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Zavala-Arias, Monica. "Child welfare workers' attitudes toward culturally diverse consumers." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2595.
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The purpose of this study is to examine child welfare workers' attitudes towards culturally diverse consumers. Social workers from four local foster family agencies were asked to complete a voluntary and anonymous questionaire. The survey also consisted of filling out the Multicultural Counseling Inventory (MCI) which, consisted of forty Likert type questions. The MCI served as an instrument scale to measure the workers' multicultural competencies.
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Lux, Judith Ellen. "An exploratory study of child protective services social worker knowledge of the culture of the deaf." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1792.
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Hachmeister, Philip, and Andrian Satrio. "Services marketing in a cross cultural environment : the case of Brazil." Thesis, University of Gävle, Department of Business Administration and Economics, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-4814.
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ABSTRACT
Aim: Despite the domestic and international importance of services the research about the internationalization of services it is limited. Compared to products, services differ in nature. They are intangible and heterogeneous, meaning they are usually consumed at the point of purchase and are performed, as well as perceived differently. When a service provider wants to market its offerings in culturally distant country, the local country's culture is an important factor during the process of adaptation/standardization of the service. What is acceptable in one country might not be acceptable in another. Thus, this study aims to identify how adaptation/standardization of a service in a foreign country takes place, how the problems of intangibility and heterogeneity are handled.
Method: This study presents the single case of the Swedish medical systems company Elekta and its efforts to market its Gamma Knife Technology, a neurosurgical method, to Brazil. It is based on secondary data, in form of topic related books, scientific articles and internet sources, only. For gathering primary data, an exploratory research design was chosen to conduct a qualitative research. Structured interviews were chosen to acquire data since they are particularly helpful when dealing with complex issues. The interviews were sent in form of email questionnaires to a contact person at Elekta's head quarter in Sweden, as well as the Swedish/Brazilian co-operation. However, both interviewees did not respond contrary to prior agreements.
Result & conclusion: The analysis of the findings revealed that, according to Hofstede's Five Cultural Dimensions both countries differ greatly in culture. Whilst some service characteristics are likely to be fully or mainly standardized, others will have to be adapted in order to fit the local culture. The service itself, as well as the service's process, its people involved and its physical evidence offer great potential for standardization, whereas pricing and promotion tend to be affected strongly by income and language and thus, is likely to require adaptation. Clearly, the local culture plays an important role during the process of adaptation/standardization. Cultural adaption can make service offering more tangible by reducing the gap of misunderstanding. Service providers should standardise service offerings, ideas, values and beliefs connected to the quality of a service and adapt factors related to the market. Standardisation and adaptation can both be implemented successfully in the market. A balanced combination makes services more homogenous and tangible.
Suggestion for further research: There is limited research available concerning the internationalization of services, with special regards to the process of adaptation /standardization. This study is based only on a single case, without primary research. Further research in Trust and Networking is required to complete the model. Furthermore, lacking primary sources from both companies, further research regarding of how both companies are providing services are required.
Contribution of the thesis: This work seeks to make a contribution towards a clearer understanding of international services marketing and the process of adaptation/standardization of services. It emphasizes on the importance of culture during the process of adaptation/standardization with regards to the intangibility and heterogeneity of services. It is based on previous research conduct by Hyder & Fregidou-Malama (2007) focusing on the adaptation/standardization of Elekta's services in Egypt.
Key words: International services marketing, service, adaptation, standardization, culture, intangibility and heterogeneity
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Liu, Zhan. "A cross-cultural analysis of children's attitudes toward physical activity and patterns of participation." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/722188.
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The purpose of this study was to examine attitudes toward physical activity and patterns of involvement among Chinese and American children. Participants were children in grades 3 and 8 in Central China (n=170) and in the Midwestern United States (n=100). Data were obtained by administering a revised inventory for children's attitudes toward physical activity (CATPA), a new CATPA inventory appropriate for grade 3, and a physical activity questionnaire. Separate 2 (Country) X 2 (Gender) X 2 (Age) MANOVAS, follow-up ANOVAs and descriptive statistics were employed to analyze the data. Unlike previous findings, this study indicated that Chinese participants have more positive attitudes toward physical activity while American participants reported more involvement in physical activity. Age and gender differences in attitudes toward physical activity were also found with younger children and girls expressing more positive attitudes. Marked gender and nationality differences in both participation patterns andphysical activity preferences were also evident. The results of the present study supported previous findings that attitude is a function of age and gender.School of Physical Education
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Wang, Chongying. "A cross-cultural study of metaphoric understanding in English and Chinese children and adults from a developmental and cognitive perspective." Thesis, University of Oxford, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670038.
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Topçuoğlu, Tuba. "Parents' use of corporal punishment & children's externalising behaviour problems : a cross-cultural assessment." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609932.
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Kaldi, Stavroula. "Projects about the European Union in the primary classroom environment : cross-cultural and educational case studies." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298732.
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Ahlgrim, Carie Jo. "A Comparison Study of Children's Cognitive Understanding of Conception and Birth: England, Sweden and the United States." Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/AhlgrimCJ2003.pdf.
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Balda, Shanti. "Socialisation experiences and preschool-aged children's social problem solving skills in Australia and India : a cross-cultural study." Thesis, Queensland University of Technology, 1997.
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The research reported in this thesis is an exploration of parental socialization beliefs and practices and preschool-aged children's social problem-solving skills in
Australia and India. The aims of the series of studies were to examine similarities and differences in the role of the family in preschool-aged children's peer experiences, social problem-solving skills of preschool-aged children and the relationship of parenting style and parental control to children's social problem solving
skills.
The research was conducted in two phases. In the first phase, data were collected in Brisbane, Australia. In Brisbane, 100 preschool-aged children and their
parents (100 mothers and 55 fathers) constituted the sample. In the second phase, data were collected in Hisar, India. In Hisar, 178 children and their parents (178
mothers and 149 fathers) participated in the research. In Brisbane, 55% of the children were male, and 45% were female; in India, 48.9% were male 51.1 % were
female. The mean age of the Australian children was 59 months, and that of Indian children, 65 months.
A questionnaire was compiled to gain information from the parents about a number of dimensions concerned with the socialisation of their children within the
family and with peers. The questionnaire enabled parents to provide information on parental socialisation beliefs and practices about friendship characteristics, arrangement of peer contacts and encouragement of social competence. In addition, the questionnaire also enabled parents to provide information on parental control and parental expectations for children's mature behaviour.
There were two versions of the parental questionnaire; one for the Australian sample and one for the Indian sample. For the Hisar study, the questionnaires were translated into Hindi, the national language of India. In Brisbane, parental data was collected through questionnaires. Mothers and fathers were requested to complete the questionnaires
independently. In Hisar, data was collected through interviews. Separate interviews were conducted with mothers and fathers. To assess the children's social problem-solving skills, in hypothetical situations six stories were used. Two stories were concerned with obtaining access to
an object in another child's possession and two stories were concerned with initiating :friendship with an unfamiliar child. Two stories were used to measure children's social problem-solving skills for avoiding the anger of their mothers.
The results of this study indicated that although Australian and Indian parents held similar beliefs about the importance of friendship characteristics, cultural differences reflecting cultural values were found to exist. Indian parents believed that their daughters' friends should be from a range of ages. Indian parents also placed more value on the intellect of their children's friends. Compared to Indian mothers, Indian fathers believed that it was important to know and like parents of children's friend's and also to help children to choose friends.
In both countries, parents believed that social skills were important for their children and they provided social experiences in order to develop children's social
competence and encouraged the development of friendships. Parents, in both countries, for example, expected their children to be friends with well mannered children.
The results indicated that, in comparison to Indian children, Australian children had fewer contacts with peers and they were more involved in organised
activities. Australian parents arranged social contacts and enrolled their children in organised activities to promote social competence. They helped their children to
initiate play sessions and to share toys with other children. In a conflict situation, parents provided their children a chance to settle the problem on their own,
intervened when risk was involved and discussed both sides of the problem with the children.
In contrast, Indian children's contacts with peers were numerous and occurred within the neighbourhood. The availability of a peer network provided an informal context for the development of peer relationships. Indian parents were less likely to help children start a play session, or to share toys with other children and they arranged fewer social contacts for their children. Where Indian parents did
intervene, for instance in children's quarrels, they used direct commands and strategies and imposed their own resolutions.
With regard to social problem-solving skills, a number of differences were found between Australian and Indian children in the solutions they provided to dilemmas associated with object acquisition, friendship initiation and avoidance of maternal anger. For object acquisition, Australian children suggested significantly
more pro-social strategies than Indian children, while Indian children suggested significantly more agonistic strategies and made appeals to authority to gain access
to an object in another child's possession. With regard to initiating friendship with an unfamiliar child, Indian children suggested a significantly higher number of
conversation openers than their Australian counterparts. Whereas Australian children were more likely to seek help from adults. In order to avoid maternal anger, Australian children suggested significantly more replacement and repair for the damaged object than Indian children. In contrast, Indian children were more likely to apologise and admit their mistake and also suggested significantly more
psychologically based strategies, for example, manipulate affect. It appears that children's experiences with peers and in the home may account for these cultural differences.
While parenting style was generally unrelated to children's social problem-solving strategies, in both Australia and India, types of parental control were found to relate to the use of particular social problem-solving strategies.
In Australia, the pattern of results was consistent with previous literature showing a positive association between firm control (paternal) and children's social competence. In this study, firm control (paternal) was positively associated with children achieving higher scores on social problem-solving, using direct strategies to initiate friendship, suggesting apology/truth solutions and being less likely to hide in maternal anger situations.
In India, while there was some support for the positive influence of firm control (maternal), generally findings were less consistent and appeared to reflect possible cultural differences in the perception and use of harsh control and the appropriateness of particular social problem-solving strategies in the Indian context.
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Runciman, Carey Lynn. "A comparative study of the performance of English and Xhosa speaking children on the Wechsler Intelligence Scale for Children-Revised (WISC-R)." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1007467.
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The purpose of this study was to compare the WISC-R subtest score scatter patterns and obtain preliminary normative data on the WISC-R Adjunctive tests (Digit Span Forward; Digit Span Backward; Digit Supraspan; Coding Immediate Recall and Coding Delayed Recall) on a non-clinical population of South African English (n= 15) and Xhosa (n= 12) speaking, standard six children, studying in English medium schools. Tests were administered to 27 subjects, both male (n=19) and female (n=8), with a mean age of 14.1 years (range = 13.3-15.3). The results show that White English speaking children outperform Black Xhosa speaking children on Verbal, Performance and Full Scale IQs and all subtests, but that these differences tended to disappear when Full Scale IQ and school grade average were controlled for. No subtest score scatter was present for either group although more specific test items appeared to be more difficult for Xhosa speaking subjects and may have contributed to generally lowered scores. Results suggest that caution must be employed in assigning Xhosa speaking South African children to absolute IQ categories. However, the WISC-R has validity for diagnostic use on both White English speaking and Black Xhosa speaking South African children as there was no evidence of a significant Verbal IQ/Performance IQ discrepancy, or significant low subtest scatter for either group. Normative tables are presented for the use of WISC-R Adjunctive tests.KMBT_363
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Terrell, Brian Selway 1948. "A cross-cultural study of the school performance of children being raised by their grandparents." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/289127.
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As of 1998 an estimated 4.0 million children under the age of 18 years old are being raised in their grandparents' homes because of various conditions and circumstances in the children's families. The findings of previous research have been mixed as to the academic achievement and school behavior of students being raised by grandparents. Fifty-seven volunteer caregiver-child pairings participated in this study, including 31 grandparent families, 14 single-parent and 12 two-parent families. Using a self-report questionnaire, the caregivers provided information on family structure, grandparent ethnicity, the conditions and circumstances surrounding grandparent involvement, and family relationship. The children were tested individually using standardized measures both for academic achievement (Wide Range Achievement Test 3), and for school behavior (Devereux Behavior Rating Scale--School Form). The Kaufman Brief Intelligence Test was used to control for the intellectual level of the children. The children's teachers rated their classroom behavior. The findings were compared across three family structures: children raised by grandparents, by single parents, and by two parents; and also across three ethnic groups: Black, Hispanic, and White. No significant differences in school performance were observed related to either family structure or to grandparent ethnicity. Several significant differences were found in family relationship across the three family structure groups. Only a few significant correlations were observed between school performance and the conditions and circumstances surrounding grandparent involvement. A number of significant correlations were found between school performance and family relationship. Present findings suggest that the family relationship between the caregiver and the child (more than family structure, ethnicity, conditions and circumstances, or household income) may be related to children's school performance.
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Van, Rooyen Kempie. "The performance of South African and British children on the Griffiths Mental Development Scales- extended revised a comparative study." Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/370.
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The South African context necessitates developmental assessment measures with particular characteristics. A critical examination of a variety of potential measures indicates that there are very few measures available to meet these specific needs. The GMDS-ER is judged to be one such measure. This study explores the performance of South African children aged 4 to 7 years of age as it relates to that of British children (from the standardisation sample). The samples consisted of normal South African (n=129) and British (n=161) children, where normalcy refers to the absence of sensory, physical, or mental handicap. The study was done in an attempt to explore the suitability of using the GMDS-ER in the South African context. More specifically, the following two aims were pursued: 1. To explore and describe the general development of each of four year groups of a sample of British and South African children by utilising the general developmental quotient of the GMDS-ER 2. To explore and describe the comparative developmental profiles of each of the four year groups of a sample of British and South African children across the six developmental areas represented by the subscales of the GMDS-ER. Descriptive statistics and simple t-tests were used to accomplish Aim 1 and Hotellings T2 tests were mainly used in order to accomplish Aim 2. The major findings of the present study were as follows: 1. South African and British children’s overall performances (as measured by the GMDS-ER GQ) are similar. A great deal of variability exists between the GMDS-ER profiles of normal South African and British children (i.e., when individual subscales and year groups are considered). 3. In general, South African children performed better on the Locomotor and Personal-Social Subscales, while British children performed better on the Language and Practical Reasoning Subscales. Performance on the Eye and Hand Coordination Subscale was similar for the two samples and on the Performance Subscale performance was too variable to come to any general conclusions. In view of the findings, caution with regard to the use of the British-based norms in the South African context is recommended. Recommendations are made for the use of the GMDS-ER to help with the identification of specific classes of disorders in the South African context. Further investigation into the applicability of the GMDS-ER for South African use as well as the establishment of South African norms are final recommendations.
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Van, Heerden Rivca. "Exploring normal South African and British children: a comparative study utilizing the Griffiths Mental Development Scales- extended revised." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/629.
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The health status of a substantial number of South African children can be classified as “children at risk” (Luiz, 1999) as the majority of children are influenced by factors such as poverty, poor living conditions and the HIV/AIDS epidemic. These are only some of the influences that contribute significantly to the health status of South African children and consequently their development. It can thus be argued that developmental assessment is imperative in the South African context. One of the most important reasons are that children with special needs in South Africa can be identified and given the opportunity to catch up developmentally and cope successfully as opposed to those who are identified much later (Foxcroft & Roodt, 2006). Furthermore, children in South Africa must begin Grade one in the year in which they turn seven. They may only enter grade one if the school has an opening and if the necessary evidence is provided to the Department of Education that the child will be able to cope with the demands of formal schooling (Department of Education, 2002). Developmental assessment measures therefore needs to be appropriate, accurate and informative in the modern South African context. The need for a measuring instrument to assess children’s overall development and thus their developmental readiness to cope with the demands of formal schooling could be satisfied by the Griffiths Mental Development Scales – Extended Revised (GMDS-ER). This recently revised measure has not been normed on a representative, contemporary South African sample. The purpose of the study was therefore to generate information on the applicability of British norms for the contemporary South African population. This study compared and explored the performance of South African and British children aged 5-years and 6-years on the Griffiths Mental Development Scales - Extended Revised (GMDS-ER). A contemporary South African sample was obtained by testing children between the ages of 5-years and 6-years on the GMDS-ER, whilst the British sample was drawn from the United Kingdom and Eire standardization sample. The British sample was screened for normality and a similar process was followed to establish normality for the South African sample. A matched simple frequency distribution technique (taking into account age, socioeconomic status and gender as variables) was employed to approximate the equivalence between the samples. The profiles were compared by conducting an independent sample t-test with subsequent post hoc analyses to explore potential differences in the performance of the two samples. The major findings of the present study were as follows: 1. There is a significant difference between the South African and British children’s overall developmental profiles (as measured by the GMDS-ER). 2. Generally, South African children performed better on the Locomotor subscale and the Personal Social Subscale (although not statistically significant), whilst British children performed statistically better on the Language, Eye and Hand Co-ordination, and Practical Reasoning Subscales. 3. No significant differences were found for the Performance Subscale which could indicate that South African and British children’s performances on this scale are similar. Further investigations into the applicability of the GMDS-ER for the contemporary South African context are recommended and the establishment of South African norms for clinical utilization is essential. Caution with regard to the utilization of the British–based norms in the South African context is final recommendations.
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Murakami, Miki. "A Study of Compensation for Face-Threatening Acts in Service Encounters in Japan and the United States." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/381.
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This study examines how people compensate for their inability to accommodate the needs of others in service encounters. Being unable to meet others' needs violates the positive face of one of the participants in a discourse. Many previous studies on speech acts demonstrate how people control their utterances to avoid causing a face-threatening act. However, the language behavior that follows a face-threatening act has not yet received much focus. This paper looks at two different kinds of data in Japan and the United State (hereafter "U.S.") using two different approaches: observation and role-play. In the first, the observational phase, the author acted as a customer in several convenience stores in Japan and asked for an item that they did not carry. In the U.S., a native English speaker interacted with the salesclerk as the customer. (No recording device was used in either situation.) All exchanges were immediately recorded by hand and later coded by semantic formulas. In the second, the role-play phase, native speakers were asked to role-play a parallel situation in which they acted as a salesclerk and had to react to not being able to satisfy customers' requests. The results demonstrate that Japanese sales clerks compensate in the face of their inability to meet another's need (they avoid a direct face-threatening act) whereas most U.S. sales clerks do not attempt to compensate for their inability. These behaviors correlate with social expectations of the participants within both respective service encounters. Moreover, the results also suggest a re-thinking of speech acts and emphasize the importance of natural data.
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Burkhardt, Käthe-Erla. "Fears in a selected group of middle childhood South Africa children : a cross cultural study." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52843.
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Thesis (MSc)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: The primary aim of this study was to determine the content, number, level and pattern of fears expressed by a culturally diverse selected group of middle childhood children in the Stellenbosch area. The secondary aim of this study was to establish whether there were any differences in the fears expressed with respect to culture, gender and socio-econmic status (SES) as well as to ascertain any differences with respect to the two fear measuring instruments. The two fear measuring instruments administered were the Free-Option Method (FOM) and the Fear Survey Schedule for Children Revised (FSSC-R). The FOM was used to determine the content and number of fears and the structured FSSC-R, to establish the content, number, level and pattern of fears. A predominantly quantitative method of data collection was used. In all, three questionnaires were completed by 404 middle childhood children between the ages of 8 and 12 years, attending four primary schools in the Stellenbosch area. These questionnaires comprised of the Biographical questionnaire, the FOM and the FSSC-R and were administered in the same order as mentioned. The data was also analysed in a quantitative manner. Culture was defined in the terms of the main representative cultural communities III the Stellenbosch area, namely, black, white and coloured South African children. The content of fears based on the results of the FOM yielded only a few similarities upon comparisons to the findings of previous studies. This, however, may be due to variations in the methodology of the FOM among studies. Similarities were found regarding the content of fears based on the FSSC-R results implying that certain fears are universal. The fear of crime or crime related aspects featured among the ten 11:0stcommon fears for all the children regardless of the measuring instrument used. The number and level of fears for the three cultural groups were the highest for the black South African children, followed by the coloured South African children while the white South African children displayed the lowest number and level of fears. The number and level of fears for all three cultures were generally higher than found elsewhere in the world according to previous studies. The pattern of fear was similar for all three cultures. Gender differences for all three cultures were consistent with preVIOUS research with girls expressing more fears than boys. Girls also displayed a higher level of fears on all the five factors than the boys. The number and level of fears was the highest for children coming from lower SES background than those coming from higher SES background. Difficulties were experienced with regard to sample size and SES and a caution to use the results regarding SES as only tentative guidelines is given. The similarities between the results on the two measuring instruments, the FOM and the FSSC-R, were sparse emphasising a need for the development of emic assessment tools. In the conclusion, recommendations for future studies are provided.
AFRIKAANSE OPSOMMING: Die prim ere doel van die onderhawige studie was om die inhoud, aantal, vlak en patroon van uitgesproke vrese deur 'n kultureel diverse geselekteerde groep van kinders in die middelkinderjare in die Stellenboscharea, te bepaal. Die sekondere doel van die onderhawige studie was om vas te stel of daar verskille was in die uitgesproke vrese wat uitgedruk is met betrekking tot kultuur, geslag en sosio-ekonomiese status (SES), sowel as die vergelyking tussen die twee meetinstrumente vir vrese. Die twee meetinstrumente wat toegepas is, is die "Free Option Method" (FOM) en die "Fear Survey for Children Revised" (FSSC-R). Die FOM was gebruik om die inhoud en aantal vrese te bepaal, terwyl die FSSC-R gebruik was om die inhoud, aantal, vlak en patroon van vrese te bepaal. 'n Oorwegende kwantitatiewe metode van data insameling is gebruik in hierdie studie. In totaal is drie vraelyste beantwoord deur 404 kinders in die middelkinderjare tussen die ouderdomme van 8 en 12 jaar, wat tans vier primere skole in die Stellenbosch area bywoon. Die drie vraelyste bestaan uit die Biografiese vraeIys, die FOM en die FSSC-R en is toegepas in die voorafgaande volgorde. Die data is ook kwantitatief geanaliseer. Kultuur is omskryf in terme van die hoof verteenwoordigende kultuurgemeenskappe III die Stellenbosch area, naamlik: swart, wit en kleurling Suid-Afrikaanse kinders. Die inhoud van die vrese wat op die resultate van die FOM gebaseer is, het weinig ooreengestem met ander navorsingsbevindings. Die verskynsel kan heeIwaarskynlik toegeskryf word aan die wisselende metodiek van die FOM in navorsing. 'n Groot mate van ooreenstemming met betrekking tot die inhoud van vrese wat gebaseer is op die FSSC-R resuitate, is bevind met betrekking tot verwante navorsing. Die implikasie hiervan is dat sekere vrese wel universeel is. Vrese vir geweld of geweiddadige aspekte het gefigureer onder die tien mees algemene vrese vir al die kinders, ongeag die meetintrument wat toegepas is. Die aantal en viak van vrese vir die ver~killende kuItuurgroepe was die hoogste vir die swart Suid-Afrikaanse kinders, gevoig deur die van die kleurling Suid- Afrikaanse kinders, terwyI die wit Suid-Afrikaanse kinders met die Iaagste aantal en vlak van vrese gepresenteer het. Die aantal en viak van uitgesproke vrese vir al drie kultuurgroepe was oor die algemeen hoer as die van navorsingbevindinge elders in die wereld. Die patroon van vrese was egter dieselfde vir die drie kultuurgroepe. Geslagverskille ten opsigte van al drie kultuurgroepe is in ooreenstemming met ander navorsingsresultate bevind. Meisies het, vergeleke met seuns, meer vrese, sowel as 'n hoer vlak van vrese op al vyf faktore van die FSSC-R getoon. Kinders vanuit 'n laer SES agtergrond het 'n groter aantal, sowel as hoer vlak van vrese ervaar as kinders vanuit 'n hoer SES agtergrond. As gevolg van die probleme wat ondervind is met die steekproefgrootte en die bepaling van SES, word gemaan om die resultate met betrekking tot SES net as tentatiewe riglyne te interpreteer. Daar was baie min ooreenstemming tussen die resultate van die twee meetinstrurnente, die FOM en die FSSC-R, wat die behoefte aan die ontwikkeling van gepaste meetintrurnente beklemtoon. Ten slotte word enkele riglyne vir verdere navorsing aanbeveel.
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Walker, Cyndi D. (Cyndi Dianne). "Stress in Parents of Children with ADHD vs Depression: a Multicultural Analysis." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278888/.
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Parents of children with Attention Deficit Hyperactivity Disorder (ADHD) are often reported as experiencing more stress than parents of normal children. The bulk of this research has been conducted primarily on a Caucasian population, however, providing little information regarding multicultural aspects of parenting stress. Research has also been lacking in attention given to the stress related to parenting a child with internalizing disorders.
The purpose of this study was 1) to compare parenting stress reported by mothers of children with ADHD to parenting stress reported by mothers of children with depressive disorders, and 2) to compare parenting stress as reported by Caucasian, African American, and Hispanic mothers.
Results indicated that mothers of ADHD children experienced more parenting stress related only
to their children's hyperactive and distracting behaviors. Contrary to previous research, Caucasian mothers reported significantly more overall and parent-related parenting stress than African American mothers.
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Nebo, Kathleen Fromayan, and Darlena Allen. "Working with ethnic-minority families: Evaluating the need for cross-cultural training within Riverside County Child Protective Services." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2830.
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FOLEY, SARAH VERONICA. "ETIOLOGICAL FACTORS IN MENTAL RETARDATION OF CHILDREN FROM TWO CULTURES: IMPLICATIONS FOR ASSESSMENT." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183912.
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The purpose of this study was to determine the prevalence of known etiological factors in mildly mentally handicapped students across minority and nonminority groups and to examine the similarities of these patterns. A comparison of early diagnoses was also made. The total population of all children labeled Educable Mentally Handicapped (EMH) and attending regular elementary schools within one of the largest districts in the southwest served as the sample for the present study. There were 128 children, 64 minorities and 64 nonminorities. The student records were reviewed for data regarding etiological factors, previous diagnoses and early medical factors. A pilot study which involved administering a questionnaire to a sample to twenty-eight social workers was conducted to ascertain the validity of obtained data. Eight specific hypotheses were addressed. A Chi-Square analysis yielded information about the patterns of category similarities (congenital, prenatal, perinatal, postnatal and familial), between two groups as well as the presence of professional diagnosis. A set of five factorial analysis of variance were performed to examine the impact of age, number of symptoms, presence of professional diagnosis and length of hospital stay on IQ scores of children in both groups. A discriminant function analysis was performed to determine the discriminatory power of four variables (IQ, length of hospital stay, number of symptoms and presence of professional diagnosis). The prevalence of perinatal and postnatal symptoms and diagnoses occurred with high frequency for both groups. Congenital factors occurred significantly more for the nonminority group. The findings indicated that there were no significant differences across minority and nonminority groups in terms of intellectual functioning due to the impact of the four previously mentioned variables. Consistent with the ANOVA results, the information obtained from the discriminant function analysis suggests similarity of the two groups in terms of the four variables. The results were discussed in relation to the utility of early etiological information and the importance of such research. The implications of such findings for placement of children in general in these classes or for the children from minority groups in particular, were emphasized.
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Stiles, James W. "From chameleons to koalas exploring Australian culture with pre-service teachers through children's literture and international experience /." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086105676.
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Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains xi, 279 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Barbara Lehman, College of Education. Includes bibliographical references (p. 241-255).
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Locklear, Von Sevastion. "A cross cultural study to determine how mental health is defined in a tri-racial county in southeastern North Carolina /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487261919113203.
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LÃlis, Ana Luiza Paula de Aguiar. "Cross-cultural adaptation and validation of Infant Sleep Questionnaire for use in Brazil with caregivers of children from 12 to 18 months." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=15470.
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CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel SuperiorA avaliaÃÃo de alteraÃÃes no comportamento do sono em crianÃas com e sem paralisia cerebral por meio de instrumento psicomÃtrico se faz importante, sendo o Infant Sleep Questionnaire (ISQ) um questionÃrio que avalia o relato dos pais sobre o comportamento do sono em crianÃas de 12 a 18 meses. Objetivou-se traduzir, adaptar e validar o ISQ para a versÃo brasileira com cuidadores de crianÃas com e sem paralisia cerebral. Estudo do tipo metodolÃgico, desenvolvido no NÃcleo de Tratamento e EstimulaÃÃo Precoce, no AmbulatÃrio Especializado de Pediatria e no Centro de Desenvolvimento Familiar da Universidade Federal do CearÃ. Seguiu as cinco etapas do processo de adaptaÃÃo transcultural: 1. TraduÃÃo inicial; 2. SÃntese da traduÃÃo; 3. TraduÃÃo de volta ao idioma original; 4. RevisÃo pelo Comità de Especialistas; e 5. Teste da versÃo prÃ-final com 10 cuidadores de crianÃas saudÃveis e com 10 de crianÃas com paralisia cerebral. ApÃs essa fase, o ISQ- versÃo brasileira foi aplicado a 50 cuidadores de crianÃas saudÃveis e 20 cuidadores de crianÃas com PC, totalizando uma amostra de 70 cuidadores. A validade de conteÃdo foi verificada por meio do julgamento de trÃs juÃzes e pelo Ãndice de validade de conteÃdo (IVC). A validade de construto foi analisada pela comparaÃÃo da pontuaÃÃo final do questionÃrio entre os grupos e da associaÃÃo dessa pontuaÃÃo com variÃveis sociodemogrÃficas do cuidador e clÃnicas da crianÃa. Considerou-se o intervalo de confianÃa de 95% (p<0,05) para todos os testes. Os dados foram coletados com o FormulÃrio para CaracterizaÃÃo dos Participantes e o ISQ- versÃo brasileira. O processo de adaptaÃÃo transcultural resultou em um instrumento vÃlido (IVC=0,93). Quanto a comparaÃÃo da pontuaÃÃo do ISQ- versÃo brasileira por grupos de cuidadores, a maioria das mÃdias das questÃes nÃo apresentou diferenÃa estatisticamente significante por grupo, exceto a questÃo cinco (p=0,046). Todavia, a chance da crianÃa com PC apresentar dificuldade para dormir à 2,6 vezes maior do que a da crianÃa saudÃvel e a mÃdia da pontuaÃÃo total do ISQ- versÃo brasileira mostrou-se mais elevada no grupo de cuidadores de crianÃas com PC (13,25), quando comparada a mÃdia do grupo de cuidadores das crianÃas saudÃveis (8,86), sendo essa comparaÃÃo entre as mÃdias estatisticamente significante (p=0,017). A testagem da confiabilidade indicou que os valores do Alpha de Conbrach, Coeficiente de Spearman-Brown e Coeficiente de Guttman Split-Half foram acima de 0,70 e a aplicaÃÃo do teste-reteste por meio do r de Spearman (p<0,001), teste de Wilcoxon (p>0,220) e McNemar (p=1,000) indicaram uma adequada estabilidade entre a primeira e segunda aplicaÃÃo das nove das dez questÃes do questionÃrio. O processo de traduÃÃo e adaptaÃÃo do ISQ-versÃo brasileira resultou em um instrumento adaptado, confiÃvel e vÃlido à lÃngua portuguesa adotada no Brasil.
A avaliaÃÃo de alteraÃÃes no comportamento do sono em crianÃas com e sem paralisia cerebral por meio de instrumento psicomÃtrico se faz importante, sendo o Infant Sleep Questionnaire (ISQ) um questionÃrio que avalia o relato dos pais sobre o comportamento do sono em crianÃas de 12 a 18 meses. Objetivou-se traduzir, adaptar e validar o ISQ para a versÃo brasileira com cuidadores de crianÃas com e sem paralisia cerebral. Estudo do tipo metodolÃgico, desenvolvido no NÃcleo de Tratamento e EstimulaÃÃo Precoce, no AmbulatÃrio Especializado de Pediatria e no Centro de Desenvolvimento Familiar da Universidade Federal do CearÃ. Seguiu as cinco etapas do processo de adaptaÃÃo transcultural: 1. TraduÃÃo inicial; 2. SÃntese da traduÃÃo; 3. TraduÃÃo de volta ao idioma original; 4. RevisÃo pelo Comità de Especialistas; e 5. Teste da versÃo prÃ-final com 10 cuidadores de crianÃas saudÃveis e com 10 de crianÃas com paralisia cerebral. ApÃs essa fase, o ISQ- versÃo brasileira foi aplicado a 50 cuidadores de crianÃas saudÃveis e 20 cuidadores de crianÃas com PC, totalizando uma amostra de 70 cuidadores. A validade de conteÃdo foi verificada por meio do julgamento de trÃs juÃzes e pelo Ãndice de validade de conteÃdo (IVC). A validade de construto foi analisada pela comparaÃÃo da pontuaÃÃo final do questionÃrio entre os grupos e da associaÃÃo dessa pontuaÃÃo com variÃveis sociodemogrÃficas do cuidador e clÃnicas da crianÃa. Considerou-se o intervalo de confianÃa de 95% (p<0,05) para todos os testes. Os dados foram coletados com o FormulÃrio para CaracterizaÃÃo dos Participantes e o ISQ- versÃo brasileira. O processo de adaptaÃÃo transcultural resultou em um instrumento vÃlido (IVC=0,93). Quanto a comparaÃÃo da pontuaÃÃo do ISQ- versÃo brasileira por grupos de cuidadores, a maioria das mÃdias das questÃes nÃo apresentou diferenÃa estatisticamente significante por grupo, exceto a questÃo cinco (p=0,046). Todavia, a chance da crianÃa com PC apresentar dificuldade para dormir à 2,6 vezes maior do que a da crianÃa saudÃvel e a mÃdia da pontuaÃÃo total do ISQ- versÃo brasileira mostrou-se mais elevada no grupo de cuidadores de crianÃas com PC (13,25), quando comparada a mÃdia do grupo de cuidadores das crianÃas saudÃveis (8,86), sendo essa comparaÃÃo entre as mÃdias estatisticamente significante (p=0,017). A testagem da confiabilidade indicou que os valores do Alpha de Conbrach, Coeficiente de Spearman-Brown e Coeficiente de Guttman Split-Half foram acima de 0,70 e a aplicaÃÃo do teste-reteste por meio do r de Spearman (p<0,001), teste de Wilcoxon (p>0,220) e McNemar (p=1,000) indicaram uma adequada estabilidade entre a primeira e segunda aplicaÃÃo das nove das dez questÃes do questionÃrio. O processo de traduÃÃo e adaptaÃÃo do ISQ-versÃo brasileira resultou em um instrumento adaptado, confiÃvel e vÃlido à lÃngua portuguesa adotada no Brasil.
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Sanagavarapu, Prathyusha, of Western Sydney Nepean University, and Faculty of Education. "Cultural specificity in maternal metacognitive guidance of preschoolers' puzzle-solving." THESIS_FE_XXX_Sanagavarapu_P.xml, 1999. http://handle.uws.edu.au:8081/1959.7/551.
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This thesis explores cultural specificity and universality in maternal metacognitive guidance of preschoolers’ puzzle-solving. Anglo-Australian and immigrant Indian mothers’ interactions with their 4-year-old children on a puzzle-solving task were videotaped, and the mothers were interviewed about their views on child development, adult guidance and interpretations of puzzle-solving. The nature of the metcognitive guidance was analysed with respect to task initiation, task regulation, metcognitive guidance, strategic assistance, speech styles, and forms of sustaining the child’s mindfulness. The results generally supported the notions of cultural universality and specificity in maternal metcognitive guidance. While similarities were noted in mothers’ collaboration, supportive intent and verbal strategic guidance, differences were revealed in task initiation, linguistic mediation, non-verbal strategic guidance and metacognitive modeling. The findings on metcognitive guidance as a function of gender of the child indicated similarities, suggesting that differential guidance of male and female children’s metacognitive learning may be less pronounced in the preschool years compared with later childhood years. Indian mothers guided and supported their male children’s metcognitive/strategic learning more frequently than did Australian mothers. The findings are discussed in the light of notions of socio-cultural and activity theories.Doctor of Philosophy (PhD) (Education)
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Cribari-Assali, Carla Maria. "A cross-cultural view on well-being : children's experiences in the Tibetan diaspora in India and in Germany." Thesis, University of Stirling, 2014. http://hdl.handle.net/1893/21916.
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This dissertation explores children’s (6-8 years old) perspectives and experiences of well-being in two different cultural contexts: in a Tibetan day-school (India) and in a German day-school (Germany). Ethnographic research was conducted with participants of a second-grade class (mixed gender) for six months at each site, 3-4 days a week in 2012. Participant observation was complemented by interviews with the children as well as with the staff of the school, documented by fieldnotes and sound recordings. Data was collected in line with postmodern grounded theory methodology and preliminary analysis accompanied the process of the fieldwork. The thesis explores the children’s views and social practices related to well-being which prove to be different in both cultures: the Tibetan children emphasized being skilful as a basic condition for well-being, while friendship with peers was most important at the German school. At both sites, the children would establish these conditions for well-being through competitions. Furthermore, the children’s different views and the social practices are considered against the backdrop of two ‘transcultural’ indicators of well-being: self-confidence and resilience. These indicators were not selected randomly but chosen inductively during fieldwork, as the difference in self-confidence and resilience between the children’s groups at each site was noticeable. The thesis demonstrates how these differences in self-confidence and resilience are likely to have been related to a) the children’s particular views and social practices linked to well-being b) the manner in which childhood is constructed within the children’s societies and c) particular basic beliefs and worldviews prevalent within the children’s societies. The results emphasize the usefulness of researching well-being cross-culturally and suggest that (socio-culturally specific) self- and worldviews significantly influence children’s well-being.
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Mitchell, Dove Lakindra Michelle. "Got Hair that Flows in the Wind: The Complexity of Hair and Identity among African American Female Adolescents in Foster Care." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2321.
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African American children are disproportionately over-represented in the child welfare system. Many of these children linger in the system and experience disconnection from their biological families, communities, cultural beliefs, values, and practices. Familial socialization and cultural exposure are essential to developing a positive ethnic identity and self-concept. For African American female adolescents, hair and hair care are critical areas for such socialization and support. This qualitative study explored the hair and hair care perceptions and experiences of African American female adolescents in foster care. The goal was to examine hair and hair's connection to, and influence on, sense of self and self-esteem for African American female adolescents in foster care.
Eleven African American female adolescents participated in individual interviews, and grounded theory was used to analyze the data. Four major themes emerged: hair care, perception of hair and identity as an African American female, societal influences on self-awareness, and influence of the foster care system. Results from the study indicated African American female adolescents in foster care identify hair as important. Participants noted hair is connected to appearance and shapes who they are and how they view themselves as African American females. Participants addressed the complexity of hair and politics associated with hair. The findings further emphasized the role of racial socialization and the importance of a supportive hair care environment. Participants also discussed their awareness of societal influences on their perception of African American women. They offered recommendations for improving the hair care experiences of African American children in foster care, for supporting positive development of identity and self-esteem, and for implementing standards of practice that will ensure these youths' cultural needs are addressed in the child welfare system.
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Mathoho, Evelinah. "Cultural differences in using a telephone answering machine : views on conveying information or maintaining relationships." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1989.
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Gonzalez, Norma Elaine. "Child language socialization in Tucson: United States Mexican households." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185809.
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Previous studies in child language socialization have adopted the approach of studying how children become competent members of their social groups through the use of language. This study began as an attempt to study child language socialization within selected Tucson U.S. Mexican households within this prevailing paradigm. During the course of fieldwork, it was found that the complexities of Borderlands structural and hegemonic relationships could not be adequately addressed within a theoretical assumption of homeostatic and monosemic communities. The ambiguities of "Mexican-ness" do not provide a consensually agreed upon or collectively implicit framework for language socialization. Instead, fluid domains are contested and negotiated as language socialization is construed as a constitutive process of "selfhood" for the child. Rather than replicating and reproducing previously transmitted information, certain parents and caregivers were found to actively engage in constructing an ethos for their own childhood experiences. Multivocality within multiple interactive spheres was identified as parents and caregivers often alternated between symbolic resistance and opposition, and accomodation. Additionally, an affective base for language socialization is postulated. An "emotion of minority status" that is structurally constituted and embedded within regional hegemonic relations is presented as a formative backdrop for children in this population. The essential methodology involved lengthy ethnographic observations coupled with audiocassette recordings of naturally occurring speech. Caregivers were supplied with tape recorders and cassettes and were asked to record interaction within the households, specifically at mealtime, bed time and homework sessions. In-depth open-ended interviews were taped with parents, and in some cases, grandparents, regarding their own perceptions of child-rearing, language habits, and value orientations. Extensive household histories, detailing residential, labor and family history, were also collected.
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Lee, Jee Hyang. "A cross-cultural study of Hwa-Byung with middle-aged women between native Koreans in South Korea and Korean immigrants in the United States." Thesis, The University of Iowa, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3638398.
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Hwa-Byung, known as an anger illness, was conceptualized in Korean culture and listed in the glossary under Culture-Bound Syndromes in the Diagnostic and Statistical Manual of Mental Disorders (4th ed.; DSM-IV; American Psychiatric Association, 1994). Hwa-Byung develops when the emotions of anger have been suppressed for a long period of time and it becomes difficult to control those feelings. Common complaints of Hwa-Byung have two dimensions, psychological and physical symptoms. The prevalence of Hwa-Byung exhibits gender differences in that the majority of individuals who experience Hwa-Byung are women between the ages of 40 and 60. However, as the number of Korean immigrants in the United States continues to increase and their issues draw attention from researchers, the topic of Hwa-Byung receives little. Because Korean immigrants in the United States share a cultural background with their origin of ethnicity, and at the same time, may also assimilate the American culture during the acculturation process, this study will address the cultural differences in Hwa-Byung between native Koreans who live in South Korea and Korean immigrants in the United States. Accordingly, the purpose of this study was to examine the differences and similarities of Hwa-Byung in native Korean middle-aged women in South Korea and Korean immigrants in the United States, roughly between the age range of late-30's to middle 60's, by investigating the influencing factors of stressful life events, stress response, anger expression, and demographic background.
A sample size of at least 200 participants, required for each group, using both paper-pencil and web-based methods, depended on participants' preferences, which were influenced by a gap in ages and the level of familiarity with and/or ability to access Internet. Participants were randomly selected from major cities, both in South Korea (including Seoul, Incheon, Busan, Daejeon, and Gyeonggi Province) and the United States (including Chicago, New York, and Los Angeles), using similar proportions of ages for both groups for the equivalences of participants in cross-cultural research.
Survey measures included five instruments: (a) the Hwa-Byung scale (Kwon, Kim, Park, Lee, Min, & Kwon, 2008); (b) Life Stress for Korean women (Chon & Kim, 2003); (c) stress response inventory (SRI) (Koh, Park, & Kim, 2000); (d) anger expression (Hahn, Chon, Lee, & Spielberger, 1997), and (e) demographic background that measured the variables used in this study. To minimize the weakness of language differences used in the different cultural contexts, survey packages for Korean immigrant participants in the United States were formatted in both Korean and English for each item. Thus, a translation process became necessary, especially for the Korean instruments of the Hwa-Byung Scale, Life Stress for Korean women and Stress Response Inventory (SRI), from Korean into Englishtwo of which were (originally developed by Korean researchers) . On the other hand, native Koreans submitted only the Korean version of questionnaires because they fully understood the meaning of questionnaire statements, as well as in order to get rid of possible distractions by the inclusion of English sentences.
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Keel, Monique. "Refugee settlement: Acculturation, ethnic identity, ethnicity and social network development." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1269.
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Refugees arriving in Australia undergo a number of settlement processes including adaptation and acculturation, social support and network development, and an exploration of their ethnic identity. This research examines the settlement processes of mixed marriage refugees from what was Yugoslavia who arrived in Perth, Western Australia in the early to mid 1990's. A mixed marriage is one where the couple are from different ethnic backgrounds. This research has two main aims. The first aim is to examine the processes of acculturation and adaptation, the development of social support networks, and ethnic identity, within the refugees. These processes provide a framework from which to understand the settlement process. The second aim is to investigate the initial settlement programs and supports provided by Australia's government and community groups, and to provide recommendations for future service provision. Throughout the research, the experiences of the refugees are located within the sociopolitical context of the conflict in what was Yugoslavia and their migration. The impact of the refugees' ethnicity and ethnic identity is also considered. The research was comprised of a study in two stages. The first stage involved scoping interviews with critical participants and refugees to identify key conceptual domains for the purpose of guiding subsequent interviews. The second stage consisted of multiple-case, conversational interviews with 12 mixed marriage refugees from what was Yugoslavia. Data was analysed thematically and the results indicated that the participants were moving towards an acculturation outcome of bi-culturalism. The majority have taken out Australian citizenship, were proud of and grateful for it and saw it as a security for the future. The results also indicated that ethnicity impacts on the development of social networks. The participants generally socialised with other mixed marriage refugees as they felt comfortable and emotionally supported by them. Mainstream Australians provided more instrumental support. The participants referred to a feeling of belonging to Australia increasing with participation in the community and have made substantial efforts to understand the Australian way of life. Feeling part of the Australian community was a process that was taking time. The participants described their ethnic identity as either Yugoslav or Bosnian, regardless of their ethnicity. Whilst maintaining this identity, being Australian was also important and did not conflict with feeling Yugoslav or Bosnian. The links between the various settlement processes are discussed as well as the validity of the research process and recommendations for future research and for settlement programs. The results illustrated the diversity of experiences of the participants as well as a commonality resulting from their being in a mixed marriage. With respect to the second aim, the initial settlement experience is characterised by stress, due in part to the nature of the refugee experience and exacerbated by a lack of English, receiving confusing and untimely information, difficulties in finding work and difficulties in meeting mainstream Australians. The refugees who went through the On-Arrival Accommodation program felt less supported than those who went through the Community Resettlement Support Scheme, which offered a chance to meet Australians and provided better material assistance.
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Zevallos, Zuleyka, and zzevallos@swin edu au. "'You have to be Anglo and not look like me' : identity constructions of second generation migrant-Australian women." Swinburne University of Technology, 2004. http://adt.lib.swin.edu.au./public/adt-VSWT20050323.142704.
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My thesis explores the social construction of identity of 50 second generation migrant-Australian women aged 17 to 28 years using a qualitative methodology. I conducted in-depth semi-structured interviews with 25 women from Latin American backgrounds and 25 women from Turkish backgrounds. My study investigated the intersections of ethnicity, gender, sexuality and nationality. I found that the Latin women constructed their ethnic culture in reference to their country-of-origin traditions, and that they also identified with a pan-ethnic Latin culture that included migrants from other South and Central America countries. I found that the Turkish women constructed Turkish culture in reference to their religious practices, and they saw themselves as �Muslim-Turks� who identified with an Islamic pan-ethnic culture that included Muslim migrants from different national backgrounds. The women in both groups drew upon Anglo-Australian culture when it came to their gender and sexuality constructions. The Latin and Turkish women did not see themselves as �typical� women from their migrant communities. Instead, their sense of femininity was informed by what they saw as Australian egalitarianism. The women in both groups saw Anglo-Australians� gender relationships as an ideal, and as one woman said of Anglo-Australians, �how much more equal can you can get?� The women�s social construction of the nation was equally influenced by multiculturalism and an Anglo-Australian identity. They highly valued their Australian citizenship and felt positive about their lives in Australia. At the same time, they had faced ongoing racism and they reported that other people judged their Australian identities through racial characteristics. One woman said that in order for people to be accepted as Australian, �you have to be Anglo and not look like me�. Despite this sense of social exclusion, the majority of my sample held hybrid migrant-Australian identities. I develop a threefold typology of the women�s identities, and I found that 13 women did not see themselves as Australian, 36 women saw themselves as partly-Australian, and one woman held an exclusively Australian identity. I argue that narratives of multiculturalism and Anglo-Australian identity influenced the women�s social construction of identity. Their belief that Australian identity was multicultural was at odds with their experiences of racism and their own self identities, and so I examine the women�s beliefs in reference to an �ideology of multiculturalism�. This ideology supported the women�s contribution to the nation as second generation migrants, and ultimately, they expressed an unwavering support for Australian multiculturalism.
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Cipywnyk, Raissa Sonia. "The effect of a cultural program in the visual arts on students' ethnic attitudes." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/28595.
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The purpose, of this research study was to attempt to discover if a unit of study on aspects of the visual arts of the people of India and Indo-Canadians could result in positive attitude change toward this target group. The basic premise upon which the program was developed was that improved ethnic attitudes could be generated by focussing on similarities in beliefs and practices among the cultures of India, Indo-Canadians, and mainstream Canadians as reflected in their aesthetic products.
The research design used was a nonequivalent control group design. Three intact sixth grade classes in a large suburban school district comprised the sample. Two classes participated in the program while the third class was used as a control group. All three groups were pre- and posttested on measures indicating their attitudes towards Indo-Canadians. A Semantic Differential Measure and a Bogardus Social Distance Scale were the major instruments. This experimental design was complemented by the observation of the two treatment groups throughout the implementation period.
The results of the posttest indicate that a significant positive change in students' attitudes took place as a result of the treatment. The exploration of cultures and cross-cultural similarities in beliefs and practices through the visual arts would therefore appear to be a promising means of improving attitudes towards ethnic groups.Education, Faculty of
Graduate
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Imaeda, Chieko. "Cross-cultural pragmatics: Politeness for the customer in spoken aspects of service in the restaurant in Australian English and Japanese." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/755.
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In listening to members of different cultures, it is possible to feel bad, even while recognising that the speaker is trying to speak politely. Sometimes we do not feel very comfortable with someone else’s speech, even though their expressions might be very polite with the choice of specific linguistic forms to show a high level of formality such as terms of address and specific types of formulaic expression such as ' I (don 't) think ... ' or ' I (don't) believe' . The speaker may be intending to speak politely in a considerate way. But the hearer's reaction may be quite different.
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Scheldeman, Griet. "Performing diabetes : balancing between 'patients' and 'carers', bodies and pumps, Scotland and beyond." Thesis, University of St Andrews, 2006. http://hdl.handle.net/10023/11085.
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This study is about young people (age 11-16) with diabetes. Based on fieldwork in a paediatric diabetes centre in Scotland, it describes the ways diabetes is lived and done by young people, their health carers and insulin pumps. This enactment is contrasted with other ways of doing diabetes, as observed on short fieldwork trips to paediatric centres in Brussels, Gothenburg and Boston. I explore the dynamics of diabetes care on two levels. I consider the interaction between health carers and patients. Comparative data from various paediatric centres make apparent how culturally and socially informed approaches towards adolescence, health and illness shape both care practices and patients' experiences, resulting in different medical outcomes. Concretely in the Scottish centre, a non-hierarchical holistic care approach by health carers emphasizing quality of life over health, informs the young people's perspective on diabetes. Being a free adolescent takes priority over managing diabetes, with the results of ill health and possible future complications. The existing dynamics in this care framework change as a third actor enters the scene: the insulin pump, a pager-sized technological device continuously attached to the body. I explore the balancing act between young people and their pumps. As the adolescents actively engage with their pumps not to search for better health but rather to pursue a better quality of life, the guiding question becomes: how can a technological device for insulin injection double as a tool towards a desired identity and a different illness? This work then, can be read as a concrete case study of how a uniform technological device is embedded and used in a specific cultural and social context. It can also be read as an argument for a re-orientation of paediatric diabetes care in the Scottish centre: care centred on collaboration and inclusion rather than focused on merely containing underlying conflict (between adults and adolescents, diabetes and life, health and quality of life). Centres in Brussels, Gothenburg and Boston, and the insulin pump concretely, show how collaboration can lead to good health and quality of life. To leave us to wonder: is 'doing diabetes differently' synonymous with 'doing a different diabetes'?
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Cheung, Ngar-wing Anita, and 張雅穎. "Children culture of the visual: to what extent can the HK art curriculum address the intercultural diversityin art acquisition?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35329634.
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Lachman, Jamie Max. "Building a rondavel of support : the development and pilot randomised controlled trial of a parenting programme to reduce the risk of child maltreatment in low-income families with children aged three to eight years in South Africa." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:7787ef3c-48f0-4e7f-b9eb-a959d5a50eaf.
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Background: In high-income countries, parenting programmes have been shown to be effective in reducing the risk of child maltreatment. However, there is limited evidence of their effectiveness in low- and middle-income countries. This thesis focuses on the development and pilot randomised controlled trial (RCT) of a parenting programme to reduce the risk of child maltreatment in low-income families with young children in Cape Town, South Africa. Methods: This thesis is comprised of three studies submitted as papers for publication. The first study focused on the development of an evidence-informed, locally relevant parenting programme for families with children aged three to eight years in Cape Town, South Africa. Intervention development took place over three stages: (a) identification of core intervention components common in evidence-based parenting programmes; (b) formative evaluation using qualitative in-depth interviews and semi-structured focus groups with South African practitioners and low-income parents; and (c) integration of evidence-based approaches and local contextual issues to develop the intervention structure, protocols, and manual. The second study used a pilot RCT (N = 68 parent-child dyads) to examine the evaluation feasibility and initial effects of the parenting programme developed during the first study in Cape Town - the Sinovuyo Caring Families Programme. Parents of children aged three to eight years with clinical levels of parent-reported child behaviour problems were randomly allocated to either a 12-session, group-based parenting programme or a wait-list control group. Primary outcomes included parent-report and observational assessments of positive parenting, harsh parenting, and child behaviour problems; secondary outcomes included parent-report of parent depression, parenting stress, and social support. Assessments occurred at baseline and immediate post-test (i.e., 3-months after baseline). The third study was a mixed-methods process evaluation assessing the feasibility of the parenting programme based on three theoretical dimensions: participation, implementation, and acceptability. Quantitative data included attendance registers, fidelity checklists, satisfaction surveys, and parent-report of engagement in home practice activities. Qualitative data included post-programme focus groups with community facilitators (n = 8), individual interviews with a randomly selected group of parents (n = 15), transcripts from parenting sessions, and minutes from supervision sessions with facilitators. Results: In the first study, the formative evaluation suggested that many evidence-based parenting programme components and approaches were compatible with the local cultural context. These included managing child behaviour problems, learning effective discipline strategies, building positive parent-child relationships, and reducing parenting stress. Findings also suggested that programmes may benefit from including additional content on keeping children safe in violent communities, communicating about HIV/AIDS and poverty, involving fathers and alternative caregivers, and incorporating cultural values of social responsibility and respect. The pilot RCT in the second study showed high levels of study recruitment and retention, outcome measurement reliability and response rates, and a minimal effect of clustering due to delivering the intervention in groups of parents. Analyses showed moderate intervention effects for parent-report of increased positive parenting and observations of improved child-led play. However, observational assessments also found reduced frequency of positive child behaviour in the treatment group in comparison to controls. In the third study, quantitative results showed high levels of programme acceptability, implementation, and participation. Thematic analysis of qualitative data identified seven themes related to feasibility: (a) receptivity to strengthening existing parenting practices, (b) initial resistance to new parenting skills, (c) contextualising content within a cultural framework, (d) reinforcing implementation fidelity and improving quality of delivery, (e) challenges delivering content on nonviolent discipline, (f) supporting participant involvement, and (g) engagement in a collaborative learning approach. Conclusion: This thesis is the first in sub-Saharan Africa to use a systematic approach to develop and rigorously pilot a parenting programme to reduce the risk of maltreatment against young children in low-resource settings. Initial results indicate that a parenting programme derived from evidence-based approaches is feasible, culturally acceptable, and has the potential to reduce the risk of child maltreatment by improving positive parenting behaviour. Further intervention development and testing is necessary to strengthen core programme components and determine programme effectiveness.
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Kozlova, Alexandra. "Family support for meeting the needs of families with children in Eastern Europe (Lithuania, Moldova, Russia and Ukraine)." Thesis, University of Oxford, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669818.
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Huh, Cheong Rhie. "Sociocultural factors in the loss of one's mother tongue: The case of Korean immigrant children." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1187.
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Sawires, Jacqueline. "The effects of acculturation level and parenting styles on parent-child relationships within the Egyptian culture." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1708.
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The purpose of this study was to examine the relationship between the parental level of acculturation and parenting styles on parent/child conflict among Egyptians since no research has been done in this area on this population.
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Haghshenas, Abbas Public Health & Community Medicine Faculty of Medicine UNSW. "Negotiating norms, navigating care: the practice of culturally competent care in cardiac rehabilitation." Awarded by:University of New South Wales. School of Public Health and Community Medicine, 2006. http://handle.unsw.edu.au/1959.4/32280.
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BACKGROUND Increasingly, it is recognised that the unique needs of people from culturally and linguistically diverse backgrounds (CaLDB) should be addressed within a framework of cultural competence. To date, there are limited data on the issues facing CaLDB patients in the Cardiac Rehabilitation (CR) setting. Appreciation of an individual???s values, attitudes and beliefs underpins negotiation of behaviour change in the CR setting. Therefore an understanding of patient and professional interactions is of key importance. OBJECTIVES The focus of this study has been to undertake an exploration of CR service delivery to people from culturally and linguistically diverse backgrounds, using Arabic speaking people as an exemplar of a CaLDB group. More broadly, this research project has sought to identify factors, which influence the practice of health professionals towards CaLDB patients, and to develop a model for evaluation of culturally competent health care in the CR setting. The study sought to achieve these aims by addressing the following research questions: 1. In what way do health practitioners in CR adjust their treatment and support to accommodate the perceived needs of CaLDB communities? 2. In what way do factors (such as individual and organisation perspectives) influence the adjustment of clinical practice and service delivery of CR practitioners; and what are practitioners??? and patients??? perception of barriers and facilitators to service delivery? 3. To what level are CaLDB patients satisfied with CR services? This study design is comprised of the following elements: (1) interviews with health practitioners and Arabic speaking background patients as an exemplar of CaLDB patients; (2) review of policy and procedure documents and medical records; and (3) field observation. METHOD This thesis embraces a qualitative approach as the primary method of investigation to align with the exploratory and descriptive nature of the study. The main methods used in the study were: in depth interviews with health professionals and patients; field observations; appraisal of relevant documents and consultation with expert panels. Study samples were selected through a purposive sampling strategy.Data were analysed using the method of content analysis, guided by the research questions. FINDINGS In total, 25 health professionals (20 female and 5 male) and 32 patients (21 male and 11 female) were interviewed. The method of qualitative content analysis was used for data analysis. Data analysis revealed four major themes: 1) The challenging context; 2) Tuning practices; 3) Influencing factors; and 4) Goodness of fit. The study demonstrated a challenging context for CR delivery, both from the perspective of patients and health professionals. Data reveal a process of reflection, negotiation, and navigation of care by CR health professionals in an effort to understand and meet the diverse needs of CALDB patients. CONCLUSION On the basis of the study findings, a process-oriented model of tuning practice to achieve cultural competence in CR delivery is proposed to inform policy, research and clinical practice.
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Rodriguez, Denise, and Allen Kay Sackett. "Attitudes and practices of corporal punishment with ethnicity and religiosity as predictive variables." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2040.
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Chiang, Jing Fen. "Cultural impact on customer perception of service quality in the hotel industry: A comparative study of Eastern and Western respondents." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3041.
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The purpose of the study was to investigate cultural aspects that influence customer perception of service quality in the hotel industry, specifically those that influence Eastern and Western respondents. A questionnaire was developed to assess cultural differences on perceptions, which included a modified version of the SERVQUAL scales, an instrument used to measure service quality. The convenience sample consisted of students enrolled in the MBA program at a Western university (N=152; Eastern=57.9%, Western=34.9%, Other=7.2%). Findings indicated that there were no significant differences between Eastern and Western cultures in perceptions of service quality. A sample questionnaire is included.
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Shim, Young Hee Kim. "The influence of Wangtta on God-images of Koren children : a pastoral assessment." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53771.
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Thesis (DTh)--Stellenbosch University, 2003ENGLISH ABSTRACT: The need for this research arose from the phenomenon of Wangtta which has recently become a widespread form of anti-social behavior. It causes tremendous stress to Korean children, especially affecting primary school children who are emotionally very vulnerable and who still are in the process of forming their self-image and worldview. The dissertation is an attempt to investigate the social and cultural phenomenon of Wangtta in order to provide some help to parents, teachers and pastoral care takers concerned with meeting the needs of children who are victims of Wangtta. Wangtta is an extreme form of violent peer pressure which includes physical and verbal assaults. It takes the form of peer group tyranny. Individuals vent their anger, frustration, and feeling of defeatedness on victims among their own peers. Their aim is total excommunication of an individual from the group. In this way they achieve a distorted sense of superiority. Wangtta seems to be the outcome of confused identity and devastated spirituality resulting from the impact of clash between conflicting cultures, worldviews and spirituality. The phenomenon of Wangtta should there be assessed against the background of Shananism, Confusionism and Buddhism. Thus the reason for cultural and systemic approach. Empirical research, using questionnaires, showed the self-image of Korean children to be extremely weak and fragile due to existing cultural processes of change and transformation. The basic hypothesis is that in terms of a theological anthropology, self-images and God-images are interrelated to each other and to such a degree that they greatly affect the person's ability to cope with severe crises in life. In order to help children to establish a healthy self-image, pastoral care should focus on the refraiming of God-images. The establishment of appropriate God-images will not only promote more constructive and purposeful coping mechanisms by children, but will also change their attitude to life. The God-images of children have to be represented, redirected and reframed according to a worldview determined by Christian spirituality. The outcome of this dissertation is that pastoral care to the phenomenon of Wangtta implies a God-image determined by a theopaschitic stance in pastoral theology: l.e. the notion of a suffering God. The dissertation opts for the notion: God as a Soul Friend and a Partner for life. Pastoral care to the phenomenon of Wangtta therefore implies a God-image which can foster hope and grant forgiveness. The dissertation stresses the importance of the cross-cultural and spiritual dimension of pastoral care within the postrnodem culture of the Korean society.
AFRIKAANSE OPSOMMING: In die lig van radikale sosio-ekonomiese en kulturele verskuiwings gedurende die laaste gedeelte van die twintigste eeu, was die Koreaanse samelewing onderworpe aan ingrypende transformasieprosesse. Die impak hiervan het aanleiding gegee tot 'n unieke anti-sosiale gedragspatroon onder veral kinders, genoemd: Wangtta. Vanwee uitermate stres en 'n gevoel van onbehae onder Koreaanse kinders, fokus die navorsing op laerskoolkinders wat op emosionele vlak uiters weerloos en ontwrig is. Die navorsing fokus op die slagoffers van Wangtta ten einde pastorale hulpverleners en ouers in staat te stel om sulke kinders te versorg en te beraad. Wangtta word beskryf as 'n ekstreme vorm van sosiale geweld en groepsdruk. Vanwee verhoogde fisieke en verbale geweld verkeer die slagoffers van Wangtta onder buitengewone emosionele druk. Wangtta word beskryf as 'n unieke Koreaanse gestalte van groepsdruk en sosiale geweld as gevolg van die wisselwerkende verband tussen postrnodernisme en die religieuse tradisies soos Confusionisme, Shamanisme en Boedisme binne die Koreaanse kultuursituasie. Die verskuiwing van 'n mono-, hierargiese kultuur na 'n gesekulariseerde postmodeme en globale kultuur het 'n geweldige impak op gesinstrukture gehad. Binne 'n kultuur waar skaamte 'n groot rol speel,. is Wangtta beskryf as 'n psigo-sosiale reaksiefenomeen wat impakteer op die selfbeeld van kinders en hul spiritualiteit. Met behulp van 'n empiriese ondersoek is die uiters brose selfbeeld van Koreaanse kinders beskryf. Die basiese hipotese van die navorsing is dat binne die raamwerk van 'n teologiese antropologie, daar 'n direkte wisselwerkende verband tussen selfbeeld en Godsbeeld bestaan. 'n Dergelike lnteraksie bepaal deurslaggewend kinders se geloof [spirituele identiteit] en hul hantering van lewenskrisisse. Die basiese argument van die proefskrif is dat 'n toepaslike Godskonsep en 'n rekonstruksie van Godsvoorstellinge in die pastorale beradingsproses, kinders kan help om meer konstruktief en doelgerig binne sosiale transforrnasieprosesse op te tree. Op pastoraal-teologiese vlak bevind die proefskrif dat 'n wegbeweeg van 'n outoritere en outokraties-hierargiese Godsbegrip na 'n meer patosvolle Godsbegrip, kan bydra tot die heling van persoonlike identiteit. Die proefskrif sluit aan by die teopasgitiese paradigma, naamlik die konsep van God se weerloosheid, God se Vriendskap en Sy identifikasie met ons lyding. God as Vriend en Lewensbondgenoot, Lewenspartner kan slagoffers van Wangtta help tot 'n nuwe toekomsgerigte en hoopvolle lewensorientasie, Die pathoskomponent in kinders se Godsbeeld, kan daartoe bydra dat die konsepte van genade, vergifnis en versoening opnuut nuwe betekenis kry in 'n pastorale krisisberading aan beide die slagoffers en die oortreders [skuldiges] van Wangtta. Die beskrywing an die fenomeen Wangtta beklemtoon die belangrikheid van kruis-kulturele pastorale berading binne die Koreaanse konteks met 'n herformulering van die spiritualiteitsdimensie in die lig van 'n pastorale Godkonseprekonstruksie.
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Donahoo, Susan Eileen. "Child rearing experiences and views of parent-child interactions among American and Taiwan young adults." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1223.
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Kaminaka, Kunie. "Multiple strategies for vocabulary development in English as a foreign language in Japan." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1488.
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Van, Tonder Phia. "WISC-IV performance of South African grade 7 English and Xhosa speaking children with advantaged versus disadvantaged education." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003920.
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Research reveals that the level as well as the quality of education plays a role in the determination of an individual's intellectual capacity. Substantial differences in quality of education for black and white individuals were experienced in South Africa due to Apartheid. Compared to the traditionally white Private and Model C schools, Township/ DET schools had limited resources, as well as a separate syllabus and examination system, a situation that has not improved substantially since democratisation in 1994. Research on black South African adults with the WAIS-III has confirmed significant influences on IQ in association with exposure to either such advantaged (Private/Model C) schooling, or disadvantaged (Township/DET) schooling. However to date there has been no published research on the use of the Wechsler intelligence tests on a black South African child population similarly stratified for quality of education. Therefore, for the purposes of this study, the latest Wechsler Intelligence Scale for Children (WISC-IV) was administered to a sample of 36 Grade 7 learners between the ages of 12-13 (mean 13.01 years), stratified for quality of education to form three comparative groups. Data analyses revealed significant differences on the WISC-IV Factor Indices and Full Scale IQ with the English speaking Private/Model C school group performing the best, followed by the Xhosa speaking Private/ Model C school group, and the Xhosa speaking Township/ DET school group performing the worst. This continuum of lowering is understood to occur abreast of a continuum of decreased exposure to relatively advantaged education. These normative indications are considered to have vital implications for the use of the WISC-IV in the South African cross-cultural situation where vastly differential educational opportunities continue to exist.
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Müller, Otto. "Service quality perceptions among different cultures in the Nelson Mandela Metropole." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/d1011687.
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Managing cultural differences in today’s work environment has received the attention of researchers all over the world. What has received far less attention is the managing of the cultural differences between service provider workers and customers and how this is perceived to lead to achieving great service quality. This research project focuses on the cultural differences between culturally diverse South African service provider workers and South African customers, with some reference to international customers. The questionnaire used in this research includes questions embodying the service quality instruments developed by Parasuraman, Zeithaml, and Berry (1988) and Hofstede’s (1991) cultural dimensions. The questionnaire was completed by 81 students of the East Cape Midland College in the Nelson Mandela Metropole. A Pearson’s correlation coefficient was calculated for each service quality instrument and each cultural dimension. The resulting correlation coefficients were analysed and a positive or negative correlation between each service quality instrument and each cultural dimension is shown. The implications of each positive and negative correlation are shown and how it impacts on perceived service quality delivery. The implications for service quality management are shown, followed by recommendations for the management of a culturally diverse workforce.
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Van, der Merwe Adele. "A comparison of WISC-IV test performance for Afrikaans, English and Xhosa speaking South African grade 7 learners." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1002585.
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his study builds on South African cross-cultural research which demonstrated the importance of careful stratification of multicultural/multilingual normative samples for quality of education in respect of English and African language (predominantly Xhosa) speaking adults and children tested with the WAIS-III and WISC-IV, respectively. The aim of the present study was to produce an expanded set of preliminary comparative norms on the WISC-IV for white and coloured Afrikaans, white English and black Xhosa speaking Grade 7 children, aged 12 to 13 years, stratified for advantaged versus disadvantaged education. The results of this study replicate the findings of the prior South African cross-cultural studies in respect of quality of education, as groups with advantaged private/former Model C schooling outperformed those with disadvantaged former DET or HOR township schooling. Furthermore, a downward continuum of WISC-IV IQ test performance emerged as follows: 1) white English advantaged (high average), 2) white Afrikaans advantaged and black Xhosa advantaged (average), 3) coloured Afrikaans advantaged (below average), 4) black Xhosa disadvantaged (borderline), and 5) coloured Afrikaans disadvantaged (extremely low). The present study has demonstrated that while language and ethnic variables reveal subtle effects on IQ test performance, quality of education has the most significant effect – impacting significantly on verbal performance with this effect replicated in respect of the FSIQ. Therefore caution should be exercised in interpreting test results of individuals from different language/ethnic groups, and in particular those with disadvantaged schooling, as preliminary data suggest that these individuals achieve scores which are 20 – 35 points lower than the UK standardisation.
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Reyes, Alberta M. "Alternative Interventions Used to Help Mexican-American Students Improve Academic Achievement in Grades 9 - 12." NSUWorks, 2012. http://nsuworks.nova.edu/shss_dcar_etd/11.
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The purpose of this qualitative research study employing a cross-case analysis on previous case studies is to better understand the engagement of Latino students in a small number of cultural sensitivity programs and the teaching practices that are factors in the development of their academic achievement. In the traditional infrastructure of public schools, assimilation is built on fundamental values aligned with the U.S. political establishment rather than on the value of adaptation to the demands and conflicts of other cultures. Thus, less-empowered groups are at a disadvantage resulting in subgroups abandoning their ideas and reducing their contributions to human capital. In this study, the focus is alternative programs, specifically programs in which a there is a balance in the learning process between the teacher and student emphasizing the development of enhanced understanding of the cultural contexts an integral part of academic learning for Mexican American students. Also included in the case studies are innovative intervention programs that specifically help students improve academic achievement in Grades 9-12, especially those for students who are Mexican immigrants or of Mexican American ancestry in the state of California. The literature discusses concepts of assimilation, enculturation, oppression, culture capital, and the high and low contexts within the theoretical framework. Empirical literature revealed a deeper understanding of the relationship between Latino student learning styles and the dominant Eurocentric traditional academic culture within classroom practices. In sum, in the cross-case analysis of the 21 case studies, various features emerged across the cases that were categorized into three general themes: (a) alternative interventions, (b) caring, and (c) culturally responsive teaching/pedagogy.
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Hawkins, Misty Anne. "Affective traits and adiposity : a prospective, bidirectional analysis of the African American Health study data." Thesis, Proquest, 2013. http://hdl.handle.net/1805/4840.
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Indiana University-Purdue University Indianapolis (IUPUI)Research indicates that negative affective traits (e.g., depression) are predictors and consequences of excess adiposity. Given that racial minorities and positive affective traits have been underrepresented in past investigations, more prospective studies are needed which examine multiple affective traits in relation to obesity in these populations. The objective of the current study was to investigate the prospective, bidirectional associations between multiple affective traits and multiple adiposity indicators in African Americans using data from the African American Health (AAH) study. The AAH study is a prospective cohort study of African Americans aged 49-65 years at baseline (N = 998). The longest follow-up period in the current study was 9 years (N = 579). Self-reported and measured body mass index (BMI; kg/m2) and body fat percent (BF%) were used as adiposity indicators. Depressive symptoms were assessed with the 11-item Center for Epidemiologic Studies-Depression Scale (CES-D), and anxiety was assessed using the Generalized Anxiety Disorder-2 (GAD-2) scale. Positive affective traits were assessed with the Vitality subscale of the Short Form-36 and Positive Affect subscale from the CES-D. Latent variable path analysis, a structural equation modeling technique, was conducted. Although fit statistics indicated that the models fit the data (RMSEA < .06), examination of the structural paths revealed that the CES-D and GAD-2 were not predictors or consequences of self-reported BMI, measured BMI, or BF% (ps > .05). Likewise, Vitality and CES-D Positive Affect were not related to any adiposity indicator (ps > .05). The results of this prospective cohort study suggest that affective traits are not predictors or consequences of adiposity in middle-aged African Americans and that this group may require obesity prevention or intervention programs with little to no emphasis on affective traits. Possible explanations for the current results include ethnic differences in the mechanistic pathways between affective traits and adiposity.
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Finlay, Shannon. "Exploring challenges specific to cross racial adoption in Gauteng." Diss., 2006. http://hdl.handle.net/10500/2176.
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An empirical study was undertaken to conduct applied, exploratory, descriptive research to establish challenges specific to cross racial adoption in Gauteng, South Africa.
The objectives of the overall aim were:
* to conduct empirical work and to collect data through the use of focus groups with parents who have cross racially adopted, in order to explore challenges specific to cross racial adoptions
* to conduct analysis in order to describe the findings of the empirical data
* to conduct a thorough literature review on available literature pertaining to cross racial adoption
* to draw conclusions and make recommendations on the completion of the afore mentioned objectives
The empirical study demonstrated that:
* Parents who cross racially adopt do experience challenges and there are challenges specific to cross racial adoption
* A number of the challenges experienced by parents who cross racially adopt are directly linked to a lack of support throughout the adoption process
* A need exists for a comprehensive model of support for parents who cross racially adopt
The empirical study was successful in identifying, exploring and describing challenges experienced by parents who cross racially adopt in Gauteng.Social work
M.Diac.(Play Therapy)
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Horton, Janell M. "Exploring the cultural experiences of family case managers : an interpretative phenomenological analysis." Thesis, 2014. http://hdl.handle.net/1805/4034.
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Indiana University-Purdue University Indianapolis (IUPUI)This study explored the lived experiences of family case managers who routinely work with families who are culturally different from themselves. The purpose was to understand and interpret the meaning of culture and cultural difference as it relates to the engagement process with families. The research also sought to understand whether cultural insensitivity or bias may contribute to the overrepresentation of children of color in the child welfare system. The author conducted 10 in-depth, semi-structured interviews with graduates of a large, research-intensive Midwestern university’s Title-IV-E Social Work Program, who also were employed as family case managers in public child welfare. Interviews were transcribed and analyzed using Interpretative Phenomenological Analysis and the analytic process of the hermeneutic circle. Results suggest the concept of culture is a complex term that encompasses many characteristics and a number of dimensions. In addition, four themes were identified as underlying the engagement process with culturally different families. These themes routinely overlapped, and family case managers often had to attend to each of the thematic areas simultaneously. At nearly every step in the engagement process, family case managers modulated their interactions in order to find balance and stability in their relationship with the family. Finally, poverty was revealed to be the most salient cultural difference in working with families involved in the child welfare system. These results have important implications for social work education, child welfare practice, and research on the overrepresentation of children of color in the child welfare system.