Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1992. / Vita. Abstract. Includes bibliographical references (leaves 254-261). Also available via the Internet.

Thesis (M.Hous.M.))--University of Hong Kong, 1995. / Includes bibliographical references. Also available in print.

Thesis (M.S.)--University of Michigan, 1991.

Thesis (S.T.M.)--Yale Divinity School, 1987. / Includes bibliographical references (leaves 27-28).

Thesis (Ph. D.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains v, 74 p. Includes abstract. Includes bibliographical references (p. 41-53).

abstract: Dangerous drinking on college campuses is a significant public health issue. Over the last decade, the National Institute on Alcohol Abuse and Alcoholism and the U.S. Department of Health and Human Services have called on universities, community leaders, policymakers, parents and students to work together to develop effective, research based alcohol prevention and/or intervention programs. Despite such calls, parent-based prevention programs are relatively rare on college campuses, and there is a paucity of research on the ways in which parents influence their emerging adult children's drinking behaviors. The present project is designed to help address this need. Grounded in social cognitive theory, this exploratory study focuses on alcohol communication and poses numerous questions regarding the alcohol messages exchanged between college students and their parents, as well as how such messages associate with college students' dangerous drinking. Undergraduate students ages 18 to 25 who were enrolled in communication classes were recruited for the study and asked to recruit a parent. The sample included 198 students and 188 parents, all of whom completed an online survey. Results indicated the majority of college students have had alcohol conversations with a parent since the student graduated from high school. Parents viewed such conversations as significantly more open, direct, and ongoing than did students; though both generally agreed on the content of their alcohol communication, reporting an emphasis on the negative aspects of drinking, particularly the dangers of drinking and driving and the academic consequences of too much partying. Frequent discussions of drinking risks had significant, positive associations with students' dangerous drinking, whereas parents' reports of discussing rules about alcohol had a significant negative association with students' alcohol consumption. There were strong significant associations between the types alcohol topics discussed and students' perception that their parents approved of their drinking, as well as parents' actual approval. Perceived approval had a significant, positive association with students' dangerous drinking; however, actual parental approval was not a significant predictor of students' drinking outcomes. Parents' alcohol consumption had a significant positive association with students' alcohol consumption. Implications for parents, public health practitioners, and future research are discussed. / Dissertation/Thesis / Ph.D. Communication 2011

Against the background of evidence that parent involvement benefits learners, parents, schools and communities, a need has arisen for effective parent involvment strategies to be developed particularly in rural and disadvantaged communities. A literature study investigated models of parent involvementand the provision of education in North West Province. Barriers to parent involvement in schools were also investigated. A qualitative methodology was used to investigate parent involvement in three rural schools in North West Province. Data were gathered by means of observation, semi-structures focus group interviews with parents and educators and semi-structures in-depth interviewswith principals of participating schools. Thus parents and educators blame each other for lack of participation. Other findings relate to the lack of resources and facilities in schools. Guidelines for proper parent involvement were proposed. / Educational Studies / M.Ed. (Comparative Education)

Die kwaliteit van die ouer-kindverhouding het 'n kardinale invloed op die emosionele, sosiale, kognitiewe en konatiewe ontwikkeling van die kind. In hierdie studie is die interaksies tussen die ouer en kind tydens die toepassing van die saamleestegniek bestudeer om te bepaal wat die invloed van die saamleestegniek op die verhouding tussen die ouer en die kind met leesprobeme is. Die studie is vanuit 'n kwalitatiewe benadering voltrek om insig te verkry in die spesifieke aspekte van die saamleestegniek wat die ouer-kindverhouding kan beinvloed. Die moontlikheid word verder ondersoek dat die ouer aspekte vanuit die saamleestegniek kan veralgemeen en daagliks in die ouer-kindverhouding kan toepas om sodoende die verhouding te verbeter. Die finale gevolgtrekking is dat die ouer 'n sleutel-rol vervul tydens die toepassing van die saamleestegniek. Indien die ouer die riglyne van die tegniek kan toepas, sal die verhouding tussen die ouer en die kind met leesprobleme verbeter. / The quality of the parent-child relationship plays an essential role in the sosio­-emotional development of the child. The interaction between parent and child is researched within the context of paired reading, to ascertain whether paired reading influences the relationship between the parent and the child with reading problems. This study is qualitative and gains insight into the unique experiences of the parents and children during paired reading. The researcher aims to identify specific aspects of paired reading that could influence the parent-child relationship. The possibility that certain educational aspects from paired reading can be applied to daily parent-child interaction to improve the relationship, is also researched. The final conclusion is that the parent performs a key role in the application of paired reading: If the parent adheres accurately to the guidelines of the technique, the relationship between the parent and the child with a reading disability will improve. / Psychology of Education / M. Ed. (Voorligting)

The study was conducted in the backdrop of Section 24(1)(a) of the South African Schools Act (SASA) 84 of 1996 which promulgated that parents should be involved in the education of their children. To fulfil this requirement, each school is expected to have a legally constituted School Governing Body (SGB) as part of school governance. The involvement of the SGB does not exclude parents involving themselves in school activities as individuals but as organised groups geared towards working on a specific project of the school. Involvement also implies helping the child at home. The study investigated the extent to which black parents involve themselves in school activities as envisaged by the SASA. Conceptual literature relating to issues of parental involvement in school was reviewed. Specifically the concept parent/parental involvement as it relates to black parents was explored. Factors promoting or hindering parental involvement in school were also examined. The research is qualitative. Participants included principals, teachers, learners and chairpersons of school governing bodies of ten selected schools in the major townships of Port Elizabeth. Views and experiences of participants were captured and explained through in-depth interviews and observations. Results are discussed in relation to the relevant literature, allowing grounded theory to emerge. What emerged was a desperate situation of non-involvement of black parents in school activities largely because of the failure of the Department of Education (DoE) to capacitate all parties involved in strategies to involve parents in school. The potential for generalizability and transferability is discussed in the report and possible intervention strategies are recommended at micro- and macro-levels. The study demonstrates that the DoE needs to follow up on its policies to ensure that the envisaged change is realized.

Early interactions between parents and infants are thought to be critical of later development. In particular joint attention has been an area of research and investigations. This study sought to measure joint attention behaviors in infants from 5 to 33 weeks of age under naturalistic conditions: in the home with the mother as the interaction partner given no instructions. Videotapes of the infant-parent interactions were observed and data were collected on behaviors related to joint attention. Given observations occur at younger ages than other studies considered, engagement data results indicate increasing trends for 3 of the 5 infants observed while the direction of infant gaze results indicate patterns consistent with descriptions currently in the literature. Parent behavior data indicate high levels of support in engaging infant attention. Furthering an understanding of joint attention by observing at earlier ages in infant development may be useful in informing teaching programs for infants who have not developed joint attention skills.