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1
Kobayashi, Juichi 1960. "Parental deviance, parent-child bonding, child abuse, and child sexual aggression." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278178.
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Structural equation modeling was used to test a theoretical model of the etiology of the deviant sexual aggression by adolescents. The subjects were 117 juvenile male sexual offenders who had been referred from either criminal justice or social service agencies to a clinic that treated offenders. The tested theoretical model included several family factors: parental deviance, child physical and sexual abuse history, and children's bonding to their parents. The model as a whole fitted the data very well. As for the specific hypotheses in the model, physical abuse by the father and sexual abuse by males were found to increase sexual aggression by adolescents. Also, children's bonding to their mother was found to decrease their sexual aggression. These results are explained from the social learning perspective and parent-child attachment or social control perspective. Further, the directions for the future research are suggested.
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Kwon, Sungjoon. "Essays on Child Care and Child Development." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555081885197715.
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Huttunen, Marjukka. "Child, soldier, child soldier - the implications of the construction of 'child' and 'child soldier' for rehabilitation practices in Northern Uganda." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21619.
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This paper investigates the view that non-governmental organizations have on childhood and child soldiers, and what its implications on the rehabilitation and reintegration of former child soldiers can be. Four documents produced by the Coalition to Stop the Use of Child Soldiers are examined by using qualitative discourse analysis. Postcolonial theory and new sociology of childhood are the main theoretical frameworks applied to the study. The study finds that the documents share a certain view of childhood, and that the aim of rehabilitation is to reproduce the child in that image. As the discourse may not be shared with local community, it is necessary to become aware of the different discourses and attempt to reconcile them.
4
Kaya, Ozlem. "Mothering Experiences Of Professional Women In Turkey: Child Bearing, Child Caring And Child Caring." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610251/index.pdf.
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This study scrutinizes the mothering experiences of professional women living in istanbul. It is about class based mothering experiences of professional women, who are being influenced from both mothering and professionalisation ideology. It analyses many different aspects of mothering experience starting from the pregnancy period to the decision making about the socialization of children through their relation with the changing understanding of control on mothering experience. It is argued that professional understanding of mothering necessitates being successful and this necessity is supported by the mothering ideology assigning women as the primary responsible parent from child caring. Professional women, who have been considered as advantageous because of both their class positioning and professional role in the labor market, continue to experience the burden of the gendered structure of parenting. On the other hand, they have an active role in the reproduction of gender and class based structure.
5
Qualls, Jessica, Nicole Vaughn, Angelica Wiggins, and Kerry Proctor-Williams. "Child Temperament, Child, Communicative Intent and Parental Responsivity." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/1842.
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The present study attempts to determine the specific interrelationship between a child’s intentional communicative act rate, maternal responsiveness and child temperament to help give further insight into the nature of the interaction. This present study also aims to determine the unique contributions of a child’s communicative act rate, parental responsiveness, and child temperament to a child’s later vocabulary size. Given the growing evidence that a child’s use of communicative acts has an effect on the rate of adult responses (Vallotton, 2009; Tamis-LeMonda et al., 2001) we predict that there will be a positive reciprocal relationship between a child’s communicative act rate at 7, 10, 13, and 20 months and the rate of parental responsiveness to the communicative act. The researchers also propose that individuals who are considered temperamentally difficult will exhibit slower language development than those with easy temperaments. As far as the unique contributions of the 3 areas to children’s vocabulary size, this particular research question is incomparable to any other in that it seeks to decipher the unique contributions of each. Twenty-two participants were selected from a larger sample of 70 children who were part of a previous study, which connected temperament and language acquisition at 7, 10, 13, and 20 months. To measure vocabulary, the MacArthur Communication Development Inventory: Sounds and Gestures was administered to the subjects of this study. The mothers were asked to complete the MCDI and to report about their children’s vocabulary comprehension at 7, 10, 13, and 20 months and production at 10, 13, 20 months. To measure a child’s communicative act rate, video samples were gathered from 22 mother and child pairs during play and book-reading at each of the four ages during a play and a book-reading activity as part of their original study. Individual sample times were used to calculate rates of communicative acts and canonical vocalizations. Each potential communicative act received codes to indicate: the means of communication, direction of the behavior toward the caregiver, and the purpose of communicative act. Each maternal response was coded using the following operational definitions: on-topic response, off- topic response (with or without linguistic mapping), and no response. According to our findings, child communicative act at 10 months is correlated to vocabulary production totals at 13 and 20 months. In addition, a child’s communicative act rate is highly correlated with parental linguistic mapping at 10 months. Parental responsiveness, defined as on topic linguistic mapping, was found to be positively correlated with a child’s word production totals at 13 and 20 months. Our findings support previous research examining parental responsiveness and child communicative act rate and their relationship to a child’s later vocabulary. The results of this study also determined that temperament did not correlate with a child’s prelinguistic communicative act rate, parental responsiveness, or later child vocabulary comprehension or production at the first linguistic stage (13 and 20 months). Results from previous studies have indicated a relationship between temperament and the aforementioned variables; however, our findings negate these earlier findings.
6
Qualls, Jessica, Nicole Vaughn, Angelica Wiggins, Kerry Proctor-Williams, and Wallace E. Jr Dixon. "Child Temperament, Child, Communicative Intent and Parental Responsivity." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/1840.
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Hagman, Amanda. "Father-Child Play Behaviors and Child Emotion Regulation." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/2801.
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This study uses the father-child activation theory, which identifies the father-child relationship as a source for self-regulation learning. Father-child play behaviors during toddlerhood were examined for their contribution to self-regulation skills, specifically emotion regulation and aggression. This study examined father-child play behaviors of emotion amplification, intrusiveness, positive regard, and child emotion regulation seeking in the National Early Head Start (EHS) Evaluation. Fathers who used more emotion amplification at 24 months were less intrusive, showed more positive regard, and had children who sought more emotion regulation at 24 months than fathers who used less emotion amplification. Fathers who were more intrusive during play had children who were less likely to seek emotion regulation with them than fathers of children who were less intrusive. Correlational results indicate gender differences in fathers’ intrusiveness. Children who sought emotion regulation demonstrated greater emotion regulation at 24 and 36 months than children who sought less emotion regulation during play. Furthermore, children with fathers who showed more emotion amplification and positive regard demonstrated better emotion regulation at 36 months. The regression models predicting child emotion regulation at 24 and 36 months accounted for 21% and 22% of the variance, respectively. However, only paternal positive regard and child emotion regulation-seeking during play were significant predictors at 24 months and no pathways were significant in the 36-month model. Regression models predicting child aggression were not significant. Results suggest that father-child play may be an important context for child emotion regulation development in young children.
8
Wood, David L. "Child Poverty and Its Impact on Child Health." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/5178.
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Perez, Daniela. "ADULTS’ KNOWLEDGE OF CHILD DEVELOPMENT AND CHILD GUIDANCE." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/438.
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Decades of research studies suggest that the quality of parenting skills and parenting knowledge about children’s development have profound effects on children’s development. Studies to date show that most adults lack knowledge of child development and developmentally-appropriate child guidance. These studies, however have focused on white, middle-class, well-educated women and are limited in the range of issues addressed. The purpose of this study was to gain a more accurate understanding about adults’ knowledge of child development and child guidance by assessing female and male adults using an ethnically diverse population. Data from 705 adult participants showed that adults knew more than expected about child development, but lacked knowledge about developmentally-appropriate child guidance. Knowledge also varied by the amount of child development coursework taken. Results also showed that females were more knowledgeable than males, and knowledge varied somewhat by ethnicity with European-Americans being more knowledgeable in both child development and child guidance than other ethnic groups. These findings suggest that more work needs to be done to disseminate research- and evidence-based findings about child development and child guidance as the implications of this knowledge for child well-being are profound. The results of this study help to inform the design and content of parent education classes and related interventions to address gaps in knowledge and skills.
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Carroll, Fiona M. "Murphy's child /." Title page, contents and abstract only, 2002. http://web4.library.adelaide.edu.au/theses/09PH/09phc319.pdf.
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Thesis (Ph.D.)--University of Adelaide, Dept. of English, 2002.<br>"September 2002." Errata slips inserted inside back cover of both volumes. Includes bibliographical references (leaves 63-65 ; v. [2]).
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Creef, Brooke N. "Foster Child." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/art_design_theses/74.
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Foster Child is my attempt to bring to light my love for dolls as creatures to be created and imagined again and again. In terms of childhood play, toys function and exist on many levels. Each becomes a friend to some and, in some cases, a confidant. Dolls become more than a plastic play-thing and through the eyes of the individual take on a life of their own based upon the user’s own personal experiences. What I deem my creation will inherently change to someone else’s and even to my mood. I aim to offer the ability to create and blur the lines of these creations. My work is self-explorative and tells of the circumstances from my childhood I hold close.
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Boulton, Brandon Reed. "Entropy's Child." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8523.
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Art, process, and materials offer me an escape from the sometimes-crushing realities of my personal struggle with chronic mental illness. Escape is often my primary motivator for making art. However, personal meaning and understanding sometimes come while I'm working in the studio. Sometimes the meanings of the work only become clear years later. Personal experience and experimenting with materials and processes have led me to an appreciation and awareness of entropy--the second law of thermodynamics. My sculptures use spontaneity, abstraction, and process to dialogue with entropy.
13
Pridmore, Pat. "Children as health educators : the child-to-child approach." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10019135/.
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This study explores the Child-to-Child approach to health education. Child-to-Child claims that children can be effective promoters of health. The thesis provides an analysis and criticism of Child-to-Child, comparing theory with practice in the Little Teacher Programme in Botswana. It examines how Child-to-Child has sought to keep abreast of new thinking and to respond to experience and considers the extent to which its ideas have been implemented. It explores whether primary school children can be effective health educators and seeks to identify factors enabling or inhibiting their effectiveness. Research questions are focused in three main areas. First, what is meant by the Child-to-Child approach to health education? What does Child-to- Child mean theoretically? To what extent has current thinking departed from the original conceptualization of the approach? What does Child-to-Child mean to the practitioners of the Little Teacher Programme in Botswana and how successfully have they applied its ideas and methods? Second, how effective can children be as health educators using the Child-to-Child approach? A field study of the Little Teacher Programme is included to test the hypothesis that child educators can raise the knowledge level of preschool children and that performing their role can increase their own knowledge level. An extension of the main field study addresses a further question, what is the influence of the poor urban environment and of ethnicity on the effectiveness of children as health educators? Third, how can children be effective health educators and what factors enable or impede their effectiveness? The study considers how social, cultural and environmental factors may influence health behaviours. The study concludes that children can be effective health educators at the level of knowledge change but raises serious questions about the failure of Child-to-Child to take account of traditional resistance to some of its central ideas.
14
Chen, Yang. "Essays on Child Custody Laws, Divorce, and Child Outcomes." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397806698.
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Demby, Kimberly P. "Family Interaction Patterns, Child Attachment, and Child Emotional Adjustment." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699925/.
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The present study examined the links between whole family interaction patterns, parent-child attachment, and child emotional adjustment in a sample of 86 community families with children between the ages of 8 and 11. Family interactions were observed and coded with the System for Coding Interactions and Family Functioning (SCIFF; Lindahl, 2001). Target children completed the Children’s Coping Strategies Questionnaire (CCSQ; Yunger, Corby, & Perry, 2005), and the Behavior Assessment System for Children- 2nd Edition, Self Report of Personality (BASC-2 SRP; Reynolds &Kamphaus, 2004). Results of hierarchical regressions indicated that Secure and Avoidant attachment each independently predicted children’s emotional symptoms in some models. Family Cohesion and Positive Affect moderated the relationship between father-child attachment and children’s emotional symptoms. Results of the current study support the utility of considering dyadic attachment and family interaction patterns conjointly when conceptualizing and treating children’s emotional outcomes.
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O'Connor, Anne. "Child murderess and dead child traditions : a comparative study /." Helsinki : Suomalainen tiedeakatemia, 1991. http://catalogue.bnf.fr/ark:/12148/cb35725927d.
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Yan, Jia. "Trajectories of Mother-Child and Father-Child Relationship across Middle Childhood and Associations with Child Adjustment." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu148771337102521.
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Miller, Natalie Viola. "The role of child social cognitive biases on child social functioning difficulties within a mother-child interaction." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/37002.
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Children with high levels of ADHD symptoms and conduct problems have difficulties developing social relationships with their peers, and these difficulties have been linked to certain social cognitive biases. The study examined the role of social cognitive biases for these children’s social behaviour within mother-child interactions. 38 children (9-12 years, 63% male) and their mothers participated. Severity of ADHD symptoms and conduct problems varied across children. Social cognitive bias measures included assessment of hostile attribution bias and positive illusory bias. Child social functioning difficulties were observed during mother-child
play session. Hierarchical regression models indicated only the positive illusory bias was related to social functioning difficulties among children with high levels of ADHD symptoms and conduct problems (ps <.05). This study extends previous research by demonstrating that the positive illusory bias contributes to child social functioning difficulties within the family among children with high levels of ADHD symptoms and conduct problems.
19
Robinson, Julia Howe Westefeld John S. "Interparental conflict and child adjustment the role of child optimism /." Iowa City : University of Iowa, 2009. http://ir.uiowa.edu/etd/424.
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Howell, Phyllis Marie. "Evaluating parent-child attachment when the child is developmentally delayed." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0023/MQ31438.pdf.
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Atukoit-Malinga, Christine Grace. "Child soldiers and child conscription into armed conflicts in Africa." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0019/MQ55118.pdf.
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Schmidt, Teresa Danielle. "Power associations between interparental, parent-child and child-peer relationships." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Thesis/Summer2008/t_schmidt_062608.pdf.
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Luo, Chewe Angela. "Mother to child transmission of HIV : maternal and child characteristics." Thesis, University of Liverpool, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367181.
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A prospective study at the University Teaching Hospital of 306 women with their infants, who were enrolled at delivery, was conducted in 1997. The primary aim was to define the magnitude and effects of maternal human immuno-deficiency virus (HIV) infection on obstetric problems and infant outcome. Women were mainly over 19 years (87.3%), literate (73.7%) and married (91.4%), with no formal income (75.7%). 48.2% and 46.7% had antenatal or post-partum anaemia (PPA) and of these 1.8% and 6.2% were severely anaemic. Low post-partum (PP) serum retinol «0.7f.lmoI/L) and CD4 counts «400 cells/mm3 ) occurred in 12.8% and 16.2% of the women. The commonest obstetric problems were previous child death (32.4%), malaria treatment during pregnancy (32.6%), previous abortion (16.4%) and hypertension (13.7%). Post-partum, 30.1% of the women were HIV infected, 14.9% rapid plasma reagin (RPR) positive and 4.5% hepatitis B surface antigen (HBsAg) positive. Factors independently associated with HIV infection were: alcohol intake during pregnancy (RR 5.67); ante-partum haemorrhage (RR 5.85); PP HBsAg positivity (RR 27.45); low PP CD4 cell count (RR 10.63) and PPA (RR 3.99). Primigravidae had a lower risk ofHIV infection (RR OJ). For PPA independent risk factors were: caesarean section (RR 9.95); HIV infection (RR 2.81) and low PP mean corpuscular haemoglobin concentration (MCHC) (RR 8.33); mean corpuscular volume (MCV) (RR 2.39) and serum retinol (RR 3.03). Alcohol intake during pregnancy (RR 0.22) and low PP maternal weight (RR 0.10) were associated with reduced risk ofPPA. The prevalence of low birth weight (LBW; weight <2.5kg), pre-term delivery «37 weeks gestation) and intra-uterine growth retardation (IUGR; weight < lOth centile for gestational age) were 18.9%, 23.8% and 25.9%. These showed no association with maternal HIV infection although the mean birth weight was significantly lower in children born of HIV infected mothers (P=0.006). In HN non-infected women, antenatal anaemia was independently associated with increased risk pre-term delivery (RR 5.l2) and low birth weight (RR 5.08). Low PP serum retinol increased the risk of IUGR (RR 3.10). In HN infected women, lack of paternal income was associated with pre-term delivery (RR 11.7), IUGR with LBW (RR 3.59) and antibiotic treatment in pregnancy with IUGR (RR 5.85). The cumulative rate of HN mother to child transmission (MTCT) at 1 year of age was 31 %, with 10.3%, 1O.l% and 9.l% of infants DNA polymerase chain reaction (PCR) positive at birth, 1 month and 4 to 12 months respectively. On multivariate analysis, PP maternal viral load (>50,OOOcopies Iml) was the only risk factor associated with early infant HN acquisition (birth and 1 month) (P = 0.005) and cumulative infections at one year (P=O.OOI). At a year of age, HIV infected children were severely undernourished (weight for age median Z-score -3.46) and stunted (height for age median Z-score -4.44). Stunting was the main form of malnutrition in uninfected infants regardless of maternal HN status. Reported morbidity in infancy was unaffected by HN status. The infant mortality rate was 136 per 1000 live births, 85 per 1000 in HN uninfected children of uninfected mothers, 272 per 1000 in infants of infected mothers and 424 per 1000 in infected infants. After correcting for confounders, maternal HN infection (HR 0.28) and primigravidae (HR 0.20) were significant risk factors for infant survival. The population attributable risk percentage of infant mortality was 41.3% for maternal HN infection and 24.9% when the infant was HN infected as well.
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Dahlén, Marianne. "The Negotiable Child : The ILO Child Labour Campaign 1919-1973." Doctoral thesis, Uppsala universitet, Juridiska institutionen, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7547.
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This dissertation examines the Conventions and Recommendations to regulate the minimum age for admission to employment between the years 1919 and 1973 – the ILO minimum age campaign. The adoption process has been studied in its chronological and historical context. The dissertation has three points of departure: that childhood is a historical construction and that the legal material is part of that construction; that the minimum age campaign suffered from a ‘hang-over-from-history’, namely, the history of Western industrialisation during the 19th and early 20th centuries; and, finally, that children had a subordinate and weak position in the minimum age campaign. The study was organised around five central themes: (1) the over-all theme of predominant conceptions of children and work; (2) the relationship between industrialised and colonised and developing nations; (3) the relationship between the child, the family and the state; (4) minimum age; and (5) the importance of school. The most important results of the study are that: (1) In view of the revolutionary changes during the 20th century the continuity in the minimum age campaign was remarkable. In 1919, the ‘child labour problem’ was an issue mainly for the Western industrialised word. By the end of the campaign, in 1973, the transformations in societies during the century had made ‘the child labour problem’ an issue mainly for the developing world and with different conditions and implications in many respects. The content and ‘grammar’ of the minimum age campaign was however never really challenged. (2) The study has verified that the minimum age campaign suffered from a ‘hang-over-from history’. The campaign built directly on the Western industrial experience during the 19th and early 20th centuries. The Western dominance in the ILO, the legal transplants, and the roots in the labour movement all contributed to the ‘hang-over’. (3) The minimum age campaign was modelled on the ‘norm of the Western industrialised childhood’. The norms and realities of childhood in other parts of the world were neglected of considered as provisional and inferior phases in relation to the Western ‘norm’. In this way, there were two separate childhoods in the minimum age campaign: ‘the normal’ childhood conceived for Western conditions and ‘the other’ childhood conceived for the ‘imperfect’ conditions of poor children in the colonised and developing nations.(4) In the minimum age campaign the ‘best interests of the child’ was negotiable and was subordinated in case of conflict with other interests.
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Kleinberger, Jacob. "Child labor in developing countries : a child exploitation measure (CEM)." Honors in the Major Thesis, University of Central Florida, 1998. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/40.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Business Administration<br>Economics
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Swann, Margaret Alice. "Temperament, behaviour and mother-child interaction in child abusing families." Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335962.
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Sauder, Markus Ulrich. "Essays on the economics of child labour and child education." Thesis, University of Warwick, 2007. http://wrap.warwick.ac.uk/3622/.
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This thesis focuses on the economics of child labour and child education within developing and developed countries. The first part of the thesis examines child labour and child education in developing countries. It investigates the motivations of parents to send their children to work and analyses the so-called commitment problem of child labour in a dynamic, overlapping generations game theoretical model. As a novelty, this model relaxes the requirement of an observable history of play and models the decision problem as an overlapping generations cyclic game. We show that first-best contracts may me implemented, implying optimal child education and low child labour, if a bequest sanction can be imposed by grandparents. We also discuss the special role that grandparents have within this model. The second part of the thesis analyses the economics of child education within a developed country context: the transmission of education across generations and the impact of a schooling reform on educational choice and later outcomes. In a first chapter of this second part, we examine specifically the influence of grandparents, as postulated by the model in part one, on the education of grandchildren. A unique dataset on three generations, the National Child Development Survey of the UK, is used. As a special feature, we apply recent econometric techniques to deal with censoring in a semi-parametric setting. The results indicate that it is not education but rather unobservable factors on the parent and grandparent level that affect the educational choice of grandchildren. These unobservable factors may be interpreted as innate ability or parenting skills. In a second chapter within this part, a schooling reform, the introduction of comprehensive schools in the UK and its impact on educational and labour market outcomes is evaluated. We find, using data from the National Child Development Survey and applying a new, quasi-differenced matching estimator, that bias corrected estimates of the reform suggest no effect on the means, but a sizeable effect on the variance of outcomes. We interpret this finding as indicative of a higher risk inherent to the selective education system. In summary the thesis sheds some new light on the economics of education and child labour, both in a theoretical and an empirical context, and provides a valuable reference and starting point for future research in this area.
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Vimefall, Elin. "Essays on child education, child labor and the agricultural economy." Doctoral thesis, Örebro universitet, Handelshögskolan vid Örebro Universitet, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-44890.
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Mudzongo, Courage Chikomborero. "Understanding Child Work and Child Labor in the 21st Century." Thesis, North Dakota State University, 2012. https://hdl.handle.net/10365/26768.
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Child labor is on the increase and this is exacerbating an already desperate situation in Africa. Past research has focused on which levels of determinants are most effective in influencing the decision on children's activities. Using the Malawi Integrated Household Survey and the Tanzania National Panel Survey, this research seeks to unearth the factors that influence the number of hours that child workers and laborers work. I can conclude that the greatest degrees of change are at the individual level as child's enrollment status is significant for child workers from Malawi and Tanzania and laborers from Tanzania. At the community level, the rural residence factor is associated with child workers and laborers from both countries. More resources need to be invested in developing interventions at the individual and community levels to overcome the child labor problem. Evidently, there seems to be greater divergence between children in Malawi and Tanzania.
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Yan, Jia. "Parent and Child Contributions to Child Emotion and Emotion Regulation." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1590754886662468.
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Jung, Yoon Kyung. "The relationship between parent-child emotion communication and child psychopathology." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1495960151&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Robinson, Julia Howe. "Interparental conflict and child adjustment: the role of child optimism." Diss., University of Iowa, 2009. https://ir.uiowa.edu/etd/424.
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The role of child optimism as a mediator and moderator in the relationship between interparental conflict and child adjustment was examined for 36 children between the ages of 9 and 12 years who resided in a two adult home. Child participants completed self-report measures of dispositional and attributional optimism, as well as a self-report measure of interparental conflict. Mothers of child participants completed measures of child internalizing and externalizing symptoms. Multiple regression analyses found that dispositional optimism mediated the relationship between interparental conflict and both child internalizing and externalizing symptoms. Attributional optimism was found to mediate the relationship between interparental conflict and child internalizing symptoms. No significant moderating effects of optimism were found. The relationships between optimism and child appraisals of threat and self-blame related to interparental conflict were examined using correlations. Both dispositional and attributional optimism were significantly negatively related to child appraisals of threat and self-blame regarding interparental conflict. Implications and suggestions for future research are discussed.
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Garcia, Ester. "CHILD WELFARE: TRAUMA INFORMED PRACTICE AT TIME OF CHILD REMOVAL." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/873.
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As of 2018, approximately 442,995 children are in the foster care system in the United States according to the federal statistics from the Children’s Bureau. Entry into the foster system involves the removal of children from their home, making it a traumatic experience. The purpose of this study was to examine social workers’ perceptions of what trauma informed practice means and what it looks like in child welfare removals. The study also clarifies what trauma informed practice (TIP) is and how it can be applied in child welfare’s organizational structure. This was a qualitative study in which child welfare social workers from southern California agencies were interviewed. Interviews with experienced child welfare workers revealed many themes including the complexities of workers’ experiences during removals, the impact of removals on workers, social workers’ perceptions on TIP and suggestions on how to make removals more trauma informed for children. The findings from this project identified ways trauma may be minimized during detainment procedures in child welfare. All participants voiced that they felt the trauma informed removal (TIR) PowerPoint guide was beneficial to their learning and practice and that a training with this guide would be ideal for their agencies. Additionally, the findings shed light on the need for future research on creating a more trauma informed child welfare system and the need for policy implementation and or change.
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Cuneo, Jodi R. "Comparison in Personality Profiles Between Child Abusers Versus Child Neglectors." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1404.
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Children who suffered parental abuse or neglect can be returned home if their safety can be ensured following offender treatment. However, some caregivers will continue to abuse or neglect their children upon return home, leading to additional treatment, state involvement, and harm to the child. This study assessed personality differences between child abusers and neglectors who were caregivers by applying a binary logistical regression analysis to the Minnesota Multiphasic Personality Inventory, Second Edition (MMPI-2) scores sampled from archival data for 215 caregivers. Analysis showed that the abusers had statistically significant higher scores on the F Scale ('Faking Bad'), but significantly lower scores on Scale 6 (Paranoia) than neglectors. While trait theory asserts that personality aspects are fundamentally fixed, there are treatment implications for differing personality defects. Even though caregivers who had their children removed for abuse or neglect are currently treated homogenously by the legal system, it was hypothesized that the two groups, abuse or neglect, would have different personality traits. Greater insights into the caregiver personalities can lead to more specific treatment, with separate components tailored to the individual, and improved case outcomes for caregivers reunited with their children after child protective services involvement. The social change implication of this study is the continued safety of children through improved treatment for the caregiver, a decrease in recidivism, and lowered child maltreatment rates in the community through a better psychological understanding of the offending caregiver.
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Calderón, Pinto Valeria, Rojas Daniel Muñoz, and Herrera Lorena Valdebenito. "El maltrato infantil. Una adaptación para Chile del Child Abuse Potential Inventory." Tesis, Universidad de Chile, 1994. http://repositorio.uchile.cl/handle/2250/135213.
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Favreau, Leonard. "Safeguarding child exchange." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0002/MQ41799.pdf.
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Larsson, Anneli S. "Interviewing child witnesses /." Göteborg : Dept. of Psychology, Göteborg University, 2005. http://hdl.handle.net/2077/150.
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Bogdanski, James Michael. "The Stolen Child." Digital Commons at Loyola Marymount University and Loyola Law School, 2010. https://digitalcommons.lmu.edu/etd/121.
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Hadji, Moradlou Sara. "Early child grammars." Thesis, Université de Paris (2019-....), 2019. https://theses.md.univ-paris-diderot.fr/HADJI_MORADLOU_Sara_va2.pdf.
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Cette thèse combine le travail sur corpus, la spécification formelle et l'investigation expérimentale, pour caractériser les étapes initiales de l'apprentissage des langues - l'étape mono-mot. Dans la première moitié de cette thèse, nous développons une taxonomie des énoncés d'un mot en nous inspirant de travaux sur les Énoncés non phrastiques des adultes et d'études antérieures sur la pragmatique du langage des jeunes enfants. Nous fournissons des descriptions formelles pour les types de notre taxonomie qui permettent de représenter le contenu sémantique des énoncés d'un seul mot en utilisant les mêmes outils que ceux utilisés dans les grammaires pour adultes. Comme dans les énoncés non phrastiques de l'adulte, la signification des énoncés d'un seul mot de l'enfant repose fortement sur des éléments contextuels. Dans la deuxième partie de la thèse, nous examinons de plus près les interactions questions--réponses. Nous décrivons la structure dialogique de ces interactions parent-enfant et donnons une théorie sur la façon dont le sens des questions peut être appris de façon interactive. Nous comparons ensuite l'émergence des réponses aux questions partielles (wh-questions en anglais: où, quoi, qui, etc.) et questions totales (polar questions en anglais, les questions dont la réponse est oui ou non), à l'aide d'études de corpus et d'expériences de lecture de livres partagés en allemand et en mandarin. Nous montrons qu'une sous-catégorie de questions partielles émerge (en tant que réponses) avant les questions totales, et discutons des facteurs contribuant à cette conclusion contre-intuitive, à la lumière de nos propositions antérieures fortement dépendantes du contexte sur la façon dont les significations des questions sont acquises<br>This thesis combines corpus work, formal specification, and experimental investigation, to characterize the beginning stages of language learning---the single-word stage. In the first half of this thesis, we develop a taxonomy of one word utterances drawing inspiration from work on adult non-sentential utterances, and previous studies of early child language pragmatics. We provide formal descriptions for the types in our taxonomy that allow representation of semantic content of single-word utterances using the same tools employed in adult grammars. As in adult non-sentential utterances, meaning in children's one-word utterances relies heavily on contextual elements. In the second half of the thesis, we take a closer look at question--answer interactions. We describe the dialogical structure of such parent--child interactions, and provide a theory of how question meanings might be learned interactively. We then compare emergence of answers to wh- and polar questions, using corpus studies, and shared book reading experiments in German and Mandarin. We show that a subclass of wh-questions emerge (as answerable) before polar questions, and discuss factors contributing to this counter-intuitive finding, in light of our earlier heavily context-dependent proposals for how question meanings are acquired
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Marx, Luther A. "The hidden child." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=654.
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Cape, Chad. "The Child-therapist." Thesis, Strasbourg, 2018. http://www.theses.fr/2018STRAG026/document.
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Le « child-therapist » évoque un enfant qui sacrifie son psychisme et ainsi son développement pour la survie du système familial. Cette thèse cherche à explorer son vécu et à mieux comprendre ce qu’il vit. A travers la méthode d’observation et une analyse utilisant la méthode d’IPA (Interpretational Phenomenological Analysis), je questionne son développement psychique, sa mentalisation et la colère latente qu’il peut ressentir envers ses parents. Cette recherche a révélé que certains child-therapists se développent à travers un conditionnement, c’est-à-dire à partir des tâtonnements vers des comportements désirés, ainsi que des comportements qui réduisent les tensions au sein de la famille. Aussi, en présence de ses parents, il démontre de fausses capacités de mentalisation. Enfin, sans exception, il porte une colère envers ses parents défaillants. Cette recherche a donc élucidé le fonctionnement mental du child-therapist<br>The child-therapist speaks of a child who sacrifices his own psychical development for the survival of his or her family. This dissertation sets out to understand the mind of the child. Using the observational method and the IPA (Interpretational Phenomenological Analysis) to analyse the data,I set out to investigate his or her development, his or her mentalization capacities and a latent anger that he or she could harbour towards his or her parents. This research showed that the child develops through a form of conditioning. In addition, he or she exhibits false mentalization capacities, but only in the presence of his or her parents. Lastly, the child holds anger and resentment towards his parents that failed him or her. This study helped shed light on the mind of the child-therapist
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LeNeave, Douglas M. "CHILD OF INVENTION." UKnowledge, 2018. https://uknowledge.uky.edu/english_etds/68.
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This collection of poetry explores the intersection of elegy and ekphrasis. The poems contemplate and take inspiration from a range of painters and artists, often as a way of thinking about themes of invention, technology, and both father/son and teacher/student relationships.
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Philion-Hunter, Sophia Lynne. "Child care subsidies and child development : how four mothers story their experiences of their child(ren)'s development." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42238.
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This study’s purpose was to allow space for the voice of mothers in the realm of child care subsidy and child development research. Four Canadian mothers storied their experiences of their child(ren)’s development during a time in which they lacked child care subsidies. Each participant participated in a semi-structured interview designed to invoke narratives relating to their experience of their child(ren)’s development. Though each of the participants’ stories was analyzed individually, a cross-sectional analysis revealed common themes which spanned across each of their stories. These themes included a desire for a community, a sense of struggle, feelings of guilt, and changes. The mothers shared, through their narratives, that each perceived lack of child care subsidies as negatively affecting their child (ren)’s development. Implications of the study’s findings on social work practice at various levels of intervention were discussed, as well as recommendations for future research inquiries.
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Green, D. A. "The politics of tragedy : child-on-child homicide and political culture." Thesis, University of Cambridge, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.599651.
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This thesis is a comparative study of the cultural, political and media impacts of two child-on-child homicides—the 1993 English case of James Bulger and the 1994 Norwegian case of Silje Redergård. A discourse analytic approach is used to study the meanings and effects of newspaper coverage of both homicides in order to explain the cases’ dissimilar effects. Discourse theory provides insights into how the culturally distinct language used to describe social problems implies concordant solutions. The intention is to compare the intra-and inter-jurisdictional ways in which each homicide was contextualised in the broadsheet and tabloid press coverage. These case studies are the vehicles by which the culture-specific penal sensibilities governing penal policy decision-making are assessed and compared. The politicisation of penal policy debates in England has meant that policymakers now defer to assessments of public opinion to an extent unseen in earlier post-war decades. The media has simultaneously expanded its influence on public affairs, often speaking for the public, and politicians court the public via the media, often conflating the two. Lost in these interactions is both a sense of the unmediated and informed public will, and a public forum where the issues are engaged on a level of proportionate to their importance. The first aim of this research is to describe a set of interlinked problems facing professional experts and penal policymakers, most of which are more acutely experienced in England than in Norway. Adversarial political culture, the media, and poor measures of public opinion each constrain the range of choices available to policymakers, minimising opportunities for the deliberative consideration of all available knowledge. The second aim is to provide ameliorative proposals to broaden the range of choices policymakers consider to include knowledge’s politicians often ignore, the media often overlook, and opinion polls often fail to measure. The ‘Deliberative Poll’ is one promising means to facilitate ‘public judgement’, a more durable assessment of the informed public will which appears less susceptible to populist manipulation and distortion than current, weaker assessments. Providing opportunities for public deliberation could also generate the kind of trust among citizens that characterises those nations where the politicisation of crime is not so pressing an issue.
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Lui, Siu-ying, and 呂少英. "Formulation of a child-focused assessment model for child custody evaluation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31978149.
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Gough, David Arthur. "An analysis of child abuse and child protection work in Scotland." Thesis, University of Glasgow, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318226.
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Grime, Jill. "Children in between : child rights and child placement in Sri Lanka." Thesis, University of Warwick, 2000. http://wrap.warwick.ac.uk/3675/.
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This thesis examines the appropriateness of the use of rights based strategies in meeting children's needs. In an era of proliferating international conventions this is an issue that demands further debate. The starting point of the thesis is the way that rights talk about children. It is suggested that ideas of difference are integral to child rights. Needs and rights are attributed on the basis of difference. The difference between children and adults is defined and informed by the scientifically based discourse of child development, on which a prescriptive model of childhood is built. Difference also structures the relationship between child rights and other cultural norms of childhood. Rights make claims to a universal application. Other constructions of childhood are redefined as local, and required to fit into the rights framework, or delegitimised. Developing these points it is asked whether rights, as an internationally dominant discourse, can succeed in accommodating rather than excluding difference, since the process of exclusion involves an operation of power which serves to reinforce the status quo. This is a problem that is recognised in some theoretical perspectives (although only rarely applied to child rights). The response is usually in terms of restating universal claims, or advocating some form of cultural relativism. This thesis leans in favour of the latter. However, it also departs somewhat from this dichotomy, and argues, relying on ideas of chaos and complexity, that child rights need to be reworked. Two distinct approaches are suggested: either the recognition of radical, incommensurable difference, in which there can at best be convergence under a limited overarching framework of values; or the removal of difference as a structuring concept. The argument is elaborated through a detailed analysis, structured by theories of globalisation, of the interaction between the dominant rights discourse of childhood, and alternative conceptions of childhood in Sri Lanka. The analysis is based on field research, in which the response of the child care authorities to the practice of child placement was investigated, as was the impact on children and families of their responses. This investigation involved one of the only pieces of empirical research yet done in Sri Lanka, on either the juvenile courts, or on child placement and domestic service. The findings supported the conclusion that in order to be able to embrace complexity, and empower children, child rights need to be rethought.
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Featherstone, Brigid. "Feminism, child welfare and child protection : a critical analysis and review." Thesis, University of Huddersfield, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405178.
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This PhD by publication consists of one single authored book, four single authored articles, two jointly authored articles in refereed journals, and five single authored chapters in edited books. It covers the period 1996-2004. A theme running through the work submitted is a concern to think `in and against feminism' in order to contribute to conceptual, policy and practice debates around child welfare and protection. Thus the work can be seen as involving an on going series of conversations with those who identify as feminists and those within child welfare and protection who see feminism as irrelevant, dangerous or both. -
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Kovar, Meghan Michelle. "Gender Differences of Multimodal Responses to Child and Non-Child Stressors." UNF Digital Commons, 2011. http://digitalcommons.unf.edu/etd/91.
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This investigation explored gender differences and relations among facets of adult stress measured by self-reported cognitive, emotional, and continuous psychophysiological responses to child and non-child stressors. The 46 male and 47 female participants displayed increased heart rate (HR) while watching a video of a happy infant and a decreased HR (associated with increased attentiveness) during a crying infant video. During a cold pressor task, males' HR increased while females revealed a contrary decline in HR. No differences between hyperactive and non-hyperreactive participants were found regarding hypothetical parenting plans or self-reported emotionality. Findings suggest more gender similarity than dissimilarity, possibly due to the evolving nature of parenting (i.e., males and females sharing increasingly analogous parenting roles).
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MacDonald, Elizabeth A. "Child Maltreatment: Is There a Correlation Between Child Maltreatment and Delinquency?" Youngstown State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1296339132.
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