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Benzies, Karen M. "Relationship of early family environment to child behavioural development at age 7 years." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ60273.pdf.
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Glass, Nancy 1949. "Parents as Therapeutic Agents: A Study of the Effect of Filial Therapy." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331345/.
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The problem with which this investigation was concerned was that of the use of parents as therapeutic agents. The purpose of this study was twofold. The first was to determine the effect of filial therapy on parental acceptance, self-esteem, parent-child relationship, and family environment. A second was to analyze the results and make recommendations concerning the effectiveness of filial therapy as a treatment modality for parents and their children.
The experimental design of the study was a nonrandomized, pretest-posttest, control group design.The sample (N=47) consisted of the experimental group (parents N=15, children N=9) who received filial therapy and the control group (parents N=12, children N=ll) who did not. The treatment included ten, two hour weekly parent training sessions. During these sessions the parents were taught the principles of client-centered play therapy and were instructed to conduct weekly one-half hour play sessions at home with their own children.
Based on the findings of this study, the following conclusions were drawn: 1) Filial therapy does significantly increase the parents' feeling of unconditional love for their children and 2) Filial therapy does significantly increase the parents' perception of expressed conflict in their family. In addition to the statistically significant results, there were some important trends which were mentioned as directional conclusions. These qualitative judgments include: 1) Filial therapy may be an effective treatment for increasing parents' acceptance of their children, especially parents' feelings of unconditional love; 2) Filial therapy may be a somewhat effective treatment for increasing self-esteem, yet more effective in increasing parents' self-esteem than children's self-esteem; 3) Filial therapy may be an effective treatment for increasing the closeness of the parent-child relationship without altering the authority hierarchy; 4) Filial therapy may influence the family environment, especially in the areas of expressiveness, conflict, independence, intellectual-cultural orientation, and control; and 5) Filial therapy may be an effective treatment for increasing parents' understanding of the meaning of their childrens' play.
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Crowell, Nancy A. "Language environment and positive caregiving climate in early childhood care and education and their relationship to child language development." Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/450899160/viewonline.
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Helker, Wendy Pretz. "The impact of child teacher relationship training on teachers' and aides' use of relationship-building skills and the effect on student classroom behavior." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5457/.
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This study examined the impact of child teacher relationship training (CTRT) on teachers' and aides' use of relationship- building skills in the classroom and the correlation between teachers' and aides' demonstration of relationship- building skills and the effect on student behavior. CTRT was modeled after Landreth and Bratton's (2006) 10-session filial therapy model titled child parent relationship therapy (CPRT) which is based on the principles and procedures of child -centered play therapy. The CPRT manual was adapted slightly for use with teachers and aides for this project. In this quasi-experimental design, 12 teacher aide dyads (n = 24) were assigned to the experimental (n = 12) or active control groups (n = 12). Children who scored in the Borderline/Clinical range on at least one scale of the Child Behavior Checklist-Caregiver/Teacher Report Form (C-TRF) at pretest qualified for the study (N = 32). During the first phase of treatment, teachers and aides participated in the equivalent of 10 training/supervision sessions consistent with the principles and procedures of CPRT. During CTRT Phase II, teachers and aides participated in 10 weeks of coaching/modeling to facilitate the use of CTRT skills in the classroom environment and continued to participate in weekly 1-hour group training/supervision sessions. Eight hypotheses were analyzed. Different analyses were conducted based on the hypotheses. Analyses of covariance and repeated measures analysis of variance were conducted. Correlation coefficients were also calculated. Additionally, effect sizes were calculated to determine practical significance. Two hypotheses were retained at the .05 level of significance. Children in the experimental group (n = 19) demonstrated a significant decrease (p = .04) in Externalizing Problems between Measurements 1 and 3 when compared to the children in the active control group (n = 13). A statistically significant relationship was found between teachers' and aides' higher use of relationship-building skills and students' decrease in externalizing behaviors (p < .05). No statistically significant results were found on the remaining hypotheses.
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Cavayero, Chloe N. "The use of the developmental individual difference relationship-based (DIR) model on a child with autism in the classroom environment." Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1245.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Office of Undergraduate Studies<br>Interdisciplinary Studies
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Poletti, Alberto. ""It's a shared responsibility" : the relationship between the working environment of child protection teams and practitioners' emotionality and professional resilience : a psycho-social exploration." Thesis, University of Sussex, 2019. http://sro.sussex.ac.uk/id/eprint/81230/.
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My research has adopted a psycho-social approach to investigate the ways in which professionals mediate between the emotional demands of their work and the statutory duties and responsibilities of their role. In order to fully understand the roles played by the professional's individual characteristics, the team dynamics and the broader emotional texture of the child protection system in shaping the emotional experiences of front-line practitioners, this study has utilised a multiple-case study design. Professionals from two different child protection teams, one in Italy and one in England, have represented the two units of analysis. In particular, the research has explored the emotional vicissitudes of six front line practitioners (three from each team) over a period of sixteen months. Data have been gathered through periodic interviews with the research participants, psychoanalytically informed observations of their supervision sessions, periodic observations of team meeting discussions, and an interactive activity which had involved their entire teams. Doucet and Mauthner's (2008) Listening Guide has been utilised in order to obtain a deep understanding of practitioners' stories in a way that actively incorporated 'the public and cultural narrative that inform their lives, and the crucial intersection of these narratives with other relevant social forces' (Somers, 1994; 620). The findings of this research highlight how professionals within the Italian context appeared to be more capable of talking about the way in which their work affected them emotionally, compared with their English colleagues. One of the main reasons for this can be traced to the increasingly paranoid attitude that appears to permeate the overall English child protection system, especially after the death of Peter Connolly ('Baby P') and the public outcry which followed that tragic event. The child protection team was seen to have the potential to act as a supportive place where professionals' emotional responses can not only be recognised and contained, but also where the intensity of these emotional responses can be suitably modulated to a more manageable level. Where this occurs, it can allow professionals to remain in touch with their own emotions, which in turn can enhance their ability to effectively protect and safeguard vulnerable children and their families. Conversely, it was shown that, if professionals are not adequately supported within their working environment, they may be left feeling 'doubly deprived' at an emotional level, firstly from the nature of their undeniably challenging work and, secondly, through the imposition of an unresponsive working environment over which they have minimal control. These emotional deprivations may adversely affect their ability to work competently and safely creating a situation whereby less resilient practitioners might identify themselves with negative aspects of their working environment. This could reduce their ability to fully appreciate vulnerable people's needs and circumstances and to practice safely and competently. Ultimately it might result in practitioners leaving the profession. Contrary to popular perception, it might be the most resilient who would leave first, as they could recognise the damaging effects of an environment which did not contain or support them. Finally, the study makes a series of recommendations that could improve the retention of child protection social workers and enhance the outcomes of their work, including supporting front-line practitioners in becoming more familiar in the ways organisational dynamics might affect their work. The study also highlights the importance, for organisations, of putting in place strategies to create a safe environment in which they can work, and not to make them feel overly exposed towards anything or anyone who could try to affect their ability to perform their duties and responsibilities.
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Ihongbe, Timothy O. "The Impact of Mother–Father Relationship, Social Support and Neighborhood Context on Preterm Birth." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5699.
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Background: Preterm birth is a major public health concern in the US. Previous studies have suggested that quality of the mother-father relationship, social support, and neighborhood violence may be associated with preterm birth; however, findings are equivocal.
Objectives: The main objectives of this dissertation were: 1) to determine the modifying effect of perceived residential environment on the association between quality of mother–father relationship and preterm birth in a sample of African-American women, 2) to examine whether the receipt of social support modifies the association between neighborhood violence exposure and preterm birth in a nationally representative sample of US women, and 3) to determine the extent to which neighborhood violence mediates the association between neighborhood deprivation and preterm birth in a geographic cohort of women in Richmond city, Virginia.
Methods: Data were obtained from three sources – 1) Life-course Influences on Fetal Environments (LIFE) study, 2) National Longitudinal Study of Adolescent to Adult Health, and 3) live birth records, police crime reports and census data for Richmond city, Virginia. Multivariable log-binomial regression models were used to examine the modifying effect of perceived residential environment on the association between quality of mother–father relationship and preterm birth, as well as the modifying effect of social support on the association between neighborhood violence exposure and preterm birth. Multilevel structural equation modeling was used to examine the mediational influence of neighborhood violence on the association between neighborhood deprivation and preterm birth.
Results: For the association between neighborhood violence exposure and preterm birth, maternal receipt of social support modified the association [(Tertile 1: adjusted prevalence ratio (APR)=1.12; 95% CI=1.11-1.13, p<.0001); (Tertile 2: APR=1.07; 95% CI=1.06-1.08, p<.0001); and (Tertile 3: APR=0.88; 95% CI=0.86-0.89, p<.0001)] in a nationally representative sample of US women. No significant interaction was observed between any domain of the mother–father relationship and perceived maternal residential environment (all p > 0.05) in a sample of African American women. Additionally, no significant association was found between the quality of mother–father relationship and preterm birth (Trust domain: APR=1.03, 95% CI=0.99-1.07; dependability domain: APR=1.01, 95% CI=0.98-1.06; criticism domain: APR=1.03, 95% CI=0.99-1.07). The association between neighborhood deprivation and preterm birth in a geographic cohort of women in Richmond city, Virginia, was not mediated by neighborhood violence (β=0.063, 95% CI= –0.025, 0.151).
Conclusions: Rates of preterm birth in women exposed to neighborhood violence may be improved by providing adequate social support during the pregnancy period. Insufficient evidence was found to support the modifying effect of perceived residential environment on the association between the mother-father relationship and preterm birth, as well as the mediational effect of neighborhood violence on the association between neighborhood deprivation and preterm birth. Future studies are needed to confirm these findings.
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Elali, Gleice Virginia Medeiros de Azambuja. "Ambientes para educação infantil: um quebra-cabeça? Contribuição metodológica na avaliação pós-ocupação de edificações e na elaboração de diretrizes para projetos arquitetônicos na área." Universidade de São Paulo, 2002. http://www.teses.usp.br/teses/disponiveis/16/16131/tde-10032010-141853/.
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Numa época na qual meio ambiente e qualidade de vida são temas em evidência, parte do controle sobre as práticas sócioambientais exige regulamentação e fiscalização das iniciativas (públicas e privadas) em áreas que abrangem da medicina à construção civil, passando por alimentação, hábitos individuais, energia, etc. Nesse contexto é necessária especial atenção com a infância, pois a criança representa o próprio futuro/continuidade da sociedade. Assim, sendo a escola um dos principais locais de vivência infantil, a preocupação com sua qualidade ambiental precisa ser redobrada, sobretudo em se tratando de instituições que lidam com menores de 7 anos. No Brasil, a Constituição de 1988 reconheceu a educação infantil como direito da criança entre 0 e 6 anos, tornando-a uma obrigação do Estado delegada ao âmbito municipal, e exigindo que os municípios criem instrumentos de controle adequados. Isso gerou a oportunidade de olhar-se criticamente cada realidade a fim de delimitar-se propostas social e ambientalmente coerentes, tarefa na qual essa tese opta por utilizar a APO. Partindo de um roteiro básico de pesquisa, foram visitadas 41 pré-escolas em Natal-RN e vistoriadas 16. Em 5 destas o trabalho foi aprofundado, envolvendo multi-métodos: entrevistas, análise de behavior settings, observação de comportamento, mapeamento comportamental simplificado, questionários (adultos) e elaboração de desenho-temático (crianças). Os resultados obtidos proporcionaram uma análise acurada do ambiente dessas instituições sob o ponto de vista técnico e a partir da percepção dos usuários. Os dados serviram de base à discussão sobre os espaços educativos para aquela faixa etária, e subsidiaram a indicação de algumas diretrizes visando a futura criação de normas que fiscalizem os empreendimentos existentes em Natal-RN e orientem a elaboração de propostas arquitetônicas adequadas às necessidades da população local.<br>At times when environment and life-quality are themes in fashion, a part of the control over socio-environmental practices demands regulation and public-revenue of initiatives (public and particular) in areas from medicine to civil construction, passing through alimentation, individual habits, energy, etc. In this context, it is necessary to give attention to childhood, since the kid represents the future/continuity of the actual society. Therefore, school being one of the most important places of the childs life experience, the worries about your environmental quality needs to be doubled, especially when the institution deals with kids younger than 7 years old. In Brazil, the National Constitution of 1988 recognizes children education as a right for kids whose age is between 0 and 6 years old, becoming a obligation of the State, and specifically of the municipality, demanding that the cities create control instruments according to their own peculiarities. This has raised the opportunity to look critically each reality in order to limit social and environmentally coherent proposals. For this task, this project opted to use POE. Starting from a basic research plan, 41 pre-schools from Natal- RN were visited and 16 were inspected. In 5 of them, the project was applied in detail, involving multi-methods: interviews, behavior settings analysis, behavior observation, simplified behavioral mapping, questionnaires (adults) and thematicdrawing (children). The results provided a accurate analysis of the architectonic object and of the environment in which it is inserted, under the technical point of view, as well as the users perception. The information is used as base to discussion about the educative space to this specific age. They aided the guideline elaboration looking for a future creation of norms that regulate the existing enterprises in Natal-RN and guide the elaboration of architectonic proposals accurate to the local peoples necessities.
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Toepfer, Elizabeth Anne. "The career satisfaction and success of corporate executives : the relationship among attachment style, sex-type, and gender /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11902589.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.<br>Includes tables. Typescript; issued also on microfilm. Sponsor: Debra A. Noumair. Dissertation Committee: Patricia M. Raskin. Includes bibliographical references (leaves 130-143).
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Molteno, Christopher D. "The relationship between growth, development and social milieu - a longitudinal study involving preschool Coloured children in Cape Town." Doctoral thesis, University of Cape Town, 1986. http://hdl.handle.net/11427/27218.
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A prospective longitudinal study was carried out to establish the relationship between growth, development and social milieu in Coloured pre-school children in Cape Town. This population was selected because, on the basis of previous studies, a wide range of nutritional status as well as a spectrum of socio-economic conditions were known to exist. A pilot study was conducted to establish the feasibility of obtaining information about factors to be included in the study as well as to determine the most suitable sampling methods. A cohort of 1 000 consecutive Coloured infants born in the Cape Town municipal area and notified to the Cape Town City Council was identified. A random sample of 187 was selected from the cohort for long-term study. Anthropometric data were documented from birth until 5 years and compared to the NCHS reference values. Developmental data consisted of milestones recorded during infancy, language assessment on the Reynell Language Scale at 2½ years carried out by the Logopaedics Department, University of Cape Town, and at 5 years, a specially constructed developmental assessment designed to assess gross motor function, fine motor development including visuo-motor skills and language, both comprehension and expression as well as basic colour and number concepts. Social data were collected during home visits by two experienced, full-time research social workers, who were both integrally involved in the planning of the study. At birth infants were relatively light and short for gestational age. Size at birth correlated with social class. A rapid post-natal weight gain rendered them relatively overweight between 3 and 6 months. Thereafter they again became lighter and shorter than the NCHS reference values and this persisted during the pre-school period. Mother's weight was related to weight at birth, 12 months and 30 months. The genetic influence on growth was reflected in a correlation between parental height and child's length from 12 months onwards. Environmental influences as assessed by social class by occupational grading of the breadwinner, income and family stability were also correlated with growth from 12 months onwards. Infant development as indicated by milestones was very similar to internationally reported studies. Motor development was not associated with social class by occupational grading of the breadwinner but with father's education, mother's personality and family stability. It was also highly correlated with growth during infancy. Early language milestones were associated with the child's micro-environment as indicated by marital status, family unit, setting and stability. Language development at 30 months reflected a general lag in verbal skills and was correlated with parental education and family stability. At five years there was a good correlation between growth, development and social milieu, although the social variables accounted for far more of the variation in development than did growth. Social class by occupation grading of the breadwinner and income reflected the general socio-economic status and there was a good cross-correlation between the social variables. Approximately one third of the families lived in a middle cl ass environment. However, poor maternal education, low incomes and over-crowding were prevalent and must constitute risk factors in child rearing. Sixty five percent of the mothers were not educated further than primary school level and over half of the families were living below an effective minimum level of income. Similarly, over half the families lived in grossly overcrowded conditions. In conclusion, therefore, during infancy developmental milestones were similar to those reported in the literature. Later, however, there was a fall-off in development and this coincided with a greater association with social circumstances. Just prior to school entry social factors far outweighed growth indices as predictors of developmental variation. Social stability of the family a composite evaluation based on a number of social characteristics, was most consistently associated with development. The implications for intervention are that this would need to be broad based and aimed at improving incomes, housing, family cohesion and child centredness and eliminating social pathology. Such intervention would require a concerted effort from a variety of sources which should include administrators, community workers and health professionals.
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Bates, Randi Ann. "The influence of early life contexts on child self-regulation: A key to life course wellness." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1546553067578868.
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Ingman, Kathleen A. "The relationship between family environment and internalizing and externalizing childhood behavior problems." Thesis, This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-09182008-063019/.
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Grobe, Patricia. "The use of child-based consultation : changing problematic behaviors in children and altering interactions with teachers in the classroom environment." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85911.
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Child-based consultation is an innovative problem-solving consultative model. Essentially, child-based consultation is a process wherein the child is given the role of the consultee to induce a behavioral change in a significant adult (Bergan & Kratochwill, 1990; Kratochwill & Pittman, 2002; Kratochwill, Sladeczek, & Plunge, 1995). The present study was an exploratory investigation to evaluate the efficacy of child-based consultation as an alternative form of problem-solving consultation in the school setting. In the present study, child-based consultation was used to promote behavioral changes in teachers in the classroom environment. In addition, child consultees, manifesting behavioral difficulties, were engaged in this consultative process in order to learn new, individualized skills and strategies to alter their own problematic behaviors. The resulting behavioral changes in four child consultees, and their teachers, were investigated. Specifically, the study measured whether child involvement in child-based consultation increased the teacher's use of positive reinforcement and decreased the teacher's use of punishment with each child consultee. The study also sought to ascertain the impact of the child-based consultative process on the child consultee's problem behaviors targeted for change. Additionally, the teacher's sense of efficacy was measured to evaluate if the use of this form of consultation with children manifesting behavioral difficulties would lead to a heightened sense of teacher efficacy. Finally, the present study evaluated if being involved in child-based consultation would lead to a more adaptive self-concept in the child consultees. Time-series, small- n research designs (i.e., AB, multiple baseline, changing criterions designs) were used to analyze study outcomes. Results indicated that certain teacher behaviors were positively altered from baseline to post-intervention. Generally, positive changes in child consulte
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BURDETTE, HILLARY LOUELLA. "NEIGHBORHOOD PLAYGROUNDS, FAST FOOD RESTAURANTS, AND CRIME: RELATIONSHIPS TO OBESITY IN LOW-INCOME PRESCHOOL CHILDREN." University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1046381248.
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Marshall, Jane. "An Investigation of Bi-directional Relationships Between Parent and Child Internalising Symptoms, Childhood Wheeze and the Family Environment." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503670.
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Elliott, Lisa M. "Children's Perceptions of Family Environment in Step and Intact Families." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279272/.
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This purpose of this research study was to identify key differences that distinguish stepfamilies from intact families with regard to individual members' perceptions of family environment and family functioning. Additionally, an initial look at how membership in a stepfamily impacts the young children's perceptions of interpersonal family functioning is offered.
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Zhao, Hongxia. "Examining Contributors to Preschoolers’ Classroom Engagement using Structural Equation Modeling." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3475.
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The purpose of this study is to demonstrate whether and how teacher-child interactions, teacher-child relationships, children’s self-control, parents’ education levels, teachers’ teaching experience and education levels, and classroom physical environment impact children’s engagement levels. Preschoolers from Head Start programs and a university childcare center (N = 135, M = 54.93 months, SD = 7.50) and 15 preschool classroom teachers in East Tennessee participated in the study. Classroom head teachers rated child’s engagement, teacher-child interaction, teacher-child relationships, and children’s self-control using provided questionnaires. The primary researcher assessed the classroom physical environment and determined the reliability for the Children’s Physical Environments Rating Scale (CPERS). The structural equation modeling (SEM) statistical approach was employed to analyze the data.
The results showed that the level of preschoolers’ engagement in classroom learning activities was directly associated with their self-control (β = .37, p < .001). Preschoolers’ engagement was not indirectly associated with children’s self-control through teacher-child interaction. The level of engagement of preschoolers in classroom learning activities did not directly associate with teacher-child relationships but was indirectly associated with the teacher-child relationship through children’s self-control (β = .20 , p < .001 ). When separating the two subscales of teacher-child relationship (closeness and conflict), teacher-child closeness was directly associated with children’s engagement level (β = .22, p = .003). In addition, teacher-child conflict was both directly (β = - .17, p = .022) and indirectly associated with child’s engagement level through children’s self-control (β = .26, p < .001). Classroom physical environment did not directly predict the level of engagement of preschoolers, while indirect relationships were found between the classroom physical environment scores and the level of engagement of preschoolers, and the relationship was mediated by children’s self-control (β = .09, p = .050).
The study offers implications for teachers as they work on enhancing children’s engagement level in their learning activities. Future research suggested by this study include further exploration of intervention strategies to increase children’s active engagement. Increasing sample size and obtaining reliability of the measures on children’s behaviors would also improve the rigor of the study.
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Hayes, Tracy. "Making sense of nature : a creative exploration of young people's relationship with the natural environment." Thesis, University of Cumbria, 2018. http://insight.cumbria.ac.uk/id/eprint/3732/.
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Can you imagine a world where no-one goes outside? Our world is under threat from human activities, from what we do, and the way we do it. This will have a huge impact on our future lives, and we need to think about how we protect places and the people, animals and plants found there. Whilst, there is a widely-recognised need to address this threat, there is a specific focus on how we can involve young people in this process. Within this, there is additional concern about how little time children and young people spend outside. My qualitative study responds to these concerns by exploring young people’s relationship with nature, and how this may be developed through the projects we offer them. The participating projects have been spread across England, from south-east to north-west, including rural, coastal and urban environments. The young people, aged between 11 and 25, were from diverse backgrounds, with a wide range of individual needs. This transdisciplinary research has used an innovative blended methodology, combining hermeneutics, (auto)ethnography and action research (HEAR) to explore the topic. I have been creative in my approach, preferring everyday language and making use of stories. I have listened to and observed people’s stories, and created new stories based on these experiences. My work emphasises the importance of communication, how we talk to and with people, and how we talk about the natural environment. Contributions to practice include the development of a new toolkit providing guidance for practitioners on how to work effectively outdoors, with young people identified as having special educational needs and/or disabilities. Contributions to knowledge include a new conceptualisation of the different forms of story, and a new methodological approach (HEAR) to explore outdoor learning experiences. These outcomes are founded in young peoples’ perspectives and grounded in practice.
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Cullis, Robert Ian. "Children's relationships with their physical school : considerations of primary architecture and furniture design in a social and cultural context." Thesis, Bucks New University, 2010. http://bucks.collections.crest.ac.uk/9995/.
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In recent years substantial investment has been made to replace or refurbish state schools in England and Wales and, although research has unsuccessfully sought to prove its contribution, the discipline of Design continues to be identified as a facilitator of educational transformation. Results to date, however, are mixed and there is an evident failing at the design briefing stage to understand how children interact with their educational settings and, notably, an avoidance of direct challenge to the primary school classroom and its practice. In response, this thesis asks how the social and cultural study of children’s relationships with their physical school can suggest a meaningful approach to primary school architecture and furniture design. A model of well-being is developed to clarify misused terminology and to present a realistic expectation of design in which the contradictory goals of inclusion and the development of the individual are appraised. Sitting within a diverse grounded methodology, the concept of belonging is then explored as a basis for evaluating the contribution of different aspects of the physical school to children’s well-being. The primary school environments studied were found to limit the possibilities of a child’s well-being. School architecture through to classroom wall displays were complicit in restricting physical and social expression in favour of school organisation and, furthermore, the central child-teacher relationship was found to be unnecessarily devalued by behavioural concerns derived from the setting. By ethically interpreting the rich variety of children’s voices, priorities for what is coined here as child-teacher centred design are established and a clear relationship between architecture and furniture is offered. The thesis recommends that architecture continues to perform a protective classroom role to support objectives of inclusion whilst school furniture supports more affective, individualistic goals through less prescriptive and more varied settings for learning.
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Hedlund, Isa. "The ANKK1 Gene and its Possible Influence on Alcohol Use: : The Role of Victimization and Parent-Child Relationship." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-86951.
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Risky alcohol use increases the risk of certain crimes such as drunk driving, spousal abuse and fighting. Around 60% of an individual’s alcohol use is attributable to genetic influences, however little is known regarding the specific genes that are involved in increasing the risk of risky alcohol use. Recent theories posit that some genes are so called susceptibility genes, meaning that carriers of certain genes or alleles are more susceptible both to positive and negative environments. The aim of the present study was to examine main and interaction effects of a possible susceptibility gene (ANKK1, which in previous research has been found to be related to risky alcohol use), and victimization as a negative environmental factor and parent-child relationship as a positive factor. Data were drawn from the RESUME project, and in the present study, 1.800 participants were included (47% males; 53% females; mean age of 22.15 years). Results showed no statistically significant main or interaction effect for ANKK1, but a statistically significant main effect was found for victimization and parent-child relationship. In conclusion, future research should include a larger sample size and use participants diagnosed with alcohol dependency. In addition, the susceptibility properties of ANKKI needs to be further examined, as the results from the present study indicate that ANKK1 is not a susceptibility gene.<br>Riskfylld alkoholkonsumtion kan öka risken för att vissa brott begås, såsom rattfylleri, partnervåld och slagsmål. Forskning har visat att omkring 60% av en individs alkoholkonsumtion kan förklaras av genetik, men det finns lite forskning kring just vilka gener som ökar risken för alkoholism. Nya teorier tror att vissa gener är så kallade sårbarhetsgener, vilket innebära att individer som bär på dessa gener eller särskilda alleler är mer sårbara för både positiva och negativa miljöfaktorer. Syftet med den nuvarande studien var att undersöka huvud-och interaktionseffekter av en potentiell sårbarhetsgen (ANKK1, som tidigare forskning visat har en påverkan på riskfylld alkoholkonsumtion), med utsatthet som den negativa faktorn och barn-föräldrarelation som den positiva faktorn. Data i form av enkätsvar och DNA prov från RESUME studien användes för den nuvarande studien, där 1,800 deltagare inkluderades (47% män; 53% av kvinnor; medelålder = 22.15). Resultaten visade inte på någon statistiskt signifikant huvud-eller interaktionseffekt för ANKKI, men det fanns en statistiskt signifikant huvudeffekt för utsatthet och barn-föräldrarelation. Slutsatsens som dras är att framtida studier bör fokusera på att ha ett större urval och använda sig av deltagare som är diagnosticerade med alkoholmissbruk. Utöver det bör framtida forskning fortsätta undersöka om ANKK1 är en sårbarhetsgen, eftersom resultaten från denna studie visar att den inte är en sårbarhetsgen.
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Shockley, Kristen M. "You can’t always get what you want, but does it matter? The relationship between prechild preferences and post-child actual labor division fit and well-being." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1770.
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Significant shifts in social ideology and legislation have brought about considerable changes in work and family dynamics in the Western world, and the male as breadwinner-wife as homemaker model is no longer the norm. However, despite increasingly gender egalitarian ideals, the division of labor among dual-earner couples tends to adopt a "neo traditional" once children are born, where women devote more time to family labor and men spend more time in paid employment
Although asymmetrical divisions of labor have clear workplace and societal consequences in terms of women's earnings, organizational advancement, and inequality, the effects on individual well-being are not well understood. The purpose of the present study was to apply the theoretical lens of person-environment fit to examine how misfit between dual-earner couples' pre-child division of labor preferences and post-child actual divisions of labor relate to affective (career, marital, and family satisfaction) and health-related (depression and physical health symptoms) well-being. Additionally, several conditions were posited to temper the strengths of these relationships (domain centrality, gender, voice in division of labor decision making, and satisfaction with the current division of labor).
Participants were 126 dual-earner couples with small children, and hypotheses were testing using polynomial regression analyses. The results suggested that congruence between an individual's own pre-child desires for the division of paid labor and the actual post-child division of paid labor relates to his/her own career and marital satisfaction, depression, and physical health symptoms. Congruence in the family domain is also important, as desire-division of family labor fit related to affective sentiments toward family and one's spouse. With the exception of career satisfaction, these relationships were curvilinear, such that deviations in either direction from perfect fit related to poorer well-being. On the other hand, there was little evidence for spousal effects, as dual-earner well-being did not relate the congruence between division of labor abilities and spousal demands. Finally, evidence of moderation was only found in a few cases, and none were consistent with prediction, highlighting the need for future research on the contextual conditions of P-E fit in the dual-earner context.
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Schroeder, Valarie M. "Giddy-up your cognitive processes: The influence of horseback riding as a physical activity on executive functioning." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1435075636.
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Yin, Huang Shih, and 黃詩殷. "Parents'' Characters, Parenting Attitudes, Parent-Child Relationship, and Family Environment of." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/36924149364855790718.
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碩士<br>國立臺灣師範大學<br>教育心理與輔導研究所<br>92<br>The purpose of the study is to compare the differences between parents with probated children and parents with normal children with regard to their personality characteristics, attitudes of parenting, parent-child relations and family environment, and background data. This research also predicted parent attitude and parent-child relation via family environment and personality of parents.
The research subjects were purposively sampled from four different judicial courts around the island. Three hundreds and twenty-nine parent-child paired samples with completion of questionnaires were collected. The parents completed basic data, Chinese Basic Personality Inventory, Parenting Attitudes Inventory. The adolescents finished Parent-Child Relation Questionnaire and Family Environment Diagnostic Test. The data were analyzed via t-test, ANOVA and multiple regression etc. Major research findings are as follows：
1.Parents of probated adolescents significantly differed from parents of normal adolescents in personality, parenting attitudes, parent-child relations and family environment.
2.Among the parents of probated adolescents, parenting attitudes, parent personality, and family environment were found significant different across genders, occupations, and the level of education.
3.Parenting attitude can be best predicted by subscales of parent personality and family environment, such as self-reproach, abnormality, depression, anxiety and hypochondriasis, family culture, educational concern and family atmosphere. Parents-child relations can be best predicted by subscales of parent personality and family environment, such as hypochondriasis and introverted personality; or environmental factors such as family atmosphere and family concerns of children’s education.
Suggestions for parenting education, probation execution probation, youth counseling, and directions for further research were also discussed.
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"Gene-Environment Interplay and Prosocial Behavior : An Analysis of Parent-Child Relationships." Doctoral diss., 2013. http://hdl.handle.net/2286/R.I.20844.
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abstract: Several decades of research have concluded that child social functioning is a critical predictor of wellbeing across various developmental domains. Most scientists agree that both genetic and environmental influences play defining roles in social behavior; the processes by which they concurrently affect child development, however, has been the subject of less research. This work examines distinct mechanisms that shape child prosociality by examining genetic and environmental influences on development, via two empirical studies. The first study analyzed the evocative-reactive and the evocative-socially-mediated hypotheses as gene-environment correlation (rGE) mechanisms connecting the arginine vasopressin receptor 1a (AVPR1a) and dopamine receptor D2 (DRD2) genes, child prosocial behavior, and parent differential treatment (PDT). Findings present modest evidence for the evocative-reactive rGE hypothesis; specifically, AVPR1a marginally influenced child prosociality, which subsequently predicted mother preference in adolescence. The second study examined several gene-environment interactions (GxEs) in exploring how social environmental variables- positive and negative parenting- predicted child prosociality, as moderated by socially-implicated child genes, DRD2 and dopamine receptor D4 (DRD4). Findings indicated that while positive parenting was predictive of child prosociality regardless of genetic variants, the effects of negative parenting on child prosociality were dependent on child genetic variants. Together, findings from these studies suggest modest genetic and environmental influences on child behavior in middle childhood and adolescence, consistent with previous research and theory. Directions for future research are offered, and intervention and policy implications are discussed.<br>Dissertation/Thesis<br>Ph.D. Family and Human Development 2013
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"Language environment and positive caregiving climate in early childhood care and education and their relationship to child language development." GEORGETOWN UNIVERSITY, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3350465.
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Graves, Andrea Leigh. "Relationship of school breakfast environment and participation to child dietary intake and body weight in five rural Appalachian schools /." 2005. http://etd.utk.edu/2005/GravesAndrea.pdf.
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CHIEN, LI-RONG, and 簡麗蓉. "A Study on the Relationship between Friendly Working Environment and Job Achievement with Child Care Workers in Infant Care Centers." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/z2g6nq.
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碩士<br>中臺科技大學<br>文教事業經營研究所<br>106<br>The purpose of this study were to understand the relationship between friendly working environment and job achievement with child care workers in infant care centers, to compare the differences of background variants of friendly working environment and job achievement, and to examine the correlation between friendly working environment and job achievement.
The participants were selected from child care workers in infant care centers of New Taipei City and the questionnaire which applied friendly working environment and job achievement of child care workers was delivered to 320 child care workers and 277 child care workers returned the questionnaire and became the samples of this study. The effective retrievals is 86.5%. Moreover, this study has applied descriptive statistics, t-test, one-way ANOVA and Pearson’s product moment correlation to analyze the data.
The major conclusions were listed as follows:
1. The perceptive friendly working environment of child care workers in infant care centers showed a level of upper-intermediate.
2. The perceptive job achievement of child care workers in infant care centers presented a level of upper-intermediate.
3. There were significant differences in the perceptive friendly working environment of child care workers in infant care centers in terms of organization scale and ages.
4. There were significant differences in perceptive job achievement of child care workers in infant care centers in terms of the age.
5. There was a positive correlation between friendly working environment and job achievement of child care worker in infant care centers.
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Pirkle, Melany Ann. "The relationship between social support and mothers' health beliefs about their babies a research report submitted in partial fulfillment ... parent-child nursing /." 1989. http://catalog.hathitrust.org/api/volumes/oclc/68788464.html.
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Chen, Kuang-An, and 陳光安. "A Study on the Home Environment, the Parenting Styles and the Parent-Child Relationship of Elementary Students in Penghu County: Evidences from the Natives and Immigrant Brides." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/32479453290897693133.
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碩士<br>國立臺北教育大學<br>教育政策與管理研究所<br>97<br>There have been many studies about the parent-child relationship of the immigrant brides’ children or the native children carried out in the main island of Taiwan. Moreover, In Penghu there is also a large population of immigrant brides, therefore the parent-child relationships in their families is worth concerning. The family discipline based on the theories and researches. The tool of self-edited study which through a questionnaire survey by purposive sampling to select the target group: 548 immigrant brides’ children and native children from grade four to six in Penghu County. The data were then analyzed using descriptive statistics, independent t-test, two-way ANOVA and structural equation modeling (SEM). The survey results are as follows.
First, the same findings between the natives and the immigrants:
1. Most of the immigrant brides and the native mothers tended to be authoritative in parenting. The parent-child relationships in the immigrant brides’ families and the native families were good. The perceived parent-child relationships were better when mothers, regardless of nationality, were authoritative. The greater the extent that the natives and the immigrant brides responded to their children, the better the parent-child relationships.
2. The native and the immigrant brides’ children who were female students, fourth grade students, in single-parent families and whose fathers held college degrees all had better perceived maternal parenting styles.
3. The native and the immigrant brides’ children who were female students, fourth grade students, whose fathers are college degrees and mothers, held at least college degrees had better perceived the relationship of parent and children.
Second, the difference findings between the natives and the immigrants:
1. The parental education level, parental occupations, parental socioeconomic status and financial situation of the native children were significantly higher or better than those of the immigrant brides’ children. Furthermore, in parental occupations, the natives are performing professionally and the new immigrants are engaged in manual labors.
2. The perceived maternal parenting styles of the immigrant brides’ had completed at most elementary education were significantly better than those of the native children. The perceived maternal parenting styles of the native children were better than those of the immigrant brides’ children in the following variables such as “mothers with at least junior high school education”, “gender”, “grades”, “family structure”, “birth order” and “number of the children in the family”.
3. The immigrant brides’ children whose mothers had elementary education and the native children whose mothers had completed at least secondary education had better perceived parent-child relationships. In the relationship of parent and children, despite “gender of the children”, “grade”, “paternal education level”, “maternal education level”, “birth order”, and “number of the children in the family”, the native children were all better than those of the immigrant brides’ children.
4. The native parents attend authoritative, the immigrant parents, on the other hand, attend indulgent. There is a greater possibility that authoritarian have better perceived parent-child relationships.
Based on the conclusions above, suggestions were put forward for the school teachers, education administration personnel, immigrant brides, their families, social counseling institutes, education authorities and future research.
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Mathunyane, Lenkwane Henry. "Relationship formation in multicultural primary school classrooms." Thesis, 1996. http://hdl.handle.net/10500/18169.
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The research was undertaken to analyse and evaluate the nature and quality of
interactions in multicultural primary school classrooms. Special attention was
focused on the influence 25 independent variables had on the dependent
variable, namely group membership.
Literature indicates that warm and nurturant relationships within the family help
the child to achieve independence and promote social adjustment outside the
home. Literature also reveals that self-acceptance and acceptance of others are
dependent on the self-concept, and that acceptability in peer groups is enhanced
by characteristics such as friendliness, cooperation, emotional stability and
intellectual ability. It is essential to mention that some researchers claim that
within multicultural classrooms, pupils often interact in racially and culturally segregated patterns. Others maintain that no racial and cultural discrimination
is evident in the choice of friends in multicultural classrooms.
The empirical research was undertal<.en by administering four measuring
instruments, namely own designed questionnaire, the sociogram, the self-concept
scale for primary school pupils and the children's personality questionnaire to
121 standard five pupils in multicultural primary schools. The administering of
these instruments was aimed at determining the influence of the independent
variables on the dependent variable. The stepwise discriminant analysis method
revealed that of the 25 independent variables, only six, namely family
background, friendship skills, gender, scholastic achievement and personality
factors E (submissive versus dominant) and Q3 (undisciplined versus controlled)
contributed to the variance in group membership.
The multiple discriminant function was used to determine how close the
individual scores of children were, in a given friendship group. The general
pattern obtained, indicated that children choose each other on the basis of
similar characteristics. A point that clearly came to light, is that race and
language/culture do not contribute to the variance in group membership.
Children formed various friendship groups across racial and cultural lines.
In view of the aforementioned findings, the researcher made recommendations
on ways in which parents and teachers can create suitable teaching and learning
environments for children from diverse cultural milieus.<br>Psychology of Education<br>D.Ed. (Psychology of Education)
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Ribeiro, Lara Filipa da Luz Pinto. "A interação entre pares em creche e jardim-de-infância." Master's thesis, 2014. http://hdl.handle.net/10400.26/10487.
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Este projeto tem como objetivo analisar e compreender o impacto que as relações sociais entre pares têm no desenvolvimento das crianças. Através de leituras debruçadas sobre o desenvolvimento social e sobre as interações das crianças, chegou-se à hipótese do espaço da sala de educação infantil e do currículo aplicado na mesma, influenciarem as relações que, por sua vez, terão um impacto, tanto positivo como negativo no desenvolvimento da criança. Em virtude disso, procurei fundamentação teórica e procurei conhecer, a partir de estudos bibliográficos, abordagens ao nível das interações sociais entre as crianças. A metodologia aplicada consiste numa primeira fase, em observação das atividades e das relações geradas pelas mesmas, e numa segunda fase, na exposição de atividades elaboradas por mim de modo a contribuir para a recolha e análise de dados. Os resultados das pesquisas sugerem que as relações que a criança estabelece com os seus pares têm um grande impacto no seu desenvolvimento cognitivo e social, e que o ambiente onde a criança se encontra inserida pode ser fundamental para auxiliar a formação de interações.<br>This project aims to analyze and understand the impact that social peer relationships have on children's development. Through readings perched on social development and on the interactions of children, came to the hypothesis space of kindergarten room and the curriculum applied in it, influence the relationships that, in turn, will have an impact, both positive and negative in child development. As a result, search for theoretical foundation and looked for bibliographic studies, approaches the level of social interactions among children. The first stage of the methodology consists, in observation of activities and relations generated by them, and in a second stage, the activities will be prepared by me in order to the collect and understand a number of data. Research results suggest that the relationship that the child has with their peers have a major impact on their cognitive and social development, and the environment where the child is inserted can be fundamental for the development and formation of interactions.<br>Escola Superior de Educação, Instituto Politécnico de Setúbal
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"Social competence of children and adolescents: its relationship to personality and family social environment." Chinese University of Hong Kong, 1989. http://library.cuhk.edu.hk/record=b5886220.
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Haynes, Rebekah. "Contribution of the Home Environment to Preschool Children's Emergent Literacy Skills." 2010. http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8166.
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Recent and ongoing research has demonstrated the alarming likelihood of children from low-income homes and from ethnic minorities to read at much lower reading levels than their peers. Additionally, reading ability is related to the earliest of emergent literacy skills, which can be measured in young children before they enter formal schooling. The home environment, including the available resources, support for literacy and school, and the parent-child relationship, plays an important role in promoting the development of emergent literacy skills. More research is needed, however, to inform programs and researchers about the specific relationship between the home environment and emergent literacy development.
The current study was conducted using a sample of 122 preschool children enrolled in ERF enriched preschool classrooms in one school located in a Southwestern state. The study investigated the power of three variables of the home literacy environment (HLE) (i.e., Family Reading and Writing, External Resources, and Daily Activities) to predict three emergent literacy outcomes (i.e., receptive oral language, alphabet knowledge, and name writing) using canonical correlation analysis (CCA). The study also used commonality regression analysis to examine the shared and unique variance in these emergent literacy outcomes accounted for by the variables of the HLE and the parent-child relationship. The results of the CCA did not find the variables of the HLE to have a statistically significant relationship with the emergent literacy outcomes. Missing data techniques were used to account for incomplete data, and he results were closer to obtaining statistical significance when the more advanced method of multiple imputation was used to account for missing data, with the p-value decreasing from .751 with listwise deletion to between .094 and .504 with multiple imputation. The second analysis of the study, the commonality regression analysis, did find home variables to account for unique and shared variance in the emergent literacy outcomes, particularly in preschool name writing. Specifically, the External Resources scale of the Familia Inventory (Taylor, 2000) uniquely accounted for the smallest amount of variance (i.e., .1 percent) in name writing, while the scores of the PCRI uniquely accounted for the largest amount of variance (i.e., 3.4 percent). When combined together, however, the predictor variables accounted for larger amounts of variance in name writing ability. The Familia Inventory scale of External Resources accounted for the smallest amount of variance when combined with the other predictor variables (i.e., 21.5 percent) while the scores on the PCRI accounted for the largest combined amount of variance, accounting for 31.4 percent of the variance in name writing ability. These results complement and extend on existing research. The findings, limitations, and implications of the results of this study are discussed.
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Burns, Patricia M. "Maternal Education, Home Environment, and Educational Aspirations: the Relationship With Children’s Math Skills." Thesis, 2020. https://doi.org/10.7916/d8-7hwa-q622.
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This study examined the relationship between maternal education, the home environment, educational expectations and children’s math skills. The aim of this research was to determine how well these measures individually and collectively explained the variation in children’s mathematical achievement at the start of kindergarten. This analysis was done within the context of the unique biological mother-child relationship, how frequently they engaged with their children in shared activities at home, the warmth of their relationship with their children, their perspectives on parenting, and finally their aspirations for their children’s educational attainment.
Relying on a large, nationally representative sample of 10,863 biological mothers and their children, this study found a persistent and moderate association between maternal education and children’s mathematical skills, even after adjusting for both the home environment and educational expectations measures, and several other select maternal, child, and family characteristics.
The home environment, measured by maternal self-reports of the frequency of engagement in eight pre-selected activities and by maternal self-ratings of the warmth of the relationship with their children, was addressed using Principal Component Analysis. The findings in this area were mixed. A higher self-reported frequency of time spent playing games, talking about nature, playing with construction toys, and helping with arts and crafts was positively linked to children’s early math achievement. The frequency of shared book reading, storytelling, and working with numbers was negatively linked to children’s mathematical achievement. Both of these effect sizes were statistically significant, yet quite small. No relationship was found between maternal warmth and children’s mathematical skills or between parenting perspectives and children’s math achievement.
The findings also demonstrated a small, positive association between maternal expectations and children’s mathematical achievement. Children whose mothers believed they would graduate from college or beyond had stronger math skills than those whose mothers expected them to experience some college. This finding was more pronounced among mothers from different cultural backgrounds.
The continued significance of both the maternal education and maternal expectations effects helped to explain some of the variation in children’s math achievement and contributed to the important research aimed at reducing these gaps early in children’s formative education.
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Earle, Marcus Ralph. "The home environment and maternal alienation: their relationship with the social development of children." 1985. http://hdl.handle.net/2097/27431.
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Van, Dalen Nanette. "Benutting van gestaltspelterapie met adolessente wat gedragsprobleme openbaar." Diss., 2009. http://hdl.handle.net/10500/2612.
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Text in Afrikaans<br>Die doel van hierdie studie was om deur die benutting van Gestaltspelterapie, adolessente wat gedragsprobleme openbaar, bewus te maak van hulself, ten einde hul toe te rus om hul lewenssituasie meer toereikend te hanteer. Daar is veral gefokus op die aspekte van die Gestaltterapeutiese proses wat die bewustheidsvlakke van die adolessente verhoog het. Ten einde hierdie doel te bereik is die navorsing kwalitatief benader, spesifiek deur ‘n deeglike literatuurstudie en die beskrywing van individuele en groepsgevallestudies. Die informasie is ontleed deur die data-spiraal analise. Vanuit die informasie wat verkry is, deur die integrasie van die literatuur en die empiriese ondersoek, kon die benutting van Gestaltspelterapie met adolessente wat gedragsprobleme openbaar, verken en in diepte beskryf word.<br>The main purpose of this study was to utilize Gestalt Play therapy with adolescents that display behavior problems, to make them aware of themselves, in order to equip them to handle their life situation more effectively. The focus were specifically on that aspects of the Gestalt therapeutic approach that increase the levels of awareness. In order to achieve this goal the research was approached qualitatively, specifically through a thorough literature study and the describing of individual and group case studies. The information was processed and analised by using the data-spiral analysis. From this information it was possible to explore and describe the utilization value of Gestalt Play therapy with adolescents that display behavior problems.<br>Social Work<br>M. Diac. (Spelterapie)
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Dean, Janet M. "Family functioning and social support differences between mothers and fathers and the relationship to health in children with insulin dependent diabetes mellitus : a research report submitted in partial fulfillment ... parent-child nursing /." 1989. http://catalog.hathitrust.org/api/volumes/oclc/68788449.html.
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Klos, Maureen Lilian. "A historical educational analysis of stress in the pedagogic situation." Diss., 1995. http://hdl.handle.net/10500/17104.
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Summaries in English and Afrikaans<br>Text in English<br>A modem "disease", stress is a universal and eternal problem in the pedagogic situation, where
the child becomes an aduh, under adult supervision. Stress - a feeling of pressure or strain - is
a problem for contemporary South African children, who automatically respond to stressors
(causes of stress), in the same way as children of the past, since human beings have not
changed psychobiologically over the millennia.
Our bodies and minds should return to a calm state, after our initial stress reaction, but we
often remain under stress, which results in emotional/ physical symptoms of distress. Yet
history has shown that children can be helped to handle stress, making it a stimulus for growth.
Although past societies were not directly conscious of the concept of stress, they taught
coping mechanisms to their children. Some of these are generally valid, and provide us with
solutions to the problem of stress in the pedagogic situation.<br>Die modeme "siekte", stres, is eintlik 'n universele en altyddurende probleem in die
pedagogiese situasie - die· situasie waar die kind besig is om onder volwasse begeleiding 'n
volwassene te word. Stres - 'n gevoel van druk en oorspanning - is 'n probleem vir
hedendaagse Suid-Afrikaanse kinders wat maar, net soos die kinders in die verlede, outomaties
reageer op "stressors" (faktore wat stres veroorsaak). Die afgelope millenniums het immers
bewys dat die mens nie psigobiologies verander het nie.
Ons liggaam en gees behoort mstig te word na 'n aanvanklike stres reaksie. Die probleem is
dat ons meestal onder stres bly leef met emosionele/ psigiese simptome van angs as die
resultaat daarvan. Tog het die geskiedenis bewys dat kinders gehe]p kan word om stres te
hanteer en dit eerder as 'n stimulus vir ontwikkeling te benut. Ten spyte van die feit dat
samelewings in die verlede nie so bewus was van die konsep van stres nie, het hulle tog sekere
tegnieke aan hulle kinders oorgedra om hulle te he]p om hulle stres te hanteer. Sommige van
hierdie tegnieke is algemeen geldig en voorsien ons dus van oplossings vir die probleem van
stres in die pedagogiese situasie.<br>Educational Studies<br>M. Ed. (Educational Studies)