Familie als erste und wichtigste Sozialisationsinstanz prägt die kindliche Entwicklung sowie die späteren Schulleistungen am stärksten (Hurrelmann, 2002; NICHD, 2003, 2007). Unzureichende elterliche Erziehungskompetenz scheint dabei der wichtigste Risikofaktor für die gesunde Entwicklung von Kindern zu sein (Stemmler et al., 2008; Cina & Bodemann, 2009; Franiek & Reichle, 2007; Hahlweg et al., 2008, Koglin & Pe- termann, 2008; Schreyer-Mehlhop & Petermann, 2011). Um diese präventiv zu stärken und weiterzuentwickeln werden im Rahmen der Familienbildung (Bildungs -)Angebote unterbreitet, die jedoch insbesondere von Familien in Belastungssituationen nur begrenzt wahrgenommen und genutzt werden (Tschöppe-Scheffler, 2005; Baum, 2006; Grübl-Schösswender, 2011). Folglich gab es in vergangener Zeit Bestrebungen, neue Orte wie Hebammenpraxen, Kindertageseinrichtungen oder Schulen mit geringen Zugangsschwellen für die betreffenden Zielgruppen zu erschließen. Die vorliegende Untersuchung beschäftigt sich mit den Fragen, inwieweit Angebote der Familienbildung, die im Kontext von Kindertageseinrichtungen stattfinden, eine für die Familien förderliche Wirkung im Sinne der Zielstellung von Familienbildung haben und wovon diese Wirkungen abhängig sind. Hierfür wurde in einem zweigestuften For- schungsdesign, bestehend aus einer qualitativen explorativen Fallanalyse mit acht Elterninterviews und einer Gruppendiskussion mit Erzieherinnen sowie einer quantita- tiven schriftlichen Befragung von Eltern (N=779) Daten erhoben. Die Auswertung der Fallanalyse erfolgte mithilfe der qualitativen Inhaltsanalyse nach Mayring (2000) und die der schriftlichen Befragung mittels korrelativer und mittelwertsvergleichender statistischer Verfahren. Im Ergebnis kann zunächst festgehalten werden, dass die untersuchten Angebote der Familienbildung, die in den kooperierenden Kindertageseinrichtungen stattfanden, keine statistisch nachweisbare elterliche Kompetenzsteigerung (im Sinne einer langfristigen, stabilen Veränderung von Einstellungen und Verhaltensweisen) bewirken. Für eine entsprechende Wirksamkeit müssten Familienbildungsangebote höchstwahrscheinlich stärker (manualisierten) Interventionsprogrammen gleichen. Inwiefern dies im Rahmen einer Kindertageseinrichtung leistbar ist, bleibt fraglich. Allerdings bestärken Familienbildungsangebote aufgrund ihres informativen und gesellig-sozialen Charakters Eltern in ihren bestehenden Kompetenzen und unterstützen sie dabei, die Entwicklung ihrer Kinder besser wahrzunehmen und zu begleiten, sich mit anderen Eltern auszutauschen und dadurch ihr kindbezogenes soziales Netzwerk zu erweitern. Sie fördern und erhöhen ebenfalls die Partizipation von Eltern in Kindertageseinrichtungen im Sinne einer erwünschten Erziehungs- und Bildungspartnerschaft. Abhängig ist dies vor allem von zwei wesentliche Aspekten: Zum einen sollten die Angebote bestimmte Rahmenbedingungen aufweisen, wobei insbesondere die unterschiedlichen Bedarfe und Erwartungen der beschriebenen Elterngruppen hervorzuheben sind. Zum anderen ist eine positiv wahrgenommene Beziehung der Eltern zu den Erzieherinnen erforderlich.

The diploma thesis focuses on the perception of family, upbringing and parenthood from the perspective of fathers. The theoretical part of the thesis introduces key definitions and theoretical conceptions related to family, childrearing, parenthood and fatherhood, including historical changes in the perception of these concepts. Furthermore, functions of the family, the diversity of family roles, and relationships between family members are discussed in the context of current knowledge about gender aspects of family systems. The empirical part of the thesis is based on qualitative research design. The aim of the empirical part is to explore via in-depth interviews with young fathers how these fathers perceive and experience their role as fathers, whether and how they perceive social changes of the father's role and how they relate to these changes.

Louisa May Alcott’s Little Women contains didactic messages that teach readers valuable lessons about life through Mrs March’s very special kind of family education. It concentrates on the content of her education and her methods, relying on five main qualities—mercy, self-reliance, labor and duty, the family and modesty. These qualities are analysed from the point of view of the implied reader.

Lo scopo di questo studio è quello di indagare e sviluppare gli standard delle pratiche educative della famiglia, attraverso una lettura critica, affrontando le modalità di acquisizione del "nome di famiglia", che posiziona e individualizza l'uomo nella società; abbiamo cercato di verificare se la presenza della telenovela ha uno spazio rappresentativo che incide sul quotidiano dei brasiliani, individuando le principali caratteristiche del formato della telenovela. Abbiamo anche cercato di capire se le famiglie sono culturalmente e socialmente influenzate, se la loro importanza e le proposte educative sono modificate dalle produzioni televisive ritratte quotidianamente. Rafforzando le trasformazioni attraverso i processi di globalizzazione, lo sforzo di comprenderle è una lotta epistemologica che ha provocato una proficua produzione teorica e un riconoscimento della comunicazione; l’ interdisciplinarietà o il paradigma della complessità come prospettiva analitica nell' affrontare i processi comunicativi attuali. Di fronte alla disseminazione di pratiche non educative, di propagazione di disvalori morali, di disuguaglianza delle classi sociali e della mancanza di struttura familiare, vi è una preoccupazione per le rappresentazioni familiari evidenziate nelle trame delle telenovelas, che ci fa riflettere sull’ azione pedagogica, nella quale questa tesi si fonda, in particolare per gli adulti-genitori spettatori. / The goal of this study is to investigate and to analyze the patterns of family educational practices through the critical reading, approaching the forms of acquisition of the "name of family", which situates and individualizes man in society; we aimed to verify if the existence of soap opera has representational space in the daily life of Brazilians, identifying the main characteristics of the format of the Brazilian TV soap opera. Strengthened, the transformations through the process of globalization, the effort to comprehend them is a epistemological fight which resulted in a fruitful theoretical production and in a recognition of communication as science which better expresses time; the interdisciplinary approach or the paradigm of complexity as perspective of analysis in the approach of the communicative processes of current days. In face of the disseminations of non-educative practices, transmissions of moral anti-values, the social inequality and the lack of family structure, there is a concern with the familiar representations showed in the plots of the soap operas, which makes us reflect about the pedagogical action, which supports this thesis, in particular the adults-parents who watch TV.

Situées dans le contexte pluriculturel et interculturel de l'île de La Réunion, l'éducation et la transmission familiale de l'identité culturelle réunionnaise sont complexes et menacées. Le « refus » ou l'« appropriation » s'illustrent par de multiples facteurs. Le « refus » est généralement motivé par la pression moderniste et assimilatrice républicaine et mondiale représentant un tremplin vers la promotion sociale ; ce qui entraine l’abandon de valeurs considérées comme anciennes, et les plus souvent dévalorisées. La motivation du refus se réalise de même par des influences des origines ethniques de cette communauté créole réunionnaise, à plus ou moins faible capital symbolique, et peu sensibilisée à ses « racines », c'est-à-dire à une « cohérence symbolique ». L'« appropriation » de l'identité culturelle réunionnaise se trouve, quant à elle, motivée parfois par un certain militantisme des tendances socio-politico-économiques exclusivement centrées sur La Réunion, mais aussi la prise de conscience de la richesse culturelle réunionnaise, soit naturellement, soit face aux pertes dues à la mondialisation, soit après l'expérience du manque ou encore pour sentir son appartenance à un groupe, etc. Ces deux courants se dessinent en fonction des choix d'éducation et de transmission, inscrites au sein des familles. Une troisième voie, entre « refus » et « appropriation » semble s'imposer peu à peu : une voie vers un « tissage d'un nouveau métissage » ; un travail sur une appropriation consciente et intentionnelle d'une nouvelle fibre culturelle et identitaire, où seraient conciliées la richesse de l'identité culturelle créole réunionnaise et celle de l'identité française, du modernisme et de la mondialisation. / Located in the multicultural and intercultural context of island of La Réunion, education and transmission of family about cultural identity reunion are complex and threatened. The "refusal" or "ownership" is illustrated by multiple factors. The "refusal" is usually motivated by the pressure modernist republican assimilation and global representing a springboard to social advancement which leads to an abandonment of values considered old, and most often devalued. The reasons for the refusal is realized, in the same way, by ethnic and creole reunion community influences, more or less low symbolic capital, and little aware about its "roots", that is to say a "symbolic coherence ". The "ownership" of reunion cultural identity is on it, sometimes motivated by a militant of socio-politico-economic focus exclusively on La Réunion, but also awareness of the cultural wealth of Reunion, either naturally or face losses due to globalization, after the lack of experience or to feel they belong to a group, etc. These two trends are emerging based on the choices of education and transmission, registered within families. A third way between "refusal" and "ownership" seems to gradually impose : a path to a "weaving a new mixing" work on a conscious and intentional appropriation of a new cultural fiber and identity, where be reconciled the wealth of the cultural and the réunion creole identity, french identity, modernism and globalization.

Thesis (M.S.)--Miami University, Dept. of Family Studies and Social Work, 2006. / Title from first page of PDF document. Includes bibliographical references (p. 19-21).

Submitted by GRACE CRISTINA FERREIRA DONATI null (gracecf@uol.com.br) on 2016-03-20T20:36:07Z No. of bitstreams: 1 TESE_versaoFINAL_GCFD.pdf: 5599579 bytes, checksum: 940d0b9b18de6730d212c0477a4923e6 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-03-22T14:28:16Z (GMT) No. of bitstreams: 1 donati_gcf_dr_mar.pdf: 5599579 bytes, checksum: 940d0b9b18de6730d212c0477a4923e6 (MD5) / Made available in DSpace on 2016-03-22T14:28:16Z (GMT). No. of bitstreams: 1 donati_gcf_dr_mar.pdf: 5599579 bytes, checksum: 940d0b9b18de6730d212c0477a4923e6 (MD5) Previous issue date: 2016-02-24 / Grande número de crianças e jovens com deficiência pode apresentar dificuldades significativas de se comunicar por meio da fala. O conjunto de técnicas, procedimentos, recursos e serviços desenvolvidos na área da Comunicação Suplementar e/ou Alternativa (CSA) objetiva, em síntese, promover a aquisição e o desenvolvimento da linguagem para efetiva interação social entre estes indivíduos e seus interlocutores. Tal objetivo implica, necessariamente, em capacitar os parceiros de comunicação das pessoas que utilizam ou candidatam-se ao uso de sistemas de CSA, sendo os familiares, interlocutores que merecem especial atenção. Considerando a relevância de se desenvolver diferentes formatos de educação familiar em comunicação alternativa, e a reduzida disponibilização de programas sistematizados na área, o objetivo desta pesquisa foi desenvolver um programa de educação familiar à distância a respeito de linguagem e comunicação alternativa para familiares de indivíduos de dois a doze anos com deficiência e necessidades complexas de comunicação. Neste propósito, o trabalho foi estruturado em dois estudos: o primeiro, de natureza bibliográfica, objetivando a identificação de indicadores na literatura especializada, e o segundo, de natureza técnico-científica, que tratou da elaboração do programa. O primeiro estudo identificou 118 excertos de artigos científicos que versavam sobre a interface entre comunicação suplementar e/ou alternativa e algum aspecto de orientação familiar. Tais excertos, agrupados em categorias de análise, fundamentaram cientificamente a criação do conteúdo do programa. No segundo estudo, as ações de planejamento incluíram: a definição do objetivo do programa, da sequência lógica de conteúdo, da estrutura em tópicos, redação dos objetivos dos tópicos e definição dos recursos audiovisuais. A etapa de elaboração estruturou-se pela criação dos textos principais e de orientações curtas, criação do glossário, das atividades dos tópicos, seleção de materiais complementares, redação dos textos de introdução dos tópicos e criação do tutorial de acesso e navegação. Os procedimentos de elaboração do conteúdo audiovisual incluíram: seleção de vídeos, prescrição e criação de ilustrações, e produção do vídeo de abertura. O programa educacional, intitulado “Programa de Educação em Linguagem e Comunicação Alternativa” (Edulinca – módulo para famílias) é composto por doze tópicos de conteúdo multimídia e foi hospedado na plataforma Moodle da UNESP. Como procedimento de avaliação do site do programa, foi realizado teste de usabilidade com quatro participantes, considerando-se a primeira aplicação como piloto. Os participantes eram familiares de crianças com deficiência e necessidades complexas de comunicação. A análise dos dados, coletados por meio de um questionário que avalia a satisfação subjetiva de uso, apontou 92,5% de taxa média de satisfação dos participantes. Excetuando-se a participante do teste-piloto, os demais participantes indicaram 100% de satisfação e facilidade de uso com o Edulinca, mesmo com alguns obstáculos durante a utilização. O teste de usabilidade permitiu identificar características do site que facilitavam e/ou que, de alguma maneira, dificultavam o acesso a funcionalidades ou a execução de tarefas de navegação, indicando ajustes necessários ou validando soluções já adotadas. O programa Edulinca – módulo para famílias se apresenta como alternativa viável ou estratégia coadjuvante no atendimento das necessidades das famílias que utilizam ou poderiam se beneficiar do uso da comunicação alternativa. / Many disabled children and young people may have difficulties in communicating through speech. The techniques, procedures, resources and services in Augmentative and/or Alternative Communication (CSA) aims, in short, to promote effective social interaction among these individuals and their interlocutors. This goal necessarily implies training the communication partners of people who use AAC systems or may come to use it, being the family members, the interlocutors who deserve special attention. Considering the relevance to develop different models of family education in alternative communication, and the few systematized programs on this issue, the goal of this research was to develop an e-learning education program about language and alternative communication for families of people with disabilities and complex communication needs, aged between two and twelve years old. The research was carried out in two studies: the first, a bibliographic one, aiming at identifying indicators in specialized literature, and the second, a technical-scientific one, that was the development of the orientation program. The first study identified 118 excerpts of scientific articles about the interface between alternative communication and some aspect of family orientation. Such excerpts, grouped into analysis categories, were the scientific basis for the creation of the program content. In the second study, planning included the following definitions: goals, logical sequencing of the content, structure in thematic topics, the topics aims and the audiovisual resources. The elaboration phase included the creation of the main texts, the short tips, the glossary, the tasks of the topics, the selection of the supplementary materials, the writing of the introduction of the topics and of the participants’ guide. The creation procedures of the audiovisual content included the selection of videos, the making of illustrations and the opening video production. The educational program, called in portuguese “Educação em Linguagem e Comunicação Alternativa (Edulinca – módulo para famílias)”, and in english “Alternative Communication and Language Education Program (Edulinca – family version)” has twelve topics of multimedia content and it can be found in Moodle platform of UNESP. In order to evaluate the site of the program, a usability test was done with four participants, being the first one a pilot-study. The participants were parents of disabled kids with complex communication needs. The data analysis, which was collected through a scale that evaluates the subjective satisfaction of its use, showed 92,5% as the average satisfaction. Three out of four of the participants indicated a 100% of satisfaction and ease of use perception with Edulinca, even with some drawbacks during the test. The usability test helped to identify the features of the site that eased and/or somehow, made the access to functions or surfing tough, pointing to adjustments or confirming solutions previously adopted. The Edulinca program – family version is a viable alternative or a supporting strategy to help families that already use it or may benefit from alternative communication.

The thesis targets the family environment of children with behaviour disorders occured. The thesis is divided into fundamnetal parts - theoretic and practical. The theoretical part describes family, traumatizing situations and resulting manifestation in children behaviour. The practical part is the casuistry of a girl from the educational facilities center.

Submitted by Erika Demachki (erikademachki@gmail.com) on 2017-06-07T21:36:28Z No. of bitstreams: 2 Dissertação - Ana Carollina de Almeida Wershing - 2017.pdf: 2264497 bytes, checksum: a168cdc3454a84a6a4a3113940e8e08a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-06-08T11:39:00Z (GMT) No. of bitstreams: 2 Dissertação - Ana Carollina de Almeida Wershing - 2017.pdf: 2264497 bytes, checksum: a168cdc3454a84a6a4a3113940e8e08a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-06-08T11:39:01Z (GMT). No. of bitstreams: 2 Dissertação - Ana Carollina de Almeida Wershing - 2017.pdf: 2264497 bytes, checksum: a168cdc3454a84a6a4a3113940e8e08a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-02-24 / The present research aims to address the subject of discipline in family education, based on the Critical Theory for the explanation of the formative processes of the person. Under the method of deductive analysis, parts from philosophical and sociological conceptions related to moral formation to subsidize the development of the concept of discipline, emphasizing disciplinary educational trends from Modernity, period characterized by scientific advancement and technological innovations. Based on the observation that in the majority of modern families, especially Brazilian families, parents spend most of their daily lives at work and their children spend much of their time in schools, educational institutions or even in technological entertainments, such as television, computer, cell phone and other technologies, this factor affects the educational action carried out by the parents. Then, it proposes to analyze opinion articles related with the topic of children's education written by specialists in Psychology, Sociology and Education, the columnists Ilan Brenman and Gisela Wajskop, on the Crescer Online magazine website, between April 2013 and July 2016. Research on the role played by cultural industry artifices in modern family education points to parents' difficulty in devoting proper attention to their children and a contiguous set of rules to be followed, and indicate that feelings such as parental guilt and insecurity can influence the forms of education and formation of the children in the contemporaneity. / A presente pesquisa tem por objetivo abordar a temática da disciplina na educação familiar, tendo como alicerce a Teoria Crítica para a explicação dos processos formativos do sujeito. Sob o método de análise dedutiva, parte de concepções filosóficas e sociológicas relacionadas à formação moral para subsidiar o desenvolvimento do conceito de disciplina, enfatizando tendências educacionais disciplinares a partir da Modernidade, período que se caracteriza pelo avanço científico e inovações tecnológicas. A partir da constatação que em grande parte das famílias modernas, em especial as brasileiras, os pais destinam a maior parte de seu cotidiano ao trabalho e os filhos passam grande parte do tempo em escolas, instituições educacionais, ou até mesmo, perante entretenimentos tecnológicos, tais como, televisão, computador, celular e similares, este fator que afeta a ação educativa efetuada pelos pais. Em seguida, propõe analisar artigos de opinião que abordam o tema da educação dos filhos escritos por especialistas em Psicologia, Sociologia e Educação, os colunistas Ilan Brenman e Gisela Wajskop, no site da Revista Crescer online, no período entre abril de 2013 e julho de 2016. A investigação sobre a função desempenhada pelos artifícios da indústria cultural na educação familiar moderna, assinala a dificuldade dos pais em dedicar a devida atenção aos filhos e um contíguo de regras a serem cumpridas e indicam que sentimentos, tais como, insegurança e culpa parentais podem influenciar as formas de educação e formação dos filhos na contemporaneidade.

The submitted thesis is focused on the research of multi-factor conditioned fenomenon of school success and the influences which can affect it and are arising from the family surrounding. The knowledges about the school success and also the academic self-efficacy of a pupil are worked out in the theoretical part of the thesis. The next part belongs to the separated areas of the family effects that influence the school success of the pupil - for example : the parents education level, leisure activities of parents and children, helping with the homeworks and the ways of education within the family. The empiric part is represented by the quantitative research, where the relationship among the chosen factors of family effects and the individual elements of school success are verified throughout the research set of pupils attending the primary school (lower secondary education). The relationship between the academic self-efficacy and the school results of the pupil are being identified in here as well. Keywords: the school success, academic self-efficacy, family influences, way of family education