This study explored teachers' perceptions of intelligence of 11th-grade Black male students and how students themselves perceived their own intelligence in light of Howard Gardner's Theory of Multiple Intelligence. Qualitative research methods were used to gain novel understanding of the students' and teachers' feelings, and perceptions as outlined in the research questions. Two versions of ecological systems theory provided the underpinnings for the framework of this study: 1) Brönfenbrenner's Ecological Systems Theory, and 2) Spencer's PVEST (Phenomenological Variant of Ecological Systems Theory) model, which is an adaptation of the ecology model to Black students in the United States. In a large urban school district in the Southeast section of the United States, twenty-six students completed an online survey of Gardner's Multiple Intelligences. Seven Black male students were selected and interviewed along with ten of their teachers. The study found that despite the negative stereotypes toward Black males by society, the Black male students in this study interpreted intelligence to be multifaceted and perceived themselves as intelligent Black males. The teachers of the Black male students perceived them as intelligent and also interpreted intelligence to be multifaceted. The Black male students were resilient in debunking the idea that Black males were not considered intelligent in a society where negative Black male stereotypes abound.

The purpose of this study was to predict the family resources that influence positive family-to-work spillover for women who are engaged in parent, partner, and paid employee roles. While much research examines the construct of work-family conflict, little examines the positive benefits for women participating in multiple roles. A conceptual framework for the study was obtained from Voydanoffs (2002) work applying ecological systems theory to the work-family interface. Several factors were hypothesized to predict positive family-to-work spillover for multiple role women, including: spousal support; perceived fairness in the division of housework and childcare; relative share of childcare and housework; and paid assistance with housework.<p>Data for this study was collected in a survey designed for a larger assessment of work, family, gender, and health in the Saskatoon area. The current study utilized data collected from women who met the following criteria: 1) spoke fluent English; 2) fell between the ages of 25 - 54 years; 3) were employed full-time or part-time; and 4) were the parent of at least one child under the age of 20 years. The dependent variable was a measure of positive family-to-work spillover. Independent variables included: spousal support; perceived fairness of the division of childcare; perceived fairness of the division of housework; relative of share of housework for respondents compared to ones partner; and paid assistance with housework. Control variables included income, presence of preschool children, number of children, educational attainment, and hours of paid employment. A sequential multiple regression was performed to predict positive family-to-work spillover from the independent variables. The final regression model predicting positive family-to-work spillover included three independent variables: 1) spousal support; 2) the perception of division of childcare as unfair to ones partner; and 3) relative share of housework for the respondent. Implications and limitations of these findings are discussed.

The purpose of this study was to predict the family resources that influence positive family-to-work spillover for women who are engaged in parent, partner, and paid employee roles. While much research examines the construct of work-family conflict, little examines the positive benefits for women participating in multiple roles. A conceptual framework for the study was obtained from Voydanoffs (2002) work applying ecological systems theory to the work-family interface. Several factors were hypothesized to predict positive family-to-work spillover for multiple role women, including: spousal support; perceived fairness in the division of housework and childcare; relative share of childcare and housework; and paid assistance with housework.<p>Data for this study was collected in a survey designed for a larger assessment of work, family, gender, and health in the Saskatoon area. The current study utilized data collected from women who met the following criteria: 1) spoke fluent English; 2) fell between the ages of 25 - 54 years; 3) were employed full-time or part-time; and 4) were the parent of at least one child under the age of 20 years. The dependent variable was a measure of positive family-to-work spillover. Independent variables included: spousal support; perceived fairness of the division of childcare; perceived fairness of the division of housework; relative of share of housework for respondents compared to ones partner; and paid assistance with housework. Control variables included income, presence of preschool children, number of children, educational attainment, and hours of paid employment. A sequential multiple regression was performed to predict positive family-to-work spillover from the independent variables. The final regression model predicting positive family-to-work spillover included three independent variables: 1) spousal support; 2) the perception of division of childcare as unfair to ones partner; and 3) relative share of housework for the respondent. Implications and limitations of these findings are discussed.

Alkoholmisbruik is tans n sosiale kwessie in Suid–Afrika, asook in die res van die wêreld. Die kind in sy middelkinderjare lewensfase se belewenis van sy alkoholmisbruik–gesin kom in verskillende ontwikkelingsterreine na vore, in sy daaglikse interaksie met sy gesin asook in sy wyer skakeling . Alhoewel hy homself gedurende hierdie fase in n losmakingsproses om onafhanklikheid bevind, bly sy gesin steeds vir hom n bron van sekuriteit, hulp en ondersteuning. Vir die navorsingsmetodologie is die proses in tabelformaat weergegee met behulp van n onderverdeling in vier fases. Tydens die eerste fase, die aanvanklike beplanning en probleem–formulering, het hoofsaaklik drie aspekte aandag geniet, naamlik die navorsingsonderwerp, probleem–formulering en die doel met die nodige doelwitte. Die doel van die kwalitatiewe studie wat vanuit die probleem–formulering voortgespruit het, was om plattelandse kinders in die middelkinderjare se belewenis van alkoholmisbruik in hul gesinne waarvan hul deel vorm, te beskryf. Tydens die formele beplanning in die tweede fase is die inligting deur middel van triangulering ingesamel en is op die navorsingsbenadering en –strategieë gefokus. Vanuit verskillende bronne is inligting verken om die plattelandse kind in die middelkinderjare lewensfase wat deel vorm van die alkoholmisbruik–gesin se belewenisse, te beskryf. n Literatuurstudie het die samestelling en uiteensetting moontlik gemaak vir n profielstudie vanuit n paradigmatiese perspektief van die kind. In die derde fase is aandag gegee aan die empiriese ondersoek waartydens triangulering praktykgerig voortgesit is met behulp van sinsvoltooing met vyf kinderrespondente, voltooiing van n selfontwerpte vraelys wat opgevolg is met semi–gestruktureerde onderhoude met vyf ouers en vyf onderwysers. Gedurende die vierde fase het die interpretering en integrering van die bevindinge gerealiseer. Die gevolgtrekkings waartoe gekom is, is veral geleë in die leemte op nasionale vlak en op die platteland ten opsigte van spesifiek die kind se belewenis van sy alkoholmisbruik–gesin asook sy omgewing. Dit het ook duidelik geword dat daar aandag gegee moet word aan alkoholmisbruik as verskynsel en die alkoholmisbruikte–huweliksverhouding en dat onkunde bestaan ten opsigte van ouerskap en die belewenis van die kind as betrokkene by sy alkoholmisbruik–gesin. Om hierdie redes word aanbeveel dat daar gefokus moet word op die kind se proses, maar ook dat ouers, onderwysers en maatskaplike werkers wat deel vorm van die ondersteuningsnetwerk vir hierdie kinders, die nodige kennis en insig deur middel van opleidingsprogramme behoort te ontvang. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

Alkoholmisbruik is tans n sosiale kwessie in Suid–Afrika, asook in die res van die wêreld. Die kind in sy middelkinderjare lewensfase se belewenis van sy alkoholmisbruik–gesin kom in verskillende ontwikkelingsterreine na vore, in sy daaglikse interaksie met sy gesin asook in sy wyer skakeling . Alhoewel hy homself gedurende hierdie fase in n losmakingsproses om onafhanklikheid bevind, bly sy gesin steeds vir hom n bron van sekuriteit, hulp en ondersteuning. Vir die navorsingsmetodologie is die proses in tabelformaat weergegee met behulp van n onderverdeling in vier fases. Tydens die eerste fase, die aanvanklike beplanning en probleem–formulering, het hoofsaaklik drie aspekte aandag geniet, naamlik die navorsingsonderwerp, probleem–formulering en die doel met die nodige doelwitte. Die doel van die kwalitatiewe studie wat vanuit die probleem–formulering voortgespruit het, was om plattelandse kinders in die middelkinderjare se belewenis van alkoholmisbruik in hul gesinne waarvan hul deel vorm, te beskryf. Tydens die formele beplanning in die tweede fase is die inligting deur middel van triangulering ingesamel en is op die navorsingsbenadering en –strategieë gefokus. Vanuit verskillende bronne is inligting verken om die plattelandse kind in die middelkinderjare lewensfase wat deel vorm van die alkoholmisbruik–gesin se belewenisse, te beskryf. n Literatuurstudie het die samestelling en uiteensetting moontlik gemaak vir n profielstudie vanuit n paradigmatiese perspektief van die kind. In die derde fase is aandag gegee aan die empiriese ondersoek waartydens triangulering praktykgerig voortgesit is met behulp van sinsvoltooing met vyf kinderrespondente, voltooiing van n selfontwerpte vraelys wat opgevolg is met semi–gestruktureerde onderhoude met vyf ouers en vyf onderwysers. Gedurende die vierde fase het die interpretering en integrering van die bevindinge gerealiseer. Die gevolgtrekkings waartoe gekom is, is veral geleë in die leemte op nasionale vlak en op die platteland ten opsigte van spesifiek die kind se belewenis van sy alkoholmisbruik–gesin asook sy omgewing. Dit het ook duidelik geword dat daar aandag gegee moet word aan alkoholmisbruik as verskynsel en die alkoholmisbruikte–huweliksverhouding en dat onkunde bestaan ten opsigte van ouerskap en die belewenis van die kind as betrokkene by sy alkoholmisbruik–gesin. Om hierdie redes word aanbeveel dat daar gefokus moet word op die kind se proses, maar ook dat ouers, onderwysers en maatskaplike werkers wat deel vorm van die ondersteuningsnetwerk vir hierdie kinders, die nodige kennis en insig deur middel van opleidingsprogramme behoort te ontvang. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

The enduring, mythical and antisemitic figure of Ahasuerus is central to the unraveling and reframing of post-Shoah Jewish identity in Rabinovici’s novel Suche nach M for it serves as the mythological color palette from which Rabinovici draws his characters and, to extend that metaphor, how the Jews have been immortalized in European culture. There is no escape in Suche nach M. When painting the Jew, both Jews and non-Jews can only use brush strokes of color from the Christian-created palette of the mythic, wandering Jew, Ahasuerus, who is stained in the blood of deicide, emasculated, treacherous, and evil. He is the constitutional “Other.” By deploying Urie Bronfenbrenner’s (Bio) Ecological Systems Theory, the Mythic Jew and the Ikhud (“Fusion”) Models that represent an evolving psychosocial environment combined with personal reflection, this thesis explores how Suche nach M invokes yet critiques the process of Jewish male identity formation in postwar Austria. / Graduate

Made available in DSpace on 2016-06-02T19:46:01Z (GMT). No. of bitstreams: 1 1991.pdf: 2090923 bytes, checksum: 268a7956e70405ff540aed35df776b8a (MD5) Previous issue date: 2008-03-31 / Financiadora de Estudos e Projetos / Admission at the elementary school is an important moment in the process of education. Literature has shown that to guide the family in this process, using resources from the family environment, may be fundamental in preventing school problems. In that context, this work implemented and evaluated a proposal of intervention in the form of a Programa Psicopedagógico de Orientação a Pais (PPOP) - Psychopedagogical Program of Parents Orientation -, for the parents and relatives responsible for children with learning disabilities included in the early years of elementary grades of regular public school and were attended by the itinerant service of special education, in order to provide strategies for monitoring and stimulation of their children in that stage of education. The study was developed as the ethical aspects of researches that involve human beings. The first stage of the research (Program s elaboration) tested the PPOP and the instruments in an experimental situation, whose analysis showed that the Program was able to be implemented on a larger scale and was satisfactory as the form and content, from the reports of the participants. The used instruments also were sensitive to the demand for collection. On the second stage, the implementation of the Program, participated in this research eleven parents of students who were on the early years at public elementary school and their respective children, which composed two groups experimental and control). It is relevant to mention that the content approached in the program is based on the book Como ajudar seu filho na escola ( How to help your child in school ). Besides the PPOP, the instruments used to collect data were: Home Environment Resources Scale - HERS, Roadmap, interviews with parents, Brazil s Criterion of Economic Classification, School Achievement Test, Roadmap " Situations and the Evaluation Questionnaire Course. The evaluation of the program found the effectiveness of it, from the assessment of all the steps and comparison of results of pre - and post-tests. The results allowed to assert the need for continuation of activities of that nature. The results allowed to assert the need for continuation of activities of that nature. The results showed: a) interest of mothers receive support in situations where information about the "do not know how to deal with the child" b) an increase in the repertoire of mothers of educational practices appropriate c) implementation of positive strategies on a daily basis with the children in the short term; d) the relevance of programs of this nature with parents of children with learning disability. In future studies it is suggested investment in training of ducators to use the POPP and development of strategies that extend the benefits of the program to more families. / O ingresso no Ensino Fundamental constitui um momento importante no processo de escolarização. A literatura tem revelado que orientar a família em tal processo, a partir de recursos do ambiente familiar, pode ser fundamental na prevenção de dificuldades escolares. Nesse contexto, a presente pesquisa teve por objetivo elaborar, implementar e avaliar uma proposta de intervenção na modalidade de um Programa Psicopedagógico de Orientação a Pais (PPOP), dirigido a pais e familiares responsáveis por crianças com dificuldades de aprendizagem, incluídas nos primeiros anos do Ensino Fundamental de escola pública regular e que eram atendidas pelo serviço itinerante de educação especial. Buscou-se prover estratégias para os pais acompanharem e estimularem seus filhos nessa etapa do ensino. O estudo foi desenvolvido conforme os aspectos éticos de pesquisas que envolvem seres humanos. Na primeira etapa da pesquisa elaboração do PPOP) testou-se o Programa e os instrumentos em situação experimental, cujas análises demonstraram que estes estavam aptos a serem implementados em maior escala, pois se mostraram satisfatórios quanto à forma e conteúdo. Na segunda etapa, (implementação do Programa), participaram da pesquisa onze pais de alunos do 1º ao 5º ano do Ensino Fundamental de escola pública regular de uma cidade de médio porte do interior do estado de São Paulo e seus respectivos filhos, os quais compuseram dois Grupos (experimental e controle). Cumpre destacar que o conteúdo abordado no Programa tem como base a obra Como ajudar seu filho na escola . Além do PPOP, os instrumentos utilizados para coleta de dados foram: Inventário de Recursos do Ambiente Familiar-(RAF), Roteiro de entrevista com os pais, Dados Pessoais e Critério de Classificação Econômica Brasil (CCEB), Teste de Desempenho Escolar (TDE), Roteiro de Entrevista Situações e Questionário de Avaliação do Programa. Para avaliar a eficácia do Programa foi realizada a avaliação de todas as etapas e ainda a comparação de resultados de pré e pós-testes. Os resultados evidenciaram: a) interesse das mães em receber suporte informativo acerca das situações onde não sabem como lidar com a criança ; b) um aumento no repertório das mães de práticas educativas adequadas; c) implementação de estratégias positivas no dia-a-dia com as crianças, a curto prazo; d) a pertinência de programas desta mesma natureza com pais de crianças com dificuldade de aprendizagem. Para futuros estudos sugere-se o investimento na formação de educadores para uso do POPP e o desenvolvimento de estratégias que estendam os benefícios do Programa para um número maior de famílias.

Many children in society live in families where one or both parents have drug-addiction prob- lems. Early life conditions for these children may result in a need of support, which may be a requirement for a more favourable psycho-social development. The study purpose was to in- vestigate social worker’s experience of work with children with drug addiction problems in their primary family, based on the criticism of social service assistance. The study was based on a qualitative approach with semi-structured interviews. Six social workers in central Swe- den were interviewed about their experience of structural and individual preconditions and difficulties in the work. The study shows that the majority of the difficulties are experienced on the structural level within the organization while the majority of the preconditions are ex- perienced on the individual level. The structural difficulties are not experienced to affect the respondent’s own individual preconditions in their work and neither the feeling that they in their profession are able to do a good job. In addition, all the respondents feel that the support for the children and young people meet the current needs. / Många barn i samhället lever i familjer där en eller båda föräldrarna har en missbruksproble- matik. Uppväxtvillkoren för dessa barn kan resultera i ett behov av stödinsatser vilka kan vara en förutsättning för en mera gynnsam psykosocial utveckling. Studiens syfte var att undersöka socialsekreterares uppfattning av arbetet med barn som lever med missbruk i sin primärfamilj utifrån den kritik som riktats mot socialtjänstens stödinsatser. Undersökningen utgick från en kvalitativ ansats med semistrukturerade intervjuer . Sex socialsekreterare i Mellansverige in- tervjuades om upplevda strukturella och individuella möjligheter och svårigheter i arbetet. Studien påvisar att majoriteten av svårigheterna upplevs återfinnas på strukturell nivå inom organisationen medan majoriteten av möjligheter återfinns på individuell nivå. De strukturella svårigheterna upplevs inte påverka respondenternas egna individuella möjligheter eller upple- velsen av att de i sin yrkesroll kan utföra ett bra arbete. Dessutom framkom att samtliga re- spondenter upplever att stödet till barn och unga tillgodoser de aktuella behoven.

Denna studie undersöker hur skolpersonalen uppmärksammar och arbetar med barn som växer upp med en förälder eller flera föräldrar med ett skadligt bruk av alkohol eller andra droger. Studien undersöker även hur skolpersonalen upplever tillgången till resurser för detta arbete och syftar till att lyfta fram det sociala arbetet i skolan. Med hjälp av intervjuer med de yrkesverksamma i skolan studeras deras perspektiv på förebyggande arbete i relation till barn i utsatta miljöer. Intervjupersonerna arbetar på grundskolan i Stockholms samt Västerås län och har olika yrkesroller. Empirin i denna undersökning omfattas av en kvalitativ intervjustudie och därmed har data samlats in genom semistrukturerade intervjuer. Resultaten visar att skolpersonalen understryker betydelsen av relationsskapande med barn som lever med en eller flera föräldrar med skadligt bruk. Resultatet framhäver även att brist på resurser för skolans arbete med dessa barn minskar möjligheterna att förstärka skyddsfaktorer som kan hindra framtida problem hos barnen. Synliggörande av barnens egna beteenden menas vara betydelsefullt i arbetet med att kunna identifiera och fånga upp de barn som lever i skadliga levnadsförhållanden. Den utvecklingsekologiska teorin används som en ram för denna studie då teorin centrerar kring barnets sammanhang. Begreppet risk- och skyddsfaktor har haft stor relevans för vår studie eftersom den hjälper oss att förstå barnens beteenden, de riskfaktorer som barnet utsätts för och hur skolan kan vara en skyddsfaktor. Begreppet ökar även vår förståelse för barnet som individ på en social och strukturell nivå. Studiens slutsats kan delas upp i tre delar och kopplar till de teman denna undersökning fått fram utifrån den tematiska analysen: (1) Förekomsten av bristande resurser i det förebyggande sociala arbetet i skolan; (2) betydelsen av relationsbyggande mellan elever och skolpersonal; (3) och observationer av barns avvikande beteende. / This study investigates how school personnel notice and work with children who grow up with one or more parents with harmful use of alcohol or other drugs. The study also examines how the school staff perceives the availability of resources for this work and aims to highlight the social work in the school. With the help of interviews with the professionals in the school, their perspective on preventive work in relation to children in vulnerable environments is studied. The interviewees work at primary schools in Stockholm and Västerås counties and have different work roles. The empirical work in this investigation is covered by a qualitative interview study and thus the data has been collected through semi-structured interviews. The results show that school staff emphasize the importance of relationship building with children who live with one or more parents with harmful use. The result also highlights that a lack of resources for the school's work with these children reduces the opportunities to strengthen protective factors that can prevent future problems in the children. Making the children's own behaviors visible is said to be important in the work of being able to identify and catch the children who live in harmful living conditions. The developmental ecology theory is used as a framework for this study as the theory centers around the context of the child. The concept of risk and protective factor has had great relevance to our study because it helps us understand the children's behavior, the risk factors the child is exposed to and how the school can be a protective factor. The concept also increases our understanding of the child as an individual on a social and structural level. The study's conclusion can be divided into three parts and links to the themes that this research has produced based on the thematic analysis: (1) The existence of a lack of resources in the preventive social work in the school; (2) the importance of relationship building between students and school staff; (3) and observations of children's deviant behavior.

Le soutien social est communément reconnu comme ayant un effet bénéfique sur la santé et le bien-être alors que les jeunes trans et non binaires (TNB) subissent des expériences de victimisation importantes. Parmi celleux qui sont en processus de débuter ou ont entrepris des traitements médicaux d’affirmation de genre, l’expérience spécifique des adolescent·e·s TNB demeure peu connue. Le présent mémoire a comme objectif de mieux comprendre comment iels rapportent leurs expériences de soutien en examinant les différentes formes d’apport et de tensions émergentes. S’inscrivant dans un projet canadien plus vaste (Pullen Sansfaçon et al., IRSC 2016- 2019), cette étude fait appel à une analyse de données secondaires découlant d’entrevues qualitatives menées auprès de 12 jeunes TNB d’une même clinique Montréalaise. Les données sont analysées selon une formule mixte où une partie des catégories est dérivée de la revue de la littérature alors qu’une autre partie est induite en cours d’analyse. L’utilisation d’une perspective écosystémique permet une vision globale de l’expérience des jeunes, c’est-à-dire où les multiples composantes de l’environnement social sont perçues de façon interactive et intégrée. Les résultats apportent un éclairage sur la variabilité des parcours, mais aussi sur la complexité du soutien social offert aux adolescent·e·s TNB recevant des soins médicaux d’affirmation de genre. Alors que de multiples formes de soutien sont observées à travers l’ensemble des sphères de leur environnement social, une tension générale tourne incontestablement autour de normes traditionnelles de genre et expose des lacunes systémiques qui ont un effet délétère sur les jeunes. / Social support is commonly known for its health and well-being benefits. However, trans and non binary (TNB) youths are confronted to important victimisation experiences and yet little is known about the specific experience of those who are at the process of beginning or have begun medical gender affirming treatments. The objective of this master’s thesis’ is to better understand how these youths relate their social support experiences while examining the different emerging forms of contributions and tensions. Arising from a vaster Canadian project (Pullen Sansfaçon et al., IRSC 2016-2019), this study is a secondary data analysis of qualitative interviews held with 12 TNB youth in a Montreal clinic. The data analysis is conducted following a mixed formula where part of the categories is deriving from the literature review and another is induced while coding. The use of the ecological systems theory contributes to a global perspective of the youths’ experience where the social environment’s multiple components are perceived in an interactive et integrated manner. The results shed light on the variability of pathways, but also on the complexity of the social support offered to TNB adolescents receiving medical gender affirming care. While multiple forms of support are found throughout the different social environmental spheres, a general tension unquestionably emanates from traditional gender norms. This context exposes systemic lacuna and a deleterious effect on TNB youth.