Socioeconomic positions of individuals are clearly associated with the chances of living a healthy long life. In four empirical studies based on Swedish population registers, two topics are examined in this thesis: The relationships between different indicators of social position and mortality, and the importance of family members’ socioeconomic resources for the survival of the individual. The overall conclusion from the separate studies is that no single individual socioeconomic factor gives a complete picture of mortality inequalities. Further, the socioeconomic resources of partners and adult children are important in addition to the individual ones. The specific results from each study include that: I education, social class, social status and income are, to various extent, independently associated with mortality risk. Education and social status are related to women’s mortality, and education, social class, and income to men’s mortality. II one partner’s social position is related to the other partner’s survival, also when individual socioeconomic factors are statistically controlled for. In particular, men’s mortality is linked to their wives’ education and women’s mortality to their husbands’ social class. III adult children’s education is related to their parents’ risk of dying, also when both parents’ socioeconomic resources are taken into consideration. Further, the association between the offspring’s level of education and parental mortality cannot be explained by charac­teristics that parents share with their siblings. IV children’s social class and income are related to parental mortality, but not as strongly as the education of the children. There is no relationship between a mother’s own education and breast cancer mortality, while mothers seem to have better chances of surviving breast cancer if they have well-educated children. / <p>At the time of doctoral defence the following paper was unpublished and had a status as follows: Paper 4: Manuscript</p>

Syfte och frågeställningar Syftet med denna uppsats är att ta reda på hur föräldrars beteende upplevs av tränare inom barn och ungdomsfotboll, på vilka sätt tränare upplever att det påverkar dem och hur tränare tycker att idrottsrörelsen ska arbeta med att skapa bättre föräldrabeteenden. Nedan är frågorna som vi vill ha besvarade i denna uppsats. <ul type="disc">Hur påverkar föräldrarna tränarnas arbetssituation? Vilka strategier använder sig tränarna av för att bygga relationer med föräldrarna? Hur vill tränare att föräldrar ska bete sig? Metod Studiens ansats är kvalitativ med semistrukturerade intervjuer som datainsamlingsmetod. Med hjälp av en tematisk analys undersöktes fotbollstränarnas upplevelser av föräldrarnas beteenden. Målsättningen var att få svar på ovanstående frågeställningar och djupare förståelse för hur fotbollstränare upplever föräldrarnas beteenden varför vi anser att semistrukturerade intervjuer var det bäst lämpade tillvägagångssättet. Urvalsgruppen bestod av sju aktiva fotbollstränare i Stockholmsområdet med minst två års tränarerfarenhet i barn- och ungdomsfotboll. Resultat Resultatet visar att tränarna upplever att de flesta föräldrar hade tillit och förståelse för deras arbete och att de engagerade sig och hjälpte till mycket med sådant som underlättar och stödjer tränarnas arbete i form av skjuts, material och cuper. Vidare visar studien att det endast var några enstaka föräldrar som var oengagerade. Tränarna var eniga om att med tydlighet, längre framförhållning och god kommunikation så kunde man bygga bra relationer med föräldrarna. Slutsats Engagemanget varierade bland föräldrarna men i det stora hela var det av positiva uppslag. Resultatet visar att fotbollstränarna och föräldrarna kunde hamna i diskussioner om speltid, laguttagning och spelverksamhet och det upplevde tränarna som mindre önskvärt. Framgångsfaktorn för att upprätthålla bra relation med föräldrarna var genom att ha fler föräldramöten och träffar under säsongens gång. Det som tränarna önskade sig var pålitliga och stöttande föräldrar i både medgång och motgång.

The purpose of this study was to conduct a survey to identify the beliefs and practices of conservative Protestant parents, which assisted in clarifying the assertions in the current literature regarding conservative Protestant parenting. Additionally, this researcher sought to determine the applicability of child parent relationship therapy (CPRT), a filial therapy model based upon the principles of child centered play therapy, for conservative Protestant parents by ascertaining the need for cultural modifications. Beliefs and practices of conservative Protestants were measured using the Protestant Parenting Inventory (PPI), an original instrument developed through a series of focus groups and pilot testings. The population comprised 148 mothers and fathers from 4 Southern Baptist churches in and around the Dallas/Fort Worth metroplex. Exploratory factor analysis was applied to the data in order to increase internal consistency estimates and percent of explained variance. Criterion coding of demographic data allowed a multiple regression analysis to determine which demographic variables were significant predictors of participant responses on the PPI. Descriptive statistics allowed the researcher to investigate the compatibility of conservative Protestants and CPRT. Results of this study both confirm and refute past findings regarding conservative Protestants. Results also revealed the need for some cultural modifications to CPRT in order to make it an acceptable parenting resource for conservative Protestant parents.

This integrated methods study used a sequential explanatory design to explore the culturally relevant teaching beliefs of successful emergent literacy Head Start teachers of urban African American boys living in poverty. The study utilized emergent literacy gain scores as a measure of success, a survey of culturally relevant teaching beliefs to describe variation in beliefs within the sample, and two rounds of interviews to explore the context of teacher agency with urban African American boys living in poverty. The four teachers interviewed expressed culturally relevant beliefs integral to their teaching practices. These beliefs were conveyed through descriptions of relationships with parents in and out of the classroom, through of the conditions and challenges of poverty in students' and parents' lives, and through close relationships with parents. The effect of conducting home visits on teachers' identities and the influence of the setting of Head Start on teachers' beliefs and agency were emergent themes in the interviews. The participants used language that seemed to indicate culturally relevant and warm demander approaches to understanding the relationship between student behavior and student engagement and in descriptions of the relationships with parents. The value of teachers' relationships with their students' parents was the most pronounced aspect of successful teaching in Head Start as expressed by the participants. The process of communication among parents, students, and teachers was described as important to student learning. The participants' expressed a variety of approaches to how they understood student behavior, boys' social emotional development, and classroom practices. These Head Start teachers described boys as more active than girls, as more aggressive than girls, and sometimes more challenged to express strong emotions with language than girls. This study provides some insight into the role that culturally relevant teaching beliefs play in Head Start teachers' successful

Made available in DSpace on 2016-06-02T20:30:09Z (GMT). No. of bitstreams: 1 5777.pdf: 2633134 bytes, checksum: a8fd748751cf0d16a942c6e743026f07 (MD5) Previous issue date: 2013-12-04 / Universidade Federal de Minas Gerais / Recent demographic changes such as decreasing fertility rates and increasing life expectancy have favored intergenerational families. In this social context we use concepts from Social Skills Psychology, which focuses on the study of social interactions and interpersonal relationships. Social Skills (SS) are social behaviors that enable Social Compentence. There are different classes of SS: Assertiveness, Conversation and social resourcefulness, Emotional expressiveness, Empathy, Self-control. Interpersonal relationships have also been studied under the theoretical model of Intergenerational Solidarity (IS), which includes six dimensions: (1) Affectual (feelings and evaluations), (2) Associative (frequency and type of contact), (3) Consensual (agreement in opinions and values), (4) Functional (support), (5) Normative (expectations about obligations and norms) and (6) Structural (opportunity for interaction, due to geographical proximity) , and usually studied in association with conflict. Given that these two theoretical fields involve the interpersonal context of human development, it is possible to assume an interface between them. More specifically, social skills may be an antecedent condition favoring intergenerational solidarity. Thus, the aim of this thesis was to evaluate a possible interface between SS and IS, as well as relationship quality (RQ) among older parents and their adult children. The sample was composed of 69 parent-children dyads, ages 60 to 85 years for parents and between 25 to 50 years for the adult children. The dyads were separated according to the gender of the participants, yielding four types of dyads: Mothers and daughters (n = 17), Mothers and sons (n = 18), Fathers and daughters (n = 17), Fathers and sons (n = 18). Instruments were: IHSI - Del - Prette, IHS-Del-Prette, Scale of Intergenerational Solidarity, WHOQOL-OLD and Criterion Brazil. Descriptive and inferential analyses were performed. Initially, an analysis was performed by judges: experts evaluated the possible semantic relations between items of the IS and SS. Subsequently, correlational analyses were performed for SS, IS, sociodemographic variables and Relationship Quality. In these analyses we found evidence of association among these variables. From this evidence, models were developed through structural equation models for dyadic analysis using the Actor -Partner Interdependence Model with two predictors (at a significance level of p < 0.05, with effect size - D Cohen equal to 0.15 and the statistical power of 0.80). SS classes were found to be predictors of dimensions of IS and Conflict in intra and intergenerational analyses. We discuss the implications of these findings for research, evaluation, intervention, training of health professionals, public policies and social programs. / As mudanças demográficas das últimas décadas (aumento na expectativa de vida, ingresso de mulheres no mercado de trabalho, casamentos tardios, divórcios) estão favorecendo a convivência entre diferentes gerações de uma mesma família. Nesse contexto situa-se a Solidariedade Intergeracional (SI), conceito oriundo da Sociologia. Este constructo foi elaborado a partir de evidências empíricas de estudos longitudinais e é composto por seis dimensões: (1) afetiva (sentimentos e avaliações), (2) conflituosa (percepções sobre tensão e divergências), (3) consensual, (concordância em opiniões e valores), (4) funcional (apoio), (5) normativa (expectativas sobre obrigações e normas) e (6) estrutural, (oportunidade de interação, refletindo a proximidade geográfica). Paralelamente, a Psicologia das Habilidades Sociais estuda as interações sociais sob a perspectiva das Habilidades Sociais (HS) e, mais especificamente, de suas diferentes classes como por exemplo, Assertividade, Conversação e desenvoltura social, Expressividade emocional. Considerando que esses dois campos teóricos estejam inseridos no contexto interpessoal do desenvolvimento humano, é possível supor uma interface entre eles em que as Habilidades Sociais poderiam ser condições antecedentes e favorecedoras da relacionamentos interpessoais mais positivos e, num sentido mais amplo, de Solidariedade Intergeracional. Adicionalmente, embora estudado em diversos países, o constructo da Solidariedade Intergeracional ainda foi pouco explorado no contexto brasileiro. Deste modo, o objetivo desta Tese foi avaliar uma possível interface entre HS e SI, bem como a qualidade do relacionamento (QR) entre idosos e adultos. Participaram deste estudo 69 díades de pais idosos e de filhos adultos, com idades entre 60 e 85 anos e entre 25 e50 anos, respectivamente. As díades foram organizadas de acordo com o sexo dos participantes, havendo, portanto quatro tipos de díades: Mães e filhas (n = 17), Mães e filhos (n = 18), Pais e filhas (n = 17), Pais e filhos (n = 18). Os intrumentos utilizados foram: IHSI-Del- Prette, IHS-Del-Prette, Escala de Solidariedade Intergeracional, WHOQOL-OLD, Critério Brasil. Foram realizadas análises descritivas e inferenciais. Inicialmente, foram realizadas análises de correlação para variáveis sociodemográficas, HS, SI, QR. Foram encontradas evidências de associação entre estas variáveis em níveis intra e intergeracionais. A partir destas evidências, foram desenvolvidos modelos de modelos de equação estrutural para análises díadicas por meio do Actor-Partner Interdependence Model, com dois preditores (ao nível de significância de p < 0,05, com tamanho de efeito - D de Cohen - igual a 0,15 e poder estatístico de 0,80). As Habilidades de Expressividade emocional parecem influenciar a SI Afetiva, enquanto as HS de Enfrentamento parecem influenciar o Conflito, e as HS de Conversação e Desenvoltura Social parecem influenciar as dimensões de SI Normativa. São discutidas as implicações destes resultados para pesquisa, avaliação, intervenção, formação de profissionais de saúde, formulação de políticas públicas e programas sociais.

Older adopted children and their families often express high need for support for attachment and trauma related concerns. Post-adoption mental health intervention focused on enhancing the parent-child relationship among adoptive parents and adoptees is essential for fostering placement permanency among these families. This single group pilot study explored the effect of Child-Parent Relationship Therapy (CPRT) for adoptive parents of preadolescents who reported attachment related concerns, stress in the parent-child relationship, and child behavior problems. Participants were 11 adoptive parents ages 25 to 64 (55% male; 91% couples; 100% married; 56% European American, 27% Asian, 9% Hispanic, and 9% Black American) with adoptees between the ages of 8 to 14 (56% male; 56% Hispanic, 33% European American, and 11% Black American). All child participants were adopted out of foster care. Data was collected at baseline, pretest, midtest, and posttest. Results from non-parametric Friedman test of differences across 4 points of measure indicated that CPRT demonstrated statistically significant improvement for the 3 outcome variables: parental empathy, child behavior, and parent child relationship stress. Specifically, results indicated that prior to receiving CPRT (baseline to pretest), parents demonstrated no change or worsening in functioning across all variables, whereas during the intervention phase findings showed a large treatment effect for parental empathy, a medium effect for parenting stress, and a small effect for child behavior problems. Findings from this pilot study support CPRT as a promising mental health intervention for adoptive parents and preadolescent children. Clinical implications and recommendations for working with adoptive parents of preadolescents are explored within the context of these findings.

In the changing field of education, there is awareness of the benefits of parental involvement on student achievement and the impact teachers have on the success of parental involvement programs. However, teachers may rely significantly on their personal experiences as a source of reference for parental involvement and subsequently impact student achievement. There is a gap in the research about the lived experiences of teachers regarding their perspectives and support of parental involvement in the classroom. The purpose of this phenomenological study was to explore teachers' lived experiences and attitudes concerning parental involvement and student achievement. The conceptual framework for the study was supported by Bandura's social cognitive theory and Bandura's self-efficacy theory. A phenomenological research design and purposeful sampling was used to conduct face-to-face, semistructured interviews with 10 participants who were currently employed teachers with at least 5 years of experience and who had an awareness of parental involvement. Data collected from interviews were analyzed using the modified van Kaam method of analysis described by Moustakas. The 3 main themes that emerged from the data were a history of high parental involvement, the fostering of open and positive communication, and teacher-parent relationship building. Understanding how teachers' experiences influence parental involvement could result in a positive social change for education by creating awareness among educators and caregivers and by improving support for students.

This randomized, controlled study examined the effectiveness of two mentoring programs, child mentor relationship training (CMRT) and peer assistance and leadership (PAL®), on high school mentor empathic behaviors and child mentee behavior problems. Participants were 60 young, at-risk students (61.7% male; 38.3% Hispanic/Latino/a, 31.7% Caucasian, 21.7% African American, 8.3% biracial) and 30 high school students (53.3% male; 66.7% Caucasian, 26.7% Hispanic/Latino/a, 0.03% African American, 0.03% Asian). Mentors and mentees were randomly assigned to CMRT or PAL®, which was treatment as usual in the participating school district. Results from 2 (group) by 2 (time) repeated measures ANOVAs indicated compared to the PAL® treatment group over time, mentors in the CMRT group demonstrated statistically significant improvement in empathic behaviors with a large treatment effect, as rated by independent observers. Analysis revealed a moderate treatment effect with CMRT group mentee behavior problems, but the difference was not statistically significant between treatment groups over time. Further analysis revealed the CMRT group demonstrated statistically significant reductions in behavior problems from pre- to post-test with a very large treatment effect. Overall, findings support CMRT as a promising school-based intervention for at-risk young children that potentially increases school counselor efficiency.

Sammanfattning: Syfte: Att belysa barnsjuksköterskors erfarenheter av att bedriva relationsbaserad vård för det förtidigt födda barnet och dess föräldrar. Bakgrund: Aktuell kunskapsgrund redovisar vikten av en familjecentrerad, relationsbaserad, neonatalvård i strävan efter tidig anknytning och självständigt föräldraskap. Bakgrunden redovisar även barnsjuksköterkans erfarenheter av den relationsbaserade vården. Design: En intervjustudie utifrån en kvalitativ ansats, med ett vårdarperspektiv som studiens teoretiska referensram. Metod: Data samlas in under 2015 genom öppna och semistrukturerade intervjuer med 10 barnsjuksköterskor verksamma vid neonatalavdelningar. Som stöd för intervjuerna används en intervjuguide, som testas i en pilotintervju. Materialet bearbetas i en kvalitativ innehållsanalys, och resulterar i tre kategorier, 10 subkategorier och ett tema. Resultat: Resultatet redovisas utifrån följande kategorier: att utveckla en vårdande relation, att använda relationsfrämjande arbetssätt på neonatal, att erfara svårigheter att bedriva relationsbaserad vård. Temat för resultatet är; en varsam och utmanande vägledning. Konklusion: Barnsjuksköterskornas erfarenheter av att bedriva relationsbaserad vård på en neonatalavdelning kan förstås som en varsam och samtidigt utmanande vägledning mot föräldraskap. Att bedriva relationsbaserad vård är en viktig del i att skapa föräldrar på neonatalavdelning och det finns all anledning att fortsätta att utveckla ett relationsbaserat vårdande på landets neonatalavdelningar. / Abstract: Aim: To explore pediatric nurses' experiences of practicing relationship-based care for premature infant and their parents. Background: A family centered, relationship-based, care is significant for pursuing early ties and independently parenting in the neonatal care unit. The backround also reports pediatric nurses’ experiences of relationship-based care. Design: An interview study with a qualitative approach, using caring perspective as a theoretical framework. Methods: The data is collected in 2015 through open and semi-structured interviews with 10 children nurses’ working in neonatal units. An interview guide, tested and validated in a pilot interview, is used as guidance for the interviews. The transcribed data is analysed using qualitative content analysis, and resulted in an overarching theme illustrating the latent content including three categories and 10 subcategories. Results: The findings portrayes in the following categories: development of a caring relationship, relationship promotion practices in the neonatal unit, the difficulties with practicing relationship-based care. The theme is a gentle and challenging guidence. Conclusion: Pediatric nurses' experiences in conducting relationship-based care in neonatal units can be understood as a gentle and challenging guidance on parenting. To engage in relationship-based care is an important part of creating parents in the neonatal care unit and there is every reason to continue to develop a relationship based care.

This study examined the relationship of group cohesion among heterogeneous and homogeneous groups on individual treatment outcome of child-parent relationship therapy (CPRT). CPRT is a filial therapy model that targets the parent-child relationship as a means for preventing or improving child and/or family problems. This study included 30 parents or caregivers from 9 groups which met for 10 sessions. Participants qualified for this study if their groups ended with at least 3 group members and 2 leaders, all pretest and posttest data on their child between the ages of 2-11 was completed, and if they attended at least 6 of the 10 sessions. Correlation coefficients, t-tests, and effect sizes were calculated. Results demonstrated no statistically significant differences between pretests and posttests on the Child Behavior Checklist (CBCL) for all 30 participants; however, differences in measured effect (η2) between children identified with borderline and clinical behavior problems and children with normal behavior problems suggest that CPRT is more effective among children who demonstrate significant behavior problems. Perceived and observed group cohesion measurements demonstrated no significant difference at the individual outcome level. This finding suggests that group cohesion may not be related to individual outcome. Although there was no significant relationship between group cohesion and individual outcome for this study, results of the group measurements regarding engagement and group cohesiveness, coupled with previous studies on CPRT effectiveness, suggest that CPRT should be utilized in homogeneous groups.