Dissertations / Theses: 'Mother'

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Lynch, Julianne. "Mother, Mother (a novel)." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1282150586.

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Vaughan, Karolyn, of Western Sydney Nepean University, and School of Health and Nursing. "Mother, baby residential admission : the mother's experience." THESIS_XXX_SHN_Vaughan_K.xml, 2000. http://handle.uws.edu.au:8081/1959.7/340.

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Becoming a mother is a challenging time and for some women the lifestyle adjustment can be very stressful. In combination with the changes in family structure mothers are increasingly seeking professional support and assistance in the care of their infants and children. Child and family health services in NSW offer varying levels of professional support and education, including 24-hour residential care. The purpose of this study is to explore and describe the mothers' perceptions and experiences of residential admission to a Child and Family Health Unit - Karitane. This study is descriptive in nature. Sixteen English speaking mothers admitted to Karitane in 1998 took part in the study. Focus groups were the main source of data for the study. The focus groups were undirected, conversations recorded and written notes taken. Additional data were collected by a questionnaire to determine the demographic characteristics of the mothers. The mothers' indicators of depression were scored using the Edinburgh Postnatal Depression Scale (EPDS). Each mother completed the EPDS during the admission period and at the time of the focus and respective comparison was made. Data analysis revealed that the mothers' EDPS scores had decreased significantly at the time of the focus group meeting. The key concepts that emerged in the mothers' descriptions of their experiences were the importance of the development of the professional relationship, equity and access to parenting services, particularly for the partner, and the need for services to promote and provide realistic parenting education with an early intervention focus. The implications of the findings lend support to health care professionals in lobbying government for the necessary funds, in providing increased access to quality parenting services.
Master of Nursing (Hons)

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3

Vaughan, Karolyn. "Mother, baby residential admission : the mother's experience." Thesis, View thesis, 2000. http://handle.uws.edu.au:8081/1959.7/340.

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Becoming a mother is a challenging time and for some women the lifestyle adjustment can be very stressful. In combination with the changes in family structure mothers are increasingly seeking professional support and assistance in the care of their infants and children. Child and family health services in NSW offer varying levels of professional support and education, including 24-hour residential care. The purpose of this study is to explore and describe the mothers' perceptions and experiences of residential admission to a Child and Family Health Unit - Karitane. This study is descriptive in nature. Sixteen English speaking mothers admitted to Karitane in 1998 took part in the study. Focus groups were the main source of data for the study. The focus groups were undirected, conversations recorded and written notes taken. Additional data were collected by a questionnaire to determine the demographic characteristics of the mothers. The mothers' indicators of depression were scored using the Edinburgh Postnatal Depression Scale (EPDS). Each mother completed the EPDS during the admission period and at the time of the focus and respective comparison was made. Data analysis revealed that the mothers' EDPS scores had decreased significantly at the time of the focus group meeting. The key concepts that emerged in the mothers' descriptions of their experiences were the importance of the development of the professional relationship, equity and access to parenting services, particularly for the partner, and the need for services to promote and provide realistic parenting education with an early intervention focus. The implications of the findings lend support to health care professionals in lobbying government for the necessary funds, in providing increased access to quality parenting services.

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Vaughan, Karolyn. "Mother, baby residential admission : the mother's experience." View thesis, 2000. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030618.091652/index.html.

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5

Abraham, Jane L. "Mother and infant communication: mothers' experiences and infants' preferences." Diss., Virginia Tech, 1995. http://hdl.handle.net/10919/39157.

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Two longitudinal studies were conducted to explore the mother-infant communication process during the first four months of postnatal life. One study focused on mothers' experiences communicating with their infants. Forty-seven mothers were interviewed when their infants were 6 to 8 weeks of age; 42 of the same mothers were interviewed when their infants were 16 to 18 weeks of age. Mothers were asked questions about their interactions with their infants, how they talked to their infants, why they talked to their infants, how they learned to talk to their infants, and what th,eir beliefs were about the relationship between talking to infants and development. A model was constructed from these data, conceptualizing the communication process between mothers and their young infants. Four themes were identified: expert advice influenced some mother-infant communication; mothers and infants co-regulated some of their communication; maternal communication behaviors were consistent across age and ethnicity; and experience talking to pets influenced some new mothers' speaking styles.
Ph. D.

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Earles, Lesley Ann. "Faith of Our Mothers: Religiosity in Adult Daughter-Mother Relationships." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/81453.

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In this hermeneutic phenomenological study, a purposive sample of 12 religious women considered their experiences of religiosity with their mothers and larger family systems. Adult daughters reflected on the significance and meaning of religion in their lives and relationships, particularly the interaction of mothers and adult daughters concerning spirituality, beliefs, and experiences including intergenerational transmission of religiosity. Adult daughters were queried regarding maternal religious influence and the challenges of being women. Data were collected to saturation and analyzed to consider individual narratives about families into the development of three themes: Family Connections, Religious Consciousness, and Encountering Community. Gilligan's theory of moral development, including the ethic of caretaking, is employed to consider religiosity in the adult daughter-mother relationship. Limitations, clinical implications, and future directions are explored.
Ph. D.

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SPINELLI, MARIA. "Parenting preterm infants: implications for mothers and mother- infant relationship." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2013. http://hdl.handle.net/10281/45026.

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Prematurity and the associated neonatal complications are identified as risk factors that may bring psychological complications both for the baby’s development and for the early mother-infant relationship. The birth of a preterm infant, the sudden end of the pregnancy, and infant’s hospitalization, often represent stressful experiences for parents. Therefore, premature birth may affect parental perceptions and attitudes, thereby distorting parent-child interactions and relationship. The present dissertation aims to examine the complex experience of parenting a preterm infant from a transactional perspective with a mixed method design. The theoretical framework integrates the transactional model of development, attachment theory and recent theories of infant research. Three studies, analyzing the phenomenon from different perspectives and using different methodological frameworks, are reported. The first study qualitatively analyzed narratives of 30 preterm infant mothers. Mothers were interviewed during infant hospitalization on the experiences of pregnancy, delivery and infant recovery. The thematic analysis revealed three major themes relevant for mothers: The construction of maternal identity, The construction of the representation of the bond with the child; The relationship with the healthcare providers and external world. The second study is a microanalysis of mother-infant’s emotion regulation and play during free play interactions at 3 and 6 months of infant’s age. Comparisons between 22 preterm and 20 full-term infant dyads revealed more differences at a maternal and dyadic level than at the infant’s level. Mother-premature infant dyads presented a typical interactive style characterized by maternal overstimulation and the tendency to lead the interaction. These dyads showed more difficulties to adjust their interaction to infant’s growth and more interactive risk indicators emerged at 6 months. The role of infant and maternal characteristics and maternal attachment models as protective and risk factors was explored. The third study examined perinatal Post-Traumatic Stress Disorder and the levels of parenting stress in 156 mothers of full-term children and 87 mothers of preterm children. This study proposed a mediating role of PTSD symptoms between preterm/full-term birth and levels of parenting stress. The mothers were asked to complete a Web survey assessing perinatal PTSD symptoms, parenting stress and social support. The findings showed that mothers of preterm children experienced more post-traumatic symptoms and parenting stress than did mothers of full-term children. Levels of PTSD symptoms were higher for mothers with infants born at lower gestational age. The relationship between preterm/full-term birth and levels of parenting stress was mediated by PTSD symptoms. Moreover, the child’s age moderated the association between maternal PTSD and parenting stress. The discussions of the three studies are integrated in the final conclusions. Findings suggest that prematurity have implications for mothers’ transition to parenthood and for the development of mother-infant relationship confirming the need to examine the phenomenon from a transactional perspective. Implications for preventive interventions are addressed.

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8

Swartzel, Gray. "mother / me." Research Showcase @ CMU, 2018. http://repository.cmu.edu/theses/137.

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mother / me is a visual exploration and analysis of the biological and constructed maternal realms of artist Gray Swartzel’s life. Orienting and navigating childhood influences, Swartzel explains his desire to use Craigslist to seek out surrogates, or mother figures. Interrogating his queer body within the psychological space between himself and his biological and surrogate mothers, he challenges and interrogates conceptions of the nuclear family, critiquing heteronormative assumptions of family. Swartzel tasks himself as an agent to inspect family as a social construct within a larger Lacanian orientation, while seeking out the objet petit a, or cause of desire in such relationships. He details the influences of early twentieth century glamour photography and maternal theory and outlines how they manifest in performances of the self. mother / me is an experiment to investigate the queer relationship between camp and the twenty-first century dandy through the collaboration of a mother and a child to construct visual images.

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Park, Angela. "Mobile Mother." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10752199.

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At any given time, approximately 4% of women in the United States are pregnant. Planned or unplanned, pregnancy changes the lives, mentalities, and bodies of women. Health and care are not only limited to the mother, but now extends out to the child as well. Pregnant women and their children require specialized care before and after the birth but sometimes these services can be difficult to locate, attend, and maintain. Mobile Mother aims to provide expecting mothers with top prenatal and postnatal services conveniently by bringing the clinic to them. The mission is to provide accessible, valuable, and quality care to pregnant women who have limited transportation, access to care, scheduling and time, or simply choose to not attend traditional maternity clinics in hospitals. Mobile Mother's goal is to deliver the best, convenient maternity care to expecting mothers in the Greater Los Angeles area. This proposal will provide detailed insight on how Mobile Mother aims to achieve these goals.

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Pfaff-Shalmiyev, Sophia. "] To Mother." PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2535.

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Four weeks before the collapse of the Berlin Wall in 1989 an eleven-year-old flees the Soviet Union with her young father. As political refugee determined to eventually settle in the United States they hastily abandon the girl's estranged alcoholic mother, future stepmother, their friends and relatives, their collection of books and all but a handful of family photographs. She eventually attempts to seek out and recover the people, ideas and objects lost on that voyage to America by going back to a much changed Russia and stitching together the scattered and forgotten pieces in between her old and new homes through dream-like snapshots. Two decades after her emigration the author examines the concept of bad luck in one's travels, the significance of the number four, ambivalent attachments, learning to mother from a place of abandonment, the familial legacy of escape and the pursuit of wholeness within inconsolable loss. The un-tellability of the story is considered through the lens of Sappho, Bernadette Mayer, Yoko Ono, Roland Barthes, Doris Lessing, Nico and many other surrogate mothers and fathers brought together as a chorus in a multi-vocal, lyric approach.

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Garrett, Jeanine Cesaro. "Mother load." Connect to this title online, 2008. http://etd.lib.clemson.edu/documents/1239896954/.

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Lee, Fiona Ruth Grace. "Learning to be a mother, to be a mother learning, a mother learning to be." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/28065.

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Adult learning is “a multidimensional phenomenon ... that takes place in various contexts”, including those that are concurrently individual, familial, and societal (Merriam 2008, p. 97). Through a process that is located, dynamic, informal and formal, and occurs in both public and private contexts, this thesis employs autobiographical bricolage to articulate my mother learning in a rich, layered exploration and expression of insights. Over the course of my writings, I explored my identity, role, and practices within the contexts of family relationships, communities of peers and mentors, and the wider North American context. Through this method, I articulate the spectrum of mental, emotional, psychological, relational, spiritual, embodied, and artistic learning in which I have been engaged, while also locating my self in the context of the broader educational and interdisciplinary discussions on mothering and learning. This thesis gives shape to my mother learning journey: a process of identification and reflection which grants me insight into other parents’ ways of “knowing, learning, and being” and has fostered in me the desire to facilitate and provide compassionate support for other parent learners (Grumet 1988, p. 149; Holman-Jones 2008, p. 209; Geertz 2003, p. 149). This desire to develop “a shared consciousness” is rooted in a desire to foster the “surprising insights” that Davis, et al. (2000) claim will inspire learners to continue seeking growth and challenge (Clarke & Collins 2007, p. 167; p. 148). Self-exploration informs my role as a parent educator seeking to enrich the mutual learning of parent-learners and educators. Through clarification of the mother learning of my predecessors and by offering new “methods and meaning”, I hope to incite change through a process which layers cycles of reflection and re-imagining (Byrne-Armstrong 2001, p. 72; Grumet 1988, p. 90, 93, 19; Holman-Jones 2003, p. 111). My own transformation from an isolated, fearful, and discouraged woman who felt constrained by her mother role, to that of a layered, humbled, questioning, and resourceful mother, daughter, wife, and educator define the borders of this thesis, but not of my learning journey as a mother and parent educator. This journey continues still now.

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Loftis, Allison E. "ENGAGING MOTHERS: SELF-EFFICACY AND MOTHER/INFANT INTERACTION AMONG MOTHERS EXPERIENCING MULTIPLE LIFE STRESSORS." UKnowledge, 2013. http://uknowledge.uky.edu/edsrc_etds/4.

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The purpose of this project was to interview mothers of newborns who participated in early intervention services focusing on the implementation of a tool developed at the Family, Infant and Preschool Program (FIPP) in North Carolina. The intent was to examine the experience of mothers and home visitors employing the tool, which was designed to enhance the mother/infant relationship. However, a stronger focus on the relationship between mother and home visitor emerged throughout the interviews. Among some participants the relationship among practitioner and parent appeared to create a safe space to share, practice strategies and grow. Although characteristics of FIPP practices associated with the tool remained consistent among home visitors, the way in which services were implemented were unique to each home visitor and parent. Mothers participating in the project were identified as coping with numerous life stressors associated with poverty at the time of the interviews.

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Li, Fook-sung William. "The influence of irrational beliefs of mothers on mother-child relationship /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19470964.

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McTaggart, Deborah L. "Breast cancer experience : mothers, adolescent daughters and the mother-daughter relationship." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/NQ56587.pdf.

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Borello, Lisa Joy. ""Mother May I? Food, Power and Control in Mothers and Daughters"." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-07272006-133036/.

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Thesis (M.A.)--Georgia State University, 2006.
Title from title screen. Layli Phillips, committee chair; Amira Jarmakani, Cassandra White, committee members. Electronic text (125 p.) : digital, PDF file. Description based on contents viewed May 2, 2007. Includes bibliographical references (p. 109-118).

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Gray, Natasha. "Single mothers' accounts of influences on children in mother headed families." Thesis, University of East London, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532394.

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Li, Fook-sung William, and 李福生. "The influence of irrational beliefs of mothers on mother-child relationship." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31250397.

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Allie, Elva Leticia Concha. "Childrearing Attitudes of Mexican-American Mothers Effects of Education of Mother." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc332060/.

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The purpose of this study was to identify childrearing attitudes of Mexican-American mothers with children ages three to five years of age. Specifically the first purpose of this study was to determine childrearing attitudes of Mexican-American mothers with ten years of education or fewer and Mexican-American mothers with eleven years of education or more as identified by the Parent As A Teacher Inventory (PAAT). The second purpose was to identify the relationship of the following demographic variables to childrearing attitudes: mother's age, mother's marital status, family income, sex of child, age of child, access to child, generational status, mother's language and mother's ethnicity. The PAAT and the Parent Information Questionnaire were administered to 112 Mexican-American mothers; 54 Mexican- American mothers with ten years of education or fewer and 58 Mexican-American mothers with eleven years of education or more. The population from which these subjects were drawn were mothers from Mexican-American communities in a North Texas county. Responses on the sample were analyzed using multivariate statistics. Based on the analysis of the data, the following conclusions seem tenable. 1. The Mexican-American mothers with eleven years of education or more have childrearing attitudes which are more positive than the Mexican-American mothers with ten years of education or fewer. 2. Control and teaching-learning are related to the mother's educational level, income, generational status and language. The mothers with more education and a higher income, who are third generation and who prefer English usage, tend to allow their children more independence. 3. Agreement may be expected between the childrearing attitudes of the Mexican-American mothers with ten years of education or fewer and Mexican-American mothers with eleven years of education or more toward creativity, frustration, and play.

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Barrett, Jane Patricia. "Mother-sibling triads." Thesis, Open University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.315442.

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Ribeira, Rosalyn Joy. "The Hero's Mother." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7579.

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Sixteen-year-old Drea Grimm’s mother walked out of their family home at midnight seven years ago. All she left behind were notebooks full of made up stories and a family that Drea, being the oldest, was now in charge of. One day, Drea finds a mysterious letter with her name on it written in her mother’s handwriting and everything she thought was true is destroyed. With the help of her partner on a school project, Ian, Drea uses her mom’s stories and clues from her last moments to heal her family and maybe bring her mother home. But there is someone who wants Drea and they will do anything to draw her closer to the truth, and in turn, closer to supernatural danger.

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Greenstone, Harriet. "Mother writes : writing as therapy for mothers of children with special needs." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100613.

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This study integrates the research on the social construction of motherhood as it applies to mothers of children with special needs. More specifically, it, looks at how writings by these mothers can (a) help them cope with the emotional ramifications of having such a child, (b) contribute to the knowledge base of professionals who deal with and nurture not only children with special needs but also their mothers, and (c) constitute an effective qualitative research tool.
The study focuses on the relationship between writing processes and products and the development of mothers' emotional states and emotional development, their self-image, self-confidence, role identity, and comfort. It investigates feelings of inadequacy, guilt, anger, and frustration, especially those engendered by good mother/bad mother social judgments, to which mothers of children with special needs are particularly vulnerable.
I came to this area of research organically---as a clinician, as a teacher, and as a mother of a child with special needs myself. Van Manan (1990) suggests there is no better way to understand a phenomenon than to live it. I realized I was uniquely positioned to understand, examine, and synthesize the therapeutic effects of mothers' writing, reading, and storytelling, and understand the social environment that fuels it. As a clinician and educator, I also recognized its value as a rich, yet relatively unexplored, source of knowledge.
In preparation for designing the study, I looked beyond peer-reviewed literature to popular literature, including diaries and autobiographies of mothers, to familiarize myself with their writings and the impact of such writings on the mothers' emotional adjustments, including their need for expression, support, and advocacy---for themselves and others.
The study describes the experiences of a writing group (eight participants) comprised of mothers of children with special needs. The group met weekly for ten weeks to examine and share their feelings and life stories through a series of written assignments. Common themes and individual responses to this experience were captured anecdotally throughout the sessions, as well as in pre- and post-group interviews.
Following a description of how the study evolved, coinciding with my personal shift from quantitative to qualitative researcher, I begin with a comprehensive review of mothering as a research area in literature, and a review of literature on the therapeutic effects of reading, writing and storytelling. I then discuss the methodology of this study with an emphasis on the literature on focus groups, memory work, narratives and writing, as well as qualitative research tools and techniques. The results of the study are presented descriptively using primarily a narrative approach, including a more detailed analysis of the experiences of four mothers who participated in the study.
All the mothers reported beneficial effects from their participation. They felt empowered by the experience and inspired to continue to use writing, not only for its individual therapeutic effect but also as a means to advocate and inform others. The connection between writing and advocacy was a recurrent theme that emerged from the study---a strong common desire to help others, and the recognition that writing was an effective means to accomplish the mothers' goal to have professionals understand them better, individually and as a whole, and to be more empathetic.
Other findings include the incongruence of thought between mothers and professionals, and the need to deepen our understanding of parent-professional interaction; and how much more impact the mothering debate has on mothers of children with special needs, particularly the stay-at-home versus working mothers' argument.
This study provides insight into the extensive thoughts and emotions experienced by these mothers, and furthers our understanding of themes like stages of mourning for the not-so-perfect child, and the inter-related processes of storytelling, reading, and writing. It also has implications in the field of memory work, looking at how these mothers recalled early events in the lives of their children and how they remembered their experience in the study, months after its conclusion. Finally, it discusses the implications of using therapeutic writing as a qualitative research tool.
The study concludes with suggestions for using writing to facilitate communication and understanding between parents and educators as well as between parents and other professionals, for their mutual benefit.

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Walston, Rachel Adams. "Analyzing Communication in Mother-Daughter Dyads Following the Mother's Cancer Diagnosis." TopSCHOLAR®, 2009. http://digitalcommons.wku.edu/theses/104.

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Flacking, Renée. "Breastfeeding and Becoming a Mother : Influences and Experiences of Mothers of Preterm Infants." Doctoral thesis, Uppsala University, Department of Women's and Children's Health, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7898.

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The overall aim of this thesis was to expand the knowledge and understanding of the processes of breastfeeding and becoming a mother in mothers of preterm infants.

For this purpose, in-depth interviews were conducted with 25 mothers, whose very preterm infants had received care in seven neonatal units (NU) in Sweden, 1-12 months after discharge (I-II). In addition, prospective population-based register studies were performed of infants born 1993-2001; among 35 250 term and 2093 preterm infants (III), and a subpopulation of 225 very preterm infants (IV). Data were obtained from the Child Health Service registry of breastfeeding in Uppsala and Örebro, the Medical Birth Registry, and Statistics Sweden.

The experiences of mother-infant separation, institutional authority, emotional exhaustion and disregard of breastfeeding as a relational interplay, comprised major hindrances to mothers’ experiences of breastfeeding as reciprocal and of a secure mother-infant relation, during and after the discharge from an NU (I-II). All studied socioeconomic factors, i.e. lower educational level, receiving unemployment benefit or social welfare or having a low equivalent disposable income, were individually adversely associated with breastfeeding up to six months of infants’ postnatal age, but were not found more decisive for weaning in mothers of preterm infants compared to those of term infants (III). Preterm infants were breastfed for a shorter time than term infants (III), but a long breastfeeding duration was evident. In addition, gestational age and neonatal disorders were not associated with breastfeeding duration in very preterm infants (IV).

In conclusion, this thesis shows that improvements in the NU environment and the caring paradigm are called for. Furthermore, as socioeconomic status clearly has an impact on breastfeeding duration, increased equity in health care in accordance with the individuals’ needs must be sought, where resources are allocated to ensure fulfilment of needs in more vulnerable mothers and infants.

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Flacking, Renée. "Breastfeeding and becoming a mother : influences and experiences of mothers of preterm infants /." Uppsala : Acta Universitatis Upsaliensis : Univ.-bibl. [distributör], 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7898.

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Barbard, Penelope Jane. "Beyond the feeding relationship: mothers' descriptions of interaction within the mother-child dyad." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/2965.

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The mother-child relationship is a key determinant of child health. Current evidence acknowledges that impaired mother-child interaction affects social, emotional, cognitive and behavioural development in infants. Disrupted interaction within the mother-child dyad can be caused by a variety of factors including prolonged separation, illness, abusive relationships, maternal stress and other psychosocial disturbances. Post-Partum Depression (PPD), in particular, compromises mother-child interaction. Despite the fact that recent studies have demonstrated that the prevalence of PPD in low-income communities is approximately three times that found in first world countries, mother-child interaction is seldom evaluated and facilitated in primary care. Physical growth is often the only measure of infant health and development. The objectives of this qualitative study were to explore the mother's description of mother-child interaction; the importance that the mother ascribes to this interaction; and the mother's perception of the factors which facilitated interaction within the mother-child dyad. First-time mothers were purposively sampled and semi-structured interviews were conducted. After general inductive analysis of the verbatim transcriptions of the interviews, five main themes emerged. These were: (2)"What I expected" which described expectations around the birth and the impact on mother-child interaction, (2) "Isn't one supposed to feel ... ?" explored the mothers concerns regarding interaction, emotions and adaptation, (3) "Connecting with my baby" described a process of physical connectedness which enhanced emotional connectedness, (4)"We reflect each other's feelings " illustrated how feelings are echoed between mother and baby and empathy developed, and (5) "That helped/hindered our interaction " described factors which eased the fluency of mother-child interaction. These findings are discussed in relation to neuro-scientific developmental theories; namely Porges' Polyvagal Theory of subconscious adaptation for social behaviour and security strategies, and The Mirror Neuron Theory which describes mechanisms of imitation and the development of empathy. Factors which enhanced mother-child interaction are discussed within the context of a changing society. The findings suggest the potential value of including the facilitation of mother-child interaction in the practice of health professionals, particularly midwives and other workers in maternal and child health. This may include training in non-directive counselling of mothers, the recognition of disengaged mother-child interaction, and relationship facilitation. This study emphasizes the importance of mother-child interaction and that health professionals need to be aware of the potential for maternal mental health problems after birth, and the long-term consequences of poor mother-child interaction on infant health.

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Wright, Stephanie A. "Mother Making: How First Time Mothers Develop a Parenting Practice in Contemporary America." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1478632472127031.

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Sawyers, Amanda G. "“I’ve Been Given the Wrong Mother:” Reconsidering Absent Mothers in Postmodern British Literature." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3506.

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Nineteenth-century British authors, in particular, Charles Dickens, Charlotte Bronte, and Jane Austen, often turned to orphaned children as a means to drive the plot of their novels. While struggles such as displacement were often accurately depicted, the abovementioned authors and their contemporaries often glossed over or completely disregarded the trauma and psychological implications felt by these orphans. As psychology gained prominence as a discipline through the works of Sigmund Freud and others, modern British literature saw a shift in its consideration of orphans and, additionally, emotionally absent mothers. This thesis will examine three modern British novels; Ian McEwan’s Atonement, Kate Atkinson’s Behind the Scenes at the Museum, and Graham Swift’s Waterland with respect to their exploration of the psychological and possible traumatic impact of their protagonists lives in a variety of disrupted family dynamics.

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Ralph, Sarah. "'Watching with mother' : how film stars are utilized in mother-daughter relations." Thesis, Aberystwyth University, 2010. http://hdl.handle.net/2160/ab08f6c8-5961-44ce-b454-14cb40fdce49.

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This research presents the processes and findings of an interdisciplinary study of mothers’ and daughters’ shared relations to film stars. Principally grounded within the cultural studies tradition of investigating the role of media in everyday life, the research explores the intergenerational transmission of film star tastes and preferences between mothers and daughters, building upon existing literature from the fields of star studies, family sociology, memory studies and audience research. It also takes a new perspective on the study of audiences for stars from the work of art anthropologist Alfred Gell, who posited the notion that the study of art should concern its ‘practical mediatory role’ within social interactions. The research was conducted by means of an empirical audience study of paired mother-daughter dyads of varying ages, class backgrounds and social circumstances, and was carried out in two phases: a preliminary online survey which recruited 92 mother-daughter pairs; and 16 follow-up telephone interviews with selected mothers and daughters. The first phase utilized quali-quantitative methods of analysis to explore various models of mother-daughter-star relations, while the second phase used a combined analytical approach that coupled an Interpretative Phenomenological Analysis approach with elements of memory studies to further investigate those identified dyadic models. An overarching finding of the thesis is that film stars perform varying, but also evolving, functions within mother-daughter relationships depending upon the socio-demographic make-up of the dyad. Other more specific findings include: that class identifications are a key determinant in mother-daughter shared gender preferences in regard of admired stars, and that in mother-daughter relationships where there is a greater distance in their age gap, mothers specifically carve out shared times between the pair, using film stars as a common resource which provides a communicative coinage within their relations.

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Thibodeaux, Sandra Therese. "Live : the single mother /." St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17391.pdf.

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Mottram, Alicli Sanem. "Aging Mother &amp." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1218841/index.pdf.

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Using qualitative analysis, this thesis analyzes intergenerational support, conflict, and ambivalence between aging mothers and their middle aged adult daughters. In-depth interviews with 30 mother-daughter pairs explored respondents&
#8217
relationship history, changes in the relationship over the life course (childhood, adolescence, young adulthood, marriage of daughter, parenthood of daughter, widowhood of mother), social network composition, frequency of contact, expectations, type and frequency of intergenerational support, intimacy, compliance, conflict or disagreement, and comparison of self with the other party in terms of parenting styles and filial behaviors. Moreover, similarities and differences in the personalities of mother-daughter dyads were investigated from both mothers and daughters perspective. Participants reported that, there is an ample amount of intergenerational support between aging mothers and their adult daughters. Conflicts between mother-daughter pairs arise from interference, irritating personality traits and behaviors and differing views. Daughters experience more ambivalent feelings than mothers in their relationship. Both parties employ passive and secondary relationship maintenance tactics with the goal of preserving relationship harmony. Three distinct types of mother-daughter relationship emerged: close/peaceful, ambivalent and distant. Mother-daughter relationships have undergone transformations with life stages: daughters&
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marriage, daughters&
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parenthood, mothers&
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aging and declining health and mothers&
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widowhood. Effects of certain historical events and social changes emerged from the study. The research findings were discussed with reference to Turkish cultural characteristics and they were compared with Western research findings.

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Peyachew, Lionel Auburn. "Mother earth father sky." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0019/MQ55185.pdf.

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Smith, Clara A. "The black surrogate mother." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2011. http://digitalcommons.auctr.edu/dissertations/298.

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This study examines the literary depiction of the black surrogate mother as she is created according to the author’s race, gender, background, experience, biases and goals. Even though she is one of the most successful and popular characters of fiction, she is also controversial. Her reputation is iconic as well as dichotomous. For example, she is credited for the exemplary upbringing of her white charges, while simultaneously blamed for neglecting her own children. Particularly, this paper looks at three black surrogate mothers who conform to the prototypical, often stereotypical, image of the black surrogate mother: Mammy, Aunt Mammy Jane, and Dilsey. The critique substantiates that Mitchell and Faulkner, respectively, were invested in depicting Mammy and Dilsey as representatives of the real black surrogate mothers of their lives. Although, the character of Mammy Jane mirrors Mammy and Dilsey in her commitment and devotion to her white family, Chesnutt employs her as a cautionary warning to the blacks who refuse to accept change and progress after Emancipation. The other three black surrogate mothers, Sofia, Berenice, and Ondine, are antithetical to the stereotypical black surrogate mother. Sofia, an accidental maid, is representative of Walker’s intense efforts to deconstruct the image of the black surrogate mother that plagued her throughout her lifetime. Unlike most white authors, McCullers crafts Berenice as independent, strong, and autonomous, not just as a black surrogate mother of a white child. Morrison provides Ondine with a husband and daughter to be concerned with so that she cannot be cast as the stereotypically loving, nurturing black mother of white children. The conclusion of this study validates that the literary black surrogate mother is most often a creation based upon her author’s specific and personal biases and goals. In conjunction with the above assertion, the critique also contends that the real life black domestic has been and will continue to be significantly influenced by her fictional representative.

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Curran, Ashley Rae. "Birth of a mother." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4880.

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Birth of a Mother is a memoir that tells the story of how my unplanned pregnancy helps me to transform from a damaged adolescent into an empowered mother. Using a first person, present tense narrative, I relive the nine months leading up to the unmedicated home birth of my first child, exploring the conflicts I faced over my obesity, over having no job and no place to call home, and over developing a relationship with a man who was not the baby's father. Weaving in past tense vignettes, I attempt to show how I prepared myself for impending motherhood by reflecting on my mother's short, violent life and the abuse I suffered at her hands; the effect of losing my mother at the age of twelve and my quest to find someone to fill her role throughout my adolescence; my experiences with faith, from Christianity, to Buddhism, to Atheism, to Paganism; and by struggling to heal the emotional scars left over from suffering childhood abuse, and multiple rapes as a teenager. As I uncover parallels between my mother's life and my own, I come to a new understanding of the mental illness that seems prevalent in my family, of the causes and triggers of my personal flaws, and of methods that I can use to become for my child the mother I always wanted for myself.
ID: 030423067; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.F.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 158-161).
M.F.A.
Masters
English
Arts and Humanities
Creative Writing

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Mourgue, d'Algue Amélie. "Belonging in mother tongues." Thesis, Royal College of Art, 2018. http://researchonline.rca.ac.uk/3458/.

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What does it mean to belong? On the one hand, belonging is the dynamic, internal, intimate, individual experience of relating to others and being part of a ‘we’ that remains undetermined. On the other hand, belonging is the result of an external act of attribution, a fixed assignation of identity. Both are essentially carried in and through language. I propose that belonging is made possible by the act of coming to speaking and the experience of being heard. I explore this possibility through a social art practice that works with the poetic, emotive, reflexive and phatic function of the word, especially when spoken, and of the photographic image, still or moving. My research outputs, often the results of encounters and collaborations taking place in specific places, function as examples of what it means to belong. Throughout this research project, I draw on the experience of living in between one’s mother tongue and other languages in order to demonstrate how immersing oneself in a language different from the language one grew up in radically reconfigures a subject’s identity and sense of belonging. The Bulgarian-French psychoanalyst, literary theorist and poet Julia Kristeva writes that in between silence, your element is silence. Breaking that silence and coming to speaking and writing in a new language transforms the relation between subject and language into a dynamic and emancipatory relation, reassessing what makes a language maternal and proposing a reformulation of what it means to belong. The experience of belonging is connected to the practice of place. Over the past couple of years, I have developed my research in between three different kind of places: the fine art research seminar room, conversing with fellow researchers who live in between languages, the Masbro community centre in Hammersmith, London, working with the students and teachers of English as a Second Language (ESOL) classes, and my home, which is the place where I live with my family, welcome my relatives and friends and develop my work.

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Fowler, Heather. "Father and Mother Songs." ScholarWorks@UNO, 2015. http://scholarworks.uno.edu/td/2048.

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Kingdon, Lorraine B. "Speeding Up Mother Nature." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 1992. http://hdl.handle.net/10150/622400.

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Emmelhainz, Nicole M. "Dreams of Her Mother." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1213210293.

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Harclerode, Devin Kylie. "Sweaty Mother Slow Groove." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4241.

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Sweaty Mother Slow Groove is an engagement in magical thinking that proposes a displacement of swamp methodologies into the virtual realm, existing during the fourth wave. In doing so the cyborg and goddess are united in a re-routing of essentialism and the neo-liberal domination of technology. The metaphorical swamp is the possibility of a mushy danger zone that harnesses the absorption of an unwanted space: a disintegration of the binary and the soft-coded awareness of the body as a process, not a site.

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Claxton, Alana. "Co-Constructing a Mother." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/honors/411.

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This project seeks to understand the construction of a personal narrative concerning a primary parental figure using the process of collaborative autoethnography. In order to properly encapsulate the author’s lived experience, primary influential factors were considered imperative in allowing for a fuller representation. Thus, the author’s story joins those of her siblings to highlight the paradoxical process inherent in unearthing one’s singular perception. This project primarily aims to explore the complexity of autoethnography while simultaneously interrogating the cultural discourse surrounding motherhood and academic writing. By having a close and personal understanding of the subject matter as well as the research participants, the author was provided a unique glimpse into the ways family stories are both co-constructed and individually recounted

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Wise, Kristyn. "Conservations with my mother : the daughter-mother relationship and the contemporary woman writer." Thesis, University of Sussex, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390523.

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Rogers, Stacy Jo. "The family context of children's social and emotional development : marital quality and mother-child interaction in mother- father and mother-stepfather families /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487846885777754.

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Sims, Jessica Laurens. "What would mother do? boys as mothers in Harriet Beecher Stowe's Uncle Tom's cabin /." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Spring%20Theses/SIMS_JESSICA_39.pdf.

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Tyler, Lisa Lynne. "Our mothers' gardens : mother-daughter relationships and myth in twentieth-century British women's literature /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1335473469.

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Masciola, Randee L. "MOTHERS PERCEPTIONS ON MOTHER-DAUGHTER SEXUAL COMMUNICATION: A SUBSET OF PARENT ADOLESCENT SEXUAL COMMUNICATION." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1457373934.

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Harman, Bronwyn. "The 'good mother syndrome' and playgroup: The lived experience of a group of mothers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/226.

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Using a qualitative approach, utilising a semi-structured narrative interviewing technique, I interviewed 21 participants through one-on-one interviews and focus groups to examine how participants experience parenting and playgroup. The good mother syndrome refers to the social, historical and cultural determination of how mothers are supposed to act. It defines what a good mother is supposed to be, subject to political, cultural and economic influences. Further, the good mother syndrome is inextricably linked to challenges to identity, support in the mothering role, and expectations of motherhood. Playgroups are communities of women bounded by internal and external demands, where they support each other via a vehicle that encompasses their children. Playgroups, as part of holistic family services, are important in building social capital. This study asked several questions. Firstly, it investigated the mothering experience in Western Australia in the 21st century. Secondly, this study asked whether the challenge to identity is more salient to first time mothers, and how this is affected by the good mother syndrome. Next, it asked why families attend playgroup, from a mother's perspective. Further, it asked whether mothers are faced with the good mother syndrome at playgroup, and investigated the role that playgroup plays in strengthening or challenging the good mother syndrome. I conducted 11 one-on-one interviews with mothers that attended playgroup in the Perth metropolitan area, and two focus groups, each with five participants, at two different Perth playgroups. This study found that women find the role as mothers a challenging, yet positive experience. Further, it found that challenges to identity were salient with the birth of he first child, and that these challenges were consolidated with the birth of subsequent children, only easing as the youngest child got older. The women in this study reported that they attend playgroup to develop a sense of belonging, to seek validation in the mothering experience and to claim and exercise expertise. Further, whether the good mother syndrome was challenged or strengthened by playgroup amongst these women depended on group dynamics within the playgroup session, the stage of parenting, and socioeconomic factors. Generally speaking, women can identify what is a 'good' mother and what is a 'bad' mother, but they do not understand the 'good mother syndrome' as an abstract concept. Playgroup, as a community-based Australia-wide program, needs to be recognised as an important contributor to the well-being of families with young children, and, as such, requires ongoing government support.

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Vanden, Berg Michelle. "Teaching through the mother, an interpretive look at how becoming a mother changes teaching." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq24627.pdf.

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Beukes, Johannes Daniel. "Language shift within two generations : Afrikaans mother tongue parents raising English mother tongue children." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97150.

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Thesis (MA)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: The community of Paarl, in the Western Cape, is traditionally Afrikaans-speaking. This research investigated whether a language shift has occurred in some middle-class communities in Paarl. Certain Coloured neighbourhoods were identified. The emphasis was also on whether Afrikaans-speaking parents chose to raise their children in English. It was found that a language shift, predominantly towards English, has indeed occurred where Afrikaans first language (L1) parents were raising their children in English. This finding differs from earlier studies by Anthonissen and George (2003) and by Fortuin (2009), in which only two or three families were studied, whereas this study engaged with 50 households. This study focused mainly on the parents and their views about their decisions. Not only was the occurrence of a language shift confirmed, but the complexity of the matter was also highlighted. An attempt to preserve Afrikaans as heritage language was also noted.
AFRIKAANSE OPSOMMING: Die gemeenskap van Paarl, in die Wes-Kaap, is tradisioneel Afrikaanssprekend. Hierdie navorsing ondersoek of daar ’n taalverskuiwing in die middelklasgemeenskap in Paarl plaasgevind het. Die klem is ook laat val op die vraag of dit Afrikaanssprekende ouers is wat kies om hulle kinders in Engels groot te maak. Die bevinding was dat ’n taalverskuiwing wel plaasgevind het waar ouers met Afrikaans as moedertaal verkies om hulle kinders in Engels groot te maak. Die verskuiwing is derhalwe hoofsaaklik na Engels. Hierdie bevindings verskil van vroeëre studies deur Anthonissen en George (2003), asook Fortuin (2009), wat twee of drie spesifieke families ondersoek het; daarteenoor het hierdie studie 50 huisgesinne betrek. Die studie fokus hoofsaaklik op die ouers en hulle siening oor die rede vir hulle besluit. Die studie het nie net bevestig dat ’n taalverskuiwing plaasgevind het nie, die kompleksiteit van die kwessie is ook uitgelig. Daar is ook waargeneem dat ’n poging aangewend word om Afrikaans as moedertaal te behou.

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Huff, Marlene. "Mother behaviors, infant behaviors, heart rate, and rocking within the early mother-infant relationship." Case Western Reserve University School of Graduate Studies / OhioLINK, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=case1055864134.

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Berman, Sheryl H. "Taking the "Mother" out of "Motherese" : young infants' preference for mothers' use of infant-directed speech /." Thesis, This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-11012008-063753/.

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Dissertations / Theses on the topic 'Mother'

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