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1
Amankwaa, Afua. "Effect of Parental Incarceration on Their Children: Children’s Experience of Parents’ Arrest and Information Disclosure to Children on Parents’ Arrest." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/30.
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We examined the arrest experience and information disclosure of parents arrest to 17 children of incarcerated parents and their caregivers. Using in-depth interviews with children and their caregivers, data were gathered on the experience of children during their parents’ arrest, and how information on parents’ arrest was disclosed to children who were not available during their parents’ arrest. Analyses of interview transcripts thematically showed that 6 out of the 17 children were available during the arrest of their parents. This happened as police officers did not make enquires on presence of children before arriving at their arrest venue. Further, most of these children were exposed to their parents been violently treated by police officers which had emotional effect on them, while some retain vivid memories of the arrest. Our results also suggest that, there was little or no preparation of children who were not available during their parents’ arrest psychologically for the receiving of information on their parents’ arrest. As some got to know about their parents’ arrest while in school, others got to know through teasing by their friends as their caregivers lied to them concerning their parents’ whereabouts. Disclosure of information on parents’ arrest to children led to some children been emotionally traumatized. In comparison of children with incarcerated mothers to children with incarcerated fathers, children with incarcerated mothers were more likely to have witnessed the arrest of their mothers. Implications for these findings are discussed in the study.
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Vassiliou, Despina. "Parental alienation syndrome : the lost parents' perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0002/MQ43970.pdf.
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Dahlberg, Johan. "Parents, Children and Childbearing." Doctoral thesis, Stockholms universitet, Sociologiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-125936.
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This doctoral thesis provides a set of studies of social influences on fertility timing. Swedish register data are used to link individuals to their parents and siblings, thereby allowing the study of impacts of family of origin, social background, and parental death on fertility. The Swedish Medical Birth Register is used to investigate the effect of mode of delivery on higher order births. The thesis consists of an introductory chapter with an overview of the consequences and predictors of the timing of childbearing, and a theoretical framework to explain these relationships. This chapter also includes a section where the contribution to existing knowledge, the relation of the findings to life course theory, and suggestion for further research are discussed. This chapter is followed by four original empirical studies. The first study applies sister and brother correlations to investigate and estimate the impact of family of origin on fertility. It shows that family of origin matters for fertility timing and final family size. The study also shows that the overall importance of family of origin has not changed over the approximately twenty birth cohorts that were studied. The second study introduces three dimensions of social background - occupational class, status, and education - into fertility research. It suggests that social background, independent of individuals’ own characteristics, matters for the timing of first birth and the risk of childlessness. The study also shows that different dimensions of social background should not be used interchangeably. The third study uses the Swedish Medical Birth Register to investigate the effect of mode of delivery on the propensity and birth interval of subsequent childbearing. It demonstrates that mode of delivery has an impact on the progression to the second and third births but that a first delivery by vacuum extraction does not reduce the propensity of subsequent childbearing to the same extent as a first delivery by emergency or elective caesarean section. The fourth study explores the effects of parental death on adult children's fertility. The findings reveal that parental death during reproductive ages can affect children’s fertility. The effects are moderated by the gender of the child and when in the life course bereavement occurs. The combined output of these four studies provides evidence that human fertility behavior is embedded in social relationships with kin and friends throughout life. Family of origin, social background, an older sibling's birth, and bereavement following parental death influence the adult child's fertility. These findings add knowledge to previous research on intergenerational and social network influences in fertility.
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Morelen, Diana. "Empowered Parents Empower Children." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2726.
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Ramos, Oscar. "U.S. citizen children, undocumented immigrant parents how parental undocumented status affects citizen children's educational achievement /." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p1463895.
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Thesis (M.A.)--University of California, San Diego, 2009.<br>Title from first page of PDF file (viewed June 16, 2009). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 95-98).
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Avila, Anna Marie. "Young children's stigmatization of the children of divorce." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/906.
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Olsen, Carolyn Ann. "Children + parents + books = enhanced literacy." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/745.
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Makhiawala, Kenya. "Parent Training for Parents of Children with Developmental Delays: Examining Parenting Strategies with Multiple Children." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19217.
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Behavioral parent training programs have been widely used with caregivers to prevent and decrease challenging behaviors in young children with and without developmental delays and disabilities (DD). Although behavioral parent training has a robust literature suggesting efficacy in reducing target children's problem behavior and increasing positive parenting, specific parenting behaviors and the impact on children with delays and their siblings is an area that has yet to be fully explored. The current study aimed to examine parenting behaviors during parent-child interactions with children with a developmental delay and their sibling. Fourteen families participating in an ongoing parent training randomized controlled trial intervention were included in the present study to better understand parenting behaviors. Inappropriate parenting behaviors predicted the behavior problems of target children and their siblings above and beyond child and family demographic variables. Primary caregivers in the current sample exhibited more inappropriate parenting behaviors with the target child with DD than their sibling.
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Burton, Colia Christine Danyelle. "Resource manual for parents of Black biracial children and/or parents of Black adopted children." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999burton.pdf.
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Bamba, Marceline Louise. "Evaluating the impact of parent education for parents of young children /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9978246.
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Thesis (Ph. D.)--University of Oregon, 2000.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 126-139). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9978246.
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Law, Foon-kam. "Participation in parent support group as perceived by parents of children with cancer /." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36397003.
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Murray, Jeff. "Applications by children under the Children Act 1989 : children 'divorcing' parents." Thesis, University of Leicester, 1998. http://hdl.handle.net/2381/31096.
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The Children Act 1989 recognized for the first time, in statutory form, that children can apply, with the leave of the court, for orders relating to their upbringing including an order relating to where he or she might wish to reside. This ability has led to the suggestion that children can 'divorce' their parents. This work considers these changes in two parts. Part I contains a theoretical examination of the relationship between children and the law. It is argued that children, like all human beings and because they are human beings, are radically autonomous (are ends in themselves) and thereby are the holders of strong (ontological) rights which provide the moral basis for law. It is posited that it is the responsibility of the superior courts to uphold the ontological rights of citizens (including children) and to ensure that all human beings are treated as ends in themselves. Attitudes to children in law are, however, at present predicated on welfare concerns which are underpinned by the philosophy of paternalism which sits in contradistinction to the proposition that children be treated as ends in themselves. This is true both in various mainstream theoretical analyses of how the law should look at children and, as is shown in Part II, in past and current practice of how the law has and is looking at children. In Part II the theoretical position advanced in Part I is used to assess whether the Children Act itself and its interpretation in the courts accords with the strong rights thesis. It is argued that as the Children Act is predicated on welfare and not autonomy that it does not accord with this thesis and it is suggested that the courts in considering the new legal rules are doing so paternalistically; a position which is ontologically indefensible.
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Lai, Shun-keung. "Deaf parents having hearing children : issues of communication and child-rearing /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19470824.
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Manby, Martin. "Exploring the emotional impact of parental imprisonment on children through children's, parents' and carers' accounts." Thesis, University of Huddersfield, 2014. http://eprints.hud.ac.uk/id/eprint/24268/.
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This child-centred case study, which explored the impact of parental imprisonment on children, developed from the European COPING research project (2010 - 2012). Qualitative methods and a thematic analysis were used to review data from interviews with children, their parents/carers and imprisoned parents, in 22 families, mainly from the north of England. My findings confirmed that the quality of children’s relationships with their parent/carer and other relatives is the most important protective factors for them. Children’s resilience is frequently characterised by a two-way empathetic process, children being supported by their parents/carers and supporting them in return. Time is a crucial dimension in how children experience parental imprisonment. The experience of stigma was almost universal for families in this study. Children were cautious about sharing information about parental imprisonment. Paternal and maternal imprisonment impact differentially on children. Children seem more likely to experience emotional turmoil from the imprisonment of their same sex parent. Girls tend to be more resilient and boys more vulnerable. Schools are most often the agencies best placed to help children of prisoners. Parents/carers frequently gained self-confidence from successfully fulfilling their responsibilities. They re-appraised their imprisoned partner’s role and status, and families developed either more open or more closed policies about handling parental imprisonment. Imprisoned parents can partially fulfil their parenting roles. Alongside the harm caused to children by parental imprisonment, a majority of families experienced some benefits. Further research should explore the differential impact of parental imprisonment on girls and boys in more detail.
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Wu, Q. (Qi). "Comparing children’s and parents’ preferences regarding e-books for children." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201611103001.
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With the improvement of ICT, the e-book offers a new opportunity to help improve the children’s reading. There are arguments about choosing e-books or printed books for children, but the e-book provides some new features that printed do not have, thus to find out what is the good factors of the e-books will help the development of the e-books. I have discussed the relationship between children and reading, and furthermore, what is a good design of e-book is discussed, this aims to find the ways to design e-books that will encourage children to read and help improve the engagement between children and e-books.
For finding the good factors of the e-book design, interviews with children and their parents were made. Each family is treated as an individual case. I have found out what are the most common opinions in these 11 families and what are differences between the preferences of parents (including grandparents) and children. The different tastes from younger children to the older children is also included in the findings. Due to the amount of the interviewed in the study, including all the data in a single case seems to get a lot of mass, thus the cross-case synthesis helps to get a clear result.
This study reveals that not all the children have accessed to e-books, and the preferred feature between parents and children are not all different. The preferred interfaces of e-books from parents to children are quite the same, most of the interviewee choose the interface which is colourful, cartoon and with animations. However, one of the mothers also mentioned that animation is an argued feature that may limit the children’s imagination. What’s more, all of the parents mentioned that the screen of the e-books need to be improved, but this is also considered that the informing to the parents of the screen is needed. Moreover, both parents and children are interested in the read-aloud feature of the e-books, apart from this, parents are more focusing on the interactive features, animations while children prefer gamifications.
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Roach, G. A. "Equipping parents to evangelize their children." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.
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Chee, Ming-mu Anthony, and 錢孟武. "Stress of parents with autistic children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31248883.
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Russell, Rosemary Ann. "Parents helping their children with mathematics." Thesis, University of Bristol, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251067.
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Using case study methodology, and an interpretative paradigm, this study illuminates the hitherto unresearched hidden help that parents give their children with maths. It uses data collected from two phases, the first being three case studies of parents who approached the author as a private tutor, the second being five case studies of parents participating in a 'Maths for Parents' course designed by the author. It establishes that without prompting, parents do help their children with maths. It identifies seven new aspects of why and how parents help with maths: rescuing their children from the negative effects of school maths (a 'saviour attitude'), influenced by parents' past bad experiences ofmaths; being a source of maths knowledge for their children; keeping a watchful eye on whether the curriculum is being covered; trying to keep their child one step ahead of school lessons; acting as a bridge between home and school; concern for their child's welfare rather than academic achievement; and responding to their child's request. Parents who do not have an up-to-date understanding of pedagogy and school/curriculum structures have difficulties in supporting their children's maths, irrespective of their social class or mathematical ability. The study concludes that the practice is more widespread than has previously been acknowledged. It urgently needs to be recognised, and parents' perspectives understood by policy makers and schools, to limit the damage that can arise through ignorance of its extent. Although some parents may continue to work independently, as their agendas are mutually exclusive from those of school, initiatives to work in partnership with parents can be successful in bringing greater understanding of the curriculum, enriching parents' understanding of school maths and their relationships with their children and school, and resolving the conflicts that can hamper a child's mathematical progress.
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Byron, Katie. "Disabled parents living without their children." Thesis, University of Hull, 2013. http://hydra.hull.ac.uk/resources/hull:7374.
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This portfolio has three parts: a systematic literature review, an empirical paper and appendices. Part one is a systematic literature review in which the empirical literature relating to factors influencing decision making within the child protection context is reviewed. A systematic search of eight databases identified fourteen relevant studies. The findings suggest decisions within child protection are influenced by a range of factors. These factors cluster around the case, the decision-maker, the organisation and society. The implications of the findings emphasise the importance of reflective decision making practices. Future research is urgently needed in this area to increase understanding and facilitate better decisions that help children and their families. Part two is an empirical paper, which explores the experiences of parents with intellectual disabilities following their children entering the looked-after system. Semi-structured interviews were conducted with six parents and their experiences analysed using interpretative phenomenological analysis. Five super-ordinate themes emerged. The results highlight the need for the development of a different protocol for removing children and supporting parents with intellectual disabilities. Areas for future research are also discussed. Part three comprises the appendices which support the first two parts of this portfolio. This section also includes a reflective statement of the research process.
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Tavares, Lara Patricio. "Parents, children, and non-cognitive skills." Thesis, University of Essex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504885.
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Non-cognitive skills are the centerpiece of this thesis which consists of two parts. Part I looks at the relationship between non-cognitive skills and educational attainment as well as at the development of non-cognitive skills, in particular at the role played by parenting practices. Part II focuses on the relationship between non-cognitive skills and fertility timing. The measures of non-cognitive skills used in Parts I and II are attitude towards learning - a measure obtained by factor analysis using insights from the five-factor model of personality - and the Big Five personality traits, respectively. Using both the BHPS and AddHealth, attitude towards learning is found to be an important determinant of educational 'success, thereby adding to the empirical evidence on the importance of non-cognitive skills in explaining educational attainment. The importance of this particular non-cognitive skill also shows that children's own attitudes or behaviours matter for their academic success. The results also show a statistically significant association between parenting practices and both educational attainment and formation of attitude towards learning. Having rules at home and children's rapport with the family is associated with higher educational qualifications and it also fosters the development of a pro-learn'ing attitude. In face of these results, one can say that parenting practices might be a considerable source of inequality of opportunity. The results in Part II show that personality traits contribute to the differences in fertility timing between more and less educated women in two different ways: first, personality traits influence both education and fertility decisions; and second, more educated women do not equally delay childbirth compared with less educated women: the more 'open-minded' are the ones severely postponing childbearing. This thesis shows that non-cognitive skills are an important source of heterogeneity - one that is usually not taken into account.
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Chee, Ming-mu Anthony. "Stress of parents with autistic children /." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13115698.
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Bajic-Hajdukovic, Ivana. "Belgrade parents and their migrant children." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/1445991/.
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Anthropologists and other social scientists have striven to explain the causes and brutality of the dissolution of Yugoslavia in the early 1990s and the subsequent wars in Slovenia, Croatia, Bosnia-Herzegovina, and Kosovo. Consequently most subsequent anthropological studies have concentrated on issues of nationalism, genocide, and war crimes. Less attention has been paid to other consequences of this disintegration such as the massive internal and external migration during and after the war. This thesis examines the consequences of this outward migration from urban Serbia since the 1990s. In contrast to studies which concentrate on migrants' experiences, I focus on the relationship between elderly parents in Belgrade and their migrant children in London, New York, Toronto, and Sydney, using a material culture perspective to analyze the transformation of basic kinship ties between parents and children. This perspective provides insights into how people become or resist becoming 'refugees', 'migrants', 'guestworkers', 'Serbs' or 'mothers of emigrants.' Activities such as gifting practices, including those involving food and drinks are shown to have a significant impact upon social status both in countries of origin and destination. During twelve months of ethnographic fieldwork carried out in London and Belgrade in 2005/2006, my research focused on homes, gifts and remittances, all of considerable significance to informants. These provide valuable and original insights into parent-child dynamics in the context of post- conflict migration. The most contested genre was remittances which, contrary to a prevailing development discourse, created humiliation and even disgrace among Belgrade parents more than financial relief and economic security. This forms part of a larger conclusion that for parents, their children's migration from post-1990 Serbia represents not a gain but a permanent, traumatic loss. On a larger scale, this thesis contributes to understanding social transformation and its effect on kinship ties in a post-conflict and post-communist Serbian society.
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Smith, Margaret Anne. "Parents reading aloud to their children." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1599.
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Borg, Daniel. "The parent-child relationship when parents' contact with their children is supervised." Thesis, University of East London, 2012. http://roar.uel.ac.uk/1856/.
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This study focuses on the personal experiences and perceptions of non-custodial parents’ relationship with their children where the only contact is supervised. It explores the subjective experience, meanings and processes that non-custodial parents construct when faced with these circumstances. The data was collected through semi-structured interviews with nine supervised non-custodial parents in Malta. Using a methodological approach based on constructivist grounded theory, four main categories have emerged from these parents’ discourse which capture how and where perceptions of the non-custodial parent have changed. These relate to external influences, on being a parent, the parent and child relationship and concerns about future relating. The key issues that emerge show that supervised parents are very sensitive to external influences around them. These are often embodied in the presence of the supervisor who thus becomes part of a triadic relationship, with trust being a key determinant of how this relationship develops. Indirectly, supervised parents provide a profound definition of what being a parent is all about for them by also describing those factors which they consider important for a relationship with their child to develop. From this explorative study, a number of potential areas for related research emerge. Finally, and at a practical level, the study also serves to highlight those areas where improvement in supervision services is recommended for a better relationship between the parent and the child to be fostered.
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Lee, Ka-yee Cavy. "Effects of single parenthood on children: mediated by parenting stress and parent-child relationship." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B29726335.
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Costas, Lisa Daniels. "Parental Expectations of Social-Emotional and Self-Help/Self-Direction Development in Abused Children." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc500588/.
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The present study examined the existence of unrealistic expectations in abusive parents. It was hypothesized that abusive parents would have higher expectations of their children's social-emotional and self-help skills than nonabusive parents. It was also hypothesized that abusive parents would have higher expectations of their children's social-emotional skills than nonabusive parents when both groups compared their children to average children. Abusive and nonabusive parents were administered the Social Competence Scales of the Child Behavior Checklist and the Daily Living Skills domain of the Vineland Adaptive Behavior Scales. The results contradict previous studies in this area and raise questions about present conceptualizations of expectations in abusive parents and the importance of this factor in child abuse.
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Hughes, Susan Mary. "Coaching parents of children with ADHD: A Western Australian study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/2031.
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Parents of children with Attention Deficit/Hyperactivity Disorder (ADHD) often experience emotional and behavioural difficulties that contribute to stress and conflict in their family relationships. ADHD Parent Coaching is a promising intervention for these families; however, little is known about its effectiveness. This study explored the effects parent coaching had on parents of children with ADHD using descriptive case study methodology. A secondary purpose was to measure any reduction in stress and homework problems. A workshop offering solutions to homework-related issues was conducted over two consecutive weeks. Parents who attended (N=10) were offered parent coaching, and five parents were subsequently coached over a period of six to eleven weeks. Parents’ experiences of engaging with coaching were explored using thematic analysis of an interview conducted following the intervention (N=4). They also completed a Parent Stress Index (PSI) and Homework Problem Checklist (HPC) pre and post after intervention. Themes relating to mindfulness in parenting, changed parental cognitions, awareness of parenting styles, improved parent-child relationships, impacts on the wider family, and improved self-efficacy emerged from the interviews. The PSI results indicated significantly lower total parent stress scores following intervention while HPC scores were significantly improved. The results showed that parent coaching may produce positive outcomes, including reduced parental stress, increased self-efficacy and parent mindfulness.
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Bahrami, Nahid Anna, and Pamela Lynne Shiner. "A study on the children of the developmentally disabled." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/798.
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Amaral, Deborah Margaret. "Parents' perspectives : the role of parents in the education of their children." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31206.
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In this study, the behaviours, processes and self-perceptions of parents, in relation to their children's education across time, are examined. The study's primary purpose was to generate a theoretical model that describes parents' involvement in their children's education. Participants in the study included 15 parents of children in grade 10. Qualitative grounded theory techniques were used to investigate how parents are involved in their children's education. Data collection included one-to-one semi-structured interviews, diary entries, written responses from the participants, to the researcher's summary of the participants' responses, and field notes during interviews. All data were coded, categorized and analyzed using a constant comparative method. The researcher maintained an audit trail documenting the data analysis and the theory building. A peer auditor reviewed the data, the analysis process, and the product of the study. Findings resulted in a two-dimensional, visual representation of parent involvement in children's education, illustrating the primary processes of parent involvement behaviour. At the core of the model is the process of parents relating to their children. Surrounding this core category are the processes describing parent-involvement behaviours of planning, shaping, fostering and supporting their children's education. The parents' constructions and reconstructions of their roles and involvement in their children's education emerged as an indirect process of parent-involvement behaviours. Findings indicate that parent involvement in children's education is active, responsive and strategic, and that the involvement of parents in their children's education is developmental, changing as children grow. Implications of the findings for educators and school psychologists suggest efforts to involve parents need to be grounded in the knowledge that parents hold strong and deep beliefs that they are instrumental in their children's education and that children's education includes more than school learning.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate
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Byrne, Natalie Elizabeth. "Parental cognitions, stress and coping in parents of children with developmental disabilities." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/4928/.
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The review examines the literature in relation to parental cognitions and their relationship to child behaviour in parents of children with intellectual disability. It is generally recognised that mental health difficulties are at least partly influenced and maintained by cognitive differences and style. A literature search was carried out to identify articles relevant to parental locus of control, self-efficacy and attributions of behaviours in people with intellectual disability. It is argued that there is a need to develop a multidimensional model of parental cognition to fully describe parental cognitions and their relations to child behaviour and parental mental health. Within the empirical paper, parental perceptions of their child’s genetic syndrome were explored using the Common Sense Model of Illness Representations (Leventhal et al., 1980). Associations between parental perceptions, coping behaviours, affect and mental health were explored. Participants completed the Illness Perceptions Questionnaire Revised for Genetic Syndromes, measures of positive and negative affect, anxiety and depression and coping behaviours. Findings provide preliminary support for the hypothesis that the Common Sense Model of Illness Representations can be applied to the caregivers of children with rare genetic syndromes. Findings suggest that illness representations may have important implications for coping strategies and caregiver wellbeing.
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Barner, Rashida Shani. "Do parents talk to their children about race? An exploration of Black parents and White parents." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1094.
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The purpose of this study was to examine parent (e.g., exposure to diversity) and child factors (e.g., age, anxiety and prosocial behavior) as they relate to the transmission of messages related to race and culture. An exploratory hypothesis was that Black parents would exhibit more cultural socialization, preparation for bias, and promotion of mistrust than White parents. In addition, there were hypotheses that the messages that parents impart to their children about race would be influenced by the age of the child or parents’ experience with diverse groups of people. Online questionnaires were distributed to parents and the final sample consisted of 183 parents of Black children (N = 90) and White children (N = 93), aged four to fourteen years old (M = 8.08). Overall, this study found that Black parents engage in more conversations about race and culture than White parents. However, there were no racial differences between number of messages of equality. The hypothesis that the frequency of preparation for bias messages increases as children get older was supported. The hypothesis that Black children who have higher scores on dimensions of racial socialization would have higher levels of prosocial behavior was supported. The hypothesis that the affective valence of exposure to diverse groups of people would be positively related to egalitarianism was supported. The present study adds to the current literature by highlighting that different messages about race and culture need to be communicated for children in the majority culture versus minority culture.
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Law, Foon-kam, and 羅歡琴. "Participation in parent support group as perceived by parents of children with cancer." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45011849.
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McCreadie, Michael. "The parent programme : a psycho-educational intervention for parents of children with autism." Thesis, Queen Margaret University, 2013. https://eresearch.qmu.ac.uk/handle/20.500.12289/7719.
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Background Having a child with autism places significant demands on parents. Few interventions address parental understanding of the meaning behind child behaviour, and the relationship this has with parental stress. Parent-mediated interventions focus on behaviour exhibited by the child and ignore parental stress. This study assesses the impact of a psycho-educational intervention, which assists parents to derive meaning from their child’s behaviour. Aims The overall aim was to investigate if an intervention targeted exclusively at parents would: • Reduce parent stress associated with Child Characteristics • Reduce parent stress associated with Parenting Characteristics • Facilitate changes in parental coping styles Methods A quantitative approach was adopted to evaluate the impact of the intervention. Measures of parental stress (Parenting Stress Index) and parental coping (Ways of Coping, Revised) were taken at three time intervals; prior to, at a mid-point, and at the end of the intervention. Results Questionnaires were completed by 71 parents and the results were computed using a repeated measures analysis of variance (ANOVA). There was a statistically significant change within the parent and child domains of the Parenting Stress Index (p. 0.0005), with parents showing less stress associated with interpretations of their child’s behaviour, and significant changes in their use of problem-focussed coping. Conclusion Parent-mediated interventions that target parent characteristics associated with child behaviour, are inexpensive and have significant benefit. However, we require further research to explore the relationship between stress and coping variables in parents of children with autism to inform the future direction of intervention.
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Lalkhen, Nuruneesa. "The quality of life of parents of children with epilepsy." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53152.
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Thesis (MA)--Stellenbosch University, 2002.<br>ENGLISH ABSTRACT: The focus of the present review is the quality of life (QOL) of parents caring for a child
with epilepsy. The review is informed by published books and articles available on the
Psychlit and Medline databases. The paper provides an overview of epilepsy and the
problems patients, particularly children, are confronted with. The important roles that
parents fulfil in their child's life is followed by a discussion of the stress and burden
experienced by parents caring for a child with epilepsy. Descriptions and definitions of
the construct QOL are followed by reported research findings on the QOL of patients
with epilepsy. The importance of the QOL of parents caring for a child with epilepsy is
emphasized and this leads to an examination of existing research on the QOL of these
parents. Research on the QOL of parents of children with epilepsy is limited despite the
important roles parents fulfil in the life of their child with epilepsy and the potentially
negative consequences of these additional roles for the child, the parents and the
remainder of the family. Identification and an understanding of the dimensions of QOL
of parents that are impacted upon by a child's epilepsy may produce improved treatment
outcomes and QOL for children diagnosed and living with epilepsy. Recommendations
for future research are included in the present review.<br>AFRIKAANSE OPSOMMING: Die fokus van hierdie oorsig is die lewenskwaliteit van ouers wat 'n epileptiese kind
versorg. Die oorsig is gebaseer op gepubliseerde boeke en artikels wat beskikbaar is op
Psychlit en Medline databasisse. Die oorsig voorsien 'n omskrywing van epilepsie asook
van die probleme wat pasiente, veral kinders, ondervind. Die belangrike rolle wat ouers
in hul kinders se lewe speel word bespreek en dit word gevolg deur 'n bespreking van
die stres en druk wat ouers wat epileptiese kinders versorg, ondervind. Beskrywings en
definisies van die konstruk lewenskwaliteit word aangebied, gevolg deur 'n opgawe van
navorsingsbevindinge oor die lewenskwaliteit van epiletiese pasiënte. Die belangrikheid
van die lewenskwaliteit van ouers van 'n epileptiese kind word beklemtoon en dit lei tot
'n oorsig van huidige navorsing oor die lewenskwaliteit van hierdie ouers. Ten spyte van
die belangrike rolle wat ouers in die lewe van hul epileptiese kind speel en die
moontlike negatiewe gevolge van hierdie bykomende rolle vir die kind, die ouers en die
ander familielede, is navorsing oor die lewenskwaliteit van ouers met epileptiese
kinders beperk. Identifisering van en insig in die faktore wat 'n impak het op die
lewenskwaliteit van ouers met 'n epileptiese kind, kan lei tot verbeterde
behandelingresultate en hoër lewenskwaliteit vir kinders wat gediagnoseer word en wat
met epilepsie saamleef. Aanbevelings vir toekomstige navorsing word ook in hierdie
oorsig gemaak.
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Goodman, Matthew Reader. "If we build it will parents come? : parent participation in preventative parenting groups /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055688.
Full textAbstract:
Thesis (Ph. D.)--University of Oregon, 2002.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 75-79). Also available for download via the World Wide Web; free to University of Oregon users.
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Adams, Darci C. "The power of 'When I was your age' research on parental narratives and their influence on cognitive dissonance in children /." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.
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Petersson, Mikael. "The Maximum Minimum Parents and Children Algorithm." Thesis, Linköping University, Mathematical Statistics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-56767.
Full textAbstract:
<p>Given a random sample from a multivariate probability distribution <em>p</em>, the maximum minimum parents and children algorithm locates the skeleton of the directed acyclic graph of a Bayesian network for <em>p</em> provided that there exists a faithful Bayesian network and that the dependence structure derived from data is the same as that of the underlying probability distribution.</p><p>The aim of this thesis is to examine the consequences when one of these conditions is not fulfilled. There are some circumstances where the algorithm works well even if there does not exist a faithful Bayesian network, but there are others where the algorithm fails.</p><p>The MMPC tests for conditional independence between the variables and assumes that if conditional independence is not rejected, then the conditional independence statement holds. There are situations where this procedure leads to conditional independence being accepted that contradict conditional dependence relations in the data. This leads to edges being removed from the skeleton that are necessary for representing the dependence structure of the data.</p>
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Lindström, Caisa. "Burnout in parents of chronically ill children." Doctoral thesis, Örebro universitet, Institutionen för hälsovetenskaper, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-47391.
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Parents of children with a chronic disease are usually highly involved in their child’s treatment and may be affected by the heavy demands and constant stress. This can increase the risk of developing burnout, which is an individual reaction to long-term stress consisting of symptoms associated with emotional exhaustion, as well as physical and cognitive fatigue. The overall aim was to estimate the prevalence of burnout in parents of children with Type 1 Diabetes Mellitus (T1DM) and inflammatory bowel disease (IBD) (paper I), identify the risk factors associated with parenting a child with T1DM (paper II), explore how mothers suffering from burnout describe their mothering of a child with diabetes, with special focus on their need for control and Performance-based self-esteem (PBSE) (paper IV), and to evaluate the effect of a group intervention aimed at reducing stress-related symptoms (paper III). A total of 251 parents of children with T1DM, 38 parents of children with IBD and 124 parents of healthy children participated in a population-based study (I, II). The validated Shirom-Melamed Burnout Questionnaire (SMBQ) was used to assess burnout. 16 parents (SMBQ ≥3.75) participated in a group intervention and were evaluated for changes in SMBQ and PBSE (III). A total of 21 mothers of children with T1DM who scored for clinical burnout (SMBQ) participated in a qualitative study. Semi-structured interviews were conducted and Inductive content analysis was used (IV). In the study group 36.0% parents of children with a chronic disease scored for clinical burnout (SMBQ ≥3.75) compared to 20.2% of the reference parents (p=0.001) with a preponderance of mothers compared to fathers, 42% vs. 20.5% (p=0.001), respectively (I). Less support from the social network, sleep disturbances and lack of personal leisure time and recovery seem to be important risk factors for clinical burnout in parents of children with T1DM, especially mothers (II). Mothers’ experiences of mothering a child with T1DM were interpreted as one theme; Mission impossible, illustrating the extremely difficult circumstances under which they bring up the child with diabetes to adulthood (IV). Parents’ subjective evaluation of the intervention group was mainly positive and SMBQ (p=0.01) and PBSE scale (p= 0.04) measurements were significantly reduced 6 months after completion of the intervention (III). It is important to pay attention to how parents and especially mothers experience their daily life in order to support those who are at risk of developing burnout.
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Van, der Walt Bianca Anne. "Parents' perceptions of discipline with young children." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/4023.
Full textAbstract:
Little research is available in South Africa regarding discipline with young children in families. In order to understand the various influences acting upon discipline within a family, it is important to understand the influences acting upon the family system. The current research proposes to understand parents’ perceptions of disciplining children in the age range of 2 to 5 years, the methods they use and the factors they perceive as influencing their methods of discipline. The proposed study will make use of Bronfenbrenner’s Ecosystemic Theory of Human Development as the guiding theoretical framework in exploring and describing this research area. The study will use semi-structured interviews with parents to obtain qualitative data. The data obtained from the participants will be analysed by using content analysis.
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Garrett, Jennifer Walz. "Children, parents and teachers' beliefs about reading." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?ucin1185305689.
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Thesis (Ph. D. in Speech-Language Pathology )--University of Cincinnati, 2007.<br>Keywords: reading beliefs; reading definitions; reading purposes; learning to read; qualitative research. Advisor: Dr. Jo-Anne Prendeville Title from electronic thesis title page (viewed Nov. 20, 2007). Includes abstract. Includes bibliographical references.
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Marriott, Elise. "Parents with neurodevelopmental disorders and their children." Thesis, University of Oxford, 2018. http://ora.ox.ac.uk/objects/uuid:c5db001c-26df-4c3a-afc3-96c572050c1a.
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Adults with neurodevelopmental disorders, such as Attention-Deficit Hyperactivity Disorder (ADHD) or Autism Spectrum Disorder (ASD) face a varying degree of associated challenges and impairment. However, there is a scarcity of literature regarding those adults who go on to become parents. Understanding the experiences of parents with neurodevelopmental disorders and their children is vital in providing the appropriate, specialist support. The first paper systematically reviewed the literature relating to parental ADHD and child externalising, internalising, social and cognitive outcomes. Despite the well-established link between parental ADHD and child ADHD, little is known about other important child outcomes. Twenty-one eligible studies were identified, synthesised and critiqued. The review found that parental ADHD was associated with child externalising problems. However, this was not found for child oppositional defiance disorder. Parenting and parental gender were highlighted as important moderating and mediating factors. Due to low study numbers and quality issues, results were inconclusive regarding child internalising, social and cognitive outcomes. The review highlighted the importance of future research, theory and services addressing the needs of both parents with ADHD and their children. The second paper sought to explore the parenting experiences of adults with ASD who have children with ASD. Little is known about these parents, despite the challenges known to be associated with adult ASD and with parenting a child with ASD. Eight parents were interviewed, and data was analysed using Interpretative Phenomenological Analysis, revealing four superordinate themes. These captured parents' experiences of the parent-child relationship, the personal impact of parenting, the acceptance and challenge of living with a child with ASD and managing the complexities of professional services. These findings highlighted the need to provide integrated services which address the multiple needs of families with ASD. Future research and theoretical implications were also considered.
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Benson, Karen M. "Childhood Bereavement and Parents’ Relationship With Children." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115046/.
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It has long been recognized that childhood bereavement is a risk factor for depression in adulthood. Research also has consistently demonstrated that parental depression is linked to poor parent-child relationship quality. The current study examined whether bereavement in childhood increases likelihood of current depressive symptoms among parents and explored whether this vulnerability in the parent then alters the quality of the parent-child relationship. Archival data for a sample of 86 families (N=176 parents) are drawn from the Family & Kid Connection project led by Dr. Shelley Riggs. Instruments utilized include the Background Information Questionnaire, the Symptom Assessment-45 Questionnaire, and the Parenting Relationship Questionnaire. Using the Actor-Partner Interdependence Model, Multilevel Modeling procedures explored the hypothesis that parental depression mediates the association between parents’ childhood bereavement and their perception of the parent-child relationship. Results show a significant relationship between parental (actor) depressive symptoms and parent-child attachment, indicating the need for therapeutic interventions targeting the parent-child relationship, and not just parents, for parents suffering from depression.
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Grubbs, Jerianne C. (Jerianne Christina). "Parents' Divorce Affect upon Children: Mothers' Perceptions." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278241/.
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This study will attempt to identify the reported problem behavior in children impacted by parental divorce. Further, it will try to determine whether pre-divorce interparental conflict, time spent with the mother, and the mother's adjustment affects the problem behavior reported for children. The following analytic techniques will be used: frequency distributions, t-tests, correlations, and regression.
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Anderson, Ryan J. "Triangulation between Elderly Parents And Adult Children." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd904.pdf.
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Romero, Ramona P. "BONDING BETWEEN FOSTER PARENTS AND FOSTER CHILDREN." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/148.
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This study focused on the reason that close to 500,000 children were in the foster care system in 2009 in the United States, and the average length of care was over 26 months. The primary focus was why foster parents are unable to form a bond with the children placed in their home and the effects of not forming any attachment to the children. The results can be extremely negative for the children for many reasons including the foster parents not being invested in the child and providing only minimal standards of care. Moreover, the child does not receive the nurturance or guidance so desperately needed. The child’s wellbeing was not the primary focus of the foster parent. The child is unable to learn the core value of caring, nor form healthy relationships and unfortunately cannot develop or express other healthy emotions. This compromises the child’s ability to function in society as a healthy productive member. Further examined was the perspective of the child as to what the children’s social worker could do differently.
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Tang, Ho-kin. "Adolescents' experience of parental divorce : intra-personal and inter-personal stress, struggle and coping /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20130892.
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Ruiz, Maria Isolina. "Factors that Influence the Participation of Immigrant Latino Parents in the Special Education Process of their Children with Disabilities." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1551.
Full textAbstract:
The Individuals with Disabilities Education Act emphasized the importance of parents’ participation in all educational decisions concerning their children with disabilities. However, parents’ ability to actively participate in, and contribute to, their children’s special education process is influenced by a variety of parent and school related factors. For immigrant Latino parents, these factors may include additional issues related to cultural and linguistic diversity not experienced by most parents. This study examined the experiences of immigrant Latino parents when navigating the special education system as well as the impact that such experiences had on parents’ participation in the special education process of their children with disabilities. A researcher-developed survey (Special Education Parent Participation Survey, SPED-PPS) was used to collect the data. Findings indicated that, although about half of the participants were unable to communicate in English with educators, parents still communicated and collaborated often with school personnel. In addition, most immigrant Latino parents trusted professionals working with their children and had a positive perception of school personnel. A minority of parents believed that teachers knew best about their children’s needs, believed that teachers thought that parents interfered too much in their work, and/or felt uncomfortable with having many professionals in the Individual Educational Plan meetings. Immigrant Latino parents’ participation in their children’s special education process appeared to be influenced by the child’s disability as well as parents’ knowledge of the American education system, perception of school personnel, English language communication skills, and ability to confront school personnel about the child’s needs.
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Romm, Mary E. {4} (Mary Elizabeth). "Personality Characteristics Considered Important for Children by Parents." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc500623/.
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The primary research questions dealt with whether parents consider different personality characteristics of importance for boys and girls. Data were collected by conducting a telephone survey of a random sample of parents in the city of Denton with children under the age of eighteen living in the household. Respondents were asked whether they considered the personality characteristics of responsibility, strict obedience, being respectful of the opinions of others, showing good manners, being independent, and having loyalty to a religion not important, somewhat important, or very important for boys and girls. Of the respondents fifty-nine were fathers and one hundred and twenty-one were mothers. The analysis of the data revealed that mothers and fathers have similar attitudes concerning the importance of these personality characteristics.
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Karazsia, Bryan Thomas. "Exploration of a cognitive-behavioral model of parental influences on children's risk for unintentional injuries." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1235225044.
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Thesis (Ph.D.)--Kent State University, 2009.<br>Title from PDF t.p. (viewed Feb. 25, 2010). Advisor: Beth G. Wildman. Keywords: injury, unintentional injury, children, mediation. Includes bibliographical references (p. 59-72).
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Klein, Abby E. "Academic achievement of children in single father families." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272766.
Full textAbstract:
This paper uses the National Education Longitudinal Study of 1988 (NELS:88) to compare academic achievement of children in two-parent, single mother and single father families. Academic achievement is measured by a math and reading composite score from a standardized achievement test. Ordinary least squares (OLS) regression models are used to test three competing theories of children's academic achievement: economic theory, individualistic perspective of gender and evolutionary parental investment theory. Findings do not support the evolutionary parental investment theory. The economic theory, which states that single fathers are more capable of offering economic resources to their children compared to single mothers, is supported. This economic advantage of children in single father families allows children in this family type to achieve at the same level as (keep up with) children in single mother families. The individual perspective of gender, which states that children in single mother families fare better because women fulfill the caregiver and homemaker roles, is supported by this study. It is also possible that other factors play a role in differing levels of academic achievement between children in different family types.<br>Department of Sociology