.
Full textAbstract:
Objective:
Treatment compliance in children with Crohn’s disease is associated with higher levels of symptom remission. We hypothesized that the management, comorbidities, and complications for children with Crohn’s disease would differ based on a diagnosis of noncompliance.
Methods:
Using the Kids’ Inpatient Database for 2006-2012, we identified young patients (<21 >years) with a diagnosis of Crohn’s disease. Diagnoses and procedures were analyzed according to a recorded diagnosis of noncompliance. Multivariable logistic regression analysis was performed to examine the association between noncompliance and the outcomes of interest.
Results:
There were 28,337 pediatric Crohn’s disease hospitalizations identified with 1,028 (3.6%) hospitalizations having a diagnosis of both Crohn’s disease and noncompliance. The mean age of the study population was 15.9 years and 48.9% were girls. Black patients ( multivariable adjusted odds ratio, aOR,2.27; 95% CI:1.84-2.79) and those in the lowest income quartile (aOR 1.57; 95% CI:1.20-2.05) had an increased likelihood of a noncompliance diagnosis than respective comparison groups. Noncompliant patients had an increased likelihood of concurrent depression, nutritional deficiency, and anemia. Patients with a diagnosis of noncompliance had lower rates of intestinal obstruction (4.0% vs 6.3%), intraabdominal abscesses (2.0% vs 4.2%,), and underwent fewer major surgical procedures (aOR 0.40; 95% CI:0.31-0.53) and large bowel resections (aOR 0.44; 95% CI:0.31-0.64) than patients without this diagnosis.
Conclusions:
We found significant differences in socioeconomic status and race among hospitalized children with Crohn’s disease with, as compared to those without, a diagnosis of noncompliance. Children with noncompliance have different comorbidities, disease-related complications, and are managed differently. Possible explanations for observed treatment differences include a reluctance to offer surgery to those with a diagnosis of noncompliance, a refusal of intervention by noncompliant patients, or implicit bias. Further investigation is warranted to better define noncompliance in this population and to determine the implications of this diagnosis.
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Jenkins, Hillary Y. "Using an Inclusive Restricted Interest Group to Improve Social Skill Accuracy in Children with An Autism Spectrum Disorder." TopSCHOLAR®, 2017. http://digitalcommons.wku.edu/theses/1936.
Full textAbstract:
There are a number of evidenced-based practices which aim to improve the social skills of children with high functioning autism (HFA). An emerging field of study is to develop social skills interventions that incorporate restricted and repetitive interests to increase social skills. Their results are promising and suggest improved social skills in students with HFA. The current study has aimed to incorporate a common interest among elementary age children with HFA in social skill instruction within a structured setting. A multiple baseline across behaviors single subject design was used to collect data on the accuracy with which two young males applied social skills within the structured “club” setting. Data were collected by determining whether the students had an opportunity to use the social skill, and whether they used the skill correctly. While the results do not suggest a functional relationships between the participants’ social skill accuracy and the intervention, the data show a positive trend which indicates an overall increase in their social skill accuracy.