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Teses / dissertações sobre o tema "Parents"

Autor: Grafiati
Publicado: 4 de junho de 2021
Última modificação: 9 de junho de 2025

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1

Shearer, Karen. "PARENTAL INVOLVEMENT: TEACHERS' AND PARENTS' VOICES." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4146.

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Parents have been involved in the education of their children since the early days of our nation. Their roles have evolved from teaching the basics of reading writing and arithmetic in Colonial times to overseeing the selection of teachers and designing the curriculum during the early 1800s to providing academic support in the home up through the present time. Although educators are generally viewed as professionals and in charge of their students' education, the importance of parental involvement is readily acknowledged. Confusing to both parents and educators is what constitutes parental involvement. The research revealed numerous definitions for the term, but none that were universally agreed upon. This lack of a clear delineation of roles has both parties struggling to make sense of their separate and joint responsibilities. Add to this confusion the complex issues surrounding linguistic and cultural diversity and both sides become mired in their differences rather than building upon their commonalities. Barriers to parental involvement can come from the family as well as the school. The purpose of this study was to examine those barriers from the perspective of educators as well as parents. A convenience sample was taken from the population of elementary schools in a Central Florida county. Parents of students from ethnic minorities were asked to complete a survey questionnaire regarding their experiences with the classroom teacher as well as involvement in their child's education. Elementary school teachers from the same county were given the opportunity to respond to an online survey questionnaire regarding their attitudes about cultural and language diversity and parental engagement at school and with learning. Five hundred and fifty parent surveys and one hundred sixty-six teacher surveys were completed. The data analysis will show which factors influence parent involvement and how similarly parents and teachers feel about parent involvement.<br>Ed.D.<br>Department of Teaching and Learning Principles<br>Education<br>Curriculum and Instruction
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2

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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3

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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4

Vassiliou, Despina. "Parental alienation syndrome : the lost parents' perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0002/MQ43970.pdf.

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5

Patton, Sebrina Rochell. "Parents' and Teachers' Perceptions of Parental Involvement." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7419.

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Lack of parental involvement is an issue in the educational system because parents and teachers do not understand each other's views. Research has shown that when parents and teachers provide students with support, student achievement increases. The problem of teachers' and parents' lack of common understanding of parental involvement was addressed in this study. Epstein's model of parental involvement and the theory of planned behavior served as the theoretical framework of this qualitative, exploratory, phenomenological study to explore the perceptions of 5 teachers and 10 parents who were purposefully sampled. The research questions were focused on parents' and teachers' perceptions on parental involvement in supporting students' achievement. Data were analyzed using of Moustakas's steps for phenomenological model. Trustworthiness was ensured through peer review, member checking, and descriptive research notes. Findings from the data collected from face-to-face interviews identified 3 themes: parenting and learning at home, volunteering and decision making, and communicating and collaborating with the community. The 3 themes overlapped with components of Epstein's model of parental involvement and were evident in the participants' answers to the interview questions. The resulting project was a white paper designed to educate the community about problems with parental involvement, provide solutions to the issue, and help parents and teachers to work collaboratively to improve student achievement. The project contributes to social change through formative feedback for the major stakeholders regarding ways to promote efficient and effective practices for both parents and teachers to promote student learning.
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6

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

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7

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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8

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

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9

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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10

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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11

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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12

Hwang, Ching-Hui. "Parental Stress, Parental Attitude, and Preschoolers' Academic, Social and Emotional Maturity." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331161/.

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This study investigated the relationships among the variables of parental stress, parental attitude, and preschoolers' academic, social and emotional maturity. The purposes of the investigation were to measure the relationship between parental stress and parental attitude, and to determine whether parental attitude and parental stress differed in their ability to predict preschoolers' behavioral maturity.
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13

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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14

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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15

Stevenson, Shane. "Behavioural parent training for high-risk parents : effects of the Triple P pathways programe on parents' cognitions : a dissertation." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2003. http://hdl.handle.net/10092/2944.

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This study was an evaluation of a recently developed intervention for parents who maltreat their children. The aim of the study was to compare the effectiveness of an unmodified Behavioural Parent Training programme (Triple P) with an augmented version of the programme (Pathways). The modified programme was designed to target risk factors associated with maltreatment including attributions and emotional regulation. Fifteen participants whose children had been removed from custody by a statutory agency were divided between the experimental conditions, Triple P (N=8), and Pathways (N=7). The study focused on shifts in parental cognitions. These were evaluated using the following measures: the Eyberg Child Behaviour Inventory (ECBI), the Depression Anxiety Stress Scale (DASS), the Parent Anger Inventory (PAI), Parents Attributions for Child's Behaviour Measure (PACBM), and the Child Abuse Potential Inventory (CAPI). Due to high attrition in one group (Triple P) a between groups comparison was not possible. However, assessment of improvement in the 10 remaining participants was possible. Overall the findings tended to indicate that the augmented programme did not result in any significant improvement in the parents' self reported problems. Implications of these results are discussed including issues of the utility of Behavioural Parent Training for parents who maltreat their children.
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16

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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17

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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18

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<br>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<br>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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19

Gray, Adelaide. "The typology and development of attitude to primary science education." Thesis, Nottingham Trent University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341274.

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20

Pelletier, Céline. "Pratiques de soins parentales et négligence infantile : des signes au sens /." Paris ; Budapest ; Torino : l'Harmattan, 2005. http://catalogue.bnf.fr/ark:/12148/cb39916372h.

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Texte remanié de: Th. doct.--Sciences humaines--Université de Montréal, 2003. Titre de soutenance : Pratiques de soins et négligence infantile, approches narratologique et écologique des récits de parents d'enfants de 0 à 5 ans d'un village bas-laurentien.<br>Bibliogr., webliogr. p. 269-297.
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21

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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22

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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23

McGaw, Susan J. "Raising the parental competency of parents with learning disabilities." Thesis, University of Essex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240365.

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24

Crawford, Elizabeth Outlaw. "The Virginia Preschool Initiative: Parents' perceptions of parental involvement." W&M ScholarWorks, 2007. https://scholarworks.wm.edu/etd/1550154044.

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25

Moss, Lois M. "An exploratory descriptive study of parental attitudes and authoritarian parenting style among foster parents and non-foster parents." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2001. http://digitalcommons.auctr.edu/dissertations/3671.

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The overall objective of this study was to explore parenting attitudes and authoritarian parenting style among foster parents and non-foster parents. The Index of Parental Attitude Scale was used to measure foster and non-foster parents7 attitudes towards their child or foster child. The authoritarianism scale was used to determine if authoritarian was a style of parenting that is used by foster and non-foster parents. The treatment included a ten-minute guestionnaire on the following topics: parenting attitudes and authoritarian parenting style used in rearing a birth child or a foster child. Thirty participants completed the questionnaire, 15 foster parents and 15 non-foster parents. The study showed no significant difference in parenting attitudes used by foster parents and non-foster parents. The study also showed no significant difference in the use of authoritarian parenting style among foster and non-foster parents.
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26

Payette, Robert. "Adolescents' perceptions of parents and parents' marital status." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=68063.

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The effects of marital separation or divorce on children have been widely researched, often relying on clinical samples, and the short-term and long-term consequences have been documented. Research findings are divergent: some studies suggest that adolescents are not adversely affected while other studies show that adolescents' functioning is affected in a permanent way by parental separation. Ambert and Saucier (1983) reviewed adolescents' perceptions of parents, controlling for gender and parental marital status. Their findings suggested that adolescents perceive their parents differently on the basis of marital status and gender.<br>Inspired by Ambert and Saucier's research, this exploratory study was based on interviews with eighteen adolescents, in an attempt to understand how family composition and gender influences adolescent perceptions of parents. The subjects were from divorced and intact families and the results were analyzed qualitatively. It was assumed that adjustment to parental separation or divorce would be reflected in the adolescents' perceptions of their parents.<br>Contrary to expectations, the findings of this study indicated that adolescents from both intact and divorced families perceived their parents in a similar way. These findings are attributed to several factors, including the absence of interparental hostility, the length of time since the separation and economic stability within these families.
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27

Bratton, Sue Carlton. "Filial Therapy with Single Parents." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc277782/.

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28

Ruiz, Maria Isolina. "Factors that Influence the Participation of Immigrant Latino Parents in the Special Education Process of their Children with Disabilities." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1551.

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The Individuals with Disabilities Education Act emphasized the importance of parents’ participation in all educational decisions concerning their children with disabilities. However, parents’ ability to actively participate in, and contribute to, their children’s special education process is influenced by a variety of parent and school related factors. For immigrant Latino parents, these factors may include additional issues related to cultural and linguistic diversity not experienced by most parents. This study examined the experiences of immigrant Latino parents when navigating the special education system as well as the impact that such experiences had on parents’ participation in the special education process of their children with disabilities. A researcher-developed survey (Special Education Parent Participation Survey, SPED-PPS) was used to collect the data. Findings indicated that, although about half of the participants were unable to communicate in English with educators, parents still communicated and collaborated often with school personnel. In addition, most immigrant Latino parents trusted professionals working with their children and had a positive perception of school personnel. A minority of parents believed that teachers knew best about their children’s needs, believed that teachers thought that parents interfered too much in their work, and/or felt uncomfortable with having many professionals in the Individual Educational Plan meetings. Immigrant Latino parents’ participation in their children’s special education process appeared to be influenced by the child’s disability as well as parents’ knowledge of the American education system, perception of school personnel, English language communication skills, and ability to confront school personnel about the child’s needs.
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29

Raimbekova, Lolagul. "PARENTS’ VOICE: INTERNATIONAL RELOCATEE PARENTS’ PERSPECTIVES ON PARENTAL INVOLVEMENT PRACTICES UTILIZED IN THEIR YOUNG CHILDREN’S EARLY LEARNING AND DEVELOPMENT." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1626881390555884.

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30

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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31

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.<br>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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Leung, Tung-wing Paul, and 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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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.<br>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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Lee, Ka-yee Cavy. "Effects of single parenthood on children: mediated by parenting stress and parent-child relationship." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B29726335.

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Chau, Iris Yuen-Fan. "Filial Therapy with Chinese Parents." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278200/.

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The purpose of this study was to determine the effectiveness of filial therapy in: (a) increasing Chinese parents' empathic behavior with their children; (b) increasing Chinese parents' attitude of acceptance toward their children; and (c) reducing Chinese parents' stress related to parenting. The experimental group, consisting of 18 Chinese parents, received 10 weekly 2-hour filial therapy training sessions and conducted a weekly 3 0-minute play session with one of their children. The control group, consisting of 16 Chinese parents, received no treatment during the ten weeks. All the parents were videotaped playing with their child before and after the training as a means of measuring change in empathic behavior. The two written self-report instruments completed for pretesting and posttesting purposes were the Porter Parental Acceptance Scale and the Parenting Stress Index. Analyses of Covariance revealed that the Chinese parents in the experimental group had significant changes in all 12 hypotheses, including (a) a significant increase in their level of empathic interactions with their children; (b) a significant increase in their attitude of acceptance toward their children; and (c) a significant reduction in their level of stress related to parenting. This study supports filial therapy as an effective intervention for Chinese parents and their children. Filial therapy equips Chinese parents with healthy parenting skills and knowledge and indirectly empowers Chinese children who experience an increase in parental empathy and acceptance. Thus, filial therapy offers significant possibilities for promoting the parent-child relationship and well-being of Chinese families.
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Robinson, Catheryn Lucy. "How parents with learning disabilities perceive themselves as parents." Thesis, University of Leeds, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.429641.

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Capano, Bosch Alvaro, Tornaría María del Luján González, and Natalie Massonnier. "Parental relational styles: A study with adolescents and their parents." Pontificia Universidad Católica del Perú, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/99860.

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Perceptions of parenting styles by parents and their 12-year-old preadolescents are studied One hundred seven parents and their adolescents enrolled in the first year of secondary education in one of four Catholic schools in Montevideo completed Affection, Rules and Requirements questionnaires. There were significant differences in parent perception in the critical / rejection and inductive factor subscale, depending on the gender of the adolescent. Preadolescent perceptions exhibit significant differences in indulgent and affection scales for father, and in affection, indulgent and inductive scales for mothers. Parents with a primary school education level appear significantly more inductive than those who were areuniversity graduates.<br>Se estudiaron los estilos parentales según la percepción de padres, madres y sus hijos e hijas de 12 años. Se aplicaron las escalas de Afecto y de Normas y Exigencias a 107 padres y madres y 107 hijos e hijas. Se encontraron diferencias significativas en la percepción de padres y madres, en el factor Crítica/Rechazo y en la subescala Inductiva, según el sexo de los hijos que respondieron. Las percepciones de hijos e hijas arrojaron diferencias significativas para los padres, en las escalas Afecto e Indulgente y para las madres en las escalas Afecto, Indulgente e Inductiva. Los padres con nivel de enseñanza primaria aparecieron significativamente más inductivos que quienes tuvieron estudios universitarios.<br>No artigo são estudadas as percepções dos pais, mais e seus filhos e filhas menores de 12 anos, sobre os estilos parentais em suas famílias. Foram aplicadas as escalas de Afeto, Normas e Exigências a 107 pais e mais e 107 adolescentes. Os resultados mostram diferenças significativas nas percepções sobre os pais e mais nas dimensões de crítica/rejeição e indutiva, dependendo se os respondentes são homens ou mulheres. As percepções de filhos e filhas sobre os pais mostraram diferenças significativas nas escalas de afeto e indulgente e as percepções de filhos e filhas sobre as mais mostraram diferenças nas escalas de afeto, indulgente e indutiva. Os pais com nível de educação primaria apareceram como mais indutivos que os pais que estudaram na universidade.
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41

Cheairs, Sandra Elaine. "Perceptions of Parental Involvement Among Rural Parents, Teachers, and Administrators." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1255.

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Parents, teachers, and administrators have different perceptions of the importance and effects of parental involvement. A rural school district was experiencing low levels of parental involvement; therefore, to address that problem, the purpose of this concurrent mixed methods study was to explore the experiences and ideas of parents, teachers, and administrators related to parental involvement. The theoretical framework was based on Epstein's 6 types of parental involvement: parenting, communicating, volunteering, learning at home, decision making, and collaborating. Data were collected from parents (n=67), teachers (n=4), and administrators (n= 3) from 5 rural elementary schools. Instruments included Epstein's School and Family Partnership Survey and a qualitative questionnaire to examine the perceived effects of parental involvement. Descriptive analysis of the survey data indicated that parents wanted more communication from schools, ; teachers reported that active participation from parents is vital for student success, and administrators indicated the need to support both parents and teachers. Content analysis of the qualitative questionnaire determined common themes, indicating that frequent communication was an important factor in projecting student outcomes and future relationships within the learning community. The study contributes to positive social change by providing the local district with knowledge that supports parental involvement programs and provides ideas for improvement, which may ultimately improve student outcomes.
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Walker, Christi Nelson. "Parents' and Teachers' Perspectives Regarding Parental Involvement and Student Achievement." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4338.

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The U.S. government has stated in federal guidelines that parents must be involved in their children's education in order for student achievement to increase. For more than 5 years, a small rural middle school in Mississippi was designated a low-performing school due to its failure to achieve the required standards for quality distribution index and adequate yearly progress on the Mississippi Curriculum Test, 2nd Edition. The purpose of this study was to examine whether parents' and teachers' perspectives regarding parental involvement and student achievement differed at the school. Epstein's theoretical framework was used as the basis for this quantitative study. Quantitative data from 250 parents and 28 teachers were gathered on the effectiveness of home-school collaboration for 4th through 8th-grade students. A t test was used to determine if there were significant differences in parents' and teachers' perspectives regarding parental involvement and student achievement. There was a statistically significant difference (p < .001) between parents' and teachers' perspectives, whereas the teachers' attitudes were higher regarding their general attitude of parental involvement, parental involvement practices, and parental responsibilities. Based on study findings, a 3-day professional development/training curriculum and materials project was developed to assist teachers at the school with developing strategies for increasing parental involvement and student achievement. This study could possibly contribute to positive social change by increasing teachers' understanding of parents' needs and enhancing their ability to effectively communicate with them, which may lead to more involvement by parents in their children's education and higher achievement by students.
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43

Costas, Lisa Daniels. "Parental Expectations of Social-Emotional and Self-Help/Self-Direction Development in Abused Children." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc500588/.

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The present study examined the existence of unrealistic expectations in abusive parents. It was hypothesized that abusive parents would have higher expectations of their children's social-emotional and self-help skills than nonabusive parents. It was also hypothesized that abusive parents would have higher expectations of their children's social-emotional skills than nonabusive parents when both groups compared their children to average children. Abusive and nonabusive parents were administered the Social Competence Scales of the Child Behavior Checklist and the Daily Living Skills domain of the Vineland Adaptive Behavior Scales. The results contradict previous studies in this area and raise questions about present conceptualizations of expectations in abusive parents and the importance of this factor in child abuse.
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Martin, Geneviève. "Élaboration d'un modèle de classification de mères négligentes et identification des conditions distinguants ces mères." Sherbrooke : Université de Sherbrooke, 2000.

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45

Sparks, Cathy Ford. "Filial therapy with adolescent parents the effect on parental empathy, acceptance and stress /." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

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Barner, Rashida Shani. "Do parents talk to their children about race? An exploration of Black parents and White parents." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1094.

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The purpose of this study was to examine parent (e.g., exposure to diversity) and child factors (e.g., age, anxiety and prosocial behavior) as they relate to the transmission of messages related to race and culture. An exploratory hypothesis was that Black parents would exhibit more cultural socialization, preparation for bias, and promotion of mistrust than White parents. In addition, there were hypotheses that the messages that parents impart to their children about race would be influenced by the age of the child or parents’ experience with diverse groups of people. Online questionnaires were distributed to parents and the final sample consisted of 183 parents of Black children (N = 90) and White children (N = 93), aged four to fourteen years old (M = 8.08). Overall, this study found that Black parents engage in more conversations about race and culture than White parents. However, there were no racial differences between number of messages of equality. The hypothesis that the frequency of preparation for bias messages increases as children get older was supported. The hypothesis that Black children who have higher scores on dimensions of racial socialization would have higher levels of prosocial behavior was supported. The hypothesis that the affective valence of exposure to diverse groups of people would be positively related to egalitarianism was supported. The present study adds to the current literature by highlighting that different messages about race and culture need to be communicated for children in the majority culture versus minority culture.
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Chukwu, Linda. "Parental Involvement in Education : Parental involvement in Education amongst Nigerians parents in Sweden." Thesis, Södertörns högskola, Pedagogik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-38751.

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Parental involvement is the foundation of every child‟s progress in school. Those whose parents are fully involved in their education tend to do better academically than those whose parents are not. This qualitative study explores the parent‟s perception of their involvement in education of their children. The method employed was a semi-structured interview and the participants were 12 Nigerian parents who had children within the age range of 6-13 in three schools in Stockholm, Sweden. The findings from this study indicate that parents acknowledge the importance of parental involvement in education while at the same time acknowledging the challenges experienced in participating fully in the education of their children.
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Rosier, Mary Lucille. "Parents' experiences as participants in a parent education program a qualitative case study /." Pullman, Wash. : Washington State University, 2008. http://www.dissertations.wsu.edu/Dissertations/Fall2008/m_rosier_120908.pdf.

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Amankwaa, Afua. "Effect of Parental Incarceration on Their Children: Children’s Experience of Parents’ Arrest and Information Disclosure to Children on Parents’ Arrest." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/30.

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We examined the arrest experience and information disclosure of parents arrest to 17 children of incarcerated parents and their caregivers. Using in-depth interviews with children and their caregivers, data were gathered on the experience of children during their parents’ arrest, and how information on parents’ arrest was disclosed to children who were not available during their parents’ arrest. Analyses of interview transcripts thematically showed that 6 out of the 17 children were available during the arrest of their parents. This happened as police officers did not make enquires on presence of children before arriving at their arrest venue. Further, most of these children were exposed to their parents been violently treated by police officers which had emotional effect on them, while some retain vivid memories of the arrest. Our results also suggest that, there was little or no preparation of children who were not available during their parents’ arrest psychologically for the receiving of information on their parents’ arrest. As some got to know about their parents’ arrest while in school, others got to know through teasing by their friends as their caregivers lied to them concerning their parents’ whereabouts. Disclosure of information on parents’ arrest to children led to some children been emotionally traumatized. In comparison of children with incarcerated mothers to children with incarcerated fathers, children with incarcerated mothers were more likely to have witnessed the arrest of their mothers. Implications for these findings are discussed in the study.
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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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