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Journal articles on the topic 'School children Dysfunctional families'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Bulygina, V. G., and A. A. Parakhoni. "IDENTITY FORMATION AMONG PRIMARY SCHOOL-AGED CHILDREN IN DYSFUNCTIONAL FAMILIES." Current pediatrics 14, no. 1 (2015): 114–18. http://dx.doi.org/10.15690/vsp.v14i1.1269.

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2

Fabian, Hilary. "Managing the start of school for children from dysfunctional families." Management in Education 17, no. 5 (2003): 30–32. http://dx.doi.org/10.1177/08920206030170050901.

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3

Heckman, James J. "The American Family in Black & White: A Post-Racial Strategy for Improving Skills to Promote Equality." Daedalus 140, no. 2 (2011): 70–89. http://dx.doi.org/10.1162/daed_a_00078.

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In contemporary America, racial gaps in achievement are primarily due to gaps in skills. Skill gaps emerge early, before children enter school. Families are major producers of skills, thus inequality in school performance is strongly linked to inequality in family environments. Schools do little to reduce or enlarge the skill gaps that are present when children enter school. Parenting matters, and the true measure of child advantage and disadvantage is the quality of parenting received. A growing fraction of American children across all race and ethnic groups is being raised in dysfunctional f

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4

Souza Dilleggi, Eduarda, Ana Paula Rosa, and Patricia Leila dos Santos. "Family functioning and environmental resources offered by families of children with mental disorders." Salud mental 42, no. 5 (2019): 235–42. http://dx.doi.org/10.17711/sm.0185-3325.2019.030.

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Introduction. The presence of mental disorders in a family may cause various losses in its functioning and characteristics. Objective. To determine which environmental resources are offered to children with mental disorders by their families and how they correlated with the family functioning. Method. The study included a total of 33 persons responsible for children with mental disorders. The subjects responded to two questionnaires to characterize family functioning (FACES IV) and the availability of resources in the family environment (RAF). Data were analyzed in a descriptively and the Spea

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5

Beiger, Galina. "WORKING WITH A DYSFUNCTIONAL FAMILY IN THE SOCIAL ASSISTANCE SYSTEM IN POLAND." Mountain School of Ukrainian Carpaty, no. 21 (October 2, 2019): 30–33. http://dx.doi.org/10.15330/msuc.2019.21.30-33.

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Dysfunctional families are families that fail to fulfill the protective and educational function of their children. They are conflicted, affected by addictions, unadapted to life, inefficient in education. The situation of these families is a challenge for the Polish social assistance system. As part of social work with these families, a number of different methods are used, among others empowerment, interdisciplinary work model, work with family assistants, psychological therapies, school for parents, Family Group Conference and day support facilities. The work methods used involve family mem

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6

Golubeva, Elena, and Nikolay Novikov. "Developing prerequisites for economic consciousness in primary school-aged children of dysfunctional families in the context of psychocorrection." St.Tikhons' University Review. Series IV. Pedagogy. Psychology 39, no. 4 (2015): 95–107. http://dx.doi.org/10.15382/sturiv201539.95-107.

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7

Adamson, Neil, and Deirdre Killelea. "A study of general practitioner needs of a new child psychiatric service." Irish Journal of Psychological Medicine 13, no. 1 (1996): 30–32. http://dx.doi.org/10.1017/s0790966700002287.

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AbstractObjectives: General practitioners were surveyed by questionnaire for their opinions on their needs and usage of a new child psychiatric service in the Midwestern Health Board.Methods: The questionnaire was returned by 72% of GPs. Their practices included inner city, new towns, country town, and rural communities.Results: It was found that 160 children were awaiting referral to the new service of which the most prominent presenting problems were hyperactivity, learning difficulties, enuresis, poor parenting skills, dysfunctional families, anorexia/eating disorders and psychosomatic prob

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8

Valverde Peralta, Gustavo. "HOGARES DISFUNCIONALES Y SU INCIDENCIA EN EL DESARROLLO SOCIO-AFECTIVO DE LOS." PSICOLOGÍA UNEMI 3, no. 4 (2019): 8–23. http://dx.doi.org/10.29076/issn.2602-8379vol2iss4.2019pp8-23p.

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El presente trabajo de investigación propone la incidencia de los hogares disfuncionales en el desarrollo socio-afectivo de los escolares, se entiende que dentro de las familias la presencia de conflictos puede llegar a ser parte de un proceso, sin embargo estas exacerbaciones de los mismos al intensificarse desborda en una serie de situaciones negativas que recaen sobre los niños del hogar, el objetivo de este estudio es identificar la incidencia de los hogares disfuncionales sobre el desarrollo afectivo de los niños, en una muestra de 100 estudiantes del Séptimo Año de Educación General Bási

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9

Sepúlveda, Ana Rosa, Tatiana Lacruz, Santos Solano, et al. "Identifying Loss of Control Eating within Childhood Obesity: The Importance of Family Environment and Child Psychological Distress." Children 7, no. 11 (2020): 225. http://dx.doi.org/10.3390/children7110225.

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This study aims to examine the differences in family environment, psychological distress, and disordered eating symptomatology between children classified by weight status with or without loss of control (LOC) eating and to test a model of the role of emotional regulation of LOC eating based on a dysfunctional family environment. A cross-sectional study was conducted among 239 families. The assessment measured family expressed emotion, family adaptability and cohesion, child levels of depression and anxiety, body esteem, and disordered eating attitudes. The assessment was carried out in primar

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Ratto, Allison B., Bruno J. Anthony, Cara Pugliese, et al. "Lessons learned: Engaging culturally diverse families in neurodevelopmental disorders intervention research." Autism 21, no. 5 (2016): 622–34. http://dx.doi.org/10.1177/1362361316650394.

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Low-income and ethnic minority families continue to face critical disparities in access to diagnostic and treatment services for neurodevelopmental conditions, such as autism spectrum disorder and attention deficit hyperactivity disorder. Despite the growing cultural diversity of the United States, ethnic minority children and families continue to be substantially underrepresented across research on neurodevelopmental disorders, and there is a particularly concerning lack of research on the treatment of these conditions in low-income and ethnic minority communities. Of note, there are currentl

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11

Latov, Y. V., and N. V. Latova. "Russian Pro-Natalist Policy and Its Hidden Dilemma." Zhurnal Economicheskoj Teorii 18, no. 3 (2021): 389–402. http://dx.doi.org/10.31063/2073-6517/2021.18-3.5.

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The demographic policy of the Russian government, which aims to ‘preserve and increase the people’, combines two qualitatively different approaches to understanding the problem of population decline. Most often, the emphasis is placed on stimulating fertility, although there is also an understanding that it is important to raise the quality of their upbringing and education. While the focus on increasing human capital is economically justified, the desire to increase the birth rate has no such justification. The theory of demographic transition proves that stimulating the birth rate is an erro

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12

Spiegel, Ellen J. "Managing stress for at-risk students." Phi Delta Kappan 98, no. 6 (2017): 42–46. http://dx.doi.org/10.1177/0031721717696477.

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The BRIDGE Alternative Middle School in Lowell, Mass., serves students ages 12-16 who have exhibited behavioral problems in traditional school settings, including problems such as truancy, multiple suspensions, mental health issues, peer conflicts, family dysfunction, academic problems, and gang involvement. Students referred to BRIDGE are often involved with the court system and/or with the state’s Department of Children and Families, and many have been in and out of specialized hospital placements and residential or respite care facilities. When they arrive at BRIDGE, they tend not only to b

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Ramadhani, Livia Dwi, Tantut Susanto, and Latifa Aini Susumaningrum. "POLA KOMUNIKASI KELUARGA DENGAN PERILAKU SEKSUAL BERISIKO PADA REMAJA TUNARUNGU DI SEKOLAH LUAR BIASA KECAMATAN PATRANG KABUPATEN JEMBER." Jurnal Kesehatan Reproduksi 10, no. 1 (2019): 51–58. http://dx.doi.org/10.22435/kespro.v10i1.1404.

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Abstract Background: Deaf adolescent during their development needs special attention particularly parents, to prevent risk for sexual behavior. Risk for sexual behavior among deaf adolescent related to the role of parents can be facilitated by families on how families communicate issues regarding reproductive health of deaf adolescents. Objective: The purpose of this study was to analyze the relationship between the family communication patterns and risky sexual behavior in Disabled Children School, Patrang regency of Jember district Method: A cross-sectional study was condu

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14

Skerritt, Craig. "The code for success? Using a Bernsteinian perspective on sociolinguistics to accentuate working-class students’ underachievement in the Republic of Ireland." Irish Journal of Sociology 25, no. 3 (2017): 274–96. http://dx.doi.org/10.1177/0791603517724969.

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Educational disadvantage has been a long-standing issue in Ireland, and since the 2006/07 academic year, schools recognised as serving disadvantaged areas receive DEIS (Delivering Equality of Opportunity in Schools) status and subsequent additional funding, resources, and staffing allocations. Studies on DEIS schools usually report the traditional challenges associated with the lower classes when identifying problems schools face: unemployment in the community, a lack of parental interest, involvement and support, absenteeism, behavioural and emotional difficulties, dysfunction among students’

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15

Easterbrooks, M. Ann, Jean-Francois Bureau, and Karlen Lyons-Ruth. "Developmental correlates and predictors of emotional availability in mother–child interaction: A longitudinal study from infancy to middle childhood." Development and Psychopathology 24, no. 1 (2012): 65–78. http://dx.doi.org/10.1017/s0954579411000666.

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AbstractIn this investigation we examined the developmental correlates and predictors of maternal emotional availability in interactions with their 7-year-old children among a sample of families at psychosocial risk. We found developmental coherence in maternal interactive behavior, and in the relations between maternal emotional availability and children's functioning in middle childhood. Mothers and children were observed at home and in a laboratory playroom in infancy to assess maternal interactive behavior and child attachment security. When children were 7 years of age, dyads were observe

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Babaev, P. N. "Smoking of Parents as a Factor of Visual Impairment in Schoolchildren in Baku." Russian ophthalmology of children, no. 2 (June 20, 2021): 22–30. http://dx.doi.org/10.25276/2307-6658-2021-2-22-30.

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Purpose. To study the number of medical appeals and the incidence of school-age children in Baku, exposed to passive smoking in their families. Material and methods. Schoolchildren were given 5000 questionnaires; the response was 2363 questionnaires (39.4±0.6%). The collected questionnaires of schoolchildren contained the answers of a total of 3895 parents, of which 1885 were fathers and 2010 were mothers. All schoolchildren were divided into 2 groups: 818 schoolchildren whose parents were tobacco-dependent and 1545 schoolchildren whose parents were tobacco-dependent. Depending on the degree o

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Ruble, Kathy, Lisa Carey, Juliana Pare-Blagoev, et al. "Lessons from COVID-19, challenges of remote learning for childhood cancer survivors." Journal of Clinical Oncology 39, no. 15_suppl (2021): 10054. http://dx.doi.org/10.1200/jco.2021.39.15_suppl.10054.

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10054 Background: More than half of childhood cancer survivors (survivors) will have neurocognitive deficits that impact schooling, most commonly reflecting attention and executive dysfunction. Schools are legally bound (IDEA, 2004) to support eligible students with Individualized Education Program (IEP) informed instruction and related services (e.g. assistive technology, speech-language, physical, or occupational therapy) to foster academic success. However, these service provision were not designed under the constraints of remote learning. The COVID19 shift to remote learning is likely to e

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18

Piccolo, Luciane da Rosa, Jerusa Fumagalli de Salles, Olga Garcia Falceto, Carmen Luiza Fernandes, and Rodrigo Grassi-Oliveira. "Can reactivity to stress and family environment explain memory and executive function performance in early and middle childhood?" Trends in Psychiatry and Psychotherapy 38, no. 2 (2016): 80–89. http://dx.doi.org/10.1590/2237-6089-2015-0085.

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Abstract Introduction: According to the literature, children's overall reactivity to stress is associated with their socioeconomic status and family environment. In turn, it has been shown that reactivity to stress is associated with cognitive performance. However, few studies have systematically tested these three constructs together. Objective: To investigate the relationship between family environment, salivary cortisol measurements and children's memory and executive function performance. Method: Salivary cortisol levels of 70 children aged 9 or 10 years were measured before and after perf

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19

Bellstädt, Lina, Hans-Jakob Steiger, Sevgi Sarikaya-Seiwert, and Thomas Beez. "Headache and Shunt-Related Impact on Activities of Daily Life in Patients Growing Up with a Ventriculoperitoneal Shunt." Journal of Neurological Surgery Part A: Central European Neurosurgery 79, no. 03 (2017): 196–99. http://dx.doi.org/10.1055/s-0037-1606852.

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Background/Aims Ventriculoperitoneal shunts (VPS) are a mainstay of treatment for hydrocephalus. Morbidity related to infection and dysfunction is well known, whereas data on psychosocial outcome and quality of life are scarce. Our aim was to assess headache burden and shunt-related impact on daily life in children growing up with a VPS. Methods Patients between 3 and 21 years of age were identified and their families were contacted. A set of standardized questionnaires was used to assess headache and quality of life. Results Fifteen patients with a mean age of 12 years agreed to participate i

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20

Harrington, Christine M., and April E. Metzler. "Are adult children of dysfunctional families with alcoholism different from adult children of dysfunctional families without alcoholism? A look at committed, intimate relationships." Journal of Counseling Psychology 44, no. 1 (1997): 102–7. http://dx.doi.org/10.1037/0022-0167.44.1.102.

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21

Christensen, Kathleen, Barbara Schneider, and Donnell Butler. "Families with School-Age Children." Future of Children 21, no. 2 (2011): 69–90. http://dx.doi.org/10.1353/foc.2011.0016.

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22

Корчагина, Л. М. "Providing Social and Psychological Support to Dysfunctional Families in Regions." Психолого-педагогический поиск, no. 2(58) (July 9, 2021): 142–53. http://dx.doi.org/10.37724/rsu.2021.58.2.013.

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В статье рассматривается актуальная проблема социально-психологической работы с семьями, имеющими детей и находящимися в ситуациях семейного неблагополучия. Обращено внимание на то, что изучение и обобщение опыта и технологий социально-психологической работы регионов с ситуациями семейного неблагополучия может обеспечить успешность профилактики и реабилитации дезадаптированной семьи. Конкретизировано понятие ситуации семейного неблагополучия, приведена классификация проявлений семейного неблагополучия, описаны виды неблагополучных семей. Проанализирован опыт социально-психологической работы ре

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23

Zupanick, Corinne E. "Adult children of dysfunctional families: Treatment from a disenfranchised grief perspective." Death Studies 18, no. 2 (1994): 183–95. http://dx.doi.org/10.1080/07481189408252650.

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24

Kistner, Mary. "Dysfunctional Elimination Behaviors and Associated Complications in School-Age Children." Journal of School Nursing 25, no. 2 (2009): 108–16. http://dx.doi.org/10.1177/1059840509331442.

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김혜미 and 문혜진. "School Adjustment: Comparing Children from Multicultural Families and Children of Non-Multicultural Families." Korean Journal of Social Welfare 65, no. 4 (2013): 7–31. http://dx.doi.org/10.20970/kasw.2013.65.4.001.

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26

DeBack-Wright, Deborah. "NAPIER.Nancy J., RECREATING YOUR SELF: Help for Adult Children of Dysfunctional Families." Journal of Comparative Family Studies 23, no. 1 (1992): 158–59. http://dx.doi.org/10.3138/jcfs.23.1.158.

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27

Fisher, Gary L., Stephen J. Jenkins, Thomas C. Harrison, and Kelly Jesch. "Personality Characteristics of Adult Children of Alcoholics, Other Adults from Dysfunctional Families, and Adults from Nondysfunctional Families." International Journal of the Addictions 28, no. 5 (1993): 477–85. http://dx.doi.org/10.3109/10826089309039642.

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28

Maizels, Max, and Dawn Diaz Saldano. "Home uroflowmetry biofeedback therapy for dysfunctional voiding in school-age children." Nature Clinical Practice Urology 4, no. 1 (2007): 14–15. http://dx.doi.org/10.1038/ncpuro0647.

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29

PhD, Dragana Šćepović. "Functionality of Family and Children in Relation to Gender, Age and Emotional Abilities of Children and Family Structure." European Journal of Social Sciences Education and Research 10, no. 2 (2017): 101. http://dx.doi.org/10.26417/ejser.v10i2.p101-114.

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The subject of this empirical research is a comprehensive view of the impact of functionality and dysfunctionality of the family on the emotional skills of children in relation to sex, age of children and the family structure. The main objective of the research is to determine whether there is a link between functionality and dysfunctionality of family and emotional skills of children in relation to sex, age of children and the family structure. The study used the basic, general, and data collection methods (test method). Test method, scaling technique was used in the empirical part of the res

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30

Olson, Patricia M., and Mary Rae Pacheco. "Bipolar Disorder in School-Age Children." Journal of School Nursing 21, no. 3 (2005): 152–57. http://dx.doi.org/10.1177/10598405050210030501.

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This article examines the individual components of bipolar disorder in children and the behaviors that can escalate as a result of misdiagnosis and treatment. The brain/behavior relationship in bipolar disorders can be affected by genetics, developmental failure, or environmental influences, which can cause an onset of dramatic mood swings and dysfunctional behavior. School is often the site where mental health disorders are observed when comparing behaviors with other children. Assessing the emotional, academic, and health needs of a student with a bipolar disorder is a critical step in desig

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Tarver Behring, Shari, and Rosemary Tom Gelinas. "School Consultation with Asian American Children and Families." California School Psychologist 1, no. 1 (1996): 13–20. http://dx.doi.org/10.1007/bf03341088.

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32

Laverick, DeAnna M. "Starting School: Welcoming Young Children and Families into Early School Experiences." Early Childhood Education Journal 35, no. 4 (2007): 321–26. http://dx.doi.org/10.1007/s10643-007-0201-8.

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33

Lutsenko, Anna M., and Alla S. Spivakovskaya. "REPRESENTATIONS OF “FAMILY PAIN” BY ADULT CHILDREN OF ALCOHOLICS." Moscow University Psychology Bulletin, no. 2 (2020): 83–102. http://dx.doi.org/10.11621/vsp.2020.02.05.

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Relevance. The term “family pain” is used in family psychotherapy to refer to the emotional state of dysfunctional family members. Research on this phenomenon in dysfunctional alcoholic families can expand the understanding of the family system and allow us to formulate the goals of psychotherapy with such families. Objective. To investigate the “family pain” experienced by adult children of alcoholics. Methods. The sample consisted of 52 people who were in a recovery program for adult children of alcoholics (ACA), and 50 controls. We implemented a phenomenological analysis of ACA groups, a co

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34

Bibikova, Nadezhda Vyacheslavovna, and Elizaveta Alekseevna Grineva. "Social prevention of family dysfunction in a preschool organization." Social'naja politika i social'noe partnerstvo (Social Policy and Social Partnership), no. 9 (August 31, 2020): 67–72. http://dx.doi.org/10.33920/pol-01-2009-08.

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The authors of the article highlight the importance of organizing social prevention with the most vulnerable categories of families. The article identifies the features of dysfunctional families; the criteria for family dysfunction are presented. The forms of preventive work in pre-school organizations are considered. The authors of the article analyze the results of the experimental work that includes the diagnostics of criteria for family dysfunction and the implementation of the program for the prevention of family dysfunction.

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35

Regulska, Agnieszka. "Supporting the dysfunctional family in the contemporarysystem of the welfare." Pedagogika Rodziny 4, no. 1 (2014): 111–21. http://dx.doi.org/10.2478/fampe-2014-0010.

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Abstract The article is taking analysis available, in the contemporary system of the welfare, forms of supporting the dysfunctional families. An attempt was made showing the institution of the welfare describing the development to most important conditioning of this process. Main factors of coming into existence of disorders of correct performing family functions were presented, pointing on of them macrostructural and microstructural base. Basic entities and institutions were portrayed in the system of the welfare which are organising and carrying out different forms of supports for families e

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36

Fabián, Petr. "Ochrona dzieci – praktyczne doświadczenia ze wsparciem dla rodzin dysfunkcyjnych w Czechach." Humaniora. Czasopismo Internetowe 31, no. 3 (2020): 55–71. http://dx.doi.org/10.14746/h.2020.3.5.

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This article is about supporting dysfunctional families, in which children are neglected and parents do not fulfill their parental responsibilities. The whole article is based on the practice of children’s centers, which is based on the principles and processes of deinstitutionalisation in the implementation of social and legal protection of children.

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Everhart, Robin S., Sarah Miller, Gillian G. Leibach, Alexandra L. Dahl, and Daphne Koinis-Mitchell. "Caregiver Asthma in Urban Families." Journal of School Nursing 34, no. 2 (2017): 108–13. http://dx.doi.org/10.1177/1059840516689326.

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Asthma is a significant contributor to missed school days, especially for children living in urban settings. This preliminary study examined the impact of caregiver asthma on school absenteeism in a sample of 102 urban children with asthma from African American, Latino, and non-Latino White backgrounds. Caregivers and children participated in a single research session; 32 caregivers had asthma. Children of caregivers with asthma missed more days of school than children whose caregivers did not have asthma (3.97 vs. 2.43 days, p < .05, Cohen’s d = .40). Other indicators of child asthma morbi

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Marković, Mirjana, and Miloš Lakićević. "Family circumstances and relationships as a factor of children crime behavior." Sinteze, no. 17 (2020): 113–34. http://dx.doi.org/10.5937/sinteze9-24202.

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Statistics show that crime rates are rising globally. Not a single period of the development of human society was spared from the pathological phenomena and deviant behavior, nor even the modern era, where an explosion of various forms of deviant behavior can actually be noticed. What are the conditions and causes that have led to such global trends? In this paper, family circumstances and relationships will be analyzed as a crime factor. We will see what the universal and unchanged characteristics of the family are, how it affects the socialization, cultivation and individualization of childr

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Pennekamp, Marianne. "Toward School-Linked and School-Based Human Services for Children and Families." Children & Schools 14, no. 2 (1992): 125–30. http://dx.doi.org/10.1093/cs/14.2.125.

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40

Oh, Sojung. "Proverb Comprehension in School-Aged Children from Low-Income Families and Multicultural Families." Special Education Research 11, no. 2 (2012): 145. http://dx.doi.org/10.18541/ser.2012.06.11.2.145.

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Strom, Robert, Shirley Strom, Paris Strom, and Pat Collinsworth. "Parent Competence in Families with Gifted Children." Journal for the Education of the Gifted 18, no. 1 (1995): 39–54. http://dx.doi.org/10.1177/016235329401800104.

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This study examined parent influence as perceived by gifted junior high school students and their parents. Ninety-three adolescents reported on 171 parents; self-reports were provided by 172 parents. Both generations were administered parallel versions of the Parent Strengths and Needs Inventory which identifies (a) aspects of parenthood that are satisfying, (b) ways in which parents successfully perform their role, (c) the scope of teaching expected of parents, (d) problems with the obligations of parenting, (e) child behaviors which are upsetting to parents, and (f) information parents need

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Kim, Eun Jeong, Min A. Hwang, and Sun Hee Ko. "Writing Skills of School-aged Children from Multicultural Families." Journal of speech-language & hearing disorders 28, no. 3 (2019): 23–30. http://dx.doi.org/10.15724/jslhd.2019.28.3.023.

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43

Jeong, Miran. "Vocabulary Development in School-Aged Children from Multicultural Families." Journal of Special Education 31, no. 2 (2016): 53–64. http://dx.doi.org/10.31863/jse.2016.02.31.2.53.

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Santos, Cátia Marlene Silva Monteiro. "Entering School: The Drama of Families with Deaf Children." Procedia - Social and Behavioral Sciences 29 (2011): 322–29. http://dx.doi.org/10.1016/j.sbspro.2011.11.246.

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45

Harre, N., and A. Coveney. "School-based scalds prevention: reaching children and their families." Health Education Research 15, no. 2 (2000): 191–202. http://dx.doi.org/10.1093/her/15.2.191.

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46

Bruce, Beth S., Ann Chapman, Allison MacDonald, and Janice Newcombe. "School Experiences of Families of Children With Brain Tumors." Journal of Pediatric Oncology Nursing 25, no. 6 (2008): 331–39. http://dx.doi.org/10.1177/1043454208323619.

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47

Drange, Nina, and Kjetil Telle. "Preschool and school performance of children from immigrant families." Empirical Economics 52, no. 2 (2016): 825–67. http://dx.doi.org/10.1007/s00181-016-1091-7.

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48

Winstanley, Carrie. "Too cool for school?" Theory and Research in Education 7, no. 3 (2009): 347–62. http://dx.doi.org/10.1177/1477878509343736.

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Homeschooling can be a last resort for frustrated families where gifted children are not having their complex needs met through mainstream schooling. Unlike many other groups of homeschoolers, parents of highly able children take this option for pragmatic reasons rather than as a kind of moral stance. This article explores some of the ways that standard schools fail gifted children and presents the perspectives of families who have made the choice to remove their gifted children from the mainstream education system. The difficulties inherent in researching both homeschooling and gifted educati

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Patrício, Joana Nunes, Diniz Lopes, Margarida Vaz Garrido, and Maria Manuela Calheiros. "The Social Image of Families of Children and Youth in Residential Care: A Characterization and Comparison With Mainstream Families With Different Socioeconomic Status." Journal of Family Issues 40, no. 15 (2019): 2146–78. http://dx.doi.org/10.1177/0192513x19855413.

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The literature suggests that families of children and youths in residential care are often associated with negative social images. These images may shape prejudiced attitudes and behavior toward them and, when shared by care professionals, compromise the effectiveness of family intervention and reintegration. This study explored these social images in a sample of 176 participants with and without professional contact with this population. Participants were asked to indicate five attributes describing families of children or youths living in residential care or in mainstream environments with l

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Cho, Kyung Jin, Jung Su Choi, Su Kyung Park, and Sun Hee Ahn. "Comparison of School Readiness between Children in Low-income Families and Children in Non-low-income Families." Journal of Korean Child Care and Education 9, no. 6 (2013): 51–72. http://dx.doi.org/10.14698/jkcce.2013.9.6.051.

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