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1
Brennan, Carol A. (Carol Ann). "Parent Adaptive Doll Play with Children Experiencing Parental Separation/Divorce." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331649/.
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Parent Adaptive Doll Play, a technique in an early stage of development, is designed for use by parents in assisting their young children to cope with the stresses of parental separation/divorce. The effects of technique implementation by parents of three- through six-year-old children were investigated. Data was collected before and after parents received training and implemented the technique over an eight-week period. Parents completed the Child Behavior Rating Scale, Burks' Behavior Rating Scales, the Parenting Stress Index, and the Parental Attitude Scale.
Twenty-two parents, reporting marital separation through separation and/or divorce, within 18 months prior to the beginning of the study, and reporting more than 50 percent physical custody of a three- through six-year-old child qualified for participation. Twelve children were experimental subjects and ten were control subjects. To determine differences between groups, a one-way analysis of covariance was performed on each post test variable. Positive differences were calculated in several areas of child behavior by parents of subjects in the experimental group. No significant differences between groups were found in any area of child behavior. The score which most closely approached significance, however, was found in the Burks' Behavior Rating Scale area of poor anger control.
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Quiran, Lesley Vanessa. "Parental Views on the Perceived Efficacy of Parent-Child Interaction Therapy." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/198.
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The purpose of this study was to explore parental views on the efficacy of parent-child interaction therapy. Research indicates that early intervention and prevention is essential when treating children with disruptive behaviors. Intervening at an early age prevents the disruptive behaviors from progressing into more complex disorders that can occur in the teenage and adult years. This study utilized a quantitative method to better understand if parents identified as parent-child interaction therapy as effective. This study consisted of 29 parent-child dyads that had completed parent-child interaction therapy and reported their satisfaction with parent-child interaction therapy through the use of parent-stress index scores. Results indicated that parent-child interaction therapy was viewed as successful by parents. However, success of parent-child interaction therapy is only applicable to certain domains that were chosen in this study; limiting the generalizability of overall success of parent-child interaction therapy. Parent-child interaction therapy has shown success in strengthening the parent-child dyad and decreasing disruptive behaviors such as distractibility and hyperactivity. It is recommended that parent-child interaction therapy continue to be utilized by professionals and focus on all the domains rather than selected domains.
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Poon, Wai-Chi Samuel. "The Relationship between Parental Empathy and Parental Acceptance and the Effect of Filial Therapy Training on this Relationship." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279241/.
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This study was conducted to determine the relationship between parental empathy (PE) and parental acceptance (PA) and the effect of filial therapy training (FTT) on this relationship. Filial therapy training is a parent education program in which the goal is the development of PE and PA. The Measurement of Empathy in Adult-Child Interaction (MEACI) and the Porter Parental Acceptance Scale (PPAS) are two widely used instruments in filial therapy studies to measure PE and PA, respectively. The purpose of this study was to determine the relationship between parental empathy and parental acceptance, and the effect of filial therapy training on this relationship. Specifically, this study was designed to investigate the correlations between the MEACI and the PPAS.
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Hoff, Alexandra Louise. "Targeting Parental Overcontrol in Cognitive Behavior Therapy for Anxious Youth." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/475616.
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PsychologyPh.D.
Many parent factors have been associated with child anxiety, and researchers have examined how parents may be most beneficially involved in cognitive behavior therapy (CBT) for anxious youth. Results have been mixed as to whether parent CBT, family CBT, and parent interventions addressing parental anxiety or overcontrol have an added benefit over youth-focused CBT. The present study compared (a) a parent group intervention targeting autonomy granting, (b) a parent CBT skills group, and (c) a parent support control group, all provided in conjunction with individual CBT for anxious youth ages 7 to 17. Randomly assigned group conditions, as well as variance in overall parent attendance across conditions, were examined as predictors of change in parenting behaviors and in child anxiety. No significant differences in youth anxiety outcomes were found across parent group conditions, and parental beliefs and involvement improved most for the support control group. However, youth whose parents attended more group sessions showed a significantly greater decrease in anxiety severity than youth whose parents attended fewer (0, 1) sessions, which was mediated by a significantly greater decrease in parental avoidance of child anxiety. The results suggest that additional parent participation in treatment may have an added benefit, even with an unstructured support group format, but do not offer clarity about the benefit of targeted interventions for parents.
Temple University--Theses
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Chau, Iris Yuen-Fan. "Filial Therapy with Chinese Parents." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278200/.
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The purpose of this study was to determine the effectiveness of filial therapy in: (a) increasing Chinese parents' empathic behavior with their children; (b) increasing Chinese parents' attitude of acceptance toward their children; and (c) reducing Chinese parents' stress related to parenting. The experimental group, consisting of 18 Chinese parents, received 10 weekly 2-hour filial therapy training sessions and conducted a weekly 3 0-minute play session with one of their children. The control group, consisting of 16 Chinese parents, received no treatment during the ten weeks. All the parents were videotaped playing with their child before and after the training as a means of measuring change in empathic behavior. The two written self-report instruments completed for pretesting and posttesting purposes were the Porter Parental Acceptance Scale and the Parenting Stress Index. Analyses of Covariance revealed that the Chinese parents in the experimental group had significant changes in all 12 hypotheses, including (a) a significant increase in their level of empathic interactions with their children; (b) a significant increase in their attitude of acceptance toward their children; and (c) a significant reduction in their level of stress related to parenting. This study supports filial therapy as an effective intervention for Chinese parents and their children. Filial therapy equips Chinese parents with healthy parenting skills and knowledge and indirectly empowers Chinese children who experience an increase in parental empathy and acceptance. Thus, filial therapy offers significant possibilities for promoting the parent-child relationship and well-being of Chinese families.
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Duffy, Kathleen M. "Filial therapy a comparison of child-parent relationship therapy and parent-child interaction therapy /." Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/747.
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Millett, Christopher R. "THE EFFECT OF MUSIC THERAPY INTERACTION ON CHILD AND PARENTAL PREOPERATIVE ANXIETY IN PARENTS OF CHILDREN UNDERGOING DAY SURGERY." UKnowledge, 2015. http://uknowledge.uky.edu/music_etds/42.
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Young children who experience high levels preoperative anxiety often exhibit distress behaviors, experience more surgical complications, and are at a higher risk for developing a variety of negative postoperative consequences. A significant factor in pediatric preoperative anxiety is the level of anxiety present in their caregivers. Music therapy interventions addressing a variety of procedural outcomes have been met with success. The purpose of this study was to investigate the comparative effectiveness of two music therapy interventions on reducing preoperative anxiety in young pediatric surgical patients and their caregivers.
A total of 40 pediatric patient and caregiver dyads were included in this study on various days that they were present for ambulatory surgery. Pediatric preoperative anxiety was measured pre- and post-intervention using the modified Yale Pediatric Anxiety Scale, while caregiver anxiety was measured through self-report using the short form Strait-Trait Anxiety Inventory-Y6. Participants received a randomized active or passive preoperative music therapy session. Results indicate a significant reduction in preoperative anxiety for both patients and their caregivers. Neither active, nor passive music therapy interventions were significantly more effective than the other. Future studies should increase sample size and control for various factors such as sedative premedication use.
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Roughsedge, Bethany. "Parental factors and thinking skills in young children : Implications for cognitive behaviour therapy." Thesis, University of East Anglia, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.514375.
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Melling-Williams, Natalie Ruth. "Parental compliance with therapy home programmes within a school for learners with special educational needs : an exploratory study /." Link to the online version, 2005. http://hdl.handle.net/10019/1109.
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Lee, KyungSook. "The associations within children's emotionality, emotion regulation, parenting practices, and parental expressivity among children in low-income families." Diss., Connect to online resource - MSU authorized users, 2008.
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Belote, Martha Gene. "Comparison of parental perception and therapist interpretation of child's performance of the Peabody Fine Motor Scale." FIU Digital Commons, 1994. http://digitalcommons.fiu.edu/etd/1489.
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Public Law 102-119 (Individuals with Disabilities Education Act of 1991), mandates that family members, if they wish, participate in developing a plan of treatment for their child. Traditionally, therapist have not relied on parental assessments based upon the assumption that parents overestimate their child's abilities. The present study compared parental perceptions about the developmental status of their child's fine motor abilities to the therapist's interpretation of a standardized assessment using the Peabody Developmental Motor Scale (Fine Motor). Thirty seven children, enrolled in an early intervention program, and their parents were recruited for the study. The results indicated that the parents and the therapist estimates were highly correlated and showed no significant differences when paired t-tests were computed for developmental ages and scaled scores. However, analyses of variances were significantly correlated for gender and number of siblings.
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Thomas, Tiffany. "Parent-Child Interaction Therapy for Children with Autism." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2269.
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Autism spectrum disorder (ASD) is a pervasive lifelong developmental delay with a prevalence of 1 in 68 children. This growing epidemic occurs for unspecified causes and researchers continue to explore evidence-based treatments available. Parent–child interaction therapy (PCIT) is a parent training program, initially developed for implementation with typically-developing children. PCIT has shown effectiveness in increasing child compliance, minimizing disruptive problem, improving parent-child relationship satisfaction, and communication. The present study investigated the efficacy of PCIT as an evidence-based practice (EBP) for children with ASD by implementing a non-concurrent multiple baseline design across three participants. Results indicated socially significant increases in child compliance, decreases in aberrant behavior, rapid acquisition and maintenance of acquired parenting skills, as well as improved parent-child relationship satisfaction. This study aimed to replicate previous research measuring the effectiveness of PCIT with children with ASD.
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Sweeney, Daniel S. "The Relationship among Single Parents' Parental Stress, Empathy, Level of Acceptance, Perceived Problems of the Child, and Child Gender and the Effect of Filial Therapy." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278773/.
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This investigation was designed to determine the relationships among single parents' parental stress, empathy, level of acceptance, perception of child problems, and child gender, and the effect of filial therapy training on these relationships. Filial therapy is a parent training approach utilized by play therapists to train parents to be therapeutic agents of change with their own children using child-centered play therapy skills. Parents are taught and given support in a group format. Data from a previous filial therapy study with single parents was utilized in this investigation. Correlational research methods were employed to examine the relationships among the variables measured. Correlation coefficients were obtained between each of the following five variables: parental stress, level of acceptance, empathy, perceived problems of the child, and child gender. Additionally, multiple and logistic regression was utilized in search of a possible predictive model. Significant correlations were found between parental stress and acceptance, parental stress and perception of child problems, parental empathy and acceptance, parental empathy and perception of child problems, and between parental acceptance and perception of child problems. No significant correlations were found between child gender and any of the variables. Significant correlation changes were found in several of the measured variables (from pre- to post-) due to the filial therapy intervention. Regression analysis indicated that parental acceptance was predictive of parental empathy, parental empathy was predictive of parental acceptance, and parental stress was predictive of parental perception of problems. No significant findings of prediction were obtained with child gender. This study supports filial therapy as an effective intervention with single parents, as well as the appropriateness of the assessment instruments commonly used in filial therapy research. The results of this research provide insight into those areas of the parent-child relationship impacted by filial therapy, as well as the relationships between the variables measured.
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Goodwin, Clarice Evans. "Filial Therapy with Court-Ordered Parents of Maltreated Children." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27958.
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Using a mixed methodology, the effectiveness of an 8-week modification of Landrethâ s (1991) 10-week group filial therapy training model was investigated with parents (n = 5) court-ordered for remedial parenting services due to physical abuse and/or neglect of their school-age children. A comparison group (n = 3) concurrently received an 8-week parent education course. Three primary questions were explored. Do filial therapy group participants demonstrate a greater decrease in child physical abuse potential and parenting stress following training when compared to parent education group participants? In addition, do filial therapy group participants show evidence of stronger parent-child relationships following training when compared to participants in the parent education group? Pre- and post-measures were utilized, and anecdotal and qualitative data were also collected. Following the analysis of both the quantitative and qualitative data, it was determined that the group quantitative results detracted from the richness of the qualitative findings, and the former were subsequently dropped. Instead, individual pre- and posttest quantitative scores, along with the anecdotal data, were compiled to create participant profiles that provided additional descriptive information to the emergent focus group themes. Due to the size of the sample (N = 8), findings were only preliminary and merit further study. Participants demonstrated social desirability in their assessment responses; therefore, it is recommended that qualitative or mixed methodology, as well as multiple measures of each construct, be incorporated to combat this phenomenon in future studies with this population. Results of this study further suggested that there are clinical benefits to utilizing a mixed sample of both court- and self-referred participants. In addition, the court-mandated population is heterogeneous and requires multiple treatment options coupled with screening protocol for appropriate treatment assignment. Future filial therapy research with this population should provide greater support to participants in conducting filial therapy sessions, as well as alternative ways of documenting these sessions. In addition, it is proposed that a combination of individual and group filial therapy models that is longer-term would be more effective with this population than the 8-week model used.Ph. D.
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Kale, Amy L. (Amy Louise). "Filial Therapy with Parents of Children Experiencing Learning Difficulties." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278615/.
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This study was designed to determine the effectiveness of the Landreth 10-week filial therapy model as an intervention for the parents of children experiencing learning difficulties.The purpose of this study was to determine if filial therapy is effective in: 1) increasing parental acceptance of children with a learning difficulty; 2) reducing the stress level of parents of children with learning difficulties; 3) decreasing social problems and total behavior problems of children with learning difficulties as reported by parents and teachers.
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Nolte, Lizette. "Behind closed doors : a grounded theory of the social processes that describe how parents talk to their children about parental mental health difficulties." Thesis, University of East London, 2014. http://repository.tavistockandportman.ac.uk/1531/.
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Since the government commissioned the Crossing Bridges programme in 1998 (Falcov, 1998) and through legislation and a number of government policies and initiatives since, there has been emphasis on addressing the needs of families where there are parental mental health problems. Furthermore, there is a fast-growing body of research pointing to the needs of these families. However, service structures, development and provision have lagged behind. Most often parents with mental health difficulties have access to services addressing their individual mental health needs while their needs as parents and the needs of their children remain largely invisible. One such need that has been highlighted repeatedly in the literature is the need for children to have information about and make sense of their parent’s mental health difficulties. Given the lack of services to respond to this need, it is most often left to the parent to make decisions about and respond to their child’s search for understanding. This study is a qualitative study that explores parents’ experiences of decision-making and responding to this need, and the social processes and dominant discourses that impact on these experiences. Fifteen parents with mental health difficulties were interviewed, using semi-structured individual interviews, which were transcribed, and interpretive Grounded Theory was employed to analyse and interpret the data. The grounded theory that was constructed suggest two main social processes that impact on parents’ talking with their children about parental mental health issues. Firstly, within a relational context, parents were Negotiating mutuality between themselves and their children. Secondly, within an identity context, parents had to navigate Holding on to self, holding on to life. These social processes indicate that both parents’ relationships with their children and also their own sense of themselves within the context of their mental distress powerfully shape telling, talking and keeping silent. Implications of these findings both in relation to clinical interventions and future research are considered. In particular, the importance of positioning the parent as active role-player in the healing of their child, and positioning the child as active role-payer in their own meaning-making, are highlighted. Furthermore, developing ‘double-stories’ beyond the mental health story and beyond ‘information’ is emphasised and the importance of a sense of continuity of self and identity over time for parent and child is accentuated. Finally, the importance of allowing for complex and ever-evolving understandings of mental distress is indicated, and the role of both talking and remaining silent in this process is stressed.
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Enroth, Petra. "Parental guidance in occupational therapy: Promoting the participation of children with autism spectrum disorder in everyday life activities - a scoping review." Thesis, Jönköping University, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-52061.
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Abstract Aim This study aimed to determine what is known from the existing literature about parental guidance during occupational therapy to promote the participation of children with autism spectrum disorder (ASD) in everyday activities. Method The scoping review methodology was used to gather existing information on the topic. The following databases were used for searches: The Allied and Complementary Medicine Database (AMED), Cumulative Index to Nursing and Allied Health Literature (CINAHL), and MEDLINE. Results Ten studies were included in this study, as they met the inclusion and exclusion criteria. The results of the selected studies were thematically organised. Three key elements emerged from the results that promoted the participation of children with ASD in everyday life activities: increased knowledge and awareness of parents; new practices and changes in everyday life; supporting and strengthening parenting. Conclusion The findings of this study suggest that parents have a central role to play in promoting child participation. Parental guidance is an ideal way to promote the participation of ASD children in everyday activities, as parents are involved in children’s daily lives and influence children’s natural environments. The results of this study can be utilized in occupational therapy practice for the implementation of interventions. Keywords: ASD, children with ASD, daily activities, involvement, occupational therapy, parental guidance
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Sullivan, Jeffrey M. "Parents Of Children With High-functioning Autism: Experiences In Child-parent Relationship Therapy (Cprt)." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc103397/.
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This qualitative study attempted to capture the experiences of parents of children with high-functioning autistic spectrum disorders participating in child-parent relationship therapy (CPRT). Parents of children with high-functioning autistic spectrum disorders (HFASD) are prone to experiencing stress in the parent-child relationship due to difficulty in social understanding and rigid behavioral patterns often found among children with HFASD. Moreover, parents of children with HFASD may feel challenged to find suitable interventions that are time-limited, affordable, and appropriate for parents and children with HFASD. Because no research currently investigates the perceived acceptability of CPRT for parents of children with HFASD, it was decided that a qualitative study would best capture the experiences of parents of children with HFASD participating in CPRT to understand more fully whether CPRT is an appropriate intervention for these parents. Four parents and one grandparent were interviewed prior to and following their participation in 10 sessions of CPRT. Thematic analysis of the pre- and post-intervention interviews as well as the 10 CPRT sessions revealed eight themes related to the parents overall experience of CPRT and change in the parent, child, and parent-child relationship: understanding of CPRT concepts, reactions to CPRT, group dynamic, child characteristics, parent characteristics, knowledge and experiences with HFASD, family context, and parent-child relationship. The emerging themes indicated that the five participants found CPRT to be a useful intervention for developing skills to deal with child-behavior concerns related to HFASD. The participants also reported developing a better understanding of their children with HFASD and four parents reported increased closeness in the parent-child relationship. The implications for this research are that CPRT may offer parents of children with HFASD a time-limited intervention that meets their needs as parents, as well as possibly helping parents and children with HFASD develop increased closeness in the parent-child relationship.
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Lobaugh, Frank Alan. "Filial Therapy With Incarcerated Parents." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332623/.
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This study was designed to determine the effectiveness of filial therapy on reducing the stress experienced by incarcerated parents; its ability to increase the acceptance level by those parents toward their children ; and to determine the effectiveness of filial therapy on improving the self concept of the children of incarcerated parents.
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Costas, Mary Bassett. "Filial Therapy with Non-Offending Parents of Children Who Have Been Sexually Abused." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279023/.
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This study was designed to determine the effectiveness of filial therapy as a method of intervention for non-offending parents and their children who have experienced sexual abuse. Filial therapy is a didactic/dynamic approach used by play therapists to train parents to be therapeutic agents with their children. Parents are taught basic child-centered play therapy skills and the utilization of these skills in weekly play sessions with their children. Parents learn to create a special environment which enhances and strengthens the parent-child relationship, thus assisting in personal growth and change for both the parent and child. The purpose of this study was to determine if filial therapy is effective in: (a) increasing the acceptance of non-offending parents of their sexually abused children; (b) reducing the stress level of non-offending parents; (c) improving empathic behaviors of non-offending parents toward their sexually abused child; (d) decreasing the anxiety of sexually abused children; (e) enhancing the self-concept of sexually abused children; (f) decreasing behavior problems of sexually abused children as reported by their non-offending parents; and (g) enhancing the emotional adjustment of sexually abused children.
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Lloyd-Williams, Kathryn. "Parental brain injury : children's relationships and the role of systemic family therapy." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/55941/.
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The following thesis consists of three papers; a literature review, an empirical paper and a reflective paper. The literature review summarises current knowledge regarding the efficacy of systemic family therapy in neurorehabilitation. Studies investigating the impact of brain injury on the family suggest that all family members should be included in their injured relatives’ rehabilitation programme due to the risk of developing relational difficulties. In view of this, family therapy has become increasingly popular amongst Clinical Psychologists and other professionals working in neurorehabilitation. This review aims to critically evaluate the efficacy of systemic family therapy within neurorehabilitation. Methodological considerations and implications for future research are discussed, as well as clinical and service implications. The empirical paper explores changes in children’s relationships when a parent acquires a brain injury. The findings of the study highlight the positive and negative changes children experience in their relationships as a result of their parents’ acquired brain injury (ABI). Results are discussed in relation to the current literature, consideration of the strengths and limitations of the research, clinical implications and recommendations for future research. The reflective paper discusses the researcher’s own experience of carrying out the research. The researcher utilised the ‘Heartstrings’ activity used in the empirical study to help them reflect on changes in their relationships throughout the research process.
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Matlala, Chidi Elizabeth. "Disclosure of parental HIV positive status to children among patients on antiretroviral therapy at the Dr George Mukhari Wellness Clinic: An explorative study." Thesis, University of Limpopo ( Medunsa Campus ), 2010. http://hdl.handle.net/10386/412.
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Thesis (MPH))--University of Limpopo (Medunsa Campus), 2010.Introduction: HIV-positive parents taking antiretroviral therapy are faced with the difficult decision of whether and what details to share about their HIV status with their children. They need to decide if, when, and how they will disclose their illness to their children. Many reasons have been identified which influence parents’ decision to disclose their HIV status to their children. Aim and objectives: The aim of the study was to explore parental decision and experiences of disclosing or not disclosing their HIV status to children and to explore strategies used by non-disclosed parents to conceal their HIV status from their children. Methodology: Using a qualitative approach, six focus group discussions were conducted with a sample of disclosed and non- disclosed biological parents of children aged between 7-18 years. Participants were recruited from a wellness clinic at the Dr George Mukhari where they routinely collect antiretrovirals. A total of 44 parents (13 biological fathers and 31 mothers) were recruited and participated in two focus groups with disclosed parents, three with non disclosed parents and a pilot focus group interview with disclosed and non disclosed parents. Findings: Disclosure to children was difficult and occurred within a context influenced by death, dying and discrimination. Despite parents being on ARVs, fear of death and dying continues to influence disclosure to children. HIV related practices like taking ARVs and child feeding practices predisposes parents to stigma and discrimination and was major reason for non-disclosure to children, family and neighbours. Whereas previously, prior to the availability of ARVs, parents disclosed to prepare children to face parental death, now disclosure occurs for children to support parents in adherence and when they are sick. The need for support is not surprising given that for parents who disclosed immediately, disclosure was prompted by ill health. The primary reason parents delayed disclosure is because they do not know how to tell the child. One other concern was that disclosure will makes children responsible for caring for parents. By delaying disclosure parents were protecting their children mostly from being hurt, from social rejection and discrimination and from fear of mother’s death. Conclusion: Regardless of whether parents had disclosed or not disclosed the decision to disclose was difficult and emotional for parents, and is influenced by various factors. Due to stigma and discrimination disclosure in most families is often treated as a secret; parents do everything possible to protect their HIV status. Common strategies used to protect their HIV status include hiding antiretrovirals, removing labels from ARV bottles, use of different packages for ARVs, taking medication privately and substituting TB for HIV. Parents believed that by delaying disclosure they were protecting their children from consequences of disclosure. Most children reacted positively to disclosure and were protective and supportive to parents, while some non disclosed children became suspicious of parental status. Recommendations: There is need for the development of health service practices that would protect HIV positive people taking ARVs from stigma and discrimination. Most HIV positive parents currently on ARVs have seronegative and seropositive children. They therefore need to develop strategies to discuss managing HIV illness especially with their seropositive children who also need to have their diagnosis disclosed. It is imperative that disclosure guidelines are developed to guide parents in disclosing HIV to children. Key words: Parental, disclosure, non disclosure, HIV positive, children, qualitative research.
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Marin, Carla E. "Parental Involvement and Group Cognitive Behavioral Treatment for Anxiety Disorders in Children and Adolescents: Treatment Specificity and Mediation Effects." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/256.
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Phobic and anxiety disorders are one of the most common, if not the most common and debilitating psychopathological conditions found among children and adolescents. As a result, a treatment research literature has accumulated showing the efficacy of cognitive behavioral treatment (CBT) for reducing anxiety disorders in youth. This dissertation study compared a CBT with parent and child (i.e., PCBT) and child group CBT (i.e., GCBT). These two treatment approaches were compared due to the recognition that a child’s context has an effect on the development, course, and outcome of childhood psychopathology and functional status. The specific aims of this dissertation were to examine treatment specificity and mediation effects of parent and peer contextual variables. The sample consisted of 183 youth and their mothers. Research questions were analyzed using analysis of variance for treatment outcome, and structural equation modeling, accounting for clustering effects, for treatment specificity and mediation effects. Results indicated that both PCBT and GCBT produced positive treatment outcomes across all indices of change (i.e., clinically significant improvement, anxiety symptom reduction) and across all informants (i.e., youths and parents) with no significant differences between treatment conditions. Results also showed partial treatment specific effects of positive peer relationships in GCBT. PCBT also showed partial treatment specific effects of parental psychological control. Mediation effects were only observed in GCBT; positive peer interactions mediated treatment response. The results support the use CBT with parents and peers for treating childhood anxiety. The findings’ implications are further discussed in terms of the need to conduct further meditational treatment outcome designs in order to continue to advance theory and research in child and anxiety treatment.
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Tempel, Ashley B. "Parent-child interaction therapy the effects of parental attention components on children's verbalizations and attending-to-task behaviors /." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10694.
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Thesis (M.S.)--West Virginia University, 2009.Title from document title page. Document formatted into pages; contains viii, 78 p. : col. ill. Includes abstract. Includes bibliographical references (p. 48-59).
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Melling-Williams, Natalie. "Parental compliance with therapy home programmes within a school for learners with special educational needs : an exploratory study." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/1708.
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Thesis (MSc (Rehabilitation))--University of Stellenbosch, 2005.The school that was studied caters for learners with special educational needs in the Western Cape Province, South Africa. The learners at the school have a variety of physical, intellectual and learning disabilities. They receive rehabilitation inputs aimed at optimising their potential as school learners and as adults. These include occupational and speech therapy, physiotherapy, learning support and educational psychology. The therapists who work with them often utilise home programmes to involve the parents in their child’s therapy and to achieve carry-over from the therapy sessions. Among the professionals at the school there is currently a perception that therapy home programmes are poorly complied with and that the rehabilitation outcomes of the learners are being disadvantaged as a result. A need therefore arose to explore this issue. This study aims to determine the extent of compliance with therapy home programmes by parents and learners of this school. The study also attempted to elicit factors identified by parents and therapists as inhibitors to and/or facilitators for compliance with the home programmes. A descriptive, analytical study design was used. All therapists working at the school, as well as the parents of learners who were expected to comply with a home programme, were invited to participate. Data was collected using two self-compiled, self-administered questionnaires. A parent focus group was added later in an attempt to elicit more depth with regard to some of the issues explored. The data was analysed using quantitative and qualitative methods. Seventy-one percent of parents reported complying at levels adequate for therapeutic benefit to be achieved. However, 25% of the parents reported complying by less than 24% of the time prescribed. The barriers to compliance identified in this study include the quality of teamwork between the parents and the professionals, attitudinal barriers from both the parents and the therapists, the quality of training for the parents and practical difficulties. The family-centred, collaborative model of teamwork was recommended to both the therapists and the parents to facilitate parental input at all levels of the planning and design of the rehabilitation programme.
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Yuen, Tommy Chi-man. "Filial Therapy with Immigrant Chinese Parents in Canada." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278412/.
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This study was designed to determine the effectiveness of filial therapy training in: (a) increasing immigrant Chinese parents' empathic behavior with their children; (b) increasing immigrant Chinese parents' acceptance level toward their children; (c) reducing immigrant Chinese parents' stress related to parenting; (d) reducing immigrant Chinese parents' perceived number of problem behaviors in their children; and (e) enhancing the self concept of the Chinese children of immigrant Chinese parents.
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Haynes, Callie L. "Perceptions of parents on sensory integration therapy and children with autism." Honors in the Major Thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/337.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
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Education
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Linden, Paola Maria. "Children with autism disorder receiving applied behaviour analysis therapy : parents’ experiences." Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71781.
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Thesis (MEdPsych)--Stellenbosch University, 2012.Bibliography
ENGLISH ABSTRACT: The purpose of this study was to explore the experiences of parents who have a child previously diagnosed with autistic disorder who is following or has in the past followed an intensive Applied Behaviour Analysis programme. Parents willingly participated in this research study. The aim of this study was to explore parents' experiences and the various challenges they face. This study also focuses on support and coping strategies experienced by parents. Parents were also asked to provide ideas for support strategies, coping strategies and advice to other parents who may be embarking on a similar journey. A literature review was conducted in order to obtain perspective on research conducted in this field. I fulfilled the dual role of researcher and trainee educational psychologist. The interpretive paradigm was chosen as the framework for this study and the data was gathered by means of semi-structured interviews and written reflections. This research report describes a variety of experiences that parents underwent and the repercussions thereof. Suggestions were made and parents shared advice and support strategies to help other parents who have a child with autism who may decide to embark on an intensive ABA programme.
AFRIKAANSE OPSOMMING: Die doelwit van hierdie studie was om die ondervindinge van ouers met 'n kind wat voorheen met outistiese versteuring gediagnoseer is en wat tans of in die verlede 'n intensiewe Toegepaste Gedrags Analise program voltooi het, te verken. Ouers het vrywillig aan hierdie navorsingsprojek deelgeneem. Die mikpunt van die projek was om die ouers se ervaringe en die verskeie uitdagings wat hulle in die gesig staar, te ondersoek. Hierdie studie fokus ook op ondersteuning en hanteringstrategieë wat deur ouers ervaar word. Ouers is ook gevra om ondersteuningstrategieë, hanteringstrategieë en advies te bied aan ander ouers wat dalk 'n soortgelyke reis sal deurmaak. 'n Literatuuroorsig is gedoen ten einde die perspektief van navorsing wat op hierdie gebied gedoen is, te verkry. Ek het die dubbele rol van navorser en leerling opvoedkundige sielkundige gevul. Die interpretatiewe paradigma is gekies as die raamwerk vir hierdie studie. Die ervaringe is vanuit semi-gestruktureerde onderhoude en geskrewe refleksies versamel. Hierdie navorsingsverslag beskryf 'n verskeidenheid ervaringe wat die ouers deurgemaak het, asook die gevolge daarvan. Voorstelle is gemaak en advies en ondersteuningstrategieë is deur ouers gedeel om hulp te verleen aan ander ouers van 'n kind met outisme wat 'n intensiewe ABA program gaan begin.
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Vaught, Pamela McComas. "Parental perceptions of children clinically diagnosed as Affective Disorder, Attention Deficit Hyperactivity Disorder, or Conduct Disorder: The implications for family therapy." W&M ScholarWorks, 1990. https://scholarworks.wm.edu/etd/1539618646.
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The purpose of this study was to investigate parental perceptions of children clinically diagnosed as Affective Disorder, Attention Deficit Hyperactivity Disorder, or Conduct Disorder. The results were assessed in reference to their implications for family therapy.;The sample utilized in this study was 97 sets of mother-father dyads who sought psychiatric intervention for their child at local mental health clinics. The mother-father pairs in these intact families completed a demographic questionnaire and the Peterson-Quay Revised Behavior Checklist. The data were analyzed using frequency analysis, t-tests, and multiple regression analysis.;This research indicates that there are significant differences between parents' perceptions of their child across three diagnostic categories and between mothers and fathers.
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Walls, Lauren E. "Literacy Beliefs and Practices of Anguillian Parents of Kindergarten Children." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1619180735596965.
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McMonigle, Catherine Lorraine. "Parents' and Children's Experiences in Family Play Therapy." Thesis, Virginia Tech, 2008. http://hdl.handle.net/10919/32448.
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Family Play Therapy is a creative therapeutic approach to engage children in
therapy in the context of their family system. While the young field of family play
therapy offers both the benefits of family therapy and play therapy, research concerning
its efficacy is largely unavailable. The purpose of this qualitative study was to
understand the experience of family play therapy in context of child sexual abuse
treatment, from the perspective of child clients and their parents. A secondary purpose of
this descriptive study was to provide contextual data to inform future quantitative
research on family play therapy. In separate, semi-structured and open-ended interviews,
eight children and their non-offending parents described their therapy experience of the
family puppet interview intervention, in which they created and acted out a story with
puppets. Participantsâ descriptions of their experience revealed five broad themes: (1) the
perceived benefits of play (what participants liked), (2) parents feelings about play as a
medium, (3) parentâ s perceived role in the session, (4) childrenâ s thoughts about family
participation in therapy, and (5) suggestions for improvement. A discussion of the
findingsâ relevance to previous literature, clinical practice and future research, as well as
the limitations of this study is providedMaster of Science
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Glover, Geraldine J. "Filial Therapy with Native Americans on the Flathead Reservation." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278741/.
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This study was designed to determine the effectiveness of the 10-week filial therapy model as an intervention for Native American parents and their children residing on the Flathead Reservation in Montana. Filial therapy is an approach used by play therapists to train parents to be therapeutic agents with their own children. Parents are taught basic child-centered play therapy skills and practice those skills during weekly play sessions with their children. The purpose of this study was to determine if filial therapy is effective in: 1) increasing parental acceptance of Native Americans residing on the Flathead Reservation of their children; 2) reducing the stress level of those parents; 3) improving empathic behaviors of those parents toward their children; 4) changing the play behaviors of children with their parents who participated in the training; and, 5) enhancing the self-concept of those children. The experimental group parents (N=11) received 10 weekly 2-hour filial therapy training sessions and participated in weekly 30-minute play sessions with one of their children. The control group (N=10) received no treatment during the 10 weeks. All adult participants completed the Porter Parental Acceptance Scale and the Parenting Stress Index. Child participants completed the Joseph Pre-school and Primary Self Concept Screening Test. Parent and child participants were videotaped playing together in 20-minute videotaped play sessions before and after the training to measure empathic behavior in parent-child interactions and desirable play behaviors in children. Analyses of Covariance revealed that the Native American parents in the experimental group significantly increased their level of empathy in their interactions with their children. Experimental group children significantly increased their level of desirable play behaviors with their parents. Although parental acceptance, parental stress, and children's self concept did not improve significantly, all measures indicated positive trends. In addition, this study gives rise to questions regarding the suitability of current self concept measurement instruments for Native American children and possible cultural differences in parent stress and parental acceptance.
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Hach, Carly A. "The effectiveness of filial play therapy on children and care-takers." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005hachc.pdf.
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Millard, Sharon. "The effectiveness of parent-child interaction therapy with children who stutter." Thesis, University of Reading, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486353.
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Background: Parent-child interaction therapy (pCll) is one approach that is used in the management of stuttering in young children. However, there is little empirical evidence to support it. This study aims to investigate the effectiveness of the programme with young children who stammer. Method: This is a replicated single subject study. Children aged under 5;0 years, who had been stuttering for longer than 12 months were recruited to the study and randomly allocated to a treatment or to a no treatment control condition. Six children who received therapy, submitted video recorded speech samples made while playing at home with a parent once a week for six weeks before therapy, during clinic based therapy, during home based therapy and six weeks prior to the six month post therapy review. Four children who did not receive intervention completed recordings to coincide with the first and last phases. Language was assessed at the start and end of the study and a parent questionnaire administered. Stuttering frequency was analysed using cusum to determine whether any change was outside the range of variability observed during the baseline phase. Results: Results demonstrated that four ofthe six children who received therapy made progress that could be associated with therapy. The remaining two made progress over the duration ofthe study. One child in the control condition significantly reduced his stammering over the study. Children who received therapy and who began with above average expressive language skills reduced their scores relative to their age over the study. Parents of those who received therapy rated the stuttering as having less impact on them and as feeling more confident in managing the stuttering. Conclusions: PCIT can be effective in reducing stuttering frequency in young children. Hypotheses about the possible link between language and fluency are discussed.
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Soulounias-Arriaga, Demetria. "Parent-Child Interaction Therapy for Children Diagnosed With Reactive Attachment Disorder." Scholar Commons, 2007. http://scholarcommons.usf.edu/etd/3675.
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Parent-Child Interaction Therapy is a probably efficacious, evidenced-based
treatment, which has been proven to decrease problem behaviors of children, as well as
improve parent-child interactions. The first phase is the Child-Directed Interaction (CDI),
which allows the child to lead the play session, while parents are taught to interact
without giving demands, asking questions, or providing criticism. According to the
DSM-IV-TR, Reactive Attachment Disorder is a rare diagnosis. Many attachment
therapists indicate that traditional approaches to treatment have not been demonstrated as
being effective with these children. This study will examine the CDI phase of Parent-
Child Interaction Therapy as a potential treatment option for children diagnosed with
Reactive Attachment Disorder.
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Greenstone, Harriet. "Mother writes : writing as therapy for mothers of children with special needs." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100613.
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This study integrates the research on the social construction of motherhood as it applies to mothers of children with special needs. More specifically, it, looks at how writings by these mothers can (a) help them cope with the emotional ramifications of having such a child, (b) contribute to the knowledge base of professionals who deal with and nurture not only children with special needs but also their mothers, and (c) constitute an effective qualitative research tool.The study focuses on the relationship between writing processes and products and the development of mothers' emotional states and emotional development, their self-image, self-confidence, role identity, and comfort. It investigates feelings of inadequacy, guilt, anger, and frustration, especially those engendered by good mother/bad mother social judgments, to which mothers of children with special needs are particularly vulnerable.
I came to this area of research organically---as a clinician, as a teacher, and as a mother of a child with special needs myself. Van Manan (1990) suggests there is no better way to understand a phenomenon than to live it. I realized I was uniquely positioned to understand, examine, and synthesize the therapeutic effects of mothers' writing, reading, and storytelling, and understand the social environment that fuels it. As a clinician and educator, I also recognized its value as a rich, yet relatively unexplored, source of knowledge.
In preparation for designing the study, I looked beyond peer-reviewed literature to popular literature, including diaries and autobiographies of mothers, to familiarize myself with their writings and the impact of such writings on the mothers' emotional adjustments, including their need for expression, support, and advocacy---for themselves and others.
The study describes the experiences of a writing group (eight participants) comprised of mothers of children with special needs. The group met weekly for ten weeks to examine and share their feelings and life stories through a series of written assignments. Common themes and individual responses to this experience were captured anecdotally throughout the sessions, as well as in pre- and post-group interviews.
Following a description of how the study evolved, coinciding with my personal shift from quantitative to qualitative researcher, I begin with a comprehensive review of mothering as a research area in literature, and a review of literature on the therapeutic effects of reading, writing and storytelling. I then discuss the methodology of this study with an emphasis on the literature on focus groups, memory work, narratives and writing, as well as qualitative research tools and techniques. The results of the study are presented descriptively using primarily a narrative approach, including a more detailed analysis of the experiences of four mothers who participated in the study.
All the mothers reported beneficial effects from their participation. They felt empowered by the experience and inspired to continue to use writing, not only for its individual therapeutic effect but also as a means to advocate and inform others. The connection between writing and advocacy was a recurrent theme that emerged from the study---a strong common desire to help others, and the recognition that writing was an effective means to accomplish the mothers' goal to have professionals understand them better, individually and as a whole, and to be more empathetic.
Other findings include the incongruence of thought between mothers and professionals, and the need to deepen our understanding of parent-professional interaction; and how much more impact the mothering debate has on mothers of children with special needs, particularly the stay-at-home versus working mothers' argument.
This study provides insight into the extensive thoughts and emotions experienced by these mothers, and furthers our understanding of themes like stages of mourning for the not-so-perfect child, and the inter-related processes of storytelling, reading, and writing. It also has implications in the field of memory work, looking at how these mothers recalled early events in the lives of their children and how they remembered their experience in the study, months after its conclusion. Finally, it discusses the implications of using therapeutic writing as a qualitative research tool.
The study concludes with suggestions for using writing to facilitate communication and understanding between parents and educators as well as between parents and other professionals, for their mutual benefit.
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Cook, S. E. "Predicting attrition in guided parent-delivered cognitive behavioural therapy for anxious children." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/1448568/.
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Volume one of this thesis consists of three parts. Part one is a literature review that examines pre-treatment demographic, clinical, parent, child and therapist characteristics as predictors of outcome in the treatment of child anxiety disorders. Methodological weaknesses associated with existing prediction studies are considered and recommendations made for future research. Part two is an empirical paper which investigates predictors of treatment attrition in a guided manualised self-help CBT intervention for anxious children, delivered solely via parents. The results are discussed in relation to clinical implications and recommendations are made for increasing retention in low-intensity, parent-led treatments for childhood anxiety disorders. Part three is a critical appraisal which discusses the limitations of using observational measures to assess parent-child interactions and the challenges associated with outcome measurement in child anxiety research. The background context to the research is also outlined and the advantages and disadvantages of conducting research using pre-collected data are considered.
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Collins, Ricketts Joan. "The Lived Experiences of Adult Children of Mid to Later-life Parental Divorce: An Interpretative Phenomenological Analysis." NSUWorks, 2015. http://nsuworks.nova.edu/shss_dft_etd/19.
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This study examined the lived experiences of adult children of mid-later life parental divorce. It was designed and conducted to address the gap in the current literature regarding this phenomenon. The experiences of 5 Adult Children of Divorce (ACD) ages 25 to 45, who experienced mid-later life parental divorce, were examined using in-depth semi-structured interviews. The researcher employed an interpretive phenomenological analysis (IPA) of which the findings illustrated various outcomes for adults experiencing their parents’ mid-later life divorce. The results of this study showed that parents’ waiting until the children are “grown” does not mitigate potentially detrimental outcomes for these “adult children.” Some of these concerns shared by the ACDs interviewed included: dealing with the shock of the divorce, the acrimonious parental relationships post divorce, feeling the need to choose sides, effects of the divorce on the ACDs' children, among others. Future studies and implications for the field of marriage and family therapy were offered.
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Tew, Kristi L. (Kristi Lee). "The Efficacy of Filial Therapy with Families with Chronically Ill Children." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc277594/.
Full textAbstract:
This study was designed to determine the effectiveness of Filial Therapy as a method of intervention with families with chronically ill children. Filial Therapy is an intervention that focuses on strengthening and enhancing the parent-child relationship. Parents are trained to become the agents of change for their children's behaviors by utilizing basic child-centered play therapy skills in weekly play sessions. The purpose of this study was to a) determine the effectiveness in decreasing parental stress, b) determine the effectiveness in increasing parental acceptance, and c) determine the effectiveness in decreasing problematic behaviors in the chronically ill child as assessed by their parents.
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Bull, Brooks A. "Parents of Non-Binary Children: Stories of Understanding and Support." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1620153478670169.
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Abad, Vicky Shirley Anne. "The effectiveness of a short-term group music therapy intervention for young parents and their children." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46954/1/Vicky_Abad_Thesis.pdf.
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The quality of early life experiences are known to influence a child’s capacities for emotional, social, cognitive and physical competence throughout their life (Peterson, 1996; Zubrick et al., 2008). These early life experiences are directly affected by parenting and family environments. A lack of positive parenting has significant implications both for children, and the broader communities in which they live (Davies & Cummings, 1994; Dryfoos, 1990; Sanders, 1995). Young parents are known to be at risk of experiencing adverse circumstances that affect their ability to provide positive parenting to their children (Milan et al., 2004; Trad, 1995). There is a need to provide parenting support programs to young parents that offer opportunities for them to come together, support each other and learn ways to provide for their children’s developmental needs in a friendly, engaging and non-judgemental environment. This research project examines the effectiveness of a 10 week group music therapy program Sing & Grow as an early parenting intervention for 535 young parents. Sing & Grow is a national early parenting intervention program funded by the Australian Government and delivered by Playgroup Queensland. It is designed and delivered by Registered Music Therapists for families at risk of marginalisation with children aged from birth to three years. The aim of the program is to improve parenting skills and parent-child interactions, and increase social support networks through participation in a group that is strengths-based and structured in a way that lends itself to modelling, peer learning and facilitated learning. During the 10 weeks parents have opportunities to learn practical, hands-on ways to interact and play with their children that are conducive to positive parent-child relationships and ongoing child development. A range of interactive, nurturing, stimulating and developmental music activities provide the framework for parents to interact and play with their children. This research uses data collected through the Sing & Grow National Evaluation Study to examine outcomes for all participants aged 25 years and younger, who attended programs during the Sing & Grow pilot study and main study from mid-2005 to the end of 2007. The research examines the change from pre to post in self-reported parent behaviours, parent mental health and parent social support, and therapist observed parent-child interactions. A range of statistical analyses are used to address each Research Objective for the young parent population, and for subgroups within this population. Research Objective 1 explored the patterns of attendance in the Sing & Grow program for young parents, and for subgroups within this population. Results showed that levels of attendance were lower than expected and influenced by Indigenous status and source of family income. Patterns of attendance showed a decline over time and incomplete data rates were high which may indicate high dropout rates. Research Objective 2 explored perceived satisfaction, benefits and social support links made. Satisfaction levels with the program and staff were very high. Indigenous status was associated with lower levels of reported satisfaction with both the program and staff. Perceived benefits from participation in the program were very high. Employment status was associated with perceived benefits: parents who were not employed were more likely than employed parents to report that their understanding of child development had increased as a result of participation in the program. Social support connections were reported for participants with other professionals, services and parents. In particular, families were more likely to link up with playgroup staff and services. Those parents who attended six or more sessions were significantly more likely to attend a playgroup than those who attended five sessions or less. Social support connections were related to source of family income, level of education, Indigenous status and language background. Research Objective 3 investigated pre to post change on self-report parenting skills and parent mental health. Results indicated that participation in the Sing & Grow program was associated with improvements in parent mental health. No improvements were found for self-reported parenting skills. Research Objective 4 investigated pre to post change in therapist observation measures of parent-child interactions. Results indicated that participation in the Sing & Grow program was associated with large and significant improvements in parent sensitivity to, engagement with and acceptance of the child. There were significant interactions across time (pre to post) for the parent characteristics of Indigenous status, family income and level of education. Research Objective 5 explored the relationship between the number of sessions attended and extent of change on self-report outcomes and therapist observed outcomes, respectively. For each, an overall change score was devised to ascertain those parents who had made any positive changes over time. Results showed that there was no significant relationship between high attendance and positive change in either the self-report or therapist observed behavioural measures. A risk index was also constructed to test for a relationship between the risk status of the parent. Parents with the highest risk status were significantly more likely to attend six or more sessions than other parents, but risk status was not associated with any differences in parent reported outcomes or therapist observations. The results of this research study indicate that Sing & Grow is effective in improving outcomes for young parents’ mental health, parent-child interactions and social support connections. High attendance by families in the highest category for risk factors may indicate that the program is effective at engaging and retaining parents who are most at-risk and therefore traditionally hard to reach. Very high levels of satisfaction and perceived benefits support this. Further research is required to help confirm the promising evidence from the current study that a short term group music therapy program can support young parents and improve their parenting outcomes. In particular, this needs to address the more disappointing outcomes of the current research study to improve attendance and engagement of all young parents in the program and especially the needs of young Indigenous parents.
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Williams, Kate Elizabeth. "The effectiveness of a short-term group music therapy intervention for parents who have a child with a disability." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/37643/1/Kate_Williams_Thesis.pdf.
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The relationship between the quality of parent-child interactions and positive child developmental trajectories is well established (Guralnick, 2006; Shonkoff & Meissels, 2000; Zubrick et al., 2008). However, a range of parental, family, and socio-economic factors can pose risks to parents’ capacity to participate in quality interactions with their children. In particular, families with a child with a disability have been found to have higher levels of parenting stress, and are more likely to experience economic disadvantage, as well as social isolation. The importance of early interventions to promote positive parenting and child development for these families is widely recognised (Shonkoff & Meissels, 2000). However, to date, there is a lack of evidence about the effectiveness of early parenting programs for families who have a young child with a disability. This thesis investigates the impact of a music therapy parenting program, Sing & Grow, on 201 parent-child dyads who attended programs specifically targeted to parents who had a young child with a disability. Sing & Grow is an Australian national early parenting intervention funded by the Australian Government Department of Families, Housing, Community Services and Indigenous Affairs and delivered by Playgroup Queensland. It is designed and delivered by Registered Music Therapists for families with children aged from birth to three years. It aims to improve parenting skills and confidence, improve family functioning (positive parent-child interactions), enhance child development, and provide social networking opportunities to socially isolated families. The intervention targets a range of families in circumstances that have the potential to impact negatively on family functioning. This thesis uses data from the National Evaluation Study of Sing & Grow from programs which were targeted at families who had a young child with a disability. Three studies were conducted to address the objectives of this thesis. Study 1 examines the effects of the Sing & Grow intervention on parent reported pre and post parent mental health, parenting confidence, parenting skills, and child development, and other parent reported outcomes including social support, use of intervention resources, satisfaction with the intervention and perceived benefits of and barriers to participation. Significant improvements from pre to post were found for parent mental health and parent reported child communication and social skills, along with evidence that parents were very satisfied with the program and that it brought social benefits to families. Study 2 explored the pre to post effects of the intervention on children’s developmental skills and parent-child interactions using observational ratings made by clinicians. Significant pre to post improvements were found for parenting sensitivity, parental engagement with child and acceptance of child as well as for child responsiveness to parent, interest, and participation in the intervention, and social skills. Study 3 examined the nature of child and family characteristics that predicted better outcomes for families while taking account of the level of participation in the program. An overall outcome index was calculated and served as the dependent variable in a logistic regression analysis. Families who attended six or more sessions and mothers who had not completed high school were more likely to have higher outcome scores at post intervention than those who attended fewer sessions and those with more educated mothers respectively. The findings of this research indicate that the intervention had a positive impact on participants’ mental health, parenting behaviours and child development and that level of attendance was associated with better outcomes. There was also evidence that the program reached its target of high risk families (i.e., families in which mothers had lower educational levels) and that for these families better outcomes were achieved. There were also indications that the program was accessible and highly regarded by families and that it promoted social connections for participants. A theoretical model of how the intervention is currently working for families is proposed to explain the connections between early parenting, child development and maternal wellbeing. However, more research is required to further elucidate the mechanisms by which the intervention creates change for families. This research presents promising evidence that a short term group music therapy program can elicit important therapeutic benefits for families who have a child with a disability.
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Giglio, Cheryl P. "Accessibility of animal-assisted therapy for children with autism a parent's perspective : a project based upon an independent investigation /." View online, 2010. http://dspace.nitle.org/handle/10090/13384.
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Dahan, Jessica. "Individual Child Cognitive Behavioral Treatment versus Child-Parent Cognitive Behavioral Treatments for Anxiety Disorders in Children and Adolescents: Comparative Outcomes." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/963.
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Anxiety disorders; such as separation anxiety disorder, generalized anxiety disorder, social phobia and specific phobia, are widespread in children and adolescents. Cognitive behavioral therapy (CBT) has been shown to be effective in reducing excessive fears and anxieties in children and adolescents. Research has produced equivocal findings that involving parents in treatment of child anxiety enhances effects over individual CBT (ICBT). The present dissertation study examined whether parental involvement can enhance individual treatment effect if the parent conditions are streamlined by targeting specific parental variables. The first parent condition, Parent Reinforcement Skills Training (RFST), involved increasing mothers’ use of positive reinforcement and decreasing use of negative reinforcement. The second parent condition, Parent Relationship Skill Training (RLST), involved increasing maternal child acceptance and decreasing maternal control (or increasing autonomy granting). Results of the present dissertation findings support the use of all three treatment conditions (ICBT, RLST, RFST) for child anxiety; that is, significant reductions in anxiety were found in each of the three treatment conditions. No significant differences were found between treatment conditions with respect to diagnostic recovery rate, clinician rating, and parent rating of child anxiety. Significant differences between conditions were found on child self rating of anxiety, with some evidence to support the superiority of RLST and RFST to ICBT. These findings support the efficacy of individual, as well as parent involved CBT, and provide mixed evidence with respect to the superiority of parent involved CBT over ICBT. The conceptual, empirical, and clinical implications of the findings are discussed.
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Lam, Weng Ian. "The use of music to facilitate the recognition of emotion in children with autistic-spectrum disorders in Macao : a preliminary study utilizing parental involvement." Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2589564.
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Montgomery, Dawn. "The Effects of Acceptance and Commitment Therapy on Parents of Children Diagnosed with Autism." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/591.
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The number of children who display characteristics of autism in the United States has been on the rise. Not only do children diagnosed with autism experience difficulties related to the defining characteristics of autism, but parents of children diagnosed with autism commonly experience negative consequences as well. Parents of a child diagnosed with autism more often report symptoms of depression, stress, and reduced quality of life than their do counterparts with neuro-typical children. These traits have the potential to negatively impact the parents' capacity to assist their child in receiving needed treatment and can limit the ability of the parents to learn and utilize effective strategies to assist their child in their future development. Guided by the relational frame theory, this study investigated the effects that acceptance and commitment therapy (ACT) might have on parents who have a child diagnosed with autism within California. The dependent variables were stress, depression, and quality of life. The independent variable was treatment, with 3 intervention levels: ACT, behavior analytic training, and a no treatment control group. A quasi-experimental, non-equivalent, pretest-posttest design was used to examine the variables among a sample of 57 parents of children diagnosed with autism. Given concerns meeting assumptions of normality, Kruskal-Wallis was the statistical procedure used. The overall/change score for Quality of Life was significant at the .01 level across treatment levels. The findings of this study could serve to allow the parents of a child diagnosed with autism to interact more fully and meaningfully with their child and to provide the parents with a venue for which to address challenges they may be experiencing related to their child's disability.
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Plasencia, Mendoza Julio Cesar, Trujillo Jenny Liliana Reyes, Quinto José Manuel Velásquez, Campos Piero Paolo Manuel Feijoo, and Solier César Guardia. "Edukids Therapy." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/654843.
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Esta investigación busca presentar la posibilidad de un proyecto de empresa apoyado en una plataforma web que ofrece servicios de terapia del lenguaje. Está dirigido a padres con hijos en edad escolar que tienen problemas del habla, dificultades para permanecer en las terapias del habla de sus hijos y temor de contagiarse con el virus Covid-19. De esta forma, ahorran tiempo, dinero y esfuerzo en trasladar a sus hijos a sus terapias, recibiendo las mismas desde la comodidad de su hogar.
En atención a esta necesidad se creó Edukids Therapy, una plataforma web que brinda servicios de terapia del lenguaje para niños en edad escolar, generando en ellos la seguridad para hablar en público y tranquilidad en los padres al advertir el normal desenvolvimiento de sus hijos.
La ventaja competitiva de Edukids Therapy es ofrecer un servicio virtual a través de una plataforma web durante el estado de emergencia producido por la pandemia del virus Covid-19, una vez superada esta situación se ofrecerá el servicio de forma presencial y online.
Este documento busca exponer ante el lector y/o potenciales inversionistas, un modelo de negocio atractivo para la inversión, ya que demuestra la demanda, viabilidad y rentabilidad de invertir en el mismo, atendiendo un mercado no atendido. Por ello, esta investigación presenta, de forma estructurada, desde la investigación y validación de la demanda del servicio en el mercado, hasta la rentabilidad y periodo de recuperación de la inversión.This research seeks to present the possibility of a business project supported by a web platform that offers speech therapy services. It is aimed at parents with school-age children who have speech problems, difficulties staying on their children's speech therapies, and fear of catching the Covid-19 virus. In this way, they save time, money and effort in taking their children to their therapies, receiving them from the comfort of their home. In response to this need, Edukids Therapy was created, a web platform that provides language therapy services for school-age children, generating in them the security to speak in public and tranquility in the parents when they notice the normal development of their children. The competitive advantage of Edukids Therapy is to offer a virtual service through a web platform during the state of emergency produced by the Covid-19 virus pandemic, once this situation is overcome, the service will be offered in person and online. This document seeks to present to the reader and / or potential investors, an attractive business model for investment, since it demonstrates the demand, viability and profitability of investing in it, serving an unattended market. For this reason, this investigation presents, in a structured way, from the investigation and validation of the demand for the service in the market, to the profitability and payback period of the investment.
Trabajo de investigación
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LaRosa, Kayla. "Behavior Change for Children Participating in Parent-Child Interaction Therapy: A Growth Curve Analysis." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7320.
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Disruptive behavior disorders including Attention-Deficit/Hyperactivity Disorder (ADHD), Conduct Disorder (CD), and Oppositional Defiant Disorder (ODD), are listed among the most common reasons youth are referred for mental health services (Centers for Disease Control & Prevention [CDC], 2016b; Kazdin, Mazurick, Siegel, & 1994). Parent-Child Interaction Therapy (PCIT) is one intervention that has been found to reduce clinically significant levels of disruptive behavior. The purpose of the current study was to determine the form of change, typical change trajectory, and individual variation in change for disruptive behavior across the two phases of PCIT; the Child-Directed Interaction (CDI) and Parent-Directed Interaction (PDI) phases. In addition, the current study determined which child and caregiver characteristics were associated with variation in change across CDI and PDI.
Participants included a total of 75 children in PCIT between the ages of 2 to 8 years. Children and their caregiver(s) attended PCIT weekly at a university-based, outpatient clinic. The Eyberg Child Behavior Inventory (ECBI) was completed at every treatment session to indicate the intensity of disruptive behavior. Child and caregiver characteristics including the caregiver and the child’s gender, the caregiver’s income and marital status, the caregiver’s relationship with the child, the number of caregivers in PCIT, the child’s primary diagnosis, and the child’s medication status, were obtained through medical record abstraction.
Results indicated the form of change in disruptive behavior, as measured on the ECBI Intensity scale, was linear in CDI and curvilinear in PDI. The average trajectory indicated disruptive behavior decreased throughout PCIT treatment. The decrease in ECBI Intensity scores during CDI was statistically significant, as well as the variance in children’s ECBI Intensity scores at the beginning of PDI.
Caregiver marital status significantly predicted the ECBI Intensity score, which was higher for the divorced or separated group at the first session of PDI than other groups. Caregiver type also significantly predicted the ECBI Intensity score. When the caregiver was a grandparent, the ECBI Intensity score was lowest at the first session of PDI. However, the change in the ECBI Intensity slope for the biological parent group was steeper in comparison when transitioning from CDI to PDI, and less steep throughout PDI, than the grandparent group. Number of caregivers also was a significant predictor, with more caregivers present in PCIT indicating a greater decrease in the ECBI Intensity score.
Significant child characteristic predictors were diagnosis code and medication status. For a diagnosis of Other (e.g., Adjustment Disorder, Selective Mutism), the ECBI Intensity score at the intercept was less than the ODD; ADHD; and Other Specified/Unspecified Disruptive, Impulse-Control, and CD groups; and higher than the Autism Spectrum Disorder/Social Pragmatic Communication Disorder group. A medication status of combined (greater than one psychopharmacological medication prescribed) indicated a higher ECBI Intensity score at the intercept, in comparison to the other groups. There was also a steeper change in slope throughout PDI when the diagnosis was ADHD in comparison to the ASD/SCD group. Last, when the medication status was single (one psychopharmacological medication prescribed), the change in slope during CDI for the ECBI Intensity score was steeper than the combined medication group.
In summary, findings indicated disruptive behavior decreased during PCIT. However, clinicians and families may expect a slight increase in disruptive behavior at the beginning of PDI, or to see a slower rate of change in behavior, before the rate of change eventually speeds up and disruptive behavior decreases. Clinicians may see differences in the rate of change during PCIT based on caregiver and child characteristics and should use this information to guide discussions with families in the future. Future research should be conducted to determine if results may be replicated across different participant groups. Future studies may also follow-up on the maintenance of treatment gains after completing PCIT based on differences in rate of change for various caregiver and child characteristics examined in the current study.
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Geral, Jacintha. "South African parents' perceptions and experiences of occupational therapy using a sensory integrative approach (OT/SI)." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96014.
Full textAbstract:
Thesis (MOccTher)--Stellenbosch University, 2014.ENGLISH ABSTRACT: As a South African occupational therapist (OT) trained to provide occupational therapy using a sensory integration approach (OT/SI), to children and their families, I have personal experience of different parent perceptions and experiences regarding OT/SI as a treatment approach to improving their children’s occupational performance. This made me question the various factors that may influence a parent’s perceptions and experiences, and how these factors may ultimately influence the outcome of OT/SI intervention for the child and family. Additionally, I wanted to know what OT/SI intervention was like for parents of a child with difficulties processing and integrating sensory information and what changes should be made to ensure we are meeting both child and parents’ needs. To date, no research exists regarding parents’ perceptions and experiences of OT/SI intervention in South Africa. Despite this, OT/SI intervention is widely used among South African paediatric occupational therapists. This study focused on the lived experience of OT/SI intervention for parents in the Western Cape, South Africa. The purpose of this study was to explore and describe South African parents’ perceptions and experiences of OT/SI intervention received. This study not only sought to explore whether parents thought OT/SI intervention was valuable or not, but also to understand the meaning, the broader context and the process by which parent’s opinions had come into being, and how these may have influenced the meaning ascribed to the intervention. The study sample consisted of nine parents, including mothers and a father, of children with difficulties processing and integrating sensory information, who lived in various regions of the Western Cape, South Africa. Purposive sampling was used to select participants in this study. Using a qualitative, phenomenological approach, data was collected during face=to=face interviews, participant observation and researcher’s field notes. Four themes that pertain to the aims of the study were revealed during the analysis. They included: “It was tough because we didn’t understand”, “Just suddenly everything made so much sense”, “Mobilized my child into the world”, and “OT/SI intervention facilitators proposed by participants”. These themes describe the progression of the participant’s perceptions and experiences before OT/SI intervention, during intervention, and after having received the intervention, as well as the recommendations they proposed to facilitate OT/SI intervention in South Africa. I found that factors such as poor awareness and understanding of OT/SI intervention amongst the participants negatively influenced their understanding of their child’s occupational performance, their role as parents and their social performance as a family in various social contexts. Key points of transformation were identified during the ‘input phase’ of OT/SI intervention, which either facilitated or created a barrier in the participants’ shift to the ‘after phase’ of OT/SI intervention. Despite the barriers, all participants perceived and experienced a shift to the ‘after phase’ of OT/SI intervention. For some participants, this shift included changes they perceived in their child, which influenced social performance of the child and family. However, for the majority of participants, this shift meant a number of factors: a better understanding and expectations of their child; changes in their child’s abilities, activities and self=worth; changes in themselves as parents and how this influenced their parent=child relationship; as well as changes in their child’s and family’s social performance in various contexts. Insight gained from the participants’ recommendations and my interpretation of findings, allowed recommendations to be made in an attempt to overcome the barriers and promote the facilitators that will make a difference to OT/SI intervention in South Africa. Recommendations were made within two contexts: the broader social context of South Africa and the context of OT/SI intervention received by children and their parents.
AFRIKAANSE OPSOMMING: As ‘n Suid=Afrikaanse arbeidsterapeut (AT), opgelei om arbeidsterapie met ‘n sensoriese integrasie benadering (AT=SI) te verskaf aan kinders en hul families, het ek persoonlike ondervinding van verskeie ouers se persepsies en ervarings omtrent AT=SI as ‘n behandelingsbenadering om die kind se arbeidsprestasie te bevorder. Dit het my laat wonder watter faktore die ouer se persepsies en ervarings sou beïnvloed, asook hoe hierdie faktore die uitkoms van die AT=SI behandeling vir die kind en die familie sou beïnvloed. Ek wou ook uitvind hoe die ouer van ‘n kind met SIA (SID), AT=SI intervensie beleef het en watter veranderinge behoort aangebring te word om te verseker dat beide die kind en die ouers se behoeftes nagekom word. Tot dusver bestaan daar geen navorsing aangaande die ouer se persepsies en ervarings van AT=SI intervensie in Suid=Afrika nie. Ten spyte hiervan word AT=SI alom gebruik deur pediatriese arbeidsterapeute in Suid=Afrika. Hierdie studie fokus dus op ouers se persoonlike ervaring van AT= SI intervensie in die Wes=Kaap, Suid=Afrika. Die doel van hierdie studie was om die persepsies en ervarings van Suid=Afrikaanse ouers wat AT= SI intervensie ontvang het, te ondersoek. Hierdie studie het nie net gepoog om vas te stel of die ouers gedink het dat AT=SI waardevol was aldan nie, maar ook om die betekenis, die breër konteks, en die proses waardeur hul opinies gevorm is en hoe dit hulle beïnvloed het, te verstaan. Die steekproef het bestaan uit nege ouers, insluitend moeders en ‘n vader, van kinders met SIA (SID), woonagtig in verskillende streke in die Wes=Kaap, Suid=Afrika. ‘n Doelgerigte steekproef is gebruik om die deelnemers vir die studie te kies. ‘n Kwalitatiewe=fenomenologiese benadering is gebruik om data in te samel deur aangesig=tot=aangesig onderhoude, waarneming van deelnemers, asook die navorser se veldnotas. Vier temas wat direk verwant was aan die doelwitte van die studie, is tydens die analise van die data geïdentifiseer. Dit het die volgende ingesluit: “Dit was moeilik want ons het nie verstaan nie”, “Ewe skielik het alles so baie sin gemaak”, “My kind in die wêreld gemobiliseer ”, “AT=SI intervensie fasiliteerders voorgestel deur die deelnemers”. Hierdie temas beskryf die vordering van die deelnemers se persepsies en ervarings voor die aanvang van AT=SI intervensie, gedurende die intervensie en ook nadat intervensie voltooi is, asook die aanbevelings wat hulle gemaak het om AT=SI intervensie in Suid=Afrika te fasiliteer. Ek het bevind dat faktore soos deelnemers se swak bewustheid en begrip van AT=SI intervensie, hul begrip van hul kind se arbeidsprestasie, hul rol as ouers en hul sosiale optrede as ‘n familie in verskeie sosiale kontekste, negatief beïnvloed het. Kernpunte van verandering is geïdentifiseer gedurende die ‘inset=fase’ van die AT=SI intervensie, wat die deelnemers se vordering na die ‘na= fase’ van AT=SI intervensie òf gefasiliteer het, òf bemoeilik het. Ten spyte van die struikelblokke het alle deelnemers ‘n skuif na die ‘na=fase’ van AT=SI intervensie waargeneem en ervaar. Vir sommige deelnemers was hierdie skuif die veranderde optrede wat hulle in hul kind waargeneem het, wat die kind en familie se sosiale gedrag verander het. Vir die meerderheid deelnemers het hierdie skuif egter ‘n aantal faktore ingesluit: ‘n beter begrip en verwagting van hulle kind; veranderinge in hulle kind se vermoëns, aktiwiteite en eiewaarde; veranderinge in hulself as ouers en hoe dit hul ouer=kind verhouding beïnvloed het; asook veranderinge in die kind en familie se sosiale gedrag in verskeie kontekste. Die deelnemers se voorstelle en my interpretasie van die bevindinge het my in staat gestel om voorstelle te maak om die struikelblokke te probeer oorkom en die fasiliteerders aan te moedig wat die verskil gaan maak in AT=SI intervensie in Suid=Afrika. Aanbevelings is gemaak vir twee areas: die wyer sosiale konteks van Suid=Afrika, asook die konteks van die AT=SI intervensie wat ontvang word deur kinders en hulle ouers.
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Gagalis-Hoffman, Kelly. "An Examination of the Meaning of Family Recreational Storytelling among Parents and their Adult Children." Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd450.pdf.
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