subject:(Parent AND child New Zealand)

Massey University

1. King, Lucia Madeleine. Parents' perceptions of community-based parenting initatives : engaging everyday parents to prevent maltreatment : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Science (Psychology), Massey University, Wellington, New Zealand .

Degree: 2012, Massey University

URL: http://hdl.handle.net/10179/4301

► A population initiative to improve parenting knowledge and support is important for preventing child maltreatment. Traditional parent training programmes are expensive and unacceptable to many… (more)

Subjects/Keywords: Child abuse prevention; Parent training; Parent support; Parenting, New Zealand; Parenting groups; Parent education

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APA (6^th Edition):

King, L. M. (2012). Parents' perceptions of community-based parenting initatives : engaging everyday parents to prevent maltreatment : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Science (Psychology), Massey University, Wellington, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/4301

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

King, Lucia Madeleine. “Parents' perceptions of community-based parenting initatives : engaging everyday parents to prevent maltreatment : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Science (Psychology), Massey University, Wellington, New Zealand .” 2012. Thesis, Massey University. Accessed March 08, 2021. http://hdl.handle.net/10179/4301.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

King, Lucia Madeleine. “Parents' perceptions of community-based parenting initatives : engaging everyday parents to prevent maltreatment : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Science (Psychology), Massey University, Wellington, New Zealand .” 2012. Web. 08 Mar 2021.

Vancouver:

King LM. Parents' perceptions of community-based parenting initatives : engaging everyday parents to prevent maltreatment : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Science (Psychology), Massey University, Wellington, New Zealand . [Internet] [Thesis]. Massey University; 2012. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10179/4301.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

King LM. Parents' perceptions of community-based parenting initatives : engaging everyday parents to prevent maltreatment : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Science (Psychology), Massey University, Wellington, New Zealand . [Thesis]. Massey University; 2012. Available from: http://hdl.handle.net/10179/4301

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Massey University

2. Arif, Areej. An exploration of the experience and sense-making of refugee parents and children of the Positive Parenting Program (Triple P).

Degree: MA, Psychology, 2018, Massey University

URL: http://hdl.handle.net/10179/14029

► According to the UNHCR (2015), the number of people forcibly displaced globally was 65.3 million by the end of 2015; the highest since World War… (more)

Subjects/Keywords: Triple P Positive Parenting Program; Refugees – New Zealand; Parenting; Parent and child; Child rearing

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APA (6^th Edition):

Arif, A. (2018). An exploration of the experience and sense-making of refugee parents and children of the Positive Parenting Program (Triple P). (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/14029

Chicago Manual of Style (16^th Edition):

Arif, Areej. “An exploration of the experience and sense-making of refugee parents and children of the Positive Parenting Program (Triple P).” 2018. Masters Thesis, Massey University. Accessed March 08, 2021. http://hdl.handle.net/10179/14029.

MLA Handbook (7^th Edition):

Arif, Areej. “An exploration of the experience and sense-making of refugee parents and children of the Positive Parenting Program (Triple P).” 2018. Web. 08 Mar 2021.

Vancouver:

Arif A. An exploration of the experience and sense-making of refugee parents and children of the Positive Parenting Program (Triple P). [Internet] [Masters thesis]. Massey University; 2018. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10179/14029.

Council of Science Editors:

Arif A. An exploration of the experience and sense-making of refugee parents and children of the Positive Parenting Program (Triple P). [Masters Thesis]. Massey University; 2018. Available from: http://hdl.handle.net/10179/14029

Massey University

3. Chan, Angel. The politics of identity, belonging and exclusion : Chinese immigrant parents' involvement in New Zealand early childhood education : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Arts, Massey University, Albany, New Zealand .

Degree: 2014, Massey University

URL: http://hdl.handle.net/10179/6955

► Parental involvement and parent-teacher partnership are key notions promoted in the New Zealand early childhood curriculum, and their value for children’s learning and development is… (more)

▼ Parental involvement and parent-teacher partnership are key notions promoted in the New Zealand early childhood curriculum, and their value for children’s learning and development is nationally and internationally recognised. This study employed a life story methodology and a range of relevant theoretical frames, including theoretical and conceptual approaches concerning identity, social spaces, transnationalism and critical multiculturalism to explore Chinese immigrant parents’ participatory experiences in their children’s early childhood education in New Zealand and the factors that influenced their involvement. A documentary analysis identified many of the dominant discourses and practices prevalent in New Zealand early childhood education. Ten Chinese immigrants from the People’s Republic of China, recruited from three public kindergartens in Auckland, participated in two phases of individual face-to-face interviews, which focused on their involvement in the kindergartens and their perspectives of parenting, teaching and learning. The participants took pride in their Chinese identity and were determined to maintain their Chinese heritage. They had high expectations for their children’s education and were actively involved in their learning in private spaces. However, their participation in the kindergartens was passive and minimal. Utilising the technique of critical discourse analysis, an unequal positioning of discourses was revealed when narrative data was interpreted against textual findings. The participants’ stories indicated that they felt the teachers were not prepared to embrace diverse familial funds of knowledge. Their parental i aspirations and concerns were often dismissed and silenced while the dominant discourses were institutionally reinforced, thus perpetuating the participants’ essentialised beliefs regarding New Zealand and Chinese ways of teaching and learning, whilst placing cultural beliefs and practices in binary opposition. Without a sense of entitlement and belonging, the participants excluded themselves from the kindergartens. Although they reluctantly accepted the dominant discourses in public spaces, they actively employed strategies within private spaces to fulfil their parental aspirations. They fluidly utilised a range of transnational and transcultural spatial strategies to mix and match practices from both the home and host country in order to maximise the learning opportunities and achievements of their children. This thesis concludes with pedagogical recommendations informed by critical multiculturalism.

Subjects/Keywords: Early childhood education; New Zealand; Parent participation; Chinese; Parent and child; Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education

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APA (6^th Edition):

Chan, A. (2014). The politics of identity, belonging and exclusion : Chinese immigrant parents' involvement in New Zealand early childhood education : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Arts, Massey University, Albany, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/6955

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Chan, Angel. “The politics of identity, belonging and exclusion : Chinese immigrant parents' involvement in New Zealand early childhood education : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Arts, Massey University, Albany, New Zealand .” 2014. Thesis, Massey University. Accessed March 08, 2021. http://hdl.handle.net/10179/6955.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Chan, Angel. “The politics of identity, belonging and exclusion : Chinese immigrant parents' involvement in New Zealand early childhood education : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Arts, Massey University, Albany, New Zealand .” 2014. Web. 08 Mar 2021.

Vancouver:

Chan A. The politics of identity, belonging and exclusion : Chinese immigrant parents' involvement in New Zealand early childhood education : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Arts, Massey University, Albany, New Zealand . [Internet] [Thesis]. Massey University; 2014. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10179/6955.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chan A. The politics of identity, belonging and exclusion : Chinese immigrant parents' involvement in New Zealand early childhood education : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Arts, Massey University, Albany, New Zealand . [Thesis]. Massey University; 2014. Available from: http://hdl.handle.net/10179/6955

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Otago

4. McDowall, Philippa Jill. Parent-involvement in children's reading development: Parent and teacher perceptions, and child reading outcomes .

Degree: University of Otago

URL: http://hdl.handle.net/10523/4926

► The purpose of this PhD research was to investigate dimensions of parent-involvement in children's reading during the first two years at school. Given that the… (more)

▼ The purpose of this PhD research was to investigate dimensions of parent-involvement in children's reading during the first two years at school. Given that the development of reading skills is the key instructional task during this period, the research focused specifically on involvement practices that support children’s acquisition of literacy. A multi-informant and multidimensional research design was used to describe parent and school practices and perceptions of parent-involvement in children's reading in two research projects. The practices used by school principals and teachers to invite parent-involvement may determine whether such collaboration is effective. The first research project involved evaluating, then refining, measures developed to describe the ways used by schools to encourage parent-involvement in children's reading development. Two representative samples of New Zealand primary school principals and teachers of students in their first year of school were then surveyed. These educators were asked to record the strategies used at their schools to encourage parent-involvement in children's reading, and to rate the helpfulness of each practice. Participants’ perceptions of the helpfulness of parent-involvement practices were strongly associated with their reports of the actual practices used. Educators' responses were then used to develop constructs to describe different ways that schools communicate with parents, encourage parent-involvement in children's reading at school and at home, and communicate with parents. The next part of this project investigated whether educators’ perceptions about parent-involvement in children's reading development were associated with school characteristics, including school community resources, school population, ethnic composition of students, community size, and educational region of New Zealand. The main findings were that educators in schools serving more affluent communities believed more strongly in the ability of the parent community to contribute to students’ learning, and principals’ from smaller schools were more positive about the helpfulness of communicating with all families from the school community. This study concluded that educators’ perceptions about parent-involvement in children's reading development are many and varied, and in the first 2 years of primary school may have only modest associations with school characteristics. The second research project was a longitudinal investigation of the associations between parent-reported involvement in children’s schooling, family and parent demographics, teachers' reports of their practices to encourage in children's reading, and children’s literacy development during their first 2 years at school. Four schools were included in the sample, and school principals, teachers, parents, and children from the school community were invited to participate. The reported practices and perspectives of teachers in this sample varied within schools, but were similar overall to those of their peers in a National survey.… Advisors/Committee Members: Schaughency, Elizabeth (advisor).

Subjects/Keywords: parent-involvement; literacy; child development; education; New Zealand

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APA (6^th Edition):

McDowall, P. J. (n.d.). Parent-involvement in children's reading development: Parent and teacher perceptions, and child reading outcomes . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/4926

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Chicago Manual of Style (16^th Edition):

McDowall, Philippa Jill. “Parent-involvement in children's reading development: Parent and teacher perceptions, and child reading outcomes .” Doctoral Dissertation, University of Otago. Accessed March 08, 2021. http://hdl.handle.net/10523/4926.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

MLA Handbook (7^th Edition):

McDowall, Philippa Jill. “Parent-involvement in children's reading development: Parent and teacher perceptions, and child reading outcomes .” Web. 08 Mar 2021.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

McDowall PJ. Parent-involvement in children's reading development: Parent and teacher perceptions, and child reading outcomes . [Internet] [Doctoral dissertation]. University of Otago; [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10523/4926.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Council of Science Editors:

McDowall PJ. Parent-involvement in children's reading development: Parent and teacher perceptions, and child reading outcomes . [Doctoral Dissertation]. University of Otago; Available from: http://hdl.handle.net/10523/4926

Note: this citation may be lacking information needed for this citation format:
No year of publication.

AUT University

5. Cowley-Malcolm, Esther (Esther Tumama). Some Samoans' perceptions, values and beliefs on the role of parents and children within the context of aiga/family and the influence of fa'asamoa and the church on Samoan parenting .

Degree: AUT University

URL: http://hdl.handle.net/10292/11445

► This qualitative study describes maternal and paternal experiences of thirty-five Samoans living in Auckland, Aotearoa New Zealand. The study was conducted in order to establish,… (more)

▼ This qualitative study describes maternal and paternal experiences of thirty-five Samoans living in Auckland, Aotearoa New Zealand. The study was conducted in order to establish, “What, if any changes to parenting practices have occurred since their family migrated into New Zealand?” Through interviews, respondents discussed their values, attitudes and beliefs and how they perceived that they were brought up by their own parents. They also described and discussed their own roles as parents and the roles of their children. They also discussed how the church influenced the ways in which their parents parented them and the way they themselves parent their children. Respondents were chosen via a snowball technique of referrals from four different church ministers. The four churches were selected on the recommendation of one Samoan Church Minister as being representative of the Samoan community. Four ministers were interviewed, along with four elders and five parents from each church. Seven other people from outside these churches, four not church attenders were also interviewed in order to be able to further explore the importance and effects of the churches. The theoretical approach engaged a combination of the principles of Grounded Theory (Glaser & Strauss, 1967) and the ‘Fa’afaletui,’ (Tamasese, 1997.) The latter is a Samoan framework which gives a multi-layered approach to data interpretation using a range of lenses and perspectives. In conducting this investigation, the combination of Western and Samoan frameworks was appropriate especially given the cultural sensitivities that were apparent around the topic matter and the ethnicity of the respondents and the researcher. Earlier findings, concerning discipline by (Fairbairn-Dunlop, 2002) were affirmed, as were findings about fa’alavelave from the earlier study into parenting practices (McCallum et al, 2000). In this present study, it was found that enculturation (i.e changes in culture) over time, modified parenting practices and specifically that inter-generational perspectives about parenting practices were apparent. Evidence of conflicting approaches to values between generations was encountered and a range of rituals were adapted as a consequence of migration and time; discipline and fa’alavelave were prime examples of this. The relative paucity of a body of Pasifika literature and Pacific research by Pacific people, from which a theoretical foundation for a study of this kind could be developed, was seen to be problematic. It is concluded that enculturation following migration spawns a reconstruction of values and associated practices in parenting and that previously held core values concerning discipline, the church and the family become altered over time and generations. It is also suggested that future research should seek to corroborate the findings of this study by examining the parenting practices of the next generation. Advisors/Committee Members: Crothers, Charles (advisor), Hassal, Ian (advisor).

Subjects/Keywords: Parent and child – New Zealand; Parenting – New Zealand; Children; Samoan – Care – New Zealand; Samoans – New Zealand – Social life and customs; Samoans – New Zealand – Religion

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cowley-Malcolm, E. (. T. (n.d.). Some Samoans' perceptions, values and beliefs on the role of parents and children within the context of aiga/family and the influence of fa'asamoa and the church on Samoan parenting . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/11445

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Cowley-Malcolm, Esther (Esther Tumama). “Some Samoans' perceptions, values and beliefs on the role of parents and children within the context of aiga/family and the influence of fa'asamoa and the church on Samoan parenting .” Thesis, AUT University. Accessed March 08, 2021. http://hdl.handle.net/10292/11445.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Cowley-Malcolm, Esther (Esther Tumama). “Some Samoans' perceptions, values and beliefs on the role of parents and children within the context of aiga/family and the influence of fa'asamoa and the church on Samoan parenting .” Web. 08 Mar 2021.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Cowley-Malcolm E(T. Some Samoans' perceptions, values and beliefs on the role of parents and children within the context of aiga/family and the influence of fa'asamoa and the church on Samoan parenting . [Internet] [Thesis]. AUT University; [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10292/11445.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Cowley-Malcolm E(T. Some Samoans' perceptions, values and beliefs on the role of parents and children within the context of aiga/family and the influence of fa'asamoa and the church on Samoan parenting . [Thesis]. AUT University; Available from: http://hdl.handle.net/10292/11445

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Massey University

6. Afeaki-Mafileo, Emeline. The effects of social policy upon the Tongan kainga.

Degree: Masters of Philosophy, Social Policy, 2004, Massey University

URL: http://hdl.handle.net/10179/10508

► In New Zealand social policies are continually developed and lived out of a democratic society. Each day the New Zealand airport is busy with a… (more)

Subjects/Keywords: New Zealand; Tongans – Family relationships; Tongans – Kinship; Tongans – Ethnic identity; Parent and child

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Afeaki-Mafileo, E. (2004). The effects of social policy upon the Tongan kainga. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/10508

Chicago Manual of Style (16^th Edition):

Afeaki-Mafileo, Emeline. “The effects of social policy upon the Tongan kainga.” 2004. Masters Thesis, Massey University. Accessed March 08, 2021. http://hdl.handle.net/10179/10508.

MLA Handbook (7^th Edition):

Afeaki-Mafileo, Emeline. “The effects of social policy upon the Tongan kainga.” 2004. Web. 08 Mar 2021.

Vancouver:

Afeaki-Mafileo E. The effects of social policy upon the Tongan kainga. [Internet] [Masters thesis]. Massey University; 2004. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10179/10508.

Council of Science Editors:

Afeaki-Mafileo E. The effects of social policy upon the Tongan kainga. [Masters Thesis]. Massey University; 2004. Available from: http://hdl.handle.net/10179/10508

Massey University

7. Hann, Philip. Authoritarianism and creativity : the relationship in a New Zealand population of parents and children (10-16 years).

Degree: MA, Education, 1989, Massey University

URL: http://hdl.handle.net/10179/11574

► The present report documented an empirical investigation which aimed to investigate the extent of any relationship between authoritarianism in parents and creativity attainment in their… (more)

Subjects/Keywords: Authoritarianism (Personality trait); Creative ability in children; Parent and child – New Zealand

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hann, P. (1989). Authoritarianism and creativity : the relationship in a New Zealand population of parents and children (10-16 years). (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/11574

Chicago Manual of Style (16^th Edition):

Hann, Philip. “Authoritarianism and creativity : the relationship in a New Zealand population of parents and children (10-16 years).” 1989. Masters Thesis, Massey University. Accessed March 08, 2021. http://hdl.handle.net/10179/11574.

MLA Handbook (7^th Edition):

Hann, Philip. “Authoritarianism and creativity : the relationship in a New Zealand population of parents and children (10-16 years).” 1989. Web. 08 Mar 2021.

Vancouver:

Hann P. Authoritarianism and creativity : the relationship in a New Zealand population of parents and children (10-16 years). [Internet] [Masters thesis]. Massey University; 1989. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10179/11574.

Council of Science Editors:

Hann P. Authoritarianism and creativity : the relationship in a New Zealand population of parents and children (10-16 years). [Masters Thesis]. Massey University; 1989. Available from: http://hdl.handle.net/10179/11574

University of Otago

8. James, Lee Anne. Parental Alienation: The New Zealand Approach .

Degree: University of Otago

URL: http://hdl.handle.net/10523/8035

► Parental alienation involves a child being influenced by a parent to reject or resist contact with the other parent for no good reason. It can… (more)

Subjects/Keywords: parental alienation; parenting disputes; child law; New Zealand; justified estrangement; parental alignment; alienating parent; alienated parent; targeted parent; consequences of alienation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

James, L. A. (n.d.). Parental Alienation: The New Zealand Approach . (Masters Thesis). University of Otago. Retrieved from http://hdl.handle.net/10523/8035

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Chicago Manual of Style (16^th Edition):

James, Lee Anne. “Parental Alienation: The New Zealand Approach .” Masters Thesis, University of Otago. Accessed March 08, 2021. http://hdl.handle.net/10523/8035.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

MLA Handbook (7^th Edition):

James, Lee Anne. “Parental Alienation: The New Zealand Approach .” Web. 08 Mar 2021.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

James LA. Parental Alienation: The New Zealand Approach . [Internet] [Masters thesis]. University of Otago; [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10523/8035.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Council of Science Editors:

James LA. Parental Alienation: The New Zealand Approach . [Masters Thesis]. University of Otago; Available from: http://hdl.handle.net/10523/8035

Note: this citation may be lacking information needed for this citation format:
No year of publication.

AUT University

9. Cowley-Malcolm, Esther Tumama. Some Samoans' perceptions, values and beliefs on the role of parents and children within the context of aiga/family and the influence of fa'asamoa and the church on Samoan parenting.

Degree: AUT University

URL: http://hdl.handle.net/10292/25

► This qualitative study describes maternal and paternal experiences of thirty-five Samoans living in Auckland, Aotearoa New Zealand. The study was conducted in order to establish,… (more)

▼ This qualitative study describes maternal and paternal experiences of thirty-five Samoans living in Auckland, Aotearoa New Zealand. The study was conducted in order to establish, "What, if any changes to parenting practices have occurred since their family migrated into New Zealand?Through interviews, respondents discussed their values, attitudes and beliefs and how they perceived that they were brought up by their own parents. They also described and discussed their own roles as parents and the roles of their children. They also discussed how the church influenced the ways in which their parents parented them and the way they themselves parent their children. Respondents were chosen via a snowball technique of referrals from four different church ministers. The four churches were selected on the recommendation of one Samoan Church Minister as being representative of the Samoan community. Four ministers were interviewed, along with four elders and five parents from each church. Seven other people from outside these churches, four not church attenders were also interviewed in order to be able to further explore the importance and effects of the churches. The theoretical approach engaged a combination of the principles of Grounded Theory (Glaser & Strauss, 1967) and the 'Fa'afaletui,' (Tamasese, 1997.) The latter is a Samoan framework which gives a multi-layered approach to data interpretation using a range of lenses and perspectives. In conducting this investigation, the combination of Western and Samoan frameworks was appropriate especially given the cultural sensitivities that were apparent around the topic matter and the ethnicity of the respondents and the researcher. Earlier findings, concerning discipline by (Fairbairn-Dunlop, 2002) were affirmed, as were findings about fa'alavelave from the earlier study into parenting practices (McCallum et al, 2000). In this present study, it was found that enculturation (i.e changes in culture) over time, modified parenting practices and specifically that inter-generational perspectives about parenting practices were apparent. Evidence of conflicting approaches to values between generations was encountered and a range of rituals were adapted as a consequence of migration and time; discipline and fa'alavelave were prime examples of this. The relative paucity of a body of Pasifika literature and Pacific research by Pacific people, from which a theoretical foundation for a study of this kind could be developed, was seen to be problematic. It is concluded that enculturation following migration spawns a reconstruction of values and associated practices in parenting and that previously held core values concerning discipline, the church and the family become altered over time and generations. It is also suggested that future research should seek to corroborate the findings of this study by examining the parenting practices of the next generation.

Subjects/Keywords: Parent and child - New Zealand; Parenting - New Zealand; Children, Samoan - Care; Samoans - Social life and customs; Samoans - Religion; Social Science

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cowley-Malcolm, E. T. (n.d.). Some Samoans' perceptions, values and beliefs on the role of parents and children within the context of aiga/family and the influence of fa'asamoa and the church on Samoan parenting. (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/25

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Cowley-Malcolm, Esther Tumama. “Some Samoans' perceptions, values and beliefs on the role of parents and children within the context of aiga/family and the influence of fa'asamoa and the church on Samoan parenting.” Thesis, AUT University. Accessed March 08, 2021. http://hdl.handle.net/10292/25.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Cowley-Malcolm, Esther Tumama. “Some Samoans' perceptions, values and beliefs on the role of parents and children within the context of aiga/family and the influence of fa'asamoa and the church on Samoan parenting.” Web. 08 Mar 2021.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Cowley-Malcolm ET. Some Samoans' perceptions, values and beliefs on the role of parents and children within the context of aiga/family and the influence of fa'asamoa and the church on Samoan parenting. [Internet] [Thesis]. AUT University; [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10292/25.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Cowley-Malcolm ET. Some Samoans' perceptions, values and beliefs on the role of parents and children within the context of aiga/family and the influence of fa'asamoa and the church on Samoan parenting. [Thesis]. AUT University; Available from: http://hdl.handle.net/10292/25

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

AUT University

10. Worley, Heather. Treatment by the law and society of parents of minors who have died in circumstances where they were denied medical intervention .

Degree: AUT University

URL: http://hdl.handle.net/10292/11318

► Between 1999 and 2001, three children belonging to three sets of parents developed illnesses which were to prove fatal. In each of the cases the… (more)

▼ Between 1999 and 2001, three children belonging to three sets of parents developed illnesses which were to prove fatal. In each of the cases the parents chose non-orthodox treatment ahead of medical treatment and the law and society responded very differently to each of the three cases. In one case all orders against the parents were dropped for the paramountcy of their child’s welfare, in the second case the parents received convictions with suspended sentences and in the third case the parents received prison sentences for manslaughter. The purpose of the research is to identify and highlight inconsistencies which occurred not only in the courts, but also with general public reaction and to examine possible reasons for the different legal penalties inflicted on the parents. It is also important to illustrate differing attitudes of some members of society towards alternative versus conventional medicine and also to intense religious beliefs. The research asks a number of questions concerning the paramountcy of children’s right to life, self-determination and the court’s role in these circumstances. Critical legal theory is used, exploring case law and legislation internationally and within New Zealand. From this a framework is established which consists of investigating the historical relationship between medicine and the law and best interests as it relates to the cases in the research. The rights of children as autonomous individuals are seen to be of major importance in medical decision-making. The legal positions for people who refuse consent to treatment either on their own behalf or on the behalf of minors are also examined, including the rights of parents who refuse consent to medical treatment on religious grounds. There is a brief discussion concerning accountability for alternative health therapy practitioners. It is found that although the Code of Health and Disability Services Consumers’ Rights 1996 offers the presumption of capacity to consent to treatment without age providing an artificial barrier, the legal position of a minor to refuse consent to treatment is unclear. The law and society appear reluctant to allow a child to be placed at risk of death or harm because of religious beliefs. Possibly this is due to the value the State places on the sanctity of life, which sometimes overrides the right to practice religion without interference. Finally, there is a discussion about New Zealand’s progress with guidelines which have been suggested by national and international organisations regarding improving situations for families who find themselves in similar circumstances and for at-risk children in general. It is seen that New Zealand has been slow to implement recommended proposals. The exploratory nature of this research serves to highlight certain inconsistencies and areas of concern involving children and their families, in the hospital setting and in a court situation. These concerns could warrant further investigation within both the health and legal professions, which is beyond the scope… Advisors/Committee Members: Diesfeld, Kate (advisor), Seedhouse, David (advisor).

Subjects/Keywords: Health – Law and legislation – New Zealand; Parent and child (Law) – New Zealand; Alternative medicine; Complementary Therapies; Children – Legal status, laws, etc – New Zealand

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APA (6^th Edition):

Worley, H. (n.d.). Treatment by the law and society of parents of minors who have died in circumstances where they were denied medical intervention . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/11318

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Worley, Heather. “Treatment by the law and society of parents of minors who have died in circumstances where they were denied medical intervention .” Thesis, AUT University. Accessed March 08, 2021. http://hdl.handle.net/10292/11318.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Worley, Heather. “Treatment by the law and society of parents of minors who have died in circumstances where they were denied medical intervention .” Web. 08 Mar 2021.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Worley H. Treatment by the law and society of parents of minors who have died in circumstances where they were denied medical intervention . [Internet] [Thesis]. AUT University; [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10292/11318.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Worley H. Treatment by the law and society of parents of minors who have died in circumstances where they were denied medical intervention . [Thesis]. AUT University; Available from: http://hdl.handle.net/10292/11318

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

11. Wells, Laura Jean. Storybook reading strategies and academic literate cultural capital : closing the literacy gap before it opens.

Degree: MEd, 2012, Massey University

URL: http://hdl.handle.net/10179/4239

► While New Zealand reading achievement ranks highly in the international arena, the gap between high- and low-ability readers is far greater than that in most… (more)

▼ While New Zealand reading achievement ranks highly in the international arena, the gap between high- and low-ability readers is far greater than that in most other countries. The lower-ability readers hail disproportionately from homes with low income, and their cultural capital often does not match the culture of their schools. They commonly have less academic literate cultural capital (ALCC), which encompasses skills, knowledge, values and attitudes that are related to conventional literacy. Prior to conventional literacy development, ALCC and emergent literacy skills are similar. Storybook reading is a beneficial parent-child activity which has been harnessed by intervention research as a vehicle through which to build on emergent literacy skills. Much print-referencing and dialogic reading-strategy research has been conducted, showing positive effects on children’s emergent reading development and therefore on their ALCC. The quasi-experimental study, on which this thesis is based, used two DVDs to educate parents from low-income areas about print-referencing and dialogic reading strategies. Thirty parent-child dyads were recruited through kindergartens which were geographically close to a decile one school. Fifteen dyads formed the intervention group, which was given two DVDs over a four week intervention period, and 15 dyads formed the control group. Data was collected before, during, and after the intervention from parents and their young children, using a mix of quantitative and qualitative measures. Parental reading behaviours and beliefs appeared to change as a result of the intervention; parents from the intervention group reported the use of more print-referencing behaviours during storybook reading than their control group counterparts. In particular, intervention parents made significantly more references to letter knowledge (LK). Most parents believed the intervention to have been beneficial to them and their children, and deemed the study material effective. Children from the intervention group reported more reading to occur post-intervention than it did preintervention. While the majority of their tested emergent literacy skills increased more than those of the control children after the study, the differences were not significant. The thesis concludes by recommending more research of a similar nature, taking into account several important changes. Additionally, it recommends qualitative research into the cultural capital of New Zealand’s ethnic minorities.

Subjects/Keywords: Reading (preschool); Storybook reading; Parent-child reading; Emergent literacy; New Zealand literacy

…x28;OECD, 2004, 2010) have found New Zealand to have a history of high reading… …reading skills of nine- and 14-year-old students from 32 countries. New Zealand ranked sixth out… …children from 35 countries, in grades equivalent to Year 5 in New Zealand. New Zealand ranked… …13th out of 35 countries (Mullis, et al., 2003). The 2006 PIRLS ranked New Zealand… …PISA assessed reading skills in 15-year-olds. New Zealand was placed sixth out of the 40…

7 more images…

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APA (6^th Edition):

Wells, L. J. (2012). Storybook reading strategies and academic literate cultural capital : closing the literacy gap before it opens. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/4239

Chicago Manual of Style (16^th Edition):

Wells, Laura Jean. “Storybook reading strategies and academic literate cultural capital : closing the literacy gap before it opens.” 2012. Masters Thesis, Massey University. Accessed March 08, 2021. http://hdl.handle.net/10179/4239.

MLA Handbook (7^th Edition):

Wells, Laura Jean. “Storybook reading strategies and academic literate cultural capital : closing the literacy gap before it opens.” 2012. Web. 08 Mar 2021.

Vancouver:

Wells LJ. Storybook reading strategies and academic literate cultural capital : closing the literacy gap before it opens. [Internet] [Masters thesis]. Massey University; 2012. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10179/4239.

Council of Science Editors:

Wells LJ. Storybook reading strategies and academic literate cultural capital : closing the literacy gap before it opens. [Masters Thesis]. Massey University; 2012. Available from: http://hdl.handle.net/10179/4239

12. Matipou, Ripeka. The highs and lows of sole parenting experienced by wāhine Māori : a thesis presented in partial fulfilment of the requirements for the Master of Philosophy (Health) at Massey University, Palmerston North, New Zealand .

Degree: 2017, Massey University

URL: http://hdl.handle.net/10179/12503

► Wāhine Māori and their experiences of sole parenting is an important field of study although it is under-examined in the field of research. The topic… (more)

Subjects/Keywords: Single mothers; Parent and child; Women, Maori; Māmā; Wāhine; New Zealand

…20 Changing role for women in Aotearoa/New Zealand… …76 Theme Six: Wāhine and their ‘new light…

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APA (6^th Edition):

Matipou, R. (2017). The highs and lows of sole parenting experienced by wāhine Māori : a thesis presented in partial fulfilment of the requirements for the Master of Philosophy (Health) at Massey University, Palmerston North, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/12503

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Matipou, Ripeka. “The highs and lows of sole parenting experienced by wāhine Māori : a thesis presented in partial fulfilment of the requirements for the Master of Philosophy (Health) at Massey University, Palmerston North, New Zealand .” 2017. Thesis, Massey University. Accessed March 08, 2021. http://hdl.handle.net/10179/12503.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Matipou, Ripeka. “The highs and lows of sole parenting experienced by wāhine Māori : a thesis presented in partial fulfilment of the requirements for the Master of Philosophy (Health) at Massey University, Palmerston North, New Zealand .” 2017. Web. 08 Mar 2021.

Vancouver:

Matipou R. The highs and lows of sole parenting experienced by wāhine Māori : a thesis presented in partial fulfilment of the requirements for the Master of Philosophy (Health) at Massey University, Palmerston North, New Zealand . [Internet] [Thesis]. Massey University; 2017. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10179/12503.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Matipou R. The highs and lows of sole parenting experienced by wāhine Māori : a thesis presented in partial fulfilment of the requirements for the Master of Philosophy (Health) at Massey University, Palmerston North, New Zealand . [Thesis]. Massey University; 2017. Available from: http://hdl.handle.net/10179/12503

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Otago

13. Horne , Alexandra Timi Leigh. Mother-Child Conflict: A Developmental Perspective .

Degree: University of Otago

URL: http://hdl.handle.net/10523/5084

► There is a popular assumption that parent-child conflict leads to exclusively negative consequences for children and adolescents. Although it is certainly the case that destructive… (more)

▼ There is a popular assumption that parent-child conflict leads to exclusively negative consequences for children and adolescents. Although it is certainly the case that destructive conflict interactions are associated with a host of negative outcomes for children and adolescents; constructive conflict interactions can actually have a positive influence on children’s development and future wellbeing. Given its importance for development, researchers have developed a number of methods to study parent-child conflict in the laboratory: self-report measures and observational measures. While the use of both of these methods has provided answers to many important questions about parent-child conflict, there are a number of gaps in the knowledge base that significantly limit our current understanding of parent-child conflict. First, researchers have failed to use self-report methods to systematically compare parent-child conflict across age groups that represent different developmental milestones, resulting in the lack of a developmental perspective in the extant data. Second, the data collected to date comes almost exclusively from studies conducted with populations in North America, raising questions about their generalisability to families in other parts of the world. Third, there are no data on the conflict process, per se. Here, a total of 90 mother-child dyads took part in a series of methods that were designed to describe parent-child conflict within a New Zealand sample. There were three distinct age groups of children (i.e., 6-year-olds, 11-year-olds, and 16-year-olds). These age groups encapsulated the developmental period between early childhood and late adolescence. First, parents and children completed a broad, relatively informal assessment that allowed the dyads to describe their experiences of conflict in their own words. The types of issues that the dyads reported varied as function of the age of the child; the two younger age groups typically reported conflict that involved child misbehaviour, whereas the older age group typically reported boundary-related issues. Three-quarters of the conflicts that the dyads described were resolved, although there was an age-related decrease in conflict resolution. Nonetheless, the majority of conflicts were resolved with a positive conflict-resolution strategy. Second, parents and children completed a standardised self-report measure that was designed to systematically evaluate the range of, and extent to which, different issues led to conflict between mothers and their children. Dyads in the 11-year-old age group indicated that they fought about a greater number of issues, relative to their 16- and 6-year-old counterparts; the 6-year-old children rated their conflicts as more intense. Finally, parents and children took part in an experimental task that was designed to generate conflict in the laboratory. The task generated plausible conflict that lead to considerable debate between mothers and children in all three age groups and provided the opportunity to examine… Advisors/Committee Members: Hayne, Harlene (advisor).

Subjects/Keywords: mother-child conflict; parent-child conflict; conflict; conflict-assessment; laboratory; self-report measure; observational measure; developmental perspective; New Zealand; fMORI; Asch paradigm; methods; wellbeing; outcomes

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APA (6^th Edition):

Horne , A. T. L. (n.d.). Mother-Child Conflict: A Developmental Perspective . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/5084

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Chicago Manual of Style (16^th Edition):

Horne , Alexandra Timi Leigh. “Mother-Child Conflict: A Developmental Perspective .” Doctoral Dissertation, University of Otago. Accessed March 08, 2021. http://hdl.handle.net/10523/5084.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

MLA Handbook (7^th Edition):

Horne , Alexandra Timi Leigh. “Mother-Child Conflict: A Developmental Perspective .” Web. 08 Mar 2021.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Horne ATL. Mother-Child Conflict: A Developmental Perspective . [Internet] [Doctoral dissertation]. University of Otago; [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10523/5084.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Council of Science Editors:

Horne ATL. Mother-Child Conflict: A Developmental Perspective . [Doctoral Dissertation]. University of Otago; Available from: http://hdl.handle.net/10523/5084

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Loma Linda University

14. Emerson, Natacha Donoghue. Multi-level Model of Parent-Child Attachment, Depression & Self-Concept in Pediatric Chronic Illness.

Degree: PhD, Psychology, 2016, Loma Linda University

URL: https://scholarsrepository.llu.edu/etd/375

► Introduction: Pediatric patients may be at higher risk for depression and a lower self-concept when difficulties within the family arise. The Mastering Each New… (more)

Subjects/Keywords: Child Psychology; Clinical Psychology; Psychology; Social and Behavioral Sciences; Depression; Chronic Disease – child; Pediatrics;

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APA (6^th Edition):

Emerson, N. D. (2016). Multi-level Model of Parent-Child Attachment, Depression & Self-Concept in Pediatric Chronic Illness. (Doctoral Dissertation). Loma Linda University. Retrieved from https://scholarsrepository.llu.edu/etd/375

Chicago Manual of Style (16^th Edition):

Emerson, Natacha Donoghue. “Multi-level Model of Parent-Child Attachment, Depression & Self-Concept in Pediatric Chronic Illness.” 2016. Doctoral Dissertation, Loma Linda University. Accessed March 08, 2021. https://scholarsrepository.llu.edu/etd/375.

MLA Handbook (7^th Edition):

Emerson, Natacha Donoghue. “Multi-level Model of Parent-Child Attachment, Depression & Self-Concept in Pediatric Chronic Illness.” 2016. Web. 08 Mar 2021.

Vancouver:

Emerson ND. Multi-level Model of Parent-Child Attachment, Depression & Self-Concept in Pediatric Chronic Illness. [Internet] [Doctoral dissertation]. Loma Linda University; 2016. [cited 2021 Mar 08]. Available from: https://scholarsrepository.llu.edu/etd/375.

Council of Science Editors:

Emerson ND. Multi-level Model of Parent-Child Attachment, Depression & Self-Concept in Pediatric Chronic Illness. [Doctoral Dissertation]. Loma Linda University; 2016. Available from: https://scholarsrepository.llu.edu/etd/375

Columbia University

15. Doran, Elizabeth Lee. Childcare (In)stability and Household (In)stability Among Low-Income Families.

Degree: 2020, Columbia University

URL: https://doi.org/10.7916/d8-2rqg-z493

► This dissertation includes three papers examining role of childcare stability in the lives of families, focusing on low-income households. Paper one considers the relationship between… (more)

Subjects/Keywords: Social service; Low-income parents; Child care – U.S. states; Education, Preschool – Parent participation; Preschool children; New York State Experimental Prekindergarten Program

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APA (6^th Edition):

Doran, E. L. (2020). Childcare (In)stability and Household (In)stability Among Low-Income Families. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-2rqg-z493

Chicago Manual of Style (16^th Edition):

Doran, Elizabeth Lee. “Childcare (In)stability and Household (In)stability Among Low-Income Families.” 2020. Doctoral Dissertation, Columbia University. Accessed March 08, 2021. https://doi.org/10.7916/d8-2rqg-z493.

MLA Handbook (7^th Edition):

Doran, Elizabeth Lee. “Childcare (In)stability and Household (In)stability Among Low-Income Families.” 2020. Web. 08 Mar 2021.

Vancouver:

Doran EL. Childcare (In)stability and Household (In)stability Among Low-Income Families. [Internet] [Doctoral dissertation]. Columbia University; 2020. [cited 2021 Mar 08]. Available from: https://doi.org/10.7916/d8-2rqg-z493.

Council of Science Editors:

Doran EL. Childcare (In)stability and Household (In)stability Among Low-Income Families. [Doctoral Dissertation]. Columbia University; 2020. Available from: https://doi.org/10.7916/d8-2rqg-z493

Vanderbilt University

16. Rodriguez, Erin M. Coping, Communication, and Adjustment in Pediatric Cancer: The Role of Children's Executive Function.

Degree: PhD, Psychology, 2011, Vanderbilt University

URL: http://hdl.handle.net/1803/12511

► Previous research with children with cancer has suggested links between adjustment and parent-child communication, coping, and executive function, but little research has addressed how communication,… (more)

▼ Previous research with children with cancer has suggested links between adjustment and parent-child communication, coping, and executive function, but little research has addressed how communication, coping, and executive function may be interrelated within the context of adjustment. The current studies examined the relationships between these constructs in children with cancer and their parents, for whom communication, coping, and executive function may be especially relevant, given the stressful nature of pediatric cancer and the effects of medical treatment on children’s executive functioning. Study 1 examined communication at macro- and micro-levels of analysis, in order to understand how mothers’ linguistic complexity and contingent responses to their children were related to mothers’ and children’s global patterns of emotions and behaviors during a mother-child interaction about cancer. The findings indicate that certain maternal contingent responses (e.g., reflections, expansions) are characteristic of positive behaviors and emotions (e.g., positive mood, listener responsiveness), while other maternal contingent responses (e.g., reframes, imperatives) are characteristic of negative behaviors and emotions (e.g., hostility, neglect/distancing) in both mothers and children. In study 2, children’s executive function was examined in relation to children’s primary and secondary control coping, parents’ linguistic complexity, and children’s anxiety/depression, internalizing problems, and externalizing problems. The results suggest that better executive function is related to higher levels of secondary control coping and fewer adjustment problems in children, with coping accounting for the relationship between executive function and adjustment. Further, the results indicate that higher parental linguistic complexity is related to poorer executive functioning in children, and that parents who “undershoot” their children’s level of executive functioning by using less complex language have children who use more secondary control coping and have fewer adjustment problems. The findings of both studies suggest implications for parenting and communication interventions for pediatric cancer populations, such as teaching parents to use reflections and simple language when talking with their children about cancer. Advisors/Committee Members: Frances Niarhos (committee member), C. Melanie Schuele (committee member), Megan Saylor (committee member), Bruce E. Compas (Committee Chair).

Subjects/Keywords: Childhood Cancer; parent-child interaction

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APA (6^th Edition):

Rodriguez, E. M. (2011). Coping, Communication, and Adjustment in Pediatric Cancer: The Role of Children's Executive Function. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12511

Chicago Manual of Style (16^th Edition):

Rodriguez, Erin M. “Coping, Communication, and Adjustment in Pediatric Cancer: The Role of Children's Executive Function.” 2011. Doctoral Dissertation, Vanderbilt University. Accessed March 08, 2021. http://hdl.handle.net/1803/12511.

MLA Handbook (7^th Edition):

Rodriguez, Erin M. “Coping, Communication, and Adjustment in Pediatric Cancer: The Role of Children's Executive Function.” 2011. Web. 08 Mar 2021.

Vancouver:

Rodriguez EM. Coping, Communication, and Adjustment in Pediatric Cancer: The Role of Children's Executive Function. [Internet] [Doctoral dissertation]. Vanderbilt University; 2011. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/1803/12511.

Council of Science Editors:

Rodriguez EM. Coping, Communication, and Adjustment in Pediatric Cancer: The Role of Children's Executive Function. [Doctoral Dissertation]. Vanderbilt University; 2011. Available from: http://hdl.handle.net/1803/12511

Penn State University

17. Brown, Amy Maria. The Family System and Determinants of Parent-Child Relationship Quality.

Degree: 2014, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/22480

► The objective of my research is twofold: 1) to examine which processes in the family system shape parent-child relations and 2) compare whether these processes… (more)

Subjects/Keywords: fathering; parent-child relationship quality

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APA (6^th Edition):

Brown, A. M. (2014). The Family System and Determinants of Parent-Child Relationship Quality. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/22480

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Brown, Amy Maria. “The Family System and Determinants of Parent-Child Relationship Quality.” 2014. Thesis, Penn State University. Accessed March 08, 2021. https://submit-etda.libraries.psu.edu/catalog/22480.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Brown, Amy Maria. “The Family System and Determinants of Parent-Child Relationship Quality.” 2014. Web. 08 Mar 2021.

Vancouver:

Brown AM. The Family System and Determinants of Parent-Child Relationship Quality. [Internet] [Thesis]. Penn State University; 2014. [cited 2021 Mar 08]. Available from: https://submit-etda.libraries.psu.edu/catalog/22480.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brown AM. The Family System and Determinants of Parent-Child Relationship Quality. [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/22480

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

18. Grant-marsney, Holly A. Adolescents' Attachment to Adoptive Parents: Predicting Attachment Styles in Emerging Adulthood.

Degree: MS(M.S.), Psychology, 2011, U of Massachusetts : Masters

URL: http://scholarworks.umass.edu/theses/610

► This study examined whether adopted adolescents’ attachment to their adoptive parents predicted attachment experiences in close relationships outside one’s family during emerging adulthood. Data… (more)

Subjects/Keywords: Attachment; Adoption; Parent-child; Relationships

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APA (6^th Edition):

Grant-marsney, H. A. (2011). Adolescents' Attachment to Adoptive Parents: Predicting Attachment Styles in Emerging Adulthood. (Masters Thesis). U of Massachusetts : Masters. Retrieved from http://scholarworks.umass.edu/theses/610

Chicago Manual of Style (16^th Edition):

Grant-marsney, Holly A. “Adolescents' Attachment to Adoptive Parents: Predicting Attachment Styles in Emerging Adulthood.” 2011. Masters Thesis, U of Massachusetts : Masters. Accessed March 08, 2021. http://scholarworks.umass.edu/theses/610.

MLA Handbook (7^th Edition):

Grant-marsney, Holly A. “Adolescents' Attachment to Adoptive Parents: Predicting Attachment Styles in Emerging Adulthood.” 2011. Web. 08 Mar 2021.

Vancouver:

Grant-marsney HA. Adolescents' Attachment to Adoptive Parents: Predicting Attachment Styles in Emerging Adulthood. [Internet] [Masters thesis]. U of Massachusetts : Masters; 2011. [cited 2021 Mar 08]. Available from: http://scholarworks.umass.edu/theses/610.

Council of Science Editors:

Grant-marsney HA. Adolescents' Attachment to Adoptive Parents: Predicting Attachment Styles in Emerging Adulthood. [Masters Thesis]. U of Massachusetts : Masters; 2011. Available from: http://scholarworks.umass.edu/theses/610

Central Connecticut State University

19. Turner, Elizabeth G., 1987-. Parental Monitoring and Warmthg as Predictors of Juvenile Delinquency Invovlement.

Degree: Department of Criminology and Criminal Justice, 2018, Central Connecticut State University

URL: http://content.library.ccsu.edu/u?/ccsutheses,2825

►

The purpose of this study is to examine if parental knowledge, monitoring, and warmth impact an adolescent's involvement in delinquent and criminal activity. The research… (more)

Subjects/Keywords: Parent and child.; Juvenile delinquency.

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APA (6^th Edition):

Turner, Elizabeth G., 1. (2018). Parental Monitoring and Warmthg as Predictors of Juvenile Delinquency Invovlement. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2825

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Turner, Elizabeth G., 1987-. “Parental Monitoring and Warmthg as Predictors of Juvenile Delinquency Invovlement.” 2018. Thesis, Central Connecticut State University. Accessed March 08, 2021. http://content.library.ccsu.edu/u?/ccsutheses,2825.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Turner, Elizabeth G., 1987-. “Parental Monitoring and Warmthg as Predictors of Juvenile Delinquency Invovlement.” 2018. Web. 08 Mar 2021.

Vancouver:

Turner, Elizabeth G. 1. Parental Monitoring and Warmthg as Predictors of Juvenile Delinquency Invovlement. [Internet] [Thesis]. Central Connecticut State University; 2018. [cited 2021 Mar 08]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2825.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Turner, Elizabeth G. 1. Parental Monitoring and Warmthg as Predictors of Juvenile Delinquency Invovlement. [Thesis]. Central Connecticut State University; 2018. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2825

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

20. Benson, Karen M. Childhood Bereavement and Parents’ Relationship With Children.

Degree: 2012, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc115046/

► It has long been recognized that childhood bereavement is a risk factor for depression in adulthood. Research also has consistently demonstrated that parental depression is… (more)

Subjects/Keywords: Bereavement; attachment; parent-child relationship

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APA (6^th Edition):

Benson, K. M. (2012). Childhood Bereavement and Parents’ Relationship With Children. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc115046/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Benson, Karen M. “Childhood Bereavement and Parents’ Relationship With Children.” 2012. Thesis, University of North Texas. Accessed March 08, 2021. https://digital.library.unt.edu/ark:/67531/metadc115046/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Benson, Karen M. “Childhood Bereavement and Parents’ Relationship With Children.” 2012. Web. 08 Mar 2021.

Vancouver:

Benson KM. Childhood Bereavement and Parents’ Relationship With Children. [Internet] [Thesis]. University of North Texas; 2012. [cited 2021 Mar 08]. Available from: https://digital.library.unt.edu/ark:/67531/metadc115046/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Benson KM. Childhood Bereavement and Parents’ Relationship With Children. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc115046/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – Sacramento

21. Regalia, Amanda M. Big Brothers Big Sisters of greater Sacramento guardian and mentee orientation and safety training.

Degree: MA, Psychology (Counseling Psychology, 2012, California State University – Sacramento

URL: http://hdl.handle.net/10211.9/1542

► Big Brothers Big Sisters (BBBS) of the greater Sacramento area matches children ages 7 through 15, primarily from single-parent families, with role models in professionally… (more)

Subjects/Keywords: Mentoring; Child safety; Parent training

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APA (6^th Edition):

Regalia, A. M. (2012). Big Brothers Big Sisters of greater Sacramento guardian and mentee orientation and safety training. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1542

Chicago Manual of Style (16^th Edition):

Regalia, Amanda M. “Big Brothers Big Sisters of greater Sacramento guardian and mentee orientation and safety training.” 2012. Masters Thesis, California State University – Sacramento. Accessed March 08, 2021. http://hdl.handle.net/10211.9/1542.

MLA Handbook (7^th Edition):

Regalia, Amanda M. “Big Brothers Big Sisters of greater Sacramento guardian and mentee orientation and safety training.” 2012. Web. 08 Mar 2021.

Vancouver:

Regalia AM. Big Brothers Big Sisters of greater Sacramento guardian and mentee orientation and safety training. [Internet] [Masters thesis]. California State University – Sacramento; 2012. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10211.9/1542.

Council of Science Editors:

Regalia AM. Big Brothers Big Sisters of greater Sacramento guardian and mentee orientation and safety training. [Masters Thesis]. California State University – Sacramento; 2012. Available from: http://hdl.handle.net/10211.9/1542

University of South Carolina

22. Leach, David Patrick. A Phenomenological Study of the Experiences of Parents of a Child or Children Diagnosed with Deafness.

Degree: PhD, Educational Studies, 2015, University of South Carolina

URL: https://scholarcommons.sc.edu/etd/3264

► This qualitative study examined the lived experiences of twelve parents who have a child or children diagnosed with deafness, and the meaning these parents… (more)

Subjects/Keywords: Education; Child; Deaf; Deafness; Parent

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APA (6^th Edition):

Leach, D. P. (2015). A Phenomenological Study of the Experiences of Parents of a Child or Children Diagnosed with Deafness. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/3264

Chicago Manual of Style (16^th Edition):

Leach, David Patrick. “A Phenomenological Study of the Experiences of Parents of a Child or Children Diagnosed with Deafness.” 2015. Doctoral Dissertation, University of South Carolina. Accessed March 08, 2021. https://scholarcommons.sc.edu/etd/3264.

MLA Handbook (7^th Edition):

Leach, David Patrick. “A Phenomenological Study of the Experiences of Parents of a Child or Children Diagnosed with Deafness.” 2015. Web. 08 Mar 2021.

Vancouver:

Leach DP. A Phenomenological Study of the Experiences of Parents of a Child or Children Diagnosed with Deafness. [Internet] [Doctoral dissertation]. University of South Carolina; 2015. [cited 2021 Mar 08]. Available from: https://scholarcommons.sc.edu/etd/3264.

Council of Science Editors:

Leach DP. A Phenomenological Study of the Experiences of Parents of a Child or Children Diagnosed with Deafness. [Doctoral Dissertation]. University of South Carolina; 2015. Available from: https://scholarcommons.sc.edu/etd/3264

University of Texas Southwestern Medical Center

23. Hinton, Leilani Kaulana. A Cross-Cultural Examination of Parenting Style and Feeding Practices.

Degree: 2011, University of Texas Southwestern Medical Center

URL: http://hdl.handle.net/2152.5/847

► Childhood obesity is an issue of great concern to health professionals in the United States. Past research has emphasized the role parenting styles (e.g., the… (more)

▼ Childhood obesity is an issue of great concern to health professionals in the United States. Past research has emphasized the role parenting styles (e.g., the global parenting environment) and parents? practices (e.g., specific parent behaviors) play in shaping childhood weight status. This study is the first to examine the associations of parenting style, feeding practices and children?s self-regulation of food intake in a South Asian population. Self-report data was collected from a community sample of South Asian parents with children between the ages of 3 to 9 years old (N = 54). Participants were 75% mothers and 25% fathers. Feeding practices were compared between South Asian mothers and data from a control group that was collected from an ongoing study. Survey items measured parenting style dimensions of warmth, psychological control, and behavioral control. Parents? controlling feeding practices of pressure, restriction for health and restriction for weight were also assessed. Self-regulation was measured by parent?s report of child?s external eating and food responsiveness, as well as satiety responsiveness. Results of this study revealed South Asian mothers used more pressure in feeding than Caucasian mothers, but did not use more restriction. Acculturation was not associated with parenting style dimensions or feeding practices, but was associated with external eating. The parenting style dimension of psychological control was positively correlated with restriction for health and pressure. Psychological control and restriction for health were associated with external eating, while these variables and restriction for weight were associated with food responsiveness. Regression analyses suggest that restriction for health was the best predictor for both of these variables. Restriction for weight was related to satiety responsiveness, but this variable was not significant after controlling for child weight status. The results of this study are consistent with previous research on feeding practices and self-regulation. Parenting interventions targeting child obesity should consider teaching parents to employ less controlling feeding practices, as these methods were associated with lower self-regulation ability in children. Advisors/Committee Members: Holub, Shayla.

Subjects/Keywords: Child Rearing; Feeding Behavior; Parent-Child Relations

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APA (6^th Edition):

Hinton, L. K. (2011). A Cross-Cultural Examination of Parenting Style and Feeding Practices. (Thesis). University of Texas Southwestern Medical Center. Retrieved from http://hdl.handle.net/2152.5/847

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hinton, Leilani Kaulana. “A Cross-Cultural Examination of Parenting Style and Feeding Practices.” 2011. Thesis, University of Texas Southwestern Medical Center. Accessed March 08, 2021. http://hdl.handle.net/2152.5/847.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hinton, Leilani Kaulana. “A Cross-Cultural Examination of Parenting Style and Feeding Practices.” 2011. Web. 08 Mar 2021.

Vancouver:

Hinton LK. A Cross-Cultural Examination of Parenting Style and Feeding Practices. [Internet] [Thesis]. University of Texas Southwestern Medical Center; 2011. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/2152.5/847.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hinton LK. A Cross-Cultural Examination of Parenting Style and Feeding Practices. [Thesis]. University of Texas Southwestern Medical Center; 2011. Available from: http://hdl.handle.net/2152.5/847

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Colorado State University

24. Kemp, Christine. Parent-child interactive processes in early childhood: implications for vulnerable families.

Degree: PhD, Human Development and Family Studies, 2015, Colorado State University

URL: http://hdl.handle.net/10217/167244

► The current studies examined the relation between family risk and parent-child interactive processes during early childhood. Study 1 used a cumulative risk model to examine… (more)

Subjects/Keywords: parental depression; child maltreatment; parent-child interaction

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APA (6^th Edition):

Kemp, C. (2015). Parent-child interactive processes in early childhood: implications for vulnerable families. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/167244

Chicago Manual of Style (16^th Edition):

Kemp, Christine. “Parent-child interactive processes in early childhood: implications for vulnerable families.” 2015. Doctoral Dissertation, Colorado State University. Accessed March 08, 2021. http://hdl.handle.net/10217/167244.

MLA Handbook (7^th Edition):

Kemp, Christine. “Parent-child interactive processes in early childhood: implications for vulnerable families.” 2015. Web. 08 Mar 2021.

Vancouver:

Kemp C. Parent-child interactive processes in early childhood: implications for vulnerable families. [Internet] [Doctoral dissertation]. Colorado State University; 2015. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10217/167244.

Council of Science Editors:

Kemp C. Parent-child interactive processes in early childhood: implications for vulnerable families. [Doctoral Dissertation]. Colorado State University; 2015. Available from: http://hdl.handle.net/10217/167244

University of Montana

25. Silvia, Grace. Emotional Availability and Touch among Deaf and Hearing Mother-Infant Dyads.

Degree: PhD, 2012, University of Montana

URL: https://scholarworks.umt.edu/etd/371

► Much attention has been paid in past literature to deaf children's development, especially in regard to how they compare to their hearing peers over… (more)

▼ Much attention has been paid in past literature to deaf children's development, especially in regard to how they compare to their hearing peers over time. Most deaf children (approximately 90%) are born to hearing parents. In these cases, the child's hearing impairment can be difficult to accommodate due to the parents' lack of familiarity with ways of interacting without heavy reliance on the auditory modality. Using Deaf parents as a model for comparison, previous research has found that frequent use of touch for purposes of gaining attention is an important strategy when interacting with a deaf child. The purpose of this study is to serve as a constructive replication of a previous study which examined emotional availability (EA) and amount of touch used by hearing parents and their hearing or deaf/hard of hearing infants (Pipp-Siegel, Blair, Deas, Pressman, and Yoshinaga-Itano, 1998). The current study is a constructive replication because it examines EA and touch, which are the same constructs used in the Pipp-Siegel et al. (1998) study, but with the addition of Deaf parents. Also, the functions of touch displayed during 10 minute free-play interactions were coded, rather than only the overall frequency as in the Pipp-Siegel et al. study. The current study's findings differed from Pipp-Siegel et al.'s results in regard to directions of correlations and/or significant findings. Comparisons among all four groups revealed significant differences for sensitivity and child responsiveness, and hearing mothers with deaf infants tended to score lowest in means for the various subcategories of EA. Significant differences were found among all four groups for attentional and total touch, with hearing mothers of hearing infants using the least amount of touch during their interactions. It is of particular interest, however, that hearing mothers do appear to be adjusting their behaviors so as to incorporate more tactile contact when interacting with a deaf infant. Thus, their behaviors on this measure look somewhat more similar to those of Deaf mothers, who use touch frequently and effectively to maintain their child's attention. Implications about the importance of support and interventions for hearing mothers with deaf infants are discussed

Subjects/Keywords: deafness; emotional availability; parent-child interaction; parent-child relationship; touch

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APA (6^th Edition):

Silvia, G. (2012). Emotional Availability and Touch among Deaf and Hearing Mother-Infant Dyads. (Doctoral Dissertation). University of Montana. Retrieved from https://scholarworks.umt.edu/etd/371

Chicago Manual of Style (16^th Edition):

Silvia, Grace. “Emotional Availability and Touch among Deaf and Hearing Mother-Infant Dyads.” 2012. Doctoral Dissertation, University of Montana. Accessed March 08, 2021. https://scholarworks.umt.edu/etd/371.

MLA Handbook (7^th Edition):

Silvia, Grace. “Emotional Availability and Touch among Deaf and Hearing Mother-Infant Dyads.” 2012. Web. 08 Mar 2021.

Vancouver:

Silvia G. Emotional Availability and Touch among Deaf and Hearing Mother-Infant Dyads. [Internet] [Doctoral dissertation]. University of Montana; 2012. [cited 2021 Mar 08]. Available from: https://scholarworks.umt.edu/etd/371.

Council of Science Editors:

Silvia G. Emotional Availability and Touch among Deaf and Hearing Mother-Infant Dyads. [Doctoral Dissertation]. University of Montana; 2012. Available from: https://scholarworks.umt.edu/etd/371

Iowa State University

26. Huber, Luke Timothy. The role of the home visitor: How intervention improves stressed parent-child interactions.

Degree: 2020, Iowa State University

URL: https://lib.dr.iastate.edu/etd/18330

► Using an attachment theory framework, this study explores the influence that home visiting quality can have on stressed parent-child relationships. Parenting stress, quality of parent-child… (more)

Subjects/Keywords: Home Visiting; Parent-Child Interactions; Parent-Child Relationship; Program Evaluation

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APA (6^th Edition):

Huber, L. T. (2020). The role of the home visitor: How intervention improves stressed parent-child interactions. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/18330

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Huber, Luke Timothy. “The role of the home visitor: How intervention improves stressed parent-child interactions.” 2020. Thesis, Iowa State University. Accessed March 08, 2021. https://lib.dr.iastate.edu/etd/18330.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Huber, Luke Timothy. “The role of the home visitor: How intervention improves stressed parent-child interactions.” 2020. Web. 08 Mar 2021.

Vancouver:

Huber LT. The role of the home visitor: How intervention improves stressed parent-child interactions. [Internet] [Thesis]. Iowa State University; 2020. [cited 2021 Mar 08]. Available from: https://lib.dr.iastate.edu/etd/18330.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Huber LT. The role of the home visitor: How intervention improves stressed parent-child interactions. [Thesis]. Iowa State University; 2020. Available from: https://lib.dr.iastate.edu/etd/18330

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Rutgers University

27. Hettenbach, Jennifer Lynn, 1983-. Risk and persistence of youth externalizing disorders: relations with parental psychopathology and family interaction.

Degree: MA, Psychology, 2012, Rutgers University

URL: http://hdl.rutgers.edu/1782.1/rucore10005600001.ETD.000064975

► Research has established that families of youth with externalizing disorders are characterized by risky parent-child interaction (including high levels conflict and lower levels of both… (more)

▼ Research has established that families of youth with externalizing disorders are characterized by risky parent-child interaction (including high levels conflict and lower levels of both involvement and structure) and parents affected by psychopathology (major depression (MDD) and antisocial behavior (ASB)). However, given mixed results in this field, more comprehensive study of specific family risk factors among the spectrum of externalizing disorders is merited, especially given recent evidence that parental psychopathology and family interaction may be connected. Additionally, parental psychopathologies and risky parent-child interactions were investigated longitudinally, addressing how these family factors influence the persistence of externalizing disorders. Participating families were drawn from the Minnesota Twin Family Study (MTFS), a community-based longitudinal study of twins and their families. Externalizing youth had lifetime diagnoses of CD, ODD, and ADHD; affected parents had lifetime diagnoses of MDD and antisocial behavior (DSM-III-R criteria, American Psychological Association, 1987). Parent-child interaction was assessed by the Parental Environment Questionnaire (PEQ). Youth externalizing was generally related to parental MDD and ASB; with maternal diagnoses more strongly associated than paternal diagnoses. Higher levels of parent-child conflict, lower levels of parent-child involvement, and lower levels of parent-child structure (but not for mothers) were associated with externalizing disorders. Interactions of youth externalizing and maternal MDD indicated lower mother-child involvement for CD/ODD youth was not dependent upon depression. Interactions for externalizing youth and parental ASB similarly indicated that higher parent-child conflict, lower involvement and structure were not dependent upon parental ASB for CD/ODD youth, but may be for ADHD youth. Longitudinal results indicate that lower levels of involvement and higher levels of conflict predict both CD and ODD persistence, but parental ASB was only predictive of CD persistence. Possible mechanisms for the how interaction of youth and parent psychopathologies may relate to changes in parent-child interaction are discussed, including framing findings within a coercion theory model. This framework (Granic & Patterson, 2006) emphasizes that real time coercive parent-child interactions may develop into persistent patterns of rigid interactions over time, which may ultimately affect the child’s developmental trajectory towards future antisocial behavior. Potential pathways to externalizing disorders are discussed. Advisors/Committee Members: Hettenbach, Jennifer Lynn, 1983- (author), Marmorstein, Naomi R (chair), Hart, Daniel (internal member), Markey, Charlotte (internal member).

Subjects/Keywords: Parent-child interaction therapy; Psychology, Pathological; Parent and child; Parents – Psychology

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APA (6^th Edition):

Hettenbach, Jennifer Lynn, 1. (2012). Risk and persistence of youth externalizing disorders: relations with parental psychopathology and family interaction. (Masters Thesis). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.1/rucore10005600001.ETD.000064975

Chicago Manual of Style (16^th Edition):

Hettenbach, Jennifer Lynn, 1983-. “Risk and persistence of youth externalizing disorders: relations with parental psychopathology and family interaction.” 2012. Masters Thesis, Rutgers University. Accessed March 08, 2021. http://hdl.rutgers.edu/1782.1/rucore10005600001.ETD.000064975.

MLA Handbook (7^th Edition):

Hettenbach, Jennifer Lynn, 1983-. “Risk and persistence of youth externalizing disorders: relations with parental psychopathology and family interaction.” 2012. Web. 08 Mar 2021.

Vancouver:

Hettenbach, Jennifer Lynn 1. Risk and persistence of youth externalizing disorders: relations with parental psychopathology and family interaction. [Internet] [Masters thesis]. Rutgers University; 2012. [cited 2021 Mar 08]. Available from: http://hdl.rutgers.edu/1782.1/rucore10005600001.ETD.000064975.

Council of Science Editors:

Hettenbach, Jennifer Lynn 1. Risk and persistence of youth externalizing disorders: relations with parental psychopathology and family interaction. [Masters Thesis]. Rutgers University; 2012. Available from: http://hdl.rutgers.edu/1782.1/rucore10005600001.ETD.000064975

University of Namibia

28. Hamunyela, Miriam N. A critical analysis of parental involvement in the education of learners in rural Namibia .

Degree: 2008, University of Namibia

URL: http://hdl.handle.net/11070/506

► The role of parents in the education of learners as well as the relationships between and amongst parents and professional educators has long been of… (more)

▼ The role of parents in the education of learners as well as the relationships between and amongst parents and professional educators has long been of interest to researchers and practitioners at all levels of public and private education. The consistent findings that the involvement of parents positively influences educational quality and learners’ academic achievement are well documented. However, the findings also concluded that parental involvement is difficult to implement in rural schools and its practices are more likely to take root in schools that serve urban and suburban populations than in schools that serve rural and low-income populations. Moreover, in most schools where parental involvement is functional, parents are more involved in non-academic activities than academic activities. Against this background, it can be stated that there is insufficient empirical research-based information on whether and how parental involvement in academic education of learners can be practised in economically distressed contexts, especially in Namibia. Therefore, the current study intended to critically analyse whether and how do professional educators and parents of rural lower primary schools in Namibia perceive, think about and practise involvement in the academic education of learners. The framework of this study is based on Critical and Ecological Theories. The Ecological Theory regards both parents and schools as valuable contributors to children’s learning. The critical theory claims that there is no absolute knowledge that people can grasp. All people encounter are opinions. Hence, this study challenged a long held ideal and belief of the capitalist culture in regard to positioning activities, and knowledge and resources of poor families as subordinate. The study employed a mixture of quantitative and qualitative methodological research designs. A survey about professional educators’ perceptions on parental involvement was sent to 205 schools (of which 87 responded) to collect quantitative data for Phase 1 of the study. Frequency analysis was done to identify the meaning of the quantitative data. The analysis of quantitative data grouped schools into 3 groups (high, intermediate and low) according to their levels of practising parental involvement. Six schools (2 per group) were selected for Phase 2 of the study. Interviews were conducted among 18 professional educators and 12 parents of the six schools to collect qualitative data on their perspectives, attitudes and practices of parental involvement. Content analysis was made use of to explore meaningful aspects and indicators of parental involvement in lower primary schools in Ohangwena Region. The following indicators revealed by the professional educators’ and parents’ reported experiences of parental involvement practice qualify the researched schools to be regarded as demonstrating parental involvement in learners’ academic education: conducive climate and respectful relationship; provision of educational opportunities to parents; use of community resources;… Advisors/Committee Members: (advisor), (advisor).

Subjects/Keywords: Education parent participartio ; Parent teacher relation ; Parent and child ; Early childhood education parent participation

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APA (6^th Edition):

Hamunyela, M. N. (2008). A critical analysis of parental involvement in the education of learners in rural Namibia . (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/506

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hamunyela, Miriam N. “A critical analysis of parental involvement in the education of learners in rural Namibia .” 2008. Thesis, University of Namibia. Accessed March 08, 2021. http://hdl.handle.net/11070/506.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hamunyela, Miriam N. “A critical analysis of parental involvement in the education of learners in rural Namibia .” 2008. Web. 08 Mar 2021.

Vancouver:

Hamunyela MN. A critical analysis of parental involvement in the education of learners in rural Namibia . [Internet] [Thesis]. University of Namibia; 2008. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/11070/506.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hamunyela MN. A critical analysis of parental involvement in the education of learners in rural Namibia . [Thesis]. University of Namibia; 2008. Available from: http://hdl.handle.net/11070/506

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Kansas

29. Damman, Jeri L. Birth Parent Involvement at a System Level in Child Welfare: Exploring the Perspectives of Birth Parents in Parent Partner Programs.

Degree: PhD, Social Welfare, 2018, University of Kansas

URL: http://hdl.handle.net/1808/27116

► Promoting child welfare services improvement and reform through the system level involvement of birth parents is an emerging national trend, but little is known about… (more)

▼ Promoting child welfare services improvement and reform through the system level involvement of birth parents is an emerging national trend, but little is known about how this type of involvement is reflected in practice and what involvement achieves. One approach to involving parents is through parent partner programs, where parents with prior child welfare service experience provide direct services to families currently receiving child welfare services, and often serve as representatives to the child welfare agency. This exploratory qualitative study uses a pragmatic paradigm to examine birth parent involvement at the system level through parent partner programs. In-depth telephone and focus group interviews were conducted with 28 birth parents in parent partner and parent partner coordinator roles at two nationally recognized parent partner programs in the U.S. Interviews explored the perceptions and experiences of parent partners, including the factors that led to parent partners becoming involved at a system level, what they hope to achieve from this involvement, their experiences of involvement activity, and how their involvement may contribute to service improvement and reform. Findings indicate that birth parents’ life experiences are a substantial factor in their decision to become a parent partner, and that considerable development is required to prepare them for their system level involvement role. Parent partners are involved in a wide range of involvement activities that include varied roles and processes. Parent partners also identify child, family, system, and community outcomes they hope to achieve or perceive are being achieved through their system level involvement. This study develops new knowledge of birth parent involvement at the system level in child welfare and offers practice, policy, and research implications to inform the continued development of meaningful involvement practices in child welfare. Advisors/Committee Members: Johnson-Motoyama, Michelle (advisor), Banerjee, Mahasweta (cmtemember), Akin, Becci (cmtemember), Petr, Chris (cmtemember), Skrtic, Tom (cmtemember).

Subjects/Keywords: Social work; birth parents; child welfare; parent engagement; parent involvement; parent mentor; parent partner

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APA (6^th Edition):

Damman, J. L. (2018). Birth Parent Involvement at a System Level in Child Welfare: Exploring the Perspectives of Birth Parents in Parent Partner Programs. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/27116

Chicago Manual of Style (16^th Edition):

Damman, Jeri L. “Birth Parent Involvement at a System Level in Child Welfare: Exploring the Perspectives of Birth Parents in Parent Partner Programs.” 2018. Doctoral Dissertation, University of Kansas. Accessed March 08, 2021. http://hdl.handle.net/1808/27116.

MLA Handbook (7^th Edition):

Damman, Jeri L. “Birth Parent Involvement at a System Level in Child Welfare: Exploring the Perspectives of Birth Parents in Parent Partner Programs.” 2018. Web. 08 Mar 2021.

Vancouver:

Damman JL. Birth Parent Involvement at a System Level in Child Welfare: Exploring the Perspectives of Birth Parents in Parent Partner Programs. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/1808/27116.

Council of Science Editors:

Damman JL. Birth Parent Involvement at a System Level in Child Welfare: Exploring the Perspectives of Birth Parents in Parent Partner Programs. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/27116

Columbia University

30. Mashoodh, Rahia. Paternal Effects on Offspring Development: Epigenetic Mechanisms and the Role of Paternal-Maternal Interplay.

Degree: 2014, Columbia University

URL: https://doi.org/10.7916/D80863F4

► Paternal environmental experiences are significant predictors of developmental outcomes in offspring and can occur even in the absence of paternal care. Although there has been… (more)

Subjects/Keywords: Parent and child; Parenting; Parent and child – Psychological aspects; Child development; Developmental psychology; Psychology

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APA (6^th Edition):

Mashoodh, R. (2014). Paternal Effects on Offspring Development: Epigenetic Mechanisms and the Role of Paternal-Maternal Interplay. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D80863F4

Chicago Manual of Style (16^th Edition):

Mashoodh, Rahia. “Paternal Effects on Offspring Development: Epigenetic Mechanisms and the Role of Paternal-Maternal Interplay.” 2014. Doctoral Dissertation, Columbia University. Accessed March 08, 2021. https://doi.org/10.7916/D80863F4.

MLA Handbook (7^th Edition):

Mashoodh, Rahia. “Paternal Effects on Offspring Development: Epigenetic Mechanisms and the Role of Paternal-Maternal Interplay.” 2014. Web. 08 Mar 2021.

Vancouver:

Mashoodh R. Paternal Effects on Offspring Development: Epigenetic Mechanisms and the Role of Paternal-Maternal Interplay. [Internet] [Doctoral dissertation]. Columbia University; 2014. [cited 2021 Mar 08]. Available from: https://doi.org/10.7916/D80863F4.

Council of Science Editors:

Mashoodh R. Paternal Effects on Offspring Development: Epigenetic Mechanisms and the Role of Paternal-Maternal Interplay. [Doctoral Dissertation]. Columbia University; 2014. Available from: https://doi.org/10.7916/D80863F4

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Open Access Theses and Dissertations