This study looks to the social trends, needs, and definition of home for the single-mother household. People need strong families to provide them with the identity, belonging, discipline, and values that are essential for full individual development ("The American Family Crisis" 16). This requires the examination of the role that the physical home environment plays in the life of the single-parent household. Personal histories, a literary search, and research of existing examples of built facilities serve to produce a series of patterns formalized in a design matrix, investigating how architecture can foster a healthy and supportive environment for the single-parent household.The intent of this research is to define a process by which the singleparent household, headed by a single mother, may be able to become self-sufficient and empowered by their housing situation. The aim is to create More than Housing (Joan Forrester Sprague), while utilizing the architecture to foster relationships and encourage growth.A resulting programmatic guide and design development tool for supportive housing, adapted to the needs of the single-parent household, creates a framework of design ideas derived from this research. This compilation is used to define design strategies and recommendations for the form and program of support systems used to illustrate the definition, application and resolution of "home" for the single-mother household. / Department of Architecture

This thesis deals with the problems of single mothers. Its aim is to describe the characteristics and problems of single mothers in the contemporary social context and the possibilities of socio-educational support that are available for them. The above is based on expert sources described in the theoretical part. The practical part, points out the problems which selected single mothers mostly address in their lives and describe possibilities of socially pedagogical support, especially as regards the offer and awareness of their contribution. Based on qualitative research, which was carried out through five case studies, the most frequent problems are financial hardship, psychological, occupational and educational problems and finally housing problems. Regarding the socio-educational support programs are found very little awareness of their availability and offer. Contribution of the completed course was for participants of research very significant, especially in the sharing of experiences, training situations and assertive communication and the encouragement for further action.

Descriptive research was conducted to describe the relationship among perceptions of generalized self-efficacy, social support, and a health promoting lifestyle in single mothers. A convenience sample of 50 single mothers answered four questionnaires designed to measure selected demographic variables, generalized self-efficacy expectations, social support, and health promoting lifestyle practices. The relationship between self-efficacy and health promoting lifestyle practices in the single mothers was found to be positive and significant (r =.63, p .001). Significant positive correlations were also found between social support ("total number of contacts") and health promoting lifestyles (r =.57, p .001). No relationship was found between self-efficacy and social support. Selected demographic variables were significantly related to indices of social support. The practice of a healthy lifestyle by single mothers may be influenced by reinforcement of their self-efficacy and social support.

Single mothers with young children living in poverty often experience various disadvantages, especially when they have mental health issues. They are a vulnerable population and face challenges such as poverty, homelessness, and low paying jobs. Homeless mothers and their children often have difficulty in finding means to survive and obtaining basic needs. The purpose of this study was to explore the quality and availability of mental health resources to homeless mother and their children. Ten participants were chosen outside of a homeless shelter in the City of Riverside. The study was a qualitative design conducted through face-to-face interviews. This study found that most participants in the study have utilized mental health services in their life and most found the services adequate. However, when asked what services they needed the most, more than half of the participants stated needing housing, employment, and food. Less than half of the participants stated needing more mental health services like therapy or rehabilitation services. The study also revealed that half of the participants utilized mental health services for their children and another half have not. With regards to working with a social worker, only four of the ten participants have done so and said they were helpful. Although one stated it was a failure, the remaining five have never worked with a social worker or cannot recall doing so. As a social worker, it can be recommended to actively provide housing and employment resources for their clients that are in need of basic necessities to survive. Another recommendation is for the social worker to acquire their clients’ perception of their needs and working from there to obtain those needs.

The purpose of study was to explore the various coping mechanisms used by single mothers who are pursuing higher education. Furthermore, this study examined the various relationships, personal and financial needs the mothers face. This study also explored the interpersonal relationships that exist for single mothers raising their children in the U.S. while facing financial burdens, lack of resources and childcare dilemmas. This study utilized a qualitative design. Data was collected through face-to-face interviews. The data collected from this study will allow for social workers to provide services in order to ensure single mother attending college are utilizing effective coping mechanisms. Furthermore, it will assist social workers and other professional with addressing the needs that single mothers face while trying to get their education and provide for their children simultaneously. It is recommended that colleges and other social service agencies could offer more programs to help assist single mothers with accomplishing their goals. The common themes that were found through this study are: childcare, time management, financial concerns, and support systems. Additionally, themes of coping both adaptive and maladaptive were also recognizable in this study.

The impetus for this study came from my own history of being a single mother while completing my undergraduate degree and the struggles that entailed. The research uncovers both the barriers and facilitators experienced by single mothers in undergraduate programs in a Canadian context and utilizes a framework of access and equity in education. The co-participants belonged to diverse social and political identities in terms of age, race and ethnicity, sexuality, (dis)ability, and countries of birth. All the women attended universities in Southern Ontario. Twenty-five women agreed to be interviewed in either a group or individual interview. Co-participants were encouraged to contribute to the design and analysis of the study wherever possible. Previous research based in the United States conceptualized single mother students as social assistance recipients and explored their difficulties within this context. This study suggests using a wider lens to include other experiences identified by co-participants and the literature review. The study locates barriers both within the university as well as in the larger society such as interpersonal violence, stress, financial insecurity, racism and other forms of discrimination. However, it also identifies supports and strengths single mothers encountered such as family, friends, children as motivation, professors, on-campus supports, and critical pedagogy, all of which were largely missing from previous research. Many women challenged the often pathologizing dominant discourse and instead described single motherhood as empowering, independent, and liberating as compared to being a part of a traditional nuclear family. Co-participants also identified feeling isolated, discussions around which engendered a social group outside of the research project. By creating awareness of the needs of diverse single mother students, this project aims to disrupt the still-prevalent notion of the “traditional student” and accompanying policies and practices in institutions of education and the wider community. While much has been documented in Canada about the need for access, equity, and inclusive schooling, single mothers in particular have not been a main focus and included among other intersections of identity. The findings from this study address this gap and contribute to the literature.

The impetus for this study came from my own history of being a single mother while completing my undergraduate degree and the struggles that entailed. The research uncovers both the barriers and facilitators experienced by single mothers in undergraduate programs in a Canadian context and utilizes a framework of access and equity in education. The co-participants belonged to diverse social and political identities in terms of age, race and ethnicity, sexuality, (dis)ability, and countries of birth. All the women attended universities in Southern Ontario. Twenty-five women agreed to be interviewed in either a group or individual interview. Co-participants were encouraged to contribute to the design and analysis of the study wherever possible. Previous research based in the United States conceptualized single mother students as social assistance recipients and explored their difficulties within this context. This study suggests using a wider lens to include other experiences identified by co-participants and the literature review. The study locates barriers both within the university as well as in the larger society such as interpersonal violence, stress, financial insecurity, racism and other forms of discrimination. However, it also identifies supports and strengths single mothers encountered such as family, friends, children as motivation, professors, on-campus supports, and critical pedagogy, all of which were largely missing from previous research. Many women challenged the often pathologizing dominant discourse and instead described single motherhood as empowering, independent, and liberating as compared to being a part of a traditional nuclear family. Co-participants also identified feeling isolated, discussions around which engendered a social group outside of the research project. By creating awareness of the needs of diverse single mother students, this project aims to disrupt the still-prevalent notion of the “traditional student” and accompanying policies and practices in institutions of education and the wider community. While much has been documented in Canada about the need for access, equity, and inclusive schooling, single mothers in particular have not been a main focus and included among other intersections of identity. The findings from this study address this gap and contribute to the literature.

The aim of this qualitative deep interview study was to gain deeper understanding of single immigrant mothers´life situation. Grounded Theory was the method of analysis. Repeated interviews with five immigrant women from different parts of the world showed that women were in need of wider and deeper social networks in order to reconstruct their identities. Social support and social networks benefit, not only reconstruction of identity, but also personal well-being. Yet it is difficult for them to create social networks in the new country, because of single motherhood. Using the idea of "fictive kinship", two alternatives of socioemotional support system were suggested in this study.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 236-248). Also available on the Internet.

Five immigrant single mothers were interviewed to explore the dynamics of the relationship between immigrant single mothers and their children when they reunite in Canada. Difficulties, in attachment, parenting, and the transition into the new culture were identified. Immigration policies about foreign domestic workers and delays in emigration process were factors that prolonged separation between mothers and their children. The mothers agreed that separation from their children contributed to the difficulties, but physical and psychological preparation before reunification lessened the challenge. Loving and listening to children, and involvement in the Christian mono-ethnic community churches were identified as effective coping strategies. Culturally sensitive approaches by social workers with these clients are recommended.