Objective: To explore interventions that support children and parents making health decisions. Systematic Review: A systematic review was conducted to synthesize evidence on interventions that support children’s health decision making. Five studies of variable quality were included. Interventions that improved decision making were decision coaching with or without an educational resource, or education alone. Pre-/post-test pilot: A pre-/post-test study evaluated the feasibility and acceptability of decision coaching guided by the Ottawa Family Decision Guide for children with type 1 diabetes and their parents. Of 16 families invited, 7 participated. Compared to children/parents who preferred one option at baseline, participants who were unsure of the best option rated decision coaching as more acceptable and had larger decreases in decisional conflict. Conclusions: Few studies have evaluated interventions supporting children’s decision making. The piloted decision support intervention was feasible and acceptable, particularly with children and parents who were unsure of the best option.

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

Abstract This research is to probe into the parent-child relationship and the learning adaptation of the foreign spouses¡¦ children. This study used a questionnaire that was designed using the ¡§Demographic Survey¡¨, the ¡§Father-Child Relationship Scale¡¨, the ¡§Mother-Child Relationship Scale¡¨, and the ¡§Learning Adaptation Scale¡¨. We received 161 usable samples from third to sixth-grade. The data was analyzed using statistical methods such as descriptive statistics, t-test, one way ANOVA , Pearson¡¦s correlation , and multiple regression. The major results are as follows: 1.The some demographic variables including birth order , grade level of elementary school and the contact windows with the teacher in a family of the foreign spouses¡¦ children had no significant influence on their learning adaptation. 2.The girls are significant superior to the boys in learning adaptation. 3.The foreign spouses¡¦ children from small families are significant superior to the foreign spouses¡¦ children from the extended families and the kinship families. 4.The foreign spouses¡¦ children whose mothers¡¦ nationality had significant influence on their learning adaptation. 5.The foreign spouses¡¦ children whose mothers can write Chinese are significant superior to the foreign spouses¡¦ children whose mothers can¡¦t write Chinese. 6.All aspects of the father-child relationships had significant influence on the learning adaptation of the foreign spouse ¡¦ children , the foreign spouses¡¦ children had the better father-child relationship , they had better learning adaptation. 7.All aspects of the mother-child relationships had significant influence on the learning adaptation of the foreign spouse ¡¦ children , the foreign spouses¡¦ children had the better mother-child relationship , they had better learning adaptation. 8.This study compared with the study with no foreign spouses prove that parent-child relationship is the chief reason in learning adaptation. According to the findings , suggestions were provided for the parents , educational authorities and the future researches.

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.

Thesis (Ph. D.)--Open University. BLDSC no. D51549/84.

Thesis (DClinPsychol)--Salomons Centre. BLDSC no. DXN049062.

Thesis--University of California, San Francisco. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 246-269).

Thesis (M.A.)--Denver Conservative Baptist Seminary, 1995. / Includes bibliographical references (leaves 145-155).

Thesis (LLD.)--University of Pretoria, 2001. / Includes bibliographical references and index.

Thesis (D. Min.)--Trinity International University, 2000. / Abstract. Includes bibliographical references (leaves 148-152).