Dissertations / Theses: 'Parent talk'

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Aznar, Ana. "Parent-child emotional talk, parent-child physical touch, and children's understanding of emotions." Thesis, Kingston University, 2012. http://eprints.kingston.ac.uk/26292/.

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The aim of the present research was to analyze parent-child emotion talk and parent-child physical touch and their relation with children's understanding of emotions. A total of sixty¬three children (30 girls and 33 boys), aged 4 (M= 53.35 months, SD = 3.86; range = 48 - 60 months) and ö-years-old (M= 76.62 months, SD = 3.91; range = 72- 84 months) participated with both of their parents. Parent-child interviews took place in the participants' own homes. On a first visit, the mother or the father and the child completed two storytelling tasks. One of these tasks involved a storytelling task and the other involved a four events reminiscence task. Within a minimum of one day and a maximum of seven days, the other parent and the child completed the same two tasks. Parent-child emotion talk and parent-child physical touch was analyzed throughout both tasks. The findings indicated that mothers and fathers did not differ in how they talk about emotions. Indeed, mothers' and fathers' talk correlated with each other and with their children's emotion talk. However, mothers and fathers talked more about emotions with their daughters than with their sons. Parents discussed more often happiness with their daughters than with their sons. No gender or age differences were found in children's emotion talk. The analysis of parent-child touch revealed that where age differences were found, findings indicated that parent-child touch decreased as children grow older. Where parent gender differences were found, results show that mothers were more physically affectionate than are fathers. In addition, children completed twice a standardised test of emotion understanding (Test of Emotion Comprehension, TEC). On the first occasion the TEC was administered before one of the two parent-child storytelling sessions. Six months later it was administered again. Findings indicated that emotion understanding is predicted by prior emotion understanding. Above and beyond prior emotion understanding, fathers' emotion explanations during the events task predicted children's emotion understanding and mothers' use of emotion labels during the storytelling task predicted children's emotion understanding. On the contrary, parents' physical touch was not related to children's emotion understanding. Finally, children completed a test (Test of Behavioural Consequences of Emotions, TBCE) analyzing the relation between emotions and their behavioural consequences. Six-year-old children had a greater understanding that emotions influence situations than did four-year-old children. Moreover, understanding that emotions influence situations was related to mentalistic aspects of emotion understanding. The implications of these findings for future research on children's socializations of emotions are discussed.

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Thatcher, Jennifer Yorgason. "How Parents and Their Adolescent Children "Talk the Talk" in Religious Conversations." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1334.pdf.

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Droser, Veronica Anne. "Talking the Talk| An Exploration of Parent-Child Communication about Cyberbullying." Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1547403.

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Technology has, without a doubt, altered the social fabric of society. Mediated forms of communication have paved the way for more efficient production, and the vast amount of information available online has given people the opportunity to be more informed than ever. However, the rise of mediated communication has also presented a number of new threats. The current study focused on one of these threats, cyberbullying, and was interested in looking at how parents talk about and understand their child's cyberbullying behavior.

This study had the goal of uncovering if parents talk to their child about cyberbullying, and how they approach these conversations. The intent of this study was grounded in the idea that parent-child communication is a valuable tool for developing belief systems, as well as making sustainable, positive and effective changes to behavior and perceptions.

Ultimately, parents do not avoid conversations about cyberbullying with their children. Parents structure these conversations with the intention of positively changing their child's behavior and beliefs. Specifically, parents talk about cyberbullying with their children as an effort to decrease the perceived risk their child faces if he or she participates in cyberbullying. However, these conversations are limited because they are grounded in misrepresented media coverage of cyberbullying which intensifies cyberbullying behaviors. As such, media producers must work toward presenting more all encompassing and wide spread coverage of cyberbullying as an effort to educate parents about the variety of behaviors which relate to cyberbullying.

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Donnelly, Reesa. "THE RELATIONSHIP OF PARENT AND CHILD SELF-TALK IN A COLLEGE SAMPLE." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2240.

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Research has demonstrated the importance of early social interactions in the development of self-talk. It does not appear, however, that existing research has examined the relationship between parents' self-talk and the self-talk that develops in their children. This study examined the relationship between self-talk in parents and their college-age children. Results revealed significant relationships between students' and parents' positive self-talk, but not negative self-talk. Marginal relationships were found for self-talk ratios (ratios of positive and negative self-talk). Maternal communication was found to mediate the relationship between students' and their mothers' positive self-talk. Different trends also were noted between genders. Finally, self-talk was related significantly to depression, anxiety, and self-esteem. Overall, results of this study emphasize the relationship between parents' and their children's positive self-talk and the importance of self-talk in psychological functioning. These findings lend promise to the possibility of modifying parents' self-talk and communication as a way to modify their children's self-talk and psychological functioning.
M.S.
Department of Psychology
Arts and Sciences
Psychology

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Alisic, Eva, Shaminka Gunaratnam, Anna Barrett, Rowena Conroy, Helen Jowett, Silvia Bressan, Franz E. Babl, Roderick McClure, Vicki Anderson, and Matthias R. Mehl. "Injury talk: spontaneous parent–child conversations in the aftermath of a potentially traumatic event." BMJ PUBLISHING GROUP, 2017. http://hdl.handle.net/10150/626115.

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Background: While talking about traumatic experiences is considered central to psychological recovery, little is known about how these conversations occur in daily life. Objective: We investigated spontaneous injury talk among parents and children in the aftermath of a child's hospitalisation due to physical trauma, and its relationship with children's socioemotional functioning. Methods In a prospective naturalistic observation study, we audio-sampled the daily life of 71 families with the Electronically Activated Recorder after their child (3-16 years old) was discharged from hospital. We collected close to 20 000 snippets of audio information, which were double-coded for conversation characteristics, and measured children's socioemotional functioning with the Strengths and Difficulties Questionnaire (SDQ) at 6 weeks and 3 months postinjury. Findings The children were involved in injury talk for, on average, 46 min/day, 9 min of which referred to emotions. Children had significantly more injury conversations with their mothers than with their fathers. The tone of injury conversations was significantly more positive than that of non-injury conversations. More direct injury talk was associated with fewer problems on the emotion subscale of the SDQ at 3 months. Other associations between aspects of injury talk and children's socioemotional functioning were mostly non-significant, although they appeared to be stronger at 3 months than at 6 weeks. Conclusions Families spontaneously talked about the injury and associated issues for about the same amount of time per day as a therapist might within a session (a 'therapy hour'). Clinical implications Making full use of naturally occurring injury talk may be a valuable direction for parent and family-focused post-injury interventions. However, the study design prevents causal inference, and further exploration is warranted.

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Pope, Michell. "Let's Talk Tobacco: African American Parent-Adolescent Communication About Tobacco Use Within the Context of Parental Smoking." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3783.

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Tobacco use and the associated health risks are a major public health concern. Research suggests that parents’ own tobacco use, caregiver-adolescent antismoking communication, and parenting practices (e.g., prompting, parental monitoring) may work to influence adolescents’ tobacco-related attitudes and behavioral outcomes (e.g., refusal efficacy, intentions to use and actual use). Although historically African American adolescents have exhibited lower rates of tobacco use than their racial/ethnic counterparts, there is growing evidence to suggest that this may be changing because of increased use of tobacco products and/or underreporting of the use of alternative tobacco products or ATPs (e.g., cigars, cigarillos), among this population. The present study recruited a community-based sample of 101 urban African American caregivers that smoke (M = 41.1/SD = 9.9), and their adolescents between the ages of 12-17 (M = 14.4/SD = 1.9) to examine how caregiver tobacco-related messages (both verbal and non-verbal) shape adolescents’ tobacco attitudes, and behaviors. Dyads completed paper-pencil surveys separately and were compensated for their time and effort. A majority of the caregivers were single and living in low-income and public housing communities. Results from the analyses revealed high rates of adolescent tobacco use (lifetime) of both cigarettes and alternative tobacco products, and prompting (e.g., caregivers’ request that adolescents retrieve, buy, or smoke tobacco products with them). The findings also showed that all of the caregiver variables including: prompting, monitoring, as well as caregiver antismoking messages together impacted adolescents’ tobacco-related outcomes including their attitudes about tobacco, refusal efficacy and their intentions to use (at six months and adulthood), and their actual use. These findings underscore the need for more tobacco education that includes not only adolescents, but also parents, and other important caregivers (e.g., extended kin/family members) that helps increases knowledge surrounding the dangers of parental prompting, the importance of parental monitoring of youths whereabouts and peers, as well as parent-adolescent antismoking communication in reducing the prevalence of adolescent smoking/tobacco use (including the use of ATPs). This study also highlights the need for tobacco control and policies that limit adolescents’ exposure and access to tobacco products particularly among African Americans living in disadvantaged neighborhoods.

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Allen, Evette L. "Family Sex Talk: Analyzing the Influence of Family Communication Patterns on Parent and Late Adolescent's Sex Conversations." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30431/.

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Family communication has the potential to affect a variety of youth behavioral outcomes including adolescent sexual risk behavior. Within chapter 1, I present past literature on adolescent sexual risk behaviors, family communication patterns, and the gaps associated with those areas. In chapter 2, I review previous literature on adolescent sexual risk behavior, parent-child communication and family communication patterns. In chapter 3, I present the method which includes a description of the participants, procedures, measures, and data analysis used. In Chapter 4, I present the results of the study. According to the results of the study, father-child communication is not a better predictor of adolescent sexual risk behavior. A higher quantity of parent-child communication does not lead to less adolescent sexual risk behavior. Participants with a pluralistic family type do significantly differ from laissez-faire and protective family types in regards to levels of parent-child communication. Participants with a consensual family type do have significantly higher levels of parent-child communication in comparison to laissez-faire family types, but not protective family types. Finally, in chapter 5, I present the discussion with a review of previous research (consistent or inconsistent with the current findings), limitations and conclusions for the current study.

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Zhou, Yile. "Parent-child interactions in home numeracy activities: investigating the effect of game format." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6901.

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The purpose of this study was to investigate the differences in parent-child interactions when they played the same numeracy-related game using two formats, a technology-based electronic format and a non-technology traditional board format. It aimed at unpacking the game format effect on parent-child interactions in early home numeracy activities. A mixed-method study with an embedded design was conducted to approach the research questions. In the repeated-measures experiment, 39 parent-preschooler dyads played the same numeracy-related game – The Game of the Goose – using both an electronic format and a board format. The videos of all the play sessions were the data source. Both quantitative and qualitative analyses were conducted. The quantitative analysis was the primary focus. The videos of parent-child play were coded using two pre-determined coding schemes, Parental Scaffolding Behavior and Mathematical Talk. Two repeated-measures multivariate analyses of variance (MANOVA) were conducted respectively for each coding scheme. The qualitative analysis of the 30% selected dyads played a supportive role to further explore the similarities and nuanced differences in parents’ performance of each coded scaffolding behavior across the two formats. The MANOVA for Parental Scaffolding Behaviors showed that the game format had a significant effect on seven of the twelve coded behaviors. The frequencies of Affirmation/Encouragement, Explanation, Inquiry, Re-representation, Modeling, Correction/Disaffirmation, and Physical Control were significantly higher in the board game condition compared in the electronic game condition. The MANOVA for Mathematical Talk revealed an interaction between the game format and the player on Naming Numbers. Both parents and children engaged in more statements about naming numbers in the board condition compared to the electronic condition, but the difference across the two game formats was bigger for parents than for children. In terms of the main effect of game format, the frequencies of Counting, Using Spatial Words and Estimating were significantly higher in the board game condition compared to the electronic game condition. Themes from qualitative analysis revealed parents’ different roles when using the two game formats, as well as the affordances of each format and their influence on parental scaffold behaviors. Interpretations of the results and findings about the game format effect were provided through the lens of sociocultural perspectives and affordances. This study enlarged the understanding of parent-child interaction in early numeracy activities. The findings offered implications for how to help preschoolers develop early numerical skills using different tools and how to design effective learning products for early numeracy using the features of different formats.

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Davitti, Elena. "Dialogue interpreting as intercultural mediation : integrating talk and gaze in the analysis of mediated parent-teacher meetings." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/dialogue-interpreting-as-intercultural-mediationintegrating-talk-and-gaze-in-the-analysis-of-mediated-parentteacher-meetings(590f73d9-d375-4aa0-a813-a872da49dd19).html.

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This study explores how the positioning of dialogue interpreters is shaped in mediated interaction through the combined investigation of two main units of analysis, i.e. assessments and gaze. The data used consists of a small corpus of authentic, video-recorded, mediated interactions in English and Italian. These encounters take place in pedagogical settings; in particular, the specific type of institutional talk analysed is that of mediated parent-teacher meetings, which represents uncharted territory for interpreting studies. An interdisciplinary approach encompassing conversation analysis and studies on non-verbal communication is adopted to explore how interactants orient to both verbal and non-verbal activities (mainly gaze) in the production and monitoring of each other's actions, in the initiation and maintenance of social encounters, and in the co-construction of meaning and participatory framework. As for the verbal dimension, this thesis focuses on assessments, given that evaluative talk characterises the interactions under scrutiny. In particular, some tendencies (namely upgrading and downgrading renditions) in the way interpreters handle utterances embedding evaluative assessments have been identified, explored and linked to issues of identity and epistemic authority. One of the most innovative aspects of this work lies in the exploration of how positioning is realised not only verbally, but also nonverbally, by accounting for non-verbal features in the analysis of verbal interaction. Although non-verbal features have been recognised as part and parcel of human social interaction as well as important vectors of meaning and co-ordination (e.g. Goodwin 1981; Kendon 1990), their sequential positioning in relation to the production of the ongoing flow of talk and their use by interpreters to complement/replace specific verbal features is uncharted territory for interpreting studies. Since the groundbreaking work by Lang (1976, 1978), little research has integrated gaze in the analysis of the interpreter’s (and participants) verbal output (e.g. Wadensjö 2001; Bot 2005). To enable its investigation, gaze is systematically encoded alongside specific conversational cues via the ELAN software, which interfaces audio-video input in a user-friendlyhypertextual transcription. A specific gaze-encoding system has been developed for triadic interaction, building on Rossano’s (2012) one for dyadic interaction. These symbols have been mapped onto the verbal transcript of specific sequences, with a view to investigating how gaze is used as an interactional resource in conjunction with verbal behaviour when producing such sequences. Through analysis of the actions performed via talk and gaze, the thesis investigates how displays of knowledge and epistemic authority are achieved and the impact of the interpreter’s shifting positioning on the unfolding interaction. The micro-analysis of transcripts is placed within a macro-analytical framework to explore whether interpreters work as intercultural mediators when they display an engaged behaviour and act as ratified participants. Findings show that the specific moves isolated, although trying to establish a common ground with the mothers, do not seem to contribute to participants’ empowerment and participation, thus suggesting the need for a more nuanced conceptualisation of intercultural mediation.

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Nelson, Ariadne E. "“ It’s almost like you’re learning through cooking”: A Conversation Analytic Study of Parent-Child Number Talk during an Early Math Intervention." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109193.

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Thesis advisor: Eric Dearing
Research has shown that parents’ number talk predicts preschoolers’ concurrent and prospective math skills; yet, there is considerable heterogeneity in parents’ use of number talk (e.g., Ramani et al., 2015). Given this, researchers are developing resources and interventions designed to encourage family numeracy (e.g., Hanner et al., 2019). Interventions, however, are based on a limited understanding of how families engage in numeracy conversations, particularly when parents are working to teach their children. Developmental researchers tend to operationalize parent talk as discrete, decontextualized instances of environmental input. In contrast, scholars using Conversation Analysis (CA) argue that understanding interactional phenomenon requires attention to how it is collaboratively and incrementally constructed through turn-taking sequences and how it allows interlocutors to accomplish social actions across stretches of interaction (e.g., Schegloff, 2007). The current study used CA to examine parent-preschooler conversations about numeracy during a home-based math intervention for which parents and children cooked together. The 30 parents—primarily middle-class, college educated parents of color— and their 3- to 5-year-old children received a cookbook with domain-general learning tips and 15 recipes. Families in the treatment condition received additional numeracy tips, some specific to the recipes provided and some broadly applicable to any recipe. Families were asked to audio record themselves cooking twice a month for three months. Results indicated that exchanges in which numeracy pedagogy was irrelevant (i.e., low-relevance pedagogy) for completing the recipe were qualitatively different from exchanges in which numeracy pedagogy facilitated children’s participation in cooking tasks (i.e., high-relevance pedagogy). While low-relevance pedagogy engaged children in rehearsing their numeracy skills, high-relevance pedagogy invited children to use their numeracy knowledge to plan and implement recipe tasks. Counting occurred primarily within low-relevance pedagogy, meaning parents’ prompts to count were disconnected from cooking. The recipes, ingredients, and cooking tools families selected shaped the affordances for numeracy pedagogy. This dissertation has implications for improving early learning interventions
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology

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Smith, Clare E. "Examining the effectiveness of the babytalk home visiting service on parent talk to children and child language development : a randomised controlled trial." Thesis, University of Surrey, 2015. http://epubs.surrey.ac.uk/809479/.

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Background : Socially disadvantaged children are more likely than their advantaged peers to have delayed language development. Parent talk to children has been found to be related to child language abilities and to socioeconomic status. Based on an interactionist theory of language development, it is proposed that child language may be supported, in part, by encouraging parents to talk to their baby. Speech and language therapy services in the UK have developed a range of preventative services to this end but there is little evidence of effectiveness. In this study, a randomised controlled trial (RCT) was carried out to investigate efficacy of the Babytalk Home Visit (BTHV) on parent talk to children and on child expressive vocabulary. Method: 69 parent/baby dyads were randomised to BTHV and control groups, videoed and parent talk transcribed in their homes at baseline, post intervention and when their child was aged 2 years. Baseline to post-intervention change in parent word types spoken and parent report of child expressive vocabulary at age 2 years were compared between groups. Results: No significant difference was observed between groups for either outcome measure. Subgroup analysis indicated a possible temporary effect on parental talk for parents from low socioeconomic backgrounds. This effect was not sustained at the 2 year follow up, however, and no effect on child language outcomes at age 2 was observed. In line with previous studies, a highly significant relationship was found between parent talk and child language. Discussion: These results highlight the need to understand the potential and mechanism for change in parent talk and the need for further research into the nature of the relationship between parent talk and child language. They also highlight the value of controlled studies to inform commissioning of speech and language therapy services using the MRC’s guidance for complex interventions.

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Nolte, Lizette. "Behind closed doors : a grounded theory of the social processes that describe how parents talk to their children about parental mental health difficulties." Thesis, University of East London, 2014. http://repository.tavistockandportman.ac.uk/1531/.

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Since the government commissioned the Crossing Bridges programme in 1998 (Falcov, 1998) and through legislation and a number of government policies and initiatives since, there has been emphasis on addressing the needs of families where there are parental mental health problems. Furthermore, there is a fast-growing body of research pointing to the needs of these families. However, service structures, development and provision have lagged behind. Most often parents with mental health difficulties have access to services addressing their individual mental health needs while their needs as parents and the needs of their children remain largely invisible. One such need that has been highlighted repeatedly in the literature is the need for children to have information about and make sense of their parent’s mental health difficulties. Given the lack of services to respond to this need, it is most often left to the parent to make decisions about and respond to their child’s search for understanding. This study is a qualitative study that explores parents’ experiences of decision-making and responding to this need, and the social processes and dominant discourses that impact on these experiences. Fifteen parents with mental health difficulties were interviewed, using semi-structured individual interviews, which were transcribed, and interpretive Grounded Theory was employed to analyse and interpret the data. The grounded theory that was constructed suggest two main social processes that impact on parents’ talking with their children about parental mental health issues. Firstly, within a relational context, parents were Negotiating mutuality between themselves and their children. Secondly, within an identity context, parents had to navigate Holding on to self, holding on to life. These social processes indicate that both parents’ relationships with their children and also their own sense of themselves within the context of their mental distress powerfully shape telling, talking and keeping silent. Implications of these findings both in relation to clinical interventions and future research are considered. In particular, the importance of positioning the parent as active role-player in the healing of their child, and positioning the child as active role-payer in their own meaning-making, are highlighted. Furthermore, developing ‘double-stories’ beyond the mental health story and beyond ‘information’ is emphasised and the importance of a sense of continuity of self and identity over time for parent and child is accentuated. Finally, the importance of allowing for complex and ever-evolving understandings of mental distress is indicated, and the role of both talking and remaining silent in this process is stressed.

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Faust, Wendy. "Parent-child reminiscing : relationships between parent elaborations, emotion talk and memory contributions of children with Autism Spectrum Disorder : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Science in Psychology /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1139.

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Sansone, Holly. "The interactional organisation of reassurance in telephone-based paediatric palliative care." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/227458/1/Holly_Sansone_Thesis.pdf.

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Families of children with life-limiting prognoses are often their primary care providers. The child’s variable condition and changing care requirements can result in families’ uncertainty while managing their child’s care at home. This conversation analytic investigation of a paediatric palliative telephone-support line reveals how specialist clinicians care for the changing needs of children, while also caring for parents’ myriad practical, moral, and emotional needs by providing reassurance. Analysis of clinicians’ delivery of reassurance show that when parents report differing dimensions of uncertainty, clinicians recurrently respond by prioritising parents’ emotional support so that parents’ delivery of care can continue.

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Abbott, Donna Christine. "First-Time Parenthood: Attachment, Family Variables, Emotional Reactions, and Task Responsibilities as Predictors Of Stress." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331019/.

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The purpose of this study was to explore factors which are predictive of parenting stress for first-time parents. Based on attachment theory and empirical research, the factors investigated were the responsibility for child care and housework, the current and retrospective relationship with the family of origin, the change in emotions related to parenthood, the marital relationship, and attachment and individuation.

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Chinn, Deborah. "Professionals talk about parents with learning disabilities." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10019273/.

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Although parents with learning disabilities have attracted academic and professional attention because of concerns about their ability to care adequately for their children, there has been little systematic development of services for these families. This study seeks to understand the barriers to progress by investigating the issues faced by professionals who work with these parents. I investigate how professionals understand these parents, and clarify how these perceptions link to broader socially defined categories of competence, childhood, parenting and professional practice. I show how social constructions of disabled recipients of professional interventions, and of children, shape and constrain practice, with emphasis on the dilemmas and contradictions that practitioners face. I use a discourse analysis approach informed by discursive psychology and Foucault to examine transcribed interviews with twenty health and social care professionals who have had experience of working with learning disabled parents and their children. Dominant discourses emphasise, on the one hand the incompetence of learning disabled people as social actors and as parents, and on the other children's vulnerability and dependence. I investigate how practitioners attempt to reconcile what they perceive as their responsibility to promote 'normal' family life backed up by expert knowledge with an expectation that they acknowledge conceptions of human rights and client 'empowerment'. I challenge polarised views of professionals as either altruistic public servants or all powerful oppressors of disabled people. I argue that their options for action are limited by a professional climate preoccupied with risk and accountability. Nevertheless I identify examples of resistance to these dominant discourses, suggesting that further progress will be made when practitioners are encouraged to adopt a more critical approach to often taken-for-granted assumptions about disability, parenting and children.

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Barner, Rashida Shani. "Do parents talk to their children about race? An exploration of Black parents and White parents." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1094.

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The purpose of this study was to examine parent (e.g., exposure to diversity) and child factors (e.g., age, anxiety and prosocial behavior) as they relate to the transmission of messages related to race and culture. An exploratory hypothesis was that Black parents would exhibit more cultural socialization, preparation for bias, and promotion of mistrust than White parents. In addition, there were hypotheses that the messages that parents impart to their children about race would be influenced by the age of the child or parents’ experience with diverse groups of people. Online questionnaires were distributed to parents and the final sample consisted of 183 parents of Black children (N = 90) and White children (N = 93), aged four to fourteen years old (M = 8.08). Overall, this study found that Black parents engage in more conversations about race and culture than White parents. However, there were no racial differences between number of messages of equality. The hypothesis that the frequency of preparation for bias messages increases as children get older was supported. The hypothesis that Black children who have higher scores on dimensions of racial socialization would have higher levels of prosocial behavior was supported. The hypothesis that the affective valence of exposure to diverse groups of people would be positively related to egalitarianism was supported. The present study adds to the current literature by highlighting that different messages about race and culture need to be communicated for children in the majority culture versus minority culture.

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Lees, Janet Anne. "Hearing what parents say about children learning to talk." Thesis, University of Sheffield, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505544.

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Miller, Erica Ellsworth. "Creating Community for Parents: Faith, Trauma, and Online Talk." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/8972.

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Childhood trauma and stress can lead to widespread changes in brain function that can lead to lifelong learning and living difficulties and disability that impact parental stress levels. Increasingly, parents are turning to social media to find systems of support. This Interpretive Phenomenological Analysis explores the online talk of 17 participants to better understand how they make meaning out of their participation in an online, faith-based parenting community designed for parents raising children with complex trauma exposure. Findings based on the data analysis included five overarching main themes: a) A community of experts; b) The community dethrones the experts; c) The community empowers women to navigate status from victim to warrior; d) The community provides support for members to grieve what seems "irreparably broken;" and e) Participants express faith that God will "mend what is broken." The findings were overlayed on Bronfenbrenner's bioecological theory (Bronfenbrenner & Evans, 2000) to provide a construct for the professionals interacting with parents of children with trauma. Professionals, therapists and religious leaders interacting with parents of children with trauma may want to incorporate a pluralistic, multileveled perspective, recognizing parents' interpersonal conflicts or personal experiences exist in a broader more nuanced system, thus fostering a nuanced and individualized approach to providing support for parents of children with trauma.

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Diaquoi, Raygine C. "Colorblind and Colorlined: African American Parents Talk to Their Adolescent Sons About Racism." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461058.

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Racial socialization, particularly preparation for bias and discrimination, is a long documented strategy employed by African American families to prepare their children for racist encounters. During the last fifteen years a new line of inquiry, theorizing the relationship between particular socio-historical periods and the content of messages communicated to children about race, has emerged. Scholars have started exploring African Americans’ narratives about the messaging they received about racism against the backdrop of the social and historical period in which they came of age. In the period before the Brown v. Board decision many recalled hearing messages of the importance of deferring to whites. After the landmark decision and into the post-protest era, many reported hearing messages that were less focused on fearing whites and more focused on feeling pride as a Black person and in the Black race. Overall, messages have accurately reflected the then current state of racism and the particular etiquette required of African Americans to navigate a racially structured society. Furthermore, a look at changes in messaging over time suggests progress made on issues of racism. The experiences of the hip-hop generation, those born between 1965 and 1984, have not been documented. This study explored the messages that they received about racism along with the messages that they are currently sharing with their sons in a period equally marked by colorblind rhetoric and virulent anti-black racism. Using the theoretical frameworks of Critical Race Theory and the Life Course Perspective, I conducted 51 interviews with 17 families. Today’s African American parents continue to convey many of the messages that their families shared with them, about the importance of individual and group pride, but there has been a distinct and unexpected addition to the content of the talks that they are having with their sons. Eerily similar to the messages conveyed to children pre Brown v. Board, parents’ messaging about race largely urged compliance, fear of whites, and fear of figures of authority.
Culture, Communities, and Education

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Chellapan, Lakshmi. "“If you talk, you are just talking.If I talk, is that bragging?”: perspectives of parents with young gifted children in New Zealand." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2012. http://hdl.handle.net/10092/7672.

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Investigating parental and family environments is not a new subject, but is a growing interest amongst psychologists, counsellors, and educationists. The purpose of this study has been to provide a rich description of the perspectives and experiences of parents raising gifted and talented children in New Zealand. Parents who live and care for a child with special talents or abilities face a great number of different stressors compared with parents who have a ‘normal’ or ‘average’ child (Clark, 2008; Delisle, 2001; May, 2000). Research suggests that recognizing and dealing with gifted children’s advanced intellectual, social, emotional and motor skills which are different from average ability children pose challenges in parenting gifted children (Moon & Hall, 1998; Moon, 2003; Moon, Jurich & Feldhusen, 1998; Silverman & Kearney, 1989). There has been little research conducted into the experiences of parents with young gifted children in New Zealand. This thesis therefore seeks to find out the parents’ views on and their experiences of having young gifted children and understand how and what meaning they construct around living with their children. The purpose of this study therefore has been aimed at listening to the voices of parents whose children are identified as intellectually gifted and also to look at the actual experience of these parents who have the greatest influence in their gifted children’s lives. Using a qualitative phenomenology study, four parents with a young intellectual gifted child were interviewed about their parenting experiences. The perspectives and experiences of these parents have been analyzed from multiple perspectives. In-depth interviewing and analytical memos have provided a rich picture of the experiences and perspectives of these parents with their gifted and talented children. It is ix from these insights that some clarity has been gained about the understanding and challenges that these parents faced when raising gifted and talented children, and how they are interpreted by the participants This thesis explores the participants’ understanding of parenting a young intellectually gifted child, discusses similarities to and differences from general parenting, and describes the outcomes of the four parents in this study. It highlights four systematic problems that complicate their parenting: (a) community lack of support (b) education inequalities (c) difficulties in the gifted support service, and (d) social stigma. This thesis also draws attention to the need for counsellors, psychologists, and expertise in gifted education to address the issues and get an understanding of the challenges that the parents of the gifted children are faced with when they are parenting a child with special needs.

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Baker, Benjamin Michael Alex. "Exploring the Discourses of Marriage, Family, and Fatherhood in Married Gay Parents' Relational Talk." Thesis, The University of Wisconsin - Milwaukee, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10600092.

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The historic 2015 Supreme Court ruling in the case of Obergefell v. Hodges—which extended marriage equality to every state nationwide—coupled with an increase in the number of reported same-sex parent households in America (Gates, 2013) has resulted in greater social, political, and academic visibility for same-sex families in recent years (Breshears & Braithwaite, 2014). Despite this increased cultural visibility, because gay parent families (GPFs) fall outside the parameters of the traditional family model (i.e., a married heterosexual husband and wife couple raising biological children) (Baxter, 2014a), they necessarily rely more heavily on discourse to manage their nontraditional family identity (Galvin, 2006; 2014). To date, little is known about how married gay male parents discursively create and sustain family identity and how they position their families in relation to the dominant heteronormative discourses of traditional marriage, family, and fatherhood. Framed by Baxter’s (2011) relational dialectics theory—a heuristic communication theory useful for investigating the meaning-making process—this study explored the meaning(s) of marriage, family, and fatherhood in married gay fathers’ relational talk. I interviewed 13 married gay parent dyads twice to collect data from the couples across time as well as member check initial results during secondary interviews. Using contrapuntal analysis, I identified the following discourses at the three sites of meaning-making in the data: the discourses of marriage as symbolic and marriage as practical ; the discourses of traditional family structure and nontraditional family structure ; and the discourses of gay culture and gay fatherhood in addition to the discourses of heteronormative fatherhood and co-parenting. I argue that the couples’ talk reflected discursive struggles and, in one case, transformation, to generate relational meanings for their family identities.

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Yun, Hyearan. "Korean Youth of the 1.5 Generation in New Zealand Talk about Their Parents’ Expectations and Attitudes." Thesis, University of Canterbury. Department of Education, 2015. http://hdl.handle.net/10092/10813.

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The aim of this thesis was to describe the expectations that 1.5 generation immigrants perceive their parents expectations for them and their future. The researcher interviewed the experiences of twelve young adolescents who immigrated to New Zealand between the ages of 6 and 12. The researcher used a semi-structured interview to allow participants to freely discuss their experiences while staying true to the aims of the research. The study was conducted in Christchurch, New Zealand. The interviews were recorded on audio, transcribed and analysed. Each transcript was coded and themes were extracted from each interview. Similar themes were grouped into categories which were then discussed as part of the results. The most common expectations reported by participants were in the areas of education and high academic achievement. The effects of these expectations varied as participants grew older and the length of time residing in New Zealand increased. The results are discussed and also compared to studies of 1.5 generation immigrants in the United States. Finally, the implications of this study are discussed, and the relevance of the results to the well-being of the 1.5 generation in New Zealand are suggested.

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Tempel, Ashley B. "Parent-child interaction therapy the effects of parental attention components on children's verbalizations and attending-to-task behaviors /." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10694.

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Thesis (M.S.)--West Virginia University, 2009.
Title from document title page. Document formatted into pages; contains viii, 78 p. : col. ill. Includes abstract. Includes bibliographical references (p. 48-59).

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Parry, Gwenllian Glyn. "Measuring observable responses during completion of the family drawing task to access internal working models of attachment in middle childhood." Thesis, Bangor University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367317.

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Force, Erica C. "The Parent-Initiated Task Motivational Climate and Factors Influencing Eighth Grade Boys’ Intention to Continue Sports." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84204/.

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The motivational climate, as defined by parents’ behaviors, and athletes’ goal orientations are essential in understanding children’s experiences with sport. The purpose of this study was to examine the perceived motivational climate created by parents, and its relationship to psychological outcomes experienced by adolescent male athletes in youth sports. In particular, the parent created task climate was examined through its influence on goal orientation and subsequently to psychological outcomes experienced in sport, specifically, sport competence, self-esteem, enjoyment, and intention to continue participating in sport. Participants were 405 8th grade male athletes (mean age = 13.5); (Sample A: n = 205; Sample B: n = 200). As expected, the task-oriented parent initiated motivational climate was associated with the boys’ mastery goal orientation. Participants with higher mastery goal orientation had greater sport competence, self-esteem, and more enjoyment in sport. Intention to continue playing sport was predicted primarily by their level of enjoyment, and secondarily by their increased feelings of self-esteem.

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Andersson, Cecilia, and Linda Thoresson. "Några förskollärares syn på föräldrakontakten i förskolan." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-8190.

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Preschool is a place where children, parents and teachers meet. Preschool is for children but also for the parents, they should feel confident about the place where they leave their children. We who made this study have a common interest to examine how teachers´ attitudes to parental contact in preschool works. The purpose of this study is to examine how teachers relate to parental contact. What do the educators think of their professionalism in the profession? Do educators believe that parental contact is important? And how do they work to obtain a good parent contact? The study has three questioners holder: How does teachers relate to parental contact in preschool? What do the educators think of their professionalism in the profession? And how visible educators child development and learning in daily contact with parents? We chose to do qualitative interviews with four preschool teachers at two different preschools in Sweden, to seek answers to our questions. The results of this study show that teachers have a positive attitude to parental contact, and they felt that parents should feel confident about preschool

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LaBass, Eric A. "Does Teaching Parents Emotion-Coaching Strategies Change Parental Perception of Children's Negative Emotions?" Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1453835425.

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Enqvist, Charlotta, and Senada Selman. "Tala med dem - inte om dem : En studie om föräldrasamverkan med utlandsfödda föräldrar sett utifrån förskolepedagogers perspektiv." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-55776.

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The purpose of the study is to analyze what characterizes the interaction between preschool teachers and parents born abroad, furthermore what promotes and impedes the intercommunication between them. There is a lack of studies about the parental involvement in preschools whilst numerous studies can be found concerning the parental involvement within educational establishment subsequent to preschools. The completed study is qualitative, and based on interviews with five teachers in three different Reggio Emilia inspired preschools. The results of this study show that preschool teachers often face various challenges in their daily work. These challenges often originate in different pre- understandings about the societal norms, values and behavioral rules. The results also show that conflicts may arise between preschool teachers and the foreign-born parents because of distinct sentiments regarding previously mentioned values. Subsequently this causes the preschool teachers to obtain the role of the educator in relation to the parents. This positioning may complicate parental collaboration because it often contributes to an unequal power relationship being created. What promotes the cooperation with parents is to increase the visibility and awareness of societal structures, in order to attempt to change the communication and interaction patterns that are generally accepted in preschools and used extensively in this context.

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Bradbury, Jane-Anne. "Standing tall, an analysis of parents' evaluations of a walker for children with cerebral palsy." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29301.pdf.

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Munn-Joseph, Marlene Sophia. "Don't talk about it. Be about it. examining the significance of hip hop culture in Black parents' engagement perspectives of their children's education /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274280.

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Thesis (Ph.D.)--Indiana University, School of Education, 2007.
Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2812. Adviser: Myrtle Scott. Title from dissertation home page (viewed Apr. 9, 2008).

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Kristensen, Normann Signe. "Do you talk to your child about social media? An empirical study about Danish parents’ communication with their children about Social media: Engagement, Concerns and Fears." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21223.

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The aim of this study is to research how and if Danish parents communicate with their children about the use of social media. The motivation for this study is based on the findings from the EU Kids Online report from 2014, in which 25 European countries have participated. Their research focused on children, whereas my study is concentrated on the parents. My empirical data is based on a questionnaire and follow-up interviews. The questionnaire has 193 respondents and from these, I chose three for follow up-interviews. The theoretical framework is mediatization, parental mediation and moral panic. Mediatization theory is concerned about the media and other social relations. Therefore, this theory is relevant, as this study has focused on how parents communicate with their children about social media and how this affects the family life. Parental mediation encompasses three strategies for communicating about social media. In this way, the theory has provided an understanding and explanation on how parents deal with their children being on social media, and it was important for the majority of the respondents to talk about it. The last theory is moral panic. This was found to be a helpful theory for the analysis, as many of the respondents expressed concerns and fears about their children being on social media throughout the questionnaire.It can be concluded from this research that parents are very different regarding how to communicate about social media. Despite the age-restriction many of the parents allow their children to be on social media. However, many of the parents have and do create some restrictions for their children, so they can use social media platforms. Overall, there seems to be a strong involvement for the majority of the parents in relation their children’s use of social media. Even though many parents have talked with their children about social media, there are still concerns and fears about the use of social media. One of the new problems is in relation to the fear of their children sharing content of a sexual nature. This concern might departure from the fact that children see what teenagers do, and, furthermore, face a lot of sexual toned content through media. It should be discussed, how the increasing tendency among children to share sexual content, is due to a lack of focus on content sharing on social media.

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Malmheden, Lotta. "EN UTPRÖVNING AV PARENT-CHILD INTERACTION TASK CODING MANUAL PÅ BARN MED SPECIFIK FOBI SOM SAMTALAR MED SINA FÖRÄLDRAR OM RÄDSLA." Thesis, Stockholm University, Department of Psychology, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-36784.

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Ångest är ett relativt vanligt förekommande psykiatriskt problem hos skolbarn, framförallt flickor. Obehandlad kan den fungera som brygga till annan psykopatologi. I barndomen fungerar föräldrar som viktig bas för inlärning. Förälderns grad av omsorg och överbeskydd anses kunna bidra till utvecklande och vidmakthållande av ångest. Genom reciprocitet påverkar även barnet föräldrarna. Syftet var att genom observationer beskriva interaktioner mellan barn med specifik fobi och deras föräldrar, utpröva användbarheten i Parent-Child Interaction Task Coding Manual samt undersöka samband och jämföra med deltagarnas självskattningsformulär. Videoinspelade samtal mellan 81 barn och föräldrar kodades. Signifikanta samband erhölls mellan värme och föräldrars respektive barns positiva affekt (r=0,72-0,75). Värme korrelerade negativt med förälders påträngande (r=-0,69, p<0,01). Barn skattade föräldrar som mer överbeskyddande än föräldrarna själva gjorde (t₁₄₈=10,48, p<0,001). Manualens användbarhet diskuteras, resultatet indikerar att observationer kan komplettera psykologisk utredning och behandling av barn med fobi. Beaktande av familjemedlemmars reciproka beteendepåverkan vid val av behandlingsåtgärder rekommenderas.

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Kerkhof, Nicole. "Mom, Dad, Help Please: The Home Environment’s Influences on a Child’s Math Ability." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1664.

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Recently, there has been a big surge of research and public interest in increasing the math capabilities and skills of American children. This paper serves as a literature review examining how the home environment, specifically parents, can help with that. This meta-analysis delves into the factors of maternal math talk, a parent’s own math anxiety, and the relationship between a parent and child in the context of a parent’s gender stereotypes and a parent’s perception on his or her child’s math abilities. Interventions, suggestions, and future implications are also discussed. This paper will hopefully bring needed awareness to parents about their roles in their child’s math development, abilities, and achievement.

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Lockwood, Elizabeth. "Trauma and absent parents in fairy tale and fantasy : fairy stories, 'Harry Potter', 'Twilight', and 'His Dark Materials'." Thesis, Swansea University, 2010. https://cronfa.swan.ac.uk/Record/cronfa42545.

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This thesis begins with an examination of paradigmatic, classic fairy tales and moves on to the contemporary fiction series of Harry Potter, Twilight and His Dark Materials mapping similarities of content in relation to trauma with specific reference to absent or lost parents. Highlighted in this study are the continuities, parallels and differences of the treatment of trauma and absent parents in these texts, with reference to their structure, content, themes, ideologies and preoccupations. The absence of parents is a recurring theme of fairy tale and fantasy stories, and leads to the creation of new or surrogate family structures such as stepfamilies, extended families and elective families. These new family structures, and the emotional, ethical and cultural tensions arising from them, are critical themes of the texts this thesis examines. The causes of trauma, including abuse, neglect, change, loss, death, violence and related features are mapped and deciphered, noting the similarities across the texts studied. These experiences can cause a person to become psychologically disturbed, with a range of damaging consequences. Obsession, repetition, fragmentation and repression are themes which are mapped across the chosen texts, as is the idea of containment. Also the importance of psychological splitting is uncovered and examined within the stories. Splitting is a very important element of trauma. It can be a survival mechanism, a moment of life change and a way of repressing a traumatic experience, and is often the catalyst for action within the plot. This thesis shows how the characters of these texts have portrayed and dealt with their traumatic affects and examines the traumatic journeys they have undertaken within the plots of these fantastical stories.

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Olofsson, Emmie. "Are Children to Divorced Parents Worse at Managing Stress? Task-Switching Performance and Induced Stress for Adult Children of Marriage and Divorce." Thesis, Umeå universitet, Institutionen för psykologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-184811.

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Prior research shows that adult children of divorce (ACD) exhibit higher levels of perceived stress than adult children of marriage (ACM), and thus, potentially lower tolerance to stress. The comparison of ACD/ACM in Sweden has not been sufficiently studied. Hence, the present study aims to examine stress management among ACD and ACM, in terms of cognitive performance under different levels of induced stress, and how it correlates to self-ratings of stress. The final sample consisted of 101 adult participants (39 ACD and 62 ACM), and the mean age was 28 years old (41 males and 60 females). The result showed no difference in stress management between ACD and ACM, and their cognitive performance was not positively correlated with self-ratings of stress. However, ACD had a faster response time (RT) in all tests, even though this difference was not significant. At this time, ACD and ACM experience equally high levels of stress, as the Covid-19 pandemic might have influenced the outcome. Future research should collect more data of ACD in Sweden of other measurements of stress.
Tidigare forskning visar att vuxna skilsmässobarn (ACD) uppvisar högre nivåer av upplevd stress än vuxna med gifta föräldrar (ACM), och skulle därför potentiellt ha lägre stresstolerans. Jämförelsen mellan ACD/ACM i Sverige har inte blivit tillräckligt studerad. Därför har denna studie som mål att undersöka stresshantering bland ACD/ACM, i form av kognitiv prestanda under olika nivåer av inducerad stress, och hur det korrelerar till självskattningar av stress. Det slutgiltiga deltagarurvalet bestod av 101 myndiga deltagare (39 ACD och 62 ACM), varav medelåldern var 28 år, (41 män och 60 kvinnor). Resultatet visar att det inte var några signifikanta skillnader i stresshantering mellan ACD och ACM, och var inte positivt korreleradtill självskattningar av stress. Men, ACD hade en snabbare responstid (RT) i samtliga tester trots att resultatet inte var signifikant. Just nu, upplever ACD och ACM lika höga nivåer av stress, då Covid-19 pandemin kan ha influerat resultatet. Framtida forskning borde samla in mer data kring ACD i Sverige från andra mätningar av stress.

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Andersson, Eva. "Föräldrars attityder till sina ungdomars skolgång – Fyra ungdomar berättar om hur de tror att föräldrar påverkar elevers motivation till skolarbete. Parents’ attitudes towards their children’s studies - Four students talk about how they think parents affect students’ motivation to study." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33999.

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I min studie har jag valt att tolka fyra ungdomars upplevelser om vad de anser om hur föräldrars attityder och engagemang påverkar ungdomars motivation till skolarbete. Faktorerna som ungdomarna ansåg påverkade dem mest för att de skulle klara sina studieresultat var trygghet och kärlek. Studien visar att både brist och överflöd på bekräftelse och beröm kan sporra till bättre studieresultat.

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Labacher, Lukas. "Talk or text to tell? How young people in Canada and South Africa would prefer to self-disclose their STI status to their romantic partners, friends, and parents." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103776.

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Text messaging or texting has become a popular way among emerging adults to maintain their interpersonal relationships, and has recently become regarded by health professionals as a tool for communicating with young people about sexual health. To determine whether university students can be invited to receive information, and disclose their newly realized STI status to their romantic partners, their friends, and their parents, to help curb the spread of HIV, Herpes, or Hepatitis, 303 students (183 from McGill University, and 120 from The University of Kwa-Zulu Natal) (M=21 years) indicated on a survey (a) how they would prefer to self-disclose their STI status to receive care and support from others: Talking face-to-face; a mobile phone call; an SMS text message; or other modes of computer-mediated communication. Students also indicated (b) how they would prefer to receive their STI test results from a doctor or nurse, and (c) receive new information about an STI relevant to their own health. Contrary to expectations from previous literature, almost all students indicated that they would prefer to self-disclose their STI status, as well as to receive results and new information by talking face-to-face with their partners, parents, and doctors, rather than through a text message, a mobile phone call, or any mode of computer-mediated communication. Male students were two times more likely than female students to prefer to self-disclose their STI status to their romantic partner by talking with them rather than phoning or texting them. McGill students were two times more likely to talk face-to-face with their parents about their STI status than were students at UKZN. Finally, two times the number of students at UKZN, and four times more female than male students at UKZN indicated that they would prefer to receive their STI test results from a health care professional by talking with them at a health clinic rather than communicating via a mobile phone call or a text message. Reasons for students' preferences are explored through a qualitative analysis of their written responses.
Pour déterminer si les élèves peuvent être invités à recevoir de l'information et de divulguer leur résultats de maladies sexuellement transmissibles (MST) à leurs partenaires romantiques et leurs parents, pour aider à freiner la propagation du VIH, l'herpès, ou de l'hépatite, 303 élèves (183 de l'Université McGill et 120 à l'Université du Kwa-Zulu Natal, (M = 21 ans) ont été invités à indiquer comment ils préféreraient se dévoiler leur résultats MST: (1) par rendez-vous; (2) par appel cellulaire; (3) par message texte (SMS); ou (4) par d'autres modes de communication médiatisées par ordinateur. Les étudiants ont aussi indiqué qu'ils préféreraient (5) de recevoir les résultats du test MST en visitant un médecin ou une infirmière, et (6) de recevoir de nouvelles informations sur une MST qu'ils ont contractée. Contrairement aux attentes de la littérature précédente, presque tous les élèves ont indiqué qu'ils préféreraient se dévoiler leur résultats MST, ainsi que de recevoir les résultats des tests et de nouvelles informations en discutant face à face avec leurs partenaires et leurs parents, plutôt que par un message texte, un appel cellulaire, ou toutes autres modes de communication médiatisées par ordinateur. Tous les élèves de sexe masculin ont été deux fois plus susceptibles à préférer à se dévoiler leurs résultats MST à leurs partenaires romantiques en parlant seuls à seuls plutôt qu'en échangeant les appels téléphoniques ou les textos. Les raisons de ces préférences et ces différences de genre seront examinées à travers des réponses écrites données par des élèves.

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Johansson, Maya. "Vilka möjligheter ges barn med funktionsnedsättning att komma till tals? : – ur LSS-handläggares perspektiv." Thesis, Växjö University, School of Health Sciences and Social Work, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5958.

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About 29 000 different services was given by the Swedish welfare state to children with disabilities within the ages 0-22 years before October first in the year 2008. Studies about children with disabilities and their experiences of their situation have rarely been done and it is therefore difficult to know how they think and feel about their lives. Both Swedish law and the UN:s convention about children’s rights states that children have the right to tell their opinion in matters that are of their concern. Thus, we don´t know much about if and how the Swedish welfare state maintain this right towards children with disabilities. This is aimed to reveal if and how the Swedish welfare state, trough it´s municipality servants, give children with disabilities an opportunity to speak their mind trough the perspective of the municipality servant. This study is even aimed to reveal which difficulties, if any, the servants experience in their investigations of children with disabilities. The empirical material was analyzed trough a perspective of children as actors and trough the theoretical ideas; power-of-modeling and the organizations many hands. A qualitative method was chosen to collect the empirical data for this study because this method is the best method in order to get the deep information that was needed in order to achieve a deeper understanding for the problem. The result is that children with disabilities don´t get the opportunity to speak their mind in their own cases because of many aspects such as; communication problems, the limitations within the law called LSS, the organizations limitations of the servants and the children’s own parents.

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Sharp, Ashli A. "Once Upon a Time in a Single-Parent Family: Father and Daughter Relationships in Disney's The Little Mermaid and Beauty and the Beast." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1630.pdf.

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Thesis (M.A.)--Brigham Young University. Dept. of Humanities, Classics, and Comparative Literature, 2006.
Colored illustrations in electronic copy only. Includes bibliographical references (p. 136-142).

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Markström, Ann-Marie. "Förskolan som normaliseringspraktik : En etnografisk studie." Doctoral thesis, Linköpings universitet, Institutionen för beteendevetenskap, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-19183.

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This thesis is an ethnographic exploration of institutions for small children, i.e. the pre-school institution.The overall aim of the study is to investigate what is characteristic for some Swedish preschoois,and how childhood is formulated and realized within those institutions. Of centralimportance are questions. which concern how pre-schools are constructed, negotiated andmaintained by the actors within the pre-school settings. Another aim is to explore contemporarymeanings of pre-school and pre-school children as they appear in interviews and everyday talk. Thedata were collected by participant observations for almost one year in two pre-schools. Data consistof audio- recordings of everyday life and parental talks, interviews with children, pre-schoolteachers and parents. Points of departure are ideas from interactionism and social constructionism.The analyses draw upon concepts from integrative theories; agency-structure, social practice, socialorder and normality in relation to the institution. The results show that pre-school is takcn for granted and is almost considercd as compulsory andpart of normal childhood. Pre-school is legitimated as an interest of and a question for society,families and parents, but also in the best interest of children here and now and for the future. Inaddition, pre-school is also understood as a social and a social pedagogical question for individualsand for society. Moreover, the study shows howeveryday life in pre-school is zoned andpedagogized in time and space. The institution is characterized by schedules, routines and predefinedrooms and artifacts, as weil as by planned activities and unplanned, occasional and situatedactivities, respectively. Children and adults have to deal with the social order of the institution, andthis study shows that the actors constantly break and negotiate the social order - they are doing preschool.The institutions and the interactions are characterized by complexitics and hybridities andthere are different activitics and discourses in action at the same time. This also concerns theintermediate domain between private and public and the relations between parents and pedagogues.None of them are in controi of children's everyday life, and they have to share information. viewsand sometimes also decisions. Parents have to contribute to the construction of a pre-school chiid,by delivering a child ready for prc-school, a chiId with certain competences. In everyday activitiesand in parental talks, the adults articulate and negotiate the picture of a "normal" pre-school chiId,i.c. demands related to a situated institutionaI normality . The study shows how children act indifferent ways in relation to social context and social order in different situations. They act as "normal pre-schoolchildren" but they also construct their own social order in relation to theinstitution, alone or together with other children and adults.

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Glad, Bergrós, and Karoline Kumlin. "Jämförelse mellan föräldrars, förskolepersonals och logopedstudenters bedömningar av små barns tal och språk." Thesis, Linköping University, Department of Clinical and Experimental Medicine, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-11219.

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Den kunskap som ett barns föräldrar och förskolepersonal besitter om dess språk är värdefull att tillvarata, särskilt då formaliserade språkbedömningar kan vara svåradministrerade med små barn. Detta kan exempelvis göras via föräldraenkäter. Studiens syfte var att undersöka vilka likheter och skillnader som förelåg mellan bedömningar av språklig förmåga hos barn, gjorda dels av föräldrar och förskolepersonal via en enkät, dels av logopedstudenter via en logopedisk bedömning. Studiedeltagarna utgjordes av 20 barn i åldrarna 2 ½ - 3 år, 20 föräldrar och 14 förskolepersonal. Föräldrar och förskolepersonal besvarade 18 frågor ur föräldraenkäten Receptive Expressive Emergent Language Test - 2 (REEL-2) och barnen testades av logopedstudenterna på uppgifter motsvarande dessa frågor.

Resultatet visade bland annat att de genomsnittliga procentuella överensstämmelserna mellan bedömargrupperna var goda. Ingen kombination av bedömargrupper var signifikant mer överens än någon annan. Vissa tendenser till skillnader framkom när materialet analyserades med avseende på språkliga domäner och enskilda frågor. Slutsatsen var att bedömargrupperna föreföll kunna ge likvärdig, men inte identisk, information om barnens språkliga förmåga. Av den anledningen anses inhämtande av information från olika källor vara betydelsefull. Föräldraenkäter kan vara ett värdefullt verktyg i kontakten mellan logopeder, föräldrar och förskolepersonal och ökad användning av föräldraenkäter tros kunna förbättra samarbetet mellan dessa parter.

Parents’ knowledge about their children’s language is valuable to consider, particularly when formal tests can be difficult to administer with young children. The aim of this study was to examine similarities and differences between parents and preschool teacher’s reports on a questionnaire concerning children’s linguistic development and direct assessment by speech language pathology students. In the study 20 children aged 2 ½ - 3 years, 20 parents and 14 preschool teachers participated. The parents and preschool teachers answered 18 questions from the questionnaire Receptive Expressive Emergent Language Test - 2 (REEL-2) and the children were tested on items based on these questions.

The results showed that the interjudge agreement between the groups was high. Some tendencies emerged when the material was analyzed with reference to language domains and individual questions. In conclusion, parents and preschool teachers seemed to be able to give similar information about the children’s linguistic abilities as provided by the direct assessment. The results also indicate that it is important to obtain information about a child’s language from different sources and that parental reports might be beneficial in the collaboration between speech language pathologists, parents and preschool teachers. Increased use of parental reports can facilitate the cooperation between these groups.

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Granstedt, Lena. "Synsätt, teman och strategier : några perspektiv på mångkulturella frågor i skolan i ett praktiknära projekt." Doctoral thesis, Umeå universitet, Institutionen för estetiska ämnen i lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-38152.

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The chief aim of my thesis is to study and analyse how the multiculturalism of schools is reflected in research and reports in Sweden and in the way in which teachers talk about multicultural issues at school. Part of the work is done in the form of reflecting talks with two groups of teachers in two different schools on issues and situations taken from their own everyday experience. The talks are conducted over two years. One partial aim is therefore to study whether this working method can help teachers to develop their strategies with regard to multicultural issues at school. I describe how the talks develop over two years in an ethnically heterogeneous group of teachers in one of the schools, some areas related to multicultural issues in the school that the teachers find problematic, and how the talks to some extent influence the teachers’ choice of strategies in the school’s practice. Part of the work is an analysis of a talk from each group of teachers and their conceptions of “the immigrant pupil” and her/his parents are focused on. The analytical tool of interpretive repertoires is used to visualise patterns of common points of departure and values in the talks. Also part of the work is an analysis of how research and reports reflect the discourse on multicultural issues from 1980 to 2005. I emphasise some themes and how these change over time. Through the study, parts of the content of the discourse about the multicultural Swedish education are made visible. The discourse contains expressions of a focus on shortcomings and problems that are regarded as linked to pupils, parents and to some extent to teachers with foreign backgrounds. The discourse also contains expressions of seeing differences, chiefly between groups of pupils with foreign and ethnic Swedish backgrounds respectively. By focusing on differences and shortcomings a boundary is at the same time set up between “us” and “them”. The composition of teachers in Swedish schools is relatively homogeneous as regards ethnicity. When, in addition, it is many times teachers that have the responsibility and power to define what are seen as problems and to find solutions in schools’ practice, the problems and solutions are often defined from a majority perspective. It is also from a majority perspective that decisions are made about to what extent, to what degree and in what way minority perspectives should be represented in these contexts. It is a matter of who has the power to define themselves and the others and the others’ shortcomings.

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Nyh, Johan. "From Snow White to Frozen : An evaluation of popular gender representation indicators applied to Disney’s princess films." Thesis, Karlstads universitet, Institutionen för geografi, medier och kommunikation, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36877.

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Simple content analysis methods, such as the Bechdel test and measuring percentage of female talk time or characters, have seen a surge of attention from mainstream media and in social media the last couple of years. Underlying assumptions are generally shared with the gender role socialization model and consequently, an importance is stated, due to a high degree to which impressions from media shape in particular young children’s identification processes. For young girls, the Disney Princesses franchise (with Frozen included) stands out as the number one player commercially as well as in customer awareness. The vertical lineup of Disney princesses spans from the passive and domestic working Snow White in 1937 to independent and super-power wielding princess Elsa in 2013, which makes the line of films an optimal test subject in evaluating above-mentioned simple content analysis methods. As a control, a meta-study has been conducted on previous academic studies on the same range of films. The sampled research, within fields spanning from qualitative content analysis and semiotics to coded content analysis, all come to the same conclusions regarding the general changes over time in representations of female characters. The objective of this thesis is to answer whether or not there is a correlation between these changes and those indicated by the simple content analysis methods, i.e. whether or not the simple popular methods are in general coherence with the more intricate academic methods.

Betyg VG (skala IG-VG)

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Lin, Hsin-Yi, and 林欣儀. "Gender differences in parent-child emotion talk about the past." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/05694906891638538801.

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碩士
臺北市立大學
幼兒教育學系碩士班
102
The present study aims to explore the emotion talk about the past of father and mother’s , boy and girl’s gender differences. There were 20 different genders of children and their parents participated, children’s age between 5 to 6. Experimenter execute the Receptive and Expressive Vocabulary Test (REVT) to know children’s oral level, then visit families for collecting father-child and mother-child talk of four emotional experiences about past to explorer rotation of talk, the amount of emotion words, the type of emotional talk, the subject of conversation, and the solution of negative emotion. Using CLAN for counting, using t-test and chi-square test for analyzing data. Main results include: 1. There is no obvious difference is using the emotional words between father and boys or girls, child and fathers or mothers in the emotional experience talk, but there is difference between mother and boys or girls in the fear experience talk. 2. For the fear emotional experience among father and boys, mother and girls, there are more “repetition” type of emotion descriptions are used, among boy and fathers, girl and mothers use more “question” in fear emotional experience. 3.For the sad emotional experience, father and boys use more “question”, father and girls use more “repetition”. 4. Boys use more “question” with fathers in anger emotional experience. 5. For happy emotional experience with mothers, boys use more “Elaboration” and girls use more “explanation”. 6. For focal themes, there are no different between parents and boys or girls. 7. There are different between Parents and children in “teaching” and “no solution”. Suggestions for future research to increase the number of samples, explore differences in one child family and more than one child family, Emotional experience can be taken to any emotional event, and collection of children of different ages.

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Dong, Ciou-Jhu, and 董秋竺. "Gender differences in parent and fraternal twins' emotion talk about the past." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/06946051568298036550.

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碩士
臺北市立大學
幼兒教育學系幼教教學碩士學位班
103
The present study aims to explore the emotion talk about the past of father and mother’s , fraternal twins' gender differences. There were 20 pairs fraternal twins and their parents participated, children’s age average 5 -year-old, parents are almost high SES. Experimenter execute the Receptive and Expressive Vocabulary Test (REVT) to know children’s oral level, then visit families for collecting father-child and mother-child talk of four emotional experiences about past to explorer rotation of talk, the amount of emotion words, the type of emotional talk, the subject of conversation, and the solution of negative emotion. Using CLAN for counting, using t-test and chi-square test for analyzing data. Main results include:1.There is no obvious difference is using the emotional words between parents and fraternal twins,or fraternal twins and parents in the emotional experience talk. 2.For the angry and fear emotional experience among father and boys, there are more“elaboration” type of emotion descriptions are used,but there is no obvious difference for the happy and fear emotional experience among parents and fraternal twins.3. Boys use more “attribution” with mother in sad emotional experience. 4. For focal themes, there are no different between parents and fraternal twins,but using more “personal” in fear emotional.5.There are different between parents and children in “comfort”. Suggestions for future research to increase the number of samples, use the Internet to collect video data, and get on Tracking Study,and provide practical experience to parents.

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Counts, Janneke Maria. "Talking together parent and teacher talk about literacy learning in the home /." 2007. http://purl.galileo.usg.edu/uga%5Fetd/counts%5Fjanneke%5Fm%5F200708%5Fphd.

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Wood, Christine D. "How we talk to our children : an evaluation of parent effectiveness training for the development of emotional competence /." 2003. http://adt.lib.utas.edu.au/public/adt-TU20050802.160207.

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Wood, CD. "How we talk to our children : an evaluation of parent effectiveness training for the development of emotional competence." 2003. http://eprints.utas.edu.au/228.

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Converging studies in empathic listening (Ickes, 1997), emotional intelligence (Bar-On 2000,2001) and conflict resolution (Sanson & Bretherton, 2001; Alvy, 1994) point to the importance of parent training for bringing up socially competent children in a world so changed in western countries that traditional parenting practices are less than effective. Both behaviour and the ability to manage emotion can be affected by interactions with the parent in infancy (Fischer & Rose, 1994) childhood and adolescence (Gottman, 1 997). Appropriate assertiveness is an important component of communication skill (Wilson & Gallois, 1993). Conflict resolution skills require a combination of empathic listening, assertiveness and creative problem solving (Littlefield, Love, Peck & Wertheim, 1993). Parent Effectiveness Training (PET, Gordon, 1976) focuses attention on the developnlent of empathic family relationships leading to autonomy and self-responsibility in children through parent training in empathic listening, appropriate assertiveness and conflict resolution. PET reaches over 900 parents annually around Australia, using a newly developed workbook (Wood, 1997) simplified without loss of content as part of this study. The present investigation provides an extensive study of PET in Australia using a three-group comparison (70 standard US workbook, 8 1 Australian workbook and 8 1 controls with no PET) comparing parents' pretest and posttest results with outcome measures following a PET program. Verbal and cognitive skills acquisition was measured using the Parent-Child Response Sheet (PCRS, Wood & Davidson, 1987, 1994/95). Parents' family management concerns were collected through the parent-listed objectives for training and the Issues of Parental Concern (PC, Gordon, 1976; Wood, 1996) including ratings of the stress they felt about each issue on the SUDS scale (Wolpe, 1990) before and after PET. Both PET groups achieved substantially and significantly higher scores than controls on empathic listening, appropriate assertiveness and conflict resolution as measured by the PCRS. Compared with controls the PET parents showed a significantly greater reduction in levels of parental stress about their family concerns. Males scored significantly higher in listening skills using the vernacular version, although there were no statistically significant differences between the workbooks. Extensive qualitative reports indicated that parents had made satisfactory changes in I family management procedures, improved relationships with children and increased levels of family harmony. These findings confirm the conclusions of earlier research, including the meta-analysis of PET studles (Cedar & Levant, 1990), and provide the fnst extensive evaluation of PET implemented at a community level in the light of emerging awareness of emotional intelligence and the need for family development of interpersonal communication skills.

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Marx, Jacqueline Greer. "Let's talk about it : an investigation of communicative parameters in sexuality discourse." Thesis, 2006. http://hdl.handle.net/10413/953.

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This study investigated communicative parameters in parent-adolescent and peer discussions about sex. While most sexual health interventions rely on communication and the dissemination of information, little research has sought to elucidate how talk about sex is mediated by the social and cultural context in which it occurs. This study was undertaken with the purpose of obtaining a better understanding of the way in which contextual factors mediate talk. In order to do this, oral histories of participants' first knowledge of sex and first sex experiences were accessed. Participants of different ages were interviewed with a view to exploring how social and cultural factors mediating talk changed over time.
Thesis(M.A.)-Universityof KwaZulu-Natal, Pietermaritzburg, 2006.

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Dissertations / Theses on the topic 'Parent talk'

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