Dissertations / Theses: 'Parental Emotional Support'

1

De, Laender Jordan-Dawn, and Antonia Focke. "Parental Support on the Nascent Entrepreneur : An Empirical Study on the Emotional Support Provided by Entrepreneurial Parents." Thesis, Jönköping University, Internationella Handelshögskolan, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-52775.

Full text

Abstract:

Background: Receiving social support facilitates the founding of a nascent entrepreneurs’ business. Support that is received from entrepreneurial parents contributes towards the development of the entrepreneur’s capabilities as well as potentials, thus, shaping the nascent entrepreneur. Our study will focus on one part of social support, namely emotional support, provided by entrepreneurial parents. While parents intend to positively influence the nascent entrepreneur’s well-being and emotional stability, the exchange of support happens rather simultaneously and unconsciously. Purpose: This thesis aims to create a better understanding of the influence of entrepreneurial parents concerning the support system received by a nascent entrepreneur when in the founding stage. Therefore, creating theoretical consistency in the form of a developed conceptual model, which can be put into the broader context of family business and entrepreneurship. Method: Ontology – Relativism; Epistemology – Social Constructionism; Research Approach – Inductive; Methodology – Exploratory Study; Data Collection – 15 Semi-structured interviews with nascent entrepreneurs and three interviews with entrepreneurial parents; Sampling – Purposive, Convenience and Snowball Sampling; Data Analysis – Grounded Analysis. Conclusion: The influence of entrepreneurial parents affects the support approach of a nascent entrepreneur. Specifically, it contributes to the development of the entrepreneur’s entrepreneurial competence and spirit, which in its turn enhances the entrepreneurial activities connected to the founding of a new business.

APA, Harvard, Vancouver, ISO, and other styles

2

Warner, Nell. "Home visiting support for parents in adverse situations : the nature of support and parental emotional well-being." Thesis, Cardiff University, 2018. http://orca.cf.ac.uk/118777/.

Full text

Abstract:

Evidence suggests that for some families home visiting support can be effective for enabling parents in adverse situations to cope with their emotional well-being and other issues. However the circumstances in which home visiting is effective are less well understood. The administrative data from one home visiting organisation, Home-Start, was analysed to identify how the nature of support, adverse family situations and the interrelationship between them were related to changes in parental emotional well-being. The effects of adverse situations were explored by looking at individual risk factors, multiple risks, levels of need and life events that occur during support. Variables describing the average rate at which parental emotional well-being improves over the course of support were developed. Multiple linear regression models were then used to explore the relationships between the nature of support and the family's situation and that rate of improvement. Several aspects of the way support was provided were related to faster improvements; including more frequent visits, and support being provided by paid workers. Longer individual visits were associated with families improving more slowly. These different aspects of support affected families in different adverse situations differently. Paid worker support was particularly related to faster improvements in families with domestic abuse, disabled parents and multiple risks. However volunteer support seemed just as effective for families with disabled children and large families. Overall the family's situation was only very weakly associated with the rate at which emotional well-being improved. Though effects were small, families with more malleable risks were more likely to improve more quickly: Domestic abuse was associated with faster improvements whereas large family sizes, disabled parents and parental mental health problems were associated with slower improvements. Bereavements occurring during the course of support also slow down the rate of improvement.

APA, Harvard, Vancouver, ISO, and other styles

3

Bhatt, Suzanne Autumn. "Effects of recent parental divorce, parental conflict, and social support on the social and emotional adjustment of college students." Diss., University of Iowa, 1989. https://ir.uiowa.edu/etd/5398.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Scott, Samantha. "Predicting Children's Emotional and Behavioral Functioning: An Examination of Coparenting and Parental Satisfaction." Master's thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4212.

Full text

Abstract:

To examine the interplay among shared parenting, coparent support, parental satisfaction, and child behavior problems, the current study examines the responses of mothers and fathers who have children between the ages of 3- and 6-years. As part of this study, 107 parents (i.e., 80 mothers and 27 fathers) completed a questionnaire packet including measures of coparenting, parental satisfaction, and child behavior problems. Results are examined using correlational and hierarchical regression analyses. Correlational analyses suggest that coparent support and parental satisfaction are related positively and that coparent support and parental satisfaction are related negatively with children's behavior problems. Unique relationships are found in this study when examining overt supportive behaviors versus perceptions of coparent support, suggesting the importance of examining these constructs separately in relation to parental satisfaction and children's behavior. Hierarchical regression analyses reveal that, when coparent support measures are examined as different constructs, coparent support and parental satisfaction contribute uniquely to the prediction of children's emotional and behavioral functioning. These findings highlight the connection between coparent support and parental satisfaction as well as the importance of each in predicting outcomes for children, regardless of how evenly two parents divide childcare responsibilities. These findings also contribute to the literature by suggesting the importance of examining perceptions of support and overt supportive behavior separately. It is hoped that the findings of this study will provide valuable information for potential targets of parenting interventions provided to mothers and fathers in mental health facilities.
M.S.
Department of Psychology
Sciences
Psychology Clinical MS

APA, Harvard, Vancouver, ISO, and other styles

5

Yeung, Kwong. "Perception of teacher emotional support and parental education level : the impacts on students’ math performance." Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/8607.

Full text

Abstract:

There is a paucity of research juxtaposing parental education level and teacher emotional support in a single study which examines their relative impacts on students’ academic achievements. Therefore, the first objective of this dissertation is to study the influence of parental education level, in comparison to the influence of teacher emotional support, on students’ math performance, by using more representative data and a rigorous statistical method. The second objective is to identify and examine how some important psychological traits (both affective and cognitive) mediate the effects of social factors on students’ math performance. The third objective is to examine whether those relationships are moderated by gender. Hong Kong’s survey data is extracted from the Program of International Students Assessment (2003) as organized by Organization for Economic Co-operation and Development (OECD), on the math performances of 4,478 students at the age of fifteen. Measurement invariance was first tested, and then followed by Confirmatory Factor Analysis. Two structural models were tested by Structural Equation Modeling using Linear Structural Relations (LISREL) 8.5 which is computer software for SEM. Results indicated that first, parental education level affects children’s math scores by providing home education resources and enhancing children’s math self-efficacy, and second the Self Determination Theory is applicable in supporting the hypothesis that teachers affects their students’ math scores by providing a cooperative learning environment, which in turn, enhances students’ affective and cognitive factors. Three important mediators, namely cooperative learning environment, math self-efficacy, and home education resources are concluded as significant mediating factors upon the effects of parents and teachers on students’ math performance. The perceived support from parents and teachers are not significantly different across gender in Hong Kong. This is consistent with recent studies that differences favoring males in mathematics achievement are disappearing. Theoretical contributions and practical implications are discussed in the final part of the dissertation.

APA, Harvard, Vancouver, ISO, and other styles

6

Douthat, Cameron. "Parents' Provision of Instrumental and Emotional Support to Young Adults with Criminal Justice Contact." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu156317016279803.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Prentice, Sarah. "Perceived stress, adjustment, emotional and behavioral functioning, and self-esteem among college freshman and the role of parental support." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/900.

Full text

Abstract:

This current study examined the relationships among Freshmen students' contact with their parents, stress, adjustment, emotional and behavioral functioning, and self-esteem. As part of this study, 121 ethnically diverse college Freshmen completed measures assessing the aforementioned variables. Analyses of variance suggested that college Freshmen varied in their ratings of these variables based on their gender and living situation(i.e., whether they lived on campus, in the community, or in their parents' home). Correlational analyses suggested that there were significant relationships among parental involvement and college students' stress, adjustment, emotional and behavioral problems, and self-esteem. Hierarchical regression analyses suggested that gender, living situation, parental support, and perceived stress were valuable predictors of college students' outcomes. This information will serve to provide insight into mechanisms by which parents can help foster more positive outcomes for their college students.
B.S.
Bachelors
Sciences
Psychology

APA, Harvard, Vancouver, ISO, and other styles

8

Villas-Boas, Sónia Ferreira. "Avaliação da eficácia de um programa de promoção de práticas educativas parentais implementado na clínica pedagógica de psicologia da Universidade Fernando Pessoa." Master's thesis, [s.n.], 2015. http://hdl.handle.net/10284/4985.

Full text

Abstract:

Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para a obtenção do grau de Mestre em Psicologia, ramo de Psicologia Clínica e da Saúde
A formação parental apresenta-se como uma prática que pretende aumentar a consciência dos pais para a utilização das suas competências parentais, através de ações educativas de sensibilização, aprendizagem ou esclarecimento relativo a atitudes e praticas educativas parentais (Olivares, Mendez & Ros, 2005). A criação e a promoção de intervenções parentais ajudam no desenvolvimento da qualidade das interações, entre pais e filhos e no desenvolvimento de competências parentais e pessoais. Os programas de Práticas Educativas Parentais têm como objetivo a promoção da autoestima, do autoconceito, da comunicação entre pais e filhos e do treino de estratégias para modificar determinados comportamentos dos filhos. A colaboração das famílias nas intervenções familiares contribui para a promoção do desenvolvimento da criança, reduzindo fatores de risco (Mestre & Corassa, 2002; Silvares, 1995). Neste sentido, o presente estudo teve como objetivo construir, implementar e avaliar a eficácia de um programa de Promoção de Práticas Educativas Parentais. Participaram 10 sujeitos adultos (5 pertencentes ao Grupo Experimental e 5 pertencentes ao Grupo de Controle) com idades compreendidas entre os 30 e os 52 anos (M =40,6), residentes em meio urbano (N=9). Os dados foram recolhidos através de um Questionário Sociodemográfico, e do EMBU-P (Escala de Perceção Materna sobre o Estilo Educativo Parental), versão portuguesa de Canavarro e Pereira (2007). Globalmente, os resultados evidenciam que não existem diferenças estatisticamente significativas entre o momento pré-intervenção e o momento pós- intervenção no que se refere às dimensões Suporte Emocional, Tentativa de Controlo e Rejeição, não nos permitindo, portanto, comprovar a eficácia do programa de Promoção de Práticas Educativas Parentais.
Parental training is presented as a practice that aims to increase parental awareness for the use of their parenting skills through educational activities to raise awareness, learning or clarification regarding attitudes and parenting practices (Olivares, Mendez & Ros, 2005). The creation and the promotion of parental interventions help in developing the quality of interactions between parents and children and the development of parental and personal. The Educational Practices Parenting programs are aimed at promoting self-esteem, self-concept, communication between children and training strategies to modify certain behaviors of the children. The collaboration of families in family interventions contributes to the promotion of child development, reducing risk factors (Mestre & Corassa, 2002; Silvares, 1995). In this sense, this study aimed to construct, implement and evaluate the effectiveness of a promotion Practices Program Parental Education. A total of 10 adult subjects (5 belonging to the Experimental Group and 5 belonging to the Control Group) aged between 30 and 52 years (M = 40.6), urban residents (N = 9). Data were collected through a Sociodemographic Questionnaire, and EMBU -P (Scale of Maternal Perception of the Parental Educational Style), portuguese version of Canavarro and Pereira (2007). Overall, the results show no statistically significant differences between pre-intervention and post-intervention time point with regard to the dimensions Emotional Support, Attempt to Control and Rejection, not allowing us therefore prove the effectiveness of the Promotion Program Educational Practices.

APA, Harvard, Vancouver, ISO, and other styles

9

Dietrich, Janan Janine. "An exploration of learners integration into the mainstream: a case study approach." Thesis, University of the Western Cape, 2008. http://hdl.handle.net/11394/2749.

Full text

Abstract:

Magister Artium (Psychology) - MA(Psych)
The aims of the study were to: (1) explore the education support services required by three learners who were integrated into the mainstream, (2) determine the level of support required by these learners to function maximally in the mainstream, (3) specifically explore the socioemotional ability of these learners to adjust to the mainstream setting. Three cases were explored within an eco-systemic approach. Each case consisted of a learner with a physical disability, the learner’s mother and the educator/s who first taught the learner at the mainstream school. Interviews were conducted with all of the participants and subsequently transcribed verbatim. Thematic analysis was then conducted to extract themes from the transcriptions.
South Africa

APA, Harvard, Vancouver, ISO, and other styles

10

Al-aoufi, Hiam. "An investigation into issues related to the establishment of a parental training course to develop an early intervention home-based programme for children with autism." Thesis, Brunel University, 2011. http://bura.brunel.ac.uk/handle/2438/6192.

Full text

Abstract:

Context: The aim of the proposed research is to investigate autism early intervention in Saudi Arabia, taking into account the reality that such services are in a relatively early stage of development in Saudi Arabia due to the current limited experience in the autism domain generally and in early intervention programmes specifically. As such, this study was intended to act as a basis for gaining a greater understanding about how such services could be developed in Saudi Arabia in the future. Indeed, special attention was given to the cultural specifications to see if such programmes can be implemented and adapted to fit the needs of the families in Saudi Arabia. Objective: The aim is to develop the parental training programme that emerges from parents‟ needs in relation to their children with autism in which a parental training programme can be developed that leads to the establishment of a home-based intervention programme. Method: The constructivist grounded theory approach used to identify programme components, their implementation and effectiveness. Data collected from (20 interviews, 251questionnaires, 8 programme evaluation sheets, parental stress index short form (PSI-SF). Results: The present study suggested a parental training course framework with a detailed description of its components, delivery approach and evaluation process. This study also provided clear evidence that the current suggested parental training framework targeted the participants' needs and provided them with the support, the information and the skills that they needed at the post diagnosis stage. Conclusion: This result can sensitise services providers in establishing a parental training programme to help empower parents to administer some of the therapies to their autistic children that are needed on a day to day basis, with the minimal amount of stress to the parental life style.

APA, Harvard, Vancouver, ISO, and other styles

11

Keys, Deborah F. "PARENT DEVELOPMENT AND WELLBEING DURING THE LAUNCHING STAGE OF PARENTHOOD." UKnowledge, 2015. http://uknowledge.uky.edu/hes_etds/23.

Full text

Abstract:

At the present time, the young adult transition into adulthood has been extended, which has also extended the launching stage. One result of the extended launching stage is that parents are now involved in active parenting longer than before. The purpose of this study is to investigate the impact of the extended launching stage in key areas (the parent- child relationship and parent support) on parental emotional wellbeing. The contribution of this research is that it adds to the limited body of knowledge about normative launching stage parenting practices and outcomes. This dissertation is a three chapter manuscript that uses data from the Longitudinal Study of Generations. Chapter one provides the background for the dissertation. Chapter two, using cross-sectional analyses, examines the effect of parent support and the parent-child relationship on parental emotional wellbeing between two parent cohorts—1985 and 2005. Chapters three and four are longitudinal studies that use cross-sectional regressions and fixed effect models to estimate parent role changes involving parental role evaluation and wellbeing at four time waves—1994, 1997, 2000, and 2005. Chapter three focuses on the effect of changes in parent support on parents’ emotional wellbeing. Chapter four investigates the impact of the parent-child relationship on parent role evaluation. The results of the analyses show that compared to their parents at the same point in their life course, contemporary parents have a lower quality of life. Results also find that over time, wellbeing is impacted by the quality of the parent-child relationship, but supporting young adult offspring does not impact self-esteem.

APA, Harvard, Vancouver, ISO, and other styles

12

Spragg, Joanna. "Parental involvement in Primary School interventions to support children's mental health and emotional well-being : a systematic review of the literature and exploration of StoryLinks." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/417279/.

Full text

Abstract:

There is considerable emphasis in research literature and educational policy on the importance of parental involvement in supporting children’s academic and social outcomes. Much of this is based on correlational, rather than experimental evidence. Also, the focus has been on children’s academic outcomes and attainment, as opposed to emotional and social outcomes. A systematic review of existing literature was conducted to evaluate recent empirical studies of school-based interventions that actively involve parents in supporting and promoting children’s mental health and emotional well-being. It aimed to describe the characteristics of such interventions and to consider whether there is research evidence supporting the ‘added value’ of these. Results suggested the interventions promoted a range of positive outcomes related to children’s mental health and emotional well-being. However, further work is needed to understand to what extent positive outcomes are related to the specific approaches and methods used, especially as there is much variation in the types of interventions used. Currently there is little robust empirical evidence for the additional benefits of actively involving parents in interventions to support children’s emotional well-being. Also, further research needs to be undertaken that seeks to consult with the parents, children and professionals facilitating these complex interventions to better understand potential barriers and facilitating factors of parental involvement in school-based programmes. The empirical paper aimed to explore the experiences and views of parents, children and facilitators who have been involved in the StoryLinks intervention. StoryLinks is an individualised, parent-partnership intervention that involves children, parents and school in the co-creation of stories to support children’s emotional well-being and literacy skills (Waters, 2010). StoryLinks is based on the principles of therapeutic storywriting and attachment theory, including the use of metaphor to explore feelings and story-making as a way of supporting relationships. There is some preliminary evidence that the intervention may have a positive effect on children’s emotional and social well-being, behaviour and rates of exclusion, as well as the parent-child relationship (Water, 2014). The current exploratory study drew on the multiple perspectives of parents, children and facilitators who have been involved in the intervention. The research aimed to gain a better understanding of their experiences of the implementation, process and outcomes of StoryLinks. Semi-structured interviews with eight participants (four facilitators and two parentchild dyads) were conducted and thematic analysis was applied to the transcripts. The findings for each group were analysed and presented separately. There were some commonalities between groups, suggesting that participants had mostly had a positive experience of StoryLinks and considered it to be a collaborative intervention. Outcomes identified by participants included that StoryLinks had supported relationships and adults felt they had developed greater insights into their child’s emotions and behaviour. Findings were discussed in the context of relevant literature and research related to therapeutic storywriting approaches and parental involvement in interventions. Consideration was also given to implications for future practice and research.

APA, Harvard, Vancouver, ISO, and other styles

13

Gunesee, Anishta Devi. "Accompagnement éducatif parental : adaptation socio-affective et compétences scolaires de l’enfant de grande section de maternelle." Thesis, Paris 10, 2013. http://www.theses.fr/2013PA100207/document.

Full text

Abstract:

Depuis quelques années, les parents développent un intérêt grandissant et précoce pour la scolarité de leur enfant dès son jeune âge. Dans une perspective exploratoire, les objectifs de la présente étude consistent à repérer certains processus liés à l’éducation familiale qui favorisent l’adaptation socio-affective et l’intégration scolaire du jeune enfant. Le recueil de données s’est déroulé en trois phases pendant l’année scolaire 2007-2008. Les participants et les outils d’investigation varient en fonction des étapes. Pour l’étape 1, les parents (N=215) ont rempli un questionnaire sur l’accompagnement éducatif. Lors de l’étape 2, les parents et les enseignants ont complété le questionnaire PSA (version parent en cours de validation et version enseignant de Dumas, Lafreniere, Capuano, & Durning, 1997) pour établir le niveau d’adaptation socio-affective des enfants (N=59, 28 garçons et 31 filles). Pour l’étape 3, le Boehm-R (Boehm-R, 1989), une épreuve sur les compétences de base à acquérir en grande section, a permis d’évaluer les compétences scolaires des enfants en fin d’année scolaire (N=53, 24 garçons et 29 filles). La consultation de leur livret d’évaluation a permis d’obtenir des renseignements sur les acquisitions de chaque enfant/élève au cours de l’année scolaire. Les résultats démontrent une tendance d’homogénéisation de l’accompagnement éducatif paternel et maternel, même si des différences paternelles et maternelles sont constatées en fonction du niveau d’études du parent, du sexe et du rang de l’enfant, ainsi que du nombre d’enfants dans la fratrie. Par ailleurs, le sexe de l’enfant n’affecte ni son adaptation socio-affective ni ses compétences scolaires. Des liens entre l’affectivité du jeune enfant avec le score au Boehm-R sont constatés, alors que certaines dimensions de l’accompagnement éducatif du père et de la mère ont un impact sur l’adaptation socio-affective ou les compétences scolaires de l’enfant. Même si nous préconisons une certaine vigilance quant à l’interprétation des résultats de cette étude, cette dernière démontre, d’une part, la combinaison complexe des facteurs individuels et socio-économiques sur les composantes de l’accompagnement éducatif parental et, d’autre part, de l’accompagnement éducatif parental sur le développement socio-affectif et scolaire du jeune enfant
Parents have developed an increasing interest for their child’s schooling during these past few years. The present study tries to understand family education processes which promote the socio-emotional adaptation and school skills of young children.Data has been collected during the school year 2007-2008. Participants and investigative tools vary according to the stages of the research. For the first part, parents (N=215) complete a questionnaire about their educational support towards their child. During the second part, parents and teachers complete the PSA questionnaire (parent’s version is still in validation and teacher’s version developed by Dumas, Lafreniere, Capuano, and Durning, 1997). The socio-emotional adaptation of the child (N=59, 28 boys and 31 girls) was established. For the third part, the children perform the Boehm-R test (Boehm-R, 1989) which evaluates the basic skills that a child must acquired at the end of the kindergarten (N = 53, 24 boys and 29 girls). The consultation of the booklet assessment of each child/young student yielded information on their acquisitions during the school year.The results show a trend of homogenization of paternal and maternal educational support, although paternal and maternal differences are observed depending on the level of education of the parent, the sex and birth order of the child, as well as on the sibling.However, the sex of the child does not affect his socio-emotional adjustment or academic skills. Links between the emotions of the young child with the Boehm-R score are established, while some aspects of educational support of the father and mother have an impact on the socio-emotional adjustment and academic skills of the child.Though vigilance is recommended while interpreting the results of this study, it demonstrates, on one hand, the complex combination of individual and socio-economic components of the parental educational support and, on the other hand, the educational support of parent in socio-emotional development and academics skills of young children

APA, Harvard, Vancouver, ISO, and other styles

14

Ndango, Immaculate Nyonka. "Parents’ perception of nursing support in neonatal intensive care units in private hospitals in the Western Cape." University of the Western Cape, 2018. http://hdl.handle.net/11394/6867.

Full text

Abstract:

Magister Curationis - MCur
Parents undergo negative experiences that include parental anxiety, depression, and posttraumatic stress when their new-born babies are hospitalised in neonatal intensive care unit. During this stressful period, parents need assistance from staff in order to cope. A quantitative, descriptive survey design was used to describe parents’ perception of nursing support during their baby’s admission in neonatal intensive care units (NICU) at three selected private hospitals in the city of Cape Town in the Western Cape Province. A structured existing 21- item Likert type questionnaire, the Nurse-Parent Support Tool (NPST) was used to collect data from an all-inclusive sample of 85 parents with a response rate of 78.8% (n=67). The purpose of the questionnaire was to determine their perception of information giving and communication by nurses; emotionally supportive behaviours by nurses; care given support or instrumental support and to identify parents’ perception of esteem or appraisal support while in the NICU environment. The data was analysed using Statistical Package for Social Sciences (SPSS) version 24. The findings of this study suggested that the overall mean score for parents’ perception of nursing support was high 4.6 (±0.5) out of a possible of 5. There was no significant difference in the overall mean perceived support score between the different facilities. No significant differences were found in terms of all the demographics characteristics with regard to perceptions of the support that was received, thus indicating that there was no relationship between the demographic variables and perception of support. The findings suggested that though high parental support was reported, the area of involving parents in the care of their babies i.e. letting them decide whether to stay or leave during procedures need improvement.

APA, Harvard, Vancouver, ISO, and other styles

15

Stark, Paige DeAna. "Parents of Children with Autism: The Stigma and Emotion Work Associated with Navigating, Advocating, and Managing Autism." Thesis, North Dakota State University, 2020. https://hdl.handle.net/10365/31872.

Full text

Abstract:

This study analyzes the experiences of stigmatization and emotion work through the interview responses of eight parents of children with autism. Developing from Goffman’s theories of direct stigma and associative stigma this research integrates Hochschild’s emotion work as a way that parents respond to the stigmatization that they encounter. The results of this study indicate that some parents of children with autism perform suppressive emotion work in the way they respond to stigmatization and obstacles that occur when raising a child with special needs. In addition, stigma occurs in interactions with close friends and family members, creating issues of boundary-crossing. Parents of children with autism respond to stigma by educating those closest to them and normalizing the experiences of themselves and their child. In order to cope with the hardships of stigma, some parents also work to advocate, problem-solve, and build community beyond their immediate relationships.

APA, Harvard, Vancouver, ISO, and other styles

16

Deris, Aaron. "Social Supports Among Parents of Children Recently Diagnosed with Autism: Comparisons between Mothers and Fathers." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/327.

Full text

Abstract:

Parents are best able to identify their own support needs, and professionals can assist parents in receiving supports to assist with these needs. There has been an increase of children diagnosed with autism, which has resulted in a major concern for education professionals. Teachers, therapists, and medical personnel are better able to assist families of children with autism in obtaining supports because they are able to view the family and child objectively and are not emotionally tied to the situation. The focus of this study was to identify the forms of social support that mothers and fathers of children recently diagnosed with autism perceive as being important. Twenty couples (father-mother dyads) of children between the ages of three to five and diagnosed no more than a year and a half with autism participated in this study. Before the study began a social validation process with professionals and parents of children with autism was used to validate the usefulness of the 16 support items. Once the validation was complete, twenty families completed a Q-sort with the items, which allowed for a ranking from "most" to "least" important. Results indicated that both fathers and mothers ranked "information on how I can help my child" as the most important support and "help with transportation" as the least important support. Overall, fathers' preferred instrumental (goods, services, financial assistance, and information) types of supports, such as, "financial help for expenses." Mothers' preferred emotional (someone to talk to about problems, feelings, and attitudes) types of supports, such as, "contact with other parent(s) who experienced the same situation." T-tests, correlations, and a factor analysis were performed to analyze the data. Significant correlations were from on five support items. "Involvement with a church or strong religious beliefs", "special equipment to help meet my child's needs", "financial help for expenses", "participation in an organized parent support group", and "information on how I can help my child" were significant at the.05 level. From the findings, implications for professionals who work with families of children with autism and recommendations for future research are discussed.

APA, Harvard, Vancouver, ISO, and other styles

17

Barker, Hannah. "The emotional literacy support assistant intervention : an exploration from the perspectives of pupils and parents." Thesis, University of Newcastle upon Tyne, 2017. http://hdl.handle.net/10443/3923.

Full text

Abstract:

Emotional literacy is a process concerned with developing pupils’ skills in recognising, understanding, expressing and managing their own and others’ emotions. This is considered to be essential for pupils’ academic achievement, mental health and relationships. The first part of this thesis is a systematic literature review. The findings of the review indicate that adult facilitated small group and one-to-one emotional literacy interventions have some significant effects on improving pupils’ emotional literacy skills, for example, improvements in pupils’ social skills, well-being, self-esteem and coping mechanisms and reductions in anxiety and bullying behaviours. The studies in the review adopted quantitative methodologies in which researchers measured emotional literacy skills using questionnaires. It is argued that this approach may not capture the complexity of emotional literacy development or give insight into the process of how emotional literacy skills are developed. In addition, the studies did not take account of the perspectives of the pupils involved with the interventions. The Emotional Literacy Support Assistant (ELSA) intervention is a type of emotional literacy intervention employed within UK schools. The second part of this thesis is an empirical study that aimed to understand the experiences of individuals directly involved with the ELSA intervention as well as enquiring into aspects of the intervention process. To do this, Interpretative Phenomenological Analysis (IPA) and semi-structured interviews were used to explore two primary school pupils’ and their parents’ experiences and views of participating in the ELSA intervention. The findings of the empirical research suggest the participants felt the intervention impacted positively on aspects of pupils’ emotional literacy development including, improved confidence, coping strategies and skills in managing and expressing their emotions. Important elements of the intervention process included: a need for informed consent, sessions being fun, making the child feel special, space to talk problem-solve and the therapeutic nature of the ELSA-child relationship. The findings contribute to the small evidence-base that promotes the use of the ELSA intervention within schools to develop pupils’ emotional literacy skills. It also highlights a need for an increased awareness of the factors and practices that promote emotional literacy at the individual and at a whole-school level.

APA, Harvard, Vancouver, ISO, and other styles

18

Schramek, Jenny, and Patricia Olsson. "När hela livet vänds upp och ned - mitt barn har drabbats av cancer : En litteraturbaserad studie." Thesis, Högskolan Väst, Avdelningen för vårdvetenskap på grundnivå, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-7806.

Full text

Abstract:

Background: 250 children develops cancer in Sweden every year and 75 percent of these children survives. History show that the treatment for cancer has improve. Every child has at least one parent who is affected and who is associated with suffering during the child's cancer diagnosis. Aim :The aim was to illuminate parents' experiences of living with a child with cancer diagnosis. Method: A literature-based study. Qualitative content analysis of 10 qualitative articles. Results: The results are presented in four main themes: "The feeling of powerlessness", "The need of support", "Lives ups and downs" and "Changed life". Conclusion: The results show that parents of a child with cancer diagnosis describe many different emotions and a changed life. The parents feel powerless and have need of support in various forms. Parents get a new life to adapt to and see life and every day as unique.

APA, Harvard, Vancouver, ISO, and other styles

19

Pöder, Ulrika. "Posttraumatic stress among parents of children on cancer treatment: support, care and distress." Doctoral thesis, Uppsala universitet, Institutionen för folkhälso- och vårdvetenskap, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-8745.

Full text

Abstract:

The main aim of this thesis was to longitudinally investigate the potential occurrence of posttraumatic stress disorder (PTSD) among parents of children on cancer treatment (Study I). Additional aims were to describe parents’ perceptions of emotional support and satisfaction with the child’s care (II), perceptions of the child’s symptom burden (III), and parents’ stories about having a child on cancer treatment (IV). The design was prospective, longitudinal, and data was collected at: one week, two months, and four months after the child’s diagnosis and one week/six months after the end of successful treatment/transplantation. Parents (N=259) were consecutively included during the years 2002-2004 and answered questionnaires and open-ended questions over the telephone. Parenting a child with cancer is a very demanding, potentially traumatic, event. Approximately a fourth of the parents report symptoms corresponding to PTSD. The symptom level is related to being a mother, not working before the child’s diagnosis, and to previous trauma experience. Less than half of those who report a need to talk with a psychologist report having had the opportunity to do so. Parents are generally satisfied with the care and report the highest satisfaction with the technical care. Emotional distress, fatigue, nutrition, and pain are, according to parents, the most problematic symptom areas for their children. Pain is identified as especially problematic. Parents in paediatric oncology care should be acknowledged as potential care-recipients. In order to prevent development of PTSD parents of children on cancer treatment should be supported to maintain an ordinary life, for example pursue work and/or activities, and to get sufficient rest. As a means towards this parents need help with e.g. household duties and childcare. In addition to this, parents in approximately two fifths of the families need extended psychosocial support aiming at reducing posttraumatic stress.

APA, Harvard, Vancouver, ISO, and other styles

20

Lu, I.-Jung. "Virtual communities for parents of children with special needs in Taiwan : emotional support, information, and advocacy." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/virtual-communities-for-parents-of-children-with-special-needs-in-taiwan-emotional-support-information-and-advocacy(4b2ea002-25b5-40d9-9efb-417a5034c596).html.

Full text

Abstract:

This thesis is a case study of three virtual communities for parents of children with special needs in Taiwan. The main focus of this research was on understanding the role that virtual communities play in providing support for parents. This study addressed the following research questions: How do virtual communities provide support for parents of children with special needs in Taiwan? What motivates Taiwanese parents of children with special needs to search for support through virtual communities? How does the support provided through virtual communities impact the relationship between Taiwanese parents of children with special needs and professionals? This thesis constructs an analytical framework that helps in understanding the concept of support in virtual communities for parents of children with special needs. Employing this framework identified three broad types of support: informational support, advocacy, and emotional support. In this study, informational support included parenting skills, advice, and access to services; advocacy referred to articulating needs and rights; and emotional support included solidarity, increased self-esteem, acceptance, and affirmation. All three virtual communities were established by parents; two are managed by parents, and one is managed by a professional. Web-based observations were conducted in each virtual community from November 2014 to December 2015. Semi-structured interviews were held with 14 parents, 7 professionals, and 6 administrators and concentrated on experiences of, and motivations for, seeking and providing support through virtual communities. The analytical framework was used to identify broad themes in the data. A thematic analysis was employed to look across the cases to identify commonalities and differences, and finally, a systematic analysis borrowing from social network analysis was used to map the interactions among the participants. The main findings of this study indicate that information and support related to parenthood and parenting skills was easily accessed through virtual communities. Parents were found to join together to share their experiences of parenting, comfort one another, and advocate for their needs through the virtual communities. The parents occasionally excluded members of the community to ensure that all members shared similar parenting values. In addition, parents are beginning to gain control of knowledge and their relationships with professionals through virtual communities. This paper's main contributions to knowledge are as follows: (1) Virtual communities allow parents to redefine themselves in ways that they believe are publicly acceptable. (2) Parents are using virtual communities to exercise power to renegotiate their identity and obtain resources. (3) Parents are also starting to alter the power relationships between themselves and professionals.

APA, Harvard, Vancouver, ISO, and other styles

21

Fiorentini, Noreen Marie. "Exploring emotional and behavioural difficulties : using children's, parents' and professionals' perspectives to support inclusive educational experiences." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.695338.

Full text

Abstract:

This dissertation explores the educational experiences of children identified as having the contested disability label Emotional and Behavioural Difficulties (EBD) in four Irish primary schools. Creative, participatory methodologies and focus group interviews were used to gather the children's perceptions of school and learning. Focus groups were used also with their parents, teachers and SNAs to explore the factors that supported or hindered the children's learning experiences. Significant findings include: the impact of disability labels; how the negative discourses that go hand-in-hand with disability labels impact on how professionals perceive the children and their learning abilities. Furthermore, supports currently on offer separate the children, often unnecessarily, from their peers and increase marginalisation. A greater emphasis on supports for all at classroom level is required. Teachers must be flexible and support the needs of all learners by providing a rich and participative learning environment for all the pupils they encounter. To this end, a framework informed by the testimonies of the children, their parents, teachers and SNAs and the relevant literature is presented. This provides educators with a tool for self-evaluation to review how obstacles to inclusion can be resolved at classroom level. The finding that the current resourcing system disadvantages children with non-normative SEN/EBD will interest policy makers. The implications for the Inspectorate are that it is timely to evaluate schools with a wider lens, looking critically at the supports schools provide for pupils in terms of health and well-being, and in particular, social, emotional and behavioural supports. This will ensure that pupils identified as having EBD are enabled to achieve to the maximum and do not fall foul of those deterministic beliefs about the abilities of young children that often prevail in our schooling system.

APA, Harvard, Vancouver, ISO, and other styles

22

Ruskin, Danielle Alexander. "Attributions, emotions, and discipline practices in parents of children with and without ADHD, support for Weiner's cognitive-emotions-action model?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ58813.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Amatya, Kaushalendra. "Witnessing Partner Violence in Childhood: Factors Influencing Emotion Regulation Difficulties in College Students." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/63887.

Full text

Abstract:

Witnessing partner violence (WPV) in childhood and adolescence can have significant impact on psychological functioning throughout development. Studies have shown that parenting factors, perceived social support, coping strategies, age at exposure, and gender can influence the relationship between WPV and outcomes. Although WPV can have serious implications towards emotion regulation abilities, empirical research on the link between WPV and emotion regulation is inadequate. The current study examined the associations between the frequency and types of WPV in childhood and adolescence and emotion dysregulation in adulthood. The study further explored the roles of parental bonds, social support, coping strategies, age at exposure, and gender as moderators in the relationship between WPV and emotion dysregulation. Data were collected using an undergraduate sample at Virginia Tech (N = 1040). Results indicated that verbal violence exposure was a significant predictor of emotion dysregulation while physical violence and total WPV were not. Parental warmth moderated the relationship between all three types of WPV and emotion dysregulation, while parental control and age of onset were moderators for total and physical WPV. Social support moderated the relationship between verbal violence exposure and emotion dysregulation. Coping strategies and gender were not found to be significant moderators. Exploratory analyses were conducted to further explore these relationships. The findings and their implications are discussed.
Ph. D.

APA, Harvard, Vancouver, ISO, and other styles

24

Parr, Meriel A. "Support for couples in the transition to parenthood." Thesis, University of East London, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360896.

Full text

Abstract:

Factors influencing adjustments in the transition to parenthood are identified and strategies for support in Britain and the USA are reviewed through participant-observation of 20 USA programmes (N=94 parents). A longitudinal British study, using a wide range of self report measures and in-depth interviews at three time points (1) examined key features of the transition to parenthood for a low risk sample of women (N=106) and men (N=106), and compared adjustments of 52 couples who participated in a new support programme with 54 couples who did not. The programme combined a group-based and home visit model which either began in pregnancy and continued postnatally, or began postnatally. The programme focused on the psychological dimensions of the transition to parenthood, with the intersubjectivity of the couple and parent-infant relationship at the core of the integrative model. Evidence is provided that the transition to parenthood is more complex than previous studies assume. A substantial number of the "low risk" women and men appeared to experience psychological distress and the main concern of women and men were different from the agenda of hospital based antenatal classes. A number of gender differences were found but partners were the main source of support for women and men. Women and men in the support group were comfortable to disclose explicit details about their experiences. At 6 months postnatally, their adjustments were more positive than women and men on the control for aspects of (a) confidence as a parent; (b) satisfaction with the couple relationship ; (c) satisfaction with the parent-infant relationship; (d) coping strategies, and (e) separation anxiety. Implications for theory, research and practice are discussed.

APA, Harvard, Vancouver, ISO, and other styles

25

Södergren, Marika. "Strokepatienters barn ur den neurologiska rehabiliteringens perspektiv." Thesis, Mälardalen University, School of Sustainable Development of Society and Technology, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-8911.

Full text

Abstract:

Stroke innebär ofta fysiska, kognitiva och beteendemässiga funktionsnedsättningar som påverkar både den drabbade och dennes familj. Tonåringar, speciellt flickor, anses ha störst risk att utveckla emotionella problem när föräldern blivit sjuk. Förälderns stöd till barnet är väsentligt men även sjukvårdspersonalens. I denna studie undersöktes hur barn uppmärksammas till strokedrabbade föräldrar samt vilket stöd som erbjuds. Fem överläkare och fem sjuksköterskor på en neurologisk rehabiliteringsklinik i Mellansverige intervjuades. Materialet analyserades induktivt genom meningskoncentrering. Det framkom att stödet som ges är situationsberoende, inget strukturerat stöd för barn finns och generellt ses anhöriga som resurser. Ett bra anhörigbemötande ska erbjudas men barnomhändertagandet borde bli bättre. Ökade kunskaper efterfrågades för att kunna stödja barn i kris. En mer familjecentrerad sjukvård behövs för att man ska kunna uppmärksamma barns behov vid förälderns sjukdom.

APA, Harvard, Vancouver, ISO, and other styles

26

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

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

27

Morse, Margaret K. "The Determinants and Consequences of Empathic Parenting: Testing an Expansion of Belsky's Model of Parenting Using SEM." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28454/.

Full text

Abstract:

An understanding of factors that enhance empathic parenting behaviors is of considerable importance to the study of child development and to the development of parenting interventions to promote child adjustment. Moreover, gaining a better understanding of the factors that predict empathic parenting with older children is of interest since most research examining parental empathy focuses on infants. These were the goals of the current study. Guided by Belsky's 1984 process model of the determinants of parenting that impact child development, an expanded model of the determinants of parenting is proposed that includes various parent, child, and contextual factors of influence. Using data from a community sample, a partial least squares path analysis approach was employed to test the model's strength in predicting empathically attuned parenting with children ages 5 to 10 years and, ultimately, the child's psychoemotional functioning. Results support the expanded model; however, a reduced model was found to be superior and revealed unique relationships between the determinants of parenting. Specifically, a parent's psychoemotional functioning and childrearing beliefs and attitudes were found to be critical to the parent's ability to engage in empathic parenting behaviors. Other parent factors such as the parent's developmental history of abuse, maladaptive personality traits, and age, along with contextual factors and child characteristics, were found to influence parenting only indirectly through their impact on the parent's level of psychoemotional distress or childrearing beliefs and attitudes. Ultimately, the current findings support Belsky's claim that parent factors are the strongest predictors of empathic parenting. Implications of these findings are many. The results highlight the importance of assessing a parent's childrearing beliefs and attitudes and level of distress in conjunction with characteristics of the child when a family comes in for treatment. Moreover, the results identify many points of intervention to stopping the cycle of abuse.

APA, Harvard, Vancouver, ISO, and other styles

28

Jensen, Erlandsson Lindah, and Caroline Rådahl. "Förekomst av posttraumatisk stress och behov av känslomässigt stöd hos föräldrar till barn med hjärntumör." Thesis, Uppsala University, Department of Public Health and Caring Sciences, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-112368.

Full text

Abstract:

SAMMANFATTNING

Syfte: Att beskriva förekomst av posttraumatisk stress och behov av känslomässigt stöd bland föräldrar till barn med hjärntumör vid två månader efter barnets diagnos (T2) respektive 12 månader efter avslutad cytostatika-/strålbehandling eller 18 månader efter operation av barn som inte fått cytostatika-/strålbehandling (T6). Syftet var också att jämföra behovet av känslomässigt stöd bland föräldrar med möjlig PTSD och hos de föräldrar som inte visar symtom på möjlig PTSD vid T2 respektive T6. Urval: 42 föräldrar till barn med hjärntumör deltog i studien: 20 mödrar och 22 fäder. Metod: Designen var deskriptiv longitudinell. Nivåer av PTSS och förekomst av möjlig PTSD mättes med PTSD Checklist Civilian, föräldrars behov av känslomässigt stöd mättes med ett studiespecifikt formulär. Resultat: Nivåer av PTSS hos föräldrar till barn med hjärntumör var lägre vid T6 än vid T2. Vid T2 hade 17 % möjlig PTSD jämfört med 5 % vid T6. Behovet av att samtala med psykolog var oförändrat lågt mellan T2 och T6, men behovet minskade över tid gällande att samtala med läkare, sjuksköterska, kurator, partner, vänner och övriga. Slutsats: Även om nivåer av PTSS och behovet av känslomässigt stöd på gruppnivå minskar över tid, bör vårdpersonal ändå uppmärksamma förälderns individuella behov av stöd.

ABSTRACT

Aim: To describe occurrence of posttraumatic stress and the need of emotional support among parents of children with brain tumour two months after the child has been diagnosed (T2) respectively 12 months after completed chemo-/radiotherapy or 18 months after surgery of those children who did not receive chemo-/radiotherapy (T6). The aim was also to compare the need of emotional support between parents with occurrence of potential PTSD and parents who did not show any symptoms of potential PTSD at T2 and T6 respectively. Sample: 42 parents of children with brain tumour participated in the study: 20 mothers and 22 fathers. Method: The design was descriptive longitudinal. Levels of PTSS and occurrence of potential PTSD was measured by PTSD Checklist Civilian. Parents’ need of emotional support was measured with a study specific questionnaire. Results: Levels of PTSS was lower at T6 than T2. At T2 17 % had possible PTSD compared with 5 % at T6. The need to talk to a psychologist was unchanged low between T2 and T6, but the need declined over time concerning to talk with a doctor, nurse, welfare officer, partner, friends and others. Conclusion: Even if levels of PTSS and the need of emotional support in group level decline over time, nursing staff should still be ware of the parents’ individual need of support.

APA, Harvard, Vancouver, ISO, and other styles

29

Fransson, Christian. "Att leva med familjehemsuppdraget - En kvalitativ intervjustudie med familjehemsföräldrar." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-30356.

Full text

Abstract:

Studien undersöker hur familjehemsföräldrar och deras familjer påverkas av uppdraget som familjehem. Studien undersöker även hur familjehemsföräldrar hanterar egna uppkomna känslor, samt vilket stöd de erhåller i uppdraget. En kvalitativ metod användes där sju familjehemsföräldrar från fyra familjehem intervjuades utefter en semistrukturerad intervjuguide. Respondenternas uppgifter har analyserats utifrån systemteori, copingteori, utvecklingsekologi och teoretiska begrepp. Studiens resultat visar att uppdraget tar mycket tid och energi, vilket påverkar familjehemsföräldrarna, de biologiska barnen och deras vardag på en rad olika sätt. Familjehemsföräldrarna upplever att de själva och deras biologiska barn fått ett annat synsätt på livet. Familjehemsföräldrar upplever svårigheter kring att få tag på socialtjänsten och att socialsekreterare ofta byts ut under uppdragen. Möten med de placerade barnen och deras nätverk ger upphov till mycket glädje, men de kan också ge upphov till känslor av frustration och otillräcklighet. Familjehemsföräldrarna använder sig av olika copingstrategier för att hantera egna känslor som uppkommer kring uppdraget. Resultatet visar också att både formell och informell stöttning är viktigt.
This study examines how foster parents and their families are affected by the foster care commitment. The study also examines how foster parents handle their own emotions, and what support they receive. A qualitative method was used where seven foster parents from four foster families were interviewed using a semi structured interview guide.The participant’s answers were analyzed through a theoretical approach that included system theory, coping theory, development ecology and theoretical concepts. The result shows that care commitment takes much time and energy,which affects everyday life, foster parents and their biological children in a number of ways. Foster parents experience that themselves and their own children received a new perspective on life. Foster parents experience difficulties around getting hold of the social services, and that social workers are being replaced during commitment. The encounter with the placed children and their network generates a lot of joy, but can also cause feelings of frustration and inadequacy. Foster parents are using various coping strategies to manage their own emotions that emerge related to the foster care commitment, the result also shows that both formal and informal support are important.

APA, Harvard, Vancouver, ISO, and other styles

30

Burton, Karen. "Parent Perceptions of Their Involvement in and the Effectiveness of an Integrated Social Skills Program." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/4406.

Full text

Abstract:

Social and emotional learning is an important element in educating the whole child. When social skills are taught and reinforced in a school-wide model, which incorporates positive behavior support, both students and faculty experience a better learning environment. The Book in a Bag intervention invites parent volunteers to teach social skills in the classroom. Supplementing this school-wide intervention, parents also receive a monthly newsletter informing them of the identified social skill and recommending associated children's picture books, which further reinforce the skill. The purpose of this study was to determine parent perceptions on the effectiveness of the Book in a Bag program, which was implemented in the target school. Questionnaires (N=327, 47.74% participation rate) were completed by parents who responded to questions about their perceptions of the program's influence on their children's behavior, the importance of parent involvement in the program, and the importance of the school-wide social skills program. Parents expressed an overall positive response to the school-wide social skills program. In addition to reporting and describing data, observations of the questionnaire's weaknesses and strengths are discussed. Future research possibilities and recommendations to further strengthen parent involvement in school-wide social skills programs are offered.

APA, Harvard, Vancouver, ISO, and other styles

31

Khalid, Amna. "Correlates of mental health among Pakistani adolescents : an exploration of the interrelationship between attachment, parental bonding, social support, emotion regulation and cultural orientation using Structural Equation Modelling." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/15925.

Full text

Abstract:

Background Mental health of the adolescents is an important global public health concern as a leading cause of illness and disability not only for the adolescents, but also their family, and the community. In recent years the broader definition of mental health suggests an overall improved well-being as well as absence of illness. Despite the global recognition of the significance of adolescents’ mental health it remains a seriously neglected area in research and policy in Pakistan. This thesis attempts to understand the epidemiology of mental health among Pakistani adolescents by drawing from developmentally informed framework. This thesis proposes that perceptions of relationship with parents and attachment underlie the adolescents’ successful ability to regulate emotions and perceive social support. It also attempts to understand the role of cultural orientation in the pathway of associations between the factors mentioned above. Objectives A quantitative cross sectional design was applied to investigate the state of mental health among Pakistani adolescents. The study also aimed at investigating the validity of constructs of attachment, parental bonding, emotion regulation, social support and cultural orientation in Pakistan and how these factors interrelate in relation to adolescents’ mental health. Methods A sample of eleven hundred and twenty four was recruited from eight secondary schools from the district of Rawalpindi, Pakistan after formal approval from concerned authorities. A battery of self-report measures was administered in class-room setting. Confirmatory factor analysis (CFA) and Structural equation modelling (SEM) were used to analyse the data. Results Prevalence of depression and anxiety among this sample was 17.2% and 21.4% respectively. Results from the CFA of the Urdu versions of the instruments used in the current study replicated the original factor structures in case of well-being, depression, anxiety, parental bonding, emotion regulation, and social support with minor modifications. However, a two factor model of cultural orientation is supported in the current study. In case of parental bonding, a second order factor was found for mother and father bonding showing that both form common factors of parental warmth, protectiveness and authoritarianism. Present study found support for the hypothesized structural equation model examining pathway of association between attachment, parental bonding, social support, emotion regulation and cultural orientation in understanding depression, anxiety and well-being among Pakistani adolescents. Discussion Findings of this study suggest that parental bonding, attachment, emotion regulation, social support and cultural orientation play a crucial role to further our understanding of adolescents’ depression, anxiety and well-being in Pakistani cultural context. Therefore, these are central constructs within a developmental framework and are important when considering long-term psychosocial functioning of individuals. Further implications are discussed regarding the recommendation of promoting and utilizing a developmentally informed approach when working with adolescent population. These findings may be used as base line information in making policy level decisions regarding evaluation, prevention and intervention and of mental health problems among Pakistani adolescents.

APA, Harvard, Vancouver, ISO, and other styles

32

Passmore, Jan. "Exploring the perceptions of parents and young people with emotionally based school refusal and those who support them in the context of changing services." Thesis, University of East London, 2009. http://roar.uel.ac.uk/3145/.

Full text

Abstract:

This qualitative study aimed to explore the experiences of parents and young people who are demonstrating emotionally based school refusal behaviour (EBSR) in terms of the sense that they make of their difficulties and their views about the helpfulness or otherwise of the support they have received. In addition it sought the views of those practitioners, schools and agencies supporting such children and parents, to identify what is helpful currently and what could be done to improve support. Semi-structured interviews were undertaken with six young people and their parents and the views of practitioners, schools and agencies supporting these families were analysed using Thematic Analysis. All the participants identified positive and negative experiences, but were in agreement that more needs to be done to effectively support pupils with emotionally based school refusal. Practitioners, schools and agencies were conscious of pitfalls in the system which sometimes meant school refusing behaviour becomes more entrenched and difficult to resolve than it needs to be. All identified that EBSR is complex, puzzling and very frustrating for all involved. All were in agreement that better communication between schools, professionals, children, young people and their parents would be helpful, as would thinking about and responding to each case individually, empathetically and creatively. All observed that a greater coherence between agencies was needed with a quicker response. It was acknowledged that EBSR is often poorly understood and inadequately responded to. Parents and young people are keen to be involved and to be pro-active in finding ways forward to ensure that they do achieve, obtain qualifications and have the opportunity to move on. The implications from these results suggest that schools and professionals supporting children, young people and their parents need to reflect upon their current working practices and look for quicker and more effective ways of supporting the families to get the child back into school or into a suitable learning environment, if they are to promote achievement and well being in this group of pupils. Rather than viewing this group of pupils as dysfunctional, they could be seen to be displaying behaviour that demonstrates their discomfort in functioning in large scale secondary school environments, so shifting attention from a within child model to the wider system. If basic human needs are not met, such as the need to feel safe, secure and included and if those around are unable to adequately respond by containing and helping the child to address and deal with their anxieties, school refusal may be the consequence. The challenge is to consider how to meet the needs of the individual pupil within the large environment of a secondary school.

APA, Harvard, Vancouver, ISO, and other styles

33

Ferrari, Lisa. "Attachment, Personal Resources and Coping in Trait-Anxious Adolescent Girls." Antioch University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1265400267.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Nel, Jolene. "Home characteristics, nonwork–work interference and well–being of dual earner parents / Nel, J." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7046.

Full text

Abstract:

Emotional home demands, cognitive home demands, home pressure, development possibilities, autonomy, social support, nonwork–work interference, spouse–work interference, parent–work interference, religion/spiritual–work interference, domestic–work interference, health, exhaustion, cognitive weariness, life satisfaction, dual earner parents Dual earner parents have become the norm in today’s workplace (Weigel, Weigel, Berger, Cook, & Delcampo, 1995). Dual earner parents face many challenging roles that they have to try to balance; these include being a parent, spouse, employee, being involved in religious practices and juggling domestic responsibilities. According to Duxbury and Higgins (1991), it is very difficult for such parents to balance their various roles and multiple demands. All these challenging demands (home characteristics) can cause nonwork–interference which can, in turn, lead to well–being problems (Magnus & Viswesvaran, 2005). The general objective of this study is to investigate the home characteristics, nonwork–work interference and well–being of a sample of dual earner parents. A convenience sample of dual earner parents (N=207) was taken in the Vaal Triangle area in Gauteng. The following scales was used within this study: the Home Demands Scale (Peeters et al., 2005), Home Resources Scale (Demerouti et al., 2010); the Work–nonwork Interference Scale (Koekemoer, Mostert, & Rothmann, 2010); the General Health Questionnaire (GHQ) (Goldberg, & Williams, 1988); and the OLBI (Oldenburg Burnout Inventory) Scale measuring exhaustion, Cognitive weariness (Van Horn et al., 2004); and life satisfaction (Diener et al., 1985). Descriptive statistics, Cronbach alpha coefficients, product moment correlations and multiple regression analyses were used to analyse the data. The results indicated that emotional home demands and lack of autonomy significantly predict physical ill health; emotional home demands and spouse–work interference significantly predict anxiety; and emotional home demands significantly predict depression. Gender, home pressure, developmental possibilities and parent–work interference were, in turn, significant predictors of exhaustion. Recommendations were made for future research and also, on a more practical level, for dual earner parents. One of the recommendations is that one needs to investigate the possible cross–over and spillover effects of work–nonwork interference between wives and husbands. Another is to investigate the positive side of work–nonwork interference.
Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012.

APA, Harvard, Vancouver, ISO, and other styles

35

Espinoza, Sandoval Evelyn Janeth. "The Role of Parental Emotional Support in the Development of Adolescents' Deviant Identity." Thesis, 2010. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7748.

Full text

Abstract:

A specific number sociological theories and empirical studies suggest that deviant identity is the result of being formally or informally sanctioned by social audiences. The process by which individuals develop a deviant identity has been well documented by the literature. Most of this literature has linked the development of a deviant identity to the performance of deviant behavior. There is less evidence documenting the maleficent effects of bearing personal deviant characteristics such as stigmatizing health conditions, and/or being an involuntary member of a group socially defined as deviant (e.g. being the child of an alcoholic parent) in the development of a deviant identity. It is also noteworthy that, although parenting has been the focus of hundreds of studies examining deviant behavior and its consequences for individuals and their families, researchers rarely have been concerned with the effects of parenting in the development of a deviant self-concept. This dissertation examines the effects of parental emotional support on the development of a deviant identity by using a longitudinal data set that incorporates information of adolescents aged 12-19 who report their race, gender, level of selfesteem, parental relations, parental deviant behavior/characteristics, and peers and teacher stigmatization. Various models were estimated to test whether the relationship between deviance and deviant identity was significant, the mediating effects of stigmatization by peers and by teachers, and the moderating effect of both maternal and paternal emotional support on the development of a deviant identity. The results indicate that both maternal and paternal emotional support moderated the effect of maternal deviance but not the effect of paternal deviance. In the case of personal deviance, however, maternal deviance tended to increase as opposed to decrease deviant identity. Paternal emotional support did not moderate the effect of health limitations but it did diminish the effect of contact with the police. These findings were independent of the effects of gender, race, socioeconomic status, age, family structure, and earlier deviant identity. The implications and significance of these findings are discussed.

APA, Harvard, Vancouver, ISO, and other styles

36

Dietrich, Janan Janine. "An exploration of learnersâ integration into the mainstream: a case study approach." Thesis, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2511_1262638838.

Full text

Abstract:

The aims of the study were to: (1) explore the education support services required by three learners who were integrated into the mainstream, (2) determine the level of support required by these learners to function maximally in the mainstream, (3) specifically explore the socioemotional ability of these learners to adjust to the mainstream setting. Three cases were explored within an eco-systemic approach. Each case consisted of a learner with a physical disability, the learner&rsquo
s mother and the educator/s who first taught the learner at the mainstream school. Interviews were conducted with all of the participants and subsequently transcribed verbatim. Thematic analysis was then conducted to extract themes from the transcriptions.

APA, Harvard, Vancouver, ISO, and other styles

37

Yang, Yung-Jui, and 楊永瑞. "The Effects of Family Support on Reducing Test Anxiety and Depression : The Roles of Parental Emotional Over-Involvement and Parent-Child Relationship Intimacy." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/95256573645793913041.

Full text

Abstract:

碩士
國立臺灣大學
心理學研究所
92
Although it''s now clear that perceived support availability predicts better adjustment to stressful events, actual support transactions, however, has failed to exhibit such protective effects. Trying to explain why actual family support transactions appear to be ineffective in reducing emotional distress, the current research suggested two possibilities. One is that parents'' well-intentioned efforts may fail to be helpful, when parental emotional over-involvement（Coyne, Wortman, & Lehman, 1988）happens. The other is that zero-order correlations are prone to confound opposite support effects, which could be moderated by parent-child relationship intimacy. This study utilized a test-retest design with 221 parent-child dyads, and measured actual provided and received family support, parental emotional over-involvement, test anxiety and test depression, as well as parent-child relationship intimacy, during the high-stress one week period before the end-of-term examiniation. As the results revealed, first of all, the superficial ineffective link of actual family support transactions in reducing emotional distress was reconfirmed on raw data level, as well as latent variable level. Next, two-way ANOVA showed that the interaction of support provision and receipt was significant. Among the four support configurations, “high provision, low receipt” was indeed the worst in reducing distress, an important result for further excluding the competing hypothesis of self-esteem cost（Bolger, Zuckerman, & Kessler, 2000）, the representative western explanation in correlational research. In addition, SEM demonstrated that the effects of actual family support in reducing emotional distress were fully mediated by low parental emotional over-involvement. Finally, all parent-child pairs were divided into three intimacy groups: the remote, average, and intimate groups. Multiple regression analyses suggested that effects of actual provided family support were significantly different between average versus intimate group on reducing test anxiety. The link of parental emotional over-involvement to test anxiety was slightly moderated by relationship intimacy, while the link to test depression, however, was moderated in an opposite way. The author offered explanations in those results contradicting previous research hypotheses. All in all, the current study theorectically and empirically explained why actual family support transactions appear to be ineffective, by the mediating role of parental emotional over-involvement and the moderating role of parent-child relationship intimacy. The findings also help linking up the gap between mechanisms of perceived support availability and actual support transactions, as well as results of experimental, correlational, and clinical observational researches.

APA, Harvard, Vancouver, ISO, and other styles

38

Aroni, André Luís. "Motivação e percepção do envolvimento parental na prática desportiva de jovens nadadores." Master's thesis, 2011. http://hdl.handle.net/10437/1198.

Full text

Abstract:

Orientação: Catarina Sousa
O envolvimento parental no desporto é determinante no processo de formação desportiva dos jovens desportistas. Pelo facto de existirem poucos instrumentos de avaliação neste assunto, a adaptação e validação do Parental Involvement Sport Questionnaire (PISQ) para o idioma Português, tornou-se fundamental para colmatar esta lacuna. Assim, o presente estudo pretende alcançar dois objectivos principais: a) traduzir e adaptar o PISQ ao idioma Português do Brasil e, deste modo, iniciar o processo de validação do referido instrumento; b) analisar a relação entre a percepção dos jovens sobre o envolvimento parental na sua prática de natação e a motivação destes jovens nadadores. Um total de 114 nadadores participaram deste estudo, com idades compreendidas entre os 12 e 20 anos [ M = 14.67; DP = 8.29], para aferir utilizamos a versão Portuguesa do PISQ e do Sport Motivation Scale (SMS). Como principais resultados, a versão portuguesa do PISQ apresentou um Alpha de Cronbach deos comportamentos directivos dos pais mostraram reduzir a motivação intrínsica – saber, a motivação intrínsica pela prática e a motivação extrínsica – introjectada, e aumentar a amotivação dos jovens desportistas.
The parental involvement in sport is crucial in the process of sports training of young athletes and, because there are few instruments for assessing this issue, the adaptation and validation of the Parental Involvement Sport Questionnaire (PISQ) for the Portuguese language, it became essential to bridge this gap. Thus, this study aims to achieve two main objectives: a) translate and adapt the PISQ to the Portuguese language of Brazil and thus begin the process of validation of that instrument, b) analyze the relationship between the perception of young people about the involvement parental in their practice of swimming, and the motivation of these young swimmers. A total of 114 swimmers participated in this study, aged between 12 and 20 years [M = 14.67, SD = 8.29], we used to measure the Portuguese version of PISQ and the Sport Motivation Scale (SMS). As main results, the Portuguese version of PISQ showed a Cronbach’s Alpha of , directive behaviors of the parents shown to reduce intrinsic and extrinsic motivation, and increase the amotivation of the young athletes.

APA, Harvard, Vancouver, ISO, and other styles

39

Desjardins, Tracy. "Changes in parental emotional support and psychological control during the transition to adulthood: direct and indirect associations with educational, occupational, and financial adjustment through mental health symptoms." Thesis, 2014. http://hdl.handle.net/1828/5795.

Full text

Abstract:

Young adulthood is a critical period during which advances in educational, occupational, and financial adjustment set the stage for lifelong economic capital, health, and well-being. Greater understanding of the factors that contribute to positive and negative adjustment in young adulthood is warranted. This longitudinal study highlights the important role of parents by investigating (1) changes in the emotional quality of parent-youth relationships during adolescence and the transition to adulthood, (2) whether such changes relate to young adults’ adjustment outcomes in three age-salient domains, and (3) whether the effects of changes in parental relationships are associated with young adults’ adjustment outcomes through the intervening effects of mental health symptoms. Specifically, I examined direct and indirect associations between changes in mother and father emotional support (ES) and psychological control (PC) and young adults’ educational, occupational, and financial outcomes through youths’ depressive and anxiety symptoms. Sex and SES group differences were also examined. Participants were 545 youth from a medium-sized Canadian city. They were assessed at four time points over a six-year period. All analyses were conducted separately by two developmental transition groups: The young adult transition group included 240 participants who were initially 18 to 21 years old, and the adolescent transition group included 305 participants who were 14 to 17 years old at the initial assessment. Measures of parental ES and PC, youth’s mental health symptoms, and youth’s adjustment were obtained through self-reports. Multi-level modeling analyses showed that mother and father ES increased over time for both transition groups. Declines in mother and father PC were significantly greater for the young adult transition group. Results from latent growth curve mediation analyses revealed that parental ES was linked to positive and negative youth adjustment directly and indirectly through depressive symptoms. Findings also highlight the negative effects of parental PC on youth’s adjustment outcomes directly and also indirectly through changes in youth’s depressive and anxiety symptoms. Differences for mothers and fathers, males and females, and lower and higher SES groups are discussed. Overall, the quality of parent-youth relationships changes during the transition to adulthood, and such changes are important factors in understanding young adults’ educational, occupational, and financial adjustment.
Graduate
0620

APA, Harvard, Vancouver, ISO, and other styles

40

Amorim, Stéphanie de. "Intervenção socioeducativa com crianças, jovens e famílias: os desafios de um Mestre em Ciências da Educação numa resposta tipo CAFAP." Master's thesis, 2018. http://hdl.handle.net/10316/85537.

Full text

Abstract:

Relatório de Estágio do Mestrado em Ciências da Educação apresentado à Faculdade de Psicologia e de Ciências da Educação
As famílias multidesafiadas enfrentam, ao longo do seu percurso de vida, múltiplos desafios, bem como condições de considerável desfavorecimento que, consequentemente, dificultam a sua adaptação e desenvolvimento positivo. Os múltiplos riscos a que estão expostas podem converter-se em perigos para as crianças e jovens, resultando na sua sinalização ao sistema de promoção e proteção.O presente relatório, intitulado “Intervenção Socioeducativa com Crianças, Jovens e Famílias: os desafios de um Mestre em Ciências da Educação numa resposta tipo CAFAP”, dá conta das atividades desenvolvidas, no âmbito do estágio curricular do Mestrado em Ciências da Educação da Faculdade de Psicologia e de Ciências da Educação da Universidade de Coimbra, no Centro de Apoio Familiar e Aconselhamento Parental (CAFAP) da Associação Integrar de Coimbra.No CAFAP foram acompanhadas famílias multidesafiadas com crianças e jovens em situação de risco psicossocial. Neste contexto, as atividades de estágio consistiram, essencialmente, na promoção de competências sociais e emocionais e de resolução de problemas de crianças e adolescentes, bem como na promoção de competências parentais, através do desenvolvimento de ações de treino de competências.Ao longo do presente relatório destacamos a importância do papel colaborativo do profissional, assim como a importância da intervenção em Educação Parental como um bom contributo para modificar práticas parentais ineficazes, contribuindo para o exercício de uma parentalidade cada vez mais positiva, a fim de se promover o pleno desenvolvimento das crianças, sobretudo das que se encontram em situações risco psicossocial.
Multi-challenged families face, throughout their lives, multiple challenges and conditions of significant disadvantage, which constrain their adaptation and positive development. The multiples risks to which they are exposed may convert into dangers to children and adolescents and lead to their referral to the child protection system.This report, entitled “Socioeducative intervention with Chlidren, Youth and Families: the challenges of a Master of Education Sciences at a CAFAP”, refers to the activities developed within the scope of the curricular internship, to obtain the Master’s degree in Education Sciences by the Faculty of Psychology and Education Sciences of the University of Coimbra, at the Center for Family Support and Parental Counseling (CAFAP) of Associação Integrar in Coimbra.At the CAFAP we followed multi-challenged families with children and adolescentes in situations of psychosocial risk. In this context, the internship activities consisted mainly in the promotion of social and emotional skills and problem solving competences with children and adolescentes. Besides that, with the parents, we intended to promote parental skills, through the development of parental skills training programs.Throughout this report, we highlight the importance of the professional's collaborative role as well as the importance of intervention in Parental Education as a good contribution to change negative parenting educational practices, in order to contribute to a positive parenting and to the full development of children, especially those in situations of psychosocial risk.

APA, Harvard, Vancouver, ISO, and other styles

41

Rochon, Audrey. "Symptômes dépressifs et consommation problématique de substances psychoactives : effets modérateurs du contexte social." Thèse, 2010. http://hdl.handle.net/1866/6862.

Full text

Abstract:

Seulement une minorité d’adolescents qui consomment des substances psychoactives développe des problèmes significatifs reliés à cette consommation. Il importe donc de connaître et de comprendre les processus par lesquels se développe la consommation problématique afin de pouvoir la prévenir. Cette étude examine le rôle des symptômes dépressifs et des relations sociales dans le développement de la consommation problématique à l’adolescence. Plus précisément, elle vise à déterminer, à l’aide d’un devis longitudinal corrélationnel prospectif, si le soutien des pairs, le soutien des parents et la qualité de la relation maître-élève ont des effets modérateurs protecteurs sur la relation entre les symptômes dépressifs et la consommation problématique. L’échantillon utilisé pour cette étude est tiré de la Stratégie d’Intervention Agir Autrement et comprend 4473 adolescents. Des régressions linéaires multiples ont été effectuées et ont démontré que les symptômes dépressifs et le soutien des parents augmentent le risque d’une consommation problématique, alors que le soutien des pairs le diminue. De plus, les résultats confirment le rôle protecteur du soutien des pairs, mais indiquent que le soutien des parents exacerbe le lien entre les symptômes dépressifs et la consommation problématique. Par ailleurs, la qualité de la relation maître-élève est associée à une consommation moins problématique uniquement chez les jeunes qui n’ont pas beaucoup de symptômes dépressifs. Les implications de ces résultats sont discutées.
Of adolescents who use drugs, only a minority develops significant problems related to this drug use. It is then relevant to know and understand the processes by which this problematic consumption develops itself in order to be able to prevent it. This study examines the roles of depression symptoms and social relationships in the development of problematic drug use at the adolescence. More precisely, it aims at determining, with the help of a prospective correlational longitudinal design, if peers support, parental support and the quality of the teacher-student relationship have moderator effects on the relationship between depressive symptoms and problematic drug use. The sample used for this study is taken from the Stratégie d’Intervention Agir Autrement and is comprised of 4473 teenagers. Multiple linear regressions were completed and showed that depressive symptoms enhance the risk of a problematic drug use to be developed, whereas peers support impairs it. Contrary to what was expected, results show that parental support enhances the risk of developing a problematic drug use and that the teacher-student relationship has no significant impact. Moreover, peers support has a protective role, parental support intensifies the relationship between depressive symptoms and problematic drug use, whereas the quality of the teacher-student relationship attenuates it.

APA, Harvard, Vancouver, ISO, and other styles

42

Edey, Ruth. "Parental perspectives on supports and services for children with Emotional/Behavioural Disorders." Master's thesis, 2010. http://hdl.handle.net/10048/1025.

Full text

Abstract:

In this qualitative study, parental perspectives were sought about the overall experiences of seeking support for children with Emotional/Behavioural Disorders (E/BD), from the early signs of disordered behaviour through the processes of diagnosis, assessment, and treatment. The parents of 4 children with Severe E/BD participated in interviews exploring child and family history, previous access to supports and services, and the perceived need for additional services for the child and/or family. Results were examined using multiple case study design, and indicated that parenting a child with E/BD results in significant impact on parental stress, employment, and health. The processes of assessment and diagnosis were perceived as confusing and overwhelming, and relationships with school personnel were often strained. The participants had variable experiences accessing supports outside of school. Examination of these perspectives suggests that continuity, collaboration, and communication continue to be necessary building blocks for developing effective child and family supports.
Special Education

APA, Harvard, Vancouver, ISO, and other styles

43

Bryan, Amy E. "Mothers' emotions as predictors of toddlers' autonomous behaviors." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-12-2049.

Full text

Abstract:

Autonomy is a critical component of early childhood with important implications for children’s competence and well-being (e.g., Erikson, 1963; Mahler, Pine & Bergman, 1975; Sroufe & Rutter, 1984). Although parental autonomy support is associated with the development of early autonomy (e.g., Endsley, Hutcherson, Garner & Martin, 1979; Frodi, Bridges & Grolnick, 1985; Landry, Smith, Swank & Miller-Loncar, 2000), the mechanisms underlying these associations are largely unexplored. Mothers’ emotions and the affective climate of parent-child interactions may be critical factors by which parenting influences early autonomy. This study (a) examined the degree to which discrete, naturally occurring maternal emotions regulate four indicators of autonomy during toddlerhood: co-regulated goal-directed behavior, low aimlessness, self-assertion, and positive initiative, (b) explored mechanisms through which maternal emotion exerts an influence on children’s autonomous behaviors, and (c) isolated the contribution of mothers’ emotions to children’s autonomous behaviors over that of mothers’ autonomy-supportive behavior. Several important findings emerged. First, maternal emotions, both felt and expressed, were related to children’s autonomous behaviors--mostly in ways predicted by emotion and relationship theories. In general, mothers’ frequent joy and infrequent anger, sadness, and fear predicted high autonomy. Second, the affective climate of mothers’ interactions with their toddlers predicted children’s autonomous behaviors over and above mothers’ autonomy-supportive behavior, suggesting that parental emotion is a unique aspect of autonomy support. Finally, different forms of early autonomy were predicted by different emotions in mothers, emphasizing the complexity of autonomy and the need to better define and measure this construct.
text

APA, Harvard, Vancouver, ISO, and other styles

44

Gordon, Jennifer. "Autonomy-support and control: observed mother-father differences and parents' contributions to preschool social-emotional competence." Master's thesis, 2009. http://hdl.handle.net/10048/652.

Full text

Abstract:

In a sample of 57 two-parent families, the current study investigated: (a) mother-father differences in observed autonomy supportive and control behaviours (i.e., directives and negative, parent-centered control); and (b) mothers and fathers unique and relative contributions to childrens later social-emotional competence. Parents behaviours were assessed during an observed clean-up task with mother-child and father-child dyads when children were 2 to 3-and-a half years of age. Parent ratings of childrens social-emotional competence were obtained one year later, when children were 3 to 5-and-a-half years old. Results revealed that mothers engaged in significantly more autonomy support than fathers when observed interacting with their young children. Furthermore, mothers negative, parent-centered control, and fathers autonomy support uniquely predicted childrens later social-emotional competence. These results suggest that mothers and fathers have differential influences on their young childrens growing competences, and exemplify the importance of including fathers in parenting research and intervention.
Psychological Studies in Education

APA, Harvard, Vancouver, ISO, and other styles

45

Gordon, Jennifer Wilson. "Autonomy-support and control : observed mother-father differences and parents' contributions to preschool social-emotional competence /." 2009. http://hdl.handle.net/10048/652.

Full text

Abstract:

Thesis of (M.A.)--University of Alberta, 2009.
Title from pdf file main screen (viewed on October 1st, 2009). "Fall, 2009." At head of title: University of Alberta. A thesis submitted to the Faculty of Graduates Studies and Research in partial fulfillment of the requirements for the degree of Master of Education, in Psychological Studies in Education, Department of Educational Psychology, University of Alberta. Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

46

Rorich, Veronica Johanna Maria. "Support to parents with children with learning disablities." Diss., 2008. http://hdl.handle.net/10500/796.

Full text

Abstract:

This dissertation attempts to understand what support from the school parents would most value when their child has been diagnosed with a learning disability. The method employed was qualitative in nature, using eight in-depth interviews with the mothers. The interviews confirmed that parents experience emotions similar to those when grieving. They also tend to feel isolated from their communities. Before embarking on a support program the school needs to recognize the depth of these emotions. The interviews also revealed that parents require timeous communication from the teacher. Parents concerns should be taken seriously or time goes by without the disability being attended to. The terminology used by professionals is often not fully understood by parents, and this causes them to feel unsure of how therapy is helping their child in the classroom and what its value is. Various guidelines are offered to support parents with regard to the above-mentioned aspects.
Educational Studies
M. Ed. (Guidance and Counselling)

APA, Harvard, Vancouver, ISO, and other styles

47

Hsu, Ya-Ping, and 許雅萍. "Effects of Parent's Verbal Abuse,Identity of Parent's Role,Social Support,and Locus of Control on Emotion of Tainan Junior high school students." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/39809637077693760248.

Full text

Abstract:

碩士
國立成功大學
教育研究所
97
The main purpose of this study was to investigate:(a)effect of parent's verbal abuse on emotion of junior high school students;(b)effect of identity of parent' role and parent's verbal abuse of junior high school students;(c)effect of social support and parent's verbal abuse of junior high school students;(d)effect of locus of control and parent's verbal abuse of junior high school students;(e)effects of parent's verbal abuse, identity of parent's role, social support, and locus of control on emotion of junior high school students. The sample in this study consisted of 581 students from 6 junior high schools in Tainan. In this study, statistical analysis included descriptive statistics, correlation analysis, and nested regression model analysis. The result of this study were summarized as followed:(a)exposed to parent's verbal abuse, was related to happiness, anxiety, and dependence;(b)Student who possessed higher degree of identity of parent' role in discipline, would had higher happiness;(c) Student who possessed identity of parent' role in demand and discipline, was related to his anxiety and dependence; (d) Student who possessed higher degree of social support, would had higher happiness; (e) Student who possessed higher degree of internal control, would had higher happiness；(f) Student who possessed higher degree of external control, would had lower higher anxiety and dependence; (g) when parent's verbal abuse, identity of parent' role, social support, and locus of control could not reduce effect of parent's verbal abuse on emotion of junior high school students. Finally, possible explanations for these findings and implications were discussed. Based on the findings, this study also proposed some relevant suggestions that could be a reference to parent, teachers, and researchers.

APA, Harvard, Vancouver, ISO, and other styles

48

Yeung, Rachel Stacey. "Understanding the Course of Peer Victimization and Internalizing Problems among Adolescents: Building Strength through Parent, Friend, and Dating Partner Emotional Support." Thesis, 2010. http://hdl.handle.net/1828/4998.

Full text

Abstract:

This longitudinal study investigated the course and changes in the time-varying covariation between peer victimization and internalizing problems among adolescents who were transitioning into young adulthood, and proposed that initial levels of emotional support from fathers, mothers, and friends diminished the relation between peer victimization and internalizing problems over a four-year period. Sex and developmental transition group differences (for mid-adolescent transition group aged 12-15 years and late adolescent transition group aged 16-19 years) were explored. Participants included 639 adolescents aged 12 to 19 years at baseline testing. Physical and relational victimization, emotional support, and internalizing problems were assessed from adolescent‟s self-reports. Overall, findings revealed that on average internalizing problems increased over time, but also differed by developmental transition group. For the mid-adolescent transition group, increases in physical and relational victimization were significantly associated with increases in internalizing problems. For the late adolescent group, increases in relational victimization (and not in physical victimization) were significantly associated with increases in internalizing problems. Emotional support from fathers, mothers, and friends significantly impacted the time-varying covariation between peer victimization and internalizing problems, and findings differed by sex and transition group. For the mid-adolescent transition group, high levels of mother and father emotional support were associated with decreases in the association between peer victimization and internalizing problems for girls. High levels of friend emotional support were protective for boys, but were associated with increases in the association between peer victimization and internalizing problems for girls. For the late adolescent transition group, high levels of mother emotional support remained protective for girls, but high levels of father and friend emotional support were associated with increases in the association between relational victimization and internalizing problems. High levels of friend emotional support remained protective for boys.
Graduate
0620

APA, Harvard, Vancouver, ISO, and other styles

49

Desjardins, Tracy. "Interpersonal resources and vulnerabilities: the influence of parents and peers on depressive symptoms in relationally victimized adolescents." Thesis, 2008. http://hdl.handle.net/1828/1321.

Full text

Abstract:

Adolescence heralds a unique period of vulnerability to depressive symptoms. The current study examined relational victimization, targeting adolescents’ interpersonal relationships, as a unique predictor of depressive symptoms in a broad age range of adolescents. Past research shows that interpersonal resources—particularly emotional support—are negatively related to depression. In this study, the moderating effects of emotional support from mothers, fathers, and peers on the association between relational victimization and depressive symptoms were investigated. As expected, high levels of maternal and peer emotional support buffered the association between relational victimization and depressive symptoms. Emotional support from fathers did not moderate this relationship. Findings also suggest that while support from peers is protective against concurrent depressive symptoms, it can be detrimental to adolescent’s mental health over time. In contrast, maternal emotional support buffers future depressive symptoms associated with past experiences of relational victimization.

APA, Harvard, Vancouver, ISO, and other styles

50

Cheng, Yu-Hua, and 鄭鈺樺. "A Study of Children Depressive Emotion and Related at Degree of Parents and Children Perceived Family Support, Punishment and Understanding." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/t6pr87.

Full text

Abstract:

碩士
輔仁大學
公共衛生學系碩士班
96
Background: Family is an important environment that effecting children, besides, parents-children interaction and upbringing are crucial to children depressive emotion. Objective: A purpose of the study is that explores children depressive emotion and related at degree of parents and children perceived family support, punishment and understanding. Method: The study use secondary data, and target population is 3rd and 4th grades students of elementary school and their parents in Taoyuan city in Taiwan. The sample size of the study is 1075. The study obtains information from children and parents self-report questionnaire which including family support, punishment, understanding and children depressive emotion questionnaires. Statistics methods include description analysis, t test, one way ANOVA, person correlation analysis and multiple hierarchical regression analysis. Result: Degree of father perceived family support influences children depressive emotion. R square increase obviously after adding degree of children perceived family support and punishment, and exhibit high children depressive emotion when the lower the degree of children perceived family support, the higher the degree of children perceived punishment.Conclusion: Children perceived parents-children interaction is crucial to children depressive emotion than their parents. A suggestion of strengthening the parents-children communication, reducing punishment, adopt rational teaching, communicating and listening attentively to improve parents-children relationship, in order to reduce the probability of children depressive emotion.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Parental Emotional Support'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles