La majorité des études qui ont cherché à identifier les déterminants d’un développement harmonieux chez l’enfant ont considéré l’impact des variables maternelles ou paternelles sur ce dernier, mais rares sont celles qui ont tenu compte des deux parents, des influences et des interactions entre ceux-ci, ou même de la relation qu’ils entretiennent en tant que coparents. La présente recherche a pour objectif de pallier à ces faiblesses afin de mieux cerner les déterminants de l’engagement parental des mères et des pères, ainsi que de l’adaptation de l’enfant. Dans ce but, 70 familles (père, mère et enfant) ont été recrutées par l’intermédiaire de centres de la petite enfance (CPE) de la région de Montréal, pour former un échantillon qui comporte 38 garçons et 32 filles âgés de 34 à 70 mois. Les parents participants ont été visités à deux reprises par un assistant de recherche pour la complétion de questionnaires qui ont permis d’évaluer l’engagement parental, la relation coparentale et l’adaptation de l’enfant. On observe plusieurs relations significatives entre l’engagement parental et différentes dimensions de la relation coparentale, surtout dans les domaines traditionnellement réservés aux mères. La coparentalité et l’engagement parental apparaissent aussi reliés à la compétence sociale de l’enfant, mais pas à l’anxiété/retrait de ce dernier, ni à son agressivité/irritabilité. Des analyses de régression hiérarchique ont été effectuées afin d’expliquer la variance l’engagement parental par les caractéristiques de la relation coparentale, puis la variance de l’adaptation de l’enfant par la relation coparentale et l’engagement parental des mères et des pères. Ces analyses ont notamment permis de constater que certaines caractéristiques du père modèrent la relation entre les croyances parentales de la mère et la participation relative des deux parents au soutien émotionnel, aux jeux et à l’introduction de nouveauté. Elles ont également permis de cerner une relation de médiation, dans laquelle les croyances paternelles sont positivement associées à la chaleur paternelle, qui est elle-même positivement associée à la compétence sociale de l’enfant. La discussion met en évidence l’importance d’étudier l’engagement parental et l’adaptation de l’enfant dans un cadre systémique, qui s’intéresse à la fois aux caractéristiques des mères et des pères, à la relation entre les parents et aux influences que mère et père ont l’un sur l’autre. / Most studies that have sought to identify determinants of harmonious development in children have considered the impact of variables on maternal or paternal characteristics, but few of them took into account both parents, the influences and interactions between them, or even their relationship as co-parents. This research aims to overcome these weaknesses in order to better understand the determinants of parental involvement of mothers and fathers, as well as child adjustment. For this purpose, 70 families (father, mother and child) were recruited through daycare centers of the Montreal area, to form a sample which includes 38 boys and 32 girls aged 34 to 70 months. Participating parents were visited twice by a research assistant for the completion of questionnaires that were used to assess parental involvement, the co-parental relationship and child adjustment. There are several significant relationships between parental involvement and different dimensions of the co-parental relationship, especially in areas traditionally reserved for mothers. Co-parenting and parental involvement also appear related to the social competence of children, but not to anxiety/withdrawal, nor aggressiveness/irritability. Hierarchical regression analysis were performed to explain the variance in parental involvement by the characteristics of the co-parental relationship, and the variance in child adjustment by the co-parental relationship and the parental involvement of mothers and fathers. These analyses have shown that particular characteristics of the father moderate the relationship between parenting beliefs of mothers and the relative participation of both parents in emotional support, play and the introduction of novelty. They also allowed the identification of a mediation relationship, in which paternal beliefs are positively associated with paternal warmth, which is itself positively associated with social competence of children. The discussion highlights the importance of studying parental involvement and child adjustment in a systemic framework, which focuses on both the characteristics of mothers and fathers, the relationship between parents and the influences that mothers and fathers have on each other.

The purpose of this diploma thesis is to analyze the parent-child relationship in selected novels by Anita Desai. The novels chosen for the analysis are Cry, the Peacock; Clear Light of Day; Fire on the Mountain; Fasting, Feasting. The aim of the theoretical part is, firstly, to introduce Anita Desai and her style of writing, secondly, to lay the theoretical basis for further analysis of the attachment between children and their parents. In this part the author presents the Attachment theory, behavioural patterns and parenting styles (authoritarian, authoritative, permissive, uninvolved). The theoretical part is concluded by a portrait of Indian society and typical Indian family structure - the environment in which Desai's protagonists live. The practical part consists of thorough analysis of the selected novels. The analysis shows Desai's tendency to portray such parenting styles that instil insecurity in children. The results prove that these approaches to raising a child affect the personality development negatively. It was interesting to find out that gender bias influences not only the life-path and self-concept of the protagonists but also the quality of their relationship with their parents.

With a significant number of African American single-parent families responsible for raising a generation of male children, the focus of this qualitative case study was on exploring the African American single mother-son dyad to identify metacommunicative signals delivered from mothers to sons. This study was grounded in a theoretical framework combining attachment theory and social learning theory. The research questions focused on identifying metacommunication messages passed from mothers to sons and how metacommunication patterns influence the youth's social identity. Four single mothers with adolescent sons and 4 unrelated adult sons of single mothers participated in semistructured interviews. Data were collected and analyzed using content analysis and coding supported with NVivo software. Key findings revealed that the metacommunication was a dominant form of communication in the African-American family construct, and affected the parenting styles. From the mother's retrospective reports, African-American mother's adapted an authoritarian or helicopter parenting styles to control and protect their sons from racism, becoming victims of crime and violence, being arrested, or incarcerated. The key finding from the sons' retrospective reports was that negative metacommunication from single mothers to sons was associated with insecure attachment, avoidance, and risky behaviors. The implications for social change are that positive metacommunication can strengthen the African American single mother-son dyad. This information may lead to intervention strategies for targeting negative metacommunication patterns from African American single mothers to sons and teaching new communication rules that foster a secure relationship.

La majorité des études qui ont cherché à identifier les déterminants d’un développement harmonieux chez l’enfant ont considéré l’impact des variables maternelles ou paternelles sur ce dernier, mais rares sont celles qui ont tenu compte des deux parents, des influences et des interactions entre ceux-ci, ou même de la relation qu’ils entretiennent en tant que coparents. La présente recherche a pour objectif de pallier à ces faiblesses afin de mieux cerner les déterminants de l’engagement parental des mères et des pères, ainsi que de l’adaptation de l’enfant. Dans ce but, 70 familles (père, mère et enfant) ont été recrutées par l’intermédiaire de centres de la petite enfance (CPE) de la région de Montréal, pour former un échantillon qui comporte 38 garçons et 32 filles âgés de 34 à 70 mois. Les parents participants ont été visités à deux reprises par un assistant de recherche pour la complétion de questionnaires qui ont permis d’évaluer l’engagement parental, la relation coparentale et l’adaptation de l’enfant. On observe plusieurs relations significatives entre l’engagement parental et différentes dimensions de la relation coparentale, surtout dans les domaines traditionnellement réservés aux mères. La coparentalité et l’engagement parental apparaissent aussi reliés à la compétence sociale de l’enfant, mais pas à l’anxiété/retrait de ce dernier, ni à son agressivité/irritabilité. Des analyses de régression hiérarchique ont été effectuées afin d’expliquer la variance l’engagement parental par les caractéristiques de la relation coparentale, puis la variance de l’adaptation de l’enfant par la relation coparentale et l’engagement parental des mères et des pères. Ces analyses ont notamment permis de constater que certaines caractéristiques du père modèrent la relation entre les croyances parentales de la mère et la participation relative des deux parents au soutien émotionnel, aux jeux et à l’introduction de nouveauté. Elles ont également permis de cerner une relation de médiation, dans laquelle les croyances paternelles sont positivement associées à la chaleur paternelle, qui est elle-même positivement associée à la compétence sociale de l’enfant. La discussion met en évidence l’importance d’étudier l’engagement parental et l’adaptation de l’enfant dans un cadre systémique, qui s’intéresse à la fois aux caractéristiques des mères et des pères, à la relation entre les parents et aux influences que mère et père ont l’un sur l’autre. / Most studies that have sought to identify determinants of harmonious development in children have considered the impact of variables on maternal or paternal characteristics, but few of them took into account both parents, the influences and interactions between them, or even their relationship as co-parents. This research aims to overcome these weaknesses in order to better understand the determinants of parental involvement of mothers and fathers, as well as child adjustment. For this purpose, 70 families (father, mother and child) were recruited through daycare centers of the Montreal area, to form a sample which includes 38 boys and 32 girls aged 34 to 70 months. Participating parents were visited twice by a research assistant for the completion of questionnaires that were used to assess parental involvement, the co-parental relationship and child adjustment. There are several significant relationships between parental involvement and different dimensions of the co-parental relationship, especially in areas traditionally reserved for mothers. Co-parenting and parental involvement also appear related to the social competence of children, but not to anxiety/withdrawal, nor aggressiveness/irritability. Hierarchical regression analysis were performed to explain the variance in parental involvement by the characteristics of the co-parental relationship, and the variance in child adjustment by the co-parental relationship and the parental involvement of mothers and fathers. These analyses have shown that particular characteristics of the father moderate the relationship between parenting beliefs of mothers and the relative participation of both parents in emotional support, play and the introduction of novelty. They also allowed the identification of a mediation relationship, in which paternal beliefs are positively associated with paternal warmth, which is itself positively associated with social competence of children. The discussion highlights the importance of studying parental involvement and child adjustment in a systemic framework, which focuses on both the characteristics of mothers and fathers, the relationship between parents and the influences that mothers and fathers have on each other.

The aim of this study was to ascertain the role of parental influence and, in particular, the parenting style on the development of academic responsibility in adolescence. The measurement instrument used to gauge the level of responsibility an adolescent attains was the evaluation of the individual's academic results in relation to a specific parenting style. Academic achievements were seen as a reflection of the individual's positive or negative behaviour towards his/her academic responsibilities and requirements. The research was done by means of a literature study and empirical research. The initial sample of participants consisted of adolescents between the age of fifteen and seventeen years. These individuals completed a questionnaire, which required their biographic details, their perceptions of their parents' parenting styles and their academic results. Two v learners were selected to participate in an in-depth study. One of the learners achieved academically, the other was a poor academic achiever. These individual's parenting styles to which they had been subjected, as well as their academic performances were evaluated. / Educational Studies / M. Ed. (Specialising in Guidance & Counselling)

This research was undertaken to analyse and evaluate the nature and quality of the role of parents in terms of the development of emotional intelligence in their adolescents. The results of this study indicate that emotional intelligence does appear to be higher in adolescents who have been exposed to a caregiver whose predominant style of parenting is that of an emotion coach. Parenting style therefore, appears to be related to a nurturant interaction with open communication and empathy. The adolescents who displayed less of the characteristics of emotional intelligence and experienced a low self-concept, perceived their primary caregivers as less empathetic, as communicating their emotions less effectively and as less able to put strategies into place to deal with their emotions. The researcher recognised limitations of the research and made recommendations on ways in which parents and adolescents can create more suitable environments for the development of emotional intelligence. / Psychology of Education / M. Ed. (Guidance and Counselling)

The purpose of this study was to gain an awareness of the behavioural characteristics, physical mannerisms and relational techniques exhibited by young adolescent girls in South Africa who may be susceptible to, or have been traumatised by being bullied. A literature study and an empirical investigation were conducted to establish whether victims of bullying have distinct personality traits, as well as to determine if specific parenting styles affect the vulnerability of their adolescent daughters. The effectiveness of bullying prevention strategies in adolescent relationships was also explored. A questionnaire was developed to ascertain how adolescents perceive victims of bullying. Eight semi-structured interviews using photographs and a cartoon as projective techniques were conducted with victims to gather data and to enrich the findings. This study has demonstrated that international research about victimisation is pertinent to South African children. / Psychology of Education / M. Ed. (Guidance and Counselling)

This research study focused on the factors that influence the disciplining of pre-school children during the divorce process. Divorce is an escalating phenomenon and more pre-school children are being exposed to divorce. A pre-school child’s development limits his abstract thinking processes which keep him to fully comprehending concepts like divorce. The verbal capacity of pre-school children is still limited and therefore they are not always able to communicate what they experience and observe. They are also not always able to express their emotions. The pre-school child communicates through behaviour and play. Divorce is not only the legal termination of the marriage for adults, but in fact entails more responsibilities, challenges, losses and adaptations. More pressure is placed on the parents and they tend to be emotional overwhelmed, physical exhausted and emotionally drained. This causes that the parents to not see their way open to care for and especially discipline their pre-school child. Discipline in general is left aside and is not followed through consistently. The purpose of this study is of ‘n explorative nature. It aims to explore the factors that have an impact on the disciplining of the pre-school child, prior to, during and after the divorce process. A quantitative research approach has been followed with this study and a questionnaire has been used for gathering information. A non-probability sampling method was used and the respondents were selected through a purposive sample. The respondents were selected from the Pretoria East region. The organisations that assisted the researcher in selecting the respondents were the Counselling centre of the Dutch Reformed Church of Moreletapark and the Child Trauma Clinic. For this study 19 respondents were selected. The questionnaires was given out by hand and collected by hand. The children of the respondents who participated in the study were all pre-school children when going through the divorce. It has been concluded from this study that the factors impacting the discipline of pre-school children during the divorce process, is of an emotional nature. A factor that played an important role in the disciplining of pre-school children is the guilt feelings that the respondents experienced for exposing their children to a divorce. Physical tiredness, emotional exhaustion, conflict between parents during and after the divorce and the number of times that one of the parents leaved the house, are factors that according to the respondents, influenced the disciplining of their pre-school children. / Dissertation (MSD (Play Therapy))--University of Pretoria, 2006. / Social Work and Criminology / MSD / unrestricted

El propósito de esta investigación fue comparar la autopercepción según los estilos de crianza percibidos por escolares de 10 a 12 años (60% hombres) de dos colegios privados de Lima, así como comparar ambas variables según sexo. Se aplicaron la Escala de Estilos de Crianza y el Perfil de Autopercepción para Niños (SPPC) a un total de 165 escolares. Los resultados evidenciaron que existen diferencias significativas en las dimensiones aspecto físico (p < .001) y conducta (p = .001) de la autopercepción según los estilos de crianza, específicamente hay mayores puntuaciones en dichas dimensiones en el estilo negligente. Además, los estudiantes tienen una autopercepción positiva de sí mismos, siendo las mujeres las que tienen una autopercepción más positiva sobre su propia conducta. Se concluye que los estilos de crianza influyen en el desarrollo de la autopercepción de los menores, pero no es un factor determinante. / The purpose of this research was to compare the self-perception according to the parenting styles perceived by scholars from 10 to 12 years old (60% male) from two private schools in Lima, as well as comparing both variables according to gender. The escales applied were Escala de Estilos de Crianza and Self Perception Profile for Childen (SPPC) where applied to a total of 165 schoolchildren. The results showed that there are significant differences in the physical appearance (p < .001) and behavior (p = .001) dimesions of self-perception according to the parenting styles, specifically there are higher scores in these dimensions in the negligent style. Also, students have a positive self-perception of themselves, where women have more positive self-perception about their own behavior. It is concluded that parenting styles influence the development of minors' self-perception, but it is not a determining factor. / Tesis

Объектом исследования явились отклонения в стилях воспитания, отношение родителей к детям и детей к родителям, эмоциональная саморегуляция детей. Предметом исследования стали изменения в показателях эмоциональной саморегуляцией у детей и эмоциональной стороны детско-родительских отношений в процессе занятий по методике «Семейная Мягкая Школа». Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (73 источника) и приложения, включающего в себя бланки применявшихся методик. Объем магистерской диссертации 112 страниц, на которых размещены 6 рисунков и 18 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируется гипотеза, указываются методы и эмпирическая база, научная новизна, теоретическая и практическая значимость работы. Первая глава включает в себя обзор иностранной и отечественной литературы по проблемам совместной игровой деятельности, детско-родительских отношений и эмоциональной саморегуляции у детей. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам: 1.Опросник для родителей «Анализ семейных взаимоотношений» (АСВ) (Э. Г.Эйдемиллер, В. В. Юстицкис). 2. Методика «Родительское сочинение», модифицированный вариант в форме незавершенных предложений (Е.И.Захарова, О.А.Карабанова, А.А.Шведовская). 3. Проективная методика «Рисунок Семьи». 4. Проективная методика исследования эмоциональной саморегуляции. Также в главе представлен описательный, корреляционный и сравнительный анализ результатов исследования. Выводы по главе 2 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики. / The object of the study was deviations in parenting styles, the attitude of parents to children and children to parents, emotional self-regulation of children. The subject of the study was changes in the indicators of emotional self-regulation in children and the emotional side of child-parent relationships during classes according to the "Family Soft School" methodology. The master's thesis consists of an introduction, two chapters, a conclusion, a list of literature (73 sources) and an appendix, which includes the forms of the applied methodologies. The volume of the master's thesis is 112 pages, on which are placed 6 figures and 18 tables. The introduction reveals the relevance of the research problem, the development of the problematics, the purpose and objectives of the research are set, the object and the subject of research are determined, the hypothesis is formulated, the methods and the empirical base are specified, the scientific novelty, the theoretical and practical significance of the work. The first chapter includes a review of foreign and domestic literature on the problems of joint play activities, child-parent relationships and emotional self-regulation in children. Conclusions on the first chapter are the results of the study of theoretical material. The second chapter is devoted to the empirical part of the study. It provides a description of the organization and methods of the study and the results obtained using all the methods used: 1.Questionnaire for parents "Analysis of family relationships"(DIA) (E. G. Eidemillera, V. V. Justickis). 2. Method "Parent essay", modified version in the form of unfinished sentences (E.I.Zakharova, O.A.Karabanova, A.A. Shvedovskaya). 3. Projective technique "Family Drawing". 4. Projective methodology for the study of emotional self-regulation. The chapter also presents a descriptive, correlational and comparative analysis of the results of the study. The findings of Chapter 2 are the main results of the empirical study. In conclusion, brief results of the theoretical and empirical parts of the work are presented, as well as conclusions on the hypotheses. The practical significance of the study is substantiated and possible prospects for further development of the problematics are described.