Готові списки джерел за темами / Parent and child

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Добірка наукової літератури з теми "Parent and child"

Автор: Grafiati
Опубліковано: 4 червня 2021
Оновлено: 31 липня 2024

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Статті в журналах з теми "Parent and child"

1

Li, Shifeng, Nan Nan, Qiongying Xu, and Jiayue Li. "Perceived quality of parent–child relationships by Chinese primary school students: The role of parents’ education and parent–child literacy activities." Child Language Teaching and Therapy 36, no. 2 (April 23, 2020): 79–89. http://dx.doi.org/10.1177/0265659020915943.

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Previous studies have revealed that the perceived quality of the parent–child relationship is essential for both physical health and psychological well-being. However, most studies have treated the perceived quality of this relationship as an independent variable. In this study, we considered it a dependent variable and examined the role of parents’ education and parent–child literacy activities on children’s perceived quality of the parent–child relationship. One hundred and eighty-six Chinese primary school students and their parents from low socioeconomic backgrounds participated in this study. Parents’ educational level and the parent–child literacy activity status were assessed based on parents’ reports, whereas parent–child relationships were assessed based on children’s reports. Results showed that parents’ educational level positively correlated with the frequency of parent–child literacy activities and children’s perceptions of the quality of the parent–child relationship. There was also a significant positive correlation between the frequency of parent–child literacy activities and children’s perceptions of the quality of the parent–child relationship. Further analyses showed that the frequency of parent–child literacy activities mediated the connection between parents’ educational level and children’s perceived quality of the parent–child relationship. These results suggest that boosting the frequency of parent–child literacy activities may be a useful strategy for facilitating the parent–child relationship.
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2

Barrett, Paula M., Tara Fox, and Lara J. Farrell. "Parent—Child Interactions With Anxious Children and With Their Siblings: An Observational Study." Behaviour Change 22, no. 4 (December 1, 2005): 220–35. http://dx.doi.org/10.1375/bech.22.4.220.

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AbstractIn the present study, parent–child interactions with anxious children were compared to parent–child interactions with the anxious children's nonsymptomatic siblings and parent–child interactions with nonclinic children. Participants included 33 anxious children, their parents and siblings, and 14 nonclinic children and their parents. Parent–child interactions were observed during two discussion tasks related to anxiety-provoking or challenging situations. Parent–child interactions were coded for the following variables: control, warmth, reward of coping behaviour and task involvement. Consistent with previous research, parents in the anxious group showed more control, less paternal warmth and less maternal reward of coping behaviour toward their anxious child compared to parents of nonclinic children. Parent–child interactions with the anxious child were similar to parent–child interactions with the nonsymptomatic sibling, with the exception of fathers who exhibited more control toward their anxious child. Parent–sibling interactions, however, also resembled the nonclinic parent–child interactions, with mothers of anxious children showing more control toward their nonsymptomatic child than mothers of nonclinic children. These findings suggest that the relationships of each parent and their anxious child may be influenced by how the parent and child interact with each other. Suggestions for future research are discussed.
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3

Urquiza, Anthony J., and Susan Timmer. "Parent-Child Interaction Therapy: Enhancing Parent-Child Relationships." Psychosocial Intervention 21, no. 2 (August 2012): 145–56. http://dx.doi.org/10.5093/in2012a16.

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4

Compier-de Block, Laura H. C. G., Lenneke R. A. Alink, Mariëlle Linting, Lisa J. M. van den Berg, Bernet M. Elzinga, Alexandra Voorthuis, Marieke S. Tollenaar, and Marian J. Bakermans-Kranenburg. "Parent-Child Agreement on Parent-to-Child Maltreatment." Journal of Family Violence 32, no. 2 (December 15, 2016): 207–17. http://dx.doi.org/10.1007/s10896-016-9902-3.

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5

Russell, Cristel A., and L. J. Shrum. "The Cultivation of Parent and Child Materialism: A Parent–Child Dyadic Study." Human Communication Research 47, no. 3 (June 14, 2021): 284–308. http://dx.doi.org/10.1093/hcr/hqab004.

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Abstract Research has shown that television viewing cultivates a materialistic worldview in children. However, other socialization factors may also influence children’s materialism. The current research tests two socialization pathways of parental influence: (a) an indirect path in which parents pass on their own materialism to their children, and the parent’s materialism is at least partly the result of a parent cultivation effect (parent cultivation); (b) an indirect path in which parents pass on their television viewing behavior to their children, which in turn positively predicts the children’s level of materialism (child cultivation). The results of two studies (initial study plus direct replication, N = 818) of U.S. parent–child dyads with 14- to 17-year-old children support the first path but not the second: The relation between parent TV viewing and child materialism is mediated through parent materialism. Child TV viewing is positively correlated with child materialism, but is nonsignificant when parent materialism is controlled.
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Masood, Ambrin F., Lisa A. Turner, and Abigail Baxter. "Causal Attributions and Parental Attitudes toward Children with Disabilities in the United States and Pakistan." Exceptional Children 73, no. 4 (July 2007): 475–87. http://dx.doi.org/10.1177/001440290707300405.

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Researchers investigated the relationship between parental attributions for children's disabilities and the quality of parent-child relationships, in both U.S. and Pakistani families. Parents of children with disabilities identified potential causes of the disability and rated their parent-child relationships. Factor analysis of the causal attributions resulted in 7 factors which became the subscales used to predict parent-child relationships. Findings indicate (a) Pakistani parents rated their relationships more negatively, (b) parents who rated “Something I Did” as an influential cause rated their parent-child relationships more negatively, and (c) parents who rated “Parent's Age” as an influential cause rated their parent-child relationships more positively. More important, parent education potentially could decrease self-blame and improve the parent-child relationship for the parents and the children.
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TÜYSÜZ, Harun, Nuriye DOĞAN, Selim YİĞİT, Uğur KAYA, Ercan ŞAHİN, and Ali YILMAZ. "EXAMINING THE RELATIONSHIP BETWEEN PARENT-CHILD RELATIONSHIP AND PARENTS' COGNITIVE FLEXIBILITY, EMOTION REGULATION SKILLS." SOCIAL SCIENCE DEVELOPMENT JOURNAL 8, no. 38 (July 15, 2023): 87–99. http://dx.doi.org/10.31567/ssd.940.

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This study aims to examine the parent-child relationship of the parents having primary education level students in the context of parents' cognitive flexibility level and emotion regulation skills. The participants of the research consist of parents who live in Kartal district of İstanbul and have students of primary education. The sample consists of 203 student's parents who have these characteristics. In the study, "personal information form", "parent-child relationship scale", "cognitive flexibility inventory" and "emotion regulation difficulty scale" were used for parents. In this study, the relational survey model which is one of the quantitative research types was used. As a result of the research it was determined that the level of positive parent-child relationship is high, the level of negative parent-child relationship is low, the level of emotion regulation difficulty of the parents is low, the level of cognitive flexibility is high. It was also determined that the level of cognitive flexibility showed significant differences according to the number of children, and parents with one child had a higher level of cognitive flexibility than parents with more than one child. In addition, it was determined that the negative parent-child relationship showed significant differences according to education level, and the level of negative parent-child relationship was higher in parents who graduated from higher education compared to parents who graduated from high school. At the same time, a positive relationship was determined between the level of cognitive flexibility in the parents and the positive parent-child relationship, and a negative relationship between the negative parent-child relationship was determined. Finally, it was determined that there is a negative correlation between the level of emotion regulation difficulty and positive parent-child relationships and a significant positive correlation between negative parent-child relationships.
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Perez, Jeannie, Rowena Heradura, and Betty Tuttle. "The Role of Parents’ Characterisitcs on Child-Parent Relationships in Homeschooling during COVID-19 Lockdown." Academia Lasalliana Journal of Education and Humanities 4, no. 2 (June 2023): 119–31. http://dx.doi.org/10.55902/cptp1544.

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The COVID-19 crisis has interrupted the education systems in the Philippines and the whole world. Most families were forced into homeschool learning. However, carrying out homeschool learning has also placed a strain on child-parent relationships. One hundred thirty-five Filipino parents who were homeschooling their children during the Covid lockdown answered an online survey. This cross-sectional study investigated how parents’ characteristics such as faith-based role construction (FBRC) and parent-focused role construction (PFRC) influence child-parent relationships (CPR) in homeschool learning during the Covid crisis. This study also investigated the mediating role of parents’ self-efficacy (PSE) in helping their children succeed in school between parents’ FBRC and CPR. The mediating role of PSE between PFRC and CPR was also investigated. Results showed that FBRC of the parents has a direct positive association to child-parent closeness but not to child-parent conflict. The PSE mediated the relationship between the FBRC and child-parent closeness and conflict. The PFRC was not directly associated to child-parent closeness and conflict, however, there was an indirect association between PFRC and child-parent closeness and conflict when the PSE was placed as a mediator between PFRC and child-parent closeness. There was also an indirect association between PFRC and child-parent conflict when mediated by PSE. Implications for educational policy-making decisions were drawn. Likewise, recommendations to improve the child-parent relationship in homeschool learning were also offered.
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CHI, Liping. "Trust: Parents’ Similarity and Parent-Child Transmissibility." Acta Psychologica Sinica 45, no. 3 (December 5, 2013): 336–44. http://dx.doi.org/10.3724/sp.j.1041.2013.00336.

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van Houdt, Kirsten, Matthijs Kalmijn, and Katya Ivanova. "Perceptions of Closeness in Adult Parent–Child Dyads: Asymmetry in the Context of Family Complexity." Journals of Gerontology: Series B 75, no. 10 (August 10, 2020): 2219–29. http://dx.doi.org/10.1093/geronb/gbaa122.

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Abstract Objectives Multi-actor data show that parents’ and adult children’s evaluations of their relation do not necessarily match. We studied disagreement in parent- and child-reported closeness, comparing parent–child dyads involving separated parents, non-separated parents, and stepparents to shed new light on today’s diverse landscape of adult parent–child relations. Method Using data from the Parents and Children in the Netherlands (OKiN) survey, we analyzed closeness in parent–child dyads (N = 4,602) comparing (step)parents’ and their adult children’s (aged 25–45) reports. To distinguish directional disagreement (i.e., differences in child- and parent-reported means) from nondirectional disagreement (i.e., the association between child- and parent-reported measures), while accounting for absolute levels of closeness, we estimated log-linear models. Results All types of parents tend to report higher levels of closeness than their children. Whereas parental overreport is more prevalent among biological father–child dyads than among biological mother–child dyads, we found no differences between biological dyads and stepdyads. The association between children’s and parents’ reports is higher among dyads involving stepmothers or married mothers than among those involving separated mothers and (step)fathers. Discussion The intergenerational stake (i.e., parental overreport) is not unique to biological parent–child relations. Instead, patterns of disagreement seem most strongly stratified by gender.
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Дисертації з теми "Parent and child"

1

Schmidt, Teresa Danielle. "Power associations between interparental, parent-child and child-peer relationships." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Thesis/Summer2008/t_schmidt_062608.pdf.

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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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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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Carnes-Holt, Kara. "Child-Parent Relationship Therapy (CPRT) with Adoptive Families: Effects on Child Behavior, Parent-Child Relationship Stress, and Parental Empathy." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28403/.

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This randomized controlled study is a preliminary investigation on the effects of Child-Parent Relationship Therapy (CPRT) with 61 adoptive parents. The participants in this study identified themselves as the following: 54 European American, 3 Black American, 3 Hispanic/Latino, and 1 individual who chose not to indicate ethnicity. The study included 23 couples and 15 individual mothers. The CPRT is a structured, time limited approach that trains caregivers to be an active participant as a therapeutic change agent in their child's life. Results from a two (group) by two (measures) split plot ANOVA indicated that adoptive parents who participated in 10 weeks of CPRT reported statistically significant decreases in child behavior problems and parent child-relationship stress. Statistically significant increases in parent empathy were also reported by raters blinded to the study. CPRT demonstrated a medium to large treatment effect on reducing children's behavior problems and parent-child relationship stress. In addition, CPRT demonstrated a large treatment effect on increasing parental empathy. The results of the study provide preliminary support for CPRT as a responsive intervention for adoptive parents and their children.
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Ceballos, Peggy. "School-based child parent relationship therapy (CPRT) with low income first generation immigrant Hispanic parents: Effects on child behavior and parent-child relationship stress." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6126/.

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This quasi-experimental study examined the effects of child-parent relationship therapy (CPRT) with low income first generation immigrant Hispanic parents. Forty-eight parents were randomly assigned by school site to the experimental group (n=24) and to the no treatment control group (n=24). A two factor (Time x Group) repeated measures analysis of variance was performed to examine the effects of group membership (experimental, control) and time (pretest, posttest) on each of the six hypotheses. Dependent variables for the Spanish version of the Child Behavior Checklist (CBCL) included Externalizing Problems, Internalizing Problems, and Total Problems. Dependent variables for the Spanish version of the Parenting Stress Index (PSI) included Child Domain, Parent Domain, and Total Stress. Results indicated that from pre-test to post-test, parents who participated in the CPRT treatment group reported a statistically significant improvement on their children's behaviors at the alpha .025 level (Internalizing Problems p< .001; Externalizing Problems p< .001; Total Problems p<.001) when compared to children whose parents did not participate in CPRT. Partial eta squared (ηp2) further indicated that the effects of CPRT treatment on the experimental group compared to the control group from pre-test to post-test was large (ηp2 = .56; ηp2 = .59; and ηp2 = .68, respectively). Similarly, results indicated that from pre-test to post-test, parents who participated in the CPRT treatment group reported a statistically significant improvement on parent-child relationship stress at the alpha .025 level (Child Domain p< .001; Parent Domain p< .001; Total Stress p< .001) when compared to parents who did not participate in CPRT. Partial eta squared (ηp2) further indicated that the effects of CPRT treatment on the experimental group compared to the control group from pre-test to post-test was large (ηp2 = .39; ηp2 = .51; and ηp2 = .42, respectively).
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Terao, Sherri Yukiko. "Treatment effectiveness of parent-child interaction therapy with physically abusive parent-child dyads." Scholarly Commons, 1999. https://scholarlycommons.pacific.edu/uop_etds/2443.

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The effectiveness of Parent Child Interaction Therapy with physically abusive parent child dyads was examined. Thirty-four physically abusive parents and their children were randomly assigned to either an experimental condition in which parents participated in the intervention or a control condition in which regular family preservation services were offered. Parents in the treatment group reported a reduction in the number of child behavior problems, lower levels of stress, and lower abuse potential scores when compared with control parents. Clinical implications along with future recommendations for treatment of physically abusive parents and children are discussed.
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Aznar, Ana. "Parent-child emotional talk, parent-child physical touch, and children's understanding of emotions." Thesis, Kingston University, 2012. http://eprints.kingston.ac.uk/26292/.

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The aim of the present research was to analyze parent-child emotion talk and parent-child physical touch and their relation with children's understanding of emotions. A total of sixty¬three children (30 girls and 33 boys), aged 4 (M= 53.35 months, SD = 3.86; range = 48 - 60 months) and ö-years-old (M= 76.62 months, SD = 3.91; range = 72- 84 months) participated with both of their parents. Parent-child interviews took place in the participants' own homes. On a first visit, the mother or the father and the child completed two storytelling tasks. One of these tasks involved a storytelling task and the other involved a four events reminiscence task. Within a minimum of one day and a maximum of seven days, the other parent and the child completed the same two tasks. Parent-child emotion talk and parent-child physical touch was analyzed throughout both tasks. The findings indicated that mothers and fathers did not differ in how they talk about emotions. Indeed, mothers' and fathers' talk correlated with each other and with their children's emotion talk. However, mothers and fathers talked more about emotions with their daughters than with their sons. Parents discussed more often happiness with their daughters than with their sons. No gender or age differences were found in children's emotion talk. The analysis of parent-child touch revealed that where age differences were found, findings indicated that parent-child touch decreased as children grow older. Where parent gender differences were found, results show that mothers were more physically affectionate than are fathers. In addition, children completed twice a standardised test of emotion understanding (Test of Emotion Comprehension, TEC). On the first occasion the TEC was administered before one of the two parent-child storytelling sessions. Six months later it was administered again. Findings indicated that emotion understanding is predicted by prior emotion understanding. Above and beyond prior emotion understanding, fathers' emotion explanations during the events task predicted children's emotion understanding and mothers' use of emotion labels during the storytelling task predicted children's emotion understanding. On the contrary, parents' physical touch was not related to children's emotion understanding. Finally, children completed a test (Test of Behavioural Consequences of Emotions, TBCE) analyzing the relation between emotions and their behavioural consequences. Six-year-old children had a greater understanding that emotions influence situations than did four-year-old children. Moreover, understanding that emotions influence situations was related to mentalistic aspects of emotion understanding. The implications of these findings for future research on children's socializations of emotions are discussed.
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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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Petrakos, Hariclia. "The Parent-Child relationship: Developmental differences in parent-child dyadic interaction during early childhood." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=95591.

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The purpose of this study was to examine differences in parent-child interactions when children were 3 and again at 4 years of age, the time period when gender identity is developing. Thirty-three children (17 boys and 16 girls) with their fathers and mothers were observed during these two time periods across two play contexts: a story-enactment pretend play session and a rough-and-tumble play session. The parent-child dyads were observed for frequency of dyadic parent-child physical and verbal exchange to capture overt parent-child exchanges of closeness (i.e., physical touch and verbal engagement). Results revealed that at age 3, mother-son dyads engaged in more dyadic physical and verbal exchange interaction than father-son dyads. By 4 years of age, father-son dyads engaged in more dyadic physical exchange than mother-son dyads. The reverse was observed for girls. At 3 years of age, father-daughter dyads engaged in more dyadic physical exchange than mother-daughter dyads, but by 4 years of age, mother-daughter dyads engaged in more dyadic physical exchange than father-daughter dyads. The findings are consistent with a psychoanalytic model of gender identity development.
Le but de cette présente étude est d'examiner les changements encourus par les parents lors de leurs interactions avec leurs enfants de 3 et 4 ans, pendant la période de la découverte de leur identité. Trente-trois enfants (17 garçons et 16 filles) ainsi que leurs pères et mères furent observés pendant deux activités: une était une histoire de jeu de comportement ou de fairesemblant , et l'autre, unjeu de tohu-bohu. Les résultats ont révélés qu'à l'âge de 3 ans, les garçons et leurs mères s'impliquent plus dans des échanges physiques et verbaux que les garçons avec leurs pères. Dès l'âge de 4 ans, les garcons et leurs pères s'engagent plus que les garçons avec leurs mères. À l'âge de 3 ans, les filles avec leurs pères s'impliquent plus au niveau physique que les filles avec leurs mères, et vers 4 ans, les filles et leurs mères s'engagent plus que les filles avec leurs pères. Ces conclusions supportent le modèle psychoanalitique du développement de l'identité de sexe de la personne. fr
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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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Книги з теми "Parent and child"

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(Canada), National Clearinghouse on Family Violence. Parent-child relationships: Parents. [Ottawa]: Health and Welfare Canada, 1993.

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Canada. Health and Welfare Canada. National Clearinghouse on Family Violence. Parent-child relationships - parents. Ottawa: Health and Welfare Canada., 1993.

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3

Satter, Ellyn. Parent & child. San Francisco, Calif. (2107 Van Ness Ave., Suite 408, San Francisco 94109): Better Health Programs, 1985.

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Glick, Jennifer E., Valarie King, and Susan M. McHale, eds. Parent-Child Separation. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-87759-0.

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Great Books Foundation (U.S.), ed. Parent and child. Chicago, Ill: Great Books Foundation, 1997.

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6

1932-, Krause Harry D., ed. Child law: Parent, child, and state. New York, NY: New York University Press, 1992.

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Harry, Krause, ed. Child law: Parent, child and state. Aldershot: Dartmouth, 1992.

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8

Hembree-Kigin, Toni L., and Cheryl Bodiford McNeil. Parent—Child Interaction Therapy. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-1439-2.

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McNeil, Cheryl Bodiford, and Toni L. Hembree-Kigin. Parent-Child Interaction Therapy. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-88639-8.

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Regev, Dafna, and Sharon Snir. Parent-Child Art Psychotherapy. First edition. | New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315189086.

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Частини книг з теми "Parent and child"

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Mihalec-Adkins, Brittany Paige. "Parent-Child Relationships." In Encyclopedia of Personality and Individual Differences, 3433–35. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_1866.

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Peterson, Gary W., and Boyd C. Rollins. "Parent-Child Socialization." In Handbook of Marriage and the Family, 471–507. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4615-7151-3_18.

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Leonard, Andy, Tim Mitchell, Matt Masson, Jessica Moss, and Michelle Ufford. "Parent-Child Patterns." In SQL Server Integration Services Design Patterns, 293–303. Berkeley, CA: Apress, 2014. http://dx.doi.org/10.1007/978-1-4842-0082-7_16.

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Whitehorn, Mark, Robert Zare, and Mosha Pasumansky. "Parent-Child dimensions." In Fast Track to MDX, 156–61. London: Springer London, 2002. http://dx.doi.org/10.1007/1-84628-182-2_13.

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Tudor, Louise Embleton, Keemar Keemar, Keith Tudor, Joanna Valentine, and Mike Worrall. "Parent and Child." In The Person-Centred Approach, 150–62. London: Macmillan Education UK, 2004. http://dx.doi.org/10.1007/978-1-137-04678-9_9.

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6

D’Alberton, Franco. "Parent-child Consultations." In Psychoanalytic Work with Children in Hospital, 130–48. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003252238-9.

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Osofsky, Joy D., Phillip T. Stepka, and Lucy S. King. "Child-parent psychotherapy." In Treating infants and young children impacted by trauma: Interventions that promote healthy development., 41–59. Washington: American Psychological Association, 2017. http://dx.doi.org/10.1037/0000030-003.

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Newman, Ian, and John DeFrain. "Parent–Child Relationships." In Tobacco Use and Intimate Relationships, 15–32. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92579-0_3.

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Mihalec-Adkins, Brittany Paige. "Parent-Child Relationships." In Encyclopedia of Personality and Individual Differences, 1–3. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-28099-8_1866-1.

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Leonard, Andy, Matt Masson, Tim Mitchell, Jessica M. Moss, and Michelle Ufford. "Parent-Child Patterns." In SQL Server 2012 Integration Services Design Patterns, 291–300. Berkeley, CA: Apress, 2012. http://dx.doi.org/10.1007/978-1-4302-3772-3_16.

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Тези доповідей конференцій з теми "Parent and child"

1

Rzhanova, I. E. "Personality Traits Of Parents And Parent-Child Relationships." In ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.62.

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2

Sitoiu, Andreea. "Parental Education and the Need to Train Parents in 21st Century." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/32.

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Анотація:
The challenges of the 21st century impose on today's parent the need to take part in a new type of education, namely, parental education. This type of education takes into account the discipline of the parent, by providing relevant information on: the characteristics of children according to their age, parental typologies with the advantages and disadvantages of each, parenting strategies that ensure streamlining the parent-child relationship, as well as the obstacles encountered in the process of raising and educating the child. The multitude of information stated above, arouses the interest for training parents in the field of parenting, but also the need to implement training programs with a central theme, parental education. Following the application of a focus group interview, which was attended by eight parents whose children are part of primary school, it was found that they are aware of the shortcomings they have, but also of the mistakes they make as parents, concluding that a training program in the field of parental education would be a real guide for parenting. In agreement with the current society, a technological society, it is necessary to design and implement a training program that aims, on the one hand: issues related to parenting, on the other hand, issues related to technological resources, establishing the following objectives: to make some correspondences between the particularities of the children and the parental practices, in the technological era; streamlining the parent-child relationship in the digital age; openness to the use of digital tools; providing the necessary resources for an optimal adaptation of the parent to the digital age.
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3

Shcherbakova, Anna Mikhailovna, and Evgeniia Andreevna Vasil'kova. "Features of Inclusion Parents and Children with Autism Disorders in Productive Cooperative Activities." In International Research-to-practice conference. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-98245.

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The article reveals the problem of including a parent and a child with autism spectrum disorder in cooperative activities using the example of two families participating in the research. The theoretical foundations of this problem and the practical results obtained at the first stage of the study by questioning parents, and also by observing the cooperative productive activities of the child and the parent during the drawing lessons. The question of the importance of parental involvement in the child's rehabilitation process is considered.
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4

Wilson, K. D., and M. Tabatabaei. "Minimizing Parent-Child Effect in the Anadarko Basin Through Parent Recharges." In SPE Hydraulic Fracturing Technology Conference and Exhibition. SPE, 2024. http://dx.doi.org/10.2118/217818-ms.

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Abstract Recharging parents has been used as a technique in the Anadarko Basin to mitigate the parent-child effect since 2018. Usually, parent wells either don't return to their pre-infill rate or recover slowly after frac hits. On the other hand, the performance of the child directly adjacent to the parent can be negatively impacted by the presence of the parent and underperform other infills. Recharging a parent prior to completing the children not only can help the parent well recover to its pre-infill rate faster but also can help minimize the parent-child effect and improve the performance of the children, specifically direct offsets. Over time our recharge operations and design parameters have evolved significantly to increase the effectiveness and improve economics of the program. Many trials were performed to identify key design parameters that impact parent recovery post frac-hit. In addition, a robust analysis was done to quantify the effect of recharges on direct offsets. This paper presents several case studies of successful and unsuccessful parent recharges in the Anadarko Basin. We will review candidate selection criterion and discuss key parameters that optimize the recharge program to maximize the effectiveness on parent recovery and minimize the parent effect on the parent adjacent child wells. The key parameters that will be discussed are recharge volume, pump rate, magnitude of pressure depletion, distance between the parent and the direct offset, and completion design.
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Hristova, Penka. "MEDIATION OF PARENTAL CONFLICTS - QUALITY PEACE INSTEAD OF QUALITY WAR." In THE MEDIATION IN THE DIFFERENT PUBLIC SPHERES 2022. University publishing house "Science and Economics", University of Economics - Varna, 2022. http://dx.doi.org/10.36997/mdps2022.17.

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In this report, I lay out the concept of a new approach for addressing parental conflicts. We can recognize them by looking at the stark polarization of the many stands on the usage of parental responsibility and the regime of personal relations with the child. We are looking for the real needs of every parent, as well as the child's best interest. We explore the family as a system. When we help parents differentiate between their relationship as parents, and their relationship as partners, the type of communication that benefits the child becomes better.
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6

Revelle, Glenda, and Jennifer Bowman. "Parent-Child Dialogue with eBooks." In IDC '17: Interaction Design and Children. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3078072.3079753.

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7

Wong-Villacres, Marisol, and Shaowen Bardzell. "Technology-mediated parent-child intimacy." In the 2011 annual conference extended abstracts. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1979742.1979877.

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8

DICU, Adriana. "The co-parenting experience in the dissociated space of children with separated parents." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v1.24-25-03-2023.p195-200.

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Parental divorce is often a cause for mental disorders in children, by reason of the profound dislocation of the child’s mental coordinates. Results: Co-parenting relationships contain a set of involvement behaviours and the combined efforts of the two parents in the education, planning and life trajectory of the child. Hetherington and Kelly (apud. Luca, 2016) identify three types of co-parenting: conflicting co-parenting, which involves hostile interpersonal behaviours, cooperative co-parenting, in which parents prioritize the child’s needs and parallel co-parenting is the most common type and is the easiest to adopt by parents; it is characterized by the situation in which the two parents ignore each other, do not collaborate and do not coordinate their activities with the child. Both conflicting and parallel co-parenting prescribe poor models for developing the parent-child relationship and reflect low levels of parental competence. Prolonged conflictual co-parenting causes the emergence of emotional disorders in the child with dramatic long-term effects in terms of its developing personality.
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9

Sun, Ying, Jiachen Li, Yiwen Wei, and Haibin Yan. "Video-based Parent-Child Relationship Prediction." In 2018 IEEE Visual Communications and Image Processing (VCIP). IEEE, 2018. http://dx.doi.org/10.1109/vcip.2018.8698734.

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10

Gazzard, Alison. "Player as parent, character as child." In the 14th International Academic MindTrek Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1930488.1930494.

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Звіти організацій з теми "Parent and child"

1

Hardaker, W. Child-to-Parent Synchronization in DNS. RFC Editor, March 2015. http://dx.doi.org/10.17487/rfc7477.

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2

Yeh, Tehchou. Life satisfaction of elderly parents and parent-child relationships in old age. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3269.

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3

Fresconi, Frank, and Muege Fermen-Coker. Delivery of Modular Lethality via a Parent-Child Concept. Fort Belvoir, VA: Defense Technical Information Center, February 2015. http://dx.doi.org/10.21236/ada619962.

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4

Melum, Arla. The effect of parent-child interaction on the language development of the hearing-impaired child. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.70.

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5

Crawford, Jane. An evaluation of parent education and parent group therapy as treatment components for child abusers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2925.

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6

Berlinski, Samuel, María Marta Ferreyra, Luca Flabbi, and Juan David Martin. Child Care Markets, Parental Labor Supply, and Child Development. Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002872.

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We develop and estimate a model of child care markets that endogenizes both demand and supply. On the demand side, families with a child make consumption, labor supply, and child-care decisions within a static, unitary household model. On the supply side, child care providers make entry, price, and quality decisions under monopolistic competition. Child development is a function of the time spent with each parent and at the child care center; these inputs vary in their impact. We estimate the structural parameters of the model using the 2003 Early Childhood Longitudinal Study, which contains information on parental employment and wages, child care choices, child development, and center quality. We use our estimates to evaluate the impact of several policies, including vouchers, cash transfers, quality regulations, and public provision. Among these, a combination of quality regulation and vouchers for working families leads to the greatest gains in average child development and to a large expansion in child care use and female labor supply, all at a relatively low fiscal cost.
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7

Herbst, Chris, and Erdal Tekin. Child Care Subsidies, Maternal Well-Being, and Child-Parent Interactions: Evidence from Three Nationally Representative Datasets. Cambridge, MA: National Bureau of Economic Research, January 2012. http://dx.doi.org/10.3386/w17774.

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Trew, Sebastian, Daryl Higgins, Douglas Russell, Kerryann Walsh, and Maria Battaglia. Parent engagement and involvement in education for children and young people’s online, relationship, and sexual safety : A rapid evidence assessment and implications for child sexual abuse prevention education. Australian Catholic University, August 2021. http://dx.doi.org/10.24268/acu.8w9w4.

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[Excerpt] We recently conducted a rapid evidence review on educational programs that focus on child sexual abuse (CSA) prevention (Trew et al., 2021). In that review, we learned that child-focused CSA prevention education could be enhanced by looking at how to improve the parent engagement or involvement. We know from a previous review (Hunt & Walsh, 2011), that parents’ views about CSA prevention education are important. But further evidence is needed to develop concrete strategies for strengthening parent engagement in appropriate and effective ways. As identified in the above-mentioned review (Trew et al., 2021), prominent researchers in the CSA prevention field have noted that if prevention efforts are to be successful, it is imperative to include parents (Hunter, 2011; Mendelson & Letourneau, 2015; J. Rudolph & M.J. Zimmer-Gembeck, 2018; Wurtele & Kenny, 2012). This research focuses on two complementary aspects of parent engagement in CSA prevention: (i) parent participation in parent-focused CSA prevention (ii) parent participation in school-based or child-focused CSA prevention.
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Droser, Veronica. Talking the Talk: An exploration of parent-child communication about cyberbullying. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1439.

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Ellwood, David, and Jeffrey Liebman. The Middle Class Parent Penalty: Child Benefits in the U.S. Tax Code. Cambridge, MA: National Bureau of Economic Research, December 2000. http://dx.doi.org/10.3386/w8031.

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