Thesis (M.A.)--Baylor University, 2008. / Includes bibliographical references (p. 54-64)

Child-rearing behaviors and attitudes have been implicated by some authors in the persistence of bed-wetting after the age of three. In this study, maternal child-rearing behaviors were evaluated from the point of view of the child. Perceived maternal behaviors were assessed through the use of the Child's Report of Parent Behavior Inventory. Field dependence/independence was measured by Children's Embedded Figures Test scores. Correlational analysis of the data suggested the following conclusions: 1) The rapidity of response to conditioning treatment for enuresis is not related, to scores of Acceptance, Psychological Control, and Lax Control. 2) Degree of field dependence/independence is unrelated to the rapidity of response to conditioning treatment for enuresis. 3) Child's Report of Parent Behavior Inventory factor scores of Acceptance, Psychological Control, and Lax Control are unrelated to Children's Embedded Figures Test scores. 4) Primary enuretic boys do not differ from nonenuretic boys along the dimension of field dependence/independence.

This dissertation is a critical, performative exploration and analysis of mother-son incest as a site for educational inquiry. Particular attention is given to the sexual abuse of gay males. The text challenges and re-enacts personal and social perceptions of taboos as spaces of silence, trauma, and transformation, drawing on discourses of anti-oppressive pedagogy and narratives of healing. My views of anti-oppressive pedagogy, influenced by Freire, Kumashiro, and others, trouble taboos as personal, political, and cultural narratives. This inter/play of texts serves to acknowledge painful histories associated with incest and, on a conceptual level, to explore secrets, silences and shame around sexual abuse inbedded in cultural curriculum. Curriculum stems from currere meaning "to run," as in a course, and narrative stems from narrare meaning to make known. When both terms are juxtaposed they suggest a running from knowing. What if traumatic sexual abuse histories were placed at the center of pedagogical inquiry? Presented as a work of fiction, my dissertation is informed by an extensive literature review of motherson incest. The image of a mother as a perpetrator of sexual abuse is antithetical to mythohistoric constructions of motherhood. Literature on incest reveals that men are less often viewed as abuse victims, that gay men experience much higher histories of abuse than heterosexuals, that homosexuality and early childhood sexual abuse may be correlated, and that both homosexuality and sexual abuse remain acutely silenced topics in education. All of this generates a lifelong sequelae of problems for male survivors. Trauma necessitates a critical and creative reconsideration of educational research as a site of narrative inquiry and healing. The methodology I employed is mythopoetics presented in the form of a fairy tale within a play. Drawing on the fairy tale genre's tradition as a vehicle for imparting moral and ethical messages, the encompassing play creates a forum for dialogue and disruption of the tale. Music, art, and photographs are integrated into the text to augment the mythopoetic presentation. Mythopoetics becomes an avenue of make believe and a framework for anti-oppressive pedagogy. If education is about learning new ways of being and becoming in the world, we need to re/collect difficult subjects in order to transform lived experiences of learners. / Education, Faculty of / Graduate

This is a creative work in the genre of non-fiction writing, in the sub-genre of memoir. When Again Comes Back to You is a memoir that traces the effects of abuse as it works upon the life of a young girl who grows in the shadow of an abusive family. As the girl grows, and becomes a mother herself, the story explores how the effects of abuse can extend into the next generation.

With a significant number of African American single-parent families responsible for raising a generation of male children, the focus of this qualitative case study was on exploring the African American single mother-son dyad to identify metacommunicative signals delivered from mothers to sons. This study was grounded in a theoretical framework combining attachment theory and social learning theory. The research questions focused on identifying metacommunication messages passed from mothers to sons and how metacommunication patterns influence the youth's social identity. Four single mothers with adolescent sons and 4 unrelated adult sons of single mothers participated in semistructured interviews. Data were collected and analyzed using content analysis and coding supported with NVivo software. Key findings revealed that the metacommunication was a dominant form of communication in the African-American family construct, and affected the parenting styles. From the mother's retrospective reports, African-American mother's adapted an authoritarian or helicopter parenting styles to control and protect their sons from racism, becoming victims of crime and violence, being arrested, or incarcerated. The key finding from the sons' retrospective reports was that negative metacommunication from single mothers to sons was associated with insecure attachment, avoidance, and risky behaviors. The implications for social change are that positive metacommunication can strengthen the African American single mother-son dyad. This information may lead to intervention strategies for targeting negative metacommunication patterns from African American single mothers to sons and teaching new communication rules that foster a secure relationship.

The purpose of this study was to examine the impact of maternal attachment on identity and self-esteem in adult gay males.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-04-16T12:55:23Z No. of bitstreams: 1 Rosemy Aparecida Mendonça Villela.pdf: 720043 bytes, checksum: 6a003060750d207b7242e975da7e3b55 (MD5) / Made available in DSpace on 2018-04-16T12:55:23Z (GMT). No. of bitstreams: 1 Rosemy Aparecida Mendonça Villela.pdf: 720043 bytes, checksum: 6a003060750d207b7242e975da7e3b55 (MD5) Previous issue date: 2018-02-23 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / This dissertation arises from the uneasiness resulting from the intersections of paths that make up my personal, professional and academic trajectory. In it, the focus is directed to the problematic involved in the mother-child relationship. When a child is born healthy, without malformation or sensory deprivation, parents generally find themselves in more favorable conditions to support the set of representations involved in the birth of a child. Accidents can have a disturbing effect on this group and produce a "wound" there. In many cases, there is disinvestment of the parents towards the child, which can be marked by the sign of pathology. This study takes a dip in the psychoanalytic theory in the subject. In this theoretical framework, language has a determining role in the structuring of the subject. Its logical antecedence is admitted in relation to the arrival of the baby to the world and that, thus, the child, is "captured" by the language, in other words, in the imaginary and symbolic networks of the Other that even precede the child’s arrival. It is recognized by this dissertation the recognition of the hypothesis of the unconscious, introduced by Freud (1900) and of the consequent theorization about the subject, developed by Jacques Lacan in his work. It is understood, therefore, that the child-language-other relationship is the soil of language acquisition and the constitution of the subject (Lemos, 1992). Psychoanalysis conceptualizes the mother-child relationship in a vertical way and throws light on the conflict involved in the idea of "catching the child by the other speaker". This work contributes, this way, to the understanding of situations where "something is not going well": situations that are resolved in complex clinical settings or in difficult relationships. This dissertation reflects a formation driven by the studies in the field of Language Clinic, led and constructed by Maria Francisca Lier-DeVitto, in the LAEL-PUCSP, in which an original direction of theorization and research focused on language pathologies are developed. This Research Group is linked to the Interactionism in Language Acquisition (Lemos, since 1992) and also Psychoanalysis. The encounter with this theoretical aspect has guided, as a sort of "lens", my discussion about the complex matrix that is the mother-child relationship and its effects on the acquisition of language and the structuring of the subject. Membership in the Acquisition, Pathologies and Clinical Clinical Research Group (LAEL-PUCSP / CNPq) stimulated and is in the basis of this this work’s discussions / Esta dissertação surge de inquietações resultantes do entrecruzamentos de caminhos que compõem minha trajetória pessoal, profissional e acadêmica. Nele, o foco está dirigido para a problemática envolvida na relação mãe-filho. Quando uma criança nasce saudável, sem malformação ou privação sensorial, os pais encontram-se, geralmente, em condições mais favoráveis para sustentar o conjunto de representações implicadas no nascimento de um filho. Acidentes podem incidir de forma perturbadora nesse conjunto e produzir ali uma “ferida”. Em muitos casos, há desinvestimento dos pais na criança, que pode ficar marcada pelo signo de patologia. Este estudo faz um mergulho na teoria psicanalítica sobre o assunto. Neste âmbito teórico, a linguagem tem papel determinante na estruturação do sujeito. Admite-se sua anterioridade lógica em relação à chegada do bebê ao mundo e que, sendo assim, a criança, é “capturada” pela linguagem, i.e., nas redes imaginárias e simbólicas do Outro que, inclusive, precedem sua chegada. Nesta dissertação dá-se reconhecimento à hipótese do inconsciente, introduzida por Freud (1900) e à consequente teorização sobre o sujeito, desenvolvida por Jacques Lacan em sua obra. Entende-se, assim, que a relação criança-língua-outro é solo da aquisição da linguagem e da constituição do sujeito (LEMOS, 1992). A Psicanálise problematiza de forma vertical a relação mãe-criança e joga luz sobre o conflito implicado na ideia de “captura da criança pelo outro-falante”. Este trabalho contribui, assim, para o entendimento de situações em que “algo não vai bem”: situações que se resolvem em quadros clínicos complexos ou em relações difíceis. Esta dissertação reflete uma formação impulsionada pelos estudos no campo da Clínica de Linguagem, liderada e construída por Maria Francisca Lier-DeVitto, no LAEL-PUCSP, em que se desenvolve uma direção original de teorização e pesquisa focadas nas patologias de linguagem. Este Grupo de Pesquisa tem vínculos com Interacionismo em Aquisição de Linguagem (Lemos, desde 1992) e, também, com a Psicanálise. O encontro com esta vertente teórica tem guiado, como uma espécie de “lente”, minha discussão sobre a matriz complexa que é a relação mãe-criança e seus efeitos na aquisição da linguagem e na estruturação do sujeito. A filiação ao Grupo de Pesquisa Aquisição, patologias e clínica de linguagem (LAEL-PUCSP/CNPq) impulsionou e está na base das discussões deste trabalho

The purpose of this study compared the emotional closeness of 56 mothers of sons with autism to 57 mothers of typically-developing sons.

Examines the relationship between early maternal attachment security and verbal emotional expression in males. Participants were 115 male college students aged 18 to 25 years (M=20.0 yrs.) who completed a questionnaire comprised of two measures of early maternal attachment security, two measures of emotional expression, and demographic items. Results showed a low to moderate relationship between early attachment security and verbal emotional expression.

Maternal HIV-infection is considered to be a threat to the psychosocial development of AIDS-affected children. In South Africa, AIDS-affected children may be particularly vulnerable due to the unprecedented effects of the HIV/AIDS epidemic on the breakdown of family and community resources in already disadvantaged communities. The aim of this study was to explore the contextualised experiences of two children living with mothers who have HIV by conducting two case studies. Mother-child dyads were recruited from local HIV/AIDS centres and informed consent was obtained. The mothers were in the minor symptomatic phase of HIV-infection and the children were uninfected and aged between 10 and 12 years. Through semi-structured interviewing, the mothers provided background and contextual information about the children. Play techniques were used in the child interviews to encourage the introduction and exploration of issues salient to the children. Play facilitated engagement around sensitive and potentially anxiety-provoking material. A key issue for the children was their concerns about the anticipated deaths of their mothers. The children held misconceptions about the transmission of HIV/ AIDS. They feared HIV/AIDS and expected that others would have negative perceptions of them. Family processes such as secrecy and avoidance around HIV/AIDS-related issues were understood to perpetuate the children's fears and false beliefs in a broader community context that stigmatised HIV/AIDS. It was argued that the mothers' shame over HIV-infection and their need to protect their relationship with their children compromised their ability to communicate openly with their children and to offer them meaningful emotional support. Limited parental involvement was identified as the key contextual process that engendered vulnerability in the children, as they were isolated within and beyond the family. Recommendations to address the processes that engendered vulnerability in the children are discussed.