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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 7 lipca 2024

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1

PERSON, KATHERINE. "Foster Parent Attitudes Toward Birth Parents and Birth Parent Visitation". CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/801.

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Foster parents are a vital component to the child welfare system and play an important role, one of which is supervising parental visitation (Muniz, 2018; Neil et al., 2003). With visitation as the primary intervention for family reunification (Haight et al., 2003), foster parents and birth parents are more than likely to interact with one another at some point in time. The purpose of this research study was to examine if foster parent attitudes toward birth parents influence foster parent attitudes toward birth parent visitation. Data was collected from 40 participants, 36 females and 4 males, from a foster family agency based in California and Texas. The study used a survey design and questions were distributed in a group setting, a mailed hard-copy, and a web survey link. The study’s findings revealed that that when foster parents had a more positive attitude toward birth parents, they had a more positive attitude toward birth parent visitation. The study concludes with recommendations for public child welfare agencies and foster family agencies to develop trainings for foster parents and for social workers to increase efforts in assisting foster parents and birth parents build cooperative relationships.

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Dyke, Nathalie. "Devenir parent, étude d'entretiens avec 34 nouveaux parents". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2002. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ65704.pdf.

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Nelson, Monica Leigh. "Parents' Perceptions About Parent Involvement in an Elementary School". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7413.

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Parent involvement is as an important contributor to students' academic and social success in school. However, parent involvement at a suburban public K-4 school has lagged, specifically in activities that have been shown to have a positive influence on student achievement. The purpose of this study was to examine parents' perceptions about their involvement in school activities as a means of identifying strategies to increase their engagement. A conceptual framework based on Hoover-Dempsey and Sandler's motivational constructs for involvement guided this study. The research questions focused on parents' perceptions of their participation, reasons for and against engaging in school activities, and what the school could do to support their involvement. A purposeful sampling method was used to select participants from among 3rd and 4th grade parents. A basic qualitative design was used to capture the insights of 9 parent participants through individual interviews. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking, an audit trail, reflexivity, and rich descriptions. The findings revealed that parents perceived teachers and administrators should welcome their involvement, create events that recognize parent challenges, and engage parent support. A professional development project was created to provide teachers with strategies to develop effective parent-teacher teams. This study has implications for positive social change by providing a structure to increase parent involvement in constructive and purposeful partnerships with teachers and the school. This in turn could positively influence students' academic journey and achievement.

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Salamone, Christie A. Brestan Elizabeth V. "Examining the Parent Perception Inventory within the context of Behavior Parent Training". Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Theses/SALAMONE_CHRISTIE_35.pdf.

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McClure, Kelly Angela. "Parent involvement in a charter school: the persistence of traditional beliefs about parent participation". Thesis, Boston University, 2003. https://hdl.handle.net/2144/32802.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Previous research conducted in regular public and private schools has shown that parent involvement in a child's schooling is positively related to student outcomes (Henderson and Mapp, 2002). Though the creation of charter schools has purportedly expanded the possibilities for families to participate in their children's schooling, little is known about actual practices of parent involvement in charter schools. This case study explores the nature of parent involvement in a sixth- through twelfth- grade, urban charter school in order to verify and extend findings from research conducted in other school settings. The data come from surveys of and group interviews with faculty members, families, and students; observations of parent involvement events; and individual interviews with the school's founders. Two prevalent themes emerged from this study. The first reveals a sharp contrast between the founders' philosophical orientations with respect to home-school relationships and those of the families, students, and faculty members. The founders believe that the school and home are, and should be, distinct and separate institutions of support for student achievement and adolescent development. The second theme uncovered in this study concerns the faculty's citations of "cultural difference" as a key justification for why involvement at the school has proven challenging. The study shows that these perspectives shape the school's practices of partnership with families and that the philosophical and ideological positions taken by school personnel are best understood against a broader socio-historical context. The problems with parent involvement exhibited in this study are viewed as both a product of the underlying philosophical assumptions about school and family partnerships held by the founders, as well as a continuation of historically grounded patterns of home and school interaction as articulated by the faculty. The case study of this charter school verifies previous research and extends our understandings of home-school partnership into the new context ofthe charter school.
2031-01-01

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6

Krejci, Carol R. "Parent preference in parent-teacher conferences". Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002krejcic.pdf.

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Wentland, Alicia A. "Parent assessment of parent education classes". Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002wentlanda.pdf.

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Woods, Philip A. "Parents as consumer-citizens : an investigation into parent governors". Thesis, Open University, 1995. http://oro.open.ac.uk/57610/.

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The study takes as its problematic that parents are increasingly being viewed as consumers and that this conception of parents is too limiting. It goes on to argue that the notion of the consumer should, however, not be discarded altogether, and that the alternative notion of citizenship is in itself insufficient. Based on an appreciation of developments in consumer studies and consumerism, four models of consumer empowerment are outlined. Each model is associated with different types of consumer activity (see below). Building on this, an alternative concept of the consumer-citizen and its constituent dimensions is proposed as an ideal type. The thesis then explores how far a particular group of parents - parent governors - appears to resemble the ideal type: ie how far their views and actions accord with the expectations of the concept. Data from questionnaires completed by parent governors in 1988 and 1992 are used to do this. The study concludes that the consumer-citizen concept is a more accurate and useful analytical tool than the 'consumer' or the 'citizen'. Its empirical findings are generative, rather than firm conclusions. Attention is drawn to limitations in the data collected and to challenges that may be made to the validity of this data, including issues relating to the aggregation of data which was undertaken for the purposes of statistical analysis. The main findings are that the parent governors surveyed are more - likely to resemble a specific variant of the ideal type, le the Incorporated consumer-citizen. In terms of the consumer-citizen dimensions, they are most likely to approve of acting as a member of a political community (representing the school's interests to the local education authority) and checking (evaluating the school's performance), and less likely to see their role as making decisions (doing), though approval of this increased significantly since 1988. Avenues for further work are suggested.

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Woods, Philip Arthur. "Parents as consumer-citizens : an investigation into parent governors". n.p, 1994. http://ethos.bl.uk/.

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Wright, Julia A. "Parents' perspective of a home visiting parent education program". Huntington, WV : [Marshall University Libraries], 2002. http://www.marshall.edu/etd/descript.asp?ref=68.

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Warren, Jennifer. "Whole language - reading and parents: A parent in-service". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1057.

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Leung, Tung-wing Paul. "Parent-teacher case conferences : a case study of parents' and teachers' perception /". Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21190641.

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Callaghan, Tamara. "Does the apple ever fall far from the tree?: exploring the intergenerational transmission of parental attitudes /". [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19224.pdf.

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Widstrom, Barbara Freeland. "Parent-child communication as perceived by Christian teens and parents". Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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Hunsaker, T. Wayne. "The Self-Perceived Need for Parent Education by Divorced Parents". DigitalCommons@USU, 1987. https://digitalcommons.usu.edu/etd/2700.

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The purpose of this study was to determine the self perceived needs of divorced parents for parent education. Five independent variables, age, sex, income level, education, and time since divorce were analyzed. The survey was organized into three major parts with sub-headings. The survey questions asked divorced parents what parent education resources they used before, after divorce, and use now or in the future. Other questions asked what content these resources should contain. The survey was completed in Houston Texas, and Ogden, Utah with a total N of 38. The results of the analysis indicated there was no significant differences in the perceived effectiveness of the existing parent education resources, nor the perceived need for additional resources in either child development or personal growth, based on the age, sex, income level, educational attainment, or time since divorce of a sample of divorced parent responses. writers of curriculum for divorced parents however should note the high degree of unanimity among divorced parents on many content areas, and the information resources used.

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16

Vicente, Cindy. ""Un parent est battu" : les adolescents qui frappent leurs parents". Thesis, Paris 5, 2013. http://www.theses.fr/2013PA05H118.

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Les adolescents qui frappent leurs parents sont issus de familles dans lesquelles la violence est diffuse. Ceci nous a amenée à l’hypothèse que la problématique des limites était en cause à un niveau intrapsychique, intersubjectif et transpsychique. Pour répondre à cette hypothèse nous avons employé deux approches méthodologiques. La première est quantitative, basée sur l'étude de 52 situations d’adolescents frappeurs qui mettent en avant la perception des professionnels sur ces cas. La seconde méthode s’appuie sur des rencontres cliniques auprès de trois familles, suivies durant plusieurs mois. Les résultats ont mis en évidence que les jeunes frappeurs sont dans une problématique limite, centrale dans leur fonctionnement psychique. Ces limites sont également défaillantes entre les membres de la famille et entre les générations. Ceci est en lien avec un manque de contenance des barrières de pare-excitation. À l’adolescence le fantasme « un enfant est battu » réermerge, le jeune se situe dans une phase précédent celle-ci : « un parent est battu ». Dans une impossibilité à la critique et au meurtre symbolique, l’adolescent reste figé dans un fonctionnement où il met en acte ce fantasme. Le jeune et le parent se retrouvent dans une difficulté en miroir, figés dans cet impossible critique du lien. D’un point de vue familial, l’adolescent prend le rôle de porte-voix des différentes générations et crée par son acte une distance afin de pallier le manque de frontières générationnelles
Adolescents who are hitting their parents are in families in which violence is abundant. This led us to the hypothesis that the problem of limits was involved, in the intrapsychic problems, intersubjective and transpsychic. To answer at this hypothesis different methods were used. The first is quantitative, it’s from 52 young hitters and highlights the perception of professionals in these situations. The second method is based on clinical encounters with three families, over a period of several months. The results highlights that young hitters are in a limited problems that is central to their psychic function. These limits are also failing between family members and generations. This is caused by a lack of attitude as a barriers and protective shield. At the adolescence age the fantasy "a child being beaten" reappears, the youth is in a phase preceding: "a parent is beaten." In the impossibility to criticism and symbolic murder, the teenager remains frozen in a operation system where he enacts this fantasy. The youth and the parents are in a mirror difficulty frozen in that impossible critical link. From a family point of view, the teen is the spokesman of the different generations and create a distance by his act to overcome the lack of generational boundaries
Los adolescentes que pegan a sus padres se encuentran en familias donde la violencia es difusa. Esto nos lleva a la hipótesis de que la problemática de los límites está cuestionada, en la problemática intrafísica, intersubjetiva y transpsiquica. Para responder a esta hipótesis diferentes métodos han sido empleados. El primero es cuantitativo, y surge de 52 situaciones de adolescentes maltratadores y prioriza la percepción de los profesionales sobre estas situaciones. El segundo método se basa en los encuentros clínicos a partir de tres familias, seguidas durante varios meses. Los resultados han puesto en evidencia que los jóvenes maltratadores se sitúan en una problemática límite que es central en sus funcionamientos psíquicos. Estos límites también son ineficaces entre los miembros de la familia y entre las generaciones. Éstos están causados por una falta de continencia de las barreras de para- excitación. En la adolescencia la fantasía "un niño maltratado" resurge, el joven se sitúa en una fase precedente a ésta: "un progenitor es maltratado". Dentro de la imposibilidad a la crítica y a la muerte simbólica, el adolescente se mantiene fijado en un funcionamiento donde activa esta fantasía. El joven y el progenitor se reencuentran dentro de una dificultad en espejo fijada dentro de esta imposible crítica del vínculo. Desde un punto de vista familiar, el adolescente se sitúa como porta voz entre las diferentes generaciones y crea a través de su acción una distancia con el fin de suplir la falta de fronteras generacionales

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Leung, Tung-wing Paul, i 梁東榮. "Parent-teacher case conferences: a case studyof parents' and teachers' perception". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961113.

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To, Samuel. "Honoring parents applying the command to adults /". Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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Adams, Darci C. "The power of 'When I was your age' research on parental narratives and their influence on cognitive dissonance in children /". Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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Crane, Courtney. "An examination of the relationship between parental religiosity and parent-adolescent conflict /". View online, 2007. http://repository.eiu.edu/theses/docs/32211131464748.pdf.

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Whiddon, Melody. "Parent Emotional Functioning, Parent Responsiveness, and Child Adjustment". FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/223.

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Over the past two decades, interest in the psychological development of children has steadily increased (Beg, Casey, & Saunders, 2007), presumably because statistics describing childhood psychological illness are alarming. Certain parent interaction styles or behaviors are known to influence child adjustment. According to attachment theory, the reason for these findings is that interaction with a caregiver informs an individual’s construction of an internal working model (IWM) of the self in relation to others in the environment. The purpose of this study was to gain a greater understanding of the factors contributing to child adjustment by examining the influence of parents’ emotional functioning and parent responsiveness to children’s bids for interaction. This dissertation tested a multivariate model of attachment-related processes and outcomes with an ethnically diverse sample. Results partially supported the model, in that parent emotional intelligence predicted some aspects of child adjustment. Overall, the study adds to knowledge about how parent characteristics influence child adjustment and provides support for conceptualizing emotional intelligence as a concrete and observable manifestation of the nonconscious attachment IWM.

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Ranganathan, Chitra. "Causes and consequences of parent monitoring among Asian Indian parents and their teenagers". Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1148654525.

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Ceballos, Peggy Bratton Sue. "School-based child parent relationship therapy (CPRT) with low income first generation immigrant Hispanic parents effects on child behavior and parent-child relationship stress /". [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6126.

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McAllister-Parsons, Mary. "CREATING A COLLEGE-GOING PARTNERSHIP WITH LATINA/O PARENTS AND FAMILIES OF ELEMENTARY SCHOOL STUDENTS". CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/863.

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The pursuit of higher education has become a highly desirable aspiration for many children in the United States, yet majority of these children are not provided the opportunity to make this a reality. Research reveal Students of Color and lower socio-economic status are largely under-represented in institutions of postsecondary education (Camacho Liu, 2011; Choy, 2001; U.S. Department of Education, 2001). Latina/o students, in particular, continue to experience some of the lowest levels of educational attainment in this country. Education scholars contend that a college-going culture can help counteract the educational limitations experienced by working-class, Students of Color, and especially first-generation college students. Using a participatory action research approach, this study shows how an inclusive parental engagement framework can push research forward in understanding the experiences of an educational leader and Latina/o parents. As they collaborate to co-develop strategies to support college-going practices within an elementary school, parental engagement is key. Data collected from two focus group interviews were analyzed for salient themes and findings pertaining to parental engagement and practices supporting higher educational attainment for Latina/o students. These findings indicate Latina/o parents experience an increase of knowledge regarding higher educational opportunities for their children. Furthermore, when parents gained important knowledge about postsecondary education, this resulted in additional collaborative efforts. For example, the collaborative development of a survey instrument aimed to determine the varying levels of college knowledge needs experienced by parents of elementary school aged children. The objective is to critically understand the intent of developing and implementing college-going practices by an (1) educational administrator and Latina/o parents within an elementary school.

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González, Miranda Andrade. "Needs Assessment for Parent Literacy Program". Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc799506/.

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Latina/o students do not perform at the same level of achievement as their peers, and often lack of parent presence is mistaken for apathy towards their children’s educational success. This research examines the strategies Latina/o parents take in navigating the school system and advocating for their students. A local nonprofit organization with the goal of achieving educational equity for Latina/o parents will utilize these findings and recommendations to develop curricula for a parent literacy program.

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Harach, Lori D. "Defining and constructing parent-child relationships from the perspective of parents". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0011/MQ33228.pdf.

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Wallace, Amy L. McLoyd Vonnie C. "Differences in parent and child experiences of parents' racial socialization practice". Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,143.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2006.
Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Masters of Arts in the Department of Psychology (Clinical)." Discipline: Psychology; Department/School: Psychology.

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Hale, Rebecca Louise. "The role of parents in school bullying : parent and child perspectives". Thesis, Keele University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602976.

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School bullying research has often focused on children, but neglected the parent's perspective. Little is known about how parents respond to their child's peer victimisation and how these responses are related to children's experiences. Thus, this thesis aimed to address three main research questions: (a) how do parents respond to their children's peer victimisation? (b) What factors are associated with parents' responses to their children's peer victimisation? (c) How are parents' responses related to children's experiences of peer victimisation? A mixed-methods sequential exploratory design, comprising of three stages, was utilised. Firstly, focus groups and interviews were conducted with parents to gain greater understanding of their perspective. The focus group/interview findings informed the content of parent and child questionnaires which were developed in a series of pilot studies, during stage two of the research. In the third stage, these questionnaires were administered to parents and children (aged I 1-12 years) to examine parental responses to peer victimisation, factors related to parental responses, and children's victimisation experiences. The findings suggested three categories of parental responses: supportive/problem solving, confrontational and avoidant. Parents' responses were related to their perceptions of how their child would cope, and their attitudes towards how schools/teachers deal with bullying. Additionally, parents' perceptions of their role in school bullying were influenced by what they thought a 'good' parent should do. Children's perceptions of avoidant and parental supportive/problem solving responses moderated the relationship between peer victimisation and loneliness; there was also an indirect relationship between perceived parental responses and peer victimisation, through child coping. This thesis concludes that in school bullying situations, parents form one element of a broader system, which also involves children and teachers. Thus, parentteacher communication and collaboration is vital and the importance of empowering parents to take a supportive/problem solving approach when helping their child is highlighted.

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Bamba, Marceline Louise. "Evaluating the impact of parent education for parents of young children /". view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9978246.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 126-139). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9978246.

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Neander, Kerstin. "Indispensable interaction parents' perspectives on parent-child interaction and beneficial meetings /". Doctoral thesis, Örebro : Örebro universitet, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-8506.

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Prehoda, Joan Marie. "Bridging the gap between parents and schools: A parent education model". CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/649.

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Duffy, Kathleen M. "Filial therapy a comparison of child-parent relationship therapy and parent-child interaction therapy /". Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/747.

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Baskal, Ilona. "En systematisk litteraturstudie av vilket stöd och vilken hjälp föräldrar till barn med kolik önskar sig från BHV-sjuksköterskor". Thesis, Högskolan i Borås, Akademin för vård, arbetsliv och välfärd, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-22045.

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Spädbarnskolik är ett vanligt hälsoproblem. När ett barn lider av kolik är detta oftast påfrestande för barnets föräldrar. Dessa föräldrar upplever ofta oro, trötthet och en känsla av hjälplöshet, vilket kan påverka relationen mellan barnet och föräldrarna negativt och öka barnets skrikande. Känslor av frustration och ilska, vilka kan upplevas av trötta och stressade föräldrar, ökar risken för att föräldrar ska skaka eller ta hårt i barnet, vilket kan leda till att barn får allvarliga skador. BHV-sjuksköterskor är viktiga aktörer inom barnahälsovården och det är av stor vikt att de effektivt hjälper och stödjer föräldrar till barn med kolik. Syftet med denna studie är att undersöka vilket stöd och vilken hjälp föräldrar till barn med kolik önskar sig från BHV-sjuksköterskor. Denna studie utfördes som en systematisk litteraturstudie. För studien valdes nio vetenskapliga artiklar ut. De utvalda artiklarna är från Sverige, Norge, USA och Sydafrika. Bland de utvalda artiklarna är sju artiklar med kvalitativ metod och två har utförts med blandad metod med kvalitativa intervjuer och deskriptiv statistik. Samtliga utvalda artiklar belyser föräldraperspektivet, med avseende på spädbarnskolik. Studiens resultat visar att förståelse och stöd från vårdpersonal har stor betydelse för föräldrar, för att de ska kunna klara av att hantera den svåra kolikperioden. Föräldrar önskar ofta att sjuksköterskor erbjuder systematisk rådgivning och systematisk uppföljning samt att barnets tillstånd undersöks noggrant. Flertalet föräldrar är även intresserade av att få information om metoder med bristande evidens. Det framgick i studien att sjuksköterskor kan misslyckas med att hjälpa familjer med kolik på grund av att sjuksköterskor kan se annorlunda på kolikproblemet än föräldrarna själva eller att föräldrar kan ifrågasätta sjuksköterskors kompetens vad gäller kolikhantering. Ett annat hinder kan vara att föräldrarnas förmåga att acceptera stöd kan vara försämrad på grund av bland annat social isolering. Resultaten av denna studie tyder även på att kolikdiagnosen kan upplevas både som positiv och negativ av föräldrar och att när spädbarnskolik ibland normaliseras av vårdpersonal kan detta upplevas som negativt av föräldrar. En viktig poäng som framgick i studien, är att föräldrar till barn med kolik har olika behov och kan uppskatta olika typer av stöd och av andra vårdinsatser. Utifrån studiens resultat är det viktigt att sjuksköterskor och annan vårdpersonal alltid lyssnar på föräldrar, bemöter föräldraperspektivet och anpassar alla vårdinsatser utifrån föräldrars individuella behov.

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Radnai-Griffin, Dorit. "The perception of the effects of spoiling held by mothers of infants six months and younger". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 1.09 Mb., 122 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:1435808.

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Griffin, Melody Marie Adler-Baeder Francesca M. "The beliefs about PVA harm survey testing the factor structure, validity, and relationship to use of parental verbal aggression and stress /". Auburn, Ala, 2008. http://hdl.handle.net/10415/1476.

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Cole, Janie M. "The effects of a rural parent education program on parenting stress, perceived social support, parental locus of control, and parental efficacy". Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1559.

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Thesis (M.S.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains vii, 67 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 49-54).

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Ellis, Michelle K. "Parent-teacher interactions: A study of the dynamics of social influence". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/535.

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The focus of this study was to explore the nature of parent-teacher interactions and to find evidence of social influence strategies used within their interactions. The literature showed that schools, internationally, nationally, and locally, have implemented parental involvement programs advocated by their respective governments. These programs are designed to encourage parents to interact more with the school and the teachers, forming parent-teacher partnerships to enhance student achievement levels. However, in practice, previous research has also signalled that there are underlying tensions in these parent-teacher partnerships that impact on parent-teacher interactions. This study sought to identify factors that parents and teachers describe as impacting on their interactions. Four low fee, independent, Protestant, metropolitan Perth primary schools participated in the study. Sixty-seven parents and teachers shared their lived experiences of positive and less than satisfactory parent-teacher interactions. Data were collected through the use of individual in-depth semi-structured interviews and focus group sessions. Reading and interpreting these transcripts aided in uncovering patterns of meaning, given by parents and teachers, into the nature of their interactions and their use of social influence strategies. The key finding from this study revealed that the nature of parent-teacher interactions was either collaborative or non-collaborative. The research concluded that parents and teachers held similar views on what practices made their interactions collaborative; however, they had different perspectives on what constituted non-collaborative practices. Secondly, six social influence strategies: authorities/experts, discussion, evidence, passive resistance, pressure, and relational were identified as being used by both parents and teachers during these interactions. These social influence strategies were used to persuade, manipulate, coerce, and/or negate the other person into sharing, adopting, obtaining or ignoring a person’s perspective. The outcomes of parents and teachers using social influence strategies were to obtain a course of action, level of care, and/or support for the student. Finally, these social influence strategies were utilised during various contexts and purposes for parent-teacher interactions. The findings revealed that parents and teachers had a preference for using the discussion, evidence, and relational strategies during their interactions, irrespective of the context or purpose. Overall, this research identified that five social influence strategies resulted in satisfactory experiences of parent-teacher interactions affording positive outcomes for students. Conversely, one social influence strategy, passive resistance, resulted in less than satisfactory experiences of parent-teacher interactions deriving less than satisfactory outcomes for students. Based on the findings from this research, a number of recommendations are suggested that include professional learning opportunities for teachers (and members of the school’s leadership team) on: the collaborative and non-collaborative practices of parents and teachers; the use and occasions for social influence strategies being implemented during particular parent-teacher interactions; and, customer service and public relations skills (in particular for early career teachers). These recommendations are viewed, in light of the findings identified in this present study, as enhancing parent-teacher communication, parent-teacher relationships and parental involvement in schools. In addition, these recommendations support the Australian Institute for Teacher and School Leadership’s National Professional Standards for Teachers which aims to improve teacher quality and positively enhance student achievement levels in our Australian schools.

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Ward, Shirli Levinson 1968. "Glasser's parent training model: Effects on child and parent functioning". Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282387.

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The literature supports the use of parent training as a viable treatment for children with behavioral problems. Compared to other outpatient interventions for children with acting out behaviors, parent training has been shown to be the most effective treatment and also the most completely evaluated one. One issue related to the existing parent training programs is the use of individual or small group format, making them less cost-effective than a large group model. Another issue is that positive effects achieved in-home as a result of parent training rarely generalize to the school setting. The present study investigated Glasser's parent training program which was designed to decrease identified behaviors in the home as well as in the school. In addition, this program employs a large group format relative to other prominent parent training programs. A quasi-experimental, two group (i.e., treatment and comparison) pretest-posttest design was used for this study. Mothers with children ages 5 to 12 comprised the groups. Multivariate analyses of variances were conducted to examine the pre-post changes for the two groups with respect to child and parent functioning. Relative to the subjects in the comparison group, those involved in Glasser's parent training program demonstrated significant changes in parent functioning and child functioning (in-home, but not in the school setting).

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Bernard, Rebecca S. "Parent distress, parent behavior, and infant distress during pediatric immunizations". Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2225.

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Thesis (M.A.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains viii, 47 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 29-35).

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Felber, Charbonneau Evelyne. "Parental Involvement in Sport During Early-Mid Adolescence: Perspectives from Parent-Child Dyads". Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36633.

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The purpose of this Master’s thesis was to document parents’ and their children’s perspectives on parental involvement in sport during early-mid adolescence. Individual semi- structured interviews were conducted with eight parent-child dyads, composed of eight athletes (three males, five females) between 12 and 16 years of age (M= 14) and eight parents (six males, two females) between 36 and 53 years of age (M = 44). The dyads recruited were involved in four team sports: basketball (n=3), ice hockey (n=2), soccer (n=2), and Canadian football (n=1). Based on the data collected, two articles were written. In article one, Basic Needs Theory (BNT) was used as a theoretical framework (Deci & Ryan, 1985; Ryan & Deci, 2000) to examine parents’ and their children’s perspectives on how parental involvement in sport influences basic psychological needs during early-mid adolescence. The findings revealed how parental behaviours were generally believed to satisfy athletes’ basic psychological needs within the sport context, although need frustration was also reported. Article two explored how parents’ interactions with coaches and teammates were perceived to influence the sport climate. The findings demonstrated the importance of having parents make efforts to establish friendly and supportive relationships with their children’s coaches and teammates to nurture a positive sport climate. Collectively, the findings from this Master’s thesis contribute to the literature by providing a theoretically-informed and nuanced portrait of parental involvement in youth sport.

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Kok, Che-lueng [leung] Kok Che-leung. "The impact of parent-child interaction on the children's adjustment a comparative study of single parent families and intact families /". Click to view the E-thesis via HKUTO, 1993. http://sunzi.lib.hku.hk/hkuto/record/B31977352.

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Kok, Che-lueng leung Kok Che-leung. "The impact of parent-child interaction on the children's adjustment : a comparative study of single parent families and intact families /". Hong Kong : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17391039.

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Portefaix, Matthieu. "Le parent incapable". Lyon 3, 2006. https://scd-resnum.univ-lyon3.fr/out/theses/2006_out_portefaix_m.pdf.

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La situation du parent incapable recoupe les hypothèses dans lesquelles un incapable mineur ou majeur veut avoir, va avoir, ou a un enfant. Tout le problème tient dans la difficile conciliation du respect des droits fondamentaux du parent incapable, quant à la procréation, la grossesse, l'établissement de la filiation ou l'exercice des prérogatives parentales, et la nécessaire protection de l'enfant. La rencontre de deux incapacités, celle de l'enfant et celle de son parent, n'est pas sans conséquence sur l'exercice de la mission de protection qui incombe aux père et mère. Si la qualité de parent prime celle d'incapable, la protection de l'enfant reste au cœur du système et permet de remettre en cause cette qualité ou de limiter les prérogatives qui y sont attachées. Plus que l'incapacité civile, c'est alors l'incapacité naturelle qui peut être prise en compte
The situation of the incapable parent refers to the cases in which an underage or overage incapable is willing to have, is going to have, or has a child. The problem is to find the way to conciliate on the one hand the respect of the fundamental rights of the incapable parents as regards to procreation, pregnancy, establishment of filiation or the exercise of the parental prerogatives, and on the other hand the protection of the child. The connection between the child's incapacity and his parent's incapacity has consequences on the exercise of the mission of protection which rests on the mother and father. Although the quality of being parent prevails over the quality of being incapable, the child's protection is the core of the system and allows to contest this quality or to undermine the prerogatives which are bound to it. In this case, the natural incapacity is more taken into account than the civil incapacity

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Burel, Julien. "Le parent-mineur". Thesis, Brest, 2019. http://theses-scd.univ-brest.fr/2019/These-2019-DSP-Droit_prive-BUREL_Julien.pdf.

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Les personnes qui accèdent au statut de parent sans avoir atteint l’âge de la majorité civile constituent une frange de la population avec des problématiques et des besoins sociaux, médicaux et juridiques bien spécifiques. Les études consacrées à ce phénomène privilégient les questions d’ordre médical et social, l’aspect juridique n’étant généralement que peu évoqué. Ces parents encore mineurs sont présentés comme un problème auquel il convient de remédier, car leurs grossesses et leurs maternités sont systématiquement présentés comme des événements non désirés, leur devenir n’étant que rarement évoqué. Ce travail a pour objectif de présenter la situation juridique de ces mineurs qui mettent à l’épreuve leur présomption légale d’immaturité et leur incapacité juridique. L’attribution du statut de parent à un mineur permet de confronter l’exercice de ses droits avec la protection dont il demeure l’objet par sa minorité. En accédant au statut de parent, le mineur évolue avec son enfant dans un environnement juridique atypique où deux organisations familiales coexistent, chacun des parents ayant vocation à exercer l’autorité parentale sur leur enfant respectif. Les difficultés découlant de cette situation paradoxale dans laquelle un mineur est amené à préserver les intérêts de son enfant mineur propose une lecture différente du fonctionnement de l’autorité parentale et de la place accordée à la représentation légale. Face aux enjeux de la protection du parent-mineur et de son enfant, il convient de prévoir l’articulation du statut de mineur avec celui de parent lorsqu’ils sont réunis sur une même personne juridique. Cette coexistence ne pourra se faire qu’en aménageant l’un de ces statuts au profit de l’autre en tenant compte de l’aptitude du mineur à assumer sa fonction de parent et ainsi préserver les intérêts de son enfant
People who reach the status of parent without having reached the age of the civilian majority constitute a segment of the population with very specific social, medical and legal problems and needs. The studies devoted to this phenomenon give priority to medical and social questions, the legal aspect being rarely considered. These parents-minor are presented as a problem that needs to be addressed, as their pregnancies and motherhood are systematically presented as unwanted events, their becoming rarely mentioned. The purpose of this work is to present the legal situation of these minors who put their legal presumption of immaturity and their legal incapacity to the test. The granting of the status of parent to a minor may enable the confrontation of his rights with the protection which he remains the object.By becoming a parent, the minor evolves with his or her child in an atypical legal environment where two family organization coexist, each parent the parental authority over their respective child. The difficulties arising from this paradoxical situation where a minor can be brought the best interests of his child, this situation proposes a different reading of the functioning of parental authority and the range of the child’s legal incapacity. In view of the issues of parent-minor’s protection and his or her child, it may require to consider the articulation of the status of minor with this new parenthood. This coexistence can only be achieved by modifying one of the statutes for the benefit of the other by taking account to the ability of the minor to assume his parenthood by preserving the best interest of his or her child

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Portefaix, Matthieu Fulchiron Hugues. "Le parent incapable". Lyon : Université Lyon 3, 2006. http://thesesbrain.univ-lyon3.fr/sdx/theses/lyon3/2006/portefaix_m.

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Bitter, James Robert. "Parent Study Groups". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/5212.

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Book Summary: The SAGE Encyclopedia of Marriage, Family and Couples Counseling is a new, all-encompassing, landmark work for researchers seeking to broaden their knowledge of this vast and diffuse field. Marriage and family counseling programs are established at institutions worldwide, yet there is no current work focused specifically on family therapy. While other works have discussed various methodologies, cases, niche aspects of the field and some broader views of counseling in general, this authoritative Encyclopedia provides readers with a fully comprehensive and accessible reference to aid in understanding the full scope and diversity of theories, approaches, and techniques and how they address various life events within the unique dynamics of families, couples, and related interpersonal relationships. Key topics include: Assessment Communication Coping Diversity Interventions and Techniques Life Events/Transitions Sexuality Work/Life Issues, and more Key features include: More than 500 signed articles written by key figures in the field span four comprehensive volumes Front matter includes a Reader’s Guide that groups related entries thematically Back matter includes a history of the development of the field, a Resource Guide to key associations, websites, and journals, a selected Bibliography of classic publications, and a detailed Index All entries conclude with Further Readings and Cross References to related entries to aid the reader in their research journey

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Martin, Lila Marie. "Foster parent satisfaction". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2567.

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The findings of this study offer agencies useful ways to develop social relationships with foster parents and to implement useful and accessible training opportunities. Strengthening what works well frees agencies to promote these areas to recruit new parents and simultaneously maintain quality foster homes.

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Purcell, Susan E. Hussong Andrea M. "The parent-adolescent relationship, adolescents' disclosure to parents, and adolescent substance use". Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,1151.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2007.
Title from electronic title page (viewed Mar. 27, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Psychology." Discipline: Psychology; Department/School: Psychology.

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鄢盛明 i Shengming Yan. "Parent-child relations and psychological well-being of older parents in China". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244993.

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Vella, Lydia Roseanna. "Understanding parenting groups : parents' experiences and objective change in parent-child interaction". Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/5781/.

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The first chapter presents a systematic review of how parenting groups can impact observed parent-child interaction, focussing on the groups recommended to UK commissioners. Seventeen studies were identified, evaluating eight of the 21 recommended programmes. Sixteen studies reported post-intervention improvements in observed parent-child interaction. Most studies reported summary, rather than detailed, variables describing parent-child interaction. The findings suggest that several parenting groups are associated with observed improvement in parent-child interaction, although the level of evidence for different interventions is variable. Further research is required to understand the nature of changes in more detail. The second chapter presents an Interpretive Phenomenological Analysis of parents' experience of participating in the Solihull Approach parenting group, "Understanding Your Child's Behaviour" (UYCB). Ten parents were interviewed after completing the group, and again ten months later. Four themes were identified: Satisfied Customers, Development as a Parent, Improved Self-belief, and the "Matthew Effect". The findings suggest that UYCB is achieving its aims and communicating its theoretical principles, although change also appears to occur through group processes found in other programmes. Positive outcomes appear to be maintained, even reinforced, ten months later. Recommendations for programme development include simplified language and separate groups for parents with complex needs.

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