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Valcour, P. Monique. "Managerial behavior in a multiplex role system." Human Relations 55, no. 10 (October 1, 2002): 1163–88. http://dx.doi.org/10.1177/a028079.
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This article uses ethnographic data gathered from a parent cooperative nursery school to examine the strategies managers use to resolve role conflict in a multiplex role system, that is, a setting in which the relationship between managers and the people they supervise is based on more than one set of roles. In the organization under study, teachers functioned as both managers of, and service providers to, the parent volunteers they were charged with supervising. Parents' volunteer worker role was subject to conflict with and interruption by the expectations of their organizational client role, which constrained teachers' ability to direct parents' work in the classroom. Managerial effectiveness required responding to the demands and expectations of both sets of roles through a process of adaptive self-regulation. Teachers used several discrepancy detection strategies to gather information on parent volunteers' relative role salience, role transition readiness, and volunteer skills. Based on the information obtained, they devised discrepancy reduction strategies to focus parents' attention on the desired role for task performance and to reduce discrepancies between parents' expectations for managerial behavior and their own actions. The most effective teachers were able to develop personal relationships with parent volunteers, elicit knowledge about parents' role expectations and capabilities, and respond to the expectations of parents' multiple roles on an individualized basis.
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Santi, Apri Utami Parta, and Windy Atika Sani. "THE PARENTS ROLE." NATURALISTIC : Jurnal Kajian Penelitian Pendidikan dan Pembelajaran 2, no. 1 (October 26, 2017): 77–84. http://dx.doi.org/10.35568/naturalistic.v2i1.102.
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This study aims to prove that there is an influence between the role of parents to the attitude of religious children in the family environment. This research uses quantitative method which take sample of non probality sampling that is purposive sampling. Data collection techniques using questionnaires. Data analysis using statistic approach to item about validity and reliability used is Pearson correlation test with 0.5% significance level (5%) with total sample 40 respondents. Based on the calculation of rxy calculation of 0.655, it can be concluded that the role of parents have a very strong influence on the attitude of religious and direction of the influence of the role of parents to religious attitudes have the following regression equation Ŷ = 3.309 + 0.814X this is evidenced by the significance test using the -F test of the calculation results obtained Fhitung amounted to 0.1009 and Ftable of 4.12 while the contribution of the parent role to religious attitudes of 41.4% through the calculation of the coefficient of determination. The results of this study indicate that there is a significant or significant influence between the role of parents to religious attitudes.
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Rochabrun Hidalgo, Fanny Mercedes, Rosalicia Mercedes Uceda Florez, and Edwin Salas-Blas. "Estrés laboral y percepción de competencias parentales en padres que trabajan." Revista Investigación de Psicología, no. 26 (December 28, 2021): 51–67. http://dx.doi.org/10.53287/wzsy6920rr57j.
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Work stress is related to the perception of parental skills in working parents, it is a cross-sectional, associative study with correlational predictive design (Ato, López & Benavente, 2013), 177 parents participated (55.7% women), who worked at least 30 hours per week and who have children between 3 and 12 years old. The instruments used were the Inventory of the demands-control-support model (Rosario-Hernández & Rovira, 2016) and the Perceived Parental Competence Scale (Vera-Vásquez, Zaragoza-Tafur & Musayón-Oblitas, 2014). The results found show significant and positive correlations between the dimension of support with assumption of the role and shared leisure (.27). In the same way, the support dimension is positively related to school involvement (.28); as well as the dimension of control with assumption of the role and shared leisure (.22). A positive and moderate correlation was also found between work demands and hours worked (.34). It has been possible to compare the results with previous studies that reaffirm the idea that due to the amount of work commitments, the parents' stay at home is more difficult. In conclusion, people who perceive stress in their work will have a lower perception of parental competences, since they do not find a balance between the functions of both roles.
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Toyokawa, Noriko, Nancy Darling, and Teru Toyokawa. "SCAFFOLDING PARENTS TO ACCEPT ADULT CHILDREN’S INTERVENTION." Innovation in Aging 3, Supplement_1 (November 2019): S282—S283. http://dx.doi.org/10.1093/geroni/igz038.1044.
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Abstract Guided by social-cognitive domain specific theory (Smetana, 1997), this study explored the issue of role reversal in the aging parent-adult child relation when parents are experiencing age-related functional limitations. Data was collected from adult children (N=16, Mage=53.06, SD=6.08) with a living parent of 70 years old or older who participated in a focus group and were analyzed by a directed analysis (Potter & Levine-Donnerstein, 1999). Participants legitimated their intervention into parents’ autonomy when they perceived a potential risk of parents’ health and safety and involvement of those and of others. Eight types of intervention emerged: (1) monitoring and talking with potential risk with parent (2) convincing parents under the name of super power or an authority figure (3) scaffolding parent’s task by teaching skills, (4) scaffolding by sharing role, (5) scaffolding by optimizing environment, (5) overriding parents’ autonomy behind parents, (6) forcefully overriding, (7) giving up parents’ behavioral modification by accepting parents’ lifestyle, and (8) giving up because of discomfort of talking about the issue (i.e., potential risks of parent’s sexual intercourse, parents’ death preparation). Thus, adult children changed their strategies of intervention from monitoring their parents’ behaviors to overriding parents’ autonomy, depending on their appraisal of potential harms of parents’ prudential and moral domains of life and of their own work/family conditions from monitoring to overriding. Adult children’s possible ways of scaffolding in helping their parents accept their children’s interventions as letting parents maintain their psychological autonomy, including communication skills to discuss uncomfortable topics is discussed.
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Curry, Katherine A., and Alexandra Holter. "The Influence of Parent Social Networks on Parent Perceptions and Motivation for Involvement." Urban Education 54, no. 4 (December 27, 2015): 535–63. http://dx.doi.org/10.1177/0042085915623334.
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Despite reform efforts to involve parents, parent–school relationships in urban districts are rare. This qualitative study used a constructivist grounded theory approach to gain an understanding of how parent social networks, specifically relationships with other parents in the school, influence parent perceptions of their role in the educational process and their efficacy to fulfill perceived roles. Findings suggest that parents have differing perceptions about their role and differences in efficacy for involvement; however, relationships with other parents are important resources for role construction and efficacy, and may serve to lessen the disconnect between parents and schools in high-poverty districts.
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Rudiana, Yuda. "The Role of Parents in Educating Children in the Industrial Revolution Era 4.0." JIEBAR : Journal of Islamic Education: Basic and Applied Research 1, no. 2 (December 30, 2020): 90–106. http://dx.doi.org/10.33853/jiebar.v1i1.99.
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Mini thesis, Islamic Education Department, July 2020. These research objectives held to know how the parent's concept of educating children in the industrial revolution era 4.0, in Kp. Undrus, Cijantra Village, Kab. Tangerang also to know the parents' obstacle factor on the process that educating children in the industrial revolution era 4,0, in Kp. Undrus, Cijantra Village, Kab. Tangerang. This research used a field study approach in Kp. Undrus, Cijantra Village, Kab. Tangerang. The technique's data collection in this research used observation, interview, and documentation. While the data analysis used data collection, data presentation, data reduction, and data verification or taken conclusion. Then, used a validity test technique with the prioritize as data credibility, data transferability, real power, also a confirmation research object. This research result indicates that the parent has an important role in preparing for the industrial revolution 4.0. Through education has done parents in a family by various ways as harmonization the relation of parent-child, became examples to children, motivate and support to the in learning, and have a clear purpose be parents in Kp. Undrus, Cijantra Village, Kab. Tangerang in educating children in the industrial revolution 4.0. children education by the parents have to deficient in economy providing media learning, lack of understanding matter learning child by the parents and lack of compliance to parents.
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Hannan, Sarah, and Richard Vernon. "Parental Rights: A role-based approach." Theory and Research in Education 6, no. 2 (July 2008): 173–89. http://dx.doi.org/10.1177/1477878508091110.
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Both parents and children have strong interests associated with the childrearing process. Children have an interest in being raised in a particular manner, while parents have an interest in parenting in a particular manner. Whose interests should serve as the foundation for childrearing rights? Although parents have an interest in rearing their children as they see fit, no rights follow from that interest. Parental interests generate a right to become a parent, but they do not determine the scope and content of the childrearing rights that attach to this role.The rights that characterize the parental role are grounded solely on the interests of children. While childrearing rights allow parents latitude in interpreting how to parent, and exclude others from intervening, they are limited by the considerable constraint that they cannot undermine their children's future autonomy.
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Fine, Mark A., Marilyn Coleman, and Lawrence H. Ganong. "Consistency in Perceptions of the Step-Parent Role among Step-Parents, Parents and Stepchildren." Journal of Social and Personal Relationships 15, no. 6 (December 1998): 810–28. http://dx.doi.org/10.1177/0265407598156006.
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Russell, C. Denise, and Jon B. Ellis. "SEX-ROLE DEVELOPMENT IN SINGLE PARENT HOUSEHOLDS." Social Behavior and Personality: an international journal 19, no. 1 (January 1, 1991): 5–9. http://dx.doi.org/10.2224/sbp.1991.19.1.5.
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In order to examine the relationship between sex-role development and number of parents in the home, 129 adolescent age college students (73 women, 56 men) were administered a life history questionnaire and the Bem Sex-Role Inventory (short form) (BSRI). With the sexes combined, 54 individuals were classified as androgynous and 75 as nonandrogynous. As predicted, there was a higher percentage of androgynous individuals who were reared in single-parent households as opposed to “intact” households. These results indicate that the development of an androgynous sex role has a strong relationship to number of parents in a family, particularly single parent homes in which the mother is the parent. An implication of these results is that parents who model adaptive yet nontraditional roles may play an important role in the healthy development of their children.
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Medvedeva, A. S., and E. G. Dozortseva. "Role and Involvement of Parents in the Cybergrooming Process." Psychology and Law 11, no. 2 (2021): 146–59. http://dx.doi.org/10.17759/psylaw.2021110211.
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Parents are the main protectors of the child from the dangers of the Internet, including cybergrooming. However, when faced with cybergroomers, not all parents behave optimally. The article discusses the roles that parents can play in such situations. Particular attention is paid to situations when a parent is used by a criminal to influence a child and involve him in sexual activities; the concept of «parent-mediated cybergrooming» is proposed. The empirical study is a analysis of materials from criminal cases, consisting of 33 transcripts of Internet communications between parents and cyber groomers. Typical parental behaviors are described. Three groups of parents were identified depending on their online behavior and the corresponding potential victimization of their children. The conclusion was made about the predominant desire of parents to protect their children (60.7%). However, some parents put their children at risk (15.1%) or direct danger (24.2%) of cybergrooming and other sexual abuse. Variants of prevention of involvement of minors in cybergrooming, including through communication with their parents, are proposed.
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Wanicharoen, Natwipa, Tavee Cheausuwantavee, Issavara Sirirungruang, and Pongsak Noipayak. "Perceptions of Thai Parents Regarding Child Language Development and Parent-Implemented Intervention." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 1207–16. http://dx.doi.org/10.9756/int-jecse/v14i1.221138.
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This phenomenology study was conducted to explore the parents’ perceptions of the language development of children with language impairment (LI) before and after participation in parent-implemented enhanced milieu teaching (EMT) using the teach-model-coach-review (TMCR) model and the parents’ suggestions for improvement in language development of children with LI. Thirteen parents of children with LI participated in semi-structured interview. A thematic analysis was used to analyze the content. The findings of the study show that before participation in the intervention, parents perceived that requesting and asking someone to do something was important for their children, and they expected that their children would reach language development milestones. Parents also expected that speech therapy was clinician-directed therapy. After an eight-week parent training program, parents felt empowered and learned the EMT language strategies and implemented these strategies in the clinical and home settings. They were satisfied with the language outcomes of their children. In addition, the findings of the study show that parents suggest that parent-child interaction and the home language environment play an important role in their child’s language development.
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Abdullaeva, Maryambibi Djumaniyazovna. "The Role Of Parents In Raising Children In The Family." American Journal of Social Science and Education Innovations 03, no. 01 (January 31, 2021): 410–15. http://dx.doi.org/10.37547/tajssei/volume03issue01-75.
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Parents are the greatest ones in the eyes of their children. Therefore, they can earn reputation with their best qualities before their children. Parents who have human qualities are honored by their children for a lifetime. In the family, our children learn self-esteem, manners, depending on the relationship of their parents to each other.The article analyzes the role of parents in the upbringing of children in the family. Based on the results of the study, the author has his own opinions.
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Walker, Doug, E. Deanne Brocato, Les Carlson, and Russell N. Laczniak. "Parents’ and children’s violent gameplay: role of co-playing." Journal of Consumer Marketing 35, no. 6 (September 10, 2018): 623–32. http://dx.doi.org/10.1108/jcm-10-2017-2397.
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Purpose The purpose of this study is to explore the role of co-playing as a moderator of the relation between parents’ and children’s play of violent video games. Design/methodology/approach The study uses dyadic parent/child survey data to estimate the conditional effects in the model, both direct and indirect. Findings The positive effect of parents’ violent video game play of children’s playing behaviors is attenuated by parent/child co-playing. Parents’ knowledge of the Entertainment Software Rating Board (ESRB) ratings leads to higher levels of co-playing, thereby indirectly attenuating violent video game play in children as driven by parents’ play. Research limitations/implications The paper extends the literature on consumer socialization and the impact of co-playing and identifies an antecedent for co-playing in this context. Practical implications The paper reveals that knowledge of the self-regulatory ESRB rules plays a valuable (indirect) role in mitigating violent video game play by children through an increase in co-playing, which attenuates the positive effect of parents’ play on children’s play. Originality/value The study incorporates data from both parents and children to investigate the relationship between parents and children’s violent video game play while empirically investigating the uncertainty in the literature concerning the moderating impact of co-playing.
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Marjiyah, Siti, and Tutuk Ningsih. "Peran Orang Tua dalam Pembelajaran Jarak Jauh pada Masa Pandemi Covid-19 di Madrasah Ibtidaiyah Muhammadiyah Cabang Purbalingga." Jurnal Kependidikan 9, no. 1 (May 28, 2021): 53–68. http://dx.doi.org/10.24090/jk.v9i1.5619.
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This research was conducted to describe the role of parents in helping children do assignments during distance learning at MIM Purbalingga Branch. The research method used is descriptive qualitative. Collecting data through interviews, observation, and documentation with descriptive data analysis. The analysis technique that the researchers did was from data reduction, data presentation and conclusions. The results showed that parents have various roles in helping with children's tasks during distance learning. First, parents play a role in accompanying children. Both parents play a role in guiding the child. And the third parent plays a role in helping children work on assignments during distance learning at MIM Purbalingga Branch.
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Dore, Martha Morrison, and Judy M. Lee. "The Role of Parent Training with Abusive and Neglectful Parents." Family Relations 48, no. 3 (July 1999): 313. http://dx.doi.org/10.2307/585642.
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YAKUPOGULLARI, Ayse, and Sevcan YAGAN GUDER. "The Role of Parents’ Empathic Tendencies in Children Value Acquisition." Eurasian Journal of Educational Research 20, no. 86 (April 14, 2020): 1–26. http://dx.doi.org/10.14689/ejer.2020.86.11.
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Alamsyah, Aam. "Parents’ Role in Supporting Their Children’s Online Learning Process." Jurnal Basicedu 6, no. 1 (December 16, 2021): 138–45. http://dx.doi.org/10.31004/basicedu.v6i1.1776.
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The present study examined the role of parents in supporting their children when learning through virtual means or on-line learning amid the pandemic COVID-19 outbreak. The respondents of the present study were five adults (3 males and 2 females) of different families. The study was conducted in a case study in order to allow the researchers to identify more specific data regarding the significance of parents’ role in the newly applied learning strategies as well as some potential determinants affecting their roles. The findings of the study indicate that there are some themes, which are percieved important by the parents, such as parents’ welfare, parent’s education, and time-managment. It is also found that parents’ higher education and the jobs related to pedagogy (e.g., being a teacher), can significantly help support their children learning process. Last but not least, younger ages pose more challenges to their parents as they are not really familiar with this new learning process.
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DALHOUSE, MARIE, and JAMES S. FRIDERES. "Intergenerational Congruency." Journal of Family Issues 17, no. 2 (March 1996): 227–48. http://dx.doi.org/10.1177/019251396017002005.
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The role of parents in transmitting political values to their children is investigated. A survey of parents and their children from two western Canadian urban centers was undertaken. Using a path analysis technique, the authors analyze the multiple roles parents play in transmitting political values and attitudes to their children. Both internal and external components of the family were analyzed with regard to their impact upon parent-child attitudinal similarity. The results show that parents' gender, political activity of the parents, socioeconomic status, and the type of family have an impact on the degree of parent-child political value similarity.
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Sunarni, Dwi Hayantina. "THE PARENT ROLE IN EARLY CHILDHOOD CHARACTER BUILDING." Empowerment 7, no. 2 (September 30, 2018): 319. http://dx.doi.org/10.22460/empowerment.v7i2p319-327.993.
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Having children who has a good character is every parent wish. For having this good character its need to be done from early age. All the parents has an important role on building this character to their children. Children as a good imitators will do what they see, so that the parent in this case need to be a good role model to the children. Like a wise words say an apple never fall far from the tree, so its mean childrens is the reflection of their childrens. If we want to have children with good character so the parent must have a good character too. So that the parent has a main role to building this early age children. Every child is like a clean white paper, they will follow every direction that been given to them. Not only the parents, school and the environtment having a huge role to building this children character. But back again if the parents already put the values of the good character the children wont absorb other influence from their environment. So it means that father and mother roles in the family becoming the most important things on this children character building. Other than that the parent responsibilities to their children character building need to be their main concern.
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Kushnir, T. "Israeli Parents' Role in Emergencies." Journal of Social Psychology 125, no. 1 (February 1985): 75–79. http://dx.doi.org/10.1080/00224545.1985.9713510.
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Smetanová, Dorota. "Alternatively the Role of Parents." Kultura-Społeczeństwo-Edukacja 3, no. 1 (December 10, 2012): 183. http://dx.doi.org/10.14746/kse.2013.3.1.09.
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Fishel, Anne H., and Gregory P. Samsa. "Role perceptions of divorcing parents." Health Care for Women International 14, no. 1 (January 1993): 87–98. http://dx.doi.org/10.1080/07399339309516028.
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Ranzez, Myxa Cezar, Oeng Anwarudin, and Maspur Makhmudi. "PERANAN ORANGTUA DALAM MENDUKUNG REGENERASI PETANI PADI (ORYZA SATIVA L) DI DESA SRIKATON KECAMATAN BUAY MADANG TIMUR." Jurnal Inovasi Penelitian 1, no. 2 (July 15, 2020): 117–28. http://dx.doi.org/10.47492/jip.v1i2.58.
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One of agent who has a role to play in the regeneration of farmers in one area and can be performed early on is the parent. Parents, therefore, have an important role to play in supporting the regeneration of farmers. Research aims to analyze descriptive and unifying roles that parents play in supporting the regeneration of rice farmers (oryza sativa l) and analyze the effects of the roles of parents of individual characteristics, age, occupational experience, a broader landscape and external factors that include lifestyle, education and government support for the development of rice farmers (oryza sativa l). Research has been conducted in east buay madang, ogan combo east, south Sumatra. The research population is made up of farm parents who make farmers. Samples are selected as many as 70 people using cluser random sampling techniques. The conversion of this study consists of individual characteristics, external factors and the role of parents. Data analysis techniques use desktop statistical analysis mean, percentage and inductive /inferens) that is multiple regression. The results of weavers have been determined to assume that both the external factors and the role of the parents fall into high categories. The role of parents is influenced by external factors. Thus, to preserve the continued role of parents in supporting the regeneration of rice farmers (oryza sativa l) could be done by increasing the external factor of lifestyle, parental role and government support.
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Loewenstein, Kristy. "Parent Psychological Distress in the Neonatal Intensive Care Unit Within the Context of the Social Ecological Model: A Scoping Review." Journal of the American Psychiatric Nurses Association 24, no. 6 (March 26, 2018): 495–509. http://dx.doi.org/10.1177/1078390318765205.
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BACKGROUND: Neonatal intensive care unit (NICU) parents are at risk for psychological distress and impaired mental health, and statistics related to parent psychological distress vary. OBJECTIVE: To determine the scope of literature regarding the mental health and psychosocial well-being of parents in the NICU. DESIGN: A scoping review within the Arksey and O’Malley framework and the SEM was undertaken to answer, “What factors contribute to parent’s mental health in the NICU?” A systematic review of the literature was performed using the PRISMA methodology. RESULTS: Common socioeconomic factors and infant and parent characteristics may place parents at a greater risk for developing distress. History of mental illness, family cohesion, birth trauma, altered parenting role, gestational age, birth weight, and severity of prematurity/illness emerged as themes. CONCLUSION: Further research is required to provide a standard for the screening and assessment of parents’ mental health and psychosocial well-being during a NICU hospitalization. The experiences of nonbirth parents in the NICU should be explored to examine the effects of the hospitalization on all types of parents.
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Curiel, Herman. "Parent Group Education to ENABLE “Barrio” Parents." Advances in Social Work 15, no. 1 (April 2, 2014): 51–62. http://dx.doi.org/10.18060/16648.
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This paper describes a 1960s “War on Poverty” parent group education program that brought together three national private voluntary agencies with federal funding by the Office of Economic Opportunity (OEO). Project ENABLE (Education Neighborhood Action for a Better Living Environment) sought to direct professional efforts to help/empower the poor and societal members of ethnic minority groups. Group education as a preventive modality was used to strengthen parents’ problem solving skills in their roles both as parents and as community leaders. The author describes his group leadership role together with that of the indigenous case aides who helped direct/enable the collective power of a group of poor Spanish speaking Mexican origin families living in barrios (neighborhoods) of a major metropolitan southern city. Project ENABLE embraced a strengths-based perspective characteristic of social work’s historical empowerment traditions. Despite its brief existence, Project ENABLE functioned as a demonstration program in 62 communities across the United States. Ironically, its prevention focus and demonstration nature served to undermine its ability to compete with other OEO initiatives like Head Start and job training programs. The author cites a combination of historical and logistic factors that contributed to the short life and ultimate demise of a once promising outreach program.
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Davis-Kean, Pamela E., Lauren A. Tighe, and Nicholas E. Waters. "The Role of Parent Educational Attainment in Parenting and Children’s Development." Current Directions in Psychological Science 30, no. 2 (April 2021): 186–92. http://dx.doi.org/10.1177/0963721421993116.
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Socioeconomic status (SES)—indexed via parent educational attainment, parent occupation, and family income—is a powerful predictor of children’s developmental outcomes. Variations in these resources predict large academic disparities among children from different socioeconomic backgrounds that persist over the years of schooling, perpetuating educational inequalities across generations. In this article, we provide an overview of a model that has guided our approach to studying these influences, focusing particularly on parent educational attainment. Parents’ educational attainment typically drives their occupations and income and is often used interchangeably with SES in research. We posit that parent educational attainment provides a foundation that supports children’s academic success indirectly through parents’ beliefs about and expectations for their children, as well as through the cognitive stimulation that parents provide in and outside of the home environment. We then expand this model to consider the intergenerational contributions and dynamic transactions within families that are important considerations for informing potential avenues for intervention.
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Li, Shifeng, Nan Nan, Qiongying Xu, and Jiayue Li. "Perceived quality of parent–child relationships by Chinese primary school students: The role of parents’ education and parent–child literacy activities." Child Language Teaching and Therapy 36, no. 2 (April 23, 2020): 79–89. http://dx.doi.org/10.1177/0265659020915943.
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Previous studies have revealed that the perceived quality of the parent–child relationship is essential for both physical health and psychological well-being. However, most studies have treated the perceived quality of this relationship as an independent variable. In this study, we considered it a dependent variable and examined the role of parents’ education and parent–child literacy activities on children’s perceived quality of the parent–child relationship. One hundred and eighty-six Chinese primary school students and their parents from low socioeconomic backgrounds participated in this study. Parents’ educational level and the parent–child literacy activity status were assessed based on parents’ reports, whereas parent–child relationships were assessed based on children’s reports. Results showed that parents’ educational level positively correlated with the frequency of parent–child literacy activities and children’s perceptions of the quality of the parent–child relationship. There was also a significant positive correlation between the frequency of parent–child literacy activities and children’s perceptions of the quality of the parent–child relationship. Further analyses showed that the frequency of parent–child literacy activities mediated the connection between parents’ educational level and children’s perceived quality of the parent–child relationship. These results suggest that boosting the frequency of parent–child literacy activities may be a useful strategy for facilitating the parent–child relationship.
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Iskandar, Siska, and Maritta Sari. "The Role of Parents and Ability of Toilet Training on Early Childhood (18 - 36 Months)." Jurnal Sains Kesehatan 24, no. 3 (December 12, 2017): 54–60. http://dx.doi.org/10.37638/jsk.24.3.54-60.
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Toilet training is one of the efforts to train children to control and urinate and water. This study aims to determine the relationship of the role of parents with the ability of toilet training in early childhood (18-36 months). This research was conducted in PAUD Alam Ceria Bengkulu City in September 2017. The methods of this observational study. The population in this study is the mother of children aged 18-36 months. The results showed that the independent variables that had an influence on the ability of toilet training were parents role variable (87,5%) less good and (31,8%) good. The result of bivariate analysis using chi square found that there was a relationship between the role of parents with the ability of toilet training of early childhood (P = 0.000). The role of parents resulted in a 2.7 times risk of early childhood toilet training capability (RP = 2.7). The researcher suggested to the instructor to always give good role by conducting toilet training program toilet to the child and to parents can give information to parent about how to do parent role in train children toilet training at home. Keywords : children, role of parent, toilet training
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Beyens, Ine, and Kathleen Beullens. "Parent–child conflict about children’s tablet use: The role of parental mediation." New Media & Society 19, no. 12 (July 1, 2016): 2075–93. http://dx.doi.org/10.1177/1461444816655099.
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This study examined the relations of children’s tablet use and parents’ mediation of children’s tablet use with parent–child conflict about such use. A sample of 364 parents of children aged 2–10 years was used to investigate the relations. The results showed that children who spent more time using the tablet had more conflicts with their parents. Also, children who received high amounts of restrictive mediation had more conflicts with their parents about the tablet. Children who often co-used the tablet with their parents had less conflict, however. Significant two-way interactions indicated that while restrictive mediation increased the strength of the relationship between tablet use and conflict, co-use decreased the strength of the relationship.
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Sibanda, Rockie. "“I’m not a teacher”: A case of (dys)functional parent-teacher partnerships in a South African township." South African Journal of Education 41, no. 3 (August 31, 2021): 1–13. http://dx.doi.org/10.15700/saje.v41n3a1812.
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Teachers collaborating with parents is an axiom of successful school programmes. The parents’ role should be supportive and complementary to the teachers’ pedagogical function. A functional or dysfunctional parent-teacher partnership is a predictor of children’s success or failure in school. The functionality of parent-teacher partnerships is often measured through student achievement. The aim of this article was to illuminate how a coordinated parent-teacher partnership can be supportive to children’s schooling. Focus is on teachers’ teaching role complimented with the supportive and monitoring role of parents. Data were collected through interviews with parents and teachers at a township primary school. I engage the concern that a lack of parental involvement affects parent-teacher partnerships in township schools. Findings of this study demonstrate teachers’ lack of understanding of the sociocultural and economic circumstances constraining parental involvement, resulting in a chasm of understanding between teachers and parents on how to collaboratively support children’s learning positions at school and at home.
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DeVoe, Ellen R., Abigail M. Ross, Renee Spencer, Alison Drew, Michelle Acker, Ruth Paris, and Vanessa Jacoby. "Coparenting across the Deployment Cycle: Observations from Military Families with Young Children." Journal of Family Issues 41, no. 9 (December 26, 2019): 1447–69. http://dx.doi.org/10.1177/0192513x19894366.
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Contemporary service members and their partners have adapted their coparenting to respond to the specific transitions and disruptions associated with wartime deployment cycles and evolving child development. This qualitative study draws upon interviews with service member and home front parents of very young children to characterize their coparenting experiences throughout the deployment cycle. Parents described varied approaches as they considered their children’s developmental capacities, the fluidity of demands throughout deployment, and the service member’s well-being during reintegration. A common theme was the key role of home front parents in facilitating the service member–child relationship through communication and maintaining the presence of the deployed parent in the child’s everyday life. Reintegration challenges included redistribution of coparenting roles, the pacing of the service member into family roles, and concerns related to the returning parent’s distress. Study findings highlight areas of coparenting throughout the deployment cycle that can be supported though prevention and intervention efforts.
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Sorkkila, Matilda, and Kaisa Aunola. "Risk Factors for Parental Burnout among Finnish Parents: The Role of Socially Prescribed Perfectionism." Journal of Child and Family Studies 29, no. 3 (October 10, 2019): 648–59. http://dx.doi.org/10.1007/s10826-019-01607-1.
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Abstract Objectives Although parental burnout can have detrimental consequences to families, the investigation of the syndrome is still in its infancy. The present study investigated what are the key family background variables that contribute to parental burnout among Finnish parents. Moreover, we investigated how self-oriented and socially prescribed perfectionism uniquely and interactively relate to parental burnout over and above the impacts of background variables. Methods Questionnaire-based data was collected from 1725 parents (91% mothers) and analyzed using structural equation modeling (SEM). Results The results showed that when several family- and child-related background variables were taken into account, parent’s age, unemployment, perceived poor financial situation of the family, and having a child with special needs, showed unique associations with burning out as a parent. Even more crucial risk factor for burning out was, however, socially prescribed perfectionism: the higher the level of socially prescribed perfectionism the parents reported, the higher the level of their parental burnout. The relationship between socially prescribed perfectionism and parental burnout was further strengthened when parents reported also a high level of self-oriented perfectionism. Finally, the relationship between gender and parental burnout was mediated via perfectionism: mothers reported more socially prescribed and self-oriented perfectionism than fathers and, consequently, were also more burned out as parents. Conclusions The results suggest that in Finland specific attention should be given to families with poor financial resources and unemployment. Moreover, high social expectations experienced by the mothers could be balanced, for example, by teaching them skills of self-acceptance and compassion.
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Waliyanti, Ema, and Ratna Ajeng Dewantari. "Sexual education for adolescents: parent role in rural area." Journal of Health Technology Assessment in Midwifery 4, no. 2 (October 16, 2021): 94–104. http://dx.doi.org/10.31101/jhtam.2050.
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Health problems faced by adolescents when they are very varied and related to risky sexual behavior. Sexual education is currently still considered taboo by the public because it is less appropriate to talk about and is private. The purpose of this study was to explore the role of parents in sexual education in adolescents. This study uses a qualitative research method with a phenomenological approach. Data were collected by means of in-depth interviews with 12 participants who were determined by purposive sampling. The saturation data with 5 parent and 7 adolescents. Data validity test used source triangulation, member cheking, peer debrifing, and thick description. Data analysis using open code 4.03 software. This research is ethical with number No. 020 / EC-KEPK FKIK UMY / I / 2021. The results showed that the role of parents in providing sex education to adolescents was caused by several factors, namely the closeness of children to their parents, parental education, parental divorce, parents' perceptions of sex education, perceptions of the importance of sex education, and parenting styles of parents to child, which affect the optimal role of parents in sex education for their children. To conclude, it is important for parents to provide sexual education to prevent risky sexual behavior, such as providing sexual education for adolescents, giving advice to children, supervising children's relationships, and providing rules for children.
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Van Velsor, Patricia, and Graciela L. Orozco. "Involving Low-Income Parents in the Schools: Communitycentric Strategies for School Counselors." Professional School Counseling 11, no. 1 (October 2007): 2156759X0701100. http://dx.doi.org/10.1177/2156759x0701100103.
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Low-income parents participate less in schools than higher-income parents despite the benefits of parent involvement. Barriers that low-income parents face suggest that schools must develop a new approach to engaging these parents. School counselors can play a leadership role in strengthening the relationship between schools and low-income parents by implementing community-centered strategies for parent involvement. These strategies respect community culture and parents’ abilities to contribute to their children's education.
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Goldberg, Alon, and Miri Scharf. "How do highly sensitive persons parent their adolescent children? The role of sensory processing sensitivity in parenting practices." Journal of Social and Personal Relationships 37, no. 6 (March 13, 2020): 1825–42. http://dx.doi.org/10.1177/0265407520911101.
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This research examines whether sensory processing sensitivity (SPS) in parents is associated with their parenting practices toward their adolescent children and whether attachment insecurity mediates the associations between SPS and parenting practices. One hundred twenty-one parent–adolescent dyads completed self-report questionnaires assessing parents’ SPS, parents’ adult attachment, and parenting practices. Results showed that SPS was positively associated with inconsistency, psychological intrusiveness, and attachment anxiety. Further, attachment anxiety mediated the association between parents’ SPS and harsh parenting and partially mediated the association between parents’ SPS and parental psychological intrusiveness. There is very little research on how highly sensitive individuals parent their children in general and none regarding the parenting of high-SPS individuals during challenging developmental periods such as their children’s adolescence. Findings suggest that parents high in SPS may experience this period as especially stressful and high SPS might contribute to the use of negative parenting. Interventions focused on regulating high-SPS parents’ stress and on facilitating parents in practicing separating their own and their children’s emotions could promote their use of more positive parenting practices.
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Dillon, Diane Huebner, and Marla R. Brassard. "Adolescents and Parental Aids Death: The Role of Social Support." OMEGA - Journal of Death and Dying 39, no. 3 (November 1999): 179–95. http://dx.doi.org/10.2190/mgmr-ub6w-cnyl-3ub0.
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Adolescents who lose a parent to AIDS often deal with an aura of secrecy which hinders opportunities to receive social support and their abilities to cope with their loss (Nagler, Adnopoz, & Forsyth, 1995). A study was conducted to investigate the relationship between social support and coping strategies, gender, and likelihood of reporting a parent's cause of death as AIDS. Participants included fifteen males and five females, between the ages of eleven and seventeen years, who had one or both parents die from AIDS. Results indicate that higher amounts of support are related to greater numbers of coping strategies, and a greater likelihood of reporting a parent's cause of death as AIDS. Female adolescents reported a greater number of coping strategies than male adolescents. Implications of the findings are discussed.
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Aladrović Slovaček, Katarina, and Gordana Čosić. "The Role of Parents during the COVID19 Pandemic in Croatia." Studies in Educational Management 8 (December 2020): 9–17. http://dx.doi.org/10.32038/sem.2020.08.02.
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Like many other areas, the educational system is challenging during the time of pandemic of the coronavirus. In the first half of the 2020 year, many schools had online lessons. The same situation was in Croatia, where we had online teaching from March to May in all elementary schools. Thus, the educational system started with fast-changing in terms of online teaching and learning methods. Distance learning has brought many families into specific situations because the help is normally provided to students by the teacher; in this situation, the parent had to do it. Because of that, parents were in a situation where they had to work online or “in vivo” and help their children learn new content. This was especially difficult for parents with a slightly lower level of education, parents who spent much time away from home at work, and especially for parents whose livelihoods called into question their lives, so in addition to organisational, some other socio-economic and emotional difficulties. Thus, this paper aims to research parents’ attitudes about distance learning and their role in these situations during the school year 2020/2021. As we expected, teachers wanted more cooperation with parents and parents wanted more understanding from teachers and not so many exercises in a short time.
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Addi-Raccah, Audrey. "Resources and Influences: Parents in Leadership Positions in Low-/Mid-SES and High-SES Schools in Israel." Educational Administration Quarterly 56, no. 4 (October 23, 2019): 600–640. http://dx.doi.org/10.1177/0013161x19883693.
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Purpose: This study focused on parents’ involvement in their children’s schools through participation in collective leadership roles. Based on Bourdieu’s approach the current analysis examined the link between parents’ types of resources, types of involvement in schools, and their influences over different school domains while comparing parents from two socioeconomic status (SES) levels (low/mid and high). Research Design: Participants comprised 624 parents from 21 randomly selected elementary schools, of which 10 were of low-/mid-SES and 11 high-SES schools. Data were collected by a questionnaire and analyzed based on multivariate analysis of variance and multi-group structural equation modeling approach. Findings: It was found that for holding leadership roles in schools, parents activate diverse education-related resources. Once gaining a formal leadership role parents may feel a legitimate right to influence schools, mainly on issues related to school management domains such as fundraising. Although, some differences occurred between high-SES and low-/mid-SES schools, there was a similarity regarding parents’ leadership roles that may benefit schools by bridging between the schools and their environment. Conclusions: As schools become more heterarchical, parent leadership may be able to play an increasingly significant role in facilitating the school principal’s work and fostering school improvement. Accordingly, school principals need to support and encourage parent leadership, particularly in low-SES schools. For that purpose, educators must be more attentive, accepting and value the resources of parents of low-SES schools.
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Mering, Aloysius. "the Study on the Functionalization Role of Student Parents in Education Activities." JETL (Journal Of Education, Teaching and Learning) 4, no. 2 (September 30, 2019): 309. http://dx.doi.org/10.26737/jetl.v4i2.1698.
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This study aims to examine and describe the school's efforts to function the role of students parents in the education process at school. Descriptive research methods are used to achieve the research objectives. The study sample was parents and teachers who were purposively determined on the basis of considering the status of school accreditation. The schools selected as samples were Santun Untan Senior High School (accredited B) and Gembala Baik Senior High School (accreditation A). The research data was collected by interview instruments, questionnaires, and documentation. Data analysis was carried out by descriptive statistical studies to describe the optimal functioning of parents by schools. From the research data obtained the fact that the perceptions of parents of students and teachers in Santun Untan Senior High School and Gembala Baik Senior High School toward the relationship between parents and teachers are "good." In playing the functions of parents in school, both parents and teachers state "no difficulties." Aspects that are considered "important" to "very important" in fostering parent and teacher relationships include not giving up children's affairs to schools, assuming parents as school partners, parents controlling children's education, parents always following the development of the school , and care about children's education. With this perception, it is possible to "ideal conditions" in building optimal cooperation in student education in the two sample schools.
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Maimun, Maimun, Ahmad Lahmi, and Syaflin Halim. "THE ROLE OF TEACHERS AND PARENTS IN LEARNING AKHLAK DURING THE COVID-19 PANDEMIC IN MTsN 2 PASAMAN: CASE STUDY OF LEARNERS' LEARNING INTERESTS." Ruhama : Islamic Education Journal 4, no. 2 (November 3, 2021): 111–22. http://dx.doi.org/10.31869/ruhama.v4i2.2716.
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Researchers found problems in the practice of the role of teachers and parents during online learning for students. Based on these conditions, the role of teachers and parents becomes what students need during learning. Therefore, the author raised this qualitative research with the title `The Role of Teachers and Parents in Learning Morals during the Covid-19 Pandemic at MTsN 2 Pasaman: A Case Study of Student Interest in Learning.` Problem formulation: (1) What is the role of teachers and other people? parents in online learning of morals during the covid 19 pandemic to students of MTsN 2 Pasaman? (2) What is the role of teachers and parents in fostering interest in religious learning, especially moral aqidah to students of MTsN 2 Pasaman? to students of MTsN 2 Pasaman. (2) The role of teachers and parents in cultivating interest in learning Islam, especially the moral creed towards the students of MTsN 2 Pasaman.Research method: This study uses a descriptive qualitative approach. Descriptive research aims to make research results real, accurate, and systematic about a series of real events and characteristics of certain regions and communities. Data collection techniques apply interview, observation, and documentation methods. The results of this study were determined by the level of knowledge, the presence of parents, and interaction. So, students who have parents with religious knowledge are also good, and are more at home, then the role of parents can be given as a whole in learning morals. On the other hand, students who have parents with less knowledge or religious knowledge, and are busy working, have a limited role in learning activities for their children's morals and beliefs. Parents provide motivation, messages, advice, sanctions (punishments) and rewards (rewards) to their children. This is done to foster interest in learning the religion of their children who study at school or at home. Therefore, parents have performed their roles as motivators, educators, discipline enforcers, and regulators or controllers. All of these roles are carried out differently for each parent, depending on the level of knowledge and religious basis, as well as the intensity of the meeting between parents and children in interacting while at home.
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van der Wiel, Roselinde, Niels Kooiman, and Clara H. Mulder. "Family Complexity and Parents’ Migration: The Role of Repartnering and Distance to Non-Resident Children." European Journal of Population 37, no. 4-5 (October 6, 2021): 877–907. http://dx.doi.org/10.1007/s10680-021-09594-0.
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AbstractRecent research suggests that the increasing complexity of family life could be a factor in declines in internal migration (long-distance moves within countries). As many separated parents continue to share childcare responsibilities or have visiting arrangements, their mobility is naturally constrained. However, the relationship between family complexity and individual migration behaviour has never been studied explicitly. We compare separated parents with parents in two-parent families in their likelihood of migrating within the Netherlands. We use detailed records of parents’ partnership status and children’s residential situation. An event-history analysis was performed using register-based population data (N = 442,412). We find that separated, single parents are more likely to migrate than those in two-parent families. The same is true for repartnered mothers, while repartnered fathers are about as likely to migrate as fathers in two-parent families. Separated parents’ migration behaviour depends on where their children live. Having non-resident children who live some distance away is associated with a much higher likelihood of migrating than having resident children or non-resident children who live nearby. Having both resident and non-resident children who live nearby—shared residence (i.e. joint physical custody) is likely common in this situation—is associated with a considerably lower likelihood of migrating than having resident children only. Based on our findings, one would expect family complexities stemming from parental separation to be associated with higher rather than lower levels of migration. However, potential future increases in the number of parents who share physical custody after separation might lead to lower migration levels.
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de la Rie, Sanneke, Roel van Steensel, Amos van Gelderen, and Sabine Severiens. "Effects of a Dutch Family Literacy Program: The Role of Implementation." Education Sciences 11, no. 2 (January 30, 2021): 50. http://dx.doi.org/10.3390/educsci11020050.
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It is hypothesized that variability found in the effects of family literacy programs results from differences in implementation by parents. In this study, the implementation and effects of a Dutch program were examined in a sample of 207 kindergarteners (mean age at pre-test: 64 months). No main intervention effects on children’s literacy development were found. The quality of implementation proved to be higher for high-SES and native Dutch (speaking) parents than for low-SES, ethnic-minority parents with other home languages. Parent SES, ethnic-minority status, and home language did not moderate the program effects on child language scores and the program failed to impact targeted parental attributes, namely, the home literacy environment and parent self-efficacy. Finally, children’s development proved unrelated to implementation variables. Our results stress the importance of delivery for adequate implementation.
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Vaterlaus, J. Mitchell, Troy E. Beckert, and Sarah Schmitt-Wilson. "Parent–Child Time Together: The Role of Interactive Technology With Adolescent and Young Adult Children." Journal of Family Issues 40, no. 15 (June 14, 2019): 2179–202. http://dx.doi.org/10.1177/0192513x19856644.
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Presently, there is a lack of consensus about whether interactive technology enhances or restricts the quality and quantity of shared time between parents and their children. The purposes of this exploratory study were to identify parent and adolescent/young adult perceptions of time spent together and to investigate ways in which the use of technology is related to that time. Using a purposive sample, 766 youth (high school and early college) and their parents ( n = 735) responded to questions about their interactive time spent together. Results indicated that parents and their adolescent/young adult children distinguished between parent–child quality and parent–child quantity time. Participant perceptions of both quality and quantity parent–child time were explored in relation to parent–child computer-mediated communication via text messaging, telephone calls, social networking, video chat, and e-mail. The type of interactive technology was related to participant perceptions of parent–child quality time more than the quantity of time.
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Duffy, Emily W., Lindsey Smith Taillie, Ana Paula C. Richter, Isabella CA Higgins, Jennifer L. Harris, and Marissa G. Hall. "Toddler milk perceptions and purchases: the role of Latino ethnicity." Public Health Nutrition 24, no. 10 (January 21, 2021): 2911–19. http://dx.doi.org/10.1017/s1368980021000264.
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AbstractObjectives:Toddler milk (i.e. a nutrient-fortified milk-based drink marketed for children 12–36 months old) is increasingly being marketed in the USA despite not being recommended for young children. There is evidence of targeted toddler milk marketing to Latinos in the USA. This study aimed to explore toddler milk perceptions and behaviours among Latino and non-Latino parents.Design:An online survey assessed toddler milk perceptions, behaviours and interpretations of nutrition-related claims. Multivariable logistic and linear regression explored socio-demographic correlates of parent reported past purchases and perceived healthfulness.Setting:Online.Participants:National convenience sample of 1078 US parents of children aged 2–12 years (48 % Latino).Results:About half of parents (51 %) had previously purchased toddler milk and few (11 %) perceived toddler milk as unhealthy. Latino parents were more likely to have purchased toddler milk than non-Latino parents (P < 0·001), but there were no differences in perceived product healthfulness (P = 0·47). Compared to parents born in the USA, parents living in the USA 10 years or less were more likely to have purchased toddler milk (P < 0·001) and perceive toddler milk as healthier (P = 0·002). Open-ended interpretations of claims were primarily positive, suggesting ‘health halo’ effects.Conclusions:Common misperceptions about toddler milk healthfulness suggest stronger labelling regulations are needed. Greater reported purchases by Latino parents and recent immigrants warrant further investigation.
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Heacock, Raquel M., Joseph J. Montano, and Jill E. Preminger. "Adult Children’s Perspectives on Their Role in Their Parent’s Hearing Healthcare Processes." Journal of the American Academy of Audiology 30, no. 10 (November 2019): 871–82. http://dx.doi.org/10.3766/jaaa.17124.
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AbstractCommunication partners play an important role in the hearing healthcare (HHC) process of the person with hearing impairment (HI). However, present research focuses mainly on the role of the spouse; the role of the adult child is often overlooked or understated.The aim of the study was to describe the role of the adult child in the HHC process of a parent with HI.Using a qualitative study design, participants described their role in their parents’ HHC process and the impact of a parent’s HI on their relationship and communication in individual semi-structured interviews.Twelve adult children of ten parents with HI participated; two sets of siblings were included to gain different perspectives on the HHC process within the same family.Thematic analysis, a qualitative method to explore participant’s perceptions and viewpoints, was used as the method of analysis.The superordinate theme discussed most frequently by participants, communication management, was bolstered by three ideas or pillars: facilitating HHC, communication strategies, and encouraging hearing aid use. Adult children saw themselves as advocates or supporters of their parent’s HHC by taking an ongoing and active role in promoting successful communication rather than a role in directing their parent’s HHC actions. Within each pillar of communication management, participants’ perceptions and actions were modulated by the varying levels of effort and a desire to ask questions to better understand how to help their parent, which in turn influenced their awareness of the HI and HHC options, often resulting in the adult child putting forth new effort.Whereas the patient journey is often presented to the patient as a linear process, the adult children instead viewed the process of communication management as an ongoing and continuous cycle. The audiologist should be encouraged to involve adult children in the HHC process, as adult children play an important role in everyday communication management.
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Guo, Qingke, Yujie Li, and Shushuang Yu. "In-Law and Mate Preferences in Chinese Society and the Role of Traditional Cultural Values." Evolutionary Psychology 15, no. 3 (September 1, 2017): 147470491773051. http://dx.doi.org/10.1177/1474704917730518.
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Using 347 parent–child dyads as participants, this study directly examined in-law and mate preferences in a typical collectivist culture. The results showed (1) traits indicating social status and parental investment were more highly valued by the parents, while traits indicating genetic quality and traits related to romantic love were more highly valued by the children. (2) Parental preferences were moderated by gender of the in-laws. Good earning capacity was more preferred by parents in a son-in-law, traits connoting genetic quality and reproductive fitness were more preferred by parents in a daughter-in-law. (3) There was more convergence in in-law and mate preferences in Chinese culture than in Western cultures. (4) Traditional cultural values (i.e., filial piety) can be used as a predictor of traditional mate preferences and less parent–child divergences. Additionally, greater preference for kind and understanding by parents than by children as well as by daughters than by sons, and greater preference for social status by the daughters’ than by the sons’ parents have not been observed in the rating and the ranking instrument. These findings illustrated how culture handles the parent–child disagreement over mating by authorizing greater parental influence on children’s mating decisions.
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Gray, Ross Eric. "The Role of the Surviving Parent in the Adaptation of Bereaved Adolescents." Journal of Palliative Care 3, no. 1 (March 1987): 30–34. http://dx.doi.org/10.1177/082585978700300106.
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The experience of having a parent become ill and die constitutes a major blow to an adolescent. One of the factors that may influence the ability of an adolescent to adapt in a healthy manner to the death of a parent is the degree of support available from the surviving parent. In the present study, 50 bereaved adolescents were seen for a semi-structured interview and psychological testing. Participants rated the overall helpfulness of their surviving parent and also described the kinds of help they received. The major dependent variable was level of depression, as assessed by the Beck Depression Inventory. Findings showed that individuals who had a good relationship with a surviving parent prior to and following loss adapted better than those with a poor relationship. Surviving parents tended to be rated in extreme ways – as either very helpful or as not at all helpful. Implications for interventions during the terminal phase of a parent's illness, as well as following death, are discussed.
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Yu, Xinjia, Chunyan Miao, Cyril Leung, and Charles Thomas Salmon. "Role conflict and ambivalence in the aged-parent-adult-child relationship." International Journal of Crowd Science 1, no. 2 (June 12, 2017): 161–70. http://dx.doi.org/10.1108/ijcs-08-2017-0012.
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Purpose The parent-child relationship is important to the solidarity of families and the emotional well-being of family members. Since people are more dependent on their close social relationships as they age, understanding the quality of relationships between aged parents and their adult children is a critical topic. Previous research shows that this relationship is complicated with both kinship and ambivalence. However, there is little research on the causes of this complexity. This paper proposes a role model to explain this complexity by studying the leadership transition within a family as the child grows. Design/methodology/approach In this paper, we proposed a novel perception to understand this transition process and explain related problems based on the analysis of the leader-follower relationship between the parents and their children. Findings When a child is born, his/her parents become the leader of this family because of their abilities, responsibilities and the requirements of the infant. This leader-follower role structure will last a long time in this family. Decades later, when the parents become old and the child grows up, the inter-generational contracts within the family and the requirement of each members change. This transition weakens the foundation of the traditional leader-follower role structure within the family. If either the parent or the child does not want to accept their new roles, both of them will suffer and struggle in this relationship. This role conflict will cause ambivalence in the relationship between aged parents and their adult children. Originality/value Based on the quantitative study model provided in this paper, we can moderate the relationships between aged parents and their adult children. This effort is meaningful in enhancing the quality of life and emotional wellbeing for senior citizens.
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Aamotsmo, Trude, and Kari E. Bugge. "Balance artistry: The healthy parent's role in the family when the other parent is in the palliative phase of cancer — Challenges and coping in parenting young children." Palliative and Supportive Care 12, no. 4 (October 9, 2013): 317–29. http://dx.doi.org/10.1017/s1478951513000953.
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AbstractObjectives:The aim of this review was to provide a systematic overview of knowledge on how advanced cancer in a parent impacts the healthy parent's role in a family with children aged 6–12 years, and the types of help that they require in order to cope. Despite the large number of families living with a parent affected by cancer, the literature is limited concerning the needs and outcomes for the healthy parents and their need for support in managing their children's needs, when the partner is seriously ill or is in the palliative phase of cancer.Method:Comprehensive literature searches were undertaken by systematically searching for qualitative articles published during the period 1989–2009. The quality assessment was evaluated using a predefined “checklist to assess qualitative research.”Results:Seven articles met our eligibility criteria. Four distinct themes emerged that describe the healthy parent's role in the family, whose life is now characterized by uncertainty and who is attempting to maintain a balance between the needs of their children, the patient, and themselves: (1) new roles without a script, (2) attempting to maintain a safe and normal life, (3) feeling alone even within the family, and (4) support to help young family members.Significance of results:The present review provides new knowledge and insight into how healthy parents manage the challenges in parenting young children, coping with their everyday lives, and taking on new roles when their partner has advanced cancer or is dying. The healthy parent cannot balance the needs of all family members. To reach the goals of palliative care, nurses and other health professionals are encouraged to offer the patient, the healthy parent, and the children practical and emotional support.
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Diane, Gillooly, Mahat Ganga, and Paradiso Patricia. "Parents’ perception of the school nurse’s role." Journal of Advanced Pediatrics and Child Health 3, no. 1 (December 21, 2020): 064–67. http://dx.doi.org/10.29328/journal.japch.1001021.
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Background: School nurses possess an essential role in treating and helping children maintain health. However, the full scope of their role has not been identified by parents. Therefore, the purpose of this study was to explore parents’ perceptions of the role of the school nurse. Methods: Descriptive statistics were used to analyze the data. One hundred eighty parents participated in the study. The perception of the roles of school nurses was assessed by a 16-item questionnaire, which was adapted from a study by Kirchofer, et al. 2007. Results: The four most important school nurses’ roles perceived by the parents were providing first aid and emergency care to children, communicating with parents and health care providers in the presence of a problem, providing medical treatment, and preventing and controlling diseases. Conclusion: School nurses have many important roles, and while parents identified some essential roles, they did not recognize other vital roles as being very important. Increasing awareness of school nurses’ multifaceted roles among parents is essential so that they can utilize nurses’ expertise in maintaining their student’s health as well as tap into a key resource in the coordination of care for their child.