The target population for this research is parents of hearing impaired children under the approximate age of ten in Arizona. Twenty-one subjects were selected from parents of children attending the Arizona State School for the Deaf and Blind and Phoenix Day School for the Deaf. Numbers of available subjects precluded the use of random selection or random assignments to groups. Assignment to groups was made according to parents' ability to attend group meetings on specific nights of the week. The twelve subjects in the treatment group participated in an eight-session parent study group using the researcher's handbook (Healthy Emotional Development For Hearing Impaired Children: A Guide For Parents) as a study manual. The nine subjects in the control group participated in eight lecture sessions designed to provide information on the medical and educational aspects of hearing loss. Prior to the initial group sessions each subject completed the Adlerian Parental Assessment of Child Behavior Scale (APACBS). This evaluation procedure was again repeated at the conclusion of the eighth session. The results of these two evaluations were statistically compared to determine the effect of the use of the handbook as a manual in a parent study group on the behavior problems of hearing impaired children as perceived by the parents. No statistically significant differences were found between the treatment group and the control group although the treatment group did improve along more dimensions than did the control group.

An interactional model of the socialization process was used to investigate how children develop social competence in the day care center. Socialization is a multimodal process through which messages about how to behave in socially appropriate ways are communicated to children through several modes of communication. The interactional model describes one mode of socialization--the socialization event. Socialization events are interpersonal interactions in which the appropriateness of one or more interactants is explicitly discussed. During such events, socialization agents call upon their repertoires of interactional strategies and linguistic routines to accomplish culturally defined goals of socialization. Over six hundred socialization events were recorded in two day care centers which served different ethnic groups. Research with Anglo and Mexican-American populations revealed that cultural values and educational philosophies affected the way social interaction was organized and the types of socialization events found in the day care centers. Statistical analyses of the socialization events recorded in the two centers revealed significant differences in the ways the socialization process was organized in them. In both centers, there were gender differences in the socialization of individual children. At the Anglo center, emphasis was placed on the socialization of individual boys, while socialization in the Mexican-American center was concerned primarily with groups of children. Differences in the behavior of the teachers at the two centers during socialization events were found to be related to their ethnic background and philosophies of education. Contextual variation in socialization events was also found in the two centers. At the Mexican-American center, significant differences were found in socialization during academic and non-academic contexts. In the Anglo center, contextual variation was attributed to differences in the size of the group of children involved in the activity and the participant structure used to organize interaction during the activity. The results of these analyses indicated that the interactional model of socialization offers insight into both intracultural and cross-cultural variation in the socialization process.

The counseling experience has shown that a majority of problems that endanger marital and family functioning results from an absent father. The problem of an absent father and his important role in the upbringing of his children had already become well-known. The reason for this is that the welfare of children has declined dramatically compared to children of earlier generations. It is the negative effects and spiritual consequences of an uninvolved father, as well as the subsequent poor relations between fathers and their children that were cause for concern. The perplexing question is why the problem of the absent father is treated so indifferently, given the awareness of its scope and significance. The church, who are to be the light for the world and who are to make the family its core priority, is crucial in taking a leading role in addressing the key reasons for the crisis the family in Western society is facing. This study wants to address the problem of the absent father from a theological perspective. / Prof. W.J. Hattingh

This study is an investigation of factors which determine father involvement in infant caretaking activities. Concerns involved fathers' past parental relationships, fathers' preparation for childbirth, sex of the infant, complexity of the caretaking task, fathers' participation in childbirth, fathers' desire for a male or female infant, and amount of early physical contact between father and infant. Data indicated significant relationships between father participation and the sex of the child, complexity of the caretaking activity, and amount of early physical contact between the father and infant. Data indicated no significant relationships between father participation and fathers' past parental relationships, fathers' preparation for childbirth, fathers' participation in childbirth, and fathers' desires for a male or female infant.

by Tsang Yin-Ping Kitty. / Bibliography: leaves 160-168 / Thesis (M.S.W.)--Chinese University of Hong Kong

by Phyllis Wong Yee-seung. / Bibliography: leaves 138-142 / Thesis (M.S.W.)--Chinese University of Hong Kong, 1984

The problem on which this study focused was the need to determine the manner and degree to which pluralistic values of the greater American Society are influencing family life and child rearing patterns of a Southwestern Indian Pueblo, The Southwestern Pueblo is not named for reasons of anonymity. The intent of the study was to determine the degree to which southwestern pueblo mothers have been affected by their education in a non-indian culture as related to child rearing practices in the pre-school years. The study tests the hypothesis that there is no significant difference in the early child rearing practices of mothers educated on the reservation and those mothers educated off the reservation in a non-Indian culture. Methodologically, a sample of 30 mothers were interviewed by the researcher: in the Fall of 1974 . Fifteen mothers were representative of the nonreservation educated mothers and 15 mothers were educated on the reservation. The instrument used in the interviews was adapted from Schroeder who did a similar study at Jemez Pueblo in 1960. Her study served as a comparative base for this research. Out of 76 items, only five showed a significant difference in the responses of the two groups of mothers at the. 05 level. Therefore the hypothesis was not rejected. Generally, the reservation educated mothers were more permissive in areas of feeding than non-reservation educated mothers. This same permissiveness for the reservation educated mothers held true in regard to toilet training practices and in the areas of discipline, the reservation educated mothers leaned toward the traditional maternal extended family pattern. More of the children in the reservation-educated group lived in their maternal grandmother's home. All mothers in both groups realized change was occurring, but most hoped their child would preserve some of the Indian culture and feel proud to be an Indian.

The purpose of this study was to determine the relationship between perceived child rearing practices and the moral character or pro-social behavior of students in their late teens and early twenties . A questionnaire was administered to forty - eight students to test their moral character which was the dependent variable on the following traits: ambitious, broadminded, capable, cheerful, clean, courageous, forgiving, helpful, honest, imaginative, independent, intellectual, logical, loving, obedient, polite, responsible and self-controlled. The chi l d rearing practices used by the mothers and fathers were also tested as the independent predictor variables according to the following terms: autonomy, coercion, companionship, guilt, inconsistency, love withdrawal, over protection, physical affection, positive reasoning, and support. A similar questionnaire was also sent to the parents of these students asking the mother and father to rate their student's moral character and also how they feel they raised their son or daughter. The results indicate fathers influence their daughter's moral character as much as do mothers. However, using the above moral character variables and child rearing practices variables, fathers only slightly influence their sons and mothers have no significant influence over their sons. Parental child rearing techniques influencing the females the most are: low amounts of physical affection and autonomy from both parents, low amounts of support from the mother, and low amounts of guilt from the father. Also, high amounts of companionship and inconsistency from both parents are strong influences on moral character high ratings. Those child rearing techniques promoting high moral character in males are low amounts of over protection and high amounts of love withdrawal from fathers. It also appears the way children perceive their parents rearing them is in most cases not the way parents feel they raised their children. Also, the way children view their own character traits is not the same way the parents view it in most cases.

This thesis investigates and analyses the child-rearing patterns of two groups of Japanese parents living in Perth, Western Australia. The first group, the 'Stayers have migrated to Australia as a couple with the intention of making Australia their home and occasionally visiting Japan with their children. The second group, the Sojourners' are in Australia for a fixed period of time, generally 4-5 years, as a result of the company requirements expected of the husband/father. Their time in Australia is an interlude, an experience, an opportunity for the whole family.The research compares a number of case studies of families in both groups. In depth interviews following detailed questionnaires provide the data about the child-rearing practices as expressed by mothers and fathers in the two groups. Parental expectation of children's private and public behaviour, as well as their relevance to gender and age are explored.The findings from the survey suggested that the qualities held to be the most important for the Stayer group were those qualities that would be useful for their children to be successful in Australia. Qualities such as independence, assertiveness and using initiative were rated as being more desirable to develop for the children in the Stayer group than those children in the Sojourner group. Some Stayer families with older children had socialised their children to operate successfully in both cultures. The findings also suggested that the qualities held to be important for the Sojourner group were consistent with the qualities that the Japanese view as being valued for Japanese in Japan.

Thesis (doctoral)--Jyväskylän yliopisto. / Summary in Finnish. Includes bibliographical references (p. 213-230).