The aim of the study was to describe the perception of the family by child clients of counselling psychological clinics and compare the perception of family cohesion with children with internalizing and externalizing symptoms. The research file consisted of 124 children aged 5- 18 (mean 10.4). Children were administered FAST (Family System Test). We assumed that total family cohesion would be lower in the families of children with externalizing symptoms than in the families of children with internalizing symptoms. This assumption was not supported, there were no significant differences in the level of overall family cohesion among children with externalizing and internalizing symptoms, but the two groups differed from the children without symptoms. The results are in accordance with the theoretical assumption of a linear relationship between family cohesiveness and adaptation of family members. We also assumed that dyadic cohesiveness in the father-mother pair would correlate with dyadic cohesiveness in the child-father pair, and gained data provided support for this assumption. The occurrence of inverted hierarchies and intergenerational coalitions in our sample is higher than in the general population. Qualitative analysis of children's verbal commentaries on family representations supported the...

The thesis deals with the relationship of the child suffering from the ADHD and the child's family to the school. The objective was to find out what is the most important to the parents and the children and what influences the relationship and attitude of the child and the child's family to school. The theoretical part describes in which way the ADHD symptoms in the child influence relationship situations of all parties involved. It points out to potential problematic situations, lack of understanding in communication and potential risks for occurrence of conflicts. The crucial part of the thesis is a qualitative research survey carried out in the form of interviews with children and their parents. Its results show that mutual communication of the family and the school is very important as prevention from a lot of negative experience on both sides. The most frequent problems the child and the family cope with include non-functional communication with the teacher, bad relationship of the child with the teacher, insufficient cooperation and lack of understanding on both sides, which often escalates to changing schools. KEYWORDS ADHD in kids, family, school, teachers, mutual communication, changing schools, use of psychopharmaca

Children from non-English-speaking homes often lag behind their English speaking peers academically. However, people who speak two languages often have better executive functioning skills than people who speak only one language. Executive functions are neurologically-based skills related to managing oneself to achieve a goal. The relation between bilingualism and executive function may be due to how two languages are processed in the brain. However, it is unclear if more balanced bilinguals experience larger gains in executive function than people who are less balanced. Children from low-income homes are at a disadvantage as compared to children from homes with higher incomes. A quarter of children in the Head Start program, which serves children from low-income homes, come from homes that speak a language other than English which puts them at a double disadvantage. Longitudinal data from 3-year-old children enrolled in Head Start who were from Spanish-speaking households were used to investigate whether there were different patterns of dual language development and if those patterns related differently to executive function. Results revealed three groups of dual language development. Groups were compared in terms of children’s performance on a nonverbal executive functioning task. Results showed that children in the group that had the most similar proficiency between English and Spanish had the highest average executive functioning scores, even after controlling for child age and gender. This indicates balanced bilingualism may enjoy additional benefits to executive functioning development as compared to individuals with relative imbalance between languages.

Thesis (Ph. D.)--Brigham Young University Dept. of Marriage and Family Therapy, 2006. / Includes bibliographical references (p. 60-64).

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 143-150). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 143-150). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph.D.)--Indiana University, 2010. / Title from screen (viewed on March 3, 2010). School of Social Work, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Margaret E. Adamek, Carol Hostetter, Gail M. Folaron, Angela B. McBride. Includes vitae. Includes bibliographical references (leaves 152-160).

Dissertation (MHSc--Health Science) -- AUT University, 2008. / Includes bibliographical references. Also held in print ( 64 leaves ; 30 cm.) in the Archive at the City Campus (T 616.89156 WID)

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2008. / Typescript. Includes bibliographical references (leaves 43-45).

Submitted by admin tede (tede@pucgoias.edu.br) on 2018-10-01T18:41:10Z No. of bitstreams: 1 FABIANE DE OLIVEIRA CORDEIRO.pdf: 2724174 bytes, checksum: 5b82751a755f8b340a096a7fbe47a5fe (MD5) / Made available in DSpace on 2018-10-01T18:41:10Z (GMT). No. of bitstreams: 1 FABIANE DE OLIVEIRA CORDEIRO.pdf: 2724174 bytes, checksum: 5b82751a755f8b340a096a7fbe47a5fe (MD5) Previous issue date: 2018-08-13 / The aim of the present study, registered in the Education, Society and Culture research line of the Post-Graduation Program in Education of PUC Goiás, is to research the social function of the school based on the family-school relationship. It seeks to elucidate the research problem from the following question: what is the social function of the school in the voices of different subjects that make up the educational action: child, family and school? Thus, the objective is to understand how the family and the school attribute sense and meaning to the formation and socialization of children. In order to understand these presuppositions, it takes as reference of studies and research the foundations of historical-materialism dialectic. The theoretical references that guided this research were: Ariès (1981); Pôster (1979); Engels (1984); Saviani (1991, 2000, 2007, 2014); Brandão (2002, 2006); Charlot; Foucault (1999), among others with whom it was possible to establish a critical dialogue. For the data collection procedures, a semi-structured interview was used with parents, teachers, management group and drawing and also conversation activities with children of the 1st year of elementary school of municipal public, state and private public schools of the municipality of Goiânia. The work is organized into four chapters: the first chapter deals with the historical and social constructions of the family, school and childhood. In the second chapter it takes as reference the children's look at the family and at school. In the third chapter the questions about the parents' gaze on the value of family and school for their children are seized. The fourth chapter was based on the voices of the management group and teachers to understand the role of the family in the relationship with the school and of the senses and meanings attributed to it from the school look. The result of this work indicated that for the studied subjects the school has as its main social function to prepare the subjects for work and, linked to this, a possibility of personal success. It also reaffirms the participation of parents in the culture of nonparticipation and reinforces the idea of parenting, marking the identity of the teaching work. / O presente trabalho, inscrito na linha de pesquisa Educação, Sociedade e Cultura, do Programa de Pós-Graduação em Educação da PUC Goiás, tem como objeto de pesquisa a função social da escola a partir da relação família-escola. Procura elucidar o problema de pesquisa a partir da seguinte questão: qual a função social da escola nas vozes de diferentes sujeitos que compõem a ação educativa: criança, família e escola? Desta forma, objetiva-se compreender como família e escola atribuem sentido e significado na formação da socialização das crianças. Para entender esses pressupostos, toma-se como referencial de estudos e pesquisa os fundamentos do materialismo histórico-dialético. Os referenciais teóricos que nortearam essa pesquisa foram: Ariès (1981); Pôster (1979); Engels (1984); Saviani (1991, 2000, 2007, 2014); Brandão (2002, 2006); Charlot (1996, 2005, 2013); Foucault (1999), dentre outros com os quais foi possível estabelecer diálogo crítico. Para os procedimentos de coleta de dados foram utilizadas entrevista semiestruturada com pais, professores e grupo gestor e atividades de desenhos e rodas de conversa com crianças do 1° ano do ensino fundamental de escolas pública municipal, pública estadual e particular do município de Goiânia. O trabalho está organizado em quatro capítulos: o primeiro capítulo aborda as construções históricas e sociais da família, escola e infância. No segundo capítulo, toma-se como referência o olhar das crianças sobre a família e sobre a escola. No terceiro capítulo, apreendem-se as questões do olhar dos pais sobre o valor da família e da escola para seus filhos. O quarto capítulo se baseou nas vozes do grupo gestor e dos professores para compreensão do papel da família na relação com a escola e dos sentidos e significados atribuídos a esta pelo olhar da escola. O resultado desse trabalho indicou que, para os sujeitos pesquisados, a escola apresenta como principal função social preparar os sujeitos para o trabalho e, vinculada a isso, uma possibilidade de sucesso pessoal. Reafirma, também, a participação dos pais pela cultura de não participação e reforça a ideia de parentalidade, marcando a identidade do trabalho docente.