Digitized by Kansas Correctional Industries

Digitized by Kansas Correctional Industries

Digitized by Kansas Correctional Industries

Digitized by Kansas Correctional Industries

Photocopy of typescript. / Digitized by Kansas Correctional Industries

Thesis (Ph.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This study was designed to investigate whether individuals with neurodermatitis would demonstrate in their fantasies and conscious descriptions of parent-child interactions specific patterns of parent-child relationships not shown to be present to a significant degree in either a group of symptom-free control subjects or a group of emotionally disturbed subjects, without psychosomatic disorders. The hypotheses of the study were stated in tenus of testable predictions. The first prediction was that neurodermatitis, as represented by a sample of college student patients, is associated with fantasies of high maternal Affection and Control, and with fantasies of low paternal Affection and Control. The second prediction was that neurodermatitis, as represented by a sample of college student: patients, is associated with the conscious reporting of high maternal Casual and Loving behavior, and with the conscious reporting of high paternal Demanding behavior [TRUNCATED]. / 2031-01-01

Thesis (M.Soc.Sc.)--University of Hong Kong, 2006. / Title from title page (viewed Apr. 23, 2007) Includes bibliographical references.

This study evaluated an intervention that integrated explicit instruction of word recognition strategies within a home tutoring program. A randomized controlled trial paradigm was used to study the efficacy of the parent-tutoring program Paired Reading (PR; Topping, 2001) and an experimental modification of PR on the reading achievement of children in Grades 2 to 4. Fifty-seven families were recruited to participate in this study. Participants were randomly assigned to one of three groups: (1) the PR parent tutoring program that taught parents to read with their child, providing corrective feedback to their child in the form of supplying the misread word, when needed (PR); (2) a modified parent tutoring intervention which used the PR program, but included training in the word identification strategies of the Phonological and Strategy Training Program (PHAST; Lovett, Lacerenza, & Borden, 2000) to be used during the PR activity when assistance with reading was needed (PR-PHAST); and (3) a wait-list control group that continued with their regular family reading activities. Children’s reading abilities were assessed twice: prior to intervention and immediately after the 16-week intervention. Questionnaires were used to assess parental involvement with home literacy activities and to evaluate parental perception of the home tutoring program. Intervention fidelity was monitored via audio taped samples of reading sessions and follow-up telephone calls. The results suggest that superior reading gains can be achieved at home with a modification of the PR technique that incorporates teaching the word identification strategies of the PHAST Program. / School Psychology

Children in middle childhood were surveyed in elementary schools to explore possible associations between their perceptions about certain characteristics of their sibling relationships and the ways in which their parents responded to sibling quarrels. An instrument was developed to measure perceptions of types of parental responses and the Sibling Relationship Questionnaire was used to assess sibling conflict, warmth/closeness, and perceptions of parental partiality. Factor analyses revealed that the parental responses of punishing, prohibiting, and group discipline were closely related, reflecting a single dimension (alpha=.81). Labeled restricting, regression analyses indicated that this type of parental response to sibling quarrels was a strong positive predictor of sibling conflict, a negative predictor of sibling warmth/closeness, and unrelated to perceptions of parental partiality. The contributions of the other types of parental responses to the aspects of sibling relationships studied were different for girls and boys. Parental referring to family rules contributed positively to girls' sibling conflict, and negatively to sibling warmth/closeness. Parental mediating conciliation, particularly by mothers, was a strong positive predictor of boys' sibling warmth/closeness. Parental mediating conciliation negatively contributed to boys' sibling conflict, particularly fathers' mediating conciliation. Nonintervention by parents, particularly fathers' nonintervention, was a strong positive predictor of boys' sibling conflict, and contributed positively to boys' perceptions of parental partiality, as well. However, among girls, fathers' nonintervention positively contributed to sibling warmth/closeness and negatively contributed to partiality. Boys perceived more sibling conflict than girls, but other sibling constellation and family structure variables did not contribute significantly to the aspects of sibling relationships studied. / Graduation date: 1995

Thesis (M.S.)--University of Delaware, 2006. / Principal faculty advisor: Martha J. Buell, Dept. of Individual & Family Studies. Includes bibliographical references.