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Dissertations / Theses on the topic 'Children Parents Parenting'

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Published: 4 June 2021

Last updated: 16 February 2022

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1

Bamba, Marceline Louise. "Evaluating the impact of parent education for parents of young children /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9978246.

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Thesis (Ph. D.)--University of Oregon, 2000.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 126-139). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9978246.

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2

Makhiawala, Kenya. "Parent Training for Parents of Children with Developmental Delays: Examining Parenting Strategies with Multiple Children." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19217.

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Behavioral parent training programs have been widely used with caregivers to prevent and decrease challenging behaviors in young children with and without developmental delays and disabilities (DD). Although behavioral parent training has a robust literature suggesting efficacy in reducing target children's problem behavior and increasing positive parenting, specific parenting behaviors and the impact on children with delays and their siblings is an area that has yet to be fully explored. The current study aimed to examine parenting behaviors during parent-child interactions with children with a developmental delay and their sibling. Fourteen families participating in an ongoing parent training randomized controlled trial intervention were included in the present study to better understand parenting behaviors. Inappropriate parenting behaviors predicted the behavior problems of target children and their siblings above and beyond child and family demographic variables. Primary caregivers in the current sample exhibited more inappropriate parenting behaviors with the target child with DD than their sibling.

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Burrow, Tess Kira. "Single parenting: a perspective from young adult children." Thesis, Kansas State University, 2015. http://hdl.handle.net/2097/19187.

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Master of Science<br>Family Studies and Human Services<br>Karen S. Myers-Bowman<br>Single parenting has become a part of American society, yet it seems that through stereotyping and shaming these parents are looked down upon. Often times, single parents do not have the same resources as two parent homes, but single parents can still be effective and raise well-rounded children. This is a qualitative study that sought to provide a different perspective of single never-married parents by interviewing their young adult children. This study focused on the experiences of the young adult children and used Family Stress Theory to help understand and capture specific moments in their lives.

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Mpontshane, Nozipho Bethusile. "The experiences of parents of children with disabilities." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1561.

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A thesis submitted to the Faculty of Arts in fulfillment of the requirements for the Degree of Masters in Community Work in the Department of Social Work at the University Of Zululand, South Africa, 2017<br>Parents of a child with a disability cope with greater demands than those living with a healthy child. The purpose of this qualitative study was to provide insights into the experiences of parents of children with disabilities. The research was located in the phenomenological framework. Seven parents who are residing within uThungulu District municipality and whose children were diagnosed with disability participated in the study. They were selected though purposive sampling. In-depth interviews were conducted with them to gain in-depth insights into their experiences. Content analysis was used to analyse data gathered through in-depth interviews and five themes emerged i.e. parents’ realisation of the child disability, reaction towards the realisation of the child’s disability, the essence of parenting a child with a disability, parents’ social support and the needs identified by parents. Findings of the study indicated that parents do not alter their parenting. On the contrary, they modify it to accommodate the children with disability. Secondly, it transpired in the study that several challenges are faced by parents in raising their children with disability. These challenges include, among others, lack of financial resources, finding a suitable school for their children with disability, care giving challenges, lack of suitable housing and transport allocated for children with disability. It also transpired that there are support structures within their communities despite there being no programs to support them.

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5

Chitwood, Richard J. "Parenting long-distance as a noncustodial parent." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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6

Lee, Ka-yee Cavy. "Effects of single parenthood on children: mediated by parenting stress and parent-child relationship." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B29726335.

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7

Goodman, Matthew Reader. "If we build it will parents come? : parent participation in preventative parenting groups /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055688.

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Thesis (Ph. D.)--University of Oregon, 2002.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 75-79). Also available for download via the World Wide Web; free to University of Oregon users.

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8

Hassall, Richard. "The effects of parental cognitions on stress reactions in parents of children with intellectual disabilities." Thesis, University of Birmingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273920.

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This thesis consists of a literature review, a research report, and a public dissemination paper. The literature review, intended for submission to Clinical Psychology Review, begins with a review of theories of stress in parents caring for children with disabilities or other disorders. The importance of parental cognitions is a common theme in these theories, and the literature on three forms of parental cognitions is therefore reviewed. The review concludes by discussing the implications of this research for parents of children with intellectual disabilities. The research report, intended for submission to the Journal of Child Psychology and Psychiatry, is a study of parenting stress in 46 mothers of children with intellectual disabilities. The study includes measures of child characteristics, family support, and parental cognitions. The results show that parenting stress is associated with child behaviour difficulties, parental locus of control, and parenting satisfaction. Some potential clinical implications of these findings are discussed. The public dissemination paper provides a summary of the literature review and research report for a non-psychological readership. It is written for the school headteachers who assisted in recruiting participants and for several of the participants who requested feedback on the outcome of the research.

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Lo, Chak-chuen Eddie. "Parenting stress in family with autistic individual." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B29689430.

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10

Jenkins, Kate S. M. "Parents of children with disabilities : chronic sorrow and parenting stress." Thesis, University of Southampton, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420251.

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11

Barner, Rashida Shani. "Do parents talk to their children about race? An exploration of Black parents and White parents." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1094.

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The purpose of this study was to examine parent (e.g., exposure to diversity) and child factors (e.g., age, anxiety and prosocial behavior) as they relate to the transmission of messages related to race and culture. An exploratory hypothesis was that Black parents would exhibit more cultural socialization, preparation for bias, and promotion of mistrust than White parents. In addition, there were hypotheses that the messages that parents impart to their children about race would be influenced by the age of the child or parents’ experience with diverse groups of people. Online questionnaires were distributed to parents and the final sample consisted of 183 parents of Black children (N = 90) and White children (N = 93), aged four to fourteen years old (M = 8.08). Overall, this study found that Black parents engage in more conversations about race and culture than White parents. However, there were no racial differences between number of messages of equality. The hypothesis that the frequency of preparation for bias messages increases as children get older was supported. The hypothesis that Black children who have higher scores on dimensions of racial socialization would have higher levels of prosocial behavior was supported. The hypothesis that the affective valence of exposure to diverse groups of people would be positively related to egalitarianism was supported. The present study adds to the current literature by highlighting that different messages about race and culture need to be communicated for children in the majority culture versus minority culture.

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12

Williams, Marquita C. "Evaluation of a Culturally Specific Parent Empowerment Intervention for Parents of African American Children." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/150714.

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Counseling Psychology<br>Ph.D.<br>The current project examines the parenting practices of African-American parents through a culturally relevant intervention framework and proposes a model of empowerment that can serve as a point of reference for counselors, educators and social workers, when engaging these parents about their parenting practices, school involvement and patterns of self-care. The present research is a pilot evaluation of a culturally specific parent empowerment intervention for parents of African-American children - The Black Lemonade Project (BL). This sample is comprised of parents and primary caregivers of school aged children in the Cleveland and Canton, Ohio Public School District who consented to participate in a two part Black Lemonade Empowerment Intervention. A total of 69 parents attended an 8 week (Phase I and Phase II) Black Lemonade Empowerment Intervention. Parents completed an Informed Consent to Participate, The Participant Questionnaire and the Parent Empowerment Inventory (PEI) and the Family Activities of Daily Living Questionnaire (FADL) at pre and post assessment points. During the Phase I conference, parents also completed the Parent Stress Index (PSI). The research questions asked about the perceived concerns, attitudes, beliefs and behaviors that parents who volunteer to attend a culturally specific parenting program hold. Results indicated a discrepancy across parents concerns, beliefs and behaviors. Implications for future research are discussed.<br>Temple University--Theses

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Defreitas, Jillian. "Acceptance and Commitment Training to Enhance a Behavioral Parent Training with Parents of Children with Autism." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5934.

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Behavioral Parent Training (BPT) is an effective teaching package that is often used to teach new parenting skills. While BPT has been established as efficacious in teaching parenting skills, performance often returns to baseline levels. There may be myriad reasons for this; however, it is possible that competing contingencies in difficult behavioral interactions, and long histories of practices that solve behavioral issues in the short term, affect parents’ ability to implement what they were taught. This study sought to impact parental treatment integrity of a common set of parent training practices via an Acceptance and Commitment Training protocol. Parents were exposed to a behavioral parent training workshop targeting three parenting tools. Follow up measures were collected on implementation integrity and rate of parental coercive behaviors. Low levels of parenting skill implementation integrity were observed during baseline. Following the BPT training phase, implementation of parenting skills showed an increasing trend while parental coercives decreased in level. For the parent who met mastery criteria for all three tools, a follow up period, in which no feedback or training was implemented, and a decrease in level in parenting skill implementation integrity was observed. Following this, the parent participated in an Acceptance and Commitment Training (ACTr) workshop consisting of experiential exercises, metaphors, and homework assignments. After the ACTr workshop, implementation of parenting skills showed a continued increasing trend toward mastery, and frequency of negative parent-child interactions showed a further decreasing trend, as well for all parents.

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Smart, Larene K. "Parenting Self-Efficacy in Parents of Children with Autism Spectrum Disorders." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5842.

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Parenting self-efficacy is one factor identified as relevant to parent distress and child therapy outcomes. Theories for parenting self-efficacy suggest parents of children with autism spectrum disorders (ASD) may be at risk for lower parenting self-efficacy than other parents. Parents who have low parenting self-efficacy may then have higher risk for poor treatment outcomes. Previous researchers found inconsistent results related to parenting self-efficacy rates for parents of children with ASD. They suggested the results were due to sample sizes, measurement insensitivitiy, comparison groups, and the limited range of children's ages (Fields, 2006; Meirsschaut, Roeyers, and Warreyn, 2010; Palafox, 2004; and Rutgers et al., 2007). In the current study, the researchers invited 598 parents to complete a series of questionnaires. Participants included the parents of children with ASD (n = 57), Down syndrome (n = 24), ASD and Down syndrome (n = 41), emotional and behavioral disorders (n = 287), and no identified diagnoses (n = 189). The parents who participated were 90.2% female and 84.9% Caucasian. Participants from the ASD, ASD with Down syndrome, and Down syndrome groups lived in higher income households (75.2% above $30,000 annually) than those in the emotional and behavioral disorder group (94.1% below $30,000 annually). The questionnaires asked parents to rate themselves regarding parenting self-efficacy, parent distress, parenting skills, social support, and answered demographic questions. Parents from the diagnostic groups also rated their child's behavior and symptom severity. Parents from the ASD, Down syndrome, and ASD with Down syndrome groups answered additional questions found to be relevant in Fields, 2007 (e.g. age of symptom onset, number of siblings, and parent's age). Parents of children with ASD were found to have the lowest rates of parenting self-efficacy across the five groups. ANOVA rejected the null hypothesis that the groups would be the same (F = 8.24, df = 4, 595, p < .01, adjusted R² = .05). The effect size for the relationship between diagnosis and parenting self-efficacy was small to moderate, accounting for 5% of the variance of parenting self-efficacy scores. Pairwise comparisons between groups found parents of children with ASD to have significantly lower parenting self-efficacy than the Down syndrome (mean difference = -3.32, se = .81, 95% CI = -5.86, -.78), and community groups (mean difference = -2.89, se = .58, 95% CI = -4.47 to -1.31). Parents from the community group were also found to have higher parenting self-efficacy than the parents of children with emotional and behavioral disorders (mean difference = 1.43, se = .37, 95% CI = 1.31, 4.47). Parenting self-efficacy was also related to parent distress, social support, parenting skills, and child's age. Parenting self-efficacy may warrant monitoring in the treatment of ASD and may be an important point of intervention in therapy.

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Wells, Christiane. "The Experience of Parenting Stress in Parents of Twice-Exceptional Children." Thesis, Walden University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10932679.

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<p>Parenting stress (PS) is a phenomenon experienced by all parents to varying degrees due to the demands of meeting a child?s needs. This distinct type of stress is caused by an imbalance between the perceived demands of parenting and the perceived coping resources available to parents. The construct of twice-exceptionality (2E) is defined as the co-occurrence of giftedness and disability or possessing both high cognitive abilities and at least 1 of 13 potential disabilities identified under the Individuals with Disabilities Education Act of 2004. The purpose of this study was to understand how PS is experienced by parents of children who have been identified with 2E. The theoretical perspectives of stress appraisal, coping, and attribution guided this study and provided a framework for understanding the lived experiences of parents and the meaning they ascribe to these experiences. The goals of the study were accomplished through in-depth interviews with 13 participants, an extensive literature review, and reflective journaling. Interview data were analyzed using the phenomenological techniques of epoche, bracketing, horizontalization, and imaginative variation, and several relevant themes and subthemes were developed. High levels of PS described by the parents in this study indicate that further research is indicated for better understanding and serving the significant needs of this population. The social implications of this research include raising awareness of PS and 2E; increasing the potential for positive outcomes for children and families; and addressing misconceptions concerning giftedness, gender bias in the perceptions of parental roles, and the impact of PS on family systems.

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Manning, Linda Citlali. "Diversity within a parenting measure for immigrant Mexican American mothers /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4753.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 27, 2007) Vita. Includes bibliographical references.

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Ernst, Stephanie. "Relationships Among Parenting Style, Parental Self-Efficacy, Parents' Perceptions of Children, and Preschoolers' Emotion Regulation." Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1217.

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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>Arts and Sciences<br>Psychology

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Damashek, Amy L. "The moderating role of maternal supervision in the social ecology of children's unintentional injuries." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4655.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on January 31, 2008) Vita. Includes bibliographical references.

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Adler, Dalia M. "The Effects of Participating in Support Groups Focusing on Parenting Gifted Children." Kent State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=kent1161881173.

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Wnoroski, Allison Kady. "Uncovering the Stigma in Parents of Children with Autism." Miami University Honors Theses / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1209350362.

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Wang, Chaoping Violet. "Parenting styles and parents' attitudes toward learning and performance in their children." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3048.

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The study attempted to show that parenting styles are directly related to parents' goals with respect to their children's education. Parents' goals, and the behaviors they motivate, were assumed to be a mechanism accounting for well-established effects of parenting style on children's school achievement. The sample consisted of 223 undergraduate college mothers enrolled in psychology courses. The results indicated that parents' use of an authoritative style was positively related to their adoption of learning goals with respect to their child, as evident, for example, in their use of a process focus and indirect homework assistance strategies. Moreover, mothers' use of an authoritarian style was positively related to their adoption of performance goals, as evident in their use of a product focus. Results are discussed in terms of goal theory and the limitations of self-report methods.

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Cleveland, Jennifer. "Parenting Stress in Mexican American and Caucasian Parents of Children with ADHD." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278573/.

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The purpose of the present study was to examine whether differences exist between reports of parental stress in Mexican American and Caucasian mothers of children with ADHD. A second purpose was to examine whether there were child and family characteristics that made unique contributions to levels of parenting stress in Mexican American parents of children with ADHD. A third purpose was to examine the role that level of acculturation plays in the Mexican American mothers' reports of stress. Dependent measures used in this study include the Parenting Stress Index (PSI) and the Child Behavior Checklist (CBCL).

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Illsley, Staci D. "Remediating conduct problems in children : examining changes in children and parents following consultation." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38206.

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The purpose of these investigations was to compare changes in child conduct problem behavior and parental ability and to examine the relationship between parent and child outcome. An A/B research design was used across two studies with a total of 34 children (aged 3--10 years) and 43 parents randomly assigned to one of three parent-mediated treatment modalities (i.e., individualized conjoint behavioral consultation using a self-administered treatment manual; CBC, group-administered videotape parent training with shared consultant contact; GVT, and self-administered videotape parent training with minimal consultant contact; VT). In the first study, child outcome was evaluated using direct observations of target behavior, along with pretreatment and posttreatment estimates of problem behavior on standardized instruments. Both single- n and group analyses were used for analysis of data. The results indicated that 77%, 50%, and 75% of children in the CBC, GVT and VT groups respectively, evidenced at a minimum, small improvements in their conduct problem target behaviour. In addition, parents reported global improvements in children's problem behavior. No differential effects of treatment group, however, were detected. A second study was carried out to examine the mediating factors thought to produce children's behavioral improvements. Outcome was evaluated for parents through the use of observed child-management skills during parent-child play interactions and by using pretreatment and posttreatment estimates of parental knowledge of behavioral principles and attitudes toward parenting (i.e., satisfaction, involvement and limit setting). Further, children's level of deviancy (e.g., noncompliance) was examined during parent-child play interactions. Results of single-n analyses varied depending on the parent variable examined, however group analyses revealed improvements in parental use of several child management skills and in parental knowledge. For the children, ind

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Smyth, Bruce, and bruce smyth@aifs gov au. "Post-separation patterns of parenting in Australia who opts for which patterns and why?" Swinburne University of Technology. Department of Sociology, 2005. http://adt.lib.swin.edu.au./public/adt-VSWT20060214.110816.

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Despite widespread interest in patterns of parenting after separation in Australia, the gaps in our knowledge remain large and fundamental. Most studies, including those overseas, have taken a quantitative tack, measuring the frequency and overall amount of face-to-face contact between children and non-resident parents (mostly fathers). But obviously there is more to parent�child contact than just time. The nature and quality of the interaction are also important � perhaps even more so. Recently there has been a push towards recognising and describing both qualitative and quantitative differences in the many ways that parental sharing of time with children can occur after divorce. This thesis attempts to identify and explore some of these differences by comparing five different patterns of care: (i) 50/50 shared care, (ii) little or no contact, (iii) holiday-only contact, (iv) daytime-only contact, and (v) �standard� contact (thought to occur every-other-weekend and half of each school holidays). A representative snapshot of parent�child contact schedules after separation is presented to provide some of the detail of arrangements within this typology. Two (complementary) types of data are used: qualitative data from a series of focus groups with separated parents, and quantitative data from three large representative samples of separated/divorced parents in Australia. Joining the dots between the various pieces of data, there is much to suggest that family dynamics in tandem with demographic factors temper the form that parent�child contact takes, with different combinations of factors clearly linked to qualitatively different patterns of postseparation parenting. While separating parents need to be encouraged to think more laterally about what arrangements might work best for their children and themselves, the data presented suggest that some parents in Australia are already being very creative and there is much diversity of arrangements. The central argument running through this dissertation is that arrangements that allow children to experience fluid, meaningful time with each parent are critical for children�s and parents� wellbeing. The ideas and data presented here � especially some of the more creative timesharing schedules developed by parents � are likely to be a useful resource for separated parents, and the family law professionals they approach for assistance, to reflect on when developing or refining parenting arrangements after divorce.

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Hensley, Connie Francis. "A parenting skills currriculum for single parents of at risk youths." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2762.

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This project entails a curriculum targeted at helping improve the parenting skills of single parents that have children who are considered "at risk" by societal standards. This curriculum is the survival kit for the single parent. Learning the skills provided in this curriculum, the single parent will discover that parenting their "at risk" youth on a positive realm will become a fundamental standard for their lives.

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Tsang, Yee-ha Lucia. "Impact of learned optimism on parenting stress for parents of childrenwith special needs." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29759286.

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Conte, Deborah A. (Deborah Ann). "Differences in Parenting Stress Between Parents of Children with ADHD, Children with Internalizing Behavior Problems, and Non-Referred Children." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278890/.

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Recently, researchers have begun to explore the associated impacts of ADHD on parent and family functioning, with an increasing focus on parenting stress. Accumulating empirical evidence is mixed, suggesting that parents of children with ADHD report increased levels of parenting stress when compared to parents of children with learning disabilities, and parents of non-referred children, but report equally stressful parenting levels when compared to parents of children with externalizing behavior problems. Results of the present study comparing reported parenting stress levels between parents of children with ADHD, children with internalizing behavior problems, and nonreferred children, were partially supportive of results found in past studies indicating higher levels of parenting stress among parents of children with ADHD. However, strong gender effects were found between mothers and fathers, which mediated the overall results.

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Stone, Tamara J. "Family Conversations About Sexual Orientation: Interviews with Heterosexually Married Parents." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30333.

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Families of all kinds are faced with increasing information regarding sexual orientation. As lesbians and gay men become more visible as parents, partners, and members of families, it is likely that any given person will know a lesbian, gay, or bisexual family member, co-worker, or friend. Understanding diversity in sexual orientation is not only a task for lesbians and gay men. While maintaining friend, family, and professional relationships, heterosexuals and their families are also becoming more aware of sexual orientation diversity. This research was guided by ecological and narrative perspectives. An ecological view provides a framework for examining families within interacting systems. The narrative approach provides an organization for episodes, actions, and meanings. Families are surrounded by systems that view human behavior through the lens of heterosexual experience. This lens promotes and assigns power to the assumption that people are and should be heterosexual. Five research questions guided the study: (1) What is the content and meaning of family conversations about sexual orientation? (b) How do parents attempt to answer children's questions or inform them about the topic of sexual orientation? (c) How does gender organize family conversations about sexual orientation? (d) What other factors influence parents' attitudes about sexual orientation? (e) What values do parents want their children to have regarding sexual orientation? I conducted conjoint qualitative interviews with 20 heterosexually married parents (10 couples) who reported engaging in conversations with their children (ages 5 to 16) about sexual orientation while promoting a climate of acceptance about sexual orientation diversity. Children wondered mainly about marriage rules and coupleness. Parents reported answering questions honestly and extending conversation when possible. In 7 families, both parents reported that mothers talked to the children more about social topics such as sexual orientation. All parents said their attitudes were most influenced by knowing lesbian or gay people. Despite having heard derogatory statements about gays and lesbians in their families of origin, parents reported changing their attitudes to fit their knowledge of real lesbian or gay people. Parents wanted their children to be "accepting," "respectful," "responsible," "tolerant," "open-minded," and "fair."<br>Ph. D.

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Tibbott, Heidi Lamprecht. "The development of healthy self-concept in children principles and guidelines for parents /." Theological Research Exchange Network (TREN) Access this title online, 1985. http://www.tren.com/search.cfm?p017-0003.

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Taderera, Clever. "Challenges faced by parents in parenting children with learning disabilities in Opuwo, Namibia." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/56112.

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When parents learn that their child has a learning disability, they begin a journey that takes them into a life that is often filled with strong emotions, difficult choices, interactions with many different professionals and services (VanPelt, 2007:53). In Africa, learning disabilities are considered a complex phenomenon seeing that there has not been an African derived definition of learning disabilities. Hitherto, tools and formulas used to diagnose learning disabilities are western based (Abosi, 2007:198). Due to elusive understanding of the phenomena among the general public, children who have learning disabilities are victims of derogatory and dehumanising terminology such as stupid , underachievers or slow learners . These terms affect not only the children with learning disabilities alone but their parents as well. Due to such attitudinal barriers as well as lack of understanding of the phenomena, parents of children with learning disabilities are often predisposed to eternal grieving over their circumstances. It is against this background that the study sought to explore the challenges faced by parents of children with learning disabilities in parenting such children. The social model of disability was utilised in order to gain insight into the way that society presents challenges to children with impairments. With themes such as participation, human rights, social change, the social model of disability promotes independency, positive self-image and stimulates potential in persons with disabilities (Ife, 2001:461). This model was found to be very appropriate as it also entails the core values of social work such as social justice, social change, human rights and respect for human dignity. The study was conducted using a qualitative research approach. The study was exploratory in nature and the type of research was applied. The phenomenological design was utilised. A total of eight participants took part in the study. A two-stage sampling process was employed to select participants for the study. These sampling methods were purposive sampling, as well as voluntary sampling. Data was collected from the caregivers by way of in-depth interviews. The outcome of the empirical study revealed that learning disabilities as phenomena were not clearly comprehended by the caregivers of children with learning disabilities. The lack of knowledge regarding learning disability as a concept amongst the participants had far reaching effects in terms of knowledge of programmes, services and policies that are meant to benefit children with learning disabilities and their parents. The research findings also confirmed previous research studies which found that the initial attempt to obtain information regarding a child s disability is a time consuming and difficult process as caregivers are bound to meet obstacles. Due to the inaccessibility of information regarding learning disability services, none of the participants in this study had a formal diagnosis conducted in terms of her child. It was concluded that knowledge regarding policies pertaining learning disabilities was very limited. Participants could not articulate specific policies that benefit children and parents of children with learning disabilities. This may indicate inadequate policy education on the part of policy makers and implementers. It was further determined that participants were not aware of the services of social workers as none of them had sought assistance for their children with learning disabilities from a social worker. The findings and the literature confirmed that families of children with disabilities are generally poor and suffer from financial hardships. Therefore it is recommended that practitioners such as social workers empower these caregivers by helping them to establish small enterprises which can generate income that will help them meet their needs. Female caregivers may be the most appropriate target group as research indicates that small enterprises have a higher likelihood of success if conducted by women.<br>Mini Dissertation (MSW)--University of Pretoria, 2015.<br>tm2016<br>Social Work and Criminology<br>MSW<br>Unrestricted

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Davids, Ronel Sanet. "The development of guidelines for hearing parents parenting a children with hearing loss." University of the Western Cape, 2020. http://hdl.handle.net/11394/7736.

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Philosophiae Doctor - PhD<br>Parenting children with a hearing loss presents hearing parents with unique parenting challenges. Adapting to and managing these challenges is dependent on parents’ personal and social support as well as the resources available to them. There is limited research regarding hearing parents’ personal and social support and access to appropriate resources. In order to bridge this gap, the aim of the study was to develop guidelines for hearing parents parenting children with a hearing loss. A mixed methods approach with a sequential explanatory design using a two-phased approach was employed in this study. Phase 1 endeavoured to identify the problem and explore the needs of parents by using a staged approach. The sample in this phase included 103 participants in the quantitative study and 13 participants in the qualitative study. Phase 2 applied a consensus workshop made up of two rounds: Round 1 comprised a panel of experts, namely, academics in the field of child, family, and disability studies, and Round 2 included a panel of stakeholders comprised of hearing parents, professionals, Deaf mentors, and leaders working within the field of hearing loss. The purpose of the workshop was to reach consensus on the development of guidelines. From this research, a number of guidelines emerged for parents, focusing on:1) early intervention programmes for hearing parents and children diagnosed with a hearing loss, highlighting guidance and counselling for parents on early identification and screening programmes; 2) the need for social and emotional support to deal with the emotional impact of the diagnosis on the family, the parents, as well as the child with a hearing loss; 3) access to resources and information which is comprehensive and unbiased, allowing parents to make informed choices; and 4) support for communication intervention whereby parents are offered unbiased support in terms of communication options for their children. This study has important implications for the collaboration and partnerships between parents, social services (social workers), and health and family practitioners for the provision of family-centred practices.

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Besly, Katherine Dobbs. "Stable attributions of child behavior and parenting stress in parents of ADHD children." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3266/.

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The purpose of this study was to explore the differences in how parents of ADHD children and non-ADHD parents attribute undesirable and prosocial child behavior, and to determine if attributions about undesirable child behavior influence parents' perceived levels of parenting stress. Parent attributions from 69 parent-child dyads, half with a child ADHD diagnosis, were measured coding videotaped interactions. Results indicated that parents of ADHD children do not make significantly more stable attributions about undesirable child behavior than non-ADHD parents. Additionally, compared to non-ADHD parents, parents of ADHD children did not make significantly more unstable attributions about their children's prosocial behaviors. Regarding parenting stress, individuals who generated higher frequencies of stable attributions also appeared to maintain more negative views of their children's behaviors in comparison to other children.

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Redman, Susan. "Individuals and society in transition : a narrative study of parents' use of smacking." Thesis, University of Dundee, 2010. https://discovery.dundee.ac.uk/en/studentTheses/02f0a056-b796-4a69-aa66-068559c1f331.

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Parents’ use of smacking with children has been the subject of much private and public debate within the UK in recent years. Within this qualitative study, narrative methods have been used to explore relationships between societal change and individuals’ own biographical narratives of growing up and becoming parents and for some, becoming health visitors. At the heart of this study ‘small’ stories of individual experience are set within the context of what Tilly (1984) referred to as ‘big structures and large processes’. This thesis weaves ideas about social and cultural narratives with the personal or autobiographical narrative and explores their interconnectedness, places of convergence and divergence and significance for self-identity.Initially print media texts that spanned the past twenty years were analysed to discover the dominant 'storylines' about parents’ use of smacking. Secondly, narrative interviews were carried out with parents, grandparents and health visitors (most of whom were also parents or grandparents). The approach to analysis was sequential and narratives were considered in terms of their form and their content, across all of the narrative data and then within six selected narrative exemplars.The stories recounted by participants are of personal 'transition' and the formation of new identities within a society that could be described as being in a 'state of flux' as the children's rights agenda is interpreted and played out in different ways. Identification of personal turning points during the life course and the use of Frank’s (1995) narrative types has allowed further understanding of the ways in which these stories are culturally constructed. Participants’ biographical narratives of chaos, quest and restitution, focusing upon experience of parental use of smacking, illustrate ways in which different experience of transition, triggers, turning points and evolution, work in a transformational way to reconstruct moral identity of parents and foster relationships of reciprocity amongst children and parents. Understandings of relationship between adults and children have implications for the cultural politics of childhood which are significant for the present and on into the future. It is this very notion of reciprocity amongst children and parents that is likely to foster as cultural knowledge, equal protection against assault.

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Cashin, Andrew. "A hermeneutic phenomenological study of the lived experience of parenting a child with autism /." Electronic version, 2003. http://adt.lib.uts.edu.au/public/adt-NTSM20040802.155323/index.html.

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Redwine, S. Michelle (Sondra Michelle). "A Descriptive Study of Parenting Styles and Behaviors of 4-Year-Old Children When Parents Participate in a Parenting Education Program." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc277677/.

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This study described and explored perceptions of the context and behaviors of seven 4-year-old children whose parents attended a parenting education program. The problem was to explore a group of 9 volunteer parents' perceptions of their parenting styles and perceptions of their 4-year-old children at home while the parents participated in, and completed, a minimum of 4 out of 6 Active Parenting Today parenting education classes. Volunteer parents were recruited during public school registration for prekindergarten. In addition, perceptions of 4 teachers and 4 classroom educational aides in regard to behaviors of the 4-year-old children whose parents participated in and completed the Active Parenting Today program were explored.

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Perkins, James A. "Equipping parents of grade-school children in basic principles of Christian parenting at Friendship Baptist Chapel, Eatonton, Georgia." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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Lai, Yuk-ching, and 黎玉晶. "Systematic training for effective parenting (STEP): its applicability for the Chinese parents of primaryschool age children in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31977388.

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Broome, Jessica L. Ala'i-Rosales Shahla S. "Toward a systematic method of evaluating favorable conditions in a parent training program the pursuit of happiness /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3995.

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Fanning, Jessica Lena. "Parent training for caregivers of typically developing, economically disadvantaged preschoolers : an initial study in enhancing language development, avoiding behavior problems, and regulating family stress /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404348681&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 238-249). Also available for download via the World Wide Web; free to University of Oregon users.

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Burns, Jeanne. "Developing a plan for training parents to become spiritual mentors for their children." Theological Research Exchange Network (TREN), 2003. http://www.tren.com.

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McLendon, Paul. "Developing a program to equip Christian parents in nurturing their newly converted children." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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Thatcher, Jennifer Yorgason. "How Parents and Their Adolescent Children "Talk the Talk" in Religious Conversations." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1334.pdf.

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Sarantos, Stephanie. "Parental experiences of difficulty : a study of how parents perceive and respond to their child's temperament /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7690.

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Arney, Fiona Marie. "A comparison of direct observation and self- report measures of parenting behaviour." Title page, table of contents and abstract only, 2004. http://hdl.handle.net/2440/37713.

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The importance of parenting behaviour as a risk factor for the development and persistence of externalising behaviour problems, and as a focus for early interventions, has led to a desire for the accurate measurement of parenting attitudes and practices. Several methods of measuring parenting behaviour have been employed in theoretical research and program evaluation, including self-report and observational measures. Both of these methods have advantages and limitations, but a systematic comparison of self-reports and observations of parenting behaviour has not been conducted. This study compared self- reports and observations of parental responsiveness and control in a sample of 68 parents of preschool children in metropolitan Adelaide, South Australia. Videotaped observations of parents interacting with their children in four set tasks (free play, drawing, pack-up and no distraction) were interval-sampled using behavioural items that paralleled self- report items on the Parenting Scale and the Child-Rearing Practices Questionnaire. In addition, parents completed questionnaires about their child's behaviour and temperament, and factors associated with parenting behaviour including parental psychopathology, social support, marital adjustment, disagreements about child-rearing and demographic characteristics. Reports of children's behaviour at preschool were also obtained from teachers. When the correlations between corresponding behaviour domains on the self-report and observational measures were compared, the only significant correlation was for parental warmth. Observations of parental control practices (such as permissiveness, inconsistency and overreactivity) were not significantly associated with self-reports of these behaviours. The observational system used in this study yielded observations of permissive and inconsistent parenting that had good validity and reliability, whereas self-reports of harsh and overreactive parenting practices were more validly and reliably assessed using self-report methods. Self-reports and observations of responsive parenting practices demonstrated results that are more equivocal. Possible explanations for these results and the implications for the use of self-report and observational measures in parenting research are discussed.<br>Thesis (Ph.D.)--Department of Psychiatry, 2005.

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Mildon, Robyn Louise, and rmildon@parentingrc org au. "Skill acquisition in parents with an intellectual disability: The effectiveness of in-home behavioural parent training." RMIT University. Health Sciences, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20081204.100958.

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Little research has been conducted focusing on parent training strategies aimed at teaching parents with an intellectual disability to implement strategies to decrease their child's problem behaviour and increase appropriate behaviours. This study aimed to do two things. First, to examine the effectiveness of an enhanced assessment-based BPT intervention that was implemented by parents with an intellectual disability with children with problem behaviour. Second, the current study also aimed to test the effectiveness of the parent training package used to teach parents to implement the intervention strategies. Importantly, in an attempt to identify the training condition, or combination of conditions, most needed to achieve behaviour change, individual conditions of a multi-condition parent training package were additively introduced during parent training based on the degree of intrusiveness in the target routine combined with the amount of structure required by the teaching strategy. Five parents were taught to implement a functional assessment driven intervention plan aimed at increasing their child's appropriate behaviour and decreasing their problem behaviour during a valued family routine. In order to establish the combination of parent training strategies that were sufficient to teach parents to effectively implement the intervention plan, a series of parent training strategies were introduced in a planned way. The strategies included role-play, verbal instruction, verbal instruction plus feedback, coaching and video-feedback. Results showed that for all parents skill acquisition did not occur until the final phase, video-feedback. Successful implementation of the intervention resulted in a corresponding increase in child appropriate behaviour and decrease in child problem behaviour. In addition to that, parents rated the social validity and contextual fit of the intervention highly.

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Freeman, Michelle S. "Trump’s Tax Plan Hurts Single Parents with Children Pursuing a College Education." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5776.

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Jonovich, Sarah Hildebrand. "Association between parenting behaviors, social skills, and anxiety in children with high-functioning autism spectrum disorders /." Connect to full text in OhioLINK ETD Center, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1182518785.

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Himrod, Lola K. "Protective vigilance the experience of parenting an adolescent who has learning disabilities /." Click here for text online. The Institute of Clinical Social Work Dissertations website, 1995. http://www.icsw.edu/_dissertations/himrod_1995.pdf.

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Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 1995.<br>A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.

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Latson, Sherry R. (Sherry Rose). "Effects of Adlerian Parent Education on Parents' Stress and Perception of Their Learning Disabled Child's Behavior." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331318/.

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This study examined the effects of an Adlerian-based parent education program on parental stress and perception of Learning Disabled (LD) childrens' behavior. Forty parents, randomly assigned to treatment or waiting-list control groups, took the Parental Stress Index (PSI) and the Adlerian Parental Assessment of Child Behavior Rating Scale (APACBS) as pre and post tests. Parents in the treatment group attended a six-session Active Parenting program. No significant differences were found on the analysis of covariance for perceived parental stress following the parent education program. Seventy percent of the parents in this study had total PSI scores in the range defined as high stress by the PSI author. All of the PSI Child Domain pretest z scores were elevated indicating that parents perceive their LD children to be demanding, moody, distractible, and unadaptable. LD children's behavior is perceived as unacceptable and does not positively reinforce parents. The elevated z scores on the PSI parent Domain pretest indicate that parents of LD children feel less competent as parents and experience less attachment to their children than do parents of normal children. No significant differences were found on the APACBS following treatment, but 80 percent of the parents in the treatment group did perceive some positive behavior change. A positive correlation was found between the PSI and the APACBS indicating that perceived parental stress and child behavior are related. Parents identified 67 perceived stresors of raising LD children on a questionnaire. The results of this study indicate that parents of LD children perceive themselves to experience greater parenting stress than parents of normal childrenn. This perceived parental stress was not reduced and perception of children's behavior was not improved after participation in the Active Parenting program. Therefore, parent education groups for parents of LD children may need to be smaller, provide more time to address the issues specific to raising an LD child, and include a stronger counseling emphasis in order to provide more emotional support for these highly stressed parents.

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King-Peery, Karolyn. "Matthew's gift : teaching parents of children with disabilities to deal effectively with their child's problem behavior / y Karolyn King-Peery." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd772.pdf.

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