Dissertations / Theses on the topic 'Longitudinal study of Indigenous children'
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1
Hauck, Joy Alison. "A longitudinal study of hand preference in children with autism." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ54786.pdf.
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Kyle, Fiona Elizabeth. "Reading and spelling development in deaf children : a longitudinal study." Thesis, Royal Holloway, University of London, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413441.
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Law, Vicky Wai-Kee. "Oral colonization of mutans streptococci in young children : a longitudinal study /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19176.pdf.
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Chow, Fung-yee Sharon. "The acquisition of aspect in Cantonese-speaking children a longitudinal study /." Click to view the E-thesis via HKUTO, 2002. http://sunzi.lib.hku.hk/hkuto/record/B36208218.
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Thesis (B.Sc)--University of Hong Kong, 2002."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2002." Also available in print.
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Schreier, Andrea, Hans-Ulrich Wittchen, Michael Höfler, and Roselind Lieb. "Anxiety disorders in mothers and their children: prospective longitudinal community study." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-120122.
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The relationship between DSM-IV anxiety disorders and their clinical characteristics in mothers and anxiety in offspring was examined in 933 mother-child pairs from a longitudinal community study. Offspring of mothers with an anxiety disorder had an elevated risk of developing any anxiety disorder, compared with offspring of mothers with no anxiety disorder. Increased risk of anxiety in the offspring was especially associated with maternal social phobia and generalised anxiety disorder, and with maternal diagnoses of early onset, greater number and more severe impairment. These results suggest that the type of maternal anxiety disorder and its severity of manifestation contribute to mother-offspring aggregation of anxiety.
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Ngamluck, Jaruluck. "The acquisition of Thai classifiers in bilingual children : a longitudinal study." Thesis, University of Leeds, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414505.
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Harvey, Nicholas C. W. "Early life determinants of skeletal growth in children : a longitudinal study." Thesis, University of Southampton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440621.
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Schreier, Andrea, Hans-Ulrich Wittchen, Michael Höfler, and Roselind Lieb. "Anxiety disorders in mothers and their children: prospective longitudinal community study." Technische Universität Dresden, 2008. https://tud.qucosa.de/id/qucosa%3A27106.
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The relationship between DSM-IV anxiety disorders and their clinical characteristics in mothers and anxiety in offspring was examined in 933 mother-child pairs from a longitudinal community study. Offspring of mothers with an anxiety disorder had an elevated risk of developing any anxiety disorder, compared with offspring of mothers with no anxiety disorder. Increased risk of anxiety in the offspring was especially associated with maternal social phobia and generalised anxiety disorder, and with maternal diagnoses of early onset, greater number and more severe impairment. These results suggest that the type of maternal anxiety disorder and its severity of manifestation contribute to mother-offspring aggregation of anxiety.
9
Messer, Julie Patricia. "Communication between mothers and their emergent-language children : a longitudinal study." Thesis, London Metropolitan University, 1992. http://repository.londonmet.ac.uk/3452/.
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This thesis focuses its examination on the communication in the mother-child interaction over a year. Interactions between eight mothers and their children from child age eight to eighteen months were video-recorded at five week intervals throughout the year of investigation. The study sought to develop and apply an instrument for a parallel analysis Incorporating communicative, 'manual’ and metamessage categories. The results revealed a useful descriptive analysis of the communication over the year as well as evaluating the new instrument. It was found that the ratio of total mother to child categories was essentially consistent across time; change was revealed over categories; for certain categories mother use of categories correlated with child use of categories; mothers emerged as either more monologic or more dialogic, differing in terms of their category use. Measures were taken not just of frequencies of categories but also of patterns of conversation. At child age 8 months, the conversations of 75% of dyads were characterised by Mother Bids for Attention and Child Responses. At child age 18 months, the conversations of over 60% of dyads were characterised by Mother Assertions and Requests and Child Assertions. The new Category Analysis Tool was found to be efficient and useful. A discussion of possible amendments and improvements was undertaken. A main emphasis of this study is that the research was longitudinal, measured both sides of the interaction and using the same measures. It did this at the difficult to access social-functional level and assessed both inter- and intra-observer reliability.
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Crowell, Susan Marto. "A longitudinal study of disfluencies in the speech of normal preschool children." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3870.
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The process of differentially diagnosing a child who is experiencing temporary normal disfluency from one who is beginning to stutter could be made objective by the establishment of normative data on fluency development. To date, there are no standardized norms on the development of fluency in children. Current investigations have contributed greatly to expectations of certain types and amounts of disfluencies in preschool-age children. Most of the research, however, has focused on observing children at discrete age levels from 2- to 7-years-of-age. Only one longitudinal study to date has been reported. Additional longitudinal data of preschoolaged children would benefit the establishment of normative data. Observing the same children over time helps to expose the subtleties that could be missed when looking only at specific age levels. The present study sought to contribute to the investigation of normal childhood disfluency by comparing various types and amounts of disf luencies in 44- to 49-month-old-children to the results of the same group of children when they were 30- to 35-months-of-age.
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McCallon, Denise. "A Follow-Up Study of Autistic and Autistic-Like Children." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331959/.
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Autism is a lifelong handicapping disorder that occurs on a continuum of severity. Children who show mild autistic behaviors but do not meet the criteria for a diagnosis of autism are often called autistic-like, but it is not known if their development and functioning are similar to that of autistic children. A follow-up study was done on 35 autistic and autistic-like children who were an average of 3 years of age when initially seen. Initial test scores indicated that the children were similar on measures of intellectual/developmental functioning, receptive vocabulary, and adaptive functioning. Approximately 4 years later they were evaluated again. Using the Childhood Autism Rating Scale, the children were divided at follow-up into three groups: nonautistic, mildly/moderately autistic, and severely autistic. Most children made gains on intelligence tests and displayed a diminishing number of autistic symptoms. Changes in nonverbal intelligence, adaptive functioning and receptive vocabulary scores depended on group membership. The results are discussed in relation to the reported stability of cognitive functioning in young autistic children and the implications for clinical practice, early intervention, and research on attachment. The nature of the syndrome of autism is also discussed, particularly in its relation to the milder, atypical children. The superior follow-up status of the autistic-like as compared to the autistic children raises serious questions about including the two groups in the same syndrome.
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Alati, Rosa. "The health of migrant youth in Australia : a longitudinal study /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17677.pdf.
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Snashall, Susan Elizabeth. "Posturography and reading : a longitudinal study of children aged 3-8 years." Thesis, Imperial College London, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309451.
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Salomao, Nadia Maria Ribeiro. "Interaction between mothers and children with specific language impairment: a longitudinal study." Thesis, University of Manchester, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576095.
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The present longitudinal study was designed to provide a description of the changes that occur across time in three mother-child with SLI dyads in conversational interaction. Analysis of the mother-child with SLI conversations included: a) a structural analysis- mean length of utterance (MLU) , mean number of utterances per turn and number of non-verbal turns for the mother and child. b) a contingency analysis, a functional analysis of mother-child interactions, and a child's conversational participation analysis. Each dyad is discussed, initially, as a single case study. Comparisons between the dyads' conversational behaviours are made and set out in the second and third parts of the results' section. These comparisons are warranted by the fact that these children were selected because they were at the same stage of language development at the beginning of the study. The analysis of the results indicated individual differences in the children's conversational participation. Nonetheless, for all three children and for all observational sessions, participation in the conversation was considered mainly adequate in relation to the mother's previous utterance. The highest proportion of maternal contingent replies were, for the three dyads and across all observational sessions, topic continuations. That is, independent of age and language level the mothers provided continuation to the current topic of conversation of the dyad. The results are evaluated in terms of methodological aspects of longitudinal studies with mother-child with SLI interaction. Some clinical implications are also discussed.
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Shultis, Wendy A. "Haemoglobin A1C in the Avon Longitudinal Study of Parents and Children (ALSPAC)." Thesis, University of Bristol, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414363.
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Cagnolati, Bastian. "Central and peripheral refraction in children and young adults : a longitudinal study." Thesis, Glasgow Caledonian University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.636812.
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The development of refractive errors remains of scientific and clinical interest down to the present day. This applies in particular to myopia which at higher levels is associated with an increased risk of ocular disease. In urban areas of Asia the prevalence of myopia has increased over the last few decades such that numbers have reached epidemic proportions. Multidisciplinary research efforts on the aetiology of myopia are ongoing. Among those the role of the retinal periphery in myopia has seen renewed interest in the past decade. This thesis describes a 4-year longitudinal study of refractive development in children and young adults that aimed to investigate factors associated with refractive error progression, particularly the relationship of central refraction with peripheral refractive state and ocular shape. For this project 140 subjects between 5 and 20 years were recruited. Their history and activities were assessed using a questionnaire. Non-cycloplegic central and peripheral (250 temporal) refraction as well as accuracy of accommodation were determined with the Shin-Nippon NVision-K 5001 autorefractor. Ocular dimensions were quantified with the Zeiss IOLMaster. This included peripheral ocular length measurements (190 superior, inferior, temporal, nasal) to infer ocular shape. Additionally amplitude of accommodation, dissociated heterophoria, visual acuity, contrast sensitivity, body height and pupillary distance were also determined.
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Iyer, Priyanka. "Stability of the Oral Microbiome in Children - A Six Month Longitudinal Study." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469201519.
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Li, Hui. "Contributors to Chinese literacy development : a longitudinal study of preschoolers in Beijing, Hong Kong and Singapore /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2218918X.
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Roditi, Bethany Naseck. "Automaticity, cognitive flexibility, and mathematics : a longitudinal study of children with and without learning disabilities /." Thesis, Connect to Dissertations & Theses @ Tufts University, 1988.
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Thesis (Ph.D.)--Tufts University, 1988.Submitted to the Dept. of Child Study. Includes bibliographical references. Access restricted to members of the Tufts University community. Also available via the World Wide Web;
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Peralejo, Jenea. "A longitudinal study of lexical development in young children with autism spectrum disorders." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/728.
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Children with Autism Spectrum Disorders (ASD) have deficits in communication and delays in language development, but there have been few studies of their vocabulary. This study compared longitudinal parent report data from the MCDI collected for 49 children with ASD over three years with data from the MCDI norms. It focused on three aspects of lexical development: (1) change in lexical composition as evident in percentage of predicates/nominals; (2) order of emergence for predicate types and (3) predictive value of lexical variables for later grammatical development. ASD Groups were matched to typically developing group norms on total MCDI scores for each comparison. Subsequent analysis indicated: (1) no differences in the percentages of predicates/nominals for the two groups at 3 time points; and, (2) virtually identical orders of emergence for different predicate types with the exception of three meaning type categories—quantitative predicates, cognitive/affective predicates and predicates involving causal acts to change experiential states. Cognitive/affective predicates were found to come in somewhat later in ASD groups while quantitative predicates and predicates involving changes in experiential states came in earlier in ASD groups. This study also found (3) that lexical variables, especially number of predicates, strongly predicted grammatical complexity one year later, a process common in typical language development. The study concludes that lexical development in ASD follows the normal course, albeit later and more slowly. It also suggests that communication deficits in this population are rooted in challenges with social acts rather than from an inability to match meanings to words.
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Bravo-Magana, J. C. "Naturalistic acquisition of English by three Mexican Spanish-speaking children : A longitudinal study." Thesis, University of Reading, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370614.
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Ascough, Tomoko. "RAISING CHILDREN AS BILINGUALS: A LONGITUDINAL STUDY OF EIGHT INTERNATIONAL FAMILIES IN JAPAN." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/77146.
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CITE/Language ArtsEd.D.
Eight families with Japanese mothers and English-speaking fathers were followed from the 1990s to 2007 as they strove to raise their children as bilinguals. The issues that were investigated were: (1) the language environments afforded; (2) factors influencing family decisions in creating those language environments; and, (3) conclusions about the efficacy of different language environments for raising bilingual children. Parental sacrifice was evident. Some mothers suppressed their native Japanese language and culture as they tried to afford their children solid backgrounds in what they considered a high-prestige language (English), while some fathers changed jobs in order to spend more time at home. Some families also moved in order to be near desirable schools. An optimal English environment at home was the key to success. Fathers spent quality time with their children every day, reading English books, doing homework together, talking about school activities, and reading bedtime stories. Families provided children with many English videos, DVDs, and other audiovisual sources. Summer travel to the father's country for summer camps and other enjoyable activities, especially spending time with English-speaking cousins, promoted positive images of English language and culture. Mothers faced issues of identity, power relations, and gender roles. The mothers' own experiences of learning English played a crucial role in the choices they made in raising their children as bilinguals. Typically, power relations between husbands and wives were determined by the wives' self-perception of being subordinate to their husbands. The results indicated that different theories of bilingual child-raising, no matter how stringently followed, did not seem to matter; what mattered was balancing the time the child spent with each parent. Usually before parents expected it, the child's own identity asserted itself in the pursuit of particular language environments, and progress toward fluency was sometimes erratic, as in the case of one boy whose development in both languages appeared to be delayed but who later was viewed as having native-speaker proficiency in both languages. Overall, more important than any particular method or theory, sustained sincere efforts and flexibility can produce bilingual children.
Temple University--Theses
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Greenson, Jessica Nicole. "A Longitudinal Study of Attention-Deficit/Hyperactivity Disorder Symptoms in Preschool-Age Children." DigitalCommons@USU, 2001. https://digitalcommons.usu.edu/etd/6301.
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Attention-deficit hyperactivity disorder (ADHD) is among the most common reasons for
referral to children's mental health clinics, with an estimated prevalence of 3% to 5% in the
general population of school-age children. Children who exhibit the requisite behaviors may
obtain a diagnosis of ADHD at any age; however, symptom onset must occur before age 7 and
persist for at least 6 months. Despite these temporal requirements for diagnosis, little empirical
information about the manifestation and stability of ADHD symptoms in preschool children
exists. This study provides information about the initial presence and stability over one academic
year of ADHD behaviors in a sample of 290 preschool children rated by mothers and/or teachers.
Data suggest higher levels of these behaviors at home versus school, with behaviors remaining
stable over the course of the academic year at school, and diminishing over this time period at
home. Family environment factors (e.g., socioeconomic status, family stress) were not found to
have strong predictive relationships with levels of ADHD behaviors in this sample of
preschoolers including little support for a directional relationship between dysfunctional
parenting behaviors and child ADHD symptoms. Conclusions and clinical implications of these
finding, are provided and may assist psychologists in their efforts to diagnose and treat this
disorder in young children.
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Cox, Mary B. "A longitudinal study of the disfluencies of four and six year old children." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3865.
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Investigations into the speech of normal children have indicated that disfluencies are common. It is important for the Speech Language Pathologist to have knowledge of normal disfluencies for differential diagnosis, parent counseling, and in order to plan strategies for intervention.
The purpose of this study was to compare the frequency of disfluencies in 4 year old and 6 year old normal male children to the frequency of disfluencies when they were 3 years old and 5 years old respectively.
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何定邦 and Ting-pong Ho. "The young adult outcome of hyperactive children and psychiatric controls: a 12-year follow-up study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31981562.
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Moreno, Medrano Luz Maria Stella. "Indigenous children in urban schools in Jalisco, Mexico : an ethnographic study on schooling experiences." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/268098.
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Political recognition of the multicultural nature of Mexico has advanced the understanding of how people live together, as well as how they value and respect each other’s differences. The migration of indigenous populations from rural areas of the country to urban settings has transformed the cities, and also schools, into places of remarkable cultural diversity. This study examines the processes of identity formation of indigenous children in two urban schools in Jalisco, Mexico. By studying the processes of identity formation, I focus on understanding how indigenous children represent themselves within the wider social discourses and dynamics of power, which might be either reinforcing or limiting their opportunities to strengthen their ethnicity. By using an ethnographic approach, from a critical theory perspective, this study focus on listening to indigenous children’s voices, rather than the other voices and experiences within the school setting. The study was conducted in two schools in the municipality of Zapopan, in the State of Jalisco, Mexico. Over a period of 14 months, I conducted semi-structured interviews with 22 indigenous children, balanced by gender and age, from 4 different ethnic groups: Mazahua, Nahua, Purepecha, and Totonaco. I also interviewed 22 mestizo children, 10 teachers, 3 principals, and 7 parents. The schooling experiences of indigenous children are discussed in the study. Elements such as language use, territory (geographic and symbolic), family networks, and their attachment to their communities of origin were identified as the crucial factors for indigenous children to represent, or sometimes deny, themselves as being indigenous. The analysis also highlights the silences, racism, and ethnic blindness that indigenous children face in urban schools. Meritocratic educational approaches within neoliberal discourses of competition, individual effort, and autonomy were embedded in the children’s schooling experiences, thereby shaping their learner identities. This study seeks to contribute to the pursuit of providing indigenous children with educational services that recognise and reinforce their ethnic identity. It is also my objective that children’s voices open up a dialogue with those responsible for the educational and social policies, in order to create a common front that might challenge the racism veiled as indifference and/or a desire for ‘equality’ in Mexican urban schools.
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Dunsmuir, Sandra Murray. "The development of writing in four to seven year-old children : a longitudinal study." Thesis, Open University, 2000. http://oro.open.ac.uk/58026/.
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This longitudinal study investigates the factors at home and school that influence children's attainment and progress in writing at Key Stage 1. Sixty children between the ages of four and seven years in four Reading primaiy schools were tracked and data was collected in the term before they started school, at school entry, on a termly basis once in school and at the end of Key Stage 1. Semi-structured interviews, questionnaires, observation schedules, checklists and standardised assessments were used. Associations between measures and continuity over time were assessed using multiple regression analysis. Pre-school independent variables that were found to be significantly associated with writing proficiency at school entry included mother's educational level, family size, parental assessment of writing and a measure of home writing. Child characteristics, skills and competencies were measured at school entry and those found to be significantly associated with writing at outcome included season of birth, WPPSI-R vocabulary score, pre-reading skills and proficiency in writing their own name. The only pre-school variable that maintained its significant relationship to writing at outcome was home writing. Teacher assessments of pupil attitudes to writing were consistently found to be significantly associated with writing at outcome. Data from the termly writing samples indicated that only the handwriting assessment predicted general writing ability at seven years of age. Eight pupils were observed writing at two points in time and the records are discussed in terms of processes and products. Issues such as quality and quantity of writing generated are considered in relation to the development of component skills (e.g. handwriting, spelling, vocabulary), within the context of the curriculum and role of the teacher. The results confirm the complexity of learning to write for children at Key Stage I and developmental considerations are discussed in relation to policy and practice issues.
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Ho, Nga-yee. "Longitudinal study of white matter fractional anisotropy in childhood medulloblastoma survivors by diffusion tensor MR imaging." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B39849041.
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Ollila, P. (Päivi). "Assessment of caries risk in toddlers:a longitudinal cohort study." Doctoral thesis, University of Oulu, 2010. http://urn.fi/urn:isbn:9789514262227.
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Abstract Dental caries in toddlers was studied in relation to several risk factors which were also determined by salivary tests in a longitudinal design. Another specific aim was to reveal the effect of prolonged pacifier sucking on caries development. The study population consisted of 183 pre-school children. At the baseline, salivary microbiological tests were taken from children whose average age was 2.5 years. Risk factors for colonisation of salivary lactobacilli and yeasts were determined from a questionnaire filled in by the parents. At the 2-year follow-up, caries in primary teeth was studied against the possible risk factors recorded at the baseline. At the 7-year follow-up, the risk factors identified at the age of two were analysed against caries development in primary molars and in first permanent molars. Also the long-term predictive value of salivary microbiological tests was investigated. At the baseline, the use of pacifier and nocturnal use of nursing bottle were associated with colonisation of salivary lactobacilli and yeasts. Prolonged pacifier sucking and use of nursing bottle at nights were shown to be associated with caries development in children at the 2-year follow-up. Consumption of sweets, lack of daily tooth brushing and nocturnal use of nursing bottle at the age of two were associated with caries onset in both primary and permanent molars at the seven-year follow-up. The use of fluoride tablets reduced the risk of caries onset in primary molars. Children who were colonised by salivary lactobacilli or yeasts at the baseline were susceptible to caries in primary molars. Early colonisation of lactobacilli was associated with caries in permanent molars. The results suggest that the risk of caries is possible to assess in toddlers by identifying caries-related habits early, already at the age of two. Microbiological tests may also have some value. Assessment of caries risk in toddlers enables both prevention and early intervention, and thereby prevention of caries development in childrenTiivistelmä Tämän tutkimuksen tarkoituksena oli pitkäaikaisseurannassa selvittää taaperoikäisiltä lapsilta otettujen sylkitestien ja muiden määritettyjen riskitekijöiden mahdollista yhteyttä karieksen kehittymiseen. Erityisesti haluttiin myös tutkia pitkittyneen tutin käytön merkitystä. Tutkimusaineisto koostui 183:sta alle kouluikäisestä lapsesta. Aloitusvaiheessa otettiin mikrobiologiset sylkitestit lapsilta, joiden keski-ikä oli 2,5 vuotta, ja määritettiin anamnestisesti mahdolliset riskitekijät laktobasillien ja hiivasienten kolonisaatiolle. Kahden vuoden seurannan jälkeen tutkittiin riskin toteutumista maitohampaiden karioitumisessa. Seuraavassa seitsemän vuoden seurantatutkimuksessa tutkittiin karieskehitystä maitomolaareissa ja ensimmäisissä pysyvissä molaareissa kahden vuoden iässä määritetyissä riskiryhmissä. Myös syljen mikrobiologisten testien avulla määritetyn riskin toteutumista selvitettiin seitsemän vuoden seurannan päätyttyä. Tutkimuksen aloitusvaiheen sylkitestitulokset osoittivat, että tutin käyttö ja tuttipullon käyttö öisin olivat yhteydessä syljen kariekseen liittyviin mikrobeihin, ja ne voivat siten lisätä kariesaktiivisuutta maitohampaistossa. Kahden vuoden seurantatutkimuksessa todettiinkin, että karieskehitys oli yhteydessä aikaisemmin määritettyihin riskitekijöihin: pitkittyneeseen tutin käyttöön ja tuttipullon käyttöön öisin. Seitsemän vuoden seurantatutkimuksen tulokset osoittivat, että makeisten käyttö kaksivuotiaana, puutteellinen hampaiden harjaus ja tuttipullon käyttö öisin ovat riskitekijöitä sekä maitomolaarien että ensimmäisten pysyvien molaarien karieskehitykselle. Fluoritablettien käyttö vähensi maitomolaarien karioitumista. Myös varhain tehdyillä syljen mikrobiologisilla testeillä oli pitkäaikainen ennustusarvo. Tulokset osoittavat, että riskin määritys taaperoikäisten lasten karieskehitykselle voidaan tehdä varhaisessa vaiheessa sekä mikrobiologisten sylkitestien avulla että määrittelemällä muiden mahdollisten riskitekijöiden esiintyvyys. Varhaisen kariesriskin määrityksen avulla voidaan ehkäisevät hoitotoimenpiteet kohdistaa ajoissa riskiryhmille ja siten ehkäistä karieskehitystä ja korjaavan karieshoidon tarvetta lapsilla
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Brion, Marie-Jo. "Early life influences on blood pressure in the Avon longitudinal study of parents and children." Thesis, University of Bristol, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492613.
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Coronary heart disease and its risk factors (e.g. hypertension, diabetes) in adults are associated with infant mortality and low birthweight. These associations may reflect long-term biological changes occurring in fetal and early life that 'program' later risk of disease. Although evidence of progranuning in animals is well established, the role of programming in humans is less clear. In this thesis, the role of early life influences on blood pressure in children is explored in the Avon Longitudinal Study of Parents and Children (ALSPAC), a contemporary British cohort. Prenatal and childhood exposures (maternal smoking and iron status in pregnancy, infant sodium intake, child body composition) were assessed prospectively using questionnaires, diet diaries and in ALSPAC clinic assessments.
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Sandison, Alida. "Exploring the developmental profile of Black HIV positive/AIDS infants and children a longitudinal study." Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/357.
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This study aimed at exploring the developmental profile of HIV positive/AIDS infants and children (three to 35 months) over a period of 11 months in the Nelson Mandela Metropole, utilising the Revised Extended Griffiths Scales of Mental Development (GSMD). The purpose was to generate information about the development of HIV positive/AIDS infants and children, highlighting developmental strengths and weaknesses to ultimately aid the custodians of these children with their interventions. A non-probability purposive sampling method was applied, and a longitudinal profile was generated as participants were assessed twice. Participants were all outpatients at Kwazakhele Day Clinic, Dora Nginza and Livingstone Hospitals in the Nelson Mandela Metropole, and were located for the study through their caregiver’s attendance of an HIV support groups at the Dora Nginza Hospital. Data was analysed statistically using descriptive statistics and Hotelings-T² tests. Results indicated a significant difference between first and second assessment on the General Quotient and on two of the six subscales, namely Eye-Hand Co-ordination (D) and Practical Reasoning (F). It was deduced that development declined or did not improve as participants aged.
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Hughes, Diana Mildred. "A longitudinal study of the development of writing in 4 to 7 year old children." Thesis, University of Reading, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244193.
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Stainthorp, Rhona Winifred. "A longitudinal study of the development of reading strategies in 7 to 11 year children." Thesis, University College London (University of London), 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308819.
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Wong, Wai-Lap. "A longitudinal twin study of Chinese children learning to read English as a second language." Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:b9a5fc85-e01e-4042-9577-273573f0c27b.
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This thesis investigated reading and related skills in Chinese children learning English as a second language (ESL) in 279 Chinese twin pairs aged from 3 to 11 years. Children were tested twice, a year apart, with measures of visual word recognition, receptive vocabulary, phonological awareness, phonological memory and speech perception in both Chinese and English and Chinese tone awareness. The thesis was divided into two sections with the first section exploring the phenotypic relationships and the second section estimating the genetic and environmental influences. In the first section, the causal relationships among the five ESL skills were modelled (chapter 4) and the relationships between Chinese and ESL skills were sought (chapter 4). In section two, the univariate heritability (chapter 6), the cross-linguistic genetic overlap (chapter 7) and the stability and instability of heritability estimates (chapter 8) for all skills were examined. Findings have shown that ESL speech perception is important to the development of ESL phonological awareness, phonological memory and receptive vocabulary, in turn, has an impact on ESL reading development. Genes play an important role in ESL and Chinese reading development. The differential environmental effects may be due to the differences in the ESL and Chinese acquisition ecologies.
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Torkamani, Asma. "A longitudinal study of cognitive development and mental health in maltreated children entering foster care." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30825/.
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Background: Childhood maltreatment has repeatedly been associated with poorer mental health and cognitive outcomes. Although there is evidence that maltreated children in institutions can make cognitive gains following entry-to- care, especially when entering care at a younger age, the potential for developmental catch-up is not known amongst children in foster care. Similarly, despite the established presence of poorer mental health and cognitive outcomes in this population, the relationship between mental health and cognitive development is not well understood. Aims: This study aimed to explore the rate of cognitive development over time in a sample of maltreated children in foster care, and to investigate the relationship between mental health at entry-to-care and later cognitive function. Methods: The sample consisted of thirty-two maltreated children, recruited for the on-going Best Services Trial. Assessments of mental health and cognition were administered following entry-to-care, and cognitive assessments were repeated after 15 and 30 months. Results: The results suggested that childhood maltreatment is a possible risk factor for poorer cognition and that there is scope for developmental catch-up following entry-to-care, particularly for younger children. Mental health at entry- to-care did not influence subsequent cognitive ability. Conclusions: The findings of this study highlight the potential benefits of early placement of maltreated children to a place of greater safety, in aid of supporting their cognitive development.
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Popejoy, Emma. "Decision making and future planning for children with life-limiting conditions : a longitudinal case study." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/52155/.
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Background: The number of children with life-limiting conditions in England is increasing. Families and professionals caring for such children face difficult care and treatment decisions. However, little is known about the factors which influence such decision making and the processes through which decisions are made. Aim: To explore the process of decision making and future planning for children with life-limiting conditions. Methods: This study employed a longitudinal, qualitative case study approach, involving eleven cases. Cases were centred around a child and their family, and additional interview participants, including healthcare professionals and extended family members, were nominated by the family to participate in interviews. Data sources included 46 interviews, 72 observations and review of medical notes. Data were analysed using narrative analysis. Findings: Key findings pertained to the importance of relationships and communication, the nature of decision making and strategies used within the process, and the role of best interests’ discussions during disagreements. Good relationships and communication were essential in decision making, as the process often involved multiple stakeholders. Poor inter-professional communication however was common and presented challenges for decision making. Analysis demonstrated that individuals recognise little practical or emotional difference between decision making and future planning, suggesting that they conceptualise both, simply as decision making. Within the process of decision making, numerous strategies were identified which aimed to achieve agreement between stakeholders. These were information framing, persuasion, appeals to evidence and justification. During protracted disagreements, occasionally reference to the child’s ‘best interests’ was made and occurred when professionals were concerned about harm to the child. Consequently the possible limits to parental decisional involvement through application to the courts, was highlighted, yet never actually implemented. Predominantly collaboration, which was indicative of shared decision making, was observed and reported. Conclusion: This study revealed the complex and nuanced nature of decision making. This research has highlighted the necessity of good quality relationships between families and professionals, and also communication in the inter-professional relationship. For those involved in decision making for children with life-limiting conditions, an understanding of each individual’s holistic wishes and values, alongside their perception of decisional risks to the child are important considerations, particularly during sustained disagreements. This study suggests that despite the policy drive towards shared decision making and the widespread perception that parents are the ultimate decision makers for their children, these assumptions are bounded. It calls for a professional awareness of the moral work undertaken by families in decision making, in order to further promote collaboration and prevent sustained disagreement.
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Mitsnefes, Mark M. "Longitudinal Study of Left Ventricular Hypertrophy in Children and Adolescents with End-Stage Renal Disease." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin990460568.
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李輝 and Hui Li. "Contributors to Chinese literacy development: a longitudinal study of preschoolers in Beijing, Hong Kong andSingapore." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31240562.
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Casas, Aleysha Kirsten. "Childhood Playfulness as a Predictor of Adult Playfulness and Creativity: A Longitudinal Study." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/32797.
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The primary purpose of this study was to examine the strength of the relationship between childhood playfulness and adult playfulness. The relationship between adult playfulness and adult creativity was also examined along with the relationship between child playfulness and adult creativity. Exploratory interviews were conducted with a purposive sample of individuals to provide insight into subjectsâ perceptions of their own playfulness as well as life experiences they perceived to be related to stability or change in their own playfulness. Specifically, the researcher interviewed one subject in each of four categories: (1) low childhood playfulness scores but high adult playfulness scores (2) low childhood playfulness scores and low adult playfulness scores (3)high childhood playfulness scores but low adult playfulness scores and (4) high childhood playfulness scores and high adult playfulness scores.
The Adult Behaviors Inventory (ABI) and the Student Self-Evaluation of Creativity (SSEC) were completed by 27 young adults from a pool of 103 subjects who had participated in a previous study in the period from 1985-1987, more than 15 years ago. The Adult Behaviors Inventory, an adaptation of the Child Behaviors Inventory (CBI) that was used to rate these subjects between 1985-1987, was completed by 31 mothers for a son or daughter. The total sample (n = 36) for this study consisted of 17 females (47.2%) and 19 males (52.8%). The mean age of the subjects was 20.32 at the time of the follow-up study. Participants were from well-educated middle class families, and 96.2% of the participants were enrolled in college or had completed a college degree.
Pearson correlation coefficients computed to determine the strength of the relationships among variables of interest and they yielded these results: (a) Childhood playfulness during the preschool years as rated by mothers using the CBI was not significantly related to maternal ratings on the ABI, self-ratings on the ABI, or self-ratings on the SSEC. (b) Adult playfulness as self-reported by the same participants (now young adults) using the Adult Behaviors Inventory (ABI) was significantly related to maternal ratings on the ABI and self-ratings on the SSEC. Self-rated ABI scores were not significantly related to maternal or teachersâ ratings on the CBI. (c) Adult creativity scores obtained from self-reports using the Students Self-Evaluation of Creativity Scale was not related to maternal or teachersâ ratings on the CBI. Creativity scores on the SSEC were significantly related to both maternal and self-ratings on the ABI. (d) Adult playfulness as reported by each participantâ s mother was significantly related to self-ratings on the ABI and SSEC.
Short structured interviews with a purposive sample of subjects representing low or high playfulness in childhood and adulthood indicated that the interviewees were able to accurately identify their own playfulness classification even though the survey questionnaire was designed so as not to make it obvious that playfulness was the focus of the study. Interview data pointed to possible links between life events and playfulness.Master of Science
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Williams, A. Lynn, and Mary Elbert. "A Prospective Longitudinal Study of Phonological Development in Late Talkers." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/2003.
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Abstract
Purpose:This study involved prospective longitudinal data on 5 late talkers to provide information about the course of phonological development in order to identify possible predictors of delayed versus deviant development.
Method: Five children (3 boys, 2 girls) were identified as late talkers and divided into a younger group and an older group. Each child was followed monthly for 10 to 12 months (22–33 months for the younger group and 30–42 months for the older group). Two types of monthly language samples (free play and elicited) were obtained to describe the individual courses of phonological development for each child. Independent and relational analyses were completed at each age to describe word-initial and word-final phonetic inventories, syllable structure, syllable diversity, percentage of consonants correct (PCC), sound variability, and error patterns.
Results: The results indicated that 3 of the children resolved their late onset of speech by 33 to 35 months of age. In addition to quantitative factors, (e.g., limited phonetic inventory, lower PCC, and more sound errors), qualitative variables (e.g., atypical error patterns, greater sound variability, and slower rate of resolution) also were identified as potential markers of long-term phonological delay.
Clinical Implications: This study provides information to clinicians so they can identify those children who are less likely to resolve their late onset of phonological development without direct intervention. Procedures are described for assessing early linguistic behaviors that incorporate independent and relational analyses on more extensive speech samples (elicited and free play). From these analyses, clinicians can examine quantitative and qualitative variables to differentiate phonological delay from deviance.
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Samara, Muthanna Madhat. "A Longitudinal Study of Precursors of Bullying Involvement in Primary School Children in a British Cohort." Thesis, University of Warwick, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491520.
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Bullying and victimisation problems and concurrent associations with individual and family characteristics, school and social factors are well documented. There is also an increasing number of follow-up studies documenting the stability of victimisation over time. In contrast, there is a paucity of sufficiently large longitudinal studies that have investigated the precursors of bullying or victimisation on both direct and .relational bullying forms. This study evaluated the factors assessed from pregnancy until 8.5 years of age which predict bullies, victims and bully/victims versus neutral for both direct and relational bullying. The inclusion of these variables depended on previous research. The model which was used to build up the precursors set and analysis was the ecological model with modifications to suit the nature of the data set and measures. The data set used was obtained from the Avon Longitudinal Study of Parents And Children (ALSPAC) study. ALSPAC investigates the development of more than 10,000 children and their families from pregnancy in the UK. All families have been contacted several times per year via questionnaires since pregnancy and the children had individual standard interviews of their bullying involvement at 8.5 years of age. In total, data for 6781 children (3561; 50.3% girls) had complete data for direct bullying and 6637 children (3495; 50.4% girls) for relational bullying. Findings are presented regarding the relative influence of child characteristics, family (proximal), and environmental (distal) factors related to bullying involvement in primary school. The results indicate that bullying status group membership was most strongly predicted and related to child characteristics before school entry with few proximal and distal factors adding to the prediction model. This was especially obvious with relational bullying status groups with only relational bullies being predicted mainly by proximal factors. In addition, relational bullying status groups, except relational victims, were not predicted or related to cognitive deficit or negative verbal abilities compared to direct bullying status groups. A particularly high-risk group are those pupils who are . bully/victims that shared the characteristics of bullies and victims, distinguished by more behavioural, cognitive preschool problems and adverse family background. The limitations and the strengths of the study, future research directions and the implications for developmental models of bullying and for intervention strategies are discussed. Supplied by The British Library - 'The world's knowledge' Supplied by The British Library - 'The world's knowledge'
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Humphrey, Janice M. "A longitudinal outcome study of intrusive luxation injuries to permanent maxillary incisors of children and adolescents." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0002/MQ45971.pdf.
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Lee, Raymond. "A prospective longitudinal outcome study of extrusive luxation injuries to the permanent maxillary incisors of children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0023/MQ51591.pdf.
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Newbury, Jayne Margaret. "Early language variation and working memory: A longitudinal study of late talkers and typically developing children." Thesis, University of Canterbury. Department of Communication Disorders, 2014. http://hdl.handle.net/10092/9665.
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This research explored whether variation in working memory ability helps account for the wide variation in toddlers' language skills and improves predictive models of language outcomes over time. A cohort of typically developing (TD) (n = 55) and late talking children (n = 24) were assessed at two time points. The initial assessment took place at ages 24-30 months and the outcome assessment occurred 18 months later, when the children were aged 41-49 months. The assessment battery included standardised tests of language and visual cognition; assessments representing aspects of Baddeley's model of working memory: phonological short term memory (PSTM), a measure of processing speed, verbal working memory (VWM), visual spatial working memory (VSWM), and a parent report questionnaire of executive functioning (EF). Study 1 explored the associations between these aspects of working memory and concurrent expressive vocabulary at ages 24-30 months and examined group differences in the measures between TD and late talking children. Study 2 explored associations between aspects of working memory and concurrent expressive language in the same cohort at 41-49 months of age. Group differences in the measures between resolved late talkers (RLTs) and TD children were explored. Finally Study 3 explored the ability of the measures used at 24-30 months to predict language outcomes at 41-49 months. These results were considered in relation to the prediction of language outcomes on group and individual levels. Overall the results indicated a strong relationship between early PSTM and early language measures. A novel finding was that PSTM was significantly lower in the late talking and RLT groups compared with the TD groups, even after controlling for group differences in language and phonology at both time points. This confirms previous research that PSTM plays a role in early expressive vocabulary acquisition, and suggests that early PSTM deficits may be a causal factor for some cases of late talking. For the whole group, three working memory variables (VWM, Emotional Control and Shift) measured at 24-30 months added unique variance to predictive models in total language scores at 41-49 months after previously established early predictors (receptive language and parent education) had been entered into the hierarchical regression model (receptive language R²Δ = 59%; parent education R²Δ = 2%; VWM R²Δ = 8%; Emotional Control R²Δ = 1% and Shift R²Δ = 2%). This is another novel finding which supports the concept of working memory playing a unique role in language acquisition between the ages two and four years. Processing speed did not contribute unique variance to regression models predicting language when other working memory measures were included. The A not B task (measuring VSWM) did not correlate with language. There were concerns with construct validity with the EF parent report measure (Behaviour Rating Inventory of Executive Function – Preschool Version), which meant that the results from this assessment were interpreted with caution. In terms of clinical outcomes, 83% of the late talkers resolved their language delays over the 18 month period, but as a group showed a seven-fold increase in being identified for clinical concerns at the outcome assessment than children who were not late talkers. The majority of these concerns were for poor phonology. While early VWM, Shift and Emotional Control added unique variance to outcome total language scores on a group level, they did not improve prediction of individual outcomes in language impairment status at 41-49 months. Early receptive language delay was a more powerful predictor of later language impairment than late talking in this cohort, as these children (n = 9) showed only a 44% rate of resolution.
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Rigley, Lynda Susan. "A longitudinal study of the dietary habits, heights and weights of 8-11 year old children." Thesis, University of Huddersfield, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332818.
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Balladares, Hernández Jaime. "A longitudinal study of the predictors of reading in children from low and high socioeconomic backgrounds." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10062115/.
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Chilean students achieve poor results in international reading tests. The Organization for Economic Cooperation and Development (OECD) evaluates the performance of students at age 15 from all OECD countries, through the Programme for International Student Assessment (PISA). In this test, Chilean students perform significantly lower than average (OECD, 2013, 2016). Educational systems in which poor and rich children study together tend to reach higher scores in the PISA test than the ones in which students are social and economically segregated (OECD, 2013). However, the Chilean education system is segregated, with students likely to study with their peers from a similar socioeconomic background (Aguirre, 2009; Mizala & Torche, 2012). Among OECD countries, Chile is the one in which socioeconomic variables are most closely related to academic success (OECD, 2010). Given Chile's huge social stratification (Posner, 2012), only students from higher high-income backgrounds can access better educational provision (in fee-paying schools), whereas students whose families are unable to pay for education are likely to receive a lower quality of teaching in their schools (Castillo, 2011). As a result, significant differences in reading according to socioeconomic status (SES) are found. For instance, 69% of students from high-income families can be categorized as advanced readers, whereas just 20% of students from low-income backgrounds are placed in this category, according to the Chilean Ministry of Education (MINEDUC, 2007, 2013, 2014). While the effect of socioeconomic level on reading is accentuated in highly segregated countries such as Chile, it is possible to find differences in other countries too (Aikens & Barbarin, 2008; Arnold & Doctoroff, 2003; MINEDUC, 2007, 2013, 2014; OECD, 2013). In a study of 43 countries using the PISA database, SES was found to be a key predictor of reading achievement (Chiu & McBride-Chang, 2006). In a longitudinal study conducted in the United States, with 3rd grade students, rates of reading growth were found to be strongly affected by students' SES (Kieffer, 2011). In the case of the United Kingdom the situation is similar, and reading performance is related to SES not just in the school years, but also in adulthood (Ritchie & Bates, 2013). The reading gap between children from low and high SES groups starts at young age (A. Fernald, Marchman, & Weisleder, 2013), and tends to widen through academic life (Walpole, 2003). In Chile, children already show significant differences in reading ability at age of 7 when they are compared by SES (MINEDUC, 2013, 2014). These differences are more accented when the students' reading performance is compared again at the age of 15 (OECD, 2013). In order to understand why differences in SES impact on children's reading outcomes at school, we must go one step further back and evaluate how the predictors of reading develop before children go to school. Three skills - phonological awareness, letter knowledge, and rapid automatic naming (RAN) - have been labelled as foundational predictors of reading (Caravolas, Lervag, Defior, Seidlova Malkova, & Hulme, 2013; Guardia, 2010; Hulme, Caravolas, Malkova, & Brigstocke, 2005; Jong & Vrielink, 2004; Mann, 1986; Muter, Hulme, Snowling, & Stevenson, 2004; Nation & Cocksey, 2009; Pallante & Kim, 2013; Savage & Frederickson, 2005; Wagner & Torgesen, 1987; P. Walton & Walton, 2002). While these are the three core predictors of reading in different languages, the process of learning to read is complex, and these predictors need to be understood as part of a set of variables (Hulme, Caravolas, et al., 2005; Muter et al., 2004) that also includes cognitive (domain general) skills (Cain & Oakhill, 1999; Farrington-Flint, Wood, Canobi, & Faulkner, 2004; Welsh, Nix, Blair, Bierman, & Nelson, 2010), vocabulary knowledge (Moghadam, Zainal, & Ghaderpour, 2012; Muter et al., 2004; Nation & Cocksey, 2009), and other social and environmental factors, such as home literacy environment (Burgess, Hecht, & Lonigan, 2002; Crain-Thoreson & Dale, 1992; Laplante et al., 2004; Mistry, White, Benner, & Huynh, 2009; Roberts, Jurgens, & Burchina, 2005; Weigel, Martin, & Bennet, 2006). There is strong evidence that this set of predictors contribute to the process of learning to read. While each of the listed variables contributes to explaining reading achievement, it is less clear whether these foundational, language, and cognitive skills are, in turn, affected by SES, particularly in terms of Home literacy environment. Understanding the contribution of these factors and evaluating the influence of socioeconomic status on them will allow future studies and interventions to be more precise about what aspects should be improved to decrease the academic gap between those children from low and high SES. These findings have implications both for theory and practice. In theoretical terms, they permit a clearer understanding of what happens before children learn to read in a non-English and monolingual context. In a practical sense, they provide information to promote the development of policies, plans and programs for minimizing the gap in reading between those children from low and high socioeconomic backgrounds, by offering teacher and parental support. The current study makes novel contributions in two areas. Firstly, it aims to evaluate whether Chilean preschoolers show SES differences in a large number of foundational skills for reading and, if so, to estimate the magnitude of these differences. Secondly, it aims to identify the contribution of those less studied predictors - which include cognitive skills, certain early language skills and the influence of the home literacy environment - to these same children's reading abilities when they are 7 years old.
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Khalid, Ruhi. "A comparative study of the self-esteem of the Pakistani minority and the indigenous children in Scotland." Thesis, Connect to e-thesis, 1985. http://theses.gla.ac.uk/1003/.
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Sparacio, Charlene Wojnowski. "A longitudinal study of the impact of individual, familial, and community violence on child behavioral outcomes." Click here for text online. The Institute of Clinical Social Work Dissertations website, 2004. http://www.icsw.edu/_dissertations/sparacio_2004.pdf.
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Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 2004.A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.
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Hargreaves, Robyn Leigh. "A longitudinal study of the occupational aspirations and perceptions of nine to thirteen year-old South African children." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/520.
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While the field of career psychology has shifted its attention to the study of career development, the developmental stage of childhood has often been neglected. Similarly, there is an absence of career research of a longitudinal nature, despite consistent calls to focus more on longitudinal methods when studying career development. The present study forms part of an existing longitudinal project which investigates the career development of South African children. This study, initiated in 1998, attempts to explore the occupational aspirations and gender stereotypes of a group of 39 children in the Nelson Mandela Metropole. The results from this study will provide much needed baseline information on how South African children become aware of careers, as well as provide useful suggestions on how to develop career education syllabi, particularly within the Life Orientation curriculum. The present study aims to explore and describe the changes that may occur in the participants’ occupational aspiration interest typology, status levels, and gender stereotypes over a five year period. Both developmental and career developmental theories were used to provide a theoretical context from which the participants’ career development could be explored. The study is quantitative in nature as it made use of semi-structured interviews and a biographical questionnaire in order to quantitatively transcribe the data. The questionnaire consisted of four broad questions which asked for information regarding the participants’ occupational aspirations, how much information the participants had about the chosen occupation, the number of occupations the participants knew about, and the extent to which the participants held gender stereotypes regarding fourteen different occupations. Descriptive statistics were used to describe the findings of the data which had been coded according to Holland’s typology of occupations. In addition, content analysis was performed to elicit themes regarding the participants’ own reflections on their career development. Results from the data analysis revealed that the majority of participants aspired to Social type occupations throughout the five years under study. Furthermore, most participants consistently aspired to high status occupations throughout the five years. Similar results were found for girls and boys. The results also demonstrated that the participants’ gender stereotypes tended to decrease over time, particularly as their occupational information increased. Lastly, most children were able to reflect on their career development and attributed changes in their occupational aspirations to changes in their interests. The results from this study offer insight into the development of occupational aspirations and perceptions of South African children which can be used as a foundation for future research and which should be valuable in the development of relevant career education programmes for South African schools.
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Mark, Katharine Mary. "Sibling relationship quality : a longitudinal study of twins and their families." Thesis, University of Sussex, 2017. http://sro.sussex.ac.uk/id/eprint/66935/.
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The overarching goal of this thesis was to examine sibling relationship quality in young twin children, as well as the ways in which this key bond is associated with other familial relationships within the home environment. The three articles included were part of a longitudinal and multi-method study, run by myself and my colleague - the Twins, Family and Behaviour study. Accounts were collected from 282 mothers and 132 fathers of twins, over a two-year time period. Parents completed postal questionnaires and a telephone interview, and observations via Skype recorded them interacting with each of their children. The research was unique, as it employed a number of novel measures and sophisticated analyses that have not yet been used within a longitudinal twin sample such as this. Results showed that, contrary to expectations, no mean level differences emerged when monozygotic twin pairs, dizygotic twin pairs, and non-twin pairs were compared on their sibling relationship quality (Paper 1). Behavioural genetic modelling also revealed that sibling interactions were mainly influenced by the shared environment, common to both children within the dyad, but also by the genetic propensities of the siblings themselves (Paper 1). Using the innovative Preschool Five Minute Speech Sample interview, we found that mothers who expressed more family-wide positive, and less family-wide negative, emotion towards their children reported more positivity within the sibling relationship – even when controlling for questionnaire measures of the mother-child relationship (Paper 2). Finally, opposing the majority of past literature, cross-lagged tests evidenced that earlier positivity within the sibling bond was predictive of later marital satisfaction, and of positivity within both the mother-child and the father-child bond (Paper 3). The implications of the findings include: the generalisability of studies of twins in childhood to the wider non-twin sibling population (Paper 1); the usefulness of maternal speech sample measures in capturing unique variance in sibling relationship quality (Paper 2); and the impact of affectionate sibling exchanges on entire family systems (Paper 3). Future research would benefit from exploring the nature of the relationship between twin brothers and sisters further, using both younger and older children's reports of their family interactions, within a more ethnically and socioeconomically diverse sample.