Tyrimo tikslas – nustatyti vyresnių klasių mokinių suvokiamo tėvų auklėjimo stiliaus, optimizmo ir prisitaikymo mokykloje sunkumų ryšius. Tyrime dalyvavo 157, dviejų Kauno vidurinių mokyklų, dešimtos-dvyliktos klasės mokiniai. 60 vaikinų ir 97 merginos, 15-19 metų amžiaus. Tyrime naudotos metodikos – Auklėjimo stiliaus klausimynas; Scheier, Carver ir Bridges "Pataisytas gyvenimo orientacijos testas" skirtas įvertinti optimizmo lygiui; ir prisitaikymo mokykloje sunkumų subskalė iš "Paauglio psichologinio funkcionavimo sunkumų klausimyno". Tyrimo rezultatai parodė, jog mokiniai, kurie savo tėvo auklėjimo stilių suvokia kaip autoritetingą, pasižymi didesniu optimizmu nei mokiniai, kurie savo tėvo auklėjimo stilių suvokia kaip autoritarišką ar neįsitraukiantį. Tačiau nerasta statistiškai reikšmingų skirtumų tarp mokinių optimizmo lygio ir mamos auklėjimo stilių. Mokiniai, kurie savo tėvų auklėjimo stilių suvokia kaip autoritetingą, turi mažiau prisitaikymo mokykloje sunkumų nei mokiniai, kurių tėvai taiko kitus auklėjimo stilius. Labiau optimistiški mokiniai turi mažiau prisitaikymo mokykloje sunkumų, jie geriau susidoroja su mokymosi krūviu, turi geresnius akademinius pasiekimus, tėvai ir mokytojai yra labiau patenkinti jų mokymusi, ir tokių mokinių elgesys labiau atitinka mokyklos reikalavimus. Nustatytas tėvų auklėjimo stiliaus ir mokinio prisitaikymo mokykloje sunkumų netiesioginis ryšys, kuris rodo, jog tėvų auklėjimo stilius turi įtakos mokinio optimizmui, o mokinio... [toliau žr. visą tekstą] / The aim of this study is to analyse the high school students’ perceived parenting style and optimism links with school adjustment difficulties. 157 participants of two Kaunas’s High schools participated in this research. Participants were students of 10th – 12th classes. The whole part was composed of 60 boys and 97 girls from 15-19 age scale. Perceived parenting style was assessed with “Parenting style inventory”; “Life orientation Test Revised” by Scheier, Carver and Bridged was practised to evaluate optimism level; and “adjustment at school difficulties” subscale from “Adolescent Psychological Functioning Difficulties Questionnaire” was examined as well. The analysis showed that high school students who perceive their father’s parenting style as authoritative are more optimistic in their lives than the students who perceive their father’s parenting style as authoritarian or neglectful. There are no statistically significant differences found between high school students’ optimism level and mother‘s parenting style. Students who perceive their parents’ parenting style as authoritative have less adjustment difficulties at school than students whose parents apply other parenting styles. Students who are more optimistic have less school adjustment difficulties, they manage to cope with the tasks more effectively, reach better academic goals, while parents and teachers are more satisfied with their studying results. More optimistic students’ behaviour is also more applied to... [to full text]

Harsh and punitive parenting styles have been historically associated with the development of eating pathology. More recently, early maladaptive schemas and experiential avoidance have also been implicated in disordered eating. Maladaptive schemas are cognitive scripts that are theorized to be learned within maladaptive environments and repeated throughout an individual’s life. Experiential avoidance involves a tendency to avoid negative emotional experiences through maladaptive strategies. Both maladaptive schemas and experiential avoidance have been implicated in the development of many psychological issues, including eating pathology. The current study attempts to bridge these bodies of literature to develop a model in which cognitive and emotional processes relate to perceived maladaptive parenting styles and the development of eating pathology. Two studies are presented within the current dissertation. The first is a survey based quantitative study that assesses the influence of perceived authoritarian parenting style on the development of binge and restrictive eating pathology. This study examines the mediating role of maladaptive schemas and the moderating role of experiential avoidance. Results of the study demonstrate that specific maladaptive schemas (i.e., mistrust/abuse, emotional deprivation, and defectiveness/shame) mediate the relation between perceived authoritarian parenting and restrictive eating, particularly for those participants with higher levels of experiential avoidance. A different set of maladaptive schemas (i.e., defectiveness/shame, subjugation, and insufficient self-control/self-discipline) was found to significantly mediate the relation between perceived authoritarian parenting and binge eating pathology. Within this model however, low levels of experiential avoidance did not mitigate the effects of maladaptive schemas on the development of binge eating. Using a thematically driven exploratory qualitative analysis in the second study, similar themes were observed in a series of interviews, highlighting the influence of parenting style, participant characteristics, and specific food/weight related issues in the development of disordered eating. New and interesting themes not addressed within Study 1 emerged, providing insight relevant to future clinical and theoretical work. The results of both studies emphasize the role of particular cognitive and emotional factors in the development of different forms of eating pathology. Implications for theory and clinical practice are discussed.

The purpose of this research was to utilise attachment theory in understanding the experience of bereavement in childhood. Research objectives were addressed by using a mixed method design. Study One explored how experience of bereavement in childhood relates to current attachment style in adulthood. This was a qualitative interview-based study utilising thematic analysis and a quantitative assessment of attachment styles. Twenty-four participants were employed. The established Experience in Close Relationships (ECR) questionnaire was used. The results through the thematic analysis indicated that people with different attachment styles provide different narratives about their childhood bereavement. This study provides evidence that this was so. Study Two was a co-relational study employing 121 participants who experienced loss of caregiver in childhood. Four established questionnaires were used: Inventory of Complicated Grief (ICG; Prigerson et al., 1995), Experience in Close Relationships Questionnaire-Revised (ECR; Fraley, Waller, & Brennan, 2000), Separation Anxiety Symptom Inventory (SASI; Silove, Manicavasagar, O’Connell, Blaszczynski, Wagner, & Henry, 1993) and Parental Bonding Instrument (PBI; Parker, Tupling, & Brown, 1979). The results showed that complicated grief was related to parental care and overprotection, separation anxiety, and adult attachment style. Anxious attachment style fully mediated the effects of parental bonding on complicated grief. Study Three was a quantitative co-relational study to compare two groups of parents (with and without a bereaved child) on child behavioural differences and links between child behavioural problems and parental characteristics. Two hundred and forty participants were employed: 139 parents of children with bereavement experience and 101 without bereavement experience. Five established questionnaires were used: Child Stress Questionnaire (CSQ), Strengths and Difficulties Questionnaire (SDQ), The Parenting Scale (PS), Inventory of Complicated Grief (ICG), and Experience in Close Relationships Questionnaire-Revised (ECR-R). The results showed that child problems were closely associated to parental qualities. It is proposed that this research can make a contribution towards utilising attachment theory in understanding the experience of bereavement in children.

The thesis titled "Parenting style of mothers and fathers eyes adolescents' explores the differences of perception and evaluation of educational access of mothers and fathers to daughters and sons. The theoretical part contains basic information about the family, types of families, developmental characteristics during adolescence, types of educational styles. Part of this work is to present the research results of the educational style of mothers and fathers in terms of girls and boys. Data was collected using structured interviews with pupils eighth grade elementary school in March and April 2013.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-07-22T14:14:54Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Tese Ricardodigitalizada para gravar.pdf: 2022373 bytes, checksum: 7cfd2d4cdbf5759c78b4446658ac712f (MD5) / Made available in DSpace on 2016-07-22T14:14:54Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Tese Ricardodigitalizada para gravar.pdf: 2022373 bytes, checksum: 7cfd2d4cdbf5759c78b4446658ac712f (MD5) Previous issue date: 2016-02-19 / CNPq / O objetivo deste estudo de corte transversal foi avaliar a prevalência de bullying e a associação entre bullying, fatores sociodemográficos e estilo parental em escolas públicas de ensino fundamental da Cidade do Recife. Os instrumentos de pesquisa foram o Formulário de Registro de Informações Pessoais, os critérios de classificação Econômica Brasil e o bullying questionário. Os dados foram pré-codificados e processados em microcomputador, pelo Programa SPSS versão 22. Em relação aos desfechos relacionados ao bullying foram criadas as seguintes variáveis: “sofreu”, “praticou”, “sofreu e/ou praticou bullying” e “não sofreu e não praticou bullying”. As variáveis explanatórias foram “sexo”, “faixa etária”, “cor da pele”, “ano escolar”, “localização da escola”, “classe social”, “grau de instrução do responsável” e “estilo parental”. A associação entre a variável dependente e as variáveis independentes foi realizada através do teste Qui-quadrado de Pearson ou teste de Qui-quadrado com correção de Yates, utilizando o nível de significância de 5%. Como medida de associação univariada foi calculada a Razão de Prevalência e seus respectivos intervalos de confiança. Para avaliar o efeito independente das variáveis explanatórias em relação ao desfecho, foi realizada a análise de regressão multivariada log-binomial. Utilizou-se o nível de significância de p<0,20 da estatística univariada no teste do qui-quadrado para selecionar as variáveis que entrariam no modelo final de análise multivariada. Os resultados indicaram que do total dos investigados, 48,66% se envolveram como vítimas e/ou praticantes de bullying, enquanto que 30,36% declararam terem sofrido e 23,66% praticado o fenômeno. Houve associação estatisticamente significante em relação às prevalências de quem “sofreu bullying” quanto à localização da escola (RPA “4”), de quem “praticou bullying” quanto à localização da escola (RPA’s “4” e “6”), as classes sociais “D e E”, a faixa etária compreendida entre “10 e 13” anos e o grau de instrução “fundamental II completo/médio incompleto”, de quem “sofreu e/ou praticou bullying” com relação às classes sociais “D e E” e as RPA’s “4” e “6”, e, de quem “não sofreu e não praticou bullying” em relação as RPA’s “1” , “2” “3” e “5”, o estilo parental “negligente” e as classes sociais “B2” e “C1”. A sensação predominante das vítimas em relação à intimidação sofrida foi “se sentiu mal” (40,4%), mas chamou atenção o fato do sentimento de “não se incomodar” ter tido um percentual destacado dentre as respostas (24,3%). No que se refere à influência das práticas educativas adotadas pelas famílias foi observada associação estatística entre “estilo parental negligente” e a prevalência de quem “não sofreu e não praticou bullying”. Conclui-se que a prevalência de bullying sofrido pelos indivíduos pesquisados apresentou um percentual elevado, mas se encontra em acordo com os parâmetros indicados pela literatura. A localização da escola, o grau de instrução dos responsáveis, a classe social e a faixa etária dos alunos foram associados ao fenômeno. Esses dados precisam ser considerados na busca de soluções para o enfrentamento do problema e demonstra a necessidade de se vincular às particularidades da escola e da população que a frequenta quando se estuda o fenômeno bullying. / The objective of this study was cross-sectional cohort to evaluate the prevalence of bullying and the association between bullying, sociodemographic factors and parental style in public elementary schools of the city of Recife. The research instruments were the Personal Information Registration Form, the criteria for classification Economic Brazil and the questionnaire bullying. Data were pre-coded and processed in a personal computer, by using SPSS software version 22. In relation to bullying-related outcomes, the following variables were created, "suffered", "practiced", "suffered and / or practiced bullying" and "did not suffer and practiced not bullying. " The explanatory variables were "sex", "age", "skin color", "school year", "school location," "class," "educational level of responsibility" and "parenting style". The association between the dependent variable and the independent variables was performed using Pearson's chi-square test or chi-square test with Yates correction, using a significance level of 5%. As univariate association measure was calculated prevalence ratio and their confidence intervals. To assess the independent effect of the explanatory variables on the outcomes, the analysis of log-binomial multivariate regression was performed. p significance level of <0.20 in the univariate statistics in the chi-square test to select the variables that enter the final model of multivariate analysis was used. The results indicated that the total surveyed, 48.66% were involved as victims and / or bullying practitioners, while 30.36% said they suffered and 23.66% practiced phenomenon. There was a statistically significant association in relation to the prevalence of those who "bullied" as the school's location (RPA "4"), who "practiced bullying" as the school's location (RPA's "4" and "6"), classes social "D and E", the age group between "10:13" years and the level of education "fundamental complete II / Some school", who "suffered and / or practiced bullying" in relation to social class "D and E "and the RPA's" 4 "and" 6 ", and who" did not suffer and practiced not bullying "over the RPA's" 1 "," 2 "," 3 "and" 5 "parenting style" negligent " and social class "B2" and "C1". The predominant feeling of the victims regarding the intimidation suffered was "felt bad" (40.4%), but drew attention to the fact that the feeling of "not bothering" have had a percentage prominent among the answers (24.3%) . With regard to the influence of the practices adopted by families was no association between "negligent parenting style" and the prevalence of those who "did not suffer and practiced not bullying." We conclude that the prevalence of bullying suffered by the individuals surveyed had a high percentage, but is in accordance with the parameters set out in the literature. The school location, the level of education of responsible, social class and age group of the students were associated with the phenomenon. These data need to be considered in the search for solutions to address the problem and demonstrates the need to link the school and particularities of the population that attends when studying the bullying phenomenon.

Family cohesion, or emotional bonding, is important to family functioning. Shared activities such as family vacations offer opportunities for strengthening the family unit which can improve cohesion. Additionally, parenting style has direct influence on the family unit and family cohesion. This study’s purpose was to assess to what extent the perception of the family vacation experience predicted the perception of family cohesion and whether that relationship was moderated by parenting style. An online survey was conducted, resulting in 97 adult participants responding to items regarding their last family vacation, family cohesion, and parenting style. Using hierarchical multiple regression, a medium effect size was found for the predictive ability of a participant’s perception of their last family vacation on family cohesion. Findings also indicated a negative correlation between an authoritarian parenting style and perception of family cohesion, but a positive relationship between the interaction of family vacation experience and authoritarian parenting to family cohesion. Stronger predictive abilities were found for those with children in the 3-11 age group. Results may encourage parent and family educators to use family vacation as a tool in assisting families with the processes of building strong and cohesive families.

In Head Start, 28.8% of the children enrolled are Dual Language Learners (DLLs), and 84.4% of those speak Spanish as their home language. However, there are limited studies involving DLLs. Using the Ecological Model of Human Development framework with current revisions with culture as part of the microsystem (Bronfenbrenner, 1994; Vélez-Agosto et al., 2017), the current study aimed to identify maternal level factors that may relate to Latinos' classroom peer play while controlling for classroom quality. Forty-five Latino DLL children attending Head Start, their mothers, and their teachers participated in the study. Head Start administrators provided their most recent vocabulary subtest scores of VPK Assessment and their Classroom Assessment Scoring System (CLASS) scores. Child participants’ mothers completed the Bidimensional Acculturation Scale for Hispanics (BAS), the Parenting Styles and Dimensions, and the Quick Inventory of Depressive Symptomatology (QIDS16). Additionally, teachers rated the children's play behaviors with the Penn Interactive Peer Play Scale. None of the models were statistically significant, suggesting that maternal level of acculturation, parenting style, or depression do not predict peer play. Yet, there were significant negative correlations between acculturation to the Hispanic culture, permissive parenting style, and maternal depression with children’s VPK scores on the oral language/vocabulary subtest. Future studies should consider ecological and cultural approaches to allow for a broader view of Latinos' development.

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