Texte remanié de: Dissertation--Philosophische Fakultät--Freiburg im Breisgau--Albert-Ludwigs-Universität, 2000. / Bibliogr. p. 556-592.

Thesis (Ph. D.)--University of Texas at El Paso, 2008. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Canada is a nation known for being highly multiethnic due to its rich history of immigration. But many immigrant parents struggle with acculturation and, at the same time, they are faced with the challenge of raising their children in a new country. This study explored the process of transition among newcomer mothers living in Winnipeg. Using a qualitative approach, ten in-depth interviews were conducted to gain a greater understanding of the process that parents go through as they learn about a particular disciplinary approach - Positive Discipline in Everyday Parenting (PDEP). Four main themes emerged: 1) the meaning of parenting; 2) a new vision of parenting; 3) conflicting notions of discipline; and 4) navigating the acculturation gap. Each primary theme had several sub-themes that expressed the process of transition to a new parenting context. Many mothers had experienced corporal punishment as children but none approved of it. They explained that PDEP had provided them with a new non-violent vision of parenting. Mothers described the parenting changes they had made and how their confidence had increased since learning about PDEP. They also described the impact that the loss of extended family support had on parenting dynamics. Although some of the mothers observed that the PDEP program had not decreased the acculturation gap between them and their children, it had helped them to better understand their children’s perspectives. The implications of the findings for professionals who support newcomer parents are discussed. / February 2016

Thesis (Ph. D.)--University of Wisconsin--Madison, 2003. / Includes bibliographical references (p. 215-234).