Dissertations / Theses on the topic 'Family as their children's teachers'
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Uchida, Chiharu Hashimoto. "The Concordance Between Children's Performance During a Standardized Testing Session and Teachers' Observational Assessment in the Classroom." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392803116.
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Wamalwa, Fredrick Masinde. "Formation of children's human capital in Kenya: The role of teachers, private schools and the family." Doctoral thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/27068.
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In this thesis, we contribute to knowledge about the human capital formation of children in Kenya in three interrelated essays. We focus on Kenya due to the declining learning outcomes the country is experiencing, in the wake of increasing public spending in the education sector. The first essay examines the effect of teacher subject knowledge, pedagogical skill, teacher effective instruction time and teacher classroom practices on grade 4 language and maths test scores. Our results show that a one standard deviation increase in the teacher's knowledge in language (maths) increases student test scores by 0.075 (0.126) of a standard deviation in language (maths). An additional hour of teacher effective instruction time increases student achievement by 0.051 and 0.059 score standard deviations in language and maths, respectively. The second essay estimates the size of the effect of private school attendance on literacy (language) and numeracy (maths) skill acquisition among children drawn from lower primary grades (grades 2-4) in Kenya. Using a household survey data, we apply different estimation techniques (OLS, fixed effects and propensity score matching) to deal with the potential endogeneity of school choice. We find positive and significant effects of private school attendance on both language and maths achievements across all the estimation techniques. For instance, the household fixed effects yield a private school premium of 0.13 to 0.21 score standard deviation in maths and language, respectively. The third essay examines the effect of the gender and order of birth of a child on intra-household investments in, and educational outcomes of, children in Kenya. We measure the intra-household education investment in children by the household's decision to enrol a child in a private school. We define educational outcomes by two variables: completed years of education and relative grade progression. We control for the potential endogeneity of child's gender, birth order, family size and household level unobservables using household fixed effects model. We find no female advantage in terms of private school enrolment. However, there is a consistent female advantage in terms of completed years of education and relative grade progression. We find significant negative birth order effects on private school enrolment, completed years of education and relative grade progression.
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O'Claire-Esparza, Kelly J. "Parental and Teacher Priorities for Children's Requisite Kindergarten Entry Skills." DigitalCommons@USU, 1998. https://digitalcommons.usu.edu/etd/2575.
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This study examined mothers', fathers ', preschool teachers', and kindergarten teachers' opinions regarding children's requisite kindergarten entry skills. Participants were 101 preschool teachers from eight counties in northern Utah, as well as 113 kindergarten teachers and 286 parents of kindergartners from five school districts in northern Utah. Questionnaires were administered to assess opinions regarding (a) the preschool teachers' role in preparing children for kindergarten, (b) the parental role in preparing children for kindergarten, (c) priorities for requisite kindergarten entry skills, (d) the importance of specific skills emphasized in preschool, and (e) the importance of specific skills emphasized in kindergarten.
Findings indicated that teachers agreed significantly more so than parents that preschool teachers could do more to prepare children for kindergarten. When asked what their child's preschool/day care teacher has done, parents' responses were similar to preschool teachers' when asked what they had done, suggesting consistency in what is taught in preschools, and strong communication with parents.
All groups similarly agreed that parents could do more to prepare children for kindergarten. While reading to children and reading/writing skills were the most popular responses listed by all four groups, some significant differences emerged regarding what parents could do. Kindergarten teachers mentioned reading to children and language/communication skills more frequently than did the other groups. Moreover, fathers mentioned responsibility/self-help skills less frequently than all other groups.
All four groups ranked how to listen, how to follow directions, and how to feel confident as the three most important requisite kindergarten entry skills. The four least important skills for parents, and preschool and kindergarten teachers were how to count, how to raise one's hand, how to write, and how to read.
Significant differences existed between all groups' ratings of the importance of specified skills to be emphasized in preschools/day care centers, as well as for skills to be emphasized in kindergarten, although the mean ratings for each skill were moderately high. Mothers, preschool teachers, and kindergarten teachers rated most skills higher than did fathers. Preschool and kindergarten teachers rated most skills very similarly.
Implications of these findings for parents, and preschool and kindergarten teachers are discussed. Suggestions for future research are then offered.
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Sayers, Robin C. "Understanding children's perceptions of teacher-child relationships in kindergarten: The role of child and family characteristics." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1617965085375737.
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Kim, Mina. "Finding identity through feminism professional challenges for teachers of young children /." [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3161793.
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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2005.Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0081. Adviser: Jesse Goodman. Title from dissertation home page (viewed Oct. 11, 2006)
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Warren, Angela. "The School-Based Family: Coaches and Teachers as Parental Figures for Orphans and Vulnerable Children in Ugandan Schools." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3252.
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The purpose of this study was to qualitatively examine the possible formation of surrogate families within Ugandan schools to provide a context for positive development experiences, especially for orphans who lack positive development opportunities provided by parents. The sample for this study consisted of 66 Ugandan Secondary School students from eight schools in the Mukono district of Uganda. This study found a potentially widespread family formation pattern between students and their teachers/coaches. More than 75% of students self-identified their teacher and/or coach as family. The results provide insight concerning why orphans and vulnerable children are forming surrogate families with staff members at school. Teachers and coaches were able to offer the students positive developmental assets and were therefore identified as family.
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Despain, Shannon Marie. "A Content Analysis of Family Structure in Newbery Medal and Honor Books, 1930 -- 2010." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3648.
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Newbery books are a reliable representation of quality children's literature. They have not previously been formally evaluated by the family structures represented in the books. This content analysis considered 87 contemporary realistic fiction Newbery winner and Honor books since the 1930s that portray families in English-speaking, western settings. The family structures portrayed in these books were compared with the family structure categories of the decade in which each book is set. Percentage comparisons revealed that the 1930s, 1940s, and 1950s do not represent the actual family structures of their time period. After the Age of New Realism began in the mid 60s, the family structures in the books more closely matched the family structures of their decade, but several discrepancies remained.
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Haines, Lisa Catherine. "Perceived Need of Directors for Family Therapy-Related Services in a Child Care or Preschool Setting." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/31119.
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The purpose of this study was to investigate preschool and child care directors' perceptions about the potential for introducing family therapy-related services into a child care or preschool environment, and in particular, to explore their opinions about the extent to which children are affected by parental stress, to assess directors' awareness of the field of marriage and family therapy, to determine the extent of their current collaboration with family therapists or other mental health providers, and to gather their thoughts concerning the possibility of successfully bridging the professions of child care and family therapy in the future. Seventy-two of the 197 directors surveyed responded to the mailed questionnaire. Descriptive statistics were used for the quantitative data, while the qualitative data was evaluated using the method of content analysis.
Quantitative results revealed: 1) Most of the participants believed that children are at least somewhat affected by their parents' stress, 2) Over half of the participants were familiar with marriage and family therapists as trained professionals who focus on systemic treatment of the family as a whole unit, 3) Less than half of the participants currently offer on-site mental health services, 4) While it seems that participants routinely refer parents to and consult with mental health providers, they are least likely to consult with or refer to marriage and family therapists, and 5) Almost all of the participants identified at least one obstacle to providing family therapy-related services in their child care centers or preschools.
Limitations and implications for clinicians and future research are also discussed.Master of Science
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Torres, Maria Beatriz. "Communication Challenges and Conflicts that Sojourner Children Experience with Parents, Peers and Teachers due to Acculturation with the American Culture." Ohio University / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou997192316.
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Srikanth, Shwetha. "Effects of Family, Child, and Teacher Demographics on Prekindergarten Children's Access to and Use of Numeracy and Spatial Materials in the Early Education Setting." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1443.
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Florida’s Voluntary Pre-Kindergarten program (VPK) aims to ensure that all 4-year-olds are prepared to excel in K-12 mathematics. Early numeracy/spatial skills are predictive of success in K–12 mathematics. No research has examined whether VPK classrooms are equipped with the materials necessary to teach numeracy/spatial skill. The Pre-Kindergarten Numeracy and Spatial Environment Survey was created to examine the frequency of access to and use of numeracy/spatial materials in VPK classrooms. The 69-item survey was completed by the lead educator from a sample of 62 pre-kindergarten classrooms in Miami-Dade County. Regression analysis results suggest the location of the pre-kindergarten center, the sex distribution of the children in the classrooms or the number of years of experience that the educator has as a lead teacher along with the extra training courses undertaken by the teachers does not affect the access to or the use of, numeracy and spatial materials in the classrooms.
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Wild, Charles Richard. "Could the integration and development of teachers' pastoral role into the childcare framework provide a key to rebalancing child protection work so as to prioritise Section 17 and Part III of the Children Act 1989?" Thesis, University of Sheffield, 2002. http://etheses.whiterose.ac.uk/3423/.
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The hypothesis underpinning this research study suggests that the integration of schools into the childcare framework could provide a key to re-balancing child protection work so as to prioritise the Children Act's family support provisions. It is the researcher's contention that an essential element in this re-balancing process would be the development of a more effective early detection system. In this respect, it is proposed that the educational establishment could fulfil this role given its unique position to gather information and to liaise with other agencies at a community level. Whilst this position has been recognised to a limited extent, the education service could be utilised to a far greater extent to reinforce the philosophy of the 'Framework for the Assessment of Children in Need and their Families' and as such Part III of the Children Act. A brief summary of the implications and considerations to arise from an analysis of the research data is as follows: Information concerning children in need is available within schools, though the utilisation of this information varied considerably between schools. Liaison can successfully take place between schools and other agencies at a community level. Greater clarification is required in terms of the scope a Child Protection Liaison Teacher's duties/responsibilities in order to address the variation in practice indicated by the sample. Consequently, formalisation in terms of guidance documentation, training and/or the personnel undertaking the role of CPLT is required. Greater support and training of teaching staff in general is also required if schools are to be integrated into the childcare framework. Whilst schools could undertake the early detection role proposed by the hypothesis a great deal will nevertheless depend upon how that information is subsequently utilised, i.e. in order to identify children in need or to pursue the current practice of risk assessment.
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Candia, Sofia, and Sara Brodén. "Får jag vara inkluderad? : En kvantitativ studie om sambandet mellan familjestruktur, familjerelation och tillit till lärare." Thesis, Södertörns högskola, Socialt arbete, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-44343.
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The purpose of this study was to investigate and deepen the understanding of how children's family structure interacts with trust in teachers and whether a possible connection can be explained by family relationships. We also examined whether the child's trust in teachers can be affected by the child's financial situation. The interest is based on a previous study conducted by us which showed a connection between family structure, relationship and trust. The study was conducted quantitatively by analyzing secondary data using logistic regression analysis. The results of the study showed that there may be a connection between the variables examined because children living with two parents had higher odds of trusting their teachers than children of single parents. The conclusions that could be drawn based on the results and their relation to previous research and theories were that parents may distribute their resources differently to children, depending on the family constellation, which may affect the attachment. The connection, in turn, seemed to affect the relationship between parents and children, which thus seemed to mediate with low trust in teachers, similar to family structure in the form of divorced parents. This was further discussed by mentioning that this cannot be seen as a causal link as other factors may have contributed to this impact.Syftet med denna studie var att undersöka och fördjupa förståelsen kring hur barns familjestruktur samverkar med tillit till lärare samt huruvida ett eventuellt samband kan förklaras av familjerelationer. Vi ville även undersöka om tilliten till lärare kan bli påverkat av barnets ekonomiska situation. Intresset grundades i tidigare studier genomförda av författarna vilka visade på att det kunde finnas ett samband mellan familjestruktur, relation och tillit. Studien genomfördes kvantitativt genom att analysera sekundärdatat med hjälp av en logistisk regressionsanalys. Studiens resultat visade på att det fanns ett samband mellan de undersökta variablerna då barn som bor med två föräldrar hade högre odds att lita på lärare än barn till självstående föräldrar, oavsett om det gällde mödrar eller fäder. Slutsatserna som kunde dras utifrån studien och dess relation till tidigare forskning och teorier var att föräldrar kunde fördela sina resurser olika på barn, beroende på familjestruktur, vilket kunde påverka anknytningen. Anknytningen tycktes i sin tur påverka relationen mellan föräldrar och barn vilket således tycktes mediera med lågt förtroende för lärare. Detta diskuterades vidare genom att nämna att detta inte kan ses som ett orsakssamband eftersom andra faktorer kan ha bidragit till detta samband.
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Olsson, Elin. "Social Relations in Youth : Determinants and Consequences of Relations to Parents, Teachers, and Peers." Doctoral thesis, Stockholms universitet, Institutet för social forskning (SOFI), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-56122.
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The thesis includes three empirical studies on Swedish children’s well-being. Central themes in these studies are how children’s social relations are influenced by and influence other dimensions of their well-being. The studies are framed in the introductory chapter, which includes an international comparison of children’s social relations. Study I analyses whether relations with parents and teachers are associated with the adolescent’s social background and whether the positive consequences of having strong relations are more important for disadvantaged adolescents. The results, based on nationally representative survey data, confirm that strong social relations are conducive to adolescents’ school and psychological outcomes, and show that disadvantaged adolescents have weaker relations with parents and teachers. Furthermore, these results imply that relations with teachers are of particular importance for disadvantaged adolescents’ outcomes, while parental relations are equally important for both advantaged and disadvantaged adolescents. Study II investigates the social side of consumption by studying the association between adolescents’ economic resources and their relations with peers. Analyses on nationally representative survey data; which include children’s own responses, as well as information from parents and register data, show that economic resources, in terms of both household economy and adolescents’ own resources, are positively associated with peer relations. Study III analyses whether final grades in compulsory school are influenced by the sex composition in school classes. Analyses using register data show that boys’ grades are negatively affected by the share of girls in school classes in typical female school subjects. Girls’ grades are negatively affected by the share of boys with highly educated parents. The proposed explanation behind the results is that sex composition effects are due to negative social comparisons with the other sex.At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: Submitted.
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Lee, Kirk. "Rituals, roles, and responsibilities included in a Hmong funeral a guidebook for teachers to better understand the process their Hmong students experience in a time of family loss /." [Chico, Calif. : California State University, Chico], 2009. http://csuchico-dspace.calstate.edu/xmlui/handle/10211.4/179.
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Leonard, Sierra K. ""I See Their Purpose": Looking at the Role of Family Advocates in Partnering with Families and Advocating for Children in Guatemala City." UKnowledge, 2015. http://uknowledge.uky.edu/edsrc_etds/22.
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The purpose of this study was to get an in-depth, complete picture of a social worker and child/family advocate in Guatemala City, Guatemala. The intent was to study the participant’s work and responsibilities in order to examine how she processed and completed her dual role as social worker/advocate and mother to a group of children in a children’s home. A focus on responsibility, the effect of her dual role, and the influence of her personal and religious convictions emerged throughout the study. The participant’s unique position in a dual role offered insight into the various aspects of advocacy and intervention in the developing county of Guatemala.
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Amaral, Maria Cristina Fontes. "Registros e avaliação na educação infantil: entrecruzando olhares para qualificar as práticas." Universidade Federal de Juiz de Fora, 2014. https://repositorio.ufjf.br/jspui/handle/ufjf/794.
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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Este trabalho tem por objetivo compreender, a partir dos significados atribuídos por professores, familiares e crianças aos registros pedagógicos produzidos em uma instituição de educação infantil, como esses registros podem se configurar como elementos para subsidiar a avaliação das práticas e do desenvolvimento infantil nesta etapa da educação básica. Desse objetivo central, decorrem outras questões: (i) como os professores da educação infantil estão registrando e documentando o cotidiano das crianças nas instituições? (ii) Em quais momentos e com quais finalidades professores, familiares e crianças produzem ou consultam tais registros? (iii) Quais os significados atribuídos por esses diferentes atores às práticas de registro? (iv) De que modo esses registros podem contribuir para a formação de adultos e crianças? Busca-se compreender essas questões a partir dos aportes teórico-metodológicos da psicologia histórico-cultural, para a qual a historicidade dos fenômenos é tomada como categoria central. Consideramos que os registros materializados, por meio de múltiplas linguagens, medeiam a interação entre sujeito-objeto em determinado contexto histórico e cultural. Nessas práticas de linguagem, estão em jogo a produção de significados e, consequentemente, a constituição das subjetividades, pois não se trata apenas de formas pelas quais dizemos dos sujeitos, mas configuram-se também como instrumentos pelos quais os próprios sujeitos dizem sobre si mesmos e sobre o mundo. Como procedimento metodológico, foi realizado um estudo de caso no qual foi investigada uma pré-escola do município de Juiz de Fora que vem incorporando ao seu projeto pedagógico variadas formas de registro das práticas a fim de qualificar o trabalho desenvolvido. A investigação pautou-se nas relações estabelecidas entre registros e avaliação nos documentos oficiais que normatizam as práticas nesta etapa da educação básica (BRASIL, 1998; 1999; 2009) e, ainda, na concepção de avaliação enquanto “processo de documentação, interpretação e memória das aprendizagens realizadas na instituição” (SE, 2010). Para a produção dos materiais de campo, foram utilizadas as observações participantes e as entrevistas individuais e coletivas. As observações e interlocuções com os sujeitos, ao longo da realização desta pesquisa apontam que se faz necessário intensificar as reflexões acerca da avaliação como processo de documentação e produção de significados envolvendo outros interlocutores nessa prática, tornando essa ação mais humana e dialógica.
This research aims to understand, from the meanings assigned by teachers, family and children to pedagogical registration produced in an early childhood institution, how these registers may be configured as elements to support the evaluation of practices and child development at this stage of basic education. From this central purpose other questions arise: (i) how teachers of early childhood education are registering and documenting the daily lives of children in institutions? (ii) At what times, and with what purposes, teachers, families and children produce or consult those registers? (iii) What are the meanings attributed by these different characters to registration practices? (iv) How these registers can contribute to the education of adults and children? The main goal is to understand these questions from the theoretical-methodological basis of historical-cultural psychology, to which the historicity of phenomenon is taken as central category. We considered that the registration, materialized through multiples languages, mediate subject-object interaction in a specific historic and cultural context. In those practices of language, the production of meanings and, consequently, the construction of subjectivities are at stake, because it is not only about the ways with which we refer to individuals, but also the instruments with which the individuals refer about themselves and about the world. As methodological process, a case research was developed focused in an early childhood school of city of Juiz de Fora, in Brazilian state of Minas Gerais, that adopted in its pedagogical project several forms of register to evaluate the work developed. The investigation was based on the relationship established between registration and evaluation of official documents that regulate those practices in this basic education stage (BRASIL, 1998; 1999, 2009) and also in the design of evaluation as "process of documentation, interpretation and memory of studies undertaken in the institution" (SE, 2010). For field material creation, were used comments of participants, individual and collective interviews. The comments and interlocutions with individuals, developed along this research, show that it is necessary to intensify the studies on evaluation as process of documentation and production of meanings involving other interlocutor in this practice, aiming to become this action more human and dialogical.
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Au, Sin-suet Helena, and 歐羨雪. "An exploratory study of parents' participation in an association of parents of mentally handicapped children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31248342.
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Furey, Edith Margaret. "Teachers' descriptions of primary children's reading." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34766.pdf.
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Morine, Stephany L. "Children's and parents' attitudes towards children's rights and perceptions of family relationships." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ53473.pdf.
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Friedl, Simone. "Family food rules, parenting and children's eating." Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487727.
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Tennent, Leanne J. "Family contexts for nurturing young children's creativity." Thesis, Queensland University of Technology, 1995.
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This study was concerned with the examination of several environmental features, that are considered to be influential in the development of young children's creativity.
The study was conducted in two phases. In the first phase of the study, a sample of 121 mothers of children aged 4-6 years completed a questionnaire on specific aspects of the environments they provided in the home, their valuing of particular personality characteristics in children, and their valuing of self-directing and conforming behaviours in children.
Two measures were developed for use in this phase of the study. The Ideal Child Checklist was developed to measure valued personality characteristics, and The Creative Environment Scale was developed to measure the nature of family environments. Factor analyses revealed that
most mothers provided home environments that could be considered nurturant of creativity and valued highly those personality characteristics that have been associated with the nurturing of creativity. Mothers also valued the behaviours that were thought to be reflective of the
encouragement of self-direction in child behaviour.
Maternal education level, occupational level, and occupation status were found to be related to these values and practices that nurture creativity both in terms of the
characteristics in children that mothers prefer and the manner in which family environments are organised. In support of previous research, high levels of education and occupational status were associated with the valuing of self-directing characteristics. The second phase of the study surveyed 72 mothers who had participated in the first phase of research and had agreed to further participation in the research. Through questionnaires and measures of maturity demands and parental control, this phase of the study identified the parenting styles of mothers and examined the links between maternal parenting styles, and
the valuing of childrens' personality characteristics and provision of home environments as measured in the first phase of the study.
Analyses revealed that mothers who were authoritarian in parenting style were less likely to provide a home environment that nurtured creativity. The results are discussed in terms of two identified positions on parenting
that emerged from the analyses of the measures. These positions - traditional parenting versus modern parenting - have been identified in previous research by Schaefer and Edgerton (1985).
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李文清. "童畫・童心・童家 = Children's drawings, children's hearts, children's families." HKBU Institutional Repository, 2007. http://repository.hkbu.edu.hk/etd_ra/804.
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Loades, Maria Elizabeth. "Teachers' perceptions of children's mental health problems." Thesis, University of East Anglia, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501110.
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There is evidence of unmet need for mental health interventions for primary school children. Such children are generally unable to seek help for themselves and therefore, depend on the adults with whom they interact to seek help on their behalf. These adults include teachers, who have advantages over parents in terms of help-seeking, such as their knowledge of normative development. Government policies have outlined the teacher's role in terms of the mental well-being of their pupils, and fulfilling this role includes the ability to recognise that a problem exists and knowledge of how to seek appropriate help for the problem. It is unclear as to whether teachers possess the knowledge and skills to fulfil this role effectively. This study therefore used a cross-sectional design to explore teachers' perceptions of children's mental health problems. To obtain the necessary information, a questionnaire, composed of vignettes of children with clinical symptomatology, sub-clinical symptomatology or problem-free children, was created.
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Seth-Smith, F. "How do teachers influence children's emotional development?" Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1445055/.
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Children vary in their capacities to interpret other's emotional states and to understand, express and control their own emotional responses. Due to their role as significant adults in children's lives, teachers can be argued to play a critical role in the development of these capacities. A range of findings which support this premise, in educational and psychological literature, suggest that a child's emotional development can be affected by his or her experiences of teachers, both in the classroom and within the whole school environment. Several studies have documented cross-sectional and longitudinal associations between categories of teacher-pupil relationships and child outcomes moreover, in recent years, numerous manualised and non-manualised school programmes posit teachers as active agents in preventative interventions which promote emotional development and emotional regulation. A selection of these is critically reviewed.
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Belon, Howard Porter 1957. "TEACHERS' KNOWLEDGE AND ATTITUDES TOWARD CHILDREN'S MEDICATIONS." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/276341.
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Johnson, Melanie Kay. "Effects of family structure on children's self-concepts." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/495215.
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The purpose of this study was to examine the effects of family structure (intact, stepparent, and single-parent) on children's self-concepts using Parish & Parish's Personal Attribute Inventory for Children (PAIC). A review of the literature indicated that there seemed to be a trend for children living in single-parent families and stepfamilies to have a lower self-concept when compared to children living in intact homes.Participants in the present study were one hundred ninety-nine (199) students in grades 7 through 12 attending Burris Laboratory School. All were given the PAIC and a demographic questionnaire during their usual class times. A 3 X 3 (family structure by grade level) and a 3 X 2 (family structure by sex) factorial design analysis of variance was computed utilizing the .05 level of confidence. Although a trend was noted for students from stepfamilies to check fewer positive adjectives on the PAIC, they did not differ significantly from the means of children from single-parent or intact families. Adjectives actually chosen by children in each of the three family structures were also identified in an attempt to determine the relationships between the adjectives checked and the family structure. sex, and grade level of the student.
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McMonigle, Catherine Lorraine. "Parents' and Children's Experiences in Family Play Therapy." Thesis, Virginia Tech, 2008. http://hdl.handle.net/10919/32448.
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Family Play Therapy is a creative therapeutic approach to engage children in
therapy in the context of their family system. While the young field of family play
therapy offers both the benefits of family therapy and play therapy, research concerning
its efficacy is largely unavailable. The purpose of this qualitative study was to
understand the experience of family play therapy in context of child sexual abuse
treatment, from the perspective of child clients and their parents. A secondary purpose of
this descriptive study was to provide contextual data to inform future quantitative
research on family play therapy. In separate, semi-structured and open-ended interviews,
eight children and their non-offending parents described their therapy experience of the
family puppet interview intervention, in which they created and acted out a story with
puppets. Participantsâ descriptions of their experience revealed five broad themes: (1) the
perceived benefits of play (what participants liked), (2) parents feelings about play as a
medium, (3) parentâ s perceived role in the session, (4) childrenâ s thoughts about family
participation in therapy, and (5) suggestions for improvement. A discussion of the
findingsâ relevance to previous literature, clinical practice and future research, as well as
the limitations of this study is providedMaster of Science
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Wilkin, John Charles. "Relationships between family variables and children's mathematical achievement." Thesis, University of Gloucestershire, 1999. http://eprints.glos.ac.uk/3337/.
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This study aims to assess the relationship between family variables and specific mathematical achievement in secondary school children. It employs both quantitative and qualitative methods. In the early stages, re-analysis of data from the National Child Development Study (NCDS), (e. g. Fogelman, K. 1983), suggested that previous findings may have confounded mathematical ability/ achievement with general educational achievement and/or measures of cognitive ability. In addition these studies tended to use only family variables which could be measured quantitatively and in ways which facilitated statistical analysis. However, the re-analysis of NCDS data showed a significant association between teachers' subjective assessment of parental interest in their children's education when they were aged 7 years, and the children's mathematical achievement at age 11 years. This significant relationship led to the focus in the second, qualitative phase on the involvement of parents in their children's education (Steinberg and Silverberg, 1986; Lareau, A. 1987,1989), on intra-family interactions (Wentzel, K. R. 1994), and the possible relations between them and the children's mathematical achievement. In the later stages, therefore, following a methodological model developed by Goetz and Lecompte (1995), qualitative techniques were utilised to elicit from parents details of intra-family interactions, with particular emphasis on their involvement with their children's educational activities. The results of the qualitative phase of this study suggested that high mathematics achievers were more likely to be found in families where mothers and fathers had both obtained 0 Levels, where a similar history of educational achievement in the wider families was reported, and where there was a high level of parent/child/sibling interaction. In contrast, low mathematics achievers were more likely to be found in families where only one or neither parent had obtained 0 Levels, where there was little evidence offered of educational achievements in the wider families.
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Hatcher, Richard. "Children's lives : a study of children's peer cultures, with special reference to 'race'." Thesis, University of Warwick, 1994. http://wrap.warwick.ac.uk/104940/.
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This thesis is a study of the cultures of children. Its principal perspective is sociological, though it draws heavily on the substantial body of work on children within the field of psychology. It also engages with work within the field of cultural studies, and in particular studies of youth cultures. The Gramscian perspective which informs much of the work in this area provides a theoretical framework for conceptualising children's cultures as partly autonomous from, but powerfully shaped by, ideologies and structures in the wider society. The study makes special reference to issues of 'race' within children's cultures. A theoretical framework derived mainly from studies of 'race' and youth within the 'cultural studies' tradition provides the context for a critical engagement with work on social identity within the field of social and cognitive psychology. The research on which the study is based was conducted with children in mainly- white primary schools. Most of them were aged 10 and 11. A smaller-scale follow-up study was carried out two years later when the children were at secondary school. The study adopts a qualitative methodology in order to explore the peer relationships and social interaction of children, and the extent and ways in which it may become racialised. Its findings confirm and extend previous research on friendship and conflict in children's cultures. They contribute to an understanding of 'race' in children's lives by identifying the principal forms it takes and situating them within the cognitive and social processes of children's cultures. The distinction between the expressive and instrumental functions of name-calling and other forms of racist behaviour provides the basis for a theorisation of the 'thematic' ideologies of 'race' which embody children's beliefs and the 'interactional ideologies' which govern peer interaction, and the complex relationships between them.
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Lung, Bo Kay Polly. "Preschool teachers' attitudes toward children's native language maintenance." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 158 p, 2008. http://proquest.umi.com/pqdweb?did=1605161521&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Steinbach, Lisa. "Parent and teacher treatment integrity and conjoint behavioral consultation." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31141.
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This present study examined parent and teacher treatment integrity during conjoint behavioral consultation (CBC) in the remediation of behavioral problems in children at home and at school. A primary purpose of the study examined the relationship between treatment integrity and treatment outcome. A second purpose was to investigate the association between the integrity with which interventions were implemented and treatment acceptability. More specifically, the relationships between parent and teacher treatment integrity and (a) time to effectiveness; and (b) intervention difficulty were examined. An A/B design was used and participants included 12 children, their parents, and their teachers. Results indicate that parent and teacher treatment integrity was moderately related to the effectiveness of interventions. Results also indicate that treatment integrity and parent and teacher perceptions of treatment acceptability were minimally related. However, strong relationships were found between treatment integrity and parent and teacher perceptions of time to effectiveness and a moderate relationship was found with treatment integrity and parent ratings of program difficulty. Moreover, the directions of the treatment integrity relationships with treatment acceptability and intervention difficulty factors were in the direction hypothesized with the exception of teacher perceptions of treatment acceptability. The theoretical and practical implications of these findings, limitations of this study, and future research directions are discussed.
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Brolin, Låftman Sara. "Children's Living Conditions : Studies on Health, Family and School." Doctoral thesis, Stockholms universitet, Institutet för social forskning (SOFI), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-31627.
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The present dissertation includes four empirical studies, each of which focuses on specific aspects of children’s living conditions. Study I analyses the association between young people’s social relations and health complaints using Swedish nationally representative survey data on 10- to 18-year-olds. Both relations with parents and with peers are associated with health complaints. Relational content is more strongly associated with health complaints than is relational structure. With regard to relational content, strained relations are more strongly associated with health complaints than are supportive relations. Study II investigates how effort and reward in school are associated with pupils’ subjective health using data from the Stockholm School Survey. Both effort and reward are shown to be positively associated with subjective health, and in particular pupils who report to put in high effort in school have high levels of subjective health. Contextual variation in health is found for girls but not for boys. Study III is based on Swedish register data and analyses the association between family type and choice of programme in upper secondary school. Children in single-mother households less often choose the natural science/technology (NT) programme compared with children who live with two original parents. Having a resident or a non-resident parent with NT skills is positively associated with choice of the NT programme. Study IV analyses the association between family type and social support, health, and material resources in 24 countries. The data are derived from the international Health Behaviour of School-aged Children (HBSC) survey. In a majority of the countries studied, children in single-mother households report smaller resources compared with children living with two original parents. No clear pattern is found with regard to differences between countries.At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Submitted. Paper 4: Accepted.
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Martin, Karen M. "Family functioning and children's sleep schedule, quality and quantity." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Spring%20Theses/MARTIN_KAREN_30.pdf.
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Pagani, Linda. "Children's coping with marital disruption : a family systems perspective." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41234.
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Adaptive processes were comparatively examined in elementary school children experiencing the postdivorce process and their peers from intact homes using a developmental conceptualization of coping with a family systems perspective. Children's psycho-social coping resources were assessed using the Self Perception Profile for Children, Coping Inventory, Children's Beliefs About Parental Divorce Scale, and Family Environment Scale. Children's global and specific coping efforts were measured using the Child Behavior Checklist and the Schoolagers' Coping Strategies Inventory, respectively. Parental coping efforts were examined using the Ways of Coping Questionnaire. Children from disrupted families were found to have diminished psycho-social coping resources (self-efficacy, self-esteem, coping styles, and social support). Between group differences were found in children's global coping efforts with the frequency and effectiveness of specific coping efforts being influenced by the time since marital disruption. Relationships between children's coping resources and efforts were also observed. In disrupted family systems, parental coping efforts characterized by escape-avoidant and social support seeking behaviors were found to be associated with children's global coping efforts.
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Luk, Wing-sze, and 陸詠詩. "Children's psychophysiological reactions to family conflicts : impact on hope." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209668.
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Families with children in residential foster-care settings are characterized by chronic family conflict, verbal abuse, and neglect. Previous research has supported increased risks in mental health psychopathology and heightened physiological reactivity among these children and youths. Recent research in family therapy has further hinted that debriefing of the children’s physiological arousals induced by family disputes can motivate the families to resolve their conflicts.
The present study investigated whether the proposed intervention, which includes using the biofeedback equipment and debriefing of children’s physiological arousals, can increase the sense of hope in the families. Twenty Hong Kong parent-child dyads, with children in the residential child-care setting, participated in the study. Children’s physiological arousals were measured through skin conductance, heart rate and peripheral temperature.
The present findings revealed that parents and children who went through the intervention procedure reported greater increase in hope than those did not receive the intervention. Amongst the variables that correlated with the changes in hope, higher level of behavioral engagement among the children was associated with increased insight and plans disclosed by the parents. Negative parent-child interactional pattern was also found to associate with higher changes in the hope among the parents. The results identified that negative interactional patterns in form of responsiveness and participation from the children could be powerful in giving insights to the parents, which in turn could foster increased hope. These findings have significant clinical implications to family intervention strategies with these at-risk families.published_or_final_version
Clinical Psychology
Doctoral
Doctor of Psychology
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Kime, Nicola. "Children's eating behaviours : an intergenerational study of family influences." Thesis, Leeds Beckett University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.603329.
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Childhood obesity has become a major public health challenge. Work has already been done that focuses on schools and possible interventions in this area but there is apparently very little that targets the family environment and specifically looks at the family food culture within different generations. In recognition of the fact that the family environment has an important role to play in tackling the childhood obesity epidemic, this research aimed to redress the balance and examined the affect of the family on children's eating behaviours within an intergenerational context. The research process was governed by a qualitative, grounded theory approach that initially explored eating behaviours within different generations using sixteen focus group discussions. Following this, twenty seven semistructured one-to-one interviews were conducted that investigated eating behaviours of different generations within families, incorporating two types of families, those with an obese child and those with a normal weight child. What emerged was a substantive theory based on ordering of eating that explained differences in eating behaviours between the various families. The theory of ordering of eating enriches our understanding of familial influences on children's eating behaviours. It demonstrates how micro and macro order affects family choices concerning food and eating and the development of children's eating behaviours within this context. In addition, ordering of eating addresses the 'how' of eating and not simply the 'what' of eating. Current strategies for tackling childhood obesity tend to be more aligned with a medical approach where the emphasis is on controlling diet and the type of food intake which is a product of disordered eating behaviours. Focusing on family eating patterns and a return to the enjoyment of eating represents an innovative and promising alternative for those concerned with the development of interventions aimed at children's eating and childhood obesity, as these research findings demonstrate.
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Brolin, Låftman Sara. "Children's living conditions studies on health, family and school /." Stockholm : Swedish Institute for Social Research (SOFI), Stockholm University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-31627.
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Birchall, Olivia. "Family income and children's outcomes : evidence for the UK." Thesis, University of Westminster, 2014. https://westminsterresearch.westminster.ac.uk/item/8y9z9/family-income-and-children-s-outcomes-evidence-for-the-uk.
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This thesis explores inequalities in educational attainment by family background, focusing on three specific aspects of this important issue. University participation is one outcome which displays large gaps by family background. I examine the effect of debt aversion on university participation and find firstly, that young people from all family backgrounds who are debt averse are less likely to attend university when they finish school, and secondly, that the size of this effect does not differ substantially by family background. Thus whilst debt aversion poses a barrier to entry into university, it doesn’t explain the gap in participation rates by family background. In fact, these gaps open up much earlier and are already apparent when the children are still very young. The second empirical chapter uses data at ages 5 and 7 to explore this further, and shows that family income itself seems to have a direct impact on children’s cognitive test scores at these ages, with other important influential factors including the stability of the child’s environment, the presence of the natural father, and parental behaviours such as taking the child to the library regularly. As well as highlighting the importance of these and other factors, this chapter makes a methodological contribution by introducing an augmented random effects model which helps address issues of endogeneity and a lack of within-variation in key variables that have faced similar studies in the past. Finally, children’s test scores demonstrate substantial stochastic variation, with the implication that the development trajectories of groups divided according to ability and family background may demonstrate regression to the mean effects. Dealing with this statistical phenomenon using various methods in order to isolate the substantive effects of family background confirms that bright children from poorer families do drop behind their peers, providing justification for a continued policy focus on this group. The existence of inequalities in educational outcomes by family background also has implications for social mobility, which further highlights the importance of investing in the cognitive development of young children from disadvantaged backgrounds.
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Godfrey, Michael K. "Familial and Extrafamilial Correlates of Children's Child-Care Perceptions." DigitalCommons@USU, 1998. https://digitalcommons.usu.edu/etd/2574.
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The purpose of this study was to identify the individual, familial, and child-care characteristics related to children's perceptions of their nonparental child-care environments. One-hundred seventy-five children, their families, and child-care providers participated in this study. Children attended one of three forms of child care: large center-based child-care settings, home-based child-care settings, and a preschool. Correlates of children's perceptions of their child-care experiences came from variables classified into six categories: individual child characteristics, family structure, family processes, previous child-care experiences, child-care structure, and child-care processes.
Children's perceptions were elicited through the Child Care Game Assessment (CCGA), a role-playing game-like experience for 4- and 5-year-old-children. The CCGA's 59 items were divided into four subscales: discipline, negative provider behaviors, the quality of time spent at child care, and the suitability of the setting.
Theoretically, interactions between children and their care providers (including parents and nonparental care providers) la id the foundation for children's developing personal premise system, or what they believe others think of them and what they expect from others. The CCGA, while not a direct measure of the personal premise system, was a valuable resource in defining what children need to develop a confident personal premise system. It accomplished this by defining the variables that have the most influence on their child-care perceptions.
Results indicated that children attending the different forms of child care did not differ in their perceptions of child care, nor did their previous child-care experiences make a difference. Individual characteristics, family structure, family processes, childcare structure, and child-care processes did correlate with children's perceptions.
Variables measuring aspects of the child-care settings accounted for more variance in children's perceptions than variables classified in the family categories. The child-care variables also provided evidence that children's personal premise system is influenced by the child-care setting and provider.
The theoretical implications of the results are discussed and a rationale for the significant and nonsignificant results is proposed. Implications of the study for childcare providers, parents, researchers, and policy makers are also discussed.
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Stephens, Linda S. "Children's well-being : a longitudinal analysis of the effects of family life on children's outcomes postdivorce /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/8884.
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Shen, Geraldine Yun. "Teachers' expectations and children's educational aspirations in Gansu, China /." May be available electronically:, 2007. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.
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Ghaziani, Rokhshid. "Children's and teachers' voices : a framework for school design." Thesis, University of Sheffield, 2009. http://etheses.whiterose.ac.uk/15175/.
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The school environment affects pupils' and teachers' health, work and emotions: on average they spend around six hours a day and over one thousand hours a year in school. There is strong evidence for the argument that good design of school buildings makes these places pleasanter and more functional; and increases the quality of the considerable amount of time users spend there. A problem identified in a review of literature was that there appeared to be a gulf between school users and designers. This thesis is an effort to bridge that gap by involving school users' voices in the design process. It has been argued that users have a lot of implicit knowledge about school buildings and it would be valuable to make this explicit so that it can be instructive to all educators, architects, designers and policy-makers. This study explores the views and expectations of pupils and teachers regarding their school environments and has focused on making a tool for the school design process, based on information and reflections provided by both user groups. The research objective required the undertaking of three separate studies: analysis of secondary data, qualitative and quantitative empirical studies, each one leading to the next. The findings revealed that teachers and pupils are not necessarily more satisfied with recently built schools as compared with much older schools. The findings helped to highlight the importance attributed to various issues by each user. It is revealed that the two groups of participants have different priorities in terms of the types of things in their environment that are more important to them. However, within each user group there are clear patterns in responses. Overall, 'Nature and Outdoors' became the least important category for both school users. 'Facilities' was the most important category for pupils though 'Comfort and Control' was the most important category for teachers. The overall findings have been developed as the basis for a 'generative tool' for school design to guide the design and decision-making processes of architects and designers. The generative tool and the relative importance of each item helped to progress the study further by suggesting an 'evaluative tool for designers': able to assess the quality of an existing school or a new school at various stages of design by consideration of the given scores and the weighting that each item obtained according to school users' opinions. It is suggested that further research could, in a similar way, involve other school users in the design process by developing appropriate tools.
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Stephens, Shanda. "Latino Children's Kindergarten Entry: Views of Parents and Teachers." DigitalCommons@USU, 2001. https://digitalcommons.usu.edu/etd/2651.
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This study examined parental and teacher expectations of kindergarten readiness of Latino children. The perceptions ofLatino mothers, Latino fathers, and kindergarten teachers were analyzed and compared. Specifically, parents' and teachers' responses were compared in three areas: perceptions of what parents can do to prepare children for kindergarten, priorities for requisite kindergarten entry skills, and rankings of the importance of specified skills to be emphasized in kindergarten. Differences between kindergarten teachers' expectations for nonnative English-speaking children and native English-speaking children were also examined. The parent sample consisted of 35 Latino mother/father pairs. AJI were parents of children who entered kindergarten Fall, 2000. The teacher sample consisted of 33 kindergarten teachers from two large school districts in a western state. Major findings indicate that some differences do exist between teachers' and Latino parents' priorities for requisite kindergarten entry skills as well as their rankings of the importance of specified skills to be emphasized in kindergarten. Supporting previous research, both mothers and fathers rated academic concepts such as counting, reading, and writing higher than teachers. By contrast, teachers rated more developmentally appropriate concepts higher. All groups agreed that parents could do more to prepare children for kindergarten, but parents and teachers differed in their responses of what parents could specifically do to encourage this preparation. Teachers mentioned reading to children, enriching the child 's environment, and communication more often than both mothers and fathers. Parents were more likely to mention emotional support and discussing school with their children as ways parents could foster kindergarten preparation. Teachers expected native English-speaking children to know how to follow directions upon kindergarten entry more than they expected it for nonnative English speaking children. Furthermore, teachers who had training in ESL education placed more emphasis on incorporating speaking skills in nonnative children's kindergarten curricula than did teachers without multicultural training. Also included in the study are concrete examples of concerns Latino parents have as their child enters school, challenges teachers face in having linguistic diversity in their classroom, as well as teacher suggestions for improving ESL kindergarten preparation. Implications of these findings for parents, schools, and children are discussed. Suggestions for future research are then offered.
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Measham, Toby Jane. "Children's representations of war trauma and family separation in play." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33807.
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The objective of this study was to develop and evaluate a non-intrusive research instrument for children who have experienced war trauma and family separation that has the capacity to elicit verbal and non-verbal representations of their experiences in their play. A related objective was to explore the relationship between the family's disclosure of traumatic events and the children's play. The research was conducted among 21 Algerian and West and Central African children. The methodology was based on both qualitative and quantitative methods. The play of children from a community and a clinical group was compared to identify play indicators that were potentially indicative of positive mental health.Results suggest that indicators of play structure may be more important than indicators of play content in identifying children with potential mental health difficulties as a result of trauma. In particular, a flexible approach to trauma and a modulated approach to the disclosure of traumatic events may be related to positive mental health.
These results suggest that this non-intrusive directed play interview is a valid and culturally sensitive instrument for assessing the verbal and non-verbal representations of war trauma in refugee children.
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Martin, Elizabeth Stewart. "The influence of children on family purchasing : capturing children's voices." Thesis, University of Aberdeen, 2006. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=166194.
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Coupled with the outcome focus, although the important role of children within family purchasing has been acknowledged, many researchers have neglected to include children directly as respondents. Taken together, these conceptual and methodological issues highlighted the need for in-depth qualitative research exploring family purchasing. The research aimed to explore the nature of child influence in terms of children’s role within the family purchase process, the influence behaviour adopted by children, and their role in aspects of the purchase process such as communications. The methods adopted included the collection of bibliographic data, an in-depth interview with parents and children separately, and the completion of a decision mapping tool, followed by a family interview. The research revealed a number of important findings. An overarching theme concerned the complexity of family purchase decision making. There were multiple patterns of decision making found which reflect the numerous factors that impact on and influence this important purchasing unit. Critically, factors other than product were seen to have a key impact on child influence. The children in all of the respondent families were found to have direct influence over the purchases discussed. Rather than living up to the ‘pester power’ stereotype commonly portrayed in the media, the children demonstrated a range of sophisticated behaviours, underpinned by the use of knowledge and information. The children also played an active role within family purchase communication.
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Jenkins, Laura. "Children's expressions of pain and bodily sensation in family mealtimes." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/12549.
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This study applied conversation analysis for the first time to episodes in which children express pain and bodily sensations in the everyday setting of family mealtimes. It focuses on the components of children s expressions, the character of parents responses, and how the sequence is resolved. Three families who had a child with a long term health condition were recruited through voluntary support groups and agreed to film 15-17 mealtimes. In total 47 mealtimes were recorded totalling 23 hours of data. Each family had two children aged 15 months to nine years and included a heterosexual married couple. This data was supplemented by archives in the Discourse and Rhetoric Group: a further nine hours of mealtime recordings by two families each with two children aged three to seven years. The analysis describes four key components of children s expressions of bodily sensation and pain: lexical formulations; prosodic features; pain cries and embodied actions, revealing the way in which they can be built together to display different aspects of the experience. The results highlight the nature of these expressions as initiating actions designed in and for interaction. An examination of the sequence that follows demonstrates the negotiated character of pain. Descriptions of the nature of the child s pain and its authenticity are produced, amended, resisted or accepted in the turns that follow. During these sequences participant orientations reveal the pervasive relevance of eating related tasks that characterises mealtime interaction. The discussion concludes by describing the unique insights into the negotiated rather than private nature of a child s pain demonstrated by this study, and the way in which pain can be understood as produced and dealt with as part of the colourful tapestry of everyday family life in which everyday tasks are achieved, knowledge and authority is claimed and participants are positioned in terms of their relationship to one another.
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Rimmer, Abigail. "Does family complexity matter for children's well-being and development?" Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/17467/.
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How the characteristics of their families affect children’s well-being and development has long being of interest to researchers. Consideration of the demographic characteristics of the family has in the past predominately focused on the partnership of the parents, this thesis looks beyond this to create a broader measure of structural family complexity. Family complexity consists of both the parental partnership history of the parents in the family and the degree of relatedness amongst siblings in the family. This thesis looks at parental partnership history and the child’s sibling group structure individually before combining both these aspects to examine the role of family complexity for children’s well being and development outcomes. In doing so, this thesis aims to offer an insight into what aspects of children’s family structure matters for children’s well-being and development and therefore how best to promote their outcomes. The thesis uses data from the Millennium Cohort Study, using problematic externalising and internalising behaviour and age adjusted poor reading ability as outcomes at the age of seven. Three alternative ways of measuring parental partnership, trajectory, transitions, and status are examined individually and then compared in order to outline the implications of these different specifications. The association between children’s complex sibling groups and their outcomes is investigated, with an association between complex sibling groups, i.e. those with half siblings, and poorer outcomes for children. Finally, family complexity is examined using logistic regression, both with and without interaction effects, and propensity score matching. The results of this analysis suggest that the composition of the child’s sibling group is more informative of their likelihood to have poor outcomes than their parent’s partnership. Poorer outcomes are associated with younger half siblings and stepparents but not with stepparents only for externalising behaviour. Children who have older half siblings, regardless of their biological parent’s partnership status, are at increased risk of poorer reading outcomes for age.
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Elliott, Lisa M. "Children's Perceptions of Family Environment in Step and Intact Families." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279272/.
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This purpose of this research study was to identify key differences that distinguish stepfamilies from intact families with regard to individual members' perceptions of family environment and family functioning. Additionally, an initial look at how membership in a stepfamily impacts the young children's perceptions of interpersonal family functioning is offered.
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Brown, Eleanor. "Women and children's experiences of domestic violence." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/64308/.
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Chapter One examines the literature on children’s experiences of domestic violence. The research reviewed indicates that within the same family children can have different experiences of domestic violence. Within the literature five common themes were identified; children’s experiences of abuse, responses to and effects of domestic violence, coping and sense making, impact on relationships and access to services and support. Children consistently experienced feelings of fear towards the perpetrator and a sense of responsibility for their mother’s well-being. Further qualitative research was recommended to identify different children’s resilience’s. Chapter Two explores the unique perspective of mother’s experiences of their relationship with their children within the context of domestic violence. IPA analysis indicated that domestic violence led the women to experience shame and see themselves as a ‘bad mother’. They attempted to distance themselves against this uncomfortable emotion by experiencing their child as a ‘bad child’. There were areas of resilience and agency as the women interviewed altered their parenting style and consequently their relationship with their child once leaving the relationship. Chapter Three provides reflections on the research journey. This includes the author’s experiences of methodological and ethical issues relating to conducting research with women who have experienced domestic violence, particularly with regards to the utilization of the principles of feminist and empowering methods.
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Viera-Crespo, Sharon Ellysse. "Children's rights and empowerment." Thesis, University of Colorado at Denver, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1571300.
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My objective in the proceeding paper is to qualitatively analyze the conditions of children since the child population faces severe discrimination with few laws created and enforced to protect it, especially when most societal systems are predicated on ageism (a form of discrimination based on age). The most comprehensive child policy present on an international level is the Convention of the Rights of the Child (CRC). This also includes the CRC's three Optional Protocols (OPs), which countries can also ratify for further protections or address emerging issues; these are OP number one: the safeguarding of children from armed conflict, OP number two: the sale of children, child prostitution, and child pornography, and OP number three: the opening of communications procedures for children with complaints of violations. Because of the progressiveness of the Convention and its Protocols, if ratified and adhered to by a country's government or if at least followed by those that have not ratified it, children's conditions would progressively improve. My primary case studies include El Salvador, Costa Rica, the United States; and I also touch upon Kenya, the Philippines, Sweden, Norway, and Canada. The conditions of children in neighboring Central American countries, El Salvador and Costa Rica, are compared with those in the U.S. By measuring the level of each country's fulfillment of key provisions and concepts within the CRC and the Protocols, despite the U.S not ratifying the core body of the CRC, I qualify the conditions of these country's children. The first Optional Protocol is especially pertinent to El Salvador, Costa Rica, and the Philippines since there are extremely high rates of child sexual exploitation in these countries. This is especially the case for the Philippines, since UNICEF estimates that one million children per year are trafficked out of Southeast Asia alone. The second Optional Protocol is especially pertinent to El Salvador since the Salvadorian community and its government are still recovering from the country's civil war and the participation of children in this conflict. Out of all of my case studies, Costa Rica is the only state that has adopted the third Optional Protocol (Melton), again demonstrating the country's progressiveness not only in valuing the child's voice, but more generally in human rights.
The analysis showed that the cultural and social backgrounds of each country are leading variables (other variables including standing law and economic systems in each country and inertia that follows after major policies are ratified) that drive the country's views and subsequent treatment of children; and the ratifying countries, Kenya, the Philippines, Sweden, and Norway also confirm this conclusion. Thus mere ratification of the CRC by a country is insufficient in ensuring children's rights under its provisions. In my concluding chapter, I look to leading international examples of child welfare promoters, Nordic countries such as Sweden and Norway, to offer suggestions on how local and national governments can better actualize and support positive conditions for children.