Analyses of data from 317 young people (16-24 yrs) suggested that their attachment to parents is best represented by an overall attachment scale and 1(2) specific subscales. Analyses of data from 146 parents indicated that closeness to their children is captured by an overall scale and two specific subscales.

Title from second page of PDF document. Includes bibliographical references (p. 29-37).

xii, 94 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Past research demonstrates the importance of parent-child relationships, teacher-child relationships, and school connectedness on the emotional, behavioral and academic outcomes of youth. Some studies report declining levels of parent-child, teacher-child bonds and school connectedness during early adolescence, while other research suggests little change or that change may be contingent on gender and ethnic differences. Of the few studies that have examined variation in youths' relationships with their parents, teachers, and school connectedness during early adolescence, many have relied on cross-sectional data collection methods. No published research has examined the interconnection between the parent-child relationship, teacher-child relationship and school connectedness utilizing a latent growth modeling (LGM) approach. This dissertation study tested the growth patterns of youths' 1) relationships with parents, 2) relationships with teachers and 3) school connectedness over the course of middle school. Next, the relationships between growth models were tested to determine whether changes in parent-child relationship quality influenced youths' declining perceptions of teacher-child relationships and school connectedness. Differences in model fit by gender and ethnicity were also tested. Study participants included 592 ethnically diverse youth recruited in their first year of middle school (6th grade). These participants were assessed again in i h grade (n = 524), and 8th grade (n = 467). The sample included a similar number of males (n = 305) and females (n = 288) and a greater number of students of color (n = 378), in comparison to European American students (n = 214). Results from LGM analysis showed the sample as a whole reported declining levels of parent-child, teacher-child and school connectedness over the course of middle school; however, the decline in school connectedness was not significant for students of color. The decline in parent-child relationship quality was associated with l) reductions in youths' commitment to learning, especially for European American students, 2) declines in youths' reported perception of their teachers, regardless of gender or ethnicity and 3) decreased school connectedness, especially for male students. Parent-child relationship quality in 6th grade also predicted the decline in youths' school connectedness and teacher-child relationship quality from 6th to 8th grade. / Committee in charge: Elizabeth Stormshak, Chairperson, Counseling Psychology and Human Services; Krista Chronister, Member, Counseling Psychology and Human Services; Lauren Lindstrom, Member, Counseling Psychology and Human Services; Thomas Dishion, Outside Member, Psychology

Social deficits are one of the defining symptoms of autism spectrum disorder and affect a child’s ability to build relationships with others. These deficits put children with autism at a disadvantage when most of their world is focused on building connections with others – family, friendships, and community ties. Sunny Starts, a service-learning project, was created to specifically meet the needs of families with young toddlers with autism. The primary focus of Sunny Starts is to enhance the quality of the parent-child relationship by teaching parents a basic teaching interaction and to arrange the child’s environment in ways that are mutually reinforcing. The purpose of this experiment is to study the effects of the Sunny Starts DANCE training package, a responsive parent training program, on three levels of parent and child behaviors: 1) teaching episodes, 2) turn taking, social attending, vocal requests, and 3) synchronous engagement. Participants included two parent-child dyads. Parent training included 5-minute video assessments, video review, descriptions, rationales, modeling, practice, and feedback. The effects of the parent training were evaluated using a concurrent multiple baseline across participants. Results indicate parent teaching episodes and child behaviors (turn taking, social attending, and verbal requests) increased during the intervention phase. The duration of parent-child synchronous engagement maintained at high levels and slightly increased.

No description available.

This study examined the relationship between the resistance to temptation of three-, four-, and five-year-old children and parental attitudes toward child-rearing. Other variables explored included gender of the children, employment status of mothers, and socio-economic status of families. Fifty-two three-, four-, and five-year-old children from two centers were tested to determine their levels of resistance to temptation as measured by Grinder's Bean Bag Instrument. Parental attitudes toward child-rearing were measured by Schaefer and Bell's Parental Attitude Research Instrument (PARI). To determine the difference between the resistance to temptation scores and socio-economic status, gender, and employment status of mothers, Jt tests were employed. No significant differences were found with regard to these variables. Factor analysis of the PARI resulted in three primary factors: Hostility-Rejection, Authoritarian- Control, and Democratic-Attitude. To determine the difference between the Hostility-Rejection scores, Authoritarian-Control scores, and Democratic-Attitude scores of the mothers and socio-economic status, _t tests were employed. There were no significant differences between mothers of a lower socio-economic level and their Hostility- Rejection and Democratic-Attitude scores. However, mothers of a lower/upper socio-economic level showed significantly higher levels of Authoritarian-Control than mothers of an upper socio-economic level. To determine the difference between the Hostility-Rejection scores, Authoritarian- Control scores, and Democratic-Attitude scores of the mothers and employment status of the mothers, t_ tests were employed. No significant differences were found regarding these variables. To determine the relationship between the Hostility-Rejection scores, Authoritarian-Control scores, and Democratic-Attitude scores of the mothers and resistance to temptation scores of the children, a Pearson Product Moment Correlation Coefficient was employed. Results indicated that there was no significant relationship between the Hostility-Rejection scores and the Authoritarian-Control scores of the mothers and the resistance to temptation score of the children. A significant relationship was found between the Democratic-Attitude scores of the mothers and the resistance to temptation score of the children.

This study investigated the successful outcomes and practices, the problems and the system of evaluation of the Parent Involvement program of the Follow Through models. The purposes of this research were to describe parent involvement in Follow Through and to utilize these data to formulate an ideal parent involvement program for an early childhood center. One instrument, a questionnaire, was developed to collect the data. The questionnaire consisted of 37 items with two main sections on successful outcomes and practices, and problems in parent-child relationships, parent-school relationships, and in parent-community relationships, and evaluation of parent involvement. Findings reveal that parent involvement in Follow Through has been successful. Successful outcomes in parent-child relationships, successful outcomes in parent-school relationships, and successful outcomes were found in parent-community relationships.

The current study aimed to better understand how parental functioning and parent-child relationships might moderate the effects of chronic illness on psychological problems in emerging adulthood. Three hypotheses were made: (1) the presence and severity of chronic illness would associate positively with emerging adult psychological problems, (2) parental distress would moderate the effects between chronic illness presence/severity and emerging adulthood psychological problems, and (3) parent-child relationship quality would moderate the effects between chronic illness presence/severity and emerging adult psychological problems. Data analysis consisted of testing interaction effects, pairwise parameter comparisons, and multiple group analysis. The three-way interaction between endorsing a health condition, physical quality of life, and maternal psychological distress significantly predicted psychological problems in both emerging adult men and women. Additionally, the three-way interaction between endorsing a health condition, physical quality of life, and maternal parent-child relationship quality significantly predicted psychological problems in both emerging adult men and women.

No description available.

No description available.