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Dissertations / Theses on the topic 'Parengi'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

PERSON, KATHERINE. "Foster Parent Attitudes Toward Birth Parents and Birth Parent Visitation." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/801.

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Foster parents are a vital component to the child welfare system and play an important role, one of which is supervising parental visitation (Muniz, 2018; Neil et al., 2003). With visitation as the primary intervention for family reunification (Haight et al., 2003), foster parents and birth parents are more than likely to interact with one another at some point in time. The purpose of this research study was to examine if foster parent attitudes toward birth parents influence foster parent attitudes toward birth parent visitation. Data was collected from 40 participants, 36 females and 4 males, from a foster family agency based in California and Texas. The study used a survey design and questions were distributed in a group setting, a mailed hard-copy, and a web survey link. The study’s findings revealed that that when foster parents had a more positive attitude toward birth parents, they had a more positive attitude toward birth parent visitation. The study concludes with recommendations for public child welfare agencies and foster family agencies to develop trainings for foster parents and for social workers to increase efforts in assisting foster parents and birth parents build cooperative relationships.

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2

Dyke, Nathalie. "Devenir parent, étude d'entretiens avec 34 nouveaux parents." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2002. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ65704.pdf.

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3

Wright, Julia A. "Parents' perspective of a home visiting parent education program." Huntington, WV : [Marshall University Libraries], 2002. http://www.marshall.edu/etd/descript.asp?ref=68.

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4

Woods, Philip Arthur. "Parents as consumer-citizens : an investigation into parent governors." n.p, 1994. http://ethos.bl.uk/.

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5

Woods, Philip A. "Parents as consumer-citizens : an investigation into parent governors." Thesis, Open University, 1995. http://oro.open.ac.uk/57610/.

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The study takes as its problematic that parents are increasingly being viewed as consumers and that this conception of parents is too limiting. It goes on to argue that the notion of the consumer should, however, not be discarded altogether, and that the alternative notion of citizenship is in itself insufficient. Based on an appreciation of developments in consumer studies and consumerism, four models of consumer empowerment are outlined. Each model is associated with different types of consumer activity (see below). Building on this, an alternative concept of the consumer-citizen and its constituent dimensions is proposed as an ideal type. The thesis then explores how far a particular group of parents - parent governors - appears to resemble the ideal type: ie how far their views and actions accord with the expectations of the concept. Data from questionnaires completed by parent governors in 1988 and 1992 are used to do this. The study concludes that the consumer-citizen concept is a more accurate and useful analytical tool than the 'consumer' or the 'citizen'. Its empirical findings are generative, rather than firm conclusions. Attention is drawn to limitations in the data collected and to challenges that may be made to the validity of this data, including issues relating to the aggregation of data which was undertaken for the purposes of statistical analysis. The main findings are that the parent governors surveyed are more - likely to resemble a specific variant of the ideal type, le the Incorporated consumer-citizen. In terms of the consumer-citizen dimensions, they are most likely to approve of acting as a member of a political community (representing the school's interests to the local education authority) and checking (evaluating the school's performance), and less likely to see their role as making decisions (doing), though approval of this increased significantly since 1988. Avenues for further work are suggested.

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Warren, Jennifer. "Whole language - reading and parents: A parent in-service." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1057.

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7

Nelson, Monica Leigh. "Parents' Perceptions About Parent Involvement in an Elementary School." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7413.

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Parent involvement is as an important contributor to students' academic and social success in school. However, parent involvement at a suburban public K-4 school has lagged, specifically in activities that have been shown to have a positive influence on student achievement. The purpose of this study was to examine parents' perceptions about their involvement in school activities as a means of identifying strategies to increase their engagement. A conceptual framework based on Hoover-Dempsey and Sandler's motivational constructs for involvement guided this study. The research questions focused on parents' perceptions of their participation, reasons for and against engaging in school activities, and what the school could do to support their involvement. A purposeful sampling method was used to select participants from among 3rd and 4th grade parents. A basic qualitative design was used to capture the insights of 9 parent participants through individual interviews. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking, an audit trail, reflexivity, and rich descriptions. The findings revealed that parents perceived teachers and administrators should welcome their involvement, create events that recognize parent challenges, and engage parent support. A professional development project was created to provide teachers with strategies to develop effective parent-teacher teams. This study has implications for positive social change by providing a structure to increase parent involvement in constructive and purposeful partnerships with teachers and the school. This in turn could positively influence students' academic journey and achievement.

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To, Samuel. "Honoring parents applying the command to adults /." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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9

Adams, Darci C. "The power of 'When I was your age' research on parental narratives and their influence on cognitive dissonance in children /." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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10

Crane, Courtney. "An examination of the relationship between parental religiosity and parent-adolescent conflict /." View online, 2007. http://repository.eiu.edu/theses/docs/32211131464748.pdf.

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11

Baskal, Ilona. "En systematisk litteraturstudie av vilket stöd och vilken hjälp föräldrar till barn med kolik önskar sig från BHV-sjuksköterskor." Thesis, Högskolan i Borås, Akademin för vård, arbetsliv och välfärd, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-22045.

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Spädbarnskolik är ett vanligt hälsoproblem. När ett barn lider av kolik är detta oftast påfrestande för barnets föräldrar. Dessa föräldrar upplever ofta oro, trötthet och en känsla av hjälplöshet, vilket kan påverka relationen mellan barnet och föräldrarna negativt och öka barnets skrikande. Känslor av frustration och ilska, vilka kan upplevas av trötta och stressade föräldrar, ökar risken för att föräldrar ska skaka eller ta hårt i barnet, vilket kan leda till att barn får allvarliga skador. BHV-sjuksköterskor är viktiga aktörer inom barnahälsovården och det är av stor vikt att de effektivt hjälper och stödjer föräldrar till barn med kolik. Syftet med denna studie är att undersöka vilket stöd och vilken hjälp föräldrar till barn med kolik önskar sig från BHV-sjuksköterskor. Denna studie utfördes som en systematisk litteraturstudie. För studien valdes nio vetenskapliga artiklar ut. De utvalda artiklarna är från Sverige, Norge, USA och Sydafrika. Bland de utvalda artiklarna är sju artiklar med kvalitativ metod och två har utförts med blandad metod med kvalitativa intervjuer och deskriptiv statistik. Samtliga utvalda artiklar belyser föräldraperspektivet, med avseende på spädbarnskolik. Studiens resultat visar att förståelse och stöd från vårdpersonal har stor betydelse för föräldrar, för att de ska kunna klara av att hantera den svåra kolikperioden. Föräldrar önskar ofta att sjuksköterskor erbjuder systematisk rådgivning och systematisk uppföljning samt att barnets tillstånd undersöks noggrant. Flertalet föräldrar är även intresserade av att få information om metoder med bristande evidens. Det framgick i studien att sjuksköterskor kan misslyckas med att hjälpa familjer med kolik på grund av att sjuksköterskor kan se annorlunda på kolikproblemet än föräldrarna själva eller att föräldrar kan ifrågasätta sjuksköterskors kompetens vad gäller kolikhantering. Ett annat hinder kan vara att föräldrarnas förmåga att acceptera stöd kan vara försämrad på grund av bland annat social isolering. Resultaten av denna studie tyder även på att kolikdiagnosen kan upplevas både som positiv och negativ av föräldrar och att när spädbarnskolik ibland normaliseras av vårdpersonal kan detta upplevas som negativt av föräldrar. En viktig poäng som framgick i studien, är att föräldrar till barn med kolik har olika behov och kan uppskatta olika typer av stöd och av andra vårdinsatser. Utifrån studiens resultat är det viktigt att sjuksköterskor och annan vårdpersonal alltid lyssnar på föräldrar, bemöter föräldraperspektivet och anpassar alla vårdinsatser utifrån föräldrars individuella behov.

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12

Qiu, Ronghong. "La structure du pouvoir dans les familles chinoises." Grenoble 2, 1997. http://www.theses.fr/1997GRE21008.

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Notre recherche a pour objet l'etude sur la structure du pouvoir de la famille chinoise. Cette recherche nous permettra non seulement d'avoir une vision globale de l'organisation domestique chinoise, mais aussi de reveler les interactions des membres de la famille ; la relation entre le pere, la mere et l'enfant unique. Dans cette recherche, nous prenons en compte a la fois la relation pere-mere-enfant dans une perspective triadique de la structure familiale. La recherche effectuee jusqu'a present s'appuyant seulement sur le modele dyadique soit la relation parents/enfant et pere/mere. Dans notre modele conceptuel triadique, l'enfant est considere comme un role independant, non complementaire dans la prise de decision familiale. Notre recherche est composee de trois parties : le cadre theorique, la methodologie de la recherche et les analyses et traitements des donnees. Dans la premiere partie, nous avons definit le cadre theorique, sa pertinence sera analysee en faisant le bilan de la litterature occidentale concernant la famille en comportement du consommateur et son adaptation au contexte chinois. Le premier et le deuxieme chapitre de cette partie sont consacres a la presentation des perspectives inter-culturelles de la famille. Dans le troisieme chapitre, nous nous interessons surtout a la structure du pouvoir de la famille chinoise. Le quatrieme chapitre est consacre a delimiter la problematique de notre recherche. La partie consacree a la methodologie est composee de deux chapitres. Le premier chapitre se concerne essentiellement la mise au point d'instruments de mesure. Dans le deuxieme chapitre, nous presenterons le deroulement de l'etude : la procedure d'echantillonnage, la mise en place de la procedure et la realisation de l'enquete. La partie portant sur le traitement des donnees est divisee en trois chapitre. Le premier est consacre a la verification de la fidelite et de la validite des echelles qui ont ete mises en evidence par les etudes precedentes. Ensuite, nous essayons de mettre en evidence les differents types de familles chinoises grace a l'analyse typologique. Dans le deuxieme chapitre, nous avons etablit les hypotheses de la recherche. Le dernier chapitre porte sur l'analyse des resultats de notre etude. La introduction et la conclusion ont ete aussi presentees
Our research examines the power structure of the chinese family. This study not only permits us to have a global vision of the chinese organisation domestic, but also to reveal the interactions between father, mother and only child in the chinese family. In this research, we use a triadic model to treat the father-mother-child relationship in the chinese family. Previous researches were based only on dyadic model being relation parents-child or husband-wife. This paper is composed of three parts : theoretical outline, methodology of the research and the analysis and treatments of data. In the first part of this paper, we define the theoretical outline, its pertinence has been analysed by summarising the occident literature concerning the family in the research of the consumer's comportment and its adaptation in the chinese context. The second part of this paper consist of two chapters. The first chapter concern essentially the process of measure instrument's choice. In second chapter, we present the march of research : sampling procedure realisation of investigation. The part which present the data treatment is divided into three chapters. The first present the verification of scale's fidelity and validity. Then, we clarify the differents types of chinese family by the aide of typology analyse. In the second chapter, we establish the hypothes of research. The last chapter concern the results analyse of the research. The introduction and the conclusion are also presented

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13

Widstrom, Barbara Freeland. "Parent-child communication as perceived by Christian teens and parents." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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14

Hunsaker, T. Wayne. "The Self-Perceived Need for Parent Education by Divorced Parents." DigitalCommons@USU, 1987. https://digitalcommons.usu.edu/etd/2700.

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The purpose of this study was to determine the self perceived needs of divorced parents for parent education. Five independent variables, age, sex, income level, education, and time since divorce were analyzed. The survey was organized into three major parts with sub-headings. The survey questions asked divorced parents what parent education resources they used before, after divorce, and use now or in the future. Other questions asked what content these resources should contain. The survey was completed in Houston Texas, and Ogden, Utah with a total N of 38. The results of the analysis indicated there was no significant differences in the perceived effectiveness of the existing parent education resources, nor the perceived need for additional resources in either child development or personal growth, based on the age, sex, income level, educational attainment, or time since divorce of a sample of divorced parent responses. writers of curriculum for divorced parents however should note the high degree of unanimity among divorced parents on many content areas, and the information resources used.

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15

Vicente, Cindy. ""Un parent est battu" : les adolescents qui frappent leurs parents." Thesis, Paris 5, 2013. http://www.theses.fr/2013PA05H118.

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Les adolescents qui frappent leurs parents sont issus de familles dans lesquelles la violence est diffuse. Ceci nous a amenée à l’hypothèse que la problématique des limites était en cause à un niveau intrapsychique, intersubjectif et transpsychique. Pour répondre à cette hypothèse nous avons employé deux approches méthodologiques. La première est quantitative, basée sur l'étude de 52 situations d’adolescents frappeurs qui mettent en avant la perception des professionnels sur ces cas. La seconde méthode s’appuie sur des rencontres cliniques auprès de trois familles, suivies durant plusieurs mois. Les résultats ont mis en évidence que les jeunes frappeurs sont dans une problématique limite, centrale dans leur fonctionnement psychique. Ces limites sont également défaillantes entre les membres de la famille et entre les générations. Ceci est en lien avec un manque de contenance des barrières de pare-excitation. À l’adolescence le fantasme « un enfant est battu » réermerge, le jeune se situe dans une phase précédent celle-ci : « un parent est battu ». Dans une impossibilité à la critique et au meurtre symbolique, l’adolescent reste figé dans un fonctionnement où il met en acte ce fantasme. Le jeune et le parent se retrouvent dans une difficulté en miroir, figés dans cet impossible critique du lien. D’un point de vue familial, l’adolescent prend le rôle de porte-voix des différentes générations et crée par son acte une distance afin de pallier le manque de frontières générationnelles
Adolescents who are hitting their parents are in families in which violence is abundant. This led us to the hypothesis that the problem of limits was involved, in the intrapsychic problems, intersubjective and transpsychic. To answer at this hypothesis different methods were used. The first is quantitative, it’s from 52 young hitters and highlights the perception of professionals in these situations. The second method is based on clinical encounters with three families, over a period of several months. The results highlights that young hitters are in a limited problems that is central to their psychic function. These limits are also failing between family members and generations. This is caused by a lack of attitude as a barriers and protective shield. At the adolescence age the fantasy "a child being beaten" reappears, the youth is in a phase preceding: "a parent is beaten." In the impossibility to criticism and symbolic murder, the teenager remains frozen in a operation system where he enacts this fantasy. The youth and the parents are in a mirror difficulty frozen in that impossible critical link. From a family point of view, the teen is the spokesman of the different generations and create a distance by his act to overcome the lack of generational boundaries
Los adolescentes que pegan a sus padres se encuentran en familias donde la violencia es difusa. Esto nos lleva a la hipótesis de que la problemática de los límites está cuestionada, en la problemática intrafísica, intersubjetiva y transpsiquica. Para responder a esta hipótesis diferentes métodos han sido empleados. El primero es cuantitativo, y surge de 52 situaciones de adolescentes maltratadores y prioriza la percepción de los profesionales sobre estas situaciones. El segundo método se basa en los encuentros clínicos a partir de tres familias, seguidas durante varios meses. Los resultados han puesto en evidencia que los jóvenes maltratadores se sitúan en una problemática límite que es central en sus funcionamientos psíquicos. Estos límites también son ineficaces entre los miembros de la familia y entre las generaciones. Éstos están causados por una falta de continencia de las barreras de para- excitación. En la adolescencia la fantasía "un niño maltratado" resurge, el joven se sitúa en una fase precedente a ésta: "un progenitor es maltratado". Dentro de la imposibilidad a la crítica y a la muerte simbólica, el adolescente se mantiene fijado en un funcionamiento donde activa esta fantasía. El joven y el progenitor se reencuentran dentro de una dificultad en espejo fijada dentro de esta imposible crítica del vínculo. Desde un punto de vista familiar, el adolescente se sitúa como porta voz entre las diferentes generaciones y crea a través de su acción una distancia con el fin de suplir la falta de fronteras generacionales

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16

Lamour, Martine. "Paternalité et interactions intrafamiliales père-mère-nourrisson : devenir père, une histoire de famille." Paris 5, 2000. http://www.theses.fr/2000PA05H081.

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Cette recherche-action-formation, menée en partenariat avec quatre crèches collectives du service de PMI de la ville de paris avait un double objectif : - mieux comprendre le développement et l'exercice de la parentalité par le père au sein de la triade qu'il forme avec la mère et le bébé dans le cadre d'un système interactif qui implique des relations "réelles", mais aussi des relations imaginaires ou s'inscrit l'histoire transgénérationnelle de chacun des parents. - sensibiliser le personnel des crèches au rôle du père dans les deux premières années de vie de l'enfant et transformer les pratiques au niveau de l'accueil des pères et de la famille. Descriptive et exploratoire, cette étude porte sur un échantillon de 36 familles fréquentant des crèches parisiennes. C'est un échantillon nonclinique et homogène de primipères impliques auprès de leur enfant. Dans les deux premières années de vie de l'enfant, le processus de paternalitée à été explore suivant différents axes : l'implication des pères, les représentations qu'ils ont d'eux-mêmes, les réaménagements de leur fonctionnement psychique. La dynamique triadique et ses liens avec le processus de paternalité ont été abordes sous l'angle des triangulations imaginaire (évaluée par des entretiens semi-structures) et interactionnelle (évaluée par le jeu triadique de Lausanne a 8 mois et demi). Nous avons mis en évidence l'importance de la transmission familiale, dans les familles du père et de la mère, pour le développement de la paternalité. Au-delà des résultats chiffres, cette recherche propose une modélisation du processus de paternalité et une méthodologie d'étude articulant interactions fantasmatiques et interactions comportementales.

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17

Radnai-Griffin, Dorit. "The perception of the effects of spoiling held by mothers of infants six months and younger." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 1.09 Mb., 122 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:1435808.

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Griffin, Melody Marie Adler-Baeder Francesca M. "The beliefs about PVA harm survey testing the factor structure, validity, and relationship to use of parental verbal aggression and stress /." Auburn, Ala, 2008. http://hdl.handle.net/10415/1476.

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19

Cole, Janie M. "The effects of a rural parent education program on parenting stress, perceived social support, parental locus of control, and parental efficacy." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1559.

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Thesis (M.S.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains vii, 67 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 49-54).

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McClure, Kelly Angela. "Parent involvement in a charter school: the persistence of traditional beliefs about parent participation." Thesis, Boston University, 2003. https://hdl.handle.net/2144/32802.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Previous research conducted in regular public and private schools has shown that parent involvement in a child's schooling is positively related to student outcomes (Henderson and Mapp, 2002). Though the creation of charter schools has purportedly expanded the possibilities for families to participate in their children's schooling, little is known about actual practices of parent involvement in charter schools. This case study explores the nature of parent involvement in a sixth- through twelfth- grade, urban charter school in order to verify and extend findings from research conducted in other school settings. The data come from surveys of and group interviews with faculty members, families, and students; observations of parent involvement events; and individual interviews with the school's founders. Two prevalent themes emerged from this study. The first reveals a sharp contrast between the founders' philosophical orientations with respect to home-school relationships and those of the families, students, and faculty members. The founders believe that the school and home are, and should be, distinct and separate institutions of support for student achievement and adolescent development. The second theme uncovered in this study concerns the faculty's citations of "cultural difference" as a key justification for why involvement at the school has proven challenging. The study shows that these perspectives shape the school's practices of partnership with families and that the philosophical and ideological positions taken by school personnel are best understood against a broader socio-historical context. The problems with parent involvement exhibited in this study are viewed as both a product of the underlying philosophical assumptions about school and family partnerships held by the founders, as well as a continuation of historically grounded patterns of home and school interaction as articulated by the faculty. The case study of this charter school verifies previous research and extends our understandings of home-school partnership into the new context ofthe charter school.
2031-01-01

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Harach, Lori D. "Defining and constructing parent-child relationships from the perspective of parents." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0011/MQ33228.pdf.

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Wallace, Amy L. McLoyd Vonnie C. "Differences in parent and child experiences of parents' racial socialization practice." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,143.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2006.
Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Masters of Arts in the Department of Psychology (Clinical)." Discipline: Psychology; Department/School: Psychology.

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23

Hale, Rebecca Louise. "The role of parents in school bullying : parent and child perspectives." Thesis, Keele University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602976.

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School bullying research has often focused on children, but neglected the parent's perspective. Little is known about how parents respond to their child's peer victimisation and how these responses are related to children's experiences. Thus, this thesis aimed to address three main research questions: (a) how do parents respond to their children's peer victimisation? (b) What factors are associated with parents' responses to their children's peer victimisation? (c) How are parents' responses related to children's experiences of peer victimisation? A mixed-methods sequential exploratory design, comprising of three stages, was utilised. Firstly, focus groups and interviews were conducted with parents to gain greater understanding of their perspective. The focus group/interview findings informed the content of parent and child questionnaires which were developed in a series of pilot studies, during stage two of the research. In the third stage, these questionnaires were administered to parents and children (aged I 1-12 years) to examine parental responses to peer victimisation, factors related to parental responses, and children's victimisation experiences. The findings suggested three categories of parental responses: supportive/problem solving, confrontational and avoidant. Parents' responses were related to their perceptions of how their child would cope, and their attitudes towards how schools/teachers deal with bullying. Additionally, parents' perceptions of their role in school bullying were influenced by what they thought a 'good' parent should do. Children's perceptions of avoidant and parental supportive/problem solving responses moderated the relationship between peer victimisation and loneliness; there was also an indirect relationship between perceived parental responses and peer victimisation, through child coping. This thesis concludes that in school bullying situations, parents form one element of a broader system, which also involves children and teachers. Thus, parentteacher communication and collaboration is vital and the importance of empowering parents to take a supportive/problem solving approach when helping their child is highlighted.

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Leung, Tung-wing Paul, and 梁東榮. "Parent-teacher case conferences: a case studyof parents' and teachers' perception." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961113.

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Neander, Kerstin. "Indispensable interaction parents' perspectives on parent-child interaction and beneficial meetings /." Doctoral thesis, Örebro : Örebro universitet, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-8506.

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

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

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Prehoda, Joan Marie. "Bridging the gap between parents and schools: A parent education model." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/649.

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

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Stevenson, Shane. "Behavioural parent training for high-risk parents : effects of the Triple P pathways programe on parents' cognitions : a dissertation." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2003. http://hdl.handle.net/10092/2944.

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This study was an evaluation of a recently developed intervention for parents who maltreat their children. The aim of the study was to compare the effectiveness of an unmodified Behavioural Parent Training programme (Triple P) with an augmented version of the programme (Pathways). The modified programme was designed to target risk factors associated with maltreatment including attributions and emotional regulation. Fifteen participants whose children had been removed from custody by a statutory agency were divided between the experimental conditions, Triple P (N=8), and Pathways (N=7). The study focused on shifts in parental cognitions. These were evaluated using the following measures: the Eyberg Child Behaviour Inventory (ECBI), the Depression Anxiety Stress Scale (DASS), the Parent Anger Inventory (PAI), Parents Attributions for Child's Behaviour Measure (PACBM), and the Child Abuse Potential Inventory (CAPI). Due to high attrition in one group (Triple P) a between groups comparison was not possible. However, assessment of improvement in the 10 remaining participants was possible. Overall the findings tended to indicate that the augmented programme did not result in any significant improvement in the parents' self reported problems. Implications of these results are discussed including issues of the utility of Behavioural Parent Training for parents who maltreat their children.

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Tang, Ho-kin. "Adolescents' experience of parental divorce : intra-personal and inter-personal stress, struggle and coping /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20130892.

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Purcell, Susan E. Hussong Andrea M. "The parent-adolescent relationship, adolescents' disclosure to parents, and adolescent substance use." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,1151.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2007.
Title from electronic title page (viewed Mar. 27, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Psychology." Discipline: Psychology; Department/School: Psychology.

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鄢盛明 and Shengming Yan. "Parent-child relations and psychological well-being of older parents in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244993.

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Murphy, Sonia M. "The attitudes of Jamaican parents towards parent involvement in high school education." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002murphys.pdf.

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Leung, Tung-wing Paul. "Parent-teacher case conferences : a case study of parents' and teachers' perception /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21190641.

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Vella, Lydia Roseanna. "Understanding parenting groups : parents' experiences and objective change in parent-child interaction." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/5781/.

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The first chapter presents a systematic review of how parenting groups can impact observed parent-child interaction, focussing on the groups recommended to UK commissioners. Seventeen studies were identified, evaluating eight of the 21 recommended programmes. Sixteen studies reported post-intervention improvements in observed parent-child interaction. Most studies reported summary, rather than detailed, variables describing parent-child interaction. The findings suggest that several parenting groups are associated with observed improvement in parent-child interaction, although the level of evidence for different interventions is variable. Further research is required to understand the nature of changes in more detail. The second chapter presents an Interpretive Phenomenological Analysis of parents' experience of participating in the Solihull Approach parenting group, "Understanding Your Child's Behaviour" (UYCB). Ten parents were interviewed after completing the group, and again ten months later. Four themes were identified: Satisfied Customers, Development as a Parent, Improved Self-belief, and the "Matthew Effect". The findings suggest that UYCB is achieving its aims and communicating its theoretical principles, although change also appears to occur through group processes found in other programmes. Positive outcomes appear to be maintained, even reinforced, ten months later. Recommendations for programme development include simplified language and separate groups for parents with complex needs.

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Borg, Daniel. "The parent-child relationship when parents' contact with their children is supervised." Thesis, University of East London, 2012. http://roar.uel.ac.uk/1856/.

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This study focuses on the personal experiences and perceptions of non-custodial parents’ relationship with their children where the only contact is supervised. It explores the subjective experience, meanings and processes that non-custodial parents construct when faced with these circumstances. The data was collected through semi-structured interviews with nine supervised non-custodial parents in Malta. Using a methodological approach based on constructivist grounded theory, four main categories have emerged from these parents’ discourse which capture how and where perceptions of the non-custodial parent have changed. These relate to external influences, on being a parent, the parent and child relationship and concerns about future relating. The key issues that emerge show that supervised parents are very sensitive to external influences around them. These are often embodied in the presence of the supervisor who thus becomes part of a triadic relationship, with trust being a key determinant of how this relationship develops. Indirectly, supervised parents provide a profound definition of what being a parent is all about for them by also describing those factors which they consider important for a relationship with their child to develop. From this explorative study, a number of potential areas for related research emerge. Finally, and at a practical level, the study also serves to highlight those areas where improvement in supervision services is recommended for a better relationship between the parent and the child to be fostered.

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Walker, Marley Leila, and Tre'Nise JeMel Anderson. "PARENT PARTNERS' PERCEPTIONS OF REUNIFICATION CELEBRATION AND THE IMPACT ON REUNIFIED PARENTS." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/833.

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In the study, the researchers explored parent partners’ perceptions on reunification celebration events and the impact the event has on fostering reunified parents’ use of positive parenting skills. A qualitative design was completed using convenience sampling. The researchers studied previous research that focused on the reunification process and the general importance of celebrations in child welfare as a precursor to their study. The researchers conducted face-to-face interviews with nine parent partners from one child welfare agency in Southern California. Our findings revealed four major themes of the study. First, we learned of the importance of recognizing reunified parents’ for their successful family reunification efforts. Second, we learned of the participants’ perceptions of reunified parents being nominated and or honored. Third, we found the participants selection criteria for nominating reunified parents’ for the event and their perceptions of the reunified parents’ parental growth. Finally, we learned of the participants suggestions for future reunification celebration events. The researchers discussed limitations found in this study such as a small sample size of nine participants. Another limitation included the study’s focus on the parent partners’ perception of the event; and lacked the perspective of reunified parents’ who were honored at the reunification celebration. Lastly, the researchers provided recommendations for social work practice and research including increased social worker involvement in the reunification celebration and adoption of this event in other child welfare agencies. The researchers recommend that further research be conducted to obtain insight from the perspective of reunified parents’ who were honored at this event.

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Marquez, Celia. "Latino Parent School Involvement: Do Parents Read and Respond to Teacher Invitations?" CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/821.

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Latinos are the second largest ethnic group after Whites in the education system, yet there is still a large gap between Whites’ and Latino’s graduation rates. Research indicates that parental involvement in children’s education plays a significant role in children’s academic success. For this reason, this study aims to understand Latino parents’ perspectives on their participation in their child’s school. More specifically, how often Latino parents receive invitations from the school and whether or not they respond to these invitations. The research design for this study is exploratory and qualitative and uses one-on-one interviews with Latino parents. The central themes the emerged from this study were effective communication from the school to parents, a lack of structure for reciprocal communication, parents’ welcoming attitudes of school invitations and “being present/involved” as the major responsibility parents identified for themselves for ensuring a successful school experience for their children. The results of this study have major implications for social work practice in that it allows schools to better understand how to involve Latino parents in the school setting. This study also proposes that school social workers educate school staff and Latino parents about the importance of Latino parental school involvement.

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Delong, Allen Wayne. "Parents of first-generation college students their perceptions on the importance of college /." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1069865199.

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Thesis (Ph. D.)--Ohio State University, 2003.
Document formatted into pages; contains xiv, 162 p. Includes bibliographical references (p. 157-162). Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2006 Dec. 1.

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Salamone, Christie A. Brestan Elizabeth V. "Examining the Parent Perception Inventory within the context of Behavior Parent Training." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Theses/SALAMONE_CHRISTIE_35.pdf.

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Ceballos, Peggy Bratton Sue. "School-based child parent relationship therapy (CPRT) with low income first generation immigrant Hispanic parents effects on child behavior and parent-child relationship stress /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6126.

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McAllister-Parsons, Mary. "CREATING A COLLEGE-GOING PARTNERSHIP WITH LATINA/O PARENTS AND FAMILIES OF ELEMENTARY SCHOOL STUDENTS." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/863.

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The pursuit of higher education has become a highly desirable aspiration for many children in the United States, yet majority of these children are not provided the opportunity to make this a reality. Research reveal Students of Color and lower socio-economic status are largely under-represented in institutions of postsecondary education (Camacho Liu, 2011; Choy, 2001; U.S. Department of Education, 2001). Latina/o students, in particular, continue to experience some of the lowest levels of educational attainment in this country. Education scholars contend that a college-going culture can help counteract the educational limitations experienced by working-class, Students of Color, and especially first-generation college students. Using a participatory action research approach, this study shows how an inclusive parental engagement framework can push research forward in understanding the experiences of an educational leader and Latina/o parents. As they collaborate to co-develop strategies to support college-going practices within an elementary school, parental engagement is key. Data collected from two focus group interviews were analyzed for salient themes and findings pertaining to parental engagement and practices supporting higher educational attainment for Latina/o students. These findings indicate Latina/o parents experience an increase of knowledge regarding higher educational opportunities for their children. Furthermore, when parents gained important knowledge about postsecondary education, this resulted in additional collaborative efforts. For example, the collaborative development of a survey instrument aimed to determine the varying levels of college knowledge needs experienced by parents of elementary school aged children. The objective is to critically understand the intent of developing and implementing college-going practices by an (1) educational administrator and Latina/o parents within an elementary school.

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Ruiz, Maria Isolina. "Factors that Influence the Participation of Immigrant Latino Parents in the Special Education Process of their Children with Disabilities." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1551.

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The Individuals with Disabilities Education Act emphasized the importance of parents’ participation in all educational decisions concerning their children with disabilities. However, parents’ ability to actively participate in, and contribute to, their children’s special education process is influenced by a variety of parent and school related factors. For immigrant Latino parents, these factors may include additional issues related to cultural and linguistic diversity not experienced by most parents. This study examined the experiences of immigrant Latino parents when navigating the special education system as well as the impact that such experiences had on parents’ participation in the special education process of their children with disabilities. A researcher-developed survey (Special Education Parent Participation Survey, SPED-PPS) was used to collect the data. Findings indicated that, although about half of the participants were unable to communicate in English with educators, parents still communicated and collaborated often with school personnel. In addition, most immigrant Latino parents trusted professionals working with their children and had a positive perception of school personnel. A minority of parents believed that teachers knew best about their children’s needs, believed that teachers thought that parents interfered too much in their work, and/or felt uncomfortable with having many professionals in the Individual Educational Plan meetings. Immigrant Latino parents’ participation in their children’s special education process appeared to be influenced by the child’s disability as well as parents’ knowledge of the American education system, perception of school personnel, English language communication skills, and ability to confront school personnel about the child’s needs.

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Lai, Shun-keung. "Deaf parents having hearing children : issues of communication and child-rearing /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19470824.

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Rojiani, Rhonda Hurst. "Caregiving in later life : an attachment explanatory model /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-170024/.

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Ko, Pik-kei. "The role of the internet as communication tools in parent-child relationship at the later stages of the family life cycle." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/b40203463.

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Gaskin, Emily H. "Technology Adaptations to the Parent-infant Interactions Module for Parents with Intellectual Disabilities." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/iph_theses/182.

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Parents with intellectual disabilities (ID) are disproportionately represented in child maltreatment (CM) statistics due to a confluence of factors. Prevention efforts should address this population by developing curricula that support various modes of learning. Technology offers a potentially effective tool because it is visual, free from extraneous factors, engaging, and self-instructional. SafeCare is an evidence-based parenting program with flexibility to adapt curricula while maintaining fidelity. The study aimed to determine the effectiveness of an adaptation to the SafeCare parent-infant (PII) module for parents with ID by using digital picture frames with pictures of their own PII to effect performance. A multiple-probe design across behaviors was used with one mother with ID and her infant. Results showed a significant increase in PII behaviors through two month follow-up. These data suggest the digital picture frame enhancement to the SafeCare PII module is a promising instructional tool for parents with ID.

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Ranganathan, Chitra. "Causes and consequences of parent monitoring among Asian Indian parents and their teenagers." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1148654525.

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Hamilton, Sandra. "Single-parent families with adolescents, parents' perspectives of their personal and parenting experiences." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0002/NQ32747.pdf.

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Law, Foon-kam. "Participation in parent support group as perceived by parents of children with cancer /." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36397003.

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