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.

Thesis (M.S.)--University of Michigan, 1985.

Thesis (M.S.)--University of Michigan, 1985.

The authoress of this diploma work deals with a relationship between transmission of faith and education in a family. She describes the different perspectives of humanities at the family, deals with characteristics of Christian families. She mentions various definitions of faith and education in the concept of two Christian Churches (Roman Catholic and Evangelical Brethern) and the concept of the humnanities. She suggests approaches of several authors to bringing up childern in a Christian family.

The aims of this work are to determine how the education affects attitude to parenthood, real behavior and the way how affects the attitude to parenthood and real behavior in the context of education in last two decades. The theoretical part summarizes knowledge of Czech sociologists. Answers questions how and why the parenthood in Czech society has been changed and influenced by accomplishments of individuals. According to Czech scientists since 1989 the economical change of society, the change of personal values and combinations of this two factors are causing differences in parenthood. The first analytical part is description of real development in birthrate complemented by diagrams. Second analytical part takes a look on female education according to family behavior.The analysis explains that the different family behavior of women is divided according to their education, resulting to the number of children, and in some extent, to their marital status. The third analytical part is based on a quantitive data analysis and is focused on attitudes of different education groups. In this analysis were used data from the ISSP Family (1994, 2002, 2012). It use the percent chance frequency and contingency tables, factor analysis and multivariate regression. The main topic investigates the development of...

This thesis is concerned with education in dysfunctional families and its impact on relationships. In the introductory part defines technical terms such as family, education and relationships, deal with the theories associated with these phenomena. In the practical part of the three case studies illustrate how the dysfunctional family upbringing affects the young man look at partnerships and expectations of the relationship.

Depuis des années, les mutations de la société chinoise sont un sujet fréquemment mentionné dans les médias et les travaux scientifiques. Outre l’essor économique, cette transformation est parallèlement accompagnée par des problèmes sociaux : les écarts élargis et les conflits intensifiés entre les classes sociales ; les discriminations envers les groupes marginaux, etc. Pourtant, très peu d’attention se focalise sur une de leurs origines ou de leurs conséquences : l’ignorance et les incompréhensions concernant l’éducation. En Chine, la famille joue souvent un rôle très important, par rapport à d’autres institutions éducatives, car la société chinoise est fondée, jusqu’à nos jours, sur les relations familiales et les valeurs familialistes. Dans une certaine mesure, si nous ne l’étudions pas, nous ne pouvons pas comprendre cette société et analyser ses risques. C’est pour cette raison que nous avons entrepris cette recherche sur les changements dans l’éducation familiale en Chine et ses dimensions socio-culturelles. Pour mettre en avant le lien entre l’éducation familiale et son environnement, nous nous intéressons uniquement à l’adolescence, car c’est à partir de cette phase de la vie que les influences de l’environnement deviennent de plus en plus puissantes et concurrencent celle de la famille. Par une enquête auprès des familles d’adolescents dans une ville chinoise, nous explorons des corrélations fortes entre les univers intrafamilial et extrafamilial et de nouveaux défis pour l’éducation familiale d’aujourd’hui, tels que le rejet des vertus traditionnelles dans l’éducation morale, la différenciation des perceptions éducatives entre les classes sociales, etc.. / Since years, the transformation of Chinese society has been frequently mentioned in media and scientific works. Except the economic boom and further progress, this transformation is simultaneously accompanied by social problems, such as widened gaps and intensified conflicts between social classes; the discriminations against marginalized groups… However, very little attention focuses on one of their origins or their consequences: the ignorance and the misunderstandings about educational issues. Speaking of this theme, comparing with other educational institutions, family in Chinese society often plays the most significant role, because family relationships and values built the whole society until today. To a certain extent, if we don’t study this theme, then we couldn’t understand Chinese society and analyze its risks. For this reason, we undertake this research on the transformations of family education in China and its sociocultural dimensions. In order to highlight the link between family education and its environment, we choose to focus only on the adolescence, because from this step of life, the influences of environments become more and more powerful and compete with those of the family. By a survey with teenagers’ families in a Chinese city, we thus explore some strong correlations between the domestic world and exterior space and the challenges for today’s Chinese family education, such as the rejection of traditional virtues in the moral education, the differentiation in educational perceptions between social classes, etc..

The purpose of this study was to examine the beliefs and behaviors of Emerging Adults relating to sexual consent, and how these ideas relate to an individual’s well-being. Specifically, this study used a survey that combined multiple questionnaires that were developed by the research team as well as an existing measure of consent: Sexual Consent Scale- Revised (Humphreys, T., & Brousseau, M. 2010). These questionnaires were used to answer the two questions that are the focus of this presentation and are of importance to schools, parents and family life educators: “How does an individual’s sexual behavior, beliefs or attitudes relate to individual wellbeing?” and “How does an individual’s sexual behavior relate to sexual consent?" This study was a preliminary look into sexual consent in emerging adulthood with a focus on wellbeing. The study included a total of 74 females (77.1%) and 21 males (21.9%); One (1%) participant identified as Other. The range of ages was 18-28, with a mean age of 20.14 years (SD 2.091). A total of 37 different majors were included (Undergraduate and Graduate). Most students indicated they were single (n=51, 56.6%) and 39 individuals indicated they were in a relationship (n=39, 43.3%). The two most important findings for this presentation are: There is an “Idealized” idea of sexual consent, disconnected from behavior, highlighted by the cognitive dissonance shown in responses to two items— 93% of individuals strongly agreed to the item: “I feel that sexual consent should always be obtained before the start of any sexual activity,” yet only 11% strongly agreed to the statement “I always verbally ask for consent before I initiate a sexual encounter” and the second important finding relates to the hypothesis— “As lack of perceived behavioral control increases, scores of assuming consent will also increase”. The data showed there is a significant, strong, positive relationship between behavioral control and assuming consent (r=.570, p=.000), indicating an important connection. This research is especially important in the current political/cultural climate—promoting sexual knowledge is becoming increasingly imperative for the overall wellbeing of individuals. The baseball model of getting to “bases” and “scoring” dominates US culture and may lead to ideas of competition versus ideas of mutual pleasure and enthusiastic consent. Educating families as well as youth is an important step to changing culture. Social Learning Theory provides a unique perspective in that both behavioral skills/practice and cognition need to be addressed in sex education in order to reinforce positive sexual consent behaviors. There is evidence that the time period from adolescence into emerging adulthood shows an increase in sexual risk taking, and the theory of Emerging Adulthood marks this time period as one of transitions and exploration (Arnett 2000, 2007). Educating youth before this time period may be key to promoting healthy behaviors. This study is an initial investigation into a complex topic that can be used to facilitate a discussion on sexual consent as well as the current implications for families and parents that need to educate their children about these topics.

Incentive-based education has a clear purpose and vision for the populations served. It is important for these organizations to demonstrate that their impact is positive, and that resources from the community are utilized efficiently. The purpose of this study is to identify the impacts of incentive-based education on the understanding and preparedness of a mother’s prenatal and postpartum experiences. Baby Steps, a non-profit incentive-based education program, was used as the research site. Clients of Baby Steps who have been involved in the program since a time during their pregnancy and who have had their baby between 3-12 months ago participated in this study. The mothers who participated in this survey reported needing financial, emotional, and/or educational support during and following their pregnancy. Survey participants’ ages ranged from 18 years to 34 years old, and came from a variety of ethnic backgrounds and countries of origin. The educational background of participants ranged from elementary school being the highest grade finished, to the completion a college degree. The findings of this study were able support the research hypothesis as these mothers were able to find at least some of the support they needed by participating in the Baby Steps program, thus yielding positive prenatal and postpartum outcomes.

Ce travail décrit et discute la conception et la validation d’un nouveau modèle d’éducation en santé : «  l’Education  à  la  santé  familiale »  (ESF).  Il  est  fondé  sur  des  compétences  permettant  la  réappropriation par les familles de savoirs-­‐faire en soins de premier recours et en secours de proximité. Plusieurs enquêtes, menées à l’échelon national et régional par le Laboratoire éducations et  pratiques  de  santé  (Université  paris  13),  en  partenariat  avec  l’Union  nationale  des  associations  familles (UNAF), la Mutualité sociale agricole (MSA) et Maison familiales et rurales (MFR), ont permis de confirmer le besoin des familles de pouvoir bénéficier d’une telle formation. L’ESF consiste en une formation  de  9  à  12h,  réalisée  sur  une  base  volontaire,  portant  sur  la  gestion  des  petits  maux  quotidiens, la résolution de situations d’incidents et d’urgence, la prise en charge de la santé des jeunes enfants et des personnes âgées. Le modèle d’ESF, conceptualisé par des praticiens généralistes, des médecins de santé publique et des urgences, par des pédagogues de la santé et un sage-­‐femme a été testé entre 2012 et 2013 par des formations expérimentales dans 3 régions du territoire auprès de membres de familles (n=22) et d’adolescents  (n=21).  Elles  ont  permis  de  vérifier  que  les  participants,  suite  à  une  ESF,  se  sentent  davantage en confiance et aptes à porter soins et secours. Un questionnaire aux participants (n=43) a montré une augmentation de leur sentiment de compétence vis à vis de la gestion d’une situation d’urgence et des problèmes de santé courants. Ce sentiment de compétence, interrogé 3 mois plus tard  par  entretiens  téléphoniques  (n=34)  d’une  dizaine  de  minutes  a  confirmé  le  maintien  de  ces  résultats. La validité du modèle d’ESF sera prochainement évaluée au niveau de la Lorraine par l’évaluation de plusieurs autres formations, en partenariat avec l’ARS. / This work describes and discusses the design and validation of a new health education model : the « Family  Health  Education »  (ESF).  It  is  based  on  primary  care  anslocal  emergency  skills.  Several  surveys conducted at national and regional level by the Education and Health Laboratory Practice (University Paris 13), in partnership with the National union of family associations (UNAF) the Social and agricultural insurance system (MSA) and Rural families house (MFR) have confirmed the need for families to benefit from such training. The ESF consists of 9 to 12 hours training on a voluntary basis for  the  management  of  small  daily  troubles,  the  resolution  of  incidents  and  emergency  situations,  the management of children and seniors health. The  model  of  ESF  conceptualized  by  general  practitioners,  emergency  and  generalist  practitioners,  health educators and a midwife was tested between 2012 and 2013 by experimental training in 3 areas  of  the  territory  on  family  members  (n=22)  and  adolescents  (n=21).  They  verified  that  the  participants following the training feel more confident and able to bring help and assistance. A survey  to  the  participants  (n=43)  showed  an  increase  in  their  feeling  of  competence  regarding  the  management of emergencies and common health problems. This feeling of competence, questioned 3  months  later  by  10  minutes  telephone  conversation  (n=34)  confirmed  the  maintain  of  these  results. The validity of the ESF model will soon be evaluated at the regional level in Lorraine by evaluating several other formations, in partnership with the ARS.