Relevant bibliographies by topics / College family involvement

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'College family involvement'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "College family involvement"

1

Daniel, Bonnie V., Scott G. Evans, and B. Ross Scott. "Understanding Family Involvement in the College Experience Today." New Directions for Student Services 2001, no. 94 (2001): 3–13. http://dx.doi.org/10.1002/ss.7.

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Francis, Grace L., Jodi Duke, Frederick J. Brigham, and Kelsie Demetro. "Student Perceptions of College-Readiness, College Services and Supports, and Family Involvement in College: An Exploratory Study." Journal of Autism and Developmental Disorders 48, no. 10 (June 5, 2018): 3573–85. http://dx.doi.org/10.1007/s10803-018-3622-x.

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Ellison, Christopher G., Amy M. Burdette, and Norval D. Glenn. "Praying for Mr. Right? Religion, Family Background, and Marital Expectations Among College Women." Journal of Family Issues 32, no. 7 (December 31, 2010): 906–31. http://dx.doi.org/10.1177/0192513x10393143.

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This study explores the relationship between multiple aspects of religious involvement—affiliation, church attendance, subjective religiosity—and marital expectations among college women. In addition, the authors investigate whether religious involvement mediates the link between family background and marital expectations. These issues are addressed using data from a nationally representative sample of approximately 1,000 college women surveyed in 2000. Results indicate that the importance of marriage as a personal goal is positively associated with subjective religiosity. The estimated net effects of subjective religiosity are also stronger for women in two-parent families versus those in other family structures. Conservative Protestant women anticipate marrying earlier than others; church attendance and subjective religiosity are also positively related to expectation of earlier marriage. These associations are not contingent on family background. A number of implications and directions for future research are discussed.
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DeFauw, Chloe, Katelyn Levering, Rosemary Tendai Msipa, and Sam Abraham. "Families’ Support and Influence on College Students’ Educational Performance." Journal of Education and Development 2, no. 1 (February 9, 2018): 11. http://dx.doi.org/10.20849/jed.v2i1.312.

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The purpose of this study was to explore families’ support and influence on the educational performance of students on a faith-based campus in northern Indiana, USA. The study answered the following research question: How does families’ support influence college students’ educational performance? This research question was developed after reviewing the literature and coming to the realization that there is little research on families’ influence role in college students’ academic performance. The data was collected through in-depth interviews with 12 students who resided at the college campus. Themes recognized within the study were used to discuss families’ role in students’ academic performance. Considering the families’ role in students’ everyday life and the background support is vital to their educational performance. Themes included: (1) Frequency of contact with family, especially mother; (2) Levels of parental financial involvement; (3) Independence from family; (4) Siblings’ influence on academics; (5) Parents’ spiritual involvement; and (6) Parents’ educational background.
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Smith, Vernon L. S., Sharlene M. Smith, Detra S. Bethell, and Amanda Lapa. "Parent Involvement Factors During High School From the Perspectives of Academically Successful Black Male College Students: Implications for School Counselors." Professional School Counseling 25, no. 1_part_4 (January 1, 2021): 2156759X2110400. http://dx.doi.org/10.1177/2156759x211040040.

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This study used a strengths-based approach to examine the distribution of perceived parent involvement factors during high school from the perspective of academically successful Black male college students. Black males enrolled in an undergraduate degree program at a university in the southern region of the United States completed Yan and Lin’s Parent Involvement During High School survey, adapted from the National Education Longitudinal Study of 1988. Results revealed that among the distribution of the three factors (family obligation, parent information network, and family norms), Family norms was perceived as the most prevalent parent involvement subscale factor during high school for this particular population. The family norms factor subscale’s parent–teenager relationship emerged as the most dominant variable followed by educational expectations. We delineate implications for school counselors and research.
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Lo, Yafen, Shu-Chen Yen, and Shinchieh Duh. "Using Learning Communities to Support Cantonese/Mandarin Family Child Care Providers in a Professional Development Intervention Program." Journal of Education and Learning 6, no. 4 (June 22, 2017): 127. http://dx.doi.org/10.5539/jel.v6n4p127.

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High-impact educational practices can promote student involvement and learning outcomes, but are rarely tested in the community college setting—where involvement is a typical challenge to student success. For Family Child Care (FCC) providers, who tend to be older and overworked, higher-education training can be especially difficult. The present study examined the use of learning communities as a high-impact practice in Project Vista Higher Education Academy (PVHEA), a two-year professional development intervention program for Cantonese/Mandarin FCC providers at the East Los Angeles College in California. Quantitative and qualitative data during the inaugural term (January 2012-December 2013) indicated that PVHEA successfully helped FCC providers access and complete college coursework towards Child Development degrees and credentials. Course completion rate reached 100%, and the providers gradually increased course load while maintaining above-average grades. Positive changes were also observed in self-efficacy, aspirations, and professional image. The associated program challenges were discussed.
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Bryan, Elizabeth, and Leigh Ann Simmons. "Family Involvement: Impacts on Post-secondary Educational Success for First-Generation Appalachian College Students." Journal of College Student Development 50, no. 4 (2009): 391–406. http://dx.doi.org/10.1353/csd.0.0081.

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L.S. Smith, Vernon, Liliana Rodriquez-Campos, Sharlene M. Smith, and Lindsey OBrien. "USING A COLLABORATIVE APPROACH FOR EVALUATING PARENT INVOLVEMENT PROGRAMS TO SUPPORT BLACK MALES ACADEMIC ACHIEVEMENT." International Journal of Advanced Research 8, no. 12 (December 31, 2020): 01–09. http://dx.doi.org/10.21474/ijar01/12119.

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This collaborative evaluation explored the distribution of perceived parent involvement factors during high school, from the perspective of academically successful Black male college students. One hundred and forty-six(146)Blackmales enrolled in an undergraduate degree seeking-program at a university in the southern region of the United States completed Yan and Lins (2005) parent involvement during high school survey, adapted from NELS: 88 (National Education Longitudinal Study of 1988). A collaborative evaluation approach using the Model for Collaborative Evaluations MCE was used in this formative evaluation. Results revealed that among the distribution of the three factors (Family Obligation, Parent Information Network and Family Norms), Family Norms was perceived as the most prevalent parent involvement subscale factor during high school forthis particular population. Under the Family Norms factor subscale Parent-teenager relationship emerged as the most dominant variable, followed by Educational expectations. Implications for using the MCE in evaluating school parent involvement programs and research are delineated.
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Ma, Yingyi. "Family Socioeconomic Status, Parental Involvement, and College Major Choices—Gender, Race/Ethnic, and Nativity Patterns." Sociological Perspectives 52, no. 2 (June 2009): 211–34. http://dx.doi.org/10.1525/sop.2009.52.2.211.

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Bailey, Roger C., and Christy Miller. "LIFE SATISFACTION AND LIFE DEMANDS IN COLLEGE STUDENTS." Social Behavior and Personality: an international journal 26, no. 1 (January 1, 1998): 51–56. http://dx.doi.org/10.2224/sbp.1998.26.1.51.

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Researchers have proposed that life satisfaction may be increased by reduced life involvement (i.e., the scarcity hypothesis) or increased by greater life involvement (i.e., the expansion hypothesis). This study attempted to determine if female and male college students are more satisfied with their lives if they have more or less active life styles. One hundred and fifty-seven females and eighty-six males were assigned to either a High, Moderate, or Low Life satisfaction group and additional instruments were administered to assess the manner of decision making, the extent of role demands and time pressures, and the respondents' satisfaction with school performance and their dating and family relationships. Results demonstrated that both male and female college students with high life satisfaction had more demanding life styles than individuals with low life satisfaction, but they did not suffer greater personal stress. The significant role of fulfilling interpersonal relationships in overall life satisfaction was also evident.
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Dissertations / Theses on the topic "College family involvement"

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Miller, Phyllis Zajack. "Family members' expectations for involvement with their first year college students." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086786990.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains x, 84 p.; also includes graphics Includes bibliographical references (p. 79-84). Available online via OhioLINK's ETD Center
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Johnson, Gralon Almont. "African American male pathways to college: a multi-institutional study of family involvement and influence." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20368.

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Doctor of Philosophy
School of Family Studies and Human Services
Karen S. Myers-Bowman
Perceptions of family influence as a source of motivation to attend college were explored. More specifically, the purpose of this study was to investigate how, and in what ways, families shaped the pathway to higher education among 12 African American male collegians. Comparisons of these perceptions across family compositions and an extant model of family influence and college choice were also explored. The students in this study attended both public and private 4-year historically Black and predominantly White colleges situated throughout seven states in the Midwest and the South. A phenomenological qualitative research approach was employed to forward this study. Also, interpretive phenomenological analysis (IPA) techniques were applied to data gleaned from face-to-face interviews. Results of the study revealed two overarching themes of family influence and college choice for African American males: (1) deliberate family involvement and (2) contextual family influences. Eight subthemes illuminate the overarching theme deliberate family involvement: (1) emphasizing hard work, (2) aiding with pre-college paperwork, (3) offering messages about value of college, (4) supporting extra-curricular activities, (5) encouraging positive decision-making, (6) cultural indoctrination, (7) providing affirming words and praise, and (8) regular accessibility. Four subthemes buttress the overarching theme contextual family influence: (1) family educational choices, (2) family participation, (3) family representation and reactions, and (4) family stress. Implications for practice and recommendations for future research are also presented.
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Guzman, Briana. "A middle school family involvement program to foster the academic success and college attainment for Latino students| A grant proposal." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527948.

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Various barriers affect the academic performance and educational attainment of some Latino students. Barriers include poverty, discrimination, educational inequity, immigration issues, language issues, and parental factors. Previous research identified family school involvement as a way to promote academic success and college attainment for Latino adolescents. The purpose of this thesis was to develop and seek funding for a family involvement program for Vista Charter Middle School located in Los Angeles, California. The goal of the program is to increase parent involvement for Vista Charter students to promote improved school performance and support for postsecondary education. Research on existing parent programs, their effects, and collaboration with school personnel were used to inform the development of this proposed program. Neither the actual submission and/or funding of this grant project were required for the successful completion of this project.

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Stack, Wendy M. "The Relationship of Parent Involvement and Student Success in GEAR UP Communities in Chicago." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1294956956.

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"Local Family Connection and Support through the First Semester of College." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.53521.

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abstract: The transition process from high school to college can be filled with many rewards and challenges not only for students, but also for their families. As institutions have continued to evolve to support student success and retention, many universities have added or expanded parent and family program offices. While universities continue to work collaboratively with families promote student success, it is important to understand the how the needs of families may vary. One area to explore is the proximity of students to their family members and how distance may impact the transition for both students and families. A perceived problem in this study was that family members of local students were not as engaged as family members who lived outside the local area. The purpose of this action research study was to better understand and enhance the experience of local families as their students transitioned from high school to college. The study and innovation were grounded in two theoretical frameworks: funds of knowledge and Schlossberg’s transition theory. The innovation developed based upon learnings from these theoretical frameworks included four elements: (a) a family guide, (b) family newsletters, (c) an online family video series, and (d) an updated parent and family website. The study was a mixed methods action research study conducted over the course of one semester. Quantitative data was collected through the use of a presurvey at the start of the academic year and a postsurvey as the semester completed. Qualitative data was collected through individual interviews with local family members. The results of this study indicated that families who participated in at least one element of the innovation reported more knowledge of campus resources, felt more supported by the institution, and were confident in their ability to assist their student in the transition to college. Additionally, implications for practice and areas for future research were explored.
Dissertation/Thesis
Doctoral Dissertation Higher and Postsecondary Education 2019
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DeRonck, Nicole G. "The impact of family structure and involvement on the college enrollment of potential first-generation college students /." 2007. http://www.consuls.org/record=b2842466.

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Thesis (Ed.D.) -- Central Connecticut State University, 2007.
Thesis advisor: Marc Goldstein. "... in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaves 76-84). Also available via the World Wide Web.
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Harrington, Blair. "Why Class Matters: Understanding the Relationship Between Class, Family Involvement, and Asian American College Students’ Success." 2017. https://scholarworks.umass.edu/masters_theses_2/578.

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Drawing on intensive interviews with 61 Asian American undergraduates from diverse class and ethnic backgrounds, this paper investigates the relationship between class, family involvement, and student success. I assess three hypotheses derived from the literature. First, social reproduction theorists suggest that parents from advantaged class backgrounds provide more support—economic and cultural capital—to their children than parents from disadvantaged class backgrounds, which leads to greater success for these advantaged offspring. Second, some research challenges this view, arguing instead that class does not impact students’ receipt of support or their resulting success. Third, some now suggest that larger amounts of support may undermine success. Employing a trichotomous class design and model of family that includes parents and non-parents, analysis of the interviews reveal that students from advantaged class backgrounds do receive far more economic as well as cultural capital than students from disadvantaged class backgrounds. Yet, how the receipt of that capital impacts student success yields mixed results. Quantitative analysis reveals that the receipt of large amounts of various forms of capital had little or no impact or a slightly negative impact on students’ GPAs. Analysis of the intensive interviews, however, suggests the provision of capital created substantially less stress and struggle for students as they navigated the college environment. These findings challenge popular stereotypes concerning Asian Americans, highlight the complexity of class, and call for broader definitions of family and a reconceptualization of “success”.
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Trujillo, Celina W. "College involvement and leadership development in higher education : the role of race/ethnicity, sex, and mentoring relationships /." 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3363101.

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Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009.
Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Christy Lleras. Includes bibliographical references (leaves 49-54) Available on microfilm from Pro Quest Information and Learning.
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Books on the topic "College family involvement"

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Fingerman, Karen L., and Jenjira J. Yahirun. Emerging Adulthood in the Context of Family. Edited by Jeffrey Jensen Arnett. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199795574.013.17.

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This chapter examines emerging adulthood within the context of family, with emphasis on how emerging adults’ relationships with their parents today compare in the past and how parents help young adults in attaining markers of adulthood such as finishing college, finding a partner, or starting a family. It begins by considering past and recent trends in emerging adults’ relationships with their parents, paying particular attention to three aspects of these relationships: contact, tangible and nontangible support, and coresidence. It then looks at changes in parental involvement with young adults and the factors underlying these changes. The chapter also discusses the roles or aspects of emerging adults’ lives in which parents are most involved and how effective such involvement is in fostering successful transitions in those areas. Finally, it analyzes theories about overparenting and the benefits of parental involvement.
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A new understanding of parent involvement: Family-work-school : April 12 & 13, 1996 : conference proceedings [held at Teachers College, Columbia University]. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.

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Franz, Carleen, Lee Ascherman, and Julia Shaftel. Transition From School to College and Career. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.003.0013.

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The transition period from adolescence to young adulthood is the final phase of special education supports and services, which end with high school completion. The IDEA requirements for transition services are spelled out for the benefit of clinicians and parents who are not familiar with these features of the Individualized Education Program for students 16 years and older. Measurable postsecondary goals for education, employment, and, if needed, independent living are based on student strengths, preferences, and needs. Additional steps include the identification of necessary transition assessments to define progress toward those goals, development of a course of study, and the involvement of external agencies as desired to assist the student and family to attain future goals. Challenges in transition planning are discussed along with an array of potential positive and negative outcomes for youth with disabilities. A case study is included as a model of best practices in transition planning.
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Watson, Louise, and Michael W. Beresford. Paediatric-onset systemic lupus erythematosus. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199642489.003.0119.

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Paediatric or juvenile-onset systemic lupus erythematosus (JSLE) is a rare autoimmune condition, differing from the adult form in terms of severity, organ manifestations, and a less striking female predominance. The diagnosis relies on the adult-derived American College of Rheumatology SLE classification criteria. Genetic, autoantibody, and host immune responses, characteristic of this disease, result in a clinically heterogeneous phenotype. A proportion of paediatric SLE patients will have evidence of a genetic deficiency known to be associated with SLE, such as C1q deficiency, and screening for these is required. A challenging diagnosis to make in the younger age group, the management of JSLE compared to adult-onset SLE requires special consideration towards the significant long-term consequences of the disease and treatment toxicity, combined with an onset during a fundamental time with regards to growth and development. A comprehensive, multidisciplinary team approach to the management of JSLE is essential. With a more severe phenotype and limited comorbidities, patients with JSLE represent an invaluable opportunity for investigating the pathogenesis. To date, clinical trials informing interventions in JSLE are very limited and treatment choices rely on the outcome of adult trials. Patient and family involvement in research to improve outcomes and understanding is essential. New treatments, including biological therapies, are becoming available for clinical use and new treatment combinations have been used to induce and maintain clinical remission.
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United States. Dept. of Education., ed. America goes back to school: How colleges get involved : an initiative of the partnership for family involvement in education and the U.S. Department of Education. [Washington, D.C.?]: U.S. Dept. of Education, 1996.

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America goes back to school: How colleges get involved : an initiative of the partnership for family involvement in education and the U.S. Department of Education. [Washington, D.C.?]: U.S. Dept. of Education, 1996.

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United States. Dept. of Education., ed. America goes back to school: How colleges get involved : an initiative of the partnership for family involvement in education and the U.S. Department of Education. [Washington, D.C.?]: U.S. Dept. of Education, 1996.

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United States. Dept. of Education, ed. America goes back to school: How colleges get involved : an initiative of the partnership for family involvement in education and the U.S. Department of Education. [Washington, D.C.?]: U.S. Dept. of Education, 1996.

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Arbustini, Eloisa, Valentina Favalli, Alessandro Di Toro, Alessandra Serio, and Jagat Narula. Classification of cardiomyopathies. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198784906.003.0348.

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For over 50 years, the definition and classification of cardiomyopathies have remained anchored in the concept of ventricular dysfunction and myocardial structural remodelling due to unknown cause. The concept of idiopathic was first challenged in 2006, when the American Heart Association classification subordinated the phenotype to the aetiology. Cardiomyopathies were classified as genetic, acquired, and mixed. In 2008, the European Society of Cardiology proposed a phenotype-driven classification that separated familial (genetic) from non-familial (non-genetic) forms of cardiomyopathy. Both classifications led the way to a precise phenotypic and aetiological description of the disease and moved away from the previously held notion of idiopathic disease. In 2013, the World Heart Federation introduced a descriptive and flexible nosology—the MOGE(S) classification—describing the morphofunctional (M) phenotype of cardiomyopathy, the involvement of additional organs (O), the familial/genetic (G) origin, and the precise description of the (a)etiology including genetic mutation, if applicable (E); reporting of functional status such as American College of Cardiology/American Heart Association stage and New York Heart Association classification (S) was left optional. MOGE(S) is a bridge between the past and the future. It allows description of comprehensive phenotypic data, all genetic and non-genetic causes of cardiomyopathy, and incorporates description of familial clustering in a genetic disease. MOGE(S) is the instrument of precision diagnosis for cardiomyopathies. The addition of the early and unaffected phenotypes to the (M) descriptor outlines the clinical profile of an early affected family member; the examples include non-dilated hypokinetic cardiomyopathy in dilated cardiomyopathy and septal thickness (13–14 mm) in hypertrophic cardiomyopathy classes.
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Book chapters on the topic "College family involvement"

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Daleure, Georgia, Rozz Albon, Khaleel Hinkston, John McKeown, and Tarifa Ajaif Zaabi. "Understanding Family Involvement in the Education of Emirati College Students in the United Arab Emirates (UAE)." In Intercultural Communication with Arabs, 77–108. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-254-8_6.

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Shulman, Terry Chester. "Three on Their Own." In Film's First Family, 146–52. University Press of Kentucky, 2019. http://dx.doi.org/10.5810/kentucky/9780813178097.003.0018.

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The studios throw Maurice work as a movie extra. Dolores is left hanging following Jack’s departure until she learns of his romantic involvement with Elaine Jacobs, a college student, and files for divorce. Dolores is already seeing her gynecologist, John Vruwink. After getting custody of her children in the divorce, she takes on a second pair of dependents, the now nearly destitute Maurice and Helene.
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Puente, Christina Castaneda. "The Promotion of Persistence for First Generation Hispanic College Students." In Intercultural Responsiveness in the Second Language Learning Classroom, 160–80. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2069-6.ch010.

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This qualitative research study examined the lived experiences of five successful first generation Hispanic college students. Findings from this study confirm the influences for student success in college regarding their persistence towards graduation. These factors included: commitment, expectations, support systems, feedback, involvement, and the learning process. Other conclusions from the study included the significance of role models and mentorships for students throughout their college experience. The building of relationships supported the students through the transition into college as well as steering them through the barriers and challenges they faced while in college. Findings also confirmed the significance of family influences, financial obligations, and self-transformation.
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Landau, Carol. "Getting Help on Campus." In Mood Prep 101, edited by Carol Landau, 239–46. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190914301.003.0017.

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If a student is suffering from depression or anxiety, going to the counseling center is the best plan of action. Staff there are usually able to see students on a short term basis and refer them to a psychotherapist and psychiatrist if necessary. Availability can vary by the college’s resources, however. There are many other sources of support on campus including resident advisers, student support groups, deans, college chaplains, and faculty mentors. There are also specific services for victims of sexual assault. The process of getting help is revealed by the story of a young woman returning from the semester abroad and her challenges reintegrating into the college campus. Issues of confidentiality and family involvement are also discussed.
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Yu, Hongwei, Perry L. Glanzer, and Byron Johnson. "Why Students Cheat." In Handbook of Research on Academic Misconduct in Higher Education, 35–59. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1610-1.ch002.

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The authors present an extensive summary of significant factors associated with college student cheating. They compared these findings to a synthesis of the authors' own research findings from empirical studies based on a large national sample of college students. Overall, the authors found student characteristics and pre-college experiences (e.g., gender, age, family financial background, self-control, life purpose), individual college experiences and peer environment (extracurricular involvement, favorable perception of cheating environment), organizational context (student perception of faculty's actions towards academic cheating) are all significant factors associated with academic cheating. More importantly, student academic preparation, extracurricular activities, attitude toward cheating, and perceived opportunities to cheat all served as important mediating variables between lack of self-control and academic misconduct. Implications about research and practice and directions for future research were presented at the end of the chapter.
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Okazaki, Sumie, and Nancy Abelmann. "Eric." In Korean American Families in Immigrant America, 146–73. NYU Press, 2018. http://dx.doi.org/10.18574/nyu/9781479804207.003.0007.

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This chapter features the Shin family and their ongoing efforts to help a wayward son navigate a rocky road toward young adulthood. At the start of the ethnographic involvement with this family, the son had gotten into minor troubles with the law and was struggling to graduate from high school. In the ensuing years, the son wandered from one low-skilled job to another and never managed more than a semester here and there at a community college, creating many parental worries, regrets, and recriminations about what went wrong in their parenting and family life. This chapter illustrates the challenges Korean American families face when their children’s school and career pathways do not conform to the conventional success frame that many immigrant Asian American families hold.
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Watson, Louise, and Michael W. Beresford. "Juvenile-onset systemic lupus erythematosus." In Oxford Textbook of Rheumatology, 948–56. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199642489.003.0119_update_002.

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Paediatric or juvenile-onset systemic lupus erythematosus (JSLE) is a rare autoimmune condition, differing from the adult form in terms of severity, organ manifestations, and a less striking female predominance. The diagnosis relies on the adult-derived American College of Rheumatology SLE classification criteria. Genetic, autoantibody, and host immune responses, characteristic of this disease, result in a clinically heterogeneous phenotype. A proportion of paediatric SLE patients will have evidence of a genetic deficiency known to be associated with SLE, such as C1q deficiency, and screening for these is required. A challenging diagnosis to make in the younger age group, the management of JSLE compared to adult-onset SLE requires special consideration towards the significant long-term consequences of the disease and treatment toxicity, combined with an onset during a fundamental time with regards to growth and development. A comprehensive, multidisciplinary team approach to the management of JSLE is essential. With a more severe phenotype and limited comorbidities, patients with JSLE represent an invaluable opportunity for investigating the pathogenesis. To date, clinical trials informing interventions in JSLE are very limited and treatment choices rely on the outcome of adult trials. Patient and family involvement in research to improve outcomes and understanding is essential. New treatments, including biological therapies, are becoming available for clinical use and new treatment combinations have been used to induce and maintain clinical remission.
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8

Oni, Louise, and Michael W. Beresford. "Juvenile-onset systemic lupus erythematosus." In Oxford Textbook of Rheumatology, 948–56. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199642489.003.0119_update_003.

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Paediatric or juvenile-onset systemic lupus erythematosus (JSLE) is a rare autoimmune condition, differing from the adult form in terms of severity, organ manifestations, and a less striking female predominance. The diagnosis relies on the adult-derived American College of Rheumatology SLE classification criteria. Genetic, autoantibody, and host immune responses, characteristic of this disease, result in a clinically heterogeneous phenotype. A proportion of paediatric SLE patients will have evidence of a genetic deficiency known to be associated with SLE, such as C1q deficiency, and screening for these is required. A challenging diagnosis to make in the younger age group, the management of JSLE compared to adult-onset SLE requires special consideration towards the significant long-term consequences of the disease and treatment toxicity, combined with an onset during a fundamental time with regards to growth and development. A comprehensive, multidisciplinary team approach to the management of JSLE is essential. With a more severe phenotype and limited comorbidities, patients with JSLE represent an invaluable opportunity for investigating the pathogenesis. To date, clinical trials informing interventions in JSLE are very limited and treatment choices rely on the outcome of adult trials. Patient and family involvement in research to improve outcomes and understanding is essential. New treatments, including biological therapies, are becoming available for clinical use and new treatment combinations have been used to induce and maintain clinical remission.
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9

McInally, Tom. "Heritage." In George Strachan of the Mearns, 8–18. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474466226.003.0002.

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This chapter outlines the Strachan of Thornton family’s networks with ties of loyalty and religion to Mary Queen of Scots. George’s early education at home and subsequent training at Jesuit colleges in France is explained along with the difficulties that following a Catholic education abroad caused his family.The Strachan family’s involvement in the affair of the ‘Spanish Blanks’ and the threat of financial ruin which this caused, forced them to convert to Calvinism. This incident is used to exemplify the political dangers faced by noble families in late 16th-century Scotland. George Strachan’s options of jeopardising the family fortunes or adhering to Catholicism shows the problems of the divided loyalties in Scottish society of the time.
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Arbustini, Eloisa, Valentina Favalli, Alessandro Di Toro, Alessandra Serio, and Jagat Narula. "Classification of cardiomyopathies." In ESC CardioMed, 1432–37. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198784906.003.0348_update_001.

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For over 50 years, the definition and classification of cardiomyopathies have remained anchored in the concept of ventricular dysfunction and myocardial structural remodelling due to unknown cause. The concept of idiopathic was first challenged in 2006, when the American Heart Association classification subordinated the phenotype to the aetiology. Cardiomyopathies were classified as genetic, acquired, and mixed. In 2008, the European Society of Cardiology proposed a phenotype-driven classification that separated familial (genetic) from non-familial (non-genetic) forms of cardiomyopathy. Both classifications led the way to a precise phenotypic and aetiological description of the disease and moved away from the previously held notion of idiopathic disease. In 2013, the World Heart Federation introduced a descriptive and flexible nosology—the MOGE(S) classification—describing the morpho-functional (M) phenotype of cardiomyopathy, the involvement of additional organs (O), the familial/genetic (G) origin, and the precise description of the (a)etiology including genetic mutation, if applicable (E); reporting of functional status such as American College of Cardiology/American Heart Association stage and New York Heart Association classification (S) was left optional. MOGE(S) is a bridge between the past and the future. It allows description of comprehensive phenotypic data, all genetic and non-genetic causes of cardiomyopathy, and incorporates description of familial clustering in a genetic disease. MOGE(S) is the instrument of precision diagnosis for cardiomyopathies. The addition of the early and unaffected phenotypes to the (M) descriptor outlines the clinical profile of an early affected family member; the examples include non-dilated hypokinetic cardiomyopathy in dilated cardiomyopathy and septal thickness (13–14 mm) in hypertrophic cardiomyopathy classes. Finally, in the recently released scientific statement of the American Heart Association on the classification and diagnosis of cardiomyopathy in children the consensus was to use a classification system based on a hierarchy incorporating the required elements of the MOGE(S) classification.
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