No description available.

Call number: LD2668 .T4 1965 S347 / Master of Science

published_or_final_version / Social Work / Master / Master of Social Work

The present study aimed to connect the research on mothers’ forgiveness, mothers’ negative mood symptoms and well-being, and children’s psychosocial outcomes. It also examined the mediating effect of mothers’ negative mood symptoms and well-being on the relationship between mothers’ forgiveness and children’s psychosocial outcomes. 152 pairs of mother-child dyads participated in the study. It was found that mothers’ dispositional forgiveness, as assessed by the Heartland Forgiveness Scale, was related to children’s externalising syndromes, specifically aggressive behaviours, and social and attention problems on the CBCL. These relationships between maternal forgivingness and children’s psychosocial outcomes were mediated by mothers’ negative mood symptoms, in particular stress, while maternal well-being was not found to be a significant mediator. The relationship between mothers’ forgiveness and children’s psychosocial outcomes, and the mediating role of maternal stress in this relationship, were discussed. Implications for parenting programmes to facilitate children’s psychosocial outcomes, and future directions were also proposed. / published_or_final_version / Clinical Psychology / Master / Master of Social Sciences

published_or_final_version / Clinical Psychology / Master / Master of Social Sciences

"From the viewpoint of both parent and teacher of long experience, it is the writer's desire to present in a simple, practical manner a few basic suggestions for the guidance of the modern offspring"--Introduction. / Typescript. / "July, 1947." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: Raymond F. Bellamy, Professor Directing Paper. / Includes bibliographical references (leaves 21-22).

No description available.

Contemporary parenting strategies tend to involve parent-child interactions in which the parent neither repressively dominates the child nor follows a permissive laissez-faire course but respects the child's dignity as a person. This paper integrates several current theories of parenting and parent education into the construct of "respectful parenting," which is a new construct developed in this study. Family research suggests that such parenting is associated with the well-being of the child, including prosocial behavior, positive academic behavior, and physical, social, and emotional development. This study tests two hypotheses: (a) that respectful parenting facilitates effective family problem-solving practices, and (b) that family problem-solving skills learned in the family facilitate a child's success outside the family in school and with peers. In addressing these hypotheses key variables were measured, using instruments developed both in previous research and as part of this project. The study controlled for relevant background variables, including family income, education of parents, gender of child, and family size. Eighty-two families with two biological-parents, of which Forty-two had male target children and forty female target children, were subjects in this study. Each target child also had at least one sibling. Data was collected through questionnaires and observations of video-recorded family problem-solving sessions. The results strongly confirmed the first hypothesis: respectful parenting positively affected family problem solving. Respectful parenting and family problem solving were positively associated with children's well-being outside the home through behavior with their peers. Evidence for effects on performance at school was marginal. Also important to this study was the finding that family problem solving has mediating effects between respectful parenting and outcome in children's behavior in terms of peer relationships. / Graduation date: 1994

The purpose of this research was to determine the extent to which parents and professionals were in agreement prior to and following intervention regarding their Judgement of the gross motor abilities of the parents' preschool children. Each child was tested by a professional on the Ulrich Test of Gross Motor Development (1985). Dependent measures were parents' perceptions (N = 28 pairs) of their children's gross motor abilities. Parents were randomly assigned to either an intervention (treatment) or non-intervention (control) group. The intervention period included two-ninety minute videotaped observational training sessions, on how to observe gross motor patterns in a young child, over a two-week period. At the conclusion of the intervention period, all parents completed a questionnaire similar to one completed prior to intervention. Both questionnaires provided information on parents' perceptions of their children's gross motor abilities. Paired-t tests were used to determine if significant differences existed between parents and professionals prior to intervention. Paired-t tests were also used following observational training intervention to analyze any changes over time between the pre-intervention and post-intervention periods for intervention and nonintervention parents. Student-t tests were used to compare post-intervention differences between intervention parents and nonintervention parents. An alpha level of .10 was used in this study. The results of the study revealed a significant difference between parents' perceptions and professional assessments. Most parents tended to overestimate their children's gross motor abilities relative to the professional standard. Significant differences were reported for changes occurring over time between the pre-intervention and post-intervention periods. Significant differences also were found between groups following intervention. Parents receiving observational training demonstrated more realistic perceptions of their children's gross motor abilities relative to professional assessments than did parents not receiving observational training. As a result of these investigations, it was determined that parents and professionals were generally not in agreement with respect to children's current level of functioning in gross motor abilities. Parents, as previous literature has described, also tended to overestimate their children's abilities. Furthermore, the introduction of an intervention program, which trained parents to become better evaluators of motor ability, resulted in positively influencing parents' perceptions of their children's gross motor abilities. / Graduation date: 1990

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 131-145). Available also in a digital version from Dissertation Abstracts.