Dissertations / Theses: 'Parent perception'

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Salamone, Christie A. Brestan Elizabeth V. "Examining the Parent Perception Inventory within the context of Behavior Parent Training." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Theses/SALAMONE_CHRISTIE_35.pdf.

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Leung, Tung-wing Paul. "Parent-teacher case conferences : a case study of parents' and teachers' perception /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21190641.

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Leung, Tung-wing Paul, and 梁東榮. "Parent-teacher case conferences: a case studyof parents' and teachers' perception." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961113.

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Radnai-Griffin, Dorit. "The perception of the effects of spoiling held by mothers of infants six months and younger." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 1.09 Mb., 122 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:1435808.

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Monnin, Kara Suzanne Monnin. "Parent Perception of Psychosocial Disclosures and Satisfaction with Physician Communication." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent156413976437572.

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Fuller, Steve. "Children's perception of parental management of their behaviour." Thesis, Bangor University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247337.

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Lim, Siu-kuen Sandra. "Probationers' perception of parental support and control /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19470927.

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Lam, York-suen Eunis. "Perception of stress, and coping strategies among parents having children with emotional and behavioral problems /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2013115X.

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Latson, Sherry R. (Sherry Rose). "Effects of Adlerian Parent Education on Parents' Stress and Perception of Their Learning Disabled Child's Behavior." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331318/.

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This study examined the effects of an Adlerian-based parent education program on parental stress and perception of Learning Disabled (LD) childrens' behavior. Forty parents, randomly assigned to treatment or waiting-list control groups, took the Parental Stress Index (PSI) and the Adlerian Parental Assessment of Child Behavior Rating Scale (APACBS) as pre and post tests. Parents in the treatment group attended a six-session Active Parenting program. No significant differences were found on the analysis of covariance for perceived parental stress following the parent education program. Seventy percent of the parents in this study had total PSI scores in the range defined as high stress by the PSI author. All of the PSI Child Domain pretest z scores were elevated indicating that parents perceive their LD children to be demanding, moody, distractible, and unadaptable. LD children's behavior is perceived as unacceptable and does not positively reinforce parents. The elevated z scores on the PSI parent Domain pretest indicate that parents of LD children feel less competent as parents and experience less attachment to their children than do parents of normal children. No significant differences were found on the APACBS following treatment, but 80 percent of the parents in the treatment group did perceive some positive behavior change. A positive correlation was found between the PSI and the APACBS indicating that perceived parental stress and child behavior are related. Parents identified 67 perceived stresors of raising LD children on a questionnaire. The results of this study indicate that parents of LD children perceive themselves to experience greater parenting stress than parents of normal childrenn. This perceived parental stress was not reduced and perception of children's behavior was not improved after participation in the Active Parenting program. Therefore, parent education groups for parents of LD children may need to be smaller, provide more time to address the issues specific to raising an LD child, and include a stronger counseling emphasis in order to provide more emotional support for these highly stressed parents.

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Chang, Kyung-Ho. "Parent perception of adapted physical education programs for the handicapped child as a factor of parent participation." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291293125.

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Davis, Bowman Jennifer. "Parent Experiences with Child Social Interventions and their Perception of Bibliotherapy." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367937741.

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Etheart, Mary Emerson. "The influence of perception of forgetting and gender, ethnicity, and closeness on likelihood of caregiving." FIU Digital Commons, 1994. http://digitalcommons.fiu.edu/etd/3280.

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Gozu, Hisae. "College students' perception of parenthood : predictors of parenting attributions." Honors in the Major Thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1087.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Sciences
Psychology

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Lai, Wai-yi. "An exploration of the perception of parental discipline by female deliquents /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20665969.

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Phillips, Joseph, and James Chen. "PATIENT AND PARENT PERCEPTIONS ON OUTCOMES IN EARLY ORTHODONTIC TREATMENT." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/dugoni_etd/3.

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Introduction: Orthodontics has clinical benefits, however, the psychosocial outcomes are not well understood. These soft benefits are often classified as aesthetic, functional, and psychosocial, however, there is limited work understanding these outcomes as reported directly from the patient. By better understanding the patient’s perspectives, we can continually refine our clinical model to be patient-centric and more appropriately manage the patient’s expectations and experiences. Materials and Methods: This is a cross-sectional qualitative study of 20 parents of 24 children ages 8-11 years. Participants were remotely interviewed using a semi-structured chronologically based line of questioning to elucidate their perceived outcomes of early orthodontic treatment or phase one. A content thematic analysis using a framework approach was used to analyze the resulting data. Results: The thematic analysis uncovered four major themes and associated subthemes as follows (1) dental health including functional changes, aesthetic improvement, and improved cleansability; (2) opportunity cost: meaning harnessing growth for lasting change, avoidance of future orthodontic treatment, avoidance of future dental treatment, and supervision of growth; (3) social outcomes: encompassing external perception and acceptance, self-perception, parental perception, and reduced dental anxiety; and (4) behavioral changes: including the correction of bad habits, development of good oral hygiene, and an increase in responsibility of the patient. Conclusions:This study highlights the depth of psychosocial benefit perceived by patients undergoing early orthodontic treatment, with the main outcome being functional improvement, followed by an advantage to treatment at a young age, and an improvement in aesthetics. Patients did not recognize an increase in self-perception which is contrary to outcomes previously found in other age groups.

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Pinard, Francine. "La perception du vieillissement chez les femmes d'âge moyen, responsables d'un parent âgé." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0007/MQ44937.pdf.

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Hiles, Elisabeth. "Measuring parent perception and understanding of Montessori education at three Massachusetts Montessori schools." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3731884.

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The Montessori method is a comprehensive, child-centered, developmentalist philosophy of education developed by Dr. Maria Montessori in Rome, Italy, in the early 1900s. The Montessori method differs from traditional approaches to education, and has had limited exposure in the U.S. until the last 20 years. Despite this growth, little research data exists on the effectiveness of the method or of parent understanding the method. This research project attempted to determine parent understanding of the Montessori method of education at three Montessori schools in Massachusetts that educate children from toddlers to grade 8.

The objective of the research was to design, implement, and analyze a survey that measured parent understanding of the Montessori principles and classroom practices. The survey was developed using the Montessori principles as the foundation. The goal was to determine both the extent of parent understanding of the Montessori principles and parent perception of how these principles are carried out in the Montessori classroom.

Parents and guardians were asked a total of 10 questions, 7 of which were five-point Likert scales. The quantitative questions specifically addressed the six Montessori principles and were designed to test parents’ overall understanding of each principle. Responses ranged from a principle being not at all important to very important. The qualitative portion of the survey instrument utilized three open-ended, self-completed questions designed to reveal a range of parent perceptions about Montessori education and classroom practices.

The surveys revealed that parent values and thinking do line up with some aspects of the Montessori method and philosophy. The surveys also revealed that parents seem to value classroom practices contrary to the founding principles. What parents value and what parents think about regarding concepts such as goal setting, achievement, competition with peers, and teachers preparing and presenting lessons is in direct contrast with some of the Montessori founding principles and intentions.

If Montessori schools wish to remain viable, they will need to reconcile the Montessori principles with conflicting parent values and, further, determine how to better align their principles with parent views and desires for their children.

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Medina, Denisse. "LATINO PARENT PERCEPTION IN SCHOOL INVOLVEMENT AND BEHAVIOR ISSUES IN THE ELEMENTARY CLASSROOM." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/534.

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The purpose of this study was to explore whether Latino parent perception of their involvement in their elementary child’s education affect their child’s behavior in the classroom. Previous research has demonstrated that parent involvement in education enhances the academic, socioemotional, and behavioral outcomes of children (Matingly et al., 2013). The current study utilized the qualitative method to examine Latino parent perception of school involvement and its relationship to child’s classroom behavior. Results from interviews were transcribed and analyzed. Findings of this study suggest that a relationship exists between parent perception of involvement in child’s education and child’s classroom behavior. Findings revealed three major themes: perception of parent involvement, communication and barriers. Results may bring awareness to the Latino community of how parent involvement can impact behavior and lead to mental health implications. Findings may influence social workers to change school policies, develop new programs and to refer them to adequate services.

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Michael, Martha Gallagher. "A study to determine parent and special educators' perception of home/school communication /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487681148542347.

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Winkelman, Sara L. "Parent-child communication about work : linkages with children's perceptions of parental employment and children's educational and occupational aspirations." Online access for everyone, 2006. http://www.dissertations.wsu.edu/Thesis/Spring2006/s%5Fwinkelman%5F050306.pdf.

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Griffiths, Rachel Valletta. "Parent Perception of Systemic Success in Physical Education: A Study of Advocacy in Action." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6708.

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In a search to discover effective means of reversing the marginalization in the field of physical education (PE), researchers have been studying exceptional PE programs that have not only broken down the growth-impeding barriers formed by changes in education, but have also successfully and consistently prevented new program barriers from developing. One such PE program, located in the southwestern United States, has been identified in former studies as having achieved and sustained Systemic Success in Physical Education (SSPE) for over four decades. Embedded in the SSPE model that this district uses to maintain dynamic growth and program sustainability are advocacy practices required of the PE practitioners for the purpose of obtaining and upholding the necessary support needed for program stability. The purpose of this qualitative follow-up study was to examine three things: (a) parent perceptions of this district-wide elementary PE program, (b) the advocacy strategies used by the physical education practitioners and (c) which factors parents believe most shape their perception of the program. Twenty parents from five different school that bridge the demographic make-up of the district were interviewed along with four teachers in the district, the PE district coordinator, and a Physical Education Teaching Education (PETE) professor from the partnering university for the purpose of triangulation to avoid researcher bias. The Inductive Content Analysis was used to create themes and subthemes until saturation. The results of this study provide valuable insight into the benefits of regular program advocacy and strategies which may be most beneficial in acquiring the support needed to construct and retain a fruitful and resilient program. The following six themes emerged from the data that represent the top factors that parents reported influence their perceptions of the PE program: (a) student enjoyment, (b) teacher passion, (c) teacher involvement and presence outside of the PE class, (d) teacher-to-parent communication, (e) program transparency, (f) and a well-structured and organized program. Researchers found the following key implications as the most important and beneficial take-aways from this study. Building strong relationships with parents helps parents better appreciate the intentions of the teacher and her goals for their children. The process of building effective relationships includes developing ample open channels of communication. Through these channels, teachers will strengthen parent connections by providing plenty of information regarding their children. This information should not only include what their child will be learning and when, and what information is needed to help their child be best prepared for what is to come; it should also include feedback about the progress of their child, particularly positive feedback. This pleasant form of communication is always welcomed and appreciated by parents, but is most beneficial early on because it opens the ears and hearts of parents straightaway. However, in order to win someone's heart, trust must be present, and one of the best ways to gain the trust of others is through transparency. When it is evident to parents that teachers believe enough in their program to make it open and available to the parents at all times, and proud enough of their curriculum to invite them to come see what it contains, parents trust that the teachers have nothing to hide and assume good things are happening. Taken even a step further, when teachers invite parents to be a part of the lessons, events, and activities, parents tend to acquire a sense of ownership; and it is very difficult to feel a part of something great and not provide loyalty and support in some way. Since such relationships, communication, and powerful programs that merit transparency take plenty of effort, passion, and time to develop, many PE teachers may question how one can manage such a feat and still accomplish all of the additional tasks most physical educators must endure as they attempt to break down common barriers that continually hinder their progress. They don't—at least not in this district. Many of these overwhelming responsibilities are nonexistent in the SSPE model due to the existence of a proficient and effective full-time district PE coordinator. Besides relieving the PE teachers of common overwhelming loads and program barriers, the district PE coordinator also heightens teacher effectiveness and motivation by holding them accountable and providing them with the ongoing professional development and support needed to win the hearts of the community through regular program advocacy practices. This alleviation provided by the district PE coordinator allows teachers to focus on what should be their top priorities: teaching and advocacy. Apparently, the existence of this crucial role makes an enormous difference in the program's success and sustainability.

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Stumper, Joanna. "Perception of participation after spinal cord injury in youth: comparing self and parent ratings." Thesis, Boston University, 2014. https://hdl.handle.net/2144/21258.

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Thesis (M.S.O.T.) PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
PURPOSE: Past research has shown discrepancy between parent and child report of health-related outcomes, leading to questions regarding the use of parents as proxy reporters for their children. It is not known whether similar discrepancies exist between child and parent views of the child’s participation following spinal cord injury. It is also unclear how perception of participation in youth after spinal cord injury compares to self-perception of participation for youth without disabilities. The current study investigated these questions. PROCEDURE: A secondary analysis was completed on data collected from children and youth with a spinal cord injury ages 8-21 years (n=381) and their parents using the Shriner’s Participation Scale. The young person’s self-perception ratings of participation were compared to his/her parent’s perception of their participation, and patterns of self-perception of participation among peers without disabilities . ICC’s were conducted to determine levels of consistency among parent-child dyad responses. Responses from a sample of children and youth without disabilities (n=2005) were compared by t-test to those of the youth with a spinal cord injury determine whether there were differences in how often each group reported they are unable to participate in certain activities. SUMMARY OF FINDINGS: Overall low levels of agreement were found between parent and child perceptions of the child’s participation. The highest agreement (average ICC) between parent and child was found in the 14-17 year old age group. There was a significant difference in self-perception of ability to participate in certain activities between the youth with spinal cord injury and their peers without disabilities.
2031-01-01

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Eddy, Annette Kari. "Frequency and Perception of Mathematics Activities in Family Child Care and Parent-Child Routines." DigitalCommons@USU, 1997. https://digitalcommons.usu.edu/etd/2567.

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The study examined the frequency of preschool mathematics activities at home and in the family child care setting. Provider perception and parent perception of the activities were also surveyed. Twenty-one family child care providers, 38 parents, and 42 preschool children participated in the study. Providers and parents participated in a telephone interview in which they completed either the Day Care Activities Checklist (DAC) or the Parent/Child Activities Checklist (PCAC). Research assistants administered the TEMA-2, a mathematical assessment suitable for preschool children, to the children in the study. Family child care providers in this study reported engaging in mathematics activities statistically significantly more frequently than did parents. Providers offered mathematics activities about once or twice during the week while parents offered these activities less frequently. Three mathematics activities (provided help in saying numbers past 10, did simple addition with props, and assisted the children in writing numbers) yielded statistically significant differences in weekly frequency. However, for six of the activities there were no statistically significant differences in presentation. The most frequently occurring response for mathematics activities for both groups was "Did not occur this week." Parents and providers could discriminate mathematics activities from other activities with about the same accuracy. Chi-square tests did not result in a statistically significant discrepancy in the ability of providers and parents to discriminate either the total mathematics activities or individual activities on the DAC and PCAC. The total frequency of mathematics activities with the TEMA-2 Mathematics Quotient MQ for either the parent or provider group did not result in a statistically significant correlation. These two variables resulted in a negative correlation for the provider group but not the parent group. More experts in this study rated the reading or other-play activities as developmentally appropriate when compared to mathematics activities. Providers in this study reported offering more mathematics activities than parents. This difference was statistically significant. Both groups discriminated mathematics activities from other play activities with about the same accuracy. The frequency of mathematics activities as reported on the DAC or the PCAC when correlated with TEMA-2 MQ scores for either the provider or parent group was not statistically significant. More experts in this study rated the reading or other-play activities as developmentally appropriate when compared to mathematics activities. The information gained from this research project will be beneficial in designing and implementing mathematics resources that are suitable for use for preschool children in the home and the family child care setting.

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Wood, Zoe Breen. "Public Child Welfare Adoption: The adoptive parent and adolescent adoptee perception of adoption outcomes." Case Western Reserve University School of Graduate Studies / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=case1340289839.

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25

Fowler, Lori Ann Moore Ami R. "Breast implants for graduation? parent and adolescent narratives /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6111.

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Alba, Katie. "PARENT AND SCHOOL PERSONNEL PERCEPTION OF THE PRACTICE OF SCHOOL-BASED BODY MASS INDEX NOTIFICATION." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/422444.

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Educational Leadership
Ed.D.
School districts are charged with the task of providing America’s youth with the most well-rounded education so that they can grow into the most productive adult citizens. However, school funding cuts and the unending demand to make AYP often push students out of the center of that focus. As a result, matters like school-based Body Mass Index notifications have been moved to the backburner and are often simplified to only what the law requires. Although researchers have sought the best practice to address this cause, it still remains that those not directly involved in the process are designing and implementing regulations. The perceptions of parents and school personnel are not being addressed. As a result, this exploratory, single-case, qualitative study, researched the best school-based body mass index notification practice according to the perspective of eleven total parents and school personnel. These participants were from a school in Southeastern Pennsylvania, whose process is mandated by the state. Based on the findings, it is recommended that schools collaborate with parents to establish the most informative notification letter that meets their needs, rather than simply address the requirements of the state’s mandate. This collaboration must be inviting and easy to enter into and the findings need to be implemented, instead of just gathered and recorded. Prior notification must also be improved and supplemental materials need to be included in the mailing.
Temple University--Theses

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Tureau, Corinne C. S. "Gender Differences in Child, Parent, and Teacher Perception of Social Functioning Among Children With ADHD." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4567/.

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Children with Attention Deficit Hyperactivity Disorder (ADHD) tend to experience social functioning problems, with girls more likely to encounter peer rejection than boys. The present study investigated gender differences in child, parent, and teacher perceptions of social functioning among ADHD and control children. Participants included 119 children (ages 6-11) and their parents. Sixty-one children were previously diagnosed with ADHD. Parents, teachers, and children completed measures assessing the child's social functioning. The results indicate that the relationship between ADHD status and social functioning differs as a function of rater. Teachers and parents reported that ADHD children had lower social functioning than controls, while ADHD and control children reported similar levels of social functioning. Gender differences were found on the child self-report, with girls reporting lower social functioning than boys. In ADHD children the relationship between social functioning and comorbid depression differed as a function of rater. Specifically, among ADHD children with depression, parents rated children as having lower social functioning than did children or teachers. In ADHD children without comorbid depression, however, there were no rater differences. Additionally, no rater differences in social functioning were found between ADHD children with and without a comorbid psychiatric condition. Overall, the results of the current study lend support to the idea that parents, teachers, and children have different perceptions of social functioning. Clinically, these results suggest that interventions could focus on identifying those ADHD children most at-risk for social functioning problems and developing interventions that fit with their perceptions. The limitations of the current study and directions for future research are presented.

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Lim, Siu-kuen Sandra, and 林小娟. "Probationers' perception of parental support and control." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31250099.

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Ward, Cynthia Dione. "The Role of Multisensory Information in Infants' Recognition of their Fathers." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30068.

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The present study was designed to investigate the development of infants' recognition of their fathers, specifically examining the role of multisensory information (visual and auditory cues). All infants were 4-months-old and were tested in a visual-fixation preference procedure. The two measures of interest were attention and affective responsiveness. Preference was measured by the amount of time the infants watched a visual stimulus. In Experiments 1 and 2 this stimulus was the paternal face. In Experiment 2 the paternal face was also accompanied by the paternal voice. In Experiment 3, the stimulus was the maternal face plus voice. Affective responsiveness was coded for hedonic tone, interest and excitement. It was found that infants showed more positive affect towards their fathers' faces (Experiment 1) and faces plus voices (Experiment 2), p < .05. In Experiment 3, results showed that infants preferred their mothers' faces plus voices over an unfamiliar female face plus voice when the first trial was excluded from the analysis, p < .05. These findings not only support the literature on infants' recognition of their mothers, but they also contribute to the increasing body of information on infants and their fathers. The findings are interpreted as supporting the hypothesis that the developmental pattern of father recognition is qualitatively and quantitatively different from that of mother recognition.
Ph. D.

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Fok, Yam Kate Andrea, and 霍蔭芪. "Perception of parental control and its role in Chinese children's academic motivation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209701.

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The construct of parental control and its role in influencing children’s motivation in collectivistic cultures have been hotly debated. Two studies examined Hong Kong Chinese children’s perception of parental control and its relation with their academic motivation with sociocultural considerations. In Study 1, children (n = 24) were invited to participate in a focus group to report what parental control meant to them. The qualitative data obtained in the discussion were then used to construct questionnaires for investigating the perception of children from different income groups towards low and high level of parental controlling behaviors in Study 2. Children (N = 294) from lower and higher income groups were randomly assigned to complete the questionnaires consisting of either low or high control scenarios. Results indicated that children from different income families viewed parental control similarly. Mild forms of controlling behaviors were considered as signs of love and care, while intense forms were perceived as signs of control. Interaction effects were found for children’s perceived level of love and control towards the behaviors depicted in the scenarios and their mothers’ frequency of performing those behaviors in real life on their academic motivation. The present research provided a clearer conceptualization of the construct of parental control in Chinese societies and supported the applicability of the self-determination theory in the Hong Kong context.
published_or_final_version
Educational Psychology
Master
Master of Social Sciences

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Rose, Joanna. "Parents with learning disabilities : perception of assumptions made by health and social care professionals about their right and ability to be a parent." Thesis, University of Lincoln, 2013. http://eprints.lincoln.ac.uk/18969/.

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The number of people with learning disabilities (LD) who become parents is rapidly increasing, as opportunities widen for people with LD to participate in all aspects of society. However, parents with LD continue to face negative attitudes and potential discrimination from both professionals and the wider community, based on erroneous assumptions, stemming from eugenic principles. This thesis investigated the experiences of parents with LD, with regard to the assumptions they encounter or perceive from the professionals who support them. Although previous research has established the continued existence of negative attitudes amongst professionals, no research has considered the awareness and impact of such assumptions from the perspective of the parents themselves. Thematic analysis was deemed an appropriate methodology to address the gap in qualitative research with this population, a method which allowed investigation of parents’ experiences while providing the flexibility to accommodate the particular abilities of people with LD. Semi-structured interviews were conducted with ten parents with LD, whose children remained living at home with them following an assessment of their parenting. Following analysis of interview transcripts, four overarching themes were established, based on their frequency and importance for participants. In the first super-ordinate theme, parents attributed a number of negative attitudes to professionals, at times based on directly expressed assumptions by professionals, but most often inferred without direct experience. A second related, but distinct theme was parents’ experiences of treatment by professionals. The instances of negative treatment parents described may have led to the attribution of assumptions by professionals. However, it is equally possible that parents’ pre-conception of professional assumptions influenced the way they experienced professional treatment. A third theme related to the impact of both inferred professional assumptions and treatment on parents, particularly in terms of emotional consequences and willingness to engage. Given that parents were all aware of negative assumptions, a final theme considered the extent to which parents internalised negative assumptions and applied them to themselves. Additional themes in an extended paper highlighted examples of good practice, leading to a number of recommendations for professionals working with parents with LD. For all ten parents, the importance of constructive and empowering professional relationships, as opposed to paternalistic and disempowering treatment based on outdated assumptions was emphasised. These results represent the first exploration of parents with LD’s awareness and experience of negative assumptions and stigma, and have clear implications in terms of professional approaches to working with parents with LD.

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Bidwell, Alice Susan. "Stressors, resources, and parent-child relationships of reentry students in a metropolitan area." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/38652.

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The purpose of this study was to explore reentry students' perceived relationships with school-age children during the initial semester of return to undergraduate school. Change in student stressors, resources, and parent-child relationships were explored and demographic characteristics were described. In addition, predictors of parent child relationship (PCR) were investigated. A sample of 111 students beginning degree programs at one of four metropolitan Washington, DC colleges in September 1992 completed a mail survey before the semester began (T-1). Approximately 10 weeks later (T-2), 86 of these completed a follow-up questionnaire. Student resources were measured by the Rosenberg Self-esteem Inventory, a spouse support measure, and a social support measure. Stressors were measured by the Family Inventory of Life Events and Changes (FILE). PCR was measured by the Parent-Adolescent Communication Scale, Index of Parental Attitudes, and Family Satisfaction Scale.
Ph. D.

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33

Harty, Michal. "The association between maternal self-efficacy and maternal perception of child language competence." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-10052005-090227.

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Yung, Wai-man. "An exploratory study on children's perception towards their parents' involvement during their residence in the small group home." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B4389544X.

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35

Brown, Stephanie Vivian. "Learning adolescence : producing the family and the self in an expert culture /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Desbiens, Audrey. "Étude des facteurs influençant la perception de la compétence dans l'exercice du rôle de parent d'un enfant hyperactif." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0028/MQ49088.pdf.

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Herrell, Penelope Odum. "Parental Involvement: Parent Perceptions and Teacher Perceptions." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1248.

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The purpose of this study was to examine the perceptions of parents and teachers regarding effective parental involvement with elementary students based on Epstein et al.'s (2009) 6 typologies of parental involvement. The population consisted of 77 teachers in a particular east Tennessee school district and the parents of 889 students enrolled in kindergarten through 6th grade. Parents and teachers were asked to indicate the effectiveness of 4 activities within each of the 6 parental involvement categories: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. Parents and teachers were asked to rank each activity numerically with 1 indicating not effective and 5 indicating highly effective. A ranking of 2, 3, or 4 indicated an activity between not effective and highly effective. In a separate section, parents and teachers were asked to rank the 5 most important activities from a list of specific parental involvement activities. Findings indicated that parents and teachers in this study have some similar views and some differing views regarding effective parental involvement. Parents and teachers in this study shared similar perspectives by ranking the top 5 specific parental involvement activities from a list of 10 specific activities. Parents and teachers used a Likert scale to indicate the effectiveness of activities from Epstein et al.'s (2009) 6 typologies: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. The t-test indicated significant differences in the perceptions of parents and teachers regarding effective parental involvement in 5 of the 6 typologies. ANOVA and post hoc analysis revealed significant differences among the parent population based on age, education level, gender, and race. No significant differences were identified among the teacher population based on the 4 demographic areas examined: age, education level, teaching experience, and gender. This study revealed that parents and teachers surveyed had some similar perceptions and some differing perceptions regarding effective parental involvement, but both groups identified communicating as the most important typology from Epstein et al.'s (2009) 6 major types of involvement.

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Robinson, Anthony, and trobinson@parentingrc org au. "Sleep problems in children with an intellectual disability: The role of child and parent factors, and treatment efficacy using the Signposts program." RMIT University. Health Sciences, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080808.161306.

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The current research considered parent report of sleep problems in children with an intellectual disability (ID). Of specific interest were parents who reported child sleep issues/disturbances but who did not consider their child to have a sleep problem. Also of interest was the use of a general parent-training program to treat both the sleep and behaviour problems in children with an ID. Study 1 examined parent perceptions regarding sleep in children with an ID. Parents who reported a child sleep problem provided information on the types of sleep treatment tried and rated their effectiveness. Overall, 243 questionnaires were completed by parents of children with a range of disabilities aged between 3.1 to 18.7 years. While 62% of parents rated their child as displaying problematic night settling, night waking, early waking, or other disturbing sleep behaviours, only 27% of parents considered their child to have a sleep problem. A higher number of parents (75%) than expected had tried at least one type of intervention, although it was not possible to discern 'self help' treatments from 'professionally sought' treatments. Study 2 investigated child and parent factors associated with parent perception of sleep problems in children with an ID. Seventy-six parents from Study 1 completed measures in relation to child adaptive and daytime behaviour, parent stress, locus of control, personality (extraversion, neuroticism, and psychoticism), parenting competence, and perceived control over the child's sleep and daytime behaviour. Based on parent report on a sleep measure and response to the question 'do you think your child has a sleep problem' parents were allocated into one of three sleep groups: Parents who recognised a sleep problem (RSP, N=20), parents whose child did not have a sleep problem (NSP, N=35), and parents who did not recognise their child to have a sleep problem (USP, N=21). The results revealed differences between parents who do (RSP) and parents who do not (USP) recognise their child's sleep problem. These differences related to amount of child sleep (as reported by parents) and parent perceived control over the child's sleep and daytime behaviour. Study 3 examined the efficacy of a general parent-training (behaviour management) program, with sleep used as the training exemplar, for the treatment of sleep problems in children with an ID. Of the 20 parents in the RSP group in Study 2, five agreed to take part in Study 3 and three completed the intervention. The effect of the intervention on (a) a targeted sleep problem, (b) a targeted behaviour problem, (c) other sleep and daytime behaviours, (d) parent stress, (e) parent sleep, (f) parent sense of competence, and (g) parent perceived control over the child's sleep and daytime behaviour were examined. All parents reported an improvement in target sleep behaviour, and at follow-up all of the parents no longer considered their child to have a sleep problem. One parent reported a decrease in stress and an increase in measures of perceived control, and parenting competence, while two parents showed minimal to no improvement on child and parent outcomes.

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Iskander, Jeannette Marie. "Parent Perception Examining the Relationship among Stress, Executive Functioning, and Transition of Responsibility in Adolescents with Type 1 Diabetes." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1594983799093018.

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Vaughn, Christy Ann. "The impact of perceived parental criticism on self-schema and depression during adolescence /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3064677.

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Lai, Wai-yi, and 黎慧儀. "An exploration of the perception of parental discipline by female deliquents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31249784.

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Krach, Shelley Kathleen. "Parental perception of participation in special education examining differences across child educational levels and Hispanic and white families /." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969/576.

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Willden, Katherine Mizue. "Sexual Violence Prevention Education for Individuals with Intellectual Disabilities: The Social Validity and Effect of Disability Impact on Parent Perception." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7504.

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Children and adolescents with intellectual disabilities are sexually abused or assaulted at a rate seven times greater than those without disabilities (Shapiro, 2018). There is a lack of education and prevention programs specifically for this vulnerable population. The purpose of this study was to explore parental perceptions about the need for sexual violence prevention education, based on their child's disability type, severity, and communication level. A 33-item online survey was completed by parents of children with intellectual disabilities (n=61). The majority of parents valued the social validity of providing sexual violence prevention education. A child's disability type did not impact their parent's perception of the need for education. As the severity of a child's disability increased, parents indicated that their child was lacking adequate knowledge about sexual violence prevention. Children with lower levels of communication fluency did not understand sexual abuse and assault prevention. Common parental themes of fears about their child's involvement in sexual violence prevention education included their child's inability to understand or curriculum content and the manner in which education would be provided. Findings inform care providers about the importance of including all children with disabilities in sexual violence prevention education.

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Leung, Pui-seung. "Factors affecting Hong Kong students' self-perception on their mathematics performance." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264331.

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Lam, York-suen Eunis, and 林若璇. "Perception of stress, and coping strategies among parents having children with emotional and behavioral problems." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31250506.

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Sturrock, Lisa. "Q methodological exploration of caregivers' beliefs regarding their child's Asperger's Syndrome." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/9759.

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Aims: The aims of this thesis were two-fold. First, to review the literature related to parental perceptions regarding their child’s Autism Spectrum Disorder (ASD) and its effect on behavioural or emotional outcomes. Second, an empirical study aimed to explore parental beliefs about their child’s Asperger’s Syndrome (AS) through the application of Q methodology. Method: A systematic review of the literature was carried out to address the first aim. The review included 7 studies; 5 quantitative and 2 mixed methodology studies. For the second aim, Q methodology was used to examine parental beliefs among a purposeful sample of 21 main caregivers of a child with AS. This methodology is based on two techniques: the q-sorting process and q-factor analysis, and aims to explore the understandings those caregivers’ have of their child’s AS. A set of 51 statements, representing a diverse range of opinions and perspectives on AS, was developed from a variety of sources, including bibliographic databases and online parent forums. The Q sorting process involved caregivers’ arranging the statements on a quasi-normal distribution grid based upon their agreement with them. Results: Preliminary conclusions were drawn from a synthesis of papers included in the systematic review: parental beliefs regarding their child’s ASD affects their behaviour regarding treatment options and future immunisations, as well as their experience of depression, anxiety and self-efficacy. The empirical study revealed four narratives or factors from completed Q sorts: (1) AS in a positive light, (2) AS- the default diagnosis, (3) AS- what now? and (4) AS as society’s problem. Conclusions: The results from the systematic review and empirical study highlight a variety of beliefs held by parents of children with ASD. Although the implications of such beliefs were not explored in the empirical study, the results of the systematic review suggest that parental beliefs can have a significant impact on behavioural and psychological outcomes. Parental beliefs may, therefore, be an important target for clinical intervention within child and family services. It is acknowledged that further research is required to confirm and develop these findings.

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Schnittger, David. "Equipping parents for rearing adolescents." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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Ruzicka, Elizabeth Bollinger. "Parent and Adolescent Perception of Child Feeding Practices and Adolescent Weight and Obesogenic Eating in Families from a Low-Income Household." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1594987857869577.

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Fowler, Lori Ann. "Breast implants for graduation? Parent and adolescent narratives." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6111/.

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The purpose of this research is to examine through sociological and psychological theories how women make sense of the desire and attainment of breast implants for graduation. The study used a qualitative approach and focused on women ages 18-35 in the state of Texas who have received breast implants for graduation. The sample size in this study included 10 high-school graduates receiving implants as a gift and their 10 mothers. Seven theoretical paradigms provided a better understanding for why the daughters asked for breast implants and why the parent(s) paid for them. Symbolic interaction theory explained why the daughters wished to replace their "fake" cotton padded self with their augmented self, to become the most authentic woman possible. Social construction of reality theory explained why both mothers and daughters wanted to conform to the social construction of gender, and to accomplish their gender well. Conspicuous consumption theory demonstrated how cosmetic surgery practices allow women to appear wealthy, gain status, and "flash" their assets. Feminist theory explained why some women were motivated to capture the attention of men and others altered the body out of empowerment. Reference group and social comparison theories explained how the women in this study were influenced to undergo cosmetic surgery by ranking themselves in attractiveness against real friends and media icons. Lastly, self-discrepancy theory showed how the daughters in this study felt they needed surgery to fix a discrepancy between their real and ideal self. The majority of respondents expressed complete comfort with their gifting and receiving of breast implants for graduation, claiming it was a great decision. They also agreed surgery was worth any risk to increase their daughter's confidence. Most of the mothers expressed that they were comfortable with their decision to gift surgery to their daughters, despite knowing that their gift of augmentation would ultimately result in more surgery in the future.

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Abd-El-Fattah, Sabry M. "Egyptian high school students' perception of parental involvement and its relationship to approach and avoidance achievement motivation : a multidimensional ecological approach." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1264228.

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Adolescents’ Perception of Parental Involvement Scale (APPIS) and Achievement Goal Questionnaire (AGQ) were administrated to a sample (N = 300) of Egyptian high school students to investigate the effect of students' perception of parental involvement on their achievement motivation. Parental involvement was investigated as a multidimensional concept that covers home, school, and community according to three main concepts in Bronfenbrenner's ecological systems theory. These concepts are phenomenology, microsystem, and mesosystem. Achievement motivation was investigated as a tripartite construct that includes performanceapproach goal, mastery goal, and performance-avoidance goal according to Elliot's approach and avoidance achievement motivation model.Students' perception of parental involvement was found to differ significantly by the type of parental involvement and parents' educational level. There was a significant univariate interaction effect between the type of parental involvement and parents' educational level on students' perception of parental involvement at school, while there were non-significant univariate interaction effects on students' perception of parental involvement at home and within community respectively.Students' achievement motivation was found to differ significantly by students' gender and grade. There was a significant univariate interaction effect between students' gender and grade on students' performance-avoidance goal, while there were non-significant univariate interaction effects on students' performanceapproach goal, and mastery goal respectively.Students' perception of parental involvement was found to differ significantly by students' gender and grade. There were significant univariate interaction effects between students' gender and grade on students' perception of parental involvement at home, and within community respectively, while there was a non-significant univariate interaction effect on students' perception of parental involvement at school.Students' perception of parental involvement at home has a statistically significant relationship with students' perception of parental involvement at school, within the community, and mastery goal, while it has a statistically non-significant relationship with performance-approach goal, and performance-avoidance goal. Students' perception of parental involvement at school has a statistically significant relationship with students' perception of parental involvement within the community,and mastery goal, while it has a statistically non-significant relationship with performance-approach goal, and performance-avoidance goal. Students' perception of parental involvement within the community has a statistically non-significant relationship with students' performance-approach goal, mastery goal, and performance-avoidance goal. Students' performance-approach goal has a statistically significant relationship with students' performance-avoidance goal, however it has a statically non-significant relationship with mastery goal. Students' mastery goal has a statistically non-significant relationship with their performance-avoidance goal.
Department of Educational Psychology

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Dissertations / Theses on the topic 'Parent perception'

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