The effectiveness of Parent Child Interaction Therapy with physically abusive parent child dyads was examined. Thirty-four physically abusive parents and their children were randomly assigned to either an experimental condition in which parents participated in the intervention or a control condition in which regular family preservation services were offered. Parents in the treatment group reported a reduction in the number of child behavior problems, lower levels of stress, and lower abuse potential scores when compared with control parents. Clinical implications along with future recommendations for treatment of physically abusive parents and children are discussed.

This study examines the lived experiences of African American parents in public schools relative to the educational goals they have held for themselves and their children. A phenomenological approach to understanding the complexities and diversities of the lived experiences was employed. Research questions examined how parents experienced, perceived, and understood their relationship with public schools. This study sought to describe a commonality of human experiences that leads to understanding in the lives of human beings. This was done through interviews which required retrospection obtained from a cultural perspective. The interview topics addressed the backgrounds and experiences of a group of African American parents and their children, their perceptions of the most salient experiences and interactions, and their understandings about those experiences while in public school. Nine African American parents, who have an ongoing relationship with public schools, were interviewed. The analysis of these interviews was done utilizing qualitative research in the tradition of phenomenology. Hermeneutics was employed for this study to focus on meaning that arose from the interpretive interaction between the historically produced texts of parents and researcher. The interviews produced profiles of each parent and, in cross-referencing their responses, it was found that themes of: seeing self differently, engaging and making human connections, reconfiguring past experiences, feeling emotions, opening new doors, and finding hope in pedagogy emerged. The researcher of this study provided new insights into the lives of African American parents about their experiences with public schools, and illuminated their dilemmas and general state of being. The goal was to allow the reader to listen to the authentic voices of these parents through storytelling and reflection. Finally, the researcher constructed meaning from these experiences and presented a composite description of multiple realities for the reader. Recommendations to educators and stakeholders include understanding the impact, and working to reform the structural conditions, of social injustice and economic inequality inherent in the entire schooling process. It is imperative that the stories of African American parents be heard regarding their experiences in, perceptions of, and understandings about public schools in order to assist students in achieving their highest goals.

A child's internalized regulatory system and development of defenses is patterned after the parent-child attachment system. Therefore, measuring defenses can provide information about the quality of the internalized attachment relationship. This study examined the correlation of defenses in mother-son pairs. It examined defensive behaviors utilizing the Rorschach Test, as responses to the Rorschach are useful in describing a person's basic defensive functions. The study found that the defenses of regression, repression, avoidance, a personal defense stance and the quality of inner resources were positively correlated between mothers and sons. These correlations were .74, .53, .50, .48, and .44 respectively. This data indicates that, for this sample, a mother and son's defensive behaviors were correlated across several variables. These results suggest the Rorschach may be a useful instrument in studying the sequelae of the attachment relationship. This method may also offer the family therapist insights into what defenses are currently activated in the parent-child relationship.

In this study, a grounded theory in a qualitative research design was developed to extend the knowledge base of positive parenting practices in homes of Migrant students. The study examined: (a) parenting practices in homes of high-achieving preadolescent students, (b) the impact of high mobility and school transitions, (c) family language and literacy practices, (d) cultural and historical contexts of parenting practices, and (e) parents' perspectives about what is happening in the schools. Literature was reviewed to learn about families of cultural and linguistic diversity from middle class Anglo students and staff. Categories that developed from the research of literature included: (a) education and the future, (b) family literacy and learning, (c) mentors and role models, and (d) family values and family communication. Interviews were conducted after cross-cultural research techniques were used to decenter the languages. Parents of fourteen students responded to the interviews and a checklist for the home learning environment. Three administrators were interviewed to gain their perspective of the school program for Migrant students and opportunities for parent involvement. The findings were reported in three categories: (a) parenting practices in the home, (b) parent perspective of school learning environments, and (c) the home-school partnership. Conclusions were based on the parents' responses, but most responses related literacy and learning directly to the school. School administrators provided information about basic programs and supplementary services. Six recommendations were made to other parents of Migrant students and for administrators and other school leaders. Recommendations to parents included: (a) specific and direct communication with children from an early age, (b) support for children's homework, schoolwork, and other responsibilities, and (c) counseling about positive mentors, role models, and friends. Recommendations for administrators included: (d) the need for early childhood education programs, services, and communication with parents, (e) provision of extra-curricular activities for all preadolescent students, and (f) a school culture that welcomes and encourages cultural and linguistic diversity.

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Mobila betalningslösningar har blivit allt populärare och för att banker inte ska tappa konkurrenskraft behöver de införa olika mobila betalningslösningar som efterfrågas av bankernas kunder. En utmaning vid införande av mobila betalningslösningar är att det är många aktörer som är delaktiga i införandeprocessen. För att lyckas väl med införandet är samordning och samarbete mellan de olika aktörerna viktigt. När flera team samarbetar mot ett gemensamt mål är det vanligt att problem uppstår gällande att anpassa målen mellan teamen och det kan uppstå motstridiga mål mellan teamen vilket kan påverka kommunikationen, beslutsfattande och ömsesidigt förtroende. När flera team måste förlita sig på andras arbete för att få sitt eget arbete utfört finns också risk att mellanmänskliga konflikter uppstår, vilket kan leda till suboptimala resultat. Syftet med denna kandidatuppsats i informatik är att identifiera, beskriva och förklara framgångsfaktorer för en mellanprojektsrelation mellan kundens projektgrupp och systemleverantörens projektgrupp, och mellanmänskliga relationer inom respektive projektgrupp, vid införande av mobila betalningslösningar. Fallstudiemetoden har tillämpats och en litteraturstudie har genomförts. Utifrån litteraturstudien har en analysmodell utformats. Primära empiriska data har samlats in genom semistrukturerade intervjuer via Teams. Fem intervjuer med projektmedlemmar från Ålandsbankens och Crosskeys projektgrupper har utförts. Studiens viktigaste slutsatser är att följande framgångsfaktorer är särskilt betydelsefulla för bättre relationer: en öppen och tydlig kommunikation under hela projektet genom att projektmedlemmarna enkelt kan kontakta varandra utanför mötestider, genast tar upp oklarheter och alla projektmedlemmar tydligt informeras om vad som händer. Projektledarnas roll är också avgörande: de behöver vara engagerade och ha en högre grad av kommunikationsförmåga. Tidigare samarbete mellan projektmedlemmar medför att det redan från början av projektet finns ett ömsesidigt förtroende mellan projektgrupperna och individerna vilket också uppfattas som en viktig framgångsfaktor. Projektgruppernas storlek påverkar relationerna genom att en mindre grupp leder till att projektmedlemmarna har tydligare ansvarsområden, kommunikationen är enklare och det är lättare att samarbeta. Kunskapsbidraget från denna genomförda studie är tre indikatorer som lagts till i min modifierade analysmodell: Grad av tydlighet, Grad av öppenhet och Grad av tidigare samarbete.

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