The aim of this research is to study changes resulting from parents attending a study group designed by class teacher that include reading a chosen book and engaging in teacher¡¦s designated activities relating to grade 1 elementary school mathematics contents; and trying ideas at home with school children. By referring to literature she decided on a study group format and adopted equal interaction and co-operative discussion setting. The math contents are: Number (1-10); Knowing about Geometric Shapes, Classifications (Color, Shapes). Data collection included questionnaire about study group meetings, children¡¦s interviews, parents¡¦ interviews, teacher¡¦s diaries, video tapes of in-class activities. Analyzes of interviews is by Goldin (2000). The findings are four: through the above mentioned study group (1) parents upgraded themselves in math ability and in confidence and set goals relating to different age of children; (2) children were given the opportunities to learn in a variety of ways; (3) promoted parent-child interaction, especially at home; and, (4) enhanced parent-teacher relationships and stimulated creativity in teacher¡¦s instruction.

The Study of Relationship among bullying beha-viors, Emotion Management and parent-child rela-tionship of the Adolescents Abstract The aim of this study is to investigate the traditional bullying and cyberbullying phenomenon of adolescents in Kaohsiung. This study looks forward to understanding the frequencies of bullying, type of neglect, and the correlation among bullying, par-ent-child relationship and emotion management. The data was collected by means of questionnaires, and the participants were public and private senior high schools and vocational high schools students, junior high school students and high grade elenentary school students. The measurement applied in this study included Parent-child Relation-ship Scale, Emotion Management Scale and Bullying behavior Scale . There were 848 questionnaires given out and 837, effective ones returned. The effective received rate is 98%. They were analyzed by describe statistics, Independent-Sample t-test, One Way Anova, and Pearson Product -moment Correlation. The results of the study are listed as follow: 1. At present, 20% to 30% of the Adolescents who had been bullied or seeing the bully-ing incident in school bullying, and 10% to 20% of the students have ever suf-fered cyberbullying. 2. For the part of school bullying in the Adolescents, boys are more likely to become perpetrators, victims and bystanders than girls and junior high schools than the elemen-tary and high schools. 3. The higher frequency of Internet surfing and more time spend in Internet are more likely to become perpetrators, victims and bystanders. 4. For the part of school bullying in the Adolescents , living with mother are more likely to become perpetrators, victims and bystanders than living with their parents. 5. The higher parent-child relationship could help reduce to become perpetrators, victims, and the Adolescents who obtained more higher Emotion Management would had higher bystanders¡¦ experiences.

Recent and ongoing research has demonstrated the alarming likelihood of children from low-income homes and from ethnic minorities to read at much lower reading levels than their peers. Additionally, reading ability is related to the earliest of emergent literacy skills, which can be measured in young children before they enter formal schooling. The home environment, including the available resources, support for literacy and school, and the parent-child relationship, plays an important role in promoting the development of emergent literacy skills. More research is needed, however, to inform programs and researchers about the specific relationship between the home environment and emergent literacy development. The current study was conducted using a sample of 122 preschool children enrolled in ERF enriched preschool classrooms in one school located in a Southwestern state. The study investigated the power of three variables of the home literacy environment (HLE) (i.e., Family Reading and Writing, External Resources, and Daily Activities) to predict three emergent literacy outcomes (i.e., receptive oral language, alphabet knowledge, and name writing) using canonical correlation analysis (CCA). The study also used commonality regression analysis to examine the shared and unique variance in these emergent literacy outcomes accounted for by the variables of the HLE and the parent-child relationship. The results of the CCA did not find the variables of the HLE to have a statistically significant relationship with the emergent literacy outcomes. Missing data techniques were used to account for incomplete data, and he results were closer to obtaining statistical significance when the more advanced method of multiple imputation was used to account for missing data, with the p-value decreasing from .751 with listwise deletion to between .094 and .504 with multiple imputation. The second analysis of the study, the commonality regression analysis, did find home variables to account for unique and shared variance in the emergent literacy outcomes, particularly in preschool name writing. Specifically, the External Resources scale of the Familia Inventory (Taylor, 2000) uniquely accounted for the smallest amount of variance (i.e., .1 percent) in name writing, while the scores of the PCRI uniquely accounted for the largest amount of variance (i.e., 3.4 percent). When combined together, however, the predictor variables accounted for larger amounts of variance in name writing ability. The Familia Inventory scale of External Resources accounted for the smallest amount of variance when combined with the other predictor variables (i.e., 21.5 percent) while the scores on the PCRI accounted for the largest combined amount of variance, accounting for 31.4 percent of the variance in name writing ability. These results complement and extend on existing research. The findings, limitations, and implications of the results of this study are discussed.

Thesis (Ph. D.)--University of Missouri--Columbia, 2001. / "December 2001." Typescript. Vita. Includes bibliographical references (leaves 111-120). Also available on the Internet.

Thesis (M.S.)--University of Nevada, Reno, 2001. / Includes bibliographical references. Online version available on the World Wide Web.

Youth sport relies on parents to volunteer for positions at all levels of the organization. Among these volunteer positions, the volunteer-coach is often responsible for the creation and delivery of most services in youth sport. The current scope of youth sport would be unattainable without parents’ continuous support; therefore, recruitment and retention of these parent-volunteer-coaches is a critical task for youth sport organizations. Parents, however, do not respond to volunteer service as would be predicted from current volunteer literature (Kim, Chelladurai, & Trail, 2007). Perhaps is the behavior of volunteers in the youth sport setting is due to their identities as parents. The presence of their children in a youth sport setting has always been assumed to be a primary motivator for parents to volunteer as youth sport coaches. This research used narrative analysis (Polkinghorne, 1995), identity theory (Stryker, 1968, 2000) and inductive coding to interpret the experiences of parent-volunteer-coaches in the youth sport setting. The inductive coding analysis yielded two groups of roles available within the youth sport setting: aspirational roles and avoided roles. The narrative analysis yielded seventeen parent stories by identifying the central plot that connected important events to role choices. Five groups of stories--History, Prior Arrangements, Crucible, Right Role, and System--resulted from an examination of the similarities among the plots. Ultimately, the role choices made in response to tension in each plot led to choosing the volunteer-coach role. These results suggest that the experience of youth sport volunteer coaching is not primarily based on a relationship with the organization. These volunteer stories rarely included the organization as the most important influence on their experience; instead, parent volunteer experiences were driven by identities that led to role choices within the parent-child relationship. Role choices were not static throughout the volunteer experience; several parents continued to shift the roles played in response to changes in perceptions of the context. Youth sport organizations that recognize the impact of the parent-child relationship can design volunteer recruitment and retention programs leading to greater satisfaction for parents while at the same time fulfilling the organizational need for dedicated volunteers. / text

The Chinese parent-child relationship is remarkably close throughout the lifespan. Parents get involved in planning their child’s career, social activities, and even marriage. For their point, when adult children attain financial stabilities, they support aging parents in various ways. This report reviews this strong bond as a moral responsibility between parents and children that parents sacrifice for their children unconditionally. In return, children pay back their moral debts to parents by fulfilling filial piety, including doing well in school, respecting family members and supporting parents. However, the traditional parent-child relationship may have changed after the one-child policy due to the shift in family structure, and new roles of only children in the family. Thus, moral responsibilities continue to capture the attention of experts interested in family structure in general and Chinese society in past. / text

Background/aims. Self-compassion is an approach of kindness towards the self; encompassing self-kindness, common humanity and mindfulness (Neff, 2003b). It is thought to enable awareness that suffering is common within human experience, encouraging compassion for others. Parental sensitivity and attributions are considered to influence parent-child relationships and have been negatively associated with depression. This study aimed to explore associations between parent self-compassion, attributions of child behaviour and sensitive responding in recurrently depressed parents. Methods/participants. This was a correlational design using baseline data from a feasibility randomised controlled trial of Mindfulness-Based Cognitive Therapy. The 38 participants had experienced recurrent major depressive episodes, were in remission and had at least one child between two and six years old. Self-compassion was measured by the Self-Compassion Scale (SCS; Neff, 2003b). Parent attributions of child behaviour were assessed by semi-structured interviews and rated using the Attributions Measure (S. Scott & M. Dadds, personal communication, 2009). Sensitivity was assessed using a parent-child observation task and rated by the Coding of Attachment-Related Parenting (Matias, Scott & O’Connor, 2006). Results. Findings show significant correlations between higher SCS total scores and external attributions of positive or negative valence. The SCS subscale self-judgement was significantly negatively correlated with sensitivity. Conclusion. In conclusion, higher self-compassion was positively associated with external attributions of child behaviour in either situation. Parents with higher levels of self-compassion also showed positive associations with sensitivity. These associations support current theories suggesting self-compassion could be positively associated with parenting. Areas for future research and clinical implications are considered.

Benchmarking offers community practitioners more systematic judgments about research effectiveness when control groups are not feasible, while also providing a standard for program transportability from clinical to community settings. The purpose of the current study was to outline the necessary decisions, calculations, and strengths and limitations of applying benchmarking methodologies to a behavioral parent training (BPT) program, a field in which benchmarking remains relatively underutilized. The implementation of in-home Parent-Child Interaction Therapy (PCIT), an evidence-based practice shown to be successful in reducing child maltreatment and neglect, was evaluated as a case study of the application of benchmarking. Of those parents that completed in-home PCIT, a significant reduction was seen for pre-post ECBI scores. Six randomized controlled trials (RCTs) were established as benchmarks based on similarity in parent and child demographics as well as use of the ECBI as a primary measure. Effect sizes of each benchmark study were aggregated to create a single benchmark effect size for treatment and control groups, respectively. The effect size of the current study was found to be significantly superior to the control benchmark effect size but not significantly equivalent to the treatment benchmark effect size. Although the current study demonstrates the use of benchmarking in community research, the need for further guidelines is critical for researchers.

Parents constantly experience contradictions because children’s development may lead to new or surprising interactions that fail to fit parents’ current ways of thinking about their children. This qualitative study used a dialectical perspective of contradictions from social relational theory to explore how contradictions instigate parental change (Kuczynski & Parkin, 2007; Kuczynski, Pitman, & Mitchell, 2009). Forty families with children aged 8-13 participated in open-ended interviews that were analyzed with thematic analysis. Results revealed that contradictions occurred because of parents’ own incompatible or inconsistent thoughts and/or behaviours, and children’s behaviours. Parents processed and managed contradictions with description, information gathering and reflecting, and acting on contradictions. The nature of the outcome of parents’ contradictions included: outcome not evident, outcome in process, partial strategy or temporary solution and contradiction is resolved. Surprise, sadness, anxiety, stress, and anger were the emotions associated with contradictions. Analyses indicated that parents constantly experience contradictions and few are fully resolved.