Dissertations / Theses on the topic 'Parental'
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Hwang, Ching-Hui. "Parental Stress, Parental Attitude, and Preschoolers' Academic, Social and Emotional Maturity." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331161/.
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This study investigated the relationships among the variables of parental stress, parental attitude, and preschoolers' academic, social and emotional maturity. The purposes of the investigation were to measure the relationship between parental stress and parental attitude, and to determine whether parental attitude and parental stress differed in their ability to predict preschoolers' behavioral maturity.
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Au, Kwok-wai, and 歐國偉. "Relationship between parental expectation, parental warmth and parent-child relationship of adolescents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31249620.
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Au, Kwok-wai. "Relationship between parental expectation, parental warmth and parent-child relationship of adolescents /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13991474.
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Shearer, Karen. "PARENTAL INVOLVEMENT: TEACHERS' AND PARENTS' VOICES." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4146.
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Parents have been involved in the education of their children since the early days of our nation. Their roles have evolved from teaching the basics of reading writing and arithmetic in Colonial times to overseeing the selection of teachers and designing the curriculum during the early 1800s to providing academic support in the home up through the present time. Although educators are generally viewed as professionals and in charge of their students' education, the importance of parental involvement is readily acknowledged. Confusing to both parents and educators is what constitutes parental involvement. The research revealed numerous definitions for the term, but none that were universally agreed upon. This lack of a clear delineation of roles has both parties struggling to make sense of their separate and joint responsibilities. Add to this confusion the complex issues surrounding linguistic and cultural diversity and both sides become mired in their differences rather than building upon their commonalities. Barriers to parental involvement can come from the family as well as the school. The purpose of this study was to examine those barriers from the perspective of educators as well as parents. A convenience sample was taken from the population of elementary schools in a Central Florida county. Parents of students from ethnic minorities were asked to complete a survey questionnaire regarding their experiences with the classroom teacher as well as involvement in their child's education. Elementary school teachers from the same county were given the opportunity to respond to an online survey questionnaire regarding their attitudes about cultural and language diversity and parental engagement at school and with learning. Five hundred and fifty parent surveys and one hundred sixty-six teacher surveys were completed. The data analysis will show which factors influence parent involvement and how similarly parents and teachers feel about parent involvement.Ed.D.
Department of Teaching and Learning Principles
Education
Curriculum and Instruction
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Chukwu, Linda. "Parental Involvement in Education : Parental involvement in Education amongst Nigerians parents in Sweden." Thesis, Södertörns högskola, Pedagogik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-38751.
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Parental involvement is the foundation of every child‟s progress in school. Those whose parents are fully involved in their education tend to do better academically than those whose parents are not. This qualitative study explores the parent‟s perception of their involvement in education of their children. The method employed was a semi-structured interview and the participants were 12 Nigerian parents who had children within the age range of 6-13 in three schools in Stockholm, Sweden. The findings from this study indicate that parents acknowledge the importance of parental involvement in education while at the same time acknowledging the challenges experienced in participating fully in the education of their children.
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Good, Lauren. "Parental illness representations in pathological demand avoidance syndrome : parental coping, parenting stress, parental wellbeing and the child-parent relationship." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6997/.
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Volume 1, the research component, includes a literature review examining the efficacy of interventions for parents of children with autism spectrum disorder (ASD) in relation to parent outcomes; an empirical paper, which presents findings of a quantitative study exploring parental illness perceptions, coping, wellbeing, parenting stress and parent perceptions of the child-parent relationship in parents of a child with pathological demand avoidance syndrome (PDA) and a public dissemination document. Volume 2, the clinical component, includes: a report detailing two psychological formulations; one from a cognitive behavioural perspective and one from a systemic perspective, for a 20 year old gentleman who was experiencing anxiety and depression, following removal of part of his bowel; a service evaluation report detailing an investigation of the extent to which a local respiratory service was addressing the psychological needs of COPD patients; a single case experimental design presenting an evaluation of a behavioural intervention for a 25 year old woman with a moderate learning disability, who presented with skin picking behaviours; a case study of a fourteen year old girl, who was under investigation for Crohn's disease and experienced anxiety and an abstract, reflecting on providing consultation within a looked after and adopted child's psychology service.
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Perier, Sarah. "Difficultés et ressources parentales face au handicap de l'enfant Parents d’un enfant en situation de handicap : quelles difficultés, quels besoins ? Être parent d’un adolescent ou adulte présentant un handicap : quelles difficultés ? Détresse des parents d’adultes avec troubles psychiques : différents profils selon la participation à des groupes de parole." Thesis, Toulouse 2, 2019. http://dante.univ-tlse2.fr/id/eprint/9151.
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Avoir un enfant en situation de handicap confronte le parent à des difficultés multiples. Ce travail de thèse porte sur les thématiques psychopathologiques (détresse parentale et burnout parental) ainsi que les ressources personnelles de parents d’enfants ayant un trouble ou un handicap. L’étude 1 a pour objectif de comprendre, à travers une approche quantitative et qualitative, les difficultés rencontrées dans la vie quotidienne et dans les moments initialement dédiés au repos. La chronicité des difficultés, même lorsque l'enfant en situation de handicap est adulte, et les tâches chronophages ont des conséquences sur la vie personnelle parentale. Des souhaits d’aide sont exprimés pouvant soulager la charge quotidienne. L’étude 2 porte sur une analyse qualitative du vécu des parents d’adolescents et d’adultes en situation de handicap. Les analyses de 14 entretiens permettent de dégager des changements (difficultés et ressources) au sein de différents domaines. Les résultats montrent que les parents maintiennent leur rôle parental malgré la fatigue générée et relatent des inquiétudes vis-à-vis l’avenir de leur enfant. L’étude 3 permet de montrer trois profils de parents d’adultes atteints de troubles psychiques en fonction de leur niveau de détresse parentale et leur participation à des groupes de parole. Les profils se distinguaient au niveau du sentiment de solitude, de l’optimisme et de l’acceptation inconditionnelle de soi. Le type d’accompagnement des parents dépendrait de leur niveau de détresse. L’étude 4 a pour objectif d’étudier les différents aspects liés à l’organisation des tâches familiales et de prise en charge de l’enfant en lien avec le burnout parental. Parmi les 386 mères d’enfants ayant un trouble, 30% sont épuisées et présentent plus de difficultés personnelles et liées à l’organisation des tâches familiales que les mères non épuiséesHaving a child with a disability confronts the parent with multiple difficulties. This thesis focuses on the psychopathological topics (parental distress and burnout) as well as the personal resources of parents of children with a disorder or handicap. Study 1 aims to understand, thanks to quantitative and qualitative approaches, the difficulties encountered in everyday life and in the moments initially dedicated to rest. Even when the child with a disability is an adult, the chronicity of difficulties and the time-consuming tasks have consequences on the personal life of the parent. The wishes for support are expressed (eg. home help) that can relieve the daily load. Study 2 focuses on a qualitative analysis of the experiences of parents of adolescents and adults with disabilities. Analyze of 14 interviews make it possible to identify changes (difficulties and resources) within different areas. The particularity of this study shows that parents maintain their parenting role despite the fatigue generated. Furthermore, they report concerns about the future of their child. Study 3 shows three clusters of parents of adults with mental disorders based on their level of parental distress and their participation in support groups. The clusters differed in the sense of loneliness, optimism and unconditional self-acceptance. The type of parental support would depend on their level of distress. Study 4 aims to study the various aspects related to the organization of family tasks and care of the child in connection with parental burnout. Of the 386 mothers of children with a disorder, 30% are exhausted and have more personal and family-related tasks than non-exhausted mothers
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Vassiliou, Despina. "Parental alienation syndrome : the lost parents' perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0002/MQ43970.pdf.
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Patton, Sebrina Rochell. "Parents' and Teachers' Perceptions of Parental Involvement." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7419.
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Lack of parental involvement is an issue in the educational system because parents and teachers do not understand each other's views. Research has shown that when parents and teachers provide students with support, student achievement increases. The problem of teachers' and parents' lack of common understanding of parental involvement was addressed in this study. Epstein's model of parental involvement and the theory of planned behavior served as the theoretical framework of this qualitative, exploratory, phenomenological study to explore the perceptions of 5 teachers and 10 parents who were purposefully sampled. The research questions were focused on parents' and teachers' perceptions on parental involvement in supporting students' achievement. Data were analyzed using of Moustakas's steps for phenomenological model. Trustworthiness was ensured through peer review, member checking, and descriptive research notes. Findings from the data collected from face-to-face interviews identified 3 themes: parenting and learning at home, volunteering and decision making, and communicating and collaborating with the community. The 3 themes overlapped with components of Epstein's model of parental involvement and were evident in the participants' answers to the interview questions. The resulting project was a white paper designed to educate the community about problems with parental involvement, provide solutions to the issue, and help parents and teachers to work collaboratively to improve student achievement. The project contributes to social change through formative feedback for the major stakeholders regarding ways to promote efficient and effective practices for both parents and teachers to promote student learning.
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Herrell, Penelope Odum. "Parental Involvement: Parent Perceptions and Teacher Perceptions." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1248.
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The purpose of this study was to examine the perceptions of parents and teachers regarding effective parental involvement with elementary students based on Epstein et al.'s (2009) 6 typologies of parental involvement. The population consisted of 77 teachers in a particular east Tennessee school district and the parents of 889 students enrolled in kindergarten through 6th grade. Parents and teachers were asked to indicate the effectiveness of 4 activities within each of the 6 parental involvement categories: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. Parents and teachers were asked to rank each activity numerically with 1 indicating not effective and 5 indicating highly effective. A ranking of 2, 3, or 4 indicated an activity between not effective and highly effective. In a separate section, parents and teachers were asked to rank the 5 most important activities from a list of specific parental involvement activities.
Findings indicated that parents and teachers in this study have some similar views and some differing views regarding effective parental involvement. Parents and teachers in this study shared similar perspectives by ranking the top 5 specific parental involvement activities from a list of 10 specific activities. Parents and teachers used a Likert scale to indicate the effectiveness of activities from Epstein et al.'s (2009) 6 typologies: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. The t-test indicated significant differences in the perceptions of parents and teachers regarding effective parental involvement in 5 of the 6 typologies. ANOVA and post hoc analysis revealed significant differences among the parent population based on age, education level, gender, and race. No significant differences were identified among the teacher population based on the 4 demographic areas examined: age, education level, teaching experience, and gender. This study revealed that parents and teachers surveyed had some similar perceptions and some differing perceptions regarding effective parental involvement, but both groups identified communicating as the most important typology from Epstein et al.'s (2009) 6 major types of involvement.
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Odor, Richard L. "Ego development, parental power, and parental use of induction : a study of adolescents and their parents /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266362336248.
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Wright, Tim. "Parent and teacher perceptions of effective parental involvement." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
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Poon, Wai-Chi Samuel. "The Relationship between Parental Empathy and Parental Acceptance and the Effect of Filial Therapy Training on this Relationship." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279241/.
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This study was conducted to determine the relationship between parental empathy (PE) and parental acceptance (PA) and the effect of filial therapy training (FTT) on this relationship. Filial therapy training is a parent education program in which the goal is the development of PE and PA. The Measurement of Empathy in Adult-Child Interaction (MEACI) and the Porter Parental Acceptance Scale (PPAS) are two widely used instruments in filial therapy studies to measure PE and PA, respectively. The purpose of this study was to determine the relationship between parental empathy and parental acceptance, and the effect of filial therapy training on this relationship. Specifically, this study was designed to investigate the correlations between the MEACI and the PPAS.
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McGaw, Susan J. "Raising the parental competency of parents with learning disabilities." Thesis, University of Essex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240365.
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Crawford, Elizabeth Outlaw. "The Virginia Preschool Initiative: Parents' perceptions of parental involvement." W&M ScholarWorks, 2007. https://scholarworks.wm.edu/etd/1550154044.
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Delfosse, Marie-Laure. "Le lien parental." Paris 2, 2001. http://www.theses.fr/2001PA020041.
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Gray, Adelaide. "The typology and development of attitude to primary science education." Thesis, Nottingham Trent University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341274.
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Pelletier, Céline. "Pratiques de soins parentales et négligence infantile : des signes au sens /." Paris ; Budapest ; Torino : l'Harmattan, 2005. http://catalogue.bnf.fr/ark:/12148/cb39916372h.
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Texte remanié de: Th. doct.--Sciences humaines--Université de Montréal, 2003. Titre de soutenance : Pratiques de soins et négligence infantile, approches narratologique et écologique des récits de parents d'enfants de 0 à 5 ans d'un village bas-laurentien.Bibliogr., webliogr. p. 269-297.
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Alexandrino, Bárbara Sofia Lobo. "The effects of the increase in parental leave benefits on wages." Master's thesis, Instituto Superior de Economia e Gestão, 2017. http://hdl.handle.net/10400.5/13071.
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Mestrado em EconomiaO presente estudo utiliza a base de dados Quadros de Pessoal de 2007 a 2012 e a metodologia de diferenças-em-diferenças para a análise dos efeitos do aumento dos benefícios de licença parental introduzidos em 2009, através da revisão do Código de Trabalho e do Decreto-Lei 91/2009. Os resultados exibem um efeito negativo estatisticamente significativo da medida estabelecida, indicando uma redução de 3,6% da remuneração horária para os trabalhadores-alvo da alteração. Existem evidências de maiores efeitos para indivíduos com maiores qualificações, bem como para indivíduos com maior grau de habilitações. Estes resultados encontram-se em conformidade com os modelos teóricos de benefícios obrigatórios estipulados, onde o aumento do custo para o empregador é transferido para a remuneração do trabalhador. A robustez dos resultados foi testada com recurso a diferentes especificações de períodos e grupos.
This study uses 2007-2012 data from Quadros de Pessoal and a difference-in-differences methodology to analyze the effects of the increase in parental leave benefits introduced in 2009 by the revision of the Labor Code and Decree-Law 91/2009. Results show a persistent statistically significant negative effect of the policy, pointing to a 3.6% reduction of the hourly wages for the individuals targeted by the legislation. There is evidence of a larger effect for individuals with more qualifications, as well as for those with more years of schooling. Findings are consistent with the model of mandated benefits, as the increase in employer costs is shifted to wages. Results are robust to the use of different specifications of periods and groups.
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Callaghan, Tamara. "Does the apple ever fall far from the tree?: exploring the intergenerational transmission of parental attitudes /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19224.pdf.
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Nyarko, Kingsley. "Parental Involvement." Diss., lmu, 2008. http://nbn-resolving.de/urn:nbn:de:bvb:19-83845.
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Foley, Avis. "African American Parent Perceptions of Barriers to Parental Involvement." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1846.
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Parental involvement in schools has been linked to student academic success and dropout prevention. However, some parents are disenfranchised by the educational system because they do not know how to become involved in the schools. The purpose of this study was to identify the barriers to parental involvement in a rural school district with increased dropouts and low academic success. Epstein's framework provided structure to analyze the ways parents participate in schools, classify the barriers, and organize suggestions for improvement. The research questions focused on African American parents' perceptions of barriers to parental involvement by using a focus group, interviews, and a questionnaire. A qualitative research design and case study interviewing approach identified barriers to parental involvement. The sample consisted of 20 African American parents of middle and high school students. Data analysis included coding and categorizing themes. Findings revealed 4 specific barriers to parental involvement that included (a) unclear understanding of parental involvement, (b) inadequate school communication, (c) ineffective school leader support, and (d) communal disintegration. In addition, most parents identified varied teacher conference times as the most effective influence in promoting parental involvement. The project stemming from this doctoral study is the beginning of an ongoing parent engagement network that will utilize the educational network platform Edmodo to aid parents in implementing effective parental practices. The potential for social change includes increased academic success, improved behavior, and increased esteem among students as a result of active parental involvement.
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Davis, Linda M. "Parental Attachment Style: The Impact on Parental Visitation Patterns." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1208099473.
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Grimes, Lisa K. "The Role of Parental Self-efficacy and Parental Knowledge in Parent-Infant Interactions and Infant Behavior during the Transition to Parenthood." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1339654181.
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Burel, Julien. "Le parent-mineur." Thesis, Brest, 2019. http://theses-scd.univ-brest.fr/2019/These-2019-DSP-Droit_prive-BUREL_Julien.pdf.
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Les personnes qui accèdent au statut de parent sans avoir atteint l’âge de la majorité civile constituent une frange de la population avec des problématiques et des besoins sociaux, médicaux et juridiques bien spécifiques. Les études consacrées à ce phénomène privilégient les questions d’ordre médical et social, l’aspect juridique n’étant généralement que peu évoqué. Ces parents encore mineurs sont présentés comme un problème auquel il convient de remédier, car leurs grossesses et leurs maternités sont systématiquement présentés comme des événements non désirés, leur devenir n’étant que rarement évoqué. Ce travail a pour objectif de présenter la situation juridique de ces mineurs qui mettent à l’épreuve leur présomption légale d’immaturité et leur incapacité juridique. L’attribution du statut de parent à un mineur permet de confronter l’exercice de ses droits avec la protection dont il demeure l’objet par sa minorité. En accédant au statut de parent, le mineur évolue avec son enfant dans un environnement juridique atypique où deux organisations familiales coexistent, chacun des parents ayant vocation à exercer l’autorité parentale sur leur enfant respectif. Les difficultés découlant de cette situation paradoxale dans laquelle un mineur est amené à préserver les intérêts de son enfant mineur propose une lecture différente du fonctionnement de l’autorité parentale et de la place accordée à la représentation légale. Face aux enjeux de la protection du parent-mineur et de son enfant, il convient de prévoir l’articulation du statut de mineur avec celui de parent lorsqu’ils sont réunis sur une même personne juridique. Cette coexistence ne pourra se faire qu’en aménageant l’un de ces statuts au profit de l’autre en tenant compte de l’aptitude du mineur à assumer sa fonction de parent et ainsi préserver les intérêts de son enfantPeople who reach the status of parent without having reached the age of the civilian majority constitute a segment of the population with very specific social, medical and legal problems and needs. The studies devoted to this phenomenon give priority to medical and social questions, the legal aspect being rarely considered. These parents-minor are presented as a problem that needs to be addressed, as their pregnancies and motherhood are systematically presented as unwanted events, their becoming rarely mentioned. The purpose of this work is to present the legal situation of these minors who put their legal presumption of immaturity and their legal incapacity to the test. The granting of the status of parent to a minor may enable the confrontation of his rights with the protection which he remains the object.By becoming a parent, the minor evolves with his or her child in an atypical legal environment where two family organization coexist, each parent the parental authority over their respective child. The difficulties arising from this paradoxical situation where a minor can be brought the best interests of his child, this situation proposes a different reading of the functioning of parental authority and the range of the child’s legal incapacity. In view of the issues of parent-minor’s protection and his or her child, it may require to consider the articulation of the status of minor with this new parenthood. This coexistence can only be achieved by modifying one of the statutes for the benefit of the other by taking account to the ability of the minor to assume his parenthood by preserving the best interest of his or her child
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Capano, Bosch Alvaro, Tornaría María del Luján González, and Natalie Massonnier. "Parental relational styles: A study with adolescents and their parents." Pontificia Universidad Católica del Perú, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/99860.
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Perceptions of parenting styles by parents and their 12-year-old preadolescents are studied One hundred seven parents and their adolescents enrolled in the first year of secondary education in one of four Catholic schools in Montevideo completed Affection, Rules and Requirements questionnaires. There were significant differences in parent perception in the critical / rejection and inductive factor subscale, depending on the gender of the adolescent. Preadolescent perceptions exhibit significant differences in indulgent and affection scales for father, and in affection, indulgent and inductive scales for mothers. Parents with a primary school education level appear significantly more inductive than those who were areuniversity graduates.Se estudiaron los estilos parentales según la percepción de padres, madres y sus hijos e hijas de 12 años. Se aplicaron las escalas de Afecto y de Normas y Exigencias a 107 padres y madres y 107 hijos e hijas. Se encontraron diferencias significativas en la percepción de padres y madres, en el factor Crítica/Rechazo y en la subescala Inductiva, según el sexo de los hijos que respondieron. Las percepciones de hijos e hijas arrojaron diferencias significativas para los padres, en las escalas Afecto e Indulgente y para las madres en las escalas Afecto, Indulgente e Inductiva. Los padres con nivel de enseñanza primaria aparecieron significativamente más inductivos que quienes tuvieron estudios universitarios.
No artigo são estudadas as percepções dos pais, mais e seus filhos e filhas menores de 12 anos, sobre os estilos parentais em suas famílias. Foram aplicadas as escalas de Afeto, Normas e Exigências a 107 pais e mais e 107 adolescentes. Os resultados mostram diferenças significativas nas percepções sobre os pais e mais nas dimensões de crítica/rejeição e indutiva, dependendo se os respondentes são homens ou mulheres. As percepções de filhos e filhas sobre os pais mostraram diferenças significativas nas escalas de afeto e indulgente e as percepções de filhos e filhas sobre as mais mostraram diferenças nas escalas de afeto, indulgente e indutiva. Os pais com nível de educação primaria apareceram como mais indutivos que os pais que estudaram na universidade.
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Cheairs, Sandra Elaine. "Perceptions of Parental Involvement Among Rural Parents, Teachers, and Administrators." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1255.
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Parents, teachers, and administrators have different perceptions of the importance and effects of parental involvement. A rural school district was experiencing low levels of parental involvement; therefore, to address that problem, the purpose of this concurrent mixed methods study was to explore the experiences and ideas of parents, teachers, and administrators related to parental involvement. The theoretical framework was based on Epstein's 6 types of parental involvement: parenting, communicating, volunteering, learning at home, decision making, and collaborating. Data were collected from parents (n=67), teachers (n=4), and administrators (n= 3) from 5 rural elementary schools. Instruments included Epstein's School and Family Partnership Survey and a qualitative questionnaire to examine the perceived effects of parental involvement. Descriptive analysis of the survey data indicated that parents wanted more communication from schools, ; teachers reported that active participation from parents is vital for student success, and administrators indicated the need to support both parents and teachers. Content analysis of the qualitative questionnaire determined common themes, indicating that frequent communication was an important factor in projecting student outcomes and future relationships within the learning community. The study contributes to positive social change by providing the local district with knowledge that supports parental involvement programs and provides ideas for improvement, which may ultimately improve student outcomes.
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Walker, Christi Nelson. "Parents' and Teachers' Perspectives Regarding Parental Involvement and Student Achievement." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4338.
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The U.S. government has stated in federal guidelines that parents must be involved in their children's education in order for student achievement to increase. For more than 5 years, a small rural middle school in Mississippi was designated a low-performing school due to its failure to achieve the required standards for quality distribution index and adequate yearly progress on the Mississippi Curriculum Test, 2nd Edition. The purpose of this study was to examine whether parents' and teachers' perspectives regarding parental involvement and student achievement differed at the school. Epstein's theoretical framework was used as the basis for this quantitative study. Quantitative data from 250 parents and 28 teachers were gathered on the effectiveness of home-school collaboration for 4th through 8th-grade students. A t test was used to determine if there were significant differences in parents' and teachers' perspectives regarding parental involvement and student achievement. There was a statistically significant difference (p < .001) between parents' and teachers' perspectives, whereas the teachers' attitudes were higher regarding their general attitude of parental involvement, parental involvement practices, and parental responsibilities. Based on study findings, a 3-day professional development/training curriculum and materials project was developed to assist teachers at the school with developing strategies for increasing parental involvement and student achievement. This study could possibly contribute to positive social change by increasing teachers' understanding of parents' needs and enhancing their ability to effectively communicate with them, which may lead to more involvement by parents in their children's education and higher achievement by students.
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Brennan, Carol A. (Carol Ann). "Parent Adaptive Doll Play with Children Experiencing Parental Separation/Divorce." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331649/.
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Parent Adaptive Doll Play, a technique in an early stage of development, is designed for use by parents in assisting their young children to cope with the stresses of parental separation/divorce. The effects of technique implementation by parents of three- through six-year-old children were investigated. Data was collected before and after parents received training and implemented the technique over an eight-week period. Parents completed the Child Behavior Rating Scale, Burks' Behavior Rating Scales, the Parenting Stress Index, and the Parental Attitude Scale.
Twenty-two parents, reporting marital separation through separation and/or divorce, within 18 months prior to the beginning of the study, and reporting more than 50 percent physical custody of a three- through six-year-old child qualified for participation. Twelve children were experimental subjects and ten were control subjects. To determine differences between groups, a one-way analysis of covariance was performed on each post test variable. Positive differences were calculated in several areas of child behavior by parents of subjects in the experimental group. No significant differences between groups were found in any area of child behavior. The score which most closely approached significance, however, was found in the Burks' Behavior Rating Scale area of poor anger control.
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Hartley, Ian Russell. "Polygyny, parentage and parental investment in the corn bunting, Miliaria calandra." Thesis, University of Leicester, 1991. http://hdl.handle.net/2381/34102.
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1) This study investigated the costs and benefits of a polygynous mating system, and its effects on reproductive success and parental care in male and female com buntings (Miliaria calandra), on North Uist, Outer Hebrides. In 1989 and 1990, 41.2% of males were monogamously paired, 33.3% polygynous and 23.5% unpaired; the sex ratio was 1:1. Polygynous males usually paired with two females; occasionally three. The distribution of females among males was not significantly different from a binomial distribution. 2) DNA fingerprinting showed that there were only two possible cases of extra-pair paternity (EPP) due to extra-pair copulation (EPC) (4.5% of 44 offspring; 6.7% of broods), both from the same brood. There were no cases of intra-specific brood parasitism (IBP) (0% of 50 offspring; 0% of 16 broods). EPP was probably rare because of mate guarding by the male, asynchrony between broods for polygynous males and limited opportunities for EPC. Polygynous males fledged more offspring from their territories than did monogamous males because they paired with more females; unpaired males fledged no offspring. 3) Unlike most other polygynous birds, primary and secondary females of polygynous male com buntings had similar reproductive success and both had greater reproductive success than monogamous females. Monogamous females had lower reproductive success because their chicks starved more often. Although monogamous females provisioned nestlings at a similar rate to females of polygynous males, monogamous females delivered smaller food loads, which may have led to the reduced success of those nests. 4) Males rarely fed nestlings before they were four days old. Males provided less food for nestlings than did females at all chick ages and, on average, provided a maximum of only 22.0% of all feeds. Unusually for a polygynous species, males provisioned nestlings of monogamous, primary and secondary females with similar sized food loads and at similar rates. 5) Broods belonging to primary and secondary females were apparently equally valuable to their males because EPP was low in this population and brood sizes were similar between nest classes. Males may have been able to feed both nests because they were temporally separate, although at least one male was able to feed overlapping nests simultaneously. Males provisioned proportionately less than females at early stages of the nestling period, possibly because of sex differences in other available reproductive opportunities. Females had no better available option than to provide parental care to the current brood, whereas males could potentially increase their fitness better by defending a territory in which females could breed. 6) Males appeared to defend areas in which females chose to nest rather than to forage. Females often foraged outside male territories. The territories of unpaired, monogamous and polygynous males did not differ significantly in habitat composition. 7) Female corn buntings neither suffered costs to polygyny, nor did they compete for resources, such as male parental care, nest sites or food. Nests were under-dispersed in space, because of habitat aggregation, and were randomly dispersed in time within territories. Primary and secondary females of polygynous males did not choose territories in the same order, and the first settling females of polygynous males did not settle significantly earlier than monogamous females; this suggests that males were chosen randomly, rather than by the quality of their resources. I suggest that low variance of male territory quality facilitated random female choice of males. A no-cost, no-benefit model, with females choosing males randomly is suggested as the best explanation for the maintenance of polygyny in the com bunting.
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Li, Ang. "Parental Feedback: Parent's Perception of PEAK Camp Influence on Child Development." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1431338003.
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Delfosse-Cicile, Marie-Laure. "Le lien parental /." Paris : Diffuseur, 2003. http://www.gbv.de/dms/spk/sbb/recht/toc/371222389.pdf.
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Wilson, Elaine Marcia Kate. "Parental effort games." Thesis, University of Bristol, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440038.
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Garthe, Rachel. "Longitudinal Relations between Parental Monitoring, Parental Acceptance, and Externalizing Behaviors among Urban African American Adolescents." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3316.
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The prevalence of aggression and delinquency increase during adolescence and are associated with psychosocial adjustment difficulties. It is important to identify aspects of the parent-adolescent relationship that may protect adolescents from these externalizing behaviors. The current study examined longitudinal relations between parental monitoring behaviors, child disclosure, and externalizing behaviors. Participants included 326 African American adolescents and their primary maternal caregivers, recruited from urban neighborhoods characterized by high rates of violence and low socioeconomic status. Participants provided data annually (three waves across two-year timeframe) through face-to-face interviews. Results of longitudinal path models showed that child disclosure predicted parental knowledge, and parental knowledge was associated with fewer externalizing outcomes. Higher levels of parental control predicted less child disclosure. Finally, parental acceptance predicted fewer child-reported delinquent behaviors through increased levels of child disclosure. Implications suggest that parent-adolescent communication and parental acceptance are protective factors, associated with decreased externalizing outcomes in African American youth.
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Rupin, Pablo. "Participation et apprentissages d’adultes en milieu préscolaire communautaire : L’exemple du Chili." Thesis, Paris 13, 2014. http://www.theses.fr/2014PA131044/document.
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Cette thèse aborde la question de la participation parentale en milieu préscolaire, dans la cadre de modalités d’accueil dites non formelles ou non conventionnelles au Chili. Il s’agit d’abord de s’interroger sur la pertinence de la notion de participation dans le champ éducatif. Des considérations sociopolitiques sur le sujet sont mises en question au profit de perspectives associées au courant de l’apprentissage situé, qui considèrent la participation à des groupes comme une expérience sociale incontournable permettant l’apprentissage des individus selon des modalités diverses. Une revue de littérature aborde ensuite la question des modalités d’accueil à caractère non formel ou non conventionnel en Amérique Latine. La situation du préscolaire chilien dans son ensemble est également prise en compte, afin de mieux comprendre la place de ces modalités d’accueil et les choix de terrains effectués. Ces choix sont précisés et justifiés en cohérence avec l’approche qualitative, marquée par l’importance accordée à l’entretien compréhensif collectif en tant que principal dispositif d’enquête. La situation de six structures chiliennes est ensuite présentée à l’aide d’une monographie consacrée à chacune. Cette approche par cas vise l’identification des logiques et des modalités participatives développées ainsi que des orientations discursives sous-jacentes. Une analyse transversale des structures est ensuite présentée, avec une attention particulière portée aux possibilités offertes par les modalités de participation développées et à leur négociation. L’analyse inclut une reconsidération critique de certaines questions théoriques, notamment la possibilité de concevoir les structures d’accueil selon le modèle des communautés de pratique. L’on s’intéresse finalement aux processus d’apprentissage informel pouvant être associés aux modalités de participation parentale et plus largement communautaire développées dans ces structuresCette thèse aborde la question de la participation parentale en milieu préscolaire, dans la cadre de modalités d’accueil dites non formelles ou non conventionnelles au Chili. Il s’agit d’abord de s’interroger sur la pertinence de la notion de participation dans le champ éducatif. Des considérations sociopolitiques sur le sujet sont mises en question au profit de perspectives associées au courant de l’apprentissage situé, qui considèrent la participation à des groupes comme une expérience sociale incontournable permettant l’apprentissage des individus selon des modalités diverses. Une revue de littérature aborde ensuite la question des modalités d’accueil à caractère non formel ou non conventionnel en Amérique Latine. La situation du préscolaire chilien dans son ensemble est également prise en compte, afin de mieux comprendre la place de ces modalités d’accueil et les choix de terrains effectués. Ces choix sont précisés et justifiés en cohérence avec l’approche qualitative, marquée par l’importance accordée à l’entretien compréhensif collectif en tant que principal dispositif d’enquête. La situation de six structures chiliennes est ensuite présentée à l’aide d’une monographie consacrée à chacune. Cette approche par cas vise l’identification des logiques et des modalités participatives développées ainsi que des orientations discursives sous-jacentes. Une analyse transversale des structures est ensuite présentée, avec une attention particulière portée aux possibilités offertes par les modalités de participation développées et à leur négociation. L’analyse inclut une reconsidération critique de certaines questions théoriques, notamment la possibilité de concevoir les structures d’accueil selon le modèle des communautés de pratique. L’on s’intéresse finalement aux processus d’apprentissage informel pouvant être associés aux modalités de participation parentale et plus largement communautaire développées dans ces structures
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Ribeiro, Maria-Hélène. "L’ajustement parental de la première année en contexte : le sentiment d’efficacité parentale et le soutien social pour faire face à des évènements ordinaires ou liés à une maladie abdominothoracique rare de l’enfant." Thesis, Université de Lille (2018-2021), 2021. http://www.theses.fr/2021LILUH058.
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Devenir parent est un évènement de vie majeur qui est souvent associé à des sentiments de bonheur mais qui peut aussi engendrer une détresse psychologique. Le contexte dans lequel s’effectue l’ajustement parental est défini par les caractéristiques du parent, de l’enfant et de l’environnement socio-culturel dans lequel le parent vit et qui influe sur son état de santé et son bien-être. Le contexte de la première année est particulièrement marqué par les nombreux défis et ajustements liés au développement et aux besoins spécifiques du jeune enfant. De plus, la naissance d’un enfant atteint d’une maladie chronique complexifie l’ajustement parental et peut générer du stress. Pour mener à bien cet ajustement, il est nécessaire que le parent dispose de ressources sur lesquelles il peut s’appuyer, telles que le soutien social et le sentiment d’efficacité parentale (SEP). Ce travail de thèse comporte quatre études. La première étude permet de valider une adaptation française de la Karitane parenting confidence scale (KPCS) qui mesure le SEP auprès de parents d’enfants âgés de moins d’un an. La deuxième étude présente une recension de la littérature portant sur le lien entre le SEP et le bien-être psychologique des parents. La troisième étude met en évidence l’effet de médiation du SEP sur la relation entre le soutien social et le bien-être psychologique des parents. Enfin, la quatrième étude propose une théorisation enracinée rendant compte de l’ajustement parental précoce dans le cas d’une maladie abdomino-thoracique rare chez l’enfant. Les résultats mettent évidence la nécessité de prendre en compte les caractéristiques du contexte dans lequel les parents doivent s’ajuster afin de les accompagner et promouvoir leur état de santé et leur bien-êtreBecoming a parent is a major life event that is often associated with feelings of happiness but can also cause psychological distress. The context in which parental adjustment takes place is defined by the characteristics of the parent, the child and the socio-cultural environment in which the parent lives and which influences his state of health and well-being. The context of the first year is particularly marked by the many challenges and adjustments related to the development and specific needs of young children. In addition, the birth of a chronically ill child complicates parental adjustment and can cause stress. To carry out this adjustment, it is necessary for the parent to have resources on which to rely, such as social support and parental self-efficacy (PSE). This thesis work consists of four studies. The first study validates a French adaptation of the Karitane Parental Confidence Scale (KPCS) which measures PSE among parents of children under one year of age. The second study presents a literature review on the relationship between PSE and parental psychological well-being. The third study highlights the mediating effect of PSE on the relationship between social support and parental psychological well-being. Finally, the fourth study proposes a grounded theory that accounts for early parental adjustment in the case of rare abdominal-thoracic disease in children.The results highlight the need to take into account the characteristics of the context in which parents must adjust in order to support them and promote their health and well-being.Keywords: parenthood, parental self-efficacy, social support, health, well-being, parental adjustment, pediatrics, grounded theory
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Simpson, Linda D. "Influences, parental selection factors, and parents' feelings on preschool children's clothing /." View online, 1989. http://repository.eiu.edu/theses/docs/32211998880697.pdf.
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Ahmed, Osman Mohamoud. "Somali Parents and Parental Involvement in Compulsory Schools in Flen, Sweden." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-201334.
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Departing from commonly held fact that parental involvement increases students’ academicachievement; The Swedish Schools and parents are required to have close relations with each other. However, low parental involvement becomes obvious norm in Swedish schools nowadays, especially immigrant parents. The aim of this qualitative study is to identify, from the participating parents’ perspective, the challenges that face Somali parents in their interaction with compulsory schools in Flen, Sweden. It will also elaborate on the role of mother tongue teacher as mediator in home-school interaction. The data collected through interviews with sixteen Somali parents in the city shows that understanding Swedish school system, language, parents’ education level, integration, social background, gender role, and communication methods are some of the main challenges that face these parents in their interaction with their children’s schools. Majority of the parents were socially excluded from major culture and lacked understanding towards different social, economic and organizational phenomenon in the Swedish society. The segregation resulted in parents’ disengagement from school and created distrust towards school, mother tongue teachers, social workers and authorities in general. Knowledge generated from this study may give policy makers, school, and interested institutions the needed theoretical foundation to design action plans, programs and policies in order to increase the level of participation of Somali parents.
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Bellhouse, Margaret Ruth. "Parental discipline style : an investigation into the validity of parents' reports." Thesis, Open University, 2001. http://oro.open.ac.uk/54376/.
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Parenting is thought to play an important role in the development and maintenance of children's behaviour difficulties. Research involving the assessment of parent-child interactions has contributed greatly to the current understanding in this area. The present study sought to assess the concurrent validity of a popular self-report measure of parental discipline style, by examining the relationship between parents' reports of these aspects of their parenting behaviour and objective observations of the same behaviour. This represents one of only a few investigations of this kind in relation to parenting behaviour. Parents of children who experienced significant behavioural difficulties completed questionnaires about their parenting style, depression, sense of competence in their parenting and their children's behaviour problems. These parents were also observed in interactions with their children at home. An observational coding system was developed for the study. Analysis of the observational system indicated that it was both reliable and valid. However, there was no relationship between observed and parent-reported discipline styles. Comparisons between parent-reported discipline style and other questionnaire factors led to mixed results. Taken together, these results suggested that the self-report measure of parenting style did not have good concurrent validity, and this finding contrasted with those reported by the questionnaire's developers. These results were interpreted with reference to the design of the questionnaire, respondent-related factors, deficits in parental monitoring skills, and biases in response to the questionnaire. These results have implications for therapeutic intervention and for future research involving parental self-report measures of discipline, and these are discussed.
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Nguyen, Breanne Marie. "Custodial Parental Perceptions and Experiences of Noncustodial Parents and Child Support." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5578.
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Child support is a means to financially support children, yet fewer than half of children eligible for child support receive full payment, with many receiving none. Child support nonpayment is a national concern that has led to negative repercussions for non-intact families, the community, and economic system. In some cases, noncustodial parents have an inability to pay. The purpose of this descriptive, phenomenological study was to understand custodial parental perceptions and experiences of noncustodial parent's inability to pay their child support. Social learning theory served as the conceptual framework for the study. In-depth interviews were conducted with a sample of 10 custodial parents ranging in age from 18 to 45 who had an active child support case enforced by a Domestic Relations Office in the northeastern United States but were not receiving payments due to the noncustodial parent's inability to pay. Audiotaped interviews were manually transcribed and coded for themes using a typology organization structure. Coding was based on key terms, word repetitions, and metaphors. Member checking and audit trails were used to establish the trustworthiness of the data. The findings revealed that many custodial parents did not trust that the noncustodial parent was being truthful in their claims of having a true inability to pay. Other custodial parents believed that the noncustodial parent could make more attempts to try to assist the custodial parent in the absence of financial support. The findings of this study may contribute to social change by advancing knowledge and policies within the child support system. Likewise, findings may assist caseworkers and clinicians in better understanding their client's experiences and challenges resulting in a better client service experience.
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Freer, Christopher Michael. "Parental Influence on Curricular Decisions in Private Schools: Negotiating Parental Expectations." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/32.
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Parental input and participation on curricular decisions influence the educational process in private schools. Parental participation in the development and continual examination of the curriculum is essential to maintaining an educational environment that reflects the ideals and goals of all of the stakeholders. However, parents often have differing ideas from schools on what the curriculum should encompass. The problem facing private school leaders is how to negotiate the tensions resulting from conflicting parental expectations for the curriculum of the school. Literature is reviewed surrounding the main research question for this study: how do school leaders respond to the differences in expectations for curriculum between parents and private secondary schools? Areas of the literature reviewed include the purpose of education, the curriculum development process in schools and the role of educational leadership in the curriculum development process. The overall research design of this study is framed by a qualitative methodology that includes a multiple-site case study that aims to create a better understanding of the dynamics of parental influences on curriculum in private schools. Data from the Upper Schools of three private schools in a metropolitan area were collected over the period of one academic semester from a variety of sources, including interviews, observations and document analysis. The emerging themes were constructed around the current and past knowledge of informants within the context of the social interactions of the stakeholders in the three schools. Several significant findings resulted from this study, which provides a framework to understand how school leaders negotiate parental curriculum expectations. These findings include parental influence and expectations, the distinction between leadership with the curriculum versus the co-curriculum, and the factors influencing the negotiation of curriculum conflict. This inquiry is important because it creates a dialogue among the stakeholders who influence curriculum in private schools. The results of this study help school leaders understand the influences of parents on the curriculum of their schools and offer practical suggestions for private school leaders on how to negotiate the differences in expectations for curriculum between parents and private secondary schools.
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Steding, Lindsey Heath. "The Relationship of Attributions and Parental Characteristics with Parental Problem Recognition." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6399.
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A significant number of youth experience mental health disorders for which they suffer negative consequences. Although there are evidence-based therapies available to help children and their families, most youth do not receive treatment. Parental problem recognition is likely a primary barrier in this process. This study begins to address why parents may have difficulty recognizing mental health problems by extending existing models and integrating evidence about parental perceptions. Specifically, the study aimed to investigate the relationship between parental attributions and parents’ problem determination, and to examine the influence that parental characteristics have on this judgment process. Participants included 164 parents of youth ages 6-11 years. Purposive sampling was used to recruit mothers and fathers from both lower and higher SES communities. Parents completed self-report measures of parental characteristics, including: parental psychopathology, parenting stress, parental tolerance, and parental self-efficacy. Parents read ten brief child behavior vignettes and completed a version of the Written Analogue Questionnaire to rate the cause of each behavior (assuming it was their own child in the vignette) along four dimensions. Parents also rated the extent to which the behavior was seen as a problem. Results indicated that parents’ causal attributions were highly associated with parents’ problem ratings, and the attributions of stability and controllability were particularly robust predictors of problem determination. Hypotheses regarding parental characteristics as moderators of the relationship between attributions and problem determination were not supported. Findings are discussed in light of clinical and public health implications; results suggest that recognizing the influence of parental beliefs and attributions may help to increase the efficacy of outreach efforts for early intervention and help seeking for parental concerns.
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Mottashed, Marjean R. "Increasing Parental Involvement in a Kindergarten Class." Defiance College / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=def1281631814.
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Cole, Janie M. "The effects of a rural parent education program on parenting stress, perceived social support, parental locus of control, and parental efficacy." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1559.
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Thesis (M.S.)--West Virginia University, 2000.Title from document title page. Document formatted into pages; contains vii, 67 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 49-54).
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Nagasawa, Satoko. "The influence of acculturation on parental expectations and parental strategies among Japanese mothers." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1413.
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Gomes, Catarina. "Maus tratos: a negligência parental e a proteção social de menores." Bachelor's thesis, [s.n.], 2015. http://hdl.handle.net/10284/5017.
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Projeto de Graduação apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de licenciada em CriminologiaA passividade com que se assistiu, em épocas passadas, aos maus-tratos sobre as crianças, não pode ser aceite na sociedade atual. A criança é um ser em constante crescimento e desenvolvimento o que implica risco, (Reis, 2009). Compete-nos a todos enquanto membros ativos da sociedade proteger essa as crianças, apoiar o seu crescimento saudável e estimular o pleno desenvolvimento das suas competências. A negligência parental é uma forma de maus-tratos, muito prevalente na população, que continua encoberta por um manto de invisibilidade. Ela ocorre preferencialmente em casa, não deixa marcas e confunde-se facilmente com outras situações temporárias. Esta invisibilidade facilita a repetição do fenómeno e agrava as suas consequências a longo do tempo. Por isso, é importante agir e agir atempadamente. O presente projeto de graduação pretende identificar precocemente os sinais de negligência parental, de modo a desencadear procedimentos de proteção à criança e o apoio à família.
The passivity with which child abuse were saw in past times is unacceptable in today's society. The child is in constant growth and development, which involves risks, (Reis, 2009). It is up to all us as active members of society to protect the children, support their healthy growth and encourage the full development of their skills. Parental neglect is a very prevalent form of abuse but continues to be shrouded in a cloak of invisibility. It occurs preferably indoors, leaves no perceptible marks, and is easily confused with other temporary situations. This invisibility facilitates repetitions and worsens its consequences over time. So it is important to act, and act in a timely manner. This graduation project is intended to propose identify early signs of parental neglect in order to trigger the procedures that protection the children and the support the family.
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Dantas, Eva Borges. "Maus tratos a crianças e jovens: programa de competências parentais para prevenção da negligência." Bachelor's thesis, [s.n.], 2020. http://hdl.handle.net/10284/8817.
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Projeto de Graduação apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Licenciada em CriminologiaOs maus tratos a crianças e jovens são entendidos, hoje, como um grave e verdadeiro problema de saúde pública a nível mundial, perante o qual é necessário atuar. Embora desvalorizada durante muito tempo, a negligência parental constitui-se, atualmente, como uma das principais preocupações no âmbito da proteção de crianças e jovens. O presente projeto tem como principal objetivo a prevenção de práticas negligentes. Para tal, procedeu-se à criação de um programa de desenvolvimento de competências parentais, destinado a pais/encarregados de educação de alunos de turmas de 5.º e 6.º ano da Escola Básica e Secundária do Cerco do Porto. O programa consiste na realização de 8 sessões de esclarecimento e de treino de práticas parentais positivas, com periodicidade semanal e a duração de, aproximadamente, 90 minutos cada. Espera-se que o projeto tenha um impacto positivo no desenvolvimento de competências pessoais, sociais e educativas e na modificação de atitudes dos pais face à problemática da negligência parental. Por fim, reflete-se criticamente sobre as potencialidades e as limitações do estudo.
Mistreatment of children is understood today as a serious and real public health problem worldwide, it’s necessary to act. Although ignored for a long time, parental neglect is currently one of the main concerns in the field of child and youth protection. The main objective of this project is the prevention of negligent practices. To this end, a parenting skills devolopment program was created, aimed at parents or guardians of students in the 5th and 6th grade classes of the Escola Básica e Secundária do Cerco do Porto. The program consists in 8 weekly sessions of clarification and training of positive parentig practices, with approximately 90 minutes each. It is expected that the project have a positive impact on the development of personal, social and educational skills and on the modification of parental attitudes towards the problem of parental neglect. Finally, it reflects critically on the study's potential and limitations.
N/A
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Castro, Susana Isabel Miranda Algarvio de. "Parental concerns in general parenting: The development of a scale to assess parental concerns = Preocupações parentais na parentalidade genérica: Desenvolvimento de uma escala de avaliação de preocupações parentais." Doctoral thesis, ISPA - Instituto Universitário das Ciências Psicológicas, Sociais e da Vida, 2012. http://hdl.handle.net/10400.12/1771.
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Tese submetida como requisito parcial para obtenção do grau de Doutoramento em Psicologia, área de especialidade Psicologia da SaúdeObjetivo: Este estudo teve como objetivo desenvolver um instrumento de medida das preocupações parentais genéricas, e avaliar a prevalência das preocupações em pais Portugueses de crianças entre os 3 e os 10 anos. Metodologia: Participaram 3842 pais de crianças a frequentar o ensino público pré-escolar e o 1º ciclo do ensino básico. Tendo por objetivo o estudo representativo da população portuguesa, realizou-se uma amostragem estratificada que selecionou 820 escolas dos 18 Distritos de Portugal Continental. Foi realizada uma pesquisa em bases de dados relevantes para o tema, tendo como palavra-chave preocupações parentais, e como critérios de inclusão serem peer-reviewed, focarem a avaliação das preocupações parentais e serem pertinentes para a parentalidade genérica. Os pais preencheram um questionário sociodemográfico, a Escala de Preocupações Parentais, a Escala de Stress Parental e duas subescalas do Inventário de Comportamento da Criança para Pais. Resultados: Foram selecionadas 128 publicações que preencheram os critérios definidos. Os temas foram agrupados segundo as seguintes categorias: Definição de preocupação parental, determinantes das preocupações parentais, preocupações parentais preditivas de problemas da criança, preocupações parentais preditivas do comportamento parental, resultados das preocupações parentais, influência das preocupações parentais nos profissionais de saúde, preocupações parentais e estratégias de intervenção. Os estudos de validação da Escala de Preocupações Parentais revelaram validade de constructo, avaliado por uma Análise Fatorial Confirmatória que confirmou os 5 fatores da Escala, e valores elevados de consistência interna, avaliada pelo alfa de Cronbach. A validade de critério, avaliada através da correlação com o ICCP, revelou valores baixos de correlação. Os estudos de validação da Escala de Stress Parental revelaram validade de constructo através de uma Análise Fatorial Confirmatória, confirmando os 4 fatores definidos na versão Portuguesa da Escala. Valores mais elevados de stress verificaram-se em pais de crianças do sexo masculino, com um maior número de irmãos, e em pais com um nível de escolaridade mais baixo, mais velhos, divorciados ou solteiros, e ainda em mães em situação profissional inativa. O estudo comparativo entre preocupações parentais e stress parental revelou correlações baixas. No estudo de prevalência das preocupações verificaram-se valores muito elevados de preocupação. O valor mais elevado verificou-se na subescala preocupações escolares e problemas familiares, enquanto o valor mais baixo foi observado na subescala de medos das crianças. A análise das variáveis sociodemográficas revelou diferenças significativas entre mães e pais, no sexo da criança, no nível de escolaridade da criança, no nível de escolaridade dos pais, na idade dos pais ao nascimento da criança, no estado civil, e na situação profissional. Conclusões: A Escala de Preocupações Parentais revelou boas qualidades psicométricas, validade de constructo e validade de critério. Estes resultados apontam para a validade da escala na avaliação das preocupações parentais na investigação e na prática clínica. Os elevados níveis de prevalência das preocupações parentais confirmam a necessidade de avaliação pelos profissionais de saúde, devendo ser definidas diferentes estratégias de intervenção consoante o nível de preocupação que os pais manifestem. Estudos posteriores deverão analisar a influência da personalidade dos pais, problemas de saúde mental, e fatores de conjugalidade. ---------- ABSTRACT ---------- Objective: The aim of this study was to develop an instrument to assess general parental concerns, and to evaluate parental concerns’ prevalence in Portuguese parents of children between 3 and 10 years old. Methods: The participants were 3842 parents of children attending public preschool and primary school. Being our aim to study a representative sample of Portuguese parents, a stratified design sample scheme selected 820 schools in the 18 Portuguese Districts. An extensive search was conducted using relevant databases. The key-words were parental concerns, and the criteria for inclusion were peer-reviewed publications, parental concerns’ assessment, and being an issue of interest to general parenting. Parents completed a socio-demographic questionnaire, the Parental Concerns Scale, the Parental Stress Scale, and two subscales of the Portuguese version of the Child Behavior Checklist. Results: 128 publications were selected for inclusion. Themes were grouped according to seven main outcome categories: Parental concerns’ definition, parental concerns’ determinants, parental concerns predictive of children’s problems, parental concerns predictive of parental behavior, parental concerns’ outcomes, parental concerns’ influence on healthcare professionals, and parental concerns and intervention strategies. Results support the 5-factor structure of the Parental concerns Scale, which showed construct related validity, as evaluated by a confirmatory factorial analysis, and a strong internal consistency. Low evidence of criterion-related validity was obtained by a correlational study with CBCL. The validity studies conducted with the Parental Stress Scale supported the 4-factor structure of the Portuguese version of the Parental Stress Scale. Higher levels of parental stress were reported by parents of boys, with a lower educational level, older, divorced or single parents; unemployed mothers, and with a higher number of children. Parental concerns and parental stress’ comparative study reported very low correlations. The prevalence study reported very high levels of parental concern. The highest level of concern was obtained in the subscale family and school problems, and the lowest level of concern in the fears subscale. Comparative analysis reported significant differences between mothers and fathers; child’s gender; child’s schooling level; mothers’ and fathers’ level of education, age at childbirth, marital status, and employment status. Conclusions: The Parental Concerns Scale revealed good psychometric properties, construct validity, and criterion related validity. These results confirm the validity of this instrument in the assessment of parental concerns for research and clinical practice. The high prevalence levels of parental concerns in general parenting brings evidence for the need to address parental concerns, and also to define different strategies of intervention in accordance to the level of concern parents express. Future research should address the parents’ personality, mental health problems, and also marital variables that might influence parental concerns.
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Almeida, Brígida dos Santos. "Um filho com malformação congénita: Adaptação parental." Master's thesis, Instituto Superior de Psicologia Aplicada, 2008. http://hdl.handle.net/10400.12/970.
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Levy, Lynette. "Child on parent assault the impact of parental nurturance and demandingness /." Full text available, 1999. http://images.lib.monash.edu.au/ts/theses/levy.pdf.
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