Rozprawy doktorskie: „Audy Home for Children”

1

Chyu, Pui-yung Esther. "An exploratory study of home-like setting : Small Group Home /". Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1399220X.

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Klock, Astrid. "Teachers' perceptions of home-schooled children". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ33399.pdf.

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Al-Janahi, Asma. "Accidental injury to children in their home". Thesis, University of Aberdeen, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342110.

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Chyu, Pui-yung Esther, i 徐佩容. "An exploratory study of home-like setting: Small Group Home". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31977625.

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Terry, Jennifer Margaret. "Resilience in children in out-of-home care". University of Western Australia. School of Social and Cultural Studies, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0189.

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This study explores the notion of resilience and, in particular, its efficacy as a framework to assist and guide professionals in their work with children placed in the care of the State, many of whom have experienced situations of severe disadvantage, including abuse and neglect, prior to their admission to the out-of-home care system. The further distress and/or trauma for children, which is engendered by separation from their families and placement with strangers, is exacerbated by circumstances of transience and instability that many children experience during their care journeys. The study examines the care system as a circumstance of adversity and seeks to find out how specialist practitioners working in the care environment understand the notion of resilience and whether they operationalise the concept in their practice to assist children in care. The study is set within a critically reflective perspective, informed by a hermeneutic process that assists in building a deeper understanding of both the notion of resilience and the care system through the lived experiences of practitioners and interpretation of the literature on both topics. An unanticipated finding that emerged from research discussions conducted with practitioners revealed that their experiences of working within the care system created a sense of adversity for them and challenged their resilience, with many parallels between their responses and their observations of the distress and trauma of children in care. The necessity to understand these practitioners? experiences more deeply led to a further exploration of literature that described the impact of working in such adverse settings. This exploration uncovered the notion of vicarious traumatisation, a phenomenon that affects workers who are in continual contact with the trauma of others. An indepth discussion of this concept is provided outlining its relevance to this study. The implications of the impact of the adversity of the care environment on professionals are summarised in the final chapter of the study together with recommendations in the areas of both practice and research.

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D'Alemberte, Trelles Whitfield. "Gender Roles and Home Computer Use by Children". W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539625702.

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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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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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Chippett, Darryl Curtis. "Early home-based interventions with developmentally delayed young children". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ54870.pdf.

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Leung, Chi-fai, i 梁志輝. "The influence of home-stay child minding of children". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31210880.

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Drury, Rosemary Anne. "Young bilingual children learning at home and at school". Thesis, Goldsmiths College (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407467.

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Duffey, Jane Grenfell. "Home schooling children with special needs: A descriptive study". W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1550154056.

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Mecham, Neil A. "The Socialization of Home-Schooled Children in Rural Utah". DigitalCommons@USU, 2004. https://digitalcommons.usu.edu/etd/2572.

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Concern over the social development of children who are home schooled has caused parents and educators to question the wisdom of this practice. A review of home-schooling research has not revealed whether a difference exists between the social skills of homeschooled children and children who attend public schools. This study explored the socialization of home-schooled children by comparing Social Skills Rating System scores of home-schooled children with the scores of their mothers and a comparison sample of publicly-schooled chi ldren. Forty-six home-schooled children (23 boys and 23 girls), their mothers, and 39 publicly-schooled children (16 boys and 23 girls) participated in the study. Children and their mothers were asked to report the frequency of social behaviors engaged in by the child. Publicly-schooled girls reported engaging in more positive social behaviors than did home-schooled girls. No differences were found between publicly-schooled and home-schooled boys' scores. Mothers of home-schooled children reported their children's behaviors as more assertive than did their children, while children reported their behaviors as more cooperative than did their mothers. Home-schooling mothers' and their children's perceptions of socialization were also explored by interviewing I 0 mother-child dyads. Results of qualitative analyses revealed that acceptance of, and the ability to communicate well with individuals of varying ages rather than association with same-aged peers was a key concept in the home-schooling perception of socialization. Home-schooling families believed that their perceptions of socialization were different from non-home-schooling families, who, they believed, focused more on same-age peer interaction. Findings also revealed that the family was seen as the primary socializing agent by home-schooling families. However, they were aware of, and tried to include, other positive socializing agents that could influence their children's social development.

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14

Morrison, Andrew. "Thy children own their birth : diasporic genealogies and the descendants of Canada's Home Children". Thesis, University of Nottingham, 2006. http://eprints.nottingham.ac.uk/10276/.

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My research explores the cultural practices and identities of the descendants of an estimated 100,000 children who were despatched to Canada, unaccompanied by their parents, and under the auspices of a number of British charities, between 1869 and the late 1940s. It investigates the relationship between the descendants' individual and collective projects of recovery and commemoration and wider issues of postcolonial nationhood, ethnicity, and culture. It also focuses on the relationships between personal, family, national, and transnational identities, and on the ways in which the so called Home Children are being commemorated in contemporary Canada amongst competing cultural and political agendas. During two extended trips to Canada, I conducted fifty nine in-depth interviews and two group interviews that allowed me to obtain an insight into the identities, experiences and attitudes of the descendants of Home Children. In this thesis I will discuss the findings of this research. I will report on the ways in which personal and wider senses of identity, ethnicity, and nationhood are produced and expressed through the activities of descendants who are attempting to research and recover unknown family histories and places of origin of ancestors.

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15

Cunico, Brea. "Meeting the needs of mulit/biracial children in school and at home". Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009cunicob.pdf.

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Wickham, Jennifer L. "Psychological reactance in youths in out-of-home placements". Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998wickhamj.pdf.

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17

Lo, Chung-yi. "The impact on parents and children of admission to a small group home /". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20131768.

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Perry, Stephen D. "COMPARISON OF NUTRITIONAL INTAKE OF HOME SCHOOL CHILDREN AND PUBLIC SCHOOL CHILDREN: A COMPARISON STUDY". Lexington, Ky. : [University of Kentucky Libraries], 2008. http://hdl.handle.net/10225/876.

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Thesis (M.S.)--University of Kentucky, 2008.
Title from document title page (viewed on November 3, 2008). Document formatted into pages; contains: vi, 33 p. Includes abstract and vita. Includes bibliographical references (p. 28-32).

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19

Waldon, Elizabeth, i Debbie Ann Davis. "An exploratory study of foster care emanicipation in an adult population: Home again, home again". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2258.

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This qualitative study explored the foster care emanicipation experience of adults who had "aged out" of the foster care system. This study found that foster care had negative impacts on participants' ability to form attachments while in foster care and in their adult relationships.

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20

Paseluikho, Michele A. "Regrouping at the parental home : a grounded theory of female adult children's experiences of returning home to live". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/NQ48690.pdf.

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McArthur, Alison Gwen. "Psychosocial factors related to father involvement with noncustodial children after remarriage /". The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487853913101561.

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Stoppler, Lynda Shirley Rapley. "Continuing and discontinuing home schooling, meeting the needs of children". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0035/MQ62500.pdf.

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Nevins, Mary Ellen. "Families with hearing-impaired children reading and writing at home /". Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11301806.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1992.
Includes tables. Typescript; issued also on microfilm. Sponsor: Robert E. Kretschmer. Dissertation Committee: Kay Alicyn Ferrell. Includes bibliographical references (leaves 201-210).

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24

Sellers, Margaret. "Home-based early intervention with deaf children and their families". Thesis, University of Reading, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246009.

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Cleophas, Marcia Mirl. "The experiences of street children at community-based home schools". Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52526.

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Thesis (MEd)--University of Stellenbosch, 2001.
ENGLISH ABSTRACT: There are an estimated 10 000 children in and around the streets of South Africa, with the speculation that this could be higher, given the difficulties surrounding the counting of the street children. Not all street children live on the streets permanently: many spend their days there mainly for economic reasons earning an income, then spend their nights at their homes or those of friends and relatives. Others go to the street as an alternative to going to school or, in an effort to avoid parents or caregivers who show little interest in their lives, or who force them onto the street to earn money. It is particularly children that have not become permanent residents of the street and that are part of community-based home schools, that are the focus of this study. A· qualitative approach is used to establish the experiences of these children in a residential area in the northern suburbs of Cape Town. The study revealed the following: • Community-based home schools provide children with basic needs like food, clothing and importantly, a trusting relationship with an adult. • Children's lives are restored in a non-threatening environment, assisting them to regain their dignity, establish healthier selfconcepts as well as higher self-esteem. Once these basic needs are fulfilled, it became evident that children are able to return to the experience of mainstream school and in so doing face the world with renewed fervour.
AFRIKAANSE OPSOMMING: Na beraming is daar omtrent 10 000 straatkinders in Suid Afrika. Daar word gespekuleer dat die getal hoër kan wees as gevolg van die probleme met die tel van straatkinders. Nie alle straatkinders leef permanent op die strate nie. Baie spandeer hul dae op straat slegs vir ekonomiese gewin waar hulle 'n inkomste verdien, en slaap snags by hul huise óf by vriende óf familie. Ander leef op die straat as 'n alternatief om skool toe te gaan. Hulle doen dit ook om hulouers of voogde te vermy wat min aandag aan hulle skenk of wie die kinders forseer om geld op die straat te verdien. Dit is veral kinders wat nie permanent op die straat lewe nie, en deel is van huisskole, wat die fokus is van hierdie studie. 'n Kwalitatiewe benadering is gebruik om die ervarings van hierdie kinders in 'n gemeenskap in die noordelike voorstede te bewerkstellig. Die studie het die volgende getoon: • Gemeenskapsgebaseerde huisskole voorsien kinders met die basiese benodighede soos kos, klere en baie belangrik, die vertroue van 'n verhouding met' n volwassene. • Die kinders se lewens word herstel in 'n omgewing wat nie bedreigend is nie en wat hulle help om hul waardigheid te herwin en om 'n gesonde selfkonsep en hoër selfbeeld te vestig. • Wanneer hierdie basiese benodighede vervul is, het dit duidelik geword dat hierdie kinders kon terugkeer na die hoofstroom-skool ervaring en op hierdie manier kon hulle die wêreld met hernuwe ywer aanpak.

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Hecht, Tobias. "At home in the street : street children of Recife, Brazil". Thesis, University of Cambridge, 1995. https://www.repository.cam.ac.uk/handle/1810/272470.

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McQuiston, Jessie Elizabeth. "The Dental Home for Children with Cerebral Palsy: Caregiver Priorities". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337829927.

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Harte, Helene A. "Identifying Engagement in Children with Autism in the Home Setting". University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1209992435.

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Bhatti, Ghazala. "Asian children at home and at school : an ethnographic study". Thesis, n.p, 1994. http://ethos.bl.uk/.

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Black, Tracy L. "Home Visiting for Children with Developmental Delays: An Empirical Evaluation". DigitalCommons@USU, 1996. https://digitalcommons.usu.edu/etd/6073.

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Home visiting services have become an important and common component of early intervention for children with developmental delays. Currently, this group of children is the most frequent target of home visiting programs throughout the nation, although research evaluating the effectiveness of these programs is less pervasive. For this reason, a comprehensive analysis of studies within the home visiting literature that specifically focused on children with developmental delays and their families has been conducted. This effort has been accomplished through the process of meta-analysis. In addition to the computation of standardized mean difference effect sizes, emphasis was also placed on identifying the salient sample, intervention, and outcome characteristics of this group of studies. Results are discussed in terms of ecological validity or how well the findings of the study generalize to the world of practice, policy, additional research, and training in the field of home visiting. Overall, much of what we are observing in the research is applicable to current practice, specifically in regard to the home visiting procedure. However, discrepancies between research and practice have been found in regard to the target of the intervention and the training of the home visitor.

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Walker, R. E. "Understanding, developing and evaluating home-school partnerships for children on the autism spectrum through home-school reading". Thesis, University College London (University of London), 2016. http://discovery.ucl.ac.uk/1477045/.

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This mixed-methods study was set in a suburban local authority nursery and primary special school (3-11yrs) for children on the autism spectrum. The study consisted of four consecutive phases, designed to: • examine the factors which affect parent participation in, and teacher facilitation of, home-school reading for nursery and primary school aged children with autism; • develop a model of parent and teacher collaborative working to help parents carry out reading activities with their autistic children at home; • evaluate the intervention and understand its impact on the participants. Phase 1 of the study (Autumn Term, 2013) employed a parent questionnaire and a review of a previous teacher survey to gain understanding of home and school reading practices prior to intervention. Phase 2 (Autumn Term, 2013) was a training phase that drew on the Phase 1 data. It consisted of separate training workshops for school staff and parents. These included activities to help participants explore attitudes towards collaborative home-school working and to develop understanding, skills and confidence in teaching children with autism to read. Phase 3 (Spring Term, 2014) was a 12-week home-school reading programme in which parent and teacher pairs worked collaboratively to share strategies and carry out similar reading activities in both home and school settings. Phase 4 (Summer Term, 2014) was the evaluation phase, which comprised semi-structured interviews with parents and teachers and analysis of the pupils’ school assessment data relating to reading skills. Overall, the intervention was successful in helping parents and teachers to develop their skills and confidence in supporting their autistic children to transfer and generalise their in-school learning to the home. In particular, parents benefitted from their children demonstrating greater shared-attention and concentration skills during reading activities at home. The findings suggest a model framework for developing and implementing a home-school reading programme for children with autism.

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32

McClung, Michele. "Could do better! : how key care factors influence the educational achievement of children looked after at home and away from home in two local authorities in Scotland". Thesis, University of Stirling, 2008. http://hdl.handle.net/1893/1128.

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The aim of this thesis was to explore the key care factors that influence the educational achievement of children looked after at home and away from home in Scotland. Traditionally there has been less research conducted in Scotland than in the rest of the United Kingdom. The research analysed a large new sample - one fifth of the care leaving population in Scotland - and spans a five year period. The thesis makes an original research contribution. A unique features of the research is that it investigates the experiences of children looked after at home, alongside those looked after away from home. In addition, the research involved two large local authority areas in Scotland that had not previously participated in such research on looked after children. What emerged from the research was that the Corporate Parent (local authorities and partner agencies) had not yet successfully prioritised the educational achievement of looked after children in policy and practice, despite education being identified by the government as a mechanism for combating social exclusion. The key findings of the research demonstrated that looked after children perform less well academically than the general school population. In particular, placement type, the reason for becoming looked after and the age on becoming looked after were significant factors in determining educational achievement. Other factors such as gender and number of placements were also found to be associated with educational achievement. Empirical results further indicated that looked after children suffered from discrimination and social exclusion in all aspects of their lives, including school and where they lived. This was a significant finding as the disadvantage experienced by many looked after children continues to impact on their lives into adulthood, making them some of the most socially excluded adults in Scotland and the United Kingdom today.

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Walker, Hattie R. "An analysis of the safety outcome of children in the in-home supervision and out-of-home care". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1997. http://digitalcommons.auctr.edu/dissertations/1346.

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The purpose of this study was to compare the safety outcome for children who remained at home under the supervision of the State and children who were placed in foster care. There were two variables: (1) services as the independent variable, and (2) placement outcomes as the dependent variable. A correlational research design was used to analyze the data. An on-site review instrument was used to collect data from three county Departments of Social Services in South Carolina. Additionally, a case record analysis and a face-to-face interview approach were utilized. The conclusion drawn from this study is that families are confronted with many stressors and a lack of resources that affect their behavior. The researcher found that in cases where services were provided, maltreated children could remain safely in their homes. For future child maltreatment interventions, this could provide a comprehensive approach to services that might avoid unnecessary out-of-home placements.

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White, Lisa Wolk. "Parent-child relationships in families with intellectually gifted children /". Connect to CIFA website:, 2009. http://sites.google.com/site/californiainventoryforfamilyassessment/Home.

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Bell, Tessa. "Resilience and Risk Among Maltreated Children in Out-of-Home Care". Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31506.

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Resilience is defined as positive adaptation and functioning following exposure to significant risk or adversity (e.g., maltreatment). It is an important topic of investigation in child welfare due to the number of children with such adverse life experiences. While the definition of positive adaptation varies in the literature, maltreatment researchers often define it in terms of the low frequency of behavioural problems, with the consideration that resilience in a child may be fluid across domains of functioning and/or across time. The current dissertation examined resilience among maltreated school-age children living in out-of-home care through three interrelated studies. The first examined multilevel correlates of behavioural resilience among a sample of 5 to 9 year old children living in out-of-home care. The second used developmental trajectory modeling to examine behavioural functioning across time among a sample of school-age children living in out-of-home care (with a particular focus on trajectories of resilience), and the third used semi-structured interviews to gain the often-neglected perspectives on resilience of child welfare workers. Findings across all three studies revealed several factors within various levels of the ecological model that contribute to resilience, including child internal developmental assets and relationships and social support. Furthermore, findings teased apart the distal impact of child welfare workers and agencies. The current dissertation contributes to the existing literature by informing researchers and professionals working within the child welfare sector about the factors that are important for promoting resilience among vulnerable children in out-of-home care with the aim of improving the well-being of this population.

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Bodkin, Amy Winter. "Home-based treadmill training in ambulatory children with hemiplegic cerebral palsy /". Connect to full text via ProQuest. Limited to UCD Anschutz Medical Campus, 2006.

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Thesis (Ph.D. in Clinical Science) -- University of Colorado at Denver and Health Sciences Center, 2006.
Typescript. Includes bibliographical references (leaves 58-61). Free to UCDHSC affiliates. Online version available via ProQuest Digital Dissertations;

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37

Calcraft, Rebecca. "Children left at home alone : the construction of a social problem". Thesis, University of Nottingham, 2004. http://eprints.nottingham.ac.uk/10063/.

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The question of when a child is old enough to be left at home alone, and under what circumstances, is a dilemma faced by many parents and professionals. Adopting a social constructionist perspective of social problems, this thesis explores professional perceptions and policy responses to the issue of children left at home alone since the passing of the Children Act in 1989. The law in England and Wales does not specify an age at which it is deemed safe to leave a child unsupervised at home, a practice sometimes referred to as 'self-care'. Professionals respond to the issue through non-legalistic, more persuasive interventions. The media also plays a role in regulating parenting practices, as demonstrated in the early 1990s, when the British press covered a number of stories involving parents who left their children at 'home alone'. The issue continues to bubble up from time to time, but calls for more specific law to manage the problem have gone unheeded. Drawing on interviews with child welfare professionals and campaigners who work at national level, and on an analysis of policy, campaigning and educational documents, I explore how the issue is constructed, responded to and resisted as a social problem. I conclude that this is an example of an 'unconstructed' social problem because, despite continued public and professional concern, there has been no clear legislative response. Understanding how and why some social problems 'fail' is a key contribution to the literature on the social construction of social problems, which has focused mainly on 'successful' social problems to date.

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38

Pattison, Harriet. "Rethinking learning to read : the challenge from children educated at home". Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5051/.

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This research positions itself as an historical and cultural event taking place at a particular time and in a particular form for reasons which span the political, philosophical and personal. Its subject matter is the claim of some home educating parents that their children learn to read without being taught. Rather than treating such children as exceptions to an established educational norm, this thesis rethinks learning to read through parent’s understandings of literacy learning based on meanings assigned to key concepts such as ‘child’, ‘teaching’ and ‘reading’ and on the rhizomatic structure which relates these concepts to each other and to political, ideological and epistemological understandings. This alternative perspective creates a space; physical, temporal and theoretical, in which different interpretations of learning, such as those invited by complexity theory, become open to consideration. In doing this the technological view that reading is achieved through a series of enabling inputs conducted in a particular socio-cultural environment is challenged on both philosophical and empirical grounds. However, this exploration is in turn, directed and restricted by the epistemological assumptions underpinning the PhD as the objectification of intellectual excellence. This thesis considers these restrictions and the contribution research can make given them.

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Nelson, Jeanette. "Home education : exploring the views of parents, children and young people". Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/4888/.

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This study explores the views and experiences of home educators, children and young people with regard to elective home education (EHE) practice and learning and its position in society. The outcomes of this provision are also examined. This study is topical due to the anecdotal evidence which suggests that home education or home schooling is growing in the UK and worldwide, and there is a resurgence of interest in home education in political and media discourse in the UK. Moreover, this study is also timely due to home education being an under-researched area generally, with children and young people’s views rarely elicited. The study found that the practices and activities pursued by EHE families were diverse, whether they were focused in the home or other environments. The diversity of the practices followed also echoes the diversity of the sample population itself; although dissatisfaction with schools or established schooling ranked high among those reasons. The experiences and outcomes afforded by EHE were on the whole positive but nonetheless challenges were mentioned with regards to support and funding. Recommendations include greater awareness about EHE as a legal alternative to school; access to/and funding for exams; and increased training for Local Authority officials charged with overseeing or monitoring this area.

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Russell, Elizabeth Anna. "Home tutoring for children in care : student, tutor and carers' perspectives". Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3352.

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Martell, Nasstajjia. "Caregiver closeness and outcomes for children in out-of-home care". Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10147323.

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Children placed in out-of-home care experience challenges while in foster care. The purpose of this study was to examine the relationship between children placed in out-of-home care and the bond and closeness with their caregivers. Secondary data from the Midwest Study About the Crime During the Transition to Adulthood: How Youth Fare as They Leave Out-of-Home Care in Illinois, Iowa, and Wisconsin was used to develop a quantitative study on related variables. Findings indicated no significant relationship between outcomes for children in foster care and caregiver closeness.

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Williams, Lawrence T. "The relationship of instructional approach to creativity in home-schooled children". Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39898.

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McIntosh, Kelly L. "Working Mothers vs Stay at Home Mothers: The Impact On Children". Marietta College / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1144855683.

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Lee, Hyunsook Chang. "Home environments and developmental outcomes of children born to teenage mothers". Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06062008-152421/.

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Staedke, Sarah Grace. "Evaluation of home-based management of fever in urban Ugandan children". Thesis, London School of Hygiene and Tropical Medicine (University of London), 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536830.

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Gardner, Isabel Helen, i helengardner@latrobe edu au. "The concept of family perceptions of children who were fostered". Swinburne University of Technology, 1996. http://adt.lib.swin.edu.au./public/adt-VSWT20050415.162746.

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This project investigated the subjective perceptions of family reported by people who have experienced long-term foster care. Foster care involves removal from their biological family of children deemed to be in need of care, and their placement in alternative homes. Foster children may spend varying amounts of time in care, and may have multiple caretakers. The research began with three broad questions: Who do people who have experienced long-term foster care think of as their family? How close do they feel to them? How would they like their family to be? Two exploratory studies were conducted. In Study 1, 43 children in long-term family foster care (CFFC participants) aged between 8 and 15, who had been in care for more than one year, and 42 matched controls, completed the Kvebaek Family Sculpture Technique (KFST). They chose figures to represent family members and placed them on a chess board, using the squares to indicate emotional closeness or distance from each figure. A representation of their �ideal� family was also obtained. Most CFFC participants nominated their foster family as their family, and few changed their ideal representation. In Study 2, 39 adults aged between 19 and 65 (AFCC participants), who had been in either family foster care or cottage homes for at least one year, and a comparison group of 39 matched controls, completed the KFST according to perceptions of family now, as children, and an ideal family. An in-depth, semi structured interview on perceptions of family followed. For the majority of AFCC participants, connections to foster family when they were children had dissipated over time. Nevertheless, about half of the AFCC participants were still strongly and positively attached to one set of foster parents. The major determinant of attachment to foster parents appeared to be a nurturing environment, while a non-nurturing environment was the most prominent feature of failure to attach to foster parents. Visiting by biological parents contributed to continued attachment to them, however, relationships with biological parents were reported as ambivalent, distant, and unsupportive. Foster care participants appeared similar to those in other studies, however, the two samples were small, and may not be representative in terms of ideas about family membership. Caution is necessary in any attempt to generalise from the findings to a wider foster care population. Implications for theory, policy, and clinical applications are discussed, and suggestions made for further research.

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Granich, Joanna. "Electronic-based sedentary behaviour among children within the family home environment : a descriptive study". University of Western Australia. School of Population Health, 2009. http://theses.library.uwa.edu.au/adt-WU2010.0069.

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[Truncated abstract] This descriptive study identified correlates of electronic media use among pre-adolescent children (10-12 year olds). It specifically focused on the potential influence of individual factors and the social and physical environment within the family home setting. The prevalence of overweight/obesity in children is escalating. Sedentary behaviour in the form of electronic media use (comprised of television (TV) and video/DVD viewing, video and computer gaming, and computer use) is a contributing and a modifiable risk factor for overweight/obesity. To date, research focused on sedentary behaviour has been largely derived from physical (in)activity data where the absence or observed low levels of physical activity participation or TV viewing only has been used as a proxy for sedentariness. Little is known about the specificities of children's electronic media use; its impact on children's overall leisure and screen-time; and, the potential influencing factors that may operate at the home level. The family home is a context-specific setting where electronic media use is a daily practice for most children. To better understand electronic-based sedentary behaviour among children the following specific aims were addressed; 1) To describe children's leisure time, particularly time spent with electronic media. 2) To explore children and parents' perceptions about electronic-based sedentary behaviour. 3) To determine the prevalence of children's electronic-media use at home. 4) To examine the influence of individual, family social and home physical factors associated with different levels of electronic media use by children. ... The availability and accessibility of a variety of electronic equipment at home, especially in the child's bedroom (particularly among boys), was also associated with children's screen behaviour. Physical aspects of the family home (i.e., lay-out and yard size) had a mixed effect on children's electronic media use. Overall, the nature of electronic media use among children is complex and is influenced by dimensions that present at children's individual, family social and physical home level. The knowledge generated from this study about specific correlates of electronic media use has extended the understanding about its impact on children's discretionary time. Future prospective longitudinal research is warranted given that most studies investigating electronic media and sedentary behaviour are of cross-sectional design. Including other forms of sedentary behaviour such as sitting and talking with friends and family, reading and/or using telephones may provide a more comprehensive measure of sedentariness in the future. Further studies should use multivariate statistical analyses (i.e., modelling) to improve clarity of relationships between multiple variables and gauge mediating factors. This study also calls for future intervention research. Findings on gender-specific correlates of electronic media use provide superior information for the development of tailored behaviour modification strategies aimed at girls and boys respectively. Active involvement of household members in the intervention is also warranted. Utilising this study's findings may strengthen intervention outcomes towards a more directed and sustained behaviour change

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Lau, Hang-chi Frederick, i 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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Meyer, Richard Jonathan. "A young writer at home and in school". Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185799.

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This study is a qualitative case study of one writer, my daughter Zoe, over a period of two years comparing her writing at home with the writing completed at school during kindergarten and first grade. This study involves descriptions, interpretations, and analyses of Zoe's writing, including the processes and products across the two settings. There are two frames through which the writer and her writing are described, analyzed, and interpreted in this study. The first frame focuses on the purposes for and functions of Zoe's writing activity at home and in school. This includes our present understanding of written language development in terms of purposes and functions, the conditions writers require in order to write, determinants of written language, and the various systems upon which writers rely to make meaning. The second frame through which Zoe's writing is described, interpreted, and analyzed in this study focuses on the nature of the two settings, the home and the school. The settings are analyzed in terms of the activities and experiences in which the writer engages within each setting. The goal of this study is to understand the nature of a young child's writing activity across the home/school settings by analyzing the writing she did in each of those settings. The impact of the social nature of the settings upon her writing activity are also considered. A theoretical framework for written language use and development is presented and discussed as a vehicle for understanding and developing writing programs and developing supportive relationships between the school and the home.

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Muller, Ron. "Coping with adjustment in a group home help for group care leaders /". Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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