Dissertation submitted in Fulfillment of the requirements for Degree Magister Educationis in the Department of Educational Psychology of the Faculty of Education at the University Of Zululand, 1992. / The objectives of the study were: - to elaborate on and elucidate the changes in society which have impeded the quality of the Hindu parent's accompaniment of his child. - to describe the life - world of the Hindu child as it reveals itself in his relations with himself, others, things/ideas and God. - in the light of the findings from the literature study, to establish certain guidelines according to which accountable support can be instituted to meet the needs of Hindu parents and their children. As an introduction a psychopedagogical perspective on parental accompaniment of their children was given, where it was stressed that the success of the child's education depended on the quality of the parent - child relationship. Parental guidance and support are also crucial in meeting the objectives of education, provided the child's basic physiological and psychological needs are met. The study found that traditional Hindu lifestyles were fast disappearing within a changing society and this had severe consequences for the upbringing of the Hindu child. The pressures of urbanization and industrialization, and the need for employment, forced Hindu families to break away from their traditional extended family systems and move towards nuclear family units. Unlike in the earlier situation, where all members of the extended family assumed responsibility for the upbringing of the children, this is now the sole responsibility of the parents themselves. This has devastating consequences for the child since, generally, both Hindu parents are being forced to seek employment - due to the high cost of living - and consequently the time spent in the accompaniment of their child is considerably reduced. Conditions for pedagogic neglect are therefore created. In addition to this the children come under the strong influence of Western culture and lifestyles, which cause them to become somewhat estranged from their own culture and way of life. The lack of proper parental supervision and control in the urban environment, makes the child also easily Influenced by factors within the environment which result in a wide range of behavioural problems. This affects the relationship between the parent and child, and also has a bearing on his education. Parents do not have the skills and training to cope with the situation or offer assistance to their children, and they are desperately in need of outside help. In the light of the findings of this research the following was recommended: - Hindu authority figures at schools. - A multi-cultural school education policy. - Hindu parents forum at schools. - Further research.

The effectiveness of two types of parent training were evaluated and compared with a control group that received training. A child Management Inventory was constructed for this purpose. Parent Effectiveness Training was significantly superior to a training program developed by the Utah State Department of Education as measured by pre- and post-test criterion measure. There were no significant differences between the Utah State Department of Education group and the control group. This was determined by applying an analysis of covariance to the pre- and post-test data from all three groups. However, on a follow-up critical incidents test the Utah State Department of Education group showed more persistance of the desired behaviors than the Parent Effectiveness Training group or the control group three months after the completion of the initial study. No clear-cut conclusions were made as to the effectiveness of one program over the other based on the data. Both programs, however, showed changed over the control group. Further research in the area of the effectiveness of parent training groups was recommended.

Although parents in television are often depicted in negative patterns, little to no research has empirically examined the effect of viewing these depictions of parent efficacy and stress. The purpose of this study is to use experimental methods to assess the effect of viewing authoritative, authoritarian, and stereotypical depictions of parents in television on parental efficacy and parent stress. A sample of 122 parents of adolescents were randomly assigned to one of three condition groups: authoritarian, authoritative, and stereotypical. Each group watches a different clip from a television show, and then reported on their comparison of themselves against the parents depicted in the television clip. Parents then answered questions assessing parent efficacy and parent stress. Results revealed that there were no differences in levels of parent efficacy and parent stress based on condition, and a SEM analysis did not find that social comparison served as a meaningful mediator for the relationship between television depiction of parents (condition group) and either parent efficacy or parent stress. Parents did, however, engage in social comparison differently based on their condition group. These findings indicate that portrayals of parents in media do not affect parent efficacy or parent stress for parents of adolescents.

Children with autism spectrum disorder (ASD) often experience significant challenges with play, thereby affecting their development of language skills, emotional development, cognitive development, and social connections with others (Freeman & Kasari, 2013). Parent-child relationships influence many aspects of a child’s life including participation in joint play, which is when two or more individuals are playing together (Waldman-Levi, Finzi-Dottan, & Cope, 2019). There are several factors hindering parent participation in play including knowledge of play, understanding of sensory processing and its impact on play, communication during play, and mindful parenting. The following chapters discuss the evidence and theories supporting the development of the proposed program, Play 4 Parents. Play 4 Parents is an in-person group training program designed to enhance play skills of parents of children with ASD. The program uses a variety of teaching strategies, such as direct teaching, strategy practice, and at home hands-on practice. Through program participation it is anticipated that parents will gain an increase in parental sense of competence, a decrease in perceived stress, and improvements with parent-child play interactions.

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Teacher-parent partnerships in education are crucial when responding to the challenges of the 21st century. As teachers and parents work collaboratively to enhance children's development, the need for building productive alliances becomes essential. The link between these institutions takes on added significance as parents and teachers of students with disabilities work together as partners. The purpose of this study was to explore the relationship between the ranking of selected values and beliefs about child development by parents and teachers of students with disabilities. The sample was comprised of 10 teachers considered out of field, teaching in exceptional education classrooms and 10 mothers whose children with disabilities were receiving services in special education classrooms. Participants were interviewed individually using a Q-sort rank and order task. The Q-sort involved a set of 15 cards, which were presented to the participants. Each card listed a characteristic(s) that could be ascribed to a child (e.g., responsible, obedient). Participants were asked to sort the cards into three groups of five cards according to the importance they ascribed to the characteristics. Data analysis was divided into two phases. First, the similarities and differences on participants' ranking were examined within and across groups. Means and standard deviations were calculated and used for comparison. Second, definitions ascribed by mothers and teachers to the top three and bottom three characteristics were transcribed and analyzed to compare their constructed meaning for each of these characteristics. Research findings yielded that mothers' and teachers' are in fact in agreement as to the characteristics that they value and believe to be the most arid least important to the development of a child. Results also described differences in the definition of selected constructs or characteristics responding to the role participants played in the lives of the children. Similarities and differences identified in this study may assist in the development of healthy parent-teacher partnerships and strengthen those that already exist.

To evaluate activities that effect better parent-teacher cooperation in relation to child development and welfare is the purpose of this study. The five types of activities about which information was desired included personal conferences, communication, parent-teacher association, visitation, and parental education.

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