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

Thesis (M.S.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains viii, 78 p. : col. ill. Includes abstract. Includes bibliographical references (p. 48-59).

Thesis (Ph. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains vi, 169 p. Includes abstract. Includes bibliographical references (p. 50-62).

Thesis (M. Soc. Sc.)--University of Hong Kong, 2004. / Also available in print.

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Increased stress levels due to parenting have been shown to correlate to harsher parenting responses towards children (Belsky, 1984). Mindfulness, however, suggests the ability to focus on the present moment in a nonjudgmental and nonreactive manner. Similarly, parents with increased mindfulness have reported more open dialogue and warmth with their child (Williams & Wahler, 2010). Few studies have examined an ecologically valid test measuring the constructs of stress reactivity together with parent and child observed interaction. This study examined the moderating role of mindfulness and its effect on the relationship between parenting stress reactivity and parent response to child. Thirty-nine mother and child dyads participated in a validated activity-based parent-child interaction task designed to measure the level of maternal criticism directed toward child via behavioral coding. Mother's heart rate (HR) was monitored to determine the physiological measure of stress reactivity. Mothers also completed self-report forms to indicate levels of mindfulness, perceived stress-reactivity and parenting feelings. Results demonstrated significant main effects for parent self-reported levels of stress reactivity to social challenges and mindful non-reactivity on self-reported parent negative feelings; however, these main effects were better accounted by mother depression, stress, and child age. Mindfulness significantly predicted in-lab levels of mother critical response to child. Additionally, results indicated a significant interaction between mindfulness and perceived stress reactivity, such that mindfulness predicted less criticism toward the child in parents who reported low stress reactivity. Given the low sample size and subsequent low power, results should be viewed with caution. / Master of Science

This study promotes the notion that it is important for the family to be treated as a unit. It highlights the importance of parents understanding and respecting their children as unique human beings instead of regarding them as „carbon copies‟ of themselves. The study further stresses the importance of parents being included as important variables within the therapeutic process with a child. For parents to understand and recognise their child‟s needs, knowledge of the child‟s temperament is required. Knowledge of the nature of temperament leads to parents having a better understanding of their children‟s behaviour and consequently fewer frustrations within the parent-child interaction arise. The study aimed to utilise a practice-based ecometric model to assess temperament and preference functions that assist in enhancing the parent-child interaction. In order to address the aim of study, the practice-based ecometric model needed to include a temperament sorter as a tool to obtain information regarding temperament and preference functions. However, in practice there is no instrument/tool or temperament sorter to determine temperament and preference functions in children that may be used by professionals, such as social workers, who are not trained as psychologists. The design and development (D&D) model was considered an appropriate design for this study because it lends itself to the use of a multi-phase research approach. During Phase 1 the research problem was analysed and the project was planned accordingly. A literature study was undertaken during Phase 2 to explore and describe the different components required within a practice-based ecometric model that assesses temperament and preference functions, as well as the different dimensions required within the temperament sorter. Phase 2 was concluded after the researcher explored how the ecometric perspective could contribute to the development of an ecometric temperament sorter. Phase 3, Step 1 and Phase 4, Steps 1-3 involved a quantitative process where item analysis of the prototype was explored with the assistance of a panel of experts and designed using the Delphi method. The prototype temperament sorter was pilot tested for reliability using equivalent or parallel form reliability. To assess if the designed temperament sorter, when used within the practice-based ecometric model, assisted in enhancing the parent-child interaction, the one-group pre-test post-test design was followed during Phase 5, Steps 1-2. Qualitative data were obtained from parents through pre-test semi-structured interviews. Through the completion of the designed temperament sorter, quantitative data were obtained regarding the temperament and preference functions of participating children. During a feedback session, each child‟s temperament and preference functions were qualitatively explained to parents. In order to give the parents ample time to rethink and familiarise themselves practically with the given information, post-test semi-structured interviews with the parents were held four weeks later. The aim was to assess the extent to which the designed temperament sorter contributed to strengthen the parent-child interaction. The designed product successfully assisted in addressing the aim of the study. All the research questions were successfully answered. Dissemination and marketing of a practice-based ecometric model and designed temperament sorter will take place after completion of the research project. / PhD (Social Work), North-West University, Potchefstroom Campus, 2014

This study promotes the notion that it is important for the family to be treated as a unit. It highlights the importance of parents understanding and respecting their children as unique human beings instead of regarding them as „carbon copies‟ of themselves. The study further stresses the importance of parents being included as important variables within the therapeutic process with a child. For parents to understand and recognise their child‟s needs, knowledge of the child‟s temperament is required. Knowledge of the nature of temperament leads to parents having a better understanding of their children‟s behaviour and consequently fewer frustrations within the parent-child interaction arise. The study aimed to utilise a practice-based ecometric model to assess temperament and preference functions that assist in enhancing the parent-child interaction. In order to address the aim of study, the practice-based ecometric model needed to include a temperament sorter as a tool to obtain information regarding temperament and preference functions. However, in practice there is no instrument/tool or temperament sorter to determine temperament and preference functions in children that may be used by professionals, such as social workers, who are not trained as psychologists. The design and development (D&D) model was considered an appropriate design for this study because it lends itself to the use of a multi-phase research approach. During Phase 1 the research problem was analysed and the project was planned accordingly. A literature study was undertaken during Phase 2 to explore and describe the different components required within a practice-based ecometric model that assesses temperament and preference functions, as well as the different dimensions required within the temperament sorter. Phase 2 was concluded after the researcher explored how the ecometric perspective could contribute to the development of an ecometric temperament sorter. Phase 3, Step 1 and Phase 4, Steps 1-3 involved a quantitative process where item analysis of the prototype was explored with the assistance of a panel of experts and designed using the Delphi method. The prototype temperament sorter was pilot tested for reliability using equivalent or parallel form reliability. To assess if the designed temperament sorter, when used within the practice-based ecometric model, assisted in enhancing the parent-child interaction, the one-group pre-test post-test design was followed during Phase 5, Steps 1-2. Qualitative data were obtained from parents through pre-test semi-structured interviews. Through the completion of the designed temperament sorter, quantitative data were obtained regarding the temperament and preference functions of participating children. During a feedback session, each child‟s temperament and preference functions were qualitatively explained to parents. In order to give the parents ample time to rethink and familiarise themselves practically with the given information, post-test semi-structured interviews with the parents were held four weeks later. The aim was to assess the extent to which the designed temperament sorter contributed to strengthen the parent-child interaction. The designed product successfully assisted in addressing the aim of the study. All the research questions were successfully answered. Dissemination and marketing of a practice-based ecometric model and designed temperament sorter will take place after completion of the research project. / PhD (Social Work), North-West University, Potchefstroom Campus, 2014

published_or_final_version / Social Work / Master / Master of Social Sciences

<p>How do infants learn word meanings? Research has established the impact of both parent and child behaviors on vocabulary development, however the processes and mechanisms underlying these relationships are still not fully understood. Much existing literature focuses on direct paths to word learning, demonstrating that parent speech and child gesture use are powerful predictors of later vocabulary. However, an additional body of research indicates that these relationships don’t always replicate, particularly when assessed in different populations, contexts, or developmental periods. </p><p>The current study examines the relationships between infant gesture, parent speech, and infant vocabulary over the course of the second year (10-22 months of age). Through the use of detailed coding of dyadic mother-child play interactions and a combination of quantitative and qualitative data analytic methods, the process of communicative development was explored. Findings reveal non-linear patterns of growth in both parent speech content and child gesture use. Analyses of contingency in dyadic interactions reveal that children are active contributors to communicative engagement through their use of gestures, shaping the type of input they receive from parents, which in turn influences child vocabulary acquisition. Recommendations for future studies and the use of nuanced methodologies to assess changes in the dynamic system of dyadic communication are discussed.</p> / Dissertation