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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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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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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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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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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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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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Mjwara, Nomalungelo Happiness. "Exploring the parent-child relationship in youth abusing alcohol." University of the Western Cape, 2013. http://hdl.handle.net/11394/4835.
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Magister Artium (Child and Family Studies) - MA(CFS)Alcohol abuse in youth is an ever growing problem in South Africa. The phenomenon leads to a variety of other problems, including the relationships that these youth have with their parents. The aim of the study was to explore the parent-child relationship in youth abusing alcohol. The first objective of the study was to explore and describe alcohol abuse in youth and the parent-child relationship from the youth’s perspective. The second objective was to explore and describe alcohol abuse in youth and the parent-child relationship from the parents’ perspective. A qualitative research approach has been used. Non probability purposive sampling has also been employed. The sample comprised of youth between the ages of 18-25 from a township area in the Western Cape, as well as a number of parents. The data collection process took place in the form of one-to-one interviews. The data analysis was done by means of coding and identification of themes. The findings revealed that factors such as family boundaries, relationships, economic factors, and problem and risk behaviour negatively influenced parent-child relationships in youth abusing alcohol. The recommendations had a strong emphasis on social work intervention that focus on strengthening family relationships. Youth were also advised to join programmes as a direct intervention for their alcohol abuse.
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Hay, Fiona B. "The psychometric properties of the parent-child relationship questionnaire." Thesis, University of East Anglia, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327136.
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Conduct disorders in children are very common. The consequences of such problems are far-reaching not least because they impact upon the quality of the parent-child relationship. Parent Management Training (PMT) is a widely recognised treatment for childhood conduct disorders although the outcomes for many children are disappointing. Theoretically, the current study considers why outcomes are not more favourable and illustrates that attention should be paid to the role of maternal cognition in the quality of mother-child relationships. The aims of this study were to: • orientate the reader to the nature of the problem • describe the development of a tool that measures the quality of the mother-child relationship, The Parent-Child Relationship Questionnaire (PCRQ) • assess the psychometric properties of the PCRQ • discuss the findings, strengths and weaknesses of the study and consider future research ideas Control mothers completed the PCRQ once. Referred mothers completed the PCRQ and a measure of depression pre and post PMT. These mothers also completed a measure of parenting stress pre group only. A further sample of mothers completed the PCRQ twice. Principal components analysis was used to determine a) the factor structure of the PCRQ and b) whether this differed between a control and referred sample. One factor was extracted from the control sample and two from the referred. The two factors extracted were named Negative Cognition and Emotion (NC-E) and Behavioural Management (BM). Reliability analysis revealed adequate levels of alpha (Cronbach's) for the PCRQ and NC-E subscale although only barely adequate for BM subscale in both samples. Testretest reliability analysis on a small sample revealed a high Pearson's correlation coefficient. Intra-class correlation coefficients for total PCRQ and the BM subscale were reasonable whereas for NC-E the coefficient was weak. Criterion validity was explored by comparing the control and referred sample means. The differences between the means were significant. Concurrent and convergent validity were investigated by computing correlations between the PCRQ and the Parenting Stress Index Short-Form (PSI-SF; Abidin, 1995). This showed moderate correlations between the measures. The correlations between two PSI-SF dimensions and the BM subscale were low. Discriminant validity was investigated by computing correlations between the PCRQ and the Beck Depression Inventory (BDI; Beck & Steer, 1993). This showed a moderate relationship. Sensitivity to change following PMT was investigated by computing a paired samples t test in the referred sample. This test was also used to compare the pre and post group scores for the individual subscales. The changes were significant. There was no relationship between PCRQ scores and either age or gender. Normative values for the PCRQ and its subscales were calculated using a theoretical normal distribution. The results suggest that the PCRQ can be used to investigate the extent of negative maternal cognition underlying the quality of the mother-child relationship. Its usefulness is enhanced by employing a measure of maternal depression.
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Au, Kwok-wai. "Relationship between parental expectation, parental warmth and parent-child relationship of adolescents /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13991474.
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Au, Kwok-wai, and 歐國偉. "Relationship between parental expectation, parental warmth and parent-child relationship of adolescents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31249620.
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Nix, Meghan. "The Relationship between Parental Stress, Parent-child Interaction Quality, and Child Language Outcomes." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/iph_theses/279.
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Language skills developed in early childhood are important for literacy and communication in childhood as well as future adult literacy skills and health. Certain demographic characteristics and parent-child interaction skills have been identified through previous research as being influential in child language development. Parental stress has also been associated with child language outcomes. This study aims to explore whether parents’ interactive relational skills, measured by an observational method, are significantly related to children’s verbal outcome, while controlling for demographic variables and parental stress. Participants included mothers of children aged 4-6 who completed measures of parental interaction quality, parental stress, and demographic characteristics. Their children competed a language skill measure. Results indicated that even when controlling for demographic variables and parental stress, the relationship between parent-child interaction quality and child language outcomes remained significant. These findings suggest that increasing positive parent-child interaction skills may be beneficial for increasing children’s language skills.
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Felber, Charbonneau Evelyne. "Parental Involvement in Sport During Early-Mid Adolescence: Perspectives from Parent-Child Dyads." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36633.
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The purpose of this Master’s thesis was to document parents’ and their children’s perspectives on parental involvement in sport during early-mid adolescence. Individual semi- structured interviews were conducted with eight parent-child dyads, composed of eight athletes (three males, five females) between 12 and 16 years of age (M= 14) and eight parents (six males, two females) between 36 and 53 years of age (M = 44). The dyads recruited were involved in four team sports: basketball (n=3), ice hockey (n=2), soccer (n=2), and Canadian football (n=1). Based on the data collected, two articles were written. In article one, Basic Needs Theory (BNT) was used as a theoretical framework (Deci & Ryan, 1985; Ryan & Deci, 2000) to examine parents’ and their children’s perspectives on how parental involvement in sport influences basic psychological needs during early-mid adolescence. The findings revealed how parental behaviours were generally believed to satisfy athletes’ basic psychological needs within the sport context, although need frustration was also reported. Article two explored how parents’ interactions with coaches and teammates were perceived to influence the sport climate. The findings demonstrated the importance of having parents make efforts to establish friendly and supportive relationships with their children’s coaches and teammates to nurture a positive sport climate. Collectively, the findings from this Master’s thesis contribute to the literature by providing a theoretically-informed and nuanced portrait of parental involvement in youth sport.
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Ma, Sin-fun Connie, and 馬先芬. "The step-parent's role, step-parent-child relationship and child discipline in remarried families." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31249528.
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McClintock, Damian Gearld. "The Effectiveness of Child Parent Relationship Therapy (CPRT) for Fathers." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609171/.
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High levels of quality father involvement in childhood are associated with children's socio-emotional, cognitive, and behavioral wellbeing. However, fathers can experience difficulty in building positive relationships with their kids due to work-life balance, lack of relational experience, and other life stressors. The purpose of this study was to assess the effectiveness of child-parent relationship therapy (CPRT) on fathers' parental empathy, parental stress, and child behavior problems. Though an abundance of literature exists to support the efficacy of CPRT, this was the first study to include a randomized controlled design with an all-male sample. This was also the first CPRT study to include both English and Spanish speaking fathers with intervention offered in both languages. Participants were 30 fathers (22 English, 8 Spanish; 53% Latino, 40% Caucasian, 7% Asian) with children between the ages of 3 and 10 (60% male, 40% female; 57% Latino/a, 37% Caucasian, 6% Asian). Fathers were randomly assigned to the experimental group (CPRT) (n = 14) or waitlist control group (n = 16). Results from 2 (Group) by 2 (Time) repeated measures ANOVAs did not yield statistically significant interaction effects on the dependent variables. However, results indicated a statistically significant main effect for time on each dependent variable with large effect sizes. Results of the paired samples t-test post hoc analyses indicated a statistically significant change over time for the experimental (CPRT) group and a non-statistically significant change over time for the control group on all dependent variables. Findings of this study support previous studies on the effectiveness of CPRT, but also indicate a need for future research to more accurately determine the effectiveness of CPRT for fathers compared to a waitlist control group.
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Ma, Sin-fun Connie. "The step-parent's role, step-parent-child relationship and child discipline in remarried families /." Hong Kong : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13744896.
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Sheely, Angela. "School based child parent relationship therapy (CPRT) with low income Black American parents: Effects on children's behaviors and parent-child relationship stress, a pilot study." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6053/.
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This study examined the effectiveness of training low income Black American parents in child parent relationship therapy (CPRT). In response to the cultural values and challenges faced by low income Black American parents, the CPRT manual was adapted slightly for use with parents for this study. In this quasi-experimental design, 14 parents were assigned to the experimental group and 13 parents were assigned to the no treatment control group. Six hypotheses were analyzed. Different analyses were conducted based on the hypotheses. A two-factor repeated measures analysis of variance and analysis of covariance were conducted to determine if the CPRT treatment and the no treatment control group performed differently across time according to pretest and posttest results of the Child Behavior Checklist - Parent Version (CBCL) and the Parenting Stress Index (PSI). Additionally, partial η2 was calculated to determine practical significance. Five hypotheses were retained at the .025 level of significance. Findings indicated that parents who participated in the CPRT training reported a statistically significant decrease in parent-child relationship stress. Specifically, parents assigned to the experimental group demonstrated a statistically significant decrease in Child Domain (p < .001), Parent Domain (p < .001), and Total Stress (p < .001) of the PSI when compared to parents assigned to the no treatment control group. Similarly, results indicated that parents assigned to the experimental group reported statistically significant improvements in Total Problems (p < .01) and Externalizing Problems (p = .001) of the CBCL, when compared to parents assigned to the no treatment control group. No statistical significant results were found on Internalizing Problems.
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Sheely, Angela Bratton Sue. "School based Child Parent Relationship Therapy (CPRT) with low income Black American parents effects on children's behaviors and parent-child relationship stress, a pilot study." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6053.
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Wallace, Claire E. "Improving the Parent-Child Relationship in ADHD: A Pretend Play Intervention." Case Western Reserve University School of Graduate Studies / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case1492029294198953.
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Adams, Natalie. "The relationship between maternal involvement and child adjustment in two parent and single parent families." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/10015.
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This study explored the relationship between maternal involvement and child adjustment in two parent and single parent families. This study examined whether the amount of involvement by mothers differed according to family structure and whether greater mother involvement was associated with better adjustment in children. The study further examined to what extent maternal involvement accounted for the child's adjustment when other factors such as socio-economic status were taken into account.
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Roman, Nicolette Vanessa. "Single and married mother pre-adolescent relationships: understanding and comparing the interaction between self-esteem and family functioning." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3267_1241757360.
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The main purpose of this study was to assess the psychological well-being of mothers and their pre-adolescent children (aged 10-12). Specifically, the study used a mixed methods sequential explanatory design to compare and understand the interaction between 245 single and married mother-pre adolescent relationships with regard to self esteem, autonomously-supportive and psychologically controlling parenting practices. And their familial enviironment within low and high socio-economic settings. A qualitative component was used to explore mothers' understanding of their relationships with their pre adolescent children. The Coppersmith- Self-steem Inventory and the Satisfaction with Life Scale were used to assess the psychological well-being of mothers and children, the Perceptions of Parents Scale for autonomously-supportive maternal parenting practices, Parent Psychological Control for psychologically controlling parenting practices and the environment Scale for family functioning. The findings provide an understanding of how healthy families function within enhancing and hindering environments and empasises the importance of parenting.
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Opiola, Kristie K. "The Effects of Child Parent Relationship Therapy (CPRT) for Adoptive Families." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862867/.
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Adoptive parents often struggle to understand and meet the social-emotional behavioral needs of their adopted child, particularly when the child's pre-adoption experience lacked a secure relationship with an attuned and responsive caregiver. This randomized controlled study, a replication of Carnes-Holt and Bratton's 2014 research, investigated the effects of child parent relationship therapy (CPRT) for adoptive families who reported attached-related concerns such as difficulties establishing a mutually satisfying parent-child relationship as well as concerns about the adopted child's behavior and parental stress. Participants were 49 adoptive parents (61% female; 7% couples; 86% European American, 6% Latino, 6% Asian, and 2% Black American) with adoptees between the ages of 2.5 to 9 (50% female; 35% European American, 22% Asian, 12% Latino, 10% Black American, and 21% Biracial or other). Eighty-four percent of children were adopted internationally or from the foster care system. Parents were randomly assigned to CPRT or treatment as usual (TAU). Results from 2 (group) by 2 (time) repeated measures ANOVAs indicated that compared to the TAU control group, parents who participated in CPRT reported statistically significant improvement in child behavior problems, parent-child relationship stress, and parental empathy, with a large treatment effects on all measures. Findings confirmed results from Carnes-Holt and Bratton's study and provided strong support for CPRT as a responsive intervention for adoptive parents and their children.
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Benson, Karen M. "Childhood Bereavement and Parents’ Relationship With Children." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115046/.
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It has long been recognized that childhood bereavement is a risk factor for depression in adulthood. Research also has consistently demonstrated that parental depression is linked to poor parent-child relationship quality. The current study examined whether bereavement in childhood increases likelihood of current depressive symptoms among parents and explored whether this vulnerability in the parent then alters the quality of the parent-child relationship. Archival data for a sample of 86 families (N=176 parents) are drawn from the Family & Kid Connection project led by Dr. Shelley Riggs. Instruments utilized include the Background Information Questionnaire, the Symptom Assessment-45 Questionnaire, and the Parenting Relationship Questionnaire. Using the Actor-Partner Interdependence Model, Multilevel Modeling procedures explored the hypothesis that parental depression mediates the association between parents’ childhood bereavement and their perception of the parent-child relationship. Results show a significant relationship between parental (actor) depressive symptoms and parent-child attachment, indicating the need for therapeutic interventions targeting the parent-child relationship, and not just parents, for parents suffering from depression.
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Tesson, Stephanie. "Parent-child relationships following diagnosis of congenital heart disease." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/26801.
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Children with congenital heart disease (CHD) and their parents may face numerous relational challenges, including marked distress, parent-child separations, child hospitalisations and neurodevelopmental delays. Despite this, limited research has examined how CHD diagnosis and treatment affects the parent-child relationship, or psychological interventions to ameliorate relational difficulties or distress. Multiple research methods were used to comprehensively investigate these areas. Study 1 systematically reviewed the literature on parent-child bonding, interaction, and child attachment in the CHD context. Overall, greater bonding and interactional difficulties were found amongst parents of children with CHD, compared to healthy controls. Study 2 tested a distance-delivered, technology-assisted adaptation of an observational parent-infant assessment. Preliminary evidence of feasibility and acceptability was found. Study 3 investigated the prevalence and predictors of relational risk amongst mothers and their 6-month old infants with complex CHD. Maternal sensitivity, infant cooperativeness and interactional synchrony were lower amongst this cohort, compared with healthy age-matched controls. Psychological and demographic variables predicted stronger risk for interactional dysynchrony than child medical or temperamental factors. Finally, Study 4 systematically reviewed the literature on psychological interventions for individuals affected by childhood-onset heart disease and their families. Parent-focused interventions showed preliminary efficacy in improving maternal distress, coping and family functioning. Significant gaps in the literature were found, however, including few theoretically based interventions and methodologically rigorous trials. Clinical and methodological implications of this thesis include a need for routine assessment of the parent-child relationship, and development and provision of effective psychotherapies in the pediatric cardiac setting.
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Olsen-Rando, Robert A. "Parent-child relationship and college men's sexually aggressive attitudes and behaviors." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862285.
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Forcible rapes continue to occur at a rate of 1.3 per minute (National Victim Center, 1992). With an estimated 12.1 million women having been raped in our country (National Victim Center, 1992) and with most victims knowing the rapist, the importance of understanding the underlying dynamics leading to sexually aggressive behavior becomes imperative.The purpose of this study was to further delineate a possible contributory factor in the predisposition for rape. Specifically, this study examined the relationship between the perceived quality of father-child relationship and those underlying motivational and attitudinal factors associated with men who perpetrate sexual aggression towards women. A sample of 264 male college students were given a series of instruments examining underlying power motivations, sex-role stereotyping beliefs, attitudes of hostility toward women, relationship with father, relationship with mother, and sexually aggressive behavior. A hierarchical regression analysis was performed to examine the relationship between parent-child relationship and sexually aggressive attitudes and behavior.The results revealed that, consistent with previously reported literature, one measure of relationship with father was found to account for a significant amount of variance in hostility toward women. Relationship with father was not found to be significantly related to any of the remaining criterion measures. Relationship with mother was found to be significantly related to sex-role stereotyping. All criterion measures were significantly correlated with each other as were all the predictor measures.The results are discussed in relation to the hypotheses and previous research findings.Department of Counseling Psychology and Guidance Services
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Arsene, Camelia V. "The quality of parent-child relationship and health in later life." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/3112/.
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Background: Epidemiological studies have shown that social and emotional support can protect against premature mortality and prevent illness. The longterm consequences of poor parent-child relationships on adult mental health have been a major focus of research. Much less attention has been directed towards the effects on physical health outcomes. Objective: Based on the life course model, this thesis assessed the extent to which child-parent relationships influence physical health in later life. Methods: The dissertation was based on a systematic review of longitudinal studies linking parent-child relationships and physical health in adulthood, and on secondary data-analyses of the Christchurch Health and Development Study. The role played by different confounders and mediators was discussed. The analyses were based on multivariate regression methods. Results: Most of the systematic review studies showed a positive association between poor parenting and health in later life. Supportive of the association were studies on general health relying on self-reports. Non-supportive were studies looking at mortality and rare diseases and relying on official records. Some of the studies presented their findings in relation to gender, girls being more likely to somatise in adolescence or in adulthood. An association was found for the Christchurch Health and Development Study between the quality of parent-child relationship and hospital admission or the number of doctor visits. These effects were more pronounced in females. Overall, adjusting for different confounders and mediators added some information, but did not replace the effect of the exposure variables on the outcomes. Conclusion: More research is required in understanding how the early behavioural, environmental and social factors work together in the development of long term health outcomes. Given the growing evidence of the long term effects of poor parent-child relationships, greater efforts are clearly needed in developing effective strategies for prevention and intervention.
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Whitcher, Derick William. "The relationship between dyadic parent-child cohesion and adolescents' self-concept." Thesis, Alfred University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10145712.
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The current study investigated the relationships between mother-child, father-child, parent-cohesion, and children’s self-concept. Participants included 30 early adolescents (ages 10 to 15 years) from intact family arrangements. Children completed a modified version of the Family System Test (FAST) to assess levels of parent-child cohesion. The Piers-Harris 2 was used to evaluate dimensions of self-concept. A series of sequential multiple regressions were performed to determine the relationships parent-child cohesion variables had with self-concept constructs, after controlling for the children’s sex and typical grades. Only father-child cohesion scores significantly related to adolescents’ ratings on specific facets of self-concept (i.e., Behavioral Adjustment, Intellectual and School Status), suggesting that children who report feeling closer to their fathers also endorsed items reflecting less problematic behavior and more intellectual/academic competence. Findings suggest mothers and fathers contribute differentially to adolescents’ self-concept. Implications for parental education and ensuring children have a caring, male role model are discussed. Limitations to the study included issues with sample size, generalizability, and data collection.
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Papafratzeskakou, Eirini. "Peer Victimization and Depression: Role of Peers and Parent-Child Relationship." Thesis, Virginia Tech, 2008. http://hdl.handle.net/10919/32452.
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The purpose of the current study was to investigate the relationships between physical and emotional peer victimization, parental and peer support and depressive symptoms. The moderating role of parental and peer support and gender differences in such moderation were the focus of the study in examining the association between peer victimization forms and depressive symptoms. Two hundred and sixty one youths (ages 10-14) completed self report measures of parental and peer support and depressive symptoms and were interviewed about their victimization experiences. Physical victimization rates were higher for boys whereas girls reported higher emotional victimization experiences and higher peer support than boys did. Correlations indicated that the experience of physical and emotional victimization by peer is linked to depressive symptoms. For boys, but not for girls, a significant moderation effect indicated that physical victimization was significantly related to depressive symptoms among youths with low peer support whereas physical victimization was not related to depressive symptoms among youths with high peer support. There were significant main effects of parental and peer support for both genders suggesting the importance of such support against depressive symptoms. The studyâ s findings contribute to the literature regarding peer victimizationâ s effects on mental health by illustrating the beneficial effect of parent and peer support during adolescence.Master of Science
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O'Brien, James Randall. "An analysis of parental influence upon conceptualization of and relationship to God." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.
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Ziner, Andrew Scott. "On Parent-Child Relations: Toward the Construction of a Theory of Filial Exchange." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331914/.
Full textAbstract:
This investigation represents an initial attempt toward the construction of a general life cycle theory of parent-child relations. Emphasis was placed on the parent-adult child relationship with the onset of a filial crisis, e.g., due to illness. After the theory was described, two of the five propositions comprising this orientation (i.e., propositions four and five) were analyzed through a series of twenty-five hypotheses. The objectives of these hypotheses were (a) to analyze the relationship between the length of time involved in various patterns of filial responsibility and the likelihood that these patterns will become institutionalized as obligatory roles and (b) to determine how factors associated with these emergnt role obligations contribute to the cost of caregiving. A probability sample of 180 caregivers was obtained from within the Dallas/Ft. Worth area. Multiple and partial correlation analyses and the use of Student's t revealed that the length of time involved as a caregiver was significantly related to the number of informal caregiving roles performed by adult children. In addition, results indicated that the length of involvement in each caregiving role examined (i.e., household care, transportation service, personal care, medical attention, meal preparation, financial management and mobility assistance) was significantly related to (a) the frequency of providing these services to an aged parent and (b) the level of responsibility in each service area except financial management (which tended to remain constant over time)• An adult child s level of obligation to ensure that caregiving services were provided was also significantly associated with the length of caregiving involvement. Furthermore, this study found tentative support for the contention that the social-psychological cost of providing care for a dependent parent was associated with (a) the frequency of providing transportation services and medical attention, (b) the number of informal caregiving activities performed and (c) the length of caregiver involvement. A set of three control variables (i.e., the household living arrangements and both the aged parent s and adult child's physical health status) were identified as significant contributors to the cost of caregiving. Based on the empirical results of this investigation, propositions four and five of the theoretical perspective presented in this dissertation were supported.
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Hand, Kirstine Alicia. "Teacher-child relationship quality for young children with parent reported language concerns." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/26379/1/Kirstine_Hand_Thesis.pdf.
Full textAbstract:
Previous research has demonstrated the importance of the qualities of the teacher-child relationship on children’s development. Close teacher-child relationships are especially important for children at risk. Positive relationships have been shown to have beneficial effects on children’s social and academic development (Birch & Ladd, 1997; Pianta & Stuhlman, 2004). Children with language difficulties are likely to face increased risks with regard to long term social and academic outcomes. The purpose of the current research was to gain greater understanding of the qualities of teacher-child relationships for young children with parent reported language concerns.
The research analyses completed for this thesis involved the use of data from the public-access database of Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC). LSAC is a longitudinal study involving a nationally representative sample of 10,000 Australian children. Data are being collected biennially from 2004 (Wave 1 data collection) until 2010 (Wave 4 data collection). LSAC has a cross-sequential research design involving two cohorts, an infant cohort (0-1 year at age of recruitment) and a kindergarten cohort (4-5 years at age of recruitment). Two studies are reported in this thesis using data for the LSAC Kindergarten Cohort which had 4983 child participants at recruitment.
Study 1 used Wave 1 data to identify the differences between teacher-child relationship qualities for children with parent reported language concerns and their peers. Children identified by parents for whom concerns were held about their receptive and expressive language, as measured by items from the Parents’ Evaluation of Developmental Status (PEDS) (Glascoe, 2000) were the target (at risk) group in the study (n = 210). A matched case control group of peers (n = 210), matched on the child characteristics of sex, age, cultural and linguistic differences (CALD), and socio-economic positioning (SEP), were the comparison group for this analysis. Teacher-child relationship quality was measured by teacher reports on the Closeness and Conflict scales from the short version of the Student-Teacher Relationship Scale (STRS) (Pianta, 2001). There were statistically significant differences in the levels of closeness and conflict between the two groups. The target group had relationships with their teachers that had lower levels of closeness and higher levels of conflict than the control group.
Study 2 reports analyses that examined the stability of the qualities of the teacher-child relationships at Wave 1 (4-5 years) and the qualities of the teacher-child relationships at Wave 2 (6-7 years). This time frame crosses the period of the children’s transition to school. The study examined whether early patterns in the qualities of the teacher-child relationship for children with parent reported language concerns at Wave 1 predicted the qualities of the teacher-child relationship outcomes in the early years of formal school. The sample for this study consisted of the group of children identified with PEDS language concerns at Wave 1 who also had teacher report data at Wave 2 (n = 145). Teacher-child relationship quality at Wave 1 and Wave 2 was again measured by the STRS scales of Closeness and Conflict.
Results from multiple regression models indicated that teacher-child relationship quality at Wave 1 significantly contributed to the prediction of the quality of the teacher-child relationship at Wave 2, beyond other predictor variables included in the regression models. Specifically, Wave 1 STRS Closeness scores were the most significant predictor for STRS Closeness scores at Wave 2, while Wave 1 STRS Conflict scores were the only significant predictor for Wave 2 STRS Conflict outcomes. These results indicate that the qualities of the teacher-child relationship experienced prior to school by children with parent reported language concerns remained stable across transitions into formal schooling at which time the child had a different teacher.
The results of these studies provide valuable insight into the nature of teacher-child relationship quality for young children with parent reported language concerns. These children experienced teacher-child relationships of a lower quality when compared with peers and, additionally, the qualities of these relationships prior to formal schooling were predictive of the qualities of the relationships in the early years of formal schooling. This raises concerns, given the increased risks of poorer social and academic outcomes already faced by children with language difficulties, that these early teacher-child relationships have an impact on future teacher-child relationships. Results of these studies are discussed with these considerations in mind and also discussed in terms of the implications for educational theory, policy and practice.
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Hand, Kirstine Alicia. "Teacher-child relationship quality for young children with parent reported language concerns." Queensland University of Technology, 2008. http://eprints.qut.edu.au/26379/.
Full textAbstract:
Previous research has demonstrated the importance of the qualities of the teacher-child relationship on children’s development. Close teacher-child relationships are especially important for children at risk. Positive relationships have been shown to have beneficial effects on children’s social and academic development (Birch & Ladd, 1997; Pianta & Stuhlman, 2004). Children with language difficulties are likely to face increased risks with regard to long term social and academic outcomes. The purpose of the current research was to gain greater understanding of the qualities of teacher-child relationships for young children with parent reported language concerns.
The research analyses completed for this thesis involved the use of data from the public-access database of Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC). LSAC is a longitudinal study involving a nationally representative sample of 10,000 Australian children. Data are being collected biennially from 2004 (Wave 1 data collection) until 2010 (Wave 4 data collection). LSAC has a cross-sequential research design involving two cohorts, an infant cohort (0-1 year at age of recruitment) and a kindergarten cohort (4-5 years at age of recruitment). Two studies are reported in this thesis using data for the LSAC Kindergarten Cohort which had 4983 child participants at recruitment.
Study 1 used Wave 1 data to identify the differences between teacher-child relationship qualities for children with parent reported language concerns and their peers. Children identified by parents for whom concerns were held about their receptive and expressive language, as measured by items from the Parents’ Evaluation of Developmental Status (PEDS) (Glascoe, 2000) were the target (at risk) group in the study (n = 210). A matched case control group of peers (n = 210), matched on the child characteristics of sex, age, cultural and linguistic differences (CALD), and socio-economic positioning (SEP), were the comparison group for this analysis. Teacher-child relationship quality was measured by teacher reports on the Closeness and Conflict scales from the short version of the Student-Teacher Relationship Scale (STRS) (Pianta, 2001). There were statistically significant differences in the levels of closeness and conflict between the two groups. The target group had relationships with their teachers that had lower levels of closeness and higher levels of conflict than the control group.
Study 2 reports analyses that examined the stability of the qualities of the teacher-child relationships at Wave 1 (4-5 years) and the qualities of the teacher-child relationships at Wave 2 (6-7 years). This time frame crosses the period of the children’s transition to school. The study examined whether early patterns in the qualities of the teacher-child relationship for children with parent reported language concerns at Wave 1 predicted the qualities of the teacher-child relationship outcomes in the early years of formal school. The sample for this study consisted of the group of children identified with PEDS language concerns at Wave 1 who also had teacher report data at Wave 2 (n = 145). Teacher-child relationship quality at Wave 1 and Wave 2 was again measured by the STRS scales of Closeness and Conflict.
Results from multiple regression models indicated that teacher-child relationship quality at Wave 1 significantly contributed to the prediction of the quality of the teacher-child relationship at Wave 2, beyond other predictor variables included in the regression models. Specifically, Wave 1 STRS Closeness scores were the most significant predictor for STRS Closeness scores at Wave 2, while Wave 1 STRS Conflict scores were the only significant predictor for Wave 2 STRS Conflict outcomes. These results indicate that the qualities of the teacher-child relationship experienced prior to school by children with parent reported language concerns remained stable across transitions into formal schooling at which time the child had a different teacher.
The results of these studies provide valuable insight into the nature of teacher-child relationship quality for young children with parent reported language concerns. These children experienced teacher-child relationships of a lower quality when compared with peers and, additionally, the qualities of these relationships prior to formal schooling were predictive of the qualities of the relationships in the early years of formal schooling. This raises concerns, given the increased risks of poorer social and academic outcomes already faced by children with language difficulties, that these early teacher-child relationships have an impact on future teacher-child relationships. Results of these studies are discussed with these considerations in mind and also discussed in terms of the implications for educational theory, policy and practice.
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Hashe, Abulele. "Strategies of parents to ensure the health and well-being of their children with disabilities: A human capabilities approach." University of the Western Cape, 2020. http://hdl.handle.net/11394/8090.
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Magister Artium (Child and Family Studies) - MA(CFS)Parents become the first teachers of the child and therefore the parent-child relationship is important for the development of a child. Parents who have a child with a disability are often more challenged than parents who do not. In South Africa, there are programmes and policies which are implemented to support parents or primary caregivers who have children with disabilities; however, there is no data or reviews available that provide information regarding the capability of parental strategies to ensure the health and well-being of their children with disabilities.
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Murphy, Kelly Lyn. "Parental Stress and Parent-Child Relationships in Recently Divorced, Custodial Mothers." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4160.
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Divorce creates significant stress that can have an impact on parent-child relationship satisfaction. Past researchers have indicated that in times of high stress, parents may not be available for their children due to their personal issues. Attachment theory demonstrates the importance of the parent-child bond for the child as he or she matures, so this bond needs to be protected. The purpose of this quantitative, nonexperimental study was to examine the predictive relationship between parental stress as measured by the Parenting Stress Index, 4th Edition, Short Form (PSI-4-SF) and the parent-child relationship satisfaction as measured by the Parent-Child Relationship Inventory (PCRI) following a separation or divorce. A sample of 17 recently separated or divorced, custodial mothers who had at least one child between the ages 5-13 years were recruited through local schools and the Walden Participant Pool. They completed the PSI-4-SF, the PCRI, and a demographics questionnaire. A correlation analysis was conducted to analyze the relationship between parental stress and the level of parent-child relationship satisfaction, which was found to possess a significant negative relationship. Multiple regression analyses were then conducted, but neither child gender or child age influenced this relationship between parental stress and parent-child relationship satisfaction. However, mothers did report higher parent-child relationship satisfaction when their child was male. This study has a small sample size, so results do need to be approached with caution. This knowledge of which families may be most at risk for increased stress may promote positive social change by providing professionals insight into which families may be most in need to learn stress control and management to help protect the parent-child relationship.
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Chun, Chiu Fang, and 邱方君. "Parent-child Behavior, Parent-child Conflict and Parent-child Relationship Quality: The Cases of Middle-aged Parents." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/dvr77u.
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碩士輔仁大學
兒童與家庭學系碩士班
103
The purpose of this study is to understand the association among the parent-child behavior, parent-child conflict and parent-child relationship quality between middle-aged parents and teenagers. The research data of Taiwan Youth Project (TYP) came from Institute of Sociology, Academia Sinica. The database was from the questionnaire of junior high school students’ parents in 2005. The valid samples used in the analyses were 1558 middle-aged parents. The results of this study are as follows: (a) middle-aged father perceptions of "monitoring", "children positive response" and "children negative response" parent-child behaviors had significant direct effect on the parent-child relationship quality. Significant effect of physical punishment on parent-child relationship quality are only found in the middle-aged mother. The results of path analyses showed that the relationship between some parent-child behavior and parent-child relationship quality was mediated by parent-child conflict. Parents’ monitoring behavior can reduce the conflict between parents and children, and thus enhance the parent-child relationship quality, middle-aged parents feel more negative responses from adolescents, the parent-child conflict often happens in middle-aged parents, therefore, the parent-child relationship quality will be getting worse. (b) The cluster analysis result showed that the types of middle-aged father's parent-child behavior can be identified as "mutual respect, " "monitoring and disregard, " and "mutual conflict" ; the patterns of middle-aged mother are "mutual respect, " "antinomy and contradicted," and "mutual conflict" . For both middle-aged father and mother, the best type of parent-child relationship is "mutual respect." (c) Parent-child behavior type not only has the directly notable influence on parent-child relationship quality, but also influence the parent-child relationship quality through parent-child conflict. Good type of parent-child behavior can reduce the incidence of parent-child conflict, increase parent-child relationship quality.
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Lin, Yu-Wen, and 林郁玟. "Effects Of Parent-Child Reading and Parent Education Group on Parent-Child Relationship and Child Social Behaviors." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/42130478740518376918.
Full textAbstract:
碩士輔仁大學
兒童與家庭學系碩士在職專班
105
The purpose of this study was to design a parent-child reading program for parenting groups which met the needs for parental education, and to investigate the effect that this program had on the parent-child relationships and children’s social behaviors of the participants. The participants of this study were 7 groups of parents and children (aged 3–6) from a kindergarten in New Taipei City, and they took this program 4 times. This study analyzed primarily qualitative data, which was supplemented by quantitative data. Data were collected before and after the program and at 3 months follow-up. The major findings of this study are summarized as follows: 1.Parenting groups with the program in the neighborhood could satisfy the participating parents’ needs for parental education. 2.The program, continuous in nature, was helpful to the parent-child interactions; parent-child reading could therefore be done more frequently, and the parent-child relationships were also improved. 3.Parenting groups with the program helped the participants to enhance their self-awareness and understanding of emotions, which motivated changes in parents’ parenting practices and children’s social behaviors. 4.Participants could exert an indirect and positive influence on other participants from different families.
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謝宏智. "「Cherish parent-child relationship」:the invention of creative paint book based on parent-child relationship." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/49251204517119879875.
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Wu, Huei-Shan, and 吳慧珊. "Parental Authority, Child Autonomy and Parent—Child Relationship." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/48900902602326870719.
Full textAbstract:
碩士輔仁大學
兒童與家庭學系碩士班
97
This study examined sixth grade students’ perception and expectation toward parental authority, child autonomy and parent-child relationship. The study further focuses on the difference between the subjects perceptions and expectations and its effects on the parent-child relationship. The subjects of the present study include 525 sixth grade students who lives in two-parent families. The results showed that the maternal authority was perceived as the highest in the family, followed by the autonomy of the child, and lastly the paternal authority. Comparing amongst various domains, children perceived that their autonomy of the “Conventional Domain” and the “Personal Domain” as significantly lower than that of the “Friendship Domain” and the “Learning Domain”. Moreover, the autonomy of the “Learning Domain” was significantly lower than that of the “Friendship Domain”. Although children perceived parental authority on decision making as higher than their autonomy, there was no significant difference on "relation satisfaction". However when children perceived parental authority as higher than their autonomy, there were higher rated of "conflicts" with parents, and thus leaded to a stronger feeling of the lack of autonomy. Secondly, the results revealed that children expected to have higher child autonomy and lower parental authority on decision making in each domain. Comparing amongst various domains, children expected to have higher autonomy on decision making in the “Learning Domain”, the “Personal Domain”, and the “Friendship Domain” than the “Conventional Domain”. Moreover, children expected the autonomy of the “Learning Domain” to be higher than that of the “Personal Domain”. This result showed that children expected to have higher child autonomy on decision making in various domains, and they expected different parental authority limits on decision making in different domains. When children could not recognize the parental authority limited on decision making in each domain, they will assume more autonomy on decision making. In addition, this lacked of recognition will tend to lead to more “conflicts,” an increased lacked of autonomy, and worsened relationship satisfaction. Finally, in all the domains of decision making, gaps between perception and expectation were significant, regardless of the paternal, maternal, and children authority hierarchy on decision making. This gap meaningfully represented how children will assign their expected reasonable parental authority and child autonomy. When children perceived to have better parent-child relationship with parents, the gap between perception and expectation authority of decision making will be smaller; if children perceived to have poor parent-child relationship with parents, the gap will be larger.
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Shen, Yu-Ling, and 沈玉翎. "A Study on Relationship among School Bullying, Parent-Child Relationship and Parent-Child Conflict Coping Strategies." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/zua52b.
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碩士國立彰化師範大學
婚姻與家族治療研究所
102
The main purpose of this study was to investigate the relationships among parent-child relationship, parent-child conflict coping strategies and school bullying. The study adopted a method of questionnaire survey. The participants of this study were 465 grade five and six elementary school students. Instruments used in this study were “Parent-child Relationship Scale”, “Parent-Child Conflict Coping Strategies Scale”, “Questionnaire of Bullying Behavior among Elementary School Students” and “Scale of Campus Behavior”. The data were analyzed by descriptive statistics, T-tests, One-way ANOVA, Pearson product-moment correlation and multiple step-wise regression analysis. The main findings of this study were as follows: 1.There were significant differences in bullying behaviors among these students according to their family structures and academic achievement. 2.There were significant differences in being bullied among these students according to gender, grade levels and academic achievement. 3.Parent-child relationship of elementary school students had significant positive correlations with bullying behaviors and being bullied behaviors. 4.The “compromising” conflict coping strategies of elementary school students had significant positive correlation with bullying behaviors and being bullied behaviors. 5.The “withdrawal and avoiding” and the “competing” conflict coping strategies of elementary school students had significant positive correlation with bullying behaviors and being bullied behaviors. 6.Among all dimensions of Parent-child relationship and parent-child conflict coping strategies, the “withdrawal and avoiding” conflict coping strategy was the strongest predictor of bullying behaviors and being bullied behaviors.
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Juan, Hsu Sho, and 徐秀娟. "Research on the Relationship between Parent-Child Co-Learning and Parent- Child Communication." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/24663888904898005481.
Full textAbstract:
碩士國立高雄師範大學
教育學系
93
Research on the Relationship between Parent-Child Co-Learning and Parent- Child Communication Hsu Sho Juan Abstract The Research is for studying the relationship between parent-child co-learning and parent-child communication. There are three main purposes in this research: Finding the reality of parent-child co- learning and parent-child communication, study the relationship between parent-child co-learning and parent-child communication and provide practical suggestions based on the findings of the research for the reference in conducting parent-child co-learning and parent-child communication. In this research, we targeted at the children and parents of public and private kindergarten in Kaohsiung County and Kaohsiung City. 1000 questionnaire were issued for the questionnaire survey and for interview, which 824 effective copies received, with recovering rate of 82.4%. The main tools for the research are: Parent-Child Co-Learning Scale and Parent-Child Communication as compiled by the researcher. From the research and the results, we have concluded as the following: in Parent-Child co-Learning, the Atmosphere of Parent-Child co-Learning scored the highest, and sex, inhabiting area and education background have significant difference in Parent-Child co-Learning. In the type of Parent-Child Co-Learning, Parent-Child Co-Learning Atmosphere, Effectiveness of Parent-Child Learning and Length of Parent-Child Co-Learning reached significant difference. In Parent-Child Communication, Open Parent-Child Communication Aspects scored the highest. Age, type of Parent Child Co-Learning and different level of Parent-Child Co-Learning are having significant differences in Parent-Child Communication. Parent-Child Co-Leaning type and level of education background have significant difference in the problematic parent-child communication and Parent-Child Co-Learning has significant correlation with Parent-Child Communication. Our suggestions based on the conclusion are: Schools shall promote Parent-Child Co-Learning, encourage male parent to participate in Parent-Child Learning to enforce the attachment with children. The parents under 25 years old shall be improved with the ability of parent-child communication and the parents with education background below junior college shall be encouraged to adopt open communication skill. Aggressive Instruction shall be well applied to improve the ill parent-child communication. Provide further suggestion for further study.
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MA, JIA-HUEI, and 馬家慧. "A Study of Parent Cognition on Parent-Child Reading Enhancing Parent-Child Relationship- The Intermediate Effects of the Will of Parent-Child Reading." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/ae3bv7.
Full textAbstract:
碩士僑光科技大學
國際貿易研究所
105
Recently parents have stronger will to read with children, but parents have fewer time to do such parent involvement activities due to the prevalent 3C device, or long busy working time. Hence this study investigated the relationships between parent factors and parent-child relation and the role of the parent will of parent-child reading. For this purpose, this study used a primary data with subjects of 7 administrative areas in Taichung coast line. Through a questionnaire sampling method, this study distributed 448 questionnaires and collected 362 valid samples, the validate ratio 80%. The empirical results indicate that (1) parent factor have significantly positive effects on the parent will of parent-child reading; (2) the will has significantly positive effects of parent-child relationship; and (3) the will exhibits positive intermediary effects on the relationships between parent factor and parent-child relationships.
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Chao, Yu-Ju, and 趙榆茹. "A Study on the Relationship among Parent-Child Relationship." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/91003868229429441096.
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碩士國立高雄師範大學
輔導與諮商研究所
97
Abstract The main purpose of this study is to investigate the relationships among parent-child relationship, emotion regulation and friendship of the junior high school students. The study adopted the methods of survey research, and the instruments used in this research included subject demographic information , Parent-Child Relationship Inventory, Emotion Regulation Scale and Friendship Questionnaire. The participants of the study were 973 2nd and 3rd grade junior high school students from Taipei city in Taiwan. The collected data were analyzed for means, standard deviation, t-test, one-way ANOVA, two-way ANOVA, Pearson product-moment correlation, and multiple stepwise regression. The main findings of the study are as follows: 1、The junior high school students have middle level of parent-child relationship . They score highest independence on and lowest on affective intercommunication. 2、The junior high school students have middle to high level of emotion regulation . They score highest on emotional awareness and lowest on emotional expression . 3、About 88％ of the junior high school students have at least one reciprocal friend, and the junior high school students have middle to high level of friendship quality . They score highest on recreation and lowest on intimate exchange. 4、Female students have better performance on some perspectives of parent-child relationship and on some perspectives of emotion regulation. 5、Students with nuclear family have better performance on some perspectives of parent-child relationship and on some perspectives of emotion regulation. 6、Female students have better friendship than male, and students with nuclear family or extended family have better performance on some perspectives of friendship quality. 7、The junior high school students with higher score on very perspective of Parent-Child Relationship Inventory have better performance on every perspective of Emotion Regulation Scale and Friendship Questionnaire and the junior high school students with higher score on every perspective of Emotion Regulation Scale have better performance on every perspective of Friendship Questionnaire. 8、The friendship level of the junior high school students reachs significant difference because of the difference of affective intercommunication, communication, emotional awareness, emotional expression, emotional regulation strageties, emotional reflection, and emotional efficacy. 9、The junior high school students’ friendship isn’t affected by the interaction between parent-child relationship and emotion regulation. 10、The perspective “emotional expression” is the best predictor to friendship(include the numbers of best friend and friendship quality). According to the findings above, this study provides some suggestions to parents, junior-high school teachers, counselors and further researches.
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蘇吉禾. "The relationships among adolescent depression, parent-child relationship and personality." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/05477586025098524148.
Full textAbstract:
碩士國立彰化師範大學
輔導與諮商學系所
97
The research aims at understanding the relationships among the adolescent depression, parent-child relationship and personalty. The phenomenon in the relationships between each other and the differences between depressed adolescences and non-depressed adolescences were investigated. The study adopted the questionnaire survey method and selected 1187 junior high school adolescences from six cities in central Taiwan to participate in the study. Instruments included “Center for Epidemiologic Studies Depression Scale (CES-D)”, “Parent-child Relationships Inventory” and “Personality Inventory”. The data was analyzed by using descriptive statistics, Pearson correlation, t-test, one-way ANOVA, cluster analysis, Chi-square test and analysis of regression. The research outcomes were summarized as follows: 1. Depressed adolescences (CES-D = 29-60) were 15.3 % of total. 2. Among different background variables, the depressive scores of girls were higher than boys. The depressive scores of adolescences whose parents divorce or live separately were higher than others. The depressive scores of adolescences who not live with parents were higher than others. The depressive scores in the adolescences of low achievement performance and low satisfaction to life were higher than others. However, the adolescences with different grades, different number of brothers and sisters, different birth orders were no significant differences in depressive scores. 3. The adolescent depression was positively correlated with the neuroticism personality, and negatively correlated with the extraversion, agreeableness, conscientiousness and openness personalities. 4. Among father-child relationship subtypes, the depressive scores of the severe father-unbridled child subtype were higher than that of the general father-child relationship subtype, and the depressive scores of the general father-child relationship subtype were higher than that of the benevolent father-filial child subtype. IV 5. Among mother-child relationship subtypes, the depressive scores of the severe mother-unbridled child subtype were the highest of all. However, there were no significant differences in depressive scores between the general mother-child relationship subtype and the benevolent mother-filial child subtype. 6. The severe father-unbridled child subtype, the severe mother-unbridled child subtype, neuroticism, conscientiousness, agreeableness and extraversion could predict the adolescent depression effectively. Neuroticism was the strongest predictor. 7. The percentage of the depressed adolescences in “girls, parents divorce, parents live separately, low achievement performance and low satisfaction to life” is higher than those non-depressed. 8. The percentage of the depressed adolescences in the severe father-unbridled child subtype and the severe mother-unbridled child subtype is higher than those non-depressed. The percentage of the depressed adolescences in the benevolent father-filial child subtype is lower than those non-depressed. 9. Degree of the neuroticism personality of the depressed adolescence is higher than those non-depressed. Degree of the extraversion, agreeableness, conscientiousness and openness personalities of the depressed adolescence is lower than those non-depressed.Based on the results, suggestions for professional helping workers, parents and future researches were offered. Key words: adolescent depression, parent-child relationship, personality
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KUO, CHIA-CHUN, and 郭家均. "Detecting Parent-Child Relationship From Baby Aromatherapy." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/637z9u.
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碩士樹德科技大學
經營管理研究所
107
This study uses a case study to explore the connotation of aromatherapy massage on the bonding between infant, father and mother. The father and mother of the two cases are divided into four groups, using participant observation and semi-structured interview to collect data in order to understand the process of mutual bonding and problem solving during parents’ implementation of infant’s aromatherapy massage. The result of the study found that the changes in the cases are: (1) infant’s transformation has high emotional impact on parents; (2) the connection between love and being loved leads to happy parenting.
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Lo, Yu-ching, and 羅郁晴. "The Experience and Parent-Child Relationship of the Child of Infidelity." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/56663905409769626972.
Full textAbstract:
碩士國立彰化師範大學
婚姻與家族治療研究所
101
While most studies of infidelity focused on the experiences of the couple and the third party, little attention was paid to the child of infidelity. The purpose of this study is two-fold: (a) to understand the experiences of the child of infidelity; (b) to understand the changing process of the parent-child relationship after infidelity. With the narrative analysis method, two female and one male adult children of infidelity were interviewed and the results are as follows: Most of the children feel resentment not only at the betrayers but also at the affective unreasonable reactions of the betrayed parents. They also feel uncomfortable and scared when they see conflicts between their parents, when they are emotional blackmailed, and when they are asked to do some wrongful things. In addition, being involved in the triangulation, keeping secrets for the parents, becoming a scapegoat or lacking parents’ attention often causes the feeling of grievance, self-blame, helplessness, or loss. The role expectations of parents and the definition of home change as well because of the affections of the parental infidelity. Feeling powerless about the parental conflicts, the children of infidelity try to avoid conflicts by different ways and seek for emotional attachments outside. When they are developing intimate relationships in their adulthood, they are extremely hesitant and cautious for not making the same mistakes as their parents. By analyzing with the Structural Family Theory of Minuchin, this study finds that most of the parental subsystem boundaries change as soon as the parental infidelities are revealed. The children might become the Parental Child who either replaces the absent parent or becomes the caretaker of the betrayed side. The coalitions between parents and children might cause tension among the family members. Furthermore, as this study focuses on the changing process of the parent-child relationship, the two female participants of this study report that their parental subsystem boundaries have shifted from a clear situation to a rigid or diffuse situation in the beginning. Nevertheless, along with the terminating of the infidelities, the ending of the marriage, or the leaving for school of the participants, the parent-child relationship is re-deliberated and moves towards the clearer-boundary transactional pattern. As for the male participant of this study, his parent-child relationship changes due to the disagreement between his mother’s and his values and the suspense of the financial support from his father. The father-son relationship even stays rigid-boundary after he becomes an official and considers his father dispensable in his life. Finally, this study discusses the differences between the viewpoints of children and adults in the frame of culture and gender. Along with the suggestions for further researches and practitioners, the researcher’s reflections on this study are included.
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CHAN, LI-CHUAN, and 詹麗娟. "Investigation of Night Market Vendors’ Child Caring and Parent- Child Relationship." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/20834368985970608424.
Full textAbstract:
碩士國立嘉義大學
幼兒教育學系研究所
99
The present study aims at investigating night market vendors’ child caring and parent-child relationship. It’s qualitative research. The subjects are four families consisting of a parent or parents who earn their livings by working at the night market and has or have at least one child younger than twelve years old in Chiayi County, Chiayi City, Yunlin County, Tainan County and Tainan City. In-depth interviews were adopted as the research method to collect the data and analize the data. The resutls are as follows：First, those night market vendors encounter different difficulties and trouble in taking care of their children in various phases. In babies and infants phase, they often take care of their children and work at the same time. In preschool and elementary school phases, they worry about the school work of their children. Second, those night market vendors adjust their ways of child caring accoring to different phases the children are in. They get together with their children without any time constraining. However, most parent-child relationships are built on Friday and Saturday evenings at the night markets after those children attend school due to their jobs. Third, most of the night market vendors look for help from their parents or parents in law. Those elder members share responsibility of taking care of their grandsons and granddaughters. Based on the results, the researcher of the present study points out three suggestions for the authorities concerned and the policy makers. First, to increase the flexibility of nursing time. Second, education organizations like kindergartens, nurseries, and elementary schools can establish mutiple media in parent-teacher communication for those non-typical jobs parents to join. Third, owing to the incomplete service system at present, the government can offer different assistance or various options especially for those non-typical jobs workers when they are planning child policies
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Chin-Wei, Wu, and 巫金味. "A Narrative Study of the Parent-Child Relationship." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/34229078407371928478.
Full textAbstract:
碩士國立新竹教育大學
人資處教育心理與諮商碩士專班
101
The main purposes of this study were to explore the change of the relationship dynamic between the only-daughters and their single mothers, the difficulties they encountered, and how they dealt with the hardship. The study adopted purposeful sampling, three female adults who are the single daughters with their mothers were invited to participate. According to narrative research approach, these life-stories were written in “holistic-content” perspective and then analyzed in “categorical-content” perspective. Although 3 daughters had different life stories, their mothers adopted different ways of motherhood, there are some similarities during their growing process. Four stages of single mother-daughter interactive experience were found: 1.Childhood: Daughters accommodated and tended to be independent so as not to bother their mothers. 2.Adolescence: Daughters turned to peers to seek the intimacy and belongingness. 3.Early adulthood: Daughters turned back to mother-daughter relationship, practicing communicating and expressing their different views from their mothers. 4.Adulthood: Daughters got married and left home, constructing appropriate ways to be close to their mothers. The coping strategies those 3 daughters used to adjust their mother-daughter interaction included: (1) to accommodate the personality differences between daughters and their mothers; (2) to be more independent, daughters tried to set clear boundaries in their relationships; (3) to pursue for intimacy, daughters and mothers tried ways to have more intimate communication; and (4) to deal with the separation anxiety through the process of wedding preparation. Implications and future suggestions were addressed.
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i, chuang hsin, and 莊欣怡. "Mortality salience and maintenance of parent-child relationship." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/28239909221507708502.
Full textAbstract:
碩士國立屏東教育大學
教育心理與輔導學系碩士班
95
The purpose of the study is to explore how death anxiety may activate the maintenance of the parent-child relationship by forgiving the un-filial behavior of son. Two hundreds and seventeen participants were randomly assigned to either the mortality salience or control condition. Under the mortality-salience condition, participants with children tended to react with less intense negative feeling toward the un-filial son than did participants without children. For participants with children, mortality-salience elicited less negative feeling toward an un-filial son than did the dental-pain salience. The less intense negative feeling may represent the tendency to forgive the un-filial son to maintain the relationship. It was also found that whether exposing to mortality salience or not, aged participants tend to have weaker response than young ones. It is suggested that for parents, the maintenance of parent-child relationship may be used to cope with death anxiety.