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Gandsman, Ariel. "Reclaiming the past: the search for the kidnapped children of Argentina's disappeared." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18746.
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During the military dictatorship in Argentina between 1976 and 1983, an estimated 30,000 civilians disappeared. Most of these individuals were kidnapped by the military and taken to clandestine prisons where they were tortured and killed. The children of these victims were also seized, and pregnant women were kept alive long enough to give birth. An estimated 500 infants and young children of the disappeared were given for adoption to families with close ties to the military. Las Abuelas de Plaza de Mayo (the Grandmothers of the Plaza de Mayo) were formed to discover the fate of their grandchildren. This thesis examines the key role that the search for the kidnapped children of the disappeared has played in Argentina's post-dictatorship human rights struggle. As an ethnography of human rights, I analyze how human rights struggles are waged over competing empathetic appeals. The thesis focuses on public debates and legal contents. It is divided into three interrelated sections: the first focuses on the disappeared, the second on the search for and recovery of the children of the disappeared and the third on family member organizations. In debates about the disappeared, I trace the shifting view of the disappeared within human rights discourse from innocent victims in the aftermath of the dictatorship to political activists in the present. I then examine how this view has also been called into question. I also analyze the place of survivors, including accusations of treachery made against them. Part 2 discusses the search for and recovery of the kidnapped children of the disappeared. In particular, I examine legal cases both in the early years and after the kidnapped children became adults. I analyze the Grandmothers' public campaigns and discuss the challenges of restitution. The final part of this thesis examines the larger political context of the Grandmothers' search. In particular, I examine debates between reformist and radical sectors of the human rights sDurant la dictature argentine, qui dura de 1976 à 1983, environ 30 000 civils ont disparu. La majorité de ces individus ont été kidnappés par l'armée argentine et jetés dans des prisons clandestines où on les tortura avant de les tuer. Les enfants des victimes ont également été saisis, et les femmes enceintes gardées en vie juste le temps de donner naissance. Un estimé de cinq cents bébés et enfants en bas âge de personnes disparues ont été donnés en adoption à des familles liées à l'armée. Las Abuelas de Plaza de Mayo (Les grands-mères de la Plaza de Mayo) fut formé pour découvrir le sort de leurs petits-enfants. Cette thèse examine le rôle central que la recherche des enfants kidnappés a pris dans la lutte de droits de la personne en Argentine post-dictatoriale. En tant qu'ethnographie des droits de la personne, j'analyse comment les luttes des droits de la personne sont en concurrence avec d'autres demandes empathiques. La thèse met l'emphase sur les débats publics et contenus légaux. Elle est divisée en trois sections inter reliées : la première met l'accent sur les personnes disparues, la deuxième sur la recherche et la récupération des enfants des disparus et la troisième sur les organismes des membres de la famille. Dans les débats concernant les disparus, je trace les changements d'opinions sur les personnes disparues dans le discours des droits de la personne de victimes innocentes à la suite de la dictature à activistes politiques dans le présent. Par la suite, j'examine comment ce point de vue a également été remis en question. J'analyse aussi la place des survivants, incluant les accusations de trahison faites contre eux. La partie 2 discute la recherche et la récupération des enfants kidnappés. En particulier, j'examine des cas légaux autant dans les jeunes années que plus tard lorsque les enfants ont atteint la majorité. J'analyse les campagnes publiques des Abuelas et discute des difficultés de l
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Dahlberg, Johan. "Parents, Children and Childbearing." Doctoral thesis, Stockholms universitet, Sociologiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-125936.
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This doctoral thesis provides a set of studies of social influences on fertility timing. Swedish register data are used to link individuals to their parents and siblings, thereby allowing the study of impacts of family of origin, social background, and parental death on fertility. The Swedish Medical Birth Register is used to investigate the effect of mode of delivery on higher order births. The thesis consists of an introductory chapter with an overview of the consequences and predictors of the timing of childbearing, and a theoretical framework to explain these relationships. This chapter also includes a section where the contribution to existing knowledge, the relation of the findings to life course theory, and suggestion for further research are discussed. This chapter is followed by four original empirical studies. The first study applies sister and brother correlations to investigate and estimate the impact of family of origin on fertility. It shows that family of origin matters for fertility timing and final family size. The study also shows that the overall importance of family of origin has not changed over the approximately twenty birth cohorts that were studied. The second study introduces three dimensions of social background - occupational class, status, and education - into fertility research. It suggests that social background, independent of individuals’ own characteristics, matters for the timing of first birth and the risk of childlessness. The study also shows that different dimensions of social background should not be used interchangeably. The third study uses the Swedish Medical Birth Register to investigate the effect of mode of delivery on the propensity and birth interval of subsequent childbearing. It demonstrates that mode of delivery has an impact on the progression to the second and third births but that a first delivery by vacuum extraction does not reduce the propensity of subsequent childbearing to the same extent as a first delivery by emergency or elective caesarean section. The fourth study explores the effects of parental death on adult children's fertility. The findings reveal that parental death during reproductive ages can affect children’s fertility. The effects are moderated by the gender of the child and when in the life course bereavement occurs. The combined output of these four studies provides evidence that human fertility behavior is embedded in social relationships with kin and friends throughout life. Family of origin, social background, an older sibling's birth, and bereavement following parental death influence the adult child's fertility. These findings add knowledge to previous research on intergenerational and social network influences in fertility.
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Morelen, Diana. "Empowered Parents Empower Children." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2726.
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Olsen, Carolyn Ann. "Children + parents + books = enhanced literacy." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/745.
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Burton, Colia Christine Danyelle. "Resource manual for parents of Black biracial children and/or parents of Black adopted children." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999burton.pdf.
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Murray, Jeff. "Applications by children under the Children Act 1989 : children 'divorcing' parents." Thesis, University of Leicester, 1998. http://hdl.handle.net/2381/31096.
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The Children Act 1989 recognized for the first time, in statutory form, that children can apply, with the leave of the court, for orders relating to their upbringing including an order relating to where he or she might wish to reside. This ability has led to the suggestion that children can 'divorce' their parents. This work considers these changes in two parts. Part I contains a theoretical examination of the relationship between children and the law. It is argued that children, like all human beings and because they are human beings, are radically autonomous (are ends in themselves) and thereby are the holders of strong (ontological) rights which provide the moral basis for law. It is posited that it is the responsibility of the superior courts to uphold the ontological rights of citizens (including children) and to ensure that all human beings are treated as ends in themselves. Attitudes to children in law are, however, at present predicated on welfare concerns which are underpinned by the philosophy of paternalism which sits in contradistinction to the proposition that children be treated as ends in themselves. This is true both in various mainstream theoretical analyses of how the law should look at children and, as is shown in Part II, in past and current practice of how the law has and is looking at children. In Part II the theoretical position advanced in Part I is used to assess whether the Children Act itself and its interpretation in the courts accords with the strong rights thesis. It is argued that as the Children Act is predicated on welfare and not autonomy that it does not accord with this thesis and it is suggested that the courts in considering the new legal rules are doing so paternalistically; a position which is ontologically indefensible.
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Roach, G. A. "Equipping parents to evangelize their children." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.
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Chee, Ming-mu Anthony, and 錢孟武. "Stress of parents with autistic children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31248883.
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Russell, Rosemary Ann. "Parents helping their children with mathematics." Thesis, University of Bristol, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251067.
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Using case study methodology, and an interpretative paradigm, this study illuminates the hitherto unresearched hidden help that parents give their children with maths. It uses data collected from two phases, the first being three case studies of parents who approached the author as a private tutor, the second being five case studies of parents participating in a 'Maths for Parents' course designed by the author. It establishes that without prompting, parents do help their children with maths. It identifies seven new aspects of why and how parents help with maths: rescuing their children from the negative effects of school maths (a 'saviour attitude'), influenced by parents' past bad experiences ofmaths; being a source of maths knowledge for their children; keeping a watchful eye on whether the curriculum is being covered; trying to keep their child one step ahead of school lessons; acting as a bridge between home and school; concern for their child's welfare rather than academic achievement; and responding to their child's request. Parents who do not have an up-to-date understanding of pedagogy and school/curriculum structures have difficulties in supporting their children's maths, irrespective of their social class or mathematical ability. The study concludes that the practice is more widespread than has previously been acknowledged. It urgently needs to be recognised, and parents' perspectives understood by policy makers and schools, to limit the damage that can arise through ignorance of its extent. Although some parents may continue to work independently, as their agendas are mutually exclusive from those of school, initiatives to work in partnership with parents can be successful in bringing greater understanding of the curriculum, enriching parents' understanding of school maths and their relationships with their children and school, and resolving the conflicts that can hamper a child's mathematical progress.
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Byron, Katie. "Disabled parents living without their children." Thesis, University of Hull, 2013. http://hydra.hull.ac.uk/resources/hull:7374.
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This portfolio has three parts: a systematic literature review, an empirical paper and appendices. Part one is a systematic literature review in which the empirical literature relating to factors influencing decision making within the child protection context is reviewed. A systematic search of eight databases identified fourteen relevant studies. The findings suggest decisions within child protection are influenced by a range of factors. These factors cluster around the case, the decision-maker, the organisation and society. The implications of the findings emphasise the importance of reflective decision making practices. Future research is urgently needed in this area to increase understanding and facilitate better decisions that help children and their families. Part two is an empirical paper, which explores the experiences of parents with intellectual disabilities following their children entering the looked-after system. Semi-structured interviews were conducted with six parents and their experiences analysed using interpretative phenomenological analysis. Five super-ordinate themes emerged. The results highlight the need for the development of a different protocol for removing children and supporting parents with intellectual disabilities. Areas for future research are also discussed. Part three comprises the appendices which support the first two parts of this portfolio. This section also includes a reflective statement of the research process.
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Tavares, Lara Patricio. "Parents, children, and non-cognitive skills." Thesis, University of Essex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504885.
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Non-cognitive skills are the centerpiece of this thesis which consists of two parts. Part I looks at the relationship between non-cognitive skills and educational attainment as well as at the development of non-cognitive skills, in particular at the role played by parenting practices. Part II focuses on the relationship between non-cognitive skills and fertility timing. The measures of non-cognitive skills used in Parts I and II are attitude towards learning - a measure obtained by factor analysis using insights from the five-factor model of personality - and the Big Five personality traits, respectively. Using both the BHPS and AddHealth, attitude towards learning is found to be an important determinant of educational 'success, thereby adding to the empirical evidence on the importance of non-cognitive skills in explaining educational attainment. The importance of this particular non-cognitive skill also shows that children's own attitudes or behaviours matter for their academic success. The results also show a statistically significant association between parenting practices and both educational attainment and formation of attitude towards learning. Having rules at home and children's rapport with the family is associated with higher educational qualifications and it also fosters the development of a pro-learn'ing attitude. In face of these results, one can say that parenting practices might be a considerable source of inequality of opportunity. The results in Part II show that personality traits contribute to the differences in fertility timing between more and less educated women in two different ways: first, personality traits influence both education and fertility decisions; and second, more educated women do not equally delay childbirth compared with less educated women: the more 'open-minded' are the ones severely postponing childbearing. This thesis shows that non-cognitive skills are an important source of heterogeneity - one that is usually not taken into account.
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Chee, Ming-mu Anthony. "Stress of parents with autistic children /." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13115698.
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Bajic-Hajdukovic, Ivana. "Belgrade parents and their migrant children." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/1445991/.
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Anthropologists and other social scientists have striven to explain the causes and brutality of the dissolution of Yugoslavia in the early 1990s and the subsequent wars in Slovenia, Croatia, Bosnia-Herzegovina, and Kosovo. Consequently most subsequent anthropological studies have concentrated on issues of nationalism, genocide, and war crimes. Less attention has been paid to other consequences of this disintegration such as the massive internal and external migration during and after the war. This thesis examines the consequences of this outward migration from urban Serbia since the 1990s. In contrast to studies which concentrate on migrants' experiences, I focus on the relationship between elderly parents in Belgrade and their migrant children in London, New York, Toronto, and Sydney, using a material culture perspective to analyze the transformation of basic kinship ties between parents and children. This perspective provides insights into how people become or resist becoming 'refugees', 'migrants', 'guestworkers', 'Serbs' or 'mothers of emigrants.' Activities such as gifting practices, including those involving food and drinks are shown to have a significant impact upon social status both in countries of origin and destination. During twelve months of ethnographic fieldwork carried out in London and Belgrade in 2005/2006, my research focused on homes, gifts and remittances, all of considerable significance to informants. These provide valuable and original insights into parent-child dynamics in the context of post- conflict migration. The most contested genre was remittances which, contrary to a prevailing development discourse, created humiliation and even disgrace among Belgrade parents more than financial relief and economic security. This forms part of a larger conclusion that for parents, their children's migration from post-1990 Serbia represents not a gain but a permanent, traumatic loss. On a larger scale, this thesis contributes to understanding social transformation and its effect on kinship ties in a post-conflict and post-communist Serbian society.
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Smith, Margaret Anne. "Parents reading aloud to their children." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1599.
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Amaral, Deborah Margaret. "Parents' perspectives : the role of parents in the education of their children." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31206.
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In this study, the behaviours, processes and self-perceptions of parents, in relation to their children's education across time, are examined. The study's primary purpose was to generate a theoretical model that describes parents' involvement in their children's education. Participants in the study included 15 parents of children in grade 10. Qualitative grounded theory techniques were used to investigate how parents are involved in their children's education. Data collection included one-to-one semi-structured interviews, diary entries, written responses from the participants, to the researcher's summary of the participants' responses, and field notes during interviews. All data were coded, categorized and analyzed using a constant comparative method. The researcher maintained an audit trail documenting the data analysis and the theory building. A peer auditor reviewed the data, the analysis process, and the product of the study. Findings resulted in a two-dimensional, visual representation of parent involvement in children's education, illustrating the primary processes of parent involvement behaviour. At the core of the model is the process of parents relating to their children. Surrounding this core category are the processes describing parent-involvement behaviours of planning, shaping, fostering and supporting their children's education. The parents' constructions and reconstructions of their roles and involvement in their children's education emerged as an indirect process of parent-involvement behaviours. Findings indicate that parent involvement in children's education is active, responsive and strategic, and that the involvement of parents in their children's education is developmental, changing as children grow. Implications of the findings for educators and school psychologists suggest efforts to involve parents need to be grounded in the knowledge that parents hold strong and deep beliefs that they are instrumental in their children's education and that children's education includes more than school learning.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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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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Petersson, Mikael. "The Maximum Minimum Parents and Children Algorithm." Thesis, Linköping University, Mathematical Statistics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-56767.
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Given a random sample from a multivariate probability distribution p, the maximum minimum parents and children algorithm locates the skeleton of the directed acyclic graph of a Bayesian network for p provided that there exists a faithful Bayesian network and that the dependence structure derived from data is the same as that of the underlying probability distribution.
The aim of this thesis is to examine the consequences when one of these conditions is not fulfilled. There are some circumstances where the algorithm works well even if there does not exist a faithful Bayesian network, but there are others where the algorithm fails.
The MMPC tests for conditional independence between the variables and assumes that if conditional independence is not rejected, then the conditional independence statement holds. There are situations where this procedure leads to conditional independence being accepted that contradict conditional dependence relations in the data. This leads to edges being removed from the skeleton that are necessary for representing the dependence structure of the data.
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Lindström, Caisa. "Burnout in parents of chronically ill children." Doctoral thesis, Örebro universitet, Institutionen för hälsovetenskaper, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-47391.
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Parents of children with a chronic disease are usually highly involved in their child’s treatment and may be affected by the heavy demands and constant stress. This can increase the risk of developing burnout, which is an individual reaction to long-term stress consisting of symptoms associated with emotional exhaustion, as well as physical and cognitive fatigue. The overall aim was to estimate the prevalence of burnout in parents of children with Type 1 Diabetes Mellitus (T1DM) and inflammatory bowel disease (IBD) (paper I), identify the risk factors associated with parenting a child with T1DM (paper II), explore how mothers suffering from burnout describe their mothering of a child with diabetes, with special focus on their need for control and Performance-based self-esteem (PBSE) (paper IV), and to evaluate the effect of a group intervention aimed at reducing stress-related symptoms (paper III). A total of 251 parents of children with T1DM, 38 parents of children with IBD and 124 parents of healthy children participated in a population-based study (I, II). The validated Shirom-Melamed Burnout Questionnaire (SMBQ) was used to assess burnout. 16 parents (SMBQ ≥3.75) participated in a group intervention and were evaluated for changes in SMBQ and PBSE (III). A total of 21 mothers of children with T1DM who scored for clinical burnout (SMBQ) participated in a qualitative study. Semi-structured interviews were conducted and Inductive content analysis was used (IV). In the study group 36.0% parents of children with a chronic disease scored for clinical burnout (SMBQ ≥3.75) compared to 20.2% of the reference parents (p=0.001) with a preponderance of mothers compared to fathers, 42% vs. 20.5% (p=0.001), respectively (I). Less support from the social network, sleep disturbances and lack of personal leisure time and recovery seem to be important risk factors for clinical burnout in parents of children with T1DM, especially mothers (II). Mothers’ experiences of mothering a child with T1DM were interpreted as one theme; Mission impossible, illustrating the extremely difficult circumstances under which they bring up the child with diabetes to adulthood (IV). Parents’ subjective evaluation of the intervention group was mainly positive and SMBQ (p=0.01) and PBSE scale (p= 0.04) measurements were significantly reduced 6 months after completion of the intervention (III). It is important to pay attention to how parents and especially mothers experience their daily life in order to support those who are at risk of developing burnout.
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Van, der Walt Bianca Anne. "Parents' perceptions of discipline with young children." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/4023.
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Little research is available in South Africa regarding discipline with young children in families. In order to understand the various influences acting upon discipline within a family, it is important to understand the influences acting upon the family system. The current research proposes to understand parents’ perceptions of disciplining children in the age range of 2 to 5 years, the methods they use and the factors they perceive as influencing their methods of discipline. The proposed study will make use of Bronfenbrenner’s Ecosystemic Theory of Human Development as the guiding theoretical framework in exploring and describing this research area. The study will use semi-structured interviews with parents to obtain qualitative data. The data obtained from the participants will be analysed by using content analysis.
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Garrett, Jennifer Walz. "Children, parents and teachers' beliefs about reading." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?ucin1185305689.
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Thesis (Ph. D. in Speech-Language Pathology )--University of Cincinnati, 2007.Keywords: reading beliefs; reading definitions; reading purposes; learning to read; qualitative research. Advisor: Dr. Jo-Anne Prendeville Title from electronic thesis title page (viewed Nov. 20, 2007). Includes abstract. Includes bibliographical references.
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Marriott, Elise. "Parents with neurodevelopmental disorders and their children." Thesis, University of Oxford, 2018. http://ora.ox.ac.uk/objects/uuid:c5db001c-26df-4c3a-afc3-96c572050c1a.
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Adults with neurodevelopmental disorders, such as Attention-Deficit Hyperactivity Disorder (ADHD) or Autism Spectrum Disorder (ASD) face a varying degree of associated challenges and impairment. However, there is a scarcity of literature regarding those adults who go on to become parents. Understanding the experiences of parents with neurodevelopmental disorders and their children is vital in providing the appropriate, specialist support. The first paper systematically reviewed the literature relating to parental ADHD and child externalising, internalising, social and cognitive outcomes. Despite the well-established link between parental ADHD and child ADHD, little is known about other important child outcomes. Twenty-one eligible studies were identified, synthesised and critiqued. The review found that parental ADHD was associated with child externalising problems. However, this was not found for child oppositional defiance disorder. Parenting and parental gender were highlighted as important moderating and mediating factors. Due to low study numbers and quality issues, results were inconclusive regarding child internalising, social and cognitive outcomes. The review highlighted the importance of future research, theory and services addressing the needs of both parents with ADHD and their children. The second paper sought to explore the parenting experiences of adults with ASD who have children with ASD. Little is known about these parents, despite the challenges known to be associated with adult ASD and with parenting a child with ASD. Eight parents were interviewed, and data was analysed using Interpretative Phenomenological Analysis, revealing four superordinate themes. These captured parents' experiences of the parent-child relationship, the personal impact of parenting, the acceptance and challenge of living with a child with ASD and managing the complexities of professional services. These findings highlighted the need to provide integrated services which address the multiple needs of families with ASD. Future research and theoretical implications were also considered.
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Benson, Karen M. "Childhood Bereavement and Parents’ Relationship With Children." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115046/.
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It has long been recognized that childhood bereavement is a risk factor for depression in adulthood. Research also has consistently demonstrated that parental depression is linked to poor parent-child relationship quality. The current study examined whether bereavement in childhood increases likelihood of current depressive symptoms among parents and explored whether this vulnerability in the parent then alters the quality of the parent-child relationship. Archival data for a sample of 86 families (N=176 parents) are drawn from the Family & Kid Connection project led by Dr. Shelley Riggs. Instruments utilized include the Background Information Questionnaire, the Symptom Assessment-45 Questionnaire, and the Parenting Relationship Questionnaire. Using the Actor-Partner Interdependence Model, Multilevel Modeling procedures explored the hypothesis that parental depression mediates the association between parents’ childhood bereavement and their perception of the parent-child relationship. Results show a significant relationship between parental (actor) depressive symptoms and parent-child attachment, indicating the need for therapeutic interventions targeting the parent-child relationship, and not just parents, for parents suffering from depression.
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Grubbs, Jerianne C. (Jerianne Christina). "Parents' Divorce Affect upon Children: Mothers' Perceptions." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278241/.
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This study will attempt to identify the reported problem behavior in children impacted by parental divorce. Further, it will try to determine whether pre-divorce interparental conflict, time spent with the mother, and the mother's adjustment affects the problem behavior reported for children. The following analytic techniques will be used: frequency distributions, t-tests, correlations, and regression.
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Anderson, Ryan J. "Triangulation between Elderly Parents And Adult Children." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd904.pdf.
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Romero, Ramona P. "BONDING BETWEEN FOSTER PARENTS AND FOSTER CHILDREN." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/148.
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This study focused on the reason that close to 500,000 children were in the foster care system in 2009 in the United States, and the average length of care was over 26 months. The primary focus was why foster parents are unable to form a bond with the children placed in their home and the effects of not forming any attachment to the children. The results can be extremely negative for the children for many reasons including the foster parents not being invested in the child and providing only minimal standards of care. Moreover, the child does not receive the nurturance or guidance so desperately needed. The child’s wellbeing was not the primary focus of the foster parent. The child is unable to learn the core value of caring, nor form healthy relationships and unfortunately cannot develop or express other healthy emotions. This compromises the child’s ability to function in society as a healthy productive member. Further examined was the perspective of the child as to what the children’s social worker could do differently.
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Amankwaa, Afua. "Effect of Parental Incarceration on Their Children: Children’s Experience of Parents’ Arrest and Information Disclosure to Children on Parents’ Arrest." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/30.
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We examined the arrest experience and information disclosure of parents arrest to 17 children of incarcerated parents and their caregivers. Using in-depth interviews with children and their caregivers, data were gathered on the experience of children during their parents’ arrest, and how information on parents’ arrest was disclosed to children who were not available during their parents’ arrest. Analyses of interview transcripts thematically showed that 6 out of the 17 children were available during the arrest of their parents. This happened as police officers did not make enquires on presence of children before arriving at their arrest venue. Further, most of these children were exposed to their parents been violently treated by police officers which had emotional effect on them, while some retain vivid memories of the arrest. Our results also suggest that, there was little or no preparation of children who were not available during their parents’ arrest psychologically for the receiving of information on their parents’ arrest. As some got to know about their parents’ arrest while in school, others got to know through teasing by their friends as their caregivers lied to them concerning their parents’ whereabouts. Disclosure of information on parents’ arrest to children led to some children been emotionally traumatized. In comparison of children with incarcerated mothers to children with incarcerated fathers, children with incarcerated mothers were more likely to have witnessed the arrest of their mothers. Implications for these findings are discussed in the study.
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Salinas, Carlos. "The duties of children to their parents a Biblical perspective /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p091-0037.
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Duggan, Vanessa. "Parents' and teachers' acceptability of conjoint behavioral consultation." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33282.
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The present study examined parents' and teachers' acceptability of conjoint behavioral consultation for children with problem behaviors at school and at home. Also examined was the relationship between perceived treatment acceptability and treatment outcome, and time to treatment effectiveness. An A/B design was used and participants included 14 children, their parents, and teachers. Results indicated that conjoint behavioral consultation was an equally acceptable intervention prior to and following implementation for both parents and teachers. Results also indicated that parents' perceptions of treatment acceptability at posttest were not related to the effectiveness of the intervention as measured by direct observations. On the other hand, teachers' perceptions of treatment acceptability following implementation were found to be positively related to the effectiveness of the intervention. Furthermore, both parents and teachers perceptions of treatment acceptability were found to be significantly related to perceptions of treatment effectiveness and time to effectiveness. Results are discussed in light of their practical and theoretical implications.
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Collette, Christopher B. "Why parents send their children to Pembroke School." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09EDM/09edmc698.pdf.
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Lau, Hang-chi Frederick, and 劉恆志. "Working with parents having children in foster care." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31249462.
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Morris, Hannah Christina. "Experiencing support: Parents of children diagnosed with ASD." Thesis, University of Bristol, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654567.
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The aim of this study was to explore the differentiated experiences of parents who have a child with a diagnosis of ASD and investigate how parental engagement varies with a range of different circumstances, care time-lines and family backgrounds. This study reports data from seven parents who have a child with a diagnosis of ASD. Information was gathered through semi-structured interviews and the use of an events timeline. All data was analysed using Interpretative Phenomenological Analysis. The analysis confirmed that parents have very different experiences across the care-pathway. Some parents experienced a number of critical periods whereby they found it particularly difficult to cope with their child's behaviour. Relationships with professionals were extremely important in building parental confidence across the whole care-pathway. Parents cited that they would like more professionals to develop further care-giving skills in partnership building in order to understand, appreciate and include the parent voice. The study provides recommendations for all professionals and services working with parents who have a child with ASD, in particular the need for professional training in care-giving skills, the importance of providing early intervention in complex cases and the need for additional support at crisis points and during the secondary years.
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Flanagan, Frank M. "Rights, parents, children, and communities : some educational implications." Thesis, University of Hull, 1998. http://hydra.hull.ac.uk/resources/hull:3761.
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In this work I wish to address some philosophical difficulties regarding the extension of rights to children. In particular I wish to draw attention to the difference between the freedom rights which are traditionally assigned to rational, autonomous persons and the welfare rights children need if they are to become rational, autonomous persons. These reservations include reservations about the centrality of rationality and autonomy to possession of rights. My thesis is that insofar as various versions of rights apply to children they apply with specific qualifications which derive from the differences between children and adults.
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Boe, Joshua Leroy. "Parents? Impact on Pregender Children?s Toy Preferences." Thesis, North Dakota State University, 2014. https://hdl.handle.net/10365/27325.
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Societal messages of what it means to be a boy or a girl influence children at an early age, shaping their developing identities into adulthood. Parents, for example, offer children toys and other objects that are gender-specific; trucks for boys and dolls for girls. Researchers have recognized the need to focus on gender development in infancy and toddlerhood. Although this research has been mixed, studies have revealed some gender-typed toy preferences. These preferences have been primarily attributed to biological factors. In the current study, parents? encouragement and previous exposure to certain toys and infants? and toddlers? baseline and posttest toy preferences were assessed. Results indicated that parents? encouragement and previous exposure were ineffective in shaping infants? and toddlers? toy preferences. Four-month-olds did not show a preference, while twelve-month-old male toddlers preferred the trucks. These results are consistent with previous research. Implications of the current study and future research are discussed.
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Jones, Melissa Taylor Watson. "Adult Discouragement: Parents of Children with Craniofacial Anomaly." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278310/.
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The Discouragement Scale for Adults (DSA) was developed to assess for the Adlerian construct of discouragement in adults age 18 years and over. Data were collected from three samples: norm (n=586), presumed discouraged (n=47), and parents of children with craniofacial anomaly (n=105). Five subscales corresponding to life tasks identified in Adlerian literature as work, love, society, self-significance, and spirituality underlie the 60 item DSA. Item selection was based on ratings by five notable Adlerians and item correlations with scale scores. Gender, age, and ethnicity norms were established for the norm, presumed discouraged, and craniofacial samples. Across three samples, no significant ethnic differences were found. Normative findings indicated females are less discouraged than males on the Total DSA, the society and spirituality subscales. Age findings indicated the 18-34 year old sample is more discouraged than other ages on the Total DSA, the work, society, and spirituality subscales. Presumed discouraged findings indicated females are less discouraged than males on the society subscale. Craniofacial findings indicated females are less discouraged on the society subscale, but more discouraged on the self-significance subscale than males. Age findings indicated the 18-34 year old sample is more discouraged than other ages on the self subscale. Research on CPA parents' relationship status, CPA child's birth order, parental role of adult to CFA child, length of time the parent has cared for CFA child, the CFA child's age, CFA parent's education level, and CFA child's craniofacial anomaly diagnosis was conducted. Findings indicated birthmothers are less discouraged than birthfathers on the society subscale, but more discouraged on the self-significance subscale. Internal consistency ratings of the DSA were .9392, .9496, and .9365 for three samples. Correlations to measures of social interest were negative and significant, reflecting an inverse relationship between discouragement and social interest. Factor analysis and interscale correlations are presented. Future research could include continued instrument validation and establishment of score ranges to indicate adult discouragement.
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Romm, Mary E. {4} (Mary Elizabeth). "Personality Characteristics Considered Important for Children by Parents." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc500623/.
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The primary research questions dealt with whether parents consider different personality characteristics of importance for boys and girls. Data were collected by conducting a telephone survey of a random sample of parents in the city of Denton with children under the age of eighteen living in the household. Respondents were asked whether they considered the personality characteristics of responsibility, strict obedience, being respectful of the opinions of others, showing good manners, being independent, and having loyalty to a religion not important, somewhat important, or very important for boys and girls. Of the respondents fifty-nine were fathers and one hundred and twenty-one were mothers. The analysis of the data revealed that mothers and fathers have similar attitudes concerning the importance of these personality characteristics.
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Altintas, Evrim. "Parents' time with children : micro and macro perspectives." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:bb2e04e8-3d35-4265-b977-78fbfa62462a.
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This thesis studies the dynamics of parents’ time with children. It uses self-reported time diary data to empirically document discrepancies between high- and low-educated parents’ time spent in various childcare activities. By doing so, the study considers one important but under-researched form of childhood inequality, namely inequality in parental time investment. The thesis is among the first to provide an extensive and detailed empirical documentation of variations in parents’ time use with children and to examine the effect of macro-structure and policy context on parenting behaviour. Using the American Time Use Survey (2003-2008), the thesis first investigates variations in parents’ time spent in different types of childcare among white parents in the US. Then, the American Heritage Time Use Survey (1965-2010) is employed to examine whether differences between high-and low-educated parents’ time spent with children have been growing or diminishing over time. Finally, the Multinational Time Use Survey (1965-2008) is used to explore the relationship between specific policies, macro-economic structure and childcare across time and across countries. The results can be summarized as follows. High-educated parents provide more primary childcare for their children compared to low-educated parents. The difference is particularly acute during the early years of childhood, and the gap is particularly wide for childcare activities which are fundamentally important for the social and cognitive development of children. This parental investment gap, most notably between high-and low-educated mothers, has been widening in the US. The main source of this widening phenomenon is the steady increase in high-educated mothers’ time spent in interactive and developmental childcare activities, rather than in routine and physical childcare activities. The analysis of cross-national data shows that the strong positive effect of education on childcare is a cross-national occurrence. However, the strength of this association varies considerably across time and across countries: universal paid leave for mothers and a gender egalitarian labour market structure help alleviate the education and gender gap in childcare. Mothers provide more primary childcare as the number of available paid leave weeks increases, while fathers increase their contribution to primary childcare as the percentage of women in the labour market increases. The provision of paid leave for mothers decreases the effect of education on primary childcare, and specific family policies as well as gender egalitarian socio-economic contexts can help alleviate inequalities in parental time investment in children.
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Black, Rachel Jane. "Living with dying children : the suffering of parents." Thesis, University of Kent, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590025.
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Although the relief of suffering and emotional support are fundamental to children's palliative care, their empirical study has been limited. The research questions for this study address three areas: the lived experience of parents of dying children; how other people's responses shape the parents' lived experience; and the place of emotion and suffering in the parents' lived experience. Implementing a qualitative strategy, a collective case study was undertaken in a children's hospice in England, with fieldwork completed between March 2008 and September 2009. Data was collected with nine parents using a range of tools including a focus group, participant observation, documentary observation and individual interviews. Within-case and cross-case modified grounded theory analysis facilitated clarification of emerging themes whilst preserving individual parent voices. The findings show that parents of dying children had existential issues put at stake through the emotional experience of parenting a dying child; these included their identity, place in society, time, and relationships. Such losses could constitute suffering, but in addition they limited the parents' interaction with society so that over time both the 'quantity' and 'quality' of intersubjectivity reduced. The parents perceived that other people tended not to legitimate their lived experience. Emotion was an important influence in this process. The parents of dying children managed their emotions, particularly those of a negative nature, in everyday life and when using hospice services. As a result they expressed somewhat inauthentic accounts of their felt experience, reframed according to perceived feeling rules. This also reduced intersubjectivity and supported the delegitimation of the parental experience. In conclusion, delegitimation of the parental experience stems from feeling rules which are derived from day to day interactions and contemporary social policy. Suffering may be prevented if individual experience is legitimated through improved intersubjectivity. A key factor for this is effective communication through which observers engage with the felt emotion of the suffering individual.
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Pickl, Gonda. "Children with complex communication needs : the parents' perspective /." Stockholm : Department of Special Education, Stockholm University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8209.
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Lau, Hang-chi Frederick. "Working with parents having children in foster care /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13744586.
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Bouwhuis, Korinne Knowlton. "Psychoeducation Groups for Parents Adopting Special-Needs Children." DigitalCommons@USU, 2002. https://digitalcommons.usu.edu/etd/2631.
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This thesis evaluated training groups for adoptive parents of special-needs children. It was hypothesized that training would influence parenting stress, stress symptoms, and marital satisfaction, and that helpfulness of training sections would depend upon the status of the participants' children (i.e., foster, adopted, or adoption in process). Data were collected from 15 participants who were sampled through agencies that typically interact with adoptive parents.
Repeated measures ANOY As were computed to compare scores on the PSI/SF Parental Distress Subscale, OQ-45, and RDAS across three time intervals. No significant differences were found. Data from a scale of helpfulness were analyzed using descriptive statistics. There was a general trend such that foster parents reported the training groups as least helpful, adoptive parents reported them as more helpful, and participants in the process of adoption reported the highest ratings of helpfulness. Explanations for results are discussed along with implications and recommendations for future research.
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Lanier, Lacee' Lanai, and Julia Ann Larson. "Accepting gay and lesbian children: A parents perspective." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2522.
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This study examined the relationships between parents' and their gay and lesbian children from the parents' perspective. Forty-seven questionnaires containing thirty-two questions were distributed and completed. This study sought to identify barriers parents experienced and the levels of acceptance prior to and after their child's disclosure, in order to assist families during the coming out process.
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Russell, Sheila Nicole. "Experiences of Parents of Self-Harming Adolescent Children." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4253.
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Adolescent self-harm is a growing epidemic in the United States with thousands of adolescent children being treated in hospitals every year. Despite awareness that self-harm impacts the family unit, little attention has been given to the full impact that self-harm has on parents. Due to this lack of knowledge, counselor educators and supervisors are not equipped to train counselors to work with parents of self-harming adolescent children leaving counselors feeling unprepared to work with parents. The purpose of this phenomenological study was to explore the lived experiences of parents who have self-harming adolescent children. Family systems theory was used to explore the concept that self-harm impacts the entire family system. The key research question for this study was: What are the lived experiences of parents of self-harming adolescent children? Six participants were interviewed using a semi structured design. The interviews were transcribed, coded, and analyzed using Pietkiweicz and Smith's 3 stage analysis process. Six main themes emerged from the data: (a) reaction to behavior, (b) change in self, (c) change in parenting style, (d) impact on relationships, (e) change in perception of mental health issues, and (f) support systems. The results of the study confirmed that parents have strong emotional responses to the self-harm and consequently adjusted their parenting styles. The outcomes of this study have the potential to impact positive social change by informing changes in counseling curriculum, training programs, and the level of support and services counselors provide when working with parents of a self-harming adolescent child.
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Mpontshane, Nozipho Bethusile. "The experiences of parents of children with disabilities." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1561.
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A thesis submitted to the Faculty of Arts in fulfillment of the requirements for the Degree of Masters in Community Work in the Department of Social Work at the University Of Zululand, South Africa, 2017Parents of a child with a disability cope with greater demands than those living with a healthy child. The purpose of this qualitative study was to provide insights into the experiences of parents of children with disabilities. The research was located in the phenomenological framework. Seven parents who are residing within uThungulu District municipality and whose children were diagnosed with disability participated in the study. They were selected though purposive sampling. In-depth interviews were conducted with them to gain in-depth insights into their experiences. Content analysis was used to analyse data gathered through in-depth interviews and five themes emerged i.e. parents’ realisation of the child disability, reaction towards the realisation of the child’s disability, the essence of parenting a child with a disability, parents’ social support and the needs identified by parents. Findings of the study indicated that parents do not alter their parenting. On the contrary, they modify it to accommodate the children with disability. Secondly, it transpired in the study that several challenges are faced by parents in raising their children with disability. These challenges include, among others, lack of financial resources, finding a suitable school for their children with disability, care giving challenges, lack of suitable housing and transport allocated for children with disability. It also transpired that there are support structures within their communities despite there being no programs to support them.
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Karazsia, Bryan Thomas. "Exploration of a cognitive-behavioral model of parental influences on children's risk for unintentional injuries." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1235225044.
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Thesis (Ph.D.)--Kent State University, 2009.Title from PDF t.p. (viewed Feb. 25, 2010). Advisor: Beth G. Wildman. Keywords: injury, unintentional injury, children, mediation. Includes bibliographical references (p. 59-72).
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Geeslin, Joseph David. "Deaf bilingual education a comparison of the academic performance of deaf children of deaf parents and deaf children of hearing parents /." [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:3287372.
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Thesis (Ed.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2007.Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4582. Adviser: Khaula Murtadha. Title from dissertation home page (viewed May 21, 2008).
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Richard, Christina S. W. "Television content related fears : preschoolers and their parents' perceptions /." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1178.
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Larson, Brooke Noelle. "Preferred developmental disabilties among prospective adoptive parents." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3288.
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This study was done to examine prospective adoptive parents' perceptions of one particular group of special needs children waiting for adoption: those children with developmental disabilities. The results will give social workers information that will help provide training and informational meetings to prosepctive parents in regard to the child's age and developmental disabilities.
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Illsley, Staci D. "Remediating conduct problems in children : examining changes in children and parents following consultation." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38206.
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The purpose of these investigations was to compare changes in child conduct problem behavior and parental ability and to examine the relationship between parent and child outcome. An A/B research design was used across two studies with a total of 34 children (aged 3--10 years) and 43 parents randomly assigned to one of three parent-mediated treatment modalities (i.e., individualized conjoint behavioral consultation using a self-administered treatment manual; CBC, group-administered videotape parent training with shared consultant contact; GVT, and self-administered videotape parent training with minimal consultant contact; VT). In the first study, child outcome was evaluated using direct observations of target behavior, along with pretreatment and posttreatment estimates of problem behavior on standardized instruments. Both single- n and group analyses were used for analysis of data. The results indicated that 77%, 50%, and 75% of children in the CBC, GVT and VT groups respectively, evidenced at a minimum, small improvements in their conduct problem target behaviour. In addition, parents reported global improvements in children's problem behavior. No differential effects of treatment group, however, were detected. A second study was carried out to examine the mediating factors thought to produce children's behavioral improvements. Outcome was evaluated for parents through the use of observed child-management skills during parent-child play interactions and by using pretreatment and posttreatment estimates of parental knowledge of behavioral principles and attitudes toward parenting (i.e., satisfaction, involvement and limit setting). Further, children's level of deviancy (e.g., noncompliance) was examined during parent-child play interactions. Results of single-n analyses varied depending on the parent variable examined, however group analyses revealed improvements in parental use of several child management skills and in parental knowledge. For the children, ind
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Fanelli, Kimberly. "Family Pals an exploration of parents' experiences /." Waltham, Mass. : Brandeis University, 2009. http://dcoll.brandeis.edu/handle/10192/23255.
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McGrath, Wanita. "Educating children presenting with autistic spectrum disorder: exploring parents' experiences." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/10265.
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According to Pienaar and Raymond (2013, p.10) learners with disabilities have historically experienced the most serious exclusion from learning. The worldwide call for inclusive education prompted South Africa to develop the White Paper 6 (WP6) (2001, p.18) which clearly states that for Inclusive Education to be successfully implemented in South Africa, there has to be an acknowledgement that all children and youth can learn. The implementation of WP6 therefore not only benefits learners with special educational needs, but all South African learners by implementing "a more flexible system of education that focuses on removing barriers to learning and creating learning-friendly environments" (Pienaar and Raymond, 2013, pp. 10-11). However, a great disparity exists in what is proposed in official documents such as WP6 and what parents of children with barriers to learning actually experience within schools. This phenomenological study employed memory work, drawings and focus group discussions with four purposively selected parents to explore parents’ experiences of the education of their children who are on the Autistic Spectrum. Bronfenbrenner’s Eco-systemic perspective was used to make meaning of the data. The findings show that parents find the education of their autistic children as a stressful and isolating experience because of an unprepared education system. Despite the challenges, the participants also find their experiences to be a journey of personal growth and fulfilment. The study therefore recommends that schools should engage parents of autistic children more actively in order to make inclusion of such children effective. Teachers who are expected to practice inclusivity in schools should be adequately prepared to work with children presenting with ASD through a collaborative effort of the Department of Health and the Department of Education.