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Ondersteuningsriglyne aan moeders met jong hiperaktiewe kindersCilliers, Alida Joan 10 April 2014 (has links)
M.Cur. / Please refer to full text to view abstract
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Ouerbegeleidingskursus vir kinderhuisouersRudd, Christina E. 15 July 2014 (has links)
M.A. (Social Work) / The purpose of this study was to provide a parent education course specially tailored to the needs of the houseparent in a childrens home. The course is intended for utilization as part of the normal in-service training programmes of resident staff. Existing materials from a large number of sources were assembled and reintegrated into a course suitable for this purpose. The focal point of the course is improvement of the relationship between houseparent and child with a view to enabling the child to utilize opportunities for growth towards a positive self-concept, responsibility, self-reliance and self-confidence. The subjects covered in the course are as follows: motivation for in-service training of resident staff knowledge of the self and self-awareness statutory procedures which precede placement in a childrens home maternal deprivation and its effect on the child in residential care developmental theory a theory of behaviour and misbehaviour factors in the family situation.
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An Evaluation of the Effects of Two Different Role Play Formats on the Outcomes of a Parent Training CurriculumCarlson Litscher, Barbara J. 12 1900 (has links)
The current study was designed to replicate and extend previous research on the effectiveness of behavioral parent training. Specifically, the effectiveness of the Behavior Management and Parenting Services (BMAPS) curriculum in teaching parents to exhibit a set of parenting skills and respond accurately to a multiple choice examination about positive parenting techniques was evaluated. In addition, the curriculum was revised so that the relative effectiveness and acceptability of two role play formats could be assessed. The outcomes of the study showed an improvement in the participants' ability to identify correct answers on a multiple choice examination and apply the parenting skills taught in class within a role play format; results pertaining to the efficacy of each role play format were less conclusive.
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Comparing the Effects of Home Versus Clinic-Based Parent Training for Children with AutismCrone, Regina M. 05 1900 (has links)
Research with parents on managing child problem behavior typically measures either child or parent behavior. This study was designed to evaluate the effectiveness of training parents to implement a function-based behavior intervention plan (BIP) in a non-trained natural environment utilizing a Multiple Probe Design across Participants. Participants included four parent-child dyads. Measurement variables included parents' use of effective and ineffective strategies and child problem behavior. Intervention involved training parents to understand and implement the BIP using effective strategies, modeling the effective procedures, and providing feedback following parent implementation of procedures. Results showed that the intervention was very effective in promoting skill generalization of parents and decreasing child problem behavior. The findings have implications for research and clinical practice.
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Teaching behavior modification to expectent parentsBlake, Dudley D. 01 January 1981 (has links)
Numerous studies have demonstrated the efficacy of teaching parents behavior modification in order to manage and prevent child-related problems. The present study investigated a preventive parent training program using a multiple baseline design by teaching expectant parents behavior modification principles and applications. Three expectant mothers received individualized home training and "hands-on" training at a nursery school. Each expectant mother also received videotaped feedback on instructions and differential attention and praise she provided to a pre-selected child-participant while at the nursery school. After training began, the expectant mothers increased their us~ of praise to the child's cooperative behavior and their use of statements of a contingency and two behavior reduction procedures when the child was behaving oppositionally, The results indicate that expectant parents can successfully be taught effective child management skills before they have their children.
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Prenatal education: an integrative review of the journal literature from 1990-2000Legault, Guylaine 01 January 2001 (has links)
Prenatal education is an integrative part of prenatal care. Prenatal education content and teaching methods used in prenatal classes needs to be disclosed in a comprehensive format. The purpose of this integrative research review is to describe the state of the science in prenatal education from journals dated 1990-2000, including (1) description of the prenatal education content and (2) description of the teaching methodologies. A computer search using key terms related to prenatal education was conducted. Twelve journal articles, ten of which were quantitative research studies and two qualitative studies are reviewed and synthesized. Content and teaching methodologies used in childbirth classes, prenatal classes or antenatal classes, and family training classes are the elements included in this study.
Similarities and differences among studies are discussed. Results of this review indicated that prenatal education content was very similar among studies and that prenatal class' curriculum should offer a balance between topics regarding parenting skills and topics concerning pregnancy and childbirth preparation. The teaching methods most frequently identified were class and group discussions. Findings show that teaching methodologies should be selected in relation to participants' age, education level, childbirth knowledge and parenting experience. Certified childbirth educators, nurses, and nurse midwives are considered important experts in prenatal education.
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Parent intervention to promote vegetable consumption by head start childrenArroyo, Ines R. 13 June 2003 (has links)
The purpose of this study was to evaluate the effect of parent education on
increasing parental awareness of vegetable servings needed by preschool children,
lowering barriers to increase vegetable consumption in their children's diets, increasing
confidence in their ability to increase vegetables in their children's meals, and promoting
parent-child interaction to increase vegetable consumption by preschool children.
The study was conducted with parents enrolled in the Kid-co Head Start program
in Albany and Corvallis. The study protocol consisted of an experimental (n=10 parents)
and control (n=4 parents) group. Parents in the experimental group attended a family
night event about vegetables on February 13th of 2003. This event was followed by an in-school
activity and a delivery of reinforcement material about vegetables, one week after
family night event took place. Parents in the control group attended a family night event
about healthy snacking on February 13th of 2003. Parents from both groups participated
in a follow-up phone interview.
A high proportion of participants (75%) of the control group were Hispanics. In
the experimental group, 70% were whites and 30% were Hispanics. Levels of education
of participants of both groups ranged from 6 years of school up to college degrees.
Findings revealed vegetable availability in participants' homes. Fresh vegetable
availability in control and experimental group combined ranged from 2 to 7 types of
vegetables, before the intervention, and 2 to 5 types after the intervention. Seventy one
percent of participants of combined experimental and control groups had frozen
vegetables and 85.7% had canned vegetables (before and after the intervention). Daily
vegetable consumption was reported by 64.3% of the parents from both experimental and
control groups combined. A high proportion of parents (71.4%) from combined
experimental and control groups reported that their children eat vegetables every day.
Dinner, lunch and snacks are meals in which children eat most vegetables.
No significant difference was found about parents' awareness of the daily
recommended number of vegetable servings needed by young children between
experimental and control group. Similarly, no significant difference was found in
experimental group responses before and after the intervention. Findings before the
intervention indicate that 50% of participants in the experimental group didn't know the
recommendation needed by young children. After the intervention 10% of participants
responded that they didn't know the recommendation.
No significant difference was found about parents' confidence in their ability to
increase vegetables in their children's diets between control and experimental groups
responses (before and after the intervention). Similarly, no significant difference was
found in experimental group responses before and after the intervention. However, high levels of confidence were reported in both groups. Before the intervention, 75% and 50%
of parents in the control and experimental group respectively, reported they felt "very
confident." After the intervention, 75% and 40% of parents in the control and
experimental group respectively, reported they still felt "very confident."
Before the intervention most participants in both groups reported they have
barriers to increase the amount of vegetables in their children's diets at least sometimes.
The barrier "My child doesn't like vegetables" was reported by 60% of parents in the
experimental group and by 100% in the control group, at least sometimes. "Too much
time to prepare vegetables" was reported by 25% and 10% of participants in the control
and experimental group, respectively. Fifty percent of parents in the control group
indicated they have lack of preparation skills, while only 10% of parents in the
experimental group reported the same barrier. None of participants in the control group
considered "cost of vegetables" a barrier. However, 50% in the experimental group
reported the barrier "cost of vegetables." I can't get satisfactory vegetables" was reported
by 25% and by 40% of participants in the control and experimental group, respectively.
After the intervention, 25% and 30% of parents in the control and experimental
group reported that "Nothing" is consider a barrier. However, "My child doesn't like
vegetables" was a barrier for 50% of parents in the control group and 10% in the
experimental group. Not enough time and energy to cook were barriers reported by 30%
and 20% of participants in the experimental group only. Lack of preparation skills was
reported by 25% of participants in the control group and by 10% in the experimental
group.
Only 20% of parents in the experimental group tried the vegetable recipes
provided in the handouts. However, 90% of parents in the experimental group reported
they tried to give more vegetables to their child since the family event. Ninety percent of
parents reported preparing vegetables with their children. Letting their children choose a
vegetable in the store was another parent-child interaction activity practiced by 60% of
parents from the experimental group. All parents from the experimental group agreed that
our educational material helped them to interact with their children. Ninety percent of
parents agreed it helped to save money and 70% agreed it helped to prepare more
vegetables for their child. Forty percent of parents reported that their child ate more
vegetables after the family event. / Graduation date: 2004
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THE IMPACT OF LDS PARENT EDUCATION ON SELF-ASSESSED PARENTAL ATTITUDES.Fotheringham, Steven Craig, 1957- January 1985 (has links)
No description available.
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An Analysis of Sample Duration in a Parent Training Program.Laino, Kathleen S. 05 1900 (has links)
Although several guidelines are available for designing observational procedures in both basic and applied settings, few researchers have experimentally examined and compared different direct observation methods. Such methods may have a direct impact on practitioners' ability to effectively assess strengths and challenges, set treatment goals, adjust intervention procedures, and monitor progress. The current study compared 1 and 5 min observations to 10 min observations throughout baseline and intervention phases of a parent training program for toddlers with autism. Results showed similarities with regards to variability, level, and trend in the 5 and 10 min data samples; however, clear differences were seen in the 1 min data sample, which typically showed very low occurrences of responding and displayed steady and flat trends. The findings have implications for the development of time-efficient direct observation procedures utilized in parent training programs for children with autism.
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Toward a systematic evaluation of evaluating favorable conditions in a parent training program: The pursuit of happiness.Broome, Jessica L. 08 1900 (has links)
Research has shown that parents of children with disabilities, such as autism, experience significantly higher stress levels than parents of typically developing children. It has been suggested that parent education programs, in particular naturalistic communication training, will reduce parental stress. Most of the literature in this area has relied on parental reports and has only focused on decreasing stress and has not directly addressed increasing alternate feelings, such as happiness. In different but related areas of behavior analysis, an emphasis has been placed on the importance of happiness as a quality of life indicator and that the development of multileveled assessment is sorely needed. This study was designed to analyze one set of measures within a data-based intervention program for parents of toddlers with autism. The Family Connections Project (FCP) is a parent training project designed to enhance the quality of relationships for families who have toddlers with autism. Within this project parents are taught to identify and arrange opportunities to interact with their children in ways that will increase motivation and social responsivity. This study looked at the collateral effects of this training program and investigated if FCP affected the relationship between parents and their toddlers; of particular interest was parental happiness. Video taped assessments were used as a direct measure to collect indices of parental affect/happiness (e.g., smiles). Independent judges' ratings were used in comparison with a controlled parent-child dyad. Furthermore, pre and post parental goals, descriptions, and satisfaction surveys were analyzed in the context of the parental happiness indices. Results were evaluated in a multiple baseline design across child skills and are discussed in the context of parent and child's targeted behavior changes and collateral outcome measures.
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