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Daly, Leslie Kim. "The discourse of stepmothering, between the wicked stepmother and the good mother." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ32662.pdf.
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Quick, Donna Smith. "Social psychological factors related to the quality of the stepmother-adolescent relationship /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487672245903469.
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Sayre, Julia Bailey. ""An Outsider in my Own Home": Women's Perceptions of the Markers of Attachment Injury in Stepcouple Relationships." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/31161.
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This study examined stepcouple relationships through the framework of attachment injury. Specifically, this inquiry explored whether or not individuals who are part of a stepcouple describe relational experiences that are similar to the patterns of attachment injury; and if so, whether or not these experiences are directly attributable to stepfamily formation and maintenance. Attachment theory and existing research regarding both attachment injury and stepfamily formation contributed to the development of core interview questions. Using a multiple-case qualitative research design, interviews were conducted with five women who were both biological and stepmothers in a stepcouple relationship. The pattern matching method of data analysis was used to explore for markers of attachment injury in the stepcouple relationships. The context of the womenâ s stories, as well as direct questions, enabled consideration of the attribution of the attachment injury markers to stepfamily formation. The respondents in this study described experiences that matched the patterns of attachment injury. In each case, at least some of the markers for attachment injury were directly attributable to the relationship difficulties these women encountered in forming and maintaining their stepfamily. Patterns of attachment injury were identified that would not have occurred had the respondents not been part of a stepcouple. These findings hold implications for continued exploration of stepcouples and the mitigation of stepfamily problems through the theoretical framework of attachment and attachment injury.Master of Science
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Weaver, Shannon E. "A mothering but a mother role : a grounded theory study of the nonresidential stepmother role /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974698.
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Collins, William Edward. "Intrapsychic and interpersonal factors related to adolescent psychological well-being in stepmother and stepfather families /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1302711020.
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Isberg, Jakob. "Att bli en riktig låtsasmamma : En kvalitativ studie av hur styvföräldraskapet kan upplevas." Thesis, Stockholms universitet, Institutionen för socialt arbete - Socialhögskolan, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-87116.
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This is a qualitative study aiming to study stepparents’ view of the relationships within the stepfamily and their thoughts about what makes it work. It is based upon three stepmothers’ life stories focusing on their relationships with their stepchildren. The study is based on a symbolic interactionistic theory and explores the experiences and unique perceptions of these women in their life as stepparents. The main conclusions of this study are that it is important to begin your journey as a stepparent building a good relationship with the child, prior to acting as a co-parent. The stepmothers all describe different strategies to create a sense of common ground with the child. It is also important to feel support and mandate within oneself and from the family members to act as an important adult. Lack of support makes relationships within the stepfamily difficult. In the absence of clarity when it comes to being a stepparent, it seems that these stepmothers have created their own role, based on their ideas of "good parenting". Emotions play an important part when it comes to how relationships develop within the stepfamily.
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Doodson, Lisa. "Understanding the stepmother's role : quantifying the impact on quality of life and mental health : how stepmothers' adaptability is mediated by coping style, social support and relationship satisfaction." Thesis, University of West London, 2009. https://repository.uwl.ac.uk/id/eprint/380/.
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Growth in stepfamily research in recent years has mirrored the growth in the number of stepfamilies in society, however research specific to the role of the stepmother has been recognised to be limited (Coleman, Ganong & Fine, 2000). This study has been designed to address this limitation by conducting a mixed methods approach to research on stepmothers in order to understand the effects of the stepmother role on women’s wellbeing. The research was conducted on a representative stepmother sample of two hundred and fifty stepmothers and eighty biological mothers. The sample was further segmented by residency of the stepchildren and family complexity, to identify differences both between stepmothers and biological mothers, and between different types of stepmother. Results indicated that stepmothers display significantly higher depression and anxiety than biological mothers together with lower perceived social support when compared with biological mothers, particularly from extended family and friends. They were also found to engage in significantly more maladaptive coping mechanisms than biological mothers. The adaptability of stepmothers to their role was found to be predicted by their satisfaction in their spousal relationship and the length of the relationship. The findings from the qualitative study suggested that stepmothers’ anxiety was predominantly related to the presence of the biological mother, the stepchildren and the inherent difficulties with the role itself; with social support from extended family members also affected by the enduring relationship between the stepmother’s in-laws and the biological mother. Further significant differences between the four identified types of stepmother were also found leading to the recommendation that future research recognises and distinguishes between stepmother led families, based on their family complexity and the residency of the stepchildren. The evidence overwhelmingly identifies an urgent need for stepfamily interventions that will facilitate the development of more effective functioning stepfamily units via education and support.
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Green, Wiveca. "Faktorer som påverkar relationerna i styvfamiljen." Thesis, Ersta Sköndal högskola, S:t Lukas utbildningsinstitut, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-4905.
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Studien undersöker styvföräldrars upplevelse av vilka faktorer som påverkar relationerna och samspelet i styvfamiljen. Frågeställningen är: Vilka faktorer upplever styvföräldrar påverkar relationerna i styvfamiljen? Undersökningen är en kvalitativ studie med fem intervjuer av styvföräldrar. Intervjuerna har analyserats med hjälp av en tematisk analys. Resultat: I studien framkommer tre teman; relationsbyggande, konflikter och skuldkänslor.Studien visade att om det finns en stabil grund där tid har lagts ner på att bygga upp relationerna i styvfamiljen påverkar det relationerna positivt. Styvföräldrarollen behöver klargöras speciellt när det gäller förväntningar på rollen, ansvar och vilka befogenheter styvförälderns ska ha. Vid konflikter i styvfamiljen och inom familjesystemet kan styvföräldern inta en roll som neutral medlare vilket upplevs som positivt. Då konflikt finns mellan de biologiska föräldrarna kan barnen bli budbärare mellan system vilket har en negativ påverkan på styvfamiljen. En biologisk förälders brist på engagemang kan skapa skuldkänslor hos den andre föräldern. Då en förälder är långvarigt sjuk kan barnet ta ansvar för denna förälder vilket kan påverka så att barnet får en minskad eller obefintlig kontakt med den andre föräldern.An investigation of stepparents experiences of what factors influence the stepfamily and the relationships in stepfamilies.Research question: Which are the factors that stepparents experience influence the relationships in the stepfamily?This study uses a qualitative methodology. Five stepparents have been interviewed and the interviews have been analyzed using thematic analysis.Results: Three themes appeared from the analysis; building relationships, conflicts and feelings of quilt. If the relationships in the stepfamily have been developed and been build up it influence the stepfamily in a positive way. The stepparent role needs to be clarified, especially when it comes to responsibility and powers of the stepparent. When conflicts occur in the stepfamily the stepparent can take the role of being a mediator that could be a positive factor. When there is a conflict between the biological parents the children could take different roles that influence the family in a negative way. If the biological parent is’t engaged in the children, feelings of guilt could be developed among the other parent. If a biological parent is long term sick the child can take responsibility for this parent and it can affect so that the child have less or no contact with the other parent.
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Mansell, Penny. "Young adult stepchildren’s experiences of relationship with stepmothers." Thesis, University of Auckland, 2011. http://hdl.handle.net/2292/11536.
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Stepparent-stepchild relationships can be difficult to develop and research suggests that the quality of these relationships impacts on stepfamily functioning and childwellbeing. A significant body of research and clinical knowledge has amassed on the functioning of stepfather families from the perspective of adult stepfamily members. However, there has been less focus on children’s experience of stepparent relationships and stepmother-stepchild relationships. Drawing on qualitative approaches, this study investigated young adult stepchildren’s experiences of relationship with stepmothers to gain insight into the stepmotherstepchild relationship from the perspective of stepchildren. The study has three aims: to gain insight into the stepmother-stepchild relationship from the perspective of stepchildren; to identify experiences that contribute to a positive stepmother-stepchild relationship and those experiences that are difficult and hinder the development of the stepmother-stepchild relationship; and to examine the relationship in terms of its development over time. Twenty-five adults from 18 to 25 who have spent between three and nineteen years within a stepmother family were interviewed about the development of the stepmother relationship over this period. Participants also completed a graph depicting the trajectory of the relationship development over time. Thematic analysis was conducted on the interview data to investigate the positive and difficult experiences in forming the relationship with stepmothers, and narrative analysis of the interview data gave insight into how the individual relationships developed. Overall, three participants experienced a mostly positive relationship with the stepmother, 18 participants experienced a mixture of both positive and difficult periods in the relationship, and four participants had a mainly negative relationship with the stepmother, with few positive experiences. Five narrative progressions were identified. These were titled Positive, Progressive, Decline and recovery, Regressive and Consistently poor. At the end of the narratives, two thirds of the participants had developed a relatively positive relationship with the stepmother and one third of participants had a poor quality relationship with the stepmother. Participants’ positive experiences were represented by four themes: felt supported, stepmother qualities, contributed to a sense of family, and respected existing family relationships. Experiences that were perceived as difficult by stepchildren were represented by four themes: discipline and rules, personality, disrupted relationship with the father, and torn loyalties. The results are discussed in terms of how they contribute to our understanding of stepmother-stepchild relationships within the stepmother-family system. This study fits within the existing body of literature on stepfamily functioning and has implications for clinical work with stepfamilies and for future research.
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Price, Ruth Nanette. "The difficulties of stepmotherhood : a comparison between stepmothers who have no children of their own and stepmothers who have their own children." Master's thesis, University of Cape Town, 1987. http://hdl.handle.net/11427/14322.
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Bibliography: leaves 119-127.Relatively few studies have examined the difficulties of the stepmother, but research suggests that compared to other stepparents, stepmothers without their own children have the most difficult task. This preliminary study describes the difficulties of the stepmother by comparing two groups of stepmothers; those who have no experience of their own children, with those who have children of their own, either from a previous marriage or from their present marriage, or from both. A convenience sample of thirty-one volunteers, who are full-time stepmothers, constituted the sample. Subjects were limited to white middle class South Africans. A two-part, semi-structured interview was conducted on each subject: Part one consisted of open-ended questions intended to provide an overall view of the particular circumstances of the stepmother. Part two consisted of information elicited by means of psychometric testing. The McMaster Family Assessment Device is used to assess the family functioning and thereby investigate the difficulties of the stepmothers. The Rutter Child Behaviour Questionnaire is used to determine the range of behaviours with which the stepmother might need to cope. Information regarding the stepmother's early childhood relationships is elicited by means of the Adult Family Relations Test. After the interviews and tests had been scored. the subjects were divided into two groups: One comprised of twelve stepmothers who had had no experience of mothering prior to their stepmother status; the other comprised of 19 stepmothers who had either one or two children of their own. Statistical analysis was conducted on the scores derived from The Rutter Child Behavior Questionnaire (t-test) and The McMaster Family Assessment Device (Hotellings Tz). The Family Relations Test was analysed by means of percentages and standard deviations. The demographic details were presented as percentages, and where applicable. Chi squared tests were conducted. Findings suggest that stepfamily functioning in the situation where the stepmother has no children of her own is different and less healthy from that in the family where the stepmother has children of her own. These results are largely consistent with the literature, but as regards the actual difficulties that contributed to the differences between these groups,findings remain tentative.
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Kehnt, Lenee Nicole. "Perceived Child Regard, Parenting Stress, and Depressive Symptoms of Nonresidential and Residential Stepmothers." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6050.
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The dynamics of the modern blended family is a topic of considerable interest in family research. The purpose of this quantitative study was to understand how parental stress, perceived parental regard, and depressive symptoms affect nonresidential and residential stepmothers. Family Systems Theory provided an appropriate lens for this research study. An analysis of covariance was used to determine whether differences existed between nonresidential and residential stepmothers in terms of parental stress, perceived parental regard, and depressive symptoms. The second goal was to determine whether the covariates of age, ethnicity, household income, time spent stepparenting, and the number of biological and stepchildren affected the variables in a meaningful way. The participants selected for the study were both nonresidential and residential stepmothers, 18 years and older. Participants completed a web-based survey that administered three different instruments: The Perceived Child Regard Questionnaire, the Parental Stress Scale, and the Center for Epidemiologic Studies Depression Scale-Revised. A total sample size of 94 nonresidential stepmothers and 79 residential stepmothers completed the survey. Results indicated no significant differences in parental stress and depressive symptoms due to custody status. However, there was a significant effect noted between nonresidential and residential stepmothers pertaining to perceived child regard. These findings provide a valuable direction for researchers who wish to further explore stepfamily concepts especially concerning variables that may attribute to the differences in custody status and perceived child regard. As well as provide psychoeducation for stepfamilies and their community.
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Cardoso, Lais de Almeida. "Percurso do orfão na literatura infantil / juvenil, da oralidade à era digital: a trajetória do herói solitário." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/8/8156/tde-22082007-142125/.
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A orfandade é um tema bastante recorrente na literatura infantil e juvenil. Desde as antigas narrativas orais, como os contos de fadas, por exemplo, o arquétipo do órfão é revisitado regularmente na construção de diferentes personagens, sendo mantida, porém, uma estrutura básica predominante, principalmente no que concerne à sua trajetória. Investigar a recorrência dessa temática, partindo da análise de alguns contos populares até alcançar as mais recentes obras voltadas para o público jovem, foi um dos objetivos desta pesquisa. Uma outra meta foi estabelecer paralelos e divergências entre as figuras secundárias que compõem essas narrativas, como as madrinhas, as madrastas, os irmãos, os amigos, os seres mágicos, entre outros, e focalizar o papel que elas desempenham na trajetória do órfão, agindo ora como \"desvios\", ora como \"atalhos\" em seu caminho. Um terceiro propósito da dissertação foi estudar a circulação da personagem órfã contemporânea entre a literatura e outras mídias, como as histórias em quadrinhos (HQ) e o cinema. Para isso, tomamos três personagens da ficção criadas originalmente para três diferentes suportes - Harry Potter (literatura), Peter Parker (HQ) e Luke Skywalker (cinema) - e procuramos estabelecer similaridades e divergências em três momentos de seus percursos: partida, iniciação e retorno. Ao compararmos as trajetórias desses três heróis órfãos, podemos perceber as visíveis intersecções entre elas e somos levados a crer que, mesmo modificadas pelos estilos literários e pelas mídias que lhes servem de suporte, essas personagens solitárias conservam, contudo, a essência das características de seu remoto substrato popular, proveniente da oralidade.Orphanhood is quite a common theme in Children\'s Literature. From the old oral stories, as the fairy tales, for instance, the orphan archetype is regularly used in order to build different characters, keeping, however, a predominant basic structure, chiefly with regard to his path. Investigating the frequency of such a theme starting from the analysis of some popular tales and finally reaching the most recent works, offered to young people, was one of the purposes of this research. Another aim was to establish parallels and divergences ocurring to secondary characters that take part in those narratives, as the godmothers, stepmothers, brothers and sisters, magic creatures, among others, and focusing the role they play in the development of the orphan course, acting sometimes as \"sidetracks\", sometimes as \"shortcuts\" in his way. A third goal of this work was to study the circulation of the contemporary orphan character both in literature and other mass media, as comics and movies. For this purpose we chose three fiction characters, created originally for three different supports - Harry Potter (literature), Peter Parker (comics) and Luke Skywlaker (movies) - and tried to show similarities and differences in three moments of their route: start, initiation and return. Comparing the footsteps of those three orphan heroes, we may note the visible intersections among them and take into account that, even changed by literary style and mass media which support them, those solitary characters keep, nevertheless, the essence of the characteristics of their ancient popular substractum, coming from orality.
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Nyh, Johan. "From Snow White to Frozen : An evaluation of popular gender representation indicators applied to Disney’s princess films." Thesis, Karlstads universitet, Institutionen för geografi, medier och kommunikation, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36877.
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Simple content analysis methods, such as the Bechdel test and measuring percentage of female talk time or characters, have seen a surge of attention from mainstream media and in social media the last couple of years. Underlying assumptions are generally shared with the gender role socialization model and consequently, an importance is stated, due to a high degree to which impressions from media shape in particular young children’s identification processes. For young girls, the Disney Princesses franchise (with Frozen included) stands out as the number one player commercially as well as in customer awareness. The vertical lineup of Disney princesses spans from the passive and domestic working Snow White in 1937 to independent and super-power wielding princess Elsa in 2013, which makes the line of films an optimal test subject in evaluating above-mentioned simple content analysis methods. As a control, a meta-study has been conducted on previous academic studies on the same range of films. The sampled research, within fields spanning from qualitative content analysis and semiotics to coded content analysis, all come to the same conclusions regarding the general changes over time in representations of female characters. The objective of this thesis is to answer whether or not there is a correlation between these changes and those indicated by the simple content analysis methods, i.e. whether or not the simple popular methods are in general coherence with the more intricate academic methods.Betyg VG (skala IG-VG)
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Howell-Jones, Gail. "Stepmothers’ experiences of achieving satisfactory stepmother-stepdaughter relationships." Thesis, 1997. http://hdl.handle.net/2429/6400.
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The stepfamily has always been part of western society. However, only in the past two decades has it been given much attention, and in spite of suggestions that the stepmother-stepdaughter relationship is both the most problematic of step relationships, even contemporary literature virtually ignored it. Using an interview and validation format, this research explored the experiences of 6 stepmothers as they defined and negotiated satisfactory relationships with their stepdaughters. Specifically the researcher interviewed six stepmothers who described themselves as having achieved what they believed to be satisfactory relationships with their stepdaughters. Five themes emerged from these narratives: The ability to balance Emotional and behavioural Distance with Openness, the Ability to Engage in Positive Persistence, the Ability to develop a Unique and valued Role in the Lives of their Stepdaughters, the Need for a Supportive Partner, and the Need to Relax Expectations of Self and Other.
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張玉佩. "Experience of a stepmother." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/43839653560944470873.
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碩士國立嘉義大學
家庭教育研究所
90
Experience of a Stepmother Chang, Yu Pei Abstract This research paper attempts to discuss the challenges that stepmothers face and their relationships with their stepchildren. The research included a series of semi-structured in-depth personal interviews with five stepmothers. After analyzing the data through thematic analysis, the author discussed the results in five themes as follows: (1) the factors determining their marriage to stepfamilies; (2) the feelings and pressures commonly experienced by stepmothers; (3) the relationship between stepmothers and their stepchildren; (4) the influences of the birth mothers and relatives on the stepchildren; (5) the stepmothers’ own interpretations of their experiences with stepchildren. Recommendations on the result of the research It is essential for stepmothers to be aware of their special family structures and take advantage of social resources and other assistance when needed. As far as family education is concerned, the authorities concerned can propose education measures to deal with any problem that might occur. The schools should be encouraged to promote and advocate the positive and genuine aspects of stepfamilies and to hold parenting seminars that might assist stepfamilies with their unique situation. In conclusion, the government should make the public aware of the nature and importance of stepfamilies. Key words: stepfamily, stepmother, experience, qualitative research
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CHANG, YI-HANG, and 張逸航. "Delinquent Behaviors among Stepmother Classes." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/73647105091216442274.
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碩士國立臺北大學
犯罪學研究所
102
This study aims to investigate whether junior high school students will perform more deviant behaviors when their mentor teachers are changed. Based on the population percentage of the junior high schools in the different districts of New Taipei City, the purposive sampling is used to select the junior high school students in the stepmother classes to do the pre-test and post-test comparisons. The control group is consisted of those students whose mentor teachers are not changed in the same schools. The effective sample size of the stepmother classes is 143 students, and the regular class, 141 students. The results of the study indicate that there is no significant differences in terms of the school attachment and deviant behavior by comparing the means between the stepmother classes and the regular classes. In both groups, the mentor teacher attachment is higher in the post-test than in the pre-test. By comparing the performances of the separate classes in pre-test and post-test, it is found that the regular classes is more stable and the stepmother classes shows bipolar individual differences in social bonding and deviant behavior. The correlation analyses show that significant negative correlation of school bonding and deviant behavior is found in both the pre-test and post-test. The deviant behaviors of the students in the stepmother classes cannot be totally explained by the Social Bonding Theory. The students in the two groups do not show significant differences in the distribution. The minor deviant behaviors include distraction and disturbance during the class, talking without permission, saying dirty words, sleeping during the class, not doing cleaning work or do cleaning work carelessly. The frequently occurred moderate deviant behaviors include addiction to video games, verbal bullying, making fun of the classmates of the opposite sex and disobey. The severe deviant behaviors rarely occur in both groups. The suggestions for further studies are as follows: First, the change of the mentor teachers will not probably cause more deviant behaviors, but it will be more risky. If possible, it is recommended not to change the mentor teacher. Second, for students, the change of their mentor teacher is a more complex change, many factors can be influential. It is suggested that in the future, other researchers can further investigate the variables like the background of the former and the current mentor teachers, including their age, teaching experience. Also, a bigger sample size would be much beneficial and truly present the real situation.
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石翊君. "Stepmother-child Relationship in the Ming Dynasty." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/j2km7r.
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Pei-Chi, Chang, and 張佩琪. "A Study on Classroom Management of Stepmother classes among Elementary School Beginning Teachers." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/55693865331029709451.
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碩士臺北市立教育大學
教育學系碩士班
99
This study aims to explore into beginning teachers’ classroom management when they work with stepmother classes. Six samples were chosen purposefully for this sake and given in-depth semi-structured interviews. From these interviews, conclusions and recommendations are drawn as in the following. There are five perspectives from which we can look at the trouble in classroom management of beginning teachers working with stepmother classes: from the teachers themselves, interaction with students, contact with parent, colleague relations, and school administration. First, the teachers were forced to take their classes from others. Second, they had difficulties in interaction with their students, especially with the opinion leaders, because their management styles were different. Third, they had problems in contact with parents because of mutual mistrust and comparison. Fourth, they had trouble working with colleagues, for they did not understand the culture and ecology of their workplace. Fifth, they had trouble with the school administration, not knowing where to find help. Strategies employed for classroom management improvement were as follows. First, good communication models among parents, teachers, and students to get recognition were established. Second, through group activities, class unity was consolidated. Third, opinion leaders were tamed and caring of students was strengthened. Fourth, before the final transfer of the class, the teachers stepped in and took up the class gradually as they were setting up their own teaching styles. Support for teachers taking up stepmother classes can be divided into self-support and school administration support. The former can be summarized as follows: First, they can do physical exercise to relieve stress. Second, they can share their feelings with their peers, friends, and family members. Third, they can divert their attention and do positive thinking. Fourth, they can ask for help from master teachers or senior teachers. Fifth, they might as well attend workshops or seminars. Sixth, they can exchange their experience with online communities of the Internet. Seventh, they may receive training in graduate institutes. According to the interviewees, school administrative support seemed a little weak. It is suggested by the researcher that support system be built of several dimensions, providing such assistance as of practical teaching, through information sharing, in professional development, by mediated cases treatment, and in-service training. Feedback from parents and students was found to be satisfactory. Based on the findings of this study, the following suggestions are offered. First, it is suggested that stepmother class teachers do positive thinking and take the initiative to ask for help from senior teachers to improve their own classroom management and develop their own strategies at the same time. Second, cross-post offices Master teachers can be assigned by the administration, and learning communities on campus can be established. Third, it is hoped that the prospective teachers’ practical classroom management skills can be enhanced ahead of time in their pre-service teacher training. Fourth, further long-term research, which lasts at least for one year, can be conducted on stepmother class novice teachers via observation.
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Lin, Yen-Hsing, and 林妍杏. "A Study on Classroom Management in A Stepmother Class in Junior High School." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/23673435937639474195.
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碩士國立中正大學
教育學研究所
103
The purpose of this study is to explore the good times and hardship experience of classroom management in a stepmother class in junior high school. Qualitative research was adopted. Semi-structured interviews, data analysis and observation were used to understand the step-teacher’s classroom management and coping strategies in different periods as well as the changes between the former teacher and the step-teacher after the teacher’s dialogue. The results of the study were as follows: 1 The challenges of classroom management in the stepmother class: (1) This stepmother class had special class culture. (2) The former teacher might take over the class again. 2 The coping strategies: (1) Established good relationship between the students and the step-teacher. (2) Sought the other teachers’ assistance. (3) Paid attention to the class culture and adopted positive counseling. 3 The content of teacher’s dialogue: (1) The principles about dealing with the class affairs. (2) The strategies for disciplining and counseling. (3) The interactive skills among the teacher, parents and students. (4) Teaching belief about curriculum and evaluation. 4 The changes between the teachers after the teacher’s dialogue: (1) Improved professional teaching abilities as well as classroom management. (2) Through sharing with each other, comprehended teacher’s roles and value.
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TSAI, CHIA-FANG, and 蔡嘉芳. "A Study of the Experience in First-Married Women Co-constructing a Stepmother Family." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/6qfd2b.
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碩士國立屏東大學
教育心理與輔導學系碩士班
106
The purpose of this study was to explore the experiences of the first-married women who co-constructed a stepmother family and to understand the influences of the relationship among stepfamily couples, stepdaughters and stepsons, rela-tive-in-law, and the value of self. Qualitative research was employed to interview five first-married women who co-constructed stepmother family more than five years, and thematic analysis was used in the analysis of the qualitative interviews. The main results were summarized as follows: 1. “ From an accidental chaos to be striving: The communication、support and comprehension in couple relationship” , 2. “ The love beyond blood and the lock that hard to unlock: Identification and struggle in the relationship” 3. “ The use and helplessness of resources: Relatives-in-laws help consolidate or cause disintegration of the family” 4. “ The love angels looking back: Regaining vitality and The value of ownership” . According to the research, some suggestions are offered for those who are “ stepmother or possible future stepmother” , “ practical worker” , “ government and social organizations” and “ future research” .
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Geiger, Jane W. Kettinger. "An empirical investigation of the factors related to the quality of the stepmother-stepchild relationship." 1992. http://catalog.hathitrust.org/api/volumes/oclc/28232587.html.
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Thesis (Ph. D.)--University of Wisconsin--Madison, 1992.Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 145-157).
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Tsai, Pei-Chen, and 蔡佩真. "A Study on Classroom Management Disturbances and Coping Strategies of Stepmother Classes among Junior High School." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/69462431824952313603.
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碩士國立臺中教育大學
教育學系
99
This study aims to explore into teachers’ strategies when they face the difficult classroom problems in stepmother classes. The methods used in this study were qualitative methods and interviews. Fourteen samples who were ever taught in the junior high school during 2006 to 2010 academic year were chosen purposefully for this sake and given in semi-structured interviews. From these researches, conclusions are drawn as in the following. Teachers take classes from others,there are five situations in their moods：First,teachers who first time lead the group just receive the stepmother class,they will be quite anxious and restless. Second,although teachers take over stepmother class first time,they will adjust because of rich experiences. Third,although teachers take over the stepmother class first time, they are very happy because of the different experiences with former ones. Fourth,teachers who had taught this class before they take over the stepmother class,bad class’s conditions and sentiments between teacher and students let teachers fall into a dilemma. Fifth,teachers take over stepmother class second time,they are not so afraid because of the first experience. Teachers take classes from others,before they become the classes’ teachers,there are approximately three situations in their preparations：First,from predecessor teachers and school administrators to know this class’s conditions. Second, predecessor teachers keep retained attitudes,stepmother teachers can only understand students from the performances they attend class. Third, teachers contact with parents actively to obtain their trusts. There are five perspectives from which we can look at the problems and strategies in classroom management of teachers taking over stepmother classes： 1. Class convention aspects (1) When the class discipline is bad,teacher establish the standard from the beginning. (2)Cadre members beneath abilities,teachers train them and establish class recognition. (3)Students presented the improper behaviors, teachers grasped students’ movements and cooperated with specially appointed teachers and parents beside the prevention. 2. Class environment aspects (1)Teachers adjusted seats with students’ attitude in order to help students’ studies . (2)Teachers taught by examples and demonstrated that how students maintain neat environment,also promoted their empathy according to learning opportunities. (3)Teachers carried out the latent curriculum in the life to improve deep-rooted class culture. (4) Teachers model class study atmosphere to strengthen behaviors and individual goals. 3. Teachers and students relations aspects (1) Teachers and students relations were not established easily during running-in periods, teachers raised each other's tacit understanding with unceasing communications. (2) When students compared stepmother teachers with the former one, teachers besides communicated ideas with students also adjust methods accordind to students’ demands. (3)There might some compromise as the role from specially appointed teacher to the stepmother teacher,requested and communicated at the same time. 4. Teacher and parents communication aspects (1) When parents kept low trusts toward stepmother teachers,teachers contacted furst with parents at the beginning of taking classes,and then kept in touch for communications. (2) When the predecessor teacher involves between the teacher and parents,teachers set up their own teaching styles to let parents recognize. 5.Peer relationship aspects (1)When students were pushed out from other classmates, stepmother teachers faced up to the questions and coped things with parents.
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Chung, Pei-Chen, and 鍾佩真. "A case study on the problems and coping ways of the junior high school stepmother teachers’ classroom management." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/36701635836892688842.
Full textAbstract:
碩士國立臺灣師範大學
課程與教學研究所
103
This study aims to investigate the stepmother teacher classroom management problems and coping ways. The objectives are: (1) to understand the problems of stepmother teacher classroom management; (2) to explore the coping ways of stepmother teacher classroom management; (3) to investigate the classroom management strategies of stepmother teacher. This study adopted the qualitative research methods. The participants of this research were four junior high school stepmother class teachers. Data were collected through individual, focus group interviews and document analysis, with the recording and teachers’ reflection notes. The finding of the this study are summarized below: 1. The first important thing of stepmother class teacher is creating good relationships with the students, parents and the teachers. 2. To understand and care about the leaders and special students of the class. And to promote the class rules step by step. 3.Teachers use professional knowledge to help students learn and inspire the motivation, develop reading atmosphere and build confidence of learning. 4. Do the best of the school administrative matters. Make good use of school activities, that's an opportunity to enhance the relationship between teachers and students. 5. Teachers should have self-confidence, not to affect by former teacher. Creating a brand-new classroom environment and full of positive support, love of the classroom atmosphere. 6. Using the changing strategy, another perspective, stepmother classes can reduce the number of problems. In the end, according to research findings, providing specific recommendations for teachers, teacher education institutions, school administrative, junior high school stepmother class teacher and subsequent studies.
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Chen, Wan-Ju, and 陳婉如. "A Study on The Application of Transformational Leadership in The Classroom Management of a Junior High School's “Stepmother Class”." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/a76bqr.
Full textAbstract:
碩士國立雲林科技大學
技術及職業教育研究所
105
The purpose of this study is to determine how strategies developed by middle school teachers using the principles of transformational leadership can affect the management of a class. A “Stepmother Class” is a class where the original teacher is unable to teach the class until graduation and is replaced by another teacher due to any reason. The subject of this study is a stepmother class in a public Junior High school located in South Central Taiwan (QQ class). This class had serious issues during the first year such as teacher-student conflict, lack of discipline, and attendance problems. After the researcher took over as the teacher of this class, strategies developed using principles of transformational leadership were applied to QQ class for one year. This study judges the classroom management efficiency through interviewing students and related teachers, parent-teacher contact book, class review notes, school tidiness contest result as well as class grades. Based on reference articles, this study has determined that classroom management efficiency for classes within the scope of this study can be divided into five areas: Teacher-student relationship, classroom climate, class room discipline, student learning, and teaching quality. The conclusion is divided into two aspects. Firstly, overall class management strategy on the impact of classroom management efficiency. Secondly, each item class management strategy on the impact of classroom management efficiency. This study draws on the following conclusions. Overall class management strategy on the impact of classroom management efficiency: 1. Positive development of teacher-student relationship, students can feel that the teacher cares about the class and vice versa. 2. The classroom climate is more relaxed and positive, and the students participate in class activities actively. 3. The performance of classroom discipline: it is shown through improved ranking in classroom tidiness and discipline contests as well as a decreased occurrence of disorderly conducts from students, but some students would not be improved because of being language bully at the first year. 4. Students feel good at school, better attendance, and enjoy hands on learning because of great improvement through this way. 5. The teaching quality improved due to an overall improvement of the quality of the class. Less time needs to be spent dealing with disorderly conducts. Each item class management strategy on the impact of classroom management efficiency: 1. Class coherence strengthened by shaping class vision through school activities. 2. Create relaxed classroom climate through personal charm and humor. 3. Use the contact book as a teacher-student dialogue and better understand the student. 4. Improve student learning interest and effectiveness by increasing hands on learning through natural experiment lecture, 5. Let student concentrate on study by appropriate teaching methods and class order. 6. Teacher put more effort on class management will lead a great learning performance for the student, and class management is relatively easy. Keywords：Transformational Leadership, Classroom Management, Stepmother Class, Classroom Management Efficiency
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Hsu, Wei-Chen, and 許瑋真. "Being a "Stepmother"—The Narrative Inquiry of a Junior High School Teacher’s Taking over a Class from the previous homeroom teacher." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/2fxb44.
Full textAbstract:
碩士國立臺北教育大學
心理與諮商學系碩士班
102
The purpose of this study was to understand the experiences of a junior high school teacher in taking over other teachers’ classes as homeroom teacher halfway before students’ graduation. The current study aimed to make inquiry about the challenges encountered, the strategies adopted, the conviction (beliefs, values etc.) held by, and the source of supports available to the participant. Narrative inquiry was adopted. The study was taken place during the third time that the participant had taken over another teacher’s class. The researcher has conducted 5 interviews and field observations in the classroom for 10 times over two semesters. Data were analyzed using the “holistic – content” approach. The results were as follows: 1. Challenges faced by the participant in classroom include: personal issues such as her anxiety as a newcomer, adjustment due to role shifts from a subject teacher to a homeroom teacher; influences from the attitudes and perceptions of others including her students, parents, and colleagues; characteristics of classroom school cultures, e.g. different styles in class management between the participant and her predecessors, possible needs to reestablish the classroom rules, as well as pressures from academic competition in school. 2. The distinctive strategies useful in taking over classes include: fostering shared goals with students to restart and build a bright future; valuing the concept of fairness by teaching students the rules rather than punishing them for not obeying them; incorporating creative teaching techniques into cultivation of gratitude and forgiveness; encouraging students to communicate with the teachers with an open attitude. 3. Convictions important for teachers in taking over classes halfway: every student has their own unique strengths as long as you have a positive regard for them; efforts and devotion paid will eventually be appreciated by the students; students can be moved and changed if the teacher is genuine and persistent in encountering with them. Suggestions based on the final results were provided to researchers for future studies and practitioners in education and school settings.
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Hutton, Karmen. "The experiences of stepmothers of non-residential stepchildren." Diss., 2014. http://hdl.handle.net/10500/18702.
Full textAbstract:
This study explored the experiences of stepmothers of non-residential stepchildren,
using a phenomenological approach and qualitative exploratory design. Participants were recruited in the Gauteng area through purposive sampling. Thematic analysis was used to analyse the information. The findings of this study indicate the following: the participants, in their role as stepmothers of non-residential stepchildren, experienced various challenges that were very stressful, especially during the early stages of stepfamily formation. The lack of acknowledgement of the stepmothers’ dedication to their stepchildren, as well as conflicting rules concerning how to care for the children, caused distress for the participants. Support from their partners, as well as improved stepfamily relationships over time, were acknowledged as contributing factors to the participants’ continued commitment to their stepfamilies. Further research on stepmothers of non-residential stepchildren is recommendedPsychology
M.A. (Clinical Psychology)
27
Sekhukhune, Mamatsi Edith. "A Social Work investigation into the causal factors of relationship problems between stepparents and adolescent stepchildren." Diss., 2004. http://hdl.handle.net/2263/27223.
Full textAbstract:
The objective of this study was to explore the problems existing in stepfamilies, which affect the relationship between stepparents and adolescent children and their effects on the different systems within these families. A qualitative research approach was followed. Three focus groups were conducted with the respondents. These focus groups were exploring the way things are regarding the adolescent stepchildren’s appraisal of the problems of having a stepparent, relating to him/her; their available coping resources; and their coping responses in adjusting to the situation. The respondents reported limited family interaction. It was also discovered that they were not freely expressing their feelings, especially about their stepparents. Their respondents, their biological parents and their stepparents have received limited professional assistance regarding their to-be-established stepfamilies. The outcomes of this study have shown that the stepfamily members need more professional support in terms of coping with the family situation. The stepfamily members need guidance and assistance with the coping responses with the stressors of having a stepfamily. Further research is recommended to describe the stepparents and biological parent’s relationship to their adolescent stepchildren, in order to provide comparative data for the present study. A study can also be conducted to determine further needs of stepfamilies, especially before remarriage, with regards to professional support services, for instance pre-marital counseling, legal issues pertaining to inheritance, wills, maintenance of stepchildren, adoption and custody of stepchildren.Dissertation (MA (SW) (Play Therapy))--University of Pretoria, 2006.
Social Work and Criminology
unrestricted
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Tsai, Chien-hui, and 蔡千惠. "A Study on Relationships between Stepmother-Class Homeroom Teachers’ Paternalistic Leadership and Classroom Management Effectiveness in Junior High School in Taichung and Changhua Areas." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/30933075981198970020.
Full textAbstract:
碩士國立彰化師範大學
教育研究所
104
This study aimed to understand the current paternalistic leadership and class management effectiveness of stepmother-class homeroom teachers. Research objectives were stepmother-class homeroom teachers in junior high schools in Taichung and Changhua. The questionnaire survey method of a cluster sampling was adopted. The subjects were 396 students from stepmother classes. The retured rate of usable questionnaires was 95.88%. The data was analyzed with IBM SPSS 20.0, including the Descriptive Statistics, t-test, One-way ANOVA, Pearson’s Product-moment Correlation, and Stepwise Multiple Regression. The major results of this research are summarized as follows: 1. The status quo of paternalistic leadership from stepmother-class homeroom teachers in Taichung and Changhua was at the intermediate level or higher, and “benevolence leadership” is the highest. 2. The status quo of class management effectiveness from stepmother-class homeroom teachers in Taichung and Changhua was was at the intermediate level or higher, and “classroom climate” is the highest. 3. Paternalistic leadership and class management effectiveness of stepmother-class homeroom teachers significantly varied with different seniority. There are no significant differences in gender. 4. Paternalistic leadership and class management effectiveness of stepmother-class homeroom teachers partly varied with different grades, subjects, and the number of classes per week. 5. There was a positive correlation between paternalistic leadership and classroom management effectiveness of stepmother-class homeroom teachers. 6. Class management effectiveness could be predicted through Paternalistic leadership of stepmother-class homeroom teachers.
29
Silva, Susana Jorge da. "O mito da cinderela: A relação com a madrasta na pré-adolescência feminina." Master's thesis, 2008. http://hdl.handle.net/10400.12/4799.
Full textAbstract:
Dissertação de Mestrado apresentada ao Instituto Superior de Psicologia Aplicada para obtenção de grau de Mestre na especialidade de Psicologia Clínica.A presente investigação tem como finalidade o estudo da relação com a madrasta na pré-adolescência feminina. São objectivos do estudo a descrição e compreensão da forma como as pré-adolescentes de onze e treze anos representam a madrasta, a relação com a madrasta e a evolução da relação com a mesma. Para este estudo foi construído um guião de entrevista e realizadas vinte entrevistas semi-directivas a dez raparigas de onze anos e dez raparigas de treze anos. As entrevistas foram posteriormente analisadas qualitativamente através de grelhas de categorias construídas para o efeito. Os resultados encontrados demonstram que em ambos os grupos, o tipo de relação estabelecida com a madrasta é, regra geral, positiva. A madrasta é maioritariamente representada como uma amiga. A designação da madrasta como namorada do pai é mais comum no grupo das meninas mais velhas. Os conflitos mais frequentes no grupo das meninas mais novas estão relacionados com a insegurança face à permanência do amor do pai. A lealdade marcada com a mãe, principalmente nas meninas de onze anos foi transportada e reflectida em todas as respostas dadas. No grupo dos treze anos os conflitos remetem para a rivalidade edipiana. Em ambos os grupos o desejo de mudança relacional foi pouco expressivo.
The present inquiry has as purpose the study of the relation with the stepmother in the feminine preadolescence. The description and understanding of the way that eleven and thirteen years preadolescents represent the stepmother, the relation with the stepmother and the evolution of the relation with the same one is the aim of this study. For this study a script of interview was constructed and carried through twenty semistructured interviews of ten young girls of eleven and ten of thirteen years. The interviews later had been analyzed qualitatively through grates of categories constructed for the effect. The joined results demonstrate that in both groups, the type of relation established with the stepmother is, general rule, positive. The Stepmother is majority represented as a friend. The designation of the stepmother as the father’s girlfriend is more used in the group of the oldest girls. The conflicts, more frequent in the group of the younger girls are related with the unreliability face the permanence of the love of the father. The marked loyalty with the mother, mainly in the girls of eleven years was carried and reflected in almost all answers. In the group of the thirteen years the conflicts send us for the oedipical rivalry. In both groups the desire of a relation change was little expressive.
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Ming-ChanChen and 陳名嬋. "The Process of Adjustment of First－Married Stepmothers." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/kcpk72.
Full textAbstract:
碩士國立成功大學
教育研究所
102
The main purpose of this study is to discuss first-stepmothers’ experience and the pressures they faced and psychological adjustment. The research is conducted with in-depth interviews to collect data, and uses purposive sampling to choose six stepmothers. After analyzing the data through thematic analysis, the researcher devided the results into three parts: “ the decision of involving process of getting married”, “ between you him/her and me” and “ the whole process of past”. Based on the findings, this study presents several suggestions for stepfamilies, schools and institutions.
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WU, JIN-KUEI, and 吳金桂. "Transformation of life ：A life Course Research of Stepmothers." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/822r54.
Full textAbstract:
碩士朝陽科技大學
社會工作系
105
Transformation of life：A Life Course Research of Stepmother. Chin-Kuei Wu Department of Social Work in Chaoyang University of Technology Abstract This study aims at the understanding of stepmother's life course. From the women whom decided to enter the marriage as a stepmother, what causes them made that decision, they encountered what kind of difficulties and obstacles, what supported them hang on, and what made them choose to stay or leave. Narrative research method was applied here to collect data and analysis. In-depth interviews were conducted from three interviewees; one of them had two marriage experiences. The research findings were revealed and discussed as follows: (a) Life courses of stepmother can be divided into five stages: “incubation period”, “fermentation period”, “qualitative change period”, “precipitation period”, and “action period”. Each period had different state and connotation. (b) The original family experience affect female's attitudes towards marriage. The parental role had great influence upon interviewees, especially motherhood learning. (c) "The decision to become a stepmother" and " the characteristic of stepmother role" would influence "to become a stepmother's self-expectation." (d) Differences of “the characteristic of stepmother” would influence the way they face the marriage; differences of "the type of stepmother” would influence the way they devote themselves to the Motherhood. Based on the findings and limitations of this study, some suggestions were offered for practioners. Keywords: life course research, narrative research, stepmother
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Amoore, Neil John. "Deconstructing dominant stepfamily narratives : freeing silent voices." Diss., 1997. http://hdl.handle.net/10500/17585.
Full textAbstract:
Stepfamilies are shown by existing research as having multiple problems unique to this type of
family, some of which include role ambiguity, role strain, role captivity, increased stress and
adjustment problems in children.
Stepparents are portrayed as evil, abusive and wicked in the media, literature or film, while
stepchildren are variously portrayed as victims, naughty and manipulative.
These popular perceptions of stepfamilies appear to be shaped by myths or dominant narratives which
serve to shape stepfamily member's experience of and roles in the reconstituted family.
Drawing on the work of postmodernism, social constructionism and the narrative
theorists this study will expose those dominant narrative or myths which shape the experience of
two stepfamilies.
Using an emergent design, the experiences of these two families is described in an attempt to
highlight some of the implications such an approach holds for both further research and
psychotherapy.Psychology
M.A. (Psychology)
33
DeSio, Amanda Rene. "A comparison of childless stepmothers and stepmothers with children the significance of role salience and role strain in marital and psychological well-being /." 2008. http://proquest.umi.com/pqdweb?did=1542162631&sid=11&Fmt=2&clientId=39334&RQT=309&VName=PQD.
Full textAbstract:
Thesis (Ph.D.)--State University of New York at Buffalo, 2008.Title from PDF title page (viewed on Nov. 14, 2008) Available through UMI ProQuest Digital Dissertations. Thesis adviser: Lee, Gloria K. Includes bibliographical references.
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Rocha, Hélia Beatriz de Sousa. "Step-Parents As a Social Context Questionnaire: a validation study with stepmothers." Dissertação, 2021. https://hdl.handle.net/10216/134238.
Full text
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Rocha, Hélia Beatriz de Sousa. "Step-Parents as a Social Context Questionnaire: a validation study with stepmothers." Master's thesis, 2021. https://hdl.handle.net/10216/134238.
Full textAbstract:
A investigação sobre famílias de recasamento tem evoluído ao longo das décadas
(Ganong & Coleman, 2017), contudo, a validação de instrumentos para esta população
continua a ser muito limitada. No presente estudo, é apresentada a validação do Step-Parents
As a Social Context Questionnaire (S-PASCQ) recorrendo a uma amostra de madrastas
portuguesas heterossexuais, baseada no Parents As a Social Context Questionnaire (Skinner
et al., 2005). Foi conduzida uma Análise Fatorial Exploratória e uma Análise Fatorial
Confirmatória para avaliar qual a estrutura fatorial mais apropriada, assim como testar a
adequação das escalas Total Score, Positive Stepmothering e Negative Stepmothering.
Também foi testada a fidelidade, a fidelidade teste-reteste, a validade convergente e a
validade discriminante das escalas e dimensões do S-PASCQ. As análises fatoriais
sugeriram que um modelo de 7 fatores era o mais adequado para a presente amostra e que é
possível utilizar as dimensões Warmth, Structure, Autonomy Support, Rejection-affection,
Rejection-time, Chaos e Coercion e as escalas Positive Stepmothering e Negative
Stepmothering como medidas independentes. A análise da fidelidade revelou uma
consistência interna satisfatória para todas as escalas e dimensões testadas, enquanto a
fidelidade teste-reteste foi observada para as escalas Positive Stepmothering e Negative
Stepmothering e para as dimensões Autonomy Support e Rejection-affection. Tanto a
validade convergente como a validade discriminante foram observadas. Investigações
futuras devem-se focar em construir instrumentos que acedam às experiências das famílias
de recasamento. No âmbito do S-PASCQ, devem ser realizadas novas análises com amostras
de padrastos e enteados e com uma amostra maior de madrastas.
36
Lin, Pei-ying, and 林沛瑩. "A Study of stepmothers in Fiction in Late Ming and Early Ching Dynasty." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/25332183216492449967.
Full textAbstract:
碩士逢甲大學
中國文學所
94
The role of a stepmother is like an intruder in the traditional family. In such a family, the relationship between the stepmother, the children, and their father is intense and unstable, with all having feeling of anxiety. For the stepmother, she has to face the dilemma of being a wife and a mother. She is unsure about how to get along with the stepchildren. After she has her own children, she becomes concerned about her children’s benefit. All of these are great anxieties to the stepmother. For the stepchildren, they are mainly worried that their father loves the stepmother more than themselves, so they may show competitiveness with the stepmother for their father''s affection. Furthermore, the stepchildren do not think of their stepmother as a parent. They resent the stepmother’s closeness with their father and her attempt to replace their biological mother. For the father, his anxiety comes from the irreconcilable conflicts between the stepmother and the children. The relationship problems for stepfamilies mainly result from domestic disharmony. The objective of the study is to discuss the subject of stepmothers in fiction during the late Ming and early Ching Dynasty, analyzing if there are positive examples and attitudes about stepfamilies. Meanwhile, the study also explores and analyzes the fiction writing skills. As the theme of stepmothers has been rarely discussed, I hope that this study is able to make an academic contribution to the literature field.
37
Takai, Shiho. "Prostitutes, Stepmothers, and Provincial Daughters: Women and Joruri Puppet Plays in 18th Century Japan." Thesis, 2015. https://doi.org/10.7916/D8J67FSD.
Full textAbstract:
This dissertation investigates the development of early modern Japanese joruri puppet theater in the eighteenth century, focusing on representations of female characters in the works of three major playwrights. Joruri developed as a theatrical form combining chanting, music, and puppetry that was regularly performed for urban commoners. The plays were also commercially printed for leisure reading. The genre achieved immense popularity and exercised significant influence over early modern popular consciousness. The contemporary bakufu government licensed theaters and controlled what could appear on stage. In the shadow of this censorship, joruri developed genre conventions that reinforced the social order based on Confucian ideals, a strict class and gender hierarchy in which individuals were of less importance than the family, clan, or state. For this reason, joruri is often viewed as becoming progressively more formulaic and conservative. However, I argue that joruri playwrights straddled the fence between preserving a formula that reinforces the Confucian ethical order and its rigid gender and class hierarchy in order to avoid being banned and subverting it to speak to the audiences' anxieties about authority and the existing societal order. The instances of subversion often involved renegotiation of the genre conventions surrounding female characters whose tribulations arose from their low positions in the social order and whose tragic circumstances were highlighted by the drama. By examining the representations of innovative female characters by three major playwrights over the course of joruri's development, I show that the essence of these plays lies in these moments when joruri creates an alternative world where the repressed voice emerges, gender and class expectations are revisited, and the societal status quo is called into question.
Chapter One provides an overview of the history of joruri, particularly in relation to women, its major playwrights and theaters, and its formal conventions. Chapter Two focuses on the representations of prostitutes as heroines in love suicide plays by Chikamatsu Monzaemon (1653-1724). I argue that Chikamatsu subverted the contemporary class and gender hierarchy by depicting prostitutes, who were at the bottom of the social hierarchy, as morally exemplary romantic heroines. Chapter Three examines the recurrent representations of stepmothers in Namiki Sosuke's (1695-1751) plays in the context of the existing conventional representations of stepmothers in joruri. I argue that Sosuke's unconventionally realistic depictions of the dark psychology and transgressive behavior of seemingly-exemplary stepmothers highlight the conflict between individual desire and social obligation and call into question the absolute priority of social obligation. Chapter Four examines the work of Chikamatsu Hanji (1725-1783) written during a time when joruri and kabuki were engaged in a particularly strong cycle of mutual influence and borrowing. I argue that Hanji's reinvention of provincial daughters as unconventionally outspoken in the female realm of love, and yet pawns in the male realm of politics, subtly criticizes societal norms that subordinate the value of the individual to the maintenance of the social order. Through examination of how each playwright established and renegotiated joruri's genre conventions in creating his innovative female characters, this dissertation sheds light on the multiple functions of joruri: as didactic theater, popular entertainment, and a site for subtle criticism where early modern conceptions of gender and class and societal norms were reexamined and reimagined.
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Roos, Christina Alida. "Identifisering van risikofaktore in die verhouding tussen stiefmoeders en adolessente stiefdogters." Thesis, 2001. http://hdl.handle.net/10500/1104.
Full textAbstract:
This study deals with identifying risk factors using measuring instruments in the relationshlp
between stepmothers and adolescent stepdaughters in reconstituted families. Risk factors can
complicate the relationshlp between stepmothers and adolescent stepdaughters and deviate from
the given criteria in this study.
Extensive literature survey has been done concerning the reconstituted family, relationshlps,
stepmothers, adolescent stepdaughters . and biological fathers. Research shows that the
stepmother-stepdaughter relationshlp is the most complicated relationshlp within the
reconstituted family and adolescent stepdaughters experience more problems adapting than
stepsons.
Statistics reveal that the divorce rate and therefore the number of reconstituted families is still on
the increase. Literature survey shows that overwhelmingly poor relationshlps are found within
the reconstituted family.
Added to the risk factors that have been identified during research, professional people were
also consulted in identifying the risk factors that could complicate the relationship between
stepmothers and adolescent stepdaughters as experienced in practice. After establishing the risk factors, measuring instruments have been emperically applied to
determine if the mentioned risk factors in reconstituted families can be identified. The measuring
instruments include five standardised and one unstandardised questionnaires. The EPI, 16-PF
and HSPQ were used to determine the characteristics in the three parties involved. The Parentchild-
communication questionnaire and the Persoonlike vraelys vir hoi!rskoolleerlinge were
utilised to identifY various risk factors. The unstandardised RF-Agtergrondvraelys provides
background information and highlights risk factors other measuring instruments do not identifY.
Arising from information gained on a spesific reconstituted family through measuring
instmments, the risk factors can be carried over onto the Samevattende evalueringsblad vir
risikofaktore.
The biggest problems seem to be discipline and divided loyalty. The structure and conditions of
each reconstituted family are unique; therefore the risk factors will differ in families. Even similar
risk factors can be experienced differently by each member or other families. The uniqueness and
complexity surrounding the reconstituted family is emphasised by this.
The identified risk factors can be used in various fields of study that involve reconstituted
families. This study is helpful in court where custody placement of minors is broached. The
identified risk factors can ease in counselling and therapy .Educational Studies
D. Ed. (Psychology of Education)