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Tesi sul tema "Relationship with children"

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Autore: Grafiati

Pubblicato: 26 luglio 2024

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1

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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2

Landry, Joseph Reginald. "Autism attentional disengagement and its relationship to temperament /". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0024/NQ39281.pdf.

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3

Evans, Julie Marianne. "'Consuming children' : a sociological analysis of children's relationship with contemporary consumer culture". Thesis, University of Plymouth, 2002. http://hdl.handle.net/10026.1/368.

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The aim of this thesis is to identify and understand children's relationships with the world of consumption. Through the children's own narratives a picture emerges of the mediating properties of consumer goods in their wider social and personal friendships. Living in what could be described as a materially divided society this project explores how children make sense of those inequalities and what their experiences are in understanding their own socio-economic position compared to others and how it impacts on their relationships to consumer culture. A particular concern is that such relationships may be more complicated than they seem on the surface and that class has an especially significant impact on children's experience of consumption. The contention here is that the impact of material inequality on an individual's capacity to consume is in the context of the sociology of both consumption and childhood remains largely under-explored. Creative child-centred data collection methods were therefore used in order to prioritise children's 'voices' as a means of understanding the impact of consumption on their lives. This data was further complemented by interviews with parents and in this context parents' management of familial household budgets emerged as having a particularly important influence in determining the role of consumption as a resource in the dynamic that exists between children, their parents and friendship groups. The evidence collected here suggests that the role of consumer goods is central to children's participation in what passes for a 'non-nal' life in contemporary consumer society. Both the children and their parents are acutely aware of this and as such go to inordinate lengths to ensure their children are able to have the appropriate signifiers of inclusion in their peer group networks. Material possessions appear to provide a currency with which children trade, whilst offering them inclusion within their wider personal and social networks. This research has given 'consuming children' a forum within which they can articulate what role consumer goods occupy in their lives on a day-to-day basis and what it means to children if they are unable to participate fully in the society in which they live.

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4

Lambirth, Andrew. "What is the appeal of poetry written for children for children? : a study of children's relationship with poetry". Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10007412/.

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This thesis explores the appeal that a sample of children's poetry has for a group of thirty children in their final year of primary school in the United Kingdom. It examines this appeal within a socio-historical context that perceives literature written for children as playing an important role within a 'developmental state' (Lee, 2001) - a State where children are seen as sites of investment and as 'human becomings'. The thesis argues that the literature written for children forms part of the discourse that has historically attempted to define, manage and maintain contemporary conceptualisations of childhood. Within this context of adult society's ideological claim over literature written for children - including poetry - the study explores the nature of the appeal the texts generate for a class of ll-year olds. Through the use of a triangulation of case studies, the enquiry investigates how this appeal reflects children's own understanding of their childness (Hollindale, 1997). It will argue that although children's literature continues to be written for a variety of adult purposes, children are able to manage the messages and meanings found within the poetry and create their own pleasures from the texts with which they engage, rejecting those that they individually dislike.

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5

Tarabek, Jessica. "Relationship satisfaction and mental health of parents of children with autism: A comparison of autism, ADHD, and normative children". Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/31236.

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This research compares the relationship satisfaction and mental health of parents of children diagnosed with Autism or Autism Spectrum Disorders (ASD) to parents of children with Attention Deficit Hyperactivity Disorder (ADHD) or Attention Deficit Disorder (ADD) and parents of normative children. The analytical sample was obtained from the 2007 National Survey of Childrenâ s Health, and ANOVA statistical procedures were used to analyze the data. Results indicate that significant differences exist in relationship satisfaction and mental health between mothers of children with Autism or ASD and mothers of either children with ADHD or ADD or normative children. No significant differences were found between fathers. Implications for clinicians working with this population, as well as suggestions for future research are discussed.
Master of Science

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6

Root, Carol Ann. "The relationship between parental appraisals, children's appraisals, and patterns of emotionality in children". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0003/MQ33997.pdf.

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7

McFann, Mitchell Louis. "Relationship between profiles of attention and special education placement". Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001183.

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8

Scott, Lori D. "The gesture-speech relationship in children who stutter". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0026/MQ50874.pdf.

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9

Loera, Diana I. "Examining Relationship Interactions of Adult Children of Alcoholics". DigitalCommons@CalPoly, 2010. https://digitalcommons.calpoly.edu/theses/423.

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The following study explores the factors associated with security of romantic attachment in Adult Children of Alcoholics (ACOAs). ACOAs are more vulnerable to inconsistent parenting and consequently are more likely to develop negative internal models of self, a stable construct that affects romantic attachments (Bowlby, 1982; Ainsworth et al, 1989; Bartholomew, 1990). This study examined associations between parent, and peer relationships as possible resiliencies. It was hypothesized that ACOAs will report less secure attachments with their parents (as measured by the IPPA), less romantic attachment anxiety and avoidance (as measured by the ECR-R), and no significant difference in peer attachment (as measured by the IPPA) when compared to ACONAs. It was also hypothesized that there will be an association between peer attachments and romantic attachments for ACOAs and not for the ACONAS. One hundred forty-three undergraduate students participated in the study. An independent T-test showed no significance for the initial hypothesis. The second hypothesis was partially supported, an independent T-test showed significant findings unique to ACOAs. ACOAs with more positive peer attachments had more positive romantic attachments.

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10

Braaksma, Angelisa Deanne. "Academic skills and behavior : does a functional relationship exist? /". view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055671.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 182-188). Also available for download via the World Wide Web; free to University of Oregon users.

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11

Ellenbogen, Stephen. "From physical abuse victim to aggressor : exploring the relationship". Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115674.

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This dissertation represents an attempt to better understand why physically abused children are more likely to develop aggressive tendencies. A sample of adolescents receiving child protection services was administered a battery of self-report measures on maltreatment, health, and well-being; an aggression measure was administered a year later. The specific focus was to determine whether aggressive youth were more likely to (1) have suffered harsher physical abuse, (2) generate violence outcome expectancies that favour recourse to aggression, and (3) report higher levels of abuse-related shame. Respectively, the second and third hypotheses were based on social information processing and shame-rage models of aggression.
Only the hypothesis of the fast study on maltreatment characteristics was supported. Victims of frequent and severe abuse were more likely to report aggression. As for the second and third study, the expectation of positive outcomes from violence and feelings of shame-rage (as indicated by high levels of guilt-free shame) were actually inversely related to aggression.
Even though these results went in the opposite direction of the hypotheses, they are not altogether in conflict with theoretical models. According to L. Rowell Huesmann's description of social information processing, a hostile worldview was considered a mediating factor in the development of aggression problems. The tendency for aggressive youth to expect negative rather than positive outcomes from violence can be interpreted as support for this view. Abuse-related shame was not related to aggression, but it did demonstrate the predicted association with anger and hostility. The suggestion therefore is that feeling shame as a result of abuse leads to pent-up rather than expressed rage.
Given these results, it is suggested that victims of harsh maltreatment be targeted for appropriate prevention and skills promotion programs. Also, future research should investigate whether the formation of problematic relationship schemas and the tendency to suppress abuse-related emotions contribute to the maintenance of aggression problems.

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12

Stitt, Niara Stitt. "Children Having Children: The Relationship Between Teen Pregnancy and Racial Identity in American Politics". Ohio University Art and Sciences Honors Theses / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ouashonors152494342757516.

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13

Inan, Seyma. "Categorization Skills in Children: The Relationship between Maternal Strategy Use and Children Strategy Use". Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1532608485832591.

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14

O'Rourke, Julie. "Relationship Stability in Lesbian Couples with Children : a Qualitative Psychological Study". Thesis, Boston College, 1996. http://hdl.handle.net/2345/1822.

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Thesis advisor: Bernard O'Brien
This study investigated factors which influenced the stability of long-term relationships among twelve lesbian couples who had been together for at least fifteen years and reared children. A retrospective, semi-structured interview was used and each participant was interviewed separately. Themes related to relationship stability were identified prior to the interview and operationalized through the interview questions
Thesis (PhD) — Boston College, 1996
Submitted to: Boston College. School of Education
Discipline: Counseling, Developmental Psychology, and Research Methods

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15

Suarez, Lourdes. "The relationship of childhood worry to information processing : multi-ethnic/cultural comparisons /". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036862.

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16

Wiroon, Tungcharoen Rennels Max R. "A cross-cultural study the relationship between perception and drawing ability among children from the United States and Thailand /". Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713232.

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Thesis (Ed. D.)--Illinois State University, 1987.
Title from title page screen, viewed August 9, 2005. Dissertation Committee: Max R. Rennels (chair), Heather Hanlon, John R. McCarthy, Louis Steinburg. Includes bibliographical references (leaves 123-128) and abstract. Also available in print.

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17

Herring, Shannon. "The Relationship Between Social and Emotional Intelligence in Children". TopSCHOLAR®, 2001. http://digitalcommons.wku.edu/theses/663.

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The relationship between social and emotional intelligence was investigated. The study sample consisted of 31 females and 28 males who were between the ages of 9 and 12. The student participants completed the Social Skills Rating System-Student Form (SSRS), which assesses social competence, and the Emotional Quotient Inventory: Youth Version (EQ-i:YV), which measures emotional intelligence. Parents of the children also completed the Social Skills Rating System-Parent Form for comparison purposes. Both forms of the SSRS yielded statistically significant correlations with the EQ-i:YV. The results indicate that the instruments designed to assess emotional intelligence and social intelligence were highly related. The importance of the present findings is that they are a preliminary step in the discussion of social and emotional intelligence and their cultural importance.

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18

Chamberlain, Linda. "Nocturnal enuresis in children : its relationship to deep sleep /". Title page, contents and abstract only, 1986. http://web4.library.adelaide.edu.au/theses/09AR.PS/09arpsc443.pdf.

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19

Washle, Edwin J. "Fathers and young-adult children : factors affecting relationship strength /". Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-07282008-135908/.

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20

Antczak, Devan James. "The relationship between sleep and physical activity in children". Phd thesis, Australian Catholic University, 2020. https://acuresearchbank.acu.edu.au/download/b92e37167800e4fa59cd1752d30969d32a159e15897555eae9bcf8bfc1c12cde/2547502/Antczak_2020_Relationship_between_sleep_and_physical_activity.pdf.

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The aim of this thesis was to investigate the relationship between physical activity and sleep in children. The thesis has contributed to the empirical body of evidence with three studies. Study 1 (Chapter 2) was a systematic review and meta-analysis of the literature investigating the relationship between physical activity and sleep in children. Overall, the meta-analysis found little association between physical activity and sleep (r = .02, 95% confidence interval = -.03 to .07) and no examined variables significantly moderated the overall effect. Exploratory analyses showed only two significant but weak associations for vigorous physical activity with sleep (r = .09, 95% CI = .01 to .17, I2 = 66.3%), specifically sleep duration (r = .07, 95% CI = .00 to .14, I2 = 41.1%). Study 2 (Chapter 3) investigated both longer-term (i.e., habitual) and day-to-day associations among a large sample of Australian children. Longer-term, the trajectories of change in physical activity over time showed little association with the trajectory of change in sleep. The day-to-day analysis showed that increased physical activity improves sleep the following night and that better sleep predicts an increase in physical activity the following day. Study 3 (Chapter 4) investigated accelerometer wear-time criteria for how valid a night should be and the total number of valid nights that are needed to get reliable estimates of habitual sleep duration, sleep efficiency, time in bed, and sleep timing. The study found that, generally, 5 nights of valid data is enough to get acceptable estimates of habitual sleep behaviour. Implications, strengths, and limitations of the thesis are discussed in Chapter 5.

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21

Lanter, Joyce C. "Relationship satisfaction between elderly mothers and their adult children". Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/49818.

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22

Williams, A. Lynn, S. M. Camarata, Nancy J. Scherer e P. Hoffman. "The Relationship between Speech and Language Impairments in Children". Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/2110.

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23

Felini-Smith, Linda. "Relationship between Selected Behaviors and Developmental Skills in Children with Autism". Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc278162/.

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The purpose of this exploratory study was to gain more information about the developmental skills and abnormal behaviors of children with autism. Major interests included exploring the pattern of developmental strengths and weaknesses, the relationship between unusual behaviors, and the relationship of autistic behaviors to development and IQ.

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24

Pang, Ka-fong Cindy. "The relationship between age and frequency of disfluency in Cantonese-speaking preschool children". Click to view the E-thesis via HKUTO, 1994. http://sunzi.lib.hku.hk/hkuto/record/B3620898X.

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Thesis (B.Sc)--University of Hong Kong, 1994.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), the University of Hong Kong, 29th, April, 1994." Also available in print.

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25

Barnes, Karin J. "Relationship of occupational therapy services to special education outcomes /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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26

Graham, Catherine. "Not in front of the children : discourses of protection and children's relationship with contemporary media". Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250029.

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27

Bell, Clare. "Origins of Threat Based Responding in Anxious Children". Thesis, Griffith University, 2013. http://hdl.handle.net/10072/366749.

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Background: The purpose of this research was to provide a systematic examination of the role of attention and interpretation biases in the expression of anxiety in children. This research also examined the influence of maternal expectations on the information that mothers provide their children and the degree of avoidance behaviour mothers expect of anxious children relative to non-anxious children and siblings. Assessment of attention bias, interpretation bias and avoidance expectancies was undertaken using the following established experimental paradigms previously employed in paediatric research: (1) a visual probe task assessing attention bias for threat and happy faces relative to neutral faces (Waters, Mogg, Bradley, & Pine, 2008), (2) a hypothetical scenarios task assessing cognitive, emotional and behavioural interpretations of threat, positive and neutral situations (Bögels & Zigterman, 2000), and (3) an analogue task assessing estimates of avoidance of threat in threat and ambiguous situations (Field & Storksen-Coulson, 2007).
Thesis (PhD Doctorate)
Doctor of Philosophy in Clinical Psychology (PhD ClinPsych)
School of Applied Psychology
Griffith Health
Full Text

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28

Walker, Kevin. "Maternal Relationship, Social Stigma, and Advocacy Among Young Adult Children of Mothers Living with Depression". Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1552514308625197.

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29

Montoro, Julian. "Cooperation and competition among aged parents and adult children". Case Western Reserve University School of Graduate Studies / OhioLINK, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=case1061556654.

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30

Kidd-Burton, Sarah Jane Morreau Lanny E. "Relationship between violent experiences and discipline problems in school". Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9720809.

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Thesis (Ed. D.)--Illinois State University, 1996.
Title from title page screen, viewed May 30, 2006. Dissertation Committee: Lanny Morreau (chair), Kenneth H. Strand, William Tolone, Thomas Caldwell, Eddie Glenn. Includes bibliographical references (leaves 106-116) and abstract. Also available in print.

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31

Aldridge, Kay Diane. "The relationship between beliefs about symptom etiology and adult responses to depressed children". Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184438.

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Recent research has demonstrated that depressed people elicit rejection and induce negative mood in those with whom they interact. The present study sought to replicate earlier research which demonstrated these effects in adult-child interactions when the child was depressed. It also was designed to determine how establishing a mental set about the etiology of a particular child's depression would mediate these findings. A total of 80 male and 80 female undergraduates viewed one of three tapes of a child actress interacting with an adult. The roles portrayed were those of a depressed child, a nondepressed but highly stressed child, and a normal nondepressed control child. Subjects who viewed the depressed child were also assigned to three different groups which either received no information about the child's mood and behavior, were told she was depressed due to physical causes, or that she was depressed due to a pattern of negative thinking. Subjects provided an explanation of the depression were also given an informative summary to read about the etiology of the depression. The depressed child was more rejected than the normal and stressed child, but providing a physical explanation of the depression significantly mediated the effect. Subjects did not differ in their expressed desire for further interaction with the normal and depressed child, but did express greater desire to interact when the depression was explained as a physical disorder than when no information was presented. The nondepressed normal child was viewed as significantly higher in general functioning than the child in any other role. Two mood induction findings were significant. Subjects viewing the normal control expressed higher degrees of positive affect than those viewing any other child. Subjects who viewed the depressed child without any further information were significantly more depressed than those in any other condition. Groups did not differ on measures of anxiety and hostility. Subjects did endorse differential intervention suggestions based on the role portrayal. These results are discussed in relation to the interpersonal model of depression and in terms of their implications for clinical practice.

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32

Childers, Stephanie Angel. "The relationship between social skills and language acquisition in West Virginia". Huntington, WV : [Marshall University Libraries], 2001. http://www.marshall.edu/etd/descript.asp?ref=42.

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33

Graves, Diane Rose. "Children's perceptions of social network members : the relationship between social support, self-esteem, and behavioral adjustment /". Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/9178.

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34

Burger, Laetitia Mary. "An investigation into the relationship between kinesthetic sensitivity and balancing ability in pre-school children". Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1003497.

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The purpose of this study was to explore the possibility of a linear relationship between kinesthetic sensitivity and balancing ability in pre-school children. Furthermore, the effects of age on kinesthetic sensitivity and balancing ability were investigated. Finally, the role of gender in kinesthetic sensitivity and balancing ability was examined. Fifty-one subjects, between the ages of three and six years, executed five trials on each of two kinesthetic sensitivity tests (an arm abduction test and a hip abduction test); two tests for static balance (on a balance board and on a balance stick) and two tests for dynamic balance (a beam walk test and a stepping stones test). Although the correlations between kinesthetic sensitivity and balancing ability were generally positive, they were very slight. These low correlations are probably an indication that different abilities are required for carrying out the different tasks. Generally, both balancing ability and kinesthetic sensitivity appeared to improve with age. From analysis of individual test results it was obvious that abilities varied from individual to individual (Appendix G). This could have been the result of developmental, motivational or experiential differences. Although the girls generally performed slightly better on most tests than the boys the correlations between test scores for boys were slightly higher than those for girls. At-test indicated that there were no significant differences between the mean scores of the boys and the girls on the balancing or the kinesthetic sensitivity tasks.

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35

Taylor, Satomi Izumi. "The relationship between playfulness and creativity of Japanese preschool children". Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/38537.

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36

Lui, Wan-hap. "Effectiveness of a relationship development intervention program for aloof-autistic children". Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37091347.

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37

MacKay, Joan Louise. "The relationship between parents and their gay and lesbian children". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0033/NQ46878.pdf.

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38

Mellou, Eleni. "The relationship between dramatic play and creativity in young children". Thesis, University of Bristol, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358125.

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ESTEFAN, ANNA CAROLINA TARDIN A. "RELATIONSHIP BETWEEN PARENTING AND EXECUTIVE FUNCTIONS OF CHOOL-AGED CHILDREN". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=34448@1.

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Abstract (sommario):

PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTITUIÇÕES COMUNITÁRIAS DE ENSINO PARTICULARES
As funções executivas (FEs) são um conjunto de habilidades cognitivas envolvidas no controle consciente da ação e do pensamento. Seu desenvolvimento acompanha o processo prolongado de mielinização do córtex pré-frontal e, por isso, estaria exposto não só a fatores biológicos, mas também ambientais. Sendo a figura dos pais um importante fator no desenvolvimento infantil, a presente dissertação investigou as relações entre parentalidade e funções executivas de crianças em idade escolar. Para tanto, foi constituída de dois estudos. O primeiro baseia-se em uma revisão sistemática que a partir de uma seleção criteriosa elegeu 10 artigos que foram estudados no que tange a: aspectos gerais e metodológicos, parentalidade, FEs e resultados apresentados sobre influência da parentalidade nas FEs. Todos os artigos mostraram relações diretas ou indiretas entre parentalidade e o funcionamento executivo infantil. Já o segundo estudo teve como objetivo investigar as relações entre estilos parentais, práticas educativas maternas e funções executivas de crianças de 8 a 11 anos de idade. Ainda, considerou o papel da escolaridade da mãe e a renda familiar nessas relações. A amostra foi composta por 75 crianças que foram avaliadas no que tange à memória operacional, controle inibitório, fluência verbal e planejamento. Como resultados a prática educativa de disciplina relaxada foi associada ao desempenho no controle inibitório e o comportamento moral associou-se positivamente com a memória operacional. Já a escolaridade da mãe e a renda foram correlacionadas positivamente com controle inibitório, planejamento e fluência verbal. Em suma, nas duas pesquisas foram encontradas relações entre parentalidade e funções executivas, destacando a importância da consistência parental nessa dinâmica.
The executive functions (EFs) are a range of cognitive skills involved in the conscious control of action and thought. The development of these functions follows the extended myelination process of the prefrontal cortex and, because of that, it is exposed, not only to biological factors but also to environmental ones. Being the parent figure an important agent in children s environment, this academic work intended to investigate the relationships between parental behavior and executive functions in school-age children. This work is formed by two studies: the first one is based on a systematic review that, from a detailed selection, elected 10 articles that were analyzed considering general and methodological aspects, parenting, EFs and results found on the influence that prental behaviours perform on EFs. All articles presented direct or indirect relationships between parental behavior and child executive functioning. The second study aimed to investigate the relationships between parenting style, maternal practices and executive functions in 8-11-year-old children. Furthermore, it investigated the role of the mother s education and the family income in these relationships. The sample consisted of 75 children that were assessed regarding working memory, inhibitory control, verbal fluency, and planning. As results, the parenting practice of a lenient discipline by the parents was associated with inhibitory control s performance, and moral behavior was positively associated with working memory. In turn, mother s education and income were po-sitively correlated with inhibitory control, planning, and verbal fluency. In conclusion, some relationships between parenting and executive functions were found, highlighting the importance of parental consistency in this dynamics.

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Muransky, Jean M. "Predictors of relationship quality between children and their maternal grandmothers /". The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488202171198099.

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Wolf, Amy Truesdell Vartuli Sue. "Building relationships a study of families, children, and teachers /". Diss., UMK access, 2007.

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Thesis (Ph. D. )--School of Education and Dept. of Sociology. University of Missouri--Kansas City, 2007.
"A dissertation in education and sociology." Advisor: Sue Vartuli. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed April 22, 2008 Includes bibliographical references (leaves 205-214). Online version of the print edition.

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Evans, Irene Denise. "The Relationship Between Sociometric Status of Preschool Children and Parenting Styles". Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3184/.

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The purpose of the project was to examine the relationship between the social development of preschool children and parenting styles. Preschool social development was accessed by the use of sociometry. Parenting styles of mothers and fathers were determined by a questionnaire. The parenting styles and the sociometric status of the children were analyzed to determine a relationship using the chi-square analysis. The analysis indicated that there was no significant relationship between parenting styles and the sociometric status of preschool children. It is recommended that more research be done in the fields of parenting styles and sociometry.

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Burch, Richard Kenneth. "THE RELATIONSHIP BETWEEN ENGLISH PROFICIENCY AND DIGIT SPAN PERFORMANCE IN MEXICAN-AMERICAN CHILDREN". Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184047.

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The digit span test has long been used in the study and evaluation of memory processes in children. The study of memory processes in bilingual children has received only limited attention. The purpose of the present study was to examine the influences of bilingual interference, English proficiency, and item familiarity on a task of short-term memory. One-hundred nineteen third grade subjects were assigned to one of four groups based on their language background and ethnicity. Subjects were administered the Digit Span subtest from the Wechsler Intelligence Scale for Children-Revised in English as well as a test of general ability, the Coloured Progressive Matrices, and a reaction time measure, item identification. The data were analyzed using ANOVA and multiple regression procedures. Results showed that Mexican-American bilingual subjects who were proficient in English performed comparably to monolingual Mexican-American subjects. These results were discussed in terms of their support for the dual storage and independence positions of bilingual memory. Results of the data analysis also revealed a small but significant direct causal link between English proficiency level and digit span. This finding was discussed in terms of its support for the use of digit span measures with bilingual Mexican-American children providing the students have been determined to be proficient in English on a standardized measure. A final finding of the present study concerned the absence of a role for item familiarity as an intervening variable between English proficiency level and digit span. Results showed a direct association between English proficiency level and reaction time, but no significant association between reaction time and digit span. Implications of the current findings were discussed in relation to relevant theory and prior research findings.

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Ackerman, John P. "Associations between early relationship adversity, executive functioning, and behavioral self-regulation among adopted youth". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.38 Mb., p, 2006. http://proquest.umi.com/pqdlink?did=1176551251&Fmt=7&clientId=79356&RQT=309&VName=PQD.

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Kerr, Mark Elliot. "The relationship between evidence and policy in children's social care : the case of looked after children". Thesis, University of Kent, 2016. https://kar.kent.ac.uk/60635/.

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This thesis investigates the relationship between the needs of looked after children, evidence and policy. It questions the assumption that this area of policy is evidence-based in the context of tackling the population's primary needs and improving their life outcomes. Background Services for looked after children and care leavers in England and Wales are at a critical juncture in policy and practice. In an area of Government policy where Ministers have adopted a top down command and control style of governing, local authorities as 'corporate parents' are in a difficult position. The combination of significant budget cuts for Children's Services and the highest number of children in care in 30 years threatens their ability to effectively deliver on statutory duties. The reality is local authorities are rationing some forms of therapeutic children's care. These decisions are not evidence informed but a demonstration of a myopic approach to meet budget reduction targets. Local authorities increasingly need knowledge about what works, when and for which children. Methods The aims of the research required mixed methods to be used. Quantitative methods are used to initially to map the needs of looked after children and care leavers as population including secondary analysis of official statistics. They are further used in a primary research study, an integral part of this thesis, to provide primary data on the care experiences and life outcomes for a sample of care leavers. Against the evidence, the thesis considers relevant policy to evaluate its impact over the last 25 years. The critical analysis of the relationship between evidence and policy required a qualitative approach using theories of policy-making heuristically applying Kingdon's (1984) multiple streams approach. To understand the way evidence is used to frame the needs of populations, the role of social constructivism must be considered. Findings Both the primary and secondary data indicate extremely high needs in the care population and among care leavers in adulthood, in particular emotional and mental health needs both in and after care. Factors that are policy goals for improvement including education and employment outcomes have made some improvement in a small number of domains, but overall outcomes for this population are not improving in some areas and getting worse in others. Although evidence is considered in policy-making for this population, it is used selectively and heavily influenced by policy actor's values and beliefs. This is having a detrimental effect on improving outcomes and causing a large proportion of the care population to move to independence with treatable mental illness, shunting costs to adult services. There is no evidence to indicate the increase in the use of fostering is able to meet the needs of a large percentage of the care population or improve their outcomes. The findings from the empirical study, although with limitations, indicates that this may be increasing the number of placement breakdowns due to high need young people being inappropriately placed in foster care instead of residential care. Conclusions Addressing needs and improving outcomes for looked after children requires a life-course approach. This is not conducive with the organisation and operations of the Department for Education. The primary need for looked after children is mental health and the most appropriate Government department to lead on their care is the Department of Health. Currently local authorities are expected to fund and meet the needs of looked after children but are not adequately resourced. Due to financial constraints, perverse incentives exists for minimal investment to meet statutory duties leading to the cost shunting of treatable mental health needs to the Department of Health, and unaddressed negative behaviours to the Ministry of Justice.

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Melvin, Holly Lynn. "The relationship among parenting styles, children's empathy, and certain problematic behaviors in children and young adolescents". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1709.

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Fung, Tsz-kin. "The relationship between students' participation level and attitude toward physical activity". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18876572.

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Singer, Harris Naomi. "Relationship between degree of neuroanatomic abnormality and visual orienting deficits in young children with autism /". Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1997. http://wwwlib.umi.com/cr/ucsd/fullcit?p9804534.

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Grepp, Sandra Seals. "Field dependence and its relationship to simultaneous and sequential processing". Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/469581.

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The primary purpose of this study was to determine if relationships exist among the constructs of field dependence, simultaneous processing and sequential processing. The interrelationships among these constructs and ability and achievement were also explored. Regression and discriminant analyses, as well as t-tests were used in the statistical treatment of the data.The 56 student subjects, equally divided by sex, were randomly selected from sixth-grade classrooms in a suburban school corporation in central Indiana. The GEFT and the Kaufman Assessment Battery for Children (K-ABC) were administered. Results from the Comprehensive Test of Basic Skills (CTBS) and the Test of Cognitive Skills (TCS) were obtained from schoolpersonnel. Overall, there were higher correlations among individual and among group tests than were foundbetween the two types of tests. The GEFT, whether treated as a continuous or categorical variable, was found to correlate significantly with group-administered tests of ability and achievement. The TCS and the CTBS were also found to be significantly related. Intercorrelations among selected Global Scales of the K-ABC were significant. There were no significant zero-order correlations between the K-ABC processing scales and the TCS. There were significant correlations between the K-ABC Achievement measure and group-administered tests of both ability and achievement. While the Achievement Scale of the K-ABC had a significant positive relationship with the GEFT, results of a t-test revealed no significant difference between the performance of field dependent and field independent subjects on the Achievement Scale. A significant positive relationship was found between the GEFT and the Simultaneous Processing Scale as well as the Mental Processing Composite. However, in a regression analysis the principal component of the linear composite was the Simultaneous Scale.

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Passier, Alyda M. "Social adjustment and language : a study of their relationship in learning disabled children". Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=65533.

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