The purpose of this-thesis is to explore the relationships between (a) the behaviour disorders of a selected group of children who have been referred to the Vancouver Child Guidance Clinic and (b) some of the influences affecting their parents. As an essay in classification and analysis, it is hoped to point the way to further research in the field which will give attention to social work implication. All material was gathered from case records made available by the Child Guidance Clinic. The sample is composed of forty-five boys and girls who were referred by private sources to the clinic between March 1948 and April 1951, and represents approximately one-sixth of all private referrals for that period. The sample was so chosen in respect to age, intelligence and home situation, as to be representatives of the majority of all children referred privately over that period. The children were classified according to the nature of their behaviour disorders, and an attempt was made to depict some measure of the severity and complexity of each child's disorder. The adequacy of the respective parents was evaluated by the use of a schedule and a rating-scale; and the influences affecting parents were categorized and weighted. Comparison was then made between the children's disorders and the limiting influences affecting their parents. The comparisons of the groups reveal many interesting features but the small size of the sample prevents any purely statistical conclusions. A number of features reveal themselves, however. In one sub-group of children, relationship was discernible between mothers who were considered inadequate and a certain kind and severity of behaviour disorders in the child. In another sub-group of children, there were indications of confused or disturbed parental identifications at an early age. Above all, the study emphasized the high incidence of emotional instability among the parents of these children, which points to the need in Vancouver for an adult or family mental health clinic. / Arts, Faculty of / Social Work, School of / Graduate

Among the methods that have been developed to help parents in their important task of raising mentally healthy children, parent group education is of particular interest to social workers. This thesis examines the essentials of social workers' participation in parent education through the use of group methods. It is based on the writer's training in social work and experience in adult education, and on research into the programmes of a number of social agencies, child guidance centres, children's treatment centres and hospitals, school social services and recreation centres. A range of examples was chosen to show the ways in which social workers were key figures in the parent education projects. The development of parent education on this continent is briefly outlined. Major principles of parent group education are stated, and an analysis is made of the knowledge and skills necessary for professional leadership in this field. It is observed that parent education principles correspond closely to those of social work itself. A good deal of the knowledge and skill required of parent education leaders is actually acquired through social work training. Furthermore, parent group education and social work strive toward the common objective of higher standards of mental health. It would seem, therefore, that social work agencies and social workers should be able to make significant contributions to parent education both directly, through sponsoring such programmes in their own agencies, and indirectly, through co-operating with other similarly-interested organizations and individuals. The programmes selected for study support this assumption. They illustrate the variety of settings in which social workers are participating in parent group education programmes, and reveal similarities and differences in approach and methods. Specific questions relating to principles and methods are proposed as requiring further experimentation and study. The thesis emphasizes the need for coordination and co-operation amongst all professional and lay groups interested in parent education as a method of promoting mental health, and suggests directions for development. It is concluded that social workers can and should participate in parent education programmes, with certain stipulations: before mass programmes are undertaken, careful experimentation on small projects is essential to augment the present limited knowledge of theory and practice, as well as to provide a basis for training workers. / Arts, Faculty of / Social Work, School of / Graduate

The purpose of this dissertation was to gain a better understanding of how emerging adult children respond to their parents’ advice, and uncover connections between advice and parent-child relationship satisfaction. Because emerging adults may experience uncertainty as they move toward adulthood, they may reach out to their parental figures when making new or important decisions. The current study took a closer look at the role elements of advice response theory (ART) played in an emerging adult’s decision-making process when asking a parental figure for advice. The study also considered the potential relationship between elements of ART and parent-emerging adult child relationship satisfaction. A total of 503 participants between the ages of 18 to 25 were recruited from a medium-sized Midwestern land grant institution. Participants completed an online survey to measure elements of ART, parent-child relationship satisfaction, and demographic questions. Six hierarchical multiple regression analyses were performed. According to the findings of this dissertation, emerging adults consider parental advice characteristics and parent as advisor characteristics when deciding on the quality of the advice, and the intention to implement the advice received from their parental figures. Also, emerging adults reported that elements of ART play a role in parent-emerging adult child relationship satisfaction. Findings highlight that it is important for emerging adults to perceive their parental figures as trustworthy because perceived trustworthiness plays a large role in implementation intention, perceived advice quality, and perceived parent-child relationship satisfaction. Also, advice limitations do not play as large a role as previously expected.

Thesis (Ph. D.)--University of Texas at Austin, 2009. / Title from PDF title page (University of Texas Digital Repository, viewed on Sept. 9, 2009). Vita. Includes bibliographical references.

Typescript (photocopy). / Digitized by Kansas Correctional Industries

Call number: LD2668 .T4 1945 B7

This study examined the unique and joint association between mothers’ and fathers’ reported emotion coaching tendency and six to eight-year-old children’s (N= 74, 33 boys and 44 girls co-residing with parents) social competence. Parents completed questionnaires assessing their emotion coaching to children’s negative emotions, children’s emotion regulation and social skills. Mothers’ and fathers’ emotion coaching tendency showed an addictive effect on children social competence and such processes were dependent on child gender. Moreover, child emotion regulation mediated the positive effect of maternal emotion coaching on children’s social competence. Parenting programmes seem worthy of educating both mothers and fathers on the importance of emotions and emotion regulation of their children. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences

Call number: LD2668 .T4 1952 B73 / Master of Science

No description available.

No description available.