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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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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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Hoven, Michaelyn R. "Investigating the relationship between perceived social support and parent self-efficacy in parents of preschool-aged children." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43343.
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The relationship between perceived social support and parent self-efficacy was investigated in this study. The concept of self-efficacy as defined by Bandura was explored and the concept of perceived social support examined. It was hypothesized that high levels of perceived social support would be related to high levels of parent self-efficacy. Participants were 77 parents of children 2 to 5 years who had not yet started kindergarten. Parent self-efficacy was measured using the Parenting Sense of Competence Scale (PSOC; Gibaud-Wallston & Wandersman, 1978). Parents’ perceived social support was measured through the Social Provisions Scale (SPS; Cutrona & Russell, 1987). The shortened Perceived Stress Scale (PSS-10; Cohen & Williamson, 1988) was used to determine the levels of parents’ general life stress. The possibility of a stress-moderated model was explored and analyzed using SPSS (Statistical Package for the Social Sciences) software. A significant positive relationship between social support and parent self-efficacy was noted as were significant negative relationships between stress and social support and stress and parent self-efficacy. There was no significant difference in the social support and parent self-efficacy relationship based on the levels of stress (moderated model). There was significant mediation of the social support/parent self-efficacy relationship by stress. Including stress in the regression accounted for 34% of the variance in parent self-efficacy scores (compared to 15% when only social support was included). The present study discusses the benefit of social support programs for families with preschool-aged children within a specific population.
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Costas, Lisa Daniels. "Parental Expectations of Social-Emotional and Self-Help/Self-Direction Development in Abused Children." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc500588/.
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The present study examined the existence of unrealistic expectations in abusive parents. It was hypothesized that abusive parents would have higher expectations of their children's social-emotional and self-help skills than nonabusive parents. It was also hypothesized that abusive parents would have higher expectations of their children's social-emotional skills than nonabusive parents when both groups compared their children to average children. Abusive and nonabusive parents were administered the Social Competence Scales of the Child Behavior Checklist and the Daily Living Skills domain of the Vineland Adaptive Behavior Scales. The results contradict previous studies in this area and raise questions about present conceptualizations of expectations in abusive parents and the importance of this factor in child abuse.
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Pagani, Linda. "The effects of divorce on perceived self-efficacy and behavior in elementary school children /." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60593.
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This study investigates the influence of family configuration and environment on children's adjustment. Half of the seventy-six elementary school age participants were from families where separation and divorce had occurred, and the remaining children were from intact families. Children's self-efficacy was assessed using the Harter Self Perception Profile (Harter, 1985). Parental perceptions of children's behavior and specific family environmental characteristics were obtained by employing the Child Behavior Checklist (Achenbach & Edelbrock, 1983), Family Environment Scale (Moos & Moos, 1986) and Overt-Hostility Scale (O'Leary & Porter, 1980). Children from homes where parental divorce had previously occurred were compared to children from intact families in terms of self-efficacy and behavior. Children from divorced homes demonstrated lower levels of perceived self-efficacy in cognitive and behavioral domains. No differences in parental perceptions of children's total behavior problems between groups were found. Comparative differences in family social climate characteristics of cohesion, control, and active-recreational orientation were found in divorced versus intact families.
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Booth, Erin B. "Influence of Contextual Factors and Self Efficacy on Self- Management in Parents of Children with Cystic Fibrosis." VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5152.
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Cystic Fibrosis, a life threatening autosomal recessive genetic disease, is characterized by a defective gene resulting in the production of thick mucus that obstructs the lungs and pancreas. CF requires intensive management performed at the home. An initial pilot study was performed to describe knowledge of CF related diabetes (CFRD) in adults with CF. The findings of this study, which demonstrated that adults with CF lacked sufficient knowledge about CFRD confirmed the need to explore additional factors of self-management guided by a theoretical framework. The second study presented in this dissertation used the Individual and Family Self-Management Theory (IFSMT) to describe context (condition-specific and individual and family factors) and process (self-efficacy and knowledge) and outcome (family self-management) variables for caregivers of children with CF. It also compared differences in context, process, and outcomes in caregivers based on socioeconomic status (Medicaid vs. private insurance), and explored correlations among context, process, and outcomes. Participants for this cross-sectional descriptive study were caregivers of individuals with CF who were under the age of 18 and diagnosed with CF for at least 9 months. Participants completed a demographic survey and questionnaires that included measures of perceived disease severity (VAS), depression (Patient Health Questionnaire), self-efficacy (Perceived Health Competence Scale, Mountain West Cystic Fibrosis Consortium Questionnaire), knowledge (CF Knowledge and Attitudes Questionnaire), and self management behaviors (Self-Management Behaviors Questionnaire) Additional information was collected on the children with CF and included demographic information as well as height/weight/BMI, pulmonary function test results, medication profile, and insurance status.
Participants in this study were primarily female caregivers with high self-efficacy, and average knowledge. The children with CF in this study had moderate treatment complexity and normal/mild impairment in lung function. Deficits were noted in the areas of caregivers’ reproductive and genetic knowledge. This study found differences between Medicaid and private insurance groups related to knowledge. There were significant relationships between disease severity and CF specific self-efficacy and nutritional surveillance as well as general self-efficacy and respiratory surveillance.
These findings confirmed that the IFMST would provide a consistent framework to guide future studies aimed at identifying factors that influence self-management behaviors of CF in patients and their caregivers.
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Hohlfeld, Ameer Steven-Jörg. "The effects of parent training interventions on parental self-efficacy for parents with young children with an autism spectrum disorder or other developmental disabilities : a systematic review." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20428.
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Background: A leading research priority worldwide is the need to improve the lives of those with disabilities through the effective development of interventions that can be carried out by non-specialists. Recent research has indicated that parent training interventions have shown to benefit both children with, and parents of children with disabilities. Aims: This systematic review sought to assess the effectiveness of interventions aimed at increasing parental self-efficacy levels in parents of young children with developmental disabilities. Methods and Procedures: We conducted a broad literature search across a number of databases to identify all relevant prospective studies meeting our study objective. Articles were selected using predefined criteria and data were extracted onto a purposely-designed data extracted form.
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Russell, Sheila Nicole. "Experiences of Parents of Self-Harming Adolescent Children." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4253.
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Adolescent self-harm is a growing epidemic in the United States with thousands of adolescent children being treated in hospitals every year. Despite awareness that self-harm impacts the family unit, little attention has been given to the full impact that self-harm has on parents. Due to this lack of knowledge, counselor educators and supervisors are not equipped to train counselors to work with parents of self-harming adolescent children leaving counselors feeling unprepared to work with parents. The purpose of this phenomenological study was to explore the lived experiences of parents who have self-harming adolescent children. Family systems theory was used to explore the concept that self-harm impacts the entire family system. The key research question for this study was: What are the lived experiences of parents of self-harming adolescent children? Six participants were interviewed using a semi structured design. The interviews were transcribed, coded, and analyzed using Pietkiweicz and Smith's 3 stage analysis process. Six main themes emerged from the data: (a) reaction to behavior, (b) change in self, (c) change in parenting style, (d) impact on relationships, (e) change in perception of mental health issues, and (f) support systems. The results of the study confirmed that parents have strong emotional responses to the self-harm and consequently adjusted their parenting styles. The outcomes of this study have the potential to impact positive social change by informing changes in counseling curriculum, training programs, and the level of support and services counselors provide when working with parents of a self-harming adolescent child.
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Stewart, Crissy E. "When Parents Come Out as Parents of Gay and Lesbian Children: A Transformation of the Self." Connect to this title online, 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0418102-160749/.
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Constantakes, Arianna K. "Self-Compassion in Parents of Children with Autism Spectrum Disorders: A Mediation Study." Xavier University Psychology / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=xupsy1629806178154282.
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Gieseke, William D. "Contested stories self-narratives of children of divorced parents /." Click here for text online. The Institute of Clinical Social Work Dissertations website, 2006. http://www.icsw.edu/_dissertations/gieseke_2006.pdf.
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Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 2006.<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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Guilfoyle, Shanna M. "Caregiver Perceived Self-efficacy and Supervision in Childhood Unintentional Injury Prevention: The Moderating Role of Developmental Knowledge." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1244735628.
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Thesis (Ph.D.)--Kent State University, 2009.<br>Title from PDF t.p. (viewed Feb. 25, 2010). Advisor: Beth Wildman. Keywords: health, health care, psychology. Includes bibliographical references (p. 51-66).
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Chau, Minna P. L. "Chinese parents' coping and professional help-seeking for children with conduct problems." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1245376527.
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Bates, Alison. "Cygnet psycho-educational intervention programme for parents of children on the autistic spectrum : a study exploring changes in the parents' perceived self-efficacy, wellbeing and their children's behaviour." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10057162/.
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Aim: When a child receives a diagnosis of autism, their parents will often find it difficult to understand the condition and its impact on the child’s behaviour. As a result, parents often seek help to obtain a better understanding of autism and strategies to help them address these difficulties. The Cygnet programme is a parenting intervention designed to meet such needs delivered by educational psychologists in the United Kingdom. To date, there has been little research on the effectiveness of this intervention. Method: This study consisted of a small-scale evaluation of cohorts attending seven separate programmes within one local authority. A non-randomised, mixed methods was adopted and comprised an intervention group (n=24) of parents who attended a Cygnet programme and a control group (n=16) of parents on the waiting list to attend the programme. All parents completed standardised questionnaires of perceived parental self-efficacy, wellbeing and child behaviour at three time points (0, 6 and 18 weeks). A sample (n=6) of programme attendees were interviewed to provide qualitative data. Findings: The quantitative data obtained did not demonstrate statistically significant differences between the two groups. However, the qualitative data found that the Cygnet Intervention was beneficial for parents of a child with autism. All the parents interviewed were extremely positive about the programme, not just for the knowledge they acquired and subsequently were able to utilise, but for the contact they had with parents in a similar situation. The study also found statistically significant associations between perceived self-efficacy and wellbeing and perceived wellbeing and child behaviour for the Intervention group, which were not replicated in the Control Group. Conclusions: Attendance on the Cygnet programme provided the parents with increased self-efficacy and wellbeing with some perceived improvements in their child’s behaviour. Limitations of this study and areas for future research were also discussed.
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Corbisiero, Amii. "Evaluating the Efficacy of the Parents Activate Literacy Skills Program." NSUWorks, 2009. http://nsuworks.nova.edu/cps_stuetd/21.
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The present study explored the efficacy of a parent implemented emergent literacy intervention to promote reading readiness and to improve parent-child relationships among preschoolers and their caregivers. Subjects were 24 parents and their preschool children ranging in age from three to five years who attend preschool at the Mailman-Segal Institute (MSI) for Early Childhood Studies. An assessment of the students' pre -literacy skills was conducted and teacher and parent rating scales that measured social- emotional and behavioral functioning were collected. Parents were randomly assigned to experimental and control groups. Parents assigned to the experimental group learned to implement activities from the Parents Activate Literacy Skills (PALS) curriculum in their daily routine to promote pre-literacy skills. Parents assigned to the control group learned to implement parenting techniques to promote improved parent-child interactions in an adapted version of Russell Barkley's Parent Training Program. Adherence to interventions was monitored by parents' self-report, and fidelity of implementation was assessed throughout the research by trained observers. The proposed study seeks to understand better the skills required for early literacy acquisition among preschoolers. The children were assessed pre and post-intervention using selected subtests of the Woodcock-Johnson III Achievement Battery and the Woodcock-Johnson III Tests of Cognitive Abilities. Parents were asked to complete behavior rating scales and a measure of parenting stress, while teachers were asked to complete behavior rating scales prior to and post-intervention. One-way (treatment versus control) analyses of covariance were used to test for differences between groups. Results from the analyses revealed that children in the Literacy Intervention group performed significantly better than children in the Behavior Management group on Oral Comprehension, Sound Blending, and Phonemic Awareness subtests of the Woodcock-Johnson. Additionally, parents in the emergent literacy intervention showed a significant decrease on the parent-child dysfunctional interaction scale of the Parenting Stress Index (PSI)-Short Form.
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Bourque-Cardona, Janna Mae. "Enrichment and Parenting Self-Efficacy| An Association Moderated by Stress in Parents of Children with Autism Spectrum Disorder." Thesis, University of Louisiana at Lafayette, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10682747.
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<p> Providing care for children with Autism Spectrum Disorder (ASD) presents many challenges to parents. Research has primarily explored the negative outcomes of caregiving experiences in parents of children with ASD, such as stress, depression, anxiety, and disruption of social relationships. Much less attention, however, has been dedicated to the positive aspects of experience in parenting a child with ASD. The purpose of this study was to examine both positive and negative aspects of the experience in parenting a child with ASD and relate them to child symptom severity and parenting self-efficacy. Multivariate regression analyses indicated a significant effect of interaction between stress and parenting self-efficacy on the prediction of enrichment. These findings point to the possibility that enrichment occurs, disregarding the severity of the child’s ASD symptoms, and that stress may potentially serve to moderate the role of parenting efficacy in facilitating the experience of enrichment in parents.</p><p>
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Saville, Edith Esther. "A study of self-concept issues in hearing children of deaf adults (CODA) /." Link to Dissertations, 2008. http://eprint.cc.andrews.edu/28/.
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Hake, Deborah Rickman. "Utilizing Parent Support Groups to Improve Parenting Efficacy and Relationships for Parents of Inattentive, Hyperactive, or Non-compliant Children." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10841419.
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<p> School age children with ADHD suffer functional impairment in social development, show signs of emotional dysregulation, and have learning difficulties. Other psychological disorders may present, and some children may have one or more co-morbid disorders. Studies demonstrated that the best practice was combined treatment. It was recommended that a pharmacological and behavioral approach be utilized. </p><p> ADHD also affects the family. Parents of children with ADHD often neglect their own health caring and advocating for their child. The amount of parent involvement raising a child with ADHD can lead to reactive parenting, strained relationships with spouses, social and emotional isolation, depression, and anxiety. </p><p> Prevailing research demonstrated far-reaching impacts of ADHD on the child and the family, but little was published on parent support groups for this parent population or on the benefits of yoga for improving the child’s ability to self-monitor. </p><p> This research sought to demonstrate that improvement in parenting efficacy, parenting stress, and the parent-child relationship could be achieved through a parent support group. </p><p> The researcher utilized a parent support group because parents of children with ADHD were often socially and emotionally isolated. Through the parent support group, parents revealed the daily challenges and shared parenting strategies. Sharing success stories was shown to promote a greater sense of parenting efficacy. While the sample was small, common themes emerged which further illustrated the parenting challenges of raising a child with ADHD. Positive outcomes of this study were a greater sense of parenting skills, social support, and enhanced parent-child relationships. </p><p> This research also sought to demonstrate that regular practice of yoga would lead to improvement in the child’s self-monitoring. Although parents and children attended the weekly session with fidelity, parent-taught or parent-led practice at home was commonly missed due to parents’ other commitments and the child’s sports or summer activities. The effectiveness of yoga to improve the child’s ability to self-monitor could not be validated.</p><p>
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Liden, Timothy Allen. "Parent Partnership: Towards a Constructional Approach to Improving the Life of Parents with Children with Autism." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804904/.
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Parents with children diagnosed with autism face a variety of stressors. The typical approach to dealing with these stressors is pathological which focuses on the problem by attempting to eliminate or alleviate the stressors through counseling, behavioral therapy, tutoring, and/or drugs. The purpose of the current study was to assess an alternative approach, a constructional one, which focuses on solutions by teaching 3 parents to analyze their life, formulate goals, and develop programs to reach their goals building off of their strengths and assets. The by-product is the reduction or elimination of the stressors. The results suggest that the use of a constructional program is very effective in helping parents develop a new repertoire that will ultimately improve their overall quality of life.
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Lodge, Tahira. "Perception of Self-Worth in African-American Adult Female Children of Alcoholic Parents." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7031.
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Parental alcoholism is a major risk factor for their children's future alcohol abuse and dependence during adulthood. Thus, the purpose of this descriptive phenomenological study was to understand African-American adult female children's perceptions of self-worth, their lived experiences, and their quality of life as it relates to parental alcoholism. The research focus and questions were addressed by applying the conceptual framework of Bowen's family systems and Covington's self-worth theories. Semi-structured interviews were used to collect data from 8 African-American adult female children of alcoholics. Subsequent data analysis and thematic coding were employed by using Colazzi's 7-step method to ensure rigor. The key findings from this study revealed that although over half of the women in this sample experienced some form of abuse and exposure to familial discord and even violence, their self-worth was strengthened by resilience and through forgiveness of their parents and siblings. This study's implications for positive social change include helping researchers and practitioners to better understand parental alcoholism and how it could shape the experiences of offspring, especially in the African-American female ethnic group. Future interventions could be shaped by these findings, and researchers may use these study results as a platform for future work in this literature domain.
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Bulduc, Jessica L. "My Parents Divorced While I was in College: The Effects of Parental Divorce on College Students." Fogler Library, University of Maine, 2006. http://www.library.umaine.edu/theses/pdf/BulducJL2006.pdf.
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Dixon, Kristin M. "Resilency in children of divorce as measured by current marital satisfaction /." Connect to CIFA website:, 1998. http://ourworld.compuserve.com/homepages/pdwerner/cifa1.htm.
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Morgan, Geoffrey John Robert. "An exploratory evaluation of a community interactive training programme for parents of children aged birth to five." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3311.
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Background: Conduct problems (CPs), a persistent pattern of challenging, oppositional, defiant or aggressive behaviour are a significant concern to educators, families and other professionals. CPs in preschool children are related to poorer educational and social outcomes in addition to a range of behavioural and emotional difficulties. Although there is evidence for hereditary and temperamental influences, parental factors are widely considered to be significant in the development of CPs. Parents experiencing psychological or social distress are considered to be at risk for challenging behaviour in their children. Psychologists and other theorists have suggested several possible reasons for this association. Firstly, it is possible that parents in distress have difficulty managing stress and as a result use harsh, inconsistent or coercive approaches to parenting. Secondly, parents with children who have CPs may be low in parental self efficacy, a consistent belief in their capacity to parent, which leads them to parent ineffectively and inconsistently. A third possibility is that parents in distress struggle to form stable attachments with their children which can lead to later behavioural difficulties. Finally, it is possible that parent’s distress is influenced by external contextual factors which also influence children such as family or social conflict. Studies suggest that training programmes for the parents of preschool children are effective in reducing child behaviour problems. Training approaches are influenced by a combination of psychological theories including behaviourist, social-cognitive, attachment and ecosystemic approaches. There have been many quantitative evaluations supporting the use of parent training programmes (PTPs). However, there has been limited inquiry into the process of PTPs from the perspective of those who attend them. Aims: The first part of this study was designed to evaluate vulnerability factors related to conduct problems; parental self efficacy, stress and child behaviour problems over the course of a community parent training programme designed to help participants to understand and manage the behaviour of young children. The overall research aim was to evaluate the outcomes and process, using different methodologies to address several questions. A realist methodology was applied to evaluating: 1. was there an association between parental stress, parental self efficacy and child behaviour problems at the start of the programme consistent with the established theory? 2. Did the parents attending the course experience higher than expected levels of stress and child behaviour problems? 3. Did quantitative and qualitative data indicate that these vulnerability factors changed over the duration of the course? Finally, an interpretivist methodology was used to explore how parents of young children evaluated as at risk of challenging behaviour described the experience of learning in the programme. Methods: The study utilised a pragmatic approach to evaluation with mixed methods and differing methodologies. At the start of the programme, a cohort of 38 parents agreed to participate in the study prior to the programme and completed self report measures related to parental stress and parental self efficacy. Parents with concerns about the behaviour of a child aged over three also completed a questionnaire relating to child behaviour problems. Of the original cohort, 27 completed self report measures at the end of the programme. 17 parents completed the same measures at a follow up meeting at the Children’s Centre, five to six weeks after the programme was completed. At this meeting 16 parents were interviewed to discuss their experience of the programme and any subsequent changes which had occurred. Results The results of the first part of the evaluation suggested a significant relationship between parental self-efficacy and stress and between stress and child behaviour problems. However, there was no statistical association between self-efficacy and child behaviour problems, as expected. This tentatively indicates that parental self-efficacy is less important in the development of child behaviour problems than has been previously suggested. The analysis of stress data at the start of the programme indicated that the frequency of parents reporting moderate to extremely severe stress was 4.42 times that which would be expected in a typical British cohort. At the start of the programme, frequency of child behaviour problems in the cohort were 5.9 times higher with conduct problems being 9 times what would be expected based on British norms. This suggests that the programme is being accessed by parents whose children are evidencing behaviour problems and, in particular, conduct problems. However, methodological issues are likely to have led to a slight overestimate of relative prevalence of child CPs in the cohort. Results indicated that parents reported significantly increased self efficacy, significantly reduced stress and child behaviour problems, including conduct problems, between the start and end of the programme. Thematic analysis and subsequent content analysis of outcome themes from interviews suggested that the majority of parents interviewed identified changes in parenting behaviour, knowledge, confidence, reduced stress and improved child behaviour as outcomes from the programme. However, changes in the quantitative data were not observed as frequently, reliably or to the same extent in the interview subgroup as they were in the main cohort, suggesting a sampling bias or a discrepancy in findings between methods. The self report data and interviews for all interviewees were then reviewed and interviews with six parents evaluated as having moderate to high stress, social or psychological difficulties and possible child behaviour problems were sampled. These were then re-analysed using a rigorous inductive approach to Thematic Analysis to identify emergent themes relating to the experience of participating and learning through the programme. Six themes emerged from analysis including; Understanding Difficulties, Identifying and Connecting, New Knowledge, Stopping and Thinking, Approach and Interaction and Reconstructing. The Understanding Difficulties theme described the different ways in which parents understood of their difficulties relating to themselves, their children and others which motivated them to attend the programme. The Identifying and Connecting theme described the importance to parents of personal identification with several aspects of the programme in terms of “being understood” in addition to identifying connections with established support, learning objectives and personal development goals. New Knowledge was categorised into three sub-themes of theoretical, practical and contextual. Contextual knowledge was constructed as understanding the experience of other parents, for example, identifying that other parents had similar difficulties. Theoretical knowledge about child behaviour and development encouraged parents to “stop and think” about the reasons for their children’s behaviour. Practical knowledge was constructed as parenting strategies which, when used, helped parents to feel more confident in themselves, more relaxed and more in control. The Stopping and Thinking theme described parents withholding action and considering the motivations for their children’s behaviour or the best approach to interacting with them. Approach and Interaction described changes to the way parents interacted with their children. The parents in question described changed or reconstructed understandings of their children, themselves and their difficulties as a result of participating in the programme. The theoretical implications of analysing the learning experience are that it highlights the importance of personal identification with the course objectives and experience.
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Osman-Kagee, Aneesa. "Implementing a group intervention programme emphasising early communication stimulation with parents of children with autism spectrum disorder." Master's thesis, Faculty of Health Sciences, 2020. http://hdl.handle.net/11427/32908.
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Introduction: Implementing low-intensity interventions, such as group-based parent education and training (PET), is a cost and time effective way of providing early intervention for families and their children with autism spectrum disorder (ASD) in low- and middle-income countries (LMICs). Relatively little empirical research demonstrates the effectiveness of parent education and training in this context. Methods: The study aimed to develop and pilot a group-based parent education and training (PET) programme (COMPAS) and determine its appropriateness and acceptability. Secondly, it aimed to investigate the clinical effectiveness of the programme to improve the communication interaction skills and self-efficacy beliefs of parents of young children with autism. The study followed an exploratory sequential mixed methods research design and used the Replicating Effective Programs (REP) framework. Sixty-one participants took part in the study which consisted of 3 phases. In phase one we developed the programme and teaching materials and activities. In the pre-implementation phase, we collected qualitative and quantitative data via questionnaires from two stakeholder groups (25 parents and 5 autism experts). In the implementation phase, we used a single group pre-test post-test design with 31 parents of children with autism to determine changes in parent-child interaction and parenting self-efficacy. The primary outcome of the implementation phase, parent-child interaction, was measured using the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO), and the secondary outcome, parenting self-efficacy, was measured using the Parenting Sense of Competence Scale (PSOC) and the Parenting Self-Efficacy Measuring Instrument (P-SEMI). Results: In the pre-implementation phase, a panel of experts agreed the training content was comprehensive and relevant, and that the manual was user-friendly. After the pilot study parents felt confident that they could use at least one of the strategies taught during everyday routines or play with their child. Results from the implementation phase indicated significant improvement in parenting interactions (p < .05, d = 1.26) and self-efficacy (p < .05, d = 0.35) after the training. Conclusion: We developed and piloted a training programme in a LMIC setting which resulted in increased interaction skills and self-efficacy for parents of young children with autism. This study indicates that brief, group parent education and training in a LMIC is feasible and can be effective in improving parenting skills and feelings of competence.
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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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Pino, Pasternak Deborah Sonia. "Parents and children working together : an analysis of parent-child interactions during study-related activities and their impact on children's Self-Regulated Learning." Thesis, University of Cambridge, 2008. https://www.repository.cam.ac.uk/handle/1810/283839.
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Buford, Terry A. "Transfer of responsibility for asthma self-management from parents to their school-age children /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036810.
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Li, Chan Chui-ngan Agnes. "An exploratory study on the effects of different visitation arrangements on the self-concepts of the children of divorce." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13115455.
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Buford, Terry A. Hall. "Transfer of responsibility for asthma self-management from parents to their school-age children." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036810.
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Davies, Lisa Michelle. "Parenting programmes and self-efficacy : an investigation into the effectiveness of a programme in terms of change for parents and their children." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/1230/.
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The importance of family relationships and the quality of parenting to the psychological, social, physical and economic well-being of children has been well documented. The government has also emphasised the importance of supporting parents and has provided Local Authorities with additional funding. This has resulted in schools having increased responsibility with regard to providing support for parents. Further research into the effectiveness of parenting programmes that schools can provide is therefore required. The principal research question addressed by the current study, was to establish whether a positive parenting programme, delivered at school, could facilitate long-term change for parents and their children. This research also aimed to establish whether levels of parental self-efficacy (PSE) were altered by the programme and the mechanisms that could have facilitated this change. Participants (N=18) agreed to participate in a semi-structured interview. Results highlighted three main themes (Identified changes in parenting and/or children’s behaviour, implementing strategies from the programme and the parenting programme process). The research concludes that the parenting programme directly altered parenting behaviours and that PSE levels increased, leading to an indirect change in parenting behaviour. Mechanisms within the parenting programme that increase PSE reflected those that raised self-efficacy as hypothesised by Bandura (1989).
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Bellomo, Nina M. "Increasing the Augmentative and Alternative Communication Knowledge and Self-Efficacy of Parents of Children With Autism Spectrum Disorders Using Multimedia Training Materials." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/99.
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This applied dissertation was designed to provide online multimedia training materials for parents of children, ages 2-11, with Autism Spectrum Disorders (ASD), who use or need Augmentative and Alternative Communication (AAC). Many children with ASD have communication difficulties, and the best path to communication competence is through some form of AAC. Parents can have an enormous impact on their children’s ability to learn and use AAC effectively. By implementing a few supportive strategies, they can help their children become successful communicators. Implementing strategies in a home-based learning environment is important to provide generalization of skills across settings. Typically, parents do not have access to AAC learning materials to facilitate their child’s AAC learning and language growth. Barriers to accessing this material may be time, accessibility, stress, transportation, or financial constraints. Online education is becoming increasingly more popular and is looked upon as a means to obtain information in an efficient manner. Using specific AAC strategies to enhance receptive and expressive language, parents will be taught how to increase their child’s language skills during this natural routine. Along with input from content-area experts, training materials have been created to help parents better understand ways to support AAC learning at home. Parent participation allows for the materials, which focus on two key strategies, Aided Language Stimulation (ALgS) and Communication Temptations, to be field tested. The information provided by the content experts resulted in changes to the online multimedia training materials in order to determine content validity, evaluate the design, and assess the feasibility. The results indicated that the participant’s knowledge and self-efficacy did significantly increase from the pretest to the posttest after completing the online multimedia training materials. Additionally, the participant’s self-efficacy from The Usage Rating Profile – Intervention Revised (URP-IR) significantly increased after viewing the online multimedia training materials and the URP-IR is a reliable assessment to utilize when measuring self-efficacy.
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Polansky, Jaclyn. "Self-esteem and anxiety among high and low achieving gifted and nongifted students and their parents." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22387.
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This study examines whether self-esteem and anxiety are related to achievement and aptitude in 28 boys and 20 girls in grades 3 through 6. The influence of 48 mothers' and 42 fathers' self-esteem and anxiety on the child's achievement, aptitude, self-esteem, and anxiety is also assessed.<br>Main and interaction effects of achievement and aptitude on anxiety are obtained. High achievers have lower anxiety scores than low achievers. Gifted children have higher physiological anxiety than nongifted children. In most cases, gifted low achievers have the highest anxiety scores and gifted high achievers have the lowest. Aptitude and achievement groups do not differ in self-esteem.<br>Mothers of gifted children report higher total self-esteem than mothers of nongifted children. Fathers of high achievers report higher total self-esteem than fathers of low achievers. Parents do not differ in anxiety. Father total self-esteem is negatively related to anxiety and positively related to self-esteem in boys.
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Duffy, Lisa. "Testing the Efficacy of the Creating Opportunities for Parent Empowerment (COPE) Intervention During Hospital to Home Transition: Empowering Parents of Children with Epilepsy and Other Neurological Conditions." Thesis, Boston College, 2013. http://hdl.handle.net/2345/3030.
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Thesis advisor: Judith A. Vessey<br>Background: Parents of children with epilepsy and other neurological conditions live with a feeling of constant uncertainty. The uncertainty associated with caring for a child with epilepsy and other neurological conditions produces stress, which leads to decreased parental belief in caregiving skills, anxiety, and depression, ultimately altering parental functioning resulting in an increase in child behavioral problems. The stress associated with caring for a child with epilepsy and other neurological conditions is unlike caring for children with other chronic conditions. Epilepsy and other neurological conditions are unpredictable and there are often no warning signs prior to an acute event. This unpredictability accompanied with stigma results in social isolation and impacts family functioning. In addition, children with epilepsy have a higher rate of psychological co-morbidities and behavior problems when compared to children with other chronic conditions. This produces an additional burden on the parents and family. Study Design: This randomized controlled trial tested the efficacy of the COPE intervention for parents of children with epilepsy and other neurological conditions. This intervention was administered at three intervals: 1) during hospital admission in writing and by audiotape, MP3 download, or Podcast; 2) three days following hospital discharge by telephone; and 3) four to six weeks after hospital discharge in writing and by audiotape, MP3 download, or Podcast. Results: Forty-six parents of children admitted to the inpatient neuroscience unit at Boston Children's Hospital participated in the study. Several study limitations resulted in an inadequate sample size to obtain the power necessary to reach statistically significant results for a majority of the research questions. A one-between, one-within multivariate analysis of variance (MANOVA) revealed that the main effect of time was significant for differences in state anxiety for both the Usual Care Group and the Intervention Group, F, (1, 20) = 9.86, p = .005, indicating that state anxiety for both groups combined was more pronounced during the hospitalization. A one-between, one-within MANOVA demonstrated that the effect of the interaction between time and group was significant for internalized behavior assessment system score only (p=.037) as the Usual Care Group reported a significant decrease in internalizing behavior scores in their children over time. Conclusions: Findings from this study have significant implications for clinical practice and future research. Parents of children with neurological conditions often struggle to manage a constant feeling of uncertainty in their daily lives. Nurses possess the knowledge and expertise necessary to identify the psychosocial needs of these parents and provide education and support as needed. Future research should focus on designing interventions to meet the needs of these families and develop strategies to help improve the quality of life for both the parent and child living with a neurological condition<br>Thesis (PhD) — Boston College, 2013<br>Submitted to: Boston College. Connell School of Nursing<br>Discipline: Nursing
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Lam, Ling. "Raising an autistic child: parents' self-guides, emotional reactions, regulatory focus and commitment in child-training." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B29725628.
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King-White, Dakota L. "The Effects of the Children Having Incarcerated Parents Succeeding Group on Delinquent Behavior, Academic Achievement, Self-Esteem, Attendance and Aggressive Behavior with Seventh and Eighth Grade Students who Have Incarcerated Parents or Guardians." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333721678.
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Petersen, Amanda Jane. "Self-Control Training for Parents of Children with Autism and Related Disabilities in Albania." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8553.
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Self-control can be defined as the ability to select a larger, later reward over a smaller, sooner reward. This ability, also known as gratification delay, has been highly correlated with academic competence and success. Studies that examine gratification delay have identified strategies that have been observed to increase the delay time to reward. This study examined the extent to which parents of children with Autism or a related disability could be trained to teach these strategies. Participants were seven mothers who were all ethnic Albanian. The results indicated that these mothers were able to teach the three strategies they were trained on at a high quality and that there was a preference for one strategy over the other two.
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Sugden, Eleanor, Elise Baker, Natalie Munro, A. Lynn Williams, and Carol M. Trivette. "The Efficacy of Training Parents to Deliver Multiple Oppositions Intervention to Children with Speech Sound Disorders." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2030.
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De, León Wendy. "Adult Children’s Education and their Parents’ Diabetes Self-Care Behaviors in Mexico." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1533053274107071.
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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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Pilarz, Kathleen Marie. "Evaluation of The Efficacy of a Seven Week Public School Curriculum Based DIR/Floortime Parent Training Program for Parents of Children on The Autism Spectrum." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/16870.
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Educational Psychology<br>Ph.D.<br>The purpose of this study was to investigate the effectiveness of a seven week DIR/Floortime parent training on (1) the quality of the parent-child dyad and (2) the child's developmental level. The results of this study provide support for the notion that short term parent training significantly increases the quality of the parent/child interaction and also significantly increases the developmental level of the child with Autism Spectrum Disorder. These significant results were evidenced on the first two levels and the total scores on both the Functional Emotional Assessment Scale - Child (FEAS) and the Neuro-Developmental Disorders of Relating and Communication Functional Emotional Developmental Levels (NDRC-FEDL).<br>Temple University--Theses
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Li, Chan Chui-ngan Agnes, and 李陳翠顔. "An exploratory study on the effects of different visitation arrangements on the self-concepts of the children of divorce." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B3197661X.
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Brown, Arlene Kaplan. "A comprehensive assessment of self-report experiences of adoptive parents of special needs children in Florida." FIU Digital Commons, 1996. http://digitalcommons.fiu.edu/etd/1888.
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Adoption of special needs children is now seen as a life long event whereby the adoptive child and family have unique needs. The need for postplacement resources throughout the life cycle of the adoption process is evident. This exploratory-descriptive research employed a random stratified cross-sectional design. The purpose of the study was to describe, identify, examine, and assess the relative ainfluence of identified empirically and conceptually relevant variables of self-report experiences of adoptive parents of special needs children. Primary areas of exploration included: (1) adoptive children and families' characteristics, (2) postplacement service needs, utilization and satisfaction, and (3) adoptive parents' perceptions of their adoption experiences. A proportionate stratified random mail survey was used to obtain 474 families who had adopted special needs children from the 15 geographic districts which make up the state adoption social service agency in Florida. A 144-item survey questionnaire was used to collect basic information on demographic data, service provision, and adoption experiences. Four research questions were analyzed to test the effect the predictor variables had on willingness to adopt another special needs child, successful adoption, satisfying experience, and realism about problems. All four research questions revealed that the full model and the child's antecedent and the adoptive parents' intervening variable blocks were significant in explaining the variance in the dependent variables. The child's intervening variables alone were only significant in explaining the variance for one of the dependent variables. The results of the statistical analysis on the fifth research question and the three hypotheses determined that (1) only one postplacement service, crisis intervention, had a statistically significant impact on the adoptive parents' perceived level of satisfaction with the adoption experience; ('2) adoptive parents who rate their adoption as successful are more likely to express a desire to adopt another special needs child; (3) the more adequate information on the child the adoptive parents perceived that they had prior to placement, the more they perceived they were realistic about the problems they would encounter; and (4) six specific postplacement services were found to be significant in predicting successful adoptions - crisis intervention, outpatient drug/alcohol treatment, maintenance subsidy, physical therapy, special medical equipment, and family counseling. Implications for the social, work field and future research are discussed.
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Redsell, Sarah Anne. "A study examining the psychosocial characteristics of bedwetting children and the impact of a multimedia program and written information on treatment outcomes." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324484.
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The first part of this thesis examines the psychosocial characteristics of a cohort oj 270 bedwetting children attending a community enuresis service for treatment These children were recruited to a stratified cluster randomised controlled trial which forms the second part of this thesis in which additional information wa~ provided via a multimedia computer program and written leaflets. The mail clinical outcome measures were becoming dry and remaining dry six months pos discharge, time to dry, non-attendance and dropout rates. The main psycho socia measures were maternal tolerance, the impact of bedwetting and self-esteem. Th theoretical basis for the intervention(s) was the 'incomplete learning' model c bedwetting.' It was hypothesised that the intervention (s) would improve the sell efficacy of children through the mediation of cognitive, motivational, affectiv and self-selection changes (Bandura 1977). The randomisation procedure was slightly biased with children in the comput( group being sampled from a more affluent population and those in tl control/leaflets group from a more deprived population. There were also few, children from minority ethnic groups in the computer group. Significa differences were found between the ethnic groups in response to the impact bedwetting and maternal tolerance scales, together with parents' reports of th{ child's distress and parental worry. Therefore analysis was conducted on a samI matched by Jarman scores which excluded the children from affluent areas in t computer group and children from deprived areas in the control and leaflets grm Analysis was also conducted on the entire cohort. Bedwetting children had a lower self-esteem than school children. However, selfesteem improved with treatment with the greatest changes occurring for those who became dry. Low self-esteem was significantly related to a high impact of bedwetting. The presence of housing difficulties produced the least positive response on the psychosocial measurement scales. Low parent reported child distress and less severe wetting at initial assessment predicted a successfu: outcome. Although self-esteem was significantly lower for bedwetting children compared t( the school children the mean difference of less than one item suggests this result i not clinically meaningful. Nevertheless there are clearly some bedwettinJ children with less positive psychosocial and clinical situations. Bedwetting seem to be worse psychosocially for children from less affluent backgrounds, measure by the presence of housing difficulties, and those who are most distressed by it ne only have a lower self-esteem, but they are less likely to get dry. Howeve children's self-esteem does improve with treatment. The intervention( s) made no significant difference to any of the clinical outcorr measures or any of the psychosocial measures recorded during and post-treatmel for either the matched sample or the entire cohort. The absence of an intervention effect is disappointing and suggests that it is n sufficient merely to provide novel additional information to bedwetting childre Two main problems with the study design were identified. The large variation bedwetting children's time to dry suggests the outcome measures used may not sufficiently precise to detect a difference if one was present. The computer and the leaflets may have had insufficient power to produce changes in children at the level measured. Future research might wish to use a more intensive program where the computer intervention is combined with the leaflets. Nevertheles~ whilst this intensive training input and measurement is likely to motivate somt children this will not be the case for all.
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Umberger, Barbara D. "The effects of modeling with instruction and rehearsal on the self-disclosure of children of divorce." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/516207.
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The purpose of this study was to investigate the effects of peer modeling of self-disclosure on elementary aged girls whose parents are divorced. A treatment dismantling strategy was utilized to study the effects of modeling with combinations of specific instruction and rehearsal. The primary research question was: What are the effects of peer video-tape modeling on the self-disclosure of children of divorce? Additionally, will modeling effects be significantly greater with the inclusion of specific instruction and/or rehearsal? It was hypothesized that each of the treatment groups would display significantly greater self-disclosure than would the no-treatment group. Further, it was hypothesized that modeling with specific instruction and rehearsal would yield greater disclosure than any of the other treatment groups or the no-treatment group.Twenty-two girls from grades three, four, and five received one of four treatments or no treatment. After treatment, each girl was asked to talk about her parents' divorce. The ensuing monologue became the data with which the hypotheses were evaluated.Results of the study were mixed. Modeling alone significantly influenced the length of the monologue in seconds while the three-component treatment significantly increased rate and ratio of use of personal pronouns. There was no significant difference between groups on dimension variables (i.e., type, target discloser, level of intimacy). Conclusions were drawn concerning the implications for school counselors, child psychologists, and community agencies. Modeling was viewed as a viable facilitator for increasing talk time which might lead to more "I-messages" and aid a health care giver in establishing rapport thus increasing depth of disclosure. Ramifications were considered for future research to clarify the possibilities of modeling to facilitate self-disclosure of children of divorce.
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Lee, Tsor-Kui. "The relationship between professionals and self-help organizations of parents of children with disabilities in Hong Kong." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0028/NQ47898.pdf.
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Cogan, Nicola Ann. "Children of parents with mental health problems : what are their understandings, experiences, coping strategies and self perceptions?" Thesis, University of Glasgow, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411837.
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Smith, Heather. "An investigation of the reasons parents and carers of children wih asthma declined to attend self management education programs." Access electronically, 2006. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20060712.115441/index.html.
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Swanepoel, Hanlie. "Communicating expectations during inclusive learning programme meetings with parents of children with down syndrome." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40367.
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The aim of the research undertaken was to answer the question “How do insights during Inclusive Learning Support Programme (ILSP) meetings between parents and teachers of children with Down syndrome (DS) inform mutual attainment of each groups' expectations?” Inclusive Education (IE) for the learner with DS was introduced informally during the early 1990s in South Africa within a few local schools in Pretoria. Transcribed interviews and observations were used from a sample of teachers and parents of children with DS conducted by the ILSP coordinator to collect data. They were analysed using Herman’s and Herman’s- Konopka's (2010) dialogical self theory, positioning theory and pronoun grammar analysis. Results showed there are two opposing tensions in education. One is a need for stability. This is offset by the dynamic nature of education practice with its many actors - learners, teachers, managerial and supervisory staff, support staff, institutions and government departments. Every actor interprets education according to their goals, subjective beliefs and understanding of what the education process is occupying a dominant position but working from a shadow position. IE brings its own set of tensions to the actors in education. Policy documents from government, as interpreted in schools in South Africa, express the need for stability in education. The study was limited to the constraints of the academic format. More accessible versions of the findings and recommendations can be developed in papers. For ILSP coordinators practically to have a promoter position in the dialogue between teachers and parents there is a need for them to become acutely aware of the positions they adopt in dialogue in themselves and with reference to others. The
study has offered a new way of interpreting the expectations of both parties in the ILSP meetings and rendering a solution to the often frustrating outcomes.<br>Dissertation (MEd)--University of Pretoria, 2013.<br>gm2014<br>Educational Psychology<br>unrestricted
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Howard, Vikki Faith. "The effects of self-management strategies on the weak rule governed behavior of parents of handicapped preschoolers /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260531955789.
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Gerber, Karin. "Exploring the value of a Facebook support group for parents of children with autism." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86270.
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Thesis (MEdPsych)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: The worldwide increase in the diagnosis of autism, the immense pressure parents experience in raising a child with autism, as well as the accessibility of internet-based support, provided a unique opportunity to research parents’ experiences in such an online community. Knowledge about their experiences, the value and meaning of an online support group in their daily lives, as well as which parents access online support, could shed light on how online communities could possibly be better utilised to provide instant and low-cost information and support to parents who are otherwise excluded from face-to-face support groups due to various constraints. Additionally, research about online support groups for autism in South Africa seems to be non-existent. This research could contribute significantly to the gap in knowledge about South African parents’ experiences.
The aim of the study was to engage with South African parents participating in a Facebook support group in finding out what value (positive or negative) it adds to their lives and determining the meaning they ascribe to their participation in this group. This was a qualitative study based on a social constructionist theoretical framework as it is concerned with how every person’s reality is shaped through social interaction with others, as well as through the historical and cultural influences in that person’s life. Participants for this study were purposively selected and data was collected through observations of their exchanges within the Facebook support group, as well as through an electronic interview questionnaire. These interactions and correspondence were analysed using thematic analysis. The research findings indicated the multifaceted role that the Facebook support group plays in the lives of each parent who participated. The amount of support they derived from the group and the value of the group depended on each parent’s unique needs and experiences, as well as their unique interpretations of the interactions within the group. Their interactions within the group showed, however, that the group provided a platform where they were able to construct their own identities as autism parents as the experts of their children’s lives, as well as advocates in the realm of autism. Their experiences were in line with international literature on online support groups.<br>AFRIKAANSE OPSOMMING: Die wêreldwye toename in die diagnose van outisme, die geweldige druk wat ouers ervaar om ʼn kind met outisme groot te maak, asook die toeganklikheid van internet-gebaseerde ondersteuning, het ʼn unieke geleentheid geskep om navorsing te doen oor ouers se ervarings in sodanige aanlyn gemeenskap. Kennis rakende hulle ervarings, die waarde en betekenis van ʼn aanlyn ondersteuningsgroep in hulle daaglikse lewens, asook watter tipe ouers aanlyn raad soek, sou lig kon werp op die onderwerp van hoe sulke aanlyn gemeenskappe moontlik beter aangewend kan word ten einde onmiddelike en goedkoop inligting en ondersteuning te bied aan ouers wat andersins uitgesluit word van kontak-ondersteuningsgroepe as gevolg van verskeie beperkings. Hierdie navorsing kan ʼn belangrike bydrae lewer tot die verbetering van die gebrekkige kennis oor aanlyn ondersteuningsgroepe vir outisme in Suid-Afrika. Hierdie navorsing kan grootliks bydra tot die gebrekkige kennis oor Suid-Afrikaanse ouers se ervarings. Die doel van hierdie studie was om betrokke te raak by ouers wat deelneem aan ʼn Facebook ondersteuningsgroep ten einde vas te stel watter waarde (positief of negatief) dit toevoeg tot hulle lewens, asook om te bepaal watter betekenis hulle heg aan hul eie deelname aan die groep. Hierdie was ʼn kwalitatiewe studie gebaseer op ʼn sosiaal-konstruksionistiese teoretiese raamwerk, aangesien dit gemoeid was met hoe elke persoon se realiteit beïnvloed word deur sosiale interaksie met ander, asook die historiese en kulturele invloede in daardie persoon se lewe. Deelnemers aan hierdie studie was doelgerig gekies en data is deur waarneming van hul interaksie binne die Facebook ondersteuningsgroep versamel, asook deur ‘n elektroniese onderhoudsvraelys. Hierdie interaksies en korrespondensie is deur tematiese analise ontleed.
Die navorsingsbevindings het die veelkantige rol wat die Facebook ondersteunings-groep in die lewens van elke deelnemer gespeel het, aangetoon. Die mate van ondersteuning wat elkeen uit die groep ontvang het, asook die waarde van die groep, was afhanklik van elkeen se unieke behoeftes en ervarings en elkeen se unieke vertolking van die interaksie binne die groep. Die ouers se interaksie binne die groep het egter aangedui dat die ondersteuningsgroep ʼn platform daargestel het waar hulle hulle eie identiteite as outisme ouers, en kundiges oor hul kinders se lewens, kon konstrueer. Benewens dit was hulle ook kampvegters op die terrein van outisme. Hulle ervarings stem ooreen met internasionale literatuur rakende aanlyn ondersteuningsgroepe.