This project began with the notion that an in-depth examination of perceived changes in the parent-child relationship as reported by the noncustodial father would be both beneficial to mental health professionals as well as to paraprofessional groups and organizations working with divorced fathers. The authors were aware of much related research pertaining to the children of divorced parents and also the plight of divorced mothers, but felt there to be a lack of data concerning the noncustodial father and thus identified this area as an important mental health concern.

This is a descriptive, partially exploratory study which examined the date obtained from interviews with socials workers in selected social welfare programs in regard to the father in treatment. Explored were descriptive information concerning the agency's characteristics, the type and extend of treatment offered, the involvement or resistance of the father in therapy, and the provision made for a surrogate male model in the event of the father's absence. The literature revealed that currently there is a growing body of knowledge and theory related to the father's role in the psychosocial development of the child and the consequences of his absence. It might be noted that in the past more attention has been given in theory and research to the mother's role. Through personal interviews with one professional social worker in each of eighteen selected programs in Multnomah County data were obtained with a data collection schedule used as a guide. The findings indicated that the father was interested in his child's development and more willing to participate in treatment than is generally appreciated. Although the philosophy and policy of all of the agencies recognized the importance of the father in therapy, in actual practice only a minority had been able to implement this in treatment to an extensive degree due to the lack of staff time and training. A few programs, however, did report a ratio of staff to clients which enabled them to sustain the father and his family in intensive, meaningful therapy. There are indications that more flexible agency hours need to be implemented to better enable social workers to involve the father. An emerging emphasis on innovative new methods such as total family group therapy which tends to involve the father in therapy, was reflected in the study. The data indicated that several agencies in the last few years have begun to use new methods to a significant degree, with the leadership of trained social work therapists, and that other agencies are using new methods in a moderate degree or are planning to implement these methods in the near future. The majority of agencies did recognize the need for the use of substitute male models, in some cases of father absence, but they found few available resources for the provision of this service. Although this was a general, descriptive paper only, some trends in practice regarding the father did emerge. Indications are that the father has a vital interest in his child's development, that he has shown an increasing willingness to become involved in therapy, and that there is a growing emphasis, in agencies, for the use of new treatment methods which emphasize the involvement of the father.

The purpose of this study was to determine differences in patterns and underlying practices between fathers of gifted and fathers of non-gifted children. The study included 10 fathers of gifted (FG) children and 10 fathers of non-gifted (FN) children. The children were preschoolers, ages 5-6 years old. Giftedness of the children was determined by scoring at or above the 97th percentile on the Weschler Preschool and Primary Scale of Intelligence-Revised. Fathers in both groups were interviewed by the researcher using a 119 item protocol, which covered 16 categories. Data analysis revealed differences in parenting patterns between FG and FN in all 16 categories which included: 1. FG read more to their children and chose a greater variety of reading material, and read a higher proportion of non-fiction. 2. FG were more actively involved doing activities and interacting with their children such as building with blocks and Legos and making up nonsense songs, stories, and riddles. 3. More non-gifted children than gifted children frequently watched television. The non-gifted child watched 11 solid days of television more than the gifted child in the course of a year. Cartoons and comedy programs were the typical pattern chosen by children in the non-gifted household; whereas educational programs chosen jointly by the parent and child was the typical pattern in the gifted household. 4. Both groups of fathers used different strategies for helping the child develop interpersonal problem solving techniques for academic, behavior, and discipline problems. 5. FG mentioned that children were encouraged to fulfill household responsibilities because it was their duty. None of the FN encouraged their children to accomplish their household duties because it was their duty. 6. FG frequently took their children to arts activities an often provided their children access to art reproductions, record players, tape recorders, and CD players that FN. / Graduation date: 1992

Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 75-80).

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 84-96). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 84-96). Also available on the Internet.

Not available / text

No description available.

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Katreena Scott.

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Jennifer M. Jenkins.