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Magister Artium (Child and Family Studies) - MA(CFS) / Parents become the first teachers of the child and therefore the parent-child relationship is important for the development of a child. Parents who have a child with a disability are often more challenged than parents who do not. In South Africa, there are programmes and policies which are implemented to support parents or primary caregivers who have children with disabilities; however, there is no data or reviews available that provide information regarding the capability of parental strategies to ensure the health and well-being of their children with disabilities.

archives@tulane.edu / Background Few studies have examined the association between parenting quality and behavioral adjustment in children and asthma incidence. Medication non-adherence is a proposed mechanism for the association between caregiver stress and asthma morbidity, but research on the association is limited. Aims To examine the association between parent-child relationship and child’s behavioral adjustment and asthma incidence, and to explore the association between caregiver stress and medication non-adherence in children with asthma. Methods Secondary analyses were conducted in two study populations: a birth cohort study in the United Kingdom and an intervention trial of children with asthma in inner-city New Orleans. The first two analyses defined asthma by parent report and current asthma medication use at five or seven years. Mother-child relationship and child’s behavioral adjustment were measured with the Child-Parent Relationship Scale (CPRS) and the Strengths and Difficulties Questionnaire (SDQ), respectively, at three years. Caregiver stress and medication non-adherence were measured using Cohen’s Perceived Stress Scale (PSS-4) and caregiver self-report, respectively, at baseline and twelve months. Results Among families with the most major life events, children with mothers reporting poorest compared to best CPRS had an adjusted OR=2.8 (95% CI: 2.3-3.6) for asthma. Adjusted odds ratios for the association between abnormal versus normal SDQ at 3 years and asthma at 5 or 7 years was 1.2 (95% CI: 1.0-1.5). Adjusted odds ratios for non-adherence due to running out of medications were 6.8 (95% CI: 1.0-47.6) in high versus normal stress caregivers. Conclusions Increased risk of asthma was observed among those with the poorest mother-child relationships and the most major life events, and in children with abnormal behavioral adjustment. A statistically significant adjusted association between caregiver stress and overall medication non-adherence was not observed, but an association between increased caregiver stress and non-adherence due to running out of medications was suggested. / 1 / Fritha Morrison

Thesis (M.S.)--Boston University / That interpersonal relationships within the family may have a direct influence upon the development of schizophrenia is a fact well-recognized by authors. In recent years the exact role of the mother-child relationship in the etiology of schizophrenia has especially been the subject of a great deal of investigation. As a result of these investigations there has been developed the concept of the "schizophrenogenic mother." Tietze's findings are characteristic.

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Children’s rights to participate in decision-making in matters which impact them directly, is a topic leading to increased research since the 1990s. Today, most countries, including South Africa, have included the right of children to participate and to be heard, in their legislation. In reality, however, there is still a big gap in the implementation of children’s right to participation. Home schooling as an alternative to mainstream schooling has also gained momentum in South Africa with an estimated 50 000 – 75 000 children being home schooled. When children are home schooled, the families spend more time together than children who spend 6-8 hours per day attending a local school. Decisions with regard to curriculum, subjects and social interaction which would normally be the responsibility of the school, now become the responsibility of the parents. Children in the adolescent life phase have an increasing need to gain independence from their parents. In the home school context, the fact that the parents are also the teachers, could lead to increased frustration and conflict between adolescents and parents. In this context it would therefore be important that the adolescents should be allowed to participate in decisions pertaining to their schooling. This study focused on exploring adolescents’ participation in decision-making in the home schooling context. This research is important as little is known about the perceptions of adolescents and their parents about participation in the home schooling context. The research took place in the Western Cape. Eight families, which consisted of 21 participants, were involved in the study. Data saturation determined the sample size. The participants were selected from specific home schooling forums and had to reside in the Western Cape. Semi-structured interviews were held with all the participants and an interview guide was used for consistency. Different themes were identified by using thematic analysis. The study found that families have different views about the adolescents’ role in participation. It varied from adolescents who were allowed to initiate change to adolescents not allowed to participate in decisions at all. In the families where the adolescents were allowed limited or no participation in decision-making, the adolescents indicated that they understood that their parents had their best interest at heart, although they felt that they (the adolescents) would welcome a bigger say. It is recommended that home schooling families be made aware of the need of their adolescent children to be allowed to participate more in decision-making in the home schooling context on all levels, ranging from educational matters to social interaction. / MSW, North-West University, Potchefstroom Campus, 2015

Children’s rights to participate in decision-making in matters which impact them directly, is a topic leading to increased research since the 1990s. Today, most countries, including South Africa, have included the right of children to participate and to be heard, in their legislation. In reality, however, there is still a big gap in the implementation of children’s right to participation. Home schooling as an alternative to mainstream schooling has also gained momentum in South Africa with an estimated 50 000 – 75 000 children being home schooled. When children are home schooled, the families spend more time together than children who spend 6-8 hours per day attending a local school. Decisions with regard to curriculum, subjects and social interaction which would normally be the responsibility of the school, now become the responsibility of the parents. Children in the adolescent life phase have an increasing need to gain independence from their parents. In the home school context, the fact that the parents are also the teachers, could lead to increased frustration and conflict between adolescents and parents. In this context it would therefore be important that the adolescents should be allowed to participate in decisions pertaining to their schooling. This study focused on exploring adolescents’ participation in decision-making in the home schooling context. This research is important as little is known about the perceptions of adolescents and their parents about participation in the home schooling context. The research took place in the Western Cape. Eight families, which consisted of 21 participants, were involved in the study. Data saturation determined the sample size. The participants were selected from specific home schooling forums and had to reside in the Western Cape. Semi-structured interviews were held with all the participants and an interview guide was used for consistency. Different themes were identified by using thematic analysis. The study found that families have different views about the adolescents’ role in participation. It varied from adolescents who were allowed to initiate change to adolescents not allowed to participate in decisions at all. In the families where the adolescents were allowed limited or no participation in decision-making, the adolescents indicated that they understood that their parents had their best interest at heart, although they felt that they (the adolescents) would welcome a bigger say. It is recommended that home schooling families be made aware of the need of their adolescent children to be allowed to participate more in decision-making in the home schooling context on all levels, ranging from educational matters to social interaction. / MSW, North-West University, Potchefstroom Campus, 2015

Studies investigating the etiology of delinquent involvement have pointed to two influential theories: Differential Association Theory and Social Control Theory. Both theories suggest that bonding can impact delinquent behavior. Strong friend relationships influence delinquent involvement while strong parental relationships serve as a positive influence in the curtailment of adolescent delinquency. Indeed, a great deal of research has shown that both friends and families are an integral part of adolescent delinquent involvement. Although these theories provide us with a framework for understanding adolescent delinquency, the contextual nuances of the connections among friend relationships, parental relationships, and delinquency are still unclear. In this project, I investigate the gender and race/ethnicity of the respondent as well as the predominant race/ethnicity and gender of the respondents’ friendship networks to better understand how both friend and parent-child relationships affect adolescent delinquency. I utilize data from the Toledo Adolescent Relationships Study (TARS). Results suggest that both friend relationships and parental relationships impact respondent delinquency; however, such effects differ by the gender and race/ethnicity of the respondent. Furthermore, the predominant race/ethnicity and predominant gender of the respondents’ friendship network appear to effect delinquent involvement for some groups and not others. The exploration of this topic provides a much-needed look into some understudied areas in human behavior. The long-standing tradition of investigating the role of peers in criminal offending has certainly examined the importance of family and the dynamics of friendships. However, few studies have incorporated both gender and race/ethnicity in their investigations into the relationship between friendships and delinquency. In addition, this study is unique in that it examines friendship network characteristics and how they relate to delinquency. Furthermore, this project explores how family and friend influences on delinquent behavior vary across different groups. Neither of these aspects have been adequately explored in past research. It is the purpose of this study to being to fill this gap in the literature and highlight how both gender and race/ethnicity influence involvement in delinquency. / text

There has been a growing amount of research on play therapy skills training both with parents and teachers. These studies revealed promising results on the effectiveness of play therapy skills training; however, a majority of the studies were quantitative in nature. The current study implemented a qualitative approach to exploring teachers’ beliefs about children’s play and play therapy by investigating the perceptions and experiences of a group of teacher participants who received play therapy skills training. Individual interviews were conducted and data analysis generated category themes to answer research questions. Findings suggested that the play therapy skills training had an impact on teachers, the child of focus, and the teacher-child relationships. The training led to changes in teacher participants’ perceptions of play, play therapy, and children, and a pattern seemed to emerge in the influence the training had on teachers. Teachers perceived changes in themselves in terms of awareness, attitudes, skills, and emotions. Teachers’ views of play appeared to be changed and shaped to be more consistent with the ideas of play therapy. Two of the four teachers reported observing positive changes in behaviors of the child of focus. Three of the teacher participants indicated changes in teacher-child relationships with the child of focus. Teachers seemed to generalize play therapy skills from the playroom to the classroom. Teachers perceived that using play therapy skills helped them build better relationships with children, interact with children more positively, manage the class more effectively, and ultimately reduce their stress and frustration. Overall, the play therapy skills training suggested positive results with teacher participants, the child of focus, and teacher-child relationships. However, there were also challenges, disadvantages, and constraints observed and perceived by the teachers. Challenging issues in applying play therapy skills in the classroom included the perceived difficulty of being both a teacher and a therapeutic agent to the child of focus, and finding an appropriate classroom balance between permissiveness and structure. Three of the four teacher participants expressed their desire and excitement to continue applying play therapy skills with other students in a new school year. Implications and limitations of the study, and recommendations for further research are discussed. / text

This project investigates the development of mature student mothers’ identities in the dual contexts of constructions of the women’s at-home study practices and of their ‘responsibilities’ for their children’s development. Interviews were conducted with 23 women – all ‘new university’ students – and with their schoolaged children. I used discourse analysis focussing on language as performative and constitutive in order to understand positioning of, and by the women. I also drew upon critical developmental psychological theory and the concepts of discourse, intersubjectivity and dialogicality as epistemological resources in order to understand the women’s and children’s accounts. The methodology yielded a diversity of constructions of the women, these drawing upon a variety of discourses. The first empirical chapter addresses constructions of mature student mothers, the second, constructions of child development and the third, constructions of ‘influence’. The organisation of the empirical chapters reflects not only the importance I accorded to particular themes, but also the idea that separating mothers’ concerns and those of their children can be less fruitful in examinations of identity construction than addressing these together. The key issues that are a thread connecting the empirical chapters are time (requiring ‘balancing’ of social positions); change (in mothering practices and confidence); perceived ‘influence’ on children’s development, and relationships (including the ways in which identities are constructed in the ‘space in the middle’). Participants addressed these issues in different ways with some women positioning not spending ‘quality’ time with their children as meeting children’s developmental needs (addressed in Chapter Seven). Other important themes were mothering constructed as mundane and undervalued (in Chapter Five), children’s constructions of ‘roles’ as helpers (in Chapter Six) and perceived intersubjectivity in mother/child interactions (examined in Chapter Seven). In the concluding chapter I discuss the implications of the findings in terms of the contribution of the research to theoretical debates about motherhood, mothering and child development. I also reflect on my position as a mature student mother, examining my involvement in the research process and finally, suggest applications for the findings reported in the thesis.