The current study examined the role of self-reported and child-reported maternal lack of acceptance in increasing the likelihood of developing internalizing and externalizing symptoms among children with ADHD symptomatology. The effects of a social desirability bias on mother’s self-reports of rejection were controlled for. Mother-child agreement about parenting behaviors like warmth/affection, hostility/aggression and indifference/neglect was also investigated. In addition, variables with the potential to affect agreement (i.e., parents’ social desirability bias, child age, child sex) were examined. Participants included 120 boys and 90 girls, 6 to 11 years old (M = 8.25, SD = 1.18) with and without ADHD and their primary parent/guardian (N = 209). Parent and child participants completed self-report instruments separately. Results indicate that the relationship between mother-and-child-reported ADHD symptoms and internalizing symptoms is strongest when mothers exhibit low levels of rejection. Among the ADHD subsample, maternal lack of acceptance acts as a risk factor by strengthening the relationship between hyperactive/impulsive symptoms and externalizing symptoms. In addition, mothers and their children report significantly different levels of parenting behaviors. Child age and child sex were significant predictors of parent-child disagreement.

No description available.

The purpose of this study is to investigate mediation’s crime prevention effects. The question that has been answered is: which crime prevention effects mediation has had on young criminals who have participated in mediation programs? The investigation was made in relation to a comparable control group and included a reoffence analysis based on a multivariate analysis. This reoffence study mainly focuses on that the mediation prevents crime through the feelings of shame that the young perpetrator has due to the fact that the crime has been made clear and reinforced at the mediation meeting. The following hypothesis is addressed in this study: Mediation involves the trust between the young perpetrator and his/her parents and has a conflict-solving and crime-prevention effect. By committing a crime, the youth has broken the trust with his/her parents, who have condemned the action. The parents feel the shame from those around them, and because of this resume their position against the youth. The main conclusion is that the total population of youths who participated in mediation programs relapsed into crime to a lesser extent than the youths who did not participate in mediation. The risk for a relapse was twice as high for the youths who did not participate in mediation. A statistically significant relationship emerged between mediation and relapse with regard to party and person plaintiff status, but it is not possible to draw any conclusions whether mediation has a better or worse effect between plaintiff status. The significant effect of relapse for respective gender showed that girls relapsed to a lesser extent than boys. It was not possible to statistically determine whether the youths who were born abroad respective born i Sweden have relapsed to a greater extent. Regarding the age groups there was no statistically significant relationship as to whether youths relapsed to a greater or lesser extent depending on whether they were under or over fifteen years of age. Furthermore, it has not been possible to statistically determine whether group mediation has had a different outcome in relapse frequency as compared to individual mediation, and it has not been possible to distinguish whether compensation at mediation has had any effect. There emerged significant relationships between mediation and relapse for the crime categories ‘crime against life and health’, ‘crime against freedom and peace’, ‘burglary, robbery and other theft crimes’ and ‘vandalism’.

This study promotes the notion that it is important for the family to be treated as a unit. It highlights the importance of parents understanding and respecting their children as unique human beings instead of regarding them as „carbon copies‟ of themselves. The study further stresses the importance of parents being included as important variables within the therapeutic process with a child. For parents to understand and recognise their child‟s needs, knowledge of the child‟s temperament is required. Knowledge of the nature of temperament leads to parents having a better understanding of their children‟s behaviour and consequently fewer frustrations within the parent-child interaction arise. The study aimed to utilise a practice-based ecometric model to assess temperament and preference functions that assist in enhancing the parent-child interaction. In order to address the aim of study, the practice-based ecometric model needed to include a temperament sorter as a tool to obtain information regarding temperament and preference functions. However, in practice there is no instrument/tool or temperament sorter to determine temperament and preference functions in children that may be used by professionals, such as social workers, who are not trained as psychologists. The design and development (D&D) model was considered an appropriate design for this study because it lends itself to the use of a multi-phase research approach. During Phase 1 the research problem was analysed and the project was planned accordingly. A literature study was undertaken during Phase 2 to explore and describe the different components required within a practice-based ecometric model that assesses temperament and preference functions, as well as the different dimensions required within the temperament sorter. Phase 2 was concluded after the researcher explored how the ecometric perspective could contribute to the development of an ecometric temperament sorter. Phase 3, Step 1 and Phase 4, Steps 1-3 involved a quantitative process where item analysis of the prototype was explored with the assistance of a panel of experts and designed using the Delphi method. The prototype temperament sorter was pilot tested for reliability using equivalent or parallel form reliability. To assess if the designed temperament sorter, when used within the practice-based ecometric model, assisted in enhancing the parent-child interaction, the one-group pre-test post-test design was followed during Phase 5, Steps 1-2. Qualitative data were obtained from parents through pre-test semi-structured interviews. Through the completion of the designed temperament sorter, quantitative data were obtained regarding the temperament and preference functions of participating children. During a feedback session, each child‟s temperament and preference functions were qualitatively explained to parents. In order to give the parents ample time to rethink and familiarise themselves practically with the given information, post-test semi-structured interviews with the parents were held four weeks later. The aim was to assess the extent to which the designed temperament sorter contributed to strengthen the parent-child interaction. The designed product successfully assisted in addressing the aim of the study. All the research questions were successfully answered. Dissemination and marketing of a practice-based ecometric model and designed temperament sorter will take place after completion of the research project. / PhD (Social Work), North-West University, Potchefstroom Campus, 2014

Children’s rights to participate in decision-making in matters which impact them directly, is a topic leading to increased research since the 1990s. Today, most countries, including South Africa, have included the right of children to participate and to be heard, in their legislation. In reality, however, there is still a big gap in the implementation of children’s right to participation. Home schooling as an alternative to mainstream schooling has also gained momentum in South Africa with an estimated 50 000 – 75 000 children being home schooled. When children are home schooled, the families spend more time together than children who spend 6-8 hours per day attending a local school. Decisions with regard to curriculum, subjects and social interaction which would normally be the responsibility of the school, now become the responsibility of the parents. Children in the adolescent life phase have an increasing need to gain independence from their parents. In the home school context, the fact that the parents are also the teachers, could lead to increased frustration and conflict between adolescents and parents. In this context it would therefore be important that the adolescents should be allowed to participate in decisions pertaining to their schooling. This study focused on exploring adolescents’ participation in decision-making in the home schooling context. This research is important as little is known about the perceptions of adolescents and their parents about participation in the home schooling context. The research took place in the Western Cape. Eight families, which consisted of 21 participants, were involved in the study. Data saturation determined the sample size. The participants were selected from specific home schooling forums and had to reside in the Western Cape. Semi-structured interviews were held with all the participants and an interview guide was used for consistency. Different themes were identified by using thematic analysis. The study found that families have different views about the adolescents’ role in participation. It varied from adolescents who were allowed to initiate change to adolescents not allowed to participate in decisions at all. In the families where the adolescents were allowed limited or no participation in decision-making, the adolescents indicated that they understood that their parents had their best interest at heart, although they felt that they (the adolescents) would welcome a bigger say. It is recommended that home schooling families be made aware of the need of their adolescent children to be allowed to participate more in decision-making in the home schooling context on all levels, ranging from educational matters to social interaction. / MSW, North-West University, Potchefstroom Campus, 2015

This study promotes the notion that it is important for the family to be treated as a unit. It highlights the importance of parents understanding and respecting their children as unique human beings instead of regarding them as „carbon copies‟ of themselves. The study further stresses the importance of parents being included as important variables within the therapeutic process with a child. For parents to understand and recognise their child‟s needs, knowledge of the child‟s temperament is required. Knowledge of the nature of temperament leads to parents having a better understanding of their children‟s behaviour and consequently fewer frustrations within the parent-child interaction arise. The study aimed to utilise a practice-based ecometric model to assess temperament and preference functions that assist in enhancing the parent-child interaction. In order to address the aim of study, the practice-based ecometric model needed to include a temperament sorter as a tool to obtain information regarding temperament and preference functions. However, in practice there is no instrument/tool or temperament sorter to determine temperament and preference functions in children that may be used by professionals, such as social workers, who are not trained as psychologists. The design and development (D&D) model was considered an appropriate design for this study because it lends itself to the use of a multi-phase research approach. During Phase 1 the research problem was analysed and the project was planned accordingly. A literature study was undertaken during Phase 2 to explore and describe the different components required within a practice-based ecometric model that assesses temperament and preference functions, as well as the different dimensions required within the temperament sorter. Phase 2 was concluded after the researcher explored how the ecometric perspective could contribute to the development of an ecometric temperament sorter. Phase 3, Step 1 and Phase 4, Steps 1-3 involved a quantitative process where item analysis of the prototype was explored with the assistance of a panel of experts and designed using the Delphi method. The prototype temperament sorter was pilot tested for reliability using equivalent or parallel form reliability. To assess if the designed temperament sorter, when used within the practice-based ecometric model, assisted in enhancing the parent-child interaction, the one-group pre-test post-test design was followed during Phase 5, Steps 1-2. Qualitative data were obtained from parents through pre-test semi-structured interviews. Through the completion of the designed temperament sorter, quantitative data were obtained regarding the temperament and preference functions of participating children. During a feedback session, each child‟s temperament and preference functions were qualitatively explained to parents. In order to give the parents ample time to rethink and familiarise themselves practically with the given information, post-test semi-structured interviews with the parents were held four weeks later. The aim was to assess the extent to which the designed temperament sorter contributed to strengthen the parent-child interaction. The designed product successfully assisted in addressing the aim of the study. All the research questions were successfully answered. Dissemination and marketing of a practice-based ecometric model and designed temperament sorter will take place after completion of the research project. / PhD (Social Work), North-West University, Potchefstroom Campus, 2014

Children’s rights to participate in decision-making in matters which impact them directly, is a topic leading to increased research since the 1990s. Today, most countries, including South Africa, have included the right of children to participate and to be heard, in their legislation. In reality, however, there is still a big gap in the implementation of children’s right to participation. Home schooling as an alternative to mainstream schooling has also gained momentum in South Africa with an estimated 50 000 – 75 000 children being home schooled. When children are home schooled, the families spend more time together than children who spend 6-8 hours per day attending a local school. Decisions with regard to curriculum, subjects and social interaction which would normally be the responsibility of the school, now become the responsibility of the parents. Children in the adolescent life phase have an increasing need to gain independence from their parents. In the home school context, the fact that the parents are also the teachers, could lead to increased frustration and conflict between adolescents and parents. In this context it would therefore be important that the adolescents should be allowed to participate in decisions pertaining to their schooling. This study focused on exploring adolescents’ participation in decision-making in the home schooling context. This research is important as little is known about the perceptions of adolescents and their parents about participation in the home schooling context. The research took place in the Western Cape. Eight families, which consisted of 21 participants, were involved in the study. Data saturation determined the sample size. The participants were selected from specific home schooling forums and had to reside in the Western Cape. Semi-structured interviews were held with all the participants and an interview guide was used for consistency. Different themes were identified by using thematic analysis. The study found that families have different views about the adolescents’ role in participation. It varied from adolescents who were allowed to initiate change to adolescents not allowed to participate in decisions at all. In the families where the adolescents were allowed limited or no participation in decision-making, the adolescents indicated that they understood that their parents had their best interest at heart, although they felt that they (the adolescents) would welcome a bigger say. It is recommended that home schooling families be made aware of the need of their adolescent children to be allowed to participate more in decision-making in the home schooling context on all levels, ranging from educational matters to social interaction. / MSW, North-West University, Potchefstroom Campus, 2015

published_or_final_version / Social Work / Master / Master of Social Sciences

Studies investigating the etiology of delinquent involvement have pointed to two influential theories: Differential Association Theory and Social Control Theory. Both theories suggest that bonding can impact delinquent behavior. Strong friend relationships influence delinquent involvement while strong parental relationships serve as a positive influence in the curtailment of adolescent delinquency. Indeed, a great deal of research has shown that both friends and families are an integral part of adolescent delinquent involvement. Although these theories provide us with a framework for understanding adolescent delinquency, the contextual nuances of the connections among friend relationships, parental relationships, and delinquency are still unclear. In this project, I investigate the gender and race/ethnicity of the respondent as well as the predominant race/ethnicity and gender of the respondents’ friendship networks to better understand how both friend and parent-child relationships affect adolescent delinquency. I utilize data from the Toledo Adolescent Relationships Study (TARS). Results suggest that both friend relationships and parental relationships impact respondent delinquency; however, such effects differ by the gender and race/ethnicity of the respondent. Furthermore, the predominant race/ethnicity and predominant gender of the respondents’ friendship network appear to effect delinquent involvement for some groups and not others. The exploration of this topic provides a much-needed look into some understudied areas in human behavior. The long-standing tradition of investigating the role of peers in criminal offending has certainly examined the importance of family and the dynamics of friendships. However, few studies have incorporated both gender and race/ethnicity in their investigations into the relationship between friendships and delinquency. In addition, this study is unique in that it examines friendship network characteristics and how they relate to delinquency. Furthermore, this project explores how family and friend influences on delinquent behavior vary across different groups. Neither of these aspects have been adequately explored in past research. It is the purpose of this study to being to fill this gap in the literature and highlight how both gender and race/ethnicity influence involvement in delinquency. / text

This study explored children’s experiences and perceptions of adults and child-adult relations and relationships. Child-adult relations involve the conceptualisation of adults and children as distinct social groups and child-adult relationships are inter-personal relationships between individuals that cross the boundary between these groups. The focus of this study was children’s contacts and relationships with adults and how these relationships informed children’s constructions of child-adult relations. The study took place in the context of concern about distance between child and adult worlds generating negative stereotypes and distrust between the two social groups and an interest in children’s perspectives. A multi-stage, multi-method study was undertaken with children aged 10/11 years living in the relatively deprived, ‘Social Inclusion Partnership’ (SIP), areas of a Scottish city. A period of familiarisation, through participant observation, was undertaken with Year 6 children in one school, followed by paired and individual interviews with 17 children. A survey was then conducted with 375 children in primary schools across the SIP areas. In general it seemed that ‘relationships’ with individual adults, other than with parents, were not particularly important to the children, who, with a few exceptions, did not seek out such adults and generally indicated a preference for spending time with other children. However, knowing and being able to identify adults within and beyond their families was very important to children’s sense of self and to their feelings of belonging to a family and within a neighbourhood. The children did experience their worlds and those of adults as separate. Mobility beyond their neighbourhood without adult accompaniment, to visit swimming pools, cinemas, and retail facilities, provided children with opportunities to observe and experience a range of ‘unknown’ adults, and particularly ‘public workers’. This experientially confirmed their conceptualisations of adults as a separate social group occupying a higher status than children. The research process in itself indicated that in some circumstances children did have an interest in interacting with adults, and that time, negotiation, testing and trusting were part of the relationship forming process. The child-adult relationships formed in this study through engagement in ‘joint enterprises’, of play and research project, provide evidence for the possibilities of positive ‘generational proximity’ between children and adults.