Parental support programs aimed at foreign-born parents have increased in interest in Swedish municipalities. Research on these types of parental support programs is therefore important in order to ensure that the support given have the desired effects and that the programs have value for the individuals to whom the support is directed. The aim of this thesis was to identify the goals of a parental support program offered to foreign-born fathers as well as to investigate and analyse how participants in the parental support program experience and understand their participation in the program in relation to these goals. The empirical material was collected through qualitative textual analysis of background documents to the parental support program as well as through qualitative interviews with three participants in the program. The empirical material was analysed through theories of empowerment and gender. The result showed both similarities and differences between the participants experiences of the parental support program and the background documents that formed the basis of the program. The main result showed that the goal of the parental support was to fundamentally change the fathers’ way of being, by promoting gender equality and by inspiring fathers to take greater responsibility for their children. However, the interviewed fathers held a pragmatic attitude towards the parental support program, by using the information as a tool to maneuver in Swedish society without necessarily having to fundamentally change.

<p><strong>Background </strong>During the child’s first year of life there is a continuous contact with the Child Health Services (CHS) and the parents feel confident and involved. After the first year, the visits to the CHS is reduced at the same time as the everyday life changes for the family as the child starts going to day-care and the parents often go back to work.</p><p><strong>Aim </strong>To examine what it is like being a parent to children aged one to five and what kind of parenting support parents of children aged one to five are in need of.</p><p><strong>Method</strong> Semi-structured interviews were used to interview 25 parents in 21 telephone interviews and one focus group with 4 parents. The recruiting of parents was done on site at one open day-care and with the help of CHS nurses in Sweden. There were 10 men and 15 women. The data was analysed thematically using Malterud’s model.</p><p><strong>Results</strong> The social network was seen as a vital part of the family life. Parents who had a small social network asked for more places for parents to meet other parents. The CHS was seen as a natural and self-evident partner during the child’s first year, but as the visits decreased the parents expressed a wish for the contact to continue. The open day-care was a much appreciated place of meeting where parents could meet other parents and exchange thoughts, ideas and experiences. The parents also saw the open day-care as a forum for continued parenting groups that focuses on the children’s different developmental stages. The parents asked for more freedom to choose for themselves and the possibility to influence their own situation in life and not being governed by the state as much.</p><p><strong>Conclusion</strong> Several parents asked for a continued contact with the CHS after the child’s first year. The parents wished that the open-day care be used both as a place of meeting for parents but also as an arena for continued parenting groups that focuses on the children’s developmental stages. Many parents ask for a greater flexibility and possibility for the family to decide for themselves the way they want to live.</p> / <p><strong>Bakgrund</strong> Fram till dess att ett barn fyller ett år finns en tät kontakt med barnhälsovården (BHV) där föräldrarna känner sig trygga och delaktiga. När barnet fyllt ett år avtar besöken samtidigt som vardagen för småbarnsfamiljen förändras; barnet börjar på dagis och föräldrarna återgår ofta i arbete.</p><p><strong>Syfte</strong> Att undersöka hur det är att vara förälder till barn i åldern ett till fem år och vilken typ av föräldrastödsinsatser föräldrar med barn i åldern ett till fem år känner behov av.</p><p><strong>Metod</strong> Tjugofem föräldrar med barn i åldern ett till fem år intervjuades i tjugoen telefonintervjuer och en fokusgrupp med fyra föräldrar. Det var tio män och femton kvinnor. Intervjuerna var semistrukturerade och analyserades tematiskt enligt Malteruds modell. Rekryteringen skedde med hjälp av BHV-sjuksköterskor runt om i Sverige samt på plats på en öppen förskola.</p><p><strong>Resultat</strong> Det sociala nätverkets betydelse för trygghet i föräldraskapet togs upp av många föräldrar, de föräldrar som hade ett litet socialt nät efterfrågade fler särskilda mötesplatser för föräldrar. Barnhälsovården var en självklar och naturlig partner under barnets första år, men när besöken avtog kände föräldrarna en saknad efter fortsatt kontakt. Öppna förskolan var en mycket uppskattad mötesplats där de kunde träffa andra föräldrar och utbyta tankar, idéer och erfarenheter. Föräldrarna såg även öppna förskolan som ett forum för fortsatta föräldragrupper som följer barnens olika utvecklingsfaser. Föräldrarna efterfrågade en större valfrihet och möjlighet att påverka sin egen livssituation, istället för att styras av staten.</p><p><strong>Slutsatser </strong>Flera föräldrar efterfrågar fortsatt kontakt med BHV även efter att barnet fyllt ett år.  De anser att öppna förskolan kunde användas både som en mötesplats och som arena för fortsatta föräldragrupper. Många föräldrar efterlyser också en större flexibilitet och möjlighet att som familj själva bestämma över sin livssituation.</p>

<p><font face="Times New Roman"> <p align="left">The aims of the study were to: (1) explore the education support services required by three learners who were integrated into the mainstream, (2) determine the level of support required by these learners to function maximally in the mainstream, (3) specifically explore the socioemotional ability of these learners to adjust to the mainstream setting. Three cases were explored within an eco-systemic approach. Each case consisted of a learner with a physical disability, the learner&rsquo / s mother and the educator/s who first taught the learner at the mainstream school. Interviews were conducted with all of the participants and subsequently transcribed verbatim. Thematic analysis was then conducted to extract themes from the transcriptions.</p> </font></p>

Background During the child’s first year of life there is a continuous contact with the Child Health Services (CHS) and the parents feel confident and involved. After the first year, the visits to the CHS is reduced at the same time as the everyday life changes for the family as the child starts going to day-care and the parents often go back to work. Aim To examine what it is like being a parent to children aged one to five and what kind of parenting support parents of children aged one to five are in need of. Method Semi-structured interviews were used to interview 25 parents in 21 telephone interviews and one focus group with 4 parents. The recruiting of parents was done on site at one open day-care and with the help of CHS nurses in Sweden. There were 10 men and 15 women. The data was analysed thematically using Malterud’s model. Results The social network was seen as a vital part of the family life. Parents who had a small social network asked for more places for parents to meet other parents. The CHS was seen as a natural and self-evident partner during the child’s first year, but as the visits decreased the parents expressed a wish for the contact to continue. The open day-care was a much appreciated place of meeting where parents could meet other parents and exchange thoughts, ideas and experiences. The parents also saw the open day-care as a forum for continued parenting groups that focuses on the children’s different developmental stages. The parents asked for more freedom to choose for themselves and the possibility to influence their own situation in life and not being governed by the state as much. Conclusion Several parents asked for a continued contact with the CHS after the child’s first year. The parents wished that the open-day care be used both as a place of meeting for parents but also as an arena for continued parenting groups that focuses on the children’s developmental stages. Many parents ask for a greater flexibility and possibility for the family to decide for themselves the way they want to live. / Bakgrund Fram till dess att ett barn fyller ett år finns en tät kontakt med barnhälsovården (BHV) där föräldrarna känner sig trygga och delaktiga. När barnet fyllt ett år avtar besöken samtidigt som vardagen för småbarnsfamiljen förändras; barnet börjar på dagis och föräldrarna återgår ofta i arbete. Syfte Att undersöka hur det är att vara förälder till barn i åldern ett till fem år och vilken typ av föräldrastödsinsatser föräldrar med barn i åldern ett till fem år känner behov av. Metod Tjugofem föräldrar med barn i åldern ett till fem år intervjuades i tjugoen telefonintervjuer och en fokusgrupp med fyra föräldrar. Det var tio män och femton kvinnor. Intervjuerna var semistrukturerade och analyserades tematiskt enligt Malteruds modell. Rekryteringen skedde med hjälp av BHV-sjuksköterskor runt om i Sverige samt på plats på en öppen förskola. Resultat Det sociala nätverkets betydelse för trygghet i föräldraskapet togs upp av många föräldrar, de föräldrar som hade ett litet socialt nät efterfrågade fler särskilda mötesplatser för föräldrar. Barnhälsovården var en självklar och naturlig partner under barnets första år, men när besöken avtog kände föräldrarna en saknad efter fortsatt kontakt. Öppna förskolan var en mycket uppskattad mötesplats där de kunde träffa andra föräldrar och utbyta tankar, idéer och erfarenheter. Föräldrarna såg även öppna förskolan som ett forum för fortsatta föräldragrupper som följer barnens olika utvecklingsfaser. Föräldrarna efterfrågade en större valfrihet och möjlighet att påverka sin egen livssituation, istället för att styras av staten. Slutsatser Flera föräldrar efterfrågar fortsatt kontakt med BHV även efter att barnet fyllt ett år.  De anser att öppna förskolan kunde användas både som en mötesplats och som arena för fortsatta föräldragrupper. Många föräldrar efterlyser också en större flexibilitet och möjlighet att som familj själva bestämma över sin livssituation.

Tidigare har målteorier, föräldrastöd och karriärutveckling studerats men hur upplever unga vuxna sin anställningsbarhet i relation till sitt sociala arv från föräldrarna? Detta är studiens syfte att undersöka. Intervjuer genomfördes med 15 deltagare från två klasser på en gymnasiefriskola. En kvalitativ innehållsanalys för kategorisering och tematisering utfördes. Det uppkom tre teman: handling, medvetet betydelsefullt och teoretiskt betydelsefullt. Resultatet visade bland annat att deltagarna prioriterar socialt umgänge, olika idrotter och egen tid men upplever utbildningen som betydelsefull för framtiden. De unga vuxna som vuxit upp med vårdnadshavare utanför arbetskraften talade om hur arbetslösheten kan undvikas medan unga vuxna uppvuxna med vårdnadshavare i arbetskraften fokuserade på att utveckla sin anställningsbarhet. För att belysa skillnader i materialet utfördes viss jämförelse. Slutsatsen var att arbetsgivare kan tänkas möta både naiva och skeptiska arbetssökanden som inte ser kopplingen mellan yrke och drivkrafter men som är medvetna om att de egna valen är avgörande för livssituationen.

<p><font face="Times New Roman"> <p align="left">The aims of the study were to: (1) explore the education support services required by three learners who were integrated into the mainstream, (2) determine the level of support required by these learners to function maximally in the mainstream, (3) specifically explore the socioemotional ability of these learners to adjust to the mainstream setting. Three cases were explored within an eco-systemic approach. Each case consisted of a learner with a physical disability, the learner&rsquo / s mother and the educator/s who first taught the learner at the mainstream school. Interviews were conducted with all of the participants and subsequently transcribed verbatim. Thematic analysis was then conducted to extract themes from the transcriptions.</p> </font></p>

The focus of the current study is to examine the role of parental social support in college students' career development process, specifically choosing a satisfying academic major. It is hypothesized that: 1. There is a positive correlation between overall score on the Social Support Behaviors (SS-B) and major satisfaction score, 2. The relationship between the overall SS-B score and major satisfaction is mediated by the college student's major/career exploration, and 3. The emotional support subscale explains the greatest variance in major satisfaction followed by practical assistance, advice/guidance, and financial assistance, and finally socializing. Participants consisted of traditional college students at the sophomore and junior level from Southern Illinois University Carbondale. Measures include: the self and environmental exploration subscales of the Career Exploration Survey (CES; Stumpf, Solarelli, & Hartman, 1982), the Social Support Behaviors (SS-B) measure (Vaux, Riedel, & Setwart, 1987), and the Academic Major Satisfaction Scale (AMSS; Nauta, 2007). Although results of the primary hypotheses were nonsignificant, there were several relationships between modes of social support and career exploration variables. Specifically, self-exploration related positively to total social support from primary caregiver as well as practical assistance, and environmental exploration related significantly to financial support from secondary caregiver. Other exploratory results are presented and discussed related to parents' role in facilitating college students' career development. Future implications of the present study, which add to vocational literature on career satisfaction, are discussed in regard to both research and practice with a college student population.

The lack of parental support and the use of English as the language of teaching and learning are two of the main factors that influence poor learner performance in South Africa. Although a significant amount of research has been conducted internationally, the need for research tailored for the South African context still exists. Therefore, the purpose of the current study was to contribute to knowledge about parental support concerning learner development of second language proficiency. An explanatory sequential design of mixed methods research, also known as two-phased model was used to guide the study. The first phase focused on the quantitative secondary data from Progress in International Reading Literacy Study 2006 (PIRLS 2006). The source of the secondary data was the results of the parent questionnaire, administered to South African parents of the Grade 4 learners (n = 16 073). The International Database (IDB) analyser software and Statistical Program for the Social Sciences (SPSS) were used for data analysis. Both descriptive and inferential statistics were computed. The quantitative results revealed that a significant percentage of parents (30%, SE =0.7) did not engage in literacy related activities with their children prior to Grade 1 compared to a low percentage (2%, SE = 1.21) of those who did the activities. However, a significantly higher percentage of parents (29%, SE = 0.65) did engage in literacy activities with their children in Grade 1, compared to 5% (SE =0.34) who never or almost never did the activities. A significantly higher percentage of parents (89%, SE = 0.67) agreed a lot with positive reading attitude statements compared to 2% (SE = 0.25) who disagreed a lot. The limited time spent by parents on reading and books at home were noted as a matter of concern. This concern was augmented by the low educational level and employment status of the parents. These results were used to inform the qualitative data collection in order to gain a deeper understanding of the experience of the parents. The second or qualitative phase of the study used convenience sampling to select participants, to gain an understanding of their experiences with regard to supporting the second language development of their children. The eight (8 participants) selected parents participated in two focus group meetings. Six themes emerged from thematic data analysis, namely: alternative parenting, parent-child activities, technology and Internet support, parental challenges, language usage and quality of education. The characteristics used for developing a conceptual framework for parental support on second language development were extracted from these aforementioned themes. The results revealed that parental support is a complex dynamic process that requires one to consider the interface of systems around the parent and the learner. Consequently, how this complexity requires a reconceptualisation of factors affecting parental support concerning second language development. The reconceptualisation can provide new avenues for theorising about parental support in second language learning context, particularly in multilingual and developmental countries. / Thesis (PhD)--University of Pretoria, 2019. / Educational Psychology / PhD / Unrestricted

Hope is a variable that is defined in research as a positive outlook on one's future and a plan to achieve that future. Hope has been found to be positively correlated with self-esteem, optimism, and life satisfaction, and negatively correlated with suicide ideation and suicidality. However, there is a lack of research on predictors of hope in adolescents. Adolescents compose the age group that could arguably use the goal-oriented and positive outlook that hope provides the most. This study identified predictors of hope (i.e., depression, maternal and paternal support) in adolescents so as to know how society can give adolescents the advantage of hope in their lives. Depression was found to be a negative predictor of hope, and maternal support was found to be a positive predictor of hope. Data was collected from the Flourishing Families Project, a longitudinal study of adolescents.

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