Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. Description based on print version record. Includes bibliographical references (leaves 86-90).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.A.)--University of Wisconsin--Madison, 1982. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 45-53).

Little research is available in South Africa regarding discipline with young children in families. In order to understand the various influences acting upon discipline within a family, it is important to understand the influences acting upon the family system. The current research proposes to understand parents’ perceptions of disciplining children in the age range of 2 to 5 years, the methods they use and the factors they perceive as influencing their methods of discipline. The proposed study will make use of Bronfenbrenner’s Ecosystemic Theory of Human Development as the guiding theoretical framework in exploring and describing this research area. The study will use semi-structured interviews with parents to obtain qualitative data. The data obtained from the participants will be analysed by using content analysis.

No description available.

Thesis (Ed.D.)--Boston University.

M.Ed. (Educational Psychology) / Please refer to full text to view abstract

This study examined which methods are most effective in training parents to use positive guidance techniques, a lecture-base only parent training series or a lecture-based plus hands-on parent training series. Maternal characteristics of depression, stress level, and attitudes towards positive guidance were explored as possible moderators. A two way repeated measures ANOVA indicated that the cognitive understanding of the use of positive guidance over time of the participants in the control versus treatment groups did not significantly differ. However, a t-test showed that both groups improved in their cognitive understanding of positive guidance over time. A second two way repeated measures ANOVA confirmed that the behavioral use of positive guidance over time of the participants in the control versus treatment groups significantly differed. Further investigation revealed that, while the two groups did not differ in their behavioral use of positive guidance before the program, the treatment group improved over time whereas the control group did not. Depression, stress level, and attitudes towards positive guidance did not moderate the effects of being in the control versus treatment group on participants' behavioral use of positive guidance. The results indicate that all participants gained a better understanding of effective parenting techniques, but a hands-on component in parent training programs may be necessary for parents to incorporate these strategies into their parenting behaviors. / text

Thesis (MPsych(Clin))--University of South Australia, 2000

No description available.