Thesis (D. Phil.(Educational Psychology))-University of Pretoria, 2005. / Paper copy accompanied by a CD-ROM. Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (M. Div.)--Emmanuel School of Religion, 2004. / Vita. Includes bibliographical references (leaves 88-94).

Thesis (Psy. D.)--Wheaton College Graduate School, 2005. / Abstract. Includes bibliographical references (leaves 65-70).

Thesis--Catholic University of America. / Bibliography: p. 233-240.

Thesis (D. Min.)--Catholic Theological Union at Chicago, 2003. / Includes abstract and vita. Includes bibliographical references (leaves 142-146).

<p>The aim of this study is to look into the correctional system’s work with parent ship of incarcerated mothers and fathers from a gender perspective. It is a qualitative study and two interviews have been done with employees from a prison for women and one interview from a prison for men. Two interviews have been done with two former incarcerated parents, one mother and one father. One interview has also been done with an organization which gives children with incarcerated parents support and an opportunity to meet other children in the same situation. They also give incarcerated parents support in the contact with their children.</p><p>The results of the study imply that the correctional system has the same theoretical approach when working with incarcerated mothers and fathers. It is obvious that when it comes to attitudes and presumptions about parent ship, there are differences based on a gender perspective. This affects the practical work with parent ship within the correctional system. The results show that gender is always present in the discussion about parent ship within the correctional system even though the framework tells us different. This makes it even more important to be aware about how gender makes us look at parent ship depending on sex. Not least in the correctional system.        </p>

Thesis (M.A.)--Brigham Young University. Dept. of Humanities, Classics, and Comparative Literature, 2006. / Colored illustrations in electronic copy only. Includes bibliographical references (p. 136-142).

Thesis (Ph.D.)--Duquesne University, 2006. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p.255-259) and index.

Master of Science / School of Family Studies and Human Services / Melinda S. Markham / Childbirth has an effect on an individual and family. In Western culture, the presence of fathers is expected at labor and birth. The role fathers play during pregnancy, labor and birth, and postpartum is ambiguous. Paternal and infant attachment are developed during this transition to parenthood. There are many choices and unexpected outcomes but through childbirth education, individuals and families can be empowered to have a satisfying experience, ultimately setting the family up for success. Military individuals and families have unique and often challenging obstacles when it comes to participation in childbirth. Utilizing education developed to address concerns military individuals and families might face can lead to an empowering and satisfying experience, and help family bonds during a deployment. A module was created to bridge the gap in childbirth education, specifically for military families facing deployment. The module was developed to supplement existing childbirth education curriculum and is divided into three subsections: pregnancy, labor and birth, and postpartum.

Thesis (M.S.)--Boston University / This study will proceed on the assumption that there is a general recognition that the children who were separated from their fathers during World war II suffered more from the effects of the war than those children whose fathers remained at home. The fathers who were in the service brought about a disruption in family life which was abnormal and damaging to the wholesome growth of the children so that they did not have the best possible opportunities for their emotional development. The purpose of this study is to examine a group of cases in treatment at the Worcester Youth Guidance Center in which there was separation from the father involved to see what relationship the absence of the father has to the underlying problem. The group consists of thirty-five children who have been treated some time between January 1, 1949, am December 31, 1951. It is possible that many of these cases are still in treatment. The effect of the absence of the father on the mother and on the environment would also have some bearing on the problem of the child, so these factors will also be considered.