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

Thesis (M. Soc. Sc.)--University of Hong Kong, 2004.

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).