Thesis presented in partial fulfilment of the requirements for a degree of Masters of Arts in the Department of Counselling Psychology at the University of Zululand, South Africa, 2005. / The present study aimed to identify those resiliency factors that enabled Indian families to transform and adapt after the loss of a family member. Using a convenience sampling method, thirty families were identified. Open-ended questions and the following measurement scales were completed by the parent and an adolescent of each selected family: a biographical questionnaire, Social Support Index, Relative and Friend Support Index, Family Problem Solving Communication Index, Family Hardiness Index, The family Attachment and Changeability Index 8, and Family Time and Routine Index. Results show that open communication between family members, religion, support of relatives and friends, problem solving communication, family hardiness, mobilization of the family to get help, redefinition of the problem, family time and routine were the resiliency factors identified in this study.

Harmony is found between a specific area of professional family life literature and the results of several surveys from within a particular metropolitan area. Revealed is a teacher inadequacy to the task of family life education in the primary and secondary schools. Deterrents are found to be a lack of both pertinent knowledge and skill. Having shown consensus that the stated problem exists the further purpose of the thesis is to propose an aid to its remedy. Three factors require attention. Teachers need additional information from both the social and physical sciences. They need an opportunity to become aware of inhibiting attitudes. Lastly, teachers need experience in creating a dialogue-centered classroom. An in-service teacher education program in family life education is proposed to modify deterrents to teacher adequacy. The proposed program stresses the application of sociological concepts to the mode of conducting the sessions as well as to its content. The resulting kind of education program provides an environment which both stimulates and nurtures readiness for learning. Communication is found to be basic to human interaction and therefore also to human development. It is through the communicative process that teachers-in-service are assisted in becoming aware of their relevant attitudes. At the same time, communicative skills are developed. Concurrently an analytic frame of reference is encouraged through the suggested materials and their use. Care is given in selecting a wide range of types of materials representing contrasting social psychological views. Recognizing the difficulty of maintaining objectivity while discussing potentially emotion laden topics a sociological tool is suggested. Purpose of the tool is to both assist in analysis of materials and to encourage objectivity. Following an accounting' of purposes and goals of the in-service program, techniques are given for its implementation. The program itself consists of ten sessions. Each session 'has a separate topic accompanied by suggested materials. Topics are chosen in order to first lead the teacher-in-service toward an analytical approach to family life materials. Further, teachers are encouraged to seek out frames of reference used in writings on human development. Through discussion teachers will become an active part of the material under study. Several of the sessions are concerned with pertinent aspects of the social institutions of family, religion, education and economics. In addition extensive consideration of physical aspects of human development and their social implications is given. Social change as it is related to the family and male and female roles is important. This emphasis is entirely in keeping with the social psychological frame of reference in which the entire study is placed. Through implementation of the described in service program the deterrents to teacher adequacy to the family life education task may be modified.

The purpose of this practicum is to demonstrate the need for social workers to be employed by Genetics Clinics as a member of the genetics team, the hypothesis being that there is need for social work involvement in the field of medical genetics. Research was completed through a survey of the literature in the field of: counseling problems in genetic counseling, social work involvement in genetics clinics, the role of nursing in genetic counseling, and psychological studies concerning problems of genetic counseling. Literature in these areas was extremely limited During the summer of 1971, a questionnaire was sent to ninety genetic clinics, requesting information on the role that social work played in these clinics. Interviews were held with Dr. Everett Lovrien, co-director of the University of Oregon Medical School Genetics Clinic, Dr. Robert Koler, director of Genetic Research. University at Oregon Medical School, Mrs. Sue Underwood, Public Health Nurse with the Genetics Clinic, and Dr. Amelia Schultz, research instructor and medical social worker for the Clinical Research Center, University of Washington, Seattle, Washington. regarding their opinions concerning the role that social work should play in genetic counseling. This paper will incorporate a brief history of genetics and the establishment of genetic counseling clinics, the goals and purposes of a team approach to medical service, a summary of the findings of the questionnaire, and a discussion of the areas where social work could incorporate its own skills and areas of expertise in the clinic into the three major areas of patient care, research, and teaching.

No description available.

This research was designed to examine from a phenomenological perspective the framework respondents use to complete the Dyadic Adjustment Scale and to test the content validity of the scale from the respondent's point of view. Eighteen couples from an academic community were interviewed following their completion of the Dyadic Adjustment Scale. Problems of conventionality, item ambiguity and asking the subjects to do difficult or impossible mental tasks were addressed through a standardized open-ended questionnaire. An interview guide was used to direct discussion on the content concerns of relevancy, universality, and conceptual integrity. While considered "clear" by respondents, questionnaire items had multiple interpretations and multiple equally correct responses. "Always Agree" and "Never" are still considered the socially desirable ideals. Respondents indirectly admitted to the pull of conventionality, though not to being guilty of it. Survey, definition, and personal reaction modes of thought were used most often while answering the questionnaire. Various time frames were used for answering as well. Concerning content issues, two new content subscales emerged. Respondents supported correlating the existing subscales to the DAS, that the subscales should correlate with each other, but should be reported separately. Subjects suggest that the two sexes do not view marital satisfaction the same way. / M.S.

The purpose of this study was to seek researched responses to parental questions about the influence of Family Life education courses on family value systems. A comparison study was made between three classes of high school students. A treatment group (Human Relationships) received specific training in communication skills, intrapersonal and interpersonal skills. Two control groups (Gourmet Foods and Chemistry) followed subject course outlines. The results of independent one-way analysis of variance tests indicated significant differences on the pretest of value rankings between groups. When t tests were used to compare Human Relationships and one control group (Chemistry) they suggested that students who chose to participate in a Human Relationship course of study brought with them a set of values different than those who did not select such a course. Although this was only a formative study it would seem to support the current theory that high school students are responsive to and reflective of their family value system. / Master of Science

published_or_final_version / Social Work / Master / Master of Social Sciences

Thesis (M.S.W.)--University of Hong Kong, 1992.

published_or_final_version / Social Work / Master / Master of Social Work

Master of Science / Department of Family Studies and Human Services / Elaine M. Johannes / Karen S. Myers-Bowman / The increasing incidence of school-related bullying problems has caught the attention of the media in the United States and rest of the world. The bullying phenomenon has administrators, educators, school site councils, and parents searching for effective prevention programs to reduce youth peer violence and improve the learning environment for students. Many schools are required by state laws to have bullying intervention and prevention programs in place; however, questions arise about the success of popular and widely-used bullying prevention programs. Research data shows that zero-tolerance policies, which appeal to those who demand a strong disciplined reaction to peer violence, are often implemented without using common sense. Many parents or guardians of victimized children are either unaware of the problem, or they do not know what to do when their children are bullied. This report reviews current knowledge about bullying in school during adolescence. It begins by looking at the historical context of bullying and bullying research, and then examines adolescent development in relationship to bullying behaviors. The literature review includes topics regarding types and definitions of bullying, bully, victim, and bully-victim profiles, and well as the role of the bystander. Using Bronfenbrenner’s bio-ecological model of human development, this report then identifies the need for parental involvement as a way to help adolescents cope with bullying incidents.