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Relevant bibliographies by topics / Parental identity

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Academic literature on the topic 'Parental identity'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Parental identity"

1

Berzonsky, Michael D. "Identity Style, Parental Authority, and Identity Commitment." Journal of Youth and Adolescence 33, no. 3 (June 2004): 213–20. http://dx.doi.org/10.1023/b:joyo.0000025320.89778.29.

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Talashek, Marie L. "Parental Alcoholism and Adolescent Ego Identity." Journal of Community Health Nursing 4, no. 4 (December 1987): 211–22. http://dx.doi.org/10.1207/s15327655jchn0404_4.

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Milliken, P. Jane, and Herbert C. Northcott. "Redefining Parental Identity: Caregiving and Schizophrenia." Qualitative Health Research 13, no. 1 (January 2003): 100–113. http://dx.doi.org/10.1177/1049732302239413.

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Haigler, V. F., H. D. Day, and D. D. Marshall. "Parental Attachment and gender-role identity." Sex Roles 33, no. 3-4 (August 1995): 203–20. http://dx.doi.org/10.1007/bf01544611.

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Campbell, Stuart, Ana Nuevo‐Chiquero, Gurleen Popli, and Anita Ratcliffe. "Parental Ethnic Identity and Child Test Scores*." Fiscal Studies 41, no. 4 (August 20, 2020): 851–81. http://dx.doi.org/10.1111/1475-5890.12236.

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Kim, Young-Il, and W. Bradford Wilcox. "Religious Identity, Religious Attendance, and Parental Control." Review of Religious Research 56, no. 4 (March 29, 2014): 555–80. http://dx.doi.org/10.1007/s13644-014-0167-0.

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Simon, Robin W. "Parental Role Strains, Salience of Parental Identity and Gender Differences in Psychological Distress." Journal of Health and Social Behavior 33, no. 1 (March 1992): 25. http://dx.doi.org/10.2307/2136855.

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Petit, Marie-Pier, Danielle Julien, and Line Chamberland. "Negotiating parental designations among trans parents’ families: An ecological model of parental identity." Psychology of Sexual Orientation and Gender Diversity 4, no. 3 (September 2017): 282–95. http://dx.doi.org/10.1037/sgd0000231.

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최철규 and 강문구. "The Effects of Joint Childhood on Parental Identity." Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology 9, no. 11 (November 2019): 407–17. http://dx.doi.org/10.35873/ajmahs.2019.9.11.038.

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Weenolsen, Patricia. "The Influence of Parental Death on Identity Formation." Children's Literature Association Quarterly 1986, no. 1 (1986): 124–28. http://dx.doi.org/10.1353/chq.1986.0016.

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Dissertations / Theses on the topic "Parental identity"

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Finkeldey, Jessica Grace. "Parental Incarceration, Identity, and Adult Children's Antisocial Behavior." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1498737646793808.

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Delmore-Ko, Patricia Michelle. "Developing a parental identity, expectations about parenthood and descriptions of self as parent." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ53491.pdf.

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Dearden, Georgina Eleanor Mary. "Transwomen's memories of parental relationships : an interpretative phenomenological analysis." Thesis, University of Hertfordshire, 2010. http://hdl.handle.net/2299/4518.

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This project presents an in-depth idiographic study of how a developing Transwoman identity impacts upon parental relationships in childhood and how these relationships impact sense of self and later relationships. Semi-structured interviews were conducted with six Transwomen and Interpretative Phenomenological Analysis applied to the transcripts. Two major themes emerged: the struggle to belong and the complex journey to becoming me. The theme the struggle to belong consists of six super ordinate themes: the disappointing feminine me, trying to belong, the unacceptable me, disconnection from others and self, the struggle in new relationships, and the influence of context. The second major theme, the complex journey to becoming me, comprises two super ordinate themes: the complexity of realising me and reconnection while still being me. The results are mainly discussed using theories of Parent Child Connectedness (PCC) and psychological autonomy. Areas for future research are highlighted. This study provides a valuable insight into the complex experience of negotiating a transsexual childhood which will be useful for professionals working with people with gender identity issues.

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Quinn, Keelan. "Urban Adolescents' Experiences of Parental Unemployment." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1482445377984411.

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Servaty, Heather L. "Identity Status and Adjustment to Loss Among Adolescents." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278146/.

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The purpose of the present investigation was to explore the relationship of the adolescent experience of parental death to the variables of identity formation, adjustment, and coping. The inclusion of adolescents who had experienced parental divorce and those who had not experienced either loss condition allowed for group comparisons.

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Milliken, Patricia Jane. "Redefining parental identity, a grounded theory of caregiving and schizophrenia." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0005/NQ29081.pdf.

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Stark, Bridget Ann. "The construction of identity within a context of parental alcoholism." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-02102005-141621.

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Angawi, Halla F. "Parental native language proficiency: Implications for ethnic identity in biculturals." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2758.

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This study focuses on the impact of parental native language proficiency on the ethnic identities of 30 biculturals. By completing a questionnaire, the individual's father's and mother's native language proficiencies are measured, as well as the salience of both of the individual's ethnicities. Approximately 43% of the participants are more proficient in the parental native language that corresponds to their salient ethnic identity, 23% identify with the ethnicity that corresponds to the less proficient native language, and 33% identify equally with both their parents' ethnicities, are equally proficient in their native languages, or both. The main implication of the study is, that language is an important but not sufficient ethnic identity marker. The results suggest that the salient ethnic identity is likely to be that of the more proficient parental native language. Other factors such as the father-figure effect, country of residence, multilingualism, and age are also determined influential.

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Harker-van, Heerden Marsha. "The effect of parental involvement on the identity styles of adolescents." University of the Western Cape, 2018. http://hdl.handle.net/11394/6902.

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Magister Artium - MA
Adolescence is a phase when youth engage in risk-taking behaviour, which could result in poor physical and psychological adjustment. Risk behaviour is a result of poor decision- making. Decision-making is associated with exploration and commitment, also referred to as identity styles. During the phase of developing an identity style, parenting is challenging; however, research reveals that parental involvement, as well as a more positive approaches to parenting, have been observed to influence child behaviour and outcomes. For parenting and identity styles, this is not very clear. Therefore, the aim of this current study was to assess the effect of parental involvement on the identity styles of adolescents. The study employed a quantitative, cross-sectional, correlational research design. The respondents were conveniently sampled. The final sample was Grade 10 learners in the Metro East Education District, with a mean age of 16.01 (SD=1.04). Data were collected through a self-reported questionnaire, which comprised three parts: demographic details of participants, Parent Involvement Mechanisms Measure, and Identity Styles Scale. Data were analysed using the Statistical Package for the Social Sciences (SPSS). The results revealed that informational identity style was the most prevalent identity style, which was significantly and positively predicted, with 18% of variance. For mothers, maternal modelling and maternal instruction significantly predicted the informational style. For fathers, paternal reinforcement significantly and positively predicted commitment style, with 14% of variance. Recommendations are provided based on the findings of this current study.

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Bosch, Leslie Ann. "Financial Identity Formation: The Role of Perceived Parental SES, Parental Financial Communication, Formal Education, Work Experience, Attitudes, Subjective Norms, and Perceived Behavioral Control." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293357.

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Young adulthood is a crucial period for identity development, and an unclear sense of identity has been associated with deleterious psychological and social outcomes (Kroger & Marcia, 2011). Young adults have also identified self-sufficiency, including financial independence, as an essential aspect associated with attaining adulthood (Arnett, 2000). However, current realities such as global economic uncertainty and a shift toward greater personal responsibility for financial security may threaten the successful attainment of these essential goals (Furstenberg, Rumbaut, & Settersten, 2005). Hence, I explored identity formation (Erikson, 1950, 1968) in the domain of finance. Four socialization factors (perceived parental SES, parental financial communication, formal financial education, and high school work experience) and three beliefs (attitudes, subjective norms, and perceived behavioral control) were used to predict financial identity (achievement, foreclosure, moratorium, and diffusion) in a sample of college students (N = 2,098) who were surveyed at two time points approximately 2.5 years apart. Four models were tested using structural equation modeling (SEM). First, using crossectional data, I tested the extent to which socialization factors and financial beliefs predicted financial identity. I found support for 79% of the hypothesized associations between the variables. Second, using crossectional data, I examined the degree to which financial beliefs mediated the association between socialization factors and financial identity. Findings indicated that financial beliefs partially mediated the association between parental financial communication and financial identity. Third, using longitudinal data, Time 1 (T1) socialization factors and T1 beliefs were used to predict Time 2 (T2) financial identity. As expected, T1 financial identity was the most robust predictor of T2 financial identity. After controlling for T1 financial identity, T1 variables were most predictive of changes in T2 foreclosure: Increases in foreclosure were predicted by perceived parental SES, parental communication, formal education, and subjective norms. Finally, T1 financial beliefs were allowed to mediate the association between T1 socialization factors and T2 financial identity. I found no evidence of mediation using longitudinal data. Findings from this study suggest that identity formation within the financial domain is consistent with identity formation in other recognized identity domains.

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Books on the topic "Parental identity"

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Lawrence, K. William. Curricular identity and parental choice. [Guildford]: [University of Surrey], 1995.

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Roybal, Laura. Billy. Boston: Houghton Mifflin, 1994.

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Whatever Happened to Janie? New York, USA: Bantam Doubleday Dell Books for Young Readers, 1994.

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Whatever happened to Janie? New York: Delacorte Press, 1993.

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Cooney, Caroline B. Whatever happened to Janie? London: Mammoth, 1996.

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Adams, Gerald R. Parent/adolescent relationships and identity development: A literature review and policy statement. [Ottawa]: Health Canada, 2001.

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Mulhern, Fiona. Gender and GCSE mathematics achievement at single-sex schools: The effects of attitude : self-esteem : sex role identity : and parental influences. [S.l: The Author], 1999.

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Canizales, Georgina Martínez. Gender dynamics in the parental household and their effects on the sexual behavior of Mexican youth. Ciudad Juárez, Chihuahua, México: Universidad Autónoma de Ciudad Juárez, 2012.

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Griffin, Adele. The other Shepards. New York: Hyperion Books for Children, 1998.

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Griffin, Adele. The other Shepards. Thorndike, Me: Thorndike Press, 2000.

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Book chapters on the topic "Parental identity"

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Christian, Mark. "Speaking for Themselves (I): Definitions of the Racial Self and Parental Influence." In Multiracial Identity, 21–58. London: Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1057/9780230501744_2.

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Fracasso, Maria P. "The Concurrent Paths of Parental Identity and Child Development." In Identity Flexibility During Adulthood, 151–62. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55658-1_9.

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Giordano, Simona. "The Confused Stork: Gender Identity Development, Parental and Social Responsibilities." In Parental Responsibility in the Context of Neuroscience and Genetics, 133–51. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-42834-5_9.

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Kiperman, Sarah, Gabriel DeLong, Kris Varjas, and Joel Meyers. "Providing inclusive strategies for practitioners and researchers working with gender and sexually diverse youth without parental/guardian consent." In Supporting gender identity and sexual orientation diversity in K-12 schools., 97–120. Washington: American Psychological Association, 2021. http://dx.doi.org/10.1037/0000211-006.

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Kutis, Barbara. "The Artist-Parent Identity." In Artist-Parents in Contemporary Art, 1–7. New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429467981-1.

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Kutis, Barbara. "A Collective Artist-Parent Identity." In Artist-Parents in Contemporary Art, 115–53. New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429467981-5.

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Bang Appel, Helene, and Rashmi Singla. "Mixed Parentage: Negotiating Identity in Denmark." In Contested Childhoods: Growing up in Migrancy, 139–57. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44610-3_8.

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Girbea, Catalina, Laurent Hablot, and Raluca Radulescu. "Rapport introductif : identité, héraldique et parenté." In Marqueurs d’identité dans la littérature médiévale : mettre en signe l’individu et la famille (XIIe-XVe siècles), 7–24. Turnhout: Brepols Publishers, 2014. http://dx.doi.org/10.1484/m.hifa-eb.5.102424.

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Raudaskoski, Pirkko, and Paul McIlvenny. "Identity Work and Transnational Adoption: Discursive Representations of the ‘Adoptive-Parent-To-Be’ in the Satellite Texts of a Danish TV Documentary Series." In Identity Trouble, 58–76. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230593329_4.

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Caplan, Rochelle, Julia Doss, Sigita Plioplys, and Jana E. Jones. "Parent Goal 4: Identify Family Stressors." In Pediatric Psychogenic Non-Epileptic Seizures, 135–41. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55122-7_13.

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Conference papers on the topic "Parental identity"

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Weirich, Melanie, and Adrian P. Simpson. "Acoustic Correlates of Parental Role and Gender Identity in the Speech of Expecting Parents." In Interspeech 2017. ISCA: ISCA, 2017. http://dx.doi.org/10.21437/interspeech.2017-1394.

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Oprea, Daniela. "School Effects of Attachment Break in Context of Economic Migration of Parents." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/23.

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Romania is going through a period of economic transition, subject to the pressures of globalization that affect the evolution of the family, at the micro social level, structurally, from the behaviour and relational point of view. The continuous process of changes in the labour market, the inefficiency of the association between vocational training and job satisfaction, the financial difficulties felt by most families but also the challenge of modernity have emphasized the phenomenon of migration in the last decade. The departure of parents who have to work abroad has become a worrying phenomenon with a higher incidence in the eastern half of the country. It has got complex effects on the evolution of the family, especially on the children left at home with one of their parents or their tutors. Nowadays, the studies show more and more situations of neglect in which children become victims and suffer emotionally and physically. They also suffer various abuses, they are exploited through work or sex. In schools, there is a new profile of special educational requirements (not deficiencies), the profile of children left at home without parental support. It is worrying the migration phenomenon seen as a value model by the young generation and its negative effects at school level: decrease of motivation for learning or school abandonment. The present study discusses a review of the current scientific literature objectively, which examines the impact of breaking attachment relationships between children and parents on socio-emotional development and school outcomes. The Romanian society knows an important socio-economic phenomenon, which has grown since 1990: migration. In 2017, a study carried out at the request of the Romanian Government recorded more than 85,000 children left home alone with one of the parents or without parental supervision. We aim to analyse what effects at school and socio-emotional level have the loss of attachment ties having as moderators the gender of the migrant parent, the duration of the separation, the age at which the separation occurs. When these relationships are interrupted, the child’s emotional development is affected, his emotional balance having repercussions in his social life. The purpose of this study is to identify, monitor the dimensions of the phenomenon in intensely affected areas (Braila and Galati counties), the psycho-pedagogical aspects of children with migrant parents exposed to situations of vulnerability, marginalization and to propose a program of educational strategies in order to optimize school motivation. The main objective of the research is to identify, evaluate and involve them into adaptive actions that have as their objective the rebalancing of the socio-affective relations

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Šramová, Blandína. "ADOLESCENTS’ GENDER IDENTITY AND ATTITUDE TOWARDS PARENTS." In International Psychological Applications Conference and Trends. inScience Press, 2020. http://dx.doi.org/10.36315/2020inpact057.

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Šramová, Blandína. "ADOLESCENTS’ GENDER IDENTITY AND ATTITUDE TOWARDS PARENTS." In International Psychological Applications Conference and Trends. inScience Press, 2020. http://dx.doi.org/10.36315/2020inpact057.pdf.

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Popa, Maria Cristina. "Cultural Identity Components – Romanian Parents and German School." In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.62.

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Abdelalim, Rasha Mohamed Gamal. "The Quality of Cooperation between families of people with disabilities and Education Specialists through the Social Media." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0274.

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This study is aimed to identify the stages of cooperation between families of people with disabilities and education specialists and the importance of social media in supporting this cooperation and parental participation in the school and civil society institutions, in addition to knowing the dimensions of this participation and its effectiveness in special education programs and educational institutions, including teachers and specialists. Also, others who work in the field of special education. The study followed the quantitative and qualitative approach. The researcher used the two measures of cooperation, acceptance and parental rejection of Khalifa (2007). The researcher used the quantitative and qualitative method to answer the study questions. The study sample consisted of ten parents who have a child with a dependency. The results of the analysis of the parental participation questionnaire showed that the principle of family rights ranked first with a rate of 94.8%, and the highest percentage of responses from the sample members to this variable was 100%, while the lowest percentage of responses was 80%. The defense of the rights of the child comes in second place with a rate of 94.4%, while the principle of commitment is ranked third by a rate of 91%, and the principle of equality came in the fourth rank with a slight difference of 90.5%, and the principle of communication comes in the fifth order with a rate of 90%. Social communication, it ranked sixth by 90%, the principle of respect comes in seventh with a rate of 85%, then the principle of professional competence came in eighth place with a rate of 82%, and finally trust comes in ninth and last place with a rate of 81.5%. Whereas the specialist’s answers to the interview questions indicated the importance of using social media in the process of parental participation in education, which was in agreement with the responses of the families of the disabled, while the specialist’s responses agreed with the families ’responses on the importance of the principle of positive communication with the families of the disabled, and building positive relationships with them. Which will lead to building the principle of mutual trust, as the responses of the specialist indicated that it fully applies the values of parental partnership at a rate of 100% for each value, which did not agree with the responses of the families of students with disabilities.

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Wahyudi, C. G., and S. Sanyata. "Effective Communication Between Parents and Children in Optimizing the Z-Generation Career Identity Status." In 1st International Conference on Science, Health, Economics, Education and Technology (ICoSHEET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200723.119.

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Gao, Linjia. "Tibetan Parents Self-cultural Identity Level for Middle School Students Trilingual Educational Impact Study." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.160.

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Baranauskienė, Ingrida. "RESPECTING THE IDENTITY OF A CHILD WITH A DISABILITY: WHAT CAN PARENTS, DOCTORS AND EDUCATORS DO?" In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0250.

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Miller, Amy L., and Jerry Samples. "Building a Community - How to Enrich an Engineering Technology Program With an Identity, Presence and Pride." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-65034.

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Potential students and their parents are looking at schools differently than in the past: an out cropping of the new generation of parents and students. Academics are still the prime concern but more frequently than in past years families are concerned about the organization. Does the program have an identity that will assist in getting jobs? Is there a presence within the community? Do the faculty and students take pride in what is being accomplished and are graduates proud of their education and their school? The best way to answer these questions is to allow the families a chance to interact with students, see their products, read the posters of their work and show where graduates work. This paper will discuss the process needed to cultivate an engineering or engineering technology program into one with an identity, presence and ultimately pride. The paper will describe leadership steps that can be taken to generate pride and distinctiveness, first to the faculty, and then to the student body. Resulting in a close nit and enviable community where education can flourish, and the students’ academic related clubs are active and involved on campus. Where alumni look forward to visiting and helping with student projects. Where they take pride in their alma mater and often seek new hires from the program. Where faculty members win teaching awards and enjoy their time in the classroom and advising students. A case study will be presented and, detailed examples will be cited demonstrating how the students “caught on” and took pride to a new level based on the successful implementation at a university. It will show that leadership lessons learned by students while in school, continued to be used after they graduated. The case study will further demonstrate why everyone associated with the program feels that the engineering technology program is a great place to learn and work.

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Reports on the topic "Parental identity"

1

Michaelson, Dawn, Karla P. Teel, and Veena Chattaraman. An Exploratory Study on Use of Sun Protective Apparel for Children: Parental Knowledge, Attitudes, Role Identity, and Purchase Intentions. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8303.

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