Orientador: José Augusto Silva Pontes Neto / Banca: Elizabeth Piemonte Constantino / Banca: Inês Amosso Dolci / Banca: Francisco Hashimoto / Resumo: O presente trabalho teve por finalidade identificar as expectativas dos pais relativas aos fatores mais importantes para a formação de seus filhos, analisar como a criança reage frente às expectativas dos pais e definir as características das crianças submetidas a um acúmulo de atividades extra-escolares. A amostra foi composta por pais e seus filhos matriculados em escolas particulares de Ensino Fundamental, da 1ª. à 4ª. série, cuja participação foi voluntária. Foram escolhidas dez crianças de ambos os sexos, que se encontram na faixa etária de 06 (seis) a 10 (dez anos). Os pais-homens encontram-se na faixa etária de 37-48 anos. A faixa etária das mães compreende 32-53 anos. A maioria dos pais possui grau de instrução superior. Os pais foram submetidos a uma entrevista composta por 24 (vinte e quatro) itens, sendo 08 (oito) deles subitens, somando, no total, 32 (trinta e duas) questões. Após a entrevista, foi solicitada a cada um dos pais a elaboração de desenhos sobre o futuro de seus filhos. A entrevista realizada com as crianças ficou composta por 08 (oito) questões. No final, também a elas foram pedidos desenhos sobre sua brincadeira favorita e seu futuro. A partir da categorização das respostas foram estabelecidos 03 (três) temas e 11 (onze) subtemas, como se seguem: Passado: ingresso na escola, adaptação e alfabetização; Presente: rendimento escolar, disciplinas (mais gosta e menos gosta), atividades extra-escolares e iniciativa das escolhas, aspectos valorizados, aspectos não valorizados, momentos livres: brincar e saúde do filho; Futuro: possível realização futura. A análise das respostas foi realizada por temas, sendo que o referencial teórico teve como linha mestra os pressupostos reichianos e neo-reichianos. Ao mesmo tempo, tivemos também como suporte teórico alguns autores psicanalíticos...(Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research was carried out to identify parents’ expectations related to the most important factors of their children’s development, to analyze how children react in face of such expectations, and to define children’s characteristics when they are subjected to an overload of activities off the premises of school. The sample includes both parents and children enrolled in private grade schools, from 1st to 4th grade, who participated in the research as volunteers. Ten children of both genders were picked up, their age varying from 6 (six) to 10 (ten).The male-parents’ age varied from 37 to 48, the mothers’ age from 32 to 53. Most of the parents had graduated from colleges. The parents were subjected to an interview comprising 24 (twenty-four) items, out of which 8 (eight) were subitems comprising, on the whole, 32 questions. After such an interview, those parents were asked to draw something about their children’s future. The interviews held with the children comprised 8 (eight) questions. At the end of it, they were also asked to draw something about their favorite play and future. By categorizing the answers, 3 (three) topics and 11 (eleven) subtopics were established as follows: Past: admission into school, adaptation to it and achieving literacy. Present: school achievement, subject-matters (the ones they like best, the ones they dislike), activities off the premises of school and their own initiative to pick them up, appealing and non-valued features, leisure time: playing with the children and caring for their health. Future: attainable future fulfillment. The analysis of their answers was divided into topics, seeing that the theoretical foundation was based on Reichian and neo-Reichian presuppositions. One also took into consideration some theoretical foundations based on psychoanalytical authors...(Complete abstract, access undermentioned electronic address) / Doutor

Thesis (M. A. (Social Work)) --University of Limpopo, 2017. / This study investigates experiences of parents of children living with physical and intellectual disabilities in South Africa’s Limpopo province. The study utilized a sample of 14 participants drawn using purposive sampling. An interview schedule with a set of questions was used to collect data. The results suggest that both positive and negative experiences are encountered by parents of children living with disabilities. Problems which children encounter on a daily basis have got also similar implications on their parents or guardians. This study has revealed that parents face many challenges ranging from personal, social, economic and financial. The study found out that it is actually more expensive, mental draining for parents of children living with disabilities to look after them. It emerged in the study that community negative attitudes on children with disabilities hinders their progress and results in social exclusion. The study also revealed that the majority of the parents believe that witchcraft had a hand in disabling their children. It also emerged that most of the parents of children living with disabilities hoped for a cure of the disabilities medically, traditionally and spiritually. However the study confirms that parents of children living with disabilities go through a cycle of denial fear, guilty, depression and acceptance after discovering that their child is disabled.

<p>This paper intends to examine how parents think and reflect on gender issues when they borrow books for their children at the library. The theory applied is Yvonne Hirdman’s theory of a gender system. A questionnaire was made available at the Children's department of Uppsala City Library in February, 2010. The material was compiled and analyzed with the intention to try to detect trends, patterns and themes, rather than statistics and hard data.</p><p>Parents in the study perceive themselves as gender-conscious. They are thinking about gender issues when they choose books for their children at the library. Parents’ main focus seems to be how children are portrayed in books and many are critical of what they consider to be stereotypes and simplistic interpretations. They express a need for children's books where children are depicted more nuanced, where girls can be strong and daring and the boys may be shy and crying. Pictures of parents/adults were not analyzed equally close by the parents in the study, although respondents indicated that they think it's important how adults are depicted, as they become a kind of template for how parents are expected to be and behave. In general they are experiencing today's children's books as largely stereotypical, but add that there seem to be a wide range of issues in contemporary children's book publishing, where even radical literature with clear gender problematization has its place.</p><p>Many parents choose to completely remove books that they believe has too gender-stereotyped content, others see this type of literature as a good opportunity to discuss gender issues with their children. In the case of older children's literature and fairy tales, the majority of parents in the study express the importance of mediating the cultural heritage to their children.</p><p>Parents express a need for children's literature where the act of breaking gender standards isn't too obvious or appears as the main purpose of the text, but is present as a natural background in the story. What parents want - besides great stories - are depictions of children where a wide range of emotions and personality traits are allowed regardless of the protagonist's biological gender.</p>

This study examined the experiences of five Korean American mothers in Oregon and California who have children with disabilities using qualitative research analysis. The mothers' adaptation processes were individually analyzed, and these mothers' overarching experiences were discussed with three major themes: (a) caring for family cohesiveness, (b) needs for social and professional support, and (c) positive transformation of life through religion Adaptation to the children's disabilities was a process for these participants. All mothers had their own demands, resources, and subjective interpretations of their situations. Analysis of the qualitative data disclosed that these five Korean American mothers transformed the negative life events of having children with disabilities into meaningful opportunities to grow personally and spiritually. These immigrant mothers' care-commitment for their families' cohesiveness strengthened their life long coping process. Several married mothers perceived emotional support from their husbands. Most of the mothers expressed the need for social support due to their immigrant status. These five Korean American mothers tried to adapt to their situation of raising a child with a disability within their intact family members. Two mothers from California utilized emotional and informational support from Korean parent support groups, which are more readily available in that state due to the large number of Korean American families with children with disabilities. Despite the lack of social and professional support, many of the mothers perceived their experiences of having children with disabilities positively through their religious beliefs. Raising a child with a disability reportedly strengthened the mothers' religious faith, and their strong religious beliefs gave them courage to successfully adapt to their situations. Several of the mothers stated that their worldviews were also changed. Although this study was limited to five participants, it yielded an enhanced understanding of Korean American mothers who have children with disabilities and provided direction for future research and practice. The findings suggest that special education providers should emphasize and support the strengths of a child's major caregiver. / Graduation date: 2004

Esta investigación analiza la percepción de valores por parte de padres e hijos, así como las pautas de transmisión utilizadas y su asimilación.Para apoyar el estudio empírico, se hace un recorrido por conceptos fundamentales como la familia, considerándola hábitat natural de la transmisión de valores, y por diversos valores.A través del estudio de los resultados obtenidos, se han puesto de manifiesto las hipótesis y los objetivos de los que se partía: existe una dicotomía entre la enseñanza de valores por parte de los padres y la asimilación de éstos por parte de los hijos.En conclusión se constata que, siempre teniendo en cuenta las limitaciones personales y la libertad de cada uno, los hijos que parecen responder con mayor responsabilidad en los diferentes ámbitos de la vida ordinaria, son aquellos cuyos padres conviven en un hogar unido, hablan con sus hijos y les transmiten valores a través del ejemplo personal y de los detalles cotidianos en el hogar. / This investigation analyses parents and children's perception of values, as well as the patterns used for their transmission and their assimilation.In order to support the empirical study, an analysis of fundamental concepts such as family has been done. This one is to be considered the natural setting for the transmission of values and the source itself of different ones. Through the analysis of the obtained results, it has been stated the hypothesis and objectives from which we departed. There is a dichotomy between the teaching of values on the part of the parents and their assimilation by the children.In conclusion, and always bearing in mind the personal limitations and everyone's freedom, we can say that those children who seem to respond with more responsibility in their everyday life are those whose parents provide a warmth-filled home and are used to talk with their children, transmitting them general values through their personal example and their daily life details. / Cette recherche analyse la perception des valeurs des parents et des enfants, ainsi que les modes de transmission utilisés et leur assimilation.Pour appuyer l'étude empirique, un parcours est réalisé par des concepts fondamentaux tels que la famille, la considérant habitat naturel de la transmission des valeurs, et par des valeurs différentes.Les résultats obtenus ont mis en évidence les hypothèses et les objectifs dont on partait : il existe une dichotomie entre l'enseignement des valeurs de la part des parents et l'assimilation de celles-ci par leurs enfants.Pour conclure, et en tenant toujours compte des limitations personnelles et de la liberté de chacun, on constate que les enfants qui semblent répondre avec plus de responsabilité dans les différents domaines de la vie ordinaire, sont ceux dont les parents habitent dans un foyer uni, parlent avec leurs enfants et leur transmettent les valeurs à travers leur exemple personnel et les différents détails de la vie quotidienne à la maison.

Thesis (Ph.D.)--Indiana University, 2009. / Title from screen (viewed on January 13, 2010). School of Nursing, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Marsha L. Ellet, Rebecca S. Sloan, Lynne A. Sturm, Melinda M. Swenson. Includes vitae. Includes bibliographical references (leaves 104-123).

This paper intends to examine how parents think and reflect on gender issues when they borrow books for their children at the library. The theory applied is Yvonne Hirdman’s theory of a gender system. A questionnaire was made available at the Children's department of Uppsala City Library in February, 2010. The material was compiled and analyzed with the intention to try to detect trends, patterns and themes, rather than statistics and hard data. Parents in the study perceive themselves as gender-conscious. They are thinking about gender issues when they choose books for their children at the library. Parents’ main focus seems to be how children are portrayed in books and many are critical of what they consider to be stereotypes and simplistic interpretations. They express a need for children's books where children are depicted more nuanced, where girls can be strong and daring and the boys may be shy and crying. Pictures of parents/adults were not analyzed equally close by the parents in the study, although respondents indicated that they think it's important how adults are depicted, as they become a kind of template for how parents are expected to be and behave. In general they are experiencing today's children's books as largely stereotypical, but add that there seem to be a wide range of issues in contemporary children's book publishing, where even radical literature with clear gender problematization has its place. Many parents choose to completely remove books that they believe has too gender-stereotyped content, others see this type of literature as a good opportunity to discuss gender issues with their children. In the case of older children's literature and fairy tales, the majority of parents in the study express the importance of mediating the cultural heritage to their children. Parents express a need for children's literature where the act of breaking gender standards isn't too obvious or appears as the main purpose of the text, but is present as a natural background in the story. What parents want - besides great stories - are depictions of children where a wide range of emotions and personality traits are allowed regardless of the protagonist's biological gender.

Many people in South Africa are aware of the need for intervention and rehabilitation of disabled children. The lack of resources in the state healthcare system has necessitated a move towards capacity building and empowerment of community members to reduce the burden of responsibility on the healthcare system. Such engagement of community members in healthcare initiatives also has the potential of re-integrating disabled people back into society. The implementation of these strategies is undertaken largely by non-governmental organisations. One such NGO, the Child Development and Resource Centre (CORC) provides a service to children with multiple disabilities and their caregivers for whom no other resources are available. In attempting to increase the range of its impact on disabled people in Kwazulu-Natal, a training programme was developed to deal with the needs of the caregivers. The purpose of this study is to describe, evaluate and recommend changes of this nine module training course facilitated by the CDRC. The target population was the primary caregivers of disabled children living in peri-urban and rural areas and educare workers from non-profit organisations who were involved in service delivery to such families. The purpose of the training programme was to raise community awareness around disability, to sensitise and educate individuals to the needs of the disabled, and to empower caregivers in caring for disabled children in their communities. The CDRC training programme was subjected to on-going evaluation and monitoring throughout the entire process. Based on an action research model, programme evaluation was implemented and data was gathered from three sources: observation notes on each of the nine modules, evaluation forms completed by the participants, and focus group discussions with the participants. / Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 2001.

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 109-113).

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 109-113). Also available in print.