261,087 research outputs found
Parent preference in parent-teacher conferences
No full textPlan BThe purpose of this study is to determine seventh grade parent preference in parent-teacher conference formats at a small, Midwestern middle school. The study included all parents of seventh grade students who attended parent-teacher conferences in the fall of 2001. Data was collected using a survey, which included nine items. The information will be used to identify parent preference on specific components of the parent-teacher conference. Results of this study will help to improve conferences at this middle school
The long-term impact of parent death on adult children in midlife
No full textPlan BThis qualitative study examines the long-term impact of parent death on adult children in midlife. As such, all of the subjects have experienced the death(s) of one or both parents in adulthood. The study is a partial replication of one conducted by Victoria Secunda (2000) and published in her book Losing Your Parents, Finding Your Self in which the author sought to advance the understanding of: (a) the long-term impact of parent death on adult children, (b) what it means to be an "adult orphan", (c) how the sibling bond fares, (d) what it is like for only children, (e) how marriages are impacted, (f) what happens if/when adult children step into the vacated parental roles, (g) the developmental thrust that often occurs among adult children who experience parent death in midlife (Secunda, 2000).
While several books and studies have examined the subject of parent death, most have focused
on the processes of grief and/or mourning, or on the impact of parent death in childhood or
adolescence. Little information exists about the long-term effects of parent death on adult
children in midlife.
Ten subjects completed The Parental Loss Questionnaire (Secunda, 2000); four of these
underwent clarifying interviews on the basis of their written responses. The data collected
confirmed the experience of losing a parent in midlife as a pivotal event, and gave rise to several
overarching themes. Some of these themes reiterate those identified by Secunda (2000): a sense
of relief and liberation coupled with an urgency and desire to live life to the fullest; a changed
relationship to the surviving parent; improved sibling relationships; changed intimate
partnerships; reassessed/changed relationships with one’s own children; a greater reliance
upon/valuing of friendships; a greater sense of confidence/self; the pursuit of new career goals; a
keener sense of one’s own mortality coupled with a realignment of one’s priorities
Adresse de M. Parent au nom d'une députation de la ville de Chartres, lors de la séance du 23 juillet 1789
No full textParent . Adresse de M. Parent au nom d'une députation de la ville de Chartres, lors de la séance du 23 juillet 1789. In: Archives Parlementaires de 1787 à 1860 - Première série (1787-1799) Tome VIII - Du 5 mai 1789 au 15 septembre 1789. Paris : Librairie Administrative P. Dupont, 1875. pp. 261-262
The attitudes of Jamaican parents towards parent involvement in high school education
No full textPlan BThis study examined the attitudes of Jamaican parents towards parent involvement at high school. The objectives were to: 1) Determine the attitudes of parents toward involvement and the high school their child attends, 2) Determine what schools are presently doing to involve parents and how parents think schools can improve, 3) Determine parental involvement at home, at school and in the community, and the amount of time parents spend helping their high school child with homework, and 4) Examine the differences in parent attitudes, parent involvement, and parent assistance with homework based on parental educational level. The subjects in this study were parents with children in selected high schools in St. Catherine, Jamaica. Parents were asked to volunteer as participants in the study. The survey instrument was revised based upon the results of the pilot study, and administered in the fall 2001. The survey instrument consisted of five parts: demographic information, attitudes, school involvement, how parents were involved in the education of their child at home, at school and in the community, time spent helping with homework, subjects and topics parents would like to learn more about so that they can help their child, and parent concerns. Two hundred and twenty parents responded to the survey. Data was analyzed based on frequency, percentages, mean and standard deviation. The study found that parents agreed or strongly agreed to 45% of the attitude statements (nine statements). Parents felt that schools did well or could do better at over 58% of the involvement practices. Over 50% of parents in all instances felt that the school did not do well at asking them to volunteer, did not explain how they should check homework, did not include them in vital decisions for school improvement and did not provide information on community services that help children and families. Fifty-seven percent of parents said the school did not contact them if their child did something well or improved at school. When parents were asked to indicate the areas where schools need to improve more than 50% would like to see improvement in attendance at P.T.A. meetings, parent volunteering, parent communication with teachers, the amount of guidance given to parents by teachers, time available for parents to talk to teachers and principals and the school's effort to contact them when their child is doing well or needs extra help. The study also found that more parents were involved in the education of their children at home than at school or in the community. Over 80.6% of parents said they talked to their children about school many times 88.8% talked to children about how important school is, 82.4% talked with children about the future, career and work. Regarding homework, 60.5% of parents said their children spent 1-2 hours doing homework on schooldays. All parents indicated that they were willing to spend more time helping children with homework if the teacher showed them how to help. Parents indicated that they needed help with Mathematics (75.3%), Computer Studies (53.3%), and English Language (49.9%). Parents also requested workshops in how to discipline teens, how to help teens choose careers, study and take tests. They also wanted to learn more about community services such as family counseling, job and skill training. The study also found that there are significant differences on parent attitude, parent involvement, parent assistance with homework, based on parent level of education. Findings of this study can be of great benefit to all stakeholders in education in Jamaica. The results will therefore be made available in the · Education Offices in the Ministry of Education, school principals and teachers as a first step. It is recommended that school begin to view parent involvement as a major component in their three-year development plans and begin to formulate action teams for planning and implementing activities to improve parental involvement at high school
Parent-child relationships and dyadic friendship experiences as predictors of behavior problems in early adolescence
No full textThis study focused on support and conflict in parent–child relationships and dyadic
friendships as predictors of behavior problems in early adolescence (n¼182;
M age¼12.9 years, 51% female, 45% African American, 74% two-parent homes).
Support and conflict in one relationship context were hypothesized to moderate the
effects of experiences in the other relationship context. Adolescent-reported antisocial
behavior was low when either parent–child relationships or friendships were low in
conflict, and adolescent-reported depressed mood was low when either friendship
conflict was low or parental support was high. Parent-reported antisocial behavior
was high when high levels of conflict were reported in either parent–child or friendship
relationships and adolescent-reported depressed mood was high when either parental or
friendship support was low. Associations appear to be similar for boys and girls as no
interactions involving gender were significant.
Marvin T. Herrick, Comic Theory m the sixteenth century, 1950
No full textParent M. Marvin T. Herrick, Comic Theory m the sixteenth century, 1950. In: Revue des Sciences Religieuses, tome 27, fascicule 2, 1953. p. 182
The effectiveness and cost-effectiveness of parent training/education programmes for the treatment of conduct disorder, including oppositional defiant disorder, in children
No full textObjectives: To assess the clinical and cost-effectiveness of parent training programmes for the treatment of children with conduct disorder ( CD) up to the age of 18 years.
Data sources: Electronic databases.
Review methods: For the effectiveness review, relevant studies were identified and evaluated. A quantitative synthesis of behavioural outcomes across trials was also undertaken using two approaches: vote counting and meta-analysis. The economic analysis consisted of reviewing previous economic/cost evaluations of parent training/education programmes and the economic information within sponsor's submissions; carrying out a detailed exploration of costs of parent training/education programmes; and a de novo modelling assessment of the cost-effectiveness of parent training/education programmes. The potential budget impact to the health service of implementing such programmes was also considered.
Results: Many of the 37 randomised controlled trials that met the review inclusion and exclusion criteria were assessed as being of poor methodological quality. Studies were clinically heterogeneous in terms of the population, type of parent training/education programme and content, setting, delivery, length and child behaviour outcomes used. Both vote counting and meta-analysis revealed a consistent trend across all studies towards short-term effectiveness ( up to 4 months) of parent training/education programmes ( compared with control) as measured by a change in child behaviour. Pooled estimates showed a statistically significant improvement on the Eyberg Child Behaviour Inventory frequency and intensity scales, the Dyadic Parent - Child Interaction Coding System and the Child Behaviour Checklist. No studies reported a statistically significant result favouring control over parent training/education programmes. There were few statistically significant differences between different parent training/education programmes, although there was a trend towards more intensive interventions ( e. g. longer contact hours, additional child involvement) being more effective. The cost of treating CD is high, with costs incurred by many agencies. A recent study suggested that by age 28, costs for individuals with CD were around 10 times higher than for those with no problems, with a mean cost of 70,019 pound. Criminality incurs the greatest cost, followed by educational provision, foster and residential care and state benefits. Only a small proportion of these costs fall on health services. Using a 'bottom-up' costing approach, the costs per family of providing parent training/education programmes range from 629 pound to 3839 pound depending on the type and style of delivery. Using the conservative assumption that there are no cost savings from treatment, a total lifetime quality of life gain of 0.1 would give a cost per quality-adjusted life-year of between 38,393 pound and 6288 pound depending on the type of programme delivery and setting.
Conclusions: Parent training/education programmes appear to be an effective and potentially cost-effective therapy for children with CD. However, the relative effectiveness and cost-effectiveness of different models ( such as therapy intensity and setting) require further investigation. Further research is required on the impact of parent training/education programmes on the quality of life of children with CD and their parents/carers, as well as on longer term child outcomes
The effects of parent involvement on student success
No full textPlan BThe purpose of this study was to find whether a correlation exists between parent involvement and student success at the high school level at Pepin High School, Pepin, Wisconsin. The review of literature focused on parent involvement in school activities and programs, parent expectations of their children and parenting attitudes. Reasons for lack of parental involvement were identified. Lastly, why it’s important for parents to be involved and how to achieve increased parent involvement. The survey was sent to parents of all students in the 2002 graduating class of Pepin High School. Data was collected through the use of a survey designed specifically for this study. There were three sections to the survey. Section I surveyed parent’s attitudes about education and their involvement with their child and their child’s school. Section II surveyed parental behaviors as they relate to themselves, their child, and their child’s school. Section III dealt with demographic data. Research Hypothesis I There will be a positive correlation between Pepin parents’ level of involvement and the levels of success of their children.
Research Hypothesis II There will be a positive correlation between parents’ levels of education and expectations for their children. Results of this study indicate that Pepin parents’ are, as a group, involved in the lives of their children who usually average A’s and B’s. Parents are somewhat more involved at home than at school. This is a result common to other studies of parents of high school students. Parents’ level of education had little or no effect on their desires and expectations for their children. All groups scored high which speaks well of Pepin parents. It is obvious from the survey that parents are concerned about their children’s success in and out of school. This information could assist in identifying behaviors and attitudes of parents that affect children’s success in school. Knowledge gained from this study may encourage changes that could improve the level of parent involvement in all aspects of children’s lives
Antagonistic parent-offspring co-adaptation
No full textIn species across taxa, offspring have means to influence parental investment (PI). PI thus evolves as an interacting phenotype and indirect genetic effects may strongly affect the co-evolutionary dynamics of offspring and parental behaviors. Evolutionary theory focused on explaining how exaggerated offspring solicitation can be understood as resolution of parent-offspring conflict, but the evolutionary origin and diversification of different forms of family interactions remains unclear.Methodology/Principal Findings In contrast to previous theory that largely uses a static approach to predict how “offspring individuals” and “parental individuals” should interact given conflict over PI, we present a dynamic theoretical framework of antagonistic selection on the PI individuals obtain/take as offspring and the PI they provide as parents to maximize individual lifetime reproductive success; we analyze a deterministic and a stochastic version of this dynamic framework. We show that a zone for equivalent co-adaptation outcomes exists in which stable levels of PI can evolve and be maintained despite fast strategy transitions and ongoing co-evolutionary dynamics. Under antagonistic co-adaptation, cost-free solicitation can evolve as an adaptation to emerging preferences in parents. Conclusions/Significance We show that antagonistic selection across the offspring and parental life-stage of individuals favors co-adapted offspring and parental behavior within a zone of equivalent outcomes. This antagonistic parent-offspring co-adaptation does not require solicitation to be costly, allows for rapid divergence and evolutionary novelty and potentially explains the origin and diversification of the observed provisioning forms in family life
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