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A autonomia é uma habilidade construída durante toda a vida. Na adolescência, seu desenvolvimento reverbera em mudanças na relação com a família e com a comunidade. É também influenciada por inúmeras variáveis individuais, familiares e contextuais. Objetivando conhecer a influência do contexto, dos valores, estilos educativos e da legitimidade da autoridade parental no desenvolvimento da autonomia, investigaram-se 717 adolescentes gaúchos, de 14 a 18 anos, moradores do RS, alunos de escolas públicas e privadas. Foi utilizado um questionário de aplicação coletiva, contendo escalas que mensuravam os valores de socialização, os estilos parentais e a legitimidade da autoridade parental, além de questões fechadas sobre o contexto do participante. Análises de correlação e diferenças de médias revelaram a relação do clima parental favorável para o desenvolvimento da autonomia. Não houve diferença entre médias de autonomia entre participantes de escolas públicas e privadas. Análises discriminantes também apontaram a contribuição do clima parental e valores para altos níveis de autonomia. O caráter multi influenciado dessa habilidade é analisado, assim com a importância de um relacionamento parental favorável para o desenvolvimento saudável dos jovens. A importância do exercício de autoridade parental para o equilíbrio entre autonomia e obediência é discutida. / Autonomy is an ability constructed during all life cycle. During adolescence, its development reflects in changes in the relationship with the family and community. It is also influenced by a number of individual, parental and contextual variables. With the objective to understand the influences of parental values and styles and the legitimacy of parental authority in the development of autonomy, 717 teenagers were evaluated. They were resident of the state of RS, students from public and private schools and from 14 to 18 years of age. Correlation analysis and ANOVAS reveled the association of variables of good parental relationship and the development of autonomy. There were not found differences on the average of autonomy in students from public and private schools. Discriminant analysis showed the contribution of parental climate and socialization values to higher levels of autonomy. The multi influenced characteristic of autonomy and the importance of a good parental climate to the healthy development of youth is discussed. The importance of parental exercise to maintain the balance between obedience and autonomy is discussed.

Aims of the study This study investigated relationships between severity of Post Traumatic Stress Disorder, shame, anger and early childhood experiences (early maladaptive schemas and recalled patterns of parental bonding). Design of the study This is a non-experimental, cross-sectional study. Data was collected once, using a semistructured interview and self-report questionnaires. The Sample The sample was 50 individuals with a diagnosis of Post Traumatic Stress Disorder. On average the group had high levels of PTSD, depression symptoms and high levels of shame and anger. Main findings The study found that shame, anger and early maladaptive schemas (abandonment, social isolation, defectiveness/shame, incompetence and subjugation) were significantly associated with severity of PTSD. Shame was found to mediate the relationship between severity of PTSD and early maladaptive schemas and anger, respectively. Early maladaptive schemas mediated the relationship between low maternal care and shame. Finally this study found that shame emerges as the only independent predictor of the severity of PTSD when other variables (anger and early maladaptive schemas) are taken into account. This suggests that the relationships of anger and early maladaptive schemas to severity of PTSD are not independent of shame.Implication of findings These findings highlight the need to take into account the presence of emotions (such as shame and anger) and other psychological factors (such as early maladaptive schemas) when formulating clinical cases of PTSD and executing treatment plans. This is particularly important as many current treatment interventions are based on exposure therapy aimed at alleviating fear/anxiety based responses to trauma. Traditionally such treatments do not pay sufficient attention to shame and anger, which may worsen with exposure techniques and disrupt emotional processing of the traumatic event. Also the presence of early maladaptive Schemas may contribute to chronicity and maintenance of PTSD and may need to be addressed in any treatment plan.

Magister Artium (Child and Family Studies) - MA(CFS) / AIDS related deaths of parents have resulted in children being orphaned, in large numbers. Adolescence is a particularly vulnerable period in a child’s developmental life.It is a period charactarised by uncertainties, role confusion and identity crises. This stage becomes even more complex when adolescents loose their parents through AIDS. This thesis is an explorative study to understand the experience of adolescent who have lost their parents through HIV/AIDS. This study was theoretically located within a phenomenological framework. The participants were recruited from the foster care project of Ikamva Labantu in Gugulethu. The participants were adolescents aged from 14- 17 years old. They were purposively selected to participate in this study. The study was conducted within a qualitative research design, and underpinned by an interpretative framework. Data was collected by means of in-depth interviews with the aid of an interview guide, and observations. This study identified seven themes. Three themes share the experience prior to parental death and the four express the experience after parental death. The research findings led to the conclusion that adolescents struggle with a myriad challenges such as discrimination, stigmatisation, caring for siblings and having to deal with the death of parents often without the necessary support. The conclusions drawn and the recommendations made will contribute to knowledge that will support social workers and other professionals working with AIDS orphaned adolescents, in understanding their experiences.

archives@tulane.edu / Political and religious attitudes are central to social identities and influence individual behaviors, intergroup relations, and government policies. Previous research has found that political and religious beliefs may be shaped by people’s motivational goals. Meanwhile, another line of research has highlighted the psychological importance of parental care as a key motivational system. The present research investigated whether activation of the parental care motivational system can influence political and religious attitudes. Existing work has found reliable correlational evidence consistent with this hypothesis, but has found only equivocal evidence of a causal relationship. Thus, the present study tested the hypothesis that experimentally inducing parental care motives would lead to an increase in social conservatism and religiosity. This study also included measures of the political and religious attitudes of participants’ parents to test whether this potential confound could account for previous correlational findings. Three hundred and seventy-six student participants performed an interactive manipulation in which they imagined and described either a positive parenting activity or an activity unrelated to parenting. There were no main effects of condition on the two outcome variables, social conservatism and religiosity. However, moderation effects emerged, such that participants who reported stronger emotional responses to the manipulation showed increases in both social conservatism and religiosity, relative to the control condition. Correlations between the main variables were unaffected by controlling for participants’ parents’ attitudes, thus failing to support a key alternative hypothesis. These results lend further—albeit tentative –support to the causal hypothesis that parental care motivation leads to greater social conservatism and religiosity. / 1 / Nicholas Kerry

A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master of Education in the Department of Educational Psychology and Special Needs at the University Of Zululand, South Africa, 2015 / There is compelling evidence that parental involvement positively influences children‟s academic achievement. Its benefits occur across all socio-economic classes. This study sought to establish parental involvement in grade 7 learners‟ achievement in Empangeni in the uMhlathuze District, KwaZulu-Natal. The attribution theory was used not only to substantially explain the status of parental involvement in uMhlathuze District, but also to generate strategies to promote parents‟ participation in their children‟s school education. Open-ended questions for school management teams and for parents were used in this study covering three primary schools in three settings. Respondents were selected through the use of random sampling in the three schools (one rural school, one township school, and one multiracial school). A total of 75 participants were selected. This study confirms that parental involvement has an effect on learner performance. The empirical findings indicate that parental involvement alone is not sufficient in the achievement of learners. It can therefore be concluded that parental involvement alone does not lead to the improvement of learner achievement. There could be other factors associated with academic achievement such as learner motivation, Intelligent Quotient (IQ), Emotional Intelligence/Quotient (EQ) and teachers‟ support which could also be at play. It seemed to be the case that children coming from rural schools sometimes do not perform well because they lack facilities and infrastructure. However, no such research analysis has been undertaken to support or disprove this hypothesis. This study recommends further investigation as this can be another gap that needs attention from researchers in the field.

A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Masters Of Education in the Department of Foundations Of Education at the University Of Zululand, 2018 / The literature reveals that if schools lack parental involvement, effective management suffers significantly causing shortcomings in school governance and academic progress. The literature also shows that there exists a relationship between parental involvement and learner‟s academic achievements. It provides that learners whose parents care about their academic progress are likely to perform well on academic activities because such parents often communicate their wishes to children. This study is aimed at investigating stakeholders‟ perspectives on parental involvement in governance and schooling in Hlabisa Circuit schools. The theoretical framework from Epstein‟s theory of overlapping spheres of influence was used but not confined thereto; therefore, supporting theories relevant to this study were also applied. This study used a mixed methods research paradigm which integrates qualitative and quantitative designs as this approach provides convenience for data collection. The data was collected from respondents (educators and SGB members) using questionnaires and interviews. The research findings revealed that due to poor parental involvement in school governance, learners have developed errant behaviour. This emerging trend has triggered poor academic performance which taints the name of the school and the circuit in general. The results also show that if parents are inactive in school governance, poor academic performance is likely owing to the lack of parental guidance. The empirical findings noted educators‟ challenges on attendance of parent meetings, classroom management, learner discipline, effective school management, academic challenges and performance, accessibility of schools, parenting role, stakeholder communication, as well as curriculum and school-work. The SGB members noted challenges on effective involvement in leadership; instructional leadership; behavioural challenges in schools; management of school as an institution; shortcomings on academic resources provision; unemployment, poverty and school remoteness; parental obligations; home-school partnerships; and monitoring of the child‟s academic progress. The study concluded that parental involvement in school governance is not effective and therefore cripples the effect it should be having on schooling, which is academic performance in this context. The study ultimately recommends that SASA, NEPA, SACE and other relevant policies in education should be reviewed to enforce educators‟ authority in schools.

In the past 40 years, the U.S. has experienced its largest expansion of incarceration. Sociological research has begun to examine the effects the dramatics rises in incarceration in the United States on other areas of social life. One area of research has examined the effects of parental incarceration on children. In this study, I examined the effects of parental incarceration on intragenerational and intergenerational socioeconomic mobility using data from nationally-representative sample of respondents who had been studied from adolescence to young adulthood. Specifically, I examined the effects of parental incarceration prevalence and duration on three measures of socioeconomic status—household income, occupational prestige, and educational attainment—at young adulthood while controlling for measures of parental socioeconomic status and socioeconomic status during adolescence. I found that the presence of parental incarceration, especially when it occurred before adulthood, exerted significant negative effects on all three measures of socioeconomic status at young adulthood. These effects were rather consistent throughout my results. The duration of parental incarceration among those who experienced it exerted few significant effects on socioeconomic status. I also found that the main mechanisms through which parental incarceration affected social mobility were early economic disadvantage and criminal justice contact. Parental incarceration had a significant negative effect on household income during adolescence. It also had a significant positive effect on arrests during adulthood. Low levels of household income during adolescence and high levels of arrests during adulthood, then, were associated with diminished socioeconomic life chances. Some of the effects of parental incarceration on social mobility were moderated by gender, race, and other demographic and contextual control variables, but the nature of those moderating effects was not consistent throughout my analyses. These findings indicate parental incarceration helps set in motion a process of cumulative disadvantage and a process of the intergenerational transmission of offending (and the negative social and economic consequences that come with it). The effects of both of these processes are that children of parents who’ve been “locked up” are then “locked out” of economic opportunities. This process may help form and reinforce social class boundaries.

Early viewpoints considered religion to be associated with negative mental health or unfit to being observed by scientific practice. However, more recent research has suggested that religion not only may play an important role in determining mental health, but that the particular details of religion and parental religion, such as intrinsic and extrinsic religiosity, strength of religious faith, and religious well-being, have not been examined thoroughly. The current study examined 486 undergraduate students and found that participant and perceived parental religiosity were correlated negatively with participants‘ internalizing and externalizing problems; extrinsic-social religiosity was correlated positively with participants‘ internalizing and externalizing problems; while extrinsic-personal religiosity had no correlation with participants‘ internalizing and externalizing problems. The findings also showed that participant and maternal religious well-being were significant predictors of internalizing problems, while participant and maternal religious well-being, paternal extrinsic-social religiosity, and participant extrinsic-personal religiosity were significant predictors of externalizing problems.

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