The study is a retrospective review of pre-schoolers 6 years old and younger who were referred to the Charlotte Maxeke Johannesburg Academic Hospital Child, Family and Adolescent Unit, Johannesburg for psychiatric intervention between 1 January 2006 and 31 December 2010. The study described and analysed demographics and the various characteristics of children 6 years old and under who were referred to the unit for psychiatric intervention. The several psychiatric conditions and interventions were also evaluated. One hundred and forty nine (149) pre-schoolers who were 6 years old and under presented to the Unit and the majority were male (77.2%;N=115). The mean age of presentation was 54 months (SD=12.59) and the majority of the pre-schoolers were referred to the Unit by medical professionals. Attention-Deficit/ Hyperactivity Disorder (ADHD) was the most common presenting condition. Girls were more likely to present with Anxiety disorders (44.1%;15/34) and Reactive Attachment Disorder (35.3%;12/34) and boys were more likely to present with Autism Spectrum Disorders (26%;30/115). There were no statistical differences in the rates of Attention-Deficit/ Hyperactivity Disorder between girls (38.2%;13/34) and boys (43.6%;65/115) with ADHD (x2=2.705; df=1; p=0.1001). A psychological assessment was conducted in 68.5 % (102/149) of referrals. Almost half the children (46.3%; N=69) received pharmacological intervention. The defaulting rate after the initial assessment was high. The study highlights the frequency of psychiatric illness in pre-schoolers and necessitates the need to conduct further research in this vulnerable age group at other clinical sites.

"From the viewpoint of both parent and teacher of long experience, it is the writer's desire to present in a simple, practical manner a few basic suggestions for the guidance of the modern offspring"--Introduction. / Typescript. / "July, 1947." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: Raymond F. Bellamy, Professor Directing Paper. / Includes bibliographical references (leaves 21-22).

This book gives readers a systematic look at the process of child psychology by examining the twenty most revolutionary scientific investigations in the field over the course of the last fifty years. The individual chapters are dedicated to each revolutionary study and derived from empirical data and scientific methodology. A four-part organization examines studies that revolutionized cognitive and language development, social development and parenting, clinical child psychology, and how we think about child psychology. For those with a professional or personal interest in child and human development. / https://dc.etsu.edu/etsu_books/1209/thumbnail.jpg

An independent groups comparative design was used to investigate mothers' attributions and affective-behavioural responses in relation to their pre-school child's problem behaviour. Mothers' beliefs about the age at which children develop aspects of social understanding and skills was also investigated. One group involved mothers whose pre-school child was identified as presenting with a behaviour problem, a second group involved' mothers of a 'non-problem' pre-school child. A premise of the research, however, was that all young children will at times present their parents with behaviour management problems. Participants were recruited from a number of sources, predominantly within community settings. Twenty-one participants were assigned to each group. The main findings were that groups differed significantly in terms of the extent to which participants believed their child had misbehaved in order to deliberately upset them, with problem group participants rating their child as having acted more intentionally. There was some evidence that groups also differed in relation to the extent to which they believed their cnild had control over the causes of their misbehaviour, with non-problem group participants rating their child as having more control. No group differences were found in terms of mothers' estimates of the age at which children develop a range of skills and understanding. Groups were also found to differ significantly in the number of child misbehaviour incidents they resolved and the type of behaviour response strategies used. Participants in the non-problem group were more likely to use 'co-operative' responses than those in the problem group. There was also a suggestion of some differences between groups in terms of reported affective responses to child misbehaviour. Results are discussed in relation to previous research and relevant theoretical literature. Implications for clinical practice and directions for future research are suggested.

A research report submitted to the Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Science in Occupational Therapy. Johannesburg, November 2014 / Part 1 of this study determined the demographic factors, including body mass index (BMI) associated with development, and the environmental supportiveness, as determined by the HOME Inventory, of 50 typical children living in the community in Mauritius. Their normally distributed developmental status, using the Beery-Buktenika Developmental Test of Visual-Motor Integration (Beery VMI) confirmed their demographic and environmental factors were within acceptable limits, and were not associated with developmental delay. Based on the results of Part 1 as a standard for assessing development, Part 2 of the study considered the developmental status of 50 children living in a residential child care facility in Mauritius. Demographic information indicated exposure to factors associated with developmental delay, with HOME inventory scores falling below the accepted medians for the majority of the subscales. The below average scores on the Beery VMI, indicated developmental delay in child care group which should be further researched and addressed by occupational therapy.

Thesis (MPH) -- University of Limpopo, 2011.

Contemporary parenting strategies tend to involve parent-child interactions in which the parent neither repressively dominates the child nor follows a permissive laissez-faire course but respects the child's dignity as a person. This paper integrates several current theories of parenting and parent education into the construct of "respectful parenting," which is a new construct developed in this study. Family research suggests that such parenting is associated with the well-being of the child, including prosocial behavior, positive academic behavior, and physical, social, and emotional development. This study tests two hypotheses: (a) that respectful parenting facilitates effective family problem-solving practices, and (b) that family problem-solving skills learned in the family facilitate a child's success outside the family in school and with peers. In addressing these hypotheses key variables were measured, using instruments developed both in previous research and as part of this project. The study controlled for relevant background variables, including family income, education of parents, gender of child, and family size. Eighty-two families with two biological-parents, of which Forty-two had male target children and forty female target children, were subjects in this study. Each target child also had at least one sibling. Data was collected through questionnaires and observations of video-recorded family problem-solving sessions. The results strongly confirmed the first hypothesis: respectful parenting positively affected family problem solving. Respectful parenting and family problem solving were positively associated with children's well-being outside the home through behavior with their peers. Evidence for effects on performance at school was marginal. Also important to this study was the finding that family problem solving has mediating effects between respectful parenting and outcome in children's behavior in terms of peer relationships. / Graduation date: 1994

Issued also as thesis (PH. D.) Clark university. / Bibliography: p. 219-236. Also issued in print.

<p>Using the social constructionist theoretical framework as a point of departure, the primary aim of the study is to explore the extent to which the meanings that children assign to &lsquo / childhood&rsquo / are ideologically configured. More specifically, using the concept of well-being as a hermeneutic key, the study examines how children use specific discursive resources and repertoires to assign meaning to &lsquo / childhood&rsquo / . The outcome of this on children&rsquo / s meaning assignation and constructions of childhood is characterized by a consensus/contestation dichotomy as ichildren appear to both accept and resist the ideology. This emerges at the intrapersonal level (within the consciousness of children), the interpersonal level (between children) and societal level (between children and adult society). The study concludes by advancing the notion that childhood should be conceived of as an ideological configured construction, and not merely as a discursive construction, functioning within various social contexts. Thus, the meanings of childhood, whether constructed by, or present in discourses, cannot be independent from the ideologically configured social, historical and material structures. It is believed that this theoretical maneuver will bring theories of childhood into better alignment with practical actions resulting in opportunities for intervention, services, monitoring and research initiatives, as well as policy development and implementation, aimed at improving child and youth wellness.</p>

Thesis (Ph. D.)--University of Pennsylvania, 1918. / Bibliography: p. 54.