Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed May 23, 2007). PDF text: viii, 170 p. ; 0.92Mb UMI publication number: AAT 3236911. Includes bibliographical references. Also available in microfilm and microfiche formats.

Doktorsavhandling--Department of Education--Uppsala, 1993. / Résumé en anglais. Bibliogr. p. 171-173.

Thesis (M.S.)--University of Wyoming, 2008. / Title from PDF title page (viewed on Nov. 12, 2009). Includes bibliographical references (p. 55-58).

Texte remanié de: Ph. D. th.--Jérusalem, 2000. / Bibliogr. p. 243-268. Index.

abstract: Prior research has found links between family environment and criminal outcomes, but research is lacking on why these factors often occur together within families. Parental criminality, family size, and family disruption have been analyzed as risk factors for juvenile delinquency, but their relationships with each other have gone largely unexplored. This thesis explores the relationship between parental criminality, having children, number of children, and patterns of residence with children. Data from the National Longitudinal Survey of Youth '97 are used to associate likelihood of having children, likelihood of having any children out of residence, percent of children in residence, and number of children with arrest prevalence and self-reported offending. Results were generally supportive. Moderate effect sizes were found for likelihood of having children, with large effects on likelihood of having any children out of residence. Moderate effects were found for percentage of children in residence, and large effects were found for number of children. / Dissertation/Thesis / M.S. Criminology and Criminal Justice 2011

Whether or not major changes in family structure during adolescence have positive or negative consequences for adolescents has not been empirically investigated to any extent. The separation-individuation process is considered to be facilitated when adolescents can express themselves in a family context characterized by emotional connectedness (Grotevant & Cooper, 1986). This individuation process is not concerned exclusively with separation or autonomy but rather with the continuing embeddedness of the individual in relationships with others (Karpel, 1976; Youniss, 1983). The impact of parental death on the process of separation-individuation in adolescence was examined in this study. Thirty male and female adolescents, ages 12 to 16 years, from families in which the father had died participated in this study. They were compared with thirty adolescents of comparable age from intact families. The adolescents completed instruments that provided information about development of autonomy (Emotional Autonomy Scale), attachment to mother, father and peers (Inventory of Parent and Peer Attachment), and adolescents’ perception of family functioning (Family Functioning in Adolescence Questionnaire). Adolescents from the father-deceased group are more autonomous than the intact group in some of the scales. Males from the father- deceased group scored significantly higher than males from the intact group on the emotional autonomy subscales. Adolescents in the father-deceased families showed similar attachment to fathers and mothers when compared with adolescents from intact families. Adolescents’ perceptions of their family functioning showed similar results for both the father-deceased and intact groups with adolescents who scored high in family functioning being less autonomous. Similarly adolescents from the father-deceased group who were more attached to mothers showed less autonomy according to their scores on the Emotional Autonomy Scale. Adolescents’ attachment to peers was unrelated to their level of autonomy. / Graduate

No description available.

The study explores perceptions of nursery education held by staff, parents and children in three state nursery classes in a single local education authority. I have adopted a theoretical framework combining ecological systems theory (Bronfenbrenner, 1979,1992) and phenomenography (Marton, 1981,1988a and 1988b) which have not been combined in previous research in early years education. Such a paradigm synthesis allows me to interpret perceptions within the context of the nursery class, of the broader social milieu and of the research process itself. The research employs a variety of interviewing techniques, observation and documentary analysis. I have developed an interviewing technique specifically for the study in order to overcome some of the problems associated with obtaining young children's perceptions of their educational experience. I consider textual representation of voice, context and processes as problematic, a situation which has effected a change in my epistemological position and my move towards postmodernism. Therefore, I present the research within the context of my development over time. The research suggests that young children are able to voice their own perceptions of their nursery education, and that these perceptions, and children's ability to voice them, may be influenced by certain characteristics of the nursery class setting. Also illustrated is the complex and relative nature of adult perceptions, which must be considered within their situational and temporal context

M.A. / South Africa is facing a high proportion of children in need of care due to the high escalation of HIV/AIDS related illness. Most of the orphaned children are left with either paternal or maternal families. As a result the families are facing challenges to perform “social, emotional, and educational tasks” and to cope with the additional family members. The study was exploratory and aimed to explore the challenges faced by foster parents, and their coping strategies in Johannesburg. The targeted area was Hillbrow. Twelve foster parents namely, three child-headed, three single parents, three in marital relationship and three grandparents headed families were selected from the researcher’s caseload. The goal of the study was to explore the challenges foster parents are experiencing in relation to foster children and to raise awareness of the social services providers concerning these challenges in order for them to take it into account in the planning of programmes or strategies that will assist with the coping mechanisms. The researcher has conducted a literature study on the tasks and responsibilities of foster parents; criteria on selecting foster parents and the demands made on foster parents. Semi-structured interviews were utilised as a data collection method. The interviewees responded in African languages and data was translated to English. The findings from the study were as follows: • Some of the foster parents have a challenge of accommodation in Hillbrow since this area is characterised by overpopulation. For example, they share one bedroomed flat as different families, and they have no privacy. • Some of the children are left in the care of their grandparents who are pensioners. Even though they receive foster care grants to supplement their income, they still unable to meet the teenagers’ needs. • Children react differently after the death of their parents and the following reactions were reported: lack of interest in their studies, crying, and difficulties to adapt to a new environment, withdrawal, attention seeking and anger. • Most of the foster parents are receiving support from the family members while some families are sources of conflict, especially when it comes to Foster Care Grants. • Foster parents have their own different ways of coping with foster care placement such as communication, family support, religion, working hand in hand with the professionals and foster care grants. Conclusions in this study indicated that: • The Department of Social Development should network with the Department of housing to give a priority of providing foster parents with Reconstruction and Development Programme (RDP) houses. • Workshop Programmes and Support Groups for Foster parents should be established.

Masters in Public Administration - MPA / The White Paper on Education and training defines ECD as the process by which children 0 – 9 grow and thrive in all respects. The main focus of ECD’s is to ensure that children are thriving, by providing a solid foundation for physical, emotional, cognitive and overall healthy development of children (UNICEF, 2005). Therefore a critical factor for educational achievement is access to ECD. In redressing the exclusion of the past in ECD the equity enshrined in the white paper on Education and training (1995) and the Reconstruction and development program (RDP) suggest that government act as the key agent for ‘levelling the playing field’ . This would greatly benefit the historically disadvantaged children which are the majority within South Africa (Department Basic Education, 2001). The challenge is to establish in which way the playing field are bring levelled to increase ascertain ECD programs for all children in general, and poor children in particular. Thus the implementation of quality programs becomes a matter of urgency (UNICEF, 2005). Many ECD centres have been established around the world and in South Africa, very few studies have been conducted concerning the implementation of government policy in terms of ECD centres. As stated in the Convention on the Right of the Child and the African charter on the Rights and the welfare of the child. The South African constitutions in regard to Act 108 of 1996 include the Bill of Rights, with policies and plans that are in one place to ensure that the rights of children in the Early Childhood Developmental stage are met (Child institute, 2007/2008). This research investigates the implementation of government ECD policy in the three sectors of government policy which need to be adhered to. Namely the criteria stipulated by the Educational Department, Social Development as well as the Department of Health. The study shall ascertain whether these policies are indeed being implemented. New ECD programs include the ECD integrated Plan with a focus on parent education, in addition to Expanded Public Works Program which also includes the training of parents (Biersterker & Kvalsig, 2007 :pp 1200). The research objectives are namely to examine the implementation of ECD policy which covers all three departments that of; Education, Social Development and Health. To develop a legislative and conceptual framework to underpin the study Identify challenges and opportunities from primary data and draw conclusions Make recommendations Specific research questions addresses in this study: •To determine what processes are in place to ensure effective and efficient implementation of the ECD policy. •To ascertain what specific challenges are faced by ECD centres staff during the implementation of policy. •The relevance of the policies to the intended Institutions. A qualitative study method shall be adopted. The instrument (questionnaire) will be issued to participants namely head/principal or teacher in charge of ECD centres. The questionnaire shall be followed up with a focus group, which shall include head of ECD’s as well as active parents from communities/governing bodies. The researcher undertakes the responsibility of providing and examining the level of competences. The researcher shall be responsible in conducting the research, with integrity and maintain honesty and fairness at all times. The participants are assured that the information shared during the discussions would be used solely for the study and no other publications. The researcher shall uphold the right for any participant to withdraw from the process if they no longer wish to participate. Only respondents who provide consent to being a part of this process shall participate.