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1
Weaver, Shannon E. "A mothering but a mother role : a grounded theory study of the nonresidential stepmother role /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974698.
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Hale, Rebecca Louise. "The role of parents in school bullying : parent and child perspectives." Thesis, Keele University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602976.
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School bullying research has often focused on children, but neglected the parent's perspective. Little is known about how parents respond to their child's peer victimisation and how these responses are related to children's experiences. Thus, this thesis aimed to address three main research questions: (a) how do parents respond to their children's peer victimisation? (b) What factors are associated with parents' responses to their children's peer victimisation? (c) How are parents' responses related to children's experiences of peer victimisation? A mixed-methods sequential exploratory design, comprising of three stages, was utilised. Firstly, focus groups and interviews were conducted with parents to gain greater understanding of their perspective. The focus group/interview findings informed the content of parent and child questionnaires which were developed in a series of pilot studies, during stage two of the research. In the third stage, these questionnaires were administered to parents and children (aged I 1-12 years) to examine parental responses to peer victimisation, factors related to parental responses, and children's victimisation experiences. The findings suggested three categories of parental responses: supportive/problem solving, confrontational and avoidant. Parents' responses were related to their perceptions of how their child would cope, and their attitudes towards how schools/teachers deal with bullying. Additionally, parents' perceptions of their role in school bullying were influenced by what they thought a 'good' parent should do. Children's perceptions of avoidant and parental supportive/problem solving responses moderated the relationship between peer victimisation and loneliness; there was also an indirect relationship between perceived parental responses and peer victimisation, through child coping. This thesis concludes that in school bullying situations, parents form one element of a broader system, which also involves children and teachers. Thus, parentteacher communication and collaboration is vital and the importance of empowering parents to take a supportive/problem solving approach when helping their child is highlighted.
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Jarrett, Benjamin James Mervyn. "The role of parents in evolution." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/273572.
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In this thesis, I investigated the role of parental care in evolution. Parents provide the environment in which offspring develop and therefore have a large influence on their offspring's phenotypes, and so are in prime position to influence evolutionary processes. I used an experimental approach, and focused on the burying beetle, Nicrophorus vespilloides. The burying beetle is a perfect system for this question: they exhibit elaborate biparental care which is correlated with rapid speciation in the Nicrophorus genus. I started with a thorough exploration of burying beetle ecology and how the guild structure and interspecific competition in local populations can shape phenotypic evolution of my focal species, N. vespilloides. Interspecific competition shapes how the carrion niche is partitioned, which feeds back onto the evolution of body size within Nicrophorus reducing competition. The evolution of parental care in this genus likely facilitated its adaptive radiation, as parental care is linked with body size, both within and across species. But to what extent does the ecology shape the production and maintenance of phenotypic and genetic variation? I then use a quantitative genetic approach to show that body size and development time of N. vespilloides shows no additive genetic variation. Evolution of these fitness related traits can only occur through maternal effects or sibling effects. I tested this prediction by mimicking the radiation of the burying beetles by imposing my own selection on body size when parents could care for their offspring and when they could not. The presence of post-hatching parental care dramatically changed how populations responded to selection, through a combination of cooperation between parents and offspring, and cooperation between offspring. As well as shaping the evolutionary potential of populations, an experimental change in parental care can induce new selective forces, favouring adaptive novelties for the new social environment. Larvae evolving without parental care evolved disproportionately larger mandibles when small to better adapt them to a life without care. Much is known about the evolution of parental care across the animal kingdom, but what happens next: are the burying beetles a "one-off"? I compiled data across the arthropods comparing clades that exhibit post-hatching parental care with their sister clades and show that clades with care are more species rich. While the mechanism may not be the same as with Nicrophorus, I discussed other potential mechanisms that may be at play in the role of parents in evolution.
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Whipple, Ellen E. "The role of parental stress in physically abusive families /." Thesis, Connect to this title online; UW restricted, 1989. http://hdl.handle.net/1773/11195.
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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.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Ogielda, Claire. "The role of parents in child anxiety." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/18046/.
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Stiefer, Toni Kilpatrick. "The Role of Parental Involvement in a Chapter I Extended-Day Kindergarten." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc277973/.
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This studied investigated parental involvement during the first year of a Chapter I extended-day kindergarten program which sought to promote parents taking an active role in their child's classroom and kindergarten educational experiences. A qualitative design was used to provide information about frequency and types of parental involvement as well as descriptive information about the interactions between parents and children within the classroom. This qualitative design also allowed investigation of the perceptions of the participants. Data analysis was ongoing and inductive; data were collected in the form of field notes, videotapes, audiotapes, interviews and classroom documents. Findings suggest that parental involvement provides benefits for the students, parents, teachers and the school as a whole. Findings also suggest that adult volunteers do not necessarily have to be parents; the adult volunteers could come from segments of the population that are not now fully utilized. Senior citizens and university teacher education students are two groups that could fill the volunteer positions. These findings have implications for the educational community in public schools and in teacher training programs of universities.
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Ko, Pik-kei. "The role of the internet as communication tools in parent-child relationship at the later stages of the family life cycle." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/b40203463.
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Lonmene, Ngnintedem Eugenie. "Parents’ Gender Role and Its Effect on Juvenile Delinquency." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21678.
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Blom, Katarina. "Föräldraroll - ett framtidsyrke? : en empirisk studie om hur sex föräldrar ser på föräldrarollen i ljuset av utbildningsidealet." Thesis, Umeå universitet, Pedagogiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-55067.
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Over the past decade there has been considerable debate in the media concerning the necessity of educating parents in how to be better parents, and strengthening their parental role. This question has also been debated at a national level, resulting in the state commissioning a number of official investigations into the problems that parental education could resolve. A growing body of scientific studies have shown that parental-educational programmes play a strong role in preventing behavioural problems amongst children and teenagers. Many Councils in Sweden already offer these parental courses to their citizens, but discussions are ongoing as to whether these courses should be obligatory for all parents before or near to the moment that they begin to have children. This conclusion has been supported by the official investigations commissioned to look into this issue. In light of the state is approaching a proposal for mandatory training for people to get to be parents, the aim of this essay was to investigate how parents see their role as parents in in comparison with the role they are trained for, the working role. It also investigates the views parents have as to the government’s intention to educate them in parenthood. Working from a phenomenological perspective, and a hermeneutic understanding of the issues involved, six qualitative interviews were conducted with parents of pre-school children. The results show that parents view their parental role as a responsibility on several different levels. This role is variously described as one of leadership, fostering and as a non-egotistical, loving relationship. Every role is defined by individual circumstances and is forged at the moment when the parent and child first encounter each other. The role of professional day-to-day work is also described as being a matter of responsibility, mainly from a perspective of duty. It is, as well, characterised by the level of education of the parent. Parents with a university education tend to describe the role as purely egotistical. Parents are positive about parental education on a voluntary basis and are broadly positive about government looking into ways to strengthen parenting skills in first-time parents. But the idea of educating ALL parents is seen as unnecessary and impossible to achieve.
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Li, Zhanjiang Joseph. "The traditional Chinese parents' role and matrimonial consent." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.
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Downie, Jill M. "The role of mothers and fathers in the sexuality education of their children: a cross sectional study." Curtin University of Technology, School of Physiotherapy, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11842.
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This study examined the roles of mothers and fathers in the sexuality education of their sons and daughters. Specifically, the research investigated the sexuality knowledge, attitudes and skills of parents to provide education to their pre-school (5 years of age) or year seven (12 years of age) children. Investigation of parents' active participation in the sexuality education of their children and analysis of the factors which determined their involvement was the main objective of the study. The comfort level of parents in their communication with their children and plans for further sexuality education were also considered. Predictive models of sexuality communication were empirically tested and from this a conceptual model was derived which explicates sexuality education in the home.The research involved both a qualitative and quantitative approach to the investigation of parents' contribution to the future sexual health of their children. The first phase of the study involved focus group interviews with 11 parents to discuss their issues and concerns in providing sexuality education. Thematic analysis of the focus groups and review of the literature informed development of the instrument used in the second phase of the study.Face validity of the instrument was established and 371 parents participated in phase two of the study. One hundred and ninety five (195) mothers and 176 fathers responded voluntarily to an anonymous, self-administered questionnaire on their involvement in their child's sexuality education.In the second phase of the study the instrument used included demographic data and general questions regarding sexuality education. A sexuality knowledge and attitude scale was included as well as qualitative questions concerning parents' skills in sexuality education pertaining to three relevant scenarios. Parents' teaching practices, plans for future ++sexuality education and a Likert scale of comfort levels was also part of the instrument.Demographic data was consistent with the general population except with respect to income and education which were both higher than expected. Most parents (95%) stated that the home should be the primary place for sexuality education. However, less than half (36%) initiated frequent discussion with their child.Results showed that generally parents had a satisfactory knowledge of sexuality (M= 2 1) but that mothers had more knowledge of sexuality than fathers. Parents' sexuality attitudes tended toward the conservative end of the continuum with fathers more liberal in their attitudes than mothers. The study revealed a small positive correlation between knowledge and attitudes which showed that parents with more knowledge had more liberal attitudes.Mothers' and fathers' skills in sexuality education varied, demonstrating some uncertainty in this aspect of parenting. Most parents (63%) were not appropriate in their response to their child's questions about 'how babies are made', and provided their child with no factual information. Although most parents (76%) had observed their child's 'genital play' the majority (75%) were unaware of their child's 'sex play' behaviours. Parents' skills in responding to their child's genital play and sex play revealed that few (less than 16%) demonstrated complete acceptance of their child's sexual behaviour. Curiously, parents stated that they were generally comfortable when presented with all situations. The findings indicate a need for community based parent education which focuses on enhancing parents' sexuality knowledge, attitudes and skills.Generally small percentages of parents talked to their children about various sexuality topics with the factual topics such as body differences, birth, reproduction and obscene words the most frequently ++
discussed. Other topics, of a more sensitive or intimate nature, such as contraception, sexually transmissible diseases, abortion, dating, intimate relationships, masturbation, petting and wet dreams were discussed by fewer parents. Not unexpectedly, parents communicated more with their year seven child than their pre-schooler, but the ages at which topics were introduced varied widely. This suggests parents require guidelines for their role which promote early, open and unreserved communication. The timing of sexuality education is also crucial to ensure that sexuality is as integral to the individual as numeracy and literacy and is approached in the same manner.For almost all topics mothers communicated more than fathers for both the pre-school and year seven groups. In contrast to the literature, pre-school mothers communicated equally with both genders and fathers communicated more with their sons, while by year seven, both mothers and fathers communicated more with their sons than their daughters. The topics discussed with sons and daughters appeared to differ with both mothers and fathers discussing physiological and protective issues with daughters and conversing about sexual behaviours with sons. Gender was a significant factor in sexuality education and strategies to promote equality relating to both parents and children are required.Many parents severely overestimated their plans for communicating with their children about sexuality. Most parents of pre-school children planned to discuss all sexuality topics by the time their children were 12 years old, but in reality this was not evident when compared with the year seven group. Few children initiated frequent communication (37%) with their parents but when they did it was usually with their mother.For the overall sample, the communication of sexuality was predicted by parents' attitudes to teaching ++
sexuality, their perceived preparation, the church as a source of sexual learning and their teaching skills. The predictors however, varied depending on the gender of the parent and the age group being considered and different models explained between 14% and 46% of the variance of communication.No previously published research in Australia has investigated the role of mothers and fathers as sexuality educators. This study has contributed to the increasing body of knowledge in sexuality which aims to educate children more comprehensively for sexual health in adulthood. The conceptual framework derived from the literature and the findings of the study is anticipated to be of benefit to health professionals, school teachers and sexuality educators as they work with parents to promote sexual health.
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McElhaney, Sarah Jeanette. "Adolescents' Perceptions of the Relationships with their Parents in the Context of Parental Military Deployment: A Systems Theory Perspective." Thesis, Virginia Tech, 2010. http://hdl.handle.net/10919/42716.
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This study sought to explore how adolescentsâ relationships with both of their parents changed over the course of parental military deployment. Participants were 9 adolescents, 12-13 years old, that participated in a focus group. Family systems theory was the guiding lens for qualitative data analysis, which included constant comparative and open and axial coding. Two dominant patterns emerged: 1) process that promoted relationship closeness and 2) process that promoted relationship distance. Processes that promoted relationship closeness included clear communication, connectedness with the at-home parent, togetherness, and flexibility of roles. Processes that promoted relationship distance included restricted communication, at-home parent disengagement, deployed parent disconnectedness and lack of role shifting. Findings suggest processes evident in adolescent relationships with their parents during deployment indicative of adjustment outcomes. Clinical implications and future research are discussed.Master of Science
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Rilett, Tracey A. "Motivating students with learning disabilities, the role of parents." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0010/MQ52478.pdf.
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Harris, Jason Eugene. "The Role of Parents in Literacy Development During Kindergarten." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6213.
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Parental involvement contributes to the improvement of student achievement. Although children entered kindergarten with varying levels of literacy development, parents might perceive kindergarten literacy instruction as a panacea for any lacking skills, therefore lessening their involvement in their children's literacy development. Thus, there was a need to understand parents' perceptions of the importance of (a) their involvement in the education of their children, (b) their role in their children's literacy development during kindergarten, and (c) their role in their children's early literacy development as influencing their children's overall literacy development. Bronfenbrenner's bioecological model of human development served as a guide for this qualitative exploratory case study. Semistructured telephone interviews were conducted with 11 kindergarten parents on their perceptions regarding their involvement in the literacy development of their child. Data analysis was guided by Yin's 5-phased cycle of analyzing case studies, through which 4 main themes emerged. First, the parents perceived their involvement in the early literacy of their children helped their children's overall literacy development. Second, they perceived their involvement in their child's education was important. Third, there was a change in the degree of involvement of parents once their children entered kindergarten. Last, parents perceived that their involvement in their children's literacy development was one of the various roles and responsibility they have in being a parent. The findings of this study may contribute to positive social change by serving as useful information that can assist schools and teachers in developing effective strategies for encouraging parental involvement for families with children in kindergarten.
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Blanch, Monica Jane. "The Role of Parents as Formal Math Instructors of Prekindergarten Children." DigitalCommons@USU, 2002. https://digitalcommons.usu.edu/etd/2629.
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This study was designed to explore the relationship between maternal attitudes about math, mothers' attitudes about their prekindergarten child's math abilities, mother-child math interactions, and prekindergarten children's math achievement. Using a Vygotskian framework, an intervention was developed. An intervention group of 18 mother-child dyads from Hyrum, Utah, area and a comparison group of 17 mother-child dyads from the Weston, Idaho, area were invited to participate in this research project. Measures included the Early Mathematics Concepts (EMC) assessment, the School Readiness Composite (SRC) of the Bracken Basic Concepts Scale-Revised (BBCS-R), My Attitudes Scale (MAS), and My Attitudes About My Child's Abilities Scale (MAAMCAS). Research hypotheses predicted that the intervention group would score higher on the EMC and each of the EMC's four focus areas at the posttest. Results did not support these hypotheses. Research hypotheses also predicted that the intervention group would have a larger difference in MAS and MAAMCAS scores from pretest to posttest and .that MAS and MAAMCAS scores would predict EMC scores. Neither of these hypotheses was supported. The final research hypothesis predicted a relationship between EMC focus area scores and mathrelated subscales of the BBCS- R. The strongest relationship appeared to be between the EMC number focus and the BBCS-R number subscale. The results were interpreted in accordance with current research and possible limitations of the present study.
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Yue, Sau-chun Judia. "A study of the parenting role of single fathers from a sociocultural perspective." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13992144.
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Keen, Barbara. "The role of parents in HIV/AIDS primary prevention education /." Title page, contents and abstract only, 1992. http://web4.library.adelaide.edu.au/theses/09PM/09pmk26.pdf.
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Cohen, Julie Laura. "Enhancing Retention of Foster Parents: The Role of Motivational Interviewing." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195528.
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About half of new foster parents quit fostering in their first year, which contributes to the national shortage of foster parents. The purpose of this longitudinal project was to implement and then evaluate a brief motivational interviewing (MI) intervention for new foster parents to support them in their transition to foster parenting. The study participants are a community sample of 112 new foster parents, half of whom were randomly selected to receive two sessions of MI and half of whom served as a control group. The goal was to improve the retention rates and the quality of the fostering experience of new foster parents, but the result was that neither retention nor quality of experience was different between the MI and control groups. Ambivalence about fostering was reduced in the MI group, and the MI group's commitment to fostering was greater than the control group's commitment by the one-year follow-up. A somewhat surprising observation was that only 47 of the 78 families in the study actually got licensed during the one-year study period, and it took participants about 125 days, on average, to get licensed. This suggests that licensing is taking too long and that many participants, without support and encouragement along the way, are abandoning the idea of fostering before they even begin. The results from this study are mixed and somewhat inconclusive, but what is evident is that more support and guidance for new foster parents is surely needed. Further study is warranted to try to create a more effective intervention to support new foster parents.
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Ashu, F. (Felix). "The role of parents in early childhood education in Cameroon." Master's thesis, University of Oulu, 2012. http://jultika.oulu.fi/Record/nbnfioulu-201212041083.
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Abstract. This research aims to provide some suggestions for the role of parents in early childhood education in Cameroon. It also tries to create an awareness of the current state of educational structures and institutions that are available for early childhood education and to identify gaps where urgent attention is needed. Data for this study was collected through interview with the use of Skype. A stratified random sampling method was used and the focus groups were parents who live both in cities and the countryside. Analysis was carried out through content analysis, based on the perceptions from those interviews and the results are presented in terms of percentages. Based on the findings, the level of education of parents, their income levels and cultural awareness have a great impact on early childhood education. Those in the rural areas had more challenges than those in the urban areas and this affects on child performance. The availability of education and resources for learning is in limited supply. Despite these challenges, parental involvement in early childhood education has an overall positive effect and helps to build capacity for future development.
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Frazier, Charlotte N. "Custodial grandparenting among African-Americans : context, social support, role meaning, and health outcomes /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164508.
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Didehbani, Nyaz. "Role of Parental Anxiety on Pediatric Feeding Disorders." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9853/.
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The proposed study examined the relationship between parental anxiety, measured both subjectively (via self-report questionnaires) and objectively (via salivary cortisol) and the child's feeding progress. Children diagnosed with a feeding disorder were recruited with their parents at Our Children's House at Baylor (n=19; 11 females, 8 males). The patients and their parents were housed in the clinic for an eight-week intensive multidisciplinary pediatric feeding disorder treatment program. Calorie intake was recorded daily as outcome measures of treatment progression. Parental anxiety was measured by the Pediatric Inventory for Parents (PIP), state anxiety on the State Trait Anxiety Inventory (STAI), and by salivary cortisol at three different time points. The present study attempted to examine whether parental feeding (phase three of treatment program) would continue to cause a decrease in the child's caloric intake. In averaging ten meals prior to parental feeding in comparison to the average of ten meals following parental feeding, there was no significant difference as measured by a t-test. Paired t-tests examined parental anxiety from time one to time two and found that salivary cortisol increased significantly t(15) = -6.07, p = .000 from Time 1 (M = 2.30, SD = 1.64) to Time 2 (M = 5.24, SD = 2.58). This demonstrated that while parental anxiety increased as measured by salivary cortisol, the children continued to make improvements. This may be the result of the multidisciplinary feeding program which encompassed a strong behavioral component and parent training. Even though the current results did not demonstrate a direct relationship between parental stress and caloric intake, parental stress as measured by salivary cortisol did increase.
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Porter, Patricia. "Searching for common understanding : parent and teacher beliefs about the role of parents in young children's literacy development." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31470.
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This study explored the beliefs and expectations of parents and teachers in an inner city, multicultural elementary school about the role of parents in helping their children's literacy development. A qualitative, case study methodology was used to gather data from 25 parents and 13 teachers in the school. Five support staff members were also interviewed. The research questions addressed by the study were: (1) What beliefs and expectations do parents and teachers hold about parents' roles in children's early literacy development? (2) What, if any, are the common areas of understanding between parents and teachers that may be used to promote the development of effective parent/teacher partnerships? (3) How can the family literacy programs in the school be adapted to increase the communication alignment between parents and teachers? The responses from participants in the study indicated differences in how parents and teachers perceived the role of the parents in helping their children learn and that these differences had implications for home/school communication and the development of parent/teacher relationships. Teachers' and parents' perceptions of the parents' role in helping children's literacy development are categorized into four groups: Parent as Carer; Parent as Supporter; Parent as Developer; and Parent as Nurturer. The communication difficulties that existed between the teachers and the parents from each category are discussed. A framework of analysis was created to consider how the family literacy programs offered in the school afforded opportunities for building common understanding. The study identified some of the difficulties faced by teachers and parents as they work together to support young children's literacy development and suggests ways for bridging and accommodating these differences.Education, Faculty of
Graduate
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Didehbani, Nyaz Kelly Kimberly. "Role of parental anxiety on pediatric feeding disorders." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9853.
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Denton, Melinda Lundquist Smith Christian Pearce Lisa D. "Relationship quality between parents and adolescents understanding the role of religion /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,432.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2006.Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Ph.D. in the Department of Sociology." Discipline: Sociology; Department/School: Sociology.
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Nicolson, H. (Hannah). "The role of parents’ socioeconomic status on a child’s school achievement." Bachelor's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201804201509.
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This bachelor’s thesis is a literature review of the current research regarding the role of parents’ socioeconomic status on their child’s school achievement. The aim of the research is to provide insight into which factors affect the role of parents’ socioeconomic status (SES) on their child’s school achievement and how significant this role may be. This thesis has one research question, which is: What role does the socioeconomic status of parents have on their child’s school achievement?
The factors related to the socioeconomic status of parents and the school achievement of the child this thesis deals with are the resources the parents can allocate to their children, the development of a child’s personality through SES, the genetics passed down via SES, the involvement of the parents in their child’s education, the educational background of the parents, the cultural and social capital of the parents, and finally protective factors that the child may have. These aspects are all based on what current research defines as the most significant factors. Special emphasis is placed on role of the educational background of parents, as it is seen to be one of the most significant determinants of one’s socioeconomic status and the parental involvement, as it has been extensively researched.
This topic is important from both a societal and educational perspective. The aim of this thesis is to educate its readers, especially teachers and educators, about the impact of this topic on students and, by increasing understanding of the topic, to alleviate its effect on increasing inequality and social reproduction. The educational attainment of a child is an important determinant of a child’s future prospects and opportunities and it is important for educators to be aware of the multiple ways in which it affects the school achievement of a child.
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Masha, Ben Maphoke. "The role of school management teams and parents in learner achievement." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62883.
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Research supports that many studies conducted across the country and internationally, acknowledge the positive effects of parental interest in learner academic achievement. The research findings reveals that no study about the role of SMTs and parents in enhancing learner academic achievement has been conducted in rural secondary schools of Sekhukhune Limpopo Province. Further inquiry discovered that studies conducted nationally and internationally focused only on parent participation in elementary schools to improve reading, composition, and cognitive powers of primary school children. Epstein (2011) posits that parental involvement diminishes as the child moves on to secondary school level. The intent of this study through qualitative case-study research explored and analysed the role SMTs and parents play in Sekhukhune District Limpopo Province in enhancing learners’ academic achievement. Five parents of Grade 8-12 learners and 3 SMT members participated from each of the six public secondary schools of Sekhukhune Limpopo province in the inquiry procedure. Principals regards parental engagement in education as interfering with school programmes. This work explored and examined how SMTs and parents collaborate and interact to improve learner academic achievement in rural public secondary schools of the Sekhukhune Limpopo Province. Knowledge of the concept parent involvement; encouraging positive parenting skills; enhancing communication with families; increasing volunteerism at school encouraging learning at home; increasing the number of parents in leadership and decision-making roles; improving community collaboration; capacitating parents and teachers with legislation and laws and dealing with barriers prohibiting effective involvement were some of the themes that evolved from the findings of this study. The implications point to the urgent need for proper training of the school management team for the efficient involvement of parents of children in rural areas, as this will enhance learner achievement. This research highlights the importance of collaboration between all stakeholders to establish a shared vision in order to improve learner academic achievement.Dissertation (MEd)--University of Pretoria, 2017.
Education Management and Policy Studies
MEd
Unrestricted
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Graça, Bernardo Filipe Nunes. "Awareness and attitudes towards environmental issues among students. The parents’ role." Master's thesis, Instituto Superior de Economia e Gestão, 2018. http://hdl.handle.net/10400.5/17999.
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Mestrado em Desenvolvimento e Cooperação InternacionalA presente dissertação visa explicar a formação de atitudes e consciência dos estudantes em relação às questões ambientais dando enfoque ao papel dos pais. A amostra usa como fonte os microdados PISA Portugal 2015, baseados em quatro questionários: o dos estudantes (N=7325) e dos respectivos pais e ainda da escola e dos professores. A análisa empírica tira partido da existência de perguntas iguais ou comparáveis nos questionários dos estudantes e dos pais. Os resultados, obtidos com base em modelos lineares e análises de correlação, revelam uma transmissão de preferências parentais mais forte na componente atitudinal, do que na relativa à consciência. As características pessoais de pais e estudantes possuem poder explicativo, ao contrário das características da escola e dos professores. O prazer na aprendizagem científica e a expetativa de um maior nível educacional no futuro são fatores que afetam positivamente a consciência e atitudes ambientais. Conclui-se, também, que as raparigas em comparação com os rapazes apresentam uma maior correlação com atitudes e tomada de consciência dos progenitores. As atitudes e tomada de consciência ambiental das mães, quando comparadas com a dos pais, relacionam-se mais com as dos filhos e filhas. Os recursos culturais e o número de livros disponíveis no agregado familiar mostraram-se significativos na explicação de atitudes e consciência ambiental, em especial para as estudantes, pelo contrário, para os estudantes do sexo masculino, são os rendimentos familiares e outros recursos materiais. Os níveis educacionais dos pais favorecem a consciência ambiental dos estudantes não se refletindo nas atitudes.
The present thesis aims at comprehending the young's formation of awareness and attitudes towards environmental issues, stressing the parents' role. This work uses the microdata for PISA Portugal 2015, comprehending 4 questionnaires addressed to: students (N=7325) and respective parents, schools and teachers. The empirical analysis takes advantage of comparable questions in the students' and parents' questionnaires. The results, obtained via linear models and correlation analyses, show a higher transmission of parental preferences in the attitudinal component than in the awareness aspects. Student and parental characteristics show a major role performed by these agents, as opposed to the lack of significance showed for school and teacher characteristics. Student's enjoyment of learning science and a higher expected future educational level are predictors that affect positively environmental awareness and attitudes. It is furtherly suggested that girls correlate heavier with their parents than boys and mothers correlate heavier with their children than fathers. As for household characteristics the cultural resources and books plays a part, especially concerning female students. For male students, the household income and other materialistic resources appear to have a higher importance in both awareness and attitudes. The parents' educational attainments only favour the students' awareness not showing significance for the attitudes.
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Samis, Kymberle A. "Elementary school counsellors' perceptions of their current role and their ideal role with parents and families." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31478.
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This study sought to identify B.C. elementary school counsellors' perceptions of: (a) the extent to which they are currently using six different forms of intervention with family members (family consultation, family counselling, family therapy, parent education,' parent consultation, parent counselling); (b) the extent to which they would like to use these forms of family member intervention; (c) the need for school districts to offer services for family members; (d) the appropriateness of these functions to the elementary school counsellor role; (e) the severity of the barriers hindering counsellors' performance of the six different forms of family member intervention; and (f) what is needed to overcome these barriers. The accessible sample of 327 elementary counsellors was determined through written contact with school district Heads of Student Services. The survey instrument, developed specifically for this study, was completed and returned by 249 (76.2%) counsellors. Sample means and standard deviations were calculated to determine the counsellors' perceptions of their current and ideal extent of use of the six family member interventions as well as six other "traditional" school counsellor functions. To determine if the differences between these current and ideal means were significant, two-tailed paired samples t tests were conducted. Sample mean and standard deviation scores were also calculated to determine the counsellors' perceptions of the severity of the barriers to performing the six family member interventions. The results of this study indicate that of the six forms of family member intervention, B.C. elementary counsellors would like to perform parent consultation (M=1.86) and family consultation (M=2.33) to the greatest extent("Often"); they also believe these interventions to be the most appropriate to their role. Parent education, parent consultation, and family consultation were reported as the family member interventions most appropriately offered by the school district. "Work Load" and "Work Schedule" were consistently reported as the largest barriers to performing each of the six different forms of family member intervention. The recommendations most frequently made by counsellors to overcome the barriers to family member intervention included: (a) hire more counsellors; (b) provide increased opportunities for training; (c) provide counsellors with a more adequate space in which to work; and(d)redefine, clarify and narrow the role of the elementary school counsellor.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Zimmerman, Lisa. "Parents' constructions of the role of the helping professional in learning support." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-06252007-175358/.
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Ko, Pik-kei, and 高碧姬. "The role of the internet as communication tools in parent-child relationship at the later stages of the family life cycle." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40203463.
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Gunnarsson, Nina. "Discovery and management of child allergy from the parent perspective /." Stockholm : Karolinska institutet, 2007. http://diss.kib.ki.se/2007/978-91-7357-189-0/.
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Damashek, Amy L. "The moderating role of maternal supervision in the social ecology of children's unintentional injuries." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4655.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on January 31, 2008) Vita. Includes bibliographical references.
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Hanson, Yvonne. "Parents' perception of their role in school governance in Québec, 1981-1984." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63329.
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Steinmetz, Nicole R. "Elementary parents' attitudes and beliefs about their role in children's academic learning." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006steinmetzn.pdf.
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Florjancic, Linda M. "The parents' role in the development of youth and college-level musicians." Akron, OH : University of Akron, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1192397810.
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Thesis (M.A.)--University of Akron, School of Dance, Theatre, and Arts Administration, 2007."December, 2007." Title from electronic thesis title page (viewed 02/22/2008) Advisor, Durand L. Pope; Committee members, Guy Victor Bordo, Brooks Toliver; School Director, Neil Sapienza; Dean of the College, James M. Lynn; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
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Groth, Bonnie Colleen 1961. "Violence prevention in preschoolers: Parents' perspectives on the role of Head Start." Thesis, The University of Arizona, 1997. http://hdl.handle.net/10150/278622.
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Young children are being exposed to violence at an alarming rate. Many societal issues have changed over the last three decades since Head Start began, including an increase in violence. According to Beyond the Blueprint: Directions for Research on Head Start's Families (Phillips & Cabera, 1996), violence is a major issue which should be studied to determine Head Start's role. Head Start parents were surveyed in 1996 to determine (a) how they teach their children non-violence, and (b) how they would like Head Start to support them. Surveys were analyzed and served as the basis for developing interview questions for a separate group of parents in 1997. Interviews were conducted with Head Start parents to determine (a) how their child is exposed to violence, (b) coping methods parents use when their child is exposed to violence, and (c) what parents think Head Start's role should be regarding violence. Interviews were analyzed and recommendations regarding Head Start's role are discussed.
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Askew, Thomas Milton 1946. "Parents' perceptions of the role of curriculum in nonpublic schools of choice." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282857.
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As the percentage of students opting for nonpublic schooling increased in the nineties, private sector choices have diversified, with schools as distinctly different as Afro-centric, Waldorf, Jewish, Muslim, and varieties of Christian schools. Much of the early research in how parents make school choices focused on school climate features rather than curricular considerations. In this study a somewhat isolated population related both by blood and religious association was analyzed in terms of their schooling, choices over a nineteen year period. The PEERS (political, educational, economic, religious, and social attitudes.) Test indicated that although these seven families are highly congruent in their beliefs, their schooling choices were well distributed between public school, a private Christian School with a traditional curriculum, a private Christian school with a continuous progress curriculum (A.C.E.), and homeschooling. The four research questions for this project were: What factors influenced each separate schooling choice? What was the parents' understanding of the curricular differences among their several choices? To what degree did curriculum, affect the parents' final choice of a school? What does the evidence show about parents' ability to make effective choices? The author's participant observation in the test group's cultural milieu for over eight years provided knowledge about the group's thinking processes. Formal exit interviews were recorded and coded for insights on how schooling choices were made. From the analysis of the parents' stated reasons for schooling changes the two most significant findings were the strong influence of adult peer pressure to follow certain trends in schooling choices, and a definite chronological progression ending with strong family commitments to a particular choice. Primary themes which arose, from the exit interviews included parents' ability to recognize individual differences among children, parental understanding of the role of curriculum and the role of the school environment, specifically safety issues and peer influence. Unexpected themes which arose were supervisory concerns, the question of values, and philosophical issues. While curriculum was concluded not to be a strong factor in parents' decision, the results did confirm parent gains in understanding of curriculum, over time. Results also affirmed parental efficacy in educational decision making.
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Mauricio-Piza?a, Lydiamada. "Exploring Parents' Role in the Racial Identity Development in Mixed Race Children." Thesis, Mills College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10813852.
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This study explores the role of interracial parents in the development of racial identity in their mixed race children by examining how conversations surrounding race in a mixed race family relate to the ways children in that family racially identify. In addition, the study explores how parents’ understandings and perceptions of their own racial identity and their child’s racial identity affect the way their child feels about race. Semi-structured interviews were conducted on self-identified interracial parents and their mixed race children between the ages of 4 to 9 years old based on themes regarding mixed race identity including family’s identity, racial awareness of the child, dual socialization, and sociocultural factors. This study found that parents early experiences growing up, phenotypic expression of parent and child, current political climate, stereotypes and influence of schools had related to the ways in which parents discussed race with their children. More research must be done on mixed race identity, particularly outside of Black/White dichotomies.
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King, Andreanna Royelle. "The Role Gender Plays for Heterosexual Single Parents Interacting with Social Workers." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/460.
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Social workers interact with a variety of individuals in the field. In their profession social workers are to adhere to a Code of Ethics that ensure every client is treated equally. There are some under-represented populations that do not receive the same services when they interact with social workers in various systems; heterosexual single fathers are amongst this group. This study was conducted to identify if there was a gender bias amongst social work students working with heterosexual single parents. The researcher hypothesized that the participants in the study would favor single mothers and inadvertently offer more services to them. Social work students at California State University, San Bernardino, were identified as the population for this study. All currently enrolled students in the School of Social Work were invited to participate in the study. The students were sent a quantitative study via their university emails. There was a total of ninety-three respondents. The majority of the respondents felt that the parent with the same sex as the child should be the custodial parent of that child. None of the participants identified the father as an option for custodial guardianship. The participants offered more services to the custodial parent than the noncustodial parent. As a result of this study, the researcher recommended more representation of under-serviced identities in social work curriculum, more research on this population, and more curriculum that integrates social work education with social work practice.
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Khaddaria, Raman. "Perceptions and their role in consumer decision-making." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4951.
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Particular interest lies in understanding how variants of a metric - namely, a survey question - have been employed in academic studies and industry-surveys, in order to measure smoking-related risk-perceptions. In the process of reviewing select tobacco-industry survey records, we analyze the implications of different features of this metric, (e.g., use of a 'probe', the 'Don't Know' option), and various interview modes (e.g. telephonic, face-to-face), for the estimates of perceived risk arrived at in these studies. The review makes clear that two aspects of health risks from smoking--the risk of contracting a smoking-related disease, as against the risk of prematurely dying from it conditional upon getting affected--have not been jointly explored so far. The dataset obtained from the Family Heart Disease and Prevention Survey (November 2010-March 2011), provides a unique opportunity to explore these two kinds of probabilities, particularly with regard to the risks of lung-cancer from smoking. Chapter 3 concludes by illustrating how individuals evaluate both these aspects of health-risks. While the probability of getting lung-cancer is found to be overestimated in conjunction with previous studies, the conditional probability of premature death is severely underestimated. Additionally, it is found that individuals' subjective assessments of either of these risk aspects predict smoking behavior in an identical manner. This calls into question the so-called 'rationality' of smoking decisions with implications for policies designed for the control of tobacco consumption.; This dissertation is an empirical investigation into the roles that different quantifiable and measurable perceptions play in defining individual behavior across a variety of decision-making contexts. In particular, the focus lies on smokers and the choices they make with regard to smoking and beyond. Chapter 1 analyzes a nationally representative sample of adults (23 years and older) in the United States, pertaining to the Annenberg Perception of Tobacco Risk Survey II (1999-2000). It is observed that three dimensions to smoking behavior viz., risk, temporality and addiction, interact to determine the smoking status of an individual. Although previous studies mostly looked into each of these dimensions in isolation, in this chapter, we empirically illustrate how perceptions on risk, time dimensions and addiction, jointly influence the smoking behavior of adults. Chapter 2 casts the smoker in the role of a parent and explores parental behavior towards the general health-risks facing their children. Using the dataset from a survey (2009), conducted in Orlando, Florida, on parents, having at least one child aged between 1 and 16 years, the chapter arrives at two findings relevant for policy: i) In each of the 'smoker' and 'non-smoker' parent categories, parents exhibit equal concern for themselves and their children, and ii) the level of concern shown by smoker-parents, towards health-risks faced by their children, is the same as that shown by their non-smoking counterparts. The analysis in this chapter also affirms the need to incorporate subjective risk assessment in willingness-to-pay (WTP) exercises to facilitate a deeper behavioral analysis of health risk valuation. Lastly, in Chapter 3, we focus on the issue of quantitative assessment of the perception of health risks from smoking.ID: 030422682; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 119-127).
Ph.D.
Doctorate
Economics
Business Administration
Economics
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Clark, Warren G. "Parental role behavior, psychological centrality and self-esteem among the elderly." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/27986.
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Previous research has failed to identify a strong relationship between parental role involvement and self-esteem of parents despite theoretical and intuitive support for the prediction. An explanatory model of the interaction between role occupancy, psychological centrality of the role, and self-esteem among older parents was presented. Data from the National Survey of Families and Households (NSFH) were used to test a path model examining the effects of the roles of parent, spouse, and worker, as well income, age, sex, and health on self-esteem. The data failed to support the model as presented. Role involvement did not affect self-esteem and psychological centrality had a direct effect instead of the proposed interactive effect. Health was the strongest predictor of self-esteem. In contrast to previous research, age negatively affected self-esteem in this sample.Ph. D.
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Gipson-Kendrick, Zoe Elizabeth. "Parents and Health Behavior Change: A Review of the Role of Parents’ Behavioral Intentions for Health Behavior Change in Their Children." UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/906.
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Objective: To examine the existing literature on the relation between contextual and health factors that influence parent intention for child health behavior change, focusing on the importance of a strong theoretical background and measures that match the proposed theory, and to determine the use of intention in the proposed sample of articles.
Method: A preliminary search was conducted, seeking out interventions and programs that target nutrition and/or physical activity in relation to childhood obesity prevention using PsycINFO and MedLine databases. This search totaled 29 studies to be included in the final review.
Results: Ten articles studied intention as a dependent variable, twelve with intention as in independent variable, and seven with intention as a mediating variable. A majority of the articles included a theoretical background (86.2%), while 13.8% of the articles did not include any. Seven overall constructs of interest were established: intention/goal, attitudes, self-efficacy, behavior, social support, knowledge/awareness, and norms. Effect sizes for significant pathways were collected/calculated for the specified variables. Finally, behavioral intention was measured inconsistently in each article, some providing reliability, validity, and/or references for the scales measuring intention, while some did not.
Conclusions: Childhood obesity prevention and intervention literature is inconsistent in the use of theory, strong measurement, and incorporation of other fields of psychology.
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Holmqvist, Sandra, and Kate Forsling. "Hur sjuksköterskan kan stödja föräldrar och syskon till barn som vårdas på sjukhus : En litteraturstudie." Thesis, Högskolan i Gävle, Avdelningen för hälso- och vårdvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-14262.
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Syftet var att beskriva hur sjuksköterskan kan stödja föräldrar och syskon till barn som vårdas på sjukhus. De ingående artiklarnas kvalitet redovisades utifrån de metodologiska aspekterna urval och bortfall. En beskrivande litteraturstudie genomfördes där författarna granskade tolv vetenskapliga artiklar som var relevanta, dessa söktes i databaserna PubMed och Cinahl. Resultatet visade att sjuksköterskan genom att leverera korrekt, individanpassat stöd kunde främja hela familjens hälsa. God kommunikation och tydlig information från sjuksköterskan bidrog till ökad trygghet hos föräldrarna. När sjuksköterskan visade tålamod, var lättillgänglig, gav tid för samtal, lyssnade och var ärlig kände föräldrarna förtroende vilket var grunden för att en god relation skulle utvecklas. Sjuksköterskan kunde också stödja föräldrarna genom att låta dem vara delaktiga i omvårdnaden av sitt sjuka barn samt stötta dem i detta både praktiskt och emotionellt. Syskonen blev även de tryggare när de involverades i omvårdnaden och fick tydlig information angående sitt sjuka syskons prognos. Ökad kunskap minskade syskonens oro och ängslan och hjälpte dem att bättre hantera situationen. Kvalitén i studiens ingående artiklar avseende urval och bortfall varierade men bedömdes överlag vara hög. Slutsatsen är att sjuksköterskans genom tydlig information och kommunikation kan stödja föräldrar och syskon att hantera situationen samt hjälpa dem att bli ett bättre stöd för det sjuka barnet.The aim of this study was to describe how the nurse may support the parents and the siblings of a hospitalized child. The quality of the articles was reported by the methodological aspects of selection and non-response. A descriptive literature study was conducted. Twelve scientific articles were found in the databases PubMed and Cinahl. The result showed that the nurse, by deliver a proper, individually adapted support might promote the health of the entire family. Proper communication and a distinct information from the nurse contributed to an increased perceived security. When the nurse demonstrated patience, was available, spent time for dialogue, listened and was honest, the parents felt trust which formed the foundation for the development of a good relationship. The nurse could also support the parents by letting them participate in the nursing care of their sick child and encourage them both practically and emotionally. The siblings also felt more confident when they were involved in the care and got distinct information about the prognosis of their sibling. The quality of selection and non-response in the examined studies had variation but were over all considered high. The conclusion is that the nurses, through clear information and communication, can support and help parents and siblings to cope with the situation and help them to become a better support for the sick child.
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Coetzer, Erika. "Parents' perspectives on the role of the school in citizenship and moral education." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6448_1208779947.
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The purpose of the study was to explore what parents expect of schools regarding citizenship and moral education. It was argued that it is important that parents' views are taken into accouint when exploring citizenship and moral education in the schools in order to enhance congruence between values and associated virtues promoted at school and at home.
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Garrick, E. Renee Morreau Lanny E. "Role perceptions held by parents and teachers in early childhood special education programs." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323733.
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Thesis (Ed. D.)--Illinois State University, 1993.Title from title page screen, viewed February 10, 2006. Dissertation Committee: Lanny Morreau (chair), Jeffrey B. Hecht, Maribeth N. Lartz, Jeanne B. Morris, William C. Rau, Keith E. Stearns. Includes bibliographical references (leaves 169-186) and abstract. Also available in print.
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Mason, Todd C. "Perceptions of work-family role combination and well-being in dual-income parents." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0009/NQ28356.pdf.
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Blake, Stephanie Uhlenberg Peter. "The grandparent-grandchild bond do parents retain the gatekeeper role as children age? /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,183.
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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2006.Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Sociology." Discipline: Sociology; Department/School: Sociology.
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Zabel, Carol. "Parents' perceptions of the role and function of school counselors a literature review /." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007zabelc.pdf.
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Callery, Peter. "An investigation into the role of parents in the care of hospitalised children." Thesis, University of Liverpool, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262387.
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