Thesis (D. Min.)--Dallas Theological Seminary, 2000. / Includes abstract. Includes bibliographical references (leaves 218-244).

Thesis (D. Min.)--Dallas Theological Seminary, 2000. / Includes abstract. Includes bibliographical references (leaves 218-244).

Thesis (D. Min.)--Dallas Theological Seminary, 2000. / Includes abstract. Includes bibliographical references (leaves 218-244).

Introduction : Structural cardiac malformations affects 0.8-1% of children born worldwide, in Sweden 800-1000 children per year. Most children with congenital heart disease and their families will have frequent and lifelong contact with highly specialized care. Awareness of the parents experience is crucial in order to improve the nursing care. These experiences will be illustrated using a theoretical model of family-based nursing. Aim: The aim of this study was to describe experiences of being a parent to a child with a congenital heart disease. Method:A review of the literature was undertaken using systematic review principles. The search strategy included four electronic bibliographic databases, using the search terms experience, heart defects congenital, heart disease congenital, parent, parents and arenting. Nine studies focused on parent's experience. Seven used solely qualitative methodology and two studies used mixed methods. The analysis was performed and guided by qualitative content analysis. Results: Analysis of the nine studies on parents experience revealed two categories and six subcategories. The categories were: "feelings and need at the time of diagnosis" and "the time at home". Parents of children with congenital heart disease needed support from both health care and from their own social network. Their need was greatest at the time of diagnosis and surgery. Gradually everyday life stabilised. The result shows the parent's experience of anxiety and stress as a common path through the entire process. In time, the parents started to use different coping strategies to handle the situation. Conclusion: Nurses who meet parents of children with congenital heart disease should be aware of the need for repeated information, both oral and written. It is also important to provide information to siblings and relatives. Though familyfocused care the nurse can support parents in their parenting role and also include siblings. Sufficient information leads to better coping and parents feel more comfortable to take care of the sick child and their family.

Thesis (M.S.)--University of Michigan, 1987.

Thesis (M.S.W.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 113-121).

Thesis (M.S.)--University of Michigan, 1987.

Zugl.: Oldenburg, Univ., Diss., 2006

This study involved surveying 649 families in Livingston Union School District in Livingston, California, to ascertain parents' motivating factors which led them to enroll their children in a dual-language program at school and to see if there are different motivating factors for English-speaking parents and Spanish-speaking parents. A dual-language program involves integrating students who speak two different languages into a class or program where students learn in both languages. The survey return rate was 41.2%. Of the 268 respondents, 52.9% indicated that they spoke to their children at home in Spanish, 41.4% indicated that they spoke to their children at home in English, 2.6% spoke to their children in Punjabi, 0.3% said they spoke to their children in Urdu, and 2.6% of the respondents declined to answer this question. When asked what motivated the parent to enroll their child in a dual-langauge program, the responses from Spanish-dominant parents were as follows: 90.11% of the respondents enrolled the child in the program because they wanted their child to be able to speak, read, and write in two languages, 67.10% enrolled because they wanted their child to be successful in a global economy, 62% said they enrolled because they wanted their child to be more successful in school, 59.60% said they wanted their child to be comfortable relating to different people and cultures, 57.70% said they wanted their child to be able to relate to his/her heritage, 36.30% enrolled their child because they wanted the child to be with teachers that spoke their language. Approximately 11% wrote in other reasons for enrolling their child in a dual-language program. English-speaking parents chose their reasons for enrolling their child in a dual-language program in almost the same order as the Spanish-speaking parents. However, there are significant differences in the percentage of parents that chose those answers. For example, though the desire to see their child speak, read, and write in two languages was the top choice of both sets of parents, 94.5% of the English-speaking parents chose this answer while only 86.60% of Spanish-speaking parents chose this as their top answer. In addition, there was a significant difference between the two sets of parents when analyzing the choice of wanting their child to be comfortable relating to different people and cultures (English-speaking at 54.90% and Spanish-speaking at 63.3%) and the choice of wanting their child to be with teachers that spoke the same language (English-speaking at 25.20% and Spanish-speaking at 45%). The study ends with recommendation for practice and recommendations for further studies.

In view of the scarcity of educational marketing/public relations studies in Taiwan, particularly at the kindergarten level and the need to recruit and retain students in a highly competitive environment, this research was conducted among a sample of parents whose children attend a large private kindergarten in one of the major cities in Taiwan. Both quantitative and qualitative methods were used to collect data for this study. The objectives of the study were to find out the demographic profile of the parents whose children enrolled at the kindergarten, their information seeking patterns regarding kindergarten education, factors affecting their choice of kindergartens, and their opinion about the services of the kindergarten where their children are enrolled in the areas of curriculum, faculty, and administrative services. The research revealed that parents of the kindergarten students studied are judicious shoppers for their children's education; they shopped extensively for a kindergarten which offered the highest cost-benefit ratio. For their children, they want a kindergarten which has a kind, warm, dedicated, and highly qualified faculty. They prefer a kindergarten which not only offers a balanced bilingual curriculum but also helps their students make a smooth transition into elementary schools. The study suggests that the parents are overwhelmingly satisfied with the curriculum, the faculty, and the administration of the kindergarten where their children are enrolled.