The purpose of the study was to assess the differences between two; methods for training parents in child management skills. Group I, the educational training group, consisted of seven parents, while Group II, the competency-based training group, bad five participants. Two dependent measures, time-out and instruction giving, were assessed during simulations with a confederate. Probes were also taken during analogue situations between the parent and child. Follow-up probes were conducted at six- and twelve-weeks for the EFTG, and at 8-weeks for the CBTG.Data was subjected to an analysis of covariance (ANCOVA) to determine statistical differences between groups. A multiple baseline across skill domains was also used to assess clinical changes between groups and within individuals.Findings Parents trained in the CBTG performed significantly better, in both time-out and instruction giving skill domains, than did parents trained within the educational format. All five CBTG parents achieved a mastery level of 90% or higher. Parents trained through the traditional educational methods were unable to achieve mastery in either, skill domain. Subsequent to the introduction of competency training, all but one of the EFTG parents were able to reach mastery. The parent who was unable to reach mastery, was unable to do so in either skill domain.All parents were satisfied with service delivery regardless of treatment received. Parents also reported similar changes in their child's behavior throughout the course of the training program.Conclusions Competency-based training methods were far superior to the more traditional educational approach in shaping parents behavior (i.e., time-out and instruction giving skills). Parent perceptions of changes in their own behavior are a poor indicator of measured change.Parent's reported satisfaction is a poor prognosticator for termination of treatment services.

University of Technology, Sydney. Faculty of Nursing. / This thesis is an investigation of maternal learning through the experiences of fifteen women who were learning to mother their first born infants within a white anglo-centric culture. These women provided stories about their experiences of pregnancy, birth and the early days of mothering during a series of interviews. Poststructural and feminist approaches have been used to inform this research study. These approaches have resulted in an analysis that troubles several of the dominant maternal discourses that are frequently used in two complementary ways: first, to explain the seemingly inexplicable ability to mother as 'maternal instinct', and second, within a specific culture, to provide the criteria for maternal attitudes and behaviours. The use of a poststructural framing has enabled an unsettling of the frequently accepted and taken-for-granted understandings about maternal learning through asking how it works and why women act in certain ways and not in other ways? There are two major sections to this thesis. The first section provides a theoretical positioning within the practice disciplines of adult education, parent education and nursing, and an overview of poststructural and feminist understandings and research applications of discourse analysis. The analysis work of this thesis commences within the second section where maternal discourses are examined and the resulting discursive constructions of maternal subject positions are foregrounded. Tensions and contradictions within the women's stories are explored and taken-for-granted explanations about women's apparently inexplicable or 'natural' ability to mother are challenged. Counter constructions for the taken-for-granted understandings about maternal ability are offered through the use of the discourses of memory, habitus and incidental learning. These three discourses assist in thinking about maternal learning and why some women have such difficulty taking on the multiple subject positions of motherhood, while the ability to mother seems to 'just happen' for other women. Of importance to this study is the inability of language to provide a common meaning for maternal experiences or to adequately portray the complexity of maternal experience, learning and knowledge. This understanding signals the possibility for maternal knowledge being a predominantly `somatically' based knowledge acquired throughout a woman's life as an outcome of incidental learning. The recognition of somatic knowledge as an important element in the development of maternal knowledge has significant implications for nursing practice, and the way in which maternal learning is facilitated.

Thesis (M.A.)--University of Nevada, Reno, 2007. / "May, 2007." Includes bibliographical references (leaf 21). Online version available on the World Wide Web.

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Jennifer Jenkins.

Thesis(M.S.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references.

Thesis (Ph. D.)--Illinois State University, 2007. / Title from title page screen, viewed on April 8, 2008. Dissertation Committee: Adena Meyers (chair), Eileen Fowles, Matthew Hesson-McInnis, Larua Berk, Glen Aylward. Includes bibliographical references (leaves 153-166) and abstract. Also available in print.

Thesis (Ph.D.)--University of Tasmania, 2003. / Library has additional copy on CD-ROM. Includes bibliographical references.

Thesis (M.Soc.Sc.)--University of Waikato, 2008. / Title from PDF cover (viewed October 1, 2008) Includes bibliographical references (p. 108-117)

Thesis (J.C.L.)--Catholic University of America, 1993. / Includes bibliographical references (leaves 51-54).

Thesis (Ph.D.)--University of Delaware, 2008. / Principal faculty advisor: J. Ritchie Garrison, Winterthur Program in Early American Culture. Includes bibliographical references.