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Wong, Shuk-wai Connie Waikiki, and 黃淑慧. "A case study of child-directed speech (CDS): a Cantonese child living in Australia." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36923862.
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McGowan, Wayne S. "Thinking about the responsible parent : freedom and educating the child in Western Australia." University of Western Australia. Graduate School of Education, 2004. http://theses.library.uwa.edu.au/adt-WU2005.0014.
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This study is concerned with how educational legislation shapes and uses freedom for the purpose of governing the parent. The key question guiding the study was: How does the Act constitute the ‘parent’ as a subject position responsible for schooling the child? Central to the work is an examination of the School Education Act 1999 (the Act) using Foucault’s thinking on governmentality. This is prefaced by historical accounts that bring together freedom and childhood as contrived styles of conduct that provide the governmental logic behind the Act. The study reveals how the Act shapes and uses the truth of freedom/childhood to construct the responsible parent as a style of conduct pegged to a neo-liberal political rationality of government. It is this political rationality that provides the node or point of encounter between the technologies of power and the self within the Act which forms the ‘responsible’ identity of the parent as an active self-governing entrepreneur made more visible by the political construction of ‘others.’ This is a legal-political subjectivity centred on the truth of freedom/childhood and a neo-liberal rationality of government that believes that any change to our current ethical way of being in relation to educating the child would ruin the very freedoms upon which our civilised lifestyle depends. In essence, the Act relies on the production of ‘others’ as the poor, Aboriginal and radical who must be regulated and made autonomous to constitute the ‘parent’ as an active consumer whose autonomous educational choices are an expression of responsibility in relation to schooling the child
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Gudmundsson, Amanda Jayne, and n/a. "Balancing Work and Family: Perspectives of Australian Dual-Earner Parents." Griffith University. School of Applied Psychology, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040512.164321.
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In contemporary Australian workplaces there now exists many employed parents who are endeavouring to balance participation between the two central life domains of work and family. For parents living in dual-earner families, simultaneously occupying work and family roles can be difficult and has been associated with outcomes such as physical and psychological health problems and organisational behaviour deficits. In contrast, parents satisfied with their combination of work and family roles have shown positive organisational attitudes and increased psychological health. The purpose of this research was to investigate the work and family role accumulation experiences of parents living in dual-earner couple relationships, and to explore the strategies and processes used by these parents to combine their work and family roles. This research was conducted using a two-phase cross-sectional methodology, incorporating qualitative and quantitative data collection and analysis methods. In the first instance, 32 mothers and fathers from intact dual-earner couples employed in lower-level or blue-collar jobs were interviewed at length regarding their work and family role accumulation experiences. The perceptions offered by these parents illustrated the difficulties and tensions they encountered in combining their roles as well as the rewards and benefits they associated with their lifestyle choice. In finding that dual-earner parents perceived both conflict and enhancement to be associated with work and family role accumulation, these results appeared to be paradoxically explained by the two competing theories of role occupancy, the role scarcity (Goode, 1960) and role expansion hypotheses (Sieber, 1974). However, further scrutiny of the data revealed that the role scarcity and role expansion hypotheses alone were not sufficient for explaining the choices that parents made about how they distributed their time and commitment between their dual-domain responsibilities. The parents' interviews contained numerous descriptions of behaviours and thoughts that represented female care provision and male income provision. Accordingly, it was interpreted that the linkages that these dual-earner parents made between their work and family roles were entrenched within traditional gender role identities and values. This signified that these parents either valued and identified with traditional gender parental roles, or were at least willing to recognise and conform to customary gender parental role behaviour, adjusting their participation and commitment to each primary life domain accordingly. The implication of this finding was that role identity value and commitment was an underlying concept linking the conflict and enhancement outcomes. Drawing upon this grounded theoretical direction, a quantitative questionnaire was distributed to parents employed in a range of occupations. The responses from 286 dual-earner parents to measures of work and parental role identity, and their perception of work and family role occupancy demands (time and stressors), were cluster analysed. The analysis recovered a stable three-cluster typology, suggesting that dual-earner parents are not a homogeneous category of people and that different groups of parents construct their occupancy of work and family roles in substantially different ways. The parents clustered into the first group (compromisers) appeared to have reached a somewhat compromised balance between their dominant parental role identity and the demands associated with their occupation of work and family roles, reporting a moderate amount of work/family conflict and enhancement. In contrast, the parents in the second cluster group (jugglers) were described as finding it difficult to adequately balance high work and family demands and a dominant work role identity, reporting high conflict and low enhancement outcomes. The parents in the third cluster group (accommodators) were described as having achieved an accommodated balance between the meaning they derived from their work and family roles and the demands of their work and family roles, reporting significantly stronger levels of work/family enhancement and lower levels of work/family conflict in comparison with the parents in the other two groups. Further analysis of the similarities and differences between the parents in the three cluster groups revealed that significant differences occurred by group on the dependent variable systems of family environment, work and family affect, workplace and personal resources, and work and family social support. The parents clustered into the compromisers and accommodators groups, who appeared to have reached congruency between their salient role identity and role occupancy demands, demonstrated significantly stronger levels of family cohesion, higher levels of family and childcare satisfaction, and lower rates of emotional exhaustion in comparison with the parents in the jugglers group. These parents also reported access to a larger social support network, the perception of greater levels of social support, and were more satisfied with their social support network in comparison with the parents in the jugglers group. It is suggested that these findings offer support for the proposition by Kofodimos (1993) that employed parents can achieve a balanced work/family lifestyle by devoting an appropriate amount of time and energy into their work and family roles to compliment their individual needs and values. In summary, the results of this research suggest that it is fundamental for future conceptual models of 'work and family' to incorporate the measurement of an individual's personal role identity and value as well as the distributional dimension of role accumulation demands. This thesis has thus contributed to the theoretical development of work and family role accumulation research, provided an insight into coping strategies and support processes used by dual-earner parents to balance their dual-domain responsibilities, and extended the demographic and occupational scope of the work and family literature.
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Seeto, Jodie A. "Acculturation of Chinese adolescents in Australia : parent-adolescent differences in values & ethnic identity /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17810.pdf.
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Jaku, Danielle Georgia. "Responsible families a critical appraisal of the federal government's reforms /." Master's thesis, Australia : Macquarie University, 2007. http://hdl.handle.net/1959.14/620.
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Thesis (LLM)--Macquarie University. Division of Law.Bibliography: leaves 192-208.
Introduction -- The perceived problems and the new reforms -- The framework for children's matters in Australia -- Families and functions - regulating the Australian family -- Reorganising the gender hierarchy -- Men's movements, misconceptions and misidentifying the real issues -- Problems with "shared parenting": an ideal or a (rebuttable) presumption? -- Mediation not litigation -- Conclusion -- Bibliography.
In this thesis, I critically appraise the latest reforms of the Australian family law system and assess the underlying philosophy of these measures. I specifically analyse the introduction of shared parenting and mandatory family dispute resolution. My starting point is that legislative changes alone cannot be used as a means of social change. Legal models cannot function correctly if they reflect an ideal rather than social reality, and in light of the current reforms, the Australian family law system risks such a fate. The system, which presumes that parents share parental responsibility upon separation (and therefore during the intact family), does not represent social truth. It appears to make an assumption that shared parenting is the societal practice, but I believe the law is really being used to impose such an ideal. If the reforms are to be successful, I argue that substantial social and economic structural change is required, in order to break down the dichotomy between men's and women's roles, which continue to define the male role as economic and public and the female responsibility as care-giving and private. This is particularly important if the Government is genuine about its aim to make parenting gender neutral in practice and not just in theory.
The thesis demonstrates that the reform measures are a response to the perceived rather than real problems identified in the family law system, and that they are largely issues raised under the influence of fathers' rights groups. The response of the Government to remedy the system is therefore flawed as it is based on misconceived notions about the family law system. It incorrectly identifies judicial discretion as a fundamental cause of the problems and tries to replace it with a more rules-based approach to determining children's matters. I suggest that the real problems can be found in the continuance of deeply entrenched customs and gendered role constructions, and the remedies lie in their overhaul. The social culture that makes the mother the primary caregiver and allocates to the father diminished parental responsibility from the time the child is born needs to be transformed. A suitable legal response to the current impasse would be to begin by educating the public about the way the system works and provide counselling to families on how to structure their united life well before they reach the breakdown point. Assisting families while they are still functional, as opposed to when they are dysfunctional, would arguably make a large difference in how the family law system is understood. Moreover, it would be able to facilitate ongoing communication for separating couples and, most importantly, thereby uphold the best interests of the child.
Mode of access: World Wide Web.
208 leaves
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Davidson, Kamila. "Early identification of childhood overweight and obesity: The wicked problem in Australia." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/206180/1/Kamila_Davidson_Thesis.pdf.
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This thesis investigated how to improve early identification of childhood overweight and obesity in Australia. In a series of three studies, this research applied behavioural change theory to examine determinants to assessing children’s weight status in primary health care. The recommendations provided in this thesis aim to affect policy and practice so that children can be better supported in maintaining and improving their health and wellbeing.
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Dias, Nadia. "Best Interests Of The Child Principle In The Context Of Parent Separation Or Divorce : As Conceptualised By The Community." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1463.
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Best interests of the child (BIC) is a construct that is central to legal decisions in several areas including parenting matters in the Family Courts, guardianship, child-protection, and adoption. Despite the centrality of the construct, BIC has not been operationalised (Thomson & Molloy, 2001) and there is little agreement about what is considered best for children within social service and legal communities (Banach, 1998). Given that one of the aims of law is to reflect public sentiment (Green, 1996), the current study explored the general public’s conceptualisation of BIC. More specifically, I sought to determine what community members think the term “best interests” means and what factors they believe need to be considered when determining BIC? A qualitative approach was used and data were collected through semi-structured interviews.
Participants (n= 19) defined BIC as parents effectively meeting the developmental needs of children to produce healthy young adults, both physiologically and psychologically. A complex hierarchical model was generated from participant responses that outlined the primary developmental needs of children and sets of conditions and parenting practices that elicit these. Despite the indeterminate nature and vagueness of the BIC standard, the findings from the current study suggest that current legislative practices do reflect public sentiment. Results of this research represented an important step towards a more comprehensive understanding of the BIC concept and endorse existing practices of forensic evaluators. Moreover, embedding gathered information in the context of child development and parenting literature appears essential to the utility of forensic psychological assessments. Finally, the model generated highlights the complexity of BIC and the need for practitioners to be aware of interactions that exist between child development and contexts of the home, community, culture and society.
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Pearce, Natasha L. "Critical success factors for building school capacity to engage parents in school-based bullying prevention interventions." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/361.
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It is evident in current health promotion literature that capacity building is advocated asa future priority for action for health promoters in designing effective interventions.Although theory and definitions, and therefore the practice of capacity building iscriticised for its ambiguity, common elements include the development of knowledge,skills, commitment, structures, systems and leadership. Capacity building must bemultileveled working at the individual, organisational, community and system levels.Capacity building is centred in the process of implementation and its methods are aboutways to improve intervention implementation to achieve sustainable health outcomes.Given the limited resources available to health and other sectors to improve healthoutcomes, mechanisms that improve implementation and sustain and multiply the health gains which result from these interventions are crucial. However, little empiricalresearch on the implementation and evaluation of capacity building approaches exists,hence hindering its practical application to health promotion interventions.
It is well accepted that the success of school health promotion interventions aredependent on effective implementation and that many barriers prevent schools fromembracing the recommended whole school approach. It is clear that school healthpromotion interventions aiming to address priority health issues must adopt a capacitybuilding approach to improve implementation efforts or risk failure. Effective capacitybuilding in schools, however, goes beyond the skills training of individuals toassessment of structures, processes, resources and leadership within the school systemto support teachers, parents and students to implement sustainable strategies over thelonger term. No matter what the level of enthusiasm or commitment is provided byschool leaders and staff, unless their school has the necessary capacity supports in place, their efforts will have limited success on student outcomes.
Whilst schools in general know they must adopt a comprehensive approach thatinvolves the whole school community to be an effective health promoting environmentfor their students, most find engaging parents in their activities challenging. Evidencesuggests the important influence parents can have on their children’s healthy lifestylechoices and how this at-home influence, partnered with whole school and classroomstrategies are vital in providing health promoting environments for children.
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Howieson, Jillian Alice. "Family law dispute resolution : procedural justice and the lawyer-client interaction." University of Western Australia. Law School, 2009. http://theses.library.uwa.edu.au/adt-WU2009.0109.
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While several Australian and international studies have explored the family lawyer-client interaction, these studies have been limited to investigations of discrete areas of the lawyerclient relationship and have been necessarily limited in their methodologies. The present study employed a quantitative empirical methodology in an Australian wide field study of 230 family lawyers and 94 clients that investigated the family lawyer-client interaction from a procedural justice framework. Using multivariate analyses, the study establishes that the Tyler and Blader two-component model of procedural justice applies in the lawyer-client dyad and is influenced by the approach of the lawyer, the emotional response of the client, and the level of co-party conflict that the client is experiencing. Further, the study gives meaning to the terms 'conciliatory and constructive' and 'adversarial' as they apply to family law dispute resolution. The study establishes a construct to measure the conciliatory and adversarial approach of family lawyers and identifies that lawyers tend to incorporate a mixture of the two into their work. The results also identify four distinct behavioural factors that characterise the two approaches: the client-centred and interest-based factors characterise the conciliatory approach; and the lawyer-directed and court-focused factors characterise the adversarial. The study found that in terms of perceptions of fairness, and feelings of satisfaction, the clients preferred the lawyers who took a client-centred and interest-based approach, but in circumstances where the clients were experiencing high-levels of conflict, or fear for the safety of their children, they also appreciated the lawyer who was lawyer-directed and court-focused. Overall, the study shows that in order to create a fair and satisfying dispute resolution service for their clients, family lawyers need to maintain a fine balance of family lawyering behaviour. On a general level, the study provides a profile of Australian family lawyers in terms of their approach to dispute resolution, their attitude towards ADR processes and their favoured negotiation styles. It also profiles family law clients in terms of their emotional adjustment to the divorce and their perceptions of the family lawyers assisting them to resolve their disputes. The study substantially expands the procedural justice theory base and has significant implications for practical family law education, government policy, family lawyering, and the ADR and collaborative law movements. The study indicates where future research could benefit these communities.
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Chiang, Pei-Shan. "Home literacy education of Taiwanese Australian families : a sociological analysis." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/43678/1/Pei-Shan_Chiang_Thesis.pdf.
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This research investigates home literacy education practices of Taiwanese families in Australia. As Taiwanese immigrants represent the largest ¡°Chinese Australian¡± subgroup to have settled in the state of Queensland, teachers in this state often face the challenges of cultural differences between Australian schools and Taiwanese homes. Extensive work by previous researchers suggests that understanding the cultural and linguistic differences that influence how an immigrant child views and interacts with his/her environment is a possible way to minimise the challenges. Cultural practices start from infancy and at home. Therefore, this study is focused on young children who are around the age of four to five. It is a study that examines the form of literacy education that is enacted and valued by Taiwanese parents in Australia. Specifically, this study analyses ¡°what literacy knowledge and skill is taught at home?¡±, ¡°how is it taught?¡± and ¡°why is it taught?¡± The study is framed in Pierre Bourdieu.s theory of social practice that defines literacy from a sociological perspective. The aim is to understand the practices through which literacy is taught in the Taiwanese homes. Practices of literacy education are culturally embedded. Accordingly, the study shows the culturally specialised ways of learning and knowing that are enacted in the study homes. The study entailed four case studies that draw on: observations and recording of the interactions between the study parent and child in their literacy events; interviews and dialogues with the parents involved; and a collection of photographs of the children.s linguistic resources and artefacts. The methodological arguments and design addressed the complexity of home literacy education where Taiwanese parents raise children in their own cultural ways while adapting to a new country in an immigrant context. In other words, the methodology not only involves cultural practices, but also involves change and continuity in home literacy practices. Bernstein.s theory of pedagogic discourse was used to undertake a detailed analysis of parents. selection and organisation of content for home literacy education, and the evaluative criteria they established for the selected literacy knowledge and skill. This analysis showed how parents selected and controlled the interactions in their child.s literacy learning. Bernstein.s theory of pedagogic discourse was used also to analyse change and continuity in home literacy practice, specifically, the concepts of ¡°classification¡± and ¡°framing¡±. The design of this study aimed to gain an understanding of parents. literacy teaching in an immigrant context. The study found that parents tended to value and enact traditional practices, yet most of the parents were also searching for innovative ideas for their adult-structured learning. Home literacy education of Taiwanese families in this study was found to be complex, multi-faceted and influenced in an ongoing way by external factors. Implications for educators and recommendations for future study are provided. The findings of this study offer early childhood teachers in Australia understandings that will help them build knowledge about home literacy education of Taiwanese Australian families.
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Whiddon, Melody. "Parent Emotional Functioning, Parent Responsiveness, and Child Adjustment." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/223.
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Over the past two decades, interest in the psychological development of children has steadily increased (Beg, Casey, & Saunders, 2007), presumably because statistics describing childhood psychological illness are alarming. Certain parent interaction styles or behaviors are known to influence child adjustment. According to attachment theory, the reason for these findings is that interaction with a caregiver informs an individual’s construction of an internal working model (IWM) of the self in relation to others in the environment. The purpose of this study was to gain a greater understanding of the factors contributing to child adjustment by examining the influence of parents’ emotional functioning and parent responsiveness to children’s bids for interaction. This dissertation tested a multivariate model of attachment-related processes and outcomes with an ethnically diverse sample. Results partially supported the model, in that parent emotional intelligence predicted some aspects of child adjustment. Overall, the study adds to knowledge about how parent characteristics influence child adjustment and provides support for conceptualizing emotional intelligence as a concrete and observable manifestation of the nonconscious attachment IWM.
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Terao, Sherri Yukiko. "Treatment effectiveness of parent-child interaction therapy with physically abusive parent-child dyads." Scholarly Commons, 1999. https://scholarlycommons.pacific.edu/uop_etds/2443.
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The effectiveness of Parent Child Interaction Therapy with physically abusive parent child dyads was examined. Thirty-four physically abusive parents and their children were randomly assigned to either an experimental condition in which parents participated in the intervention or a control condition in which regular family preservation services were offered. Parents in the treatment group reported a reduction in the number of child behavior problems, lower levels of stress, and lower abuse potential scores when compared with control parents. Clinical implications along with future recommendations for treatment of physically abusive parents and children are discussed.
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Aznar, Ana. "Parent-child emotional talk, parent-child physical touch, and children's understanding of emotions." Thesis, Kingston University, 2012. http://eprints.kingston.ac.uk/26292/.
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The aim of the present research was to analyze parent-child emotion talk and parent-child physical touch and their relation with children's understanding of emotions. A total of sixty¬three children (30 girls and 33 boys), aged 4 (M= 53.35 months, SD = 3.86; range = 48 - 60 months) and ö-years-old (M= 76.62 months, SD = 3.91; range = 72- 84 months) participated with both of their parents. Parent-child interviews took place in the participants' own homes. On a first visit, the mother or the father and the child completed two storytelling tasks. One of these tasks involved a storytelling task and the other involved a four events reminiscence task. Within a minimum of one day and a maximum of seven days, the other parent and the child completed the same two tasks. Parent-child emotion talk and parent-child physical touch was analyzed throughout both tasks. The findings indicated that mothers and fathers did not differ in how they talk about emotions. Indeed, mothers' and fathers' talk correlated with each other and with their children's emotion talk. However, mothers and fathers talked more about emotions with their daughters than with their sons. Parents discussed more often happiness with their daughters than with their sons. No gender or age differences were found in children's emotion talk. The analysis of parent-child touch revealed that where age differences were found, findings indicated that parent-child touch decreased as children grow older. Where parent gender differences were found, results show that mothers were more physically affectionate than are fathers. In addition, children completed twice a standardised test of emotion understanding (Test of Emotion Comprehension, TEC). On the first occasion the TEC was administered before one of the two parent-child storytelling sessions. Six months later it was administered again. Findings indicated that emotion understanding is predicted by prior emotion understanding. Above and beyond prior emotion understanding, fathers' emotion explanations during the events task predicted children's emotion understanding and mothers' use of emotion labels during the storytelling task predicted children's emotion understanding. On the contrary, parents' physical touch was not related to children's emotion understanding. Finally, children completed a test (Test of Behavioural Consequences of Emotions, TBCE) analyzing the relation between emotions and their behavioural consequences. Six-year-old children had a greater understanding that emotions influence situations than did four-year-old children. Moreover, understanding that emotions influence situations was related to mentalistic aspects of emotion understanding. The implications of these findings for future research on children's socializations of emotions are discussed.
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Petrakos, Hariclia. "The Parent-Child relationship: Developmental differences in parent-child dyadic interaction during early childhood." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=95591.
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The purpose of this study was to examine differences in parent-child interactions when children were 3 and again at 4 years of age, the time period when gender identity is developing. Thirty-three children (17 boys and 16 girls) with their fathers and mothers were observed during these two time periods across two play contexts: a story-enactment pretend play session and a rough-and-tumble play session. The parent-child dyads were observed for frequency of dyadic parent-child physical and verbal exchange to capture overt parent-child exchanges of closeness (i.e., physical touch and verbal engagement). Results revealed that at age 3, mother-son dyads engaged in more dyadic physical and verbal exchange interaction than father-son dyads. By 4 years of age, father-son dyads engaged in more dyadic physical exchange than mother-son dyads. The reverse was observed for girls. At 3 years of age, father-daughter dyads engaged in more dyadic physical exchange than mother-daughter dyads, but by 4 years of age, mother-daughter dyads engaged in more dyadic physical exchange than father-daughter dyads. The findings are consistent with a psychoanalytic model of gender identity development.Le but de cette présente étude est d'examiner les changements encourus par les parents lors de leurs interactions avec leurs enfants de 3 et 4 ans, pendant la période de la découverte de leur identité. Trente-trois enfants (17 garçons et 16 filles) ainsi que leurs pères et mères furent observés pendant deux activités: une était une histoire de jeu de comportement ou de fairesemblant , et l'autre, unjeu de tohu-bohu. Les résultats ont révélés qu'à l'âge de 3 ans, les garçons et leurs mères s'impliquent plus dans des échanges physiques et verbaux que les garçons avec leurs pères. Dès l'âge de 4 ans, les garcons et leurs pères s'engagent plus que les garçons avec leurs mères. À l'âge de 3 ans, les filles avec leurs pères s'impliquent plus au niveau physique que les filles avec leurs mères, et vers 4 ans, les filles et leurs mères s'engagent plus que les filles avec leurs pères. Ces conclusions supportent le modèle psychoanalitique du développement de l'identité de sexe de la personne. fr
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Duffy, Kathleen M. "Filial therapy a comparison of child-parent relationship therapy and parent-child interaction therapy /." Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/747.
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Sonney, Jennifer Tedder. "Parent-Child Asthma Illness Representations." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/594958.
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Asthma management in school-aged children, particularly controller medication use, is best conceptualized as parent-child shared management. Controller medication nonadherence is common, and leads to higher disease morbidity such as cough, sleep disruption, poor activity tolerance, and asthma exacerbation. The purpose of this study was to describe asthma illness representations of both school-aged children (6-11 years) with persistent asthma and their parents, and to examine their interdependence. The Common Sense Model of Self-regulation, modified to include Parent-Child Shared Regulation, provided the framework for this descriptive, cross-sectional study. Thirty-four parent-child dyads independently reported on asthma control, controller medication adherence, and asthma illness representations by completing the Childhood Asthma Control Test, Medication Adherence Report Scale for Asthma, Brief Illness Perception Questionnaire, and Beliefs about Medicines Questionnaire. Using intraclass correlations, moderate agreement was evident between the parent and child timeline (perceived duration) illness representation domain (ICC= .41), and there was a weak association between the parent and child symptoms domain (ICC = .13). The remaining controllability and consequences domains showed no agreement. Hierarchical regression analyses were used to test parent and child illness representation domain variables as predictors of parent or child estimates of medication adherence. With parent-reported medication adherence as the dependent variable, regression models used parent illness representation variables followed by the corresponding child variable. Parent beliefs about medication necessity versus concerns was a significant predictor of parent-reported treatment adherence (β = .55, p < .01). Child-reported treatment control was also predictive of parent-reported treatment adherence (β -.50, p < .01). When child-reported medication adherence was the dependent variable, the child illness representation variable was entered first followed by the parent variable. Child beliefs about medication necessity versus concerns was the only significant predictor of child-reported adherence (child β .50, p < .01), none of the parent variables reached significance. Findings from this study indicate that although there are similarities between parent and child asthma illness representations, parental illness representations do not predict children's estimation of controller medication adherence. These findings indicate that school-aged children develop illness representations somewhat independent from their parents and, therefore, are critical participants in both asthma care as well as research.
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Kobayashi, Juichi 1960. "Parental deviance, parent-child bonding, child abuse, and child sexual aggression." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278178.
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Structural equation modeling was used to test a theoretical model of the etiology of the deviant sexual aggression by adolescents. The subjects were 117 juvenile male sexual offenders who had been referred from either criminal justice or social service agencies to a clinic that treated offenders. The tested theoretical model included several family factors: parental deviance, child physical and sexual abuse history, and children's bonding to their parents. The model as a whole fitted the data very well. As for the specific hypotheses in the model, physical abuse by the father and sexual abuse by males were found to increase sexual aggression by adolescents. Also, children's bonding to their mother was found to decrease their sexual aggression. These results are explained from the social learning perspective and parent-child attachment or social control perspective. Further, the directions for the future research are suggested.
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Carnes-Holt, Kara. "Child-Parent Relationship Therapy (CPRT) with Adoptive Families: Effects on Child Behavior, Parent-Child Relationship Stress, and Parental Empathy." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28403/.
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This randomized controlled study is a preliminary investigation on the effects of Child-Parent Relationship Therapy (CPRT) with 61 adoptive parents. The participants in this study identified themselves as the following: 54 European American, 3 Black American, 3 Hispanic/Latino, and 1 individual who chose not to indicate ethnicity. The study included 23 couples and 15 individual mothers. The CPRT is a structured, time limited approach that trains caregivers to be an active participant as a therapeutic change agent in their child's life. Results from a two (group) by two (measures) split plot ANOVA indicated that adoptive parents who participated in 10 weeks of CPRT reported statistically significant decreases in child behavior problems and parent child-relationship stress. Statistically significant increases in parent empathy were also reported by raters blinded to the study. CPRT demonstrated a medium to large treatment effect on reducing children's behavior problems and parent-child relationship stress. In addition, CPRT demonstrated a large treatment effect on increasing parental empathy. The results of the study provide preliminary support for CPRT as a responsive intervention for adoptive parents and their children.
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Ward, Shirli Levinson 1968. "Glasser's parent training model: Effects on child and parent functioning." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282387.
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The literature supports the use of parent training as a viable treatment for children with behavioral problems. Compared to other outpatient interventions for children with acting out behaviors, parent training has been shown to be the most effective treatment and also the most completely evaluated one. One issue related to the existing parent training programs is the use of individual or small group format, making them less cost-effective than a large group model. Another issue is that positive effects achieved in-home as a result of parent training rarely generalize to the school setting. The present study investigated Glasser's parent training program which was designed to decrease identified behaviors in the home as well as in the school. In addition, this program employs a large group format relative to other prominent parent training programs. A quasi-experimental, two group (i.e., treatment and comparison) pretest-posttest design was used for this study. Mothers with children ages 5 to 12 comprised the groups. Multivariate analyses of variances were conducted to examine the pre-post changes for the two groups with respect to child and parent functioning. Relative to the subjects in the comparison group, those involved in Glasser's parent training program demonstrated significant changes in parent functioning and child functioning (in-home, but not in the school setting).
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Duncombe, Kristina Marie. "Associations Between Parent-Child Relationship Quality, Parent Feeding Practices, and Child Weight Status in Preadolescent Children." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6473.
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The present study evaluated associations between parent-child connectedness and communication, parent perceptions of child weight, parent feeding behaviors (restriction, pressure to eat, and monitoring), and child body mass index percentile among a sample of children aged 8-12 years. To evaluate these associations, this study used a cross-sectional design and maximum likelihood (ML) structural equation modeling to examine a mediation model with parental feeding behaviors mediating the associations between parent-child relationship quality and child body mass index. Furthermore, because of the known associations between parental perceptions of child weight and parent feeding practices, models examining the mediating effects of parent feeding practices between parent perceptions of child weight and child body mass index were also examined. Finally, we used mixture modeling to conduct latent profile analyses, specifying high, moderate, and low levels of each feeding behavior, in order to examine the mediation effects of specific levels of feeding behaviors. Study findings supported restriction as a mediator between parent reported communication (PRC) and child weight, as well as between parent perceptions of child weight (PCW) and child weight. The results also indicated that parent perceptions of child weight predicted feeding practices and child weight. Both restriction and monitoring predicted child weight. Overall, these findings provide evidence for the role of parent-child relationship quality in predicting parent feeding behavior. However, study findings suggest that these associations may differ depending on the rater (i.e., child, parent).
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Lee, Ember Lynn Knight Elizabeth Brestan. "Using parent-child Interaction therapy to develop a pre-parent education module." Auburn, Ala, 2009. http://hdl.handle.net/10415/1798.
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Shafie, Robert. "Healthy Attachment and Parent-Child Relationships." Thesis, Grand Canyon University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10687191.
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Relations between parents and children play an essential role across the life course. A vast number of studies provide empirical evidence for the link between parental attachment and the psychological well-being of children. The purpose of this descriptive qualitative study was to explore how American and American Lebanese parents perceive the influence of parent-child relationships on their children’s well-being. Bowlby’s attachment theory provided the theoretical framework for the study. A qualitative descriptive design was used in which 100 parents were sampled to complete a mostly open-ended online questionnaire. Additionally, 12 parent participants were interviewed by phone. Questionnaire results were presented in percentages and summary format. Interview results were deductively summarized. Main codes for the first research question were parent/child bonding, reciprocal communication patterns and connectedness. Main codes for the second research question included barriers to parent/child relationships and changes that occurred in the relationship over time. Findings did not reveal culture significantly influenced parent/child relationships in this sample. In conclusion, the study identified that closeness and communication are related to family the parent/child relationship. Due to limited analysis strategy and limited variation in the sample, more research is recommended.
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Heffern, Jade Kaeding. "Parent-Child Intervention Displays Positive Outcomes." Thesis, The University of Arizona, 2014. http://hdl.handle.net/10150/555537.
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The purpose of this study was to examine the effectiveness of the Partners in Parenting Education (PIPE) intervention. The PIPE intervention targeted children aged 11-19 months. This intervention focused on the parent-child relationship and reducing children’s externalizing behaviors by increasing positive parenting behaviors. Approximately 77 mother-child dyads completed the intervention across seven separate cohorts at four sites, specifically family resource centers, throughout Arizona. The intervention was 10 weeks long with two hourly sessions per week. The dyads were videotaped weekly and videos were subsequently coded. The parents filled out pre and post assessments. It was hypothesized that parent’s sensitivity scores would increase significantly, the child’s cooperation scores would increase significantly, and parental stress was predicted to significantly decrease. The relationship between these variables was also examined. The data was analyzed using paired samples t-test and a one-way ANOVA. The results indicate that in subsamples of participants who began the intervention with below average scores, child cooperation and maternal sensitivity increased significantly while the parental distress decrease showed a trend towards significance. These findings reveal that the PIPE intervention can effectively facilitate positive change within the dyads, especially for at risk parents and children.
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Howell, Phyllis Marie. "Evaluating parent-child attachment when the child is developmentally delayed." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0023/MQ31438.pdf.
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Schmidt, Teresa Danielle. "Power associations between interparental, parent-child and child-peer relationships." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Thesis/Summer2008/t_schmidt_062608.pdf.
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Yan, Jia. "Parent and Child Contributions to Child Emotion and Emotion Regulation." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1590754886662468.
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Jung, Yoon Kyung. "The relationship between parent-child emotion communication and child psychopathology." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1495960151&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Kase, Barbara E. "Parent education seminar: children's emotional development." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/BKase2008.pdf.
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BigFoot, Dolores Subia. "Parent training for American Indian families /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1989.
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Scott, Meredith Anne. "Assessing the effects of parent-child interactions on child communication skills." [Ames, Iowa : Iowa State University], 2008.
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Bersted, Kyle. "The Impact of Daycare and Child Temperament on Parent-Child Interactions." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1087.
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This study explored the potential impact of child temperament and daycare on behavior problems and parental sensitivity. It was expected that children with more "difficult" temperaments would exhibit more behavior problems and have less sensitive parents when experiencing high amounts of daycare. Measures from 60 families involved in the Southern Illinois Twins and Siblings Study (SITSS) were examined. Results indicated that highly active children exhibited more externalizing behaviors when experiencing less daycare. Shy children experiencing more daycare had more sensitive parents. Additionally, a temperamental difference between co-twins was related to differential parental sensitivity. Lastly, DZ co-twins were more temperamentally different when experiencing high amounts of daycare. These results demonstrate that daycare does seem to affect children; however, the specific effect depends on the child's temperament. Additionally, temperament is an important factor when examining parental sensitivity shown to twins and when determining how MZ and DZ twins react to daycare.
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Rowa, Karen Annette. "Parent-child boundary dissolution in anorexia nervosa." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0026/MQ37624.pdf.
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Kang, Tsi-kit. "Mother-child relation in single-parent family." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B29648221.
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Wark, Mary Jo. "Maternal psychological characteristics and parent-child relationships." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344196.
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This study compared the presentation of attachment quality and maternal psychological functioning among children diagnosed with a psychological/behavioral disorder to the presentation of attachment quality and maternal psychological functioning among children not diagnosed with a psychological/behavioral disorder.Participants included a clinical group composed of 8 Caucasian mothers of male children diagnosed with a behavioral/emotional disorder and a nonclinical group composed of 24 Caucasian mothers of male children not diagnosed with a behavioral/emotional disorder. The groups were compared on their responses to the Personality Assessment Screener, Parent/Child Reunion Inventory, and Relationship Questionnaire.Results found that mother psychological functioning was significantly related to ratings of insecure parent-child attachment. In addition, mother ratings of their adult attachment relationships were associated with ratings of parent-child attachment security/insecurity for 3 of 4 adult attachment styles. Information gathered during this study provided preliminary insight into the complex nature of parent-child relationships as they co-exist with maternal psychological functioning.Department of Educational Psychology
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Silvester, Joanne. "Causal attributions in distressed parent-child relationships." Thesis, University of Leeds, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.236993.
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Wingfield, Megan. "Adoptive families : working with parent and child." Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:d128cad6-8ae4-4bad-bcf6-832623779d1d.
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The literature on parenting emphasises that, not only does parental behaviour influence child development, emotions and behaviour, but child behaviour influences parents' behaviour and well-being. Such dyadic interactions may be particularly important in the case of adoption, where research has shown that children are likely to have had difficult early attachments or separations and where parents are likely to experience unique stressors. Therefore, understanding the effects of parenting stress and understanding how to best work with early trauma are important in adoptive families. Paper A provides a systematic review of quantitative research on parenting stress in adoptive parents. Results showed adoptive parents to have parenting stress scores within the normal range. However, adoptive parents tended to have higher scores than non-adoptive parents, particularly if their child had lengthier exposure to adverse pre-adoptive environments, special needs or if parents perceived child difficulties. Paper B aimed to gather the experiences of adoptive parents who had undergone dyadic developmental psychotherapy (DDP), an attachment-focused therapy for families where the child has experienced complex trauma or attachment difficulties. Interpretative Phenomenological Analysis revealed four superordinate themes: increased understanding, "it's a different method of parenting generally", the DDP journey and "it's a shared kind of experience you go through and come out together". Discussion of implications for clinical practice, policy and research is provided.
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Ley, Tiffany Andresen. "Child Parent Relationship Therapy: A Program Evaluation." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862821/.
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For the past 40 years, one southwestern US university counseling program has sponsored two mental health training clinics in which master's and doctoral level students have learned to provide child parent relationship therapy (CPRT) services to community parents. In their training, students learn about the positive effects of CPRT, particularly on parental stress. To date, however, no program evaluation has been conducted at these clinics focusing specifically on parental stress outcomes after the completion of CPRT or to determine the demographics and characteristics of parents who pursue CPRT. The purpose of this study was to conduct such an evaluation of archival data spanning 7 years. Participants were 129 parents (70% female, 30% male; 80% Caucasian, 35% Hispanic/ Latino, 6% African American, and 4% Asian; 62% married, 9% separated, 16% divorced). Results from a t-test indicated a statistically significant decrease in self-reported parental stress, with a moderate effect size. Multiple regression revealed that women and those who attended with a co-parent reported greater stress reduction. This study confirmed the benefit of CPRT, provided by counselors-in-training, on reducing parental stress and indicated clientele for which and conditions in which those benefits might be optimized.
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Chandley, Rachel Burgard. "Physical Affection in the Parent-Child Relationship." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1467133291.
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Sprague, Rhonda Jean. "Advice-seeking decisions in parent-child interactions /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Salter, Sara. "Parent-Child Estrangement in High-Conflict Divorce." Thesis, NSUWorks, 2010. https://nsuworks.nova.edu/cps_stuetd/64.
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Over the last twenty-five years, parent-child estrangement in high-conflict divorce cases has elicited much discussion within the psychological and forensic fields. Contributing significantly to this debate is the lack of empirical evidence to support the previous theories, observations, and descriptions surrounding this phenomenon. The present study utilized an original data set that was collected with seventy-eight families (e.g., mother, father, and child) from available written reports produced by a private Court-appointed licensed clinical-forensic psychologist. The overall purpose of the present study was designed to gain further insight into understanding parent estrangement tactics and behaviors within the identified sample. More specifically, this first purpose of the paper sought to establish and clarify the types and presence of estrangement behaviors that each parent and child engaged in within the present sample. The second purpose of the study was to examine the MMPI-2 validity and clinical scales via statistical examination to provide further insight into the parents of families in which estrangement was suspected, as well as differences among aligned and targeted parents.
Results showed that the presence of estrangement was significantly and positively correlated with total number of children and length of the target marriage. Furthermore, mothers were more likely to be identified as the aligned parent (as well as the primary residential parent), whereas fathers were more likely to be identified as the targeted parent. Significant differences were also found in that parents in families where estrangement was suspected were more likely to belittle or degrade their former partner, compared to families in which estrangement was not suspected. Notably, children in estranged families were more likely to criticize their mother's (and not the father's) parenting abilities during the context of the evaluation compared to the children in non-estranged families. With respect to the MMPI-2, results indicated that aligned parents showed statistically significant elevations on scales L, K, 1, 3, 4, and 0, whereas the targeted parents only had elevations on scales L and K. Implications for these findings were discussed, including applications to both assessment and therapeutic interventions with this family dynamic.
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Hernandez, Marlena M. "Empowerment in Parent-Child Interaction Therapy (PCIT)." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/291.
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The purpose of this study is to explore empowerment in Parent‑Child Interaction therapy (PCIT). Research has shown that attachment issues and child maltreatment are serious social problems that may lead to risks of child abuse and children developing mental illnesses. Interventions, like PCIT have shown to decrease these risks by improving the parent‑child interactions by enhancing parent skill levels and by decreasing parent stress levels and child behaviors. The purpose of this study was to examine whether enhancing parent skills and decreasing parent stress levels would therefore increase parent empowerment. This study utilized a quantitative method to examine potential growth in parent empowerment. The current study consisted of 20 cases in which parents completed PCIT and had pre- and post- Dyadic parent‑child interaction coding system (DPICS) and Parent Stress Index (PSI) scores. Results indicated that PCIT enhanced parent skills but did not decrease stress levels as first hypothesized. Therefore, enhanced skills and decreased stress levels were found to not be a sufficient measure of parent empowerment. The PCIT literature has shown that PCIT successfully enhances parent skills, which in turn has shown to decrease the risk of child abuse. It is recommended that individual environmental factors and life stressors be considered in addition to the parents participating in PCIT to better enhance parent empowerment.
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Warren, Michelle A. "Parent-child interactions with ADHD children: Parental empathy as a predictor of child adjustment." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4285/.
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Parent-child interactions tend to be problematic among families of children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). Although much attention has been paid in research and therapy to negative cycles of interaction between parent and child, it is equally important to consider how positive family interactions can be promoted, as these are likely to help prevent or reduce behavior problems and facilitate the best possible outcomes for children. Major contributors to the fields of psychology and child therapy have postulated that parental empathy is of primary importance in facilitating healthy child personality development. However, the effect of parental empathy has not been systematically studied with ADHD children. Thus, this study investigated the relationship between parental empathy and child adjustment factors in children with ADHD. It was hypothesized that among parent-child dyads with ADHD children, higher levels of parental empathy would predict higher levels of child self-esteem, social skills, and compliance, and lower levels of child aggression.
Participants were 56 children who were previously diagnosed with ADHD and their parent/guardian. Thirty-seven parent-child dyads served as a control group. The study included parent-child participation in a videotaped analogue observation procedure and completion of parent-, child-, and teacher-report measures. Results indicated that higher levels of parental empathy predicted higher child self-esteem regarding their relationships with their parents. Before bonferroni adjustment, parental empathy also predicted lower levels of aggression among ADHD children. Parental empathy did not predict peer acceptance or compliance for these children. Children of high empathy parents scored higher on peer acceptance and lower on child aggression measures than children of low empathy parents. Scores on self-esteem and compliance, however, did not differ across groups. Although there were no differences between ADHD and non-ADHD children on self-esteem, peer acceptance, or compliance measures, children with ADHD were significantly more aggressive. These results suggest the importance of interventions for ADHD children that focus on increasing parental empathy in parent-child interactions.
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Jones-Hamilton, Allison M. Smith Richard G. "An evaluation of the effects of an abridged parent training program on parent-child interactions in the home." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9769.
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Schlomer, Gabriel Lee. "Evolutionary Theory and Parent-Child Conflict: The Utility of Parent-Offspring Conflict Theory." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/194662.
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Parent-offspring conflict theory (POCT) has been underutilized by researchers interested in family relationships. The goal of these three manuscripts is to help remedy this problem.Manuscript one presents POCT in its original formulation and more recent developments. The theory is described and explained and four topical areas of human development are discussed in terms of how POCT has been applied and how the theory can help inform future research.Manuscript two tests hypotheses derived from POCT about mother-adolescent conflict. This study showed that coresidence with a younger half sibling significantly incremented conflict between mothers and their children. This effect was not explained by SES, maternal depression, number of children in the household, or stepfather presence. In addition, children in younger half sibling households demonstrate elevated levels of conflict compared to families with a younger full sibling indicating that this effect is not an artifact of coresidence with a younger sibling. Presence of a younger half sibling also partially mediated the relationship between biological parental disruption and mother-child conflict.Manuscript three sought to extend on the findings from manuscript two by examining how different family contexts affect trajectories of mother-child conflict across adolescence. A piecewise growth model was implemented to estimate linear conflict trajectories from early to mid and from mid to late adolescence. Results indicated that conflict tends to increase from early to mid adolescence but remain constant from mid to late adolescence, that biological parental disruption did not differentiate trajectories of conflict, nor did living with a stepfather. In addition, despite a large difference in regression coefficients between families with and without a younger half sibling, younger half sibling status did not differentiate conflict trajectories from early to mid adolescence. Families did differ in their trajectories from mid to late adolescence with younger half sibling families showing a reduction in conflict over this time period. Inclusion of family level covariates effectively nullified all significant results. Results are discussed in the context of parent-offspring conflict theory. It is concluded that a larger sample with more diverse family types is needed to achieve sufficient power for additional analyses and future research.
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Wintch, Elisha K. "Effects of in-home positive behavior support training on parent perceptions of parent-child relationships and child maladaptive behavior /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2424.pdf.
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Ceballos, Peggy. "School-based child parent relationship therapy (CPRT) with low income first generation immigrant Hispanic parents: Effects on child behavior and parent-child relationship stress." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6126/.
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This quasi-experimental study examined the effects of child-parent relationship therapy (CPRT) with low income first generation immigrant Hispanic parents. Forty-eight parents were randomly assigned by school site to the experimental group (n=24) and to the no treatment control group (n=24). A two factor (Time x Group) repeated measures analysis of variance was performed to examine the effects of group membership (experimental, control) and time (pretest, posttest) on each of the six hypotheses. Dependent variables for the Spanish version of the Child Behavior Checklist (CBCL) included Externalizing Problems, Internalizing Problems, and Total Problems. Dependent variables for the Spanish version of the Parenting Stress Index (PSI) included Child Domain, Parent Domain, and Total Stress. Results indicated that from pre-test to post-test, parents who participated in the CPRT treatment group reported a statistically significant improvement on their children's behaviors at the alpha .025 level (Internalizing Problems p< .001; Externalizing Problems p< .001; Total Problems p<.001) when compared to children whose parents did not participate in CPRT. Partial eta squared (ηp2) further indicated that the effects of CPRT treatment on the experimental group compared to the control group from pre-test to post-test was large (ηp2 = .56; ηp2 = .59; and ηp2 = .68, respectively). Similarly, results indicated that from pre-test to post-test, parents who participated in the CPRT treatment group reported a statistically significant improvement on parent-child relationship stress at the alpha .025 level (Child Domain p< .001; Parent Domain p< .001; Total Stress p< .001) when compared to parents who did not participate in CPRT. Partial eta squared (ηp2) further indicated that the effects of CPRT treatment on the experimental group compared to the control group from pre-test to post-test was large (ηp2 = .39; ηp2 = .51; and ηp2 = .42, respectively).
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Ceballos, Peggy Bratton Sue. "School-based child parent relationship therapy (CPRT) with low income first generation immigrant Hispanic parents effects on child behavior and parent-child relationship stress /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6126.
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Campbell, Alan. "The voice of the child in family law: whose right? : who's right?" 2004. http://arrow.unisa.edu.au:8081/1959.8/24966.
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This thesis explores children's perceptions of their ability to participate in decisions that directly affect them following parental separation. Taking a postmodern approach, the thesis argues that the concepts of 'the child' and 'childhood' are social constructs produced by discourses that have arisen from historical accounts of the position of children in 'adult' society. The knowledge thus produced constructs children as incomplete beings, vulnerable and unable to understand significant issues such as those associated with parental separation. Consequently, children are marginalised, 'othered' and denied the opportunity to participate in decisions that directly affect them. After reviewing the ways in which discourses operate to subjectify children in this way, the thesis explores an alternative construction of children as competent and resilient, able to participate with their adult counterparts in decision-making activities. The potential for the provisions of both the United Nations Convention on the Rights of the Child and the Australian Family Law Reform Act 1995 to reconstruct children in this way is explored. Reviews of the literature indicated that Australian children had not been included in research and discussions about their involvement in decisions that directly affected them. Consequently, this research undertook in-depth interviews of sixteen children between the ages of 7 and 17 years. Their views about their abilities to participate in decisions that directly affect them are reviewed in relation to the different discourses identified in the literature. The extent to which children?s understandings reflect these discourses is considered. The thesis argues that much is still to be achieved. A review of the findings includes an account of the difficulties experienced in recruiting children for this project and suggests that the social construction of children continues to position them as vulnerable and incompetent. It is argued that the constructs of 'competence', 'age' and 'maturity' are not useful indicators of children's abilities to make decisions; thus, a 'new' construction of children, based on greater adult understanding of their unique experiences and understandings, is suggested. In relation to decisions that affect children following parental separation, the thesis makes a number of suggestions that support an exploration of creative initiatives that reflect the children's views.PhDSocialScience
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Vnuk, Maria. "Separated mothers with a child support liability in Australia: does the gender of the liable parent matter for compliance?" Phd thesis, 2017. http://hdl.handle.net/1885/144280.
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In recent decades, changes in post-separation parenting
arrangements in Australia have led to an increase in the small
but significant group of mothers with shared (i.e., equal or
near-equal time) or minority-time, and mothers liable to pay
child support to fathers.
While the Child Support Scheme is ostensibly gender-neutral,
genderneutral policy does not necessarily produce gender-neutral
outcomes. Research with separated parents with more
‘traditional’ arrangements indicates that fathers who spend
time with their children are more likely to comply with their
child support than those who rarely or never see them. But might
social norms for ‘good’ mothers and ‘good’ fathers
differ? Gendered norms of mothering as ‘ever present’ suggest
the same relationship between parenting time and money might not
apply.
The present study uses data from the Child Support Reform Study,
a national random sample of separated parents in Australia. In
total, 185 mothers with a child support liability were
identified. Drawing on reports from separated mothers and fathers
liable to pay child support in 2008 (Time 0), the study found
that 43% of liable mothers had shared- or more-time, and their
children were older. Mothers worked fewer hours in paid
employment, often had a self-employed former partner, and a
negative (particularly fearful) relationship than liable fathers.
Using a typology of liable mothers developed for the study,
differences in socio-demographic characteristics, family
dynamics, and wellbeing emerged between the four liable mother
groups (i.e., those with less-time, equal-time, more-time, and
split-residence). In addition, parenting time was negatively
related to perceived fairness of child support and
compliance—both decreasing as parenting time increased.
Although there was no significant difference between liable
mothers’ and liable fathers’ compliance when measured as in
full and on time, mothers were significantly less likely to pay
any of the liability, and marginally less compliant where payment
was transferred between parents privately. Nonetheless most mothers contributed in-kind support, including
all mothers who did not pay their liability in full.
Odds of non-compliance for liable mothers increased as their time
with their child increased, and was higher for mothers with
split-residence. Low levels of inter-parental conflict over money
also related to noncompliance.
The study’s findings highlight the complexity of liable
mothers’ family circumstances compared to liable fathers. They
illustrate the importance of taking a gender perspective to
policy. Liable mothers and liable fathers differ in a number of
important ways. This points to gender norms as important in
understanding the compliance of mothers with a child support
liability in Australia.
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Duncanson, Kerith Rae. "An investigation into parental influences on the dietary intake of Australian preschool aged children." Thesis, 2015. http://hdl.handle.net/1959.13/1310073.
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Research Doctorate - Doctor of Philosophy (PhD)The dietary intake of children aged two to five years determines childhood nutritional status and predicts lifelong eating habits. Under-nutrition, over-nutrition and mal-nutrition in the early years of life have all been associated with an increased risk of obesity and chronic diseases in later life. With evidence suggesting that average child dietary intake is high in energy density but low in nutrient density there is a need to optimise dietary interventions and strategies for reduction in chronic disease risk factors. The primary purpose of this thesis was to investigate current dietary intake of Australian children aged between two and five years; determine the effect of a parent-focused nutrition intervention on child dietary intake, child feeding practices and parenting style; and identify factors that influence the child feeding practices of parents. Three research studies were undertaken to meet the aims of this body of research. A randomised controlled trial involving 146 rural Australian parents with preschool aged children was undertaken to examine the intervention effect of providing evidence-based, self-directed child feeding and nutrition resources on participants’ child feeding and parenting practices, and the dietary intake of children aged two to five years. The study showed that parents are receptive to nutrition and child feeding information in a self-directed format, the use of which had limited impact on child dietary intake and child feeding practices and parenting style. It was identified that improved tools for measurement of overall quality of child dietary intake, child feeding practices and parenting style were needed for use in preventative health research. The perceptions of parents in relation to their own child feeding practices relative to the Australian dietary guidelines and compared to parent peers were investigated in a qualitative study with a sub-group of 21 participants from the randomised controlled trial. Based on the Theory of Planned Behaviour, this study identified that parents’ child nutrition attitudes and beliefs contributed to subjective norms and normative beliefs, which in turn influenced their child feeding-related behaviours. This study identified peer nutrition education as a potential model of improving the child feeding practices of parents, and thereby improving child dietary intake. A subsequent pilot study involving 34 mothers of children aged under two years established the feasibility of peer nutrition education to improve child feeding “norms” that are used by parents as a reference point for their own behaviours. In conclusion, the study findings presented in this thesis highlight the need for improved access to the Australian Dietary Guidelines in the early childhood setting, and more support for parents in implementing the dietary guidelines within home and community settings. The findings also demonstrated that parents’ perceptions of child feeding and dietary intake “norms” are more influential than the dietary guidelines. This research demonstrates the need for strategies to promote and support preventive child feeding behaviours in parents that improve the dietary intake of their preschool aged children. Peer nutrition education for parents commencing when children are infants is proposed as an area for subsequent research.