Thematische Bibliographien / Parents

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Auswahl der wissenschaftlichen Literatur zum Thema „Parents“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 4. Februar 2025

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Zeitschriftenartikel zum Thema "Parents"

Wahab, Rosilah, und Fatin Farina Ain Ramli. „PSYCHOLOGICAL DISTRESS AMONG PARENTS OF CHILDREN WITH SPECIAL NEEDS“. International Journal of Education, Psychology and Counseling 7, Nr. 46 (28.06.2022): 498–511. http://dx.doi.org/10.35631/ijepc.746037.

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Psychological distress referred to an emotional suffering state characterized by depression such as lost interest and hopelessness and anxiety symptoms such as felt tension and restlessness. Parents of children with special needs were likely to be at a higher risk of psychological distress since they might experience many challenges to raise the children. t The long-term issues of children with physical-motor disorders and mental retardation and the need for continuous treatment, these parents would experience high levels of stress and frequently became depressed, frustrated, and disappointed with their children development This study aimed to identify the severity of psychological distress of the parents among special needs children and the relationship between demographic variables and parents' psychological distress among special needs children. A total of 224 parents with special needs children in Terengganu were involved. The psychological distress of parents was measured by using Kessler Psychological Distress Scale (K10). Results indicated 36.6% of parents were having severe distress, 21% were experiencing moderate distress and, 21.9% had mild distress. Parent’s job status had indicated a positive significant correlation between severity of psychological distress (r = 0.148, N = 224, p < 0.05). The other variables such as parent's age, parent’s gender, child’s age and diagnosis, parent’s marital status, and parent's education level had shown no significant correlation between the severities of psychological distress. In conclusion, most parents were having psychological distress. Nevertheless, only the job status had demonstrated an impact on the psychological distress of parents.

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Wanicharoen, Natwipa, Tavee Cheausuwantavee, Issavara Sirirungruang und Pongsak Noipayak. „Perceptions of Thai Parents Regarding Child Language Development and Parent-Implemented Intervention“. International Journal of Early Childhood Special Education 14, Nr. 1 (17.03.2022): 1207–16. http://dx.doi.org/10.9756/int-jecse/v14i1.221138.

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This phenomenology study was conducted to explore the parents’ perceptions of the language development of children with language impairment (LI) before and after participation in parent-implemented enhanced milieu teaching (EMT) using the teach-model-coach-review (TMCR) model and the parents’ suggestions for improvement in language development of children with LI. Thirteen parents of children with LI participated in semi-structured interview. A thematic analysis was used to analyze the content. The findings of the study show that before participation in the intervention, parents perceived that requesting and asking someone to do something was important for their children, and they expected that their children would reach language development milestones. Parents also expected that speech therapy was clinician-directed therapy. After an eight-week parent training program, parents felt empowered and learned the EMT language strategies and implemented these strategies in the clinical and home settings. They were satisfied with the language outcomes of their children. In addition, the findings of the study show that parents suggest that parent-child interaction and the home language environment play an important role in their child’s language development.

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Roose, Rosmarie, Rachel M. Mirecki und Cathy Blanford. „Parents Supporting Parents: Implementing a Peer Parent Program for Perinatal Loss“. Journal of Obstetric, Gynecologic & Neonatal Nursing 43 (Juni 2014): S46. http://dx.doi.org/10.1111/1552-6909.12428.

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Rochabrun Hidalgo, Fanny Mercedes, Rosalicia Mercedes Uceda Florez und Edwin Salas-Blas. „Estrés laboral y percepción de competencias parentales en padres que trabajan“. Revista Investigación de Psicología, Nr. 26 (28.12.2021): 51–67. http://dx.doi.org/10.53287/wzsy6920rr57j.

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Work stress is related to the perception of parental skills in working parents, it is a cross-sectional, associative study with correlational predictive design (Ato, López & Benavente, 2013), 177 parents participated (55.7% women), who worked at least 30 hours per week and who have children between 3 and 12 years old. The instruments used were the Inventory of the demands-control-support model (Rosario-Hernández & Rovira, 2016) and the Perceived Parental Competence Scale (Vera-Vásquez, Zaragoza-Tafur & Musayón-Oblitas, 2014). The results found show significant and positive correlations between the dimension of support with assumption of the role and shared leisure (.27). In the same way, the support dimension is positively related to school involvement (.28); as well as the dimension of control with assumption of the role and shared leisure (.22). A positive and moderate correlation was also found between work demands and hours worked (.34). It has been possible to compare the results with previous studies that reaffirm the idea that due to the amount of work commitments, the parents' stay at home is more difficult. In conclusion, people who perceive stress in their work will have a lower perception of parental competences, since they do not find a balance between the functions of both roles.

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Indriani, Indriani, Desi Kumala und Junjung Junjung. „Pengaruh Pendidikan Kesehatan terhadap Tingkat Pengetahuan tentang Gizi Seimbang pada Orang Tua yang Memiliki Anak Usia 4-6 Tahun di TK Parentas 2 Kota Palangka Raya“. Jurnal Surya Medika 8, Nr. 2 (31.08.2022): 227–34. http://dx.doi.org/10.33084/jsm.v8i2.3898.

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Background: A parent's knowledge of balanced nutrition is essential for achieving well-balanced nutrition in children aged 4-6. The level of knowledge and role of the mother or parents are important in fulfilling the balanced nutrition in preschool children so that growth, development, intelligence, nutritional status, and health are fulfilled well. Objectives: This study aimed to determine the influence of health education on the level of knowledge about balanced nutrition in parents who have children aged 4 to 6 years old (in Parentas kindergarten 2 Palangka Raya). Methods: The research design used in this research is Pre-Experimental with a pre-post test approach, with the sampling technique used being total sampling. The population in this study is parents with children aged 4 to 6 years old in Parentas kindergarten 2 Palangka Raya as many as 44 respondents. The data was collected by using questionnaires. Results: The result of this research is obtained p-value is 0.000 <α 0.05, which means there is a significant influence of health education on the level of knowledge about balanced nutrition in parents who have children aged 4 to 6 years old (in Parentas kindergarten 2 Palangka Raya). Conclusion: Based on the results of this research, parents with good knowledge about balanced nutrition can affect the achievement of balanced nutrition in children aged 4-6 years.

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Sabha, H. Allehyani. „Left-behind Children: Saudi Parents' Addiction to Internet and Its Impact on Parent-child Attachment“. International Journal of Early Childhood Special Education 14, Nr. 1 (17.03.2022): 459–78. http://dx.doi.org/10.9756/int-jecse/v14i1.221057.

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Background: The contemporary study purpose was to examine the influence of internet addiction on Saudi parents and their children attachment through applying Use and Gratification Theory (UGT). The analysis of data studies the association between variables that may relate to parents Internet overuse and these included (parental levels of education, age, monthly income, types of employment, children's age and parental statues) and how these variables impact on the family quality of time. Methodology: A random sample of parents (n=284) from the city of Mecca was agreed to recruited. Parental questionnaire was used to measure parents' levels of social media addiction and in what way this influence parent-child attachment. Results: The findings generated from this study revealed the importance of create healthy and positive balance between parents' time spent online and their responsibility to spend quality of time with their young children. Mothers were reported to be more addicted to Internet as they experienced ongoing exposure to social media compared to fathers, therefore young children seemed to have a great risk of neglect. Conclusions/significance: Saudi parents' addition to Internet appeared to negative impact the quality of relationships and interactions with their young children, which in turn affected on their emotional health and well-being.

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Alfredsson, Elin K., und Anders G. Broberg. „Universal parent support groups for parents of adolescents: Which parents participate and why?“ Scandinavian Journal of Psychology 57, Nr. 2 (05.03.2016): 177–84. http://dx.doi.org/10.1111/sjop.12278.

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O’Brien, Wendy. „Making Parent Education Relevant to Vulnerable Parents“. Children Australia 16, Nr. 2 (1991): 19–25. http://dx.doi.org/10.1017/s1035077200012414.

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Most packaged parent education programmes available in Victoria teach some underlying principles about children’s behaviour and offer specific skills or strategies for managing children. Whilst parent education is seen as an important part of a treatment plan for parents who have abused or neglected their children, these parents are rarely at a stage where they can make use of the information or strategies taught in the packaged programmes. Acutely vulnerable parents, who themselves have been hurt as children, must first heal some of their past before being able to learn and use new approaches to parenting. This paper considers the characteristics of acutely vulnerable parents and proposes some approaches that can be employed to assist these parents reach a point where they can respond to parent education and develop new positive ways relating to their children.

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Curiel, Herman. „Parent Group Education to ENABLE “Barrio” Parents“. Advances in Social Work 15, Nr. 1 (02.04.2014): 51–62. http://dx.doi.org/10.18060/16648.

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This paper describes a 1960s “War on Poverty” parent group education program that brought together three national private voluntary agencies with federal funding by the Office of Economic Opportunity (OEO). Project ENABLE (Education Neighborhood Action for a Better Living Environment) sought to direct professional efforts to help/empower the poor and societal members of ethnic minority groups. Group education as a preventive modality was used to strengthen parents’ problem solving skills in their roles both as parents and as community leaders. The author describes his group leadership role together with that of the indigenous case aides who helped direct/enable the collective power of a group of poor Spanish speaking Mexican origin families living in barrios (neighborhoods) of a major metropolitan southern city. Project ENABLE embraced a strengths-based perspective characteristic of social work’s historical empowerment traditions. Despite its brief existence, Project ENABLE functioned as a demonstration program in 62 communities across the United States. Ironically, its prevention focus and demonstration nature served to undermine its ability to compete with other OEO initiatives like Head Start and job training programs. The author cites a combination of historical and logistic factors that contributed to the short life and ultimate demise of a once promising outreach program.

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CHI, Liping. „Trust: Parents’ Similarity and Parent-Child Transmissibility“. Acta Psychologica Sinica 45, Nr. 3 (05.12.2013): 336–44. http://dx.doi.org/10.3724/sp.j.1041.2013.00336.

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Dissertationen zum Thema "Parents"

Shearer, Karen. „PARENTAL INVOLVEMENT: TEACHERS' AND PARENTS' VOICES“. Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4146.

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Parents have been involved in the education of their children since the early days of our nation. Their roles have evolved from teaching the basics of reading writing and arithmetic in Colonial times to overseeing the selection of teachers and designing the curriculum during the early 1800s to providing academic support in the home up through the present time. Although educators are generally viewed as professionals and in charge of their students' education, the importance of parental involvement is readily acknowledged. Confusing to both parents and educators is what constitutes parental involvement. The research revealed numerous definitions for the term, but none that were universally agreed upon. This lack of a clear delineation of roles has both parties struggling to make sense of their separate and joint responsibilities. Add to this confusion the complex issues surrounding linguistic and cultural diversity and both sides become mired in their differences rather than building upon their commonalities. Barriers to parental involvement can come from the family as well as the school. The purpose of this study was to examine those barriers from the perspective of educators as well as parents. A convenience sample was taken from the population of elementary schools in a Central Florida county. Parents of students from ethnic minorities were asked to complete a survey questionnaire regarding their experiences with the classroom teacher as well as involvement in their child's education. Elementary school teachers from the same county were given the opportunity to respond to an online survey questionnaire regarding their attitudes about cultural and language diversity and parental engagement at school and with learning. Five hundred and fifty parent surveys and one hundred sixty-six teacher surveys were completed. The data analysis will show which factors influence parent involvement and how similarly parents and teachers feel about parent involvement.
Ed.D.
Department of Teaching and Learning Principles
Education
Curriculum and Instruction

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PERSON, KATHERINE. „Foster Parent Attitudes Toward Birth Parents and Birth Parent Visitation“. CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/801.

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Foster parents are a vital component to the child welfare system and play an important role, one of which is supervising parental visitation (Muniz, 2018; Neil et al., 2003). With visitation as the primary intervention for family reunification (Haight et al., 2003), foster parents and birth parents are more than likely to interact with one another at some point in time. The purpose of this research study was to examine if foster parent attitudes toward birth parents influence foster parent attitudes toward birth parent visitation. Data was collected from 40 participants, 36 females and 4 males, from a foster family agency based in California and Texas. The study used a survey design and questions were distributed in a group setting, a mailed hard-copy, and a web survey link. The study’s findings revealed that that when foster parents had a more positive attitude toward birth parents, they had a more positive attitude toward birth parent visitation. The study concludes with recommendations for public child welfare agencies and foster family agencies to develop trainings for foster parents and for social workers to increase efforts in assisting foster parents and birth parents build cooperative relationships.

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Dyke, Nathalie. „Devenir parent, étude d'entretiens avec 34 nouveaux parents“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2002. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ65704.pdf.

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Vassiliou, Despina. „Parental alienation syndrome : the lost parents' perspective“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0002/MQ43970.pdf.

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Patton, Sebrina Rochell. „Parents' and Teachers' Perceptions of Parental Involvement“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7419.

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Lack of parental involvement is an issue in the educational system because parents and teachers do not understand each other's views. Research has shown that when parents and teachers provide students with support, student achievement increases. The problem of teachers' and parents' lack of common understanding of parental involvement was addressed in this study. Epstein's model of parental involvement and the theory of planned behavior served as the theoretical framework of this qualitative, exploratory, phenomenological study to explore the perceptions of 5 teachers and 10 parents who were purposefully sampled. The research questions were focused on parents' and teachers' perceptions on parental involvement in supporting students' achievement. Data were analyzed using of Moustakas's steps for phenomenological model. Trustworthiness was ensured through peer review, member checking, and descriptive research notes. Findings from the data collected from face-to-face interviews identified 3 themes: parenting and learning at home, volunteering and decision making, and communicating and collaborating with the community. The 3 themes overlapped with components of Epstein's model of parental involvement and were evident in the participants' answers to the interview questions. The resulting project was a white paper designed to educate the community about problems with parental involvement, provide solutions to the issue, and help parents and teachers to work collaboratively to improve student achievement. The project contributes to social change through formative feedback for the major stakeholders regarding ways to promote efficient and effective practices for both parents and teachers to promote student learning.

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To, Samuel. „Honoring parents applying the command to adults /“. Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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Woods, Philip A. „Parents as consumer-citizens : an investigation into parent governors“. Thesis, Open University, 1995. http://oro.open.ac.uk/57610/.

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The study takes as its problematic that parents are increasingly being viewed as consumers and that this conception of parents is too limiting. It goes on to argue that the notion of the consumer should, however, not be discarded altogether, and that the alternative notion of citizenship is in itself insufficient. Based on an appreciation of developments in consumer studies and consumerism, four models of consumer empowerment are outlined. Each model is associated with different types of consumer activity (see below). Building on this, an alternative concept of the consumer-citizen and its constituent dimensions is proposed as an ideal type. The thesis then explores how far a particular group of parents - parent governors - appears to resemble the ideal type: ie how far their views and actions accord with the expectations of the concept. Data from questionnaires completed by parent governors in 1988 and 1992 are used to do this. The study concludes that the consumer-citizen concept is a more accurate and useful analytical tool than the 'consumer' or the 'citizen'. Its empirical findings are generative, rather than firm conclusions. Attention is drawn to limitations in the data collected and to challenges that may be made to the validity of this data, including issues relating to the aggregation of data which was undertaken for the purposes of statistical analysis. The main findings are that the parent governors surveyed are more - likely to resemble a specific variant of the ideal type, le the Incorporated consumer-citizen. In terms of the consumer-citizen dimensions, they are most likely to approve of acting as a member of a political community (representing the school's interests to the local education authority) and checking (evaluating the school's performance), and less likely to see their role as making decisions (doing), though approval of this increased significantly since 1988. Avenues for further work are suggested.

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Woods, Philip Arthur. „Parents as consumer-citizens : an investigation into parent governors“. n.p, 1994. http://ethos.bl.uk/.

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Wright, Julia A. „Parents' perspective of a home visiting parent education program“. Huntington, WV : [Marshall University Libraries], 2002. http://www.marshall.edu/etd/descript.asp?ref=68.

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Warren, Jennifer. „Whole language - reading and parents: A parent in-service“. CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1057.

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Bücher zum Thema "Parents"

(Canada), National Clearinghouse on Family Violence. Parent-child relationships: Parents. [Ottawa]: Health and Welfare Canada, 1993.

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Canada. Health and Welfare Canada. National Clearinghouse on Family Violence. Parent-child relationships - parents. Ottawa: Health and Welfare Canada., 1993.

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ERIC Clearinghouse on Elementary and Early Childhood Education., Hrsg. Parent-teacher conferences: Suggestions for parents. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois, 1999.

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Hyde, Margaret O. Parents divided, parents multiplied. Louisville, Ky: Westminster/J. Knox Press, 1989.

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Centre national d'information sur la violence dans la famille (Canada). Relations parents-enfants: Parents. Ottawa, Ont: Centre national d'information sur la violence dans la famille, 1993.

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Saunders-Smith, Gail. Parents. Mankato, Minn: Pebble Books, 1998.

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Fortin, Bruno. Vivre et grandir avec son enfant. [Saint-Laurent, Québec]: Fides, 1994.

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Vendrell, Carme Solé. Parents. New York: Barron's, 1987.

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Rissman, Rebecca. Parents. Chicago, Ill: Heinemann Library, 2011.

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Wood, Catano Janis, New Brunswick. Department of Health and Community Services, Nova Scotia. Department of Health and Fitness, Prince Edward Island. Department of Health and Social Services und Newfoundland. Department of Health, Hrsg. Parents. Ottawa]: [Dept. of National Health and Welfare], 1992.

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Buchteile zum Thema "Parents"

Mesibov, Gary B., Victoria Shea, Eric Schopler, Lynn Adams, Elif Merkler, Sloane Burgess, Matt Mosconi, S. Michael Chapman, Christine Tanner und Mary E. Van Bourgondien. „Parents“. In The Teacch Approach to Autism Spectrum Disorders, 105–28. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-0-306-48647-0_8.

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Milevsky, Avidan, Kristie Thudium und Jillian Guldin. „Parents“. In The Transitory Nature of Parent, Sibling and Romantic Partner Relationships in Emerging Adulthood, 15–24. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06638-7_3.

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Alexander-Passe, Neil. „Parents“. In The Successful Dyslexic, 181–85. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-107-0_20.

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Dorval, Jennifer. „Parents“. In Portals of Promise, 107–16. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-386-7_8.

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Herring, Jonathan, Rebecca Probert und Stephen Gilmore. „Parents“. In Great Debates in Family Law, 26–56. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-48157-3_2.

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Lagotte, Brian W. „Parents“. In Military Recruiting in High Schools, 43–60. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-518-0_4.

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Hadland, Cheryl. „Parents“. In Creating an Eco-Friendly Early Years Setting, 9–16. First edition. | Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429445842-2.

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McQueen, Hilary. „Parents“. In Roles, Rights, and Responsibilities in UK Education, 79–104. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137390240_4.

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Standley, Kate. „Parents“. In Family Law, 174–87. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-14655-0_12.

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Davies, Paula, und Paven Basuita. „Parents“. In Family Law, 257–92. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-57552-4_9.

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Konferenzberichte zum Thema "Parents"

Emese, Bernath Vincze Anna, und Janos Reka. „LEFT BEHIND: THE IMPACT OF PARENTAL MIGRATION ON THE PSYCHOLOGICAL WELL-BEING OF ROMANIAN ADOLESCENTS“. In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024, 463–70. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s06/35.

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Many Romanian parents leave their families behind in search of a better life, resulting in thousands of abandoned children. The absence of parents and disrupted attachments adversely affect the socioemotional development of these children, leading to lower psychological well-being. Existing data primarily focus on children and negative aspects and are less known about the effects of parental absence on adolescents� wellbeing. Purpose: This study aims to examine the psychological well-being of left-behind adolescents, specifically regarding their subjective happiness, life satisfaction, selfregard, and future regard. Method: The study included a sample of N=477 participants (291 girls and 185 boys) with one or both parents working abroad, and a comparison group of N=542 participants living with their parents, drawn from a larger nationally representative sample of high school students. A self-administered online questionnaire assessed levels of subjective happiness, life satisfaction, positive self-regard, positive illusions and optimism, as well as physical well-being. Results: The findings indicated more negative outcomes for youth with their mother or both parents missing from the household across nearly every aspect analyzed. Discussion: The discussion highlights the necessity of designing social interventions that strengthen social inclusion for these adolescents.

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Sitoiu, Andreea. „Parental Education and the Need to Train Parents in 21st Century“. In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/32.

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The challenges of the 21st century impose on today's parent the need to take part in a new type of education, namely, parental education. This type of education takes into account the discipline of the parent, by providing relevant information on: the characteristics of children according to their age, parental typologies with the advantages and disadvantages of each, parenting strategies that ensure streamlining the parent-child relationship, as well as the obstacles encountered in the process of raising and educating the child. The multitude of information stated above, arouses the interest for training parents in the field of parenting, but also the need to implement training programs with a central theme, parental education. Following the application of a focus group interview, which was attended by eight parents whose children are part of primary school, it was found that they are aware of the shortcomings they have, but also of the mistakes they make as parents, concluding that a training program in the field of parental education would be a real guide for parenting. In agreement with the current society, a technological society, it is necessary to design and implement a training program that aims, on the one hand: issues related to parenting, on the other hand, issues related to technological resources, establishing the following objectives: to make some correspondences between the particularities of the children and the parental practices, in the technological era; streamlining the parent-child relationship in the digital age; openness to the use of digital tools; providing the necessary resources for an optimal adaptation of the parent to the digital age.

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Ramma, Yashwantrao, Ajeevsing Bholoa, Shobha Jawaheer, Henri Li Kam Wah, Sandhya Gunness, Khemanand Moheeput und Ajit Kumar Gopee. „Enacting the Teacher-Parent-Learner Nexus in Teaching and Learning Science using Technology“. In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6910.

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The teaching and learning of science have far-reaching curricular objectives which require teachers, students, and parents to be engaged in the teacher-parent-learner (TPL) nexus. During this endeavour, learners are guided to relate their prior knowledge to the science concepts (Grade 9, age group 13-14 years) during a home task activity under the supervision of their parents through an initial collaborative engagement (ICE) on the myptim platform (www.myptim.org). After finishing this activity, learners are invited to submit their work on the platform following their parents’ confirmation through the parent’s platform. In this paper, through an exploratory multiple case study involving six students and four parents, we present preliminary findings regarding the use of the myptim platform for the study of a lesson on ‘Measurement’. The empirical evidence collected through unstructured interviews with the participants indicates that the myptim platform is a promising technological pedagogical tool for the advancement of the teaching and learning of science, in particular, physics. This paper contributes to literature on technology integration through the perspective of teacher-parent-learner nexus.

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Hristova, Penka. „MEDIATION OF PARENTAL CONFLICTS - QUALITY PEACE INSTEAD OF QUALITY WAR“. In THE MEDIATION IN THE DIFFERENT PUBLIC SPHERES 2022. University publishing house "Science and Economics", University of Economics - Varna, 2022. http://dx.doi.org/10.36997/mdps2022.17.

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In this report, I lay out the concept of a new approach for addressing parental conflicts. We can recognize them by looking at the stark polarization of the many stands on the usage of parental responsibility and the regime of personal relations with the child. We are looking for the real needs of every parent, as well as the child's best interest. We explore the family as a system. When we help parents differentiate between their relationship as parents, and their relationship as partners, the type of communication that benefits the child becomes better.

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DICU, Adriana. „The co-parenting experience in the dissociated space of children with separated parents“. In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v1.24-25-03-2023.p195-200.

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Parental divorce is often a cause for mental disorders in children, by reason of the profound dislocation of the child’s mental coordinates. Results: Co-parenting relationships contain a set of involvement behaviours and the combined efforts of the two parents in the education, planning and life trajectory of the child. Hetherington and Kelly (apud. Luca, 2016) identify three types of co-parenting: conflicting co-parenting, which involves hostile interpersonal behaviours, cooperative co-parenting, in which parents prioritize the child’s needs and parallel co-parenting is the most common type and is the easiest to adopt by parents; it is characterized by the situation in which the two parents ignore each other, do not collaborate and do not coordinate their activities with the child. Both conflicting and parallel co-parenting prescribe poor models for developing the parent-child relationship and reflect low levels of parental competence. Prolonged conflictual co-parenting causes the emergence of emotional disorders in the child with dramatic long-term effects in terms of its developing personality.

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Shcherbakova, Anna Mikhailovna, und Evgeniia Andreevna Vasil'kova. „Features of Inclusion Parents and Children with Autism Disorders in Productive Cooperative Activities“. In International Research-to-practice conference. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-98245.

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The article reveals the problem of including a parent and a child with autism spectrum disorder in cooperative activities using the example of two families participating in the research. The theoretical foundations of this problem and the practical results obtained at the first stage of the study by questioning parents, and also by observing the cooperative productive activities of the child and the parent during the drawing lessons. The question of the importance of parental involvement in the child's rehabilitation process is considered.

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Olarescu, Valentina, und Adriana Dicu. „Conceptualizing the personality disorders of children with divorced parents“. In International Scientific Conference "The contemporary issues of the socio-humanistic sciences", XIV edition, 9–20. Free International University of Moldova, 2024. https://doi.org/10.54481/pcss2023.01.

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The theoretical work carried out following the intensive study of the research conducted so far regarding the consequences of divorce and their impact on children represents a major problem that is spread globally. A significant number of children are affected by exposure to parental conflicts related to aspects of the child's domicile and personal relationship schedule with the non-resident parent, legal and financial considerations, or the emotional refusal of at least one of the parents to accept separation. Studies analyzing the influencing factors on child development demonstrate that the time spent in the family is decisive for the evolution of personality and social integration, the adult model, and family relationships imprint the models of subsequent social development, as well as the individual's social success. Multiple studies, mainly transversal, that explored the perspectives of the subjects, discovered a series of determined factors of the problem, reporting inadequate parental care (insufficient or overprotection), parental inconsistency generated by parental separation, and negative parental attitudes. Patterns of pre- and post-divorce marital status determined varied internalizing disorder outcomes in children who experienced divorce. Parents' neglect and conflict, their growth and development difficulties from their own childhood, sexual and physical abuse, can determine the etiology for the development of borderline personality disorder. The documentation with the existing research generated reflections and the theoretical structuring of this material.

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Erdmanis, Rihards. „Legal Aspects of Parental Responsibility in the Education of a Child“. In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.14.

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In the Latvian education system, the legal relationship between parents and the school is important. The child’s parents are obliged to take the child to school. It means that the State implements an education policy in line with both the findings based on educational science and that the child’s right to education is ensured at least at the basic school level. In Latvia, education law as a branch of law is an underdeveloped field. The legal relationship between children’s parents and the educational institution has been little studied from the legal science perspective. Thus, in this study, the author analyzes the role of the institute of parental responsibility in the field of education, using the methods of interpretation of general science and law – historical, grammatical and teleological methods. It is found that the special legal regulation of Latvia determines specific parental responsibilities and rights in providing education for their child. Teachers do not become substitutes for the child’s parents, but have a duty to do so as responsible and caring parent would do to their children. Parental authority does not end when the child enters the school premises, but it is limited to the extent that the educational institution fulfills its responsibilities by ensuring an educational process in accordance with the child’s interests and human rights.

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Rzhanova, I. E. „Personality Traits Of Parents And Parent-Child Relationships“. In ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.62.

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Plisková, Barbora. „ELDERLY FOSTER PARENTS AND PARENTAL SCHOOL INVOLVEMENT“. In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2926.

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Berichte der Organisationen zum Thema "Parents"

Barrera-Osorio, Felipe, Paul Gertler, Nozomi Nakajima und Harry A. Patrinos. Promoting Parental Involvement in Schools: Evidence from Two Randomized Experiments. Research on Improving Systems of Education (RISE), Januar 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/060.

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Parental involvement programs aim to strengthen school-home relations with the goal of improving children’s educational outcomes. We examine the effects of a parental involvement program in Mexico, which provides parent associations with grants and information. We separately estimate the effect of the grants from the effect of the information using data from two randomized controlled trials conducted by the government during the rollout of the program. Grants to parent associations did not improve educational outcomes. Information to parent associations reduced disciplinary actions in schools, mainly by increasing parental involvement in schools and changing parenting behavior at home. The divergent results from grants and information are partly explained by significant changes in perceptions of trust between parents and teachers. Our results suggest that parental involvement interventions may not achieve their intended goal if institutional rules are unclear about the expectations of parents and teachers as parents increase their involvement in schools.

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Han, Wen-Jui, Christopher Ruhm und Jane Waldfogel. Parental Leave Policies and Parents' Employment and Leave-Taking. Cambridge, MA: National Bureau of Economic Research, Dezember 2007. http://dx.doi.org/10.3386/w13697.

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Yeh, Tehchou. Life satisfaction of elderly parents and parent-child relationships in old age. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.3269.

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Grönqvist, Hans, Susan Niknami, Mårten Palme und Mikael Priks. The Intergenerational Effects of Parental Incarceration. Department of Economics and Statistics, Linnaeus University, November 2024. http://dx.doi.org/10.15626/ns.wp.2024.12.

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We estimate the causal effects of parental incarceration on children’s short- and long-run outcomes using administrative data from Sweden. Our empirical strategy exploits exogenous variation in parental incarceration from the random assignment of criminal defendants to judges with different incarceration tendencies. We find that the incarceration of a parent in childhood leads to a significant increase in teen criminal convictions, a decrease in high school graduation, and worse labor market outcomes in adulthood. The effects are concentrated among children from disadvantaged families, in particular families where the remaining non-convicted parentis disadvantaged. These results suggest that the incarceration of parents with young children may significantly increase the intergenerational persistence of poverty and criminal behavior in affluent countries with extensive social safety nets and progressive criminal justice systems.

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Shea, John. Does Parents' Money Matter? Cambridge, MA: National Bureau of Economic Research, Mai 1997. http://dx.doi.org/10.3386/w6026.

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Hao, Lingxin, V. Joseph Hotz und Ginger Zhe Jin. Games Daughters and Parents Play: Teenage Childbearing, Parental Reputation, and Strategic Transfers. Cambridge, MA: National Bureau of Economic Research, April 2000. http://dx.doi.org/10.3386/w7670.

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Hao, Lingxin, V. Joseph Hotz und Ginger Jin. Games Parents and Adolescents Play: Risky Behaviors, Parental Reputation, and Strategic Transfers. Cambridge, MA: National Bureau of Economic Research, Dezember 2005. http://dx.doi.org/10.3386/w11872.

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Abdulkadiroglu, Atila, Parag Pathak, Jonathan Schellenberg und Christopher Walters. Do Parents Value School Effectiveness? Cambridge, MA: National Bureau of Economic Research, Oktober 2017. http://dx.doi.org/10.3386/w23912.

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Brewer, Mike, und Kate Bell. Lone parents and mini jobs. The IFS, November 2007. http://dx.doi.org/10.1920/ps.ifs.2024.0233.

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Walsh, Wendy, und Marybeth Mattingly. Related Foster Parents Less Likely to Receive Support Services Compared With Nonrelative Foster Parents. University of New Hampshire Libraries, 2014. http://dx.doi.org/10.34051/p/2020.217.

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