Dissertations / Theses on the topic 'Childrearing'
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1
Sullivan, T. Shawn. "Handling of differences and marital satisfaction during childrearing." Thesis, Boston College, 1998. http://hdl.handle.net/2345/1800.
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Thesis advisor: Bernard O'BrienThis study investigated the relationship between handling of differences in marriage and marital satisfaction during the childrearing stage of the family life cycle. The mediating effect of gender was also examined
Thesis (PhD) — Boston College, 1998
Submitted to: Boston College. School of Education
Discipline: Counseling, Developmental Psychology, and Research Methods
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Wood, Tania Sheena Rachel. "Habitus, childrearing approach and early child development in Scotland." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9873.
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This thesis is concerned with childrearing approach as one of the prime sites of the reproduction of social inequality. It adopts Bourdieu’s concept of habitus as a way of explaining how social structures are reproduced through childrearing approach, and it draws on Annette Lareau’s definition of the ‘concerted cultivation’ and ‘accomplishment of natural growth’ childrearing approaches (Lareau 2003). During the latter half of the 2000s, UK and Scottish government policy placed increasing emphasis on the importance of parenting and the early years of a child’s life as factors likely to have an impact on health, education and employment outcomes. Between 2005 and 2008 - the timeframe considered by this thesis - a number of policy initiatives emerged which were intended to support ‘better parenting’. Critics of these policy initiatives argue that what was presented as a model of good parenting was in essence a model of middle class parenting which misunderstood and devalued other parenting approaches. Lareau’s typology of childrearing approach is used as a means of situating the UK parenting policy discourse within a broader theoretical context and assessing critically the extent to which this policy discourse reflects childrearing approaches in Scotland. During this period, the policy areas of parenting and neighbourhood began increasingly to overlap in the UK, both through area-based family interventions such as Sure Start and through the central role given to parents in the drive towards community empowerment, greater collective efficacy and reduced anti-social behaviour. The analysis uses data from the ‘Growing up in Scotland’ (GUS) survey to ask whether ‘concerted cultivation’ and the ‘accomplishment of natural growth’ can be observed in the childrearing approaches of Scottish mothers; it assesses whether beliefs about collective efficacy and measures of neighbourhood deprivation are associated with childrearing approach; it explores whether mothers change their childrearing approach over time and considers what factors might influence changes in childrearing approach. Finally, the thesis examines links between a mother’s childrearing approach and her child’s behavioural development at entry to primary school. This thesis builds on previous research on childrearing approach by testing Lareau’s concepts on a quantitative sample of mothers in a different geographical locale and by exploring changes in childrearing approach longitudinally. The analysis presented considers childrearing approach both at the individual and aggregate level. A narrative analysis technique is used to construct biographies for four mothers using the quantitative data in GUS. The constructed biographies inform a discussion of the ways in which childrearing may be experienced and made sense of by the individual. Latent Class Analysis is then used to explore whether patterns of childrearing practice can be discerned in the GUS sample. A typology of four childrearing approaches is presented: two approaches correspond to Lareau’s typology and two further groups are observed: working mothers and socially isolated mothers. The analysis finds that social class differences do not fully explain childrearing approach in the GUS sample. Neighbourhood measures are not found to be associated with childrearing approach when socio-economic factors are controlled for. Changes in socio-economic status are associated with changes in childrearing approach; mothers who experience fewer changes in socio-economic position tend to be those who adopt a childrearing approach similar to ‘concerted cultivation’. The children of these mothers are more likely to display pro-social behaviours at entry to primary school than the children of other childrearing approaches; the children of mothers who adopt a childrearing approach akin to ‘the accomplishment of natural growth’ are more likely to display conduct problems at entry to primary school. The discussion concludes that family policy between 2005 and 2008 did not fully reflect the variety of childrearing approaches in Scotland, and that mothers whose circumstances and childrearing approach diverged from the policy model may not have been adequately supported.
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Moore, Amy Jo. "Childrearing practices associated with playfulness and Type A behavior in children." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/49887.
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The purpose of this study was to assess the relationships among childrearing practices, children‘s levels of playfulness, and Type A behaviors. Parents of 83 children in grades kindergarten, two, and four completed a Q-sort on childrearing behaviors. The children‘s teachers completed rating scales for playfulness and Type A behaviors.
Results indicated that there were no differences between males and females on playfulness or Type A behavior ratings. A difference was found between the three grades used in the study, with kindergarten children displaying the highest level of playfulness and second-graders displaying the lowest level of playfulness. In contrast, it was found that kindergarten children had the lowest rating of Type A behaviors while second-graders had the highest. Parenting styles were not found to differ according to the sex or grade level of the child.
when childrearing behaviors were examined, results indicated that playful children had parents who used rational guidance, expressed affect, and were open to experience. Children who were low in playfulness had parents who emphasized early training and used control. When playfulness was analyzed according to specific definitional criteria it was found that parents who encouraged independence had children who were high in their use of pretense and free from external rules. Additionally, results showed that parents who used control and emphasized early training had children who were more literal in their play, more extrinsically motivated, and more bound to external rules. Similarly, parents who worried about their children had children who were more extrinsically motivated and bound by external rules. It was also found that parents who used negative affect had children who used literal rather than pretend behaviors in their play. The use of rational guidance in parenting was found to be positively related to children with Type A behaviors. It was found that children who were high in Type A behaviors displayed a high level of playfulness. Children high in Type A behaviors were found to be more actively involved in their play, use pretense more often than literal behaviors, V, and have a higher degree of involvement in the activity. A part of Type A behavior, impatience/aggression, was found to be high in children who were extrinsically motivated and more prone to play rather than explore.Ph. D.
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Allie, Elva Leticia Concha. "Childrearing Attitudes of Mexican-American Mothers Effects of Education of Mother." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc332060/.
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The purpose of this study was to identify childrearing attitudes of Mexican-American mothers with children ages three to five years of age. Specifically the first purpose of this study was to determine childrearing attitudes of Mexican-American mothers with ten years of education or fewer and Mexican-American mothers with eleven years of education or more as identified by the Parent As A Teacher Inventory (PAAT). The second purpose was to identify the relationship of the following demographic variables to childrearing attitudes: mother's age, mother's marital status, family income, sex of child, age of child, access to child, generational status, mother's language and mother's ethnicity. The PAAT and the Parent Information Questionnaire were administered to 112 Mexican-American mothers; 54 Mexican- American mothers with ten years of education or fewer and 58 Mexican-American mothers with eleven years of education or more. The population from which these subjects were drawn were mothers from Mexican-American communities in a North Texas county. Responses on the sample were analyzed using multivariate statistics. Based on the analysis of the data, the following conclusions seem tenable. 1. The Mexican-American mothers with eleven years of education or more have childrearing attitudes which are more positive than the Mexican-American mothers with ten years of education or fewer. 2. Control and teaching-learning are related to the mother's educational level, income, generational status and language. The mothers with more education and a higher income, who are third generation and who prefer English usage, tend to allow their children more independence. 3. Agreement may be expected between the childrearing attitudes of the Mexican-American mothers with ten years of education or fewer and Mexican-American mothers with eleven years of education or more toward creativity, frustration, and play.
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au, rachaelkitchens@optusnet com, and Rachael Maree Kitchens. "Parenthood and Civilisation: An Analysis of Parenting Discourses Produced in Australia in the Inter-War Years." Murdoch University, 2010. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20100106.152328.
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This thesis investigates parent education literature produced in Australia in the inter-war years. This period saw the emergence of various organisations concerned to safeguard and protect the health and well-being of children. For example, infant health clinics were established in most states, kindergarten associations were active in promoting early childhood education, and the mental hygiene movement gained a foothold in Australia. These associations engaged in parent education activities and produced a growing volume of literature. This literature contained instructions relating to various aspects of child care. Initially, advice was directed towards the management of health, but increasingly, information was provided on guiding child behaviour. Although the care of children was the main focus of this literature, it had wider implications. Authors provided comment on the emotional structure of family life and the patterning of parent-child relationships. Importantly, this literature contained advice for parents in relation to the management of their own personal care and conduct. This thesis contends that these discourses can be explained in relation to long-term changes in the history of childhood and the family, which are connected to particular developments in the structuring of social life that Norbert Elias describes as the civilizing process. In particular, it is argued that the growing distance between children and adults, and the positioning of the family as the primary site for regulating, or civilizing the behaviour of children, can help to explicate the increasing emphasis placed on parent education in the inter-war years. This thesis also demonstrates how an Eliasian analysis, which emphasises long-term unintended processes of change, provides an alternative to Marxist, feminist, and Foucaultian approaches that focus on social control.
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Guo, X. "Shifting traditions of childrearing in China : narratives from three generations of women." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10047108/.
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This thesis sets out to study three generations of Chinese mothers’ experiences in childrearing. A feminist position is taken when studying mothering experiences which emphasises that gender is not immutable and that motherhood is not isolated from other social domains. Three aspects of these mothers’ lives were investigated: women’s growing-up experiences; mothering experiences in combination of women’s other roles and practices; and intergenerational transmission between mothers and daughters. A historical and intergenerational design with case study approach was adopted. Twelve families from varied social-economic background that have three generations of women (36 women in total) were studied from one middle size inland city in China (Bengbu). The biographical-narrative interview method was employed, providing maximum autonomy to the women to recount their lives in their own ways. The researcher’s role has been to imaginatively interpret the women’s accounts in relation to the times to which they refer (current and past time) and to seek to understand their lived lives and told stories in relation to two types of time: their biographical time and the historical time they lived in. Significant changes in mothers’ experiences were found across the three generations, reflecting the ideological shifts in motherhood over this period. Differences within the same generation which reflect the impact of women’s biographical trajectories are also discussed: the way they were mothered, the particular intergenerational relationship they had and the transmission process they were involved in. However, the continuities were also addressed, highlighting the gendered and devalued roles in childcare across three generations. This reflects the complex dynamic relationship between women’s agency and the social structure. Specific policy recommendations are made based on these findings. My own biogeographical stories were also presented to reflect my particular view on mothering and how my attitudes (un)changed alongside this PhD project.
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Porrino, David. "Childrearing Challenges in Parental ADHD: A Pilot Study and Proposed Research Design." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1492262620245088.
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Morehu, Colleen. "A Māori Perspective of Whānau and Childrearing in the 21st Century Case Study." The University of Waikato, 2005. http://hdl.handle.net/10289/2321.
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Ngā Kupu Whakataki: Abstract The study focuses on identifying how the reconstruction of the whānau and its approach to childrearing through the colonisation of Māori society can be perceived within the experiences of the case study of four generations of one whānau. A kaupapa Māori approach to research provided a framework for members of our whānau to socially construct their realities regarding the dynamics of our four generation whānau collaboratively. Socio-cultural theoretical frameworks were used to analyse approaches to whānau and childrearing.
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Munch-, Rotolo Allison Christi. "Childrearing, social contact, and depression: A structural analysis of the transition to parenthood." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284148.
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Using a random sample of 368 parents of young children in Pima County, Arizona, this study examines the implications of childrearing for social networks. In addition to cross-sectional network data, the study includes retrospective measures of networks at two periods: just before the birth of the respondent's oldest child, and around the time of the oldest child's first birthday. These retrospective longitudinal data permit a detailed assessment of stabilities and changes in parents' social contact patterns, and a discussion of their implications. Expectant parents occupy distinct structural positions related to the timing of parenthood in the life course, relationship status, ethnicity, and gender. In the year following parenthood, many of these differences are attenuated, suggesting that parenthood is itself a unique social position that may reduce the distinguishing power of other structural parameters. But while the networks of parents are, as a whole, more similar to each other than those of expectant parents, gender differences in network characteristics appear to be somewhat enhanced over the transition to parenthood. Cross-sectional data show that involvement in the domestic sphere, rather than sex-category, is especially predictive of network structure. The patterns identified here Will lead to more precise conceptualization and measurement of gender processes, as roles in work, marriage, and parenting gain increasing flexibility.
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Ribbens, Jane. "Accounting for our children : differing perspectives on #family life' in middle income households." Thesis, London South Bank University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.276135.
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Anderson, Angela M. "Power Disparities and the Structure of Childrearing: A Content Analysis of Bestselling Children's Books." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/sociology_theses/29.
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The lack of sociological research on adult/child stratification in children’s books and the impacts books make in the lives of children and adults, especially in regards to socialization, are important reasons to investigate this medium. Through a conflict and feminist perspective, as well as utilizing a cultural diamond framework, this research examines the representations of power disparities between adults and children, and the structures of childrearing within the cultural object of 64 bestselling children’s picture books from 1993 to 2008. I employed content analysis to evaluate appearances of gender, age, race, parental behaviors, and childrearing structures. My findings demonstrate that gender and age disparities prevail, non-white main characters remain invisible, males as main adult characters exhibit higher rates of parental behaviors, and concerted cultivation child rearing structure is present in illustrations. Future research should focus on other aspects of the cultural diamond to gain deeper knowledge of cultural meanings.
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Choi, Jong Eun. "Comparison of Childrearing Attitudes Between Church-Related Korean American Immigrant Parents and Korean Parents." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc279088/.
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The purposes of this study were to compare the childrearing attitudes of church-related Korean American immigrant parents and Korean parents as measured by the Parent As A Teacher Inventory (PAAT), and to identify relationships between the PAAT childrearing subsets and demographic variables including sex of child, sex of parent, education of parent, family income level, maternal employment, accessibility to the child, language of parent, and length of residence in America.
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Tsao, Li-you 1966. "Factors related to parenting knowledge, knowledge of child development, and childrearing involvement among parents." Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/278399.
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Fifty-five fathers and 90 mothers in Taiwan were studied to test if there were any parental factors related to their parenting knowledge, knowledge of child development, and childrearing involvement. The data were collected by the Personal Information Questionnaire, Parenting Knowledge Questionnaire, Knowledge of Child Development Inventory, and Childrearing involvement Questionnaire. The parents' educational level, parental occupation, and parenting training experience were found to be positively related to the parents' level of parenting knowledge, knowledge of child development, and childrearing involvement. Positive relationships were also indicated between the annual family income of parents and their level of parenting knowledge, knowledge of child development. However, the parental age and the parents' childrearing experience existed negative relationships with their level of parenting knowledge and childrearing involvement in the study.
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Del, Carmen Rebecca. "Childrearing attitudes, mood, and perception of child as mediators between parental awareness and parenting behavior /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487326511715728.
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McCracken, Judi. "University students' perceptions of their parents' childrearing styles associated with their inclinations to become parents." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5950.
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Horsch, Laura Marie. "Continuity of Behavioral Inhibition in Early Childhood: The Impact of Parental Attitudes toward Socially Inhibited Behavior." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/77993.
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Although behavioral inhibition has been found to be relatively stable, such stability has not always been shown. Moreover, although an association between parental shyness and child behavioral inhibition has been reported, this relationship is imperfect and indirect. The present study proposed that one factor that may impact these relationships is the attitudes parents hold toward having a shy, inhibited child. Although shyness is typically regarded as a negative and maladaptive trait, it is not necessarily viewed as problematic by all parents. The present study investigated a series of ten specific hypotheses that centered around the notion that variations in parental attitudes toward shyness may lead some parents to encourage and other parents to discourage behaviors typically associated with shyness in their young children. Using a longitudinal design, the present study examined the relations among the constructs of parental attitudes toward shyness, child behavioral inhibition, childrearing strategies, and parental shyness over a span of two years in a sample of 3 to 6 year-old children and their parents. Results revealed several interesting and valuable findings. Maternal attitudes toward shyness emerged as a moderator of the relationship between behavioral inhibition at Time 1 and Time 2. Maternal attitudes toward shyness also emerged as a significant moderator of the relationship between maternal shyness and child behavioral inhibition. However, childrearing strategies did not mediate the relationship between maternal attitudes toward shyness and behavioral inhibition in children as predicted.Ph. D.
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Shepston, Theresa J. Morris Jeanne B. "An analysis of the childrearing expectations of parents of at-risk and non-at-risk preschoolers." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9203049.
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Thesis (Ed. D.)--Illinois State University, 1991.Title from title page screen, viewed December 22, 2005. Dissertation Committee: Jeanne B. Morris (chair), Patricia H. Klass, Mark E. Swerdlik, Fred A. Taylor. Includes bibliographical references (leaves 86-99) and abstract. Also available in print.
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Goh, C. L. Esther, and 吳楚玲. "Dynamics among children and their multiple caregivers: an ethnographic study of childrearing in urban Xiamen,China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40687405.
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Wong, Wai-lap Lance, and 黃偉立. "How do parents think about and evaluate childrearing issues?: exploring patterns of meta-parenting andtheir characteristics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45690212.
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Kiff, James D. "Evaluating the relationship between childrearing behaviours, inflated responsibility and obsessive-compulsive symptoms in non-clinical families." Thesis, University of East Anglia, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520277.
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Goh, C. L. Esther. "Dynamics among children and their multiple caregivers an ethnographic study of childrearing in urban Xiamen, China /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40687405.
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Byłów-Antkowiak, Katarzyna. "'Others before self' : Tibetan pedagogy and childrearing in a Tibetan children's village in the Indian Himalaya." Thesis, University of St Andrews, 2017. http://hdl.handle.net/10023/11352.
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This anthropological study examines ontogeny of ideas about self and others and approaches human capacity for intersubjectivity as emergent in the course of life, by looking at how it is shaped through mediation of the world by others and by processes at the group level. The empirical focus is the ecology of concepts used by Tibetan children and adults in their daily life in a Tibetan residential school in India, where people's conduct and children's upbringing and schooling are informed by the Tibetan and Buddhist models and theories of self, mind, learning, causation and history. The aim of this study is to identify - through a close ethnographic description and analysis - the core aspects of learning as conceptualized and lived experience within contemporary Tibetan Buddhist education system, derived from one of the oldest wisdom traditions in the world and crystallizing within a modern nation-state Asia. Tibetan Children's Villages (TCV) was one of the first Tibetan school networks aiming to provide formal lay education for children that sprang up in exile following the fourteenth Dalai Lama's flight to India in 1959. Chapter 1 outlines the theoretical and methodological aspects of the study and sets forth the research agenda that shaped the study design and kinds of engagement that were possible with the study participants and the field. A short description of the geographical and climate conditions in the field site is complemented by a snapshot of the social topography of the direct neighbourhood of the school, where fieldwork was conducted over 11 months (February – December) in 2013 and 3 months (June – September) in 2014. A brief review of debates and sources from different bodies of anthropological literature bearing on the ethnographic material has been added to clarify the orientation of the analysis and the research findings. Chapter 2 explores the phenomenon of Tibetan lay education in exile and the concept of education that developed as a result of a shift from monastic centres of learning towards contemporary Tibetan lay schools in India. Through an ethnographic exploration of the theoretical model of learning and pedagogical devices such as Tibetan debate, the chapter shows the mind as the locus of schooling practices. It also demonstrates how, through daily ritual practices and debate, this becomes a lived experience in a contemporary Tibetan school in the Indian Himalaya. The chapter discusses ethnographic categories of mind, mind stream and mental karmic imprints, based on interviews focusing on the Tibetan policy document detailing education strategy and goals. These are shown to be informed by Tibetan Buddhist theory of learning and an understanding of the inner subjective experience as the source of knowing. To contextualize the understanding of mind in a contemporary Tibetan school in India, the chapter provides an ethnographic description and analysis of the Tibetan dialectical debate (riglam) classes in TCV. Riglam is an ancient debating tradition developed in India and preserved and further developed in Tibet and Tibetan monasteries and now also in schools in exile. Chapter 3 is an exploration of the ethnographic category of ‘history' in the school. ‘History' is shown to emerge out of the continuum of time – the un-tensed present. Drawing on the notion of the mind imprints, patterning and habituation, and the imagery of the seed, coming ‘alive' and bearing fruit in the right circumstances, the chapter describes how the making of ‘history' is inscribed in the bodies of TCV inhabitants through daily bodily practices - bodily discipline, or conduct (chöpa). Chapter 4 focuses on TCV as a place and on the embeddedness of TCV within other places. Through the discussion of the use of space and space-enabled operations, such as e.g. spatio-temporally co-located sport games, the chapter outlines conceptualisation of a TCV-place as expressed through the idioms of ‘floating' and ‘going out of bounds'. This also leads to a discussion of transgressions involving the use of electronic devices, tattoos and hairstyles, leaving school, and the discourse and practices around the concept of ‘pure Tibetans'. The ethnographic material highlighting an ontogenesis of space opens the way to discuss the embodied practice of interdependence among TCV inhabitants, the practice that challenges the usefulness of analytical categories of ‘inside' and ‘outside' for an anthropological analysis of the experience of growing up and living in TCV. Chapters 5 and 6 look closely at the idea of others being essential in the ontogenesis of beings. Chapter 5 is based on examples of teasing and games that involve directing attention of infants and children to other people, and bringing other people's ‘gaze' (seeing you) to bear on the decisions made for self. In this way it draws an outline of a particular kind of pedagogic effort directed at infants and toddlers, and traces this pedagogy in other, later stages of the schooling experience in TCV. Chapter 6 focuses specifically on grammatical constructions that seemed to be salient in the interactions between TCV inhabitants (adults and children). These included: 1) addresseebound verb use, and, specifically, I-for-you inversion in questions; 2) the use of honorific forms for others (multiplicity and gradation of terms) and its proscription for self-referential statements; 3) evidentiality markers denoting direct or indirect experience and the salience of personal connection to the subject/object/action. Such ethnographic exploration of the perspective inversion in everyday language use and everyday interactions leads to the review of some tacit assumptions about the ‘subject' in subjectivity and intersubjectivity used as heuristic devices. The chapter also explores the utility, feasibility and implications of including the dialogical dimension of being in the anthropological inquiry. The conclusion of the thesis focuses on the question of intersubjectivity not as given, but as ‘teased out' and formed through practices involving both the constitution of self and the simultaneous and inevitable constitution of others. It also posits the necessity of ethnographic exploration of different practices that might be involved in bringing forth intersubjectivity, and questions about the resulting ‘intersubjectivities'. Discussion of different aspects of the experience of living and growing up in a TCV campus developed in the previous chapters, i.e. the theory of learning and understanding of “mind”, inner subjective experience and karmic imprints; discipline and temporal frameworks predicated on the ideas of karmic causation; dependent arising; training of awareness, attention and ethical judgement and the ideas of self, leads to a particular reading of the TCV slogan “Others Before Self”. The analysis, which starts with an exploration of the ideology of education expressed through a policy document building upon particular Buddhist premises, is thus brought full circle, with lived Buddhist experience animating the ubiquitous TCV formula for a human being.
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Jefferis, Paul Graham. "Associations between parental childrearing cognitions and conduct problems in young children : a literature review and empirical study." Thesis, University of Birmingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399513.
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Wilson, Betty L. "THE IMPACT OF 110 YEARS OF U.S. INDIAN POLICY LEGISLATION ON TEN ASPECTS OF RESERVATION-BASED CHILDREARING." University of Cincinnati / OhioLINK, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=ucin975605666.
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Kherais, Walaa. "Saudi Mothers' Perspectives on the Influence of Acculturation on their Childrearing Beliefs and Behaviors of their Children." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011803/.
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There are a considerable number of Saudi Arabian students who attend U.S. schools. To date, no published studies exist that relate to the Saudi Arabian students, their families, and how they acculturate to the American society. Acculturation affects parents and children in different ways, and it can affect the way parents raise their children. Using semi–structured interviews, this study examined Saudi mothers' perspectives on acculturation to American society and how those perspectives affect their childrearing beliefs and their children's behaviors. The descriptive qualitative study acknowledges mothers' perceptions about adaptation of Saudi children to American society and if those parents observe behavioral changes in their children. The results showed there are some changes that occurred regarding parental beliefs of parents due to acculturation, but there were not any behavioral problems caused by acculturation to the American culture in the Saudi children.
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Horsch, Laura M. "Parental Attitudes Toward Socially Inhibited Children: An Exploratory Analysis." Thesis, Virginia Tech, 2004. http://hdl.handle.net/10919/45221.
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Intergenerational transmission of shyness, or the social process through which shy characteristics or behavioral patterns demonstrated by parents are passed on to their children, has received recent empirical attention and has suggested a positive relationship between levels of shyness in parents and children. One factor that may relate to this relationship is the attitudes parents hold toward having a shy child. The present study sought to illuminate several questions surrounding parental attitudes toward shyness and the presence of withdrawn, inhibited behavior in children. It was hypothesized that: a) parental attitudes toward shyness and shyness in parents would interact to influence inhibited behavior in children; and b) childrearing practices would serve as a mediator in the anticipated relationship between parental attitudes toward shyness and inhibited behavior in children. Results indicated a significant positive relationship between parental attitudes toward shyness and withdrawn, inhibited behavior in children, as well as a series of significant relationships between parental attitudes toward shyness and specific parenting strategies. No significant moderational or mediational effects were found, however.Master of Science
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Weiss, Tobias C. "The Association Between Child-Rearing Practices and Child Self-Concept and Depressive Symptoms Reproduced." Xavier University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1383573193.
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Ascough, Tomoko. "RAISING CHILDREN AS BILINGUALS: A LONGITUDINAL STUDY OF EIGHT INTERNATIONAL FAMILIES IN JAPAN." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/77146.
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CITE/Language ArtsEd.D.
Eight families with Japanese mothers and English-speaking fathers were followed from the 1990s to 2007 as they strove to raise their children as bilinguals. The issues that were investigated were: (1) the language environments afforded; (2) factors influencing family decisions in creating those language environments; and, (3) conclusions about the efficacy of different language environments for raising bilingual children. Parental sacrifice was evident. Some mothers suppressed their native Japanese language and culture as they tried to afford their children solid backgrounds in what they considered a high-prestige language (English), while some fathers changed jobs in order to spend more time at home. Some families also moved in order to be near desirable schools. An optimal English environment at home was the key to success. Fathers spent quality time with their children every day, reading English books, doing homework together, talking about school activities, and reading bedtime stories. Families provided children with many English videos, DVDs, and other audiovisual sources. Summer travel to the father's country for summer camps and other enjoyable activities, especially spending time with English-speaking cousins, promoted positive images of English language and culture. Mothers faced issues of identity, power relations, and gender roles. The mothers' own experiences of learning English played a crucial role in the choices they made in raising their children as bilinguals. Typically, power relations between husbands and wives were determined by the wives' self-perception of being subordinate to their husbands. The results indicated that different theories of bilingual child-raising, no matter how stringently followed, did not seem to matter; what mattered was balancing the time the child spent with each parent. Usually before parents expected it, the child's own identity asserted itself in the pursuit of particular language environments, and progress toward fluency was sometimes erratic, as in the case of one boy whose development in both languages appeared to be delayed but who later was viewed as having native-speaker proficiency in both languages. Overall, more important than any particular method or theory, sustained sincere efforts and flexibility can produce bilingual children.
Temple University--Theses
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Santillán, Laura. "Childrearing and education as social, political and everyday matters: an ethnography of poor neighbourhoods in the suburbs of Buenos Aires." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/79980.
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Dentro de las ciencias sociales se produjeron importantes avances respecto al conocimiento de las formas culturales de la crianza y la educación infantil. Sin embargo, en el sentido común y también en parte del discurso académico, persisten importantes reduccionismos que no hacen más que retomar solo algunos aspectos del cuidado infantil. En el siguiente artículo nos proponemos analizar los procesos y las relaciones que atraviesan las iniciativas ligadas con el cuidado y la educación infantil en contextos marcados por la desigualdad. Para ello nos basamos en los registros de tipo etnográfico que realizamos en barrios populares del Gran Buenos Aires, Argentina. Como daremos cuenta con el análisis, las iniciativas ligadas con la socialización y educación de los chicos que viven en las barriadas populares se definen en tramas de intervención a cargo de actores sociales que incluyen y rebasan a las instituciones esperables para ello. nos referimos a actores que definimos como «sociales» y «políticos» en tanto producen significados sobre la educación en vinculación con distintas dimensiones de la vida social y en el marco de relaciones sociales atravesadas por el poder.Important advances have been made in the social sciences with respect to our understanding of cultural variation in forms of childrearing and education. However, common sense and certain academic discourses are persistently reductionist in taking only some aspects of childhood into consideration. In this article I analyze the processes and relations that surround activities related to childcare and education in contexts of marked social inequality. The analysis is based on ethnographic fieldwork in popular neighbourhoods of Greater Buenos Aires, Argentina. I demonstrate how the socialization and education of children living in poor neighbourhoods are embedded in networks of intervention that depend on diverse social actors that include but also exceed the bounds of the institutions that might be expected to relate to this sector. These actors, discussed as «social» and «political,» produce meanings that refer to education in its connections to different dimensions of social life, in a framework of social relations that are shot through with power.
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Chen, Mandy Yao-Min. "Clarifying the association between inter-parent childrearing disagreement and child problems : the role of parenting effectiveness and the content of disagreements." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/10894.
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Parents who disagree frequently about childrearing issues have been shown consistently to have children with greater emotional and behavioral problems. Despite these significant relationships, little is known about the mechanism through which inter-parent childrearing disagreements are associated with negative child outcomes. The purpose of this dissertation was therefore to examine whether disagreements between parents on childrearing issues are associated with negative child outcomes after controlling for parenting effectiveness, and whether inter-parent disagreements about parenting behaviors and parenting goals are independently associated with child problems. A community sample of 160 couples with a first-born child (86 boys and 74 girls) between 2 and 5 years of age participated in the study. Mothers and fathers independently completed an Internet survey about their family’s characteristics, parenting behaviors and goals in response to child misbehaviors, general parenting practices, marital conflict, frequency of childrearing disagreements, and child’s functioning. Results showed that inter-parent childrearing disagreement continued to account for unique variance in child problems even after controlling for family income, parents’ general marital satisfaction and parenting effectiveness. Parents’ disagreement in parenting behaviors, but not parenting goals, was significantly associated with negative child behavior at the bivariate level (although not in regression models controlling for parenting effectiveness). These relationships were more consistent for child externalizing than internalizing problems. These findings suggest that in both research and clinical practice, it is important to not just attend to the parenting skills of individual parents in isolation, but also to assess how well parents are able to negotiate and resolve disagreements regarding childrearing issues.
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Alldred, Pamela Kay. ""Fit to parent" : psychology, knowledge and popular debate." Thesis, University of East London, 1999. http://roar.uel.ac.uk/1283/.
Full textAbstract:
This thesis examines the powerful appeals to psychology that are made in contemporary popular debate in Britain about parents. It focuses on the political implications of psychological discourse and the knowledge claims on which it rests. Using feminist and discourse theory, it critically examines psychological discourse, psychology as a knowledge practice, and considers the dilemmas of feminist knowledge production given the practices and relations it bolsters. Constructions of mothers and fathers in parenting magazines and news-media images of lone mothers, lesbian mothers and `absent fathers' are found to be profoundly gendered and conservative (hetero-gender normative) in spite of the rhetorical shift towards the genderneutral discourse of `parents'. Gender essentialist and identity/status-bound understandings are most striking where people's `fitness to parent' is questioned, often implicitly, which suggests that such understandings are naturalised in representations of parents who are not problematised. It is argued that the notion of `fitness to parent', rather than contributing to discussion of parent-child relationships, obscures how impoverished popular debate is, because it has little ideological coherence despite its mobilisation of judgemental scrutiny and powerful condemnation. Ideas about `unfit' parents do not, by exclusion, define a culturally ideal parent, but their implicit nature paves the way for common-sense appeals which deny their value-bases, reducing opportunities to challenge normative assumptions or superficial identity categories. `Second wave' feminist analyses of family ideology are employed, but are criticised from a feminist post-structuralist perspective which highlights the limitations of `identity' (for prematurely foreclosing understandings of subjectivity and desire), and of `social influence' as a model of individual-society relation. A critique of identity politics is employed to highlight how parental identities deployed in popular debate are imbued with psychological presumptions, without necessarily referring to psychologically/emotionally meaningful qualities of relationships between parents and children. Instead, a relational, performative approach to thinking about parents, and a psychosocial approach for considering the politics of cultural discourses are advocated. An examination of recent social policy debates suggests that the former may be gaining in persuasive value and impact on policy. Examining the authority of contemporary childrearing expertise suggests that arguments about parents are persuasive when they refer to psychological issues, whether or not they make explicit claims to expert knowledge. Paradoxically, as pop psychology becomes ubiquitous in Western cultures, the rising status attributed to the emotional realm can provide a means of contesting expert psychology, by undermining the valorisation of objectivity. However, the `psychologisation' of contemporary social life reinforces psychology's conceptual framework, which can, in turn, naturalise its conventional epistemology. This dilemma is explored in two spheres: feminist research and research with child participants. It is argued that feminists, and those critical of psychology's modernist foundations, might employ their `expert' warrant strategically in public debates about parents, but should also expose the politics of psychological knowledge. Similarly, despite theoretical limitations, identity politics might be put to good effect, such as to help children's voices be heard today. Finally, it is argued that, today, psychology is powerful, not only through experts or professionals, but as expertise, such that people draw on psychological discourses in their own reflexive projects of the self. Thus, psychological discourses, including implicit notions of fitness to parent, are implicated in the construction of contemporary parental subjectivities.
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Potter, Ursula Ann. "Pedagogy and Parenting in English Drama, 1560-1610: Flogging Schoolmasters and Cockering Mothers." Thesis, The University of Sydney, 2001. http://hdl.handle.net/2123/356.
Full textAbstract:
In this thesis I examine the representation of parents and schoolmasters and the conflicts between them in vernacular drama in Reformation England. This was a period of growth in public schooling and a time when numerous treatises on education and childrearing were in circulation in England. Prevailing pedagogical theory privileged the schoolmaster's authority over that of the parents, and set paternal authority over that of the mother. It sought to limit maternal power to the domestic sphere and the infant years, yet the drama examined here suggests that mothers, not fathers, were usually the parent in control of their children's education. The conflicts inherent in these oppositions are played out in drama dealing with schooling and childrearing; each of the works examined here participates in and contributes to public debate over school education and parenting practices in early modern England. The thesis conducts a close textual and contextual analysis of the representation of schoolmasters and parents and of parent-school relations in seven English plays. A variety of dramatic genres is represented: public drama (Love's Labour's Lost, Patient Grissill, The Winter's Tale), school drama (Nice Wanton, July and Julian, The Disobedient Child), and private royal entertainment (The Lady of May). The plays are explicated in terms of the Tudor school culture and the negotiation of authority between fathers, mothers and schoolmasters. The thesis draws extensively on sixteenth-century school dialogues and vulgaria and on education treatises, which were available in English in Tudor England, in particular the writings of Erasmus, Vives, Ascham, Mulcaster, Elyot, Brinsley and Becon. School records provide information on school conditions and curricula, the duties and qualities of schoolmasters and the role of schools in civic and public performances. The thesis addresses issues of gender, childrearing, public education and parental and pedagogical authority in the second half of the sixteenth and early seventeenth centuries.
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Potter, Ursula Ann. "Pedagogy and Parenting in English Drama, 1560-1610: Flogging Schoolmasters and Cockering Mothers." University of Sydney. SEAFAM, 2001. http://hdl.handle.net/2123/356.
Full textAbstract:
In this thesis I examine the representation of parents and schoolmasters and the conflicts between them in vernacular drama in Reformation England. This was a period of growth in public schooling and a time when numerous treatises on education and childrearing were in circulation in England. Prevailing pedagogical theory privileged the schoolmaster's authority over that of the parents, and set paternal authority over that of the mother. It sought to limit maternal power to the domestic sphere and the infant years, yet the drama examined here suggests that mothers, not fathers, were usually the parent in control of their children's education. The conflicts inherent in these oppositions are played out in drama dealing with schooling and childrearing; each of the works examined here participates in and contributes to public debate over school education and parenting practices in early modern England. The thesis conducts a close textual and contextual analysis of the representation of schoolmasters and parents and of parent-school relations in seven English plays. A variety of dramatic genres is represented: public drama (Love's Labour's Lost, Patient Grissill, The Winter's Tale), school drama (Nice Wanton, July and Julian, The Disobedient Child), and private royal entertainment (The Lady of May). The plays are explicated in terms of the Tudor school culture and the negotiation of authority between fathers, mothers and schoolmasters. The thesis draws extensively on sixteenth-century school dialogues and vulgaria and on education treatises, which were available in English in Tudor England, in particular the writings of Erasmus, Vives, Ascham, Mulcaster, Elyot, Brinsley and Becon. School records provide information on school conditions and curricula, the duties and qualities of schoolmasters and the role of schools in civic and public performances. The thesis addresses issues of gender, childrearing, public education and parental and pedagogical authority in the second half of the sixteenth and early seventeenth centuries.
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Kaso, Misato. "Factors related to cervical cancer screening among women of childrearing age : a cross-sectional study of a nationally representative sample in Japan." Kyoto University, 2019. http://hdl.handle.net/2433/244524.
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Smedbakken, Christina. "Raising Ladies at Longbourn : What Impact Does the Bennet Couple's Treatment of Their Daughters Have in Jane Austen's Pride and Prejudice?" Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-12111.
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This study investigates the childrearing skills of the fictional characters Mr. And Mrs. Bennet in Jane Austen's novel Pride and Prejudice, as well as their impact on the storyin general and on their children in particular. The spouses are first presented anddescribed individually, then as a married couple and finally as parents. This final andmajor part of the discussion conentrates on the oldest and the youngest of the Bennetdaughters especially, but touches briefly upon the other three as well. In performing thisanalysis, behaviouristic and psychoanalytical theories have been employed, in additionto biographic material on the author and historical accounts on childrearing, in order todetermine what aspects of the Bennet children's personalities and conduct should beascribed to their parents' handling of them. The results show that the Bennet parets failalmost completely in raising their daughters into healthy individuals, which should betheir aim according to the psychoanalytical model, and also in training them to becomethe functional, marriable ladies that they would have to be for their parents to beconsidered successful from a behaviouristic perspective. Their failure to secure a stableeconomy for their daughters adds to this. Not all the Bennet couple's efforts result infailure, however, and they both have traits to recommend them. Still, their treatment oftheir daughters affect both them and the course of events in the novel negativelly.
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O'Meara, Carmel M., and n/a. "Childbirth and parenting education in the ACT: a review and analysis." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060710.161652.
Full textAbstract:
The study reviewed the provision of childbirth and
parenting education in the ACT for indicators of
effectiveness and needs. Users (n = 207) and providers
(n = 7) were surveyed for information on educational and
administrative aspects of the service. An original
design questionnaire was based on the PRECEDE framework
(predisposing, reinforcing and enabling factors in
educational diagnosis and evaluation) and the social
model of health. Items were drawn from the relevant
literature, concerning individual, social and service
delivery elements of the health fields concept
interpreted for pregnancy, childbirth and parenting.
Individual factors were related to Maslow's hierarchy and
the valuing approach to health education. The provider
survey covered information on organisational elements,
comprising inputs, processes, products, outputs and
outcomes of childbirth education.
The study comprised a literature review, cross-sectional
non-experimental surveys of users and providers, and a
needs assessment combining information from each of the
three sources. Descriptive statistical techniques,
analysis of variance and valuing analysis were used to
extract information on effectiveness indicators and needs
from the user data. Comparisons were made between
present and past users, and between women of different
ages, experience of pregnancy and preferences for public
or private methods of education for childbirth.
No evidence was found of individual differences in the
women's attitudes, beliefs and values that could be
attributed to education. However, users expressed strong
approval and positive views of the service and its
providers. The level of personal health skills,
confidence and emotional preparatiqn they achieved
through childbirth and parenting education did not fully
meet their expectations.
The survey also found that the organisation of childbirth
and parenting education has not developed professionally
like other health services. Service goals and objectives
are ill-defined; planning and coordinating are inadequate
for an integrated maternal health care system. The
service's main resources are its highly motivated and
dedicated teachers and clients. Several recommendations
are made for educational and administrative measures to
enhance service effectiveness within present
organisational constraints, based on the needs identified
by the study.
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Duenas, Maria D. "The Continuum of Ethno-Racial Socialization: Learning About Culture and Race in Middle-Class Latina/o Families." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5678.
Full textAbstract:
This thesis examines the discursive messages and specific practices that Latino families use to transmit messages about culture, race, and racism. Scholars have not fully explored the complexity and range of practices and discourses that are involved in Latinos’ ethno-racial socialization. The use of the phrase “ethno-racial socialization” is important because it combines the concepts of racial socialization and ethnic socialization in an effort to account for how the lived experiences of Latinos who mostly think of themselves as a racial group, are treated as one race, and thus, discuss race with family members. This research explores this process using twelve in-depth, semi-structured interviews with seven U.S. born children of immigrants between the ages of 18-30 and five of their parents (3 immigrant, 1 migrant, and 1 U.S. born). The immigrant families were middle-class and had at least one parent that was born in the Dominican Republic, Cuba, or Puerto Rico.
To theoretically ground the project, I draw on Annette Lareau’s concepts of concerted cultivation and the accomplishment of natural growth, which are two major frames to describe how middle-class and lower-class families socialize their family members. I apply this framework to strategies of ethno-racial socialization and develop through the concepts of ethno-racial concerted cultivation and the accomplishment of natural growth, which, I argue, respectively correspond to ‘explicit’ and ‘implicit’ socialization approaches to conveying messages about culture, race, and racism. I argue that ethno-racial concerted cultivation and the accomplishment of natural growth stand in opposite ends of a continuum of approaches to instilling messages related to race and ethnicity. In some cases, the strategies can be mutually reinforcing because a practice that can be considered ethno-racial concerted cultivation can create opportunities for the accomplishment of natural growth to occur (and vice versa). Intra-familial differences in how family members socialize their children mean that they receive diverse and at times contradictory messages about culture and race from different family members such as parents and extended family members. The differences in how family members use ethno-racial socialization strategies are further heightened due to the experiences of the family member (such as their maintenance or rejection of immigrant culture and experiences with racial discrimination or lack thereof) and family structure (such as the varying messages children receive in single-parent households with extended family members living in the home, two-parent households, and households with transnational family ties).
The young adults who were consistently exposed to encouraging and empowering messages that implicitly or explicitly emphasized a sense of commitment, belonging, and identity to the ethno-racial group experienced the most positive outcomes, some resulting in cultural capital, such as: racial literacy, preparation for bias, ethnic/racial identity, language skills, access to co-ethnic networks, cosmopolitanism, social flexibility, and social capital (in the form of familial capital). The young adults who did not receive consistent messages or who received messages that promoted anti-blackness or erased the importance of their immigrant family’s culture experienced some of the following outcomes: limited racial literacy, ambiguous ethno-racial identity, limited Spanish skills, limited access to co-ethnic networks, and parent-child conflict.
Overall, this research illustrates how ethno-racial socialization in Latina/o families does not easily fit into one discrete model of socialization, but rather is a complex, multi-layered interplay of mechanisms that draw on both ethno-racial concerted cultivation and the accomplishment of natural growth approaches. This interplay also brings sometimes conflict due to the various and, at times, opposing messages that children receive from different family members.
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Delfino, Vanessa. "Percepção de pais e professores sobre práticas de educação e da criança sobre o certo e o errado: intervindo com ela para promover o respeito à diversidade." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-23022007-151707/.
Full textAbstract:
Se a família é o primeiro ambiente socializador da criança, preparando-a para a inclusão em um contexto social mais amplo, a escola pode ser considerada o segundo, salientando-se que pais e professores são figuras essenciais no desenvolvimento do indivíduo, cabendo a eles a função de transmitir valores e normas de conduta assim como compor o ambiente, estabelecendo formas e limites para as gerações mais novas; a infância é, pois, quando a criança incorpora estes valores e, então, o momento propício para verificar a assimilação que ela faz dos fatores relacionadas à tolerância, direitos e deveres. Neste sentido, inicialmente foi investigada a percepção de professores e pais de alunos de Escolas Públicas e Privadas sobre formas de educar a criança e o que seria a violência doméstica contra ela (Estudo I). Na continuidade, analisou como crianças de 2ª a 4ª séries do Ensino Fundamental, que freqüentavam Escola Pública, percebiam as ações dos adultos em relação a elas, o que consideravam certo e errado no contato entre os colegas, o que deveria ser feito para garantir o respeito aos direitos de cada um (Estudo II); e por último foi executado um conjunto de discussões em grupo voltado às questões da Tolerância e Direitos com crianças de 4ª série (Estudo III). Para cumprir estes objetivos, no Estudo I três Escolas Públicas e três Particulares foram contatadas, participaram quatro professores (um por série) e oito pais (dois por série) por Escola de primeira à quarta série do Ensino Fundamental, somando um total de setenta e dois entrevistados; na coleta de dados foram usados uma entrevista estruturada com os pais e jogo de sentenças incompletas com os professores. No Estudo II foram entrevistados 160 alunos de 2a (40), 3a (40) e 4a (80) séries do Ensino Fundamental de uma Escola Pública; dois instrumentos foram elaborados, o primeiro composto por um conjunto de desenhos, seguidos de questões, o segundo na forma de uma entrevista estruturada. No Estudo III, o material usado na intervenção foi em forma de jogo que consistia em lançar uma certa situação com duas possíveis alternativas (uma direcionada para a incompreensão e desobediência e a outra voltada para a tolerância e a recusa à agressão) a serem escolhidas pelos seus participantes (duas salas de 4ª série). Os dados obtidos foram analisados pelos sistemas quantitativo e quantitativo interpretativo. Os resultados, de um modo geral, mostraram que para os pais de alunos de ambas as escolas um sistema ideal de educação quanto à punição está no ponto central, a grande maioria nega que o excesso e a ausência sejam bons para a educação, mas sinalizam que, num grau médio, punir é uma ação aceita como forma de educar a criança. Os professores de escolas particulares e públicas disseram que já detectaram algum tipo de violência doméstica contra seus alunos. Os dados das crianças demonstraram que elas responsabilizam os adultos por sua formação e o que mais as incomoda no contato com os pares são as brigas. Discute-se assim a questão da visibilidade maior da violência doméstica contra a criança nas escolas, sendo os professores grandes aliados na sua detecção e também a necessidade da realização de outras intervenções com as crianças com o objetivo de trabalhar estratégias menos violentas diante de situações que exigem auto-controle em seu relacionamento com os colegas.If the family is the first socializing environment for children, preparing them for inclusion in a more expanded social context, school can be considered to be the second, with emphasis on the fact that parents and teachers are essential figures in the development of an individuals. It is their function to transmit values and behavioral norms and to compose the environment, establishing forms and limits for the younger generations. It is during childhood that children incorporate these values, this being the proper time to verify how children assimilate the factors related to tolerance, rights and duties. On this basis, we first investigated the perception of teachers and parents of pupils enrolled in Public and Private Schools regarding the way to educate children and domestic violence against them (Study I). Next, we analyzed how 2nd to 4th grade Elementary School pupils enrolled in Public School perceived the actions of adults towards themselves and what they considered to be right or wrong regarding contact among schoolmates and what should be done to guarantee respect of the rights of each person (Study II); finally, a set of group discussions was held regarding the questions of Tolerance and Rights with 4th grade pupils (Study III). To fulfill these objectives, three Public Schools and three Private Schools were contacted in Study I, with the participation of four teachers (one per grade) and eight parents (two per grade) per School from first to fourth grade of Elementary School, with a total of 72 persons interviewed. For data collection, a structured interview was applied to the parents and a set of incomplete sentences was used with the teachers. In Study II, 160 pupils of 2nd (40), 3rd (40) and 4th (80) grades of Elementary School were interviewed. Two instruments were elaborated, the first consisting of a set of drawings followed by questions, and the second in the form of a structured interview. In Study III, the material used for intervention was a game consisting of the presentation of a certain situation with two possible alternatives (one directed at incomprehension and disobedience and the other directed at tolerance and refusal of aggression) to be selected by the participants (two 4th grade classrooms). The data obtained were analyzed by the quantitative and quantitative interpretative systems. In general, the results showed that the parents of children from both schools considered punishment to be a central point in an ideal educational system. Most denied that the excess or the absence of punishment is good for education, but pointed out that a medium type of punishment is an action accepted as a form of child education. The teachers of both the public and private schools stated that they had already detected some type of domestic violence against their pupils. The data regarding the children demonstrated that they hold the adults responsible for their education and that what most bothers them in the contact with their peers is fighting. Thus, the question of greater visibility of domestic violence against children in the schools is discussed, with the teachers being important allies in its detection, together with the need for other interventions with the children in order to devise less violent strategies in situations that require self-control in their relationships with their schoolmates.
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Morse, Margaret K. "The Determinants and Consequences of Empathic Parenting: Testing an Expansion of Belsky's Model of Parenting Using SEM." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28454/.
Full textAbstract:
An understanding of factors that enhance empathic parenting behaviors is of considerable importance to the study of child development and to the development of parenting interventions to promote child adjustment. Moreover, gaining a better understanding of the factors that predict empathic parenting with older children is of interest since most research examining parental empathy focuses on infants. These were the goals of the current study. Guided by Belsky's 1984 process model of the determinants of parenting that impact child development, an expanded model of the determinants of parenting is proposed that includes various parent, child, and contextual factors of influence. Using data from a community sample, a partial least squares path analysis approach was employed to test the model's strength in predicting empathically attuned parenting with children ages 5 to 10 years and, ultimately, the child's psychoemotional functioning. Results support the expanded model; however, a reduced model was found to be superior and revealed unique relationships between the determinants of parenting. Specifically, a parent's psychoemotional functioning and childrearing beliefs and attitudes were found to be critical to the parent's ability to engage in empathic parenting behaviors. Other parent factors such as the parent's developmental history of abuse, maladaptive personality traits, and age, along with contextual factors and child characteristics, were found to influence parenting only indirectly through their impact on the parent's level of psychoemotional distress or childrearing beliefs and attitudes. Ultimately, the current findings support Belsky's claim that parent factors are the strongest predictors of empathic parenting. Implications of these findings are many. The results highlight the importance of assessing a parent's childrearing beliefs and attitudes and level of distress in conjunction with characteristics of the child when a family comes in for treatment. Moreover, the results identify many points of intervention to stopping the cycle of abuse.
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Oliveira, João Marcos de. "Efeitos de uma intervenção com foco nas práticas educativas parentais sobre os problemas internalizantes na infância." Instituto de Psicologia, 2013. http://repositorio.ufba.br/ri/handle/ri/14525.
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CNPq
Crianças com problemas internalizantes tendem a apresentar maior dificuldade de solucionar ou solicitar auxílio para situações de difícil resolução, além de possuírem um repertório restrito para as interações sociais e sofrerem com sintomas emocionais, como a ansiedade e a depressão. As práticas parentais intrusivas estão relacionadas ao desenvolvimento de problemas internalizantes e se caracterizam por restringir, invalidar ou manipular a experiência e as expressões emocionais e comportamentais da criança, ou criticá-la e humilhá-la. O objetivo deste estudo foi avaliar o efeito de uma intervenção grupal, direcionada às práticas educativas parentais, sobre os problemas internalizantes na infância por meio de um delineamento quase-experimental com grupos não-equivalentes, com pré e pós-teste. A hipótese principal foi a de que, no grupo intervenção, os escores de problemas internalizantes e de suas respectivas síndromes no pós-teste seriam inferiores quando comparados aos escores de problemas internalizantes no pré-teste. Esperava-se também que os escores de problemas internalizantes e das síndromes internalizantes fossem mais altos no grupo comparação do que no grupo intervenção no pós-teste. Participaram 13 mães e um pai de crianças entre três e seis anos divididos em dois grupos: intervenção e comparação. A intervenção teve oito sessões grupais com frequência semanal. Os instrumentos utilizados foram uma ficha de dados sociodemográficos, e os Inventários dos Comportamentos de Crianças nas versões para 1½ a 5 anos (CBCL/1½-5 anos) e de Crianças e Adolescentes de 6 a 18 anos (CBCL/6-18 anos). A análise de dados foi conduzida por meio de procedimentos de estatística descritiva e dos Testes Wilcoxon e Mann-Whitney. Os resultados revelaram redução nos escores do grupo intervenção, do pré para o pós-teste, na síndrome queixas somáticas. O impacto da intervenção sobre as queixas somáticas pode ter sido consequência dos seguintes processos induzidos ou iniciados pelo programa de intervenção: a) substituição de práticas superprotetoras e coercitivas por práticas facilitadoras do desenvolvimento social, levando à extinção respondente de componentes relacionados às dimensões fisiológicas de emoções eliciadas por práticas intrusivas e, especialmente, por aquelas de caráter coercitivo, como por exemplo, dores de barriga ou enjoos; b) aumento do controle da criança sobre o contexto das relações pais-filhos, diminuindo seu caráter aversivo e imprevisível e levando à extinção respondente dos sintomas somáticos. Não houve diferenças significativas entre os grupos para problemas internalizantes, nem para as síndromes. Discutem-se as implicações da duração e da amplitude da intervenção, da não equivalência dos grupos, da idade e da escolaridade dos participantes. Children with internalizing problems tend to have greater difficulty in solving or request assistance for resolution of difficult situations, besides having a restricted repertoire to social interactions and suffer with emotional symptoms such as anxiety and depression. Intrusive parenting practices are related to the development of internalizing problems and are characterized by actions that restrict, manipulate or invalidate the experience and the behavioral and emotional expressions of the child. This study evaluated the effect of a group intervention, targeted to parenting practices, on internalizing problems in childhood through a quasi-experimental design with nonequivalent groups with pre-and post-test. The initial hypothesis was that, in the intervention group, scores for internalizing problems and their respective syndromes at posttest were lower when compared to the scores of internalizing problems at pretest. It was also expected that the scores for internalizing problems and internalizing syndromes were higher in the comparison group than in the intervention group at posttest. Participants in the study were 13 mothers and one father of children between three and six years old divided into two groups: intervention and comparison. The intervention had eight weekly group sessions. The instruments used were a sociodemographic data form, and the Child Behavior Checklist in versions for 1 ½ - 5 years (CBCL / 1 ½ -5 years) and 6-18 years (CBCL/6-18 years). Data analysis was conducted using procedures of descriptive statistics and Wilcoxon and Mann-Whitney tests. The results indicated a decline in scores in the intervention group, from pre to post-test in somatic complaints. The impact of the intervention on somatic complaints could have been the result of the following processes inducted or initiated by the intervention program: a) replacement of overprotective and coercive practices by parenting practices that facilitate social development, leading to the extinction of respondent components related to physiological dimensions of emotions elicited by intrusive practices and especially for those coercive character, such as stomach aches or nausea; b) increase of the child's control over the context of parent-child relationships, diminishing his aversive and unpredictable character and leading to the respondent extinction of somatic symptoms. There were no significant differences between groups for internalizing problems, or for syndromes. The implications of the length and period of the intervention, the non-equivalence of groups, age and educational level of the participants are discussed.
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Souto, Danielle da Costa. "AMAMENTAÇÃO DE CRIANÇAS COM IDADE SUPERIOR A DOIS ANOS: EXPERIÊNCIAS MATERNAS." Universidade Federal de Santa Maria, 2015. http://repositorio.ufsm.br/handle/1/10343.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThe objective of this study was to know the maternal experiences in relation to the breastfeeding for women who breastfed their children for two years or more. The participants were four adult mothers aged between 20 and 50 years. The instruments used to collect information were screened form to identify the criteria for inclusion of participants and a semi-structured interview to investigate the study questions. Was used a collective case study design, giving attention to the particularities and similarities between the cases, and a qualitative analysis. The results were organized in three studies: a theoretical study (Study 1) as regards the pursuit of studies, using a literature narrative review, that discusses the maternal experience in relation to the breastfeeding and weaning; the first empirical study (Study 2) that refer to research on how is the mothers experience with the practice of breastfeeding for two years or more, which the models involved in the practice and the place occupied by father in this context; and the second empirical study (Study 3) investigates what the aspects related to children's weaning process breastfed for up to two years or more, giving emphasis on three aspects: the ambivalence of feelings reported by mothers in regard to weaning, the reasons that led to wean the children and the surveillance and social coercion from this practice. All the main results in the three studies indicate the importance of rethinking health issues and assistance to women and children who can offer adequate support for the socio-cultural, historical and subjective demands can be met. Is necessary to understand that it is still only encourage breastfeeding speaking about their nutritional and biological aspects, but to understand the situation of every woman's life. It is understood that changes in social, cultural and historical terms are complex, however, the provision of adequate emotional support is possible. It must be recognized the different practices of women regarding breastfeeding are characterized by great social pressure. This is the result of the control exercised by society on women, for example, through campaigns to encourage breastfeeding and monitoring on the act of breastfeeding and weaning, gender issues and little knowledge or ignorance of the experiences and feelings of mothers by the people who are next to them and work with these. So also points up the importance of understanding the woman's support network breastfeeding, since through this improved structure can offer a service in health and expanded under a biopsychosocial perspective.
O objetivo deste estudo foi conhecer as experiências maternas em relação à prática da amamentação para mulheres que amamentaram seus filhos por dois anos ou mais. Participaram da pesquisa quatro mães adultas com idades entre 20 e 50 anos. Os instrumentos utilizados para a coleta de informações foram uma ficha de triagem, para identificar os critérios de inclusão dos participantes, e uma entrevista semiestruturada, para investigar as questões do estudo. Foi utilizado um delineamento de estudo de caso coletivo, dando-se atenção às particularidades e semelhanças entre os casos, e uma análise qualitativa. Os resultados foram organizados em três estudos: um estudo teórico (Estudo 1) que se refere a busca de estudos, através de uma revisão narrativa de literatura, que discutam as experiências maternas em relação à amamentação e desmame; o primeiro estudo empírico (Estudo 2) que refere-se à investigação sobre como as mães experienciam a prática da amamentação por dois anos ou mais, quais os modelos implicados em tal prática e o lugar ocupado pelo pai nesse contexto; e o segundo estudo empírico (Estudo 3) que investiga quais os aspectos relacionados ao processo de desmame de crianças amamentadas até os dois anos ou mais, dando-se ênfase em três aspectos: aos sentimentos de ambivalência relatados pelas mães em relação ao desmame, aos motivos que as levaram a desmamar os filhos e a vigilância e coerção social em torno dessa prática. O conjunto dos principais resultados encontrados nos três estudos indica a importância de repensar questões de saúde e assistência à mulher e a criança que possam oferecer um suporte adequado para que as demandas socioculturais, históricas e subjetivas possam ser supridas. Ainda é preciso compreender que não se trata apenas de incentivar a prática da amamentação discursando sobre seus aspectos nutricionais e biológicos, mas sim entender a situação de vida de cada mulher. Entende-se que mudanças em termos socioculturais e históricos são complexas, no entanto, a oferta de suporte emocional adequado é possível. É preciso reconhecer as diferentes práticas das mulheres em relação à amamentação são marcadas por uma grande pressão social. Esta é fruto do controle da sociedade exercido sobre as mulheres, por exemplo, através das campanhas de incentivo à amamentação e da vigilância sobre o ato de amamentar e do desmame, das questões de gênero e do pouco conhecimento ou desconhecimento das experiências e sentimentos das mães por parte das pessoas que estão junto a elas e com essas trabalham. Portanto, ressalta-se ainda a importância de conhecer a rede de apoio da mulher que amamenta, uma vez que através dessa estrutura melhorada pode-se oferecer um atendimento em saúde ampliado e sob uma perspectiva biopsicossocial.
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Oliveira, Thaís Thomé Seni da Silva e. "Educar é punir? Compreendendo pontos de vista de pais denunciados por violência física contra seus filhos." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-15022007-161102/.
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A família além de vivida cotidianamente, é pensada, refletida e pesquisada com diferentes enfoques e objetivos, por diferentes perspectivas teóricas, práticas e metodológicas. Para se estudar a família é preciso antes de tudo desnaturalizá-la e recuperar sua própria história, pois os modelos que hoje temos são resultados de processos de transformação da forma de se ver e educar a criança, como também do contexto social, histórico e cultural em que vivemos. Isso inclui o fenômeno da Violência Doméstica, e mais especificamente o uso de violência física de pais contra filhos, que apesar das modificações ocorridas na visão da criança e das práticas educativas na família ao longo do tempo, sempre existiu e persiste de forma endêmica em nossos dias, constituindo um problema de saúde pública, e requerendo estratégias de intervenção por parte dos serviços de saúde e desenvolvimento social. O presente projeto tem o objetivo de investigar, junto a pais e mães com histórico de violência física contra seus filhos, a visão sobre o que é educar uma criança, sobre seu papel de pai/mãe e sobre as conseqüências de seus comportamentos sobre o filho. Busca, dessa forma, trazer contribuições para uma melhor compreensão do problema da agressão física de pais contra filhos, necessária a programas de intervenção que ultrapassem ações punitivas e de cunho imediatista, visando transformações nas relações familiares a partir da consideração da ótica do agente agressor. Os entrevistados são pais e mães denunciados por agressão física contra os filhos ao Conselho Tutelar da cidade de Barretos ? SP. O modelo de entrevista utilizado é denominado ?história de vida temática?, que prevê inicialmente o relato da história de vida do entrevistado, complementada por um conjunto de tópicos previamente definidos pelo pesquisador. Optou-se pela não delimitação prévia do número de sujeitos, utilizando-se o ponto de saturação. Dessa maneira, foram realizadas seis entrevistas, tendo sido gravadas, transcritas e analisadas qualitativamente. A análise dos dados aponta inconsistências entre as concepções parentais a respeito do que é educar e de seu papel como educadores e as práticas educativas que utilizam com os filhos no cotidiano. Evidencia dificuldades dos pais em utilizar recursos educativos alternativos à punição física e uma naturalização cultural do bater como forma de colocar limites e disciplinar a criança; aponta também a falta de suporte social e econômico dos pais como fatores de risco e de estresse, e a necessidade de implementar programas de intervenção que promovam a integração entre suas concepções e práticas como educadores.Nowadays, family is investigated, studied and the object of research of many theoretical perspectives, with different goals and methodologies. However, in order to study the family it is necessary to rescue its history, because the present models we have are the final result of a complex process of social, historical and cultural transformation, and also changes in the ways we see the childhood, what do parents expect from their children and the childrearing practices used to get to the educational goals. Domestic violence is included in all this process, especially the physical violence that parents use against their children, and that constitutes a public health problem in our context. The main objective of this research is to investigate points of view of parents that use physical violence against their children, their conceptions about the educational process, their role as parents and the consequences of their actions in the child?s development. In this direction, it searches contributions to understand the problem of physical violence of parents against their children, to improve intervention programs that overcome punitive actions, seeking effective transformation in family relationships, considering the parent?s point of view. The study was performed in a city of State of São Paulo through interviews with three mothers and three fathers from different families, that had been disclosed for physical violence against their children. Methodology was constructed in a qualitative perspective, using a model of semi-structured interview called ? Thematic Life History?, where participants expose their personal history since their childhood, followed by a previously defined list of topics. Interviews were recorded, transcribed and qualitatively analyzed. Data analysis revealed that parent?s conceptions are not corresponding to their every day actions with their children; the difficulty of parents at knowing or using alternative and non-violent chidrearing practices and a cultural and historical naturalization of the use of physical punishment to establish limits and discipline the child. It also points out the parents` low social and economical support as a risk factor and as the cause of stress for the studied families as well as the necessity of changes in intervention programs to offer the possibility of joining parents conceptions and practices, aiming the improvement of child`s positive global development.
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Lins, Taiane Costa de Souza. "Práticas educativas maternas e problemas internalizantes em pré-escolares." Instituto de Psicologia, 2013. http://repositorio.ufba.br/ri/handle/ri/14512.
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CAPES
O controle psicológico envolve o uso de práticas educativas parentais como a superproteção, o envolvimento excessivo e o uso constante de críticas e insultos. Esse tipo controle tem sido destacado na literatura internacional como um dos preditores dos problemas internalizantes, por restringir as possibilidades de desenvolvimento da autonomia e de um repertório socialmente adequado na criança, que, em consequência desse tipo de prática, percebe-se como menos competente para a exploração do seu ambiente e para enfrentar situações novas. O presente estudo verificou as relações entre o controle psicológico (controle crítico e superproteção) e os problemas internalizantes em pré-escolares, assim como as relações entre o suporte apropriado e os problemas internalizantes em pré-escolares. Participaram deste estudo 103 mães cujos filhos, de ambos os sexos, tinham idade entre três e cinco anos. As mães foram convidadas a participar do estudo em sete escolas particulares de Salvador, nas quais as mensalidades variaram entre R$ 75,00 e R$ 220,00. Durante as entrevistas, previamente agendadas nas escolas dos filhos, as mães responderam a uma ficha de dados sociodemográficos, ao Inventário dos Comportamentos de Crianças entre 1½ e 5 anos (CBCL-1½-5) e à Entrevista Estruturada sobre Práticas Educativas Parentais e Socialização Infantil. O escore total de problemas internalizantes não foi predito pelas práticas educativas maternas investigadas. Porém, foram verificadas correlações significativas e positivas, mas de fraca intensidade, entre as síndromes ansiedade/depressão e retraimento, que compõem o agrupamento de problemas internalizantes, e o controle crítico. Contudo, as análises de regressão realizadas indicaram que apenas o retraimento foi predito significativamente pelo controle crítico. Discutem-se as formas pelas quais o controle crítico pode estar associado às duas síndromes, assim como a relevância das dimensões afetivas e de aspectos culturais para a compreensão das relações entre as práticas educativas maternas e os problemas internalizantes. Além disso, discute-se a influência de variáveis sociodemográficas sobre as práticas e sobre os problemas internalizantes, assim como as características do instrumento utilizado para a investigação das práticas educativas maternas. Psychological control involves the use of parental childrearing practices such as overprotection, excessive involvement, constant criticism, and verbal abuse. The international literature has regarded this type of control as one of the predictors of internalizing problems since it restricts children’s possibilities of developing autonomy and a socially appropriate behavior repertoire. Consequently, these children tend to see themselves as less competent to explore their environment and deal with new situations. The present study examined relations between psychological control (critical control and overprotection) and internalizing problems in preschool children and relations between appropriate support and internalizing behavior problems in preschool children. Participants in the study were 103 mothers whose children of both sexes were between the ages of three and five. Mothers were invited to participate in the study at seven private schools from Salvador. The monthly school fees ranged from R$ 75 to R$ 200 in these schools. During the interviews, which had been previously scheduled at the school meetings with the mothers, the participants completed a sociodemographic data form, the Child Behavior Checklist 1½-5, and the Child Socialization and Parental Childrearing Practices Structured Interview. The total score of internalizing problems was not predicted by the maternal childrearing practices. However, significant but weak positive correlations were found between anxiety/depression syndromes and withdrawal, making up the internalizing problems cluster, and critical control. Nonetheless, regression analysis revealed that only withdrawal was significantly predicted by critical control. The ways through which critical control may be associated with these two syndromes, as well as the relevance of the affective dimensions and cultural aspects to the understanding of the relationships between maternal childrearing practices and internalizing problems, are discussed. Furthermore, the influence of sociodemographic variables over these practices and over the internalizing problems, as well as the characteristics of the instrument used to investigate the maternal childrearing practices, is discussed.
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Urban, Toni Ann. "A Case Study of the Effects of an Adlerian Parent Education Program on Parent Attitudes and Child Rearing Techniques." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc278390/.
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The effects of an Adlerian-based parent education program on parents' attitudes toward their children's behavior and techniques used in child rearing were examined in this study. Parents in one primary elementary school were invited by letter to participate in a parent education program.
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Salvo, Caroline Guisantes de. "Praticas educativas parentais e comportamentos de proteção e risco à sáude em adolescentes." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/47/47133/tde-30032010-141310/.
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As práticas educativas parentais são consideradas determinantes primários no desenvolvimento de comportamentos socialmente competentes, problemas de comportamento e comportamentos relacionados à saúde na infância. Na adolescência, a influência parental sobre esses comportamentos tem literatura divergente, visto que diversos autores acreditam que a influência parental continua central, enquanto outros defendem a idéia de que a principal determinação vem do grupo de pares. Diante desse contexto, o objetivo geral dessa pesquisa foi o de relacionar as práticas educativas maternas e paternas aos comportamentos de proteção e risco à saúde na adolescência, bem como as variáveis de competência social (CS), problemas de comportamento (PC) e dificuldades com os pares, avaliando o grau de predição das práticas parentais sobre os comportamentos do adolescente. Para atingir tais objetivos, participaram deste estudo 485 adolescentes, divididos em três faixas etárias (11 a 13 anos, 14 e 15 anos, 16 e 17 anos). Todos responderam ao Inventário de Estilos Parentais materno e paterno, Inventário de auto-relato para jovens (YSR) e questionário de estilo de vida (HBSC). Os dados foram analisados através estatística descritiva, análises de correlação, de inferência estatística e análises multivariadas. Os principais resultados foram: 1) práticas educativas maternas e paternas não variaram em função do sexo dos adolescentes, porém foram diferentes entre as três faixas etárias (considerando p ≤ 0,05); 2) não houve diferença quanto à CS entre meninos e meninas, porém estas alcançaram maiores PC; 3) CS se relacionou às práticas positivas maternas (PPM) entre os mais jovens, e às PPM e às práticas positivas paternas (PPP) entre os mais velhos; 4) a partir da categorização dos índices de estilo parental em famílias com estilo parental de risco, intermediária e de proteção, observou-se que aquelas consideradas de proteção tiveram filhos com escores mais positivos de CS e menores escores nas escalas de PC, sendo que as famílias intermediárias tiveram seus filhos mais próximos das famílias de proteção na CS e mais próximo das famílias de risco nas escalas de PC nas três faixas etárias; 5) em relação aos comportamentos de proteção, os adolescentes mais jovens relataram maior freqüência desses, enquanto que os mais velhos alcançaram maiores escores nos comportamentos de risco; 6) as correlações entre estilo parental e comportamentos de proteção e risco foram significativos nas três faixas etárias, porém decaíram com o aumento da idade; 7) a partir da categorização de estilo parental, observouse que entre os adolescentes mais jovens, os de famílias de proteção tiveram filhos com escores significativamente melhores nos comportamentos de saúde e de risco; o que se manteve nas outras faixas etária, porém, em geral, não de forma significativa.; 8) os modelos de análise multivariada (modelo de regressões múltiplas e modelagem de equações estruturais) indicaram que as práticas parentais são preditoras de CS e PC nas três faixas etárias. Diante desses resultados, a pesquisa indica que a influência parental na adolescência ocorre de forma distinta em função da idade, sendo direta na fase inicial e esvanece gradualmente com o aumento da idade, porém ainda mostrando-se significativa, em especial no que concerne às práticas parentais negativas e aos comportamentos de risco.The parental educational practices are considered primary determining in the development of socially competent behaviors, behavioral problems and behavior related to childhood health. At adolescence, the parental influence over those behaviors has divergent literature, given that several authors believe that the parental influence continues central, while others defend the idea that the main determination comes from the pair groups. In that context, the overall objective of this research was to relate the maternal and paternal educational practices to the behaviors of protection and risk to the health at adolescence, as well as the social competence (SC) variables, behavioral problems (BP) and difficulties with the pairs, evaluating the degree of prediction of the parental practices over the adolescent\'s behaviors. In order to achieve such objectives, 485 teenagers participated in this study, divided into three age groups (11 to 13; 14 and 15; 16 and 17 year-olds). They all answered the Maternal and Paternal Parental Style Inventory; the Young Self Relate (YSR) and the questionnaire of lifestyle (QLS). The data have been analyzed through descriptive statistics, correlation analysis, of statistics inferring and multi varied analysis. The main results were: 1) maternal and paternal practices did not vary according to the adolescents\' gender, on the other hand, were different according to the age groups (considering p ≤ 0,05); 2) there was no difference in SC between boys and girls, however these reached higher PC; 3) SC related to the Maternal Positive Practices (MPP) among the youngest, and to the Paternal Positive Practices (PPP) among the oldest; 4) with the categorization of the families\' parental style as risky, intermediate and protective, it has been observed that those considered protective had children with the highest SC scores and lower BP scores, being that the intermediate families had their children closer to the protective families\' SC scores and closer to the risky families in the BP scores for all three age groups; 5) concerning the protective behaviors, the youngest teenagers stated more frequency of those, while the oldest reached higher risky behavior scores; 6) the correlations between parental style and risk and protection behaviors were significant at all three age groups, however, decreased at higher ages; 7) from the categorization of parental style, it has been observed that among the younger teenagers, the ones from the protective families had kids with significantly higher scores at health and risk behaviors; which was maintained at the other age groups, although in general, not significantly; 8) the models with multi varied analysis ( multiple regression model and structural equations modeling) indicated that the parental practices are predictor of SC and BP at the three age groups. With those results, the research indicates that the parental influence in adolescents occurs in different ways according to the age, being more direct in the initial phase and vanishing gradually as age increases, although still significant, especially concerning the negative parental practices and the risk behaviors.
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Delaney, Micah T. "MY CHILD WILL HAVE A VOICE: BLACK SINGLE MOTHERS WITH FIRST TIME CHILDREN AND THE TENSIONS IN COMMUNICATION BETWEEN MOTHERS AND THEIR TRADITIONALLY RELIGIOUS MARRIED PARENTS." University of Akron / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=akron1623497956787143.
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Lopes, Rute Patrícia da Silva Dias. "Práticas educativas parentais e desempenho linguístico em crianças vítimas de negligência." Bachelor's thesis, [s.n.], 2014. http://hdl.handle.net/10284/4745.
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Projeto de Graduação apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Licenciada em Terapêutica da FalaEste trabalho de investigação tem como objectivo relacionar as Práticas Educativas Parentais (PEP) e o Desempenho Linguístico (DL) em crianças negligenciadas (i.e., Grupo Experimental – GE) versus crianças não negligenciadas (i.e., Grupo de Controlo – GC). A amostra total foi constituída por 346 participantes. Foram criados dois grupos distintos de crianças em idade escolar (6-10 anos). Fizeram parte do GE 173 crianças – 97 (56.1%) do género masculino e 76 (43.9%) do género feminino. Estas crianças foram referenciadas como negligenciadas e eram seguidas no Centro Hospitalar do Porto, na Consulta Externa de Pediatria e Nutrição. Fizeram parte do GC 173 crianças não referenciadas como negligenciadas – 101 (58.4%) do género masculino e 72 (41.6%) do género feminino. Estas crianças, frequentavam o 1º. Ciclo do Ensino Básico, na região norte. Nos dois grupos de investigação, foram utilizados os seguintes instrumentos: para a caracterização da amostra – Ficha de Consulta de Crianças e Jovens em Risco (Pires-Lima, et al., 2006); Questionário Sócio-demográfico e a Escala de Avaliação da Negligência Familiar – Versão Técnicos de Intervenção (Lopes, et al., 2009) – esta última apenas usada no GE. Foram ainda usados instrumentos padronizados destinados a avaliar as variáveis “práticas educativas” e a “linguagem” nomeadamente o Inventário de Práticas Educativas – I.P.E. (Gonçalves, et al., 2000) e a Grelha de Observação da Linguagem Nível Escolar – GOL – E (Sua Kay, & Santos, 2003). Os dados sugerem que o GE apresentou scores mais baixos e diferenças em relação às estruturas que compõem a linguagem, quando comparados com o GC. Encontrou-se também diferenças significativas em todas as dimensões avaliadas pelo IPE, sendo que os cuidadores de crianças negligenciadas têm maior ocorrência de práticas educativas inadequadas do que os cuidadores das crianças do GC. Quando analisadas as PEP e o DL no GC, verificou-se uma relação entre Práticas Educativas Desadequadas, do tipo: Fisicamente Abusivas e à Punição Física e scores mais baixos em algumas das componentes da linguagem. Por último, verificou-se que a adopção de Práticas Educativas Adequadas estão relacionadas com bons scores linguísticos. No final, foram analisadas questões relevantes, no âmbito da prevenção, intervenção e da problematização acerca da negligência infantil, dando sugestões para futuro.
This research aims to relate the Parental Educational Practices (PEP) and the Linguistic Performance (LP) in neglected children (ie. Experimental Group – EG) versus non-neglected children (ie. Control Group – CG). The total sample consisted of 346 participants. It has been created two distinct groups of school age children (6-10 years): 173 children from EG – 97 (56.1%) were male gender and 76 (43.9%) were female (children referred to as neglected and followed in the Hospital Centre of Porto, in Outpatient Paediatrics and Nutrition); 173 children from CG (not referred as neglected) – 101 (58.4%) male gender and 72 (41.6%) were female. These children attended the 1st cycle of basic education in the northern region. In the two research groups, were used the following instruments to characterize the sample – Medical Record of Children and Youth at Risk (Pires-Lima, et al., 2006); Socio-demographic questionnaire and Evaluation Scale of Familiar Negligence – Intervention Technicians version (Lopes, et al., 2009) – the latter only used in the EG. Were also used standardized instruments to assess the variables “educational practices” and the “language” including the Inventory of Educational Practices-IPE (Gonçalves, et al., 2000) and the Observation Grid of School Language Level – GOL-E (Sua Kay, & Santos, 2003). The data suggest that the EG had lower scores in the structures which comprise the language compared to the CG. We also found significant differences in all dimensions evaluated by the IPE, the neglected children’s caregivers have a higher incidence of inadequate educational practices than the children’s caregivers of CG. When were analysed the PEP and the LP in the CG, was verified a relationship between inadequate educational practices like Physically Abusive and Physical Punishment) and lower scores in some of the language components. Finally, it was found that the adoption of Appropriate Educational Practices is related with good language scores. At the end, were analysed relevant issues in the context of prevention, intervention and problematization about child neglect, giving suggestions for the future.
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Conteh-Khali, Neneh. "Socioeconomic and Cultural Factors Influencing Desired Family Size in Sierra Leone." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1403713225.
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Twaddell, Karen G. "The reported shared experiences of six single mothers raising sons." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2374.
Full textAbstract:
The purpose of this research was to explore the life of single-mothers raising boys. The focus of this research was to provide information of life experiences for women who raised sons by themselves. The study also showed effects of divorce on single-mothers, pointed out experiences specific to raising boys, and looked at the issue of support. The study involved interviewing divorced single-mothers with standard, open-ended questions about raising boys. The questions discussed such issues as their relationships with their sons, and what types of support, if any, they had while they raised their sons. Participants included single-mothers who had not remarried, who were college graduates and whose language of communication was English. The interviews were then recorded and transcribed. The findings indicate that support to the mother does matter. The majority of the mothers interviewed had support for themselves and for their child. In most of the cases where support was offered, the primary figure was another female. In two-thirds of the cases, the other adult support figure was the grandmother. In one other case, it was the mother's daughter. Much of the literature states that outcomes on the lives of boys raised by single divorced mothers should be heavily impacted by problems in their lives (Amato & Keith, 1991). The 6 boys of the mothers interviewed here were not. While 4 of the mothers also had girls, certain issues were specific to raising boys. While 3 of the boys were young, 3 were over the age of 18 and their lives had not followed the prevailing research. This study indicated that for this particular group of single-mothers, support from others, determination and hard work on the part of the mothers, have made a difference in the lives of their sons. By providing support to the mother, support was made available to the son.
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Joveleviths, Ilana Fenjves. "Reich e a importância dos cuidados na primeira infância: um diálogo com o enfoque de Winnicott." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-26092016-152248/.
Full textAbstract:
Esta pesquisa focaliza a produção do analista austro-húngaro Wilhelm Reich (1897-1957) voltada para o tema dos cuidados na primeira infância. Ela visa, em última instância, contribuir para aprofundar o conhecimento e a discussão a respeito das ideias de Reich no universo da pesquisa acadêmica. Com esse intuito, efetuamos um trabalho de articulação (aproximações e distanciamentos) entre as formulações de Reich e as do psicanalista inglês Donald Woods Winnicott (1896-1971), uma vez que o analista inglês se dedicou intensamente ao assunto cuidados na primeira infância. De início, realizamos um levantamento bibliográfico para identificar investigações endereçadas, de alguma forma, ao pareamento entre as ideias de Reich e Winnicott. A partir do material encontrado e do estudo das abordagens de Reich e Winnicott, elegemos quatro eixos de análise: a) potencial humano; b) o ambiente: responsáveis, funções e condições; c) concepção de saúde e o saber singular e d) possíveis efeitos das falhas nos primeiros cuidados. Em termos de resultados, algumas linhas de convergência entre as ideias de Reich e Winnicott foram sugeridas. Ressaltamos, nesse domínio, uma possível aproximação entre as noções de contato substituto (Reich) e falso-self (Winnicott). Por outro lado, distanciamentos também se fizeram presentes. Por exemplo, o psicanalista inglês procurou traçar os caminhos pelos quais, com base nas falhas nos cuidados iniciais, determinada psicopatologia poderia ser gerada. Já Reich abordou o assunto com uma orientação mais geral, sempre apontando os prejuízos globais ao organismo decorrentes de falhas nos primeiros cuidadosThis research focuses on the production of the Austro-Hungarian psychoanalyst Wilhelm Reich (1897-1957) with respect to the early childhood care. Primarily, it intends to help to deepen the knowledge of, and discussion on, Reichs ideas in the academic research universe. With this purpose, we conducted a work of articulation (proximities and distances) between Reichs formulations and those of the English psychoanalyst Donald Woods Winnicott (1896-1971), considering that Winnicott intensively studied the early childhood care. Initially, we conducted a bibliographic survey to identify investigations in any manner intending to establish a parallel between Reichs and Winnicotts ideas. Based on the material found and the study of Reichs and Winnicotts approaches, we elected four axes of analysis: a) human potential; b) the environment: persons responsible, functions and conditions; c) the conception of health and the singular knowledge, and d) possible effects of failures in the early childhood care. In the results, some lines of convergence between Reichs and Winnicotts ideas were suggested. In this regard, we point out a possible proximity between the notions of substitute contact (Reich) and fake self (Winnicott). On the other hand, distances were also found. For instance, Winnicott attempted to trace back the paths by which, based on such early caregiving failures, a certain psychopathology might be generated. Reich, instead, addressed the matter through a more general approach, always stressing the general harms resulting from early caregiving failures