Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 255-276). Available also in a digital version from Dissertation Abstracts.

Thesis (Ed. D.)--Illinois State University, 1996. / Title from title page screen, viewed May 22, 2006. Dissertation Committee: Robert Arnold (chair), Patricia Klass, Larry McNeal, Joe Parks, Seymour Bryson. Includes bibliographical references (leaves 76-84) and abstract. Also available in print.

M.A. (Social Work) / The purpose of this study was to integrate existing scientific knowledge into a parent-training programme for adoptive parents. The viability of such a programme was investigated in the light of the viewpoint of many authors that the increasing responsibility of parenthood creates an increasing need for parent-training programmes. The purpose of this study was formulated as follows: i) to broaden the insight and knowledge of adoptive parents with regard to specific matters pertaining to adoption; ii) to support adoptive parents in their child-rearing task by stimulating the development of more insigt into the developmental phases, with special emphasis on those factors pertaining to the development of the self-image and identity formation, as well as the genealogy, of the adoptive child; iii) through the application of insight and knowledge gained through the programme, to assist their adoptive children in the development of a positive self-image and identity; iv) - to enhance a positive self-image of the parent; - to enhance the parent-child relationship; and - to aim at better family relationships as a result of the above, through enhancing satisfactory and effective role fulfillment of the parent; v) to enhance primary prevention in the hope that the emotional and social maladaptation of the adoptive child may be avoided. In order to fulfill these purposes, a conceptual framework was developed to generate questions and formulate hypotheses. The Resiarch Development and Utilization model of Edwin Thomas was utilized as research design for the development of the programme. In the third phase of Thomas' model i.e. the evaluation phase, provision is made for the utilization of evaluative research methodology for the evaluation of the relevant social technology. Thomas' model further provides for the utilization of experimental and quasi-experimental designs for the evaluation of social technology. In additioh, this researcher used programme evaluation as experimental design, as well as an exploratory-formulative or hypotheses-developmental design. Three correlation hypotheses were formulated predicting the relationship between the parent-training programme for adoptive parents (the independent variable) and the role...

This study is about factors affecting the effectiveness of parental involvement in their children’s education. This chapter focuses on the background to the study, statement of the problem, research questions, delimitation and limitations of the study and definitions of terms used in the context of the study. The education system during the apartheid era did not encourage effective involvement of stakeholders in schools. The achievement of democracy in South Africa has consigned to history the past system of Education which was based on racial inequality and segregation whereas this country requires a new national system for schools which will redress past injustices in educational provision, provide an education of progressively high quality for all learners (South African Schools Act (SASA) 84 of 1996). One of the factors which influence the success of a school system is the involvement of its stakeholders (SASA 84 of 1996). The school stakeholders are parents, educators, the learners, the community and the department of education officials. This means that these stakeholders should work together. According to SASA, a parent is the person legally entitled to the custody of a learner or a person who undertakes to fulfill the obligations of a person towards the learner’s education at school. Parental involvement is described as the willingness and active participation of parents in a wide range of school and home-based activities related to their children’s education. Literally, parental involvement is a dynamic process whereby teachers and parents work together for the ultimate benefit of the child. The SASA emphasizes that the role of parents in the education of their children is a vital support source of learning.

The primary purpose of the research was to explore and describe the effects of divorce on the psychosocial behaviour of adolescent learners from Newlands West. The secondary purpose, based on this research, was to formulate guidelines to improve the quality of interventions by educators in schools which will assist adolescents to cope with the challenges associated with divorce. The sample consisted of twenty participants between 12 and 18 years. Adolescents were selected for this study because they were mature enough to articulate their awareness and experiences of the divorce situation and family issues. They were from grades eight to twelve from New West Secondary School in Newlands West. The methodology used for this research was based on a qualitative paradigm. This ensured that data was rich and diverse in nature, especially since a small sample was used and it allowed each participant to provide indepth information regarding their experiences of their parents' divorce. The narrative interview was used and measures were applied to ensure trustworthiness. Interviews were tape recorded to ensure that the data was accurate. The researcher had access to this information and could continuously refer to it. It also allowed the researcher to listen attententively to the participants, without disrupting their flow of thought by writing or summarizing their responses. The researcher explained to the participants the purpose of the study and the same question was given to all participants, namely: "Could you tell me how the divorce of your parents has affected you?" The audio-taped interviews were transcribed and analysed. A descriptive analysis technique was used and central themes were identified. The themes which emerged were: ~ Adolescent learners' views on why their parents are getting divorced ~ Effect of the divorce on the adolescent learners ~ Sources of support for adolescent learners to cope with the divorce ~ Adolescent learners' views on parent reconciliation ~ Relationship of adolescent learners with non-custodial parent(s) The study concluded that divorce had a debilitating impact on the psychosocial behaviour of adolescents in this school and that there was a need for appropriate structures to be established to effectively address the issue in school. / Thesis (M.Ed.) - University of Natal, 2003.

This paper uses the National Education Longitudinal Study of 1988 (NELS:88) to compare academic achievement of children in two-parent, single mother and single father families. Academic achievement is measured by a math and reading composite score from a standardized achievement test. Ordinary least squares (OLS) regression models are used to test three competing theories of children's academic achievement: economic theory, individualistic perspective of gender and evolutionary parental investment theory. Findings do not support the evolutionary parental investment theory. The economic theory, which states that single fathers are more capable of offering economic resources to their children compared to single mothers, is supported. This economic advantage of children in single father families allows children in this family type to achieve at the same level as (keep up with) children in single mother families. The individual perspective of gender, which states that children in single mother families fare better because women fulfill the caregiver and homemaker roles, is supported by this study. It is also possible that other factors play a role in differing levels of academic achievement between children in different family types. / Department of Sociology

Background: Involuntary exposure to secondhand smoke (SHSe) is an important cause of morbidity in children who present to the pediatric emergency department (PED) and urgent care (UC). SHSe interventions delivered in the PED and UC would benefit both the smoker and child, but there have been no large trials testing the efficacy of such interventions. The Healthy Families program is the first randomized controlled trial to test whether a screening, brief intervention, and referral to treatment (SBIRT) intervention delivered in the PED and UC will be effective in decreasing SHSe in children and increasing cessation in smokers. Methods/design: This trial uses a randomized, two-group design in which caregiver-smokers of children 0-17 years old are recruited from the PED and UC. Eligible caregiver-smokers are randomized to either the: 1) SBIRT Condition with face-to-face, tailored counseling that focuses on the child's illness, the importance of reducing child SHSe, caregiver smoking cessation, and the option to receive nicotine replacement therapy; or 2) Healthy Habits Control Condition which includes face-to-face, tailored attention control "5-2-1-0" counseling that focuses on improving the child's health. Dyadic assessments are conducted in-person at baseline, and via email, phone, or in-person at 6-weeks and 6-months. The primary outcomes are biochemically-verified, 7-day point prevalence and prolonged smoking abstinence. Secondary outcomes are cigarettes smoked per week, 24 h quit attempts, and biochemically validated child SHSe at each time point. The costs of this intervention will also be analyzed. Discussion: This study will test an innovative, multilevel intervention designed to reduce child SHSe and increase smoking cessation in caregivers. If effective and routinely used, this SBIRT model could reach at least one million smokers a year in the U.S., resulting in significant reductions in caregivers' tobacco use, SHSe-related pediatric illness, and healthcare costs in this population of children.

The primary purpose of the study was the design and assessment of an intervention programme that seeks to help children cope with the crisis of divorce. The intervention was named the Kids in Divorce (KID) programme and is a short-term, developmentally appropriate intervention, consisting o f 10 sessions, aimed primarily at helping the pre-adolescent child. The aim of the study was to evaluate whether children receiving the intervention showed significant improvements in their emotional and attitudinal coping responses to divorce, as meausuredby the Family1 Story Test (FST) and the Kids in Divorce (KID) questionnaire (a self-designed measure). A pilot study was done on the KID questionnaire in order to, make the necessary changes, before using the questionnaire'for the study. 3 A total of 42 pupils, from schools in th | Eldoradopark 'coloured' community participated in the study. A pre and post test experimental-iBontrol research design was used in the study, The experimental and control groups consisted of 21 children \ each. \ . J r . Results of the study reflected significant improvements measures for the experimental group, which provides strong'cm pirical^nd^^.for'S'ie usefulness of a short-,erm, children cope with parental divorce.

Knowledge has long been acknowledged to be crucial for economic growth and in today’s market economies this is true to an even greater extent. In the past it used to be the parent’s duty to pass on this knowledge to their children, nowadays schools and higher education institutions take this responsibility. Nevertheless, parents still have a significant influence on an individual’s educational attainment. The aim of this study is to investigate and demonstrate this parental influence on the level of education as well as the subject of higher education degree. This thesis shows that individuals whose parents have at least a bachelor’s degree and above are more likely to attain one themselves. Moreover, individuals are more likely to choose a subject for that degree that is similar to their parents’ occupation.

Lo scopo di questo lavoro di ricerca è quello di riflettere in prospettiva pedagogica sulla relazione tra genitori e figli adolescenti. La società attuale,con il suo pluralismo di valori,porta gli adolescenti a guardare all’imprevedibilità come ad un fattore costitutivo della propria identità. Spesso la tendenza all’individualizzazione della nostra società è prima di tutto radicata nel mondo adulto. I giovani sono lo specchio degli stili di vita che il mondo adulto trasmette loro. In una prospettiva pedagogica,di fiducia e di speranza,è importante continuare a guardare i giovani come una risorsa essenziale per il futuro. I veri valori della vita dovrebbero essere per gli adolescenti un cammino,una scelta consapevole e responsabile di vita;e gli adulti che li affiancano dovrebbero aiutarli in ciò. I genitori hanno la responsabilità di far comprendere e promuovere nei figli l’importanza di essere se stessi,di vivere senza condizionamenti esterni negativi,di creare relazioni significative,di progettare il futuro. L’educazione è una relazione tra persone caratterizzata dall’amore,dal donarsi,dal rispetto reciproco ed è soprattutto orientata alla libertà di ogni persona. Il dono più prezioso è quello di educare i propri figli all’amore e nell’amore e la famiglia è la più importante risorsa educativa ed umana in tal senso. / The purpose of this research is to reflect in a pedagogic perspective on the relationship between parents and adolescents. Today’s society, with its pluralism of values, drives adolescents to look at unpredictability as to a constitutive factor of their own identity. The tendency to individualization typical of our society often takes root first in the adult world itself. Young people are the mirror of the life styles that the adult world transmits them. In a pedagogic perspective, based on trust and hope, it’s important to steadily look at young people as to an essential resource for the future. The true values of life should represent for adolescents a path,an aware and responsible choice of life and adults that are close to them should help them in achieving this. Their parents have the responsibility to make their children understand and urge them to be themselves, to live without negative external conditionings, to create meaningful relationships, to plan their future. Education is a relationship between people, characterized by love, by giving oneself, by a mutual respect and should aim above all at everybody’s freedom. The most precious gift is that of teaching one’s own children love and in love and the family is the most important educational and human resource in this sense.