Dissertations / Theses on the topic 'Young parent program'

The Small Circles program was developed as a prevention and intervention demonstration project. It was designed as a new approach to meeting the needs of a vulnerable population with barriers to necessary services, teen mothers and their infants. The goals of the program are the reduction of child abuse and/or neglect and fostering typical development in the infants. Teen parents face gaps in and barriers to services including lack of time as well as paucities of available mental health care, parent child development groups, and dependable transportation. Small Circles is designed to fill those gaps and overcome those barriers by placing the program within shelters for teen parents and their children in Massachusetts. The program has two interacting modalities: dyadic therapy with the teen and her infant and a parent child development group. Each component takes place once a week for four weeks. The program goals would be met through a focus on the development of a positive and flexible attachment relationship through a parallel process with the therapist and teen and the teen and her infant. The demonstration project was developed through an extensive review of the literature and a survey of currently available programs that serve this population. It was evaluated by four expert reviewers, each with a particular area of expertise. The reviewers’ feedback was overall favorable with relevant suggestions for revision. Feedback was provided that the program would be improved by an emphasis on developing the precursors to attachment that are measurable, a focus on intervention alone rather than a combination with prevention, and by highlighting interventions that are evidence based. These suggestions for revision will move the initial effort to a measurable, flexible program that works to meet the criteria for its targets and goals, and ultimately provides the best services and outcomes for the teen families.

The notion that early motherhood is a significant problem for society is widely documented in the academic literature, and there is a complicated history surrounding young pregnant and parenting women in social and educational policy contexts. Less is known about young mothers themselves and how they experience the social and material effects of early motherhood. The purpose of this study was to examine how young mothers, who attended a young parent program in Lake City in Victoria Australia, experienced early motherhood and how they contested the social discourses that framed their lives. Using a poststructural lens and drawing on the work of Michel Foucault, this thesis used narrative inquiry and discourse analysis to examine the complex nature of seven young mothers’ lives. Analysis of the narrative data showed that despite the complexities, early motherhood was a significant turning point as the young mothers drew on resources of resistance and responsibility to transform their lives. An analysis of the social welfare policy practices identified surveillance and regulation measures as responses to alleviate long-term welfare dependency but did not account for the structural and economic barriers that young mothers encountered in their lives. In educational contexts, the young mothers in this study had experienced disrupted education trajectories before moving to an alternative setting. The findings highlight that they were ‘invisible’ in mainstream educational contexts and while ‘learning from the margins’ in the young parent program. This study found that the voice of the young mother was missing in the social and educational policy discourses, and the complexities of early motherhood were not accounted for within the policies. This thesis argues that young mothers’ voices need to be included in strategic policy responses to address issues of inequity and reduce the structural and economic barriers faced by young mothers.
Doctor of Philosophy

Among preschool-aged children, conduct problems (CP) are the number one reason for referral to mental health professionals. Research has consistently indicated that behavioral parent training (BPT) is the most effective technique for treating children’s disruptive behavior; however, there is a lack of research regarding BPT effects in children below the age of 3. Preventive behavioral parent training (PBPT) can be considered a preventive extension of BPT. The purpose of this study was to determine the degree to which PBPT might yield immediate effects in reducing rates of conduct problems (i.e., noncompliance and tantrums) displayed by typically developing young children. Overall, findings indicated that all four child participants displayed decreased rates of noncompliance and tantrums as predicted.

This study investigated outcomes of a parent training curriculum: Helping Our Toddlers Developing Our Children's Skills (HOT DOCS), using secondary analyses of existing data collected between May 2007 and March 2009. The evaluation studied the impact of specific components of the parent training program on both participants' knowledge and attitudes and their perceptions of target children's behavior. Caregivers (n = 334) of children between the ages of 18 months and 5.11 years of age who were participants in the parent training program were included in the study. Measures included a pre/post knowledge test, pre/post rating scales of child problem behavior, and a program evaluation survey. Results indicated significant increases in caregiver knowledge following participation in the program, but non-significant differences between groups of participants based on various demographic variables. Prior to participation in the program, caregivers' perceptions of the severity of child problem behaviors were significantly different from that of the normative population. Following participation in the program, results showed a significant decrease in caregiver perceptions of the severity of child problem behaviors, regardless of caregiver/target child demographic variables. Caregiver feedback indicated high levels of satisfaction with the program.

Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 2003.
A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.

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The present dissertation investigates the perceptions of young former-prisoners about work, from their speech on structural conditions study that affect them, on aspects and implications of social vulnerability and also the Pro-Egresso Program from Toledo. Its main analysis focuses on the perceptions of work in the tracjetories of life of a young former-prisoners that attended the Pro-Egresso Program of Toledo. Therefore, we carried out an in depth research at the Pro-Egresso Program of Toledo - PR and an analysis of the trajectories of life of young former-prisoners based on their relationship with work. The research methodology included analyzes of the prison system, public politics, stigma, documentary research and interviews conducted at Pro-Egresso of Toledo. The theoretical referencial was build up from theoretical conceptions of recognized academic authors and also from dissertations and theses. In this theoretical framework we highlighted authors such as: ABRAMOVAY, ARANTES, BARATTA, CACCIAMALI, CAPELLER, ESTEVES, FOUCAULT, GOFFMAN, GROPPO, JULIÃO, KERBAUY, WOOD, MARX, POCHMANN, RITTER, SAINTS, SALES, SERON and VIEIRA. Our study has the analysis of aspects and implications of social vulnerability related to young people imprisonment as a starting point, bringing about how social vulnerability can act as a conductor in this process. The Pro-Egresso Program of Toledo was investigated in depth and showed, based on data from Legal Files Catalogues (1984/2009), that young former-prisoners were mainly young people from social vulnerability backgrounds, specially when related to work , professionalization and education. Regarding the impact of social and economic structures on young citizens that were subject to this research, we verified that historically the social set of youth suffers due to legal decisions and contradictory politics that do not meet the real demands of the heterogeneous Brazilian youth. The young former-prisoners, subjects of this research, disclosed through analyzes of their perceptions on work, their earlier participation in the labor market, due to the need of a complementary family income and even emancipation. Marked by limited professional experiences in precarious conditions of work they question the role of professionalization as an access tool to formal work. The scars of imprisonment mark these youths which carries the stigma of being a former-prisoner almost everywhere. In their search, there are other elements that demonstrate that work is a source of mix feelings namely burden and accomplishment. Finally, work as saving hope is not such a redeemer as previously expected.
A dissertação investiga as percepções de jovens ex-presidiários sobre o trabalho, a partir de suas falas, do estudo da estigmatização que afeta estes jovens e de aspectos e implicações da vulnerabilidade social. Investiga ainda o Programa Pró-Egresso de Toledo por meio de análise documental. O foco principal de análise evidencia as percepções sobre o trabalho na trajetória de vida de jovens ex-presidiários atendidos pelo Programa Pró-Egresso de Toledo. Para tanto, realizamos pesquisa em profundidade no Programa Pró-Egresso em Toledo-PR e análise da trajetória de vida de jovens ex-presidiários com base em suas relações com o trabalho. O método de pesquisa incluiu análise do sistema prisional, de políticas públicas e o uso da técnica de pesquisa documental e da técnica de entrevista no Pró-Egresso de Toledo. O referencial teórico foi constituído em concepções teóricas de autores reconhecidos academicamente e também em dissertações e teses. Neste arcabouço teórico evidenciamos autores como: Abramovay, Arantes, Baratta, Cacciamali, Capeller, Esteves, Foucault, Goffman, Groppo, Julião, Kerbauy, Madeira, Marx, Pochmann, Ritter, Santos, Sales, Seron e Vieira. Partimos da análise sobre aspectos e implicações da vulnerabilidade social relacionada ao aprisionamento de jovens evidenciando como a vulnerabilidade social pode atuar como condicionante neste processo. O Programa Pró-Egresso de Toledo é investigado em profundidade e revelou, à luz dos dados de seu Catálogo do Acervo Jurídico (1984/2009) que os jovens ex-presidiários se tratavam de jovens em condições de vulnerabilidade social principalmente com relação ao trabalho, profissionalização e educação. Com relação às estruturas sociais e econômicas as quais os jovens sujeitos desta pesquisa são afetados, verificamos que historicamente o conjunto social da juventude padece de decisões legais e politicas contraditórias que não comtemplam as demandas reais da heterogênea juventude brasileira. Os jovens ex-presidiários revelam através da análise de suas percepções sobre o trabalho a existência da precocidade de entrada no mundo do trabalho, responsável, pela necessidade de complementar a renda familiar e até de emancipação. Marcados por curtas experiências profissionais em condições de trabalho precárias colocam em dúvida o papel da profissionalização como acesso ao trabalho formal. As sequelas do cárcere marcam estes jovens que carregam o estigma de ex-presidiários em quase todos os lugares. Em suas falas, há outros elementos que demonstram que o trabalho é fonte de sentimentos contraditórios como: pesar e realização de sonhos. Por fim, a esperança salvacionista do trabalho não é tão redentora como superficialmente imaginamos.

This study investigates parental health literacy and parental health seeking behavior for pediatric primary care utilization as a response to childhood obesity among 220 parents from 12 Head Start and Non Head Start preschools in New Castle County, Delaware. Four paper surveys collected data with the Newest Vital Sign, STOFHL-A, a Parent Survey, and Consumer Assessment of Healthcare Providers and Systems (CAHPS). Green and Kreuter's 2005 Precede-Proceed model is applied to an original logical model for determining a need for a preschool health literacy intervention to inform better child health outcomes. Results indicate that low-income, minority families, have fewer health books at home, which is associated with lower parental health literacy, higher child BMI, and more health care referrals for managing childhood obesity. Nutritional health literacy scores are lower among Hispanic parents who are Head Start participants. Black parents who are Head Start participants had significantly lower parent functional health literacy. Head Start programs offer more parent health education and twice the rate of referrals for the same level of health seeking behavior as Non Head Start parents. Health seeking behavior was lower overall for Black parents from the Head Start program. Further study should explore cultural notions and family characteristics associated with lower pediatric health care utilization in relation to both health literacy scores and health care referrals.

Introduction: Promoting the mental health of young people is identified as a key priority in the United Kingdom (Department of Health & Department for Education, 2017). Particular groups in the population are at an increased risk of poorer mental health outcomes, for example, it is known that there is a high comorbidity between autism and mental health conditions, with an increase in prevalence around adolescence (de Bruin, Ferdinand, Meester, de Nijs & Verheij, 2006). Consequently, there has been a call for research that explores approaches to support the management of emotional issues for people with autism (Pellicano, Dinsmore & Charman, 2014). In response, this study presents the first evaluation of the Autism, Emotional Well-being and Adolescence (AEWA) psychoeducation programme for families of children with autism. The programme aims to develop parents' understanding of emotional wellbeing and how to promote it, with a particular focus on adolescence. Method: A mixed methods approach was used in the study. The quantitative aspect of the study utilised a quasi-experimental pre- and post-design to explore the relationship between the AEWA programme and parents' perceived knowledge and confidence. Data was collected from nine participants in the experimental group and ten participants in the wait-list control group using a specifically constructed measure. The qualitative design involved exploring patterns in the experiences of six participants who attended the AEWA programme, using thematic analysis on the data gathered in semi-structured interviews. Results: The quantitative results suggested that attending the AEWA programme leads to an increase in parents' perceived knowledge and confidence in their ability to meet the emotional well-being needs of their child with autism, through the potential challenges of adolescence. These results were supported by the qualitative findings. The thematic analysis results suggest that participants valued the content of the programme, the structure and approach to delivery and the opportunity to come together offered by the programme. It was also suggested that following the AEWA programme, participants experienced some changes and challenges. Conclusion: The evidence suggests a psychoeducation programme aimed at parents of children with autism, focusing on emotional well-being and challenges in adolescence, can have a positive impact on parents. This has the potential to support the developmental context of individuals with autism, as they grow older and the challenges change. Given these finding and considering the methodological limitations identified in this study, it appears research would benefit from further investigation in this area.

Effective, sustainable and versatile Early Childhood Intervention (ECI) requires collaborative problem-solving between parents as help-seekers and professionals as help-givers during assessment, to facilitate treatment planning based on mutual understanding of parents problems and needs. However, international and South African research reflect parent dissatisfaction and poor participation in ECI programmes for young children with disabilities, which indicates a breakdown in the collaborative problem solving process. The field of ECI confronts the problem by training professionals as help-givers, but does not do the same for parents as help-seekers. This study drew from the field of psychology and innovatively used the first two stages of social problem-solving, namely, problem orientation and problem definition to conceptualise help-seeking in Early Childhood Communication Intervention (ECCI). The study developed and tested a parent training programme to facilitate parents orientation to and definition of problems experienced in parenting young children (0-6 years) with moderate to severe communication disabilities. A quasi-experimental non-equivalent groups pre-test-post-test control group design was used to implement 16 hours of training with 34 parents (i.e. 15 in the experimental group and 19 in the control group). Between-group and within-group analyses revealed that training had a statistically significant effect on parents problem orientations regarding initial and maintaining attributions of children s established disabilities, confidence in seeking help from family and friends, and appraising problems as challenges. Training effects were even greater for problem definition with parents showing moderately good skills in providing relevant information in an organized format, thereby facilitating intervention planning. Theoretical and clinical implications of the findings are discussed.
Thesis (DPhil)--University of Pretoria, 2015.
Speech-Language Pathology and Audiology
DPhil
Unrestricted

Cilj rada je da se utvrde potrebe dece i mladih bez roditeljskog staranja zaprimenom modela programa učenja socijalnih veština u funkciji razvijanja njihove socijalnekompetentnosti i boljeg socijalnog funkcionisanja. Ovako definisan opšti ciljoperacionalizovan je kroz određene teorijske i empirijske celine rada.U prvom poglavlju teorijskog dela izložen je koncept socijalne kompetentnosti krozopis razvoja ovog koncepta i prikaz integrativnog modela socijalne kompetentnosti kojipretpostavlja sagledavanje socijalne kompetentnosti na više nivoa. Rukovođeni ovimmodelom, detaljnije smo prikazali determinante i korelate socijalne kompetentnosti koji seodnose, sa jedne strane, na različite pokazatelje socijalnog funkcionisanja, a sa druge, nasocijalne veštine. Pošto je model programa razvijanja socijalnih veština potrebno prilagoditiciljnoj grupi korisnika, ali i kontekstu obuke, posebna teorijska celina odnosila se na bliži opisi definisanje pojma deca i mladi bez roditeljskog staranja. Polazeći od ekološkog pristupa, uovom poglavlju prikazana su teorijska i empirijska saznanja o uzrocima i faktorimaporodičnih odnosa koji utiču na razvoj i socijalno funkcionisanje dece i mladih, kao i oblicisocijalne zaštite dece i mladih bez roditeljskog staranja. U poslednjem teorijskom poglavlju,opisane su karakteristike institucionalne zaštite, odnosno kontekst u kojem žive i dalje serazvijaju deca i mladi bez roditeljskog staranja. Dat je prikaz dosadašnjih istraživanja osocijalnim odnosima i funkcionisanju dece i mladih u institucijama. Na ovaj način, kroz triteorijska poglavlja, polazaći od integrativnog modela socijalne kompetentnosti sagledani surazličiti pokazatelji socijalne kompetentnosti, njihove determinante i korelati, te diskutovaniprotektivni i rizični faktori razvijanja socijalne kompetentnosti dece i mladih bez roditeljskogstaranja u institucionalnom kontekstu.U empirijskom delu rada prvo je sagledana socijalna kompetentnost dece i mladih bezroditeljskog staranja preko pokazatelja njihovog socijalnog funkcionisanja, a zatim sa aspektarazvijenosti socijalnih veština. Na oba nivoa analize, posebno su sagledane razlike u odnosuna intelektualni i porodični status dece. Za procenu različitih pokazatelja socijalnogfunkcionisanja dece i mladih korišćene su: Skala oblika problematičnog ponašanja (Gresham,Elliott,1990), Skala snage i teškoće (Goodman, 1997) i Upitnik načina rešavanja konflikata(Rahim, 1983a). Za ispitivanje razvijenosti socijalnih veština dece i mladih primenjene su Čeklista socijalnih veština (Goldstein et al., 1998) i Skala socijalnih veština (Gresham &Elliott,1990). Ukupan uzorak činilo je 416 dece i mladih uzrasta od 12 do 18 godina, od togav210 bez roditeljskog staranja i 206 sa roditeljskim staranjem. Poduzorci u komparativnojgrupi dece i mladih sa roditeljskim staranjem bili su ujednačeni sa poduzorcima dece i mladihbez roditeljskog staranja u odnosu na intelektualni status, pol, uzrast, sredinu i školski uspeh.Rezultati prve faze istraživanja su pokazali da deca i mladi bez roditeljskog staranjaimaju slabije razvijene socijalne veštine i lošije socijalno funkcionišu od dece i mladih saroditeljskim staranjem. Potvrđeno je da roditeljsko staranje ima značajniji uticaj na socijalnukompetentnost dece i mladih nego intelektualni status. Druga faza istraživanja se odnosila nautvrđivanje povezanosti pokazatelja socijalnog funkcionisanja i razvijenosti ispitivanihsocijalnih veština u cilju koncipiranja modela programa razvijanja socijalne kompetentnostidece i mladih bez roditeljskog staranja. Pored toga, ispitana je i povezanost institucionalnihvarijabli, kao i karakteristike dece i mladih sa pokazateljima njihove socijalne kompetentnosti.Nalazi o visokoj povezanosti socijalnih veština sa pokazateljima socijalnog funkcionisanja,kao i visoka povezanost određenih varijabli institucionalne zaštite i karakteristika dece imladih bez roditeljskog staranja sa njihovim socijalnim kompetencijama, potvdili su teorijskikoncept iz područja socijalne kompetentnosti.U delu pedagoških implikacija dat je model programa učenja socijalnih veština kojemogu doprineti razvijanju socijalne kompetentnosti i efikasnijem socijalnom funkcionisanjudece i mladih bez roditeljskog staranja, kao i preporuke vezane za institucionalni kontekstobuke. Takođe, ponuđeni model programa pruža mogućnost daljih istraživanja u ovoj oblastivezanih za evaluaciju efekata ovako koncipiranog programa i njegove realizacije u uslovimainstitucionalne zaštite, kao i pitanja same kompetentnosti i edukacije kadra za primenuprograma.
The aim of the work is finding out the needs of children and young peoplewithout parental care and the implication of a modular programme for learning social skillswith the function of development of their social competency and better social functioning.Defined in this way, the general aim has become operative through certain theoretical andempirical parts of the work.The first chapter of the theoretical part deals with the concept of social competencythrough the description of development of this concept and the view of Integrative model ofsocial competency which includes the insight of social competency in several levels. Guidedby this model, we presented the determinants and the correlates of social competency relatingto different signposts of social functioning on one side, and social skills on the other. Sincethe model of development programme of social skills needs to be adjusted to the target groupof users, and also to the context of the training, a specific theoretical part related to the closerdescription and definition of the term children and young people without parental care.Starting from the ecological point ,this chapter shows the theoretical and empirical knowledgeof the causes and the factors of family relations which have impact on developement andsocial functioning of children and young people without parental care. The last theoreticalchapter deals with the institutional protection, that is the context where children and youngpeople without parental care continue to live and develop .There has been given a review ofthe recent research on social relations and functioning of children and young people ininstitutions. In this way, through the three theoretical chapters, starting from the Integrativemodel of social competency, different indicators of social competency have been considered,their determinants and correlates, and there have been discussed the protective and riskyfactors of social competency development with children and young people without parentalcare in the institutional context.In the empirical part of the work first social competency of children and young peoplewithout parental care has been reviewed through the indicators of their social functioning andthen from the aspect of their social skills. Both levels of the analyses consider the differencesrelating the intellectual and family status of children. For the evaluation of different indicatorsof social functioning of children and young people we used: Scale of forms of problematicbehaviour (Gresham, Elliott,1990, Scale of strength and difficulty, (Goodman, 1997) and theQuestionnaire for ways of solving problems (Rahim, 1983). For the research of social skills ofviichildren and young people we have applied Check list of social skills (Goldstein & Glick1987) and Scale of social skills (Gresham & Elliott,1990). The total sample consisted of 416children and young people of the age 12 to 18 years, out of which 210 without parental careand 206 with parental care. The subsamples in the comparative group of children and youngpeople with parental care were identical to the subsamples of children and young peoplewithout parental care, considering the intellectual status, sex, age and school achievement.The results of the first phase of research showed that children and young peoplewithout parental care have less developed social skills and weaker social functioning thanchildren and young people with parental care. It has been confirmed that parental care has amore significant impact on social competency of children and young people than intellectualstatus. The second phase of research related to stating the connections between the indicatorsof social functioning and development of the studied social skills with the aim of making aconcept for a model programme of social competency development of children and youngpeople without parental care. It has also been studied the connection among institutionalvariables, as well as the characteristics of children and young people with indicators of theirsocial competency. The evidences of strong connections of social skills with indicators ofsocial functioning, as well as strong connection of certain variables of institutional care andcharacteristics of children and young people without parental care with their socialcompetency, have confirmed the theoretical concept from the area of social competency.In the part dealing with the pedagogical implications there has been given a model of aprogramme for learning social skills which can contribute to the development of socialcompetency and a more efficient social functioning of children and young people withoutparental care, as well as the references connected to the institutional context of the training.The presented model of the programme also offers a possibility of further research in thisarea, connected to the evaluation of effects of a programme concepted in such a way and itsrealisation in the conditions of institutional protection, as well as the issues of the verycompetency and education of people for implementing the programme.

A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Arts (Speech Pathology), 2017
Background: The relevance and effectiveness of speech therapy interventions for children with Cerebral Palsy (CP) has come under scrutiny within the CP community. There is a need for evidence based research to be conducted within the CP population. Specifically with regard to the current speech therapy interventions that are being used for this population. There is a dearth of literature in favour of the efficacy of speech therapy interventions for the CP population. Furthermore, research within the South African context is required so as to identify the culturally specific needs of the population. In addition, South Africa faces challenges in providing culturally specific, cost effective and evidence based intervention for this population. This can be attributable to barriers such as the lack of human and financial resources. Purpose: The main aim of the study was to measure change in the use of communicative functions of nine children with cerebral palsy following a five week parent training program. The main aim was achieved with the following sub-aims; 1) To assess the participant’s baseline performance in the use of communicative functions before the commencement of the parent training, 2) To assess the participant’s performance in the use of communicative functions after the 5 week parent training had taken place, 3) To assess the participant’s performance in the use of communicative functions 3 months after the post intervention assessment and 4) To describe the effectiveness of a parent training program in improving a child with CP’s ability to make use of communicative functions. Method: The parents of nine children underwent a parent training program namely the Malamulel Onward Carer-2-Carer Training Program. The nine children were assessed before, immediately after and 3 months after the intervention. The scales, namely the Preschool Language Scale-5 and the Communication Matrix were used in the baseline assessment and reassessment phases of the study and yielded numerical data that described the children’s communication abilities. Results: All the children (n=9) demonstrated a positive increase in communication from test 1 through to test 3 on the Communication Matrix. The p-value for test 1 to test 2 was p=0.0078, test 2 to test 3 were p=0.0313 and test 1 to test 2 were p=0.0313 indicating significant change. The performance on the PLS-5 for majority (n=8) of the sample was unexpected. The majority of participants (n=7) displayed an increase in the PLS-5 score from test 1 to test 2; with one participant displaying a positive change across all three testing occasions on the PLS-5. However, a decrease in the PLS-5 score was seen in majority (n=5) of the participants from test 2 to test 3. Conclusion: Based on the findings of this research, the use of parent training appears to be a viable form of intervention to improve the use of communicative functions in children with CP. However, further steps need to be taken to incorporate an individual follow up component after the parent training to ensure carry over and maintenance of skills covered in the workshops. In addition, due to questions around the efficacy of the PLS-5 with individuals who have CP, assessments need to comprise of a standardized tool in addition to an observational tool so as to acquire a more holistic view of a child with CP’s communication skills.
XL2018

碩士
國立屏東科技大學
應用外語系所
106
The purpose of this study is to explore the extent to which storytelling might be an ideal enlightenment for young children to learn English as the first step. The study focuses on the effects of an English storybook program on young children’s English learning. Suggestions are made for parents who have an interest in parent-child joint book reading and in enhancing parent-child relationship. The case study selects one storytelling program in one private library in Pingtung County. The participants include one English teacher and 8 pairs of child-parent. The children are between 3 to 5 years of age. Data for this present research are drawn from a two-month case study of the program. Data collection methods include classroom observation, interview, video and audio recording. The results of the research study indicate that the English storybook program has positive effects on young children’ English learning and parent-child joint book reading. First, the English storybook program provides an appropriate environment for young children to learn English. Young children could enhance their English ability through plentiful program activities, especially listening and speaking. The classroom observation finds that young children enjoy the process of the program. Second, not only children but also parents could learn English from the English storybook program. Young children learn English through English storybooks and various activities and English storybooks. Parents could promote their English ability for reading English storybooks to their young children. Third, parents could learn how to choose appropriate English storybooks and some storytelling skills from the teacher for their parent-child joint book reading. Fourth, parents learn to enrich English learning environment at home, such as adopting more English storybooks, English songs and English videos for children to learn English. Fifth, the English storybook program provides a good place for parents to share with each other the experiences of parent-child joint book reading and English education for young children. In conclusion, the English storybook program and parent-child joint book reading provide a good beginning for young children’s English learning. Parents who have an interest in promoting children’s English learning are advised to read English storybooks for their children. They are also encouraged to choose appropriate English storybook programs in their neighborhood for children to learn English and develop good reading habit.

This thesis explores the applications of a drama-based intervention program for very young children with Autism Spectrum Disorder (ASD) and their parents. Drama-based pedagogy and practice is merged with behavioral principles from the world of Applied Behavior Analysis (ABA) to create an interdisciplinary program tailored specifically for the unique learning needs of children with ASD. This document offers a comprehensive overview of the history of diagnosis and treatment of ASD and the many factors that can influence relationships between children with ASD and their parents. A drama-based intervention program was designed specifically to address the communication and social skill deficits in children with ASD. In addition, the drama-based intervention program encouraged parents to use responsive teaching strategies to enhance and extend creative play with their child. The document concludes with recommendations for essential components of a drama-based intervention program for very young children with ASD and their parents.
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碩士
樹德科技大學
兒童與家庭服務系碩士班
105
This study was conducted by action research. The purposes of this study were to explore the effects of using family-centered rehabilitation programs to enhance the gross motor skills of two children with special needs and the parenting effectiveness their parents. By assessment, observation, and discussion, the researcher designed rehabilitation programs with the parents of children with special needs. The researcher provided parents education by demonstration and discussion to the parents, and through it to help parents to implement the programs in the family contexts. The data were collected by observation, interviews, and others (e.g. parents records) for the researcher to know the changes of the parenting effectiveness of the special families and the special young children’s gross motor skills. The conclusions of this study were as follows: 1. Family-centered approach rehabilitation programs could improve the special young children’s gross motor skills. 2. Family-centered approach rehabilitation programs could improve both parents’ parental performance. 3. Family-centered approach rehabilitation programs could enhance both parents’ parenting skills.

碩士
樹德科技大學
兒童與家庭服務系碩士班
106
The purpose of the research is to identify whether if Parent-Child sport games can enhance young children''s neuropsychological and physical fitness. This empirical research is based on twenty families in Pingtung from preschool Class A and B children. They are divided into two groups, an experimental group and a control group, and each group includes ten families. The experimental group participate in a 12-week Parent-Child sport games course, while the control group maintained the same instruction as they normally received. The experimental method consists of two parts. Firstly, we evaluate the neuropsychological performance in young children by using alert attention test and selective attention test through "Test of Attentional Performance for children" software. Second, we select five test items from “Toddler fitness test list” (running at 10 meters, standing long jump, arms support, sitting forward and standing on one leg) were used as assessment methods for physical fitness. The pre-test and post-test data obtained from two groups were descriptive statistics. By using covariate analysis, the effects of Parent-Child sport games intervention on toddler attention performance and fitness test scores were discussed. Supplemented by the qualitative analysis of parents'' feelings and feedback information on the implementation of the program. Compare to the control group, the results show that kindergarten Parent-Child sport games intervention of experimental group can effectively improve the children''s alertness attention and selective attention assessment. Besides, this intervention also can significantly improve the performance of young children''s fitness test. According to the findings of this study, Parent-Child sport games programs will serve as a reference point in future and increase the effectiveness of child care promotion in kindergarten by increasing parent-child interaction.

abstract: Using data from a randomized, experimental trial of a brief family-based preventive intervention for parentally-bereaved families, this study evaluated whether participation in the Family Bereavement Program (FBP) when the offspring were in childhood/adolescence (ages 8 to 16) improved competencies when the offspring were emerging/young adults (ages 23 to 32). Participants were 244 emerging/young adults; data used were from assessments at pretest, posttest, 6 years post-intervention, and 15 years post-intervention. In addition to testing the direct effects of the program, developmental cascade effects models were used to test the relations between program-induced improvements in positive parenting and decreased negative life events at posttest and subsequent effects on domains of competence and behavior problems in adolescence/emerging adulthood (ages 14 to 22) and four developmental competencies of emerging/young adulthood: academic, peer, romantic, and work competence. Results supported a cascading effects model of program effects on competence outcomes. In the full sample, there were significant mediation effects of the intervention to decreased negative life events at posttest to increased grade-point average (GPA) at the 6-year follow-up to higher academic and work competence at the 15-year follow-up. For females only, two additional significant mediational pathways of the FBP occurred. The FBP led to an increase in peer competence 6 years post-intervention, which was associated with an increase in work competence 15 years post-intervention. Also, the FBP led to a decrease in externalizing problems in adolescence/emerging adulthood, but externalizing problems were positively associated with work competence. For males, additional mediation effects of the FBP on work competence occurred. The FBP decreased negative life events. However, higher negative life events were associated with lower externalizing problems in adolescence/emerging adulthood, and externalizing problems were positively associated with work competence. For males only, a significant three-pathway mediation effect of the intervention occurred on increased positive parenting at posttest to increased romantic attachment at the 6-year follow-up to higher romantic competence at the 15-year follow-up. Peer competence showed continuity over development. Mediational analyses highlighted the role of program-induced improvements in parenting, reductions in exposure to negative life events, and earlier developmental competencies on competence outcomes in emerging/young adulthood. Implications for promoting resilience in parentally-bereaved, at-risk youth are discussed.
Dissertation/Thesis
Doctoral Dissertation Psychology 2020

碩士
國立臺南大學
特殊教育學系碩士班
95
The study aimed to develop an individualized digit-based family support program and to evaluate its feasibility. A case study method was adopted. Eight parents having young ASD children were involved. Questionnaires, archival records, and telephone interviews were utilized for data collection. As a result, a family support program, which was digit-based and individualized, was developed. The program consisted of eight systems with four elements interwined. The eight systems were the contents-building system, the management system, the self-paced-learning system, the data-linking system, the searching system, the guiding system, the program-evaluation system, and the self-amending system. The four elements were the administrator, the webmaster, learners, and the hardware of the website. Five groups of contents provided by the program, including the information regrading ASD and ASD children, instruction strategies and related issues, behavioral management, supporting service resources, and referral, respectively. The contents were selected based on the eight participants’ needs. The referal information and supporting service resources information were most desirable, the behavioral management information the least. For evaluating the individualization of the program, the following four indices were chosen: being user-determined, suiting user’s convenience, providing multiple choices, and being adjustable. Regarding the feasibility of this program, a rather acceptable outcome was preliminarily found. The program was evaluated by its form, contents, conformance to the individualization, and effects on the participants and their ASD children. Both the form and the contents of the program were appreciated by all the participants. The individualization were conformed well at two of the indices-suiting user’s convenience, being adjustable, but only partially at the other two indices—providing multiple choices, being user-determined. However, the effects of the program on the participants and their children were found limited, probably, due to the short-period implement of the program. Nevertheless, some of the participants indicated that they gained improvement on knowledge or skills because of the program and that they had applied the strategies, learned from the program, in managing their children’s behavioral problems and received good results.

O presente trabalho aborda o fenómeno da maternidade precoce, experiência diferenciada numa fase da vida dos jovens. Diversas investigações em torno desta temática apresentam o fenómeno como não normalizado e associado a riscos diversos, outras referem que a maternidade na adolescência poderá ser um fator de amadurecimento com a criação de um projeto de vida individual. São, no entanto, poucos os casos de sucesso, tornando-se prioritário um apoio específico a estas mães e seus filhos. Os programas de educação parental surgem como uma medida preventiva que poderá minimizar os fatores de risco e as vulnerabilidades que estas jovens mães apresentam, sendo o modelo centrado na família muito valorizado atualmente, com base nas perspetivas ecossistémicas que põem em foco a ideia do trabalho com toda a família e não apenas com a criança em risco. Com base no pressuposto que programas de educação parental implementados junto de jovens mães podem contribuir como mecanismo de proteção e reestruturação, implementou-se, junto de um grupo de mães adolescentes e jovens institucionalizadas, um programa de capacitação familiar, Programa A PAR, aplicado a diferentes grupos de famílias, com crianças dos 0 aos 6 anos, em diversos contextos de risco. O presente trabalho é constituído por dois artigos em que o primeiro enquadrada o fenómeno da maternidade na adolescência, com base nas estatísticas, fatores de risco, situações vivenciadas com a descoberta da gravidez, bem como intervenções realizadas junto deste grupo; e o segundo estuda a maternidade adolescente em instituição e, como medida de apoio a este grupo, a aplicação do Programa A PAR – Aprender em Parceria, permitindo a construção de uma relação mais positiva com a maternidade e com o seu filho. É apresentada a aplicação do Programa, a um grupo de 7 jovens mães institucionalizadas, desenvolvido em 26 sessões grupais em que mães e filhos usufruíram conjuntamente de um momento lúdico em família. O estudo pretendia estudar efeitos do programa em diversas dimensões como: stress parental, sentido de competência parental, conhecimento do desenvolvimento infantil e a rede de apoio social. Apesar dos resultados não mostrarem diferenças significativas entre o pré e pós-teste, nas dimensões referidas, verificou-se um elevado nível de satisfação das participantes no decorrer do programa evidenciado através dos seus próprios testemunhos e de observação por parte dos Líderes do programa. O Programa A PAR poderá ser importante para mães adolescentes, no entanto os resultados sugerem uma análise da estrutura e conteúdos do mesmo.
This paper discusses the phenomenon of early motherhood, a differentiated experience on the life of young people. Several investigations have considered the phenomenon as something unnatural and associated with many risks, others indicate that motherhood in this age group can be a maturity factor with the creation of an individual life project. They are, however, few cases of success and, becoming a priority, the need for support for these mothers and their children. Parental education programs emerge as a preventive measure which can minimize the risk factors and vulnerabilities of these young mothers. Family centered intervention is the current tendency based on ecosystemic perspectives that highlight the idea of working with the whole family and not just with the child at risk. Based on the assumption that parental education programs implemented can function as a protection and restructuring mechanism, a family training program, Program A PAR, was implemented, in a group of institutionalized young mothers. A PAR has been previously applied to different groups of families with children aged 0 to 6 years in diverse risk contexts. The paper is organized into two articles, the first one analyze the phenomenon of adolescent maternity, based on statistics, risk factors, situations experienced as well the interventions with this group. In a second article we studied a group of institutionalized adolescent mothers and, as a measure of support for these young people, the implementation of the Programme A PAR – Aprender em Parceria, promoting a more positive relationship with motherhood and their son. The program was develop with a group of 7 institutionalized young mothers that participated in 26 group sessions where mothers and children together enjoyed a moment experienced family through playful dynamics. The objective of the study held with the perception that the program could help in skills such as sense of parental competence, parental stress, knowledge of infant development and social support network. Although the results didn't show significant differences between the pre- and post-test, in the referred dimensions, there was a high level of satisfaction of participants during the program evidenced through their own testimonies and observation by the program Leaders. The A PAR Programme may be important for adolescent mothers, however the results suggest an analysis of the structure and contents.