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Добірка наукової літератури з теми "Parent and child - New Zealand"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 19 лютого 2022

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Статті в журналах з теми "Parent and child - New Zealand"

Gibbs, Anita. "Parenting adopted children and supporting adoptive parents: Messages from research." Aotearoa New Zealand Social Work 22, no. 2 (January 1, 2010): 44–52. http://dx.doi.org/10.11157/anzswj-vol22iss2id207.

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This article considers adoption from the perspective of parents, especially the strategies that they employ to enhance attachments and build positive parent-child relationships. The article draws particularly on recent New Zealand research regarding intercountry adoptive parenting, as well as overseas literature on good adoptive parenting practice generally in domestic and intercountry adoption. It also considers the research on methods of supporting parents who adopt and whether there are gaps in legislation, policy or practice in New Zealand that could be closed by borrowing from good examples in the literature, and, or current practice examples. The author is an adoptive parent of Russian-born children and is actively involved in adoptive parent support networks.

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Hillcoat-Nallétamby, Sarah, and A. Dharmalingam. "Mid-Life Parental Support for Adult Children in New Zealand." Journal of Sociology 39, no. 3 (September 2003): 271–90. http://dx.doi.org/10.1177/00048690030393004.

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Research often focuses on exchanges of help between mature adult children and ageing parents, but not between young adults and parents. As transitions to adulthood become more complex, and mid-life is increasingly associated with competing roles, this article examines factors influencing the likelihood that a mid-life parent continues to support an adult child who has left home. Empirical analysis uses data from New Zealand's 1997 `Transactions in the Mid-life Family' survey. Parents continue to support their child, but the factors influencing the flow of help vary by type of help. A child's, but not a parent's age, and the gender of both, have a significant influence on the provision of help, and although infrequent contact and long distances make exchanges more difficult, they do not completely inhibit them.

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Munro, Kylie J., Paul E. Jose, and Carol S. Huntsinger. "Home-Based Activities in Support of New Zealand Children’s Literacy and Numeracy Skills." Journal of Educational and Developmental Psychology 11, no. 2 (May 11, 2021): 17. http://dx.doi.org/10.5539/jedp.v11n2p17.

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Little is known about the possible benefits of parent-led activities to enable school readiness for New Zealand young children. A two-year longitudinal study of parents and their children (102 4-year-olds and 104 5-year-olds at Time 1) was conducted. Parents completed the Encouragement of Academic Skills in Young Children (EASYC) self-report measure of in-home academic activities, and children’s literacy and mathematics achievement were tested initially and one year later. Several parent-led activities were found to predict improved child academic ability across the sampled age range: 1) teaching basic addition and subtraction; and 2) writing and drawing practice.

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Lee, Boram, and Louise J. Keown. "Challenges and changes in the parenting experiences of Korean immigrants in New Zealand." Asian and Pacific Migration Journal 27, no. 4 (November 14, 2018): 431–50. http://dx.doi.org/10.1177/0117196818810112.

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Immigrant parents are often confronted with the challenging task of reconciling cultural differences with regard to socialization practices. This paper explored the parenting experiences of 21 Korean immigrant parents of young children (ages 6–10), after immigrating to New Zealand. Most parents reported positive parenting changes following their migration to New Zealand, including greater encouragement of their children's autonomy and decreased emphasis on children's academic performance. The findings also highlighted challenges, such as parent-child disagreements and reduced parenting self-efficacy as parents adapted and adjusted to the new cultural context. In addition, the study identified some unique parenting challenges faced by fathers and Korean transnational parents, where mothers and young children immigrate to New Zealand to advance the children's education while fathers remain in Korea to support the family financially.

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Cook, Peter S. "The Early History of the New Zealand Association of Psychotherapists and the Related Movement for Primary Prevention in Mental Health: Some Recollections." Australian & New Zealand Journal of Psychiatry 30, no. 3 (June 1996): 405–9. http://dx.doi.org/10.3109/00048679609065006.

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Following his return to New Zealand from London in 1940, Dr C. M. Bevan-Brown gave lectures leading to the formation of the Mental Health Club. In 1946 this became the Christchurch Psychological Society. The New Zealand Association of Psychotherapists was formed at a conference in 1947 and held annual conferences for many years. In 1948 and 1949 training courses for doctors and medical students were conducted. To combat widespread ignorance, a series of pamphlets on various aspects of emotional health was published, and in 1950 a book on psychotherapy and primary prevention. These inspired the formation of Parents' Centres from 1951, which, as branches increased, led to the New Zealand Federation of Parents' Centres. They later gained official medical recognition and played an historic role in transforming some aspects of New Zealand culture and guiding institutions towards greater sensitivity to the emotional and mental health aspects of pregnancy, childbirth and early parent-child relationships. The influence of this movement continues.

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Taylor, Nicola. "Relocation Following Parental Separation: International Research, Policy and Practice." Children Australia 38, no. 4 (December 2013): 134–42. http://dx.doi.org/10.1017/cha.2013.22.

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Relocation disputes are widely regarded internationally as one of the most difficult and controversial issues in family law. This article outlines the legal context governing relocation disputes in New Zealand and briefly reviews the research literature on the impact of parental separation and relocation. The key findings are then set out from a three-year study (2007 to 2009) with 100 New Zealand families where one parent had sought to relocate with their child(ren), either within New Zealand or internationally. Interviews were conducted with 114 parents and 44 children and young people from these families about their experiences. The article concludes by traversing the efforts being made in the international legal policy context to adopt a more consistent approach to relocation disputes in common law jurisdictions.

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Hobbs, Matthew, Stuart J. H. Biddle, Andrew P. Kingsnorth, Lukas Marek, Melanie Tomintz, Jesse Wiki, John McCarthy, Malcolm Campbell, and Simon Kingham. "Investigating the Association Between Child Television Viewing and Measured Child Adiposity Outcomes in a Large Nationally Representative Sample of New Zealanders: A Cross-Sectional Study." Journal of Physical Activity and Health 18, no. 5 (May 1, 2021): 524–32. http://dx.doi.org/10.1123/jpah.2020-0192.

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Background: This study investigates the association between television (TV) viewing and child adiposity and if parental education and child ethnicity moderate this association. Method: Cross-sectional, pooled (2013/2014–2016/2017) adult and child New Zealand Health Survey were matched resulting in 13,039 children (2–14 y) and parent dyads. Child TV viewing was estimated using self-reported time for each weekday and weekend. The height (in centimeters), weight (in kilograms), and waist circumference of parents and children were measured. Childhood body mass index and obesity were defined using the International Obesity Task Force cutoff values. Effect modification was assessed by interaction and then by stratifying regression analyses by parent education (low, moderate, and high) and child ethnicity (Asian, European/other, Māori, and Pacific). Results: Overall, watching ≥2 hours TV on average per day in the past week, relative to <2 hours TV viewing, was associated with a higher odds of obesity (adjusted odds ratio = 1.291 [1.108–1.538]), higher body mass index z score (b = 0.123 [0.061–0.187]), and higher waist circumference (b = 0.546 [0.001–1.092]). Interactions considering this association by child ethnicity and parent education revealed little evidence of effect modification. Conclusion: While TV viewing was associated with child adiposity, the authors found little support for a moderating role of parental education and child ethnicity.

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Mindell, J. A., D. Goh, M. Collins, A. Bartle, J. Kohyama, R. Sekartini, M. Veeravigrom, and E. S. Leichman. "0947 Parent-Perceived Sleep Problems and Sleep Goals in Infants and Toddlers: A Global Sample." Sleep 43, Supplement_1 (April 2020): A360. http://dx.doi.org/10.1093/sleep/zsaa056.943.

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Abstract Introduction The aim of this study was to assess parent perceptions of sleep problems in young children and parent-identified areas of change in a global sample. Methods Caregivers (95.6% mothers) of 1555 infants/toddlers (birth-37 mos; M=12.2 mos; 49.5% male) completed an online survey, representing Indonesia (n=187), Japan (n=718), New Zealand (n=231), Singapore (n=199), and Thailand (n=221). The survey included an abbreviated version of the Brief Infant Sleep Questionnaire, and a list of potential sleep-related areas of change. Results 36.9% reported a perceived sleep-problem, whereas 92.9% indicated an area of desired change related to their child’s sleep. In terms of areas of change, 82.5% endorsed bedtime/how child falls asleep, 70.0% nighttime sleep, and 57.8% related to the morning. As expected, 99.7% of parents who endorsed a problem indicated a desired change compared to 88.9% who did not perceive a problem, p < .001. Those who noted a problem were more likely to endorse a change at bedtime (92.5%) and during the night (90.1%), compared to the morning (68.8%). There were country-based differences, with caregivers in New Zealand (47.0%) and Singapore (44.2%) more likely to report a child sleep problem compared to Thailand (35.3%), Japan (34.1%) and Indonesia (29.4%), p < .001. No differences were noted in parent-report of desired change across Japan, New Zealand, Singapore, and Thailand (94-96%) but were significantly higher than Indonesia (83.4%). Conclusion Although one-third of parents of young children in a global sample indicate a perceived sleep problem, almost all parents wish to change something about their child’s sleep, primarily relate to bedtime and during the night. Sleep education and assessment delivered by health care providers should focus not only on what families consider to be “problematic,” but also what families would like to modify, or improve, about their child’s sleep within a developmentally appropriate framework. Support Johnson & Johnson Consumer Inc., Skillman, NJ, USA.

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Blackburn, Carolyn. "Relationship-based early intervention services for children with complex needs: lessons from New Zealand." Journal of Children's Services 11, no. 4 (December 19, 2016): 330–44. http://dx.doi.org/10.1108/jcs-04-2016-0008.

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Purpose A case study is reported of a relationship-based early intervention (EI) service for children with complex needs in New Zealand. The purpose of this paper is to explore parent and professional views and perceptions about the key characteristics of a relationship-based EI service. Design/methodology/approach This qualitative study involved interviews and observations with 39 participants (10 children, 11 parents and 18 professionals). Findings Parents appreciated the knowledgeable, well-trained professionals who invested time in getting to know (and love) children and families and family practices, worked together in harmony and valued the contribution that parents made to their child’s progress and achievement. Professionals described the key characteristics of the service in terms of the range of therapies offered by the service, the focus on a strengths-based and family-focussed approach, play-based assessments, acceptance and value of family practices (including responsiveness to Maori and bi-culturalism), appropriate and respectful places to meet and greet families and work with children, and recruitment and retention of humble professionals who identified with the ethos of the model. Observable social processes and structures within the delivery of the model include respectful professional interactions and relationships with children and families, integrated professional working, effective and timely communication between professionals and families, pedagogy of listening, waiting and personalisation, engaged families and actively participating children. Originality/value This case study emphasises the significance of professional love and relational pedagogy to EI services and the value of this to improving parent-child relationships and children’s long-term outcomes.

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Shepherd, Daniel, Jason Landon, and Sonja Goedeke. "Symptom severity, caregiver stress and intervention helpfulness assessed using ratings from parents caring for a child with autism." Autism 22, no. 5 (May 8, 2017): 585–96. http://dx.doi.org/10.1177/1362361316688869.

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This exploratory study assessed the relationships between autism spectrum disorder symptoms, caregiver stress and intervention helpfulness, using parent ( n = 182) ratings. Advocacy and intervention-related tasks were rated more stressful than support tasks (e.g. toileting, mealtimes), indicating that advocacy is emerging as a major caregiver task for parents. Deficits in prosocial behaviours were perceived to have the highest impact on the child’s function. No difference was found between mean helpfulness ratings across the six representative interventions taken from the New Zealand context. Differences in care-related task stress across intervention choices were better explained by differences in symptom severity, suggesting that impairment drives intervention choice. Limited evidence was uncovered suggesting that intervention helpfulness moderates the relationship between core autism spectrum disorder symptoms and parent stress.

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Дисертації з теми "Parent and child - New Zealand"

Tap, Relinde. "High-Wire Dancers: Middle-Class Pakeha and Dutch Childhoods in New Zealand." e-Thesis University of Auckland, 2007. http://hdl.handle.net/2292/1517.

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In contemporary New Zealand discourses the 1950s, 1960s and the early 1970s are seen as the era of the ‘Golden Weather’. This time came to an end when social change on an unprecedented scale took place from the end of the 1960s onwards. During the 1980s and 1990s the changes became very rapid due to transformations as part of the neoliberal reforms. Neoliberalism established new ways of governing the self through discourses of personal reflection, flexibility and choice as well notions of uncertainty, instability and risk. Risk discourses can be found at different junctures in New Zealand’s history, but contemporary discourses surrounding the self and childhood have shifted risk discourses in new ways. This has led to new regimes of rationality and practices of childhood and an increased governance of children and their families. This research documents the contexts and the interrelationships which influenced the new regimes of rationality and governance of childhoods in New Zealand. It also discusses the way a range of contradictory and conflictual cultural repertoires are negotiated and reproduced in the middle classes. In the last decades Pakeha and Dutch middle-class families in New Zealand have faced the prospect of declining fortunes. They have therefore adopted a cultural logic of childrearing which stresses the concerted cultivation of children. These regimes of concerted cultivation include risk discourses which affect everyday relationships and practices. This more global middle-class regime coexists with a local regime based on the New Zealand narrative of the time of the ‘Golden Weather’. Within this local repertoire a ‘typical’ New Zealand childhood is seen as safe and quite relaxed. This perceived childhood space is filled with beaches and other activities associated with nature which give children the opportunity and freedom to explore and develop a distinct Kiwi self. This local figuration is in contradiction with the often hectic pace of concerted cultivation and the anxieties surrounding risk discourses. Dutch middle-class parents in New Zealand also use concerted cultivation and they have adopted some of their host country’s figurations surrounding childhood and the outdoors. However, there is a difference in emphasis as Dutch parental narratives of self are more focussed on relationships with people rather than nature.
The Ministry of Social Development, Building Research Capacity in the Social Sciences Doctoral Research Award, The New Zealand-Netherlands Foundation, The Anthropology Department,University of Auckland.

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Trenberth, Deborah Ann. "New Zealand families' beliefs about what constitutes successful management of unsupervised childcare : a qualitative descriptive study : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Arts (Applied) in Nursing /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/640.

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Couch, Clare Mary. "Balanced parenting with young children : relationship focused parent training within a dialectical framework : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Clinical Psychology at Massey University, Wellington, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1206.

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While traditional behavioural parent training programmes have assisted families with concerns of child behaviour problems, they have not kept abreast with recent conceptualisations of the development of problematic behaviours in the parent-child relationship. Research has indicated that understanding of this relationship needs to go beyond bidirectional explanations and that a dialectical framework better describes the complexity of this relationship, which, in turn, should be reflected in the parent training programmes offered. Therefore, this study provided a parent training programme focused on balance in the parent-child relationship, which encapsulated the complex, dialectical nature of this intimate relationship. A central implication when adopting this notion of balance was that all aspects of the programme were addressed at the parent and child level. In addition, multiple factors were addressed that included mindfulness and acceptance, dealing with emotions, understanding development, and addressing parental attributions. It was only within this overarching concept of balance and relationship factors that behavioural skills were introduced. Mechanisms of change were identified by investigating parental emotional schemas through their narratives about themselves, their child, and the programme. This research involved 23 parents with their 3-4 year-old children in a parent training programme where both the parent and child met weekly with a therapist in group parent training. The groups involved 2-hourly sessions for 5 weeks, modelled on a “coffee morning” where parents met and discussed issues and the children played alongside in the same room. A research assistant was available to play with and tend to basic needs of the children. Measures at pre-, post-treatment, and at follow-up targeted child behaviour problems, how much of a problem these were for the parents, parents’ sense of competence, parental attributions, and what was useful for parents in the programme. Results indicated that at post-treatment parents were able to address and maintain balance in their parent-child relationship and this reflected multiple dimensions of a dialectical understanding that had not been evident prior to the intervention. There was an increased mindfulness of both parent and child’s needs with a strong emphasis on an increased understanding of the child as an individual in their own right. Parents reported an increased recognition of the importance of dealing with emotions, with improved skills to be able to do this, an increased understanding of accommodating development, and an appreciation of needing to address parental attributions. In addition, there was a decrease in parent-reported intensity of child behaviour problems and how problematic these were for the parents, which were corroborated with parental verbal reports of improved child behaviour. Mechanisms of change that were identified included changes in parental attributions, parents being able to share with other parents, accessing “expert” knowledge from the programme facilitator, and gaining parental strategies. Implications for practice were discussed with suggestions for behavioural parent training programmes. In conclusion, limitations of the research and directions for future research were indicated.

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Russell, Gemma Louise. "Reintegration of child sex offenders in New Zealand." Thesis, University of Auckland, 2010. http://hdl.handle.net/2292/5870.

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Reintegration of child sex offenders following incarceration is most successful if matched to the needs of offenders, victims and the community, whilst minimising risk of recidivism and developing offenders into prosocial citizens (Austin, 2001). This study explored child sex offenders' expectations for and experiences of reintegration into the community. A longitudinal design was used in which semi-structured interviews covering issues identified in the literature as being related to reintegration. Nine offenders were interviewed within one week prior to release from prison, 3 months post-release and 6 months post-release. Interviews were analysed using thematic analysis. Seven themes emerged that identified child sex offenders' expectations for release that included fear of community members' reactions, the importance of having pre-arranged accommodation and employment, social support, relationships with probation officers, maintaining optimism for a new way of life, and the place of cultural needs. Participants' expectations for release closely reflected their experiences of release. Negative community reactions were encountered and were stressful, there were problems finding accommodation and employment, social support was important, relationships with probation officers were problematic, as was building a new life, and there were issues concerning accountability to one's cultural group. This data confirmed that most child sex offenders fear their release from prison into the community and once released struggle to live in society. Overall reintegration planning was simplistic and aimed primarily to manage risk factors rather than promote positive reintegration. Those offenders who were most successful on release, tended to have more comprehensive reintegration plans which enabled them to visualise what life would be like after release, consequently increasing their optimism that they could live successfully in the community. Recommendations are made to enhance current reintegration.

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McKenzie, Kay Helen, and n/a. "Abused children in New Zealand/Aotearoa : presentation and investigation." University of Otago. Children's Issues Centre, 2005. http://adt.otago.ac.nz./public/adt-NZDU20070430.162806.

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The overarching goal of the present research was to identify the interface between research and practice in the area of child-abuse investigation. The specific aims of the research were to explore how abused children present to investigators, to identify the characteristics of the children�s disclosures and the role of disclosure in the investigation, to establish the factors that influenced child-abuse investigators� decisions to interview children, and to make comparisons between sexually- and physically-abused children. Three hundred substantiated cases of child abuse (150 sexual-abuse and 150 physical-abuse investigations) investigated by the Department of Child, Youth and Family Services of New Zealand, prior to July 2001, were analysed. Children were most often physically-abused by their biological parents, and mothers were marginally more often the abusers than were fathers. The most common indicators of physical abuse were children�s disclosures and physical injuries. Risk factors for physical abuse included living in two-parent households and being of Maori or Pacific Island ethnicity. Gender or age provided no protection from physical abuse. The families of the physically-abused children were characterised by family violence, substance abuse, neglect, and poor mental health. Adverse family circumstances restrained children from telling others about their physical abuse. Physically-abused children aged more than 7 were found to present with a range of problem behaviours and fears. Child-abuse investigators often tolerated physical assaults on children, particularly by mothers. Moreover, child-abuse investigators did not routinely interview physically-abused children or treat the abuse as a criminal matter, especially if there were complicating family dynamics. Sexually-abused children were usually victimised by unrelated, known males, less often by male relatives, and infrequently by strangers, fathers, or step-fathers. One-third of the sexual abusers were aged less than 17, and over 40% of the young offenders were aged less than 12. As with adult sexual offenders, the child and teenage sexual offenders were predominantly male. Child-abuse investigators usually did not refer the young sexual offenders to the authorities for follow-up. Risk factors for sexual abuse included being female and living with a single parent. Social workers often did not meet with sexually-abused children, but instead usually referred them for a forensic interview. Social workers may not have explored issues related to the sexually-abused children�s behaviour or their families in the manner that they did for the physically-abused children. In both physical- and sexual-abuse cases, social workers were more likely to take action if children had made clear disclosures of abuse. However, despite disclosure being an important factor in decision-making, child-abuse investigators still did not meet with or interview every child, particularly preschool children and physically-abused children. The majority of factors that influenced child-abuse investigators� decisions to interview children were related to practice issues, in sexual-abuse cases, or tolerance of parental violence towards children, in physical-abuse cases. Preschool children, whether physically- or sexually-abused, did not present differently from 5- or 6-year-olds in their behaviour or style of disclosure. However, compared to older children, child-abuse investigators were unlikely to interview preschoolers. To conclude the thesis, I will highlight lessons to be learned from the present study and will make recommendations for child-abuse investigators, any professionals working with children and families, and the government of New Zealand.

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Cutler-Naroba, Maree. "Child Abuse Prevention in New Zealand: Legislative and Policy Responses Within An Ecological Framework." The University of Waikato, 2006. http://hdl.handle.net/10289/2514.

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ABSTRACT The purpose of this paper is to demonstrate that one way New Zealand's high prevalence of child abuse can be reduced is by the government increasing the legislative and policy responses within an ecological framework, to child abuse prevention. This is because such responses would ensure a 'best practice' approach to child abuse prevention. This 'best-practice' approach is one where child abuse prevention measures are community-driven, child-centred, multi-disciplinary and inter-sectoral. Section 1 of this thesis will provide a background on the different types of child abuse, why child abuse occurs and what the consequences of child abuse are. This section will also cover some current statistics on the incidences of child abuse in New Zealand. Additionally, there is a discussion on how child abuse is increasingly being minimised within a family violence paradigm - even though family violence is only one form of child abuse. New Zealand does not have a good track record when it comes to its rates of child abuse. Section 1 is intended to give the reader a very clear picture of how children in New Zealand are not currently being protected adequately enough from child abuse. This protection should be coming from the adults in their lives, in their community and in their nation. Section 2 of this thesis outlines an ecological framework for child abuse prevention. More specifically the way in which such an ecological model is operating presently in New Zealand, at particularly an exosystem (community) and macrosystem (national) level. The second part of this section discusses factors which will ensure the 'success' of an ecological framework for child abuse prevention. By 'success' the author is referring to a framework in which the primary outcome is the prevalence of child abuse in New Zealand is reducing. Section 3 of this thesis will contain the substantive arguments of this paper. New Zealand does currently have in place legislative and policy responses to child abuse prevention. However, the author maintains these responses to date have not been sufficient because New Zealand's rates of child abuse continue to escalate. This section consists of 19 recommendations of legislative and policy responses that could be implemented at a macrosystem/national level. At the conclusion of the recommendations contained in this thesis, it becomes clear that the government does need to respond urgently to New Zealand's growing child abuse rates. New Zealand can no longer afford to have a reactive, ad-hoc approach to child abuse. Nor can the response at a macro level continue to be one of rhetoric where there is more talk on child abuse prevention than there is on activating, monitoring and funding practical solutions. It is the author's contention that if the government considered the interests and welfare of children as paramount in legislative and policy decisions that relate to children, then this will send a strong and clear signal to the adults in childrens' lives that children are not to be abused. Instead, children are to be nurtured, respected and cherished in every way.

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Doolan, Michael Patrick. "A Life Too Short: Child death by homicide in New Zealand: An examination of incidence and statutory child protection actions." Thesis, University of Canterbury. Social Work, 2004. http://hdl.handle.net/10092/1034.

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Using secondary analysis methodology - a statistical analysis of Police data - this study examines the annual incidence and patterns of child (0-14 years) death by homicide in New Zealand in the decade 1991-2000, and identifies the similarities and differences ofthese with an earlier New Zealand study and with international patterns. The study then determines the number of victims of child homicide with whom the New Zealand child care and protection service had had significant contact during the years 1996-2000, this period being chosen because of the availability of comprehensive case records. The report describes the New Zealand child care and protection legislative scheme and delineates the phases of an investigation undertaken by the Department of Child Youth and Family Services, identifying the possible practice errors attendant with each phase. Using qualitative analysis of case reviews undertaken by the Department of Child Youth and Family Services, the study investigates when deaths have occurred: during intake and prior to investigation; during an investigation; or during an intervention; and identifies the incidence of practice error. The findings of the two parts of the study are integrated using a systems perspective that discusses the influences of family, professional, organisational and community systems on child homicide. The report concludes with the implications of this analysis for child care and protection policy, practice and research. The findings of the study are discussed together with the implications for child protection practice.

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Kirk, Maree Louise. "Wellbeing for children with a disability in New Zealand: A search for meaning by Maree Kirk." The University of Waikato, 2006. http://hdl.handle.net/10289/2416.

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This thesis explores the meaning of wellbeing for children with a disability in New Zealand, an area of social policy that has been largely unexamined. Focusing on the school environment, three questions are addressed: What does wellbeing mean for children with a disability? What factors influence it? Are current policy frameworks which address child wellbeing relevant to the wellbeing of children with a disability? The research involved qualitative data collection from nine purposively selected participants: children with a disability, their parents and key informants involved in service provision and policy development. A critical review of international and national literature on definitions of wellbeing and disability, and on existing data sources, is followed by a socio-demographic profile of children with a disability in New Zealand. Qualitative findings are interpreted in relation to current New Zealand social policy initiatives and frameworks - New Zealand's Agenda for Children, the Whole Child Approach and the Key Settings Model - as well as the theoretical perspectives of social solidarity, wellbeing, the ecological theory of human development and discourses of disability. Findings indicate that the concept of wellbeing as applied to all New Zealand children is also relevant to children with a disability. The difference however, lies in the factors which ultimately influence whether the various dimensions of wellbeing will actually be experienced by children with a disability. For these children, communication as a dimension of wellbeing for example, is influenced by language skill acquisition, which in turn depends upon allocation of appropriate and adequate resourcing of the child's learning environment. The conclusion drawn is that policy frameworks, principles and social indicators addressing child wellbeing, are inconsistently applied with regard to children with a disability. New Zealand's Agenda for Children which promotes an ecological approach to child wellbeing would benefit from further adaptation to reflect the needs of this specific child population. The notion of wellbeing for children with a disability needs further development for the purpose of knowledge building, and to ensure clearer articulation between processes of policy development, service provision, and resource allocation.

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Grey, Ben. "'The meaning of the child to the parent' : the development and validation of a new method of classifying parenting interviews for the nature of the parent-child relationship." Thesis, University of Roehampton, 2014. https://pure.roehampton.ac.uk/portal/en/studentthesis/the-meaning-of-the-child-to-the-parent(bed4d882-7cde-4924-8fba-ef4a0f5d9bd5).html.

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The aim of this research has been to develop and validate a new method, called the 'Meaning of the Child', to assess the psychological meaning all children have for their parents, but which in cases of risk, submerge or distort the child's identity (Reder & Duncan 1995). The method analyses parental discourse in semi-‐structured interviews using attachment theory, understood dyadically, from the perspective of both parent and child. In its analysis of parental representations of Caregiving, the Meaning of the Child integrates an understanding of adult self-‐protective defensive processes drawn from attachment theory, in particular Crittenden’s theory of adult information processing in conditions of threat (Crittenden & Landini 2011) with the concept of 'inter-‐subjective dialogues', where parent and child co-‐construct the meaning of the other (Beebe et al., 2012a & 2012b). The coding method was developed from interviews drawn from the researcher’s work with children and families in the family court system, and then tested with a sample of 85 mothers and fathers, 62 of whom were parents drawn from this ‘at risk’ context. The remaining 23 were drawn from a US sample of normative mothers. The Parent Development Interview (PDI: Aber et al. 1985-‐2003) was used to assess parenting representations and coded for Parental Reflective Functioning (RF: Slade et al. 2005) and the new Meaning of the Child (MotC) system. The parents were also videoed in a short free-‐play interaction, using the CARE-‐Index (Crittenden 2007), a dyadically constructed assessment of parental sensitivity. | P a g e 3 of 461 A strong relationship was found between the Meaning of the Child level of Sensitivity/Risk, assessed from how parents spoke about their child, and the nature of their contingent responsiveness, assessed using the CARE-‐Index. Statistically significant correlations were also found between the level of Unresponsiveness and Control in both the MotC and the CARE-‐Index. The level of Sensitivity/Risk in the Meaning of the Child was also related to parental RF. The contribution of the Meaning of the Child to understanding the shaping of infant attachment relationships (the problem of the ‘transmission of attachment’, [Van IJzendoorn, 1995]), and as an assessment tool to assist intervention with ‘at risk’ relationships, is discussed and illustrated with case example material. The results of the statistical study together with this analysis, provides good evidence for the Meaning of the Child as a construct, and as an assessment tool to identify and assess the nature of 'at risk' parent-‐child relationships.

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Strach, Pavel, and n/a. "Exploring relationships between parent companies and their subsidiaries : the case of Japanese mulitinationals." University of Otago. Department of Management, Department of Marketing, 2007. http://adt.otago.ac.nz./public/adt-NZDU20080130.095953.

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Japanese-style management and Japanese companies have been popular targets of management studies since the 1970s. Many studies have been devoted to the examination of Japanese companies in Japan. By comparison, less understanding has been achieved about how Japanese companies conduct business in their international operations and how famous Japanese management has been transferred to Japanese subsidiaries. This thesis contributes to an ongoing academic debate about the internationalization processes within Japanese multinational companies. The processes involved in interaction between the parent company and subsidiaries address the research question of how subsidiaries of Japanese multinational firms perceive the relationship with their parent companies. The parent-subsidiary relationship is conceptualized within the boundaries of communication and information exchange theory. The conceptual framework creates a tool for research inquiry into the parent-subsidiary relationship. The framework conceptualizes the relationship between facilitating factors and perceived parental influence. Access to the parent company, motivation to engage with the parent company, and ability to engage with the parent company are conceptualized as factors facilitating the parent-subsidiary relationship. National/country and organizational/industry characteristics are identified as attributes moderating the relationship. Information outflow, inflow, and intraflow are derived components of the parental influence. The study presented here is exploratory with findings based on two sequential comparative research stages. The Czech Republic and New Zealand, although different in terms of national and country characteristics, are argued as a suitable comparable base for conducting research within subsidiaries ofJapanese firms. In stage one, 18 Czech and 17 New Zealand subsidiaries of Japanese companies participated in a questionnaire survey. In stage two, 26 semi-structured interviews were conducted for case studies within Czech and New Zealand subsidiaries of six Japanese parent companies. The case studies provided further insights into the subsidiary-parent relationship. This research seeks contribution to the internationalization literature by offering a new useful framework for the examination of the parent-subsidiary link. The self-identity of Japanese subsidiaries was found to give meaning to the parental relationship as perceived by the subsidiary. This relationship was influenced by the subsidiary�s country location, the industry in which the subsidiary operates, and the presence of expatriate management in the subsidiary. This research also found significant commonalities among the perceptions of parental influence in all Japanese subsidiaries involved in the study. The observed commonalities indicate that Japanese companies might have moved away from the internationalization processes ascribed to them by previous academic research. The change triggered by collapse of stock markets in mid-1990s has resulted to a recent reduction of expatriate staff reported little parental guidance, independence, and the strong self-identification of subsidiaries with their local environment. Keywords Internationalization, Japanese Multinational Company, Subsidiary, Czech Republic, New Zealand, Information, Parent-Subsidiary Relationship

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Книги з теми "Parent and child - New Zealand"

William, Blake. Colour versions of William Blake's Book of Job designs from the circle of John Linnell: Facsimiles of the New Zealand and Collins sets and the Fitzwilliam plates. London: the William Blake Trust, 1987.

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Blake, William. Colour versions of William Blake's Book of Job designs from the circle of John Linnell: Facsimiles of the New Zealand and Collins sets and the Fitzwilliam plates : with an essay by Bo Lindberg. London: William Blake Trust, 1987.

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Keith, Ballard, ed. Understanding children's development: A New Zealand perspective. 4th ed. Wellington, N.Z: Bridget Williams Books, 1998.

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Smith, Anne B. Childcare in New Zealand: People, programmes, politics. Wellington: Allen & Unwin, Port Nicholson Press, 1988.

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Lemon, Nancy K. D., 1953- and Poisson Samantha E, eds. Child custody & domestic violence: A call for safety and accountability. Thousand Oaks, Calif: Sage Publications, 2003.

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Ritchie, Jane Beaglehole. The next generation: Child rearing in New Zealand. Auckland, N.Z: Penguin Books, 1997.

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Beasley, Adrian. New Zealand child and adolescent health: A select bibliography. Wellington: Dept. of Health Library, 1985.

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New Zealand. Dept. of Internal Affairs. Historical Branch., ed. Family matters: Child welfare in twentieth-century New Zealand. Auckland, N.Z: Auckland University Press in association with the Historical Branch, Dept. of Internal Affairs, 1998.

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Vissell, Barry. Models of love: The parent-child journey. Aptos, Calif: Ramira Pub., 1986.

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Vissell, Barry. Models of love: The parent-child journey. San Bernardino, Calif: Borgo Press, 1987.

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Частини книг з теми "Parent and child - New Zealand"

Hakovirta, Mia, and Christine Skinner. "Shared Physical Custody and Child Maintenance Arrangements: A Comparative Analysis of 13 Countries Using a Model Family Approach." In European Studies of Population, 309–31. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68479-2_14.

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AbstractThis book chapter provides new insights to the question of how child maintenance policies have responded to changing post separation family arrangements and most specifically shared physical custody (SPC). We analyse how SPC is implemented and how it operates in child maintenance policies in 13 countries: Australia, Belgium, Denmark, Estonia, Finland, France, Iceland, New Zealand, Norway, Spain, Sweden, the UK and the U.S. The comparative analysis is based on vignette questionnaire collected in 2017. There are differences in how countries have acknowledged and recognized shared physical custody in their child maintenance policies. It varies from complete annulment of obligations, to some countries making finer grained adjustments to reduce child maintenance obligations and yet others’ making no changes as a result of shared physical custody, with the paying parent still having to provide the full amount of child maintenance. It seems there is no standard practice and nor do the different arrangements map easily onto child maintenance scheme typology. The latter is surprising, as it might have been expected that similarly structured child maintenance schemes would treat shared physical custody in similar ways. This variability demonstrates a lack of coherence across child maintenance policies on how to deal with this phenomenon of greater gender equality in post-separation parenting arrangements.

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Munford, Robyn, and Jackie Sanders. "Child welfare practice in New Zealand." In The Routledge Handbook of Global Child Welfare, 85–96. 1 Edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315672960-9.

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Gilat, Israel Zvi. "New perspectives on parent-child relationships in early Europe." In Childhood in History, 257–72. Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315571133-16.

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Tiltina, Kristine. "Focusing on the carer of the traumatized child: on the benefits of psychoanalytic short-term parent work." In New Discoveries In Child Psychotherapy, 238–68. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Tavistock clinic series: Routledge, 2019. http://dx.doi.org/10.4324/9780429282294-10.

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Smith, Anne B. "Child Protection: Policies for Vulnerable Children in New Zealand." In Enhancing Children's Rights, 111–26. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137386106_8.

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Hanna, Kirsten, and Emily Henderson. "Child Witnesses in the Criminal Courts." In The Palgrave Handbook of Australian and New Zealand Criminology, Crime and Justice, 421–35. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55747-2_28.

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Poortman, Anne-Rigt. "Postdivorce Parent-Child Contact and Child Outcomes: The Role of Spatial Mobility." In European Studies of Population, 207–29. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68479-2_10.

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AbstractShared physical custody, or more generally, frequent contact with both parents is often assumed to benefit children, but having to move back and forth between parents’ homes may also be harmful, particularly when parents live far apart. This study examined the role of spatial mobility in the association between frequent parent-child contact and multiple child outcomes. Using the New Families in the Netherlands survey, analyses firstly showed that frequent parent-child contact, on average, was found to be not or modestly associated with better child outcomes. Second, spatial mobility mattered, but in varying ways. Long travel times were negatively associated with children’s contact with friends and their psychological well-being, but positively related to educational performance. Furthermore, frequent commutes were negatively associated with how often children saw their friends, but positively associated with child psychological well-being. Third, and most importantly, the impact of parent-child contact and frequent commutes on child outcomes were found to be dependent on traveling time. For child psychological well-being and contact with friends, frequent parent-child contact and/or frequent commutes were found to have positive effects when travel distances were short, but these positive effects disappeared when traveling times increased.

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Maehigashi, Akihiro, and Sumaru Niida. "Parent-Child Interaction in Children’s Learning How to Use a New Application." In Intelligent Tutoring Systems, 145–55. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22244-4_18.

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Dayton, Carolyn Joy, Johanna C. Malone, and Suzanne Brown. "Pathways to Parenting: The Emotional Journeys of Fathers as They Prepare to Parent a New Infant." In Handbook of Fathers and Child Development, 173–94. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51027-5_12.

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Finlon, Mary Ann, Dennis Drotar, Jackie Satola, John Pallotta, Betsy Wyatt, and Debra El-Amin. "Home Observation of Parent-Child Transaction in Failure to Thrive: A Method and Preliminary Findings." In New Directions in Failure to Thrive, 177–90. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-5095-8_12.

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Тези доповідей конференцій з теми "Parent and child - New Zealand"

Baranauskienė, Ingrida, Alla Kovalenko, and Oksana Verkhovod. "CHILD-PARENT RELATIONS AS A FACTOR VICTIMIZING ADOLESCENTS WITH DISABILITIES." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0292.

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Li, Juan. "Learning Story: a Child Development Evaluation Model of New Zealand." In 2020 Conference on Education, Language and Inter-cultural Communication (ELIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201127.060.

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Kuracki, Kamil, and Agnieszka Dłużniewska. "SUPPORT FOR PARENTS OF CHILDREN WITH DISABILITIES AND DEVELOPMENT OF PARENT-CHILD RELATIONSHIPS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1238.

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Rhaiem, Olfa Ben, Lamia Chaari Fourati, and Wessam Ajib. "New Hierarchical Parent-Child Caching Strategy (H-CS) for CCN-Based Video Streaming." In 2016 IEEE 30th International Conference on Advanced Information Networking and Applications (AINA). IEEE, 2016. http://dx.doi.org/10.1109/aina.2016.53.

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Jamil, Imad, Samar Sindian, Ayman Khalil, Matthieu Crussiere, and Jean-Francois Helard. "A new distributed decision making scheme for the IEEE 802.15.3 Parent/Child model." In 2013 International Conference on Communications and Information Technology (ICCIT). IEEE, 2013. http://dx.doi.org/10.1109/iccitechnology.2013.6579560.

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Jinakan, Boontong, Ravee Phoewhawm, and Santichai Wicha. "Knowledge Extraction and Designing of Child Development Detection System for a New Parent." In 2020 Joint International Conference on Digital Arts, Media and Technology with ECTI Northern Section Conference on Electrical, Electronics, Computer and Telecommunications Engineering (ECTI DAMT & NCON). IEEE, 2020. http://dx.doi.org/10.1109/ectidamtncon48261.2020.9090706.

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Peden, Amy, Richard Franklin, and Tessa Clemens. "6B.002 Exploring child drowning prevention across Australia, Canada and New Zealand." In Virtual Pre-Conference Global Injury Prevention Showcase 2021 – Abstract Book. BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/injuryprev-2021-safety.153.

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Basili, Emanuele, Maria Gerbino, Laura Di Giunta, Eriona Thartori, Carolina Lunetti, Ainzara Favini, and Concetta Pastorelli. "THE MEDIATIONAL ROLE OF PROSOCIAL BEHAVIOURS IN THE ASSOCIATION BETWEEN PARENT-CHILD RELATIONSHIP QUALITY AND SCHOOL PERFORMANCE." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1149.

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Ho, Tat Hing Alex. "AN EVALUATION OF PUPPETRY ON ENHANCING PARENT-CHILD RELATIONSHIP AND ENGAGEMENT IN DIGITAL CHILDREN PICTURE BOOK DESIGN." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1043.

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Chen, Zhiming, Xinwei Liao, Pengfei Zhao, Biao Zhou, Duo Chen, and Kamy Sepehrnoori. "A Well-Testing Approach for Diagnostics of Fracture Complexity with Well Interference." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206197-ms.

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Abstract Owing to well interference, the fracture geometries of child wells are sometimes more complex than initially expected. Some approaches or methodologies have been developed to evaluate the complex fracture geometries, however, the fracture geometries are still poorly understood. This work uses the boundary element method to propose a new well testing approach to determine the complex fracture geometries of child wells with inter-well interference. It is found that the well interferences from Parent well on Child well mainly happen on the late stage, which can be physically expected. The flow regimes of Child well can be divided into: wellbore storage & skin effects, fracture bilinear flow, "fluid supply", formation linear flow, pseudo-boundary dominated flow, "well interferences", pseudo-radial flow, and boundary-dominated flow. The stage of "well interferences" occurs later with the increase in well spacing. The boundary-dominated flow is affected by the reservoir size and shape. When the reservoir size is fixed, the pressure curves in final stage of different-shape reservoirs overlap, which provides a tool to diagnose the reservoir size. While the reservoir size are variable, the occurrences of boundary-dominated flow are quite different. The smaller the reservoir, the quicker the boundary-dominated flow, which is in line with actual situations. It is also found that Parent-well rate mainly affects the flow regimes after pseudo-boundary dominated flow. That to say, after that flow regime, the performance of Child well is interfered by Parent well. The impact is more obvious with the increase in Parent-well rate, especially in pseudo-radial flow. In that flow stage, the horizontal value of pressure derivative also satisfies 0.5(qchd,D+qpar,D). In addition, when the Parent-well rate is negative, namely an injection well, the pressure derivatives of Child well decrease sharply, which means that the pressure depletion of Child well decreases and it is helpful to production of Child well. When the Parent-well rate is a positive and large value, the pressure depletion of Child well increase sharply and its production is harmed by the Parent well. Thus, there should be an optimized production strategies between Parent well and Child well. Finally, the model application on diagnostics of fracture complexity of an actual well is performed. This study provides a new way to identify the fracture geometries of child wells in unconventional plays.

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Fryer, Roland, Steven Levitt, John List, and Anya Samek. Introducing CogX: A New Preschool Education Program Combining Parent and Child Interventions. Cambridge, MA: National Bureau of Economic Research, October 2020. http://dx.doi.org/10.3386/w27913.

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Leones, Tiffany, Danae Kamdar, Kayla Huynh, Melissa Gedney, and Ximena Dominguez. Splash and Bubbles for Parents App: Station Study Report. Digital Promise, June 2021. http://dx.doi.org/10.51388/20.500.12265/120.

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This report, prepared for The Jim Henson Company, shares findings of a sub-study investigating the types of support parents and caregivers need when navigating and using the second-screen Splash and Bubbles for Parents app. This study originated from a prior field study finding indicating families would benefit from support around the app since it represents a new kind of digital tool. In partnership with local Public Broadcasting Service (PBS) stations, we provided parents and caregivers more detailed support around the features of the app. Based on survey and interview findings, parents and caregivers found the app helpful for supporting their children’s science learning, thus validating the field study findings. We also found that all sections of the app were used and could help promote conversations between parent/caregiver and child. Moreover, families expressed choosing to use a specific app section when they felt it was more relevant or developmentally appropriate for their child.

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'Teacher parent co-production to develop new educational models for the pandemic - and beyond' - Professor Helen Minnis. ACAMH, August 2021. http://dx.doi.org/10.13056/acamh.16654.

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Recorded via video link for the Emmanuel Miller Memorial Lecture and Conference 'Child and adolescent mental health: what have we learnt during the Covid-19 pandemic? Looking back, Looking forward' on Friday 19 March 2021. ACAMH members can now receive a CPD certificate for watching this recorded lecture.

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