Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2004. / Includes bibliographical references.

Thesis (D.Min.)--Liberty Theological Seminary and Graduate School, 2006. / Includes bibliographical references.

Thesis (M.S.W.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 77-83).

Text in Afrikaans / Die doel van hierdie studie was om die belewinge van die kind in die enkelouergesin te identifiseer. Die belewinge van skok, skuldgevoelens, woede, verwarring, vrees, onsekerheid, angs, oorbeskerming, sosiale verleentheid, ontoereikendheid, verwerping, verlies en verlange, smart en depressie is in die literatuur gevind. Daar is .ook positi.ewe belewinge gevind, asook dat belewinge onderdruk word. Ba.ie van die belewinge stem ooreen ongeag die oorsaak van die verlies, hetsy egskeiding of dood. Die empiriese studie bet bevestig dat onrealistiese betekenisgewing onderliggend aan bogenoemde belewinge is en dat die opvoedingsituasie problemati.es is omdat daar nie in die behoeftes van die kind voorsien word nie. Voorts is bevind dat faktore wat onderliggend is aan ongunstige belewinge in 'n groot mate ophetbaar is. Sekere aanbevelings is na aanleiding van die studie gedoen wat as riglyne gebruik kan word in die volwassene se bemoeienis met die kind in die enkelouergesin. / The object was to identify the experiences of a child in a single parent family. Experience such as guilt, anger, confusion, fear, insecurity, anguish, overprotectiveness, social embarrassment, inadequacy, rejection, a feeling of loss and yearning, grief and depression have been found in the literature studied. Favourable experiences have also been established as well as the fact that experiences are suppressed. Many experiences show a similarity regardless of the cause of the loss, be it divorce or death. The empirical study has confirmed that unrealistic meaning attribution is subjacent to these experiences and that educational problems exist due to the fact that provision for the needs of the child has not been made. Futhermore, it has also been found that factors 'Yhich are subjacent to these unfavourable experiences can, to a large extent be neutralized. Thus recommendations which can be guidelines for adult intervention with a child in a single parent family, have been made. / Psychology of Education / M. Ed. (Voorligting)

The primary purpose of the study was to determine if a parenting program would affect the reading achievement scores of single-parent children. Secondary purposes were to determine if male and female students were affected differently and if middle school students were affected differently than elementary students.Ninety-three students from a rural school district in northern Shelby County, Indiana, were identified to participate in the program. Forty-seven experimental children, were instructed in the parenting program twenty-one weeks, twenty-five minutes, two times a week. Forty-seven control students remained in the classroom.Multivariate analysis of covariance was done to test the null hypotheses. The criterion for rejecting or retaining the null hypothesis was set at the .05 level of probability.Data collected from the pre- and post-test reading scores of the Comprehensive Test of Basic Skills, the Piers-Harris Self-Concept Scale, the Martinek-Zaichkowsky Self-Concept Scale for Children, and the Behavioral Characteristics of Single-Parent Children Checklist were analyzed. Findings were:1. There was not a significant difference between experimental and control groups or gender; however, the following differences did exist: a. The experimental group scored higher in reading than the control group, with the exception of the lower grade control females, who scored higher than the experimental lower grade females. b. The females of both groups had higher gain scores than the males.2. There was a significant difference at the .05 level in reading for the variable grade with lower grade students making larger positive gains than the upper grade students.3. There were significant differences in self-concept between the control and experimental groups in the area of anxiety, school status, happiness and athletics. a. The lower grade experimental, upper grade control, and male students (of both groups) were less anxious. b. The lower grade students felt better about school and were happier than the upper grade students. c. The second grade control group felt more confident about ability in athletics than the experimental group.4. The teachers perceived the experimental students as needing less discipline, having higher general achievement and better reading comprehension.Conclusions based on the findings were:1. The group or the gender did not make a significant difference: a. However, the upper grade experimental group did perform better than the upper grade control group. b. The lower control females performed better than the lower grade experimental females, but the lower grade experimental males out performed the lower grade males in comprehension.2. The lower grade students performed significantly better than the grade students in reading vocabulary and comprehension.3. The lower grade experimental students, the upper grade control students and the male students were significantly less anxious.4. The lower grade students felt significantly better about school than the upper grade students.5. Teachers perceptions of experimental students were higher in classroom behavior, general achievement, and reading comprehension.

Thesis (Ph. D.)--Ohio State University, 2009. / Title from first page of PDF file. Includes vita. Includes bibliographical references (p. 182-201)

Text in Afrikaans / Die doel van hierdie studie was om die belewinge van die kind in die enkelouergesin te identifiseer. Die belewinge van skok, skuldgevoelens, woede, verwarring, vrees, onsekerheid, angs, oorbeskerming, sosiale verleentheid, ontoereikendheid, verwerping, verlies en verlange, smart en depressie is in die literatuur gevind. Daar is .ook positi.ewe belewinge gevind, asook dat belewinge onderdruk word. Ba.ie van die belewinge stem ooreen ongeag die oorsaak van die verlies, hetsy egskeiding of dood. Die empiriese studie bet bevestig dat onrealistiese betekenisgewing onderliggend aan bogenoemde belewinge is en dat die opvoedingsituasie problemati.es is omdat daar nie in die behoeftes van die kind voorsien word nie. Voorts is bevind dat faktore wat onderliggend is aan ongunstige belewinge in 'n groot mate ophetbaar is. Sekere aanbevelings is na aanleiding van die studie gedoen wat as riglyne gebruik kan word in die volwassene se bemoeienis met die kind in die enkelouergesin. / The object was to identify the experiences of a child in a single parent family. Experience such as guilt, anger, confusion, fear, insecurity, anguish, overprotectiveness, social embarrassment, inadequacy, rejection, a feeling of loss and yearning, grief and depression have been found in the literature studied. Favourable experiences have also been established as well as the fact that experiences are suppressed. Many experiences show a similarity regardless of the cause of the loss, be it divorce or death. The empirical study has confirmed that unrealistic meaning attribution is subjacent to these experiences and that educational problems exist due to the fact that provision for the needs of the child has not been made. Futhermore, it has also been found that factors 'Yhich are subjacent to these unfavourable experiences can, to a large extent be neutralized. Thus recommendations which can be guidelines for adult intervention with a child in a single parent family, have been made. / Psychology of Education / M. Ed. (Voorligting)

Thesis (D. Phil.) (Social Work))--University of Pretoria, 2003. / Includes bibliographical references (leaves 254-260). Mode of access: World Wide Web.

published_or_final_version / abstract / toc / Clinical Psychology / Master / Master of Social Sciences

This paper uses the National Education Longitudinal Study of 1988 (NELS:88) to compare academic achievement of children in two-parent, single mother and single father families. Academic achievement is measured by a math and reading composite score from a standardized achievement test. Ordinary least squares (OLS) regression models are used to test three competing theories of children's academic achievement: economic theory, individualistic perspective of gender and evolutionary parental investment theory. Findings do not support the evolutionary parental investment theory. The economic theory, which states that single fathers are more capable of offering economic resources to their children compared to single mothers, is supported. This economic advantage of children in single father families allows children in this family type to achieve at the same level as (keep up with) children in single mother families. The individual perspective of gender, which states that children in single mother families fare better because women fulfill the caregiver and homemaker roles, is supported by this study. It is also possible that other factors play a role in differing levels of academic achievement between children in different family types. / Department of Sociology