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Dissertations / Theses on the topic 'Parent guide'
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1
Parris, Amy. "Reading recovery a parent guide /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/AParrisPartI2006.pdf.
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Berger, Clifford William. "Preparing parents to guide the spiritual formation of their children." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
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Signs, Zola Jones. "Math moments: A parents' multimedia guide for tutoring K-3 students." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1487.
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Boggs, Teresa. "Sharing Sensitive Information with Parents: A Guide for Early Childhood Educators." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/1511.
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Boggs, Teresa. "Sharing Sensitive Information with Parents: A Guide for Discussing Speech and Language Concerns." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/1512.
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Hill, Claire. "Anxiogenic behaviours and cognitions in parents of anxious children : effects of a guided parent-delivered treatment programme." Thesis, Royal Holloway, University of London, 2014. http://digirep.rhul.ac.uk/items/15cd03e6-b9d5-35b7-15a5-a3699cc7241e/1/.
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Parent involvement in treatment programmes for child anxiety disorders aims to change the parental behaviours and cognitions implicated in the development and maintenance of childhood anxiety disorders. However, very few studies have included parental behaviours and cognitions as outcomes, and the methodological shortcomings of those that have, preclude clear conclusions. This study aimed to provide the first comprehensive examination of change in parental behaviours and cognitions after a guided parent-delivered cognitive-behavioural therapy (CBT) programme compared to a waitlist control. The association between change in parental behaviours and cognitions with child treatment outcome was also considered. Eighty-eight children aged 7 to 12 years old with a diagnosed anxiety disorder were randomised to either an 8-week guided parent-delivered CBT programme (n=41) or waitlist control group (n=47). None of the parents met diagnostic criteria for an anxiety disorder. Observational measures of parental behaviours whilst their child completed an anxiety-provoking task were taken before and after the intervention. Parent expectations were also measured of their child's and own response in the laboratory task, as well as for hypothetical situations that were ambiguous for whether or not they presented a threat. The treatment programme was not associated with greater change in parental behaviours compared to the waitlist control. After the treatment programme there was a change in specific parental cognitions, in that parents perceived themselves and their child to have more control in hypothetical threat ambiguous situations. Change in parental behaviour and cognition was not significantly associated with child treatment outcomes. The results suggest that guided parent-delivered CBT can increase parental self-efficacy in the management of child anxiety. However, the absence of any association of treatment with other parental cognitions or behaviours questions the salience of parental change in the treatment of childhood anxiety disorders.
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Moreyra, Paula. "Webb, J. T., Gore, J. L., Amend, E. R. & DeVries, A. R. (2007). A parent´s guide to gifted children. Scottsdale, AZ: Great Potential Press. 390p. (ISBN 13: 978-0-910707-52-7 / ISBN 10: 0-910707-52-9)." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/100825.
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Reichel-Wehnert, Katrin, and Annett Bauer. "The Year Before Starting School: A Guide for Parents." Sächsisches Staatsministerium für Kultus, 2018. https://slub.qucosa.de/id/qucosa%3A75248.
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This parents' guide provides answers to the key questions that come when you're preparing your child to attend school, and is designed to help you support and encourage your child. You are not alone: the final year of nursery school will also give priority to preparing your child for school. Take advantage of the opportunities presented by this collaboration between the different educational institutions and of the services they provide to promote your child’s development.<br>Der Elternratgeber möchte Sie bei der Begleitung Ihres Kindes unterstützen und auf wichtige Fragen in Vorbereitung auf die Schule Antwort geben. Er soll Ihnen helfen, Ihr Kind zu unterstützen und
zu fördern. Dabei sind Sie nicht allein, denn auch im Kindergarten hat das Schulvorbereitungsjahr einen hohen Stellenwert. Nutzen Sie die Möglichkeiten, die sich aus einem vertrauensvollen Miteinander der verschiedenen Partner und deren Angeboten für die Entwicklung Ihres Kindes ergeben.
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Cook, S. E. "Predicting attrition in guided parent-delivered cognitive behavioural therapy for anxious children." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/1448568/.
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Volume one of this thesis consists of three parts. Part one is a literature review that examines pre-treatment demographic, clinical, parent, child and therapist characteristics as predictors of outcome in the treatment of child anxiety disorders. Methodological weaknesses associated with existing prediction studies are considered and recommendations made for future research. Part two is an empirical paper which investigates predictors of treatment attrition in a guided manualised self-help CBT intervention for anxious children, delivered solely via parents. The results are discussed in relation to clinical implications and recommendations are made for increasing retention in low-intensity, parent-led treatments for childhood anxiety disorders. Part three is a critical appraisal which discusses the limitations of using observational measures to assess parent-child interactions and the challenges associated with outcome measurement in child anxiety research. The background context to the research is also outlined and the advantages and disadvantages of conducting research using pre-collected data are considered.
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Laing, Lorraine Evalyn Morris 1943. "The transition to parenthood: A guide to emotional and relational growth for new parents." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/291571.
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Many experts support the need for anticipatory socialization to help new parents develop realistic expectations for the transition to parenthood. The purpose of this study was to develop a handbook to help new parents with the emotional and relational changes concurrent with the transition. Using the historical research method, the handbook was developed. Vignettes were added to illustrate the didactic material. The handbook was evaluated by new parents and professionals involved with new parent education regarding the handbook's value, clarity, length, language level, philosophy, and suggested time for distribution. Also solicited were suggestions for additions and deletions and additional comments. The conclusion was reached that the handbook seemed useful for helping new parents validate feelings and understand changes concom-itant with the transition to parenthood. Some changes in length and language will be made prior to publication. Ideas were presented for additional research and literature for the transition to parenthood.
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Boggs, Teresa. "Sharing Sensitive Information with Parents: A Guide for Discussing Speech, Language, and Developmental Concerns." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/1517.
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Smith, Dianne M. "Parent Training and Guided Imagery: Comparison of a Traditional and a Modified STEP Program." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278464/.
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The effectiveness of guided imagery as an enhancement to the Systematic Training for Effective Parenting (STEP) program was explored during a shortened 8-week program using three parent groups of elementary-age students matched for parent training experience and couple participation: a) an imagery-modified STEP group (STEP-Im, n = 14); b) a traditional STEP group (STEP, n = 14); and c) a drop-out comparison group (n = 10). Guided imagery consisted of centering exercise(s) for focus and concentration; structured imagery of Adlerian concepts; and open-ended role-assumption imagery for clarifying personal values, the perspectives of others, and concept practice.
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Reid, Robert Donald. "Randomized trial of telephone counselling in association with the Guide Your Parents to a Smoke-Free Future program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq22231.pdf.
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Lam, Ling. "Raising an autistic child: parents' self-guides, emotional reactions, regulatory focus and commitment in child-training." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B29725628.
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Malherbe, Henriëtte. "n Ouerleidingsprogram vir enkelouers : 'n oplossingsgerigte benadering." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52964.
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Thesis (MA)--University of Stellenbosch, 2002.<br>ENGLISH ABSTRACT: This programme is aimed at providing parent guidance to single parents. It is
based on a reciprocal and egalitarian work relationship, using the parent's own
skills, knowledge, unique strengths and previous successes.
Solution-focused therapy developed from postmodernism. Therefore the
absence of an objective reality functions independently of a reality that is
linguistically constructed. The assumptions that underpin Solution-focused
therapy are discussed, since they form an essential element in the composition
of this programme. Since the guidance programme is implemented in a group
context, attention is paid to the therapeutic factors, dynamics and principles of
solution-focused group work. Techniques unique to Solution-focused work, such
as the miracle question, exceptions questions and grading questions are
explained.
These techniques are put into practice over six sessions: (1) identifying
problematic issues in single parent families, (2) focusing on any slight change,
(3) if it works, don't fix it, (4) if it doesn't work, do something else, (5) focus on
what is right, (6) celebrate changes and exceptions. Goals are set and
procedures work out for each session.
The programme is aimed at enhancing the single parent's own capacity for
generating solutions and constructing alternative meaning in a move away from a
problem orientation towards a solution orientation.<br>AFRIKAANSE OPSOMMING: Hierdie program is op ouerleiding aan enkelouers gerig. Oit berus op 'n
wederkerige en eqalitere werksverhouding, gebaseer op die ouer se vaardigheid,
eie kennis, unieke vermoens en vorige suksesse.
Oplossingsgerigte terapie het ontwikkel vanuit die postmodernisme.
Hiervolgens is daar nie 'n objektiewe werklikheid wat onafhanklik funksioneer van
die lingu"istiese gekonstrueerde weergawe van die realiteit nie. Die aannames
waarop Oplossingsgerigte terapie berus word bespreek, aangesien dit 'n
belangrike element in die samestelling van hierdie program vorm. Aangesien die
ouerleiding in groepverband geskied, word daar aandag geskenk aan die
terapeutiese faktore, dinamiek en beginsels van oplossingsgerigte groepwerk.
Tegnieke eie aan oplossingsgerigte werk, soos die wonderwerkvraag,
uitsonderingsvrae en graderingsvrae, word verduidelik.
Die verpraktisering van bogenoemde geskied in ses sessies wat soos volg
uiteengesit is: (1) die identifisering van problematiese kwessies by
enkelouergesinne, (2) fokus op klein veranderinge, (3) as dit werk, moet dit nie
'regmaak' nie, (4) as dit nie werk nie, doen iets anders, (5) fokus op dit 'wat reg
is', (6) die viering van verandering en uitsonderings.
uiteengesette doelwitte en prosedurenotas.
Hierdie program poog om die ouer se eie kapasiteit vir die generering van
Elke sessie het
oplossings te fasiliteer en alternatiewe betekenisse te konstrueer, deur die klem
te verskuif van 'n probleemgerigtheid na 'n oplossingsgerigtheid.
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Pritzl, Nancy A. "A resource guide for parents regarding the choices of public schooling, private schooling, or homeschooling their elementary or secondary school age children." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003pritzln.pdf.
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Green, Amy Lynn. "Theoretically Guided Examination of Caregiver Strain and its Relationship with School-Based Mental Health Services Utilization and Parent Engagement in Services." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5692.
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Broadly, the purpose of this study was to address the gaps in the knowledge base of caregiver strain through an examination of this and other theoretically related constructs in a sample of parents of high-risk youth. In the last two decades, a growing body of research has pointed to the significance of strain that can result from this caregiving experience, particularly as it relates to patterns of mental health services utilization. Despite the fact that the majority of children who receive mental health receive them from the school, few studies have examined caregiver strain in the context of school-based mental health services or with caregivers of youth in special education for Emotional Disturbance (ED). Additionally, while the Modified Double ABCX Model of family stress and coping has been identified as a useful model to understand caregiver strain and its related constructs, questions remain about how all of the components of this model work together to influence caregiver strain and the mechanism by which caregiver strain influences youth mental health service use and parent engagement in services. The specific aims of this study were to: (1) explore the construct of caregiver strain and its relationship with theoretically related constructs in caregivers of youth in special education for ED, and (2) examine the factors, including caregiver strain, that predict school-based mental health services utilization and parent engagement in services.
Secondary analyses were conducted using data collected as part of a randomized controlled trial of a parent support intervention for caregivers of youth in special education for ED. Participants included 112 caregivers and you their youth recruited from 22 schools and special education centers. Data were provided by caregivers and school-based mental health service providers. Caregivers completed phone interviews conducted upon entry into the study and again approximately nine months later. These semi-structured interviews included measures of youth functioning, caregiver strain, and caregivers’ perceptions related to their child’s problems and engagement in services. School-based mental health service providers supplied data related to the amount of school-based mental health counseling services received by youth and whether caregivers consulted with service providers during the study period. Data were analyzed using a variety of quantitative methods, including descriptive statistics, dependent samples t-tests, one-way ANOVA, Structural Equation Modeling (SEM), multiple linear regression, and multiple logistic regression.
Results revealed that caregivers reported the highest levels of subjective-internalizing strain, and that the level of three types of caregiver strain decreased from time 1 to time 2. Additionally, caregivers of males tended to report higher levels of strain than caregivers of females, and parents tended to report higher levels of strain than other caregivers. Consistent with previous studies, non-Hispanic Black caregivers tended to report the lowest levels of caregiver strain compared to all other racial/ethnic groups. Findings from SEM analyses revealed that following slight modifications to the originally hypothesized model, the model tested fit the data well and all of the paths included in the model (other than those related to race/ethnicity) had statistically significant parameter estimates. Findings from the multiple linear regression analyses revealed that collectively the predictors included in the model accounted for only a small percentage of the variance in the outcome (11.9%), and none of the predictors included in the regression model significantly predicted the amount of school-based counseling received by students. Results from the multiple logistic regression analyses revealed that only youth gender and youth conduct problems were significant predictors of the outcome; caregivers of male youth and caregivers of youth with more conduct problems were less likely than caregivers of female youth and caregivers of youth with fewer conduct problems, respectively, to have consulted with their child’s school-based mental health services provider during the school year.
Collectively, findings from this study demonstrate that caregivers of youth in special education for ED experience caregiver strain to a similar degree as caregivers of youth receiving services through mental health systems. Further, findings provide evidence for the usefulness of the Modified Double ABCX Model in studying and understanding caregiver strain in this population. While findings from this study provide support for the relationships among the constructs of this model, findings from this study also suggest that this model may not hold up in terms of predicting the amount of school-based services received by youth or the likelihood of parent engagement with their child’s school-based mental health service provider. Additional research is needed that includes a more complete representation of the constructs of this model to determine if this model holds for school-based service use and engagement.
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Park, Ga Bin. "A system that promotes healthy eating habits in preschoolers." Thesis, Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/24729.
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Needham, Carma Martino. "At the Crossroads of Divorce: A Formative Evaluation of a Self-Directed Intervention for Utah's Divorce Orientation Education Class for Divorcing Parents." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2415.
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This formative evaluation focuses on feedback regarding a self-guided educational intervention for those at the crossroads of divorce. Entitled Should I Keep Trying to Work It Out? A Guidebook for Individuals and Couples at the Crossroads of Divorce (And Before), this Guidebook aims to help individuals minimize possible ambiguity in the decision-making process surrounding divorce. Fifty-three participants were recruited through divorce orientation education classes to provide formative feedback via brief phone surveys. Eighteen of these provided in-depth interviews for additional feedback. Though the participants in this study were largely past the crossroads of divorce, most agreed or strongly agreed that the Guidebook was helpful (61%), trustworthy (88%), helped them change some of their attitudes about divorce (67%), and helped them be more prepared for the divorce (81%). Additionally, 64% reported feeling more confident about their decision to divorce, including three noteworthy cases that cited domestic violence as their reason for divorce. Overall, this Guidebook appears to be useful to those who are contemplating divorce. Options for improving the Guidebook and introducing it earlier in the decision-making process are discussed.
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Cernvall, Martin. "Symptoms of Posttraumatic Stress in Parents of Children on Cancer Treatment : Factor Structure, Experiential Avoidance, and Internet-based Guided Self-help." Doctoral thesis, Uppsala universitet, Institutionen för folkhälso- och vårdvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-234518.
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Having a child diagnosed with cancer is stressful and many parents of children on treatment for cancer report symptoms of posttraumatic stress (PTSS). The overall purpose was to, among parents of children on treatment for cancer, investigate the factor structure of PTSS; investigate the relationships between experiential avoidance (EA), rumination, PTSS and depression; and to develop, test, and evaluate a guided self-help intervention provided via the internet. In a longitudinal study with three assessments (n = 249-203) results indicated that a four-factor solution of PTSS including the factors re-experiencing, avoidance, dysphoria, and hyper-arousal provided best fit and that the pattern and size of factor loadings were equivalent across the three assessments (Study I). In a case study with pre-, post-, and follow-up assessments a guided self-intervention was well received with clinical significant and reliable improvements in PTSS, depression, and quality of life (Study II). Furthermore, in cross-sectional analyses (n = 79) EA and rumination were positively associated with PTSS and depression and provided incremental explanation in depression while controlling for demographic characteristics, anxiety, and PTSS. In longitudinal analyses (n = 20), EA but not rumination predicted PTSS and depression while controlling for initial levels (Study III). Finally, in a randomized controlled trial with parents fulfilling the modified symptom criteria on the PTSD-Checklist allocated to guided self-help via the internet (n = 31) or to a wait-list control condition (n = 27) there was a significant intervention effect with a large effect size for the primary outcome PTSS. Similar results were observed for the secondary outcomes depression and anxiety, but not for EA and rumination. Exploratory analyses suggested that the relationships between EA and PTSS and between EA and depression were weakened in the intervention group (Study IV). The studies included in the current thesis suggest that a four-factor solution should be used when assessing PTSS in parents of children on cancer treatment. Furthermore, rumination and EA in particular seem to be important constructs to consider when understanding PTSS and depression in this population. Finally, guided self-help via the internet shows promise in reducing PTSS and depression among parents of children on cancer treatment who report a high level of PTSS.
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Brown, A. "Predictors of change in treatment outcome for parent-delivered guided CBT bibliotherapy for children with anxiety : effects of age, severity and comorbidity at long term follow-up." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/1449265/.
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This thesis is concerned with an exploration of low-intensity treatments for common mental health problems in childhood and adolescence. Part one is a narrative literature review of trials of low-intensity interventions for children and adolescents with depression or anxiety, including bibliotherapy, computerised CBT and attention-bias modification. Part two is a long term follow-up study examining the effects of age, symptom severity and comorbidity at initial assessment on outcomes for children who had received guided CBT bibliotherapy via their parents four years previously. Part three is a critical appraisal of the thesis, considering the wider methodological and conceptual challenges associated with research across the developmental period.
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Barcenas, Minerva. "Latino emancipated foster youth perceptions." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2510.
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The purpose of this study is to obtain a profile of San Bernardino Latino foster emancipated youth regarding their positive and challenging experiences. The focus is on emancipated youth and immigrant acculturation. The study examined the kinds of programs and factors that have had the most success in enabling foster youth to become independent adults.
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Rego, Walquiria Gertrudes Domingues Leão 1946. "Paixões civis e intelectuais empenhados." [s.n.], 1999. http://repositorio.unicamp.br/jspui/handle/REPOSIP/281356.
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Tese (livre-docencia) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas<br>Made available in DSpace on 2018-08-05T22:44:20Z (GMT). No. of bitstreams: 1
Rego_WalquiriaGertrudesDominguesLeao_LD.pdf: 4285206 bytes, checksum: c084268ba1e2069dd7278da9a943e623 (MD5)
Previous issue date: 1999<br>Resumo: Não informado<br>Abstract: Not informed<br>Tese (livre-docencia) - Univer<br>Livre-Docente em Sociologia
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Carpenter, Cherise Michelle. "Perceptions of gender socialization among African-American female caretakers." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1968.
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Yaroni, Julie Morgan. "Play 4 parents: a training guide to enhance parent participation in play." Thesis, 2020. https://hdl.handle.net/2144/41420.
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Children with autism spectrum disorder (ASD) often experience significant challenges with play, thereby affecting their development of language skills, emotional development, cognitive development, and social connections with others (Freeman & Kasari, 2013). Parent-child relationships influence many aspects of a child’s life including participation in joint play, which is when two or more individuals are playing together (Waldman-Levi, Finzi-Dottan, & Cope, 2019). There are several factors hindering parent participation in play including knowledge of play, understanding of sensory processing and its impact on play, communication during play, and mindful parenting.
The following chapters discuss the evidence and theories supporting the development of the proposed program, Play 4 Parents. Play 4 Parents is an in-person group training program designed to enhance play skills of parents of children with ASD. The program uses a variety of teaching strategies, such as direct teaching, strategy practice, and at home hands-on practice. Through program participation it is anticipated that parents will gain an increase in parental sense of competence, a decrease in perceived stress, and improvements with parent-child play interactions.
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Litts, Juliana Kay. "Talking about development : a parent and caregiver's guide to the world of development and early intervention." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-2875.
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Parents and caregivers spend the most time interacting with young children during
their first years of life when development in many areas is happening at an incredible rate. It is important for all these adults to understand what typical development looks like, to know some strategies for supporting children’s development, and to know where and when to get help if the child’s development needs to be supported. This report serves as an all-inclusive guide for parents and caregivers to help in understanding typical development and in identifying when young children need additional help to achieve important developmental milestones.<br>text
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"Reversing Underachievement: A Practical Guide for Parents." TopSCHOLAR, 2008. http://digitalcommons.wku.edu/stu_hon_theses/110.
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Lin, Pin-Chen, and 林品甄. "Integrating Guided Writing Strategy into Parent-teacher Communication Booklet: The Impact on Junior High School Students’ Chinese Writing Skills." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/88910695723062414505.
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碩士<br>國立新竹教育大學<br>教育與學習科技學系課程與教學碩士在職專班<br>104<br>Much more than a subject of entrance examination, writing is also a widely-used skill. However, in the curriculum of junior high schools, writing course is usually compressed or neglected compared with other courses. The study combined the writing with the Parent-teacher communication booklet that has to be reviewed by teachers every day, hoping to pave a way for dealing the problem. The course and students taught by researcher were used as the research subject for this study. The study aimed to: 1. analyze the most frequent writing mistakes, and provide instructional strategies accordingly based on these mistakes; 2. discuss the impacts on combining Parent-teacher communication booklet and writing in relationship to junior high school students’ writing ability; 3. strengthen the linguistic expression ability and inspire students to write confidently through the innovative teaching about writing.
Based on the results of the pilot studies, the researcher designed and developed 24 writing units by using restricted writing model in 12 weeks. The units were arranged according to General Ability, Special Ability and Comprehensive Ability. These abilities were then evaluated in the mid-term and final exam in order to understand the students’ writing progress.
The most frequent mistakes made by students were found in the study, and suggested instructional strategies were given to high, middle, and low score teams accordingly.
The study found that the impacts of the combination of Parent-teacher communication booklet and writing on the writing ability include improving the writing scores, the linguistic expression ability, and the changes of writing skills through life records especially in the high score team.
Although the fears of writing did not disappear, students’ confidence on writing and their willingness to share and discuss with each other growed.
The impacts of the combination of Parent-teacher communication booklet and restricted writing on teaching of writing include providing regular exercises to students beyond normal teaching hours, maintaining or even saving the time onreviewing communication books and normal writing explanation, allowing individual review on personal problems, solving problems of restricted writing by specific exercise, and increasing teachers’ pleasure of grading writing assignments.
The study was aimed to provide suggestions for teachers to design individual writing exercises and teaching strategies based on students’ levels and abilities. Teachers should modify the materials from the publishers based on students’ needs and levels. Writing is an accumulated process, and the way of thinking can improve literacy. It is necessary to have the students make time to write. In order to promote the strategy in this study, teachers who are not majoring in Chinese are also encouraged to take advantage of the Parent-teacher communication booklet. Additionally, it is also recommended that the teachers who are not majoring in Chinese can cooperate with Chinese teacher to correct the students’ exercise once a week.
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Fernandes, Joana. "Reflexão sobre os problemas linguísticos na tradução de Chinese pediatric massage therapy :a parent's guide to the treatment and prevention of childhood diseases." Master's thesis, 2012. http://hdl.handle.net/10451/6969.
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Tese de mestrado, Estudos Ingleses e Americanos, Universidade de Lisboa, Faculdade de Letras, 2012<br>O presente Trabalho de Projecto tem como base a tradução parcial da obra Chinese Pediatric Massage Therapy – A Parent’s & Practitioner’s Guide to the Treatment and Prevention of Childhood Disease, de Fan Ya-li. Esta obra tem como tema principal a massagem pediátrica tui na, oriunda da Medicina Tradicional Chinesa. Está subdividida em duas partes: a primeira contendo informação teórica básica sobre a massagem pediátrica chinesa, a segunda contendo diferentes doenças pediátricas e os seus tratamentos.
Como refere o título da obra, esta é dirigida a pais e terapeutas. A tradução procurou manter uma linguagem simples e acessível, de modo a que as instruções dos tratamentos fossem fáceis de seguir, tanto por profissionais desta área mas também por um público leigo.
Este trabalho expõe as dificuldades encontradas no decorrer da tradução desta obra, a nível linguístico e cultural. Devido à natureza do texto de partida, a tradução lidou com problemas relacionados com textos médicos, textos instrutivos e sobretudo com a necessidade de preservar a essência da cultura e do modo de pensar chinês.<br>ABSTRACT: This project is based on a partial translation of the book Chinese Pediatric Massage Therapy – A Parent’s & Practitioner’s Guide to the Treatment and Prevention of Childhood Disease, by Fan Ya-li. Its main theme is pediatric tui na massage, drawn from the area of Traditional Chinese Medicine. It is divided into two parts: the first containing information on the basic theory of Chinese pediatric massage, the second containing different pediatric diseases and their treatments.
As is mentioned in the title, this book is designed for parents and practitioners. The translation sought to maintain a simple and accessible language, so that the instructions of the treatments were easy to follow, both by professionals in this area but also by a lay readership.
This paper discusses some of the problems encountered during the translation of this book, at a linguistic and cultural level. Due to the nature of the source text, the translation dealt with problems related to medical texts, instructional texts and, in particular, the need to preserve the essence of Chinese culture and its way of thinking.
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Karnes, Kathleen G. Wiedmayer Barbara H. "Effects of progressive relaxation and guided imagery on children's ability to lessen fear response a report submitted in partial fulfillment ... Master of Science (Parent-Child Nursing) ... /." 1993. http://catalog.hathitrust.org/api/volumes/oclc/68797213.html.
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Brito, Cíntia Figueiredo de Norões. "Análise das contingências presentes em situação de orientação de pais na clínica analítico-comportamental infantil." Master's thesis, 2016. http://hdl.handle.net/10284/5544.
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A terapia analítico-comportamental infantil, embasada pelos pressupostos do Behaviorismo Radical e pelos princípios da Análise do Comportamento, é caracterizada por atendimento da criança em consultório e orientação de pais. Estudos têm apontado dificuldades encontradas pelos psicólogos em relação aos resultados clínicos no que se refere à generalização de ganhos terapêuticos. Apesar das investigações concluírem que os programas de intervenção com pais têm apresentado resultados satisfatórios, a prática clínica relata problemas em relação à generalização, principalmente quando avaliados ao longo do tempo. A presente pesquisa teve como objetivo compreender o processo de orientação de pais a partir de relações de elementos descritos pela literatura como influentes no processo de generalização de ganhos terapêuticos. Foi aplicado questionário, construído pela autora e sua orientadora a partir da bibliografia de referência da área estudada, com análise de especialistas e análise cognitiva dos itens (aplicação a 5 indivíduos com características semelhantes às dos nossos participantes), em 38 pais de crianças atendidas por psicólogos analistas do comportamento na cidade de Fortaleza-Ce, Brasil. Os dados foram avaliados a partir de uma análise descritiva (Tendência Central e Dispersão). Os itens do questionário foram classificados em nove categorias que foram compreendidas a partir da análise de correlação de Spearman por meio do programa estatístico SPSS. Os resultados constataram correlações positivas e significativas entre o processo de generalização e as categorias estudadas (Relação terapêutica; Ocorrência da orientação de pais; Ocorrência da generalização - Percepção dos pais; Treino de habilidades sociais para pais; Dinâmica familiar - Dificuldades no contexto familiar; Dinâmica familiar - Participação do cônjuge nos processos de orientação/generalização; Estabelecimento de regras funcionais pelos pais; Dificuldades pessoais dos pais), indicando que o psicólogo precisa avaliar e intervir nestas variáveis com o objetivo de contribuir para melhores efeitos no processo terapêutico.<br>Child behavior-analytic therapy, based by the assumptions of Radical Behaviorism and by the concepts of Behavior Analysis, is characterized by child care in the psychologist`s office and guidance from their respective parents. Many articles pointed to difficulties encountered by psychologists in terms of clinical results related to the generalization of therapeutic gains. Despite the investigations conclude that intervention programs with parents presented satisfactory results, the clinical practice reports issues in relation to generalize, especially when evaluated over time. This present article aimed at understanding the process of guidance of parents from the relations of elements (Independent Variables) described as very influent by the literature in the process of generalization of teraputic gains (Dependent Variable). An questionnaire, created by the authors after literature revision of bibliography in the specific area, was applied to 38 parents of children served by psychologists of behavior analysts in the city of Fortaleza, Brazil. The data was evaluated from a descriptive analysis (Central Tendency and Dispersion). Items from the questionnaire were classifieds in nine categories that were selected from the Spearman correlation analysis using the SPSS statistical program. Results found positive and significant correlations between the generalization process and the studied categories indicating that the psychologist need to assess and intervene in these variables with the aim of contributing to achieve the best effects in the therapeutic process.
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Marinus, Denise Ronelle. "Adolescents' experiences and coping strategies with parental substance addiction within a rural farming community : a social work perspective." Diss., 2015. http://hdl.handle.net/10500/18806.
Full textAbstract:
The abuse of and addiction to substances by parents of adolescents, especially in rural areas, is recognised as a major national and international social concern. South African legislation and policy documents provide a framework that emphasises the need to protect and care for children of addicted parents. Literature and recent studies, however, do not focus on how adolescents in rural communities experience dealing with an addicted parent. For this reason, this research study explored and described the experiences and coping strategies of adolescents in rural communities regarding the parents’ addiction. The study was based on a qualitative research approach and made use of the contextual, explorative, descriptive and narrative research designs. The findings illustrate the descriptions of participants’ perceptions and experiences related to living in a farming community, the nature of parental substance addiction, how it affects them, how they deal with it and their perceptions of support needed by them. Recommendations in terms of the micro, mezzo and macro levels serves as guidelines for social workers to assist adolescents of substance-addicted parents with the needed support, protection and care.<br>Social Work<br>M.A. (Social Work)
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Roy, Diane. "Évaluation constructiviste de l’application du Guide des meilleures pratiques de soins aux endeuillés auprès des familles ayant vécu une perte périnatale." Thèse, 2013. http://hdl.handle.net/1866/10085.
Full textAbstract:
Cette étude avait pour but d’évaluer, à partir d’un processus de co-construction avec les personnes concernées, dans un contexte de 1ère ligne, la mise en application d’interventions infirmières inspirées du Guide des meilleures pratiques de soins pour les endeuillés (GMPSE) auprès d’un couple ayant vécu une perte périnatale au cours des six dernier mois.
Un devis de recherche d’étude de cas basé sur la démarche d’évaluation de la quatrième génération de Guba et Lincoln (1989) a été utilisé. Une infirmière expérimentée auprès des familles endeuillées, s’est inspirée de la guidance du GMPSE pour intervenir auprès d’un couple lors de cinq rencontres thérapeutiques, dont quatre ont été précédées d’une entrevue avec les personnes concernées . Ces entrevues ont permis à ces personnes d’identifier ensemble les interventions les plus utiles et les moins utiles. Le verbatim des rencontres et entrevues ont été enregistrées et transcrites à des fins d’analyses qualitatives,
Les résultats de ces analyses font ressortir la pertinence des interventions inspirées du GMPSE et l’apport spécifique de la pratique infirmière auprès de la population visée. Il appert que la sensibilisation des décideurs et des cliniciens aux enjeux des personnes endeuilles soit nécessaire pour favoriser l’implantation du Guide dans les milieux de soins. Enfin, une meilleure appropriation du GMPSE est recommandée autant dans le cadre de la formation, que de la recherche et de la pratique en sciences infirmières.<br>The purpose of this study was to evaluate from a constructivist perspective, partnering with the stakeholders , the usefulness of nursing interventions inspired from The Best Practice Guidelines in Bereavement Care (BPGBC) in a first line context, during the follow up a couple whom had experienced a prenatal lost in the last six months.
A case study design was used along with The Fourth Evaluation’s methodological approach designed by Guba and Lincoln (1989). An experienced nurse in the care of bereaved families, used the BPGBC to guide her interventions in five therapeutic meetings with the couple, followed by four interviews with the stakeholders. The interventions considered the most helpful and the less useful were identified. The gathering of the data and their analysis followed an interactive and ongoing process.
The results support the pertinence of the nursing interventions inspired from the BPGBC, as well as the specific contribution of the nursing profession in the bereavement work. Implementing the BPGBC becomes a realistic goal when the managers and the clinical professionals are made aware of the issues encompassed by the grieving population. The nursing profession could incorporate the BPGBC in its training curriculum, in the research field and in the care offered to the bereaved population in different care settings.
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Mwangi-Chemnjor, Charity. "An investigation of parenthood policy among student parents in a Kenyan public university : a socio-educational perspective." Diss., 2012. http://hdl.handle.net/10500/8774.
Full textAbstract:
This research is set within the context of the Kenyan Public Universities, where with
the changing student population dynamics, students are increasingly choosing to
combine parenting with studies. Many of these student parents both male and
female have had to negotiate the academic requirements as well as the burden of
parenthood. Such a study is important at this time of privatization and liberalization
of higher education in order to open up public discourse on the provision of higher
education and the effect on the socio-economic status of the students. Using
qualitative research analysis based on socio-educational, socio cultural as well as
socio-economic status (SES), a study was designed and conducted with the question
posed: What are the socio-educational approaches of public universities with respect
to student parents. Eighteen (18) interviews of ten (10) university officials and eight
(8) student parents formed the research sample. Qualitative research questions
were prepared in an in-depth interview guide and a focus group questioning route.
Data revealed that there are students both male and female who are actively
parenting in the public university and that they face role conflict and financial
challenges which impacts on retention and completion rates of students in the public
university. The research argues that there is need to create awareness of socioeconomic
status (SES) in the university approach to inclusiveness of all students as
well as student parents. Recommendations based on this study should be helpful as
guidelines for a model on guidance for student parents as well as documentation of a
clear policy on approaches or support for student parenthood in the public university.<br>Educational Studies<br>D. Ed. (Socio-Education)
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Achora, Susan. "School-based sexuality education in Uganda : a grounded theory approach." Thesis, 2014. http://hdl.handle.net/10500/18848.
Full textAbstract:
Today, 1.2 billion adolescents stand at the challenging crossroads between childhood
and the adulthood. Driven by a combination of biological, psychological and social
forces, adolescence is a period of “stress and storm” for many adolescents predisposing
them to risky behaviours with long term consequences. Adolescence is not only a time
of vulnerability; it is also an age of opportunity for investment in sustained health and
wellbeing through education and preventive efforts to help them navigate risks and
vulnerabilities.
Evidence-based sexuality education programmes are a cornerstone in reducing
adolescent sexual risk behaviours and promoting sexual health. A qualitative, grounded
theory study was undertaken to explore and describe experiences of adolescents,
teachers and perceptions of parents of school-based sexuality education (SBSE). An indepth
literature review through concept analysis on the phenomenon was conducted to
assist the researcher with theoretical sensitivity and theoretical saturation. In-depth
Individual interviews and focus group interviews were conducted to generate data.
Interviews were audio-taped and transcribed by the researcher verbatim. The direct
quotes of participants were coded and arranged into meaning units for analysis. A
constant comparison method of data analysis was applied by following a Strauss and
Corbin (1998) analysis process of open, axial and selective coding to analyse textual
qualitative data until themes, categories and sub-categories were identified and
developed.
Data analysis revealed that adolescents benefitted from SBSE but the implementation
of programme was undermined by challenges at national, institutional, community,
family and individual levels enshrined in the physical. There were also challenging
contextual factors at various levels that influenced the benefits of the SBSE. It is
recommended that there is need to review the teaching and learning resources and to
fully integrate sexuality education into the formal curriculum. The ministry of education
in Uganda should take a leadership role in fostering engagement and participation of
major stakeholders, particularly teachers, parents and other community groups in
delivering school-based sexuality education that addresses the needs of the schoolgoing children<br>Health Studies<br>D. Litt. et Phil. (Health Studies)