Дисертації з теми "Children of immigrants – Canada – Psychology"
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Yuen, Tommy Chi-man. "Filial Therapy with Immigrant Chinese Parents in Canada." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278412/.
Повний текст джерелаNoh, Marianne S. "Contextualizing Ethnic/Racial Identity: Nationalized and Gendered Experiences of Segmented Assimilation Among Second Generation Korean Immigrants in Canada and the United States." Akron, OH : University of Akron, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1226517022.
Повний текст джерела"December, 2008." Title from electronic dissertation title page (viewed 12/30/2008) Advisor, Matthew T. Lee; Committee members, Kathryn Feltey, Susan Roxburgh, Baffour Takyi, Carolyn Behrman; Department Chair, John Zipp; Dean of the College, Ronald F. Levant; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
Boakye-Agyeman, Grace. "Reunification experiences of immigrant single mothers and their children in Canada." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83157.
Повний текст джерелаAdler, Michal. "Psychological difficulties in new refugee-immigrants as a temporary and transitional display of coping adaptive processes." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28569.
Повний текст джерелаEducation, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
Safdar, Saba F. "An extended model of acculturation process : study of Iranian immigrants in Canada /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0001/MQ33508.pdf.
Повний текст джерелаChoi, Ye Ri 1973. "Chinese immigrant children : predictors of emotional and behavioural problems." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99162.
Повний текст джерелаDejmek, Andrea Theresa. "The Canadian Czech diaspora : bilingual and multilingual language inheritance and affiliations." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112332.
Повний текст джерелаYeung, Paul. "The psychosocial adjustment of Chinese adolescent immigrants in satellite families in Canada /." Burnaby, B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2033.
Повний текст джерелаOproescu, Elena Liliana. "Problems faced by Canadian immigrants during their adjustment in the light of their observations : social work practice and policy implications." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26120.
Повний текст джерелаArts, Faculty of
Social Work, School of
Graduate
Hujaleh, Filsan. "Educational attainment of Black children of immigrants in Canada: Evidence from the Ethnic Diversity Survey." Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28390.
Повний текст джерелаHari, Amrita. "Indian hi-tech immigrants in Canada : emerging gendered divisions of labour." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:985d018c-5772-40b7-a6f3-82712ff62d96.
Повний текст джерелаVadgama, Dimple. "Children of Immigrants: Parenting the Future of America." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/secfr-conf/2018/schedule/23.
Повний текст джерелаCarlsson, Erik. "Fertility intentions of the children of immigrants in Sweden." Thesis, Stockholms universitet, Sociologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-148279.
Повний текст джерелаLui, Yik-man Jodie. "Psychological adjustment to acculturatuve stress among Chinese adolescent immigrants the role of coping flexibility, locus of control, and social support /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42841392.
Повний текст джерелаLui, Yik-man Jodie, and 呂亦敏. "Psychological adjustment to acculturative stress among Chinese adolescent immigrants: the role of copingflexibility, locus of control, and social support." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42841392.
Повний текст джерелаMa, Li 1972. "Chinese immigrant parents' educational expectations and school participation experience." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98554.
Повний текст джерелаDrawing from Bourdieu's cultural capital theory and Ogbu's social mobility theory, in this study, I used a qualitative interview methodology to explore the educational expectations and school involvement of five Chinese parents who had recently immigrated to Canada. The educational expectations for their children and school participation of these Chinese immigrants are deeply rooted in Chinese tradition and heritage and are also greatly shaped by their personal experiences in Canada. Their cultural values and beliefs and immigration experiences as visible minorities have had a great impact on their educational expectations. Language barriers and different cultural values between dominant mainstream and Chinese traditions are the two main factors that hinder immigrant parents' participation in school activities and hence in their children's schooling.
Arriagada, Paula Andrea. "In search of an identity in young adulthood ethnic self-identification among children of immigrants /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186505369.
Повний текст джерелаHo, Wan-sing. "Will separation of the new-arrival immigrant children at primary schools from their local counterparts solve their adaptation problems?" Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18887417.
Повний текст джерелаCarreon, Isaac. "Attachment, Acculturative Stress, Social Supports, Separation, and Marital Distress in Mexican and Central American Adult Immigrants Separated from Primary Caregivers as Children." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3025.
Повний текст джерелаMahembe, Mercy. "The psychosocial experiences of immigrant learners at a primary school in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71841.
Повний текст джерелаIncludes bibliography
ENGLISH ABSTRACT: South Africa attracts a significant number of refugees and immigrants from poverty-stricken and war-ravaged African nations who come in search of greener pastures. As this population continues to grow, immigrant learners have begun to experience South African schools in an array of uniquely challenging ways (Vandeyar, 2010). This influx of foreigners has increased the diversity in South African classrooms and presents challenges for the foreign learner as well as for the school. While several studies have been undertaken to examine educational factors relating to the education of foreign learners in South Africa, the psychosocial experiences of these learners have not received research attention. The present study sought to understand the psychosocial experiences of immigrant learners in South Africa. The theoretical framework of the study was guided by Erikson’s psychosocial theory. Within the framework of Erikson’s psychosocial theory (Passer & Smith, 2008; Plotnik, 1993), psychological factors such as self-esteem, self-identity, self-efficacy and confidence, as well as social factors such as language, culture and peer relations, were explored in an attempt to understand their adjustment to learning in a culturally different environment. A basic qualitative research design was utilised. Participants were voluntarily recruited at a primary school in the Western Cape Province of South Africa. Purposive sampling was used to identify nine immigrant learners between the ages of six and twelve, who had at least attended the first-grade level in their native countries, for participation. Data were collected through the draw-and-tell technique, interviews and observations and analysed by means of thematic content analysis. The recurring themes derived from the interviews indicated that immigrant learners experience psycho-social challenges that involve the accent of the English language, establishment of friendships and bullying. These challenges have had a negative impact on their self-confidence, self-efficacy and self-esteem and their characters have also been changed in trying to adapt to the environmental demands. It is anticipated that the findings of the study will contribute to the development of meaningful support strategies for immigrant learners. The recommendations made include that the school must devise school policies which promote acknowledgement and acceptance of diversity within the school. There is a need for activities that accommodate diverse learners within the school. Learners need to share and enlighten each other about their cultural values and morals. Activities may involve role-plays at assembly, and having different weeks of commemorating or celebrating the different cultures of different learners within the school. The host learners also need to participate in these activities. Adopting the circle of courage philosophy, that is, sense of belonging, respect, generosity and industry, should be the starting point for the school and all learners. Bringing in the circle of courage can assist the whole school in accepting and understanding one another. The circle of courage is a model of empowerment; it is a philosophy in support of ‘reclaiming environments’ for learners. Future studies should investigate the identified themes using a quantitative approach, as well as undertake a comparison of the immigrant learners’ experiences with those of the host learners.
AFRIKAANSE OPSOMMING: Suid-Afrika het groot aantrekkingskrag vir ‘n aansienlike aantal vlugtelinge en immigrante vanaf armoede- en oorlog-geteisterde volkere in Afrika wat ‘n beter heenkome soek. Namate hierdie bevolking toeneem, kry immigrantleerders in skole in Suid-Afrika met ‘n unieke reeks uitdagings te doen (Vandeyar, 2010). Die instroming van vreemdelinge het die diversiteit in Suid-Afrikaanse klaskamers laat toeneem en stel uitdagings aan die buitelandse leerder sowel as aan die skool. Alhoewel verskeie studies reeds is onderneem om opvoedkundige faktore met betrekking tot die opvoeding van buitelandse leerders in Suid-Afrika aan te spreek, het die psigososiale ervarings van hierdie leerders nog nie die aandag van navorsers gekry nie. Die huidige studie verteenwoordig ‘n poging om die psigososiale ervarings van immigrantleerders in Suid-Afrika te ondersoek. Die teoretiese raamwerk van die studie is deur Erikson se psigososiale teorie gerig. Binne die raamwerk van Erikson se psigososiale teorie (Passer & Smith, 2008; Plotnik, 1993), word psigologiese faktore soos selfagting, self-identiteit, selfdoeltreffendheid en vertroue, en sosiale faktore soos taal, kultuur en verhoudings met die portuurgroep ondersoek in ‘n poging om die leerders se aanpassing aan die leer in ‘n omgewing met ‘n verskillende kultuur te verstaan.. ‘n Basiese kwalitatiewe navorsingsontwerp is gebruik. Vrywillige deelnemers is by ‘n primêre skool in die Wes-Kaap Provinsie van Suid-Afrika gewerf. Nege immigrantleerders van tussen ses en twaalf jaar oud wat reeds vir minstens een jaar in hul land van herkoms skoolgegaan het, is deur middel van ‘n doelgerigte steekproeftrekking vir deelname geïdentifiseer. Data is met behulp van die teken-en-vertel tegniek, onderhoude en waarneming ingesamel en met behulp van tematiese inhoudsontleding geanaliseer. Die terugkerende temas wat in die onderhoude na vore gekom het, het aangedui dat die immigrantleerders psigososiale uitdagings betreffende die aksent van die Engelse taal, stigting van vriendskappe en afknouery ondervind het. Hierdie uitdagings het hul selfvertroue, selfdoeltreffendheid en selfagting nadelig aangetas en hulle het geaardheid laat verander in die poging om by die eise van die omgewing aan te pas. Die verwagting is dat die bevindings van die studie ‘n bydrae tot die ontwikkeling van betekenisvolle ondersteuningstrategieë vir immigrantleerders sal lewer. Voorstelle wat gemaak word behels dat die skool ‘n beleid moet daarstel wat erkenning en aanvaarding van diversiteit in die skool bevorder. Daar is ‘n behoefte aan aktiwiteite wat diverse leerders binne die skool akkommodeer. Leerders behoort hul kulturele en morele waardes met mekaar te deel en mekaar daaroor in te lig. Aktiwiteite sou rolspel gedurende byeenkomste kon insluit, en verskillende weke sou daaraan toegewy kon word om die verskillende kulture van verskillende leerders in die skool te gedenk of te vier. Die gasheer leerders moet ook by hierdie aktiwiteite betrek word. Aanvaarding van die Circle of Courage filosofie, wat die gevoel van saamhorigheid, respek, ruimhartigheid en ywer omvat, behoort die beginpunt vir die skool en al die leerders te word. Om die Circle of Courage in te voer kan die hele skool help om mekaar te aanvaar en te verstaan. Die Circle of Courage is ‘n model vir bemagtiging; ‘n filosofie wat die ‘terugwinning van omgewings’ vir leerders ondersteun. Toekomstige studies behoort met behulp van ‘n kwantitatiewe benadering ondersoek in te stel na die geïdentifiseerde temas, en ook ‘n vergelyking van die ervarings van die immigrantleerders en gasheer leerders te tref.
Hanina, Marina. "Les conditions du développement des compétences interculturelles des adolescents immigrants à Sherbrooke." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2048/document.
Повний текст джерелаThe subject matter of the present research is the analysis of conditions in which immigrant youth develop their cross cultural competences in school milieu in Sherbrooke.Several questions pertaining to changes taking place in Quebec society and the particular needs of Quebec’s educational system, in which the target population evolves, are outlined. Nationally, and particularly on the institutional level, the emergence of complex intercultural trajectories is increasingly taking center-stage. Such experiences represent dynamic evolving phenomena that provoke various feelings, specific behavior patterns, emotional disorders and cultural shocks. They are more clearly identifiable in certain regions where the number of newly arrived immigrants continuously grows. And the immigration in Sherbrooke is in constant evolution. Academic professionals are not sufficiently skilled to adequately perform in this kind of situations. They deplore their lack of knowledge and resources in this area, given that immigration to small towns on this scale is a relatively new phenomenon in Canada.Furthermore, this new phenomenon remains largely unexplored in the scientific domain. This subject is only partially paid attention to and is poorly adapted to the specific realities of immigrant youth being brought up in such regions.The conceptual field and frame of reference appear to have to be entirely reconstructed. To do so, it is necessary to analyze the conditions in which immigrant youth develop their cross-cultural competencies as it would allow us to understand the process of how they are acquired.Such subtle analysis will provide for carrying out tools and techniques to better equip academic professionals with knowledge and skills to help them face their new school realities and act in an appropriate and efficient manner.To address this need, we deployed an analysis pattern, which allowed us to study the evolution of cross-cultural competences by considering positive and negative factors for their development. These factors have been classified in an ecosystem, going from micro-system to macro-system.In the present study four types of respondents were interrogated: Quebecois youth, immigrant youth and their parents and teachers working in multicultural classes. These four respondents’ types were necessary to obtain a comprehensive view of the immigrant situation and their integration. We used focus groups, projective imagination test and face to face interviews.The results of the global analysis have shown that there are several crucial factors which were classified into the ecosystem. The main identified factors are: the degree of self-motivation, self esteem and how the school image is perceived (microsystem), parental strategies (mesosystem), teachers’ academic background and their tutorial approach, as well as policies around “welcome classes” structure (macrosystem). Moreover, we noticed that immigrant youth tend to faster adopt and integrate the culture of the Quebec society as well as merge with the new school community.The present research aimed to study the concepts of cross-cultural competencies has been enriched by the multidisciplinary approach we have applied throughout our analysis (psychology, pedagogy, sociology and anthropology)
Ho, Wan-sing, and 何雲星. "Will separation of the new-arrival immigrant children at primary schools from their local counterparts solve their adaptationproblems?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959404.
Повний текст джерелаSmith, Shahriyar. "Contexts of Reception and Constructions of Islam: Second Generation Muslim Immigrants in Post-9/11 America." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3766.
Повний текст джерелаBismar, Danna. "Mental Illness Stigma, Parent-Child Communication, and Help-Seeking of Young American Adults with Immigrant Parents." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248426/.
Повний текст джерелаMansfield, Earl Alfred. "Lived experience in the initial period of adaptation: a longitudinal multi-case study of the experience of recent immigrant students at a Canadian secondary school." Thesis, 1995. http://hdl.handle.net/2429/7510.
Повний текст джерелаHernandez-Ramdwar, Camille. "From TT to T.O. : second generation identities in the Caribbean diaspora /." 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=442534&T=F.
Повний текст джерелаHernández-Ramdwar, Camille. "From TT to T.O. : second generation identities in the Caribbean diaspora /." 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=442534&T=F.
Повний текст джерелаBrar, Shakuntla. "Child temperament, parenting styles and externalizing and internalizing behavior of young children of Indian immigrants in Canada." 2003. https://scholarworks.umass.edu/dissertations/AAI3096265.
Повний текст джерелаManhas, Sonia. "A group model of practice with girls of Asian ethnicity." Thesis, 2002. http://hdl.handle.net/2429/12177.
Повний текст джерелаPaul, Jeanette Katharine. "Submerged identitites : German Canadian immigrants (1945-1960)." Thesis, 2005. http://hdl.handle.net/2429/16658.
Повний текст джерелаArts, Faculty of
Sociology, Department of
Graduate
McInnes, Taylor. "The Career Re-training Experience of Professional Immigrants to Canada: An Existential Perspective." Thesis, 2012. http://hdl.handle.net/1807/32446.
Повний текст джерела"Voices of Mexican Immigrants Fostering the Academic Success of Their Children." Master's thesis, 2014. http://hdl.handle.net/2286/R.I.24810.
Повний текст джерелаDissertation/Thesis
M.C. Counseling Psychology 2014
Guersan, Daniel. "La participation politique des immigrants au Québec." Thèse, 2013. http://hdl.handle.net/1866/9961.
Повний текст джерелаHow to understand specificities of political participation in the case of Quebec’s immigrants, as it evades from usual explanations? If a multitude of factors explain well the political participation in the common case, the main explanation feats with personal rationality. Politics are usually oriented by this statement. Still, these factors hardly give an empirical explanation of why does immigrants participate or avoid some public spaces. Instead of taking the classical approach, based on cognitive rationality, this paper suggests completing usual explanations statements through the original mediation of socio-affective factors of Quebecoise belonging development. Such a demarche gives policy science two advancements. First, it opens the way to the inclusion of emotions for a better understanding of political participation and gives complementary explanations, largely forsaken. Secondly, it set a separation between id dimension and affective dimensions, still fused in most approaches. This way gives new statements to the researchers which open the way to a better consideration of the weight of affective explanations in the study of political participation in atypical cases like immigration and fast changing societies. At last, our research explains the political behaviour of Quebecoise immigrants by establishing Quebec’s integration policies inability to create a Quebecoise belonging.
MacLeod, Douglas M. "Locus of control and native Indian children with histories of hearing loss." Thesis, 1993. http://hdl.handle.net/2429/2005.
Повний текст джерелаAl-Rudainy, Oras. "Role of Acculturation, Social Capital and Oral Health Literacy on Access to Dental Care among Preschool Children of Arabic-speaking Immigrants in Toronto, Canada." Thesis, 2011. http://hdl.handle.net/1807/30157.
Повний текст джерелаHsu, Wei-Shan. "Reconstituted lives : children's experiences in the context of transnational migration between Canada and Taiwan." Thesis, 2002. http://hdl.handle.net/2429/12099.
Повний текст джерелаCautillo, Franka Pauline. "Nurturing mind, body and soul in the garden of alma mater and beyond : a journey into identity formation /." 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=442363&T=F.
Повний текст джерелаBeckford, Sharlene Tanica. "Relationships among differential acculturation, family environment, and delinquency in first and second generation immigrant youths." 2001. https://scholarworks.umass.edu/theses/2373.
Повний текст джерелаChatfield, Karen. "A three-paper investigation of Head Start Participants’ Outcomes in Executive Functions, Reading and Math at Kindergarten Entrance and Through the Transition to School (K-2)." Thesis, 2019. https://doi.org/10.7916/d8-bvwc-zr78.
Повний текст джерелаBeauregard, Caroline. "Évolution de l’expression identitaire à travers les dessins d’élèves immigrants en classe d’accueil." Thèse, 2016. http://hdl.handle.net/1866/19016.
Повний текст джерелаFew studies have examined the phenomenon of identity construction among immigrant students in primary schools. Yet, immigration brings several changes affecting how children construct their identity and choose to express it at school. However, it is not easy to study a phenomenon as complex as identity with children who have not sufficiently developed their vocabulary to convey their perception of who they are, particularly when they do not master the language of schooling yet. In this context, the use of drawing appears as an interesting alternative. Indeed, drawings unveil the inner world of children who project their emotions and their way of seeing the world in the symbols comprising the images they create. This thesis has therefore attempted to explore how Art & Storytelling, an intervention program centered on drawing, promotes immigrant students’ identity expression and supports the development of a flexible and plural identity for these children. In a first phase, free drawings commented (n – 478) and realized by 29 primary school students (2nd and 3rd cycle) were analyzed as well as directed self-portraits (n = 116). In a second phase, interviews were conducted with four of these children and their parent(s), in order to collect the family history, among others, and to develop with the child the stories associated with his drawings. Both teachers were also interviewed to talk about their vision of teaching and their perception of how students interact in their class. These interviews were used to construct four case studies that illustrate the thesis according to which the modulation in the expression of children's identities would enable them to master and adapt to their different environments and would be influenced by the school environment in particular. The case studies also revealed the multiplicity of identity configurations that students used in their drawings in order to reconstruct a flexible and plural identity. Considering that an identity that adapts to several situations foster immigrant students’ psychosocial and school adjustment, it seems that drawing contributed to express and share these multiple identities.
Lee, Hyun Sook. "Comparison of Canadian and Korean preadolescent’s attribution patterns affecting inductive rule learning." Thesis, 1996. http://hdl.handle.net/2429/5999.
Повний текст джерела