This study utilized a phenomenological approach to examine adult children's views of how their fathers connected with them as children. Participants consisted of 10 men and 12 women between the ages of 30 and 60 who were interviewed about connection experiences with their fathers. Participants completed interviews related to their perspectives on being fathered, experiences as a son or daughter, and what they experienced in connecting with their fathers. Findings indicated that fathers connect with children through a variety of contexts that include memorable occasions, activities, personal interactions, routines, events, and other means. Also. obstacles to connection between fathers and children were explored. Study findings and their implications for theory, research, and practical application are discussed.

This study focused on the search of the impact of absent father on the lives of young adults in the household. In the interview with the coparticipants, the research revealed that the problems of absent father prevailed and continued to traumatize young adults despite the execution of pastoral care of laying hands and uttering of prayers on young adults by pastors and deacons of the church since these are the pastoral practices and care the church offers to assist in halting the problems. The absence of pragmatic of pastoral method caused dismay more especially on young adults because they perceived a church as a family of God which is endowed with power to provide healing and comfort abundantly in their lives as well as changing the mind-set of their fathers who deserted them. Prior to this research the inability to deal and solve the problems of absent father caused the congregation to encounter dilemma because some members of the congregation emphasized that these young adults who their problems of absent father seem not to be solved by prayer and laying of hands must be referred to psychologist while others suggested that such young adults must be excommunicated because they disturb the smooth running of the worshipping in the church. These views prompted the current research. It was, therefore, the aim of this study to journey with the coparticipants in order to understand and have knowledge of the situation they are encountering so that the research will employ the appropriate pastoral care and practice to assist them to get rid of the problems of absent father, / Dissertation (MA)--University of Pretoria, 2015. / Practical Theology / MA / Unrestricted

Luke Goebel wrote this collection of fiction in his final year enrolled at the M.F.A. Program for Poets and Writers at the University of Massachusetts Amherst. These stories were wrought after studying with Sam Michel, Noy Holland, as well as other faculty members at UMass Amherst, and after a summer of study with Gordon Lish. The themes that recur throughout these stories are: fathers, America, Bald Eagles, feathers, Native American mythology and legend (obsession with Native Culture), as well as sex and sexual awakening/revulsion, and, of course, the road.

“Out Here” is a fictional account of a daughter’s voyage across the Pacific Ocean as a passenger aboard a working containership with her father.

Parenting roles and occupations are complex and become even more challenging when navigated with a physical disability. Physical, social, and political barriers are among many factors that shape experiences in parenting and disability. Occupational therapy practitioners (OTPs), with their holistic and client-centered approach, are ideally positioned to provide professional support to alleviate or adapt to environmental barriers. However, OTPs confront their own barriers to providing services, including a deficit in and accessibility to occupation therapy-specific resources and education on disability and parenting. These factors together result in a gap in service between disabled parents and occupational therapy. This doctoral manuscript offers a potential solution to these issues in the form of Adapting Parenthood, an online resource and education platform for OTPs. The platform is designed to provide occupational therapy specific professional education for practitioners working with parents who experience barriers in their parenting roles due to disability or related factors. Adapting Parenthood offers a user-friendly, digital interface that allows users to navigate at their own pace, fostering autonomy, and learning motivation. It incorporates a range of multimedia resources, catering to various learning styles and preferences, to enhance user engagement and information retention. The platform is organized into topic areas comprised of resources and educational modules. The resources include a diverse range of documents, manuals, recommendations, and legal information intended to supplement interventions and enhance the practice of healthcare professionals. The educational modules focus on topic areas where practitioners may need to refine their skills and knowledge when working with parents with physical disabilities. These topics include adapting parenting occupations, home modification and universal design, as well as disability-affirming education on interdependence, social support, and disability rights related to parenting. The content and design of Adapting Parenthood underscores the importance of disability-affirming practice. It emphasizes understanding the unique lived experiences of disabled individuals, particularly those who are parents, and the development of support that mitigate and alleviate the challenges they face. Ultimately, this dissertation provides an in-depth analysis of the unique challenges faced by parents with physical disabilities and proposes a comprehensive online platform to support and educate OTPs working with this population. Adapting Parenthood aims to bridge the service gap and foster a more inclusive and supportive environment for disabled parents.

This is a novel about grief.

High school males from fatherless households are less likely to receive the needed support to succeed in school than their peers from two parent households (Astone and McLanahan, 1991). Research indicated that the biological father's influence will sway the male child's overall development (Jones, 2004). This qualitative study explores the connections between fatherless households and school achievement among high school males. Its purpose is to enlighten school leadership about strategies for assisting high school males from fatherless households with obstacles that may affect their school performance. The grounded theory study includes findings from one-on-one interviews of seven adult males from fatherless households, ages 28 and older, with varying careers, education, and marital status backgrounds who currently work or previously worked in some capacity with high school males from fatherless households. During the interview, common words, responses, shared experiences, and patterns emerged that identified factors that contribute to the academic outcomes of high school male students. Findings include the following: 1) Relationships with the biological father, biological mother, as well as the relationship between the father and mother, have a positive or negative emotional effect on high school males; 2) High school experiences and factors, such as academics, attendance, discipline, and various obstacles were impacted by fatherless households; 3) The influences of biological and other adult males are critical to the academic success of high school males from fatherless households; 4) There are positive and negative factors that affect high school males from fatherless households; and 5) Various roles, strategies, and programs contribute to the academic success of high school males from fatherless households. In addition to these findings, this study identifies further research needed for educators to explore other facets of high school males from fatherless households and school performance. / Ed. D. / This research study explores the connections between fatherless households and school achievement among high school males. Its purpose is to enlighten school leadership, parents, and community about strategies for assisting high school males from fatherless households with obstacles that may affect their school performance. The study includes findings from one-on-one interviews of seven adult males from fatherless households, ages 28 and older, with varying careers, education, and marital status backgrounds who currently work or previously worked in some capacity with high school males from fatherless households. During the interview, common words, responses, shared experiences, and patterns emerged that identified factors that contribute to the academic outcomes of high school male students. Findings include the following: 1) Relationships with the biological father, biological mother, as well as the relationship between the father and mother, have a positive or negative emotional effect on high school males; 2) High school experiences and factors, such as academics, attendance, discipline, and various obstacles were impacted by fatherless households; 3) The influences of biological and other adult males are critical to the academic success of high school males from fatherless households; 4) There are positive and negative factors that affect the high school males from fatherless households; and 5) Various roles, strategies, and programs will contribute to the academic success of high school males from fatherless households. In addition to the findings, this study identifies further research needed to explore other facets of high school males from fatherless households and school performance.

Father involvement was examined multidimensionally using fathers' and children's reports. A total of 61 fathers and 143 children (intact families and stepfather families) from the Avon Brothers and Sisters Study (ABSS) participated in the current study. Measures of father involvement including engagement in shared activity, monitoring, positivity, and negativity were completed by fathers and children. Agreement between father and child reports of involvement was assessed, involvement was compared between biological fathers and stepfathers, and involvement was predicted statistically using father and child factors (e.g., age, gender). There were modest significant associations between fathers' and children's reports of monitoring of positive events, and father-child positivity. Compared to biological fathers, stepfathers did less monitoring of positive events, and were less positive towards their children. Biological relatedness was a significant predictor of monitoring positive events, monitoring negative events, and positivity. Consistent with previous theoretical and empirical accounts, this study demonstrated that being biologically related to your child influences the level of involvement in fathers. / Master of Science

A collection of poems that explore the imagined possible deaths of a father and ultimately the concepts of absence and lack through a contemplation of spaces like fields and cemeteries / MFA

This study analyzed male high school students' perceptions of the child development course and father role. A two-part questionnaire was administered to 192 males. In Part I, descriptive statistics determined that more males would enroll in child development if the female-oriented image was changed, if they knew more about the course, and if their friends enrolled. In Part II, a t-test was used to analyze the results of the FRO. Six hypotheses examined the perceptions of males with and without parent training toward father roles of nurturing, problem solver, provider, societal model, recreational, and total scores of both groups. Results indicated males without parent training had a more traditional view toward the problem-solver role.